It’s curious this looking business, looking at something you almost recognize as being what it says on the small white card next to the exhibit. Sand Marks. And these marks hang on linen-lengths two metres long by 40 cm wide. You don’t look at sand face-forward standing up with light pouring through the surface on which the marks are made. That feels unusual. The five linen-lengths are keeping each other company. A set of sand marks, marks in the sand. No. Marks from and of the sand. And why, She thought? What is this supposed to be about? Is this what art is? Grabbing images from under the feet. Their  making engineered, conditions in place to shape and colour, fold and crease, to hold and position rightly. Hmm, She reflected, and thought of her daughter as a child, sitting on the sand of some annual Scottish beach. She would watch her soon to be two-year-old moving beach sand and stones around with her hands, seeing tiny dunes and valleys and routes appear, and making marks. Yes, that would be it. All that watching, that as she grew up became observing and collecting and storing away as images caught in a moment and placed in the mind’s diary, then often lingered over later (as only children can) defining her personal curation of things natural.

Here she is now, her mother thought, all these years on collecting and revealing such sand marks onto ordered frozen surfaces. Would these collectively be an installation she wondered? How She quietly distrusted that word. It was part of a vocabulary She felt She might do without. When She looked at these ecru linen cloths printed and manipulated variously She saw her daughter’s beautiful (always beautiful) hands entering sand, making marks in the fabric of the beach – as a child – now as an adult. There seemed no difference. Just this summer She had watched her daughter mesmerized at the sea’s edge, seeing the sand marks wander, bend and twist below shallow water, just as these hanging cloths seemed to do in her gaze. There was movement in stillness. Her daughter would wait with her camera to capture just the moment when light and ripple came together in a previously imagined moment: a perfect moment she longed to seize. Then later, up on the computer’s flat, backlit screen, it would be shown like a moth caught in a net and pinned behind glass.

In this light-filled gallery, a gallery filled with the reflected light of the sea just a minute’s walk away, this often sombre contemplative work became light of weight and texture, lost its sombre colours, those non-colour shades of grey and canvas, earth and mud, and seemed to float, bathed in light, the colours washed and fresh, alive. It was a revelation that it should be so, and She knew She would carry this view of her daughter’s linen pieces ever after – changing her view of what she’d seen as a steady stream of similar often sombre images representing ‘a body of work’ – another term She disliked and felt was not part of her world of seeing. She thought, ‘I garden, but I don’t do ‘work’ in the garden. What grows under my care and attention somehow has to be and flows through and past me. I don’t own my work in any way. It’s not for sale as something of me. It has no price tag. Work is cleaning the house or dealing with minutes of a meeting.’

There were in this light-filled gallery other pieces to look at. Her artists’ books in a glass cabinet were quietly covered in lichen green board, some closed, others opened to reveal more captured marks, stains and prints. Open to touch and view She warmed to a pair of her daughter’s sketchbooks, delighting in turning their pages carefully, so carefully as not to shake up the often delicate flowing marks on the paper. She imagined – as She herself had drawn once - her daughter’s intense concentration drawing these wider scenes – across the sea to the horizon where a turmoil of weather took place in the changing incessant cloudscapes.

There was other ‘work’ too, other artists’ efforts taking inspiration from landscape. Strange too, to call these pieces ‘work’. Such a term seemed to give their collective creative industry authority and stature She wasn’t always sure they necessarily had. Much of it seemed more play than work. It was so often playful.

Her daughter, meanwhile, was deep in conversation with the gallery’s exhibition officer. Whereas She dipped in and out of this conversation, her thoughts revolved, grass hopping. She remembered hearing her husband speak of his concern about their daughter’s management of this still-fledgling career. A right concern about how family and career would be handled as recognition and opportunity developed. She shared this concern, but seeing her daughter glow at being in the very swim of this art making and showing did not for a moment want that glow to disappear. She knew she would manage, she had always managed and been resourceful, careful, and, She had to admit this, brave. Her condition of being a single-parent She, as her mother, had almost grown accustomed to; She felt She knew a thing or two about finding happiness and the warmth of companionship.

