This, then, may be used as an illustration of the mythopoeic faculty. All that was needed for the growth of myths was creative mind on the one side and receptive and believing mind on the other. It did not, probably, require a Goethe to make a myth, though we may still believe that the greatest and best myths owed their form to the intervention at some period of unknown and unacknowledged Goethes. When the logical faculty was in abeyance, when the critical faculty had not been aroused, when sympathy was quick, language fertile, fancy exuberant, and belief sincere, there was nothing to check mythopoetry. The nation had to make the step from boyhood to adolescence before the impulse ceased. Nor was there any education from without in a fixed body of systematized knowledge to coerce its freedom. Forming the first activity of the intellect, it held in solution, as it were, the rudiments of religion and morality, of psychological reflection, of politics, geography, and history. Had there been any one to ask the myth-maker: Who told you this strange tale? what is your authority for imposing it upon us? he would have answered: The goddess told me, the divine daughter of memory, as I walked alone. And this he would sincerely and conscientiously have believed; and those who heard him would have given credence to his words; and thus his intuitions became their intuitions. Creative faculty and credence, insight and sympathy, two forms of the same as yet scarcely divided operation of the mind, gave permanence to myths. What the fathers received they transmitted to their sons. Successive generations dealt freely with them, moulding and remodelling, within the limits set upon the genius of the race. Hundreds may have been produced simultaneously, and among them must have raged a fierce struggle for existence, so that multitudes perished or were hopelessly defaced, just as in the animal and vegetable kingdoms whole species disappear or survive only in fragments and fossils.