CHAPTER VII
Myth and Hero Tale
The world is a wonder-palace to the child. “Everything hints at something more magical and more marvelous which is to come.” The inanimate objects about him are given living attributes; animals and flowers are endowed by his fancy with human thought and feeling. He talks to the clouds and the stars; he peoples the sky with living inhabitants; to him the winds are not “forces of nature”; they are boisterous companions or gentle friends.
This applies to the imaginative child, and there are more imaginative children than the most of us suspect. The imagination may be suppressed by older and “wiser” companions, or natural shyness may cause the imaginative fancies to remain unvoiced; but the fancies are there—bubbling over in fantastic follies or childish imagery, or kept in those hidden chambers of the soul to which grown-ups are forbidden entrance.
Because of this mental attitude, children are inherent myth-makers. And to the same mental attitude upon the part of the children of the race, is due the fund of mythological lore which has enriched the world’s literature and inspired much of its art.
To this rich store, then, the child may be introduced by means of mythological stories. Their appeal is strong because they are in harmony with his own spontaneous interests. Froebel says: “Would’st thou know how to teach the child? Observe him, and he will show you what to do.” If, then, the child so loves the myth, let us hold him and help him by means of the mythological story. Those which contain an objectionable element may readily be withheld; there are plenty which are beautiful in their form and true in their teaching.
The myth, strictly speaking, differs from the fairy story in that it personifies the forces and manifestations of nature: Aurora awakening the sleeping world with her shafts of light; Ceres presiding over the harvests of golden grain; Jove hurling the dreadful thunderbolts; and Narcissus living in the beautiful blossom which bears his name.
Few children will accept these stories as absolute statements of fact, nor need they be so presented. Whatever this personification of the universal elements may have meant to the ancient Greeks, to us it is purely imaginary; it is the fairy-land of nature. Children love to “make believe,” and their own personifications of the forces of nature, while spontaneous and vivid, are a part of their imaginative world—a part of their “make believe.” So, mythological stories are never accepted by them upon the literal plane of the true nature story, nor should they ever be so presented. When stories of the ancient gods and goddesses are told, they may be very briefly outlined as the imaginative stories of an ancient race. This will give them their true place, without in the least detracting from their charm.
The child who is made familiar with the old mythology by means of stories and verse, holds the key of understanding to the countless allusions of the world’s best literature. He may not comprehend the deeper meaning, nor understand that they were the religion of an ancient people, but when in his later reading of some masterpiece of poetry or prose he finds an allusion to Phaeton, to Apollo, or to Neptune, he will experience the same delight that comes to one who meets an old playfellow in a foreign land.