THE USES OF MYTH, ITS RELATION TO TRANSLATION, AND THE RELATION OF BOTH TO THE TEACHING OF ENGLISH FORM THE SUBJECTS OF THIS DARTMOUTH SEMINAR STUDY-GROUP REPORT. PAUL OLSON'S INTRODUCTION ON THE BASIC ISSUES OF DEFINITION AND SYSTEMATIC INTERPRETATION IS FOLLOWED BY THE POSITION PAPER, "SOME MEANINGS AND USES OF MYTH" BY ALBERT LAVIN, WHICH DISCUSSES THREE MODERN APPROACHES TO THE STUDY OF MYTH TO ILLUSTRATE ITS RELEVANCE TO THE ENGLISH CURRICULUM. RESPONSES OF GROUP PARTICIPANTS TO THE PAPER ARE (1) WILLIAM ROBSON ON THE LIMITS AND POSSIBILITIES FOR THE USE OF MYTHS AND MYTH CRITICISM IN SCHOOL PROGRAMS, (2) GEORGE ALLEN ON THE DANGERS OF CERTAIN TEACHING STYLES IN THE TEACHING OF MYTH, (3) BARBARA HARDY ON THE LIMITS OF TRAINING STUDENTS EXPLICITLY IN THE TECHNIQUES OF MYTH CRITICISM, (4) GEORGE ALLEN ON THE LOSS OF MYTHIC IMPORT THROUGH TRANSLATION AND THE PLACE OF TRANSLATIONS IN SCHOOL CURRICULA, (5) ALBERT LAVIN ON THE RELATION BETWEEN MODERN PSYCHOANALYTICAL APPROACHES TO MYTH STUDY AND THE UNDERSTANDING AND TEACHING OF LITERATURE, AND (6) PAUL OLSON ON THE DIFFICULTIES OF MAKING STUDENTS CAPABLE OF UNDERSTANDING MYTHS IN THEIR HISTORICAL CONTEXTS, AND THE PLACE OF THE STUDY OF MODERN OPERABLE SOCIAL MYTHS IN ENGLISH PROGRAMS. (THIS DOCUMENT IS AVAILABLE FOR $1.50, ORDER NO. 39407, FROM NCTE, 508 SO. 6TH ST., CHAMPAIGN, ILL., 61820.) (DL)