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Quintus Horatius Flaccus (December 8, 65 BC – November 27, 8 BC)

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Improvement Dave

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"pluck the day [as it is ripe]"

The Odes: BkI:XI
Carpe Diem
"The envious moment is flying now, now, while we’re speaking:

Seize the day, place in the hours that come as little faith as you can."

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Book I

Translated by A. S. Kline © Copyright 2003 All Rights Reserved

This work may be freely reproduced, stored and transmitted, electronically or otherwise, for any non-commercial purpose. Conditions and Exceptions apply.

Translator's Note

Horace fully exploited the metrical possibilities offered to him by Greek lyric verse. I have followed the original Latin metre in all cases, giving a reasonably close English version of Horace's strict forms. Rhythm not rhyme is the essence. Please try reading slowly to identify the rhythm of the first verse of each poem, before reading the whole poem through. Counting syllables, and noting the natural rhythm of individual phrases, may help. Those wishing to understand the precise scansion of Latin lyric verse should consult a specialist text. The Collins Latin Dictionary, for example, includes a good summary. The metres used by Horace in each of the Odes, giving the standard number of syllables per line only, are listed at the end of this text (see the Index below).

Contents

BkI:I The Dedication: To Maecenas

Maecenas, descendant of royal ancestors,

O my protector, and my sweet glory,

some are delighted by showers of dust,

Olympic dust, over their chariots, they

are raised to the gods, as Earth's masters, by posts

clipping the red-hot wheels, by noble palms:

this man, if the fickle crowd of Citizens

compete to lift him to triple honours:

that one, if he's stored away in his granary

whatever he gleaned from the Libyan threshing.

The peasant who loves to break clods in his native

fields, won't be tempted, by living like Attalus,

to sail the seas, in fear, in a Cyprian boat.

The merchant afraid of the African winds as

they fight the Icarian waves, loves the peace

and the soil near his town, but quickly rebuilds

his shattered ships, unsuited to poverty.

There's one who won't scorn cups of old Massic,

nor to lose the best part of a whole day lying

under the greenwood tree, or softly

close to the head of sacred waters.

Many love camp, and the sound of trumpets

mixed with the horns, and the warfare hated

by mothers. The hunter, sweet wife forgotten,

stays out under frozen skies, if his faithful

hounds catch sight of a deer, or a Marsian

wild boar rampages, through his close meshes.

But the ivy, the glory of learned brows,

joins me to the gods on high: cool groves,

and the gathering of light nymphs and satyrs,

draw me from the throng, if Euterpe the Muse

won't deny me her flute, and Polyhymnia

won't refuse to exert herself on her Lesbian lyre.

And if you enter me among all the lyric poets,

my head too will be raised to touch the stars.

BkI:II To Augustus

The Father's sent enough dread hail

and snow to earth already, striking

sacred hills with fiery hand,

to scare the city,

and scare the people, lest again

we know Pyrrha's age of pain

when Proteus his sea-herds drove

across high mountains,

and fishes lodged in all the elms,

that used to be the haunt of doves,

and the trembling roe-deer swam

the whelming waters.

We saw the yellow Tiber's waves

hurled backwards from the Tuscan shore,

toppling Numa's Regia and

the shrine of Vesta,

far too fierce now, the fond river,

in his revenge of wronged Ilia,

drowning the whole left bank, deep,

without permission.

Our children, fewer for their father's

vices, will hear metal sharpened

that's better destined for the Persians,

and of battles too.

Which gods shall the people call on

when the Empire falls in ruins?

With what prayer shall the virgins

tire heedless Vesta?

Whom will Jupiter assign to

expiate our sins? We pray you,

come, cloud veiling your bright shoulders,

far-sighted Apollo:

or laughing Venus Erycina,

if you will, whom Cupid circles,

or you, if you see your children

neglected, Leader,

you sated from the long campaign,

who love the war-shouts and the helmets,

and the Moor's cruel face among his

blood-stained enemies.

Or you, winged son of kindly Maia,

changing shape on earth to human

form, and ready to be named as

Caesar's avenger:

Don't rush back to the sky, stay long

among the people of Quirinus,

no swifter breeze take you away,

unhappy with our

sins: here to delight in triumphs,

in being called our prince and father,

making sure the Medes are punished,

lead us, O Caesar.

BkI:III Virgil: Off to Greece

May the goddess, queen of Cyprus,

and Helen's brothers, the brightest of stars,

and father of the winds, Aeolus,

confining all except Iapyga, guide you,

ship, that owes us Virgil, given

to your care, guide you to Attica's shores,

bring him safely there I beg you,

and there watch over half of my spirit.

Triple bronze and oak encircled

the breast of the man who first committed

his fragile bark to the cruel sea,

without fearing the fierce south-westerlies

fighting with the winds from the north,

the sad Hyades, or the raging south,

master of the Adriatic,

whether he stirs or he calms the ocean.

What form of death could he have feared,

who gazed, dry-eyed, on swimming monsters,

saw the waves of the sea boiling,

and Acroceraunia's infamous cliffs?

Useless for a wise god to part

the lands, with a far-severing Ocean,

if impious ships, in spite of him,

travel the depths he wished inviolable.

Daring enough for anything,

the human race deals in forbidden sin.

That daring son of Iapetus

brought fire, by impious cunning, to men.

When fire was stolen from heaven

its home, wasting disease and a strange crowd

of fevers covered the whole earth,

and death's powers, that had been slow before

and far away, quickened their step.

Daedalus tried the empty air on wings

that were never granted to men:

Hercules' labours shattered Acheron.

Nothing's too high for mortal men:

like fools, we aim at the heavens themselves,

sinful, we won't let Jupiter

set aside his lightning bolts of anger.

BkI:IV Spring

Fierce winter slackens its grip: it's spring and the west wind's sweet change:

the ropes are hauling dry hulls towards the shore,

The flock no longer enjoys the fold, or the ploughman the fire,

no more are the meadows white with hoary frost.

Now Cytherean Venus leads out her dancers, under the pendant moon,

and the lovely Graces have joined with the Nymphs,

treading the earth on tripping feet, while Vulcan, all on fire, visits

the tremendous Cyclopean forges.

Now its right to garland our gleaming heads, with green myrtle or flowers,

whatever the unfrozen earth now bears:

now it's right to sacrifice to Faunus, in groves that are filled with shadow,

whether he asks a lamb, or prefers a kid.

Pale death knocks with impartial foot, at the door of the poor man's cottage,

and at the prince's gate. O Sestus, my friend,

the span of brief life prevents us from ever depending on distant hope.

Soon the night will crush you, the fabled spirits,

and Pluto's bodiless halls: where once you've passed inside you'll no longer

be allotted the lordship of wine by dice,

or marvel at Lycidas, so tender, for whom, already, the boys

are burning, and soon the girls will grow hotter.

BkI:V Treacherous Girl

What slender boy, Pyrrha, drowned in liquid perfume,

urges you on, there, among showers of roses,

deep down in some pleasant cave?

For whom did you tie up your hair,

with simple elegance? How often he'll cry at

the changes of faith and of gods, ah, he'll wonder,

surprised by roughening water,

surprised by the darkening storms,

who enjoys you now and believes you're golden,

who thinks you'll always be single and lovely,

ignoring the treacherous

breeze. Wretched are those you dazzle

while still untried. As for me the votive tablet

that hangs on the temple wall reveals, suspended,

my dripping clothes, for the god,

who holds power over the sea.

BkI:VI A Tribute to Agrippa

You should be penned as brave, and a conqueror

by Varius, winged with his Homeric poetry,

whatever fierce soldiers, with vessels or horses,

have carried out, at your command.

Agrippa, I don't try to speak of such things,

not Achilles' anger, ever unyielding,

nor crafty Ulysses' long sea-wanderings,

nor the cruel house of Pelops,

I'm too slight for grandeur, since shame and the Muse,

who's the power of the peaceful lyre, forbids me

to lessen the praise of great Caesar and you,

by my defective artistry.

