The centralization or the dispersion of related subjects in the book classification scheme is one of the most interests.
　In this paper, I intend to illustrate the location of the Economic geology, Metallurgy and Articles made of metals in it.
　These subjects divided into three divisions i.e. 553 Economic geology, 662 Mining engineering, 671 Metal manufacture in the Dewey decimal classification.
　In NDC (Nippon decimal classification) the most prevailed scheme in Japan library divided into two divisions i.e. 560 Mining and metallurgy, 581 Articles made of metals.
　NDLC (National Diet library classification) divided into two divisions i. e. ME Economic geology. PD Metallurgy. Mining engineering.
　I compared with these schemes, and concluded one of the most available scheme.

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　Among the auxiliary tables from ‘Table A’ to ‘Table H’ on pp. 383-385 of Nippon Decimal Classification，7 th new rev. ed., ‘Table G Subdivisions of individual languages’ and ‘Table H Subdivisons of individual literatures’ are applicable only to ‘800 language class’ and ‘900 literature class’ respectively, so they are quite clear about the limits of their adaptation. But to which subject or to which class number can we apply the other auxiliary tables?
　Giving concrete instances on each case, this paper indicates the points on applying the auxiliary tables from ‘Table A Divide like device (general)’ to ‘Table F Linguistic subdivision’ and aims to seek some means of solving these problems.
　Mnemonics is, indeed, an important element of the structure of DC group, but the classification scheme is inclined to be subordinate to mnemonics or the class number is apt to be too long, if we overestimate it. The author thinks that there are three ways to get rid of the ambiguous meaning of the figures caused by mnemonics. The first is to use symbols like UDC and to decide the order on applying the multiple auxiliary tables at the same time. But this is not practical for NDC aiming to arrange the books on the stacks particularly. The second is to distinguish shelf classification from bibliographic classification, to introduce the alphabet or symbols in the auxiliary tables, and to take the figures and letters together only in the bibliographic classification. This method should be more fully studied but needs the alterations of the classification scheme itself. Consequently the author thinks that a third way would be the most useful one at present. That would be to limit strictly the scope of application of the auxiliary tables and as a rule to use them merely on the places designated especially in the general tables. Besides, it is desirable to give the detailed instructions like DC and to cite the examples in each case. It seems that it would be necessary to re-examine the general tables now in use.

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　This article aims to clear up the actual state of library instruction in the elementary schools in Tokyo Metropolitan Area.
　The writers have conducted field survey of eighty-six elementary schools. The results were as follows:
　1. In seventy-three elementary schools (84.9 per cent), library instruction has been carried out.
　2. In most elementary schools (90.4 per cent), the teachers in charge of class are engaged in library instruction.
　3. In most elementary schools, owing to lack of full-time teacher librarians and materials for library instruction, its effect is insufficient.
　4. As the library collection is insufficient, library instruction is not available.
　5. Some teachers confound the library instruction with the reading guidance.

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