Those linen-length pieces hanging there seemed to intersect such thoughts. She found herself looking at her daughter’s partner who was carefully sketching the linen quintet. He had said to her once that he sketched (badly) to enable him to focus intently on an object, to learn from it. If you sketched something you gave it time, and came to know it as line-by-line, shade-by-shade, the image formed and your relationship to it. He was always careful in talking to her, and even when he began to tread across ground that She hadn’t travelled, he was so sensitive to her feelings. He liked to explain, to tell out his enthusiasm for books he’d read, for music he loved, for her daughter he so adored. She could see that plainly, his adoration, his wonder at her. He had wrapped this young woman round and round with his adoration, and this clearly gave him such joy.

It was getting on. Lunch beckoned. There was a signalling that this hour or so of viewing would gradually fall away. The exhibition officer said her goodbyes. Food was mentioned. She would give one last glance at the Sand Marks perhaps. The linen-lengths still hung there luminous in the vivid, brilliant, but cold light of this early April day. After lunch they would walk to the sea under the powder blue skies and feel that this too was part of such a glad day, a day She would take to her memory as full of the restful pleasure her daughter so often gave her. This dear girl – how often had She heard her partner use that word ‘dear’, knowing he addressed his letters to her with ‘dearest’. It was wonderful that it could be so, that her daughter was so loved. She wanted, suddenly, to throw her arms around them both, and let them know, without any words, that she loved them too.

Dear Poet Friends, Torin Galleshaw from Charlotte NC, a Member of this Site, had requested me to compose about the Rise of Third *****. Therefore, I have commenced with the causes for its Rise in my Part One posted below. Planning to compose Part Two with ******’s Blitzkrieg campaign of Poland later. It is unfortunate that I am unable to post related Maps & Photos for better appreciation of my Readers! Such options are not available for us here! However, I have managed to post a copy with maps & photos in the E-mail ID of my friend Torin!  Kindly give comments only after reading this researched work of mine, during your spare time.  Thanking you, - Raj, New Delhi.

            STORY OF SECOND WORLD WAR – PART ONE
                            RISE OF THE THIRD *****
                                       By Raj Nandy

                                  INTRODUCTION
In this part I shall mainly deal with the causes leading to the Second World War,
Which had also created favourable conditions for the rise of Third ***** under ******.
The word ‘*****’ derives from old German word ‘rihhi’ meaning ‘realm’;  
But is also used to designate a kingdom or an empire in a broader sense.
Historically, the First ***** was the Medieval Holy Roman Empire which lasted till the end of the 19th Century.
While the Second ***** was the First German Empire from 1871 to 1918, when dynamic Otto Von Bismark had united all of Germany,
Which ended with its defeat in World War One and birth of the Weimar Republic.
The Third ***** refers to the **** German Empire under ******, Which lasted from 1933 till 1945, for twelve traumatic eventful years!
Historians opine that the ending of a war is equally important as
its beginning;
Since the causes for the start of a war is often to be found embedded in its ending!
The First World War came to an end on 28th of June 1919 as we all know.
With the signing of the Treaty at Versailles by the German Foreign Minister Hermann Muller and the ‘Big Four’.  (Britain, France, America, & Italy)
Yet it is rather ironical, that this Peace Treaty of Versailles, considered as President Woodrow Wilson’s ‘brain child’,
Had sowed the seeds of discontent resulting in the outbreak of the Second World War, and Adolf ******’s dramatic rise!

Though several causes are attributed for the outbreak of the Second World War by our Military Historians.
Let me try to summarise those causes which are considered to be more relevant.
Commencing with the harsh Treaty of Versailles, the British and French Policy of Appeasement, followed by Hyperinflation and the Great Depression of 1929, and failure of The League of Nations to maintain peace;  
Are relevant factors which collectively combined resulting in the outbreak of the devastating Second World War, scarring human memories for all time!
But not forgetting ******’s forceful and persuasive eloquence which mesmerised the Germans to rise up as a powerful Nation once again.
Since ****** promised to avenge the humiliation faced by Germany following the Treaty of Versailles,
Which was drawn up with vengeance, and dictated by the victorious Allies!

