The first step towards the enlarged use of the library was to separate the children's books and classify them. We had had a fixed location up to that time, and I had not yet broken loose from it, but I numbered them according to the best light I had, though in a very short time I saw that with the increased number of duplicates we had to buy, only a movable location was of the least practical use. It was several years before the Dewey classification was finally adopted for the children, although we classified our grown-up books by it before we opened to the public. When the library became free, in 1892, the annual circulation of children's books rose at once to 50,000, 25 per cent of the whole, and as large as the largest total in the subscription days. We immediately had to buy a large supply of new books, carefully chosen, and printed a too fully annotated list, which we found useful for some years and discarded when we were able to open the shelves. We had only a corner for children's books, almost none for children under ten, and no admission to the shelves. We struggled on as well as we could for the next few years. A dialogue between a reader and the librarian in 1897 shows what we were trying to do at this time. It is really true, and illustrates the lack of knowledge in one of the most intelligent women in the city of the many points of contact between the library and the boys and girls of the city. Reader: "There ought to be somebody in the library to tell people, especially children, what to read." Librarian: "Have you ever seen the children's printed list, with notes on books connected with school work, and others written for older readers but interesting to children, hints on how and what to read, and a letter R against the best books?" Reader: "No, I never heard of it." Librarian: "It was ready the day after the library opened, was sold for five cents, and the first edition of a thousand copies was exhausted so soon that a second had to be printed. Have you ever heard of the lists of interesting books in connection with Greek, Roman and English history given to high school pupils' or the records kept for years by the North School children of books which they have read, and sent to the librarian to be commented on and criticised in an hour's friendly talk in the school room, or the letters written on the use of the library by pupils in the other schools?" Reader: "No." Librarian: "Have you ever seen the lists of good novels for boys and girls growing away from books written for children and also a list of interesting love-stories for readers who have heard of only a few authors?" Reader: "No." Librarian: "Have you ever noticed the printed lists of new books, with notes, hung on the bulletin board every Monday?" Reader: "No." Librarian: "Do you know that the library has twelve hundred volumes of the best books by the best authors, fifty of each, for use in the public schools?" Reader: "No."