Africa in the Irish Classroom From Ancient Civilisations to Present-day Encounters An African Studies Programme Tales from the Gardens Plant & Animal Stories from the Botanic & Zoological Gardens

Toga the Dancing Goat a retold version of the Ethiopian Dancing Goats legend

Illustration by 5th Class (May 2015) Castaheany Educate Together National School from the Family Farm and the Great Palm House & the Curvilinear Range Glasshouse about the Goat, the Berries and the Coffee Plant as retold by Adekunle Gomez a Primary Curriculum Support Programme in fulfilment of the Myths & Legends Strand Unit - History Syllabus (Third – Sixth Classes) and related Social, Environmental and Scientific Education (SESE) subjects Acknowledgements 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 everyone else with my apologies for not identifying them by name. Special thanks to Ms Hirit Belai – HaHu Books, London, UK - http://www.hahubooks.co.uk/ It was Hirit's present to me of the 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 Goats Mr Gassan Bagersh – Shama Books, Addis Ababa. Publishers of Kaldi and the Dancing Goats. http://shamaethiopia.com/ Special thanks also to the following wonderful people: Catherine (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). The Copyright Owners of the Various Images and Articles used in this publication 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. Tales from the Gardens Plant & Animal Stories from the Botanic & Zoological Gardens

Toga the Dancing Goat a retold version of the Ethiopian Dancing Goats legend

from the Family Farm and the Great Palm House & the Curvilinear Range Glasshouse about the Goat, the Berries and the Coffee Plant as retold by Adekunle Gomez

Adekunle Gomez 087-900 53 43 African Cultural Project / Africa Institute Email: [email protected] http://africainireland.blogspot.com http://africaintheirishclassroom.blogspot.com/

"Knowledge is like a Baobab tree, one person’s arms cannot encompass it." Ghanaian proverb (West Africa) Africa in the Irish Classroom From Ancient Civilisations to Present-day Encounters

an African Studies Curriculum Support Programme designed and aimed at First and Second Levels

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) Africa in the Irish Classroom is a Curriculum Support Programme in African Studies designed for teachers and pupils / students at first and second levels. It addresses the areas in the Irish curriculum where reference to Africa is made. 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 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. The programme involves: School visits programme schedule: Designing Africa-related Materials for the relevant subjects This is offered in these formats: one, three or five-day (the five- School Visits to introduce the programme in the Classroom day over one week or five visits). It will involve: Recommending educational resources for African Studies at Classroom contact with the pupils / students and the teachers. first and second levels Support materials for follow-up activities, as well as after-visit Offering In-Service and Pre-Service Courses advisory service.

Further Information: African Cultural Project / the Africa Institute in Ireland Email: [email protected] http://africainireland.blogspot.com

Snowfall in Lesotho Yes. Telling Africa's Story in Ireland "Knowledge is like a Baobab tree, one person’s arms cannot encompass it." Ghanaian proverb (West Africa)

Introduction 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. Lungs Of The Earth Plants have been described as the lungs of the earth. The botanical and zoological gardens are two of my favourite places in Ireland: In the summer of 2014, I had the privilege of being part of Zoo Camp where 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). The Botanic Gardens is a place I think of as an African Paradise in Ireland and where I make 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. Source: http://rlv.zcache.com/ Toga the Dancing Goat is one of these and is also part of a forthcoming series, Tales from the Gardens - the Botanical and Zoological, that is.

The Story Toga the Dancing Goat is a re-told version of the 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. The story of Coffee’s 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. In the first two parts, children are introduced to the main character in the story, Toga the Goat and the location is a county somewhere in Ireland. Toga in Ireland The first part is written for four and five-year olds and ends with Toga coming back to Ciaran his herder and the other goats after his encounter with the berries on a plant. In this part, the berries are not identified; they can be any kind and from anywhere in the world; the children can also think of Toga the Goat as King Puck of Killorglin, or any other goat nearer their home. The second part is written for six and seven-year olds and ends with Toga and the other goats coming back to Ciaran after their encounter with the berries Toga had seen the day before. The berries in this second part are still not identified; they can be any kind and from anywhere in the world. The story is also taken to the next level. Toga in Ethiopia and the Coffee Berry The third and final part is the full version with some changes: the location (Ethiopia) and the berries (which has now been identified as coffee). An educational programme designed for the Primary School Curriculum (from Infants to Sixth Classes) is included and can be found on the pages following the full version of the story. This story will also appeal to anyone for whom drinking coffee has become a daily ritual, or even observes fellow citizens engaging in this ritual, and is interested in knowing about coffee’s origins.

Special thanks to the following wonderful people: Catherine (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 this 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)

1 The Story of Toga the Dancing Goat (Part 1) (Four and Five Year-Olds Version) Once upon a time, a very long time ago, there was a goat called Toga, who lived in a county somewhere in Ireland. Toga the Goat was looked after by a young boy called Ciaran, whose father owned many goats. Every morning during the summer, Ciaran would take Toga and the other goats out into the fields, where they would spend the whole day feeding on the green grass. Ciaran also liked to play his flute and, sitting under his favourite tree, Ciaran would often play nice tunes on this, as he watched Toga and the other goats feed on the green grass. Sometimes, Toga and the other goats got bored eating the same green grass and walking around the same fields. One day, on a very warm afternoon, Toga saw that Ciaran had fallen asleep. Toga decided to wander a little bit away from where they were. Toga also decided to visit the parts of the fields he had not yet seen. After a while, Toga saw from a distance a tree with green leaves, the colour of leaves most plants and trees would have. Toga also saw some yellow and bright red berries on the tree. Next, Toga decided to take a bite of some of the bright red berries, which smelt very nice. Now, this is something Toga shouldn't have done, as it is never a good idea to put something you don't know into your mouth but, luckily, Toga was safe - this time. After a few more bites of the bright red berries, Toga began to have a very funny feeling. It was also the kind of feeling which made Toga want to dance and, before he knew it, Toga found himself dancing, even dancing for quite some time. After some time, Toga looked around and saw that it was getting late. Toga also realised that he had wandered a bit too far away from his cousins and Ciaran, so he started to go back to them. Toga was lucky that he got back to his cousins safely. Toga also got back before Ciaran woke up from his afternoon nap, so Ciaran hadn’t noticed that Toga had gone missing. And that was the story of Toga the dancing goat.

