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THE INFLUENCE OF PARENTAL CARE ON PRESCHOOL PUPILS LEARNING OUTCOMES IN EREDO, EPE, LAGOS STATE

| Friday, September 30, 2022
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CHAPTER ONE

INTRODUCTION

1.1     Background to the study

A parent is the child's first and most important teacher in life and he or she is expected to play an active role in the child's preschool journey because it is believed a parent and child should grow together and have a rewarding preschool experience. This follows subsequently by school life where academic performance is expected to be high. The parent is supposed to be supportive to the child in all aspects which include socially, physically, mentally and also emotionally (Epstein, 2018). Studies have indicated that children whose parents and/or other significant adults share in their formal education tend to do better in school. Some benefits that have been identified that measure parental involvement in education include; higher grades and test scores, long term academic achievement, positive attitudes and behaviors and more successful programs (Epstein, 2018).

When schools, families, and community groups work together to support learning, children tend to do better in school, stay in school longer, and like school more. Parental involvement over the past decade, indicates that regardless of family income or background, "children with involved parents are more likely to earn higher grades and test scores, enroll in higher-level programs, be promoted, pass their classes, earn credits, attend school regularly, have better social skills, show improved behavior, adapt well to school and graduate to postsecondary education" (Henderson & Map, 2020: 67).

Curry (2006) lamented that parents becomes poor due to their hard measures, they can no longer provide shelter, and clothing and special need of their children in school such as provision of textbook, school uniforms and good medical bills cannot be met. Many rural and sub-urban dwellers can no longer pay the school fees of their children.

 

The structure of many schools can also deter parents from helping their children. Organizing a nursery school so that at least one person knows each child well and sponsoring parent-to-parent communication and events are key parts of an effective parent-involvement program (Berla, Henderson, & Kerensky, 2019). According to the National Network of Partnership Schools (NNPS), for parent involvement to flourish, it must be meaningfully integrated into a school's programs and community. The network developed a framework of six types of parental involvement that schools can use to guide their efforts. (i) parenting (ii) communicating (iii) volunteering (iv) learn at home (v) decision making (vi) collaborating with the community

National Network of Partnership Schools (NNPS) says schools can; help families with parenting and child-rearing skills, communicate with families about school programs and children progress and needs, work to improve recruitment, training, and schedules to involve families as volunteers in school activities, encourage families to be involved in learning activities at home, include parents as participants in important school decisions and coordinate with businesses and agencies to provide resources and services for families, children, and the community (Epstein, 2018).

Parental participation in pre-school activities includes a wide range of behaviors but generally refers to parents' and family members' use and investment of resources in their children's schooling. These investments can take place in or outside of school, with the intention of improving children's learning. Parental involvement at home can include activities such as discussions about school, helping with homework, and reading with children. Involvement at school may include parents volunteering in the classroom, attending workshops, or attending school plays and sporting events (Rain and William, 2021).

The ideology of "motherhood" portrays mothers as being the ultimate caregivers. They invest most if not all of their time on their children which sometimes affects their job and role in the labor market. Although “stays at home moms” are less common, women are seen as spending more time with children than men. They are commonly the nurturers of the children and support emotional growth and stability. Fathers now more than ever are spending more time with their children. Whereas in the past, fathers were the breadwinners and the mothers stayed at home to cook, clean and take care of children. The roles are starting to reverse. Fathers are participating more in parenting roles and taking on responsibilities such as bathing, dressing, feeding, changing diapers and comforting children (Rain and William, 2021). In the morning, the first thing before the child report to school, he or she has to take breakfast, which gives him or her energy to stay in class comfortably. The child needs to take another snack at ten o’clock since energy is highly required. At lunch time the child is expected to take a well balanced diet. At 3 or 4 o’clock the child need to have a bite again for example a snack can be provided. When the child is comfortable and not hungry he/ she can listen to the teacher well and follow the instructions hence performs well when given an examination.

The other requirement the child needs is playing materials. Parent must provide some of demonstration and instructional materials. These materials are important because they help the child to be able to play, assist in concept building, promotion of discovery and creativity and enhance interaction with others as they play. These playing materials include the balls, track suits, toys, Picture books, clay ,paints, blackboard, beads,, large blocks, medium blocks, dishes, flower title, concentric figures, nest of eggs, nest of dolls, nest of rings, nest of trays, cars, puzzles, pyramid, wooden animals, balls, pull toys, cars, trains, trucks, wagon, seesaw and slides (Frost, Wortham & Reifel, 2018). Research clearly demonstrates that there is a direct relationship between parent engagement and children’s language and reading skills, ability to relate to and interact with others, they may be peers or adults, and their feelings of positive self-image (Berla, Henderson & Kerewsky, 2019)

1.2     Statement of the problem

There are many factors causing poor academic performance in Nigeria; such as lack of facilities in school, lack of teachers, indiscipline, unfavorable home environment, low intelligence, anxiety, pupils' need to achieve (Maundu, 1980; Ndirangu, 2007).  While these factors have been identified as possible factors that contribute to the variations in academic performance, not much has been done in Nigeria to show the role played by the pupils parental care on pupils academic achievement. Parental involvement in their children's academic affairs has been shown to contribute to better academic scores. Preschool level is important in grounding learners in educational matters which affect their later years of schooling. This study will investigates the level of parental care on preschool pupils learning outcomes in Eredo.  The  results of  this study will shed light on the influence of parental care in general performance in education in the area under study.

1.3     Purpose of the study

The main purpose of the study was to establish the influence of parental care on preschool pupils learning outcomes in Eredo, Epe Local Government Area of Lagos State.

The research study addressed the following specific objectives:

i)             To find out whether home environment has an influence on academic performance of preschool learners.

ii)          To establish whether the parent-school communication has an influence on academic performance of preschool learners.

iii)        To examine the impact of parents in early childhood preschool pupils’ learning outcomes

iv)        To recommend measures to increase the rate and involvement of parents in preschool pupil’s learning outcomes

1.4     Research Questions

The study addressed the following research questions:

i)             How does the home environment influence academic performance of preschool learners?

ii)          To what extent does parent-school communication influence academic performance of preschool learners?

iii)        How does parents’ participation in educational activities at home influence academic performance of preschool learners?

iv)        To what extent does parents’ participation in educational activities at school influence academic performance of preschool learners?

1.5     Significance of the study

Parental care plays a significant role in academic performance of preschool pupils. The findings of this study will assist in improving parental involvement in academic performance of pre-school children. The findings could also be useful in managing education of the learners and to identify the types of parental involvement such as parenting, communicating, volunteering, learning at home, decision making and collaborating with the community that impact on improvement of preschool children acquisition of academic performance. The study will also provide intellectual inputs for future researchers in search for knowledge on parental involvement on academic performances. This will form a foundation for further studies too. The findings can be helpful to teachers and the parents in developing programs to upgrade their skills, knowledge, positive altitude and competencies of handling children.

1.6     Scope of the study

The study focused on the influence of parental care on preschool pupils learning outcomes in Eredo, Epe Local Government Area of Lagos State. The study dealt with home environment, parent –school communication, parental activities at home and school. The study will be done in Eredo which is one of education division in Epe Local Government and therefore the findings may not apply in other geographical region within and outside the county unless prevalent circumstances exist.

1.7     Definition of terms

Academic performance: The outcome of education, the extent to which a student, institution has achieved their educational goal

Communication: Home to school communication regarding children’s academic development and other academically relevant information.

