Literature in the Elementary School Part 4

When we have said that it is the folk or traditionary tales that we should choose, we do not mean that we should consider the whole realm of folk-lore material, primitive and savage tales--African, Indian, Igorrote; though, as a matter of fact, every teacher of children should be something of a scientific student of folk-stories. It increases his respect and sympathy for the specimens he actually chooses to know where they stand in the large whole--their history and human value. Besides, the experienced teacher will often find in the outlying regions of folk-tales the germ of a story precisely suited to his needs, and he can have the very real pleasure of endowing it with an acceptable form and putting it into educational circulation.

But on the whole, the teacher must be very expert, and must have extraordinary needs, to feel justified in going outside the established canon of fairy-tales for his material. For there is a canon more or less fixed, into which have entered those stories that have from long and perpetual use taken on a more or less acceptable form; stories from those nations whose culture has blended to produce the modern occidental tradition. The canon includes Grimm's tales, Perrault's _Mother Goose_ tales, a few of Madame d'Aulnoy's, a few Danish and Norwegian stories, some from Italian sources and through Italian media, some from the _Arabian Nights_, some unhesitatingly admitted lately from collections of English folk-tales made in our own day, two or three chapbook stories, a few interlopers like _The Three Bears_, _Goody Two Shoes_, and some of Andersen's--not popular tales at all, but having in them some mysterious charm that opened the door to them. One cannot attempt to fix the limits more narrowly, for he has no sooner closed the list than he realizes that every teacher who has used them, every mother who has read them to her little people, every boy or girl who loves them, will have some other tale to insert, some perfect thing not provided for in this tentative catalogue. Besides, from time to time there does appear a new claimant with every t.i.tle to admission, such as some of the Irish tales told by Seumas McMa.n.u.s or Douglas Hyde, or certain of the Zuni folk-tales collected by Cushing. But on the whole, may we not agree that the list indicated const.i.tutes the authentic accepted canon of fairy-tales established and approved by the teachers and children of occidental tradition and rearing?

Still, there are choices to be made among these folk-tales of the accepted list. No child should be told all of them. Practically all children do have too many fairy-tales told them, and suffer in this, as in most of the things supplied them, from the discouraging and confusing "too much." For a whole year in which the main stories are taken from the folk-tales, a half-dozen stories will be enough.

It is not among the folk-sagas that one will find the best stories of this kind for his children. These, indeed, are scarcely to be called literature. Most of them are tales explaining by a legend some natural feature, the name of a place or a person, or attaching to some historic person a stock adventure, wonderful or preternatural. Some of them are, as has been said, germs of hero-tales that never obtained popular artistic favor, or they are far-away echoes of hero-tales, or they are stories of the _pourquoi_ kind--semi-mythical in import, and consequently lacking the universal appeal and fitness of literature. Any teacher may find one of the stories of this group adapted to his purpose, but he will not find most of his folk-material here. In the cycles of hero tales, _King Arthur_ and _Siegfried_ for example, we can find many of these minor sagas imbedded in the larger cycle, but still detachable and often easily adaptable for the younger children.

It is among the _Marchen_ that we find our supply of stories. This is not the place to discuss the science of nursery-tales, their origin, genesis, dissemination, or any of the other scholar's aspects, inviting though all these topics be. One is quite aware that even in the most social _Marchen_ there may be found detritus of myth; one should be equally aware that in certain other _Marchen_ he finds the original germ which finally evolved into a myth-story. But let not the teacher and lover of folk-tales as art allow himself to become ensnared in myth interpretations of his tales; that way literary and pedagogic madness lies. Countless generations ago those which perchance had a mythical significance lost it and became art, completely humanized in life and experience.