2 The Story of Toga the Dancing Goat (Part 2) (Six & Seven Year-Olds Version) Once upon a time, a very long time ago, there was a goat called Toga, who lived in a county somewhere in Ireland. Toga the Goat and his cousins were looked after by Ciaran, a young boy whose father owned many goats. Every morning during the summer, Ciaran would take Toga and his cousins out into the fields, where Toga and his cousins would spend the day wandering and feeding on the green grass of the gentle rolling hills which stretched far beyond anywhere the eyes could see. Ciaran the young goat herder also played the flute 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. Sometimes, Toga and his cousins got bored eating the same 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 Ciaran was having one of his naps, Toga wandered a little bit away from his cousins, and from where Ciaran was having his nap. That day, Toga also decided to visit those parts of the fields he had not yet seen. After wandering for some time, Toga saw from a distance, a plant with green leaves, the colour of leaves most plants and trees would normally have. Slowly and carefully, Toga continued to move towards the plant, the plant with the green leaves, for he had been taught by the older goats to be very careful if he ever came across something new. Standing a little bit away, Toga took a good long look. Next, he moved a bit closer, but very slowly, towards the plant. What caught Toga’s eyes, however, were the bright red colours on the branches. These bright red things turned out to be berries. When Toga’s face was almost about to touch the green leaves and the red berries, he saw that some of the berries were not red, but the same green colour as the leaves of the plant, and that’s why he hadn’t noticed them from a distance. Next, Toga decided to take a sniff to find out how the berries, both green and red, smelt like. While Toga could hardly smell anything from the green berries, the red berries gave out a very pleasant smell. “Umm, these red berries smell good. I wonder what kind of fruit these might be”, Toga said to himself. “No, I wonder what they might taste like.” However, what made Toga want to taste the berries most was the pleasant smell from the bright red berries, and it didn't take long before Toga took a bite of some of these, which also tasted as nice as they smelt. After a few more bites of the bright red berries, Toga began to have a very funny feeling. It was also the kind of feeling which made Toga want to dance and, before he knew it, Toga found himself dancing, even dancing for quite some time. After a good while, Toga looked around and suddenly saw that it was getting late. Toga also realised that he had wandered a bit too far away from his cousins and Ciaran, so he started to get back to them.

3 Luckily for Toga, he managed to get back to his cousins safely. Toga also got back before Ciaran woke up from his afternoon nap, so Ciaran hadn’t noticed that Toga had gone missing. Later that evening, after Ciaran had gone to bed, Toga told his cousins about his adventures earlier that day. Toga also promised his cousins he would take them to where the plant with the green leaves and bright red berries was. What Toga didn't tell his cousins, however, was what he did with the berries, and what happened to him afterwards, as he wanted to keep this part of his adventure as a surprise. The next day, just before sunrise, and just as he had always done every summer morning, Ciaran 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, just as they had always done. After some time, when it began to get a little bit warmer, Ciaran started to have his usual afternoon nap. As soon as Toga noticed that Ciaran was having one of his naps, he whispered to his cousins and asked them to follow him. Toga then led his cousins to that part of the field a good bit further and away from Ciaran, and to where, the day before, he had seen the green plants with the green leaves and bright red berries. After a while, Toga and his cousins arrived at the place where Toga had seen the plant with the green leaves and the bright red berries. Toga told them how he had tasted the bright red berries, but what he didn't tell them was how he felt afterwards. He then moved closer and picked some of the bright red berries as he prepared to eat these. However, Toga’s cousins were not so sure he should go ahead and taste the bright red berries, and warned him to be careful. “Ah, don’t worry, I'll be fine”, Toga replied, taking his first nibble of the bright red berries he had just picked, as his cousins looked on very worried. Toga then asked the other goats to try some of the bright red berries. At first, Toga’s cousins were not so sure about this, but after they saw that Toga was alright, they decided to try some of the bright red berries themselves. 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. This was not the kind of funny feeling you would get when something unpleasant had been eaten. Once again, just like Cousin Toga the day before, this same happy funny kind of feeling turned into the dance Toga had performed. First, Toga - for it was him who was the first to taste the bright red berries - lifted his back left foot, followed by his back 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. Soon, Toga’s cousins were beginning to notice that the same happy funny kind of feeling was turning into the gymnastic and dance moves which Toga had earlier performed. Toga and his cousins got themselves in a circle. Then, after what seemed like a count of one, two and three, they all stood on their back 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.

4 Credit: Sari Nordberg

Toga and his cousins performed different dances: 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 the twist, rock and roll. In fact, any dance you can think of, Toga and his cousins seemed to perform it. Their Russian ballet dance was the best to be seen outside of Russia. Exhausted, Toga and the other goats decided to get back to Ciaran before he woke up. One thing they promised themselves, however, was that they would return to the tree with the green leaves and the bright red berries.

Special thanks to this wonderful person: Hao (first class) of The Harold School, Glasthule, Co Dublin, who lent her attentive ears and cast her critical eyes on this 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. (September 2014)

5 The Legend of Toga the Dancing Goat (Full Version)

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

Toga the Dancing Goat A story 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

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.

6 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 to them, and before Kaldi woke up from his afternoon nap, so Kaldi hadn’t noticed that Toga had gone missing. The Central Character in the Story!

Toga's descendant, one of Ethiopia's 29.113 million goats (2014 FAO estimates) photo credit: Sean Winslow

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.

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 to 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 urging, 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 back left foot, then his back right foot and did a terrific somersault. 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.

7 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. 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. The Supporting Character!

Credit: Sari Nordberg 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, even what we know as a modern dance like the rock and roll. In fact, any dance you could think of, Toga and his cousins seemed to perform it. 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. It was the same bright red berries Toga and his cousins have been munching on earlier. 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. 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, and taking 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 was waiting for them with worry. Back home, Kaldi first showed the bright red berries to his father 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 bring the bright red berries to show to the monks in the local monastery. These monks had been having problems staying awake during prayers.

