THE SWINEHERD TELLING HIS STORY TO ODYSSEUS

ODYSSEUS FEIGNS MADNESS

INTRODUCTION

It has long been the opinion of many of the more progressive teachers of the United States that, next to Herakles, Odysseus is the hero closest to child-life, and that the stories from the "Odyssey" are the most suitable for reading-lessons. These conclusions have been reached through independent experiments not related to educational work in foreign countries.

While sojourning in Athens I had the pleasure of visiting the best schools, both public and private, and found the reading especially spirited. I examined the books in use and found the regular reading-books to consist of the classic tales of the country, the stories of Herakles, Theseus, Perseus, and so forth, in the reader succeeding the primer, and the stories of Odysseus, or Ulysses, as we commonly call him, following as a third book, answering to our second or third reader. This book I brought home with me and had a careful, literal translation made. I submitted this translation to that notable scholar, Zenaïde A. Ragozin, with whom I faithfully traversed the ground, word by word and sentence by sentence. This version I have carefully compared with Bryant and rewritten, making the language as simple as could be consistent with the dignity of the subject-matter.

The introduction to the original book as I found it in Greece contains many interesting points, since it shows that educators in foreign countries, notably in Germany, had come to the same conclusion with our best American teachers. The editor of the little Greek reading-book says:

"In editing this work we have made use not only of Homer's 'Odyssey,' but also of that excellent reader which is used in the public schools of Germany, Willman's 'Lesebuch aus Homer.' We have divided the little volume into three parts, the first of which gives a short resumé of the war against Troy and the destruction of that city, the second the wanderings of Odysseus till his arrival in Ithaca, the third his arrival and the killing of the wooers. We have no apology to make in presenting this book to the public as a school-book, since many people superior to us have shown the need of such books in school-work. The new public schools, as is well known, have a mission of the highest importance. They do not aim, as formerly, at absolute knowledge pounded into the heads of children in a mechanical way. Their aim is the mental and ethical development of the pupils. Reading and writing lead but half way to this goal. With all nations the readers used in the public schools are a collection of the noblest thoughts of their authors."

The Greek editor had never read the inane rat and cat stories of American school "readers" when he wrote that. He continues:

"Happily the Greek nation, more than any other, abounds in literary masterpieces. Nearly all of the Greek writings contain an abundance of practical wisdom and virtue. Their worth is so great that even the most advanced European nations do not hesitate to introduce them into their schools. The Germans do this, although their habits and customs are so different from ours. They especially admire Homer's works. These books, above all others, afford pleasure to the young, and the reason for it is clearly set forth by the eminent educator Herbart:

"'The little boy is grieved when told that he is little. Nor does he enjoy the stories of little children. This is because his imagination reaches out and beyond his environments. I find the stories from Homer to be more suitable reading for young children than the mass of juvenile books, because they contain grand truths.'

"Therefore these stories are held in as high esteem by the German children as by the Greek. In no other works do children find the grand and noble traits in human life so faithfully and charmingly depicted as in Homer. Here all the domestic, civic, and religious virtues of the people are marvellously brought to light and the national feeling is exalted. The Homeric poetry, and especially the 'Odyssey,' is adapted to very young children, not only because it satisfies so well the needs which lead to mental development, but also for another reason. As with the people of olden times bravery was considered the greatest virtue, so with boys of this age and all ages. No other ethical idea has such predominance as that of prowess. Strength of body and a firm will characterize those whom boys choose as their leaders. Hence the pleasure they derive from the accounts of celebrated heroes of yore whose bravery, courage, and prudence they admire."

The editor further extols the advantages arising from the study of Homer, it making the youthful students acquainted with the earliest periods of Greek history, the manners and customs of the people, and he ends by quoting from Herbart:

"Boys must first get acquainted with the noisy market-place of Ithaca and then be led to the Athens of Miltiades and Themistokles."

With equal truth the American can say that the child whose patriotism is kindled by the Homeric fire will the more gladly respond to the ideals set forth in the history of a Columbus or a Washington.

PART I

AN INTRODUCTION TO THE LIFE
OF THE HERO, ODYSSEUS

CHAPTER I

ABOUT TROY AND THE JOURNEY OF PARIS TO GREECE

On the northern shore of Asia Minor there lies a plateau watered by many small rivers and surrounded on all sides by mountains, only on the north it slopes gently to the sea. On this plateau, between the Simois and Scamandros rivers, in the oldest times there stood a very rich and powerful city, whose name was Troy. It was the capital of a large and fertile district, known as the Troad.

There, about 1200 B.C., reigned a king by the name of Priam, possessed of great power and boundless wealth. He had many sons and daughters. It was said, indeed, that he had fifty sons who were all married and living in their own homes, which they had built by the king's wish around the royal palace.

They were all handsome and heroic young men. One of the youngest, Paris, also named Alexandros, surpassed the others in beauty. He was a restless youth and not fond of his home, as were the others. He had set his heart on travelling and seeing strange countries and cities. King Priam was extremely fond of his large family, and took pride in having all his children about him, so that at first he was greatly opposed to the wishes of Paris.

But the youth was so persistent and unhappy that the king at last consented to let him go. Without delay, Paris called together a few friends with tastes as adventurous as his own. They embarked in a new ship well provided with all that travellers need, and set sail for the famous land on the shores of the Ægean Sea, of which they had heard so many wonderful things, and which was called Hellas.

Nearly in the middle of the plain which forms the southern part of Hellas was the city of Sparta. It was on the river Eurotas, and was the capital of a large district called Lacedæmon, and it was to this city that Paris came.

Now, there was a mysterious reason for this strange desire of Paris—his passionate longing to travel. In his early youth, while he was still minding his herds on the rich pastures of