Who could write worthily of Mars in his armour

Meriones the Cretan, dark with Troy's dust,

or Tydides, who with the help of Athene,

was the equal of all the gods?

I sing of banquets, of girls fierce in battle

with closely-trimmed nails, attacking young men:

idly, as I'm accustomed to do, whether

fancy free or burning with love.

BkI:VII Tibur (the modern Tivoli)

Let others sing in praise of Rhodes, or Mytilene,

or Ephesus, or Corinth on the Isthmus,

or Thebes that's known for Bacchus, or Apollo's isle

of Delphi, or Thessalian Tempe.

There's some whose only purpose is to celebrate

virgin Athene's city forever,

and set indiscriminately gathered olive on their heads.

Many a poet in honour of Juno

will speak fittingly of horses, Argos, rich Mycenae.

As for me not even stubborn Sparta

or the fields of lush Larisa are quite as striking,

as Albunea's echoing cavern,

her headlong Anio, and the groves of Tiburnus,

and Tibur's orchards, white with flowing streams.

Bright Notus from the south often blows away the clouds

from dark skies, without bringing endless rain,

so Plancus, my friend, remember to end a sad life

and your troubles, wisely, with sweet wine,

whether it's the camp, and gleaming standards, that hold you

or the deep shadows of your own Tibur.

They say that Teucer, fleeing from Salamis and his

father, still wreathed the garlands, leaves of poplar,

round his forehead, flushed with wine, and in speech to his friends

said these words to them as they sorrowed:

'Wherever fortune carries us, kinder than my father,

there, O friends and comrades, we'll adventure!

Never despair, if Teucer leads, of Teucer's omens!

Unerring Apollo surely promised,

in the uncertain future, a second Salamis

on a fresh soil. O you brave heroes, you

who suffered worse with me often, drown your cares with wine:

tomorrow we'll sail the wide seas again.'

BkI:VIII : To Lydia: Stop Ruining Sybaris!

Lydia, by all the gods,

say why you're set on ruining poor Sybaris, with passion:

why he suddenly can't stand

the sunny Campus, he, once tolerant of the dust and sun:

why he's no longer riding

with his soldier friends, nor holds back the Gallic mouth, any longer,

with his sharp restraining bit.

Why does he fear to touch the yellow Tiber? Why does he keep

away from the wrestler's oil

like the viper's blood: he won't appear with arms bruised by weapons,

he who was often noted

for hurling the discus, throwing the javelin out of bounds?

Why does he hide, as they say

Achilles, sea-born Thetis' son, hid, before sad Troy was ruined,

lest his male clothing

had him dragged away to the slaughter, among the Lycian troops?

BkI:IX Winter

See how Soracte stands glistening with snowfall,

and the labouring woods bend under the weight:

see how the mountain streams are frozen,

cased in the ice by the shuddering cold?

Drive away bitterness, and pile on the logs,

bury the hearthstones, and, with generous heart,

out of the four-year old Sabine jars,

O Thaliarchus, bring on the true wine.

Leave the rest to the gods: when they've stilled the winds

that struggle, far away, over raging seas,

you'll see that neither the cypress trees

nor the old ash will be able to stir.

Don't ask what tomorrow brings, call them your gain

whatever days Fortune gives, don't spurn sweet love,

my child, and don't you be neglectful

of the choir of love, or the dancing feet,

while life is still green, and your white-haired old age

is far away with all its moroseness. Now,

find the Campus again, and the squares,

soft whispers at night, at the hour agreed,

and the pleasing laugh that betrays her, the girl

who's hiding away in the darkest corner,

and the pledge that's retrieved from her arm,

or from a lightly resisting finger.

BkI:X To Mercury

Mercury, eloquent grandson of Atlas,

I'll sing of you, who wise with your training, shaped

the uncivilised ways of our new-born race,

with language, and grace

in the ways of wrestling, you the messenger

of Jove and the gods, and the curved lyre's father,

skilful in hiding whatever pleases you,

with playful deceit.

While he tried to scare you, with his threatening voice,

unless you returned the cattle you'd stolen,

and so craftily, Apollo was laughing

missing his quiver.

And indeed, with your guidance, Priam carrying

rich gifts left Troy, escaped the proud Atridae,

Thessalian fires, and the menacing camp

threatening Ilium.

You bring virtuous souls to the happy shores,

controlling the bodiless crowds with your wand

of gold, pleasing to the gods of the heavens

and the gods below.

BkI:XI Carpe Diem

Leuconoë , don't ask, we never know, what fate the gods grant us,

whether your fate or mine, don't waste your time on Babylonian,

futile, calculations. How much better to suffer what happens,

whether Jupiter gives us more winters or this is the last one,

one debilitating the Tyrrhenian Sea on opposing cliffs.

Be wise, and mix the wine, since time is short: limit that far-reaching hope.

The envious moment is flying now, now, while we're speaking:

Seize the day, place in the hours that come as little faith as you can.

BkI:XII Praising Augustus

What god, man, or hero do you choose to praise

on the high pitched flute or the lyre, Clio?

Whose name will it be that joyfully resounds

in playful echoes,

either on shadowed slopes of Mount Helicon,

or on Pindus's crest, or on cool Haemus,

where the trees followed thoughtlessly after

Orpheus's call,

that held back the swift-running streams and the rush

of the breeze, by his mother the Muse's art,

and seductively drew the listening oaks

with enchaining song?

Which shall I sing first of the praises reserved

for the Father, who commands mortals and gods,

who controls the seas, and the land, and the world's

various seasons?

From whom nothing's born that's greater than he is,

and there's nothing that's like him or near him,

though Athene has honour approaching his,

she's bravest in war:

I won't be silent about you, O Bacchus,

or you Diana, virgin inimical

to wild creatures, or you Apollo, so feared

for your sure arrows.

I'll sing Hercules, too, and Leda's twin boys,

one famed for winning with horses, the other

in boxing. When their clear stars are shining bright

for those on the sea,

the storm-tossed water streams down from the headland,

the high winds die down, and the clouds disappear,

and, because they wish it, the menacing waves

repose in the deep.

I don't know whether to speak next, after those,

of Romulus, or of Numa's peaceful reign,

of Tarquin's proud axes, or of that younger

Cato's noble death.

Gratefully, I speak in distinguished verses

of Regulus: and the Scauri: and Paulus

careless of his life, when Hannibal conquered:

of Fabricius.

Of him, and of Curius with uncut hair,

and Camillus too, whom their harsh poverty

and their ancestral gods, and their ancient farms,

inured to struggle.

Marcellus' glory grows like a tree, quietly

with time: the Julian constellation shines,

among the other stars, as the Moon among

the lesser fires.

Father, and guardian of the human race,

son of Saturn, the care of mighty Caesar

was given you by fate: may you reign forever

with Caesar below.

Whether its the conquered Persians, menacing

Latium , that he leads, in well-earned triumph,

or the Seres and the Indians who lie

beneath Eastern skies,

under you, he'll rule the wide earth with justice:

you'll shake Olympus with your heavy chariot,

you'll send your hostile lightning down to shatter

once-pure sacred groves.

BkI:XIII His Jealousy

When you, Lydia, start to praise

Telephus' rosy neck, Telephus' waxen arms,

alas, my burning passion starts

to mount deep inside me, with troubling anger.

Neither my feelings, nor my hue

stay as they were before, and on my cheek a tear

slides down, secretly, proving how

I'm consumed inwardly with lingering fires.

I burn, whether it's madhouse

quarrels that have, drunkenly, marked your gleaming

shoulders, or whether the crazed boy

has placed a love-bite, in memory, on your lips.

If you'd just listen to me now,

you'd not bother to hope for constancy from him

who wounds that sweet mouth, savagely,

that Venus has imbued with her own pure nectar.