Child: A young human being who is not yet an adult i.e. under 18 years

Parental Involvement: Refers to participation of parents in every facet of children’s education and development from birth to adulthood, recognizing, parents are the primary influence in children’s lives.

Preschool Education: Provision of learning of children before the commencement of statutory and obligatory education. Usually between the age of zero and five depending on the jurisdiction.

Parental volunteering: Refers to parental attendance in a variety of school events ranging in scope from class room activities to school wide event.

Parental Participation: Refers to the level of involvement that a parent has in their child’s education and school.

Development: A specified state of growth or advancement. 

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THE INFLUENCE OF PARENTAL CARE ON PRESCHOOL PUPILS LEARNING OUTCOMES IN EREDO, EPE, LAGOS STATE

Posted by : Osofowora Oluwatobi (Surest)
Date :Friday, September 30, 2022
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The Role of Entrepreneurship Education in Employment Generation in Nigeria with Ogun State as a case study

| Tuesday, September 13, 2022
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CHAPTER ONE

INTRODUCTION

1.1     BACKGROUND OF THE STUDY

The twenty first century has been tagged the “entrepreneurial age”. This is because entrepreneurship is seen as one of the basic means of stimulating economic growth and development through the generation of greater employment opportunities, development of local technological base and conservation of foreign exchange earning of national governments (Sule, 1986; World Bank, 1995).

Right from independence in 1960, unemployment has been rising phenomenon and as result many Nigerians have become jobless to the extent that government itself may not actually know the rate of unemployment today. Many of the jobless persons have taken to crimes like arm robbery, drug trafficking and prostitution among others. This problem of unemployment has been further worsened by various factors, peculiar to the Nigerian situations. These include poor planning or no planning at all, micro-economy, that is, total dependence on oil with its attendant price fluctuations in the world market, political and civil instability among others (Olagunju, 2008).

It is in realization of the damage of unemployment that the Federal Government has put in place policies and programmes such as the establishment of the National Directorate of Employment (NDE) in 1986 to work out strategies for dealing with the mass unemployment in the country especially among school leavers and Universities graduates. This makes the unemployed persons to be self reliant and self employed by acquiring skills in any trade of their choice as a means of earning a living. A person who has acquired a skill becomes employed of labour instead of searching for a white collar job that does not exist (Musa, 2000).

What has come from the poor state of Nigerian economy, at least from the beginning of 1980, is that many are learning and wishing to be their own boss rather than looking up to government for employment. Today, there are university and college graduate who have established businesses of their own and are carrying on well. Businesses being ventured into include: poultry, farming, animal rearing, hairdressing, barbing, soap making, block making, baking, commercial transportation, distributive trade, estate agency, tailoring, laundry and dry cleaning, Office and industrial cleaning. All these enterprises are established and managed by individuals who desire to be economically independent and also want to contribute their quota to the development of the nation. Today, such enterprises are spread all over the places, in cities, towns and village across the country (Nwoye, 1994).

What is interesting is that government (at various levels) is gradually beginning to realize that these enterprises could be the corner stone of the greatness of the Nigerian economy. Perhaps, this is why various governments are doing one thing or the other to promote and encourage the development of private entrepreneurship.

Ogun state being one of the thirty-six states that make up the Federal Republic of Nigeria, has put in place some measures to promote and encourage the development of entrepreneurship. This could be seen in terms of finance, provision of infrastructural facilities, policies and moral encouragement among others too numerous to mention.

1.2     STATEMENT OF THE PROBLEM

According to (Olagunju, 2008), the problem encountered in an effort to give entrepreneurship a boost include shortage and inadequate infrastructural facilities and unsafe transportation system coupled with collapse road network in Nigeria. Entrepreneur who are engaged in distributive trade are greatly hampered by this factor. Many entrepreneurs lack credit facilities, building/ shop and water supply to enable them produce because most of them cannot afford the huge capital that is required to start up a business. In addition to this, the power supply has been disappointing. Lack of trust by Nigerians is also seen as a problem facing entrepreneurship development. Many Nigerians do not believe and trust the ability and capability of our local entrepreneurs. There is this common believe that whatever is made in Nigeria is inferior to that made from abroad. This has seriously affected the fortunes of the local entrepreneurs as many of them lack patronage.

Another problem of entrepreneurship in the country is lack of education and technical knowhow by many entrepreneurs. Many of the entrepreneurs are illiterates or with little education without the needed technological skills.

1.3     RESEARCH QUESTIONS

Entrepreneurship has occupied a very important place in the policies and programmes of private individuals and governments at different levels due to the role it plays in the economy, particularly in generating employment opportunities. To achieve these objectives this research will attempt to answer the following questions.

       i.            Has Entrepreneurship education play an important role in employment generation and economic development.

     ii.            Has Entrepreneurship education been able to reduce unemployment rate in Nigeria particularly in Ogun State.

  iii.            Does the challenge of Entrepreneurship affect development in Nigeria?

  iv.            What are the effective measures to be taken to tackle unemployment in Nigeria?

1.4     OBJECTIVES OF THE STUDY

The primary objective of this research is to ascertain the role of entrepreneurship education in employment generation in Nigeria with Ogun State as a case study. However, there are other secondary objectives that this research will try to analyze, these include:

       i.            To examine the role of entrepreneurship education in employment generation and economic development

     ii.            To assess the rate of employment generation in Nigeria

  iii.            To examine how entrepreneurship education can improve economic development in Nigeria.

  iv.            To identify some entrepreneurship activities being ventured into

     v.            To analyze the problems of entrepreneurship in Nigeria.

1.5     RESEARCH HYPOTHESIS

The main purpose of this research is to enable us determine the role played by entrepreneurship education in generating employment in Nigeria. Therefore the hypothesis to be tested in this study is the Null hypotheses (Ho0) against the alternative hypothesis (H1) at 5% level of significance. Thus,

H01: Entrepreneurship education has no significant role on employment generation in Ogun State.

H02: Entrepreneurship education has significant role on employment generation in Ogun State.

H03: Employment generation has no significant role in the development of Ogun State economy.

H04: Employment generation has significant role in the development of Ogun State economy.

1.6     SIGNIFICANCE OF THE STUDY

The significance of this research is providing valuable understanding of the role played by entrepreneurship education in employment generation in the Nigerian economy and therefore identify ways to encourage entrepreneurship towards employment generation and economic development. This research is not only beneficial to the researcher in his academic pursuit and in broadening his educational horizon but also beneficial in providing recommendations to the unemployed, students, entrepreneurs policy makers and the society in general.

Entrepreneurship has turned out to be a substantial engine of development in Nigeria. Specially, one of the most important and immediate benefits of entrepreneurship is its ability to create employment for both the skilled, unskilled, the highly educated, the less educated and even illiterate members of the society thereby reducing the level of the social vices.

To the unemployed, most especially University and College graduates, this research has the potential o developing an entrepreneurial spirit in their hearts, inspiring them to develop a feasible business, ideas, building the business venture and managing them to successfully growth and maturity.

The introduction of entrepreneurship development curricula in our educational system (secondary and tertiary institutions) is geared at stimulating and entrepreneurial spirit among students. This research therefore provides them with the basics of entrepreneurship.

To Policy Makers, the research serves as an insight into the role of entrepreneurship on employment generation by examining the challenges of entrepreneurship in Nigeria. It also provides an analytical data that becomes a necessary guide for information and decision making.

To the Entrepreneurs, this research will serve as a guide to them in carrying our feasibility studies and also provide them with the basic foundation and information needed to start a business.

