One of the sessions of the Children's librarians section of the A. L. A. meeting at Minnetonka in 1908 was given up to the discussion of the place of children's library work in the community. The library point of view was presented by Miss Moore. Annie Carroll Moore was born in Limerick, Maine, and was graduated from Limerick Academy in 1889 and Bradford Academy in 1891. After completing her work in the Pratt Institute Library School in 1896 she became children's librarian in the Pratt Free Library where she remained until 1906. She then organized the children's department in the New York Public Library, of which she is still supervisor. Miss Moore has lectured on library work with children and has contributed many articles on the subject to library periodicals. Fifteen years ago the Minneapolis public library opened a children's room from which books were circulated. Previous to 1893 a reading room for children was opened in the Brookline (Mass.) public library but the Minneapolis public library was the first to recognize the importance of work with children by setting aside a room for their use with open shelf privileges and with a special assistant in charge of it. Since 1893 children's rooms and children's departments have sprung up like mushrooms, all over the country, and first in Pittsburg, then in Brooklyn, Cleveland, Philadelphia, New York City and Queens Borough, children's rooms in branch libraries have been organized into departments from which a third, at least, of the entire circulation of the libraries is carried on by assistants, either trained or in training to become children's librarians. It has been the inevitable accompaniment of such rapid growth that the work should suffer growing pains in the form of criticism and even caricature at the hands of casual observers and clever writers. Those of us who have been identified with the movement since its inception have somehow managed to preserve our faith in a survival of the fittest by remembering that there was a time when everything was new, and have felt that if we could keep a firm grip on the active principles which inspire all successful work with children, whether it is the work of a small independent library or that of a large system of libraries, our labor was not likely to be lost. The children, the books and ourselves are the three elements to be combined and the success of the combination does not depend upon time, nor place, nor circumstance. It depends upon whether we have a clear vision of our surroundings and are able to adapt ourselves to them, a growing appreciation of the value of books to the persons who read them, and the power of holding the interest and inspiring the respect and confidence of children.