Steel, Flora A.:  Tales of the Punjab.  Introduction and
       Appendix.  Macmillan.

     Tabart, Benj.:  Fairy Tales, or the Lilliputian Cabinet.  London,
       1818.  Review:  The Quarterly Review, 1819, No. 41, pp. 91-112.

     Tappan, Eva M.:  The Children’s Hour.  Introduction to
       “Folk-Stories and Fables.”  Houghton.

     Taylor, Edgar:  German Popular Stories.  Introduction by Ruskin. 
       Chatto & Windus.

     Tylor, E.B.:  Primitive Culture.  Holt, 1889.

     Warner:  Fairy Tales.  Library of the World’s Best Literature,
       vol. 30.

     Welsh, Charles:  Fairy Tales Children Love.  Introduction.  Dodge.

     Ibid.: “The Early History of Children’s Books in New
       England.” New England Magazine, n.s. 20:  147-60 (April,
       1899).

     Ibid.:  A Chap-Book.  Facsimile Edition. 1915.  World Book Co.

     Ibid.:  Mother Goose.  Facsimile Edition. 1915.  World Book Co.

     White, Gleeson:  “Children’s Books and Their Illustrators.”
       International Studio, Special Winter Number, 1897-98.

CHAPTER V

CLASSES OF FAIRY TALES

But the fact that after having been repeated for two thousand years, a story still possesses a perfectly fresh attraction for a child of to-day, does indeed prove that there is in it something of imperishable worth.—­Felix Adler.

Whatever has, at any time, appealed to the best emotions and moved the heart of a people, must have for their children’s children, political, historical, and cultural value.  This is especially true of folk-tales and folk-songs.—­P.P.  Claxton, United States Commissioner of Education.

I. AVAILABLE TYPES OF TALES

From all this wealth of accumulated folk-material which has come down to us through the ages, we must select, for we cannot crowd the child with all the folk-stuff that folk-lore scientists are striving to preserve for scientific purposes.  Moreover, naturally much of it contains the crudities, the coarseness, and the cruelties of primitive civilization; and it is not necessary that the child be burdened with this natural history of a past society.  We must select from the past.  In this selection of what shall be presented to the child we must be guided by two standards:  First, we owe it to the child to hand on to him his literary heritage; and secondly, we must help him to make of himself the ideal man of the future.  Therefore the tales we offer must contribute to these two standards.  The tales selected will be those which the ages have found interesting; for the fact that they have lived proves their fitness, they have lived because there was something in them