Children don't like it. How can you say it's a good book?" As with anything, children's tastes and abilities to appreciate have to be educated. It's often more helpful to know what the children don't like because then you have some clues about the direction your teaching must take. By building from what the children do like, you can usually help children develop their tastes and appreciations. The process takes time as well as good timing. You don't read a story, no matter how good it is, instead of allowing the children to go to recess -- unless they beg to stay in. By the way, it's equally important not to ridicule a child's reading interests and tastes. I could go on and on about this, but I must close. Perhaps the only things my students really learn, besides how to spell Newbery and Andersen, is not to refer to the course as "kiddy lit" and never to use the word cute to describe a book. I don't know. I do get a lot of my undergraduates as students in my graduate children's literature courses after they have taught for a year or so. (We have five graduate courses plus the possibility of eight hours of independent study and four hour thesis course in children's literature at Oakland University.) It's interesting to see how my undergraduates have developed after a year or two of teaching full-time. Many of them testify that children's books were their salvation during their first year of teaching. (I know it was during my years of teaching children.) When they say this, I hope they mean that they have come to realize more fully the power of literature -- "the spell-binding, uplifting, humanizing influence of a well-told story." Jane Bingham School of Education Oakland University Rochester, Michigan 48063 Teaching Children's Literature in the Library School Mildred Laughlin When Dr. Jennerich called and asked me to represent the library school professors in a symposium on perspective and methodology in teaching children's literature, I was so> pleased with the topic that I accepted. My initial delight was soon marred by the realization that although I had shared children's books as an elementary librarian for 20 years, have taught children's literature for 12 years, and have tremendous enthusiasm for the subject, I felt unqualified to represent the thinking of library school professors such as Zena Sutherland, Teresa Poston, etc. In order to be 75 assured that my presentation was indicative of the view of at least some of those in my academic discipline, a questionnaire seemed the only recourse. Encouraged by the response received in both the 1968 National Council of English Survey and that of the ALA Children's Literature Roundtable Project which involved sharing course outlines, I sought the assistance of the library school professors in the ALA accredited library schools. The results of my questionnaire evidence Dr. Jennerich' s introductory statement that there is no single perfect way to teach. I think, however, that you will be interested in the tentative data I have collected thus far and the unique ideas shared through the explanatory notes and course outlines which many also enclosed. Their responses made me feel much more secure as there is a commonality in the way many library school professors teach children's literature. I shall present briefly the major ideas shared by the 30 library school professors who have returned the questionnaire, thus far, and then respond to each item with comments about my own approach as that was my original charge. The children's literature courses reported had a variety of titles, which did reflect the nature of the course. In nine schools Children's Literature was the title used, and eleven emphasized the audio-visual approach with the specific title, Books and Materials for Children. The contemporary aspects of the course was noted in two titles, Contemporary Children's Literature ; two involved services; two courses included young adults also; and one each emphasized reading interests or reading guidance. Evaluation appears in two titles, one of which also noted the use aspects. Books...