Myths express what is significant during man’s experience, and so communicate at a deeper level than other stories. They should never be treated as pre-scientific attempts to explain how things began. The creation of myths met a much more profound and basic need.

In presenting myths to children, there are many methods that can be used. Rather than just presenting one or two myths and leaving it at that, significance is gained by presenting children with a collection of myths on one topic, for example, creation or fire, from a variety of places around the world. Children will find the values of literary objectives that the myths have in common. With guidance from the teacher, they will see that the myths are true to man’s experience.

Programs should allow for as much involvement of the pupils as possible during their study of myths. Integration with as many subject disciplines as possible, particularly the expressive arts, should come naturally. This gives the pupils a chance to convey thoughts of what the myth tells them or their group. The working out of a ritual dance, the making of music to accompany it, the writing of poetry, and the numerous art activities can be effective ways of saying what cannot be expressed through ordinary language. It is man’s imagination that has to be stirred and not his rationality. The celebration and the performance of these student fashioned rituals are the culmination of this study and can impregnate a very deep unconscious movement in the performers and witnesses.