THE  ARMISTICE  AND TREATY OF VERSAILLES:    
Armistice means a truce for cessation of hostilities, which provides a breathing space for negotiating a lasting peace.
Now the Armistice ceasing the First World War was signed inside the railway carriage of the Allied Supreme Commander Marshal Foch, in the Forest of Compiegne,
On the 11th of November 1919, sixty km north of Paris, between the victorious Allies and vanquished Germany.
But in the meantime naval blockade of Germany had continued, and the German Rhineland was evacuated and partly occupied by the combined Allied troops!
Release of Allied POWs interned civilians followed subsequently; And the Reparations Clause of monetary compensation was strictly imposed on Germany!
Now, following a wide spread German Sailor’s Revolt towards the end of October 1918, Emperor Kaiser Wilhelm-II had abdicated;
And on the 9th of November Friedrich Ebert, as the new Social Democrat President of Germany, authorised his representative to sign the Compiegne Armistice.
We should remember here that this Armistice seeking cessation of hostilities did not stipulate any unconditional surrender;
And the signing of the Armistice by the German Social Democrats, was considered as ‘a stab in the back of the German army’ by majority of the Germans!
These issues get repeatedly mentioned by Adolf ****** in his eloquent speeches subsequently,
To arouse the spirit of German Nationalism, and resurgence of the ‘Master Aryan Race’ of the Germans, - in Germany!

The Versailles Treaty was signed on 28th of June 1919, exactly five years after the assassination of Archduke Ferdinand which had sparked World War One.
Let me mention few aspects of this Treaty which was detested by the Germans!
Germany lost 13% of its land, 12% of its people, 48% of its iron resources, 15% of its agricultural production, and 10% of its coal, following its implementation!
German army was reduced to 100,000 men, its Navy reduced to 36 ships with no submarines, its Air Force banned, and its union with Austria forbidden.
Now to use a Shakespearean phrase the ‘unkindest cut of all’ came in the shape of Article 231,  the ‘War Guilt Clause’ of the Versailles Treaty,
Which provided the legal basis for the payment of war reparations by Germany.
The reparation amount of 132 billion gold marks (US $33 billion) to cover the civilian damage caused during the war, now had to be paid by Germany!
Thus the humiliation, resentment, and the virtual economic strangulation following the Versailles Treaty,
Was exploited by extremist groups such as ******’s **** Party.
And in the decades to follow, ******’s Nazis would take full control of Germany!

NOTES: Following Versailles Treaty, Alsace-Lorraine captured by Germany in 1870 was returned to France. The SAAR German coalfield region was give to France for 15 yrs. Poland became independent with a corridor to the sea dividing Germany into two. Danzing, a major port in East Prussia, became a free city under the League of Nation. Finland, Lithuania, Latvia, & Czechoslovakia became independent. Industrial area of German Rhineland, forming a buffer zone between Belgium &France,was
demilitarised.

WOODROW WILSON’S  14 - POINT PEACE INITIATIVE  & THE LEAGUE OF NATIONS:
American President Wilson was an idealist and a visionary, who in a speech to the US Congress on 8th Jan 1918,
Introduced a 14 Point Charter as a platform for building global peace, based on the principles of transparency, self-determination, and Democracy.
But for the first time in US history, the Republican-led US Senate rejected this Peace Treaty, and prevented America from joining the newly created League!
The US Senate wanted to retain its sovereignty without external entanglements;
Free from the League of Nation’s political dictates in its foreign commitments!
The Irish immigrants refused to support Wilson's Fourteen Points because Wilson was concerned about stopping WWI, rather than forcing the British to set Ireland free.
Many Jews also refused to back Wilson, since he was paying too much attention to the War, and not enough to the Balfour Declaration of 02 Nov 1917, -
Which promised an Independent Jewish State with a distinct Jewish identity.

The League of Nations had emerged from Wilson’s 14 Points on the 10th Jan 1920, with its HQs at Geneva, Switzerland, but it had no peacekeeping forces those days!
The League had failed to prevent invasion of Chinese Manchuria in 1932 by Japan;
Italy’s invasion of Ethiopia in 1935; annexation of Sudetenland and Austria by Germany!
The Axis countries Germany, Italy, and Japan, withdrew from the League subsequently.
Thus the League of Nations was disbanded in 1946 officially!
But President Wilson’s ceaseless efforts for global peace did not go unrecognised,
Since on the 10th of December 1920, he was awarded the Nobel Peace Prize!
While his disbanded League of Nations, as the first global humanitarian organisation,
Continued to survive in spirit with the establishment of United Nations Organisation on the 24th October, 1945.

