A Study of Fairy Tales. Laura Fry Kready
the emphasis on the feeling, sincerity demands that in using Andersen's tales, one lessen the sentimental when it occurs by omitting to give prominence to the feeling. Andersen's tales reflect what is elementary in human nature, childlike fancy, and emotion. His speech is characterized by the simplest words and conceptions, an avoidance of the abstract, the use of direct language, and a naïve poetic expression adapted to general comprehension. He is not to be equaled in child conversations. The world of the fairy tale must be simple like the world Andersen has given us. It must be a world of genuine people and honest occupations in order to form a suitable background for the supernatural. Only fairy tales possessing simplicity are suited to the oldest kindergarten child of five or six years. To the degree that the child is younger than five years, he should be given fewer and fewer fairy tales. Those given should be largely realistic stories of extreme simplicity.
Unity of effect. The little child likes the short tale, for it is a unity he can grasp. If you have ever listened to a child of five spontaneously attempting to tell you a long tale he has not grasped, and have observed how the units of the tale have become confused in the mind that has not held the central theme, you then realize how harmful it is to give a child too long a story. Unity demands that there be no heaping up of sensations, but neat, orderly, essential incidents, held together by one central idea. The tale must go to the climax directly. It must close according to Uncle Remus's idea when he says, "De tale ain't persoon atter em no furder don de place whar dey [the characters] make der disappear'nce." It will say what it has to say and lose no time in saying it; and often it will attempt to say only one thing. It will be remarkable as well for what it omits as for what it tells. The Norse Doll i' the Grass well illustrates this unity. Boots set out to find a wife and found a charming little lassie who could spin and weave a shirt in one day, though of course the shirt was tiny. He took her home and then celebrated his wedding with the pleasure of the king. This unity, which is violated in Grimm's complicated Golden Bird, appears pleasantly in The Little Pine Tree that Wished for New Leaves. Here one feeling dominates the tale, the Pine Tree was no longer contented. So she wished, first for gold leaves, next for glass leaves, and then for leaves like those of the oaks and maples. But the robber who stole her gold leaves, the storm that shattered her glass leaves, and the goat that ate her broad green leaves, changed her feeling of discontent, until she wished at last to have back her slender needles, green and fair, and awoke next morning, happy and contented.
Fairy tales for little children must avoid certain elements opposed to the interests of the very young child. Temperaments vary and one must be guided by the characteristics of the individual child. But while the little girl with unusual power of visualization, who weeps on hearing of Thumbling's travels down the cow's mouth in company with the hay, may be the exception, she proves the rule: the little child generally should not have the tale that creates an emotion of horror or deep feeling of pain. This standard would determine what tales should not be given to the child of kindergarten age:—
The tale of the witch. The witch is too strange and too fearful for the child who has not learned to distinguish the true from the imaginative. This would move Hansel and Grethel into the second-grade work and Sleeping Beauty preferably into the work of the first grade. The child soon gains sufficient experience so that later the story impresses, not the strangeness.
The tale of the dragon. This would eliminate Siegfried and the Dragon. A dragon is too fearful a beast and produces terror in the heart of the child. Tales of heroic adventure with the sword are not suited to his strength. He has not yet entered the realm of bold adventure where Perseus and Theseus and Hercules display their powers. The fact that hero-tales abound in delightful literature is not adequate reason for crowding the Rhinegold Legends, Wagner Stories, and Tales of King Arthur, into the kindergarten. Their beauty and charm do not make it less criminal to present to little children such a variety of images as knighthood carries with it. These tales are not sufficiently simple for the little child, and must produce a mental confusion and the crudest of returns.
Giant tales. This would omit Jack and the Beanstalk, Jack the Giant-Killer, and Tom Hickathrift, moving them up into the primary field. A little girl, when eating tongue, confidingly asked, "Whose tongue?" and when told, "A cow's," immediately questioned with tenderness, "Don't he feel it?" Thereafter she insisted that she didn't like tongue. To a child of such sensibilities the cutting off of heads is savage and gruesome and should not be given a chance to impress so prominently. Life cannot be without its strife and struggle, but the little child need not meet everything in life at once. This does not mean that absolutely no giant tale would be used at this time. The tale of Mr. Miacca, in which "little Tommy couldn't always be good and one day went round the corner," is a giant tale which could be used with young children because it is full of delightful humor. Because of the simplicity of Tommy's language and his sweet childishness it appeals to the child's desire to identify himself with the character. Tommy is so clever and inventive and his lively surprises so brimful of fun that the final effect is entirely pleasing.
Some tales of transformation. The little child is not pleased but shocked by the transformation of men into animals. A little girl, on looking at an illustration of Little Brother and Sister, remarked, "If my Sister would turn into a fawn I would cry." When the animals are terrifying, the transformation contains horror for the child. This, together with the length and complexity of the story, would move Beauty and the Beast up into the second grade where the same transformation becomes an element of pleasure. A simple tale of transformation, such as The Little Lamb and the Little Fish, in which Gretchen becomes a lamb and Peterkin a little fish, is interesting but not horrible, and could be used. So also could a tale such as Grimm's Fundevogel, in which the brother and sister escape the pursuit of the witch by becoming, one a rosebush and the other a rose; later, one a church and the other a steeple; and a third time, one a pond and the other a duck. In both these tales we have the witch and transformation, but the effect contains no horror.
The tale of strange animal relations and strange creatures. Tom Tit Tot, which Jacobs considers the most delightful of all fairy tales, is brimful of humor for the older child, but here the tailed man is not suited to the faith and understanding of six years. Rumpelstiltskin, its parallel, must also be excluded. The House in the Wood, and its Norse parallel, The Two Step-Sisters, are both very beautiful, but are more suited to the second grade. In the kindergarten it is much better to present the tale which emphasizes goodness, rather than the two just mentioned, which present the good and the bad and show what happens to both. Besides there is a certain elation resulting from the superior reward won by the good child which crowds out any pity for the erring child. Such elation is a form of selfishness and ought not to be emphasized. Snow White and Rose Red contains the strange dwarf, but it is a tale so full of love and goodness and home life that in spite of its length it could be used in the first grade.
Unhappy tales. The very little child pities, and its tender heart must be protected from depressing sadness as unrelieved as we find it in The Little Match Girl. The image of suffering impressed on a child, who cannot forget the sight of a cripple for days, is too intense to be healthful. The sorrow of the poor is one of the elements of life that even the very little child meets, and it is legitimate that his literature should include tales that call for compassion. But in a year or two, when he develops less impressionability and more poise, he is better prepared to meet such situations, as he must meet them in life.
The tale of capture. This would eliminate Proserpine. No more beautiful myth exists than this one of the springtime, but its beauty and its symbolism do not make it suitable for the kindergarten. It is more suited to the elementary child of the fourth grade. In fact, very few myths of any sort find a legitimate place in the kindergarten, perhaps only a few of the simpler pourquois tales. The Legend of the Pied Piper of Hamelin, which is very beautiful, and appeals to little children because of the piping and of the children following after, should be omitted from the kindergarten because the capture at the close—the disappearance of the children in the hill—is tragic in pathos. It is better to leave the literature as it is and offer it later when the child reaches the second grade. The effect of this tragic end has been realized by Josephine Scribner Gates, who (St. Nicholas, November, 1914) has given to the children, "And