Finally to the Society, this research has the potential of making a society be productive as it tries to identify some profitable business that can be ventured into which will in turn increase their income and the country’s gross domestic product (GDP).

1.7     SCOPE OF THE STUDY

This research covers a period of ten (10) years from 2002 to 2012 and it is restricted to the role of entrepreneurship on employment generation in Nigeria using Ogun state as the case study. it is assumed that what is obtained in terms of operational practices and policies regarding the role of entrepreneurship on employment generation will be generally applicable to other state in Nigeria.

 

1.8     LIMITATION OF THE STUDY

The limitation faced while carrying out this work are too numerous to mention, but among them are; unavailability of library facilities within the study environment, inadequate of secondary data materials, restriction of some documents for the study considerations etc.

1.9     DEFINITION OF TERMS

Personality: This is the whole person’s outstanding characteristic, his abilities, his emotional and social traits, his interest and attitude by Lovell K. (1973). Warens dictiponary defines personality as the integrative organisation of all the cognitive, affective and physical characteristic of an individual as it manifest in focal distinction from others.

Entrepreneurship: This refers to the process of creating a new enterprise and bearing any of its risks, with the view of making profit.

Entrepreneurship Education: This is a collection of formalized teachings that informs, trains and educates anyone interested in participating socioeconomic development through a project to promote entrepreneurship awareness, business creation or small business development.

Employment: This is an agreement between  an individual and another entity that stipulates the responsibilities, payment terms and arrangement, rules of the workplace and is recognized by the government.

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Poetry III

| Thursday, September 8, 2022
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LECTURE THREE

Major Movements and Traditions

The development of English literature (not literatures in English) can be identified under five major historical movements. These movements, otherwise known as periods or ages are determined by the prevailing language or ruler or world philosophy or literary technique or prominent writer(s), or any best thing that characterizes the age or movement. It must be emphasized, however, that there is no clear-cut demarcation between one stage and the other. The historical literary ages have been suggested to include, The Anglo-Saxon (Oral tradition)
 

Epic Poetry

Form and Significance

Epic poetry is known to be one of the earliest literary forms, and indeed one that has attracted discussions right from the days of Homer up to this present day (Brass 1989). These various discussions at different times and in different places show that the epic is a long narrative poem that is conceived on a grand scale. It treats a serious theme that has both national and international significance. This theme is presented in a style that is elevated. In treating its theme, it centres its narration on the celebration of the achievements of one or more heroic personage of history or tradition.

It presents characters of high position in a series of adventures (Brass 1989). These adventures form an organic whole in two ways (i) through their relation to the central figure who has heroic and superhuman proportion: and (ii) through their development of episodes that are important to the history of a nation or race.

The works of Homer and Virgil are the main examples of classical literary epic while "Beowulf and Paradise Lost" are the most obvious examples of English epic. In Africa, some of the popular epics include Ozidi. Sunjata and Chaka

(Excerpts from) Beowulf

(Anon)

The Coming of Grendel

A powerful monster, living down

In the darkness, growled in pain, impatient

As day after day the music rang

Loud in that hall, the harp's rejoicing

Call and the poet's clear songs, sung 5

of the ancient beginnings of us all, recalling

The Almighty making the earth, shaping

These beautiful plains marked off by oceans.

Then proudly setting the sun and moon

To glow across the land and light it; 10

The corners of the earth were made lovely with trees

And leaves, made quick with life, with each

Of the nations who now move on its face. And then

As now warriors sang of their pleasure:

So Hrothgar's men lived happy in his hall 15

Till the monster stirred, that demon, that fiend,

Grendel, who haunted the moors, the wild

Marshes, and made his home in a hell

Not hell but earth. He was spawned in that slime,

Conceived by a pair of those monsters born 20

Of Cain, murderous creatures banished

By God, punished forever for the crime

Of Abel's death. The Almighty drove

Those demons out, and their exile was bitter.

Shut away from men; they split 25

Into a thousand forms of evil spirits

And fiends, goblins, monsters, giants,

A brood forever opposing the Lord's

Will, and again and again defeated.

Then, when darkness had dropped, Grendel 30

Went up to Herot, wondering what the warriors

Would do in that hall when their drinking was done.

He found them sprawled in sleep, suspecting

Nothing, their dreams undisturbed. The monster's

Thoughts were as quick as his greed or his claws: 35

He slipped through the door and there in the silence

Snatched up thirty men, smashed them

Unknowing in their beds and ran out with their bodies,

The blood dripping behind him, back

To his liar, delighted with his night's slaughter. 40

At daybreak, with the sun's first light, they saw

How well he had worked, and in that gray morning

Broke their long feast with tears and laments

For the dead. Hrothgar, their lord, sat joyless

In Herot, a mighty prince mourning 45

The fate of his lost friends and companions,

Knowing by its tracks that some demon had torn

His followers apart. He wept, fearing

The beginning might not be the end. And that night

Grendel came again, so set 50

On murder that no crime could ever be enough,

No savage assault quench his lust

For evil. Then each warrior tried

To escape him, searched for rest in different

Beds, as far from Herot as they could find, 55

Seeing how Grendel hunted when they slept.

Distance was safely; the only survivors

Were those who fled him. Hate had triumphed.

So Grendel ruled, fought with the righteous,

One against many, and won; so Herot 60

Stood empty, and stayed deserted for years,

Twelve winters of grief for Hrothgar, king

Of the Danes, sorrow heaped at his door 65

By hell-forged hands. His misery leaped

The seas, was told and sung in all

Men's ear: how Grendel's hatred began,

How the monster relished his savage war

On the Danes, keeping the bloody feud

Alive, seeking no peace, offering

No truce, accepting no settlement, no price 70

In gold or land, and paying the living

For one crime only with another. No one

Waited for reparation from his plundering claws:

That shadow of death hunted in the darkness,

Stalked Hrothgar's warriors, old 75

And young, lying in waiting, hidden

In mist, invisibly following them from the edge

Of the marsh, always there, unseen.

So mankind's enemy continued his crimes,

Killing as often as he could, coming 80

Alone, bloodthirsty and horrible. Though he lived

In Herot, when the night hid him, he never

Dared to touch king Hrothgar's glorious

Throne, protected by God - God,

Whose love Grendel could not know. But Hrothgar's 85

Heart was bent. The best and most noble

or his council debated remedies, sat

In secret sessions, talking of terror

And wondering what the bravest of warriors could do.

And sometimes they sacrificed to the old stone gods. 90

Made heathen vows, hoping for Hell's

Support, the Devil's guidance in driving

lheir affliction off. That was their way,

And the heathen's only hope, Hell

Always in their hearts, knowing neither God 95

Nor His passing as He walks through our world, the Lord

Of Heaven and earth; their ears could not hear

His praise nor know His glory. Let them

Beware, those who are thrust into danger,

Clutched at by trouble, yet can carry no solace. 100

In their hearts, cannot hope to be better! Hail

To those who will rise to God, drop off

Their dead bodies and seek our Father's peace!

So the living sorrow of Healfdane's son

Simmered, bitter and fresh, and no wisdom 105

Or strength could break it: that agony hung

On king and people alike, harsh

And unending, violent and cruel, and evil.

