A Study of Fairy Tales

Laura F. Kready

Description

A fairy tale (also known as wonder tales, magic tales, or Märchen) is a genre of folklore presented as a short story typically featuring things like dwarfs, elves, dragons, fairies, giants, and magic or enchantments. In this vintage book, Laura F. Kready explores the fairy story in great detail, looking at its definition and origins, as well as how they have developed, famous writers and examples, and much, much more. This fantastic volume is not to be missed by those with an interest in fairy tales and their history, and it is not to be missed by discerning collectors of related literature. Contents include: “The Worth of Fairy Tales”, “Principles of Selection for Fairy Tales”, “The Telling of Fairy Tales”, “The History of Fairy Tales”, “Classes of Fairy Tales”, “Sources of Material for Fairy Tales”, “Outline”, etc. Many vintage books such as this are increasingly scarce and expensive. We are republishing this volume now in an affordable, modern, high-quality edition complete with the original text and artwork.

Informations

• Publié par: Read Books Ltd.
• Date de parution: 01 mai 2019
• Nombre de lectures: 0
• EAN13: 9781528786874
• Langue: English
• Poids de l'ouvrage: 1 Mo

Extrait

A STUDY of FAIRY TALES
By
LAURA F. KREADY

First published in 1916


Copyright © 2019 Folklore History Series
This edition is published by Folklore History Series, an imprint of Read Books Ltd.
This book is copyright and may not be reproduced or copied in any way without the express permission of the publisher in writing.
British Library Cataloguing-in-Publication Data A catalogue record for this book is available from the British Library.
www.readandcobooks.co.uk


To The Children Who, Because Of It, May Receive Any Good.


Contents
A Short History of Fairy Tales
PREFACE
INTRODUCTION
CHAPTER I THE WORTH OF FAIRY TALES
CHAPTER II PRINCIPLES OF SELECTION FOR FAIRY TALES
CHAPTER III THE TELLING OF FAIRY TALES
CHAPTER IV THE HISTORY OF FAIRY TALES
CHAPTER V CLASSES OF FAIRY TALES
CHAPTER VI SOURCES OF MATERIAL FOR FAIRY TALES
APPENDIX ILLUSTRATIONS OF CREATIVE RETURN


A Short History of Fairy Tales
A fairy tale is a type of short story that typically features European folkloric fantasy characters, such as dwarves, elves, fairies, giants, gnomes, goblins, mermaids, trolls or witches, and usually magic or enchantments to boot! Fairy tales may be distinguished from other folk narratives such as legends (which generally involve belief in the veracity of the events described) and explicitly moral tales, including fables or those of a religious nature. In cultures where demons and witches are perceived as real, fairy tales may merge into legends, where the narrative is perceived both by teller and hearers as being grounded in historical truth. However unlike legends and epics, they usually do not contain more than superficial references to religion and actual places, people, and events; they take place ‘once upon a time’ rather than in actual times.
The history of the fairy tale is particularly difficult to trace because only the literary forms survive. Still, the evidence of literary works at least indicates that fairy tales have existed for thousands of years, although not perhaps recognized as a genre. The name ‘fairy tale’ was first ascribed to them by Madame d’Aulnoy in the late seventeenth century. Many of today's fairy tales have evolved from centuries-old stories that have appeared, with variations, in multiple cultures around the world. Two theories of origins have attempted to explain the common elements in fairy tales across continents. One is that a single point of origin generated any given tale, which then spread over the centuries; the other is that such fairy tales stem from common human experience and therefore can appear separately in many different origins.
Some folklorists prefer to use the German term Märchen or ‘wonder tale’ to refer to the genre over fairy tale, a practice given weight by the definition of Thompson in his 1977 edition of The Folktale. He described it as ‘a tale of some length involving a succession of motifs or episodes. It moves in an unreal world without definite locality or definite creatures and is filled with the marvellous. In this never-never land, humble heroes kill adversaries, succeed to kingdoms and marry princesses.’ The genre was first marked out by writers of the Renaissance, such as Giovanni Francesco Straparola and Giambattista Basile, and stabilized through the works of later collectors such as Charles Perrault and the Brothers Grimm. The oral tradition of the fairy tale came long before the written page however.
Tales were told or enacted dramatically, rather than written down, and handed from generation to generation. Because of this, the history of their development is necessarily obscure. Many fairy tales appear in written literature throughout different cultures, as in The Golden Ass , which includes Cupid and Psyche (Roman, 100–200 AD), or the Panchatantra (India 3rd century BCE). However it is still unknown to what extent these reflect the actual folk tales even of their own time. The fairy tale itself became popular among the French nobility and among the tales told in that time were the ones of La Fontaine and the Contes of Charles Perrault (1697), who fixed the forms of ‘Sleeping Beauty’ and ‘Cinderella.’ Perrault largely laid the foundations for this new literary genre, with some of the best of his works being ‘Puss in Boots’ and ‘Little Red Riding Hood.’
The first collectors to attempt to preserve not only the plot and characters of the tale, but also the style in which they were told were the Brothers Grimm, who collected German fairy tales. The Brothers Grimm rejected several tales for their collection, though told by Germans, because the tales derived from Perrault and they concluded they were thereby French and not German tales. An oral version of ‘Bluebeard’ was thus rejected, and the tale of ‘Little Briar Rose’, clearly related to Perrault's ‘The Sleeping Beauty’ was included only because Jacob Grimm convinced his brother that the figure of Brynhildr , from much earlier Norse mythology, proved that the sleeping princess was authentically German folklore. The Grimm Brothers remain some of the best-known story-tellers of folk tales though, popularising ‘Hansel and Gretel’, ‘Rapunzel’, ‘Rumplestiltskin’ and ‘Snow White’.
The work of the Brothers Grimm influenced other collectors, both inspiring them to collect tales and leading them to similarly believe, in a spirit of romantic nationalism, that the fairy tales of a country were particularly representative of it (ignoring cross-cultural references). Among those influenced were the Russian Alexander Afanasyev (first published in 1866), the Norwegian Peter Christen Asbjørnsen and the Englishman, Joseph Jacobs (first published in 1890). Simultaneously to such developments, writers such as Hans Christian Andersen and George MacDonald continued the tradition of literary fairy tales. Andersen's work sometimes drew on old folktales, but more often deployed fairytale motifs and plots in new tales; for instance in ‘The Little Mermaid’, ‘The Ugly Duckling’ and ‘The Emperor’s New Clothes.’ Fairy tales are still written in the present day, attesting to their enormous popularity and cultural longevity. We hope the current reader, whether old or young – enjoys this book.


