In the earlier ages everything in nature had its myth. We have been too practical and too full of haste in these latter days to listen to nature or to myths, but let us inspire the children to do so. Who among us has not regretted his lack of knowledge of some mythical person, in song, picture, or story?
The greater number of ways in which a truth is presented to the child, the stronger the impression that truth makes upon him. Music, painting, sculpture, architecture, and language, written or spoken, have each told the story of the sun and its glorious power over earthly creatures.
Each nation has its myth concerning the sun's personality. Some may have adapted or adopted those of other nations; some may have originated their own theory to explain the origin of the heat and light which come from the apparent ruler of the skies. The myth is preserved through the ages, and the child in the school perceives its beauty, while he understands as well as his teacher its impossibility.
Let the plain scientific truths of the latest researches be given first. Then the fable, or folklore, or former explanation which once vouched for the origin of the sun, moon, or stars, or other natural objects, seems to the children like their own childish fancies about things unknown.
The story should follow, if possible, a tale or lesson on the subject of the myth. If the children have already had the scientific truths given them, then the myth serves as a reminder of facts already learned.
The special directions are merely suggestive. Teachers will supplement
them or substitute others at their pleasure.
Secure, if possible, before the reading of the story of Phaeton, a good plaster cast or marble bust of Apollo, or some reproduction of the Aurora of Guido Reni. Show a picture of the temple of Apollo, if one can be obtained; let the children understand how much a part of the life of the Greek was this belief in Apollo's power and Apollo's beauty. The child will then begin to understand how much the ancients strove after beauty in all things.
The Indian, African, and Chinese all have their stories of the origin of light and heat, and history and geography may assist in this lesson on Phaeton.
Sprinkle water on the window sill, and notice its disappearance, caused by the heat of sunshine or of the room. Ask for the reason of a similar loss of water in the street, road, or river. What is the sun's color? What is the color of fire? What is the sun's effect on ice and snow, on vegetable and animal life? Does it work quietly? Is great power usually quiet?
Lower the shades in the schoolroom. Why is it dark? Close the eyes. Why is it dark? What is darkness? What causes dark or dull days? What shapes do clouds take? Are they ever like horses, cattle, sheep, or swans? Is the sun somewhere always shining? Are clouds like curtains? Paint or draw a sunrise or sunset.
Notice a rainbow, when possible, and form one with a prism in the schoolroom. What colors of the prism are shown most in sunset or sunrise? Are all shown each time? How many have seen the same colors on a soap bubble or elsewhere? Mention some other name of the sun, as Sol; the derivation of Sunday; the effect of the sun on the seasons. Describe spring, summer, autumn, and winter as persons. Is the sun king of the hours, the days, the months, and the years? Did the ancients know the real truth concerning the distance, size, and nightly disappearance of the sun? Where is the Great Bear? The Little Bear? Do you think the ancient Greeks really believed the story of Phaeton?
Reproduce it orally after reading.
Each myth may be developed in a similar way.
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