Such results are largely due to environmental influences. Deprived for the greater part of the year at least, of opportunity for normal youthful activities, the child's entire physical and mental schedule is thrown out of balance and he turns to reading, a recreation at his service at any time, only when there is little opportunity to follow other interests. Since the strain upon the ear and the eye, and back and brain is so great in the shop, the tendency in the first working years is too often toward recreations in which the book has no place. The power of the nickel library over the younger boy and girl can be broken by the presence of the public library, but the quality of the reading of the intermediate is often due to the popularity of the mediocre modern novel, with its present-day social interests. For these and other reasons, the whole judgment of the results of library work with children can not rest upon such general tests of normal book interests as we have stated. Rather such variations from the normal are themselves conditions which influence the structure of the work and especially the principles of book presentation. Children with pressing social needs must have books with social values to meet those needs; chiefest of these are right social contacts, true social perspective, traditions of family and race, loveliness of nature, companionship of living things, right group association and group interests. Starting with the principle that books should construct a larger social ideal for the greater number of children instead of confirming their present one, it was first necessary to find out from actual work with children, what their reactions to books with various interests are. Such knowledge was supplemented by the recorded testimony of men and women of their indebtedness to children's books, especially such as "Tom Brown" and "Little Women," and especially of their youthful appreciation of the relationships and interdependence of the characters. After we were able to evaluate books and to have some definite idea of which were good and which poor, the question arose: Should we have books with manifestly weak values in the library as a concession to some children who might not read the better books, or by having them do we harm most those very children to whom we have conceded them? The gradual solution of this problem seems to me to be one of the greatest services which a library can render its children. A safe answer seems to be: No books weak in social ideals should be furnished, provided we do not lose reading children by their elimination. If such books are the best a child will read, and we take them away, causing him to lose interest in reading, he is apt to come under even less favorable influences.