oon of the opening performance we begin to make them up again.
Then we are all ready for the opening performance, and we drive them
through this at a terrific pace, not allowing anyone or anything to
_slow_ the performance up, which would be fatal.

* * * * *

When you sit in front and see a show going along prettily and
smoothly, you little think of the amount of brain work, foot work and
executive power and force that has been necessary behind the curtain
to make the performance what it is!

Does it pay?

Here is a recent newspaper clipping:

"The Kansas City Junior League Follies, recently produced for a week's
run at the Shubert Theatre, Kansas City, under the personal direction
of Mr. Ned Wayburn, resulted in a net profit to them of $13,844.00."

[Illustration: NW]

[Illustration: A PRIVATE LESSON WITH MUSIC, BEING SUPERVISED BY MR.
WAYBURN (AT WINDOW)]

PRIVATE INSTRUCTION

[Illustration]

Usually our beginner pupils at the studios enter themselves in a
class, of either one or another of the types of stage dancing that are
so popular, and proceed regularly along the lines of class
instruction.

Then, in nearly every class, there will be those who "eat up" the
work, who advance rapidly and get ahead of the others, because of
special capability or unusual capacity along the line they are
studying.

Others go along at a natural pace, developing at the average rate, and
in the end come out as well schooled as their speedier companions. For
them the regular routine of class instruction is sufficient and
effective. Their progress is safe and sane.

Still others lag. This condition is present in every walk of life, in
every school, profession, trade. Some always get behind, fail to grasp
the meaning of their teacher's talk, are deficient in initiative
ability and so may not interpret his steps in their own actions. I do
not like to think or say that any of our pupils are lazy or
indifferent; ours is no place for either laziness or indifference. But
whatever the reason, the fact persists, a certain small proportion of
nearly every class in our studios fails to advance as rapidly as their
sister mates are doing.

If this element will recognize its own shortcomings and is
sufficiently ambitious to desire to succeed, the remedy lies in the
direction of private instruction.

So, too, in the case of the fast learners, those who are really
getting ahead of the majorit