Similarly, it may be anticipated, the public organization of lectures and teaching for adults, even though every source of supply is tapped, including the amateur and the volunteer, will lead to a greater demand for the trained professional, who will find his occupation not gone but all the more thriving and profitable. The modern museum and the art gallery in a large town have daily lectures, or perhaps half-a-dozen lectures a day, provided to teach the public how to understand and appreciate the value of their contents. This is one of the main objects of lectures in public libraries, the contents of which are far more various and extensive. But there are other reasons for selecting the library building as the most suitable place for all kinds of lectures for which appropriate illustrations in the form of works of art, museum exhibits, and other material objects are not available. Any lecture that aims at permanent results should provide every member of the audience who wants to pursue the subject with a reading list; better still, the actual books, arranged by the librarian and the lecturer in a graduated course of reading, should be on exhibition, and every facility should be given to the interested person to take home books and commence his studies there and then. Such are the considerations kept always in view by the modern librarian who runs his courses of lectures, not as a side-show, or as a method of advertizing the library and bringing in new readers, but as an integral part of the library machine. In the Croydon Public Libraries, to take one of several good examples, about a hundred lectures are given annually, some to ordinary mixed audiences, some to bodies of school children or to the young people in the junior library. The halls are nearly always crowded with eager listeners. Most of the lectures are accompanied by lantern illustrations, and the methods of bringing them directly to bear on the stores of books in the library are as thorough as in any place I know. The lecturers, who give their services free, are furnished with lists of the books the library contains on their particular subjects, and are requested to point out any serious gaps. The titles of the books are shown on the screen, and the lecturer makes his personal comments on each. After the lecture, the actual books are exhibited, and any one in the audience, who verifies his or her identity from the local directory or otherwise, is allowed to borrow from these on the spot. Another useful method is to distribute descriptive lists of the relevant books, arranged if possible on a continuous plan of reading, such lists being drawn up in collaboration with the lecturer. It was at Croydon, I believe, that the library reading was introduced as a form of lecture. The librarian or some other person well acquainted with a subject and also with the literature of the subject to be found in the library, reads pieces of