Ibid.:  “The Use of the Song Exercise.” Kindergarten Review,
       May, 1914.

     Parker School:  Francis W. Parker Year-Book, vol.  III, June,
       1914. ("Expression as a Means of Developing Motives.”) Francis
       Parker School, Chicago.

     Psychological Review:  Monograph—­“Development of Imagination in
       School Children.” Suppl.  Psych.  Review, vol.  XI, no. 1, 1909.

     Wagner, Carrie:  “Furniture for the Doll House.” Kindergarten
       Review, Dec., 1914.

     Worst, E.F.; Barber, H.; and Seymour, M.:  Constructive Work. 
       Mumford.

     Zook, Mabel; and Maloy, Regina:  “Illustrated Stories.”
       Kindergarten Review, May, 1915.

CHAPTER IV

THE HISTORY OF FAIRY TALES

The gods of ancient mythology were changed into the demi-gods and heroes of ancient poetry, and these demi-gods again became, at a later age, the principal characters of our nursery tales.—­MAX MUELLE

Stories originally told about the characters of savage tales, were finally attracted into the legends of the gods of ancient mythology, or were attributed to demi-gods and heroes.—­ANDREW LANG.

I. THE ORIGIN OF FAIRY TALES

Now that we have indicated the worth of fairy tales, have observed those principles which should guide the teacher in choosing and in interpreting a tale, and have stated those rules which should govern the story-teller in the telling of the tale, we may well ask a few further questions concerning the nature of these fairy tales.  What is a fairy tale and whence did it come, and how are we to find its beginning?  Having found it, how are we to follow it down through the ages?  How shall it be classed, what are the available types which seek to include it and show its nature?  And lastly, what are the books which are to be the main practical sources of fairy tales for the teacher of little children?  The remaining pages attempt to give some help to the teacher who wishes to increase her resources with an intelligent knowledge of the material she is handling.

Many times the question, “What is a fairy tale?” has been asked.  One has said:  “The fairy tale is a poetic presentation of a spiritual truth.”  George MacDonald has answered:  “Undine is a fairy tale.”  Mr. G.K.  Chesterton has said:  “A fairy tale is a tale told in a morbid age to the only remaining sane person, a child.  A legend is a fairy tale told to men when men were sane.”  Some, scorning to reply, have treated the question as one similar to, “What poem do you consider best in the English language?” As there are many tales included here which do not contain a fairy, fairy tales here are taken to include tales which contain something fairy or extraordinary, the magic or the marvelous—­fairies, elves, or trolls, speaking animals, trees, or a talkative Tin Soldier.  The Myth proper and the Fable are both excluded here, while the pourquois tale, a myth development, and the Beast tale, a short-story fable development, are both included.