ECONOMIC CAUSES - FOLLOWED BY THE GREAT DEPRESSION OF 1929 :
Germany emerged from the First World War with loss of 25,000 square miles of territory;
Loss of seven million inhabitants, and a staggering debt imposed by the Versailles Treaty!
The Wiemar Republic, after abdication of Emperor Kaiser Wilhelm-II  to Holland,
For the first time in German history, established a Democratic Constitution with Friedrich Ebert as its first President.
But The Republic first had to consolidate itself by squashing the Spartacist Revolt of January 1919 led by the extreme Leftists, and inspired by the Russian Bolshevik Communists!
The Freikorps, in March 1920, an Ex-Soldiers Rightist Group, tried to overthrow the Wiemar Republic with support of their Rightist allies and their own veteran troops!
This was soon followed by a Communist attempt to takeover of the Industrial Rhur;
But fortunately, all these uprisings against the Republic were effectively subdued!
But the 33 Billion Dollars of Reparations hung over the Wiemar Republic like the legendary ‘Sword of Damocles’, followed by the Great Depression of 1929;
Coupled with the ‘Policy of Appeasement’ practised by the British and the French;
Became the most important causes for ******’s expansionist ambition and his short- lived meteoric rise to fame!

GERMAN PAPER CURRENCY & HYPERINFLATION:
Gold Mark was the currency used by the German Empire from 1873 to 1914 only.
But to pay for the costs of the ongoing First World War, Germany suspended the gold standard, and decided to fund the war by Borrowings entirely,
Hoping to pay back the loans after Germany achieves Victory.
But having lost the war, and faced with a massive debt imposed by the Allies,
Exchange rate of the Mark against the US Dollar steadily devalued and declined!
Papiermark became the German currency from 04th August 1914 onward, when link between the Mark and gold reserve was abandoned,
In order to pay for the ongoing expenses of the First World War with paper marks, which was constantly being printed!
But later after the war, when the London Ultimatum of May 1921 demanded payment of war reparations in gold or in foreign currency only,
Even more paper marks got printed by the Republic to buy those foreign currency !
By December 1922 hyper-inflationary trends emerged, when the US Dollar became equivalent to 7,400 German Marks, with a 15-fold increase in the cost of living !
By the fall of 1922 when it became impossible for Germany to make further payments,
The French and Belgium armies occupied Germany’s Ruhr Valley area, its prime industrial region!
French and the Belgians hoped to extract payment in kind, but a strike by the workers of the Ruhr area their hopes belied!
The Wiemar Republic printed more paper notes to pay and support the workers of the Ruhr area,
When hyperinflation had peaked at 4,210,500,000,000 German Marks, to a US Dollar!
Paper currency having become worthless, some form of ancient barter system began to be used instead!

STABILISATION OF GERMAN ECONOMY WITH ONSET OF  THE GREAT DEPRESSION:
Following the hyperinflation Chancellor Josef Cuno’s cabinet resigned in August 1923,
When Gustav Stresemann became the new Chancellor of Germany.
Stresemann’s Government had introduced the Rentenmark as a new stable currency,
To end the hyperinflation which had plagued Wiemar Germany.  
Rentenmark was backed by real goods, agricultural land and business,
Since gold was not available in a beleaguered German economy those days!
When One Rentenmark was equivalent to One million, million, old German Mark;
While One US Dollar was equivalent to only 4.2 Rentenmarks.
Though Stresemann’s Government lasted for 100 days only, Stresemann continued to serve as the Foreign Minister in successive Coalition Governments of the Republic,
Till his death in the month of October 1929, but working for the betterment of Germany all the while!
His ‘Policy of Fulfilment’ stabilised German economy with a 200 Million Dollars loan from America under the Dawes Plan in 1924,
Which had also ensured the evacuation of France from the occupied Ruhr area, with their future reparations payments ensured.
Stresemann’s signing of the Locarno Pact in London on 1st Dec 1925 with France, Belgium, Great Britain, and Italy, was considered as his achievement and a feat!
Since it made Germany to enter the League of Nations ensuring stability and peace;
While the Noble Peace Prize was awarded to Stresemann for his efforts in 1926!
Later, the Young Plan of 1929 further reduced German reparations payment by 20%, while extending the time frame for the payments to 59 years!
But following a sudden Wall Street Stock Market Crash in late October of 1929,
The American Banks were forced to recall money from Europe and the Young Plan;.
Which created acute financial distress when unemployment soared to 33.7%  in Germany in 1931, and quickly rose to 40% during the following year!
Lausanne Conference was held in Switzerland in 1932 by Great Britain, Germany, and France, to further reduce the War Debts imposed by the Versailles Treaty.
But in Dec 1932, the US Congress had rejected this Allied War Debt Reduction Plan completely.
However, no further payments were made by Germany due to the Great Depression;
And by 1932, Germany had paid only 1/8 of the total sum required to be paid as per their pending wartime reparations!

