To keep things going in this way is not easy except by eternal vigilance, both for the public who have to be taught some things over every day, and for library workers who have to learn to be good natured but unyielding, obliging but arbitrary, eternally patient but abnormally quick. In short, discipline in a library is, as everywhere, a matter of atmosphere rather than method, and atmosphere always means a group of forces expressed through personality. Miss Nelle A. Olson, Moorhead, Minn. Before our library opened, I visited all the rooms of all the schools of the city to talk library. I tried to awaken interest and enthusiasm, and to make perfectly clear to the students beforehand the purpose of a library and what was expected of them there and why. During the first few weeks I managed to spend a good deal of time in their room, moving about among them, helping them, and ready with a word of reminder the very moment a boy forgot himself. I tried in every possible way to help them to form correct library habits from the first. They all seemed anxious to conform to the library spirit when they understood it. Now, when a boy does something a little out of the way, I try to pass over it as much as possible at the time, then when he comes in again some time, perhaps having forgotten his feeling of irritation, I try to talk kindly with him about it and I find he usually takes it kindly then, and does not trouble again. I have tried always to take it for granted that the boy did not mean to annoy but forgot himself or was a little careless. I have no set procedure, but try to settle each little difficulty as that particular case seems to warrant and never to let it go on until it becomes a great one. Miss Kate M. Potter, Baraboo, Wis. The burning of our high school, two years ago, made the library the only place of general meeting for the scholars. While it was an added trouble at the time, I am not sorry for the experience either for the scholars or myself. Classes were held downstairs and study periods in the reading rooms. The children were made to realize they were under the same discipline as in the assembly room and while it took our time, it taught them the proper use of the library and we gained in the experience. First:--In regard to the children coming in such numbers as to keep the older readers away. The older people make such little use of the books in comparison, I believe in giving the time and room to the children. Second:--As to their making it a meeting place. In smaller places the children have no other place to go. Is it not better to attract them to the library? Third:--As to discipline. We find one thing essential--not to let them get started in the wrong way. A boy or girl spoken to at first, generally does not repeat the offense. While this all takes the librarian's time I feel that it is spent, in the greatest good to the greatest number, after all. Miss Gertrude J. Skavlem, Janesville, Wis.