(4) _The Return._ The theory of the Sunday-school library is that each scholar will bring his book back after a week or two weeks. But boys and girls--sometimes older scholars also--are apt to be careless. Books are exchanged between scholars, are loaned from one home to another, are forgotten, and are lost. And the books lost most readily are frequently those that are most sought for by the scholars. How to induce scholars invariably to return their books constitutes the third problem of library management. In many schools the percentage of lost books is exceedingly large. The librarian should do his utmost to reduce the loss to a minimum. To this end a few suggestions may be given: (a) Record of Scholars. Every scholar's name and address, with his library number, should be kept on record in the library; and every effort should be made to make the record conform to all changes in residence. (b) Record Sheet. The library should contain a record sheet, showing the number of every book issued, and the number of the scholar receiving it; to be canceled when the book is returned. This will show who is responsible for every book out of its place from the library. (c) Fines. A fine should be assessed upon the scholar for every book kept over time; and notice sent to the scholar at his home when a fine has become due. (d) Rewards. Scholars should be paid a reward, perhaps of ten cents for each book, if they can succeed in tracing and finding any book which has been out of the library two months or more. These plans, or others, may lessen, but no plan will entirely remove, the evil of books lost to the library through neglect or a worse crime. XIII THE TEACHER'S QUALIFICATIONS AND NEED OF TRAINING While the superintendent in the school is the moving and guiding intelligence, the pulse of the machine, the teacher in the class is the worker at the anvil, or the loom, or the lathe, for whom all the plans are made, and upon whom all the success depends. In the warfare for souls he is on the picket line and at close range, fighting face to face and hand to hand. The sphere of his effort is small, that group gathered around him for an hour on Sunday, but in that little field his is the work that counts for the final victory. His task requires peculiar adaptedness, supplemented by special training. 1. =His Qualifications.= There are on the American continent not less than a million and a half Sunday-school teachers, who give to the gospel their free-will offering of time, and toil, and thought. They are not like civil engineers or the majority of public-school teachers, graduates of schools that have given them training for a special vocation. In every respect they are laymen, engaged for six days in secular work, and on one day finding an avocation in the Sunday school. Yet there are certain traits, partly natural and partly acquired, which they must possess, if they are to find success in their Sabbath-day service.