surrounding balustrade are the animal figures by Joseph Rauch. In
these simple natural classic groups, fancy with what pleasure the
children may look to find the friendly beasts and the favorite tales
they love!

Such is the tribute to fairy tales rendered by two great nations who
have recognized fairy tales as the joyous right of children. Any
education which claims to relate itself to present child life can
hardly afford to omit what is acknowledged as part of the child's
everyday life; nor can it afford to omit to hand on to the child those
fairy tales which are a portion of his literary heritage.



II. THE VALUE OF FAIRY TALES IN EDUCATION


In considering fairy tales for the little child, the first question
which presents itself is, "Why are fairy stories suited to the little
child, and what is their value for him?"

Fairy tales bring joy into child life. The mission of joy has not been
fully preached, but we know that joy works toward physical health,
mental brightness, and moral virtue. In the education of the future,
happiness together with freedom will be recognized as the largest
beneficent powers that will permit the individual of four, from his
pristine, inexperienced self-activity, to become that final, matured,
self-expressed, self-sufficient, social development--the educated man.
Joy is the mission of art and fairy tales are art products. As such
Pater would say, "For Art comes to you, proposing to give nothing but