The drolls, when one chooses well among them, are precisely adapted to add the element of fun that should never be long absent from the children's literature. There are, of course, numberless comic folk-tales too coa.r.s.e and too brutal to be used in our day, except by the scientific student of culture. The fun of the drolls is, as a matter of fact, not on a high level--practical jokes, perfectly obvious _contretemps_, the adventures and achievements of noodles, are their typical material. But this is the comic level of the average child for whom we choose them. It is the first step above physical fun, and from this step we can undertake to start him on his delightful journey up the ever-refining path of literary comedy. From tricks and horse-play he may pa.s.s rapidly to humor and nonsense. But at six-seven, having had the _Little Guinea Pig_ and _Simple Simon_ as an undergraduate kinder, he is ready for _Hans in Luck_ and _Mr. Miacca_. Like the Olympians themselves, he will roar at Hephaestus' limp, and with the council of Homeric heroes he will laugh at the physical chastis.e.m.e.nt of Thersites, and enjoy the none-too-penetrating trick that Odysseus played upon the blundering Polyphemus. There is no danger that the children will not outgrow this stage of comic appreciation--the danger is that they will outgrow it instead of adding to it all the other stages. There is something wrong with the artistic culture of the man who cannot at forty smile at the follies of the Peterkin family, at the same time that he completely savors the comedy of _The Egoist_.

The acc.u.mulative tales have their service to render. Perhaps their characteristic moment comes a little earlier than even the first year of school. Before he is six the little citizen of the world will have been building up his vision of the interdependence and interaction of men and things. To this vision the acc.u.mulative tales bring the contribution of art. Many of them, being the simplest adjustment of incident to incident, such as _The Old Woman Who Found the Sixpence_ and _The Little Red Hen_, are ideal for the nursery and kindergarten child.

Others still, built upon the acc.u.mulative principle, but more complex or more artistic in form, will charm and instruct the first-year scholars--_Henny-Penny_, for example, and _Hans in Luck_, and _The Three Billy Goats Gruff_. From the point of view of composition, they may well be studied by the older children, because they permit the examination of the separate incidents, and exhibit in most cases the very simplest principles of structure.

But coming still closer to the choosing of the actual specimens for the cla.s.ses, it would be only fatuous to ignore the fact that when we come to the matter of the final choice, we are upon difficult ground, educationally and critically. But we can save ourselves from presumption and dogmatism by discussing a few practical, but general, grounds of choice, reminding ourselves that in the specific school and with the specific cla.s.s many modifying minor principles will arise.

The teacher will be much comforted and steadied if he remember that he is teaching _literature_, and is therefore freed from any obligation to the stories as myth, or as scientific folk-lore, as sociology or as nature-study; let nothing tempt him to the study of the first member of the company of musicians of Bremen, as "a type of the solid-hoofed animals," of _Red Riding-Hood_ as a "dawn-myth," or of _The Three Bears_ as "parenthood in the wild."

The teacher will select those tales that have somewhere in their history acquired an artistic organization, rejecting in favor of them those which remain chaotic and disorganized. Compare, for example, in this matter, the perfect little plot of Madame Villeneuve's _Beauty and the Beast_ with Grimm's _The Golden Bird_--a string of loosely connected, partly irrelevant incidents. He will prefer those that display economy of incident--in which each incident helps along the action, or contributes something essential to the situation. Of course, it is rather characteristic of the folk-mind, as of the child-mind, to heap up incidents _a propos de bottes_; but as this is one of the characteristics to be corrected in the child by his training in literature, so it is one of the faults which should exclude a fairy-tale from his curriculum. To make the difference among the stories in this regard quite clear, compare the neat, orderly, and essential flow of incident in _The Musicians of Bremen_ with the baffling multiplicity and confusion displayed by Madame d'Aulnoy's _The Wonderful Sheep_.

Other things being equal, he will prefer for discipline those fairy-stories which use the fairy and other preternatural elements in artistic moderation, to those that fill every incident with marvels and introduce supernatural machinery apparently out of mere exuberance. This element is much more impressive when used in art with reticence and economy. Even a little child grows too familiar with marvels when these crowd one another on every page, and ceases either to shiver or to thrill. In the fairy-tale, as in art for mature people, the supernatural should appear only at the ultimate moment, or for the ultimate purpose, and then in amount and potency only sufficient to accomplish the result.

