A collection of classic fairy tales gathered by Charles Perrault. It includes stories such as Cinderella, Sleeping Beauty, Puss in Boots, and Little Red Riding Hood. These tales of good and evil, cleverness, and courage have been retold for centuries and are worth listening to.
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Cover of the original edition (Project Gutenberg, public domain).
Text source: gutenberg.org · The work is in the public domain.
Opening of the book
THE TALES OF MOTHER GOOSE AS FIRST COLLECTED BY CHARLES PERRAULT IN 1696 A NEW TRANSLATION BY CHARLES WELSH WITH AN INTRODUCTION BY M.V. O'SHEA Professor of Education at the University of Wisconsin ILLUSTRATED BY D.J. MUNRO After Drawings By Gustave DorÉ D.C. HEATH & CO., PUBLISHERS BOSTON NEW YORK CHICAGO Copyright, 1901, By D.C. Heath & Co. Printed in U.S.A. "She met with Gaffer Wolf." p. 80. "She met with Gaffer Wolf." p. 80. CONTENTS List of Illustrations Introduction by Professor M.V. O'Shea Cinderella, or the Little Glass Slipper The Sleeping Beauty in the Wood Little Thumb The Master Cat, or Puss in Boots Riquet of the Tuft Blue Beard The Fairy
Little Red Riding-hood
Note
LIST OF ILLUSTRATIONS
"She met with Gaffer Wolf" Frontispiece
"It went on very easily"
"Let me see if I can do it"
"Slipped in under his father's seat"
"The Marquis of Carabas is drowning!"
"I am exact in keeping my word"
"If you open it, there's nothing you may not expect from my anger"
"With all my heart, Goody"
"He fell upon the good woman"
INTRODUCTION
What virtues do these stories possess that have kept them alive for so long a time? They have to some degree stimulated and nourished qualities of supreme worth in individual and social life. With the young the struggle against greed and falsehood and pride and cowardice is a very real one, and situations in which these homely, fundamental traits are involved are full of interest and seriousness. Again, to mature people the reward of welldoing and the punishment of evil conduct portrayed in these stories are apt to seem too realistic, too much also on the cut-and-dried pattern; but it is far different with children. They have a very concrete sense of right and wrong, and they demand a clear, explicit, tangible outcome for every sort of action. They must have concrete, living examples, with the appropriate outcome of each, set before them.
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