PREFACE
One of the problems of present-day education is to secure for the entire school system, from the kindergarten to the university, a curriculum which shall have a proved and permanent value. In this curriculum literature has established itself as a subject of unquestioned worth. But children's literature, as that distinct portion of the subject literature written especially for children or especially suited to them, is only beginning to take shape and form. It seems necessary at this time to work upon the content of children's literature to see what is worthy of a permanent place in the child's English, and to dwell upon its possibilities. A consideration of this subject has convinced me of three points:

(1) that literature in the kindergarten and elementary school should be taught as a distinct subject, accessory neither to reading nor to any other subject of the curriculum, though intimately related to them;
(2) that it takes training in the subject to teach literature to little children;
(3) that the field of children's literature is largely untilled, inviting laborers, embracing literature which should be selected from past ages down to the present.

A single motif of this children's literature, Fairy Tales , is here presented, with the aim of organizing this small portion of the curriculum for the child of five, six, or seven years, in the kindergarten and the first grade. The purpose has been to show this unit of literature in its varied connection with those subjects which bear an essential relation to it. This presentation incidentally may serve as an example of one method of giving to teachers a course in literature by showing what training may be given in a single motif, Fairy Tales . Incidentally also it may set forth a few theories of education, not isolated from practice, but united to the everyday problems where the teacher will recognize them with greatest impression. In the selection of the subject no undue prominence is hereby advocated for fairy tales. We know fairy tales about which we could agree with Maria Edgeworth when she said: "Even if children do prefer fairy tales, is this a reason why their minds should be filled with fantastic visions instead of useful knowledge?" However, there is no danger that fairy tales will occupy more than a fair share of the child's interest, much as he enjoys a tale; for the little child's main interest is centered in the actual things of everyday life and his direct contact with them. Yet there is a part of him untouched by these practical activities of his real and immediate life; and it is this which gives to literature its unique function, to minister to the spirit. Fairy tales, in contributing in their small way to this high service, while they occupy a position of no undue prominence, nevertheless hold a place of no mean value in education.
In the study of fairy tales, as of any portion of the curriculum or as in any presentation of subject-matter, three main elements must unite to form one combined whole: the child, the subject, and the teaching of the subject. In behalf of the child I want to show how fairy tales contain his interests and how they are means for the expression of his instincts and for his development in purpose, in initiative, in judgment, in organization of ideas, and in the creative return possible to him. In behalf of the subject I want to show what fairy tales must possess as classics, as literature