5. Since it is true that social conditions, racial characteristics and individuality in temperament enter very actively into the problems of the care of children in libraries and since it is also true that the books children read and the care which is given to them in libraries are frequently reflected in their conduct in relation to the School, the Church, the Social settlement, the Playground, the Juvenile court and to civic clubs as well as to the Home, a more enlightened conception of the work of all these institutions is essential if the Children's library is to play its full part in the absorption of children of different nations into a larger national life. This need is being recognized and partially met by lecture courses and by the practice work of students in library training schools but listening to lectures, reading, and regulated student practice does not take the place of that spontaneous eagerness to see for one's self, the social activities of a neighborhood or town which makes a library in its town a place of living interest. Librarians, en masse, in relation to other institutions, stand in a similar position to that of the representative of those institutions. On both sides a firsthand knowledge of the aims and objects and methods of work of all the forces at work in a given community and a perception of their interrelationship is essential if we wish to do away with the present tendency to duplicate work which is already being carried on by more effective agencies. How far a library should go in relating its work to that of other institutions it is impossible to prescribe. The aim should be to make its own work so clear to the community in which it is placed that it will command the respect and the support of every citizen. THE CIVIC VALUE OF LIBRARY WORK WITH CHILDREN The second paper at the Minnetonka sectional meeting, mentioned in the introduction to the preceding article, was presented by Dr. Graham Taylor, Director of the Chicago School of Civics and Philanthropy, who believes that "equally with the schools and playgrounds, our library centers are essential to American democracy." Dr. Taylor was born in Schenectady, N. Y., in 1851; received the degree of A.B. from Rutgers College in 1870, and was graduated from the Reformed Theological Seminary, New Brunswick, N. J., in 1873. He has since been granted the honorary degrees of D.D. and LL.D. From 1873 to 1892 he remained in the pastorale; from 1888 to 1892 was Professor of Practical Theology in Hartford Theological Seminary, and in 1892 became Professor of Social Economics in the Chicago Theological Seminary. In 1894 he became the founder and resident warden of the Chicago Commons Social Settlement. Dr. Taylor is associate editor of the Survey.