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I would like to express my thanks to the following:Dr. Matthew Jebb and the Staff of the National Botanic Gardens. It was a privilege for me to be invited by the Ethiopian Ambassador to Ireland, Her Excellency Mrs. Lela-alem Gebreyohannes Tedla, as a member of her party for her visit to the Gardens on Tuesday, 28th April 2015.Ms Úna Smyth and the Staff of Dublin Zoo Education Department and the Summer 2014 Camp Team: Claire, Lisa, Christine, Niamh, Rose, Conor and the rest of the team.Special thanks to Ms Hirit Belai – HaHu Books, London, UK - http://www.hahubooks.co.uk/. It was Hirit's present to me of a copy of Kaldi and the Dancing Goats book on her visit to Dublin in September 2008, which set me off on this Coffee adventure.Ms Mary Healy (Principal), the Staff and pupils of Castaheany Educate Together National School, Ongar, Dublin 15 (Kaldi and the Dancing Goats Curriculum Support Programme, April 2012).The 5th Class pupils (May 2015) Castaheany Educate Together National School and their class teacher, Fiona Ní Mhairtin, for the front cover image.Ms Mary Cunniffe (Principal), Ms Méabh Cummins (class teacher), the Staff and pupils of Scoil Nais Íde Cailini (National School), Kilmore West, Dublin 5 (Kaldi and the Dancing Goats Curriculum Support Programme, October 2014).Ms Paula Frances Galvin (teacher), Our Lady Queen of the Apostles Clonburris National School, Dunawley Avenue, Clondalkin, Dublin 22 (for her feedback and advice).Mr Maurice C Hurley (retired Principal), Tyrrelstown Educate Together National School, Dublin 15; now with schooltoschool.ie (for his feedback and advice).Ms Liubov Kadyrova – Artist – http://www.facebook.com/ElevenForms. For the National Botanic Gardens, Dublin, Coffee Plant Images.Ms Sauda Mdahoma (author) and Ms Sari Nordberg (illustrator) - Kaldi and the Dancing GoatsMr Gassan Bagersh – Shama Books, Addis Ababa. Publishers of Kaldi and the Dancing Goats. http://shamaethiopia.com/

Special thanks also to the following: The Copyright Owners of the Various Images and Articles used in this publicationEvan-Moor Educational Publishers (1999) for the Read and Understand with Leveled Texts resourse on Reading Comprehension in the English subject.

Note: Weblink addresses are correct at the time of this publication. Please, conduct a websearch for any broken links by using the title or keywords of the particular article.

Acknowledgements

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Special thanks to the following wonderful people: Catherine and Killian (second class) of St. Joseph's National School, Hilltown, Ballymitty, Co Wexford; Susie (fourth class) and Hao (senior infants) of The Harold School, Glasthule, Co Dublin, who all lent their attentive ears and cast their collective critical eyes on the Toga the Dancing Goat story to make sure it was properly written and good enough for boys and girls in schools all over Ireland - and the world - to read. (January 2014)

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an African Studies Curriculum Support Programmedesigned and aimed at First and Second Levels

Africa in the Irish Classroom is a Curriculum Support Programme in African Studies designed for teachersand pupils / students at first and second levels. It addresses the areas in the Irish curriculum where reference to Africa is made.

The programme currently focuses on two countries: Ethiopia and Ghana.Reference to other African countries such as Congo (DR) Kenya, Madagascar, Malawi, Mali (Timbuktu), Nigeria (Nok Civilisation, Benin Kingdom, Igbo-Ukwu Bronze Age), Sierra Leone, Somalia, Sudan (Nubian Kush & Meroe Civilisations), Tanzania, Uganda, Zambia, Zimbabwe (Great Zimbabwe), will be made to give teachers a wider choice in terms of their country or regional interest.Africa in the Irish Classroom is also particularly useful in providing the necessary background knowledge on Africa for those engaged in social / global justice issues as they relate to Africa.

Further Information:��&��'�� email: [email protected] http://africainireland.blogspot.com

Africa in the Irish Classroom��

UNESCO Recommendation Concerning Education for international Understanding and Education Relating to Human Rights and Fundamental Freedoms“Member States should promote, at various stages and in various types of education, the study of different cultures, their reciprocal influences, their perspectives and ways of life, in order to encourage mutual appreciation of the differences between them ... give due importance to the teaching of ... civilizations and cultural heritage as a means of promoting international and inter-cultural understanding"

(Adopted by the General Conference of UNESCO, Paris, the 19th of November, 1974)

Primary http://africaintheirishclassroom.blogspot.com/"children should also have opportunities to learn of the contribution of people in other lands to human development. These international elements should reflect cultures and traditions from European and also non-European contexts" (SESE History Curriculum Teacher Guidelines) p28 "As children study peoples and environments in their own country and in other places throughout the world they can acquire an informed understanding of the lives, concerns and perspectives of others." (SESE Geography Curriculum Teacher Guidelines) p116

Post-Primary http://africainthepostprimarycurriculum.blogspot.com/"encourage in students a sensitive awareness of peoples, places and landscapes, both in their own country and elsewhere ... provide opportunities to foster and build upon students’ natural curiosity about their own and other people’s social and physical environments" Junior Certificate Geography Syllabus Aims."When selecting the other Ancient Civilisation teachers can choose any ancient civilisation. They need not feel bound by traditional choices such as Greece or Rome. Civilisations from South America, Asia, Africa … would also be possibilities." Revised Guidelines to the Junior Certificate History Syllabus.

The programme involves:• Designing Africa-related Materials for the relevant subjects• School Visits to introduce the programme in the Classroom• Recommending educational resources for African Studies at

first and second levels• Offering In-Service and Pre-Service Courses

School visits programme schedule:This is offered in these formats: one, three or five-day (the five-day over one week or five visits). It will involve: • Classroom contact with the pupils / students and the teachers.• Support materials for follow-up activities, as well as after-visit

advisory service.

Yes. Telling Africa's Story in IrelandSnowfall in Lesotho



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• Tales from the Gardens – Introduction to Plants & Animals 2• Programme Outline; Integration & Curriculum Links 3• Introduction & Summary of the Programme (including Note on Lesson Plans) 4• Extract from the SESE History Curriculum 5• Toga the Dancing Goat – The Story 6• Section Two

Direct Curriculum Links Summary 10• English - Receptiveness to language 11• Science• Extract from the SESE Science Curriculum 16

Plant Life: Coffee 17• Journey to the Coffee Cup: From the Tree, to the Ripe Fruit and on to the Roasted Bean 19• Ethiopian Coffee Ceremony 20

Coffee Ceremony Images 21• Spicy Ethiopian Kolo (roasted barley snack) 22

Plant Life: Barley 23 Plant Life: Bamboo 24 Africa: Selected Crop Statistics (FAO 2016) 25 Animal Life: Goat 26 Africa: Goat & Selected Livestock Statistics (FAO 2016) 27

• Visual Arts - Developing Form in Clay 28• Music - Listening and Responding to Music 29

Ethiopian Instrumental Music 29 Johann Sebastian Bach: Coffee Cantata 30 Danse de la Chèvre 31

• Kur Tad Tu Nu Biji (Where Are You, Billy Goat) Lyrics 32• Drama to explore feelings, knowledge and ideas, leading to understanding 33• Coffee History and Itinerary 34• The Devil's Cup article 35• The Project Gutenberg Ebook of All About Coffee - Foreword 37• From Weapons of War to Great Coffee – BBC News article 39• Thor's Wonderful Journey 40• The Three Golden Goats 41• African Cultural Project Information Back Page

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Plants and animals are two of the most important species on our planet, as well as being of immense benefit to humans. We are introduced to them as children through stories; as adults, we still enjoy these stories. In the summer of 2014, I had the privilege of being part of Zoo Camp during which I shared stories with the Zoo's young (primary school age) visitors.We had a pleasant encounter and I would like to express my thanks to all the children who participated for allowing me to share stories I enjoyed in my childhood (and continue to enjoy even today).

Plants have been described as the lungs of the earth.Forests influence climate, water cycle and air-quality. That is why forests are called“green lungs”. ... The plants provide oxygen for animal respiration and also absorbcarbon dioxide from the atmosphere. In this way plants help in maintaining the balanceof oxygen and carbon dioxide in the atmosphere.The Botanic Gardens is a place I think of as an African Paradise in Ireland and where Imake regular visits - see blog - http://africainireland.blogspot.ie/2014/01/an-african-paradise-in-ireland.html.Africa has a wealth of stories with plant and animal characters, some with both. Toga the Dancing Goat is one of these and is also part of a forthcoming series, Talesfrom the Gardens - the Botanical and Zoological, that is. Coffee (plant) and goat (animal)are the focus species in this story.

Toga the Dancing Goat is a re-told version of the Ethiopian Dancing Goats legend.The legend of Kaldi and the Dancing Goats has always been narrated with Kaldi as the central character. Furthermore, Kaldi has also been credited as the one who discovered the coffee plant.In this retold version, Toga the Goat has rightly been given the credit as the one who alerted Kaldi (and the rest of the world) to this amazing plant.

Coffee is Ethiopia's 'Gift to the World'. The story of its origins is, perhaps, one of the most interesting legends which is also directly connected to the daily lives of the majority of the human population aged 18 years and older.A Teacher's Curriculum Support Programme resource designed for the following Strand Units: Myths and Legends of the Story Strand in History; the Plants and Animals / Plant and Animal Life unit of the Living Things strand in Science (Third to Sixth Classes) of the Social, Environmental and Scientific Education (SESE) Curriculum would be found on the pages following the story.

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Toga the Dancing Goat (a retold version of the Ethiopian Kaldi and the Dancing Goats legend) is the story of Kaldi, the goat herder from the Kaffa region of present-day Ethiopia, whose goats discovered the Coffea Arabica plant.This was the plant whose berries turned out to be what we know today as the beans from which Coffee, the world's second most consumed hot beverage, is brewed.Designed around the story of the origins of the coffee plant, and in fulfilment of the Myths and Legends Strand Unit of the Story Strand of the History syllabus and the Plants and Animals / Plant and Animal Life unit of the Living Things strand in Science, Toga the Dancing Goat is a Curriculum Support Programme Teacher's resource in the Social, Environmental and Scientific Education (SESE) curriculum, and with an African Studies dimension.This is a Senior Primary (3rd to 6th classes) programme designed for the Subjects, Strands (and Strand Units) below:

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Competence and confidence in using languageDeveloping cognitive abilities through languageEmotional and imaginative development through language

Music: Listening and Responding (Listening and Responding to Music) Visual Arts: Drawing (Making Drawings)Visual Arts: Paint and Colour (Painting)Visual Arts: Clay (Developing Form in Clay) Drama: Drama To Explore Feelings, Knowledge And Ideas, Leading To Understanding

(Exploring and Making Drama, Reflecting on Drama, Co-operating and communicating in making drama)Science: Living Things (Plants and Animals/Plant and Animal Life) History: Early people and ancient societies (Stone Age Peoples; African Peoples) History: Eras of Change and Conflict (Traders, Explorers and Colonisers from Europe) Geography: Natural Environments (Physical Features of Europe and the World)Geography: Human environments (People and Other Lands; Trade & Development Issues)

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Toga the Dancing Goat is the story about a goat, and its encounter with some berries it accidentally came across when it wandered away from the other goats. The main characters and elements in the story are: Toga the Goat and the other goats, Kaldi the goat herder, Kaldi's family and the monks. Also, the coffee plant and the bamboo from which Kaldi's flute is made.This story is a legend in contrast to a myth, as Kaldi and his dancing goats episode actually happened more than 1000 years ago, although the exact details of the story might have changed over time since then.An example of a myth, and involving goats as characters, include the Norse legend of Thor the Thunderer, whose chariot was pulled by two goats. Another Scandinavian myth involving goats is Three Golden Goats.

