To be capable of guiding the reading of children it is necessary for one, first, to have appreciation and discernment in adult literature, second, to gain the child’s point of view. The various printed book lists are helpful, but the librarian should depend upon her own judgment as final critic in the selection of books for her children’s collection. She must realize the qualities essential to particular classes of books, such as history, and biography, science, travel, fiction, and the qualities which make them suitable for children. In the matter of books of science, etc., it is always best to obtain the judgment of some authority in this line as to their accuracy. As to their suitability for children in presentation,—simplicity of treatment and interest of style,—the worker with children is still the best judge. The story style of presenting science is, as a general thing, of little use. Children can take their informative reading in a straightforward way. Nothing is more disappointing to them than to take a book for the sake of the story and find that it is only information with a story covering, or to search for some definite information and be constantly hindered by the narrative. As to the real literature for children, or the story, perhaps there is no surer way of gaining discrimination than by reading some of the classics for children and some of the standard fiction; e. g., a few of the old favorite folk tales, myths, and such adaptations for children as Marvin’s Adventures of Odysseus and French’s Heroes of Iceland; books of fiction such as Pyle’s Men of Iron, Kipling’s Captains Courageous, Spyri’s Heidi. The children’s collection should be kept well rounded and should contain a fair proportion of good poetry, chosen from various standpoints: all that is childlike in subject and form, much that is beyond the average child but appreciated by the unusual one,—poetry chosen for beauty of sound or charm of movement. =Work with Schools.=—The library must keep pace with the course of study in the schools and develop its school reference work with teachers and pupils by proving its helpfulness. The adult collection will always be found an important help in reference work. The duplication of certain titles to meet the school demand for supplementary reading should be made only as far as is possible without injustice to the children’s room collection as a whole. The lending of sets of books for class room libraries is best begun with schools at a distance too great for the children to walk to the library to get their books. These collections are made up of about fifty books, not text books nor required supplementary reading, but books following the line of certain parts of the school work and books of imaginative reading. A simple method is usually devised for statistics of circulation, such as a large card for each book on which is written the name of the child who is reading the book.