Perrault was very cautious upon this point; in all his tales he seems to have reduced the element of the marvelous to the smallest amount and to have called upon it only at the pivotal points. Compare in his _Cinderella_ the sufficiency of his single proviso, "Now, this G.o.dmother was a fairy," with the tedious superfluity of irrelevant marvels in Grimm's version of the same tale. Is this bringing the fascinating abundance of the Teutonic folk fancy to a disadvantageous comparison with the neat and orderly, but more common-place, Gallic mind? By no means. One has many occasions to regret, when he reads Perrault's version of the wonderful tales he found, that he was a precisian in style and a courtier in manners; and we may find in the most apparently artless tales told by Grimm or by Asbjornsen the most perfect organization and economy; as, for example in _Briar-Rose_ or in _The Three Billy Goats Gruff_.

Besides, one hastens to add that every child should hear and should later on have a chance to read some of the free, wandering, fantastic things which his teacher cannot feel justified in giving to the cla.s.s.

One is obliged to take some att.i.tude in mediating the folk-tales to the modern child, toward the fact that we often find them reflecting a moral standard quite different from that which the average well-bred child is brought up by; and this situation is complicated by the fact that the children are too young to understand dramatically another moral standard. This aspect of the stories has been pretty well covered by the general discussion in the previous chapter. But, luckily, it is quite possible to reject all those folk-tales of questionable morals and objectionable taste and still have plenty to choose from. Be slow to reject a folk-tale unless the bit of immorality--a lie, an act of disloyalty, or irreverence--or the bit of coa.r.s.eness really forms the pivot of the story. Only then is the story unsafe or incurable.

One must take an att.i.tude, not only toward the morals of the folk-tale, but toward its manners as well. There is some violence in many of the most attractive nursery tales; many of them reflect a rather rough-and-tumble state of social communion; many exhibit a superfluity of bloodshed or other grisly physical horrors. We quickly grant that it is not wise to read enough of these, or to linger long enough over the forbidding details, to create a deep or an abiding atmosphere of terror.

But it is certainly true that the modern child of six or seven has so little apperception material for physical horrors that they do not take any deep hold upon him. Indeed, the safety of modern life, and the absence of visible violence, have taken the emotional appeal out of many grim lessons of Spenser's and of Dante's. Murder in the _Marchen_ is to the modern child actually a bit of fine art--merely a neat and convincing way of disposing of iniquitous elder brothers and hostile magicians. The fact that the child's experience and information enable him to make no image of the physiological sequelae of the cutting-off of heads, for instance, makes it easy for the teacher to carry him harmless past details that would seem brutal to his nervous and squeamish elders. And these details are never the point of emphasis in any good story. And on the whole, those persons whom the children like and are likely to incorporate into their "pattern," have manners either just or gentle even in the folk-tales.

It might be well to introduce among the folk-tales an occasional short story of contemporary life, recording the activities of persons such as the children actually know. This is not so important in this stage of their experience as it will be later; first because the folk-tales do not seem antiquated nor, if they are wisely selected, unduly fantastic to them, since they find themselves imaginatively so much at home with material and the method; and, in the second place, because in every well-regulated school their fact studies and occupation work are at this time concrete and charming, and keep them rightly and sufficiently in touch with the world of actuality.

Of course we must accompany and supplement the folk-tales by verses, since even at this age we may impress upon the children the music of speech, and some of the minor literary beauties. They will probably be delighted to repeat (in many cla.s.ses many of the children will be learning them for the first time) the lovely hereditary jingles and ballads from Mother Goose--"The Crooked Man," "I Saw a Ship a-Sailing,"

"Sing a Song of Sixpence," the rhymes for games and for counting-out.

There are a very few of Stevenson's simple enough for this period; and there may be a further choice among things found here and there, simple, objective, and perfectly musical. It is not so much the content and meaning of poetry that we can hope to impress upon little people under eight, as the music and motion of the verse. There will be, however, many members of every cla.s.s who will be interested in the meaning, the images, and the persons, if there be persons. We will take all pains, therefore, to see that these be not unsuitable.