In his far-off home Beowulf, Higlac'sº

Follower and the strongest of the Greats – greater 110

And stronger than anyone anywhere in this world -

Heard how Grendel filled nights with horror

And quickly commanded a boat fitted out,

Proclaiming that he'd go to that famous king,

Would sail across the sea to Hrothgar, 115

Now when help was needed. None

of the wise ones regretted his going, much

As he was loved by the Geats: the omens were good,

And they urged the adventure on. So Beowulf

Chose the mightiest men he could find, 120

The bravest and best of the Gears, fourteen

In all, and led them down to their boat;

He knew the sea, would point the prow

Straight to that distant Danish shore.

Then Wulfgar went to the door and addressed 125

The waiting seafarers with soldier's words:

"My lord, the great king of the Danes, commands me

to tell you that he knows of your noble birth

And that having come to him from over the open

Sea you have come bravely and are welcome. 130

Now go to him as you are, in your armor and helmets,

But leave your battle-shields here, and your spears,

Let them lie waiting for the promises your words

May make."

Beowulf arose, with his men

Around him, ordering a few to remain

With their weapons, leading the others quickly

Along under Herot's steep roof into Hrothgar's

Presence, the silvery metal of his mail shirt

Gleaming with a smith's high art, he greeted

The Dane's great lord:

"Hail, Hrothgar!

Higlac is my cousin and my king: the days

Of my youth have been filled with glory. Now Grendel's

Name has echoed in our land: sailors

Have brought us stories of Herot, the best 145

Of all mead-halls, deserted and useless when the moon

Hangs inskies the sun had lit,

Light and life fleeing together.

Ms people have said, the wisest, most knowing

And best of them, that my duty was to go to the Danes' 150

Great king. They have seen my strength for themselves,

Have watched me rise from the darkness of war,

Dripping with my chains, chased

All of that race from the earth. I swam 155

In the blackness of night, hunting monsters

Out of the ocean, and killing them one

By one; death was my errand and the fate

They had earned. Now Grendel and I are called

Together, and I've come. Grant me, then, 160

Lord and protector of this noble place,

A single request! I have come so far,

O shelter of warriors and your people's loved friend,

That this one favor you should not refuse me -

That I, alone and with the help of my men, 165

May purge all evil from this hall. I have heard,

Too, that the monster's scorn of men

Is so great that he needs no weapons and fear none.

Nor will I. my lord Higlac

Might think less of me if I let my sword 170

Go where my feet were afraid to, if I hid

Behind some broad linden shield: my hands

Alone shall fight for me, struggle for life

Against the monster. God must decide

Who will be given to death's cold grip. 175

Grendel's plan, I think, will be

What it has been before, to invade this hall

And gorge his belly with our bodies. It he can.

If he can. And I think, if my time will have come,

There'll be nothing to mourn over, no corpse to prepare 180

For its grave: Grendel will carry our bloody

Flesh to the moors, crunch on our bones

And smear torn scraps of our skin on the walls

Of his den. No, I expect no Danes

Will fret about sewing our shrouds, if he wins. 185

And if death does take me, send the hammered

Mail of my armor to Higlac, return

The inheritance I had from Hrethel, and he

From Wayland. Fate will unwind as it must!"

Then Hrothgar's men gave places to the Geats, 190

Yielded benches to the brave visitors

And led them to the feast. The keeper of the mead

Came carrying out the carved flasks,

And poured that bright sweetness. A poet

Sang, from time to time, in a clear 195

Pure voice. Danes and visiting Geats

Celebrated as one, drank and rejoiced.

There was the sound of laughter, and the cheerful clanking

Of cups, and pleasant words. Then Welthow,

Hrothgar's gold-ringed queen, greeted 200

The warriors, a noble woman who knew

What was right, she raised a flowing cup

To Hrothgar first, holding it high

For the lord of the Danes to drink, wishing him

Joy in that feast. The famous king 205

Drank with pleasure and blessed and blessed their banquet.

Then Welthow went from warrior to warrior,

Pouring a portion from the jeweled cup

For each, till the bracelet-wearing queen

Had carried the mead-cup among them and it was Beowulf's 210

Tum to be served. She saluted the Geats'

Great prince, thanked God for answering her prayers,

Por allowing her hands the happy duty

Of offering mead to a hero who would help

Her afllicted people. He drank what she poured, 215

Edgetho's brave son, then assured the Danish

Queen that his heart was firm and his hands

Ready:

"When we crossed the sea, my comrades

And, I already knew that all

My purpose was this: to win the good will 220

of your people or die in battle, pressed

In Grendel's fierce grip. Let me live in greatness

And courage, or here in this hall welcome

My death!"

Welthow was pleased with his words,

His bright-tongued boasts; she carried them back 225

To her lord, walked nobly across to his side.

The feast went on, laughter and music

And the brave words of warriors celebrating

Their delight...

Out from the marsh, from the foot of misty 230

Hills and bogs, bearing God's hatred,

Grendel came, hoping to kill

Anyone he could trap on this trip to high Herot.

He moved quickly through the cloudy night,

Up from his swampland, sliding silently 235

Toward that gold-shinning hall. He had visited Hrothgar's

Home before, knew the way

But never before nor after that night,

Found Herot defended so firmly, his reception

So harsh. He journeyed, forever joyless, 240

Straight to the door, then snapped it open,

Tore its iron fasteners with a touch

And rushed angrily over the threshold.

He strode quickly across the inlaid

Floor, snarling and fierce: his eyes 245

Gleamed in the darkness, burned with a gruesome

Light. Then he stopped, seeing the hall

Crowded with sleeping warriors, stuffed

With rows of young soldier resting together.

And his heart laughed, he relished the sight, 250

Intended to tear the life from those bodies

By mourning; the monster's mind was hot

With the thought of food and the feasting his belly

Would soon know. But fate, that night, intended

Grendel to gnaw the broken bones 255

Of his last human supper. Human

Eyes were watching his evil steps,

Waiting to see his swift hard claws.

Grendel snatched at the first Geat

He came to, ripped him apart, cut 260

His body to bits with powerful jaws.

Prank the blood from his veins and bolted

llim down, hands and feet; death

And Grendel's great teeth came together,

Snapping life shut. Then he stepped to another 265

Still body, clutched at Beowulf with his claws,

Grasped at a strong-hearted wakeful sleeper

- And was instantly seized himself, claws

Bent back as Beowulf leaned up on one arm.

That shepherd of evil, guardian of crime, 270

Knew at once that nowhere on earth

Had he met a man whose hands were harder;

His mind was flooded with fear - but nothing

Could take his talons and himself from that tight

Hard grip. Grendel's one thought was to run 275

From Beowulf, flee back to his marsh and hide there:

This was a different Herot than the hall he had emptied.

But Higlac's follower remembered his final

Boast and, standing erect, stopped

The monster's flight, fastened those claws 280

In his fists till they cracked, clutched Grendel

Closer. The infamous killer fought

or his freedom, wanting no flesh but retreat,

Desiring nothing but escape; his claws

tad been caught, he was trapped. That trip to Herot 285

Vas a miserable journey for the writhing monster!

The high hall rang, its roof boards swayed,

And Danes shook with terror. Down

The aisles the battle Except angry.

And wild. Herot trembled, wonderfully 290

Built to withstand the blows the struggling

Great bodies beating at its beautiful walls;

Shaped and fastened with iron, inside

And out, artfully worked, the building

Stood firm. Its benches rattled, fell 295

To the floor, gold-covered boards grating

As Grendel and Beowulf battled across them.

