The Clever Apprentice

OGHAM:

As any reader of my work knows by now, Ogham and an Ogham mentor played a major role in altering my life and commitment to learning about the ancients. I think Ogham was the original alphabet derived from chants, shamanic healing (Luis Beth Nion) and the lunar calendrical math shown in the work of archaeologists like Alexander Marshack. In fact I have shown that it includes binary math like the quipas even before recent research confirmed it. Here is a man who seems to see the same integration of spiritual and scientific knowledge and the choice of the name for his foundation is equally interesting. Mt. Meru is said to be from whence the Hindu people were taught their religion and I think my first published book (Diverse Druids) gave good evidences to show this is the Tarim Basin Kelts and their work. This excerpt is taken from the World-Mysteries.com site and there is a link there to more of Mr. Tenen’s work at that excellent compendium of knowledge being gathered by a physicist/astronomer who has been most helpful to me and my work.

“The Meru Project is based on 30 years of research by Stan Tenen into the origin and nature of the Hebrew alphabet, and the mathematical structure underlying the sequence of letters of the Hebrew text of Genesis.

From the Introductory Text: ‘The Meru Project has discovered an extraordinary and unexpected geometric metaphor in the letter-sequence of the Hebrew text of Genesis that underlies and is held in common by the spiritual traditions of the ancient world. This metaphor models embryonic growth and self-organization. It applies to all whole systems, including those as seemingly diverse as meditational practices and the mathematics fundamental to physics and cosmology… Meru Project findings demonstrate that the relationship between physical theory and consciousness, expressed in explicit geometric metaphor, was understood and developed several thousand years ago.’”

Ogham includes binary math taken into other alphabets that maintain and develop archetypes and constructs of energy. In Luis Beth Nion it is a medicinal usage that is highlighted. There are many tracts and roots for Ogham and I am not the only researcher who sees it is similar to the I Ching which may be derived from it through the Tarim Basin Red-Heads who we can now say are the people Lao Tzu went to meet as he neared the end of his life on Earth. Chanting and other harmonic or clicking noises not unlike the whales are possibly the beginning of all language and ESP would have been more developed in pre-language times as well as what Plato noted about a writing alphabet leading to a loss of disciplined wisdom. The language development schools of the Phoenician Kelts all came from Ogham and it is widely acknowledged that Hebrew and other Mediterranean languages all came via the Phoenicians.

The Aymar language of Peru is developed by the Chachapoyas leaders of the Incas and earlier cultures there. These white Keltic people who were running Peruvian cocaine to Egypt before the time of Moses are the real nature of corporate or cultural history, which I cover in my book on that region. For that reason I need to provide some of the work related to what most people cannot fathom could be true. I will leave it to the reader to verify Balabanova and her forensic court admissible proof of the cocaine mummies that Professor Martin Bernal of Rutgers also thinks is excellent evidence. You can also look to the Bas-relief in Lima that shows Kelts there in the pre-ceramic era. Let’s look at the work of Sister Serghetti of the Vatican for the matter of binary code or chaos science in these original sacerdotal codes or alphabets.

The Aymar Code:

Sister Serena Serghetti of the Franciscan Order is a great linguist and she used the Peruvian Aymar language in very interesting ways which support the theory that binary math was part of the ‘Quipas’ (said to be able to keep poetry) and Ogham as a root for all languages which we have and will continue to touch upon. Another recent report from Steve Connor of The Independent says these things that confirm the following quotation.

“… a leading scholar of South American antiquity believes the Inca did have a form of non-verbal communication written in an encoded language similar to the binary code of today’s computers. Gary Urton, professor of anthropology at Harvard University, has re-analysed the complicated knotted strings of the Inca - decorative objects called khipu - and found they contain a seven-bit binary code capable of conveying more than 1,500 separate units of information.”

This next quote is taken from a whistleblower site on the Web, the article dealt with Antarctica and some fishy things going on there at Lake Vostok, so please forgive the choppiness of my excerpting.

“But members of the archaeological community in the Near East point out that Serghetti is also one of the Vatican’s top linguists… Serghetti first made waves as a linguist in the late 1990s when she presented a universal translator software application at a United Nations Earth Summit. Building on the work of Bolivian mathematician Ivan Buzman de Rojas, Serghetti used the ancient Aymar language of the Andes to translate English into more than 26 languages.

‘The rigid, logical structure of Aymar itself is ideal for transformation into computer algorithm,’ she said at the time. ‘Its syntactical rules can be spelled out in the kind of algebraic shorthand that computers understand.’

