As childhood and youth are the times in which to lay the foundation for the habit of reading and of discrimination in reading, it falls to the library worker with children to build up a system of sound library pedagogy leading to the increased intelligent use of the library. The library worker has to deal with large crowds of children of all ages, all classes and nationalities. In a busy children's room she is rarely able to provide enough assistants to do the necessary routine work and help each individual child select his reading, therefore it becomes necessary for her to direct the children's reading through large groups and to adapt for this purpose methods used by other educational institutions. But these methods have to be adapted in a practical, forceful way, otherwise they become sentimental and ineffectual. For instance, a method useful in the kindergarten for teaching ethics, in the public schools for teaching geography, science or history, if rightly applied by the public library, may be useful in arousing interest in good books and reading. Such is the story telling method, one of the most effective, if rightly applied, which the public library uses to introduce large groups of children simultaneously to great literature. On the other hand, if the library worker uses story telling merely as a means of inculcating knowledge or teaching ethics, the story fails to produce public library results and the method becomes the weakest of methods, as it absorbs time, physical energy, and library funds which should be expended to increase good reading.