Each student was also required to hand in an annotated list of at least 20 books actually read by the student and judged by her suitable for the grade in which she is to train. An oral discussion of these lists took place, and the student in many cases was required to justify her judgment, and to answer questions in regard to the books read. Some of these lists were very cheering. One excellent list for the sixth grade, with very original annotations contained 60 instead of 20 books actually read, and 30 more which the student had listed to be read at her convenience. Not all of the lists were of that character. A list for the third grade recommended "Gulliver's travels, by Gulliver" as a valuable aid in geography. The instance is eloquent of the value of a course of study which results in the illumination or the elimination of such a student. Much remains to be worked out, but a beginning has been made. Ours is one instance of the awakening of the school to the value of the privileges which the library gives it. And as the reward of doing work well is invariably to have more work to do, from the school fully awakened the library shall receive its exceeding great reward in more work to be done. Except for the hearty co-operation of the Cleveland Public Library the little experiment here outlined could not have been undertaken. VITALIZING THE RELATION BETWEEN THE LIBRARY AND THE SCHOOL. II. THE LIBRARY. BY IRENE WARREN, _Librarian University of Chicago School of Education_. The establishment of the Library Section of the National Educational Association was proof that the thoughtful librarians and school men of this country believed that an effective co-operation between public schools and public libraries was possible. In many states library sections of the state teachers' associations have been formed. Many public libraries have for some time past systematically sent both books and lists of books to the public schools.