Since then the U.S. National Security Agency has been trying to get its hands on Serghetti’s system, according to one codebreaker from Britain’s MI-6 intelligence branch who tried and failed to recruit Serghetti. ‘The Aymar language is so pure that the NSA suspects it didn’t just evolve like other languages but was constructed from scratch,’ the MI-6 source said. {A Sacerdotal language like Hebrew, used by the university chaos science types?}

In fact, the earliest Aymar myth says that after the Great Flood, strangers attempted to build a city on Lake Titicaca — Tiahuanaco with its great Temple of the Sun - but suddenly abandoned it and disappeared.

According to legend, they came from the lost island paradise of “Aztlan,” the Aztec version of Atlantis. ‘In other words,’ said one Meso-American linguist, speaking on condition of anonymity, ‘Sister Serghetti may well know the language of the Atlanteans.’”

Author of Diverse Druids
Columnist for The ES Press Magazine
Guest ‘expert’ at World-Mysteries.com

Can We Pass The Test?

American Citizenship

I’m the daughter of an American soldier and with that comes pride of my American heritage, and love and pride for our country. I have thought of myself as being a patriot, which I am. But I have found out to my dismay, that we as Americans have not gone to any length to know enough about our country.

I feel very lucky that I was born here.

Online there is a citizenship test, similar to the test that those from other countries are required to take. I took the test and made a score of 6 out of a possible 11. I regarded that as a low score but the test said not that bad.

I was disappointed in myself, a daughter of a ww2 vet, who knew so little about my country.

It amazes me that those from other countries would sacrifice so much, their families and those they love to come to a country so different from their own.

They have to live in America five years, obtain good employment, and there are those that even marry American citizens to obtain citizenship to our country.

Many of them learn our language and have countless obstacles to overcome to stay in our country and obtain a citizenship that I have taken so easily for granted.

It makes me more grateful that I was born here, and it has opened my eyes that I need to be more informed about how country.

Bio Of Judy Arline Puckett

I am currently residing in Monroe, La.
I begin writing at the age of 11, and I’m 54 now.

I am the mother of three and the grandmother of five.
I love creative writing, poetry, digital art, art, photography, jazz, and blues music.
I write poetry and lyrics on every topic. War, peace, love, heartache, religion, and abortion, which I oppose.
I hope to write meaningful and worthwhile words that will touch hearts and make a difference in life.

“A poet is the voice for those who are without words.”
- Judy Arline Puckett

When building catapults, armies had to include in their ranks those people capable of employing complicated mathematical formulas and turning them into machines of war.

While their appearance on the warfare scene dramatically changed tactics for quite literally hundreds of years, it was no easy task for medieval armies to create the machines of war they needed to help ensure victory.

The engineers were generally responsible for the production or mass production of larger scale weapons on the battlefield and leading up battle.

When building catapults on site, engineers had to rely on their own know how and the materials available to them, unless of course they transported the wood, sinew and in the case of some more complex catapults, the counterpoises and other materials with them.

When the idea was to create more simple machines such as ballistas or mangonels, the task of building catapults was much easier on site than let’s say a trebuchet, which often required extremely heavy materials. In the case of the ballistas and mangonels, the main ingredients - wood and rope or sinew - were a little easier for engineers to find. The difficulty came in getting these machines together in a big hurry for an impending siege.

Since mass production factories and automation were years in the future, medieval armies had to rely on their own ingenuity to pull this off. Engineers who were responsible for building catapults understood the intricacies of design, they knew the formulas behind the trajectory theory and they were smart enough to create ways to make their designs more mobile and easier to construct with haste.

When building catapults such as the ballista and mangonel, engineers only needed to create simple designs. The ballista, for example, required a platform, two wooden arms and tightly wound ropes. These machines could be built in advance and put on platforms for an army to move along with it. The mangonel, too, was similar, and building catapults of this make required only one wooden arm. The drawback to both of these machines, however, was lack of accuracy, although mobility was a plus.

The great trebuchets created a different problem for those charged with building catapults. These much larger machines of war required a better understanding of physics and more, and heavier materials. Since they were known for their castle-wall crushing ability, building catapults of this design was often necessary on site.

Believed to have been created in 12 century France, the trebuchet used a long wooden arm rested on a pivot point to act as a larger level. When building catapults of this style, a very large projectile was also needed. Earlier versions called for warriors to pull on ropes to hurl the stone or object.