Three times happy are they, and more,

held by unbroken pledge, one which no destruction

of love, by evil quarrels,

will ever dissolve, before life's final day.

BkI:XIV The Ship of State

O ship the fresh tide carries back to sea again.

Where are you going! Quickly, run for harbour.

Can't you see how your sides

have been stripped bare of oars,

how your shattered masts and yards are groaning loudly

in the swift south-westerly, and bare of rigging,

your hull can scarce tolerate

the overpowering waters?

You haven't a single sail that's still intact now,

no gods, that people call to when they're in trouble.

Though you're built of Pontic pine,

a child of those famous forests,

though you can boast of your race, and an idle name:

the fearful sailor puts no faith in gaudy keels.

You must beware of being

merely a plaything of the winds.

You, who not long ago were troubling weariness

to me, and now are my passion and anxious care,

avoid the glistening seas

between the shining Cyclades.

BkI:XV Nereus' Prophecy of Troy

While Paris, the traitorous shepherd, her guest,

bore Helen over the waves, in a ship from Troy,

Nereus , the sea-god, checked the swift breeze

with an unwelcome calm, to tell

their harsh fate: 'You're taking a bird of ill-omen,

back home, whom the Greeks, new armed, will look for again,

having sworn to destroy the marriage your planning

and the empire of old Priam.

Ah, what sweated labour for men and for horses

draws near! What disaster you bring for the Trojan

people! Athene's already prepared her helm,

breastplate, chariot, and fury.

Uselessly daring, through Venus' protection,

you'll comb your hair and pluck at the peace-loving lyre,

make the music for songs that please girls: uselessly

you'll hide, in the depths of your room,

from the heavy spears, from the arrows of Cretan

reeds, and the noise of the battle, and swift-footed

Ajax quick to follow: yet, ah too late, you'll bathe

your adulterous hair in the dust!

Have you thought of Ulysses, the bane of your race,

have you even considered Pylian Nestor?

Teucer of Salamis presses you fearlessly,

Sthenelus , skilful in warfare,

and if it's a question of handling the horses

he's no mean charioteer. And Meriones

you'll know him too. See fierce Tydides, his father's

braver, he's raging to find you.

As the deer sees the wolf there, over the valley,

and forgets its pastures, a coward, you'll flee him,

breathing hard, as you run, with your head thrown high,

not as you promised your mistress.

The anger of Achilles' armies may delay

the day of destruction for Troy and its women:

but after so many winters the fires of Greece

will burn the Dardanian houses.'

BkI:XVI He Repents

O lovelier child of a lovely mother,

end as you will, then, my guilty iambics

whether in flames or whether instead

deep down in the Adriatic's waters.

Neither Cybele, nor Apollo, who troubles

the priestess's mind in the Pythian shrine,

nor Bacchus, nor the Corybants who

clash their shrill, ringing cymbals together,

pain us like anger, that's undefeated by

swords out of Noricum, or sea, the wrecker,

or cruel fire, or mighty Jupiter

when he sweeps down in terrible fury.

They say when Prometheus was forced to add

something from every creature to our first clay

he chose to set in each of our hearts

the violence of the irascible lion.

Anger brought Thyestes down, to utter ruin,

and it's the prime reason powerful cities

vanished in their utter destruction,

and armies, in scorn, sent the hostile plough

over the levelled spoil of their shattered walls.

Calm your mind: the passions of the heart have made

their attempt on me, in my sweet youth,

and drove me, maddened, as well, to swift verse:

I wish to change the bitter lines to sweet, now,

since I've charmed away all of my hostile words,

if you might become my friend, again,

and if you, again, might give me your heart.

BkI:XVII The Delights of the Country

Swift Faunus, the god, will quite often exchange

Arcady for my sweet Mount Lucretilis,

and while he stays he protects my goats

from the midday heat and the driving rain.

The wandering wives of the rank he-goats search,

with impunity, through the safe woodland groves,

for the hidden arbutus, and thyme,

and their kids don't fear green poisonous snakes,

or the wolf of Mars, my lovely Tyndaris,

once my Mount Ustica's long sloping valleys,

and its smooth worn rocks, have re-echoed

to the music of sweet divine piping.

The gods protect me: my love and devotion,

and my Muse, are dear to the gods. Here the rich

wealth of the countryside's beauties will

flow for you, now, from the horn of plenty.

Here you'll escape from the heat of the dog-star,

in secluded valleys, sing of bright Circe,

labouring over the Teian lyre,

and of Penelope: both loved one man.

Here you'll bring cups of innocent Lesbian

wine, under the shade, nor will Semele's son,

that Bacchus, battle it out with Mars,

nor shall you fear the intemperate hands

of insolent Cyrus, jealously watching,

to possess you, girl, unequal to evil,

to tear off the garland that clings to

your hair, or tear off your innocent clothes.

BkI:XVIII Wine

Cultivate no plant, my Varus, before the rows of sacred vines,

set in Tibur's gentle soil, and by the walls Catilus founded:

because the god decreed all things are hard for those who never drink,

and he gave us no better way to lessen our anxieties.

Deep in wine, who rattles on, about harsh campaigns or poverty?

Who doesn't rather speak of you, Bacchus, and you, lovely Venus?

And lest the gifts of Liber pass the bounds of moderation set,

we've the battle over wine, between the Lapiths and the Centaurs,

as a warning to us all, and the frenzied Thracians, whom Bacchus

hates, when they split right from wrong, by too fine a line of passion.

Lovely Bacchus, I'll not be the one to stir you, against your will,

nor bring to open light of day what's hidden under all those leaves.

Hold back the savagery of drums, and the Berecyntian horns,

and those deeds that, afterwards, are followed by a blind self-love,

by pride that lifts its empty head too high, above itself, once more,

and wasted faith in mysteries much more transparent than the glass.

BkI:XIX Glycera's Beauty

Cruel Venus, Cupid's mother,

Bacchus, too, commands me, Theban Semele's son,

and you, lustful Licentiousness,

to recall to mind that love I thought long-finished.

I burn for Glycera's beauty,

who gleams much more brightly than Parian marble:

I burn for her lovely boldness

and her face too dangerous to ever behold.

Venus bears down on me, wholly,

deserting her Cyprus, not letting me sing of

the Scythians, or Parthians

eager at wheeling their horses, nor anything else.

Here set up the green turf altar,

boys, and the sacred boughs of vervain, and incense,

place here a bowl of last year's wine:

if a victim's sacrificed, she'll come more gently.

BkI:XX To Maecenas

Come and drink with me, rough Sabine in cheap cups,

yet wine that I sealed myself, and laid up

in a Grecian jar, when you dear Maecenas,

flower of knighthood,

received the theatre's applause, so your native

river-banks, and, also, the Vatican Hill,

together returned that praise again, to you,

in playful echoes.

Then, drink Caecubum, and the juice of the grape

crushed in Campania's presses, my cups are

unmixed with what grows on Falernian vines,

or Formian hills.

BkI:XXI Hymn to Diana

O tender virgins sing, in praise of Diana,

and, you boys, sing in praise, of long-haired Apollo,

and of Latona, deeply

loved by all-conquering Jove.

You girls, she who enjoys the streams and the green leaves

of the groves that clothe the cool slopes of Algidus,

or dark Erymanthian

trees, or the woods of green Cragus.

You boys, sounding as many praises, of Tempe

and Apollo's native isle Delos, his shoulder

distinguished by his quiver,

and his brother Mercury's lyre.

He'll drive away sad war, and miserable famine,

the plague too, from our people and Caesar our prince,

and, moved by all your prayers,

send them to Persians and Britons.

BkI:XXII Singing of Lalage (Integer Vitae)

The man who is pure of life, and free of sin,

has no need, dear Fuscus, for Moorish javelins,

nor a bow and a quiver, fully loaded

with poisoned arrows,

whether his path's through the sweltering Syrtes,

or through the inhospitable Caucasus,

or makes its way through those fabulous regions

Hydaspes waters.

