originally oral tradition) the thing most to be avoided is a
discursive or descriptive style of writing. Brevity and epigram must
ever be soul of their wit, and they should be written as tales that
are told.

The degree in which, if at all, the following tales fulfil these
conditions, nursery critics must decide.

There are older critics before whom fairy tales, as such, need excuse,
even if they do not meet with positive disapprobation.

On this score I can only say that, for myself, I believe them to
be--beyond all need of defence--most valuable literature for the
young. I do not believe that wonder-tales confuse children's ideas of
truth. If there are young intellects so imperfect as to be incapable
of distinguishing between fancy and falsehood, it is surely most
desirable to develop in them the power to do so; but, as a rule, in
childhood we appreciate the distinction with a vivacity which, as
elders, our care-clogged memories fail to recall.

Moreover fairy tales have positive uses in education, which no
cramming of facts, and no merely domestic fiction can serve.

Like Proverbs and Parables, they deal with first principles under the
simplest forms. They convey knowledge of the world, shrewd lessons of
virtue and vice, of common sense and sense of humour, of the seemly
and the absurd, of pleasure and pain, success and failure, in
narratives where the plot moves briskly and dramatically from a
beginning to an end. They treat, not of the corner of a nursery or a
playground, but of the world at large, and life in perspective; of