Although it wasn’t easy to fill an order on site, much like the modern day Army Corp of Engineers, their early counterparts understood what was necessary to go about building catapults. They knew, too, success or failure of their military campaign might depend on their ability to build catapults with speed and accuracy. With a wealth of knowledge stored in their heads - rather than in calculators - they set about putting these machines together onsite, or in the case of the more mobile models in advance.

For more medieval siege weapons information, including catapult history, visit the
Medieval Siege Weapons Index page at www.medieval-castle-siege-weapons.com

Garben Catapult is responsible for adding new information to All About Medieval Castles - Medieval Siege Weapons, a site filled with over 100 pages of interesting information covering many aspects of medieval castles and medieval weapons.

Born in 1630, Charles II was the second eldest son of Charles I, who spent most of his teenage years fighting parliaments Roundheads until the execution of his father in 1649, and after he agreed to make Presbyterianism the religion of England and Scotland.

In 1650, Charles returned to his native Scotland and a year later led an unsuccessful campaign against Cromwell’s forces at Worcester. During this defeat, Charles managed to avoided capture, finding safe passage to France where he spent the next eight years roaming the wilderness of Europe.

Upon the collapse of Cromwell’s commonwealth, Charles was invited back to England and shortly after married Catherine of Braganza. His marriage to Catherine was a fruitless one as it bore him no legitimate heir to the throne.

In 1660, at the age of 30, Charles ascended the English throne and immediately set about seeking retribution for his father’s execution. Nine of his father’s conspirators were brought to trial and executed. As well as being very tolerant towards those who had condemned his father to death, he was also a very tolerant person in regards to all religious matters.

The country was in a jubilant mood at having a true monarch again, but his powers had been severely curtailed by Parliament. This curtailment meant that the Royal coppers were not what they should be and Charles had to fund his administrators from customs taxes and a pension that was paid to him by King Louis XIV of France.

Out of the ashes of the civil war, England’s first political parties were formed. The Cavaliers went on to form the first Tory party, whose ideology was in preserving the kings power over Parliament, while Cromwell’s Roundheads went on to form the Whig Party. Oddly enough, the Whig Party was all for expansion of trade abroad and maintaining parliament’s supremacy in the political field. In essence they were forbearers of today’s modern political parties.

Charles first ten years in power was not very memorable or fruitful. He was defeated by the Dutch in a war over foreign trade. In the latter half of the 1660’s Charles had to cope with the Great Plague of 1665 as well as the Fire of London in 1667, which left much of the capital a whole burnt out shell which only added to his trouble.

On top of all this, during the same year as the Great Fire of London, the Dutch brazenly sailed up the Medway River and sank five of his battleships. And to rub salt into already opened wounds, they towed the Royal Charles back to Holland.

The start of a new decade saw a new alliance with France. The French promised to help Charles in his fight against the Dutch with the assurance that Charles would bring back Catholicism to the country. This was in turn used against him by the Whig party. The consequence of this was another bout of religious hatred towards the Catholic Church. This anti-Catholicism paranoia led to the Queen and her favourites being accused of attempting to murder Charles II. In Parliament the Whig party, who held the majority of seats at the time, tried to push through an Exclusion Bill barring Catholics from holding public office and thus keep James Stuart from the throne. Charles II was felled by fever and this illness caused the balance of opinion to tip in his favour.

The king had a self-indulgent character - he had numerous mistresses and illegitimate children, and loved racing and gambling - and this led to him having a considerable influence on Restoration art and literature.

Charles II’s remaining years were occupied with securing his brother’s right to the throne and gathering political support from the Tory party. Charles died in February 1685 from complications following a stroke.

Charles II’s life can be best summed up from a quote of the time: “Charles II was always very merry and was therefore not so much a king as a Monarch. During the civil war, he had rendered valuable assistance to his father’s side by hiding in all the oak-trees he could find. He was thus very romantic and popular and was able after the death of Cromwell to descend to the throne.”

I hope you have enjoyed reading about Charles II.

In my next article we will learn about the life of Philip II of France.

Until then,

Best wishes and have a great day

Stuart Bazga

www.guide-to-castles-of-europe.com

A Guide to Castles of Europe was born from childhood dreams and aspirations. It is my hope to educate and stimulate you into exploring these castles for yourselves.

To teachers and parents: if your children have problems in mathematics, reed this article, please. Maybe the cause of the difficulties is very simple.

