"Always tell a child how to fill out his application-blank, even when you are busy. Tell him just where to write his name in the register and stay near him till it is completed. Whenever it is possible, go to the shelves with a child who has just received his card of membership. Show him where different kinds of books are to be found. Ask him what kind of book he likes. Show him one or two answering to his description and then leave him to make his own selection. "Explain the routine carefully and fully to children just beginning to use the library. "Let no child sign the register, look at a book, receive or present an application, with soiled hands. Soiled and crumpled applications are considered defective and cannot be accepted. "Do not expect or demand perfect quiet. Frequent tapping upon the desk excites the children and betrays nervousness on the part of the person in charge. Let the discipline of the room seem to be incidental; let the child feel that it is first and foremost a library where books are to be had for the asking, and that you are there to make it easier to get them. "Never call children's numbers, but use their names if necessary, though a glance of recognition pleases them better. Do not force acquaintance. Children like it even less than grown people. Be sympathetic and responsive, but beware of mannerism or effusiveness. Remember, too, that questioning is a fine art, and one should take care not to offend. "Speed is not the first requisite at a children's desk. Children have more patience with necessary formalities than grown people. "Let some of the children help in the work of the room, but do not urge them to do so. "Avoid stereotyped forms of expression when reproving a child or conversing with him. Let him feel you are speaking to him personally; he will not feel this if he hears the same words used for 50 other boys." For evening work, when there is no circulation of books: "read to them sometimes; talk to them at others; and sometimes leave them quite alone. They are more appreciative when they find you are leaving work to give them pleasure than they would be if they found you were making their pleasure your work." These are a few of the instructions or suggestions consequent upon daily observation and experience. Doubtless every children's librarian could supplement them with many more, but they are enough to show what I mean by "thoughtful administration."