While I was wandering, beyond the boundaries

of my farm, in the Sabine woods, and singing

free from care, lightly-defended, of my Lalage,

a wolf fled from me:

a monster not even warlike Apulia

nourishes deep in its far-flung oak forests,

or that Juba's parched Numidian land breeds,

nursery of lions.

Set me down on the lifeless plains, where no trees

spring to life in the burning midsummer wind,

that wide stretch of the world that's burdened by mists

and a gloomy sky:

set me down in a land denied habitation,

where the sun's chariot rumbles too near the earth:

I'll still be in love with my sweetly laughing,

sweet talking Lalage.

BkI:XXIII Chloë, Don't Run.

You run away from me as a fawn does, Chloë,

searching the trackless hills for its frightened mother,

not without aimless terror

of the pathless winds, and the woods.

For if the coming of spring begins to rustle

among the trembling leaves, or if a green lizard

pushes the brambles aside,

then it trembles in heart and limb.

And yet I'm not chasing after you to crush you

like a fierce tiger, or a Gaetulian lion:

stop following your mother,

now, you're prepared for a mate.

BkI:XXIV A Lament For Quintilius

What limit, or restraint, should we show at the loss

of so dear a life? Melpomene, teach me, Muse,

a song of mourning, you, whom the Father granted

a clear voice, the sound of the lyre.

Does endless sleep lie heavy on Quintilius,

now? When will Honour, and unswerving Loyalty,

that is sister to Justice, and our naked Truth,

ever discover his equal?

Many are the good men who weep for his dying,

none of them, Virgil, weep more profusely than you.

Piously, you ask the gods for him, alas, in vain:

not so was he given to us.

Even if you played on the Thracian lyre, listened

to by the trees, more sweetly than Orpheus could,

would life then return, to that empty phantom,

once Mercury, with fearsome wand,

who won't simply re-open the gates of Fate

at our bidding, has gathered him to the dark throng?

It is hard: but patience makes more tolerable

whatever wrong's to be righted.

BkI:XXV A Prophecy of Age

Now the young men come less often, violently

beating your shutters, with blow after blow, or

stealing away your sleep, while the door sits tight,

hugging the threshold,

yet was once known to move its hinges, more than

readily. You'll hear, less and less often now:

'Are you sleeping, Lydia, while your lover

dies in the long night?'

Old, in your turn, you'll bemoan coarse adulterers,

as you tremble in some deserted alley,

while the Thracian wind rages, furiously,

through the moonless nights,

while flagrant desire, libidinous passion,

those powers that will spur on a mare in heat,

will storm all around your corrupted heart, ah,

and you'll complain,

that the youths, filled with laughter, take more delight

in the green ivy, the dark of the myrtle,

leaving the withering leaves to this East wind,

winter's accomplice.

BkI:XXVI A Garland For Lamia

Friend of the Muses, I'll throw sadness and fear

to the winds, to blow over the Cretan Sea,

untroubled by whoever he is, that king

of the icy Arctic shores we're afraid of,

or whatever might terrify the Armenians.

O Sweet Muse, that joys in fresh fountains,

weave them together all the bright flowers,

weave me a garland for my Lamia.

Without you there's no worth in my tributes:

it's fitting that you, that all of your sisters,

should immortalise him with new strains

of the lyre, with the Lesbian plectrum.

BkI:XXVII Entanglement

To fight with wine-cups intended for pleasure

only suits Thracians: forget those barbarous

games, and keep modest Bacchus away

from all those bloodthirsty quarrels of yours.

The Persian scimitar's quite out of keeping

with the wine and the lamplight: my friends restrain

all that impious clamour, and rest

on the couches, lean back on your elbows.

So you want me to drink up my share, as well,

of the heavy Falernian? Then let's hear

Opuntian Megylla's brother tell

by what wound, and what arrow, blessed, he dies.

Does your will waver? I'll drink on no other

terms. Whatever the passion rules over you,

it's not with a shameful fire it burns,

and you always sin with the noblest

of lovers. Whoever it is, ah, come now,

let it be heard by faithful ears - oh, you wretch!

What a Charybdis you're swimming in,

my boy, you deserve a far better flame!

What magician, with Thessalian potions,

what enchantress, or what god could release you?

Caught by the triple-formed Chimaera,

even Pegasus could barely free you.

BkI:XXVIII Three Handfuls of Earth

You, my Archytas, philosopher, and measurer of land,

of the sea, of wide sands, are entombed

in a small mound of meagre earth near the Matinian shore,

and it's of no use to you in the least,

that you, born to die, have explored the celestial houses

crossed, in spirit, the rounds of the sky.

Tantalus, Pelop's father, died too, a guest of the gods,

and Tithonus took off to the heavens,

Minos gained entry to great Jupiter's secrets, Tartarus

holds Euphorbus, twice sent to Orcus,

though he bore witness, carrying his shield there, to Trojan times,

and left nothing more behind, for black Death,

but his skin and his bones, and that certainly made him, Archytas,

to your mind, no trivial example

of Nature and truth. But there's still one night that awaits us all,

and each, in turn, makes the journey of death.

The Furies deliver some as a spectacle for cruel Mars,

the greedy sea's the sailor's ruin:

the funerals of the old, and the young, close ranks together,

and no one's spared by cruel Proserpine.

Me too, the south wind, Notus, swift friend of setting Orion,

drowned deep in Illyrian waters.

O, sailor, don't hesitate, from spite, to grant a little treacherous

sand, to my unburied bones and skull.

So that, however the east wind might threaten the Italian

waves, thrashing the Venusian woods,

you'll be safe, yourself, and rich rewards will flow from the source,

from even-handed Jupiter, and from

Neptune, who is the protector of holy Tarentum. Are you

indifferent to committing a wrong

that will harm your innocent children hereafter? Perhaps

a need for justice, and arrogant

disdain, await you, too: don't let me be abandoned here

my prayers unanswered: no offering

will absolve you. Though you hurry away, it's a brief delay:

three scattered handfuls of earth will free you.

BkI:XXIX Off To The Wars

Iccius, are you gazing with envy, now,

at Arabian riches, and preparing

for bitter war on unbeaten kings

of Saba, weaving bonds for those dreadful

Medes? What barbaric virgin

will be your slave, when you've murdered her lover?

What boy, from the palace, with scented

hair, will handle your wine-cups, one taught

by his father's bow how to manage eastern

arrows? Who'll deny, now, that rivers can flow

backwards, to the summits of mountains,

and Tiber reverse the course of his streams,

when you, who gave promise of much better things,

are intent on changing Panaetius's

noble books, the school of Socrates,

for a suit of Iberian armour?

BkI:XXX Ode To Venus

O Venus, the queen of Cnidos and Paphos,

spurn your beloved Cyprus, and summoned

by copious incense, come to the lovely shrine

of my Glycera.

And let that passionate boy of yours, Cupid,

and the Graces with loosened zones, and the Nymphs,

and Youth, less lovely without you, hasten here,

and Mercury too.

BkI:XXXI A Prayer to Apollo

What is the poet's request to Apollo?

What does he pray for as he pours out the wine

from the bowl? Not for the rich harvests

of fertile Sardinia, nor the herds,

(they're delightful), of sunlit Calabria,

not for India's gold or its ivory,

nor fields our silent Liris's stream

carries away in the calm of its flow.

Let those that Fortune allows prune the vines,

with a Calenian knife, so rich merchants

can drink their wine from a golden cup,

wine they've purchased with Syrian goods,

who, dear to the gods, three or four times yearly,

revisit the briny Atlantic, unscathed.

I browse on olives, and chicory

and simple mallow. Apollo, the son

of Latona, let me enjoy what I have,

and, healthy in body and mind, as I ask,

live an old age not without honour,

and one not lacking the art of the lyre.

