of them gives him mental vertigo. So do not say to him, "Here is all Greek literature--choose." But bring together on a table or a shelf a few books and say, "Here are a dozen of the greatest tragedies in the Greek language. All of them are worth reading. Take one." But when you have brought together this little collection and called attention to it, never think your work is done. After a little while change it for something else. The wonted soon becomes out-worn. When the collection is new, it is regarded with interest. Leave it too long, and people cease to see it. They walk past the shelf with a subconscious feeling that they know what is there. The thing to cultivate in them is a delightful uncertainty as to what they will find, coupled with the expectation that it will be something different from what they saw last time. Change we must have. Here again we may take a lesson from the merchant. Time, thought, and money are spent on preparing a beautiful window display. Does the proprietor settle back and say, "This is the high-water mark. We cannot arrange a better window than this; therefore we will make it permanent." Not at all. He realizes that while at first it will draw crowds, after a bit it will become an old story. He must offer something fresh. So get together a collection of the best books; call attention to them; get your public in the habit of looking for them; but change them frequently. The infinite variety of literature is such that its presentation need never become stale. One method of introducing people to the best literature seems comparatively little used in this country, though common in England, and that is the lecture course. It is generally affirmed that the American people no longer care for lectures. Forms of popular entertainment wax and wane. The New Englander of the middle nineteenth century was an enthusiastic attendant of lectures and there can be no doubt that he owed much in an intellectual way to the habit. Almost all of the best-known literary and public men of that period either went on lecturing tours or gave readings from their works. Their influence was thus greatly extended and an interest awakened in things worth while to an extent otherwise impossible. The old-fashioned lecture certainly compares favorably in its results with many methods of entertainment in vogue today. It is to be feared that the latter, far from stimulating mental life, are conducive to inertia of thought. It would be an interesting experiment for the libraries to attempt a series of lectures on literary lines and see if their old popularity could be revived. * * * * *