These--folk-tales and simple singing lyrics--with a fable or two told as anecdotes, and repeated until even the little children begin to see that there is something more than meets the eye--all graded and modified in the light of the personnel and experience of the actual cla.s.s, may const.i.tute the literature of the first two years of school.

CHAPTER VII

MYTH AS LITERATURE

The presupposition that myth is _par excellence_ the literary material for young children doubtless grew out of a misinterpretation of the so-called mythopoeic age in the children, and some fundamental misconception of the nature of myth and its relation to other folk and traditionary material. There is no place in this little book even to suggest the problems that surround the nature and genesis of myth. But it does seem desirable to make in a simple way a few distinctions that may serve to set us on the right road.

First of all, myth is religion, and not art. It is not a thing of mere imagination. It is the explanation or interpretation of some physical fact, some historical occurrence, some social custom, some racial characteristic, some established ritual or worship. It is the religious or emotional response to some influence or activity in the world so impressive or so efficacious as to seem to call for explanation in terms of supernatural agencies.

This explanatory or interpretative stage or aspect of myth may be first historically, or it may not be. It is probably first in most myths in a simple and crude form, which in all developed myths has been enriched and modified by influences from the other stages and aspects. The second stage--or shall we call it merely another aspect--is the a.s.signing of distinct personality and individuality to the agencies a.s.sumed to account for events and appearances. Then follows rapidly the interrelations and interactions of these persons, the surrounding of them with friends and subordinates, the building-up of a whole intricate society of divinities after the model of human society--all at first symbolistic and of religious significance. A third stage or aspect is that of the cult, the worship, the establishment of a priesthood delivering authoritative messages, mediating influences to the people, and adding constantly to the body of explanations and interpretations surrounding each divinity. The fourth stage or aspect is that in which it becomes, or becomes identified with, a body of moral doctrines or ethical principles; where the personal divinities, with their qualities, insignia, and a.s.sociations, are taken as symbols of inner human forces, of moral and social achievement, as expressions of spiritual influences operant in human nature and life.

Let it be understood that in naming these stages or aspects there has been no attempt to place them either in chronological or in logical order, and no intention of saying that they stand apart from one another in an easily recognized distinctness. But, however interlinked and mutually modified they may be, we must in any discussion of myth, be aware of these four sides or steps.

Take, for example, the Greek myth of Apollo. As an explanation of physical phenomena he is light or fire, sometimes specialized as the spirit of the sun. But he is embodied and endowed with a personality; he has social conditions and subsidiary functions a.s.signed to him. As a person he is the son of Zeus and Leto, twin brother of Artemis, leader of the nine Muses, guardian of pastured flocks and herds, as Artemis of the wild creatures who feed or frolic by night. As his worship spread and deepened, there gathered about him many other functions--he was the G.o.d of healing, of music, of law, of atonement; and many tributary and subordinate divinities were a.s.sociated with him in all these activities.

There gathered into his myth also an enormous and complex body of stories, romantic and mystical, explanatory and prophetic--stories of adventure, of contact with the other G.o.ds, of sojourns with men, of pilgrimages to unknown regions; some of them merely romantic, some of them symbolistic, many of them profoundly significant of his powers and offices.

And the myth of Apollo is remarkable for its ancient and elaborate worship. Already when the Homeric poems were made, the shrine of Apollo at Delphos was the scene of an old and complicated ritual. There was even then a temple rich with the acc.u.mulated treasure of the votive offerings of generations of worshipers. Priests and prophets, the mystic offices of the Pythia, poets and musicians, stately processions of kings and warriors seeking oracles, combined to maintain the dignity and sanct.i.ty of this most impressive worship.

From the very earliest times of which we have record of this myth, Apollo was known to be a spiritual and ethical force at work in man's soul. He was named when men tried to speak of those experiences which wrought expiation and purification. He stood for milder law, for beneficent and benevolent social order, for art, for the songs of the sacred bard, the dirge of grief, the paean of victory, the games--all the gentler things of social culture and personal experience.

