A Study of Fairy Tales | Page 2

from the child.
In the consideration of the subject the main purpose has been to relate
fairy tales to the large subjects, literature and composition. From the
past those tales have come down to us which inherently possessed the
qualities of true classics. In modern times so few children's tales have
survived because they have been written mainly from the point of view
of the subject and of the child without regard to the standards of literary
criticism. In the school the teaching of literature in the kindergarten and
elementary grades has been conducted largely also from the point of
view of the child and of the subject without regard to the arts of
literature and composition. In bookshops counters are filled with many
books that lack literary value or artistic merit. The object in this book
has been to preserve the point of view of the child and of the subject
and yet at the same time relate the tale to the standards of literature and
of composition. The object has been to get the teacher, every time she
selects or tells a tale, to apply practically the great underlying principles
of literature, of composition, and of the short-story, as well as those of
child-psychology and of pedagogy.
This relating of the tale to literary standards will give to the teacher a
greater respect for the material she is handling and a consequent further
understanding of its possibilities. It will reveal what there is in the tale
to teach and also how to teach it. In teaching literature as also other art
subject-matter in the kindergarten and first grade, the problem is to
hold fast to the principles of the art and yet select, or let the child
choose, material adapted to his simplicity. As the little child uses
analysis but slightly, his best method of possessing a piece of literature
is to do something with it.
The fairy tale is also related to life standards, for it presents to the child
a criticism of life. By bringing forward in high light the character of the
fairy, the fairy tale furnishes a unique contribution to life. Through its
repeated impression of the idea of fairyhood it may implant in the child
a desire which may fructify into that pure, generous, disinterested
kindness and love of the grown-up, which aims to play fairy to another,
with sincere altruism to make appear before his eyes his heart's desire,

or in a twinkling to cause what hitherto seemed impossible. Fairy tales
thus are harbingers of that helpfulness which would make a new earth,
and as such afford a contribution to the religion of life.
In stressing the history of fairy tales the purpose has been to present
fairy tales as an evolution. The kindergarten and first-grade teacher
must therefore look to find her material anywhere in the whole field
and intimately related with the whole. Special attention has been placed
upon the English fairy tale as the tale of our language. As we claim an
American literature since the days of Washington Irving, the gradual
growth of the American fairy tale has been included, for which we
gratefully acknowledge the courtesy of the Librarian of the United
States Bureau of Education and the Bibliographer of the Library of
Congress. A particular treatment of some North American Indian
folk-tales would also be desirable. But a study of these tales reveals but
one unimportant pourquois tale, of sufficient simplicity. This study of
the natural history of the fairy tale as an art form is not necessary for
the child. But for the teacher it reveals the nature of fairy tales and their
meaning. It is an aid to that scholarly command of subject-matter which
is the first essential for expertness in teaching. Only when we view the
American fairy tale of to-day in the light of its past history can we
obtain a correct standard by which to judge of its excellence or of its
worth.
In the classification of fairy tales the purpose has been to organize the
entire field so that any tale may be studied through the type which
emphasizes its distinguishing features. The source material endeavors
to furnish a comprehensive treatment of fairy tales for the kindergarten
and elementary school.
In the preparation of this book the author takes pleasure in expressing
an appreciation of the criticism and helpful suggestions given by the
Editor, Dr. Henry Suzzallo, under whose counsel, cooperation, and
incentive the work grew. The author wishes also to make a general
acknowledgment for the use of many books which of necessity would
be consulted in organizing and standardizing any unit of literature.
Special acknowledgment should be made for the use of Grimm's

Household Tales, edited by Margaret Hunt, containing valuable notes
and an introduction by Andrew Lang of English