Hrothgar's wise men had fashioned Herot

To stand forever; only fire,

They had planned, could shatter what such skill had put 300

Together, swallow in hot flames such splendor

Of ivory and iron and wood. Suddenly

The sounds changed, the Danes started

In new terror, cowering in their beds as the terrible

Screams of the Almighty's enemy sang 305

In the darkness, the horrible shrieks of pain

And defeat, the tears torn out of Grendel's

Tautthroat, hell's captive caught in the arms

Of him who of all the men on earth

Was the strongest.

That mighty protector of men

Meant to hold the monster till its life

Leaped out, knowing the fiend was no use

To anyone in Denmark. All of Beowulf's

Band had jumped from their beds, ancestral

Swords raised and ready, determined

To protect their prince if they could. Their courage

Was great but all wasted: they could hack at Grendel

From every side. tring in Opel

puth for his evil soul, but their points

Could not hurt him, the sharpest and hardest iron 320

Could not scratch at his skin, for that sin-stained demon

Had bewitched all men's weapons, laid spells

That blunted every mortal man's blade.

And yet his time had come, his days

Were over, his death near; down 325

To hell he would go, swept groaning and helpless

To the waiting hands of still worse fiends.

Now he discovered - once the afflictor

of men, tormentor of their days - what it meant

To feud with Almighty God: Grendel 330

Saw that his strength was deserting him, his claws

Bound fast, Higlac's brave follower tearing at

His hands. The monster's hatred rose higher,

But his power had gone. He twisted in pain,

And the bleeding sinews deep in his shoulder 335

Snapped, muscle and bone split

And broke. The battle was over, Beowulf

Had been granted new glory: Grendel escaped,

But wounded as he was could flee to his den,

His miserable hole at the bottom of the marsh, 340

Only to die, to wait for the end

Ofall his days. And after that bloody

Combat the Danes laughed with delight.

He who had come to them from across the sea,

Bold and strong-minded, had driven affliction 345

Off. purged Herot clean. He was happy,

Now, with that night's fierce work; the Danes

Had been served as he'd boasted he'd serve them; Beowulf,

A prince of the Geats, had killed Grendel,

Ended the grief, the sorrow, the suffering 350

Forced on Hrothgar's helpless people

By a bloodthirsty fiend. No Dane doubted

The victory, for the proof, hanging high

From the rafters where Beowulf had hung it, was the monster's

Arm, claw and shoulder and all. 355

And then, in the morning, crowds surrounded

Herot, warriors coming to that hall

From faraway lands, princes and leaders

Of men hurrying to behold the monster's

Great staggering tracks. They gaped with no sense 360

Of sorrow, felt no regret for his suffering,

Went tracing his bloody footprints, his beaten

And lonely flight, to the edge of the lake

Where he'd dragged his corpselike way, doomed

And already weary of his vanishing life. 365

The water was bloody, steaming and boiling

In horrible pounding waves, heat

Sucked from his magic veins; but the swirling

Surf had covered his death, hidden

Deep in murky darkness his miserable 370

End, as hell opened to receive him.

Then old and young rejoiced, turned back

From that happy pilgrimage, mounted their Hardhooved.

Horses, high-spirited stallions, and rode them

Slowly toward Herot again, retelling 375

Beowulf's bravery as they jogged along.

And over and over they swore that nowhere

An earth or under the spreading sky

Or between the seas, neither south nor north,

Was there a warrior worthier to rule over men. 380

(But no one meant Beowulf's praise to belittle

Hrothgar, their kind and gracious king!)

Example of an African oral epic

IZIBONGO: Zulu Praise-Poems.

Shaka

imgwana son of Ndaba!

Ferocious one of the Mbelebele bridge,

Who raged among the kraals,

So that until dawn the huts were being turned upside down.

5 He who beats but is not beaten, unlike water,

Axe that surpasses other axes in sharpness;

Shaka, I fear to say he is Shaka,

He is the chief of the Mashobas.

10 He of the shrill whistle, the lion;

lle who armed in the forest, who

Amed in the forest, who is like a madman,

The madman who is in full view of the men.

He who trudge wearily the plain going to Mfene;

The voracious one of Senzangakhonu.

15 Spear that is red even on the handle.

The open-handed one, they have matched the regiments.

They were matched by Noju and Ngqengenye,

The one belonging to Ntombazi and the other to Nandi;

20 Brought out by the white one of Nandi.

They called him to Mthandeni despising him, they said

We cannot compete in dancing with this Ntungwa from up country,

Whereas he was going to annihilate Phakathwayo in the return competition.

The small beast of consent flying like a flag,

25 Why did the ferocious one consent?

Why has he accepted Godolozi,

Thinking that he was on this side at Nandi's place?

Whereas he was far away at little Ntombazi's place?

The sun that eclipsed another with its rays,

30 For the present it eclipse the one of Mthandent.

There are two words for which I am grateful,

I am grateful for that of Mpandaba and that of Ndungenkomo,

Saying "The string of beads does not fit the neck'

Please inquire from the people of Zinkondeni,

35 They said he who is frustrated they would stab at Hlohloko,

The curdled milk got spilt and dish got broken.

The joke of the women of Nomgabhi,

Joking as they sat in a sheltered spot,

Saying that Shaka would not rule, he would not become chief,

40 Whereas it was the year in which Shaka was about to prosper.

The beast that lowed at Mthonjanent,

And all the ridges heard its wailing,

It was heard by Dunjwa of the yengwenikraal,

It was heard by Mangecongeza of Khall's kraal

45 Fire off the long dry grass, son of Njokwane;

Fire of the long grass of scorching force.

That burmed the owls on the Dlebe hill.

And eventually those on Mabedlana also burned.

He who travelled across to Ndima and Mgovu,

50 And women who were with child gave birth easily;

The newly planted crops they left still short,

The seed they left amongst the maize-stalks,

The old women were left in the abandoned sites,

The old men were left along the tracks,

55 The roots of the trees looked up at the sky,

He who reached the top of the Bhuzane Mountain,

He came across a long line off buch.

He passed by Mcombo as the cattle were leaving

He whose routes they inquired from Dunjwa,

60 Whereas they should we asked Mbozancaboutthem,

As for him he was hurrying to go to Nomagaga,

A cook came and prevented him

He who is only the adults who will fee by themselves,

65 Dunjwa alone it has crushed

He who want and created temporary huts at the Thukela,

Where a leopard was ensnared in a trap.

He defeated Khungwayo by means of the Ngobizembes.

He who moved slowly along one ridge and returned on another,

70 Attacking Bhoyiya son of Mdakuda;

Nduba did not intend to go there

He was going to fetch Macingwane of the Ngonyameni kraal

He who moved slowly along a long ridge,

He traversed the bones of the people of Tayj

75 Who were cold going to Macingeane at Ngonyameni.

The people of Zihlandlo......

I criticized them, the evil-dowers,

They did not tell the king the ford,

80 Which was recently vacated by Ntube of the Majolas:

They made him cross at the one with hippos and crocodiles,

The hippos and crocodiles gaped with mouths wide-open

He who looked down towards Hadungela,

The cattle of Sihayo returned,

85 And then there followed those of Agfongosi,

That were milded by an hysterical person at Mavela's place,

He who was a pile of rocks at Nkandla.

Which was a shelter for the elephants in bad weather,

Which sheltered Phungashe of the Butheloziclan.

90 And Zihllandlo of the Mkhize clan,

And the elephants ran away from the place;

Feather that bobbed down on the side of Nkanla,

Bobbing down always and devouring men.

He who panted up to the top of Nomangoi Mountain,

95 Going to give judgment in the contention at the Nyuswa's

They were not contending over castor-oil seeds in deserted sites,

They said just a moment, wait for the pigeons,

And he came and killed them both.