Section One fulfils the requirement of the story aspect of the Myths and Legends Strand Unit. Section Two covers the three integration subjects specified as directly-related to the Myths and Legends Strand Unit: Music, Visual Art and Drama (Arts Education). In addition, strands and strand units from English, with Reading and Comprehension exercises, have been included in this resource. The other subject included is Science (Living Things strand, Plants and Animals / Plant and Animal Life strand unit).The programme takes the legend as the starting point. It is suggested that this be followed in the English class, to reinforce the elements in the story (please, see page 11).The characters (Toga the Goat, his cousins and Kaldi) would be identified. The coffee plant and the bamboo would be the other items to be studied in the Plants and Animals / Plant and Animal Life unit of the Living Things strand in Science.The Ethiopian flute music Kaldi would have played while watching over Toga and his cousins (when not taking a nap!) will come under the Listening and Responding to Music unit in Music. The bamboo used to make the flute would have been studied in science.The coffee pot, an important item used in the Ethiopian Coffee Ceremony, (see page 20) would be studied under the Developing Form in Clay unit in Visual Arts, while pupils could do drawings and colourings of goats and the plants they study from the story (Making Drawings / Painting units).Geography, the specified integration subject under Science, and as an indirectly-related subject, will place the legend in its location, describing this area under the Natural Environments strand (Land, Rivers and Seas unit). The Human Environments strand (People and Other Lands unit) will tell us about the lives of the people who live there (see the Curriculum Links diagram on page three for strands and strand units).This resource addresses the Education for Sustainable Development and Sustainable Development Goals.

It is suggested that the teacher would devise a script for Drama should the teacher decide to include the subject as an activity, and using the information from the story (please, see page 33).

This resource has been designed and intended to provide the information source material on Africa, including reference to those produced by other institutions and available to download from websites, to assist teachers to teach about Africa.Bearing in mind that classroom conditions would vary from school to school, the preparation of lesson plans has been left to individual class teachers.Teachers would be expected, as is the normal practice, to design lesson plans for their individual subjects, following the guidelines produced by the NCCA for the particular subject units.The resource must therefore be used in the same way as a textbook or any other teaching material to achieve the learning objective as specified in the curriculum for the particular subject units.

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Note on Lesson Plans

Note on Drama

Why this particular story was chosen� The story is from Ethiopia, the one African country which most people in Ireland would have heard a lot

about and been familiar with through media coverage of that country.� The opportunity for a cross-curriculum programme (see previous page).� Addressing Sustainable Development Goal 15 - Life on Land.� Ethiopia is one of the Department of Foreign Affairs' Irish Aid Partner Countries (IAPC); the story

would therefore provide a route into Ethiopia and for the study of units in SESE Geography, especially the People and Other Lands unit in the Human Environments strand.

� Ethiopia's rich historical heritage, including its Christian tradition, and which the Chester Beatty Library located in the grounds of Dublin Castle will serve as an important institution for resources.

What are myths? What are legends? explained by ObanMyths are made up stories that try to explain how our world works and how we should treat each other. The stories are usually set in times long ago, before history as we know it was written.Legends are also stories that have been made up, but they are different from myths. Myths answer questions about how the natural world works, and are set in a time long-ago, before history was written.Please, see: http://www.planetozkids.com/oban/oban.htm

http://www.planetozkids.com/oban/what-are-myths.htmhttp://www.planetozkids.com/oban/what-are-legends.htm

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Oban The Knowledge Keeper

Story StrandMyths and legends Strand Unit (Third & Fourth Classes)The child should be enabled to

Integration Music: Listening and responding; Performing Visual arts: Many stories may inspire artistic work. Drama: Drama to explore feelings, knowledge and ideas, leading to understanding

History Curriculum 47

� listen to, discuss, retell and record a range of myths and legends from various cultural, ethnic and religious backgrounds in Ireland and other countries

� discuss the chronology of events in the stories � discuss the actions and feelings of characters

� distinguish between fictional accounts in stories, myths and legends and real people and events in the past

� express or record stories through oral and written forms, art work, drama, mime, movement and information and communication technologies.

Story StrandMyths and legends Strand Unit (Fifth & Sixth Classes)The child should be enabled to

IntegrationMusic: Listening and responding; Performing Visual arts: Many stories may inspire artistic work. Drama: Drama to explore feelings, knowledge and ideas, leading to understanding

History Curriculum 66

� listen to, discuss, retell and record a wider range of more complex myths and legends from different cultural, ethnic and religious backgrounds in Ireland and other countries

� discuss the chronology of events in the stories � discuss the actions and feelings of characters � relate the myths and legends to the beliefs,

values and traditions of the peoples from which they came

� discuss the forms of expression and conventions used in myths and their retelling

exaggeration, repetition, fantasy, caricature

� explore and discuss common themes and features which are to be found in the myths and legends of different peoples � express or record stories through oral and

written forms, art work, drama, mime, movement, information and communication technologies.

(extract from the SESE History Curriculum)

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Once upon a time, a very long time ago, there was a goat called Toga, who lived in a country now called Ethiopia.Toga the Goat and his cousins were looked after by Kaldi, a young boy whose father owned many goats.Every morning, just before sunrise, Kaldi would gather Toga and his cousins together and lead them out into the fields, where Toga and his cousins would spend the whole day wandering and feeding on the lush green grass of the gentle rolling hills.Kaldi the herder also played the washint, the Ethiopian flute made from bamboo and, sitting under his favourite tree, he would often pass the time playing pleasant tunes on this, as he watched Toga and his cousins feed on the lush green grass out in the open fields.Sometimes, Toga and his cousins got bored eating the same lush green grass and roaming around the same fields, and soon began to think of things to do. One day, on a particularly warm afternoon, while Kaldi was having one of his naps, Toga wandered a little bit away from his cousins, and from where Kaldi was having his nap.That day, Toga also decided to visit those parts of the green rolling fields he had not yet seen.After a while, Toga came across a plant with green leaves. But what caught Toga’s eyes were the bright red berries which grew around the branches of the plant.Toga slowly and carefully moved towards the green plant with the bright red berries, for he had been taught by the older goats to be careful should he happen to come across something new.Standing a little distance away, Toga took a good long look, first at the leaves, and then at the bright red berries. Next, he moved a bit closer, but very slowly, towards the plant. Toga wondered to himself what these berries might be; indeed, he wondered what they might also taste like! But, what tempted Toga most was the pleasant smell which came from the bright red berries.

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Map of Ethiopia with Kafa Region HighlightedOriginal Source / Credit: http://www.nabu.de/imperia/md/content/nabude/international/ethiopia.jpeg / Ben Tepfer

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A legend about the origins of the coffee plant, as retold to remind us that it was Toga the Goat who brought the coffee berries to the attention of Kaldi

Section OneThe Story

It didn't take long before Toga took a bite of some of the bright red berries, which also tasted as nice as they smelt. After a few more bites of the bright red berries, Toga began to have a very interesting kind of feeling.

It was also the kind of feeling which made Toga want to dance and, before he realised it, Toga found himself dancing, even dancing for the best part of one hour.Toga looked around and suddenly realised that it was getting late and that he had also wandered a bit too far away from his cousins and Kaldi, so he started to return to them.Luckily for Toga, he also managed to get back, and before Kaldi woke up from his afternoon nap, so he hadn’t noticed that Toga had gone missing.Later that evening, after Kaldi had gone to bed, Toga told his cousins about his adventures earlier that day. Toga also promised to take his cousins to show them the plant with the green leaves and bright red berries.The next day, just before sunrise, and just as he had always done every morning, Kaldi led Toga and his cousins out into the fields, where Toga and his cousins would spend the whole day wandering and feeding on the lush green grass of the gentle rolling hills, as they had always done.

After some time, when it began to get a little bit warmer, Kaldi started to have one of his naps. As soon as Toga noticed that Kaldi was having one of his afternoon naps, he whispered to his cousins and asked them to follow him.

Toga led his cousins towards the part of the field a little bit further and away from Kaldi, and to where he had seen the green plants with the green leaves and bright red berries the day before.After a little while, Toga and his cousins arrived at the place where Toga had been the day before. Toga told them how he had tasted the bright red berries and how these made him feel. He then moved closer and picked some of the bright red berries to put into his mouth.However, Toga’s cousins were not so sure he should go ahead and taste the bright red berries, and warned him to be careful.All the same, Toga [still] went ahead and took a bite at some of the bright red berries, as his cousins looked on very anxiously, and then he asked them to try some.At first, Toga’s cousins were not so sure, but after a while and a little nudging, they decided to trust Toga and so they tried some of the bright red berries.Before long, Toga and his cousins had finished eating most of the bright red berries on one of the branches of the plant with the green leaves.Before long, Toga and his cousins began to have a funny feeling - a happy funny kind of feeling the same as Toga had felt the day before - and which also changed the way they acted.Once again, just like the day before, this happy funny kind of feeling turned into the dance which Cousin Toga had performed.First, Toga - for it was him who was the first to taste the bright red berries - lifted his front left foot, followed by his front right foot and did a terrific somersault - the kind you will also only see the best gymnasts perform at the Olympic Games.After landing on all four feet, Toga performed another dance which, years later, became the best dance one would ever see in a ballet performance. Indeed, this ballet was the best one would likely ever see outside of Russia as performed by the Bolshoi.Meanwhile, Kaldi had woken up from his afternoon nap and, slowly, he began to rub his eyes, as he looked left, looked right, looked straight ahead and, finally, looked behind him.Kaldi was looking for Toga and his cousins but couldn’t see any of them. Starting to get very worried, Kaldi was sure his father would be very upset with him if he returned home without Toga and his cousins.Kaldi had to find Toga and his cousins, so he looked left, looked right, looked straight ahead and, finally, looked behind him. "Which way?", he wondered.

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The Central Character in the Story!

Toga's descendant, one of Ethiopia's 30.2 million goats (2016 FAO estimates) photo credit:

A visit to the goats enclosure in the Family Farm, Dublin Zoo, Phoenix Park, would give students who have never seen goats in real life an opportunity to see these. The National Botanic Gardens in Glasnevin, Dublin, has Coffee Plants growing in the Great Palm House & the Curvilinear Range Glasshouse. (please, see pages 17 and 18)

After scratching his head for a little while - the way one would do before deciding to do something - Kaldi chose to go left. Maybe because he saw some droppings he was sure belonged to Toga?!Kaldi walked across the rolling fields, keeping his eyes wide open and his ears very alert to see or hear any sign or sound of Toga and his cousins. And, of course, he was looking for more droppings which he was sure would belong to Toga!

