ibliography that may prove serviceable in directing them
some little way. Each book will point the student to many others; when
he is once started on the road of investigation, there will open up many
unexpected and fascinating vistas.

_Objections to fairy tales._ These objections seem to fall as a rule
under two main heads. First, there are those who object to any
stimulation of the fanciful in children, and who would have us confine
ourselves to what they call realities. They would eliminate as far as
possible all the imaginings of children. The make-believe world so dear
to infancy has no place in their creed. Second, there are those who
doubt the moral tendency of all fairy tales. They observe that many of
these tales come to us from a cruder and coarser social state than our
own, that they contain elements of a superstitious and animistic past,
that they often deal with cruelties and horrors, trickeries and
disloyalties, that they are full of romantic improbabilities and
impossibilities. It may as well be admitted at once that the folklore of
the world contains many stories to which these and other objections are
valid.

_Is there a proper line of defense for fairy tales?_ Dr. Felix Adler,
who certainly cannot be accused of being insensible to realities, puts
the case thus, as between defenders and objectors: "I venture to think
that, as in many other cases, the cause of the quarrel is what logicians
call an _undistributed middle_--in other words, that the parties to the
dispute have each a different kind of fairy tale in mind. This species
of literature can be divided broadly into two classes--one consisting of
tales which ought to be rejected because they are really harmful, and
children ought to be protected from their bad influence, the other of
tales which have a most beautiful and elevating effect, and which we
cannot possibly afford to leave unutilized." Dr. Adler proceeds to point
out that the chief pedagogic values of the latter class are (1) that
they exercise and cultivate the imagination, and (2) that they stimulate
the idealizing tendency.

John Ruskin, another teacher who constantly in his writings throws the
emphasis upon the necessity of a true ethical understanding, has this to
say about the mischievous habit of trying to remake the fairy story in
the service of morals: "And the effect of the endeavor to make stories
moral upon the literary merit of the work itself, is as harmful as the
motive