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THE PAST FEW YEARS have witnessed the growth of power the rise of student demands for relevance, and perhaps more important, an active voice in determining the nature and scope of the curriculum and in its administration. Library schools, though somewhat behind the trend, are still no strangers to this phenomenon which during the past year has produced stormy sessions at the American Library Association annual meeting, and at those of several state and other associations. It is not our purpose here to treat all aspects of the problem, but rather to focus attention upon one feature of many accredited library school curricula which is beginning to receive more concerted attention by students. Not a few brickbat broadsides have been leveled at the Comprehensive Examination, its concept and its administration. In just over half of our accredited library schools, a Comprehensive Examination is used as a final test of fitness for the library profession a final This article was prepared while Arnold and Bottle were at the School of Library Science at Syracuse University where both served on the School's Committee on Comprehensive Examinations. Arnold is now Director of Library Services at Cornell College, Mount Vemon, Iowa, and Bottle is a Lecturer at the University of Bradford in England.
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