After a rather long walk, Kaldi saw from the distance something which made him jump.“What’s going on over there?” Kaldi wondered as he suddenly stopped, surprised at what he was seeing.Toga and his cousins had got themselves in a circle. Then, after what seemed to Kaldi like a count of one, two and three, they all stood on their hind legs and jumped up together. Next, they all faced outside and, once again, at the count of one, two and three, they all did the somersault together.Kaldi watched Toga and his cousins as they performed different dances. In fact, any dance you could think of, Toga and his cousins performed: the chariot dance learnt from Thor the Thunderer's goats, Tanngniost the Tooth Gnasher and Tanngrisnir the Tooth Grinder. Next, they danced the Irish ceili which had been learnt from King Puck of Kerry. Indian kathakali, Spanish paso doble, Argentinian tango, Brazilian lambada; even modern dances like rock and roll and the twist. Finally, they performed the ballet as the Bolshoi would have done!By now, Kaldi didn’t know what to think. Yes, he had found Toga and his cousins; but, how was he going to get them to stop dancing and bring them back home?How was Kaldi also going to explain to his family what he had just seen happen in the fields; and if his family would even be convinced of or accept as true his story about the dancing goats?Besides, whoever heard of dancing goats?Kaldi drew closer to have a good look at what was happening and as he did this, he noticed that one of the goats was eating some berries. Kaldi paused for a little while and then picked some of the bright red berries which he put into his mouth to see what would happen. Definitely, not a safe or clever thing to do! Remember what his parents had said?After another little while, Kaldi felt the same way as Toga and his cousins had felt earlier on and, before long, he also started dancing.After some time, Toga and his cousins began to feel tired; and so did Kaldi, who decided he should better get the goats home, but not before he had taken some of the bright red berries with him in his bag.Because of their adventures earlier that day, and because they were also a bit far away from their usual place in the fields, it took them a bit longer to arrive back home, where Kaldi's family and neighbours were waiting for them with worry.Back home, when Kaldi was alone with his father, he showed him the bright red berries and told him about Toga and his dancing cousins. After a long pause, as old people usually do, Kaldi's father decided to taste some of the bright red berries himself.He felt some kind of energy, the same as Toga, his cousins and Kaldi had felt when they ate the bright red berries, but he stopped himself from dancing.Kaldi's father then suggested that they should take the bright red berries to show to the monks in the local monastery. These monks had been having problems staying awake during prayers.The monks, after carefully examining the bright red berries and having listened to the effects these have had

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The Supporting Character!

Credit: Sari Nordberg

on the way Toga, his cousins and Kaldi all behaved afterwards, decided to experiment by boiling the berries. They then drank the juice from this.As the monks had correctly guessed, drinking the juice from the boiled red berries kept them awake during their prayers, especially at night.After some time, Toga became too old to go out into the fields with the younger goats. However, he stayed at home, where his nephews and nieces brought him his dinner, and after which he gave dance lessons for a long time afterwards.

Many, many years later, people from other parts of Ethiopia came to visit Toga’s hometown and asked if they could be allowed to take seedlings of the plant back home with them.In those days, people from across the Red Sea in Yemen in Southern Arabia also travelled to Ethiopia. On one of these journeys they asked if they could be allowed to take seedlings of the plant back home with him.It was the people of Yemen who also decided to take the seed, also known as a bean, out of the fruit; the green beans are first dried and then roasted until the beans turned from green to dark brown.The roasted beans were then crushed in a grinder and, when hot water was added, is what we know today as the coffee 'grown-ups' drink.So, boys and girls can now tell their grown-ups where the coffee they like to drink came from, and how a goat was responsible for finding the plant from which the coffee berries or beans also came from.

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This section covers subjects, strands and strand units which would be related to the story. That is, the subjects, items and elements in the story.The three integration subjects specified as directly-related to the Myths and Legends Strand Unit are: Music, Visual Art and Drama (Arts Education). Strands and Strand units in English have been added to reinforce the elements in the story, as has Science, the latter on account of the goat and coffee tree being species which belong, respectively, to the animal and plant family.Thus, the coffee plant and the goats would be studied under the Plants and Animals / Plant and Animal Life Unit of the Living Things Strand in Science. The third item from the story related to living things is the bamboo from which Kaldi's flute (called a washint) was made.Music offers the chance to listen and respond to Ethiopian music like the type Kaldi would have played. Visual Arts would offer the opportunity to work in clay when it comes to looking at the coffee pot used in the Ethiopian Coffee Ceremony (see pages 20 and 21).

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Section TwoCurriculum Links

Geography: a sense of the worldGeography helps children to make sense of their surroundings and the wider world. By studying their local environment and other areas, children learn about people and places and the interrelationships between them. They come to understand the natural and human processes and patterns present in these environments, and they can learn to appreciate the similarities and differences between places. Geography also provides opportunities to acquire a range of investigative, graphical and other skills.Geography encourages children to appreciate the interdependence of individuals, groups and communities. It promotes an understanding of, and respect for, the cultures and ways of life of peoples throughout the world and it fosters an informed sense of individual and community responsibility for environmental care.

Geography Curriculum 6

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Language acquisition is a developmental process. It begins from birth and continues throughout the primary school and beyond. The child comes to school with considerable verbal facility. This is achieved not in any formal learning or teaching situation but in the day-to-day social context of the home, and its most important characteristic is the engagement of the child in a stimulating and challenging way. This process of language learning is linked inextricably with a growing knowledge of the world. Language, therefore, is also a central factor in the expansion of the child’s conceptual framework and body of knowledge.

A large part of the child’s language experience is verbal and it is through oral language activity that much of his/her learning takes place, both in and out of school. The potential of oral language activity as a learning and teaching medium is acknowledged in the key role it is given throughout the curriculum.

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(extract from the English Curriculum)

Reading ComprehensionThe following exercises have been compiled using a template designed for the Read and Understand with Leveled Texts, Grade 4 • EMC 3444 • © Evan-Moor Corp. courtesy of Evan-Moor Educational Publishers (1999)

Questions About Toga the Dancing Goat�� !�� "��

In which present-day country did the story of the Dancing Goats take place?

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Who looked after Toga and his cousins and what time of day did Toga and his cousins leave the house?

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Where were Toga and his cousins taken to and why?

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Why did Toga move away from his cousins

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What did Toga see from a distance / come across after he wandered away from his cousins?

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What thought came into Toga's head when he saw the red berries?

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What happened to Toga after he tasted the red berries?

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Why didn't Toga's cousins want to eat the red berries Toga brought them to see the next day?

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What was Kaldi's favourite musical instrument and what is the Ethiopian name for this?

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What plant is the musical instrument made from?

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What happened to Kaldi on a particularly warm day?

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Why did Kaldi and his father decide to take the red berries to the monks in the monastery?

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Do you think the monks were convinced of the story about the red berries? Explain your answer.

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What did the monks do with the red berries?

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Using your atlas, could you name the sea which the people from Southern Arabia crossed?

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What did Toga do when he was too old to go out into the fields?

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What did the people from Yemen in Southern Arabia do with the beans from the berries of the plant they brought back to their country?

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How do you think the story might be different if Toga had not wandered away from his cousins?

VocabularyWrite each word in the list below on the line next to its meaning. Use the clues in the story to help you.

wander anxiously monastery explained whispernap alert gather monk

1. _____________________ made the meaning clear

2. _____________________ speak in a very low tone

3. _____________________ worried and nervous

4. _____________________ a religious house

5. _____________________ collect objects or things together

6. _____________________ a religious person

7. _____________________ walk around a place without intending to go in any particular direction

8. _____________________ a short sleep

9. _____________________ pay full attention to things around you

SynonymsSynonyms are words that have almost the same meaning. Write each word in the list below on the line next to its synonym. Use the clues in the story to help you.

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1. _______________________ suggest 2. _______________________ ponder, think

3. _______________________ lured 4. _______________________ lovely, delightful

5. _______________________ awesome 6. _______________________ investigate, test

7. _______________________ dung 8. _______________________ tired, fed up

9. _______________________ persuaded 10. _______________________ unexpectedly

11. _______________________ abundant 12. _______________________ carry out

Read and Understand with Leveled Texts, Grade 4 • EMC 3444 • © Evan-Moor Corp.

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____________________________ ____________________________

____________________________ ____________________________

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SettingThe setting in a story is the place where the action happens. Under each setting below, write in one or two sentences what happened in the story.

In the Field________________________________________________________________________________

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Along the Path / Near the Plant with the Red Berries________________________________________________________________________________

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In the Monastery________________________________________________________________________________

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Write sentences that tell about the story, using each of these words:

goats red berries usual monks coffee

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CharactersWrite numbers on the lines to show the order in which the character, object, or animal was first mentioned.

______ monks ______ red berries ______ Kaldi's father

______ washint / flute ______ coffee ______ bag

______ goat ______ Toga ______ Kaldi

Which character, object, or animal is missing from the list above? ___________________

Point of ViewWrite About ItSelect one character or object from the storyWrite about the life of the character or object in the story from that character's or object's point of view.

Examples: The flute might tell about its journey from being a bamboo, or being made into a musical instrument or about the tunes you can hearToga could tell about his daily routine and how he came to see the plant with the red berries by chanceImagine a conversation between Kaldi and his father; and between Kaldi, his father and the monks which could be used for the drama activity

________________________________________________________________________________________________

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Source: Evan-Moor Educational Publishers (1999)

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Living things StrandPlant and animal life Strand Unit (Fifth & Sixth Classes)The child should be enabled to

Variety and characteristics of living things • observe, identify and examine the animals and plants

that live in local habitats and environments local stream, river or pond, rock pool, seashore aspect of a local rural landscape (e.g. soil, hedgerow, forest, peatland, field); aspect of a local urban area (e.g. areas around school, park, waste ground)

• develop an increasing awareness of plants and animals from wider environments

• identify the interrelationships and interdependence between plants and animals in local and other habitats plants and animals depend on, and compete with, each other concept of food chains and food webs

• become aware of the sun as a source of energy for plants through photosynthesis

• observe and explore some ways in which plant and animal behaviour is influenced by, or adapted to, environmental conditions location factors for plant and animal habitats, including food supply and physical conditions use of colour and camouflage by animals

• recognise that there is a great diversity of plants and animals in different regions and environments

• group and compare living things into sets according to their similarities and differences

similarities and differences between members of the same groups or species

• become familiar with the characteristics of some major groups of living things

• mammals, insects, arachnids, amphibians, fish, birds, reptiles

• flowering and non-flowering plants, fungi and bacteria*• construct and use simple keys to identify locally

occurring species of plants and animals Processes of life • become aware of some of the basic life processes in

animals and plants animals: nutrition, breathing, growth, movement, reproduction (life cycles), use of their senses plants: nutrition, reproduction, movement in response to light, use of oxygen and carbon dioxide

• investigate the factors that affect plant growth water, light, soil, temperature design and make a suitable growth environment for a plant that requires some specialised care (e.g. a bottle garden for plants that require much heat and humidity)

• understand some ways in which plants reproduce flowering plants and seeds non-flowering plants, spores vegetatively: runners, tubers, bulbs.

*Fungi and bacteria are not considered to be part of the animal or plant kingdoms. Science Curriculum 84

Living things StrandPlant and animal life Strand Unit (Third & Fourth Classes)The child should be enabled to

Variety and characteristics of living things • observe, identify and investigate the animals and plants

that live in local environments • local stream, river or pond, seashore • aspect of a local rural landscape (e.g. road or laneway

verge, hedgerow, peatland, field) • aspect of a local urban area (e.g. areas around school,

park, waste ground) • develop an increasing awareness of plants and animals

from wider environments • observe and explore some ways in which plant and

animal behaviour is influenced by, or adapted to, environmental conditions suitability of plants for shaded/damp/dry/wet conditionsuse of colour and camouflage by animals

• sort and group living things into sets according to observable features

animals that have fur, feathers, scales flowering and non-flowering plants

• use simple keys to identify common species of plants and animals

• understand that plants use light energy from the sun• come to appreciate that animals depend on plants and

indirectly on the sun for food• discuss simple food chains Processes of life • become aware of some of the basic life processes in

animals feeding, breathing, growing, moving, reproducing (life cycles), using their senses design and make an animal home that provides for growth, exercise, feeding of the animal

• investigate the factors that affect plant growth water, light, types of soil, temperature.