NOTES: Rentenmark was issued on 15 October 1923 to stop the hyperinflation in Wiemeer Germany. Reichmark was the currency in Germany from 1924 to 20 June 1948 in West Germany , when it was replaced by the Deutsche Mark; but had continued in East Germany until 23 June when it was replaced by East German Mark.
During the Stresemann Years of Stability from 1924 to 1929, (prior to the onset of the Great Depression), with help of American financial aid, created more housing & production in Germany. Dada & Expressionist Art forms flourished, followed by modern architecture; also the Philosophy of Existentialism of Thomas Mann – influenced the Western culture. Paul Whiteman's Band for the first time brought in American Jazz to Germany, and Jazz signified the liberation of German youth and women folks of the younger generation generally. But the US Stock Market Crash had unfortunately ended this short lived euphoria, and as it soon became a global phenomena!                                


FAILURE OF THE WIEMAR REPUBLIC & THE GREAT DEPRESSION WHICH BENEFITED THE NAZIS:
Last Days of Wiemar Republic:
Ever since Otto Von Bismarck that ‘Man of iron and steel’, united Germany into a single Empire in the year Eighteen Hundred & Seventy One,
For the first time a Constitution for a Parliamentary Democracy was drawn up in August 1919, in the eastern German city of Wiemar.
Wiemar was the intellectual centre of Germany associated with musicians like Franz List, and writers like Goethe and Schiller.
The Wiemar Republic of Germany which had lasted from 1919 till 1933 had seen,
20 different Coalition Governments, with frequent elections and changing loyalties!
Due to a system of proportional representations, and the presence of very many political parties those days,  
No single party could obtain absolute sole majority in the Reichstag Parliament!
The longest Coalition Govt. was under Chancellor Bruning, which had lasted for only 2 years and 61 days!     (From 30 March 1930 to 30 May 1932)
Now, to understand the reasons for the failure to maintain a Democratic form of Government by the Wiemar Republic,
It becomes necessary to monitor its ‘dying gasps’ during its closing years so to speak!
Since faced with the economic depression Chancellor Bruning had worsened the unemployment situation by adopting stringent and unpopular measures!
Thereby having lost popular political support, Bruning with the approval of President Hindenburg, invoked emergency powers under Article 48, to survive his last few months and years!
During the years 1931 and 1932  it is seen, Bruning had used this Emergency Clause 44 and 66 times respectively!
Thus his so-called ‘Presidential form of Govt.’ had undermined Wiemar Democracy!
If Burning was the ‘Republic’s Undertaker’, now remains a debatable issue of History!
But Burning’s vigorous campaign made Hindenburg to get re-elected as the President;
Thereby he had removed the defeated Adolf ****** out of the Presidential race!
Therefore, later when ****** became the Chancellor on 30 Jan 1933, Bruning had very wisely fled from Germany!

Following Bruning’s resignation in May 1932 came Chancellor Papen’s ‘Cabinet of Barons’ consisting of individuals who were not members of the German Reichstag!
While in the election of July 1932 ******’s **** Party won 230 seats, making it the largest party in the Reichstag.
But ****** refused to form a coalition with Papen, because he wanted to become the Chancellor himself !
Now General von Schleicher advised President Hindenburg that the German Army,
Would not accept Papen’s use of Article 48 to remain as the Chancellor of Germany!
Therefore following Papen’s resignation, Schleicher took over on the 04th of December 1932 as the new German Chancellor.
Schleicher tried to restore a democratic form of government to get the Wiemar Republic back on its feet.
But in the ensuing political power struggle Papen wanted to take revenge on Schleicher for his removal from power and defeat.
So Papen persuaded Adolf ****** to become the Chancellor, and retain for himself the post of Vice-Chancellor.
In doing so, Papen mistakenly thought that he would be able to reign in the self-assertive Adolf ******!
Papen finally made President Hindenburg agree to his proposal, and on 30th of Jan 1933,
****** became the New Chancellor, with approval of the President!
A month later a sudden fire in the Reichstag made ****** invoke Article 48, in order to squash the suspected Left Wing Communists;
But while doing so, the Press was muzzled, and many Civil Rights of the German people were abolished, inclusive of their right of assembly and free speech!
****** acted swiftly, and by passing the Enabling Act on 23 March, 1933, armed himself  with dictatorial powers for enacting laws without the approval of the Reichstag whenever necessary!
Thereby ****** threw Democracy to History’s wasteland most unfortunately!
Following the death of Hindenburg on 29 June 1934, ****** combined the powers of the President and the Chancellor, and became known as the FUHRER!
Historians generally agree the Enabling Act of 1933, as the date for establishment of The German Third *****.

