se one must follow
these general rules:--

(1) Preserve the essential story from a single point of view.

(2) Preserve a clear sequence with a distinct climax.

(3) Preserve a simplicity of plot and simple language.

In shortening a long story one may:

(1) Eliminate secondary themes.

(2) Eliminate extra personages.

(3) Eliminate passages of description.

(4) Eliminate irrelevant events.

It has been the practice to adapt such stories as Andersen's _Ugly
Duckling_ and Ruskin's _King of the Golden River_. In the _King of the
Golden River_ the description of Treasure Valley could be condensed
into a few sentences and the character of South West Wind omitted; and
in _The Ugly Duckling_, passages of description and bits of philosophy
might be left out. But there is no reason why literature in the
elementary school should be treated with mutilation. These stories are
not suited to the kindergarten or first grade and may be reserved for
the third and fourth grades where they may be used and enjoyed by the
children as they are. Andersen's _Thumbelina_ might be adapted for
kindergarten children because it is suitable for them yet it is very
long. It could easily be analyzed into its leading episodes, each
episode making a complete tale, and one or more episodes be told at
one time. This would have the added attraction for the child of having
one day's story follow naturally the preceding story. Adapted thus,
the episodes would be:--

(1) Thumbelina in her Cradle.

(2) Thumbelina and the Toad.

(3) Thumbelina and the Fishes.

(4) Thumbelina and the Cockchafer in the tree.

(5) Thumbelina and the Field-Mouse.

(6) Thumbelina and the Mole.

(7) Thumbelina and the Swallow.

(8) Thumbelina as Queen of the Flowers.

Andersen's _Snow Man_ as adapted for the kindergarten would require
the episode of the lover omitted. It is irrelevant, not essential to
the story, and is an illustration of the sentimental, which must be
omitted when we use Andersen. To omit this episode one would cut out
from "'That is wonderfully beautiful,' said a young girl," to the end
of "'Why, they belong to the Master,' retorted the Yard Dog."

III. THE RETURN FROM THE CHILD[2]

The telling of the fairy tale is one phase of the teacher's art. And
it is maintained that fairy tales are one portion of subject-matter
suited to accomplish the highest greatnes