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.

Principles,
of composition, 58-60;
of story-telling, 94;
of teaching, 119-25;
concerning instincts of children, 124-25.

Problem, a means of developing consciousness, 122-25.

Proverbs in fairy tales, 50.

Purpose, growth in child's, 123-25.

Puss-in-Boots, 232, 275-78.

Psychological method of selecting tales, 95-96.

Quick-Running Squash, 240.

Realistic, tale, 223-28; types of, 224-28.

Reading, as expression, 127; relation of, to literature, 10-11, 127.

Reason, growth in, 6-7, 10; development of, 53-54.

Re-creative method of story-telling, 113-17.

Red Riding Hood, chap-book, 189; a romantic type, 232-34.

References;
chapter I, 12;
chapter II, 87-89;
chapter III, 154-57;
chapter IV, 201-03;
chapter V, 243-44.

Relation,
of contemplative imagination to language-training, 47-48;
of contemplative imagin