The search for material for these three minute talks makes the school library a busy place at times. Students vie with one another to bring to class the most interesting contribution from history, biography, literature, current events, etc. So interested are the students in this kind of library work that some of them began making a rough index of material in newspapers, magazines and books that would be good for such talks. The use of the library depends not so much upon the subject as upon the teacher,--a teacher of mathematics who is a constant reader will get the students to make a better use of the library than the English teacher who prides herself that she has taught Shakespeare's "As you like it" so thoroughly "inch by inch" that her pupils cannot possibly fail in the final examination. The biology teacher whose one cry a few years ago was the need of cultivating the powers of observation now acknowledges that the books in the school library or public library are needed to make the laboratory and field work of greatest value. Even the instructors in the gymnasium feel that books may help. Interesting books such as Mrs. Richards' "Art of living," Dr. Gulick's "Mind and work," Woods Hutchinson's practical talks on the subject of health, etc., are placed on reserve shelves or tables and read by pupils not as "required" reading but because they find them interesting. Students interested in problems in chemistry or in the work of physics come up to the school library for a free study period to look over the books on the library shelves and to read them on the suggestion of the teacher. School library reading is coming more and more to be the result of suggestion rather than compulsion. History teachers add to the interest of the recitation by suggesting collateral reading which will appeal to the students,--biography, historical fiction, orations, poetry, and drama are all called into play, attention is called to articles in current periodicals and a wise use of the daily paper is made in order to interest students in history in the making. The history teacher posts on the bulletin board interesting subjects for "special topics," brief oral reports to the class on interesting material outside the text book and students eagerly volunteer to look them up in the library and report to the class. "How did the Romans tell the time of day?" "Describe the daily life of a monk," "Methods of travel in the middle ages," etc. Debates also are an important feature of the history recitation: "Which contributed most to civilization, the Greeks or the Romans?"