Quartermain"; Weir Mitchell's "Hugh Wynne", Marion Crawford's "Marietta", "Marzio's crucifix", and "Arethusa"; Kipling's "The Day's work", "Kim" and "Many inventions" and, if they have been removed as juvenile titles, I think we should restore "Tom Sawyer" and "Huckleberry Finn" under the head of adult fiction. Other titles will be freely and frequently used in a children's room, which is taking into active account the interests of its users and is seeking to establish a genuine taste for good reading which will not be abandoned later on as artificial or forced. In general, the principle of selection should be to provide the best standard novels in order that the boys and girls who go out from the children's room may know what good novels are and so much of modern fiction as shall serve to give the collection the appearance of being interesting and up to date without lowering the standard of that taste for good reading which is the chief purpose in shelving such a collection in a children's room. The presence of the books is good for the children's librarian as well as for the children and it goes without saying that she must be familiar with them if she is to use them intelligently. The point to stop in the purchase of books designed for supplementary reading is with the smallest number that will meet the active demands which are not met by REAL books. We may well stop with the third book in most cases of purchase of books in sets. Does anybody know whether informational readers on the shelves of a children's room leads to genuine interest in the subject so presented? To quote one boy's opinion of nature readers, "The nature you get in books is the most disinteresting subject there is." The cheapness of these publications has led to a larger duplication of them in libraries than seems desirable for the best interests of the work. We need in place of them such books, with certain modifications in treatment, as were indicated by Dr. Stanley Hall in his recent and very suggestive address on Reading as a factor in the education of children (Library Journal, April, 1908). Most of all do we need a series of books which will put foreign children and their parents in touch and in sympathy with the countries from which they came by spirited illustrations in color of street scenes, festivals and scenes from home life accompanied by simple direct statements and with translations of such stories and poems as may aid in making and keeping the impressions of their country vivid and lasting. There has been a rising wave of production of primers and first reading books during the past five years. Some libraries have experienced a primer craze and it becomes exceedingly difficult to decide which ones to buy and bow freely to duplicate them. Primers and "easy books" have a use for children who are learning to read but too free a use of them may be one of the influences responsible for that lack of power of sustained attention and