“Parents and teachers should endeavour to answer such questions as these: When do the first stirrings of the moral sense appear in the child? How do they manifest themselves? What are the emotional and the intellectual equipments of the child at different periods, and how do these correspond with its moral outfit? At what time does conscience enter on the scene? To what acts or omissions does the child apply the terms right or wrong? If observations of this kind were made with care and duly recorded, the science of education would have at its disposal a considerable quantity of material, from which, no doubt, valuable generalisations might be deduced. Every mother, especially, should keep a diary in which to note the successive phases of her child’s physical, mental, and moral growth, with particular attention to the moral; so that parents may be enabled to make a timely forecast of their children’s character, to foster in them every germ of good, and by prompt precautions to suppress, or at least restrain, what is bad.” We are glad to find that Mr. Adler reinstates fairy tales. He says, justly, that much of the selfishness of the world is due, not to actual hard-heartedness, but to a lack of imaginative power; and adds, “I hold that something, nay, much, has been gained if a child has learned to take the wishes out of its heart, as it were, and to project them on the screen of fancy.” The German _Märchen_ hold the first place in his regards. He says: “They represent the childhood of mankind, and it is for this reason that they never cease to appeal to children.” “But how shall we handle these _Märchen_? and what method shall we employ in putting them to account for our special purpose? My first counsel is, Tell the story. Do not give it to the child to read. The child, as it listens to the _Märchen_, looks up with wide-opened eyes to the face of the person who tells the story, and thrills responsive to the touch of the earlier life of the race, which thus falls upon its own.” That is, our author feels, and rightly so, that traditions should be orally delivered. This is well worth noting. His second counsel is equally important. “Do not,” he says, “take the moral plum out of the fairy tale pudding, but let the child enjoy it as a whole.... Treat the moral element as an incident, emphasise it indeed, but incidentally. Pluck it as a wayside flower.” Mr. Felix Adler’s third counsel is, to eliminate from the stories whatever is merely superstitious, merely a relic of ancient animism, and, again, whatever is objectionable on moral grounds. In this connection he discusses the vexed question of how far we should acquaint children with the existence of evil in the world. His conclusion is one with which we shall probably be inclined to agree.