100 Pursuer of a pursued Zwide son of Langa,

Talking him from where the sun rises

And sending him to where it sets;

As for Zwide he folded his two little shoulders together.

105 It was then the elder was startled by the younger.

Fierce animal in the homes of people;

Wild animal that was in charge at Dibandlela's

He who dressed late was eventually overtaken,

He who puts on his fivery at the water's edge.

110. His things will be washed away.

Trickster, abstain from enemies, it is summer,

The grass is long, it will get the better of you.

Buffalo that stood glaring with a spear on the banks of the Nzimvubu

And the Pondos feared to come down to it:

115. You Gambushe and you Faku,

Do not stab him.

If you do stab him,

You will not be stabbing him,

You will then be stabbing him, Phunga and Mageba.

120. You will them be stabbing the unborn Ngqungqushe.

The attacker has long been attacking them:

He attacked Phunga she of the Buthelezi clan.

He attacked Sondaba of Mthanda as

He sat in council, He attacked Macingwaneat Ngonyameni.

125. He attacked Macingwame

Of the Mbathaclan,

He attacked Diadlama of the Majolas

He attacked Gambushe in Pondoland,

He attacked Faku in Pondoland.

130. The young viper grown as it sits,

Always in a great rage,

With a shield on its knees.

He who while devouring some devoured others,

And as he devoured other he

Devoured some more.

135. He who while devouring some devoured others,

And as he devoured others he devoured some more,

He who while devoured others

And as he devoured others he devoured some-more,

He who while devouring some devoured others,

140. And as he devoured others he devoured some more:

He who while devouring some devoured others,

And as he devoured other he devoured others

And as he devoured others he devoured Some more.

Painful stabber, they will exhort one another,

Those who are with the enemy and those who are at home.

145 He who is dark as the bile of a goat,

Butterfly of Phunga,

With colours in circle as if they had been painted on,

He who is hazy as the shadows of the mountains,

When it is dark the evil-doers move about,

150 The rival of Phunga and Mageba

Which looked at me until I got accustomed to it,

Powerful limbs, calf of a beast.

The kicking of this beast puzzled me,

It kicked the milker and left the one holding it.

155. Hawk that I saw descending from the hills of Mangcengeza,

And from those of Phungashe he disappeared;

They said 'Hawk, here he is, there ho is',

Whereas he was silent in the forest

Like the leopards and lions.

Shaka went and erected temporary huts.

160. between the Nsuze and the Thukela.

In the country of Nyanya

Son of Manzawane,

We ate up Mantondo son of Tayi,

to devoured Sihayo.

165 He who came dancing on the hillside of the Phuthies,

And overcame Msikazi among the Nclimoshes.

He met a long time oh haha-dedahs (ibis birds)

When he was going to destroy the

Foolish Pondos,

Shaka did not raid herds of cattle,

170. He raided hers of buck,

He who gets stift!

He who was cooked in the deep pot of Ntombazi,

He was cooked and got stiff.

le who goes about making fires

and leaving behind conflagrations.

175. Who when he who rubbed flareed like a fire

There was no longer a beast lowing

at little Ntombaz's

It was now lowing at our place at Bulawayo.

Our own bringer of poverty at Bulawayo.

Who made Zwides destitute by great strides.

180 The sky that rumbled, the sky of Mageba,

That thundered above Nomange Mountain.

It thundered behind the kraal at Kughobeken and struck

It look the shields of Maphela and the Mankayiya,

And the little melons of the Same paka were left on the vines.

185. He devoured Nomahlanjana son of Zwide of the Maphelas,

He ate up Nphepha son of Zwide of the Maphelas,

He killed Nombengula son of Zwide of the Maphelas,

He destroyed Dayingubo son of Zwide of the Maphelas.

He ate up Sonsukwana son of Zwide of the Maphelas;

190. He devoured the chief wife, daughter of Lubongo,

He ate up Mtimona son of Gaqa of the Maphelas,

He killed Npondo-phumelakwezinde of the Maphelas,

He devoured Sikloloba -singamabele of Zwide's people,

He ate up Sihla-mthini-munye of Zwide's people.

195 He devoured Sihla-mth ini-munye of Zwide' d people

He destroyed Nqwangube son of Lundayane,

He belonged to our side, having turned round his shield.

Return, Tricksters, indeed you have finished this matter,

As for Zwide, you have made him into a homeless criminal.

200 And now today you have done the same to the son.

The people of Zwide, Shaka, you have lept over them

Sikhunyana is a girl, he has married you,

He found you sitting in council in the cattle-fold at Nkandla,

Not knowing that your soldiers had a cross-questioning.

205 Bearer of the homed viper, they have beaten you!

Types of Epic Poetry

As already mentioned, there are two types of epic poetry - traditional or folk epic, and literary or written epic

Traditional epic tells the tale of a man who has superhuman qualities that other men do not have. These qualities are used for the benefit and development of his people. Such an epic is a product of a non-literate society. The poem is "narrated" or "performed" by a bard or a griot who accompanies his rendition with music instruments. The bard, like most oral poets, is conscious of his audience and he performs with deep sense of public image (Finnegan 1981). When this poem is orally transmitted, information passes from mouth to mouth and from generation to generation. There are no specific authors for specific poems. Each poet builds on and improves on the information that he has received about a particular epic poem. In other words, the content does undergo some changes from time to time. It could cat subjects that are heroic, romantic or historic in nature.

Literary epic like the traditional epic, tells the tale of a man who has superhuman qualities which he uses for the development of his generation. It has similar content with traditional epic. However, the poetry is in written form because it is a product of a literate society. So the issue of performance does not arise. It is different from traditional epic in that it has specific authorship.

Both traditional and literary epic poetry aim to please through the medium of word and the images that are created through them (Okpewho 1979). The basic difference between traditional and literary epic is in how they are transmitted and the process that is involved in transmitting them.

Basic Requirements of an Epic Poem

In whatever form and through whatever means epic poetry is transmitted, there are certain basic requirements that are generally agreed upon for it to be regarded as an epic. They are as follows:

Action

The action should normally consist of deeds of great valour which would require superhuman courage. It depends heavily on ancient legends and depicts the adventurous exploits of some great warriors. The action further tells of the nature, character and spirit of their national heritage. In general, it reflects an age, a race, a civilization and a culture through its hero's life. "Beowulf" involves the values of a warrior society where there is mutual trust and respect between a warrior and his lord.

The action of the traditional epic stresses the conflict of the individual against his society or against himself. Beowulf, the hero of "Beowulf" concerns himself with fate. He tests his relationship with an unknown destiny by attempting to slay mother-dragon, Grendel and later, Grendel's siblings. He is very much aware that he either kills them or he gets killed by them. He is lucky to kill the siblings but he is not as lucky when he challenges the mother-dragon. Fate is against him so he is killed. In John Milton's "Paradise Lost:, Satan's downfall also comes about by fate (line 116-119):

This downfall since by fate the strength of God

And this Empyreal substance cannot fail,

Since through experience of this great event

In Arms not worse, in foresight much advan't

Interaction between men and the supernatural forces

Supernatural forces like gods, angels and demons interest themselves in the action of the poem. They usually problems for the human characters in the poem. It is this problem that the epic hero usually faces challenges and conquers For example, Grendel, her mother, the dragon and the worm are some of the supernatural forces Beowulf had to Contend with In "Paradise Lost" all the characters that peopled the poem apart from Adam and Eve, are supernatural forces God, Satan,

Beelzebub and the other fallen angels. Similarly, in the African epic, for example, Clark Bekederemo's "Ozidi" the supernatural forces are either directly engaged or Ozidi seeks their support.

