This little book closes a series of five volumes which I undertook some years since, in the wish to teach boys and girls how to use for themselves the treasures which they have close at hand in the Public Libraries now so generally opened in the Northern States of America. The librarians of these institutions are, without an exception, so far as I know, eager to introduce to the young the books at their command. From these gentlemen and ladies I have received many suggestions as the series went forward, and I could name many of them who could have edited or prepared such a series far more completely than I have done. But it is not fair to expect them, in the rush of daily duty, to stop and tell boys or girls what will be "nice books" for them to read. If they issue frequent bulletins of information in this direction, as is done so admirably by the librarians at Providence and at Hartford, they do more than any one has a right to ask them for. Such bulletins must be confined principally to helping young people read about the current events of the day. In that case it will only be indirectly that they send the young readers back into older literature, and make them acquainted with the best work of earlier times.

I remember well a legend of the old Public Library at Dorchester, which describes the messages sent to the hard-pressed librarian from the outlying parts of the town on the afternoon of Saturday, which was the only time when the Library was open.

"Mother wants a sermon book and another book." This was the call almost regularly made by the messengers.

I think that many of the most accomplished librarians of to-day have demands not very dissimilar, and that they will be glad of any assistance that will give to either mother or messenger any hint as to what this "other book" shall be.

It is indeed, of course, almost the first thing to be asked that boys and girls shall learn to find out for themselves what they want, and to rummage in catalogues, indexes, and encyclopÆdias for the books which will best answer their necessities. Mr. Emerson's rule is, "Read in the line of your genius." And the young man or maiden who can find out, in early life, what the line of his or her genius is, has every reason to be grateful to the teacher, or the event, or the book that has discovered it. I have certainly hoped, in reading and writing for this series, that there might be others of my young friends as sensible and as bright as Fergus and Fanchon, who will be found to work out their own salvation in these matters, and order their own books without troubling too much that nice Miss Panizzi or that omniscient Mrs. Bodley who manages the Library so well, and knows so well what every one in the town has read, and what he has not read.

I had at first proposed to publish with each book a little bibliography on the subjects referred to, telling particularly where were the available editions and the prices at which they could be bought by young collectors. But a little experiment showed that no such supplement could be made, which should be of real use for most readers for whom these books are made. The same list might be too full for those who have only small libraries at command, and too brief for those who are fortunate enough to use large ones. Indeed, I should like to say to such young readers of mine as have the pluck and the sense to read a preface, that the sooner they find out how to use the received guides in such matters,—the very indexes and bibliographies which I should use in making such a list for them,—why, the better will it be for them.

Such books as Poole's Index, Watt's and Brunet's Bibliographies, and the New American Indexes, prepared with such care by the Librarians' Association, are at hand in almost all the Public Libraries; and the librarians will always be glad to encourage intelligent readers in the use of them.

I should be sorry, in closing the series, not to bear my testimony to the value of the Public Library system, still so new to us, in raising the standard of thought and education. For thirty years I have had more or less to do with classes of intelligent young people who have met for study. I can say, therefore, that the habit of thought and the habit of work of such young people now is different from what it was thirty years ago. Of course it ought to be. You can say to a young learner now, "This book says thus and so, but you must learn for yourself whether this author is prejudiced or ill-informed, or not."

You can send him to the proper authorities. On almost any detail in general history, if he live near one of the metropolitan libraries, you can say to him, "If you choose to study a fortnight on this thing, you will very likely know more about it than does any person in the world." It is encouraging to young people to know that they can thus take literature and history at first hand. It pleases them to know that "the book" is not absolute. With such resources that has resulted which such far-seeing men as Edward Everett and George Ticknor and Charles Coffin Jewett hoped for,—the growth, namely, of a race of students who do not take anything on trust. As Professor Agassiz was forever driving up his pupils to habits of original observation in natural history, the Public Library provokes and allures young students to like courage in original research in matters of history and literature.

EDWARD E. HALE.

Roxbury, April 1, 1885.