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_.