SECTION VI. MYTHS

INTRODUCTORY

What myths are. It seems that every race of people in the period of barbarism and early civilization has created fanciful, childlike stories to explain such things as the origin of earth, sun, stars, clouds, life, death, fire, man, lower animals, and plants, and the characteristics of particular plants and animals. In most cases, if not all, they have accounted for the origin of such things by the theory that they were created by gods and super-human heroes. Among such peoples as the Greek and Norse folk, many stories also grew up regarding the gods and super-human heroes and their relations with one another and with men. All of these old stories about the creation of things and about the gods and super-human heroes are called myths. As time went on and the peoples became civilized, the original myths were regarded merely as fanciful tales, and were used to furnish characters and plots for many stories told chiefly for entertainment. Often, as in the story of Ulysses, legends of national heroes were combined with them. Even in our time such writers as Hawthorne and Kingsley and Lowell have used these old characters and plots as the basis of stories, many of which differ greatly from the original myths.

Myths and other folk stories. Myths were pretty largely matters of faith to begin with. They were the basis of old-time religious beliefs, explaining to the mind of primitive man how things came to be as they are. This tendency to adopt what are to educated minds fanciful explanations of all that is beyond their understanding is easily observable in the way children explain the unknown. It seems fairly clear, on the other hand, that fairy stories were told by the folk as matter of entertainment. They did not believe that pigs actually talked, that a princess could sleep a hundred years, that a bean-stalk could grow as fast and as far as Jack's did, or that toads and diamonds could actually come out of one's mouth. It may be, as some theorists insist, that remains of myth survive in some of these fairy stories. On the whole, however, the folk believed these tales only in the sense in which we believe in a fine story such as "The Vision of Sir Launfal" or "Enoch Arden." They express the pleasing imaginings and longings of the human spirit, its ideals of character and conduct, its sense of the wonder and mystery of the universe. The fairy tale, in general, is nearer the surface of life; the myth was concerned with the most fundamental problems of the whence and the why of things.

Such distinctions, however, belong to the realm of scientific scholarship. The teacher is concerned with myths simply as splendid stories that have come down to us from a time when human beings seemed to feel themselves bound into a unity with nature and all mysterious powers around them; stories that through constant repetition were rounded and perfected, and finally, through use by the poets, have reached us in a fairly systematic form. The so-called "poetic mythology" is the one of special value for our purposes. It comes to us through Ovid in the South, and does not distinguish between the gods of Greece and Rome. It comes through the Eddas of the North. It is this poetic mythology that furnishes the basis of allusion in literature and in art, and which is retold for us in the various versions for modern readers. If we hold fast to this correct idea that as teachers in elementary schools our interest in myths is exactly like our interest in other folk products, an interest in them as stories tested by the ages, an interest in them as presenting familiar and suggestive types of character and conduct, an interest in them as stimulating our sense of wonder and mystery, we shall not be disturbed by the violent discussions that sometimes rage over the advisability of using myths with children.

Values of myth. To make the above proposition as clear as possible, let us first tabulate briefly the values of myth, borrowing a suggestion from Jeremiah Curtin:

1. A wonderful story told in most effective fashion. To realize this value, one needs to recall only the efforts of Prometheus in bringing down fire for man and his heroic endurance of vengeful tyranny as a result. The work of Hercules in slaying the many-headed serpent or in cleansing the Augean stables, the adventures of Theseus culminating in the labyrinth of the horrible Minotaur, the beautiful hospitality of Baucis and Philemon, the equally beautiful sadness of the death of Balder—all these simply hint the riches of the myth as story. This story interest is the one that appeals to all human beings as human beings and is therefore fundamental.

2. Myth preserves much material of social and antiquarian interest. It helps us understand the institutions and customs of primitive stages in human development, and as such has great value for scientific students of human society.

3. Myth preserves evidences of how the mind of man looked out upon his surroundings and what it did in the way of interpreting them. It makes most valuable contributions, therefore, to the history of the human mind, and must be taken into account in the science of anthropology.

It must be evident that the second and third values are only in the slightest degree within the range of the child in his early years of school work.

Objections to myth. The objections to the use of myths in school may also be brought under three heads:

1. They come from a plane of ethics much lower than our own. This is the one strong argument against all folk material, and it has a validity that must be frankly recognized. There are the miscellaneous love affairs of Jupiter, and certain stories that have elements of horror and brutality. Such stories we cannot use, "though an error on that side is better than effeminancy." Occasional defects cannot outweigh the great positive ethical worth of myth. We must simply make intelligent choice. The situation is not different from what it is in choosing from modern poetry and story. It would be poor evidence of our sanity if we ruled out all poetry because some of it is not fit. Let us, however, omit entirely those myths that are not suitable rather than attempt making them over to suit modern conceptions. We may properly allow liberties to a literary artist like Hawthorne that a mere artisan should not take.