In these and in many other ways did the myth of Apollo express the human soul and act upon it. It was a religion--as every developed myth is--to be handled reverently. We might have chosen other examples quite as elaborate and as full of mystic significance--the myth of Dionysus, or the more widespread and deeply devotional myth of Demeter.

Art, too, concerned as it is with everything that promotes or reflects man's spirit, has uses for the elements of myth, and has its own way of handling them. On two of the four steps of myth art, especially literature, finds acceptable material. On the stage named second--the stage in which the influence or power becomes personified, takes on relations to other personified influences, and calls into being other divine persons, his children, his helpers and subordinates, takes his place in a society of divinities, and exercises his more or less specialized function in this society, and also in human life and activity--have the poets and romancers found many opportunities.

Adventures and romantic experiences of all sorts easily attached themselves to the person of some divinity, especially as the character of the personal divinities became more and more humanized by the accretion of such tales. And while we find echoes of myth in _Marchen_ and romance, we quite as constantly find apotheosis of merely human romance and adventure in myth. Among the literary peoples, poets and dramatists found it often desirable to use the foundation of this group of divine personalities as the starting-point for a performance purely artistic; it gave them the immense advantage of starting without explanation and preparation, since their audiences could be counted upon to know the divine personages and circ.u.mstances; and the further advantage of adding dignity and size to their inventions by accrediting them to superhuman agents. These literary additions, these variations upon the religious meanings, invented for artistic purposes, often gradually incorporated themselves into the myth, and by modern students are not carefully distinguished from the other, the religious and devotional elements. A comic adventure told of Hermes may not have in it any more of myth than a similar story told of Autolycus.

Literature finds much use for material of the mythical kind on what we have called the fourth step. To express and render concrete, impulses, influences, and powers that sway and dignify human conduct, and that form and enn.o.ble human character, the literary artist gladly employs the persons of the great myths. All human experience has elements and influences coming into it from an apparently mystic sphere, that must either be described in abstract terms or embodied in concrete persons and symbols. The latter is ever the method of art. So we find everywhere in literature the use of the great symbols already const.i.tuted in myth, or the invention of new symbols for the purpose. Homer would convey to us the sense of the presence that guided and guarded the wise and resourceful Odysseus; so the stately Athene, ages long the G.o.ddess "who giveth skill in fair works, and n.o.ble minds," comes and goes through the poem. Hauptmann would convey to us in _The Sunken Bell_, some impression of the magic and the charm of that beauty which lies in the free soul and wild nature, so he invents Rautendelein. But neither Homer nor Hauptmann is priest or devotee interpreting facts or conserving worship.

They are artists picturing human life and introducing, each in its place, the various elements of human experience.

It is in regard to this literary use of myth that there exists much confusion, and that most mistakes are made as to the educational use of myth. Many persons who contend that "myths" can be given to children as literature call the _Iliad_ and the _Odyssey_ "myths;" indeed, they are likely to call all legendary stories in which the supernatural element is large "myths;" and they call all romantic stories that have become attached to any divinity "myths."

We should distinguish myth from saga, from legend, from merely fanciful symbolistic tales, from tales of human heroes. The Homeric poems make much of the religious side of human nature, and the poet chose in order to give to his action and issue a superhuman dignity to set that action in the presence of the G.o.ds themselves. Yea, in the climaxes of the t.i.tanic struggle the Powers themselves take a hand, so deeply does the poet feel that everything n.o.blest and most pa.s.sionate in human nature is involved; and, despairing, as it were, of conveying to us in merely human terms the implications of the strife between the two kinds of ideals, he sets Aphrodite over against Athene, not merely Trojan against Greek. But the _Iliad_ is, for all that, not myth nor a collection of myths, but the story of the wrath of Achilles--a very human hero, who loved his friend. The story of Baldur is myth--explaining and interpreting, personifying and glorifying, a superhuman influence and effect beyond the reach of human experience; the story of Siegfried is a saga, a human experience, under whatever enlarged and idealized conditions, yet still a type-experience of the human being. The garden of Eden is myth-interpretation and explanation of many, some the grimmest, facts of man's nature, and his relation to a supernatural power; the story of Abraham is a saga--a typical history of human experience, a typical picture of human culture. The whole artistic purpose and effect of the hero-tale and the saga are different from those of myth; the center of interest is a human being; the emphasis is upon human life; the meaning is upon the surface. In true myth the purpose is not artistic, but religious; the emphasis is upon superhuman activities; the meaning is buried beneath symbols--the more beautiful the myth, the more difficult and complex the symbol.

