There is a line of Juvenal that bids the old remember the respect due to the young. It is in that attitude, and with some appreciation of what it means to be a growing boy or girl of the present time, that the subject of this report has been approached and is now presented for the consideration of the Playground Association of America. We know only too well that we cannot give to childhood in great cities the simple and lovely ways we associate with childhood. We CAN give to it a wonderful fortification against the materialism and the sensationalism of daily life on the streets, against the deadly monotony of the struggle for existence, by a revival of the folk spirit in story, as well as in song and in dance, that will not spend its strength in mere pageantry, but will sink deep into our national consciousness. It should be clearly stated that the field of storytelling, investigated, relates to children above the kindergarten age and to boys and girls in their teens. The investigation lays no claim to completeness and has not included storytelling in public nor in private schools. An outline covering the main points of this report was sent to representative workers in thirteen different cities, to several persons professionally engaged in storytelling, and to other persons whose critical judgment was valued in such connection. The outline called--First, for a statement of the extent to which storytelling is being carried on in playgrounds, public libraries, settlements, and such other institutions, exclusive of schools, as might come to the notice of the members of the committee. Second, for information concerning the persons who are telling stories, whether their entire time is given to storytelling and preparation for it; whether it forms a part of the regular duties of a director or an assistant; and, finally, whether volunteer workers are engaged in storytelling. Replies to these inquiries with a brief statement of results have been grouped by cities,[3] as follows: [3] Owing to space limitations, in general the formal reports from cities represented in the discussion are omitted in the body of the report. BOSTON Storytelling in the playgrounds is under the direction of a special teacher appointed in 1909. The teacher of storytelling works in co-operation with the teachers of dramatics and of folk dancing. The visits of the special teacher added interest and novelty, but it is felt that every playground teacher should be able to tell stories effectively. Storytelling, therefore, is considered a part of the daily work of the playground assistant.