And it is not always the small library which might better tell its stories in school. Consider the city library which has a story teller who tells stories at a Branch. She gets crowds of children, it is true, but many more do not come. She has too many for her story room. Even if she repeats her story until all the eager children get in eventually to hear it the results are of doubtful benefit. It has meant a fearfully strenuous day for the story teller and for the whole Branch; the chances are that the last children to hear the tale gained little from it because the story teller was too tired to tell it well; many of the children have spent most of the afternoon in the scuffle of trying to get in and having to wait when they might have been out of doors playing; and practically all the children were the same ones who always come. And, as in a small library, all the children want the same books, if the stories were good. School people, as a rule, are very cordial to the library story teller. Since they are, this method seems preferable to the Story Hour at the library. The story teller, besides being spared the difficulty of managing the story hour at the library, has a better opportunity to keep in touch with school work; can reach all the children instead of the same group week after week; interests teacher as well as the children in the books from which the stories are told; and saves the library considerable money in janitor work and heat and light bills. Probably the story teller has neither time nor strength to tell stories both in school and library. Would she not be wise in such a case to tell her stories in the schoolroom? There is another thing that should be said of story telling as a library tool. If we aim by stories to advertise the best books, how shall we tell the stories to make the books seem most attractive and to get the best results? We say that the impression the child gets from a story told is greater than that gained from a story read. Then we proceed to tell him in our own words stories which we adapt from the books we think he should know, trusting that he will want the books themselves as a result. Well and good for those books which depend for their value upon subject matter, regardless of style; for folk-lore, for many of the fairy tales and other stories, but not equally well and good for books that are valuable for their literary forces. If a story is dramatic enough for the telling and is written by a master, is it not a shame to give it to a child in an inferior form when he might have it as it was written? If a master did it, it is every bit as dramatic and as easy for the child to understand in the form in which the master wrote it as in the story teller's version, and many times more beautiful.