So one has almost to smile at the statement, commonly made that myth, implying all myth, is childlike, and should therefore be given to little children as literature, especially while they themselves are in the mythopoeic age--presumably from four to seven. There are so many fallacies in this statement that one pauses embarra.s.sed at his many opportunities of attack.

First as to the childlikeness of myth. There are, of course, undeveloped races that have a nave and childish myth, but it is also so crude and unbeautiful that it would never commend itself to one seeking artistic material for children. The developed myths, those that have achieved the elaboration of beautiful episodes, are most unchildlike. They are far, far away from the crude guesses of the primitive mind. They have all been worked over, codified, filled with theological and symbolistic content by priests and poets. One can be very sure that no sensible teacher who has mastered the material, would attempt to teach the whole of any Hebrew or Greek or Scandinavian myth as myth within the elementary period. If he takes one of the especially romantic or beautiful episodes out of the myth, he is obliged to thin it out to the comprehension of the children, and to mutilate it so as to make of it a mere tale. When one reads Hawthorne's version of Pandora and Prometheus and realizes the mere babble, the flippant detail, under which he has covered up the grim t.i.tanic story of the yearnings and strivings of the human soul for salvation here and hereafter, the very deepest problems of temptation and sin, of rebellion and expiation, he must see clearly what is most likely to happen when a complex and mature myth is converted into a child's tale. To make a real test, leave the alien Greek myth and try the same process with one that we have built into our own religious consciousness--the temptation and fall in the Garden of Eden; a story, which is, by the way, much more nave in conception and detail than that of Prometheus. We must conclude that such myths are not childlike, and that to make such a version of them as will appeal to the little child's attention and feeling gives but a shallow and distorted view of them.

There should undoubtedly be a place in education for the study of myth as religion and as an influence in human culture; should it not be somewhere well within the adolescent period, when the symbols of the great myths attract and do not baffle the child, when their religious content finds a congenial lodging-place and a sympathetic interpretation in his own experiences? It would seem only fair to reserve the beautiful and reverential myths of the Greeks, Romans, and Scandinavians for this period, rather than to use them in the age when there is little more to appeal to than the tendency, so short-lived and shallow-rooted in the modern child, to see personal agencies behind appearances. For this, confused with a degree of grammatical uncertainty of speech, is practically all that we can find under close a.n.a.lysis, of the mythopoeic faculty in little children brought up under modern conditions.

There are still those, one discovers, who contend that myth should be given to children as literature, because later in life--when they come to read the _Aeneid_ in High School, or _Paradise Lost_ in college, or _Prometheus Unbound_ or even Macaulay's essays--they will come upon references to Zeus, to the fall of Troy, to the t.i.tans, to Isis and Osiris, and they ought to be able to call up from what they had as literature in the elementary school such information as would enable them to understand these allusions and fill out these references.

Luckily, the number of people who hold the fundamental theory of education adumbrated in this view is becoming so rapidly smaller that this chapter will, let us hope, be too late to reach them. The multiplication table is a tool; the mechanics of reading and writing are partially mere tools; but mythology, especially mythology subst.i.tuted for literature, can in no sense be regarded or treated as a tool.

Occasionally one meets the statement that myth, and mythical episodes, are more imaginative than stories of human life, and should therefore be given to little children as literature. So far as the persons who hold this view can be pushed to definite terms, they mean either that the conditions of ordinary human life are completely abrogated in mythical stories, and that therefore they are more imaginative than stories of mere human experience could be; or that the details given by the imagination are arranged in some more unusual way--that there is less of judgment and order in the arrangement than in stories of men and their affairs.

