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.

Furthermore, fairy tales are play forms.  “Play,” Bichter says, “is the first creative utterance of man.”  “It is the highest form in which the native activity of childhood expresses itself,” says Miss Blow.  Fairy tales offer to the little child an opportunity for the exercise of that self-active inner impulse which seeks expression in two kinds of play, the symbolic activity of free play and the concrete presentation of types.  The play, The Light Bird, and the tale, The Bremen Town Musicians, both offer an opportunity for the child to express that pursuit of a light afar off, a theme which appeals to childhood.  The fairy tale, because it presents an organized form of human experience, helps to organize the mind and gives to play the values of human life.  By contributing so largely to the play spirit, fairy tales contribute to that joy of activity, of achievement, of cooeperation, and of judgment, which is the joy of all work.  This habit of kindergarten play, with its joy and freedom and initiative, is the highest goal to be attained in the method of university work.

Fairy tales give the child a power of accurate observation.  The habit of re-experiencing, of visualization, which they exercise, increases the ability to see, and is the contribution literature offers to nature study.  In childhood acquaintance with the natural objects of everyday life is the central interest; and in its turn it furnishes those elements of experience upon which imagination builds.  For this reason it is rather remarkable that the story, which is omitted from the Montessori system of education, is perhaps the most valuable means of effecting that sense-training, freedom, self-initiated play, repose, poise, and power of reflection, which are foundation stones of its structure.

Fairy tales strengthen the power of emotion, develop the power of imagination, train the memory, and exercise the reason.  As emotion and imagination are considered in Chapter 11, in the section, “The Fairy Tale as Literature,” and the training of the memory and the exercise of the reason in connection with the treatment of various other topics later on, these subjects will be passed by for the present.  Every day the formation of habits of mind during the process of education is being looked upon with a higher estimate.  The formation of habits of mind through the use of fairy tales will become evident during following chapters.