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INDEX
313
| art of story-telling, 90–94; principles controlling, 94; preparation by teacher for, 94–102; presentation by teacher, in, 102–19; suggestions for, 107–12; return by child, from, 119–54; re-creative method of, 113–17; adaptation of tales for, 117–19; references, 154–57. |
| Theories of origin of fairy tales: detritus of myth, 161–63; sun-myth theory, 163–64; common Indian heritage, 165–67; identity of early fancy, 167. |
| Three Bears, illustrating surprise, 16–17; a chap-book, 190; accumulative, 209–11. |
| Three Billy-Goats Gruff, 64–65. |
| Three Pigs, illustrating structure, 76; animal type, 216. |
| Thumbelina, illustrating adaptation, 118; illustrating rhythm play, 134. |
| Tin Soldier, Steadfast, as emotion, 42; tale of imagination, 46; as representation, 135–38; as a game, 135, 138. |
| Titty Mouse and Tatty Mouse, 81, 208–09, 227–28. |
| Tom Hickathrift, 185, 186, 187, 196. |
| Tom Thumb, chap-book tale, 185, 188, 190, 196; romantic type, 278–81. |
| Tone-color, in story-telling, 105. |
| Training of voice, 103–04. |
| Transformation, tales of, 32–33; kinds of, 276. |
| Transmission, of tales: oral, 167–170; literary, 170; illustrated by: Dog Gellert, 166; Dick Whittington, 169; Peruonto, 169–70. |
| Tributes, two public, 1–3. |
| Truth, basis of, in fairy tales, a distinguishing literary mark, 40, 53–54. |
| Tuileries, gardens of. See Gardens. |
| Uncle Remus Tales, by Harris, 248–49; editions, 257. |
| Unhappy tales, 34. |
| Unity, of effect, 29–30; principle of composition, 58–59; illustrated in: Oeyvind and Marit, 61; Three Billy-Goats Gruff, 65. |
| Value, of fairy tales in education, 3–12, 119–25; to give joy, 3–4; to satisfy the play-spirit, 4–6; to develop observation, 6; to give habits of mind, 6–7; to strengthen emotion, 6–7, 44–45; to extend social relations, 7–8; in home, library, and school, 8–9; to give language-training, 10–11; to develop imagination, 45–53; to develop reason, 53–54; to develop power of creative return, 119–54; to develop self-activity, 121–22; to develop consciousness, through problems, 122–23; to develop initiative, 122; to develop purpose, 123–25; to develop self-expression, 124–54; to strengthen originality, 127–29; to develop organization of ideas, 153; and to exercise memory, 226. |
| Version, of tale, 101–02. |
| Villeneuve, Madam, 182. |
| Voice, training of, 103–04. |
| Witch tales, 31. |
| Wolf and the Seven Kids, expression in painting, 132; in song, 132–33. |
| Words, powers of, 54–55; denotation, 54; connotation, 54–55; suggestion, 54–57. |
| Wonder, mystery, magic, an interest, 19. |
| Worth of fairy tales, 1–12: two public tributes, 1–3; value of fairy tales in education, 3–12; references, 12. |
