The librarian should have culture, scholarship, and executive ability. He should keep always in advance of his community, and constantly educate it to make greater demands upon him. He should be a leader and a teacher, earnest, enthusiastic, and intelligent. He should be able to win the confidence of children, and wise to lead them by easy steps from good books to the best. He has the greatest opportunity of any teacher in the community. He should be the teacher of teachers. He should make the library a school for the young, a college for adults, and the constant center of such educational activity as will make wholesome and inspiring themes the burden of the common thought. He should be enough of a bookworm to have a decided taste and fondness for books, and at the same time not enough to be such a recluse as loses sight of the point of view of those who know little of books. As the responsible head of the institution, he should be consulted in all matters relating to its management. The most satisfactory results are obtained in those libraries where the chief librarian is permitted to appoint assistants, select books, buy supplies, make regulations, and decide methods of cataloging, classifying, and lending; all subject to the approval of the trustees. Trustees should impose responsibility, grant freedom, and exact results. To the librarian himself one may say: Be punctual; be attentive; help develop enthusiasm in your assistants; be neat and consistent in your dress; be dignified but courteous in your manner. Be careful in your contracts; be square with your board; be concise and technical; be accurate; be courageous and self-reliant; be careful about acknowledgments; be not worshipful of your work; be careful of your health. Last of all, be yourself. CHAPTER VII The trained librarian in a small library Julia A. Hopkins, of the Rochester (N.Y.) Public library, in Public Libraries, December, 1897