Mr. Metcalf, of the Wells School, Boston, who told at the conference of 1879 of his work in encouraging a love for good, careful, and critical reading, writes: "My girls have bought Scott's Talisman, and we have read it together. I have now sent in a request for forty copies of Ivanhoe. My second class have read, on the same plan, this year, Mrs. Whitney's We Girls, and the third class have finished Towle's Pizarro, and are now reading Leslie Goldthwaite. The City Council refused, last year, to appropriate the $1,000 asked for. When we have the means, all our grammar and high school masters will be able to order from the library such books as are suited to their classes. This plan introduces the children to a kind of reading somewhat better than would otherwise reach them, and, best of all, it gives them great facility in expression." Hartford, which has now no free circulating library, but hopes for one within two years, still keeps the old district system of schools, and several of these schools have a library fund. Mr. Barrows, principal of the Brown School, writes: "Our library contains the usual school reference-books. Recently we have added quite a number of books especially adapted to interest and instruct children, such as The Boy Travellers, Miss Yonge's Histories, Butterworth's Zigzag Journeys, Forbes's Fairy Geography, etc. The children are not permitted to take these books away from the building. Pupils are invited to bring such additional facts in geography, or history, as they may obtain by reading. Topics are assigned. Should spices be the topic, one pupil would read up concerning cloves; another nutmeg, etc. Again, pupils are allowed to make their own selections, and invited to give, at a specified time, any facts in geography, history, natural science, manufactures, inventions, etc. For this extra work extra credits are given. Our object is to cause pupils to realize the conscious and abiding pleasure that comes by instructive reading; to encourage such as have not been readers to read, and to influence such as have been readers of trash to become readers of profitable books. The result, so far, is very encouraging. Many have become enthusiastic readers, and can give more facts and information thus obtained than we have time to hear. As the Christmas holidays approached, many signified a desire that their presents might be books, such as we have in our library; for they do not have time at school to exhaust the reading of these books, and consequently do not lose their interest."