In contrast to the stifling of the imagination, it is good to recall
the story of the great Hermite who, having listened to the discussion
of the Monday sitting at the Academie des Sciences (Insitut de France)
as to the best way to teach the "young idea how to shoot" in the
direction of mathematical genius, said: "_Cultivez l'imagination,
messieurs. Tout est La. Si vous voulez des mathematiciens, donnez
a vos enfants a; lire--des Contes de Fees._"

Another important effect of the story is to develop at an early age
sympathy for children of other countries where conditions are different
from our own.

I have so constantly to deal with the question of confusion between
truth and fiction in the minds of children that it might be useful
to offer here an example of the way they make the distinction for
themselves.

Mrs. Ewing says on this subject:

"If there are young intellects so imperfect as to be incapable of
distinguishing between fancy and falsehood, it is most desirable to
develop in them the power to do so, but, as a rule, in childhood, we
appreciate the distinction with a vivacity which as elders our care-
clogged memories fail to recall."

Mr. P. A. Barnett, in his book on the "Common-sense of Education,"
says, alluding to fairy-tales:

"Children will _act_ them but not act _upon_ them, and they