Not alone in the fields of science, history, and biography, but in the attractive fields of literature, also, can the libraries aid and supplement the teachings of the school. A fine poem, or a simple, humorous, or pathetic story, told with artless grace or notable literary skill, when read aloud by a teacher in school, awakens a desire in many to have the same book at home to read, re-read, and perhaps commit to memory the finer passages. What more inspiring or pleasing reading than some of Longfellow's poems, or the Vicar of Wakefield, or Milton's L'Allegro and Il Penseroso, or Saintine's Picciola, or selections from the poems of Holmes, Whittier, Kipling, or Lowell? For all these and similar wants, the library has an unfailing supply. As a practical illustration of the extensive, use of books by schools in some advanced communities, I may note that Librarian Green, of the Worcester (Mass.) Public Library, said in 1891 that his average daily account of the books loaned to schools in two busy winter months showed over 1,600 volumes thus in daily use. This too, was in addition to all that were drawn out by pupils on their own independent cards as borrowers. Such a record speaks volumes. In the same city, where the Massachusetts State Normal School is located, sixty-four per cent. of the scholars visited the library to look up subjects connected with their studies. A forcible argument for librarians taking an interest in reading for schools is that both parents and teachers often neglect to see that the young get only proper books to read. The children are themselves quite ignorant what to choose, and if left to themselves, are likely to choose unwisely, and to read story papers or quite unimproving books. Their parents, busied as they are, commonly give no thought to the matter, and are quite destitute of that knowledge of the various classes of books which it is the province of the librarian to know and to discriminate. Teachers themselves do not possess this special knowledge, except in rare instances, and have to become far more conversant with libraries than is usual, in order to acquire it.