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INDEX
| Modern tale, compared with old tale, 234–43; types of, 235–43; what it is, 243; tales, by Andersen, 28–29, 234, 248, 256–57. |
| Motifs in folk-tales, classified, 97–98. |
| Mother Goose, tales of, 179–81; her Melodies, 187, 195, 197, 198. |
| Musicians of Bremen, 130–31, 219–20. |
| Narration, in fairy tales, 74–75; illustrated by Sleeping Beauty, 146–47. |
| Norse tales, 194; a list of, 247; editions, 257. |
| Objectification in fairy tales, 135–38. |
| Oeyvind and Marit, 60–64. |
| Old Woman and Her Pig, accumulative type, 207, 208; realistic type, 225–26; an exercise of memory, 226. |
| Organization of ideas, accomplished through Fir Tree, 152–53; social, of tale, 153–54. |
| Origin of fairy tales, 158–67. |
| Outline, 291–303. |
| Paper-cutting, 130–31. |
| Painting, as expression, 132. |
| Panchatantra, the Five Books, 171. |
| Pause, in story-telling, 104–05. |
| Pentamerone, The, 178–79. |
| Perrault, Charles, statue of, 1; list of tales by, 180; tales by, tested as literary form, 68; editions by, 257–58. |
| Personality, quality of, 57–58; in Oeyvind and Marit, 60; in Three Billy-Goats Gruff, 64; power of, 106–07. |
| Personal relation, establishment of, 107–10. |
| Peter Rabbit, 239. |
| Philosophy, in fairy tales, 48–52; of Uncle Remus Tales, 51–52; of Laboulaye's Tales, 51; of Cat and Mouse in Partnership, 48; of Emperor's New Suit, 48–49; of Ugly Duckling, 49–50; of Elephant's Child, 49; child's, 50–51. |
| Phonics in fairy tales, 79–81. |
| Pictures, list, 255. |
| Picture-Books, list, 254–55. |
| Plot, element of fairy tale as short-story, 73–77; structure illustrated, 76–77. |
| Poems, fairy, list, 255–56. |
| Poetic justice, 22–23. |
| Poetry, of teaching, 120. |
| Portrayal of human relations, especially with children, 24–25. |
| Position, of story-teller, 107. |
| Precision, quality of, 57; illustrated in: Oeyvind and Marit, 60; Three Billy-Goats Gruff, 64. |
| Preparation, teacher's, in story-telling, 94–102; rules for telling, 94–102. |
| Presentation, teacher's, of tale, 102–19: training of voice, 103–04; exercises in breathing, 104–05; gesture, 105–06; power of personality, 106–07; suggestions for telling, 107–12; establishment of personal relation, 108–10; placing of story in concrete situation, 94–95, 110–11; conception of child's aim, 112; telling of tale, 112–19; re-creative method of story-telling, 113–17; adaptation of fairy tales, 117–19. |
| Princess and Pea, 114–16. |
| Principles, of selection for fairy tales, 13–89: interests of children, 13–37; fairy tale as literature, 37–70; fairy tale as short-story, 70–87; references, 87–89. |
