e who
attempts such a classification. Only a general grouping under headings
used in the ordinary popular sense has been made. Fine distinctions are
beside the mark in such a book as this. Popular literature was not made
for classification, but for higher purposes, and anything that draws
attention from the pleasure-giving and spirit-invigorating qualities of
the literature itself should be avoided. Hence, the classifications
adopted are as simple and unobtrusive as possible.

Finally, the editors make no pretense to original scholarship. They have
not attempted to extend the limits of human knowledge, but to point out
pleasant paths leading to the limitless domains of literature. They have
tried to reflect accurately the best practices and theories, or to point
out how teachers may get at the best. Their obligations to others are
too extended to be noted in a preface, but will be apparent on every
page of the text. Their most important lessons have come from the
reactions secured from hundreds of teachers who have been under their
tuition.

Copyright obligations are indicated in connection with the selections
used.

GENERAL INTRODUCTION

1. LITERATURE FOR CHILDREN

_The beginnings._ During the eighteenth century the peoples of Europe
and America turned their attention in a remarkable way to a
consideration of the worth and rights of the individual. In America this
so-called democratic movement culminated in the Declaration of
Independence in 1776. The most dramatic manifestation of the movement in
Europe was the French Revolution of 1789, but every country of Europe
was thrilled and changed by the new thought. Every important democratic
movement leads to an awakened interest in the welfare of children, for
they are among the weak and helpless. This great movement of the
eighteenth century brought such a remarkable change of thought regarding
children as to mark the beginning of a new kind of literature, known as
literature for children.

Today we think of Andersen, Stevenson, Mrs. Ewing, and scores of others
as writers of literature for children. Such writers did not exist before
the democratic movement of the eighteenth century. It is true that a few
short books and articles had been written for children as early as the
fifteenth century, but they were written to teach children to be
obedient and respectful to parents and masters or to instruct them in
the customs of the church--they were not written prima