A number of studies cited in the literature show a positive correlation between the students scholastic grade point average and his library usage. The case is made by a growing cult of librarians who are engaged in "teaching the library" that the librarian so engaged makes a direct contribution to the student's success at his studies. Although there is general agreement that students need help in the use of the library, real disagreement does exist as to (1) exactly who needs that help, (2) under what conditions, (3) when, and (4) to what degree. This proposal confronts that disagreement, suggesting that library instruction should be given to the student at the time of need, to all classes (status) of students, continuously (but not repetitiously) and at a cost so cheap that the recipient cannot afford to pass it up. Six guiding principles, expanding on the aforementioned suggestions, are offered along with a four-level sample program of instruction. Program evaluation, resource base, faculty involvement and other problems inherent in the program are discussed. (Author/KE)