A Study of Fairy Tales.

by Laura F. Kready, et al.

PREFACE

One of the problems of present-day education is to secure for the entire school system, from the kindergarten to the university, a curriculum which shall have a proved and permanent value. In this curriculum literature has established itself as a subject of unquestioned worth. But children's literature, as that distinct portion of the subject literature written especially for children or especially suited to them, is only beginning to take shape and form.

It seems necessary at this time to work upon the content of children's literature to see what is worthy of a permanent place in the child's English, and to dwell upon its possibilities. A consideration of this subject has convinced me of three points:

(1) that literature in the kindergarten and elementary school should be taught as a distinct subject, accessory neither to reading nor to any other subject of the curriculum, though intimately related to them;

(2) that it takes training in the subject to teach literature to little children;

(3) that the field of children's literature is largely untilled, inviting laborers, embracing literature which should be selected from past ages down to the present.

A single _motif_ of this children's literature, _Fairy Tales_, is here presented, with the aim of organizing this small portion of the curriculum for the child of five, six, or seven years, in the kindergarten and the first grade. The purpose has been to show this unit of literature in its varied connection with those subjects which bear an essential relation to it. This presentation incidentally may serve as an example of one method of giving to teachers a course in literature by showing what training may be given in a single _motif, Fairy Tales_. Incidentally also it may set forth a few theories of education, not isolated from practice, but united to the everyday problems where the teacher will recognize them with greatest impression. In the selection of the subject no undue prominence is hereby advocated for fairy tales. We know fairy tales about which we could agree with Maria Edgeworth when she said: "Even if children do prefer fairy tales, is this a reason why their minds should be filled with fantastic visions instead of useful knowledge?" However, there is no danger that fairy tales will occupy more than a fair share of the child's interest, much as he enjoys a tale; for the little child's main interest is centered in the actual things of everyday life and his direct contact with them. Yet there is a part of him untouched by these practical activities of his real and immediate life; and it is this which gives to literature its unique function, to minister to the spirit. Fairy tales, in contributing in their small way to this high service, while they occupy a position of no undue prominence, nevertheless hold a place of no mean value in education.

In the study of fairy tales, as of any portion of the curriculum or as in any presentation of subject-matter, three main elements must unite to form one combined whole: the child, the subject, and the teaching of the subject. In behalf of the child I want to show how fairy tales contain his interests and how they are means for the expression of his instincts and for his development in purpose, in initiative, in judgment, in organization of ideas, and in the creative return possible to him. In behalf of the subject I want to show what fairy tales must possess as cla.s.sics, as literature and composition, and as short-stories; to trace their history, to cla.s.sify the types, and to supply the sources of material. In behalf of the teaching of fairy tales I want to describe the telling of the tale: the preparation it involves, the art required in its presentation, and the creative return to be expected 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 cla.s.sics. 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 a.n.a.lysis 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 cla.s.sification 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 Fairy Tales_, _More English Fairy Tales_, _Indian Fairy Tales_, and _Reynard the Fox_, and their scholarly introductions and notes, by Joseph Jacobs; of _Norse Tales_ and its full introduction, by Sir George W.

Dasent; of _Tales of the Punjab_ and its Appendix, by Mrs. F.A. Steel; of the _Uncle Remus Books_, by J.C. Harris; of _Fairy Tales_, by Hans C. Andersen; of _Fairy Mythology_ and _Tales and Popular Fictions_, by Thomas Keightley; of _Principles of Literary Criticism_, by Professor C.T. Winchester, for its standards of literature; of _English Composition_, by Professor Barrett Wendell, for its standards of composition; of Professor John Dewey's cla.s.sification of the child's instincts; and of the _Kindergarten Review_, containing many articles of current practice ill.u.s.trating standards emphasized here.

Recognition is gratefully given for the use of various collections of fairy tales and for the use of any particular fairy tale that has been presented in outline, descriptive narrative, criticism, or dramatization. Among collections special mention should be made of _The Fairy Library_, by Kate D. Wiggin and Nora A. Smith; the _Fairy Books_, by Clifton Johnson; and the _Fairy Books_, by Andrew Lang.

