A STUDY CENTER IN HYDE PARK, CHICAGO, WAS OPENED IN SEPTEMBER 1962. IT CONSISTED OF A DEPOSIT COLLECTION FROM THE PUBLIC LIBRARY, A STUDY ROOM EQUIPPED WITH REFERENCE MATERIAL, AND SPACE FOR INDIVIDUAL TUTORING. THE PURPOSE OF THE STUDY CENTER WAS TO HELP CHILDREN FEEL THAT SUCCESS IS POSSIBLE SO THAT THEY COULD BEGIN TO FEEL MORE SELF-CONFIDENT IN ACADEMIC AREAS. THE CENTER COULD HELP 60 CHILDREN AT ONE TIME, MOST OF WHOM WERE REFERRED BY SEVEN NEIGHBORHOOD SCHOOLS. IT WAS OPEN WEEKDAYS AFTER SCHOOL AND ON SATURDAYS. SUCH A CENTER COULD BECOME INUNDATED WITH THOSE WHO "HAVE NO PLACE TO GO," WHEN IT SHOULD BE DIRECTED TOWARD UNDERACHIEVERS. IT SHOULD HELP THOSE WHO HAVE HANDICAPS, SUCH AS READING PROBLEMS, BUT SHOULD NOT ATTEMPT TO REMEDIATE SEVERE PROBLEMS. TUTORING IS, BASICALLY, GOOD READING INSTRUCTION. THE STANDARD READERS TEACH THE MECHANICS OF HOW TO READ, SUPPLEMENTARY AND CONTROLLED VOCABULARY BOOKS AT EVERY LEVEL COULD GIVE HELPFUL REINFORCEMENT. THE TUTOR AND CHILD SHOULD KNOW EACH OTHER AS INDIVIDUALS, RECOGNIZING WILLINGNESS TO ACHIEVE AND WILLINGNESS TO HELP. TUTORS SHOULD WORK WITH SMALL INFORMAL GROUPS TO BE ABLE TO DETECT PROBLEMS AND TO MAINTAIN A GOOD RELATIONSHIP WITH EACH CHILD.