and self-respecting
lad would have explained to the king that he was not the Marquis of
Carabas at all; that he had no desire to profit by his cat's ingenious
falsehoods, and no weak ambition to connect himself with the
aristocracy. Such a hero would be a credit to our modern schoolrooms,
and lift a load of care from the shoulders of our modern critics. Only
the children would have none of him, but would turn wistfully back to
those brave old tales which are their inheritance from a splendid past,
and of which no hand shall rob them." And upon this ultimate fact that
in literature the final decision rests with the audience appealed to,
the discussion may end.

_How to use fairy stories._ Briefly, the whole matter may be summed up
thus: _Know your story perfectly. Don't read it (unless you can't do
better). Tell it--with all the graces of voice and action you can
command. Tell it naturally and simply, as the folk-tellers did, not with
studied and elaborate "elocutionary" effects. Tell it again and again.
If you do it well, the children will not soon tire of it--and they will
indicate what you should do next!_

SUGGESTIONS

(Books referred to by authors' name are listed
in bibliography.)

The one important full-length discussion for
teachers on the whole subject of the fairy tale
is Kready's _A Study of Fairy Tales_. It is
enthusiastic rather than severely critical, and
that adds to its helpfulness. It has exhaustive
bibliographies. The Ruskin quotations above are
from his introduction to Taylor's _Grimm_; it
may be found also in his collected works, in
_On the Old Road_. Miss Repplier's "Battle of
the Babies" in her _Essays in Miniature_ should
be read entire. A thoroughly stimulating
article is Brian Hooker's "Narrative and the
Fairy Tale," _Bookman_, Vol. XXXIII, pp. 389,
501; see also his "Types of Fairy Tales,"
_Forum_, Vol. XL, p. 375. For the scientific
phase start with Hartland's _Science of Fairy
Tales_. For pedagogy see Adler, MacClintock,
McMurry.

147

Many English folk tales have doubtless been
lost because no one made a serious attempt to
collect them until railroads, newspapers, and
popular education had greatly changed the life
of the English folk and destroyed many of the
tradition