8 The monks, after carefully examining the bright red berries and having listened to the effects these have had 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 this juice 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 who visited Toga’s hometown took the plant back home with them. In those days, people from across the Red Sea in Arabia also travelled to Ethiopia. One of these travellers took the plant back with him to Yemen in Southern Arabia. It was the people of Yemen who also decided to take the seed, also known as a bean, out of the fruit, which they 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.

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

9 Toga the Dancing Goat (Infants Classes Programme)

Contents Page Integration & Curriculum Links Diagram 11 Extract from the SESE History Curriculum 11 Introduction & Summary of the Programme 12 Section One Subject: History Strand: Story: Toga the Dancing Goat (see page 2) Strand unit: Stories Section Two Direct Curriculum Links Subject: Visual Arts Strand: Drawing 13 Strand unit: Making Drawings Strand: Paint and Colour Strand unit: Painting Strand: Clay Strand unit: Developing Form in Clay Subject: Science Extract from the SESE Science Curriculum 14 Strand: Living Things 15 Strand unit: Plants and animals Subject: Music Strand: Listening and Responding 16 Strand unit: Listening and Responding to Music

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10 Toga the Dancing Goat (Infants Classes Programme) Toga the Dancing Goat is the story about a goat who left the other goats and went off on an adventure. Designed in fulfilment of the Stories Strand Unit of the Story Strand of the History syllabus, Toga the Dancing Goat is a Curriculum Support Programme in the Social, Environmental and Scientific Education (SESE) curriculum. This is the infants classes version of the programme prepared for the Subjects, Strands (and Strand Units) below: Social, Environmental and Scientific Education (SESE) History Story (Stories) Science Living Things (Plants and Animals) Visual Arts Drawing (Making Drawings) Visual Arts Paint and Colour (Painting) Visual Arts Clay (Developing Form in Clay) Music Listening and Responding (Listening and Responding to Music)

Integration & Curriculum Links

Science Strand Living Things Unit Plan ts and Animals Toga the Dancing Goat

(extract from the SESE History Curriculum) Strand: Story Strand unit: Stories [infant classes] The child should be enabled to • listen to, discuss, retell and record through pictures and other simple writing activities some stories from the lives of people who have made a contribution to local and/or national life and to the lives of people in other countries in a variety of ways • become aware of the lives of women, men and children from different social, cultural, ethnic and religious backgrounds, including the lives of ‘ordinary’ as well as ‘more famous’ people • listen to local people telling stories about their past • discuss the chronology of events (beginning, middle, end) in a story • express or record stories through art work, drama, music, mime and movement and using information and communication technologies • display storyline pictures showing episodes in sequence. 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

11 Introduction & Summary of the Infants Classes Programme

The Story (see page 2) Toga the Dancing Goat is a retold version of the Dancing Goats legend. In the first two parts, children are introduced to the main character in the story, Toga the Goat. The first part is written for four and five-year olds and ends with Toga coming back to his herder and the other goats after his encounter with the berries on a plant. In this part, the berries are not identified; they can be any kind and from anywhere in the world; in this instance, the children can think of Toga the Goat as King Puck of Killorglin, or any other goat nearer their home.

Why this story was chosen • The opportunity for a cross-curriculum programme The Characters, elements: Ciaran the goat herder, the goat and the plant with the berries. Section One is on the Stories Strand Unit. Section Two is on the SESE subjects directly-related to this Strand Unit: Science, Visual Art and Music (Arts Education).

Designed in fulfilment of the Stories Strand Unit of the Story Strand of the History syllabus, Toga the Dancing Goat is a Curriculum Support Programme in the Social, Environmental and Scientific Education (SESE) curriculum. The directly-related cross-curricular subject links (Section 2) are Science (goats, plant with the berries), Visual Arts (clay) and Music (listening to music), (see the Curriculum Links diagram for strands and strand units). The programme takes the story as the starting point. Next, the characters (Toga the Goat, his cousins and Ciaran) are identified. Toga the Goat and his cousins would thus provide the first direct curriculum link: Science (Living Things strand, Plants and Animals / Plant and Animal Life unit). The plant would be the other item to be studied in the Plants and Animals / Plant and Animal Life unit of the Living Things strand in Science. The flute music Ciaran the herder 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.

Comments: In the infants classes, it would be enough to tell the story of the dancing goat and keep to the activities on the goat drawing, colouring and music. Below the age of six, the world we can make sense of would usually extend to our immediate surroundings.

Adekunle Gomez African Cultural Project / Africa Institute Email: [email protected]

12 Visual Arts: Strands: Drawing; Paint and Colour; Clay Strand units: Making Drawings; Painting: Developing Form in Clay After listening to the story, we will now try to do a colouring of a goat. Please, feel free to use any colour you like! Some of you may also decide to draw your own goat. Now, Let's Have the Best (Colourful) Goat! (a Colouring Activity)

Original Source / Credit: http://background-pictures.feedio.net/blank-goat-coloring-sheets-unique-gifts/fun- website.com*coloringpages-bojanke*animals*koza.jpg/

You may also like to draw some berries and talk about them. Another activity would be making sculptures of goats and berries using clay.

13 Section Two Direct Curriculum Links (extract from the SESE Science Curriculum) Strand: Living things infant classes Strand unit Plants and animals The child should be enabled to Variety and characteristics of living things • observe, discuss and identify a variety of plants and animals in different habitats in the immediate environment common trees and other plants common birds and other animals in habitats such as ponds, trees, hedges, grass, rocks, soil • become aware of animals and plants of other environments • sort and group living things into sets flowers, leaves, trees, birds, fruit and vegetables • recognise and identify the external parts of living things flower, leaf, stem, root tail, leg, beak, feathers Processes of life • observe growth and change in some living things • explore conditions for growth of bulbs and seeds in soil, damp moss, wet paper • become aware that animals and plants undergo seasonal change in appearance or behaviour colour change, leaf fall, appearance of buds and shoots, hibernation.

