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 imagination to power of observation, 47-48;
of contemplative imagination to science, 52-53;
of literature to intellect, 53-54;
of sound to sense or meaning, 55;
of sound to action, 55-56;
of phonics and emotional effect, 55;
of gesture to story-telling, 105-06;
personal, between the story-teller and listener, 107-10;
of reading to story-telling, 127;
of reading to literature, 10, 11, 38, 127;
of rhyme to meaning, 56;
of fairy tales to nature study, 6, 47-48;
of fairy tales to industrial education, 71-73;
of fairy tales to child, 3-11;
of dramatization to story-telling, 138-54;
of fairy tales to literature, 37-70;
of fairy tales to composition, 54-70;
of fairy tales to story-telling, 90-91.
Repetition, 26-28, 205-11.
Representation, 135-38.
Re-telling of fairy tales, 101-02.
Return, creative, from child, in telling of fairy tales, 119-54: in language, 125-27; in inquiry, 127-29; in construction, 129-30; in artistic expression, 130-54; in paper-cutting, 130-31; in drawing, 132; in painting, 132; in song, 132-33; in rhythm, 133-34; in game, 134-35; in dance, 137, 145, 147; in dramatization, 138-54; illustrated, 145-54, 265-72.