Whatever the arrangement, they must be made to feel that the reference room, its appliances and its attendants, are part of their school outfit, an annex to the school as it were, however much we, carrying out the idea of Dr. Harris, may think the school an annex to the library. Accustom them as far as possible to use reference books at the library, and perhaps the coming generation will not invariably demand a book to take home, no matter how small the subject or how large the number of applicants for the same. In this, as in all other school work, we must look to the teacher for aid after the technical use of our tools is taught. The average child does not so much need the encouragement to read which may come from the library as constant guidance, which, to a large degree, must and does rest with the teacher, and in this matter of instruction much must depend on her even though the teaching itself is not imposed upon her as part of her duties. Explain to her your ideas, get her individual interest, and I can testify that she will assist in many ways. Children take their tone from their teacher, and the battle is half won if we have her hearty cooperation. A catalog should be placed in every school, and this she will help her pupils to use in nature work, history, and geography, and at the different holidays; also for their selections in speaking. Particularly can she help in regard to their use of the reference room. She will remind them from time to time to go there instead of to the general delivery counter for special school topics. She will furnish a weekly memorandum of her essay work, this especially in the high school. She will send a warning note when her whole class is to descend upon us in a body at the busiest part of the afternoon, thereby probably saving our reputation in the minds of these young people whom we are laboring to convince that the library is an inexhaustible storehouse of information, equal to any demand which may be made upon it. Now is the time for them to put their theoretical knowledge into practice, and we must often turn them loose with the reference books to find their own way, if we would be able in the future to deny the accusation that we are fostering laziness by having the very page and line pointed out. I really believe that when the present library and school movement, has had time to exert its influence over even one generation, unlimited possibilities will unfold. Think what it will be to have our legislatures and city councils, our school and library boards and corps of teachers, drawn from the ranks of those who have grown up in the atmosphere of the public library to a true appreciation of its value. ELEMENTARY LIBRARY INSTRUCTION