Integration SPHE: Myself History: Local studies

14 Science: Living Things Plants: Irish berries – name the different kinds of these the children might have seen or heard of. Pointing out that some berries are not safe to eat and that only berries adult give them are the ones to eat.

Holly Berries Source: http://www.freeirishphotos.com

Science: Living Things Animals: Goat – a member of the animal family.

15 Music: Listening and Responding Listening and Responding to Music As we heard from the story, Ciaran the Goat herder played a flute.

Children could listen to some samples of recorded flute music. The Irish flute and other kinds of wind instruments such as the recorder and tin whistle could be introduced.

Soprano Stanesby Jr. La = 440 Hz Recorder Source: http://www.mg-woodwinds.com.ar/instruments.htm

16 Toga the Dancing Goat (First & Second Classes Programme)

Contents Page Integration & Curriculum Links Diagram 18 Extract from the SESE History Curriculum 18 Introduction & Summary of the Programme 19 Section One Subject: History Strand: Story: Toga the Dancing Goat (see page 3) Strand unit: Stories Section Two Direct Curriculum Links Subject: Science Extract from the SESE Science Curriculum 20 Strand: Living Things 21 Strand unit: Plants and animals Subject: Visual Arts Strand: Drawing 23 Strand unit: Making Drawings Strand: Paint and Colour 23 Strand unit: Painting Strand: Clay 23 Strand unit: Developing Form in Clay Subject: Music Strand: Listening and Responding 23 Strand unit: Listening and Responding to Music

17 Toga the Dancing Goat (First & Second Classes Programme)

Designed in fulfilment of the Stories Strand Unit of the Story Strand of the History syllabus, Toga the Dancing Goat is a Curriculum Support Programme in the Social, Environmental and Scientific Education (SESE) curriculum. This is the first and second classes version of the programme prepared for the Subjects, Strands (and Strand Units) below: Social, Environmental and Scientific Education (SESE) History Story (Stories) Science Living Things (Plants and Animals) Visual Arts Drawing (Making Drawings) Visual Arts Paint and Colour (Painting) Visual Arts Clay (Developing Form in Clay) Music Listening and Responding (Listening and Responding to Music) ______

Integration & Curriculum Links

Science Strand Living Things Unit Plan ts and Animals Toga the Dancing Goat

(extract from the SESE History Curriculum) Strand: Story Strand unit: Stories [first and second classes] The child should be enabled to • listen to, discuss, retell and record some simply told stories from the lives of people who have made a contribution to local and/or national life and to the lives of people in other countries through technological, scientific, cultural and artistic activities as well as those who have contributed to social and political developments • become aware of the lives of women, men and children from different social, cultural, ethnic and religious backgrounds, including the lives of ‘ordinary’ as well as ‘more famous’ people listen to local people telling stories about their past listen to, discuss, retell and record a range of myths and legends from different cultural, ethnic and religious backgrounds in Ireland and other countries • distinguish between fictional accounts in stories, myths and legends and real people and events in the past • discuss chronology of events (beginning, middle, end) in a story • discuss the actions and feelings of characters • express or record stories through simple writing, art work, drama, music, mime and movement and using information and communication technologies • display storyline pictures showing episodes in sequence • use appropriate timelines. 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

18 Introduction & Summary of the Junior Classes Programme

The Story (see page 3)

Why this story was chosen • The opportunity for a cross-curriculum programme

The Characters, elements: Ciaran the goat herder, the goats and the plant with the berries. Section One is on the Stories Strand Unit. Section Two is on the SESE subjects directly-related to this Strand Unit: Science, Visual Art and Music (Arts Education).

Designed in fulfilment of the Stories Strand Unit of the Story Strand of the History syllabus, Toga the Dancing Goat is a Curriculum Support Programme in the Social, Environmental and Scientific Education (SESE) curriculum. The directly-related cross-curricular subject links (Section 2) are Science (goats, plant with the berries), Visual Arts (clay) and Music (listening to music), (see the Curriculum Links diagram for strands and strand units). The programme takes the story as the starting point. Next, the characters (Toga the Goat, his cousins and Ciaran) are identified. Toga the Goat and his cousins would thus provide the first direct curriculum link: Science (Living Things strand, Plants and Animals / Plant and Animal Life unit). The plant would be the other item to be studied in the Plants and Animals / Plant and Animal Life unit of the Living Things strand in Science. The flute music Ciaran the herder 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.

Comment and Note: If the class has seen the first part of the story in the infants classes and had undertaken the activities, the teacher could adapt the suggestions for the activities in this part and to expand on these following the curriculum guidelines for first and second classes.

Adekunle Gomez African Cultural Project / Africa Institute Email: [email protected]

19 Section Two Direct Curriculum Links (extract from the SESE Science Curriculum) Strand: Living things first and second classes Strand unit Plants and animals The child should be enabled to Variety and characteristics of living things • observe, identify and explore a variety of living things in local habitats and environments identify common trees and other plants common birds and other animals common insects and mini-beasts of habitats such as forest, waste ground, hedge, pond, rocks, stream, seashore • develop some awareness of plants and animals from wider environments • recognise and describe the par ts of some living things root, leaf, stem of plants trunk and branches of trees head, leg, wing, tail, skin covering of animal • recognise that trees are plants • group and sort living things into sets according to certain characteristics hibernation migration farm animals animals and plants that provide food Processes of life • appreciate that living things have essential needs for growth • explore, through the growing of seeds, the need of plants for water and heat • design, make or adapt a suitable container for growing seeds • investigate how plants respond to light • understand that seasonal changes occur in living things and examine the changes in plant and animal life during the different seasons • become familiar with the life cycles of common plants and animals.

Integration Geography: Natural environments

20 Subject: Science Strand: Living Things Strand unit: Plants and animals /

Green and Red Berries on a Plant Plants: Irish berries – identify and name the different kinds of these you have seen or heard of. Pointing out that some berries are not safe to eat and that only berries adult give them are the ones to eat.

