2. The best and latest text-books in all the sciences, as geology, chemistry, natural history, physics, botany, agriculture, mechanic arts, mathematics, mental and moral science, architecture, fine arts, music, sociology, political science, etc., should be accessible. 3. Every important history, with all the latest manuals or elementary books in general and national history should be found. 4. The great collections of biography, with separate lives of all noted characters, should be provided. 5. Dictionaries, cyclopaedias, statistical annuals, and other books of reference will be needed in abundance. 6. A small but select number of approved works in law, medicine, and theology should be embraced in the library. 7. I need not add that the poets and novelists should be well represented, as that goes without saying in all popular libraries. And special attention should be paid to building up a collection of the best books for juvenile readers, such as have passed the ordeal of good critical judgment among the librarians, as eminently fit to be read. There are several useful catalogues of such reading, as: Caroline M. Hewins' "Books for the Young," G. E. Hardy's "Five Hundred Books for the Young," and the admirable "List of Books for Girls and Women" by Augusta H. Leypoldt and Geo. Iles, contributed to by many experts, and copiously supplied with notes describing the scope and quality of the books. The last two are published by the Library Bureau. With this broad equipment of the best books in every field, and vigilance in constant exercise to add fresh stores from the constantly appearing and often improved text-books in every science, the library will be a treasury of knowledge both for teachers and pupils in the schools. And the fact should not be overlooked, that there will be found as much growth for teachers as for scholars in such a collection of books. Very few teachers, save those of well-furnished minds and of much careful reading, are competent to guide their scholars into the highways and byways of knowledge, as the librarian should be able to do. To establish a relation of confidence and aid with teachers is the preliminary step to be taken in order to make the library at once practically useful to them and to their scholars. In case there are several public schools in charge of a general superintendent, that officer should be first consulted, and tendered the free aid of the library and its librarian for himself and the teachers. In some public libraries, the school superintendent is made an _ex officio_ member of the library board. Then suitable regulations should be mutually agreed upon, fixing the number of books to be drawn on account of the schools at any one time, and the period of return to the library. It is most usual to charge such books on teachers' cards, or account, to fix responsibility, although the teachers loan them to the scholars at their option.