Among tales, particular mention should be made for the use, in adaptation, made of _Oeyvind and Marit_, given in Whittier's _Child Life in Prose_; of _The Foolish Timid Rabbit_, given in _The Jataka Tales_, by Ellen C. Babbit; of _The Sheep and the Pig_, in Miss Bailey's _For the Children's Hour_; of _Drakesbill_, in _The Fairy Ring_, by Wiggin and Smith; of _The Magpie's Nest_, in _English Fairy Tales_, by Joseph Jacobs; of _How the Evergreen Trees Lose their Leaves_, in _The Book of Nature Myths_, by Miss Holbrook; of _The Good-Natured Bear_, described by Thackeray in "On Some Ill.u.s.trated Christmas Books"; and of _The Hop-About-Man_, by Agnes Herbertson, given in _The Story-Teller's Book_, by Alice O'Grady (Moulton) and Frances Throop.

The author wishes also to express thanks to the many teachers and children whose work has in any way contributed to _A Study of Fairy Tales_.

LAURA F. KREADY LANCASTER, PENNSYLVANIA August, 1916

INTRODUCTION

The fairy tale has a place in the training of children which common sense and a sympathetic att.i.tude toward childhood will not deny. Some rigid philosophers, who see no more of life than is to be found in logical science, condemn the imaginative tale. They regard the teaching of myths and stories as the telling of pleasant lies, which, if harmless, are wasteful. What the child acquires through them, he must sooner or later forget or unlearn.

Such arguments carry conviction until one perceives that their authors are measuring the worth of all teaching in terms of strictly intellectual products. Life is more than precise information; it is impulse and action. The fairy tale is a literary rather than a scientific achievement. Its realities are matters of feeling, in which thought is a mere skeleton to support the adventure. It matters little that the facts alleged in the story never were and never can be. The values and ideals which enlist the child's sympathy are morally worthy, affording a practice to those fundamental prejudices toward right and wrong which are the earliest acquisitions of a young soul.

The other characteristics of the tale--the rhythmic, the grotesque, the weird, and the droll--are mere recreation, the abundant playfulness which children require to rest them from the dangers and terrors which fascinate them.

The fairy tale, like every other literary production, must be judged by the fitness of its emotional effects. Fairyland is the stage-world of childhood, a realm of vicarious living, more elemental and more fancy-free than the perfected dramas of sophisticated adults whose ingrained acceptance of binding realities demands sterner stuff. The tales are cla.s.sics of a particular kind; they are children's cla.s.sics, artful adaptations of life and form which grip the imaginations of little folks.

The diet of babes cannot be determined by the needs of grown-ups. A spiritual malnutrition which starves would soon set in if adult wisdom were imposed on children for their sustenance. The truth is amply ill.u.s.trated by those pathetic objects of our acquaintance, the men and women who have never been boys and girls.

To cast out the fairy tale is to rob human beings of their childhood, that transition period in which breadth and richness are given to human life so that it may be full and plastic enough to permit the creation of those exacting efficiencies which increasing knowledge and responsibility compel. We cannot omit the adventures of fairyland from our educational program. They are too well adapted to the restless, active, and unrestrained life of childhood. They take the objects which little boys and girls know vividly and personify them so that instinctive hopes and fears may play and be disciplined.

While the fairy tales have no immediate purpose other than to amuse, they leave a substantial by-product which has a moral significance. In every reaction which the child has for distress or humor in the tale, he deposits another layer of vicarious experience which sets his character more firmly in the mould of right or wrong att.i.tude. Every sympathy, every aversion helps to set the impulsive currents of his life, and to give direction to his personality.

Because of the important aesthetic and ethical bearings of this form of literary experience, the fairy stories must be rightly chosen and artfully told. In no other way can their full worth in education be realized. They are tools which require discrimination and skill. Out of the wisdom of one who knows both tales and children, and who holds a thoughtful grasp on educational purpose, we offer this volume of unusually helpful counsel.--HENRY SUZZALLO.

CHAPTER I

THE WORTH OF FAIRY TALES

In olde dayes of the kyng Arthour, Of which that Britouns speken gret honour, Al was this lond fulfilled of fayrie; The elf-queen, with hir joly compaignye, Daunced ful oft in many a grene mede.--CHAUCER.

I. TWO PUBLIC TRIBUTES

Only a few years ago, in the gardens of the Tuileries, in Paris, a statue was erected in memory of Charles Perrault, to be placed there among the sculptures of the never-to-be-forgotten fairy tales he had created,--_Red Riding Hood_, _Sleeping Beauty_, _Puss-in-Boots_, _Hop-o'-my-Thumb_, _Bluebeard_, and the rest,--so that the children who roamed the gardens, and in their play gathered about the statues of their beloved fairy friends, might have with them also a reminder of the giver of all this joy, their friend Perrault. Two hundred years before, Perrault truly had been their friend, not only in making for them fairy tales, but in successfully pleading in their behalf when he said, "I am persuaded that the gardens of the King were made so great and s.p.a.cious that all the children may walk in them."

