have not been provided for the grades below the fourth, but it is not improbable that the young children will yet be favored in a manner similar to their elders, and that every public school in the city will be made a branch of the Public Library. The books are duplicates specially selected for the purpose, and the number of copies of each ranges all the way from a dozen to a hundred. They were carefully chosen with a view to meet all tastes, and include the books which have become classics by reason of the universal approval of young people, and those in which children are known to take delight.

The books are exchanged once in eight weeks, or five times during the school year. If requests come from teachers respecting the assignment of certain books, they are complied with; otherwise the distribution is made by the library assistant in charge of this department. The task of caring for these books at the school is not made irksome to the teachers. They are sent out in chests, in which they may be kept in the schoolroom. There is no formality about giving them out. Of course, every child in a school is personally known to the teacher. No guaranty is required. The receipt on file shows the whereabouts of every book. If a volume is lost or destroyed the parent of the child is expected to pay the cost of replacing it, if able. Books in houses in which there are contagious diseases are returned directly to the library and destroyed.

When the books are received at the schools they are assigned to the different rooms in proportion to the number of children, and any pupil is entitled to draw any one of the books to be taken home and kept until read or its return is required by the teacher. A ticket in the form of a receipt is made out by the child, giving the title of the book, the date when drawn, and name of the person drawing. These tickets are filed in their order. When the books are returned they are transferred to another file, and at the end of each month are counted and the result entered in a blank form of report, which reports are compiled at the library at the end of the year and show the school circulation. Last year this amounted, in the fourth grade, to 19,692; fifth and sixth grades, 20,756; seventh and eighth grades, 8,932; ninth to twelfth grades, 43,364; a total of 93,744. The reports from the several schools show that the comparative use of the books bears no uniform relation to the number of children in the school. One school, with an enrollment more than 40 per cent greater than another, shows less than half its circulation; one school shows every pupil to have read on the average 8.5 books; another shows an average reading of only 2.8. There are two grounds of explanation of this discrepancy-proximity of the school to the library and the interest taken by the teachers in the work. Children may have library cards and make use of the library, and many whose homes are not distant and in the more prosperous sections of the city, who have read most of the books offered them at the schools, choose instead to go directly to the library for their books. But more than all things else does the interest taken by the teachers show itself in the reading of the children. Enthusiastic teachers not only inspire their pupils with desire to read the books sent out to them, but lead them to the library and help them to make judicious selections. This influence is a matter of common observation at the library. It is encouraging to note that the interest and enthusiasm among teachers are growing. As they see the results of the reading of good books in the stimulation of the mental activity of the pupils in the acquirement of knowledge and improvement of taste, they are more than ever eager to promote the good work.

This system is building up a clientage for the Public Library which will increase as the years go on. The habit of reading good books is not only one of the best things which the school can furnish to the child, but is insuring to the Public Library stanch friends and patrons. In very many cases, especially in the poor and more remote portions of the city, the books taken home from the schools are read by all the members of the family, and in some known instances have been the means of inducing the taking out of library cards and of advertising the library in quarters where it had been hitherto unknown or little thought of.

AT MILWAUKEE, WIS.

By MARY ELLA DOUSMAN, Public Library, Milwonkee, Wis.

The motive which underlies the work done in the Milwaukee Public Library may be fittingly expressed in the words of President Eliot, that "It is always through the children that the best work is to be done for the uplifting of any community." There is no age limit, and the library strives to win the attention of the youngest through a plentiful supply of the best colored picture books obtainable, which it urges parents to take home to the little ones. These picture books are also sent in large numbers to kindergartens and primary grades, where they are received with great delight, one teacher having reported that some of her children wept when they were promoted from the primary grades to others where there were no picturo books. As long as there is a demand for these books in the intermediate grades there seems no reason why a few should not be sent for the pleasure of the children who still enjoy them. The library has published a list of these picture books, which teachers and parents find useful in making a selection. The number of times these books are issued in the primary grades is a matter of surprise even to the most sanguine, one teacher issuing 30 books over 1,600 times during the two months the books were retained. Another teacher says, "After once having the books I can not do without them;" and another, having a rude and unmannerly class of children, says she must have a new set of books immediately, as a carefully selected set of stories does much toward teaching the children to be kind and gentle to one another. The teachers are urged to come to the library to make their own selection of books, but when this is not possible they are asked to send lists or discuss the special needs of their classes with the assistant in charge of the school circulation. To keep the resources of the library ever in the minds of the teachers, a complete catalogue of the books for young people has been made a part of the manual of school instruction, and special reference lists have been published on holidays, such as Independence Day, Memorial Day, Washington's Birthday, Thanksgiving Day, and Christmas.

To still further assist parents and teachers, a list of 25 best books for primary and intermediate grades has recently been published, giving the name of publisher and price of book, thus assisting those wishing to purchase suitable books for home libraries. The list may also be used as a call slip at the library, and includes such books as Scudder's Verse and Prose for Beginners, Norton's Heart of Oak books, Andrews's Seven Little Sisters, Schwatka's Children of the Cold, Stevenson's Child's Garden of Verse, Eggleston's Stories of Great Americans for Little Americans, Stories of American Life and Adventure, and others.