Holly Berries Source: http://www.freeirishphotos.com

21 Animals: Goat – a member of the animal family. Children could find out what goats like to eat – apart from red berries! What is a baby goat called? How many stories about goats do the children know? Many countries have stories about goats. Children may ask grown-ups about places which are famous for their stories with goat characters. For example, the Norse god, Thor the Thunderer, whose chariot is pulled by the two goats, Tanngniost the Tooth Gnasher and Tanngrisnir the Tooth Grinder .

Former President of France Nicolas Sarkozy Source:

22 Subject: Visual Arts Strand: Drawing Strand unit: Making Drawings Strand: Paint and Colour Strand unit: Painting Strand: Clay Strand unit: Developing Form in Clay

http://www.reusableart.com/goat-images-08.html

Drawing and / or Colouring of pictures of Goats. You may also like to draw some berries. Making sculptures of goats and berries using modelling clay.

Subject: Music Strand: Listening and Responding Strand unit: Listening and Responding to Music As we heard from the story, when Ciaran the goat herder went out to the fields with his goats, he took with him the flute, his favourite musical instrument. Children could listen to some samples of recorded flute music.

ProWhistlesC1

The Irish flute and other kinds of wind instruments such as the recorder and tin whistle could be introduced.

23 Toga the Dancing Goat a retold version of the legend of Kaldi and the Dancing Goats The Story of Ethiopian Coffee A Primary Curriculum Support Programme (third to sixth classes programme)

• Contents Page • Toga the Dancing Goat – Programme Outline; Integration & Curriculum Links 25 • Extract from the SESE History Curriculum 26 • Summary of the Programme 27 • Journey to the Coffee Cup: From the Tree, to the Ripe Fruit and on to the Roasted Bean 28 • Ethiopian Coffee Ceremony 29 Images 30 • Section Two Direct Curriculum Links Summary 31 • Science • Extract from the SESE Science Curriculum 33 Coffee 34 Bamboo 36 Goat 37 Africa: Goat & Selected Livestock Statistics (FAO 2014) 38 • Visual Arts - Developing Form in Clay 39 • Music - Listening and Responding to Music 40 Johann Sebastian Bach: Coffee Cantata 41 Danse de la Chèvre 42 • Coffee History and Itinerary 43 • The Devil's Cup 44 • The Project Gutenberg Ebook of All About Coffee - Foreword 46 • From Weapons of War to Great Coffee – BBC News article 48 • Thor's Wonderful Journey 49 • The Three Golden Goats 50 • African Cultural Project Information Back Page

24 Toga the Dancing Goat The Story of Ethiopian Coffee

Toga the Dancing Goat (a retold version of the 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, Toga the Dancing Goat is a Curriculum Support Programme in the Social, Environmental and Scientific Education (SESE) curriculum, and with an African Studies dimension. This is the third to sixth classes version of the programme prepared for the Subjects, Strands (and Strand Units) below:

Social, Environmental and Scientific Education (SESE) History: Story (Myths and Legends; Stories from the Lives of People in the Past) Science: Living Things (Plants and Animals/Plant and Animal Life) Visual Arts: Drawing (Making Drawings) Visual Arts: Paint and Colour (Painting) Visual Arts: Clay (Developing Form in Clay) Music: Listening and Responding (Listening and Responding to Music) Geography: Natural Environments (Physical Features of Europe and the World) Geography: Human environments (People and Places in other Areas; People and Other Lands; Trade & Development Issues)

Integration & Curriculum Links

Toga the Dancing Goat The Legend of Ethiopian Coffee

Science Strand Living Things Unit Plants and Animals / Plant and Animal Life

Programme outline & Contents • Classroom contact with third to sixth classes and their teachers • Reading the story of Toga the Dancing Goat • The Kaffa region of Ethiopia, original home of the Coffee plant. (People and Other Lands) • The Story of Coffee's journey around the world. (Devil's Cup article) • Related activities and cross-curricular links: Science, Music, Visual Arts, Geography, History, Drama.

25 (extract from the SESE History Curriculum) Strand: Story Strand unit Myths and legends (Third & Fourth Classes) The child should be enabled to • listen to, discuss, retell and record a range of • distinguish between fictional accounts in myths and legends from various cultural, stories, myths and legends and real people ethnic and religious backgrounds in Ireland and events in the past and other countries • express or record stories through oral and • discuss the chronology of events in the written forms, art work, drama, mime, stories movement and information and • discuss the actions and feelings of characters communication technologies.

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

Strand unit Myths and legends (Fifth & Sixth Classes) The child should be enabled to • listen to, discuss, retell and record a wider • discuss the forms of expression and range of more complex myths and legends conventions used in myths and their retelling from different cultural, ethnic and religious exaggeration, repetition, fantasy, backgrounds in Ireland and other countries caricature • discuss the chronology of events in the • explore and discuss common themes and stories features which are to be found in the myths • discuss the actions and feelings of characters and legends of different peoples • relate the myths and legends to the beliefs, • express or record stories through oral and values and traditions of the peoples from written forms, art work, drama, mime, which they came movement, information and communication technologies. 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 66

Oban's Myths & Legends What are myths? What are legends? explained by Oban Myths 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.htm Oban The Knowledge Keeper http://www.planetozkids.com/oban/what-are-legends.htm

