It is with keen interest that the experiment in New York City is being watched. It certainly seems as if the most economical arrangement would be to have the branch of the public library so placed in a school building that the students would have free access to it, and the public also, not only during school hours but public library hours. It seems the logical duty of the board of education to furnish the few necessary reference books that are in continual demand in every school room and also the sets of books which are used for supplementary reading. It does, on the other hand, seem that the public library can furnish a larger general collection, in better editions and keep them in better condition for less money and with better results than can the public schools. The already crowded curriculum in most of our public schools made many an educator hesitate when a course in library economy was suggested. One can indeed see a time not far distant, it is hoped, when such a course will not be thought necessary. Such a time will be when instructors have awakened to a much greater appreciation of the value and use of bibliography and the need of training students in this line. Along with this will develop a desire in the student to keep his own references and material so arranged that he will be able to use them easily. There will still be considerable of a general bibliographical character, handbooks, etc., which would be of value in all subjects and yet perhaps be overlooked by the specialists, that could be called to the students' attention through such a pamphlet as was recently compiled by Mr. Andrew Keogh, of Yale University Library, under the title, "Some general bibliographical works of value to the students of English." There is a phase of library economy that every teacher should know, and which it seems must always have its proper place in the curriculum of the normal school. That is the knowledge of how to obtain books. Every teacher should know what the laws of his state are regarding the establishment and maintenance of the public library and the public school library, and how these laws compare with those of other states. He should know what aid he can gain through the travelling library system, should he be in a village or country district, and the possible co-operation between the public library and the public schools should he be assigned to a city. Just as the public schools are finding that they must adapt their curriculum to the needs of the children of a certain district or class, so the public library has the same lesson to learn. The Carnegie Public Library of Pittsburgh has been one of the first to recognize this in the establishment of home libraries. It has thus reached a class of children that could be reached in no other way, and why should not the public library as well as the public school aim to reach these less fortunate children?