BkI:XXXII To the Lyre

I'm called on. O Lyre, if I've ever played

idle things with you in the shade, that will live,

for a year or more, come and utter a song

now, of Italy:

you were first tuned by Alcaeus of Lesbos,

a man daring in war, yet still, amongst arms,

or after he'd moored his storm-driven boat

on a watery shore,

he sang of the Muses, Bacchus, and Venus

that boy of hers, Cupid, that hangs around her,

and that beautiful Lycus, with his dark eyes

and lovely dark hair.

O tortoiseshell, Phoebus's glory, welcome

at the feasts of Jupiter, the almighty,

O sweet comfort and balm of our troubles, heal,

if I call you true!

BkI:XXXIII Tibullus, Don't Grieve

Tibullus, don't grieve too much, when you remember

your cruel Glycera, and don't keep on singing

those wretched elegies, or ask why, trust broken,

you're outshone by a younger man.

Lovely Lycoris, the narrow-browed one, is on fire

with love for Cyrus, Cyrus leans towards bitter

Pholoë, but does in the wood are more likely

to mate with Apulian wolves,

than Pholoë to sin with some low-down lover.

So Venus has it, who delights in the cruel

game of mating unsuitable bodies and minds,

under her heavy yoke of bronze.

I, myself, when a nobler passion was called for,

was held in the charming bonds of Myrtale,

that freed slave, more bitter than Hadria's waves

that break in Calabria's bay.

BkI:XXXIV Fortune's Changes

Once I wandered, an expert in crazy wisdom,

a scant and infrequent adorer of gods,

now I'm forced to set sail and return,

to go back to the paths I abandoned.

For Jupiter, Father of all of the gods,

who generally splits the clouds with his lightning,

flashing away, drove thundering horses,

and his swift chariot, through the clear sky,

till the dull earth, and the wandering rivers,

and Styx, and dread Taenarus' hateful headland,

and Atlas's mountain-summits shook.

The god has the power to replace the highest

with the lowest, bring down the famous, and raise

the obscure to the heights. And greedy Fortune

with her shrill whirring, carries away

the crown and delights in setting it, there.

BkI:XXXV To Fortune

O goddess, who rules our lovely Antium,

always ready to lift up our mortal selves,

from humble position, or alter

proud triumphs to funeral processions,

the poor farmer, in the fields, courts your favour

with anxious prayers: you, mistress of ocean,

the sailor who cuts the Carpathian

Sea, in a Bithynian sailing boat:

you, the fierce Dacian, wandering Scythian,

cities, and peoples, and warlike Latium,

mothers of barbarous kings, tyrants,

clothed in their royal purple, all fear you,

in case you demolish the standing pillar

with a careless foot, or the tumultuous crowd

incite the peaceful: 'To arms, to arms',

and shatter the supreme authority.

Grim Necessity always treads before you,

and she's carrying the spikes and the wedges

in her bronze hand, and the harsh irons

and the molten lead aren't absent either.

Hope cultivates you, and rarest Loyalty,

her hands bound in sacred white, will not refuse

her friendship when you, their enemy,

desert the great houses plunged in mourning.

But the disloyal mob, and the perjured whores

vanish, and friends scatter when they've drunk our wine

to the lees, unequal to bearing

the heavy yoke of all our misfortunes.

Guard our Caesar who's soon setting off again

against the earth's far-off Britons, and guard

the fresh young levies, who'll scare the East

in those regions along the Red Sea's shores.

Alas, the shame of our scars and wickedness,

and our dead brothers. What has our harsh age spared?

What sinfulness have we left untried?

What have the young men held their hands back from,

in fear of the gods? Where are the altars they've left

alone? O may you remake our blunt weapons

on fresh anvils so we can turn them

against the Scythians and the Arabs.

BkI:XXXVI Numida's Back Again

With music, and incense, and blood

of a bullock, delight in placating the gods

that guarded our Numida well,

who's returned safe and sound, from the farthest West, now,

showering a host of kisses

on every dear friend, but on none of us more than

lovely Lamia, remembering

their boyhood spent under the self-same master,

their togas exchanged together.

Don't allow this sweet day to lack a white marker,

no end to the wine jars at hand,

no rest for our feet in the Salian fashion,

Don't let wine-heavy Damalis

conquer our Bassus in downing the Thracian draughts.

Don't let our feast lack for roses,

or the long-lasting parsley, or the brief lilies:

we'll all cast our decadent eyes

on Damalis, but Damalis won't be parted

from that new lover of hers she's

clasping, more tightly than the wandering ivy.

BkI:XXXVII Cleopatra

Now's the time for drinking deep, and now's the time

to beat the earth with unfettered feet, the time

to set out the gods' sacred couches,

my friends, and prepare a Salian feast.

It would have been wrong, before today, to broach

the Caecuban wines from out the ancient bins,

while a maddened queen was still plotting

the Capitol's and the empire's ruin,

with her crowd of deeply-corrupted creatures

sick with turpitude, she, violent with hope

of all kinds, and intoxicated

by Fortune's favour. But it calmed her frenzy

that scarcely a single ship escaped the flames,

and Caesar reduced the distracted thoughts, bred

by Mareotic wine, to true fear,

pursuing her close as she fled from Rome,

out to capture that deadly monster, bind her,

as the sparrow-hawk follows the gentle dove

or the swift hunter chases the hare,

over the snowy plains of Thessaly.

But she, intending to perish more nobly,

showed no sign of womanish fear at the sword,

nor did she even attempt to win

with her speedy ships to some hidden shore.

And she dared to gaze at her fallen kingdom

with a calm face, and touch the poisonous asps

with courage, so that she might drink down

their dark venom, to the depths of her heart,

growing fiercer still, and resolving to die:

scorning to be taken by hostile galleys,

and, no ordinary woman, yet queen

no longer, be led along in proud triumph.

BkI:XXXVIII The Simple Myrtle

My child, how I hate Persian ostentation,

garlands twined around lime-tree bark displease me:

forget your chasing, to find all the places

where late roses fade.

You're eager, take care, that nothing enhances

the simple myrtle: it's not only you that

it graces, the servant, but me as I drink,

beneath the dark vine.

Index of First Lines

Maecenas, descendant of royal ancestors,

The Father's sent enough dread hail

May the goddess, queen of Cyprus,

Fierce winter slackens its grip: it's spring and the west wind's sweet ......

What slender boy, Pyrrha, drowned in liquid perfume,

You should be penned as brave, and a conqueror

Let others sing in praise of Rhodes, or Mytilene,

Lydia, by all the gods,

See how Soracte stands glistening with snowfall,

Mercury, eloquent grandson of Atlas,

Leuconoë, don't ask, we never know, what fate the gods grant us,

What god, man, or hero do you choose to praise

When you, Lydia, start to praise

O ship the fresh tide carries back to sea again.

While Paris, the traitorous shepherd, her guest,

O lovelier child of a lovely mother,

Swift Faunus, the god, will quite often exchange

Cultivate no plant, my Varus, before the rows of sacred vines,

Cruel Venus, Cupid's mother,

Come and drink with me, rough Sabine in cheap cups,

O tender virgins sing, in praise of Diana,

The man who is pure of life, and free of sin,

You run away from me as a fawn does, Chloë,

What limit, or restraint, should we show at the loss

Now the young men come less often, violently

Friend of the Muses, I'll throw sadness and fear

To fight with wine-cups intended for pleasure

You, my Archytas, philosopher, and measurer of land,

of the sea, of wide sands, are entombed

Iccius, are you gazing with envy, now,

O Venus, the queen of Cnidos and Paphos,

What is the poet's request to Apollo?

I'm called on. O Lyre, if I've ever played

Tibullus, don't grieve too much, when you remember

Once I wandered, an expert in crazy wisdom,

O goddess, who rules our lovely Antium,

Now's the time for drinking deep, and now's the time

My child, how I hate Persian ostentation,

Metres Used in Book I.

