Another section of your library should contain books that bear directly on the work of the school. There must be the best works on teaching, such as Trumbull's "Teachers and Teaching," Schauffler's "Ways of Working," Boynton's "The Model Sunday-school," and Du Bois' "The Point of Contact." There must be some account of the Bible, like Rice's "Our Sixty-six Sacred Books"; some brief and attractive manual of Christian evidences, like Fisher's or Robinson's; some life of Christ, like Geikie's or Farrar's; some account of the history, polity, and teachings of your denomination. Thompson's "The Land and the Book," Smith's "Historical Geography of the Holy Land," Geikie's "Hours with the Bible," Taylor's "Moses, the Lawgiver," Deems' "The Gospel of Common Sense," Pierce's "Pictured Truth," Butterworth's "The Story of the Hymns,"--each of these is a type of a class of books helpful to teachers,--and to scholars also, if they can be brought to read them. Add, for the temperance lessons, such books as Banks' "The Saloon-keeper's Ledger," Gustafson's "The Fountain of Death," and Strong's "Our Country" and "The New Era." I wonder that so few Sunday-school libraries contain the great Christian poems, such as "Paradise Lost," Browning's "Saul," Lowell's "Vision of Sir Launfal," Arnold's "The Light of the World," and many more that would illuminate the lessons. Many fascinating books of science for young folks have been written expressly from the Christian stand-point. Why not add to the library such books as Kingsley's "Glaucus," Burr's "Ecce Cœlum," Agnes Gibberne's "Sun, Moon, and Stars," Keyser's "In Bird-land"? I may seem to be suggesting books for the older scholars mainly. Let me here urge that equal care and thought be spent on the volumes for the little tots and the "intermediates." Their books are not so interesting to the mature-minded committee, and so they are more likely to be chosen at haphazard. This is especially true of the books for the primary department. Two or three pounds of their diminutive volumes are shoveled up in a mass, read by title, and tucked in at the end of the list. This carelessness is especially injurious, because it is at their age that the reading habit is formed, and it is of the utmost importance that the tiniest books in the library shall be bright, helpful, and of real literary value. To discover these will prove one of the most difficult tasks of the conscientious committee. Do not give up the old favorites. When Susan Coolidge's "Katy Did" series wears out, give the old books away to some poorer school and get a fresh set of the same. Remember that new scholars are all the time entering, and that there is no recommendation for a book so effective as the young people's own testimony, "I have read it, and I know you will like it."