Only in December, 1913, in Berlin, was completed the _Marchen Brunnen_, or "Fairy-Tale Fountain," at the entrance to Friedrichshain Park, in which the idea of the architect, Stadt-Baurat Ludwig Hoffmann, wholly in harmony with the social spirit of the times, was to erect an artistic monument to give joy to mult.i.tudes of children.

This fairy entrance to the park is a decorative lay-out, a central ground surrounded by a high, thick lodge of beeches. Toward this central ground--which has been transformed into a joyous fairy world--many hedge walks lead; while in the sidewalks, to warn naughty children, are concealed fantastic figures. There is the huge _Menschen-fresser_, who grasps a tender infant in each t.i.tan hand and bears on his head a huge basket of children too young to have known much wrong. A humorous touch, giving distinct charm to the whole creation, pervades all. From lions' heads and vases, distributed at regular intervals in the semicircular arcade in the background, water gushes forth; while in the central basin, nine small water animals--seven frogs and two larger animals--appear spouting great jets of water. Cl.u.s.tered about the central fountain are the nine fairy characters of Professor Ignatius Taschner, among whom are Red Riding Hood, Hansel and Grethel each riding a duck, Puss-in-Boots, Cinderella, and Lucky Hans; and looking down upon them from the surrounding bal.u.s.trade are the animal figures by Joseph Rauch. In these simple natural cla.s.sic groups, fancy with what pleasure the children may look to find the friendly beasts and the favorite tales they love!

Such is the tribute to fairy tales rendered by two great nations who have recognized fairy tales as the joyous right of children. Any education which claims to relate itself to present child life can hardly afford to omit what is acknowledged as part of the child's everyday life; nor can it afford to omit to hand on to the child those fairy tales which are a portion of his literary heritage.

II. THE VALUE OF FAIRY TALES IN EDUCATION

In considering fairy tales for the little child, the first question which presents itself is, "Why are fairy stories suited to the little child, and what is their value for him?"

Fairy tales bring joy into child life. The mission of joy has not been fully preached, but we know that joy works toward physical health, mental brightness, and moral virtue. In the education of the future, happiness together with freedom will be recognized as the largest beneficent powers that will permit the individual of four, from his pristine, inexperienced self-activity, to become that final, matured, self-expressed, self-sufficient, social development--the educated man.

Joy is the mission of art and fairy tales are art products. As such Pater would say, "For Art comes to you, proposing to give nothing but the highest quality to your moments as they pa.s.s, and simply for those moments' sake. Not the fruit of experience, but experience, is the end." Such quality came from the art of the fairy tale into the walk of a little girl, for whom even the much-tabooed topic of the weather took on a new, fresh charm. In answer to a remark concerning the day she replied, "Yes, it's not too hot, and not too cold, but just right." All art, being a product of the creative imagination, has the power to stimulate the creative faculties. "For Art, like Genius,"

says Professor Woodberry, "is common to all men, it is the stamp of the soul in them." All are creatures of imitation and combination; and the little child, in handling an art product, puts his thought through the artist's mould and gains a touch of the artist's joy.

Fairy tales satisfy the play spirit of childhood. Folk-tales are the product of a people in a primitive stage when all the world is a wonder-sphere. Most of our popular tales date from days when the primitive Aryan took his evening meal of yava and fermented mead, and the dusky Sudra roamed the Punjab. "All these fancies are pervaded with that purity by which children seem to us so wonderful," said William Grimm. "They have the same blue-white, immaculate bright eyes." Little children are in this same wonder-stage. They believe that the world about throbs with life and is peopled with all manner of beautiful, powerful folk. All children are poets, and fairy tales are the poetic recording of the facts of life. In this day of commercial enterprise, if we would fit children for life we must see to it that we do not blight the poets in them. In this day of emphasis on vocational training we must remember there is a part of life unfed, unnurtured, and unexercised by industrial education. Moreover, whatever will be accomplished in life will be the achievement of a free and vigorous life of the imagination. Before it was realized, everything new had existed in some trained imagination, fertile with ideas. The tale feeds the imagination, for the soul of it is a bit of play. It suits the child because in it he is not bound by the law of cause and effect, nor by the necessary relations of actual life. He is entirely in sympathy with a world where events follow as one may choose. He likes the mastership of the universe. And fairyland--where there is no time; where troubles fade; where youth abides; where things come out all right--is a pleasant place.