The last group of articles brings together several unrelated phases of work. Two special kinds of children's libraries are mentioned, one a type--the Sunday School library--and one a library organized for specific work in connection with the Children's Museum in Brooklyn. Work with colored children in a colored branch library is described. The last paper gives a vivid picture of work with children in a foreign district of a large city. THE STORY HOUR The paper by Edna Lyman Scott, printed in the Wisconsin Bulletin for January, 1905, was said to be introductory to a talk which she was to give at Beloit at the Wisconsin State meeting, February 22, 1905. The author looks upon the inauguration of the story hour as but the grasping of an opportunity in working with children in the library, as a means of cultivating the love of literature and of introducing the child to books. Edna Lyman, now Mrs. Scott, was born in Illinois, educated in the schools of Oak Park, Ill., and at Bradford Academy, Haverhill, Massachusetts. At the time this paper was written she was the children's librarian in the Oak Park Public Library, then known as Scoville Institute. Her work in story telling became known outside the immediate field of its activity, and in 1907 Miss Lyman severed her connection with this library to give time to special preparation, and later to become a lecturer on literature for children and story-telling, and a professional story-teller. She spent portions of three years as Advisory Children's Librarian for the Iowa Library Commission, and during that period published her book "Story-telling: what to tell and how to tell it." She holds the position of non-resident faculty lecturer on Work for Children in the Library School of the University of Illinois, and the Carnegie Library School of Atlanta, Georgia, and lectures regularly in other library schools, before teachers' institutes and normal schools, women's clubs and study classes throughout the country. When we touch the question of guiding the reading of children in our libraries we have opened the consideration of a subject which is one of the great arguments for the existence of public libraries. All about we see and feel the utter indifference of parents to what their children are reading, or whether they are reading at all, and the results of this indifference appear on every hand, in the character of the books which content the child, or in his determination to bury himself in a book to the exclusion of every other interest.