26 Summary of the Senior Classes Programme

The Story Toga the Dancing Goat is a story about a hot drink most grown-ups like, and the berry and bean from which this drink is made. Why this particular story was chosen • Coffee as a hot beverage has assumed an international significance – universality of the coffee drink • The opportunity for a cross-curriculum programme • Ethiopia as a country which has very much been in Irish consciousness, as well as for its rich heritage. The Characters, elements: Toga the Goat and the other goats, Kaldi the goat herder, and the coffee plant. Also, 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 legends of Thor the Thunderer, whose chariot was pulled by two goats. Another Scandinavian myth involving goats is the Three Golden Goats. 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, Kaldi and the Dancing Goats is a Curriculum Support Programme in the Social, Environmental and Scientific Education (SESE) curriculum, and with an African Studies dimension. Section One is on the Myths and Legends Strand Unit. Section Two is on the SESE subjects directly-related to this Strand Unit: Science, Visual Art and Music (Arts Education). Section Three is on the SESE Units which are indirectly-related to the Story. The directly-related cross-curricular subject links (Section 2) are Science (goats, coffee plant, bamboo grass), Visual Arts (clay / claypot) and Music (listening to Ethiopian music), while Geography (Land, Rivers and Seas, People and Other Lands) would be an indirectly-related curriculum subject (see the Curriculum Links diagrams on pages seven and eight for strands and strand units). The programme takes the legend as the starting point. Next, the characters (Toga the Goat, his cousins and Kaldi) are identified. Toga the Goat and his cousins would thus provide the first direct curriculum link: Science (Living Things strand, Plants and Animals / Plant and Animal Life unit). 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 plant used to make the flute would have been studied in science. The coffee pot, an important item used in the Ethiopian Coffee Ceremony, would be studied under the Developing Form in Clay unit in Visual Arts, while younger classes could do drawings and colourings of goats and the plants they study from the story (Making Drawings / Painting units). Geography, 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), while the Human Environment strand (People and Other Lands unit) will tell us about the lives of the people who live there. While the programme is specifically designed for third to sixth classes, sessions with infants, first and second classes can be arranged where storytelling, drawing and music activities will be undertaken. This CSP is also particularly useful in providing the necessary background knowledge on Africa for those engaged in social / global justice issues, and in an area such as development education.

27 Journey to the Coffee Cup: From the Tree, to the Ripe Fruit and on to the Roasted Bean

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

The Ethiopian coffee plant Source: http://www.imagejuicy.com/images/plants/c/coffea/2/

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.

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

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.

Dried Green Coffee Beans Roasted Coffee Beans 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.

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

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

29 Ethiopian Coffee Ceremony Images

Ethiopian Coffee Ceremony Credit: Adis Gebru

Coffee Beans Being Roasted for the Ceremony Credit: Joy Lynn Please, see also: https://baskettoethiopia.wordpress.com/2013/02/20/bean-coffee/

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.

30 Section Two Direct Curriculum Links

This section covers subjects / strands / units which would be directly related to the story. That is, the subjects, items and elements in the story. 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 of the Science subject. The third item from the story related to living things is the bamboo from which Kaldi's flute (called a washint) was made. The two other subjects considered under direct curriculum links are Visual Arts and Music. Visual Arts would offer the chance to work in clay when it comes to looking at the coffee pot used in the Ethiopian Coffee Ceremony. Music offers the chance to listen and respond to Ethiopian music like the type Kaldi would have played. Subject: Science Strand: Living Things Strand unit: Plants and animals/Plant and animal life (fifth and sixth classes) Ethiopian Plants and Animal Life (Coffee Plant, Bamboo, Goats, etc) Plant Life: Coffee Plant Plant Life: Bamboo Animal Life: Goat

Subject: Visual Arts Strand: Drawing Strand unit: Making Drawings (third to sixth classes) Strand: Paint and Colour Strand unit: Painting (third to sixth classes) Strand: Clay Strand unit: Developing Form in Clay (third to sixth classes)

Subject: Music Strand: Listening and Responding Strand unit: Listening and Responding to Music (third to sixth classes) Ethiopian Washint (flute) music

31 Section Two Direct Curriculum Links

(extract from the SESE Science Curriculum) Strand: Living things third and fourth classes Strand unit Plant and animal life 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 conditions use 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.

Integration Geography: Natural environments

32 (extract from the SESE Science Curriculum) Strand: Living things fifth and sixth classes Strand unit Plant and animal life 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.

33 Subject: Science Strand: Living Things Strand unit: Plants and animals/Plant and animal life (5th & 6th classes) Ethiopian Plants and Animal Life (Coffee Plant, Barley, Bamboo Grass, Goats, etc) Plant Life: Coffee Plant

Coffee Plant in the National Botanic Gardens, Glasnevin, Dublin Photo Credit: Liubov Kadyrova http://www.facebook.com/ElevenForms

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

34 The National Botanic Gardens' Information on Coffee Photo Credit: Liubov Kadyrova http://www.facebook.com/ElevenForms

The coffee tree averages from five to ten metres in height. As the tree gets older, it branches less and less and bears more leaves and fruit. The tree typically begins to bear fruit three to four years after being planted, 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 plant fruit trees around them or plant the coffee on the sides of hills, because they 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 rainfall per year. Heavy rain is needed in the beginning of the season when the fruit is developing, and less later in the season as it ripens. The harvesting period can be anywhere from three weeks to three months, and in some places the harvesting period continues all year round.

A coffee bean is a Coffee cherries on coffee plant (Coffea arabica) seed of the coffee plant, and is the source for coffee. It is the pit inside the red 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. Green and Red Berries on a Coffee Plant Like Brazil nuts (a seed) and white rice, coffee beans consist mostly of endosperm. wiki info

35 Subject: Science Strand: Living Things Strand unit: Plants and animals/Plant and animal life (5th & 6th classes) Ethiopian Plants and Animal Life (Coffee Plant, Bamboo Grass, Goats, etc) Plant Life: Bamboo 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 – the material from which the washint, (Ethiopian flute) is made and which was Kaldi's favourite musical instrument, can be found in the Botanic Gardens. Dublin Zoo also cultivates some fine bamboo plants. Bamboo (Bambuseae) is a family of flowering perennial evergreen plants in the grass family Poaceae, sub-family Bambusoideae, tribe Bambuseae. Giant bamboos are the largest members of the grass family. In bamboos, the internodal regions of the stem are hollow and the vascular bundles in the cross section are scattered throughout the stem instead of in a cylindrical arrangement. The dicotyledonous woody xylem is also absent. The absence of secondary growth wood causes the stems of monocots, even of palms and large bamboos, to be columnar rather than tapering.

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

Bamboos are some of the fastest-growing plants in the world, due to a unique rhizome-dependent system. Bamboos are of notable economic and cultural significance in South Asia, Southeast Asia and East Asia, being used for building materials, as a food source, and as a versatile raw product. 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.

