"The head worker of the club wrote that they had failed to hold the boys in everything but manual training and baseball; that the boys were insubordinate and unresponsive, and that their school reports were very poor. I found the conditions even worse than I had anticipated. It was necessary to train eighty boys to listen, as well as to interest them, and so, I told very short stories at first. I chose the ones that were full of dramatic action, that had little or no description, and a good deal of dialogue. The stories were strongly contrasted, and there was no attempt at literary or artistic finish. I used a great many gestures and moved about on the platform frequently; it is the quickest way of focusing laggard attention. To be absolutely honest, I had to come very close to the level of the moving picture show, and the ten-cent vaudeville, at first. "The fourth night I eliminated all but a few gestures, and told the stories sitting down. I also used less colloquial English; and from then on, until the end, when I told the stories from Van Dyke in his own words, there was a steady growth in literary style. I append the programs in the order they were given: STORY PROGRAM 1. Irish Folk-tales. 2. Stories from Scandinavian Myths. 3. The Rhinegold Stories. 4. German Folk-tales. 5. Arthurian Tales. 6. Stories of Charlemagne and Frederick Barbarossa. 7. Tales of American Indians. 8. Negro Tales. 9. Stories of the Carnegie Heroes. 10. Kipling--Captains Courageous, Jungle Stories. 11. Van Dyke--A Friend of Justice, The Keeper of the Light. 12. Irish Folk-tales (Requested). "The practical results were very satisfactory. The books in the club library were used more, the boys' composition and recitation work at school improved, and they acquired the habit of polite, attentive listening." SUGGESTIONS The importance of a definite time and place for the story hour, for a prompt beginning and for an ending before it becomes tedious, cannot be too strongly urged. The storyteller should "size up" the conditions and suit the story hour to them. If she is simple, natural and unaffected, and sufficiently resourceful to vary her program to suit the interests of the children, the story hour will be successful. Various practical forms of co-operation have been suggested, notably in the visits of library storytellers to playgrounds wherever the public library is actively interested in storytelling, and such visits are desired by the playground. The story hour season in most libraries ends in April, making it possible in some libraries to release assistants once or twice a week to visit playgrounds. The benefit derived from such visits is mutually endorsed by playground and library assistants.