2. Myth deals with the worn-out and obsolete ideas of the past, and will give children false religious and scientific notions. But one does not rule out Paradise Lost because Milton's cosmogony is so purely fanciful, nor Dante because of his equally fantastic structure of the Inferno. Neither children nor older readers are ever led astray by these purely incidental backgrounds against which and by means of which the human interest is powerfully projected.

3. Myth is too deeply symbolical. But readers of different ages and abilities find results up to their stature. We do not demand that the children shall be able to understand all that is back of Gulliver's Travels, or Pilgrim's Progress, before we give them those books. What is worth while in literature has an increasing message as the powers of the reader increase.

How to use myths. We may sum up the conclusions thus: Select those myths that tell stories of dramatic force and that have sound ethical worth. So far as possible let these be the ones most familiar in literary allusion and in common speech. Present the myth as you would any other folk story. Since myth naturally comes along a little later than fairy stories, probably beginning not earlier than the third grade, the discussion of its meanings may take a wider range. Keep the poetic elements of the story prominent, as in most of the examples following.

SUGGESTIONS

For the soundest and most illuminating discussion of the values and proper use of myths in education see Edward Howard Griggs, Moral Education, chap, xxi, "The Ethical Value of Mythology and Folk-Lore." For some good suggestions and lists consult Ezra Allen, "The Pedagogy of Myth in the Grades," Pedagogical Seminary, Vol. VIII, p. 258. A very interesting plan for the use of myths may be found in two articles by O. O. Norris, "Myths and the Teaching of Myths," The American Schoolmaster, Vol. IX, p. 96 and p. 145. Consult also MacClintock, Literature in the Elementary School, chap, vii, and McMurry, Special Method in Reading, pp. 92-105.

The first nine myths in this section came originally from Greek mythology. The Romans adopted the mythology of the Greeks, but changed the names of the gods. English-speaking peoples have usually used these Latin versions. Hence in the following Greek myths the Roman names of the gods are used. In this note the Greek name is usually given in parenthesis after the Roman.

According to mythology, Saturn once ruled the universe. After a great war he was overthrown and the universe was divided into three kingdoms, each governed by one of his sons. Jupiter (Zeus) ruled the heavens and the earth; Neptune (Poseidon) ruled the sea; and Pluto (Dis) ruled Hades, or Tartarus, the gloomy region of the dead in a cavern far under the surface of the earth. The home of Jupiter and the many other gods of heaven was represented as being the top of Mount Olympus, in Thessaly. Here each of the gods of heaven had a separate dwelling, but all assembled at times in the palace of Jupiter. Sometimes these gods went to earth, through a gate of clouds kept by goddesses called the Seasons.

The relations between these divinities were much like those between people on earth. Some had greater power than others, and rivalries and quarrels frequently arose. Jupiter, the supreme ruler, governed by wisdom as well as by the power of his thunderbolt. He had three sisters: Juno, Vesta, and Ceres. Juno (Hera) was the wife of Jupiter and the noblest of the goddesses. Vesta (Hestia), the goddess of health, was not married. Ceres (Demeter), the goddess of agriculture, was the mother of Proserpine, who became wife of Pluto and queen of Hades. Minerva (Athena), goddess of wisdom and Jupiter's favorite daughter, had no mother, as she sprang fully armed from Jupiter's head. Venus (Aphrodite) was goddess of beauty and mother of Cupid, god of love. Two other goddesses were Diana (Artemis), modest virgin goddess of the moon, who protects brute creation, and Hebe, cup-bearer to the gods. Among the greatest of the gods were three sons of Jupiter: Apollo, Mars, and Vulcan. Apollo, or Phoebus, was god of the sun and patron of music, archery, and prophecy. Mars (Ares) was god of war, and Vulcan (Hephaestus), the lame god of fire, was the blacksmith of the gods.

255

This version of the myth of Ceres and Proserpine is taken by permission of the author and the publishers from Stories of Long Ago, by Grace H. Kupfer. (Copyright. D. C. Heath & Co., Boston.) "Of all the beautiful fictions of Greek mythology," said Aubrey DeVere, "there are few more exquisite than the story of Proserpine, and none deeper in symbolical meaning." That portion of its meaning fitted to the understanding of children is indicated in the final paragraphs of Miss Kupfer's version. Teachers should realize that "the fable has, however, its moral significance also, being connected with that great mystery of Joy and Grief, of Life and of Death, which pressed so heavily on the mind of Pagan Greece, and imparts to the whole of her mythology a profound interest, spiritual as well as philosophical. It was the restoration of Man, not of flowers, the victory over Death, not over Winter, with which that high Intelligence felt itself to be really concerned." Hawthorne's version of this story appears in Tanglewood Tales as "The Pomegranate Seeds."

A STORY OF THE SPRINGTIME

GRACE H. KUPFER