The number of syllables most commonly employed in each standard line of the verse is given. This may vary slightly for effect (two beats substituted for three etc.) in a given line.

Alcaic Strophe: 11 (5+6) twice, 9, 10

used in Odes: 9,16,17,26,27,29,31,34,35,37

Sapphic and Adonic: 11(5+6) three times, 5

Odes: 2,10,12,20,22,25,30,32,38

First Asclepiadean: 12 (6+6) all lines

Ode: 1

Second Asclepiadean: 8, 12 (6+6), alternating

Odes: 3,13,19,36

Third Asclepiadean: 12 (6+6) three times, 8

Odes: 6,15,24,33

Fourth Asclepiadean: 12 (6+6) twice, 7, 8

Odes: 5,14,21,23

Fifth Asclepiadean: 16 (6+4+6) all lines

Ode: 11, 18

Alcmanic Strophe: 17 (7+10) or less, 11 or less, alternating

Odes: 7,28

First Archilochian: 17 (7+10) or less, 7 alternating

Odes: None in Book I

Fourth Archilochian Strophe: 18 (7+11) or less, 11 (5+6) alternating

Ode: 4

Second Sapphic Strophe: 7, 15 (5+10) alternating

Ode: 8

Trochaic Strophe: 7,11 alternating

Odes: None in Book I

Ionic a Minore: 16 twice, 8

Odes: None in Book I

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Horace 'The Odes' Book I: A new, downloadable English translation.

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The three base articles that I chose are not similar so I decided to go with a single Word Cloud to find their similarities.

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Richard Culatta

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Brent Bell, Ph.D.
http://unh.academia.edu/BrentBell

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Lee Smitherman
It appears that Mr. Smitherman has already made it to the natural world because all leads on him via the internet run cold. I did find that he was previously involved in a clinical program that used the natural world as therapy, the program is called "Adventure Therapy".
https://discoversevenstars.com/our-model/adventure-therapy/

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Conceptualizing Nature: Is it Just Beyond the Door?

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Conceptualizing Nature: Is it Just Beyond the Door?

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This article aims to define what "nature" is. It speaks to the lack of a clear definition by institutions claiming to provide exposure to nature. The authors ultimately define nature by use of a spectrum of "Naturalness". The more items that have been created or produced by humans the less natural that space.

The Authors argue that there is an intrinsic value in nature that is being overlooked by the modern human ideas of needing: food, shelter and profit above all else.

https://www.outdoored.com/articles/conceptualizing-nature-it-just-beyond-door

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If you are going to be outside learning then the best platform for sharing learning artifacts would probably be a mobile device. The WiFi in the woods could leave you in Disbe-leaf.
www.innovativelearning.com/online_learning/mobile_learning.html

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"We should use Technology to do entirely new things that simply were not possible before."

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Reimagining Learning: Richard Culatta at TEDxBeaconStreet

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https://www.linkedin.com/in/culatta/

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Janet Eyler
https://www.linkedin.com/in/janet-eyler-0710955/

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In this formal academic paper, published in the Liberal Education Journal, Janet Eyler sets out to make a compelling argument for learning through first-hand experience. Her argument concludes that Experiential Education will not only better prepare learners for the work place but it engages them in a deeper sense of learning that has many additional benefits.
Items that Janet Eyler point to are:

"a deeper understanding of subject matter than is possible through classroom study alone;

the capacity for critical thinking and application of knowledge in complex or ambiguous situations;

the ability to engage in lifelong learning, including learning in the workplace."

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Association of American Colleges & Universities

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In his comedic persona of Father Guido Sarducci, Don Novello captured the central challenge to educators in the liberal arts: providing an education that sticks and is usable. Father Guido's solution was to bypass an expensive four years of liberal education; in his "five-minute university," students would pay twenty dollars and spend five minutes learning what the typical college graduate remembers five years after graduation. In economics, that would be supply and demand; in Spanish, como esta usted and muy bien. For any of us who have traveled to Madrid and tried to call on our college Spanish, this strikes a chord.

The challenge for liberal educators is to design learning environments and instruction so that students will be able to use what they learn in appropriate new contexts-that is, to enable the transfer of learning. This is, of course, a bigger challenge than the one recognized by Father Guido. Graduates need not only to remember what they learn, to develop and retain a "broad knowledge of the wider world (e.g., science, culture, and society) as well as in-depth study in specific area of interest," but also to have "a sense of social responsibility, as well as strong and transferable intellectual and practical skills such as communication, analytical, and problem-solving skills" (AAC&U). Effective citizenship requires students to be knowledgeable, to be able to use what they know, to have the capacity for critical analysis, and to be equipped for lifelong learning; personal, social and intellectual goals are intertwined. Yet programs designed to develop students' personal, social, and economic capacities are often separated from the core academic experience.

Experiential education, which takes students into the community, helps students both to bridge classroom study and life in the world and to transform inert knowledge into knowledge-in-use. It rests on theories of experiential learning, a process whereby the learner interacts with the world and integrates new learning into old constructs.

Experiential education

Within professional programs, there is a long tradition of including field experiences as a way to build practitioner skills and facilitate the move from theory to practice. Two of the most common forms of workplace learning are cooperative education and the internship. In cooperative education, students alternate periods of paid work with campus study or split their time between the workplace and the campus. While cooperative-education programs have waned, internships are increasing. Most college students now complete an internship. Career centers at liberal arts colleges, disciplinary journals devoted to college curricula, and the popular press are keeping up a steady drumbeat encouraging faculty members to support, and students to obtain, internships in order to ease the transition to the workplace. And this is paying off for students: internships and cooperative education are increasingly important for job placement (National Association of Colleges and Employers 2008).

Service learning-a form of experiential education that combines academic study with service in the community-emerged in the 1970s and has since grown exponentially. The pioneers of service learning believed that the combination of service and learning would improve the quality of both and that it could lead to educational reform and democratic revitalization. Service learning is distinguished from other approaches to experiential education by its commitment to certain values as well as its inclusion of continuous, structured reflection. From the outset, service learning has been oriented to the achievement of academic goals in all fields, including the liberal arts. It fits easily into most disciplines, and with some creativity it can be fit into virtually all disciplines. Models range from add-on, extra-credit, or assignment options to the thorough integration of service as a class "text."

Experiential education has been a commonplace in vocationally or professionally oriented programs for many years, but field-based pedagogies have struggled to gain legitimacy in the liberal arts. As advances in cognitive science have begun to blur the line between academic and practical learning, awareness of the relevance of experiential education to achieving goals of the liberal arts has increased. And a similar awareness has also increased among employers who are increasingly less concerned about particular vocational skills and who are demanding the same skills, abilities, and habits of mind long valued by the liberal arts (Business-Higher Education Forum 2003; Peter D. Hart Research Associates 2006). Additionally, since the 1980s, there has been renewed interest in the civic role of colleges and universities and a call for increased civic literacy for students; this has fueled much of the interest in service learning as a way of achieving the goals of liberal education so central to citizenship.

Experiential education has value far beyond building the kind of social skills, work ethic, and practical expertise that are important in professionally oriented programs. In fact, experiential education can also lead to more powerful academic learning and help students achieve intellectual goals commonly associated with liberal education, including

a deeper understanding of subject matter than is possible through classroom study alone;

the capacity for critical thinking and application of knowledge in complex or ambiguous situations;

the ability to engage in lifelong learning, including learning in the workplace.

Experiential education also identifies the practices necessary for achieving these outcomes, particularly the use of structured reflection to help students link experience with theory and, thereby, deepen their understanding and ability to use what they know.

