This dissertation is the report of an analysis of the literature of American theological education. American theological education is defined here as the efforts of American Protestant theological schools, particularly the member schools of the American Association of Theological Schools (AATS), to prepare students for ministry. An assumption of this study is that the role of the library is crucial to the success of theological education. The study is not limited to, but is primarily concerned with, three interrelated dynamics: the philosophy, teaching method, and libraries of theological education. A basic assumption of the analysis is that these three dynamics exert a reciprocal influence upon each other. The purpose of the study is to trace the historical development of the theological library as it responded to and, in turn, stimulated the philosophy and teaching method of theological education, and from the observation of these reciprocal influences to understand and project the library's potential in contemporary theological education. (Author)