be so efficient and amply sufficing that elder children were deterred from finding their way into the wider realm of the public library. The school library should be but a tributary flowing into that main stream. There are three modes of dealing with the problem of books for the school child, and these may be variously combined. (1) There may be a permanent collection, stationed in the school, consisting of graded sets of reference works required to illustrate any of the subjects taught or studied in the school; and further, a collection, large or small, of such books, mainly of a recreational kind, as it may be thought fit to provide for home reading. Such a collection may be built up by the school itself or by the staff of the public library, who would act, as a rule, in close consultation with the teachers. One great advantage of having all the books permanently located at the school is that the children look upon it then as really the school library, and the teachers are able to familiarize themselves with the contents, and thus can influence the children’s reading to the maximum. If there are funds enough, a fairly large and representative collection can be provided--one that the most voracious boy or girl is not likely to exhaust till he or she is old enough to join the public library. The best books become household possessions; children talk about them to their chums, and not to have read them is a lapse that must be wiped out. If, on the other hand _Westward Ho!_ or _Little Women_ is merely a loan and has gone back to the central library, how can the young reader get even with the luckier ones? (2) To save the expense of a number of permanent school libraries, an education authority may arrange with the public library to organize a series of travelling collections or merely boxes of books to circulate among the schools. This system may be combined with the other, the reference collection being regarded, most reasonably, as always indispensable and therefore permanent, and loans of books for recreation supplied at fixed intervals. There is one unquestionable boon attaching to this arrangement--the children enjoy the stimulus, as the date comes round, of choosing and rejoicing among a fresh lot of books. Many teachers too, no doubt, are not averse from a change.