Bamboo Forest

36 Subject: Science Strand: Living Things Strand unit: Plants and animals/Plant and animal life (5th & 6th classes) 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. Animal Life: Goat Ethiopia’s 29 Million Goats According to the Food and Agricultural Organisation (FAO), the goat population of Ethiopia in 2014 was 29,112,963. 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.

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

37 Africa: Goat & Selected Livestock Population Statistics (FAO 2014)

Goats Sheep Cattle Pigs Camels Horses Africa 364,338,248 340,502,679 310,277,515 34,536,408 23,554,306 6,076,168 Percentage of World Total 36.20% 28.10% 20.90% 3.50% 84.80% 10.30%

Eastern Africa 134,811,723 91,628,180 156,464,011 12,872,051 11,692,362 2,065,165 Northern Africa 50,570,239 106,441,234 41,095,552 29,100 5,759,965 1,146,119 Southern Africa 5,490,000 30,006,000 20,018,000 1,818,100 88 471,650 Western Africa 147,293,936 102,375,258 68,514,952 12682457 4,551,891 1,923,369

Burkina Faso 13,891,000 9,277,700 9,090,700 2,345,800 18,364 40,000 Chad 6,850,000 3,250000 7,850,000 33,500 1,550,000 Eritrea 1,825,000 2,290,000 2,090,000 Ethiopia 29,112,963 29,322,382 56,706,389 34,000 1,164,100 2,033,115 Ghana 6,044,000 4,335,000 1,657,000 682,000 3,000 Kenya 25,430,058 17,811,845 19,500,000 430,844 2,937,262 2,050 Lesotho 855,000 1,240,000 670,000 82,000 70,000 Liberia 345,000 276,000 43,000 290,000 Malawi 5,500,000 260,000 1,305,000 2,800,000 Mali 20,083,130 14,423,280 10,313,330 78,370 998,500 527,970 Morocco 6,147,200 19,230,800 3,238,700 8,000 57,000 140,000 Mozambique 4,780,644 218,098 1,587,936 1,700,000 Niger 14,883,559 11,115,982 11,377,313 42,500 1,720,185 243,310 Nigeria 71,000,000 40,550,000 19,450,000 6,850,000 285,000 102,000 Rwanda 2,725,000 785,000 1,130,000 1,025,000 Senegal 5,381,312 5,381,312 3,481,126 397,400 4,842 545,242 Sierra Leone 900,000 865,000 692,000 65,000 428,000 Somalia 11,600,000 12,325,000 4,900,000 3,700 7,150,000 South Sudan 13,550,000 16,750,000 11,817,000 Sudan 31,029,000 39,846,000 30,191,000 4,792,000 787,509 Swaziland 270,000 36,000 618,000 35,000 Tanzania, United Republic of 16,250,000 8,000,000 25,000,000 505,000 Togo 2,800,000 2,225,000 523,600 1,467,570 Tunisia 1,248,200 6,805,700 671,200 5,500 236,500 Uganda 14,011,000 2,921,000 13,623,000 2,437,100 http://faostat3.fao.org/browse/Q/QA/E

The comparative figures for Ireland are: Goats Sheep Cattle Pigs Camels Horses Ireland 12,200 5,096,800 6926100 1,554,700 95,000

38 Subject: Visual Arts Strand: Clay Strand unit: Developing Form in Clay (third to sixth classes) 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 For the practical lessons, children would develop forms in clay as specified in the syllabus.

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

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

Original Source / Credit:

39 Subject: Music Strand: Listening and Responding Strand unit: Listening and Responding to Music (third to sixth classes) When Kaldi went out to the fields with his goats, he took with him the washint, his favourite musical instrument. This is the Ethiopian flute made from the bamboo grass. In this chapter, the class may be introduced to Ethiopian flute music, the musical instrument Kaldi was thought to have played.

Washint (Ethiopian Flute)

Ethiopian Instrumental Music Listening to Washint [flute] music from Ethiopia Introducing Ethiopian flute music like the type Kaldi would have played. The class might like to try playing Ethiopian flute music tunes themselves on a tin whistle, perhaps?

The music of Ethiopian musician, Yohannes Afework (pictured on next page) would also be worth listening to, as would the following: The Shepherd with the Flute by the late Ashenafi Kebede http://www.youtube.com/watch? feature=endscreen&NR=1&v=E3dcyxw5DUQ Anmut Kinde (Washint/flute/ Instrumental Music): Fikre Yenew Nesh http://www.youtube.com/watch?v=qqBwPiXDXoI

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/

40 Ethiopian Musician Yohannes Afework Playing the Washint

Johann Sebastian Bach: Coffee Cantata

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 following page for the Coffee Cantata story and links to the music.

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

Johann Sebastian Bach: Coffee Cantata Cantata BWV 211 "Coffee Cantata" http://www.bach.org/bach101/cantatas/cantata211.html Coffee Cantata and Cantata No. 159 http://www.wgbh.org/programs/The-Bach-Hour--Classical-New-England-803/episodes/Coffee-Cantata-and-Cantata- No-159-25692 http://www.youtube.com/watch?v=qzYxB5H2rhM http://www.youtube.com/watch?v=qqBwPiXDXoI

41 Coffee Cantata The early 18th century enthusiasm in Western Europe for coffee amongst the middle classes was affecting Prussia's economy. The country's monarch, Frederick the Great, wanted to block imports of green coffee as Prussia's wealth was being drained by the huge sums of money going to foreign exporters. Also the right to sell coffee was intended to be restricted to four distillers but the fashion for drinking coffee has become so widespread that the law was being flouted and coffee beans illegally roasted. The Prussian king condemned the increase in coffee consumption as "disgusting" and urged his subjects to drink beer instead. Frederick employed coffee smellers, who stalked the streets sniffing for the outlawed aroma of home roasting. However such was the public outcry that eventually 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 J S Bach Kaffee kantate BWV 211 http://www.youtube.com/watch?v=dQyk1BEVERk&list=PL133EE9C1C8A0FE2D