Of course, we realize that the human mind cannot invent ultimate details independent of experience. It is in the number and arrangement of these details that originality inheres--that the varying quality or quant.i.ty of imagination lies. Now, it is true that in mythical stories the images, the details, are likely to be more numerous, and to be arranged in a less orderly manner than in an art story; this is of the nature of myth.

Ruskin, in _The Queen of the Air_, makes so clear a statement of this principle that I shall borrow it for this chapter:

A myth in its simplest definition is a story with a meaning attached to it other than it seems to have at first; and the fact that it has such a meaning is generally marked by some of its circ.u.mstances being extraordinary, or, in the common use of the word, unnatural. Thus, if I tell you that Hercules killed a water serpent in the lake of Lerna, and if I mean, and you understand, nothing more than that fact, the story, whether true or false, is not a myth. But if, by telling you this, I mean that Hercules purified the stagnation of many streams from deadly miasmata, my story, however simple, is a true myth, only, as, if I left it in that simplicity, you would probably look for nothing beyond, it will be wise in me to surprise your attention by adding some singular circ.u.mstance; for instance, that the water-snake had several heads, which revived as fast as they were killed, and which poisoned even the foot that trod upon them as they slept. And in proportion to the fulness of intended meaning I shall probably multiply and refine upon these improbabilities; or, suppose if, instead of desiring only to tell you that Hercules purified a marsh, I wished you to understand [that he contended with envy and evil ambition], I might tell you that this serpent was formed by the G.o.ddess whose pride was in the trial of Hercules; that its place of abode was by a palm tree; that for every head of it that was cut off, ten rose up with renewed life; and that the hero found at last he could not kill the creature at all by cutting its heads off or crushing them, but only by burning them down; and that the midmost of them could not be killed even in that way, but had to be buried alive. Only in proportion as I mean more I shall appear more absurd in my statement.

Is it fair to conclude that, if there is any ground for the statement that myth is more imaginative than literature, it is either that it is extremely symbolistic, constantly subst.i.tuting one thing for another, or that, not being art, it heaps up details profusely, unregulated by the ordering and constructive side of the imagination? In the one case, it would have small disciplinary value for the cla.s.s; in the other, it would be hopelessly beyond their comprehension; and in either case it would not perform the characteristic service of literature.

There is much more to be said by those who feel that they find in the mythic stories a large and vague atmosphere, a sort of cosmic stage where things bulk large and sound simple, a great resounding room where the children feel unconsciously the movement of large things. But this is a religious mood. It is precisely the response we should like to have when we tell our children the Hebrew myth of the creation--an emotional reaction, vague but deep, to the dim and sublime images of the Days--a response that const.i.tutes itself forevermore a part of his religious experience. If we are willing that he should have a similar reaction upon the story of Zeus and the t.i.tans, if we are willing that he should lay this down, too, among the foundations of his religious life, by all means tell it. But we can not quite fairly tell one to awaken a religious response, and the other an artistic one.

This is all quite consistent with an utter repudiation of a hard and fast "faculty" education. There are, of course, borders where myth and literature inextricably intermingle, as there are certain effects of the teaching of mythical episodes which are not to be distinguished from those of the teaching of purely literary material. But the teacher should clear up his mind upon this point; telling a romantic adventure of a G.o.d is not teaching myth; telling a story of a hero in which the G.o.ds take a share is not teaching myth, any more than the telling of the story of the Holy Grail is teaching Christianity; symbolistic stories whose setting happens to be Greek or Roman or Scandinavian are not myth.

It should not be difficult to handle for the children such stories as contain a large amount of religious element. To have them get out of the _Odyssey_ the characteristic and desirable effect, it is necessary to give only a few words as to the offices of Athene and Poseidon in the action, and then put the emphasis where Homer puts it--upon Odysseus, his character and his experiences. It is no more necessary in reading the _Odyssey_ to go into the myth of the divinities concerned, than it would be in teaching _Hamlet_ to make an exhaustive excursus into the pneumatology of the Ghost.