For success in school mathematics it is necessary to master elementary mental computational skills at first. This statement is obvious not only for teachers. Everybody knows that addition and subtraction within the limits of 20, multiplication and division within the limits of 100 are the foundation of all next arithmetical and algebraic topics. But my practice shows that a level of the skills, which maybe is suitable for primary school, very often is insufficient for secondary school. During last twenty years I investigated why some pupils can not study mathematics successfully. Now I am sure - the first of the causes is poor mental arithmetic. If elementary mental computational skills are not enough good, a pupil has no chances to understand and master more complicated topics.

How can we diagnose a lack of the skills? The answer seems very simple. Mental computations must be swift and errorless. We may say that the skills must be driven to automatism (the top quality of skills) which means quick and errorless mental implementation of the simple arithmetical operations.

Thus the computational speed is the first criterion of the automatism. Meanwhile an error may be caused not only by lack of skills. There are many other outside causes - a bad condition of a pupil, a brief distraction of attention and so on. Therefore a probability of occurrence of an error, which must be sufficiently low but not equal to zero, must be taken as the second criterion.

The results of my study allow determining permissible limits of the average time of implementation of one operation and relative frequency of occurrence of errors while a pupil implements a sequence of simple uniform operations. All pupils who had not reached the limits could not learn mathematics without big problems. They could not work at lessons of full value and do homework themselves. Their knowledge and skills were very bad. In contrary, in those cases when it was possible to improve their elementary mental computational skills, they began to make progress.

If you want to know more about the implemented study, you can go to

http://www.simplar.boom.ru

You can find there a description of the study with some figures and diagrams, a test for diagnosis of elementary mental computational skills and a description of two effective ways for improvement of the skills: 1) The testing tables which are an effective means for training work. Their using lets to bring up quickly the elementary mental computational skills to the level exceeding the calculated permissible limits of the considered parameters. 2) The teaching computer program for improvement of elementary mental computational skills. It makes a diagnosis of a level of the skills; carries out the work on improvement of the skills; carries out control by a psycho-physical state of a pupil and by a level of permissible working load; allows controlling the results of working.

For confirming the influence of quality of elementary mental computational skills over success in school mathematics bad achieving pupils (from one to three years after the multiplication table was completely studied) were chosen. The work upon development of the skills, which level had been very bad, was carried out with each of them individually. In 85% of cases the level was brought to stable correspondence to the calculated values of parameters. The results exceed the limit values of the parameters significantly. After that a work upon main basic topics of school math (common fractions, algebraic equations and so on) was carried out with the pupils. The work was successful, and all of them had not big problems in their subsequent math’s learning. It must be noted that the level of elementary mental computational skills of actively working pupils only do not decreases in due course. If a pupil works passively at lessons and does not carry out home works himself/herself, the level decreases gradually. In some time it leads to difficulties in math’s learning.

Thus a level of elementary mental computational skills is a good means of determination of pupil’s preparedness for successful studies. The limit values of the considered parameters define the first threshold of school math’s learning ability. The pupils who have not crossed this threshold are doomed to poor progress. It means that results of testing of the skills may be used for prediction of failure in school mathematics.

MAIN INFERENCES 1) Unsatisfactory development of the elementary mental computational skills adverse affects progress in school mathematics. The skills must be driven to automatism. That is the obligatory condition for success in school mathematics. 2) A level of the skills may be determined by two parameters: average time of implementation of one operation and relative frequency of occurrence of errors. 3) For testing it is handy to use the standard tables, for which the permissible limits of time and errors were calculated (http://www.simplar.boom.ru)

Have you ever thought why another college term papers causes your distress? You just saw its confusing title and it seems to make no sense to you. Or you can’t decide what topic to choose from a countless number of options spinning in your mind. Yes, I will agree with you that sometimes the choice and misunderstanding of the topic are the main hindrances in producing a good writing. But we should overcome this barrier. We will see how to get the meaning of the assigned topic and to choose a winning topic. Your paper suggests a complete exposure of the topic. Sometimes you need just to understand it and that is all.

Try reading the topic several times and find key word in it, that is the nucleus of your topic. Relate the key word to a specific academic discipline. As you see, careful thinking over the topic helps you to understand that it is not that difficult. Before the main stage of the writing process you should memorize the title of your topic. While working on your paper repeat it constantly and that way you will not get off the point. In many cases teachers give you an opportunity to select the topic on your own. It is difficult to say what is better: to work on the assigned topic or to hesitate which to choose? It depends. We are sure you will determine which variant suits you best. Our aim is to provide you with information that will facilitate your writing procedure.