IntegrationGeography: Natural environments

Science Curriculum 62

(extract from the SESE Science Curriculum)

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Coffee Plant in the National Botanic Gardens, Glasnevin, DublinPhoto Credit: Liubov Kadyrova


Coffee Tree, Cherries and Seeds, Structure Source: https://confessionsofacoffeejunkie.wordpress.com/2009/08/31/top-5-things-you-must-know-about-coffee-part-one/

Plant Life: Coffee Plant

Ethiopian Plant & Animal Life

The coffee tree averages from five to ten metres in height. As the treegets older, it branches less and less and bears more leaves and fruit.The tree typically begins to bear fruit three to four years after beingplanted, and continues to produce for ten to twenty more years,depending on the type of plant and the area.Coffee plants are grown in rows several feet apart. Some farmers plantfruit trees around them or plant the coffee on the sides of hills, becausethey need specific conditions to flourish. Ideally, Arabica coffee seeds are grown at temperatures between 15–24°C and Robusta at 24–30 °C and receive between 15–30 cm of rainfallper year. Heavy rain is needed in the beginning of the season when thefruit is developing, and less later in the season as it ripens. The harvesting period can be anywhere from three weeks to threemonths, and in some places the harvesting period continues all yearround.

A coffee bean is aseed of the coffeeplant, and is thesource for coffee. Itis the pit inside thered or purple fruit often referred to as a cherry. Even though they are seeds, they are referred to as 'beans' because of their resemblance to true beans. The fruits - coffee cherries or coffee berries - most commonly contain two stones with their flat sides together. A small percentage of cherries contain a single seed, instead of the usual two. This is called a peaberry. The peaberry is more unusual occurring only between 10 and 15 per cent of the time, and it's a fairly common (yet scientifically unproven) belief that they have more flavour than 'normal' coffee beans.

Like Brazil nuts (a seed) and white rice, coffee beans consist mostly of endosperm. Source: wiki info

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Green and Red Berries on a Coffee Plant

Coffee cherries on coffee plant (Coffea arabica)

The National Botanic Gardens' Information on CoffeePhoto Credit: Liubov Kadyrova


Toga would have seen a tree like this from a distance. As he approached it, he would have seen the berries.

The berries would begin to appear on the plant three to four years after being planted, first green in colour after which they turn yellow and then red. The tree would continue to produce berries for ten to twelve more years, depending on the type of plant and the area.

The ripe red fruit looks like in the picture and would normally contain two seeds / beans. When Kaldi brought the red berries home, these were first boiled and the juice drank. Later on, the green colour seeds from the berry were dried.

These were then roasted into a dark brown colour. The roasted beans are finally ground and ready for hot water to be added to get the coffee that we drink.

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Dried Green Coffee Beans Roasted Coffee Beans

Coffee Plant With Berries on the Branches Ripe Coffee Berry Containing Seeds

Ethiopian coffee plantSource: http://www.imagejuicy.com/images/plants/c/coffea/2/

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From the Tree, to the Ripe Fruit and on to the Roasted Bean

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A cup of coffee shared with a friend is happiness tasted and time well spent.http://www.squidoo.com/ethiopian-coffee-more-than-a-drink

http://www.espressocoffeeguide.com/gourmet-coffee/arabian-and-african-coffees/ethiopian-coffee/ethiopian-coffee-ceremony/

During the Ethiopian coffee ceremony, an integral part of the daily life of most Ethiopians, the roasting of the coffee beans, or buna, is done in a flat iron pan called a baret metad (roasting plate), which is placed over a small charcoal stove. The coffee beans are carefully moved around so they roast evenly, and soon they begin to crackle and release their rich aromas. The freshly roasted beans are then placed either onto a wacheff (clay plate) or a margegabia (straw mat) and then carried around so the guests may enjoy the fragrance, using their hands to waft the vapours towards themselves and savour the aromas. Crushing the Beans The next step is to crush the beans into small particles—this is done on a stone block or using a mukecha (mortar) and zenezena (pestle). The coffee beans are then placed into the jibuna—an earthen (clay) coffee pot—with boiling water, and at this time a slight amount of spices may be added including cardamom, cloves and cinnamon. The pot is then removed from the heat and placed on a matot (woven straw holder) where the suspended particles in the liquid are allowed to settle. This produces a strong coffee that is served in very small cups with no milk but lots of sugar. Some people in the countryside areas like to add salt. Serving the Coffee Incense (e.g., frankincense) may be taken from a moodai (incense container) and put onto the girgira (incense burner) where it is ignited by a hot coal so that its smoke will carry away with it any bad spirits that are present. Frankincense is used in other religious ceremonies in Ethiopia, and the use of it in the coffee ceremony invokes memories of these events and confers a sacred quality upon the coffee ceremony. The tiny, handleless porcelain cups, called sini, are put on a wooden tray called a kobot or rekobot (low table), which is set on the floor atop a ceremonial carpet. The person performing the ceremony sits upon a small stool. Goosgwaze—long and fresh green grass—is sprinkled around the area to denote the sacred space being used for the ritual. On special occasions the area is also adorned with fragrant flowers. Traditions of the Ethiopian Coffee Ceremony According to Ethiopian coffee ceremony tradition, the oldest male is served first as a sign of respect. A total of three rounds of the heavy elixir are served—the first round, called Abol, is the strongest. According to tradition it is okay to drink only one cup or three, but not two. The second round, or Hueletanya, is completed after adding more hot water to the grounds in the jibuna. The third round is called Sostanya. The youngest child does the serving, symbolising a connection between all of the generations, though an expert completes the actual pouring of the coffee from a height of about one foot. The Art of the Pour Proper pouring is a skill mastered after many years of practice in an effort to display poise and grace while elevating the pot to deliver an uninterrupted thin stream that “rings overjoyed” in the tiny heated cups that are held with great finger dexterity by the recipients. The Yebuna Kourse Kolo, a mixture of freshly roasted barley, along with peanuts and seeds, or yebuna kourse, a snack of bread or popcorn, is ordinarily served with the coffee. This food may be presented to the guests on a mesopwerk (small straw table). The Transformation The ceremony is a relaxed time when people are able to share stories and feelings and bond with one another or simply sit quietly, though in both cases it is expected that a transformation of the spirit occurs. As much religious symbolism as historical tradition, the Ethiopian Coffee Ceremony may take one to two hours to complete. To be invited to an Ethiopian Coffee Ceremony denotes respect and friendship.

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Please, see also: https://baskettoethiopia.wordpress.com/2013/02/20/bean-coffee/

Coffee Beans Being Roasted for the Ceremony Credit: Joy Lynn

Ethiopian Coffee Ceremony Credit: Adis Gebru

Ethiopian Coffee Blessings and Sayings• May you not lack coffee and peace.• Oh Lord, the coffee pot is not great, you are great.• Where there is coffee, let there be peace and prosperity.

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Please, see page 23 for Study Unit on Barley

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Illustration of Items from an Ethiopian Coffee CeremonyCredit: Sari Nordberg

Ingredients:1 cup pearl barley1 teaspoon berbere (Ethiopian chili powder) or other red chili powder (optional)1 Tablespoon dry roasted sunflower kernels1 Tablespoon dry roasted peanuts (in halves)Directions:

� Rinse pearl barley in a strainer with hot tap water. Drain. � Add chili powder and stir to mix completely with the damp barley. (optional)� Coat nonstick frying pan with cooking spray and heat over medium high heat. � Add barley and roast for 6 to 8 minutes, stirring frequently. Some of the kernels will pop and burst. � Remove from heat and stir in sunflower kernels and peanut halves. Let cool. � Store in an airtight container.

Enjoy this healthy, crunchy snack anytime.Ethiopians prepare this snack with or without the chili powder spice. Nut Allergy Notice: Please, omit the peanuts when making this snack to enable those with an allergy to enjoy it as well.

Source: http://www.scribd.com/doc/105436948/Spicy-Ethiopian-Kolo

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Barley – the grain from which the kolo snack is made (see page 22). Please see an article on Ethiopian barley below:

In Ethiopia, barley is among the oldest cultivated crops, and has been grown for at least 5,000 years.Barley is one of the most important staple food crops in the highlands of Ethiopia, with a total annual grain production in 2016 of 2,024,922 tonnes. Barley is cropped twice a year; the major season, locally known as meher (main season), relies on June-September rainfall. The major barley producing regions are Oromiya, Amhara, Tigray, and Southern Nations, which account for about 99.5% of the total annual barley production. NutritionEthiopian barley has been developed for human food, whereas the other barleys of the world have primarily been developed for livestock food and malting. According to the International Development Research Centre (IDRC), recent findings on the nutritional qualities of barley make it a desirable food item and traditional ancient varieties tend to be, more nutritionally balanced than modern varieties.Currently, barley grain is used for the preparation of different foodstuffs, such as injera (pancake) porridge, kolo (see page 22); and local drinks and beer. The straw is used as animal feed, especially during the dry season. It is also useful for thatching roofs and as bedding.

http://www.primegrains.com/prime-ethiopian-barley.htm

Barley bread is a type of bread made from barley flour derived from the grain of the barley cereal grain.

What are the different products made from barley in Ireland?

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Local Variety of Barley(photo credit: ILRI/Zerihun Sewunet)

Barley, Ethiopian Hulless - http://www.bountifulgardens.org/Barley-Ethiopian-Hulless/productinfo/GBA-7203/

Plant Life: Barley

Barley in Ireland

PRIME ETHIOPIAN BARLEY

Barley Bread

Image Credit: Lucyinhttps://commons.wikimedia.org/w/index.php?

curid=36993076

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Bamboo belongs to the family of grasses. Grasses are plants, which typically have one seed leaf and continue to grow with narrow leaves from their base. The family includes “true grasses”, sedges and rushes.Bamboo is the material from which the washint (Ethiopian flute), and Kaldi's favourite musical instrument is made.Bamboo (Bambuseae) is a family offlowering perennial evergreen plants inthe grass family Poaceae, sub-family Bambusoideae, tribe Bambuseae. Giantbamboos are the largest members of thegrass family. Bamboos are also referredto as 'Woody Grass'.Bamboos are some of the fastest-growing plants in the world, due to aunique *rhizome-dependent system.Bamboos are of notable economic andcultural significance in South Asia,Southeast Asia and East Asia, beingused for building materials, as a foodsource, and as a versatile raw product. *a plant that sends out roots and shoots from itsnodes.

Bamboo has a higher compressive strength than wood, brick or concrete (on an ounce for ounce basis) and has a tensile strength that rivals steel.

Pupils can be asked to make a list of, and do projects on plants from Africa (including food crops) in the National Botanic Gardens. They can also research on the Bamboo as a multi-benificial plant (please, see https://econation.co.nz/bamboo/).

Bamboo plants can be found growing in the National Botanic Gardens' Great Palm House, while Dublin Zoo in the Phoenix Park also cultivates some fine bamboos.The National Botanic Gardens and Dublin Zoo are recommended as destinations for School Trips.

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Plant Life: Bamboo

http://gardenhow.blogspot.ie/2012/11/how-to-grow-bamboo-plants_13.html

Bamboo Forest

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Ethiopian Plant and Animal Life

http://gardenhow.blogspot.ie/2012/11/how-to-grow-bamboo-plants_13.html

Below, are statistics from the Food and Agricultural Organisation (FAO) on selected crops for the year 2016.