To show the steady growth of the system of circulation of books through the public schools of Milwaukee one has only to glance through the annual reports of the library since the plan was put in operation in 1888, when the necessity of making the library better known to children living in the outlying districts became apparent. The library assumed the cost of transportation, and the teacher acted as librarian, issuing books to such children as were provided with library cards.

During the first year 2,235 books were drawn by various teachers and given out 6,728 times, each volume being read on an average three times during the six weeks the books were retained. The experiment proved an unqualified success, and in order to meet the increasing demand for books the library board decided to expend $500 in duplicating the best books for young people.

During the second year the work was greatly extended, taking in almost every school in the city, and at the request of the teachers the time of retaining books was extended from six weeks to two months, and over $1,000 was expended for duplicates. The hearty cooperation of the teachers, the generosity of the board of trustees in the matter of buying duplicates, and the enthusiasm and untiring efforts of the superintendent of the circulating department have made it possible to carry on the work to its present extent.

During the year beginning in September, 1895, 20,691 books were issued 65,943 times by 246 teachers in 41 graded schools, 3 high schools, 1 State normal school, 1 school for the deaf, 3 Sunday schools, and 2 private schools. Books were also sent to hospitals, homes for the aged, and the State industrial school for girls. As soon as one set of books was returned from the schools or institutions there was an eager demand for "more books."

The present year shows a still greater increase in the work, or, as the old man who delivers the books expresses it, "They are hungry for books." It is indeed true, as the rapid increase at the main library testifies. Many a child living in the outlying districts, after reading all the books sent to his school, requests the teacher to give him his card that he may visit the library, which is probably miles from his home, there to still further satisfy his "hunger" for more books.

In addition to the books there is a collection of over 2,000 mounted pictures, which are loaned to the schools. These pictures, which are taken from the extra copies of Harper's Weekly, London Illustrated News, and other good weeklies, are neatly mounted on manila board. The work of cutting and pasting is mainly done by the assistants during the summer, when the regular work is not so heavy, although teachers have offered their services on several occasions and at such times have been assisted by their pupils. These pictures are sent to the schools for the same length of time as the books and prove a source of great pleasure to the children.

AT SPRINGFIELD, MASS.

BY MARY MEDLICOTT, Reference Department, City Library, Springfield.

The work of our library as an aid to the schools of the city has been a growth of years, developing with use and further acquaintance with its desirability.

We, of course, provide works on the principles of education and on the theory and art of teaching, for the use of instructors; the writings of standard educational authors; pedagogical periodicals, and reports of the board of education of our own State, the commissioner of education, and others; also the latest and best books of a practical character as they come from the press. We furnish many of the best books for reading, directly illustrative of the various studies pursued in the schools, for collateral and general study.

Each teacher is furnished with a personal card and also a teacher's card, entitling to the use of six books at a time for school work. Pupils of 12 years old and over are also entitled to cards for personal use. Teachers are invited to furnish in advance the topics they propose to give to their classes, and we select the best available books upon these topics, placing them at the disposal of the students for use out of school hours. This tends to improvement in the work of the schools and to familiarity with the use of books for purposes of study, cultivating habits of investigation, which will be of service later on in life.

To go a little more into detail as to methods: We lately placed in the reference room additional shelves, which are used exclusively for books for classes in the schools, assigning special shelves to each class or teacher who desires it, and labeling them (in L. B. label holders) with the subject represented on the shelf, changing the label when the books or subjects are changed, as, for instance, French history, general history, American literature, astronomy, electricity, glass making, etc. Thus the scholars soon learn where to go for their books, and if they require additional help they have only to ask at the reference desk. Sometimes the teachers prefer to make their own selections of books.

For this work we utilize the best material that the library can furnish-books, the newest encyclopedias, magazine articles, and even newspaper cuttings occasionally, especially for recent biography. All these are treated as reference books for the time and not allowed to be taken home. The scholars are also encouraged to search out for themselves books or magazine articles that will be useful by the aid of the catalogues, Poole's Index, etc., thus varying the methods of study. In our monthly

bulletins we frequently print special lists which are of help to them, and we are always glad when any of the teachers will aid in the selection of the best books for these printed lists.

We have been very fortunate in the spirit of harmony and cooperation between library officials and teachers, resulting in mutual benefit.

Our library is especially well located for the work of helping the public schools. It is in close proximity to the high school, so that often during school hours some of the pupils will come in-between two "periods"-to use the books set apart for them, and again after school closes. In immediate connection with the library and under its management is the Art and Natural History Museum, and the resources of both collections are available for purposes of school study.

From the duplicate geological, mineralogical, and lithological specimens in the Natural History Museum, collections have been prepared and loaned to the various grammar schools of the city. We have prepared and printed in our monthly bulletin a selected list of the best books in our library to use in connection with the study of these specimens, and which may also serve as a guide in the building up of school libraries.