THE POLICY OF APPEASEMENT AND GERMAN AGGRESSION:
The horrors of trench warfare with the rattling of machine guns and bursting of poisonous nerve gas shells,
Even after 20 years remained fresh, in the minds of all World War One participants!
Therefore, it was natural for British and French Prime Ministers Neville Chamberlain and Edouard Daladier initially,
To grant political and material concessions to an aggressive Germany, for the sake of peace and stability.
Thus the diplomatic stance of Appeasement between 1935 and 1939 followed by the French and the British, was mainly to avoid another dangerous armed conflict!
But the trusting Mr. Chamberlain had underestimated ******, who had served in the German Army as a Corporal, winning the Iron Cross during the last Great War!
****** was not afraid of war, but wanted to avenge the Treaty of Versailles and its punitive dictated peace;
And also establish for the superior German Aryan race a lasting Third *****!
Therefore, having consolidated his power as the Fuhrer along with his trusted **** Party cronies, he withdrew from the League of Nations in October 1933.
Introduced conscription in March 1935 in Germany, and embarked on a mission to rebuild a new modernised German Army for combat on land, air, and sea!
In March 1936, in another open violation of the Versailles Treaty, ****** re-occupied the demilitarised Rhineland, followed by a Treaty of Alliance with Japan and Italy.
The much desired Anschluss (or merger) with Austria, the country of birth of ******,
Saw the German Army in March 1938, triumphantly and peacefully marching into Vienna!
Now with the Munich Conference of 19 September 1938, this Policy of Appeasement is said to have reached its climatic peak!
The Sudetenland area, consisted of 3 million Germans were made
to join Czechoslovakia when the frontiers were drawn in 1918-19,
Much against the wishes of the Germans!
When ****** wanted to annex this Sudetenland area, Britain, France, Germany and Italy, met at Munich to diffuse an explosive situation peacefully.
It was agreed at Munich that once Sudetenland joins Germany, ****** will not invade Czechoslovakia and honour the terms of peace.
But on 15th March 1939, in violation of the Munich Agreement, ******’s army invade and occupied Czechoslovakia, thereby openly flouting the Policy of Appeasement!

NOTES: ******’s desire for ‘LEBENSRAUM’ or ‘increase of living space’ for the Germans, commenced with his ‘Border Wars’, which soon turned into a Global War because of the ‘appeasement policy’ of the Allies. ****** had secured his Eastern Front with a treaty with the Stalin, since fighting on two fronts would have been very difficult for the Germans.

Now when ******’s army invaded Poland on 1st of September 1939, it became ‘the last straw on the camel’s back’ for the Western Allies!
Committed to the Anglo-Polish Defence Pact of 25 August, 1939, both Britain and France declared war on Germany,
Which I propose to narrate in Part Two of my Second World War Story.  
The Policy of Appeasement no doubt gave some time for Britain, to regain its depleted military strength,  but Adolf ****** had viewed it as a sign of weakness!
With Russia and America initially as non-participants, ****** became more confident and arrogant!
Thereby turning his border wars into a global conflagration lasting six long years.
When the use of advanced technology, resulted in greater loss and casualties;  
Which was followed by the holocaust and unprecedented human suffering!
I would like to conclude my present narration with a poem by English soldier-poet Seigfried Sassoon, who participated in the First World War on the Western Front.

DREAMERS  -  by Siegfried Sassoon
Soldiers are citizens of death's gray land,
Drawing no dividend from time's to-morrows.
In the great hour of destiny they stand,
Each with his feuds, and jealousies, and sorrows.
Soldiers are sworn to action; they must win
Some flaming, fatal ****** with their lives.
Soldiers are dreamers; when the guns begin
They think of firelit homes, clean beds, and wives.