J. S. BACH - Coffee Cantata (BWV 211) - Nikolaus Harnoncourt 1 http://www.youtube.com/watch?v=c7oWS8VCLYE&list=PL133EE9C1C8A0FE2D J. S. BACH - Coffee Cantata (BWV 211) - Nikolaus Harnoncourt 2 http://www.youtube.com/watch?v=fXUGulSZSh0&list=PL133EE9C1C8A0FE2D J. S. BACH - Coffee Cantata (BWV 211) - Nikolaus Harnoncourt 3 http://www.youtube.com/watch?v=Hi1PY0N3iGs J. S. BACH - Coffee Cantata (BWV 211) - Nikolaus Harnoncourt 4 http://www.youtube.com/watch?v=qLm81tK__gg Bach: Coffee Cantata, Schweigt stille, plaudert nicht, BWV 211, Part 1 of 2 http://www.youtube.com/watch?v=u6-PRCv7SfM Bach: Coffee Cantata, Schweigt stille, plaudert nicht, BWV 211, Part 2 of 2 http://www.youtube.com/watch?v=UVzvX9oQVCY

Danse de la Chèvre Flute solo by Arthur Honegger

Uploaded on 21 Aug 2009 Literally, “Dance of the Goat”. This curious piece for solo flute is meant to illustrate a goat dancing on a grassy hill after the winter snows have melted away. It was written in 1921 by Swiss composer Arthur Honegger as incidental music for dancer Lysana of Sacha Derek's play La Mauvaise Pensée. However, the original manuscript of this piece has been lost. The editions that are out now were derived from a partial transcript found in Honegger's transcriptionist'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 Danse de la Chevre for Solo Flute, by A. Honegger Emma Resmini, age 9, on August 15, 2009. https://www.youtube.com/watch?v=Rj0FjBhVJGg

42 Appendix

Coffee History & Itinerary

Coffee's Journey Around the World

Coffee Plant Journey Coffee Drink Journey Ethiopia Ethiopia Yemen Yemen India Turkey Indonesia Austria Vietnam Italy Europe (Netherlands, France) Paris Caribbean & Central America Amsterdam South America London

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

43 The Devil's Cup Story of Ethiopia’s Gift to the World by Adekunle Gomez 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 middle of the eighth century in the Kaffa region of present- When this drink eventually arrived in Venice, some day Ethiopia, a young goat herder called Kaldi, feared the power of what they called "the devil's cup" after awakening from his usual afternoon nap, saw and brought this before Pope Clement VIII, hopeful his goats jumping around as if doing a dance he might condemn it from Christendom. 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 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.

44 Coffee as we know it today, brewed from the “In 1554, it [coffee] became the favourite drink at roasted and ground beans of the berry, was the Constantinople, and robbed the mosques of their creation of the Arabs and Turks. worshippers, to the disgust of the priests, who swore by Allah that the roasted berries were the coals of the In Europe, coffee has had an interesting and varied history before it became such a regular item on evil one, and as such must be outlawed. To please the almost every family’s shopping list. priests it was taxed, but it was drunk copiously in secret, then openly again. Refusing to supply a wife Coffee was introduced to Europe in the early 17th with coffee was a valid cause for divorce." century as medicine for ailments: from headaches, Over The Black Coffee – Compiled by Arthur Gray 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 which was adjacent to the then busy trading port of Waterford, boasted what is long thought to be Ireland's first ever coffee house. Green coffee was traded at the port, then roasted, brewed and sold at John Aikenhead's Coffee House - on Coffee House Lane. The story of Kaldi and his dancing goats had been told and retold in several versions; one of these is Toga the Dancing Goat. This story will also appeal to anybody for whom coffee has become a daily ritual or even observes fellow citizens engaging in 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'.

One Hundred Last Words On Coffee The 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

45 The Project Gutenberg EBook of All About Coffee, by William H. Ukers FOREWORD Some introductory remarks on the lure of coffee, its place in a rational dietary, its universal psychological appeal, its use and abuse Civilization 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 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

46 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!

This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.net

Title: All About Coffee

Author: William H. Ukers

Release Date: April 4, 2009 [EBook #28500]

Language: English

Character set encoding: ISO-8859-1

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

THE WORLD'S COFFEE CUP AND THE WORLD'S LARGEST SHIP The 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.

47 From weapons of war to great coffee By 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 another with sunlight coming through the gaps, but it is a hive of activity for Mr Azmeraw and his six staff. Tradition "The shells were dropped in Ethiopia during the war with Eritrea. They were dropped so 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 coffee machines. 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 different purpose and I studied them. Azmeraw Zeleke begins with a burnt-out shell... "They were used for washing clothes or crushing things. 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 price Cafe 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.

...He then transforms the cylinder to channel the "These shells have all been used. We all need peace and we don't want war but once water, coffee and milk... 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 to change them to do something good. They could be a symbol of war but I am doing something good out of the bad." Since he started production five or six years ago, Mr Azmeraw has sold hundreds of machines - he cannot remember exactly how many. Each one costs about $1,300. Most of them have been sold to people in the Mekele area. But in the future he hopes to sell them more further afield - maybe even to coffee shops and restaurants in Eritrea.

Story from BBC NEWS: http://news.bbc.co.uk/go/pr/fr/-/2/hi/africa/6102290.stm Published: 2006/10/31 14:37:37 GMT ...And the process ends with a coffee machine © BBC 2014

48 Thor's Wonderful Journey 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

49 The Three Golden Goats (Sweden)

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.

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

50 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. "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. Source: 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

A Yule goat from Uppland, Sweden, 1910

51 Introducing the ….. African Cultural Project / the Africa Institute in Ireland 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.

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

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

Further Information If you are interested in our work and would like to know more or find out how to get involved in some way, please, contact us through the details below: Email: [email protected] (Events) [email protected] (Education)

Yes. Telling Africa's Story in Ireland http://africainireland.blogspot.com http://africaintheirishclassroom.blogspot.com/ (Primary) http://africainthepostprimarycurriculum.blogspot.com/ (Second Level)