There should be in such a collection several biographies. On the whole, let them be of the older, idealizing type, not of the modern young university instructor's virtuously iconoclastic type. Children get at their history first through heroic and dramatic figures and events. In their earlier years it is the imagination that appropriates the images and events of history. It is therefore only good pedagogy to present the figures on their heroic and ideal side. Let these biographies include the record of different sorts of men--a statesman, a pioneer, a preacher, a soldier, an explorer, an inventor, a missionary, a business man, a man of letters--so that many types of character and kinds of experience may be reflected. As the children grow older, they will dip into history for the images--the persons and detachable events. The search for facts and philosophy will come many years later. Some tempting books of history should appear on their shelves; _The Dutch Republic_, _The Conquest of Mexico_, Parkman's romantic narratives, and John Fiske's; if possible the illustrated edition of _Green's History of the English People_. Most of the history they get from their own reading, however, should be what they get from the biographies of the central figures in the events--Columbus, William of Orange, Francis Drake, and all the other picturesque and heroic persons. Other historical reading would best be done under guidance and in connection with the work in school. There should be a few books of travel and exploration. Among these there should be some of the original sources, if possible the _Bradford Journal_, the _Jesuit Relations_, the _Lewis and Clark Journals_. Froissart and Marco Polo should be included; the fable-making travelers perform a very useful function. To these may be added a few most recent explorations--African, Arctic, Andean, Thibetan. Children, barring the exceptional child, will not read formal science; but it may develop or help on a desirable taste and interest to have some of the many pretty out-door books in their collection--not romances of the wild, but simpler treatises about the things to be found in the door-yard and the home woodland. And when a child develops a taste or a gift in any scientific direction, he should have access, as easy as possible, to some good reference books suited to his needs. All children should have access to some of the more popular technical and scientific journals which give interesting accounts of current discoveries and inventions. By way of nature and animal books we will include the _Jungle Books_, an expurgated edition of _Reynard the Fox_, _Aesop's Fables_, and, of course, _Uncle Remus_. Other semi-scientific nature-writers will doubtless appear in most collections of children's books--and may do no harm.