GERMAN: Grimm, J. and W., _Kinder und Hausmärchen_ (_Household Tales_).
Translated by Edgar Taylor as _Grimm's Popular Stories_ (55 stories, 1823-1827), and illustrated by George Cruikshank. Best reprint is in one volume with introduction by John Ruskin.
Translated complete by Margaret Hunt (2 vols., 1884), Introduction by Andrew Lang.
Other excellent translations of selected stories by Mrs. Lucas and by Lucy Crane.
INDIAN: Frere, Mary, _Old Deccan Days_. Knowles, J. H., _Folk Tales of Kashmir_. Steel, Flora Annie, _Tales of the Punjab_. (Notes by Captain R. C. Temple.) Stokes, Maive, _Indian Fairy Tales_.
IRISH: Curtin, J., _Hero Tales of Ireland_. Graves, A. P., _The Irish Fairy Book_. Hyde, Douglas, _Beside the Fire_. Joyce, P. W., _Old Celtic Romances_. Wilde, Lady Constance, _Ancient Irish Legends_. Yeats, W. B., _Irish Fairy Tales_.
ITALIAN: Crane, T. F., _Italian Popular Tales_.
NORSE: Asbjörnsen, P. C., and Moe, J., _Norske Folke-eventyr_ (_Norwegian Folk Tales_, 1842-1844, with subsequent additions).
Translated by Sir George Webbe Dasent in _Popular Tales from the Norse_ and _Tales of the Fjeld_; by H. L. Braekstad in _Round the Yule Log_ and _Fairy Tales from the North_.
SLAVIC: Bain, R. Nesbit, _Cossack Fairy Tales_, _Russian Folk Tales_.
Cox, Roalfe, _Cinderella_. (Introduction by Lang.) Clouston, W. A., _Popular Tales and Fictions_. 2 vols. Gomme, G. L., _Folklore as an Historical Science_. Hartland, E. S., _The Science of Fairy Tales_. Keightly, Thomas, _Fairy Mythology_. Lang, Andrew, _Perrault's Popular Tales_. (Introduction.) MacCulloch, J. A., _The Childhood of Fiction_.
Adler, Felix, _The Moral Instruction of Children_, pp. 63-79. Kready, Laura F., _The Study of Fairy Tales_. (Indispensable.) MacClintock, P. L., _Literature in the Elementary School_, pp. 92-112. McMurry, Charles, _Special Method in Reading_, pp. 47-69.
SECTION III: FAIRY STORIES--TRADITIONAL TALES
The forty-three tales in this section have been chosen (1) in the light of what experience shows children most enjoy, (2) to represent as fully as possible the great variety of our traditional inheritance, (3) to afford an opportunity of calling attention to additional riches in various collections, and (4) to suggest a fair minimum of the amount of such material to be used with children. As in all such questions of judgment, there must inevitably be differences of opinion. Many will doubtless find stories missing that seem necessary even to so small a list, while others will find tales included that may seem questionable. Such a selection can be, and is intended to be, only tentative, a starting point from which there are many lines of departure.