Mastery and use of subject matter

A fundamental goal of liberal learning is mastery of both broad and specialized bodies of knowledge. The inability to call on this knowledge base is what Alfred North Whitehead (1929) described nearly a century ago as the problem of "inert knowledge." Often, students cannot apply even recently learned information to new situations. Modern cognitive scientists ascribe this inability to apply what is learned to a failure to conditionalize knowledge; the learners don't see the relevance and cannot access what they know when confronted with an opportunity for transfer (Bransford, Brown, and Cocking 2000). Life is not organized by chapter, with tests to signal what information to apply. Unless students learn explicitly to recognize when their knowledge might be useful, can recall that knowledge, and know how to apply it, they will fail to transfer what they know; their understanding is incomplete.

Transfer of knowledge requires deep understanding. Recall and reproduction of material taught in the classroom do not constitute understanding. For knowledge to be usable, it has to be acquired in a situation. Otherwise, it is segregated from experience and unlikely to be remembered or transferred to new experiences. Well-understood material can be retrieved from memory and used in new situations because it is linked with multiple experiences and examples and not isolated from other experience and knowledge.

A small study comparing student learning in classes on legislative politics with student learning in internships at a state legislature found that both groups did equally well on a traditional test of facts (Eyler and Halteman 1981). But when challenged to develop a strategy for enacting policy, the interns incorporated the need to engage powerful and well-placed legislators and to organize support, while the classroom-based students drew on the formal steps about how a bill becomes a law. Experiential education, as this and similar studies have shown, leads to deeper, more nuanced understanding of subject matter.
Organizing student learning in ways that give students agency is also associated with deeper understanding. Communities of learning that encourage cooperation and reciprocity among students improve learning and are particularly well suited to field-based projects. Students' commitment and curiosity are fueled when they take responsibility for action with consequences for other people, and this, in turn, leads to increased effort and attention. Such engagement is instrumental in achieving mastery of the subject matter and also in confronting the intellectual challenges that promote cognitive development.

The capacity to deal with complex new situations

To achieve such liberal learning goals as effective citizenship and engagement in lifelong learning, students need the capacity to perceive and address ill-structured problems, tolerate ambiguity, make warranted judgments, and act while continuously seeking and refining further information. Neither tolerance for ambiguity nor critical thinking is simply a function of information, skill, and social ability or even of repeated practice, but rather both require intellectual capabilities that are not now generally attained before college graduation.

Students often arrive at college with simplistic ways of viewing knotty problems, and they may not be able to recognize an ill-structured problem. They are likely to see their task as learning right answers rather than understanding the difficulty of framing issues and problems and understanding that the very nature of difficult problems makes one clear solution unlikely. Or they may reject discussion as pointless because they regard disagreement as simply a matter of opinions, any of which is equally valid. King (1992) argues that most students graduate without attaining a level of reasoning ability that would allow them to frame, explore alternative perspectives, reframe, and resolve problems, while understanding that future information may call for a reevaluation of one's current position. Yet these analytic capabilities are fundamental to the process of judgment, to solving problems in the workplace, and to making decisions in a democracy. The tendency to cling to simplistic black-and-white answers to problems, to fail to reevaluate assumptions in the light of new circumstances, and to assume that disagreement is sinister represent failures of liberal education.

The process by which students develop the capacity to use advanced formal reasoning processes involves confronting dissonant information and making sense of it. It requires students to monitor their own understanding and to recognize and grapple with alternative perspectives. This process of intellectual growth can be promoted through experiential education, which fully engages students and commits them to resolving the challenges they address. Service learning is particularly appropriate, since it commonly focuses on issues that give rise to ill-structured problems or what Schön termed the "swampy lowlands" where problems are "messy and confusing and incapable of technical solution" (1995, 28).

The cognitive dissonance that leads to intellectual growth is more likely to occur when students care. A college student who is bored about the economics of health care, for example, may find it more engaging when the person he or she is working with has to "game the system" to obtain needed care. The personal connections and the need to be effective in the field create a level of engagement and caring that increase the likelihood that students will recognize the contradictions within their own assumptions or will be open to perspectives different from their own and feel the need to resolve these differences. This is the process that creates increasingly adequate cognitive abilities for dealing with complexity and uncertainty.

A national study of college students tested the power of service learning to facilitate cognitive development (Eyler and Giles 1999). Students who were involved in intensive, highly reflective service-learning courses showed significant increases in reflective judgment over the course of their study as compared to those in less-intensive service-learning courses and those with no service-learning experience at all. These gains were measured through problem-solving interviews during which students demonstrated their reasoning capacity. Subsequent work by others has been consistent with this finding (Steinke and Buresh 2002; Steinke and Fitch 2003; Ash and Clayton 2003).

Developing skills for lifelong learning

Classic transfer of learning stresses the match between the learning context and the situation in which learning is applied. In the twenty-first century, even if students were able to apply classroom learning effectively, they would soon find it outdated. Students don't just need to learn "job skills" on the job; the capacity for continuous learning is critical.

Building this capacity for continuous learning is another way to frame the role of experiential learning in transfer. What Schwartz, Bransford, and Sears (2005) call "transferring out"-that is, the direct transfer of new learning to a situation-is often limited by the lack of well-developed expertise of novice learners. They note that particular forms of instruction prepare learners to "transfer in," to use previous learning to interpret the situation and develop a strategy for future learning. If students are engaged in problem solving before being presented with new information, rather than simply learning information through reading and lecture, they are more likely to be able to solve a novel problem. This distinction has importance for how liberal learning built around authentic workplace or community challenges might enhance the capacity for further learning in that subject area. Integrating problem- or project-based challenges into the study deepens understanding of concepts and theories and also prepares students to meet new challenges.

Studies of internship and service-learning programs have demonstrated that students who repeatedly engage in structured reflection during field experience are more likely to bring a strategic learning orientation to new challenges (Eyler 1993; Eyler and Giles 1999). Experiential education blurs the line between theory and practice; theory lacks meaning outside of practice. In order to develop strong skills for continuous learning, students need opportunities to practice those skills in environments consistent with lifelong use and as they acquire disciplinary mastery.

The difference between experiential learning in the classroom and in workplace or community settings is not only a matter of subject-matter content or instructional principles, but it is also existential. Students in experiential education learn as workers or community participants with a need to know in order to get a job done, not just as students who need to take a test. Students even in problem-based classroom instruction frame their learning in terms of grades and pleasing the professor, while those same students talk about respect, achievement, and the quality of their contribution in an internship placement (Eyler 1993). Others have observed this same phenomenon in which adults in the workplace frame their learning in terms of their particular roles, while students learning the same material in the classroom approach it from the perspective of the teacher's demands (Cobb and Bowers 1999).

There is a profound mismatch between how students learn in the classroom and how they will later learn in the community (Resnick 1987). In the workplace or in addressing community issues, learning often occurs collaboratively, is organized around concrete situations, makes use of tools and resources, and is iterative, whereas classroom-based learning often involves decontextualized knowledge, manipulation of abstract symbols, and highly individual efforts. Knowledge in the classroom tends to be compartmentalized into disciplines, whereas in use in the community or workplace it tends to be organized around problems or domains of practice.

Quality matters

While experiential education can contribute to liberal learning, achieving this outcome requires careful structuring and supervision of out-of-classroom student experiences. Studies of service learning have shown that poorly structured programs that do not integrate service with the academic curriculum make little contribution to student learning, even though they may help students develop in other ways (Vogelgesang and Astin 2000; Eyler and Giles 1999). Literature on internships, cooperative education, and school-to-work programs also mentions the integration of field experience with curricular goals-learning through doing-but often there is a mismatch between the stated goals of programs and the actual experiences of students (Moore 1981; Parilla and Hesser 1998). Internships are often run like independent studies with little faculty oversight or opportunity for structured reflection.

