Visits to teachers in their schoolrooms by librarian or assistant will often be found helpful. Lists of books adapted to schoolroom use, both for the teacher and for pupils, are good, but are very little used when offered, unless followed up by personal work. Brief statements of what the library can do and would like to do in the way of helping on the educational work of the community will be read by the occasional teacher. Teachers can sometimes be interested in a library through the interest in it of the children themselves. The work of getting young people to come to the library and enjoy its books should go hand in hand with the work of persuading teachers to interest children in the library. It is not enough to advertise the library's advantages in the papers, or to send to teachers a printed statement that they are invited and urged to use the institution; nor is it enough to visit them and say that the books in the library are at their service. These facts must be demonstrated by actual practice on every possible opportunity. A teacher who goes to a library and finds its privileges much hedged about with rules and regulations will perhaps use it occasionally, certainly not often. Appropriate books should be put directly into their hands, the educational work of this, that, and the other teacher should be noted, and their attention called to the new books which touch their particular fields. Teachers' cards can be provided which will give to holders special privileges. It is a question, however, if such a system is necessary or worth while. Under the charging system already described any teacher can be permitted to take away as many books as she wishes, and a record of them can be easily and quickly made. To give "teachers' cards," with accompanying privileges, is to limit to some extent the rights of all others. And yet teachers may very often properly receive special attention. In a measure they are part of the library's staff of educational workers. But these special attentions or favors should be offered without proclaiming the fact to the rest of the community. Many cannot see why a teacher should receive favors not granted to all. Take special pains to show children the use of indexes, and indeed of all sorts of reference books; they will soon be familiar with them and handle them like lifelong students. Gain the interest of teachers in this sort of work, and urge them to bring their classes and make a study of your reference books. CHAPTER XLIX How the library can assist the school Channing Folsom, superintendent of schools, Dover, N.H., in Public Libraries, May, 1898 We have to consider the teacher, the school, the pupil, the home. The teacher is likely to be conservative; to have fallen into ruts; to be joined to his idols; to make the text-book a fetish; to teach a particular book rather than the subject, so that the initiative in works of cooeperation must come from the library side.