A bibliography of ideal works for children would not, however, be a voluminous affair. The children’s librarian should form something of the sort for use, and the books starred in its pages as superlative should never be out--there should always be copies enough to ensure this. The young reader will find it hard to resist the appeal, if he sees one attractive copy and next week another staring him in the face: it will assuage disappointment for the absence of something else, or charming pictures may tempt to a second reading of a classic already familiar. By such careful management the taste of a healthy child will remain unspoiled, and in later life sound judgment and appreciation of the best will show the results of this novitiate. In America, the question of circulating versus stationary libraries has been well thrashed out, though not to a unanimous verdict. At Buffalo, the respective spheres of the library and the education authority have been carefully defined. School libraries are limited strictly to the works of reference required in school work, the public library acting as book-selector. For all further requirements the school and the school children rely on the public library. In New York City, the public library deputes this branch of its work to a special department, under a supervisor of work with schools. The city is divided for the purpose into districts, in each of which there is a branch library and a group of schools. A school assistant, usually a woman, is appointed by the library to look after the work in each district, to make herself personally acquainted with every teacher, to give advice, and keep the machinery running smoothly. Formal regulations are kept down to a minimum. Teachers are allowed to borrow books in large quantities, and to keep them six months at a time if they need them; they are expected and assisted to make themselves reliable counsellors and guides to their pupils in the choice and use of books. Assistants in the libraries are told off to address groups of teachers and assemblies of school children on the objects and the resources of the libraries; children are brought to the library in classes to have its working and its benefits explained; and, finally, they are encouraged to do their home lessons in the children’s library, and are provided with a reference collection adapted to the purpose.