character of the fairy, the fairy tale furnishes a unique contribution
to life. Through its repeated impression of the idea of fairyhood it
may implant in the child a desire which may fructify into that pure,
generous, disinterested kindness and love of the grown-up, which aims
to play fairy to another, with sincere altruism to make appear before
his eyes his heart's desire, or in a twinkling to cause what hitherto
seemed impossible. Fairy tales thus are harbingers of that helpfulness
which would make a new earth, and as such afford a contribution to the
religion of life.

In stressing the history of fairy tales the purpose has been to
present fairy tales as an evolution. The kindergarten and first-grade
teacher must therefore look to find her material anywhere in the whole
field and intimately related with the whole. Special attention has
been placed upon the English fairy tale as the tale of our language.
As we claim an American literature since the days of Washington
Irving, the gradual growth of the American fairy tale has been
included, for which we gratefully acknowledge the courtesy of the
Librarian of the United States Bureau of Education and the
Bibliographer of the Library of Congress. A particular treatment of
some North American Indian folk-tales would also be desirable. But a
study of these tales reveals but one unimportant _pourquois_ tale, of
sufficient simplicity. This study of the natural history of the fairy
tale as an art form is not necessary for the child. But for the
teacher it reveals the nature of fairy tales and their meaning. It is
an aid to that scholarly command of subject-matter which is the first
essential for expertness in teaching. Only when we view the American
fairy tale of to-day in the light of its past history can we obtain a
correct standard by which to judge of its excellence or of its worth.