Even our rural libraries, when they are located in the village hall or have a suitable building of their own, need not hesitate to attempt an exhibition. In many ways, they have exceptional opportunities. To begin with, there is nothing to compete with them; the novelty would be absolute. And then there is suitable material of some sort or other in abundance, botanical, geological, horticultural or agricultural, or such as illustrates local history, local industries, or any subject having strong associational interest. Differences of scope being allowed for, the rural librarian would probably find he had much less to do with his own hands than if he were getting up a show in the town. Such places as rejoice in the possession of museums and art galleries as well as libraries are specially favoured; but it does not inevitably follow that these departments of public culture do combine forces so effectually as do the places where the work is on a more frugal scale but comes at any rate from one and the same fount of activity. RELATIONS WITH THE SCHOOLS. The chapter before this concluded with some account of library work with children. The correlative of the children’s library and reading room is the school library or the periodical loan of books to the schools--sometimes it is the alternative. Under the Act of 1919 the library authority in places newly adopting the Acts will be the local education committee, and elsewhere the control of existing libraries may be handed over voluntarily to that body. Long before this Act, certain education committees had acted jointly with library committees in establishing school libraries and other modes of bringing school children into contact with good books. The aims and interests of library and school in large measure coincide. Recent legislation virtually admits this sound principle. Into the question whether it is wise to vest the control of libraries in the education authority, a question canvassed both for and against in the United States as well as in this country, there is no need to enter at the moment. Everybody agrees that children must be taught, or at least encouraged, at a fairly early age, to read books for themselves and to have some idea of the uses of a library. Most teachers and librarians would also agree that every school should have a library of its own, and that at some stage or other each child should be introduced to the public library. Perhaps this is as far as we need go in the direction of agreement: uniformity is surely not advisable, and local circumstances, relative situation in particular, may have to determine the nature of the interaction of library and school, and the more important point, how soon should the school child shift the centre of his reading interests from the school library to the public one, the one that is there to be his intellectual mainstay throughout life? From the point of view of a public librarian, it might be undesirable that a school library should