In order to justify the inclusion of work or community service as part of the liberal arts curriculum, attention needs to be paid to ensuring the quality of the intellectual as well as the work experience. Guidelines for creating high-quality experiential education programs and helping students make the most of their experiences are similar and consistent with much of the literature on effective liberal education. They include

work or service clearly related to the academic goals of the course or program;

well-developed assessments that provide evidence of the achievement of academic objectives;

important responsibility for the student;

site supervisors who understand the learning goals for the student and partner with the academic supervisor to provide continuous monitoring and feedback;

an academic supervisor or instructor who pays close attention to the students' work in the field and partners with the site supervisor to provide continuous monitoring and feedback;

attention paid to preparing students for both the practical challenges of their placements and for learning from experience;

continuous, well-structured reflection opportunities to help students link experience and learning throughout the course of their placements.

Reflection and feedback

The most critical factor for achieving powerful learning outcomes from experiential-learning programs is the inclusion of opportunities for feedback and reflection. Challenging, continuous, context-appropriate reflection turns work experience into learning experience. It is easy to underestimate how intensive reflection must be in order for it to have an impact; it is not unusual to find faculty members who believe their program provides adequate reflection even though the effects on students fall short.

There are a number of models and tools that provide a foundation for organizing reflection. The reflection cycle developed by David Kolb (1984) has been widely embraced by advocates of experiential education, and others have built on that work (Ash and Clayton 2004). It is a useful choice because it is simple and intuitive, making it easy for students to use as a facilitation tool with their peers and for faculty members to use in written assignments and discussion. The cycle moves from experience to reflection and then back to experience. Students are encouraged to connect the concrete and the abstract and to connect reflection with action, and they are pushed to make sense of their experience in terms of what they are learning in the classroom as well as to draw implications for further application or study.

If experiential education is to be reflective throughout then care must be given to planning, and this process should be embedded in the experience from start to finish. One tool for organizing the reflection process is the reflection map (Eyler 2002). Like the Kolb model, the reflection map is a simple and intuitive tool that helps the instructor accomplish several goals. It focuses on reflection alone-in class and in the field-before, during, and after the field experience. Students are prepared for learning and gain ownership through planning their academic goals. Classroom time is conserved by building reflection into other settings, and the process encourages continuous iterative reflection rather than a single paper or event at the end of the field experience. This is particularly important for cooperative education and internships where regular classroom meetings are difficult to arrange.

Even when professors understand the importance of reflection for linking field-based experience to the subject matter being studied, they may find it difficult to design courses to accomplish this. Instructors need training and support to use experience as a "text" for their courses, and departments need to take ownership by placing faculty in charge of formulating goals for experiential education and facilitating internship seminars and service-learning classes. Logistical support is important but should not be isolated from the academic program.

Conclusion

Of course, experiential education can help students transition more gracefully from college to work, and community-service experiences prepare them to be more engaged citizens. But experiential education can also improve the quality of liberal learning itself and increase the likelihood that students will be able to use throughout their lives the knowledge, critical abilities, and habits of mind acquired in their studies. This does not happen automatically or easily, however. Faculty members who are dubious of awarding credit for volunteering or for work do have a valid point. But such credit is for learning; the challenge for faculty members in the liberal arts is to incorporate experiential education into their instruction and to assess the learning outcomes of these experiences. This requires a clear sense of what learning in the community or the workplace can add to the understanding of subject matter, training in skills to recast appropriate courses to integrate these experiences, and logistical support for placement and monitoring of student work that is more closely connected to the curriculum. Liberal arts programs need to support faculty involvement in the planning and implementation of experiential education. Without this attention to both structure and faculty leadership, experiential education will remain at the periphery and its promise will not be realized.

References

Ash, S. L., and P. H. Clayton. 2004. The articulated learning: An approach to reflection and assessment. Innovative Higher Education 29: 137-54.

Association of American Colleges and Universities. What is liberal education? www.aacu.org/about-leap.

Bransford, J. D., A. Brown, and R. R. Cocking. 2000. How people learn: Brain, mind, experience, and school. Washington, DC: National Academies Press.

Business-Higher Education Forum. 2003. Building a nation of learners: The need for changes in teaching and learning to meet global challenges. Washington, DC: Business-Higher Education Forum.

Cobb, P., and J. Bowers. 1999. Cognitive and situated learning perspectives in theory and practice. Educational Researcher 28 (2): 4-15.

Eyler, J. 1993. Comparing the impact of alternative internship experiences on student learning. Journal of Cooperative Education 29 (1): 41-53.

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Eyler, J., and D. E. Giles Jr. 1999. Where's the learning in service-learning? San Francisco: Jossey-Bass.

Eyler, J., and B. Halteman. 1981. Socialization for political participation: The impact of a legislative internship on students' political skillfulness and sophistication. Teaching Political Science 9 (1): 27-35.

Giles, D. E., Jr, and J. Eyler. 1994. The theoretical roots of service-learning in John Dewey: Toward a theory of service-learning. Michigan Journal of Community Service Learning 1 (1): 77-85.

King, P. 1992. How do we know? Why do we believe? Learning to make reflective judgments. Liberal Education 78 (1): 2-9.

Kolb, D. 1984. Experiential learning. Englewood Cliffs, NJ: Prentice Hall.

Moore, D. T. 1981. Discovering the pedagogy of experience. Harvard Educational Review 51 (2): 286-300.

National Association of Colleges and Employers. 2008. Experiential education survey. Bethlehem, PA: National Association of Colleges and Employers.

Parilla, P. F., and G. W. Hesser. 1998. Internships and the sociological perspective: Applying principles of experiential learning. Teaching Sociology 26 (4): 310-29.

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Resnick, L. 1987. The 1987 presidential address: Learning in school and out. Educational Researcher 16 (9): 13-20.

Schön, D. 1983. The reflective practitioner: How professionals think in action. New York, NY: Basic Books.

Schwartz, D., J. Bransford, and D. Sears. 2005. Efficiency and innovation in transfer. In Transfer of learning from a modern multidisciplinary perspective, ed. J. Mestre, 1-51. Charlotte, NC: Information Age Publishing.

Steinke, P., and S. Buresh. 2002. Cognitive outcomes of service-learning: Reviewing the past and glimpsing the future. Michigan Journal of Community Service Learning 8: 5-14.

Steinke, P., and P. Fitch. 2003. Using written protocols to measure service-learning outcomes. In Deconstructing service-learning: Research exploring context, participation and impacts, eds. S. H. Billig and J. Eyler, 171-94. Greenwich, CT: Information Age Publishing.

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Whitehead, A.N. 1929. The aims of education. New York: McMillan.

Janet Eyler is professor of the practice of education at Vanderbilt University. This article was adapted from a paper presented at "Liberal Education and Effective Practice," a national conference cosponsored by Clark University and the Association of American Colleges and Universities.
To respond to this article, e-mail liberaled@aacu.org, with the author's name on the subject line.

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Culatta, Richard. “Top 10 Reasons for Mobile Learning .” Http://Www.innovativelearning.com/, 2011, www.innovativelearning.com/online_learning/mobile_learning.html

Culatta, Richard. “Reimagining Learning: Richard Culatta at TEDxBeaconStreet.” YouTube, TEDx, 10 Jan. 2013, youtu.be/Z0uAuonMXrg

Day, Dr. Gordon. “Adventure Therapy Provides a Challenge That Helps out Students Grow.” Seven Stars, 2015, discoversevenstars.com/our-model/adventure-therapy/

Eyler, Janet. The Power of Experiential Education. Liberal Education, 95(4), 24-31
https://www.aacu.org/publications-research/periodicals/power-experiential-education

Flaccus, Quintus Horatius. “Horace: The Odes.” Poetry in Translation, 2000, www.poetryintranslation.com/PITBR/Latin/HoraceOdesBkI.php. Translated by A. S. Kline © Copyright 2003 All Rights Reserved

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Below is a link to the PDF of the final paper that compares and contrasts this content. It also relates this content to my personal experience as a learner and my learning ideology.
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Carpe Diem_ Relevant Action Brings Good Fortune and Deep Learning.pdf

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David Kolmer. Instructional Designer.