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.