( ��+��,(-��.��Barley Cassava Cocoa Cocoyam Coffee Maize Millet Rice Sorghum Yams

Africa 4,614,726 157,271,697 3,001,144 7,369,579 1,124,013 70,557,426 13,641,632 32,497,773 29,833,510 63,938,210% of World Total 3.30% 56.80% 67.20% 72.80% 12.20% 6.70% 48.10% 4.40% 46.70% 97.00%Northern Africa 2,044,513 - - 90,329 - 8,187,180 1,460,880 6,381,590 7,174,447 177,940Algeria 919,907 - - - - 3,687 - 236 8,953 -Egypt 120,100 - - 90,329 - 8,001,411 - 6,300,000 696,611 -Libya 55,119 - - - - 316,331 6,662 - - -Morocco 619,919 - - - - 128,763 5,218 53,354 1,818 -Sudan 327,621 - - - - 7,964,968 1,449,000 28000 6,466,000 177,940Tunisia - - - - - 826,896 - - 1,065 -Eastern Africa 2,228,096 33,321,746 44,037 464,972 866,786 28,416,623 1,751,861 7,821,674 7,226,762 204,310Djibouti - - - - - 14 - - - -Eritrea 67,038 - - - - 19,096 22,423 - 50,383 -Ethiopia 2,024,922 - - - 469,091 7,847,175 1,017,059 136,001 4,752,096 50,964Kenya 56,084 571,848 - - 46,100 3,339,000 54,000 118,150 117,000 12,388Somalia - - - - - 12,554 - 1,375 76,711 -South Sudan - - - - - 7,778,500 6,000 - 712,000 57,374Uganda - 2,885,446 24,233 - 203,535 2,663,025 234,298 246,551 314,553 -Tanzania, Utd Rep. 15,370 8,410 - 52,257 5,875,560 312,352 2,985,581 756,348 10,767Western Africa 1,433 91,058,342 2,654,941 4,715,283 162,984 20,553,124 9,443,999 17,292,749 12,928,418 61,624,849Benin - 4,317,642 120 1,578 55 1,376,683 25,182 281,428 129,665 3,041,245Burkina Faso - 4,757 - - - 1,583,421 1,056,931 339,667 1,742,116 39,501Cabo Verde - 5,348 - - 68 5,642 - - - -Côte d'Ivoire - 3,210,614 1,472,313 57,797 102,960 680,800 54,499 1,768,121 55,064 5,952,685Gambia - 11,185 - - - 39,467 101,872 59,636 29,372 -Ghana - 17,798,217 858,720 1,301,181 736 1,721,910 159,017 687,679 229,604 7,440,354Guinea - 1,501,755 14,181 130,666 18,959 706,640 193,956 1,983,133 41,171 84,242Guinea-Bissau - 53,078 - - - 5,095 14,000 186,000 17,000 -Liberia - 529,201 6,745 27,896 513 3,320 - 309,144 - 21,550Mali - 118,863 - - - 15,895 1,806,559 2,780,905 1,393,826 118,863Mauritania 1,433 - - - - 415 3,201 213,305 79,093 2,809Niger - 146,563 - - - 38,022 3,886,079 30,167 1,808,263 -Nigeria - 57,134,478 236,521 3,175,842 1,884 10,414,012 1,468,668 6,070,813 6,939,335 44,109,615Senegal - 420,722 - - - 1,018 612,563 885,284 161,645 -Sierra Leone - 4,778,393 14,714 2,414 26,824 314,703 37,633 1,560,363 29,487 -Togo - 1,027,476 51,627 17,910 10,985 85,973 23,838 137,106 272,776 813,985Middle Africa 1,039 - 302,166 2,098,996 94,244 5,435,530 933,435 998,581 2,393,234 1,931,111Angola - 9,981,245 423 - 14,142 1,500,000 42,000 61,000 30,000 -Burundi - 2,394,982 - 44,927 13,624 243,740 10,618 146,633 29,665 3,527Cameroon - 5,501,749 291,512 1,803,667 32,674 2,164,003 100,021 359,320 1,339,073 624,881Central African Rep - 714,042 146 129,218 10,120 92,355 10,375 11,608 28,973 476,674Chad - 263,961 - 18,974 - 443,779 725,677 257,701 991,045 502,314Congo-Brazzaville - 1,365,698 1,045 - 3,184 11,083 14,405 1,115 - 15,970Congo-Kinshasa 1,039 14,677,809 5,630 69,502 29,798 1,179,279 40,957 306190 4,143 90,048Equatorial Guinea - 72,378 455 - 4,220 - - - - -Gabon - 313,738 167 75,272 94 44,013 - 1,646 - 218,981Rwanda - 3,537,566 - 166,189 19,906 374,267 4,483 110,544 163,832 64,640S. Tome & Principe - 989 2,787 2,362 12 14,234 - - - 2,242Southern Africa 339,646 - - - - 107,000 51,458 3,180 110,648 -Botswana - - - - - 11,782 1,118 - 28,069 -Comoros - 65,718 40 10,851 138 6,157 - 33,943 - 4,650Eswatini / Swaziland - - - - - 50,000 - 115 725 -Lesotho 511 - - - - 25,000 - - 5,067 -Madagascar - 2,629,478 11,354 241854 46,882 2,369,493 - 3,815,849 1,220 -Malawi - 5,088,595 - - 7,217 2,811,385 19,510 83,757 58,192 -Mauritius - 715 - - - - - 352 - -Mozambique - 9,100,000 - - 801 1,451,903 12,219 115,271 115,639 -Namibia - - - - - 63,713 44,578 - 6,287 -South Africa 339,135 - - - - 63,251 5,762 3065 70,500 -Zambia 9,769 1,010,298 - 6,820 2,873,052 29,972 26,675 14,106 -Zimbabwe 54,913 238,329 - 414 852,909 28,927 729 65,017 -

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In the legend we heard earlier, we discovered that the central character was Toga the Goat. In this unit, we will learn about Ethiopian goats.

According to the Food and Agricultural Organisation (FAO), the goat population of Ethiopia in 2016 was 30,200,226.In Africa and the Mideast, goats are typically run in flocks with sheep. This maximizes the production per acre, as goats and sheep prefer different food plants. Multiple types of goat-raising are found in Ethiopia, where four main types of goat raising have been identified: goats kept pastured in annual crop systems, goats kept in perennial crop systems, goats kept with cattle, and goats kept in arid areas under pastoral (nomadic) herding systems. Statistics from the Food and Agricultural Organisation (FAO) on goats and selected livestock for the year 2016 can be found on the next page.

Original Source / Credit: http://www.propartganda.com/king/goat.htm

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Ethiopia’s 30 Million Goats

Animal Life: Goat

Source: http://www.reusableart.com/animals/goats/

��+��&�)�*��/�'� ��,(-��.��Crops LivestockBarley 2,024,922 Camels 1,209,321Beans, green 7,187 Cattle 59,486,667Chick peas 444,146 Goats 30,200,226Coffee, green 469,091 Horses 2,158,176Maize 7,847,175 Pigs 34,975Millet 1,017,059 Sheep 30,697,942Peas, dry 348,145Peas, green 3,441Potatoes 921,403Rice, paddy 136,001Sorghum 4,752,096Sweet Potatoes 1,939,761Wheat 4,537,852Yams 50,964

Crop totals are in tonnes; Livestock (Animal) totals are per head

��& �� * �� %��. �� (/ 0 123+,Goats Sheep Cattle Pigs Camels Horses

Africa 387,667,193 351,579,045 310,277,515 36,625,241 24,084,277 6,310,558Percentage of World Total 38.70% 30.00% 22.00% 3.70% 84.60% 10.70%

Eastern Africa 142,956,328 92,885,970 156,464,011 13,895,837 12,098,660 2,190,450Middle Africa 27,771,055 13,307,827 24,633,591 7,584,063 1,589,365 456,961Northern Africa 49,987,818 107,971,977 41,095,552 28,169 5,815,411 1,193,541Southern Africa 9,848,516 27,074,442 20,018,000 1,700,072 92 454,627Western Africa 157,103,476 110,338,829 68,514,952 13,417,100 4,580,749 2,014,979

Burkina Faso 14,687,026 9,277,700 9,090,700 2,345,800 18,963 41,053Chad 6,883,496 3,250,000 7,850,000 33,500 1,589,365 -Eritrea 1,810,405 2,290,000 2,090,000 - - -Ethiopia 30,200,226 29,322,382 56,706,389 34,000 1,209,321 2,033,115Ghana 6,352,000 4,335,000 1,657,000 682,000 - 3,000Kenya 26,745,916 17,811,845 19,500,000 430,844 3,222,593 2,050Lesotho 829,303 1,240,000 670,000 82,000 - 70,000Liberia 385,310 276,000 43,000 290,000 - -Malawi 7,348,361 260,000 1,305,000 2,800,000 - -Mali 22,141,497 14,423,280 10,313,330 78,370 1,028,609 527,970Mauritania 6,207,476 9,600,982 1,836,685 - 1,483,210 67,020Morocco 5,600,000 19,230,800 3,238,700 8,000 58,000 140,000Mozambique 3,215,023 218,098 1,587,936 1,700,000 - -Niger 16,098,058 11,115,982 11,377,313 42,500 1,765,201 243,310Nigeria 73,879,561 40,550,000 19,450,000 6,850,000 279,802 102,000Rwanda 2,869,507 785,000 1,130,000 1,025,000 - -Senegal 5,384,416 5,381,312 3,481,126 397,400 4,964 545,242Sierra Leone 1,147,679 865,000 692,000 65,000 - 428,000Somalia 11,692,227 12,325,000 4,900,000 3,700 7,221,998 -South Sudan 13,568,841 16,750,000 11,817,000 - - -Sudan 31,325,105 39,846,000 30,191,000 - 4,826,059 787,509Swaziland 255,435 36,000 618,000 35,000 - -Tanzania, United Republic of 18,721,705 8,000,000 25,000,000 505,000 - -Togo 3,401,512 2,225,000 523,600 1,467,570 - -Tunisia 1,184,600 6,805,700 671,200 5,500 237,114 -Uganda 15,587,911 2,921,000 13,623,000 2,437,100 - -Western Sahara 179,256 36,663 - - 111,055 -

The comparative figures for Ireland (2016) are: Goats Sheep Cattle Pigs Camels Horses

Ireland 9,900 5,179,200 7,221,200 1,594,300 0 92,200

27

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This chapter will introduce the coffee pot, and the material used to make this: clay. Children can also be told the various objects which clay is the basic material

Examples of the Jebena, the Ethiopian clay coffee pot (above and below).

For the practical lessons, children would develop forms in clay as specified in the syllabus.

28

http://www.armoniedaromi.it/?p=398

Original Source / Credit:

Suggested Activity

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As we heard in the story, when Kaldi went out to the fields with Toga and his cousins, he took with him the washint, his favourite musical instrument, which is a flute made from the bamboo grass.In this chapter, the class would / may be introduced to the Ethiopian flute, the musical instrument Kaldi was thought to have played, and to Ethiopian music.

Introducing Ethiopian flute music like the type Kaldimight have played.The class might like to try playing Ethiopian flutemusic tunes themselves, perhaps on a tin whistle?

The music of Ethiopian musician, YohannesAfework (pictured on next page) would also be worthlistening to, as would the following: The Shepherd with the Flute by the late AshenafiKebedehttp://www.youtube.com/watch?feature=endscreen&NR=1&v=E3dcyxw5DUQAnmut Kinde (Washint/flute/ Instrumental Music):Fikre Yenew Nesh http://www.youtube.com/watch?v=qqBwPiXDXoI

Pupils might be introduced to music from Ethiopiaplayed on the flute and compare this to the recorder,tinwhistle and flute music from Ireland.Pupils might also try to learn and play the Ethiopianmusic they have heard.

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Washint (Ethiopian Flute)

This boy goes every other day to the very same spot to chill out in the mountains and play his favourite instrument.