As you are choosing the topic take into consideration the following ideas: 1) You will never produce a good paper if you don’t feel enthusiastic about the topic. Your choice should be based on the area of your personal interests, preferences and the subjects that appeal to you. 2) Don’t choose the complicated topic. You will waste a lot of precious time in search of necessary information and even more time to make some sense of it. Besides there is a risk of finding nothing and then all you have to is to order custom term papers. 3) Narrow your topic. It is impossible to cover a general topic in your paper. Extract more specific and particular issue from a general topic. That way you will have an opportunity to give a deeper and more detailed discussion of the question. 4) Your topic should give opportunities for doing your independent research, in which you will demonstrate your skills and abilities to collect, assemble, generalize and analyze facts and documents. We want to wish you inspiration, concentration and not so much perspiration with your term paper. Remember, when you make a choice it must be the best!

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First check out whether you have provided the writers and researchers with the college term paper topic of your essay. Remember that in many cases the customers either forgets to provide the company with the right topic or the topic is vaguely formulated. Needless to say that in this case it would, be extremely difficult even for experienced and skilled writer to research and write the paper that would match your initial instructions and what more - your expectations. College term paper topics as well as instructions may vary, yet they should match the requirements set by your tutor. Second, pay closest attention to the instruction that you provide. Make sure that these are instructions demanded by your tutor; otherwise the term paper written will not match those set by your college or university. In this case you might wound up with useless yet sometimes expensive paper.

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Teachers, it’s the ultimate challenge in classroom management, isn’t it? If you find it challenging to teach and counsel students suffering from “hormone poisoning,” here are some great interventions to help your teens use their heads instead of their hormones. All of these delightfully different methods are taken from Youth Change’s Solution Center; there are hundreds more there if you need them:

On-the-Job Kissy-Face
When kids debate your site’s standards regulating romantic contact, inform them that the standards derive from the work world, not your personal preferences. Advise your youngsters that as soon as business work places commonly permit hugging, kissing, etc., you will too. So, in our part of the world, we tell kids that the very instant that our large employers like Nike, the State of Oregon, and Intel, start offering Coffee and Kiss breaks, we’ll do it too.

Work a Little, Kiss a Little
Ask students to name all the jobs they can successfully do and gaze longingly into someone’s eyes while working; there may be none. Ask your youngsters to guess what happens to people who work a little, kiss a little.

That Other Fire Will Have to Wait
Have your students name the jobs or businesses they may one day wish to do. Ask them to identify the results of kissing, hugging, etc. while working these jobs. For example, what could result from a fire fighter, surgeon or air traffic controller being distracted by romantic activity at work? Have students answer that question humorously by determining what the distracted worker might say when asked to concentrate on work. Elicit silly answers, such as the fire fighter responds with “That other fire will have to wait.”

Would You Ski in Class?
Ask students if they would ever cook breakfast during your class or activity, or practice the clarinet, or ski? When they say “no,” ask why. When they tell you that those activities don’t belong in class, you can respond that neither do kissing, hugging, etc. Note that you are not commenting on whether the romantic activity is good or bad, but that class or group is the wrong time and place, just like it’s the wrong time and place for skiing or making toast.

Elbows to Fingertips
A quick and easy-to-remember guideline for interpersonal contact at your site: Touch only from the elbows to fingertips, and then, only after asking and receiving permission.

Someone’s Sister
This intervention is designed for boys who view girls as mere toys. Ask the young man to describe how he’d react if someone took advantage of his sister (or mother or daughter.) Elicit answers that show that he wouldn’t tolerate such behavior. Remind the young man that every girl is/will be someone’s sister, someone’s daughter, someone’s mother.

In Case of Hormone Overdose
Years ago, families reliably taught their offspring what they needed to know about interpersonal behavior. Those skills are not always reliably taught at home these days. You may want to make it your job to teach what the family should have taught. Remember that telling youngsters “what not to do”, may not be enough to change the problem behaviors. Be sure to teach them “what to do” instead. Be sure to cover these: Hand Control, Mouth Control, Distance Control and Clothes Control.

