Several girls of the high school have sought assistance in their various studies, especially in Greek and Roman history, and have read, in connection with the histories recommended, novels and some interesting travels, and have spent much time over engravings and photographs illustrative of their reading. Two of these girls, having asked me for a novel, meaning something like their former reading, I made tests by giving them exactly what they asked for. Very soon both books were returned, with the remark, 'I couldn't read it.' In a little talk that ensued, and in which I drew from them a criticism of their reading, it dawned upon them that they had developed, or grown, as they said. I could go on giving instances of this gradual development in individual cases, and of its influence upon others to whom these readers recommended what they had read, the increased call for the better books of fiction, biography, history, travel, miscellany, and science. In four years' work books of sensational incident, so long popular, have lost much of their charm. They have been crowded out by better books and personal interests in the young people themselves." Mr. Foster of the Public Library, Providence, R. I., has sent an account in detail of his work among pupils and teachers, which may be thus condensed: Soon after the opening of the library, in 1878, he held a conference with the grammar-school masters of the city, and through them met the other teachers. He printed for the use of pupils a list of suggestions, some of the most important of which were summed up in the following words: "Begin by basing your reading on your school text-books;" "Learn the proper use of reference-books;" "Use imaginative literature, but not immoderately;" "Do not try to cover too much ground;" "Do not hesitate to ask for assistance and suggestions at the library;" "See that you make your reading a definite gain to you in some direction."