say; but the limits of a collection so owned are too soon reached in the case of even the best-endowed pockets of individual readers. Were the intelligent teacher who takes an interest in the reading and intellectual growth of the pupils, from the various walks in life represented in our schools, to find a pupil whose interest in pursuing further some lines of thought therein suggested, extended no further than to the books at home on his own book-shelf, we cannot doubt that it would give occasion to question the efficacy of the teaching imparted. Mr. O'Brien's objection to the enjoyment of these reservoirs of enlightenment, by a portion of the community, where the community as a whole is responsible for their support, is as if a man should be told that he would do well not to walk abroad at night by the light of the public street lamps, but rather enjoy the light kindled in his own house. The latter is certainly important, but not even Mr. O'Brien's reasoning is likely to persuade us that it precludes the former. Mr. O'Brien, in the second place, deeply feels for the reader who, in being brought in contact with the benefits of the library, is, he thinks, subjected to a wrong system of education. To quote his language: "Just at the time when a child is beginning to form his tastes, just at the period when the daily habituation to the simple duties of farm life would lay the foundation both of sound health and practical knowledge, he is taken out of the parent's control, and subjected to a mind-destroying, cramming process, which excludes practical knowledge and creates a dislike for all serious study." One is compelled on reading this extraordinary deliverance to cast one's eye to the heading at the top of the page, "Free Libraries," and ask what this formidable indictment--not one count in which has any bearing on libraries--can mean in this connection. The only conclusion possible is that it was written with a view to appearing in some other chapter of the book.