the very wealth and redundancy of such literature is a new
embarrassment to the librarian, who must indispensably make a selection,
since no library can have or ought to have it all. Recurring to the
function of the public library as the coadjutor of the school, let us see
what classes of books should form essential parts of its stores.

1. As geography, or an account of the earth on which we live, is a
fundamental part of education, the library should possess a liberal
selection of the best books in that science. The latest general gazetteer
of the world, the best modern and a good ancient atlas, one or more of
the great general collections of voyages, a set of Baedeker's admirable
and inexpensive guide books, and descriptive works or travels in nearly
all countries--those in America and Europe predominating--should be
secured. The scholars of all grades will thus be able to supplement their
studies by ready reference, and every part of the globe will lie open
before them, as it were, by the aid of the library.

2. The best and latest text-books in all the sciences, as geology,
chemistry, natural history, physics, botany, agriculture, mechanic arts,
mathematics, mental and moral science, architecture, fine arts, music,
sociology, political science, etc., should be accessible.

3. Every important history, with all the latest manuals or elementary
books in general and national history should be found.

4. The great collections of biography, with separate lives of all noted
characters, should be provided.

5. Dictionaries, cyclopaedias, statistical annuals, and other books of
reference will be needed in abundance.

6. A small but select number of approved works in law, medicine, and
theology should be embraced in the library.

7. I need not add that the poets and novelists should be well
represented, as that goes without saying in all popular libraries.

And special attention should be paid to building up a collection of the
best books for juvenile readers, such as have passed the ordeal of good
critical judgment among the librarians, as eminently fit to be read.
There are several useful catalogues of such reading, as: Caroline M.
Hewins' "Books for the Young," G. E. Hardy's "Five Hundred Books for the
Young," and the admirable "List of Books for Girls and Women" by Augusta
H. Leypoldt and Geo. Iles, contributed to by many experts, and copiously
supplied with notes describing the scope and quality of the books. Th