_Folklore._ These tales are all from the traditional field. They are mainly of anonymous and popular origin, handed down orally by peasants. The investigation of their origin, distribution, and interrelations belongs to the science of folklore. A good-sized library could be filled entirely with the books concerned with the studies and disputations in this interesting field. While the folklorists have very much of value to tell the teacher, their questions may be largely ignored until the latter is quite fully acquainted with a large body of the acknowledged masterpieces among folk stories, especially those which the schools have taken to themselves as useful in elementary work. Teachers interested in pursuing the matter further--and it is to be hoped there are many such--will find suggestions in the notes at the head of each tale and in the preceding bibliography 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.