has selected a wide variety of tales giving exercise to many forms of activity, establishing various habits of growth.  This method of choice is the psychologic built up until, in the hands of the teacher who knows the subject, it becomes somewhat logical.  It is the method which uses the ability of the individual teacher, alone and unaided.  There is another method.  The teacher may be furnished with a course of tales arranged by expert study of the full subject outlined in large units of a year’s work, offering the literary heritage possible to the child of a given age.  This is logical.  From this logical course of tales she may select one which answers to the momentary need, she may use it according to its nature, to develop habits, to give opportunity for self-activity and self-expression, and to enter into the child’s daily life.  This method of choice is the logical, which through use and adaptation has become psychologized.  It uses the ability of the individual teacher in adaptation, not unaided and alone, but assisted by the concentrated knowledge and practice of the expert.  Such a logical course, seeking uniformity only by what it requires at the close of a year’s work, would give to the individual teacher a large freedom of choice and would bring into kindergarten and elementary literature a basis of content demanding as much respect as high school or college literature.  It is in no way opposed to maintaining the child as the center of interest.  The teacher’s problem is to see that she uses the logical course psychologically.

2.  Having selected the tale then, from a logical course, and psychologically for a present particular purpose, the next step is:  Know the tale.  Know the tale historically, if possible.  Know it first as folk-lore and then as literature.  Read several versions of the tale, the original if possible, selecting that version which seems most perfectly fitted to express what there is in the tale.  As folk-lore, study its variants and note its individual motifs.  Note what glimpses it gives of the social life and customs of a primitive people.  The best way to dwell on the life of the story, to realize it, is to compare these motifs with similar motifs in other tales.  It has been said that we do not see anything clearly until we compare it with another; and associating individual motifs of the tales makes the incidents stand out most clearly.  Henny Penny’s walk appears more distinctly in association with that of Medio Pollito or that of Drakesbill or of the Foolish Timid Rabbit; the fairy words in Sleeping Beauty and the good things they bestowed upon Briar Rose in association with the fairy wand in Cinderella and the good things it brought her; the visit of the Wolf in The Wolf and Seven Kids with the visit of the Wolf in Three Pigs and of the Fox in The Little Rid Hin.  It is interesting to note that a clog motif, similar to the motif of shoes in The Elves and the Shoemaker, occurs in the Hindu Panch-Rhul Ranee, told in Old Deccan Days.