Credit: http://addisabram.wordpress.com/2012/06/06/

Ethiopian Instrumental Music

Suggested Activity

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http://www.youtube.com/watch?v=qqBwPiXDXoI

http://www.youtube.com/watch?feature=endscreen&NR=1&v=E3dcyxw5DUQ

http://www.youtube.com/watch?feature=endscreen&NR=1&v=E3dcyxw5DUQ

Music by the composer, Johann Sebastian Bach, the Coffee Cantata, may be referred to. The class can also find out about the story behind this composition.Please, see below for the Coffee Cantata story and linksto the music.

The early 18th century enthusiasm in Western Europe forcoffee amongst the middle classes was affecting Prussia'seconomy. The country's monarch, Frederick the Great,wanted to block imports of green coffee as Prussia'swealth was being drained by the huge sums of moneygoing to foreign exporters. Also the right to sell coffee was intended to be restrictedto four distillers but the fashion for drinking coffee hasbecome so widespread that the law was being flouted andcoffee beans illegally roasted. The Prussian king condemned the increase in coffeeconsumption as "disgusting" and urged his subjects todrink beer instead. Frederick employed coffee smellers,who stalked the streets sniffing for the outlawed aroma ofhome roasting. However such was the public outcry thateventually he was forced to change his mind. As a satire on the whole affair, Bach wrote the "Coffee Cantata," a humorous one act operetta about a stern father's attempt to check his daughter's indulgence in the much loved Saxon habit of coffee drinking.

http://www.songfacts.com/detail.php?id=18529

30

Ethiopian Musician Yohannes Afework Playing the Washint

Johann Sebastian BachThe Coffee Cantata

Coffee Cantata

http://www.ardythdebruyn.com/?tag=coffee-cantata

Coffee CantataCantata BWV 211 "Coffee Cantata"http://www.bach.org/bach101/cantatas/cantata211.htmlCoffee Cantata and Cantata No. 159http://www.wgbh.org/programs/The-Bach-Hour--Classical-New-England-803/episodes/Coffee-Cantata-and-Cantata-No-159-25692http://www.youtube.com/watch?v=qzYxB5H2rhMhttp://www.youtube.com/watch?v=qqBwPiXDXoI

http://www.youtube.com/watch?v=qzYxB5H2rhM

http://www.wgbh.org/programs/The-Bach-Hour--Classical-New-England-803/episodes/Coffee-Cantata-and-Cantata-No-159-25692

http://www.wgbh.org/programs/The-Bach-Hour--Classical-New-England-803/episodes/Coffee-Cantata-and-Cantata-No-159-25692

http://www.bach.org/bach101/cantatas/cantata211.html

Uploaded on 21 Aug 2009Literally, “Dance of the Goat”. Thiscurious piece for solo flute is meant toillustrate a goat dancing on a grassy hillafter the winter snows have meltedaway. It was written in 1921 by Swisscomposer Arthur Honegger asincidental music for dancer Lysana ofSacha Derek's play La MauvaisePensée. However, the original manuscript of thispiece has been lost. The editions thatare out now were derived from a partialtranscript found in Honegger'stranscriptionist's works. The piece has been worked on by historians to be as accurate as possible.The piece starts with a slow dreamlike introduction consisting of tritone phrases. This soon unwinds into the “goat-like” theme in a chromatically altered F major in 9/8 that skips along providing the lively picture of a dancing goat. Following this theme is a lighter songful melody, which brings a more calm feeling and leads to the reiteration of the initial dreamlike idea. The piece finally ends on a soft, fading C for resolution.

http://www.flutetunes.com/tunes.php?id=111

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Danse de la ChèvreFlute solo by Arthur Honegger

Danse de la Chèvre for Solo Flute, by A. HoneggerEmma Resmini, age 9, on August 15, 2009.https://www.youtube.com/watch?v=Rj0FjBhVJGg

J S Bach Kaffee kantate BWV 211http://www.youtube.com/watch?v=dQyk1BEVERk&list=PL133EE9C1C8A0FE2DJ. S. BACH - Coffee Cantata (BWV 211) - Nikolaus Harnoncourt 1http://www.youtube.com/watch?v=c7oWS8VCLYE&list=PL133EE9C1C8A0FE2DJ. S. BACH - Coffee Cantata (BWV 211) - Nikolaus Harnoncourt 2http://www.youtube.com/watch?v=fXUGulSZSh0&list=PL133EE9C1C8A0FE2DJ. S. BACH - Coffee Cantata (BWV 211) - Nikolaus Harnoncourt 3http://www.youtube.com/watch?v=Hi1PY0N3iGsJ. S. BACH - Coffee Cantata (BWV 211) - Nikolaus Harnoncourt 4http://www.youtube.com/watch?v=qLm81tK__gg

Bach: Coffee Cantata, Schweigt stille, plaudert nicht, BWV 211, Part 1 of 2http://www.youtube.com/watch?v=u6-PRCv7SfMBach: Coffee Cantata, Schweigt stille, plaudert nicht, BWV 211, Part 2 of 2http://www.youtube.com/watch?v=UVzvX9oQVCY

http://www.youtube.com/watch?v=qLm81tK__gg

http://www.youtube.com/watch?v=Hi1PY0N3iGs

Latvijas: �goat��

http://www.hello-world.com/games/songs.php/?language=Latvian&translate=English&activity=goat

Latvian English�� Where were you?�� Where were you dear billy-goat?�� At the mill, at the mill dear master

�� What did you do there, billy-goat?�� I was grinding rye and wheat finely dear master.

�� How did you sweep the floor dear billy-goat�� With my beard, with my beard dear master.

�� What did you eat over there dear billy-goat?

��Some milk, some honey, some milk, some honey dear master.

�� Did they whip you over there dear billy-goat? �� They did whip me, they did whip me dear master.

�� What did you shout over there dear billy-goat? �� With brim, with brim, dear master.

��!�� Ar ko tu tur slauc ji, billy-goat? �� Ar b rdi u, ar b rdi u, dear master.

"��#�� What did you churn, billy-goat?� �� How, then, nothing, dear master.

��#�� What did you churn, billy-goat? �� With my ribs, dear master.

� ��!�� What did you cry out, billy-goat?$�� Maa maa ma, Maa maa ma, dear master.

32

Kur Tad Tu Nu Biji, which means Where Are You, Billy Goat, is a song about a goat from Latvia.You can listen to this on youtube here: https://www.youtube.com/watch?v=EpncCOr9APwhttp://www.hello-world.com/games/songs.php/?language=Latvian&translate=English&activity=goat

Latvian Folk Song About A Goat

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This chapter will introduce the drama element of the programme.We heard in the story how Kaldi took Toga and the other goats out into the fields, and how one day, he was late in bringing them back home.In this part of the lesson, we will tell the story through drama, from the moment Kaldi arrived back home late with Toga and his cousins and what happened afterwards.It is suggested that the teacher would devise a script for this Drama, using the information from the story, should the teacher decide to include drama as an activity.

Human Characters: Kaldi, Kaldi's father, MonksAnimal Characters: Toga and the other GoatsProps: Kald's Flute, BagSettings: The Field, Beside the Berry Plant, at Home, at the MonasterySound Effect (Fx) Sound of goats bleating

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Kaldi arrives home later than normal where he is met by his worried family.

Kaldi explains that one of Toga's cousins went missing so he went to look for them

Later that night, Kaldi tells his father of his experiences earlier in the day and shows him the red berries

Kaldi's father suggests that they take the berries to show to the monks who live in the monastery

The monks are told about the red berries and their effects after they have been eaten

It happens that the monks have been having problems staying awake during prayers so they came up with an idea

Visitors from other parts of Ethiopia arrive in Kaldi's hometown after they heard of the plant and its berries

Yemeni people from across the Red Sea in Southern Arabia arrive in Kaldi's hometown and ask for plant seeds to take with them back to their country

33

Note on Drama

Source: http://moziru.com/theatre-clipart.html

Coffee Plant Journey Coffee Drink JourneyEthiopiaYemenIndiaIndonesiaVietnamEurope (Netherlands, France)Caribbean & Central AmericaSouth America

EthiopiaYemen / India / Indonesia / Vietnam / South AsiaTurkeyAustriaItalyParisAmsterdamLondon

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Coffee's Journey Around the World

Coffee Types: r – robusta; m – mixed; a – arabica

Coffee History & Itinerary

Appendix

It is an important part of a hot alcoholic drink which is also a unique Irish creation. It is the world’s second most popular hot drink, with 400 billion cups consumed each year.In Ireland (between 2000 and 2010), we were ranked 33rd in the world with an estimated average annual percentage consumption of 2.4 kg of the ingredient from which this drink is brewed.Four out of five (US) Americans aged 18 years and over are estimated to drink this daily, with more than half of the population typically drinking 3.4 cups a day. To drink this in the US was also considered an expression of freedom. In Greece and Turkey, the oldest person is almost always served first and Turkish law in the 16th century was thought to have made it legal for a woman to divorce her husband if he fails to provide her with her daily quota of this drink.Meanwhile, in the ancient Arab world, this drink became such a staple part of family life that one of the causes allowed by law for marital separation was a husband's refusal to produce it for his wife!The French philosopher, Voltaire, reportedly drank fifty cups a day, while music composer, Ludvig van Beethoven, who was described as being obsessed with this drink, was rumoured to grind precisely 60 beans for his morning cup. Johann Sebastian Bach even composed a cantata to this drink in 1732. When this drink eventually arrived in Venice, some feared the power of what they called "the devil's cup" and brought this before Pope Clement VIII, hopeful he might condemn it from Christendom.To their dismay, Pope Clement immensely enjoyed the beverage that, rather than condemning it, he baptised it, making it a christian beverage, and so that all could enjoy the beverage without guilt! "It is so delicious it would be a pity to let the infidels have exclusive use of it." was how the pontiff was quoted as saying.As one probably might have guessed by now, this drink is Coffee and the story of its origins is one of the most fascinating, indeed, most unusual accidents in the history of how a very popular food item (and which also gave rise to an important aspect of human social activity), was first discovered. The unique Irish creation also referred to in the first paragraph is, of course, Irish Coffee!The central characters in the story of coffee were equally unusual: a young lad and goats! At the same time, the skills required in any scientific undertaking: observation and experimentation, were also applied.The story goes that sometime around the middleof the eighth century in the Kaffa region ofpresent-day Ethiopia, a young goat herder calledKaldi, after awakening from his usual afternoonnap, saw his goats jumping around as if doing adance routine.Surprised, Kaldi searched for the reason behind this strange behaviour and, before long, found out that the goats had eaten some bright red berries from a nearby plant.Bravely, for it is never safe to put anything unfamiliar into one’s mouth, Kaldi plucked and ate some of the red berries. After a short while, Kaldi felt a sensation which made him start to dance, just like his goats.Kaldi then decided to take some of the berries home to show to his father. The old man also tasted the berries, cautiously it must be said, after which he also experienced the same dancing feeling as young Kaldi (and his goats) had earlier experienced! However, tempted as he was, Kaldi's father stopped himself from dancing.Next, Kaldi and his father took the berries to the local monastery where the monks found out that a drink made by boiling the berries in water enabled them to stay awake during prayers; something they had very often found difficult to do up till then.Soon, the fame of these berries and the drink made from them spread to other parts of Ethiopia and across the Red Sea to Yemen in the Arabian peninsular. From Yemen, the berries arrived in India. Indeed, it had been claimed that the seeds were smuggled out of Yemen, since the Yemeni forbade the export of the plant or its fertile seeds. On pilgrimage to Mecca in the middle 1600s, Baba Budan, a revered holy man from India, had discovered for himself the wonders of coffee. It is also reported that in his zeal to share what he had found with his fellow citizens at home, he smuggled seven coffee beans out of Arabia, wrapped around his belly. On his return home, Baba Budan planted the beans in the hills of Mysore, India, and nurtured the young

35

When this drink eventually arrived in Venice, some feared the power of what they called "the devil's cup" and brought this before Pope Clement VIII, hopeful he might condemn it from Christendom.

