Blow, Susan; Hill, Patty; and Harrison, Elizabeth: _The Kindergarten_. Houghton.

Blow, Susan: "The Kindergarten and the Primary Grade."

_Kindergarten Review_, June, 1915.

Crawford, Caroline: "The Teaching of Dramatic Arts in the Kindergarten and the Elementary School." _Teachers College Record_, Sept., 1915.

McMurry, Frank M.: "Principles Underlying the Making of School Curricula." _Teachers College Record_, Sept., 1915.

Palmer, Luella: "Montessori Suggestions for Kindergartners."

_Kindergarten Review_, Feb. 1915.

_Ibid_.: "Problems vs. Subject Matter as a Basis for Kindergarten Curriculum." _Kindergarten Review_, Nov., 1914.

Teachers College Record: "Experimental Studies in Kindergarten Education." _Teachers College Record_, Jan., 1914.

Thorndike, Edward L.: "Foundations of Educational Achievement."

_N.E.A. Report_, 1914.

The Return:

Archer, William: _Play-Making_. Small.

Bailey, Carolyn: "Toy Stories." "The Story of the Woolly Dog."

_Kindergarten Review_, Feb., 1915.

Baker, Franklin T., and Thorndike, Ashley H.: _Everyday English.

Book One_. Macmillan.

Barnes, Earl: _Studies in Education_. Drawing. Barnes.

Buffum, Katherine: _Silhouettes to Cut in School_. Bradley.

Crawford, Caroline: _Dramatic Games and Dances_. Barnes.

_Folk Dances and Games_. Barnes.

_The Rhythms of Childhood_. Barnes.

Curry, S.S.: _Imagination and the Dramatic Instinct_. Expression Co.

Dewey, John: _The Child and the Curriculum_. University of Chicago.

_Ibid_.: "Imagination and Expression." _Kindergarten Magazine_, Sept., 1896.

Dow, Arthur: "Color in the Kindergarten." _Kindergarten Review_, June, 1914.

_Ibid.: Composition_. Doubleday.

Harvey, Nellie: "j.a.panese Art in the Kindergarten." _Kindergarten Review_, Dec., 1914.

Hervey, Walter: _Picture Work_. Revell.

Laurie, S.S.: _Lectures on Language and Linguistic Method in the School_. Macmillan.

Macintosh, C.: "Toys Made by Little Children." _Kindergarten Review_, Jan., and Feb., 1914.

Maxwell, W.H.; Johnston, E.L.; and Barnum, M.: _Speaking and Writing_. American Book Co.

Oppenheimer, Carol: Drawing. _Kindergarten Review_, March, 1914.

_Ibid_.: "Scissors and Paper." _Kindergarten Review_, Jan., 1914.

_Ibid_.: "Suggestions Concerning Rhythm Plays." _Kindergarten Review_, April and May, 1915.

_Ibid_.: "The Use of the Song Exercise." _Kindergarten Review_, May, 1914.

Parker School: _Francis W. Parker Year-Book_, vol. III, June, 1914. ("Expression as a Means of Developing Motives.") Francis Parker School, Chicago.

Psychological Review: Monograph--"Development of Imagination in School Children." _Suppl. Psych. Review_, vol. XI, no. 1, 1909.

Wagner, Carrie: "Furniture for the Doll House." _Kindergarten Review_, Dec., 1914.

Worst, E.F.; Barber, H.; and Seymour, M.: _Constructive Work_.

Mumford.

Zook, Mabel; and Maloy, Regina: "Ill.u.s.trated Stories."

_Kindergarten Review_, May, 1915.

CHAPTER IV

THE HISTORY OF FAIRY TALES

The G.o.ds of ancient mythology were changed into the demi-G.o.ds and heroes of ancient poetry, and these demi-G.o.ds again became, at a later age, the princ.i.p.al characters of our nursery tales.--MAX MuLLER

Stories originally told about the characters of savage tales, were finally attracted into the legends of the G.o.ds of ancient mythology, or were attributed to demi-G.o.ds and heroes.--ANDREW LANG.

I. THE ORIGIN OF FAIRY TALES

Now that we have indicated the worth of fairy tales, have observed those principles which should guide the teacher in choosing and in interpreting a tale, and have stated those rules which should govern the story-teller in the telling of the tale, we may well ask a few further questions concerning the nature of these fairy tales. What is a fairy tale and whence did it come, and how are we to find its beginning? Having found it, how are we to follow it down through the ages? How shall it be cla.s.sed, what are the available types which seek to include it and show its nature? And lastly, what are the books which are to be the main practical sources of fairy tales for the teacher of little children? The remaining pages attempt to give some help to the teacher who wishes to increase her resources with an intelligent knowledge of the material she is handling.

Many times the question, "What is a fairy tale?" has been asked. One has said: "The fairy tale is a poetic presentation of a spiritual truth." George MacDonald has answered: "_Undine_ is a fairy tale." Mr.

G.K. Chesterton has said: "A fairy tale is a tale told in a morbid age to the only remaining sane person, a child. A legend is a fairy tale told to men when men were sane." Some, scorning to reply, have treated the question as one similar to, "What poem do you consider best in the English language?" As there are many tales included here which do not contain a fairy, fairy tales here are taken to include tales which contain something fairy or extraordinary, the magic or the marvelous--fairies, elves, or trolls, speaking animals, trees, or a talkative Tin Soldier. The Myth proper and the Fable are both excluded here, while the _pourquois_ tale, a myth development, and the Beast tale, a short-story fable development, are both included.