le a reading room of their own, and a
room in which are their own particular books. These special privileges
will not bar them from the general use of the library. Make no age
limit in issuing borrowers' cards. A child old enough to know the use
of books is old enough to borrow them, and to begin that branch of its
education which a library only can give. The fact that a child is a
regular attendant at school is in itself almost sufficient guarantee
for giving him a borrower's card. Certainly this fact, in addition to
the signature of parent, guardian, or adult friend, even if the signer
does not come to the library, will be guarantee enough.

Teachers should be asked to help in persuading children to make the
acquaintance of the library, and then to make good use of it. To get
this help from teachers is not easy. They are generally fully occupied
with keeping their pupils up to the required scholarship mark. They
have no time to look after outside matters.

Visits to teachers in their schoolrooms by librarian or assistant will
often be found helpful. Lists of books adapted to schoolroom use, both
for the teacher and for pupils, are good, but are very little used
when offered, unless followed up by personal work. Brief statements of
what the library can do and would like to do in the way of helping on
the educational work of the community will be read by the occasional
teacher. Teachers can sometimes be interested in a library through the
interest in it of the children themselves. The work of getting young
people to come to the library and enjoy its books should go hand in
hand with the work of persuading teachers to interest children in the
library. It is not enough to advertise the library's advantages in
the papers, or to send to teachers a printed statement that they are
invited and urged to use the institution; nor is it enough to visit
them and say that the books in the library are at their service.
These facts must be demonstrated by actual practice on every possible
opportunity. A teacher who goes to a library and finds its privileges
much hedged about with rules and regulations will perhaps use it
occasionally, certainly not often. Appropriate books should be put
directly into their hands, the educational work of this, that, and the
other teacher should be noted, and their attention called to the new
books which touch their particular fields.

Teachers' cards can be provided which will give to holders special