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by Adekunle Gomez

coffee bushes that resulted. The Coffee plants flourished in the hills of India – hills now named after Baba Budan.After India, the coffee plant was taken by Dutch traders to colonies in South-east Asia, namely Indonesia and Ceylon (Sri Lanka as it is known today) and soon after, was taken to Central and South America by way of Europe.Today, coffee is an important food item in practically every country in the world. It must be pointed out, however, that during Kaldi’s time, the berries were boiled in water.

Coffee as we know it today, brewed from the roasted and ground beans of the berry, was the creation of the Arabs and Turks.

In Europe, coffee has had an interesting and varied history before it became such a regular item on almost every family’s shopping list.

Coffee was introduced to Europe in the early 17th century as medicine for ailments: from headaches, dropsy, gout, consumption to scurvy.

First offered by apothecaries (chemists or pharmacists as we know them today) in Venice and street vendors in Milan, coffee arrived in Vienna through Turkey.The first coffeehouse in England opened in Oxford at Oxford University in 1650. It was in London, however, where coffee – and coffee houses – was said to become the rage, and by 1700 it was estimated that more than two thousand coffeehouses dotted the London landscape. The early coffeehouses were also said to serve more than coffee; they also served as hotbeds of conversation, politics and commerce. One coffeehouse might serve as a gathering place for physicians, another for actors, or musicians, or lawyers or clergy. These gathering places also became known as Penny Universities: for the price of a cup of coffee, one could sit for hours and participate in the discourse or conversation of the day. Or, one could conduct his business of the day; and a great many reportedly did. Mr. Edward Lloyd’s coffee house catered largely to merchants and sailors of the day, as well as the underwriters who met over coffee to offer insurance. In time, Lloyd’s Coffee House became Lloyd’s of London, the famous insurance company. Similarly, other coffeehouses – centres for news, currency and futures markets – became newspapers, banks, and stock exchanges, many of which are said to still thrive today.

Coffee House Lane is the home of Ireland's first coffee!In 1690, Coffee House Lane, an actual lane in Waterford whichwas adjacent to the then busy trading port of Waterford, boastedwhat is long thought to be Ireland's first ever coffee house.Green coffee was traded at the port, then roasted, brewed andsold at John Aikenhead's Coffee House - on Coffee House Lane.The story of Kaldi and his dancing goats had been told andretold in several versions; one of these is Toga the DancingGoat. This story will also appeal to anybody for whom coffee hasbecome a daily ritual or even observes fellow citizens engagingin this ritual, and is interested in the story of coffee’s origins and,what one can truthfully say, is Toga the Dancing Goat, Kaldi and Ethiopia’s 'gift to the world'.

36

One Hundred Last Words On CoffeeThe best stories that have ever been told have never been printed. The best stories that may ever be told will never know the immortality of type. They have not been, and they will never be, told over the oysters, soup, roast, entree, dessert, - but over the coffee. The husband doesn't tell his wife his best story ; nor does she tell him hers; nor do the editor and author their readers. It is the friend that tells the friend, as the aroma of the coffee opens the portals of his soul, and the story, long hidden, is winged for posterity.

John Ernest McCann

“In 1554, it [coffee] became the favourite drink at Constantinople, and robbed the mosques of their worshippers, to the disgust of the priests, who swore by Allah that the roasted berries were the coals of the evil one, and as such must be outlawed. To please the priests it was taxed, but it was drunk copiously in secret, then openly again. Refusing to supply a wife with coffee was a valid cause for divorce."

Over The Black Coffee – Compiled by Arthur Gray

FOREWORDSome introductory remarks on the lure of coffee, its place in a rational dietary, its universal psychological appeal, its use and abuseCivilization in its onward march has produced only three important non-alcoholic beverages—the extract of the tea plant, the extract of the cocoa bean, and the extract of the coffee bean.Leaves and beans—these are the vegetable sources of the world's favorite non-alcoholic table-beverages. Of the two, the tea leaves lead in total amount consumed; the coffee beans are second; and the cocoa beans are a distant third, although advancing steadily. But in international commerce the coffee beans occupy a far more important position than either of the others, being imported into non-producing countries to twice the extent of the tea leaves. All three enjoy a world-wide consumption, although not to the same extent in every nation; but where either the coffee bean or the tea leaf has established itself in a given country, the other gets comparatively little attention, and usually has great difficulty in making any advance. The cocoa bean, on the other hand, has not risen to the position of popular favorite in any important consuming country, and so has not aroused the serious opposition of its two rivals.Coffee is universal in its appeal. All nations do it homage. It has become recognized as a human necessity. It is no longer a luxury or an indulgence; it is a corollary of human energy and human efficiency. People love coffee because of its two-fold effect—the pleasurable sensation and the increased efficiency it produces.Coffee has an important place in the rational dietary of all the civilized peoples of earth. It is a democratic beverage. Not only is it the drink of fashionable society, but it is also a favorite beverage of the men and women who do the world's work, whether they toil with brain or brawn. It has been acclaimed "the most grateful lubricant known to the human machine," and "the most delightful taste in all nature."No "food drink" has ever encountered so much opposition as coffee. Given to the world by the church and dignified by the medical profession, nevertheless it has had to suffer from religious superstition and medical prejudice. During the thousand years of its development it has experienced fierce political opposition, stupid fiscal restrictions, unjust taxes, irksome duties; but, surviving all of these, it has triumphantly moved on to a foremost place in the catalog of popular beverages.But coffee is something more than a beverage. It is one of the world's greatest adjuvant foods. There are other auxiliary foods, but none that excels it for palatability and comforting effects, the psychology of which is to be found in its unique flavor and aroma.Men and women drink coffee because it adds to their sense of well-being. It not only smells good and tastes good to all mankind, heathen or civilized, but all respond to its wonderful stimulating properties. The chief factors in coffee goodness are the caffein content and the caffeol. Caffein supplies the principal stimulant. It increases the capacity for muscular and mental work without harmful reaction. The caffeol supplies the flavor and the aroma—that indescribable Oriental fragrance that wooes us through the nostrils, forming one of the principal elements that make up the lure of coffee. There are several other constituents, including certain innocuous so-called caffetannic acids, that, in combination with the caffeol, give the beverage its rare gustatory appeal.The year 1919 awarded coffee one of its brightest honors. An American general said that coffee shared with bread and bacon the distinction of being one of the three nutritive essentials that helped win the World War for the Allies. So this symbol of human brotherhood has played a not inconspicuous part in "making the world safe for democracy." The new age, ushered in by the Peace of Versailles and the Washington Conference, has for its hand-maidens temperance and self-control. It is to be a world democracy of right-living and clear thinking; and among its most precious adjuncts are coffee, tea, and cocoa—because these beverages must always be associated with rational living, with greater comfort, and with better cheer.Like all good things in life, the drinking of coffee may be abused. Indeed, those having an idiosyncratic susceptibility to alkaloids should be temperate in the use of tea, coffee, or cocoa. In every high-tensioned country there is likely to be a small number of people who, because of certain individual characteristics, can not drink coffee at all. These belong to the abnormal minority of the human family. Some people can not eat strawberries; but that would not be a valid reason for a general condemnation of strawberries. One may be poisoned, says Thomas A. Edison, from too much food. Horace Fletcher was certain that over-feeding causes all our ills. Over-indulgence in meat is likely to spell trouble for the strongest of us. Coffee is, perhaps, less often abused than wrongly accused. It all depends. A little more tolerance!Trading upon the credulity of the hypochondriac and the caffein-sensitive, in recent years there has appeared

37

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by William H. Ukers

in America and abroad a curious collection of so-called coffee substitutes. They are "neither fish nor flesh, nor good red herring." Most of them have been shown by official government analyses to be sadly deficient in food value—their only alleged virtue. One of our contemporary attackers of the national beverage bewails the fact that no palatable hot drink has been found to take the place of coffee. The reason is not hard to find. There can be no substitute for coffee. Dr. Harvey W. Wiley has ably summed up the matter by saying, "A substitute should be able to perform the functions of its principal. A substitute to a war must be able to fight. A bounty-jumper is not a substitute."It has been the aim of the author to tell the whole coffee story for the general reader, yet with the technical accuracy that will make it valuable to the trade. The book is designed to be a work of useful reference covering all the salient points of coffee's origin, cultivation, preparation, and development, its place in the world's commerce and in a rational dietary.Good coffee, carefully roasted and properly brewed, produces a natural beverage that, for tonic effect, can not be surpassed, even by its rivals, tea and cocoa. Here is a drink that ninety-seven percent of individuals find harmless and wholesome, and without which life would be drab indeed—a pure, safe, and helpful stimulant compounded in nature's own laboratory, and one of the chief joys of life!

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Produced by K.D. Thornton, Suzanne Lybarger, Greg Bergquist and the Online Distributed Proofreading Team at http://www.pgdp.net

38

THE WORLD'S COFFEE CUP AND THE WORLD'S LARGEST SHIPThe statistical sharks talk of the 17,566,000 bags, or 2,318,712,000 pounds of coffee that the world drinks every year; but how many really appreciate what those huge figures mean? For instance, computing 40 cups of beverage to the pound, there are more than 90,000,000,000 cups drunk annually, or enough to fill a gigantic cup 4,000 feet in diameter and 40 feet deep, on which the "Majestic," the world's largest ship, would appear floating approximately as shown in the drawing.

http://www.pgdp.net/

From weapons of war to great coffeeBy Amber Henshaw BBC News, Mekele

In biblical times they said "turn your swords into ploughshares", now in northern Ethiopia a tradesman is bringing the saying into the 21st Century.

In his workshop in Mekele, just 120 km from Ethiopia's border with Eritrea,Azmeraw Zeleke is turning burnt-out shells into cylinders used in coffee machines.Most of the shells are left over from the 1998-2000 war between the two countries.The workshop is made up of three quite small rooms that lead from one to anotherwith sunlight coming through the gaps, but it is a hive of activity for Mr Azmerawand his six staff.

Tradition"The shells were dropped in Ethiopia during the war with Eritrea. They were droppedso people hid them in their homes and now they sell them," Mr Azmeraw says.He uses old mortar shells, which stand about one metre high, to make his coffeemachines.He cuts off the pointed ends, seals them and puts holes into the aluminium cylinder.The cylinder channels the water, coffee and milk.He told me he got the idea nine years ago when he was doing maintenance work.

"I saw some shells being sold for a differentpurpose and I studied them."They were used for washing clothes or crushingthings. After studying them I came up with the idea of using them as a cylinder for a coffee machine."Coffee is a major export from Ethiopia and plays a big role in life.After meals, the traditional coffee ceremony allows family and friends to get together to share news and discuss the issues of the day.Coffee shops are also popular.

Fair priceCafe owner Haile Abraha bought one of Mr Azmeraw's machines a few months ago."I had one other imported machine but this one is much better. It is relatively cheap. The price is fair. The machine is good and it makes good coffee."But Mr Azmeraw says it can be difficult to convince people to buy because of the mortar shell."These shells have all been used. We all need peace and we don't want war but once these shells have been used, we should use our skills to do something with them.

"Sometimes I think about the fact they were used for war but I want tochange them to do something good. They could be a symbol of war but Iam doing something good out of the bad."Since he started production five or six years ago, Mr Azmeraw has soldhundreds of machines - he cannot remember exactly how many.Each one costs about $1,300. Most of them have been sold to people in theMekele area.But in the future he hopes to sell them more further afield - maybe even tocoffee shops and restaurants in Eritrea.

