From remarks which I have heard on various occasions, I believe this extension of library service and library duties to youth has often been misunderstood. Work with school children, whether done by the library force as part of their duties, or by assistants especially engaged, has seemed to many to be a somewhat unnecessary extension of the library--something of a luxury. These added duties have often been assumed by the libraries under special pleas, and for reasons temporary in character. But in that wider view which I am trying to present, the truth is recognized that the library is a permanent storehouse of books for the community, to which the citizen of every class and age must repair for knowledge not only interesting and useful but necessary to the conduct of life. We recognize also that while the training of the schools soon ceases for every individual, the service of the library extends throughout life. We assert also that the possibilities of this service must be taught to the members of the community from childhood, and that the efficiency of the books will largely depend on the efficiency with which this teaching is done. Especial care must be taken with children and youth toward the end of the ordinary school periods--in the upper grades and in the high school. Here it is that the transition to independent reading must come. The children's room must not be merely an appendage to the kindergarten and primary school, but the library must supply to youth of all ages not only books, but inspiration in reading. The questions which arise in work for children are many and often perplexing, but if these general principles are accepted, they are, after all, questions of detail rather than of principle.