Sources of material for fairy tales, 245-64: list of fairy tales and folk-tales, 246-53; bibliography of fairy tales, 253-54; list of picture-books, 254-55; list of pictures, 255; list of fairy poems, 255-56; main standard fairy-tale books, 256-58; fairy tales of all nations, 258-59; miscellaneous editions of fairy tales, 259-62; school editions of fairy tales, 262-64. Sparrow and the Crow, as expression, 125-26. Spider and the Flea, 79-81. Standards, for testing fairy tales, 84; for selecting tales, 204-05; for making lists, 245-46. _See_ Summaries. Standard fairy-tale books, a list, 256-58. Story, place of, in home, library, and school, 93-94; formation of original stories, 126-27. Story-telling, an ancient art, 91-93; principles governing, 94; teacher's preparation for, 94-102; rules for, 94-102; presentation in, 102-119; voice in, 103-04; breathing in, 104-05; gesture in, 105-06; re-creative method of, 113-17; return from child, in, 119-54; child's part in, 121-25. Straparola, 178. Straparola's Nights, 178. Straw Ox, 86-87. Structure, illustrated, 76-77; study of, in story-telling, 99-100. Study of tale as folk-lore and as literature, 96-99. Style, defined, 59-60; illustrated, 60-65; qualities of, 59-60; principles controlling, 59-60. Success, 20. Suggestion, illustrated by Pope, 55; by Andersen, 136; by Kipling, 56-57; through gesture and sound, 55; through arrangement of words and speech-tunes of voice, 56-57. Summaries: giving message of book, 13, 37-38, 40, 70-71, 84, 158, 204-05, 235. Surprise, 15-17. Swedish tales, 193. Tales: of Mother Goose, 179-81; of Perrault, 246; of the Grimms, 246-47; Norse, 247; English, by Jacobs, 247-48; modern fairy, by Andersen, 248; Uncle Remus, 248-49; miscellaneous, 249-53; fairy, of all nations, 258-59; literary collections of, 170-200. _See_ Fairy tales. Teaching, story-telling, a part of the art of, 119-25; poetry of, 120; good art in, 120; great art in, 120-21; a criticism of life, 120-21. 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.