Have an eye to the paper and type and binding. Many books intended for Sunday-school libraries are printed on stiff, pulpy paper, that refuses to remain open at any place without cracking the back, and use a cramped and formal typography more suitable to a funeral sermon than to a book intended to attract young folks. If your funds allow, it is an admirable plan to obtain more than one copy of certain books especially likely to be needed by several classes at once, such as books on Christian evidences, on the Bible, and on the themes of the current lessons. It is one thing to gather a library, and quite another to get it used, and well used. The first point is to introduce it to the teachers. They must consider these "teachers in 8vo" to be their assistants, and must be thoroughly acquainted with them. _Every teacher should read every book in the library that is within the range of his scholars' comprehension._ How otherwise can he guide their reading? Of course the most hasty perusal will be sufficient, provided it shows the teacher the heart of the book. A teacher should learn the useful art of rapid reading. Let the teacher, as part of his preview of the quarter's lessons, make out a list of library books that teach the principal truths of the quarter ahead of him, and give this list to each scholar with the first lesson. A few minutes of each teachers' meeting might well be spent in giving suggestions regarding the use of the library to illustrate the next lesson. Let the teacher often refer to these books in the course of his teaching, learn what appropriate books each scholar has been reading, and get him to give the class some account of them. Often it will be well for the teacher to ask some scholar to read a certain story or biography or poem during the week, and be ready to tell about it for an illustration of next Sunday's truths. If you have no teachers' meeting, once in a while the librarian may mention at the prayer-meeting some library book of timely helpfulness, or the pastor might even speak of it from the pulpit. It is far better to buy the books a few at a time. In some schools a new book is added to the library every Sunday of the fifty-two. The chairman of the library committee comes forward with the book in his hand, and describes it in a few bright, brisk sentences. Its title and number are plainly written on the blackboard in front of the school. The choice is varied,--now a book for the youngest, next week one for the older scholars. Some libraries have a special case for the new books, where every one can readily find them and examine them. Indeed, the scholars are far more easily introduced to all the books, new and old, if they have free access to the shelves and can handle the books themselves, thus coming to know each as an old friend. By the way, I do not believe in covering the books. Covered books have no individuality.