Even we librarians claim for our public collections no such fine service as is rendered by those private treasures that stand on a person's own shelves, round which "our pastime and our happiness will grow." Books for casual entertainment are more and more easily come by. But so far as our imagination reaches, what private library will for most readers supplant a public collection of books for purposes of study and reference? Is it not then fitting that we spend time and effort to educate young people to the use of the public library? Do not the methods for realizing this end seem to be as deserving of systematic study as the details of classification and of cataloging? We have learned that to bring school authorities to our assistance our faith must be sufficient to convince and our patience must be tempered by a kindly appreciation of the large demands already made upon the schools. Have we not yet to learn by just what lessons and what practice work the reference use of the public library can best be taught to children? VITALIZING THE RELATION BETWEEN THE LIBRARY AND THE SCHOOL. I. THE SCHOOL. BY MAY L. PRENTICE, _City Normal School, Cleveland, O._ Years ago a little girl ran down a country road to meet the light wagon returning from town with the purpose of climbing into the back and so getting a ride. Without turning, the wise elder brother spoke from the driver's seat: "I wouldn't undertake that if I were you." And over his shoulder a breathless but dignified voice answered, "But I have already undertooken it!" A similar answer might reasonably be expected from the library to any well-meant but tardy advice from the school-side in regard to the vitalization of the relation between the school and the library. It has already been accomplished, and comparatively small thanks are due to the school for its doing. Graded lists of books, special lists of materials for occasions, library league work, the establishment of school branch libraries, all these have been the work of the library in a much larger measure than of the school. However, there are many teachers who share the library's buoyant faith in the blessing which books bring. These have been first to appreciate all which the library has offered them. They have accepted all that has been offered them and asked for more. They have circulated library books through their own schools, sometimes at considerable cost and trouble to themselves, and for years have done all in their power to make their pupils wise and discriminating patrons of the library. That the children of their care and love might have life and have it more abundantly--that is why they have done these things. These teachers are comparatively few.