Telling, of fairy tales, 90-154;
  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.