In her lectures upon "The Art of Storytelling;" "The Fun and the Philosophy; The Poetry and the Pathos of Hans Christian Andersen," and in the stories she told to illustrate them, Miss Shedlock exemplified that teaching of Socrates, which represents him as saying: "All my good is magnetic, and I educate not by lessons but by going about my daily business." The story as a mere beast of burden for conveying information or so-called moral or ethical instruction was relieved of its load. The play spirit in literature which is the birthright of every child of every nation was set free. Her interpretation of the delicate satire and the wealth of imagery revealed in the tales of that great child in literature, Hans Christian Andersen, has been at once an inspiration and a restraining influence to many who are now telling stories to children, and to others who have aided in the establishing of storytelling. It is now three years since Miss Shedlock was recalled to England by the London County Council to bring back to the teachers of London the inspirational value of literature she had taken over to America. Interest in storytelling has become widespread, reaching a civic development beyond the dreams of its most ardent advocates when a professional storyteller and teacher of literature was engaged to tell stories to children in the field houses of the public recreation centers of Chicago. Mrs. Gudrun Thorne- Thomsen has been known for some years in this country as a storyteller of great power in the field of her inheritance, Scandinavian literature. It is very largely due to her work that the city of Chicago has been roused to claim the public library privileges so long denied to her children, and to make the claim from a point that plants the love of literature in the midst of the recreational life of a great city. No one who was present at those meetings of the New York Playground Congress, conducted by Miss Maud Summers, will ever forget her eloquent appeal for a full recognition of the value of storytelling as a definite activity of the playground. She saw its kinship to the folk dance and the folk song in the effort to preserve the traditions of his country to the foreign-born child. And she saw the relation of the story to the games, the athletics, and the dramatics. More clearly than anything else, perhaps, she saw the value of the story in its direct appeal to the spiritual nature of the child. Miss Summers' interest and enthusiasm made the work of the present committee possible. As one of her associates, its chairman pays grateful tribute to her memory and links her name with a work to which she gave herself so freely in life, that her death seems but the opening of another door through which we look with full hope and confidence upon childhood as "a real and indestructible part of human life."