some errors of library administration are attributable to this cause. While it is undoubtedly true that the chief function of the library is to distribute as many wholesome books as possible, among the people, the totals of circulation are of vastly inferior importance to some facts that are not susceptible of being arranged in statistical uniform. And this is more particularly true of children's reading. It is less a question of how many books are read than what books are read and by whom they are read. It may well be urged that there is greater importance in the quality of the circulation than in the size of it-not how many, but how good, should be the earnest inquiry. It may well de doubted whether some children do not read more books than they can well assimilate. They are mentally profited about as much as their physical condition is nourished when they quaff quantities of soda water. They become troubled with mental dyspepsia.

Another criticism that is pertinent applies to book selection. There are too many books written especially for children. There are more titles in the average collection of children's books than the librarian ought to purchase. There are too many books that are negative in quality-pleasantly enough flavored, not harmful in tone, authentic as to facts, but colorless. There are usually too few of the world's enduring books-classics-and too many editions edited especially for children. Some of the children's catalogues are of appalling size. Here there is abundant need of excision. Five hundred titles, judiciously chosen and plentifully duplicated, would meet the need of most libraries, and would immeasurably raise the standard of reading. Much might be ascertained by an analysis of the individual cards of juvenile patrons a sort of laboratory experiment.

There is need for greater co-operation between teachers and librarians. There are tendencies in teaching that are strangling rather than imparting the love of fine literature. It is no longer sufficient to give to the reader the music of lyric, the stir of epic poetry must serve as an exercise in grammar. It is not sufficient that from virile prose the reader may obtain the glow of the writer's fancy or thought-it must do duty as a bit of sentence construction, or a companion piece to a lesson in geography or, perhaps, of history. We are told that poetry is dead. Who killed it? and how long would it take to do the like for prose?

Whatever of criticism as to plan and method may be rightfully made against public library work with children, the earnestness that underlies it all will, in the end, serve to eliminate the real causes for such criticism. Its meaning will unfold as time goes onthe first children's room opened in a public library dates back not much more than a dozen years. In the almonry of Westminster, three and one-half centuries ago, William Caxton chose carefully for his printing press, with deep reverence in his heart for the white souls upon which his characters would be printed as surely as upon the white paper before him. And with that same thought and care will be sifted, in the work that is being carried on now, the printed page that helps to mould and build the character of the newer generations.

TRAVELLING LIBRARIES1

OLLOWING in the wake of the great public library movement, which in less than two decades has dotted the cities of the United States with buildings that house millions of books for the people, came systems of traveling libraries. The institutions which Jenkin Lloyd Jones satirically terms Carnegeries, provide city dwellers with an amplitude of reading material, but there was until a few years ago no provision for similarly meeting the greater needs of the isolated persons living remote from centers of population-in thousands of little hamlets, in mining and lumber camps, in uncounted farmhouses.

Just fifteen years ago, Mr. Melvil Dewey, then state librarian of New York, ever foremost in progressive library work and originator of most of the far-reaching methods for making public libraries useful and efficient, solved the problem which had bothered many thinkers on the subject: How to give country people access to collections of books selected by experienced and educated buyers, and how to renew these collections so as to keep a fresh and plentiful supply on hand at all times. Mr. Dewey's solution of the problem was absurdly simple. Anybody could have thought it out without effort-but nobody else did. It was this: From a centrally administered

'Extracts from booklet, "Books for the People," 1908.

library, groups of books carefully selected so as to comprise fifty or sixty volumes each, were packed into suitable boxes or cases, and sent to small villages, country schoolhouses, and centrally located farmhouses, to be distributed to the neighborhoods on the same plan as books are given out from branch stations in cities. At the end of six months, the books would be gathered by the custodian, shipped back to the central distributing agency, and a fresh lot would take their place. By this simple and economical method the people of these little neighborhoods would secure an opportunity to read the best and most interesting books without financial burden.

"In the work of popular education," said Melvil Dewey pertinently, "it is, after all, not the few great libraries, but the thousand small that may do most for the people."

In fifteen years, the first little chest of books that went upon its travels has multiplied to more than 5,000. Probably a third of a million books are now constantly "on the go" in this fashion. Figures are available for only twenty-two of the states, and according to these the circulation for the states enumerated was 600,443 books last year. It must be remembered that for a few years after the plan was transplanted from New York to other states, private contributions were the only reliance for maintaining the systems of traveling libraries. It is only within the last half dozen years that the demonstration of their usefulness prompted state legislatures to make appropriations for this purpose, to enable state library commissions to extend this great work on a liberal scale. The ease with which the traveling libraries may be adapted to meet various needs may be shown in a rapid summary compiled by Mr. F. A. Hutchins, who has been one. of the leading promoters of them in this state.

Some women in New Jersey have used them to lighten the long winter days and evenings of the brave men who belong to the life-saving service, and that state has now taken up the traveling library as a definite part of the work of its state library; other women, in Salt Lake City, send them regularly to remote valleys in Utah; a number of state federations of women's clubs use them to furnish books for study to isolated clubs; Mrs. Eugene B. Heard of Middleton, Ga., is devoting herself to the supervision of an admirable system which reaches a large number of small villages on the Seaboard Air Line in five southern states; an association in Washington, D. C., puts libraries on the canal-boats which ply on the Washington and Potomac Canal in the summer and "tie-up" in small hamlets in the Blue Ridge Mountains in the winter; the colored graduates of Hampton Institute carry libraries to the schools for their own people at the base of the Cumberland Mountains, while to the "mountain whites" libraries are sent by women's clubs in Kentucky, Tennessee, and Alabama. In Idaho, California, Nebraska, Kansas, Illinois, Missouri, Minnesota, and many other states, women's clubs are doing the same work for miners, lumbermen, farmers, and sailors. The people of British Columbia and New Zealand are successfully imitating their American cousins in this work. In Massachusetts, where nearly every community has its public library, the Woman's Educational Association is doing a most helpful work by using traveling libraries to strengthen the weak public libraries in the hill towns.

Of all the states of the Union which reported on traveling libraries last year, Wisconsin stood first with

a circulation of 122,093.

Wisconsin was the third