Children's Literature / A Textbook of Sources for Teachers and Teacher-Training Classes

by Charles Madison Curry; Erle Elsworth Clippinger

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.