The Epic Hero

The hero is a figure of imposing stature. When Beowulf the hero of "Beowulf" appears with his party on the coast of Danes, he is immediately noticed by the Danish coast guard who is attracted by his good looks: ("Beowulf" line 247-257);

I have never laid eyes upon earl on earth

More stalwart or sturdy than one of your troop

A hero in armor, no hall-than he

Tricked out with weapons, unless looks believe him

And noble bearing.

He is of national and universal significance in view of his great historical and legendary relevance. The hero is like the spokesman and saviour of his age and community. In other words, he embodies the mores and the aspirations of his society. In the case of the hero of most African epics, there is usually something mysterious about his birth and his early youth. Sunjata is an example of this. He stayed seven years in his mother's womb before he was born (lines 48-49). This advantage of his supernatural conception puts him above his peers. For example, the hero of "Sunjata" is the son of a king and also an emperor. When finally born, it is during the dry season. The sky darkens, there is great cloud with thunder rumbling and lightning flashing and strong wind blowing. Rain starts and then stops and immediately, the sun appears, as conveyed in the following lines:

Suddenly, the sky darkened and great clouds coming from the east hid the sun, although it was during dry season. Thunder began to rumble and swift lightning rent the clouds, a few large drops of rain accompanied by a dull rattle of thunder burst out of the east and lit up the whole sky as far as the west. Then the rain stopped and the sun appeared and it was at this moment that a midwife came out of Sogolon's house, ran to the antechamber and announced to Nare Maghan that he was the father of a boy.

("Sunjata" IV, 13).

These mysterious circumstances set the hero apart from the natural course of life. This serves as a source of inspiration for the hero who sees himself as possessing superhuman qualities. It serves as a source of awe about the hero for other people who see him as possessing "storage" qualities. His growth and development from childhood is usually extraordinary. He appears too advanced, too serious for children of his age. Sunjata could not associate with children of his age. When they are playing, he is too serious to join them. Apart from this, he starts walking (at the age of seven) as a result of his step-mother's cynical comment about his inability to walk. On the same day he uproots a whole baobab tree. In addition, he bends an iron rod made by his father's blacksmith into a bow. Before the age of ten, he has become a master hunter, a titled that is reserved only for men who have distinguished themselves.

Setting

The setting of the poem is vast in scope covering great nations, the world or the universe. In "Paradise Lost", the setting covers the whole of heaven, hell and the earth.

Style

The poem has a grand style of sustained elevation and grand simplicity. It usually has sublimity of style and grandeur of content. There is extraordinary richness of rhetorical elaboration, which alternates and, at times, combines with the barest simple statements. In one of Beowulf's speeches during his first meeting with Hrothgar, the King of the Danes, he concludes his mission in his determination to come back and challenge the monster thus:

But I shall show him soon now,

The strength and the courage of the Geats, their warfare.

Afterwards he will walk who may be

Glad to the mead, when the morning

Light of another day, the bright-clothed sun,

Shines from the south on the children of men.

The Epic Formulae

There are common devices and conventions which are employed in most epic poems. They include the following:

Theme

The poem opens by stating the theme. In "Paradise Lost", the theme is man's first obedience, fall and eventual restoration. This is declared in the first lines of the poem:

Of man's First Disobedience, and the fruit

Of that forbidden tree, whose mortal test

Brought Death into the World, and all our woe

With loss of Eden, till one greater man

Restore us, and regain the blissful seat.

Invocation

He implores the Muse to inspire and to instruct him. In "Paradise Lost" the poet calls on a muse in lines, 6-19, for example:

Sing, Heav'nly Muse, that on the secret top...

I thence

Invoke thy aid to my adventurous song,

Instruct me for thou know'st;

in medias res

He opens the narrative not from the very beginning but in the middle of events. He later gives the necessary exposition in the latter portion of the epic thereby filling the missing gap. Paradise Lost begins with Satan and his legion of angels discussing their miserable fall into Hell. This is obviously the middle of events. Apparently so many actions had taken place before then - Satan had rebelled, had lured some angels to his side, had ruined his relationship with God, lost his position in heaven, and had been thrown out of heaven before the reader encounters him and his cohort. The chaos accompanying their condemnation into the burning lake and their confusion thereafter are also exempted at the beginning of the poem. Similarly, Beowulf was in his early fifty's and already had a record of great achievements at home and abroad as a great warrior by the time the reader first encounters him.

Sporadic Wars

These include catalogues of warriors, ships and armies. After the arrival of Beowulf and his company, the poet describes the situation thus:

The boat lay fixed, rested on the rope,

Boar-images shone, over check-guards

Gold-adomed gleaning and fire-hardened...

The warriors hastened, marched together...

Epic Oration

The poem gives extended formal speeches by the main characters. For example, in introducing himself in the presence of the people of Heorot, Beowulf states his mission in this formal speech before the gathering of people. (C.W. Kennedy, Beowulf 1978, lines 407-421).

Hail! King Hrothgar! I am Hygelac's thane,

Hygelac's Kingsman. Many a deed

Of honour and daring I've done in my youth.

This business of Grendel was brought to my ears

On my native soil. The seafarers say,

This best of buildings, this boasted ball,

Stands dark and deserted when sun is set,

When darkening shadows gather with dusk.

The best of my people, prudent and brave,

Urged me, King Hrogthar, to seek you out;

They had in remembrance my courage and might.

Many had seen me come safe from the conflict,

Bloody from battle; five foes I bound

Of the giant kindred, and crushed their clan.

Hard-driven in danger and darkness of night

I slew the nicors that swam the sea,

Avenged the woe they had caused the Weders.

And ended their evil-they needed the lesson!

And now with Grendel, the fearful fiend,

Single-handed I'll settle the strife!

Prince of the Danes, protector of Scyldings,

Lord of nations, and leader of men,

I beg one favor-refuse me not,

Since I come thus faring from far-off lands-

That I may alone with my royal earls,

With this hardy company, cleanse hart-hall.

Epic Simile

Epic simile is a simile of great length and ramification which functions as a separate ornament within the poem Onsby 1992). Its function in the poem is lyrical rather than narrative.

Unlike the straightforward simple simile, it suspends the action of the poem by causing a digression from it. In other words, rather than advance the action, it suspends it. These digressions are largely responsible for the unusual length of the epic. A good example is found in "Paradise Lost" when Satan and all his legion of angels, out of confusion and shock, talk of how to overcome their calamity. They talk of what reinforcement they may gain from hope. The poet suspends the actions of this scene but comes in with an extensive comparison between Satan and Leviathan the whale in the poem. Satan is said to be as huge in length as the whale (Lines 192-209).

Thus Satan talking to his nearest mate (4)

With head uplift above the wave, and Eyes

That sparkling blaz'd, his other Parts besides

Prince on the flood, extended long and large

Lay floating many a road, in bulk as huge.

As whom the fables name of the monstrous size,

Titanian, or Earth born, that warr 'd on Jove,

Briaries or Typhon, whom the Den

By ancient Tarsus held, or that sea-beast

Created hugest that swim th 'Ocean stream.

Him haply slumbering on the Norway foam.

The Pilot of some small night-founder 'd skiff,

Deeming some Island, of, as sea-men tell,

With fixed Anchor in his scaly rind

Moors by his side under the lee, while Night

Invests the sea, and wished Morn delays:

So stretch out huge in length the Arch-fiend lay.

