11. The question of a children's reading room depends on the size of the room for older readers, and how much it is used by them in the afternoons. Conditions vary so much in libraries that it is impossible for one to make a rule for another in this case. HOW LIBRARY WORK WITH CHILDREN HAS GROWN IN HARTFORD AND CONNECTICUT The Library Journal for February, 1914, says: "One of the pleasantest features of 'Library week' at Lake George in 1913 was the welcome given to Miss Hewins, that typical New England woman, whose sympathy with children and child life has made this relation of her public library work a type and model for all who have to do with children.... Miss Hewins's paper was really a delightful bit of literary autobiography, and she has now happily acceded to a request from the Journal to fill out the outlines into a more complete record." Not long ago I went into the public library of a university town in England and established confidence by saying, "I see that Chivers does your binding," whereupon the librarian invited me inside the railing. A boy ten or twelve years old was standing in a Napoleonic attitude, with his feet very far apart, before the fiction shelves, where the books were alphabetized under authors, but with apparently nothing to show him whether a story was a problem-novel or a tale for children. My thoughts went back many years to the days when I first became the librarian of a subscription library in Hartford, where novels and children's stories were roughly arranged under the first letter of the title, and not by authors. There was a printed catalog, but without anything to indicate in what series or where in order of the series a story-book belonged, and it was impossible when a child had read one to find out what the next was except from the last page of the book itself or the advertisements in the back and they had often been torn out for convenient reference.