Story from BBC NEWS:http://news.bbc.co.uk/go/pr/fr/-/2/hi/africa/6102290.stmPublished: 2006/10/31 14:37:37 GMT© BBC 2014

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...And the process ends with a coffee machine

Azmeraw Zeleke begins with a burnt-out shell...

...He then transforms the cylinder to channel the water, coffee and milk...

Thor the Thunderer made many journeys and had many strange adventures; but there was one journey which was more wonderful than all the others, and which proves, moreover, that the strongest and truest are sometimes deceived by those who are weaker than themselves. The giants in old Norse times were not easy to conquer; but generally it was when they hid themselves behind lies and appeared to be what they were not that they succeeded for a time. Thor's strength was a noble thing because he used it to help men; but his truthfulness and honesty were nobler still.One morning, just as the sun was beginning to shine through the mists that overhung the world, the gates of Asgard opened and Thor's chariot, drawn by the goats, rattled along the road. Thor and Loke were evidently off for a journey; but Thor was always going of somewhere, and nobody who saw him now thought that he was starting out to try his strength with the most powerful things in the whole earth. Nor did he know it. All day long the chariot rolled across the level stretches of meadow and through the valleys, leaving the echoes shouting to each other from the overhanging mountains as it passed by. At night it stopped at the house of a poor peasant, and Thor stepped down and stood in the doorway."Can you lodge two travellers over night?" he asked."Certainly," said the peasant, "but we can give you nothing to eat, for we have nothing for ourselves.""Give yourselves no trouble about that," answered Thor cheerfully; "I can provide for all."He went back to Loke, who got out of the chariot; and then, to the great astonishment of the people in the house, Thor killed both his goats, and in a minute they were ready for cooking. The great pot was soon sending savory odours through the house, and the whole family with their strange guests sat down shortly to a bountiful supper."The more you eat the better I shall like it," said Thor, as they took their places at the table, "but do not on any account break the bones; when you have done with them throw them into the skins which I have spread out on the hearth."The peasant and his wife and Thjalfe and Roskva, their two children, ate bountifully; but Thjalfe broke one of the bones to get the marrow. The next morning Thor was up with the sun, and when he dressed himself he took the hammer and held it over the goat-skins: and immediately the bones flew into place, and the skins covered them, and there were the two goats as full of life as when they started out the day before. But one of the goats limped; and when Thor saw it he was so angry that he looked like a thunder-cloud, and his fingers closed so tightly round Mjolner that his knuckles were white. Thjalfe, who had been looking with the rest of the family in speechless wonder, was frightened half out of his wits when he saw Thor's rage, and would have run away if he could. The poor peasant and his wife were equally terrified, and besought Thor that he would not destroy them. Seeing them in such misery Thor's anger died out, and he said he would forgive them, but Thjalfe and Roskva must henceforth be his servants. So taking the two children, and leaving the goats with their parents for safe keeping, Thor and Loke set out again.

http://www.mainlesson.com/display.php?author=mabie&book=norse&story=journey

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��"��#��(Norway)

Once upon a time in Sweden a fairy was riding a coach drawn by three golden goats, when suddenly her goats escaped into the fields. Luckily three farmhands - Jens, Mats and Thor - caught them as they dashed by."What amazing goats," said the farmhands, stroking the thick, lustrous golden fleece of the goats. "Whoever owns them will surely want them back."When the fairy arrived she was indeed glad to see her goats had been safely caught. She said, "To thank you for catching them, you may keep my goats. But beware - you can see they are frisky animals. When they escape they'll come home to be with my other goats and then you will have a hard time telling which one is yours."Jens, Mats, and Thor could hardly believe their luck. By sheering the goats' luxurious golden fleece and selling it, they would surely become rich! As soon as the fairy disappeared into the woods, they quit their jobs and returned to their parents' homes. Mindful of the fairy's warning, Jens branded his goat with tar behind the left ear. Mats branded his with tar between the goat's horns, and Thor branded his animal under the long goatees. Of course, they had to think of how to keep their precious animals from running away. Jens and Mats tied a rope around the necks of their goats with five long ends each and hired workmen to hold each end of the rope all night while the goats slept, and during the day while they grazed in the fields. Thor, however, preferred to look after his goat himself.As they expected, bundles of golden fleece sold for a high price indeed. Soon the young men were richer than their wildest dreams. They dressed in fine clothes and built palaces for themselves. They started to call themselves Lord Jens and Lord Mats.Of course, Thor built himself a palace just as the others had, and he lived and dressed well. Still, he clipped and cared for the goat himself, leading the animal with him wherever he went, petting and talking to him. Finally, the goat became so tame that he didn't need a leash anymore, and followed Thor like a dog, coming when he whistled. Thor was even allowed to ride on the goat's back, and they took long trips together.One day, when Thor sheared a large chunk of golden fleece, he thought it would be better still if he could wind it into a ball of yarn and sell the yarn at the market. So he placed the fleece on the goat's horn, pulled it across his head and began to twist it. The goat watched the thread grow longer and longer. Suddenly the goat jerked his neck to tighten and stretch it. Thor might as well have had another person helping him, so well did it go.When the length of yarn was ready, Thor wound the yarn on the goat's horn. And the goat moved his head from side to side, just as a person helping someone wind yarn would do. Soon, Thor had large balls of golden yarn, which brought a far better price than the golden fleece. Thor became known far and wide for his wealth and his generosity in sharing his riches with the needy. Lord Jens and Lord Mats laughingly called him The Goatherd, since he still stooped to the common task of caring for the goat himself.One morning, a terrible cry shattered the early morning hours. One of the stable boys had fallen asleep, and the goat belonging to Lord Jens had escaped! Tearing his hair and running frantically around, Lord Jens moaned the loss of his prized animal. Finally he slung a knapsack on his back, set off to find the fairy, and after a long search he found her castle deep in the woods on a hilltop."Ah, welcome," said the fairy with a smile. "I thought you'd be here soon, since your goat returned to us a while ago. Now as I said before, you're welcome to take back your goat if you can identify him. But, if you cannot, things will not go well for you. Would you care to look at the stalls?""Of course," said Lord Jens with confidence, remembering the tar he had carefully placed behind the left ear. Each goat was in a stall with walls and floors of marble, and he went from stall to stall, examining each golden goat in turn. Yet none had the mark behind the left ear.

41

http://www.davisons.co.im/wp-content/uploads/2011/09/Goats.jpg

��(Sweden)

"Oh, I wouldn't look for any marks or brands," said the fairy, laughing. "All the goats wash themselves in my crystal clear stream, and all marks are instantly washed away."Lord Jens groaned. Golden goats looked exactly alike! Yet one of them must be his! He grabbed one that could have been his goat. Though it resisted, he pulled it away until it was bound to leave its stall. Then with a quick motion the goat broke away from Jens' grasp, and with its horns butted him so hard he was thrown out the door, where he rolled and rolled down the hill.When Lord Jens returned to the village, he found Lord Mats in the same sorry state he had been in before. The workmen hired by Mats had been frightened by a bear rushing out of the woods and they, too, had dropped the ropes and had allowed the goat to escape."You'll never find your goat," grumbled Jens. He tried to tell Mats it was hopeless to find his goat from all the rest, but Mats would have none of that, remembering the brand he had put between the goat's horns. And Mats, too, slung a knapsack on his back and set out to find the fairy's castle.When Mats arrived, all the goats looked exactly the same to him. He, too, was butted out the door, rolled down the hill, and he returned to the village with his head hung down low.Before you think that Thor kept his goat without any problems, you should know that not long after that, a lightning storm struck and a flash of lightening frightened Thor's goat and it also ran away. Thor set out to find his goat and came to the fairy's castle. When the fairy told him that all brands and marks disappeared when the goats bathed in the crystal clear stream, Thor wasn't worried. "Surely my goat will recognize me," he thought.But when he slowly passed each stall the fairy laughed and said, "Goats do not have long memories, I'm afraid." Thor felt sad. None of the goats seemed to know him. Could it be that his goat had forgotten all the fine times they had shared together?"Well, at least may I clip a lock from each goat?" he asked the fairy. "One of the locks will have to be from my goat, and I'll have that as a remembrance.""Why not?" said the fairy, and Thor clipped a small lock from each goat. To make the pile easier to handle, Thor tied the fleece to a pump handle and began to twist the yarn into thread. He pulled and twisted, pulled and twisted, as he had done so many times before. One of the goats leaned forward, watching. Suddenly the animal stepped out of its stall, stuck both horns into the wood on the pump handle and began to jerk and pull, stretching the thread. Thor looked up."My goat! My golden goat!" he cried in delight. And so Thor and his goat were reunited. They returned to the village and lived happily ever after.��This folk tale from Sweden is retold by Elaine L. Lindy, ©2005. All rights reserved.A version of the story can also be found in The Diamond Bird by Anna Wahlenberg (Doubleday & Company Inc., New York 1969) pp. 111-119.

©Copyright 2005 Elaine Lindy - All rights reserved.http://www.storiestogrowby.com

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A Yule goat from Uppland, Sweden, 1910

http://en.wikipedia.org/wiki/Sweden

http://en.wikipedia.org/wiki/Uppland

Introducing the …..!"#$%&'()*+,*#&+(-#./0%,(1(,20(!"#$%&(3'4,$,*,0($'(3#0+&'5

The African Cultural Project is the foremost organisation for African cultural and educational activity in Ireland, and the main objective behind its foundation is to Tell Africa's Story. This story is aimed at promoting an understanding of the African continent and of the countries and people of Africa.Since its establishment, the African Cultural Project has been co-ordinating a multi-disciplinary programme of cultural and educational events featuring Africa's rich and diverse cultural traditions in collaboration with major institutions. These have included the National Concert Hall, the Chester Beatty Library, the Irish Writers' Centre, the Public Library system, Local Authority Arts Officers, the Alliance Française Dublin, University Language departments, among others.Some of the founding members of the African Cultural Project were involved in organising the First African Music Club Nights in Dublin, featuring African and Caribbean popular urban music, from September, 1988.

The African Cultural Project is a registered not-for-profit company 235054 and is also recognised by the Revenue Commissioners in Ireland as a Charity. Registered Charity Number: 20030728CHY (Revenue) Number: 11316.

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We in the African Cultural Project don't claim to speak on behalf of the whole of Africa or, for that matter, for all the estimated 950 million plus Africans. What we do, rather, is to identify people from a particular country and seek their views on a specific or particular issue, and to get their involvement in any educational programme or event we might propose. In this way, we respect their right to decide how to explain their own issues or "tell their own particular story".

Ireland In A Culturally Diverse EuropeIreland is only recently going through the social and cultural experience which has long been a feature of other European countries. This changing profile of Irish society from a Euro-centric towards a more culturally diverse population has also given rise to certain challenges.Our Response?The need to face up to these new challenges is even more urgent, and the African Cultural Project's work, with its strong emphasis on an education programme focused on the cultures of the various African countries, has never been more relevant than it is today.As major stakeholders, we also see the contribution of organisations such as the African Cultural Project as even more necessary in efforts to broaden perceptions and knowledge on diversity issues.

Previous and current activities include the following:! organised an annual Africa Festival from 1995 and 1998! an Education programme on Africa in Schools and Public Libraries! a Festival of Literature for Younger Readers featuring African books! Research & Publications on Africa-related issues! a Youth Arts programme Snowfall in Lesotho Old Nubian Text




toga the dancing goat (a retold version of the ethiopian kaldi and the dancing goats legend) is the...

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