Ruth Herman Wells MS is the director of Youth Change, (www.youthchg.com.) See hundreds more of her innovative, problem-stopping interventions at Youth Change’s web site www.youthchg.com. Ruth is the author of dozens of books and conducts workshops, inservice, professional development

I started on my bachelor’s degree in health care administration over two years ago. I was attending a state university full time and working part time. My wife had recently passed the CPA exam and was looking for an accounting position. We both expected her job search to take some time, so we were pleasantly surprised when we found that she had a job offer within a few weeks. She had only applied for positions in our area, but the job offer she received was from out of town…way out of town.

We lived in Indiana but the offer came from an accounting firm in Seattle. Apparently, one of the human resources people from a company she applied with had passed her application on to this company. We still don’t know where the connection was, but nevertheless, we were now considering a big move. The salary offered was well beyond her expectations and neither of us had an aversion to the Pacific northwest, so we decided to go for it.

My plan was to find employment and then wait one year until I established residency and finish my education. After we moved, I started to feel like waiting a year wasn’t such a good idea. I was able to find a job, but I really wanted to work in the health care field and get started on my career. I was talking to a friend of mine from back hone on the phone, when he suggested that I finish my degree online. I had never really though of that as an option, but decided it might be worth looking into. I was able to find an accredited program that would allow me to start right away. Not only that, all my previously earned credits were accepted and I was able to work on my degree at an accelerated pace.

I am now six months from graduation and well ahead of schedule. I enjoy the comfort and convenience of online learning and my tuition is less than I was paying at home. Considering the fact that I would still be waiting to start had I chose to establish residency and attend college locally, I’m really glad I decided to finish my degree online.

Constructing a Moral Universe

Lothar Cerny asserts that Fielding is “not a moral philosopher,” but rather he is a “poet providing his readers with images which ‘possess the sight of the soul’” (Cerny 313). I have to disagree with that statement, because though Fielding may be presenting ‘images of the soul,’ he is also ensuring that his readers interpret those ‘images’ in the way Fielding desires. Fielding does not limit himself to only showing us the moral conduct that he promotes, but also sharply satirizes and criticizes the opposites of his moral philosophy.

One example of Fielding’s satirical analysis of other moral philosophers is presented in the prefatory chapter to Book VI, “On love.” Here Fielding likens “certain philosophers” who maintain that love does not exist “in the human breast” to “finders of gold,” i.e. men who clean latrines (Fielding 233).

In reality, I am inclined to suspect that all these several finders of truth are the very identical men who are by others called the finders of gold. The method used in both these searches after truth and after gold being, indeed, one and the same, viz., the searching, rummaging, and examining into a nasty place; indeed, in the former instances into the nastiest of all places, A BAD MIND. (Fielding 233)

Fielding then continues to grant “some concessions” to those philosophers, and to state that “esteem and gratitude are the proper motives to love, as youth and beauty are to desire” (Fielding 235). Then he uses his rhetorical skills to persuade readers to embrace his views on love: Fielding exhorts readers to “examine” their hearts, and see if they will discover the truth of his view (Fielding 235). If we do, we can continue reading. If not, we are admonished that it would be better for us to put the book aside than to “throw away any more of [our] time in reading what [we] can neither taste nor comprehend” (Fielding 235). Fielding most likely begins with promoting his views on love because that is the easiest aspect of moral philosophy to obtain agreement from others.

In the introduction to Book VII, Fielding invokes the terminology of the theatre as an extended metaphor for discussing the conflict between passion and reason in humans.

A single bad act no more constitutes a villain in life than a single bad part on the stage. The passions, like the managers of a playhouse, often force men upon parts without consulting their judgment, and sometimes without any regard to their talents. (Fielding 286)

Thus, we the readers are encouraged to identify with “the man of candour and of true understanding” who “can censure an imperfection” without condemning the “guilty party” rather than aligning ourselves with the “worst of men” who “generally have the words rogue and villain most in their mouths” (Fielding 286). The proper conduct that Fielding is advocating here is that people should place a higher value on mercy than on justice, or at least, to temper justice with mercy. Fielding depicts this tempering of justice with mercy in the character of Mr. Allworthy.

Bibliography

Cerny, Lothar. “‘But the Poet…Never Affirmeth’: A Reply to Bernard Harrison.” Connotations 3.3 (1993-94): 312-17.

Fielding, Henry. Tom Jones. Oxford: Oxford University Press, 1996.

Mary Arnold holds a B.A. in literature and history. She is an author on http://www.Writing.Com/ which is a site for Creative Writing.

Her writing portfolio may be viewed at http://www.Writing.com/authors/ja77521