But from line 242 the poet resumes the discussion of Satan and his angels on their discovery of the truth, and their dismay about their situation.

The Structure of an Epic

An epic, as I have mentioned earlier, is a very long narrative poem. Usually, the traditional (oral) epic may take about seven days for the bard or griot to perform. The performance is unique in many ways. For examples, the structure of a traditional epic is fore grounded in the multiplication of singularized units of episodes in the daily celebration lasting about seven days.

Similarly, a standard literary epic has about twelve volumes, cantos or books. As it is the case with oral epics, the plot-structure of a standard literary epic is episodic. In other words, an epic poem whether oral or written beginning, middle and an end. In addition, the copious use of digressions, suspense, rhetoric, repetitions, and a loose plot because it is arranged in episodes. Each episode is a complete narrative experience with a allusions, particularly, the epic simile, is largely responsible for the unusual length of the epic.

The Example of John Milton: Paradise Lost

John Milton's "Paradise Lost" readily provides a good example of a literary epic. Even though it is a Renaissance protestant epic, it is unique in many ways as a very successful Christian epic. Therefore, I shall briefly discuss its theme and some aspects of the technique employed by the poet shortly.

The thematic preoccupation of an epic, as I have mentioned earlier, is usually of great importance. Even though most epics have their subjects revolving around such issues as destruction of cities, or the foundation of an empire, the subject of paradise Lost revolves round the fate of man and the world, the revolution in heaven and on earth, the rebellion of Satan and his cohorts against God and the overthrow of their host and punishment or their crime, John Milton clearly states his mission and theme in the introduction: "And justify the ways of God to Men" (line 26). This he achieves by showing God's efforts following the defeat of Satan and his host and their expulsion from Heaven. The efforts include the creation of a new race of reasonable creatures and their original state of happiness and innocence, their immorality, all of which they forfeit because of the sin of disobedience, their final restoration to hope and peace through Jesus Christ, the Son of God.

Milton himself, a young and uncompromising gentleman, is determinedly moralistic in Paradise Lost. Like any standard epic, the book involves issues that directly bring humanity and the supernatural together. It celebrates the heroic hinged partly on greatness and partly on rare virtues. The question then arises: whose heroism does Milton celebrate in Paradise Lost - Satan, man (Adam) or Jesus? This question tops the list of the controversies that this poem has generated.

John Dryden has described John Milton as being "of the devil's party without knowing it". This position is justifiable, considering that Milton is more comfortable celebrating the daring and promethean spirit of Satan, his exploits and doggedness. Given the romantic spirit and thrust which Lord Byron readily recognizes as the propelling force that informed the actions of Satan/Lucifer, it is correct to say that Satan vehemently opposes and rejects the monopolist status quo, that he remains defiant, uncompromising, promethean in the face of defeat, and as a true leader of the fallen angels, leads where the action is hottest, and being fully aware of the consequences of his actions, takes full responsibilities for the same, all quality him as a romantic hero or Byronic hero.

In the context of Milton's vision and thematic concern, a romantic hero is not good enough. Therefore, Satan, put in a clearer perspective, is a tragic figure. Despite his qualities, like Chinua Achebe's Okonkwo in his novel Things Fall Apart, Satan/Lucifer remains stubbon, adamant, and unrepentant. His spirit is undistilled, his being turned into a serpent that must crawl and forever eat ashes; all these have nothing noble in it. There is nothing about Lucifer and, or his cohorts that is worth emulating. Therefore, he qualifies better as a tragic figure.

Man (Adam) is believed by some critics to be the hero of Paradise Lost. A critical study of this character, Adam, will help in this regard. Adam, in the beginning, is in a perfect state: immortal, he is the King of the new world. A temporary separation of his wife, Eve, from his "protective side" at the instance and insistence of the latter leads to her eating of the "forbidden fruit". Adam also made a deliberate choice of the path of destruction by taking the forbidden fruit. Thc full implication of his action qualifies him as a romantic hero. However, as the plot unfolds further, Adam undergoes a distillation of spirit, he comes thoroughly purged and repentant.

He is as repentant and purged as Sophocles' King Oedipus or Ola Rotimi's King Odewale. Adam (Man) in the context of Milton's artistic vision is a tragic hero, but certainly not the hero in Paradise Lost.

Is Jesus the hero? If we cast our mind back to Milton's thematic concern: "And justify the ways of God to men", it is obvious that Jesus Christ's choice to leave His glorious throne and His choice to give Himself up as the scape-goat qualifies the boundless love that God has for mankind. Jesus, in effect becomes the carrier-hero and trough His death and resurrection He defeats Death and restores Man to his original state of immortality and perfection. Jesus, therefore, becomes the hope and peace of those who care to accept Him as God's medium of reconciliation. As a Christian epic, Jesus Christ is the hero in Paradise Lost. In the context of Milton's vision, therefore, the poet has been able to "justify the ways of God to men".

Hints on Milton's Technique

John Milton is fond of the use of apposition. In this case, he introduces a new dimension through the use of semi and lull colon to emphasize cause and effect, e. g

"She eat:

Earth felt the wound" IX, 782-2

Original metaphors are given demonstrative roles for effect, thereby giving both literal and metaphoric references; e.g

“This intellectual good" meaning "Fruit/Death".

Milton uses parallelism to achieve a balance between abstract and concrete terms, to balance opposites and to equates time and space e.g., “Day/cloud”.

The poet uses copula (word joining the subject and predicate) for equating abstractions in didactic statements not only for startling metaphors but for throwing doubt on identities in a way that often reflects real uncertainty and achieves meditative or ironic effects.

Through his use of simple reference (SR), Milton avoids vagueness and deliberately creates double Iiteral meanings by his use of "the" and "my"

"the faithful side...my conduct"

There is the use of make-link with its strong active element that suspends disbelief for vivid expression such as "flight/wheel", "heaven/hell". At times, the link is combined with others to suggest several things, even ambiguously, e.g.:

“The rest, we live,”

Law to our selves" (X, 653-4)

Milton also makes use of the genitive link. That is, the use of "of" and the "possessive", which he uses for all relationships instead of the common apostrophe and "S" ('S), e.g.

“Nature...her seat”

…..words…... gave signs of woe" (1X, 782-3).

Milton’s use of adjectives is very flexible and varied. The adjectives are employed to create sensory effects such as taste, pain, light and dark. They are also employed to humanized the divine and divinize the human.

The poet’s choice of sentence structure is Latinate; this explains the unusual placement of the subject and sentence. It is an apparent imposition of the Latin liberal sentence structure, e.g, "Adam, by sad experiment I know" X, 967.

We have examples the use of epic simile which constitute the major source of digression in paradise Lost, e.g (0, 198-209 see Pg. 41.)

The issue of technique may remain inexhaustive in our discussion on paradise lost. What we have done is to bring out units that tend to confirm this work as a standard “modern” epic.

Conclusion

We have attempted, so far, to explore the epic poetry tradition in general and identify its basic characteristics in particular. However, it is instructive to note that not all epic poems satisfy all the characteristics we have considered here. Where this is the case, it does not mean that such a work is not an epic. It is our hope that our discussion so far will serve as a guide to any student who wishes to identify the basic characteristics of an epic poem in works that we have not examined in this study.

Poetry III

Posted by : Osofowora Oluwatobi (Surest)
Date :Thursday, September 8, 2022
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