HyperMyth exists in two versions: a series of HyperCard 2.1 stacks, and a book. There are some trivial animations on three of the maps in the Classical Mythology Made Geographical stack, and some rather more interesting, visually cued cross-references on four grainy vase-paintings in the Pictures-Texts stack. Teachers have the option of adding in a separate stack material appropriate to their version of Mythology 101. Otherwise the electronic version is little different from the printed one.
Users who go to the book first will not be able to say that they have not been warned. Nearly everything that is wrong with HyperMyth is evident or prefigured in the first four paragraphs of the introduction to the printed version. Here they are:
HyperMyth offers you classical mythology not only on computer disks with electronic cross-referencing and animated maps, but also in a printed version with most all of the contents of the computer program.
So why should bother to boot up the computer and use the disks when the printed version is so handy?
Well, for anything more than just a quick review or a brief glance, the computer program is easier and faster to use because it is programmed to find characters, stories and geographical sites for you and it does cross-referencing with the click of a button. In short, with the computer program you save time by not having to flip through pages.
But more importantly, using the computer program will help you develop skills that can benefit you the rest of your life. If you’re a first or second year student, it’s likely that you’ll encounter other textbooks on computer before you graduate. If you’re just about done with school, you’ll soon find that the more experience you have with computers, the more successfully your job searches will be.
So use this printed version of HyperMyth for quick review and for times when you can’t get to a computer, but whenever possible, sit down in front of a computer screen and enjoy the program.
The designer of HyperMyth, that is, believes that hypertext is just a book that has to be plugged in. He believes or wants his students to believe that there are two reasons for using this program: first, to save them the toil involved in flipping pages; and second, to give them that vital computer literacy so necessary when they apply for a job keyboarding data at First MegaBank. He believes also that students should be addressed in English combining a peculiar mix of registers: informal (the initial “Well”), substandard (“most all,” “done with”) and stodgy (“in short,” “more importantly”). He is none too careful about proofreading (“Why should bother”). Finally, he believes that his students will enjoy sitting in front of a screen more than they will enjoy sitting down with a book.
He has produced a package reflecting these beliefs, and those who share them will find HyperMyth all they want. Even those who do not may find HyperMyth a useful tool for transferring to their students the received version of Classical Mythology taught in the lower levels of Classical Civilization courses: what Labors Hercules performed, for example, or what Artemis is the goddess of, and that Jupiter is the Roman name for Zeus.