A course of lectures on natural woods, vegetable fibers, and kindred topics is being given before the teachers, in the natural history hall, and for this, too, we have prepared a list of helpful books, which has been printed for circulation among the teachers.

For the weekly lectures or talks on art, given to high-school pupils in one of our lecture rooms, we likewise furnish much material in the way of illustrative books, both for lecturer and pupil. To these may be added the easy and practical examination of art objects and pictures, and art books, and of the fuller natural history collections.

The teachers bear witness to the usefulness of the library in these ways, and to the extension of the so-called "laboratory method" to all branches and grades of study. One of our school principals writes: "The books thus supplied in history, geography, and other departments of school study are of inestimable value, stimulating and developing in the pupils a taste for solid literature, and enabling the teachers to give a broader education than could possibly be done by the use of textbooks and oral instruction alone." Indeed, he adds that, “after having been accustomed for a time to this method, he should hardly know what to do with his school if he could not avail himself of the opportunities for this supplementary use of books in connection with the text-books in use."

The librarians also notice gradual improvement in the methods of study in those who come week after week, perhaps year after year, to make use of our books for school work.

CHILDREN'S READING: WHAT SOME OF THE TEACHERS SAY.

By JOHN COTTON DANA, Librarian Denver Public Library.

The Public Library of Denver is maintained by school district No. 1, a district embracing about half the population of the city and a large proportion of its taxable property. It has at present an enrollment of about 10,000 children. The library is a part of the district's educational system, and while it serves the public as effectively as its resources permit, every care is taken to make it popular with the teachers, attractive to the children, and adapted generally to the needs of the schools. With this end in view a great deal of attention has been paid to the purchase of books for teachers and pupils, and every effort has been made to induce both teachers and pupils to make use of the library. A recent inquiry showed that of the 700 children in the high school over 90 per cent have library cards. Of the total books lent for home use about one-third are from the juvenile room, which contains about one-fifth of the library's lending department. Of the total number of visitors to the library-they have averaged for a good part of the last winter about 1,500 per day-nearly 700 are children.

The library came into existence, as an institution of practical use to the schools, about five years ago, with about 7,500 volumes. Since that time its connection with the schools has increased as rapidly as the growth of volumes on the shelves has permitted. It now has 35,000 volumes, a great many of which are all the time in teachers' and pupils' hands. Collections of from 10 to 50 and 60 volumes are sent to teachers' rooms on their request and largely of their own selection, and are kept for one month or six months, or as long as wanted. Teachers lend these books for home use, or not, as to them seems best. This work in the schools has been going on for several years, but to a large extent only during the past twelve months.

The school district itself purchased, four years ago, about 3,000 volumes of supplementary readers. This collection it has increased to about 8,000 volumes, the list now including not only supplementary readers but a large number of books called desk books, like Matthews's American Literature, Portraits and Sketches of American Authors, How to Teach Reading, Dole's American Citizen, etc.

The fact that the school district sustains and controls the library, that it is under the supervision of the superintendent of schools, and that it has been for several years in close touch with teachers and pupile explains the interest taken by teachers in a circular of inquiry about children's reading which was recently sent, through the principals, to every teacher in grades one to four, 101 in all. The principals were requested, at one of their meetings, to call the attention of the teachers to the fact that in answering these inquiries they could help the library in its work, but that they were under no obligations whatever to make any reply, and that no one save themselves and the librarian would ever know whether they replied or not. The object of this explanation was to make sure that only those teachers who were interested in the matter for its own sake should express any opinions. Of the 101 circulars sent out, 73 were returned. The principals of the grade schools, 16 in number, were also asked to reply to the questions, and 13 did so. Their replies are included in the figures below. The questions and the replies, the latter tabulated as fully as possible, were as follows:

CHILDREN'S READING: OPINIONS AND SUGGESTIONS OF TEACHERS

Will you help the public library by answering as fully as you can the following questions? Return this sheet by mail in the inclosed envelope.

1. (a) Do you think it would be well for pupils in your grade to read more books? (b) What are the reasons for your opinion?

To (a) 13 answer, yes; 1 answers, no.

2. How early in their school life is it possible, on the average, to interest children in independent, outside reading?

Thirty-two say, in the first grade (children about 6 years old); 25 say, in the second grade (children about 71⁄2 years old); 14 say, in the third grade (children about 8 years old).

3. (a) Could you increase the amount of reading done by the children in your grade if you had books which you could lend them for home use? (b) Could you increase the reading, even in the first grade, if you had appropriate books to lend! To (a) 73 say, yes; 2 say, no. To (b) 44 say, yes; say, no.

4. Can you name some of the more essential characteristics of the books which especially interest the children in your grade?

Thirty-one say, "Should be about plants, animals, and other familiar things;" 24 say, "Should be about fairies and the like;" 11 say, "Must have human interest" (this essential is also impliedly mentioned in many other replies); 10 say, "Should have illustrations."

5. (a) To the children of what grade can you show the difference between booksbetween those that are true to life and those that are not; between those that may be called literature, and those that may be called silly? (b) To those, say, below the fifth grade ?