I see them in foul dug-outs, gnawed by rats,
And in the ruined trenches, lashed with rain,
Dreaming of things they did with ***** and bats,
And mocked by hopeless longing to regain
Bank-holidays, and picture shows, and spats,
And going to the office in the train.
…………………………………………………………………………
Thanks for reading patiently, from Raj Nandy of New Delhi.
  *ALL COPYRIGHTS ARE WITH THE AUTHOR ONLY

Every course should be marked on content.
In todays schooling we ask students to write final essays or regular essays to discuss their knowledge in a specific topic. However, marks are deducted for minor sentence errors, grammatical errors and style errors. But does that mean they don’t have sufficient knowledge about the topic or that the content of the essay does mean standards? No. Students lose marks for unrelated reasons. Grammar is not content. Grammar is grammar. Content could be excellent while the grammar is horrible. Philosophers potentially had the worst grammar ever, however we have glorified their thoughts for centuries.
This is where schooling has changed. And this is how schooling needs to change. Writing an essay is irrelevant to knowledge about a topic. Writing skills and understanding of content do not intertwine. If I wanted someone to apply knowledge they learned from a topic an essay is perhaps a very irrelevant way of doing so. Why judge someone on something that is, in today’s society exposed to interferences? Interferences such as grammatical errors.
If I wanted to know someones knowledge about a certain topic and wanted them to apply logic and theories they learned from courses, why not talk to them rather than using paper as a pigeon to share ideas? If it was spoken I can’t say “you lost marks because you didn’t put a period here and a comma there.” If it is spoken, you will still be able to notice if the student understands the topic. This way there is not interferences. It is strictly about content of knowledge and the students ability to apply what they have learned into specific views about a question I would have for them.
If I asked a teacher to have a class discussion where everyone had input, how would the teacher grade them? On quality of their answer, and clarity. Clarity being their ability to get to the point. However, if it is not clear, can the student make it clear for the rest of the class? Because what sometimes isn’t clear for one person, could be unclear because they are not as intelligent to be able to understand. The other student might not be so stupid because he said it in a way that is unclear. Maybe the listener is stupid because they didn’t understand? However, if the student can make it clear then their quality of the answer enhances and they will receive a higher grade.
For instance, if this was a formal essay that attempted to answer “What is wrong with schooling?” I would lose marks because I asked questions. Asking questions for some reason is not allowed? Is it informal? No. But society tells us we shouldn’t ask questions we should instead assume something and make a statement because that imposes confidence in a thought. But, if I was questioning certain aspects of something would that prove that I have sufficient knowledge towards one topic? Wouldn’t that impose that I have enough knowledge to understand details and question them? But hey, don’t formulate that statement in a question. It’s stupid. Question everything because you will never know all the answers regardless of all the resources.
By discussing a topic, the answers are direct. Content may vary depending on how much the student learned (providing the teacher is good at teaching and the proper course are in place). If the student struggles to understand a topic it will be evident in the quality of their answer. We can still see if the student is trying too hard (which is never a bad thing to set the standard high, shoot for the stars), or if the answer they have is someone else’s because they aren’t necessarily answers that they would have or words that they would use. But that is an assumption. Never assume, instead question. We can still notice if the student paid attention the course lectures and successfully answered the topic question with detail, reference, questions, relations, and application of knowledge that was taught to the student.
Just because a student can’t write a thought out on paper, does not mean they didn’t understand it. **** I used contractions, I would lose more marks there as well. See what I mean, a highschool teacher would tell me that I can’t say “Can’t” I was supposed to say “Can not” because that is formal. What is formal? Who said that is formal? Jim Joe Bob down the road? Who cares, does the student understand the topic or not? Stop docking marks for things unrelated to the subject.
If this was a writing course it would be understood why a student would lose marks for grammar and word choice and sentence structure or clarity. But students lose marks in History essays for word choice, and in political science for forgetting a period and in gender studies for saying “you” in a final essay. These are unneeded reasons for losing marks. At the end of the day does the student understand the historical importance of the topic? Or does the student understand the importance of the judiciary amongst the political system? Or does the student understand that sexism will only negatively impact society? If no, then he or she gets a bad mark, if yes, they get a good mark. Stop making up reasons for bad marks.
However, one will say; “Well what if the quality of the essay is so ****** I can’t even understand their knowledge?” This proves the instability of essays. Don’t ask for an essay. Ask to talk to the student about the topic. You’ll know if he or she understands. Just like when you go to a retail store and ask for advice about a product. We know if the associate knows what they are talking about, if they have no idea or if they are just telling us what they learned from training (which isn’t bad). Teachers potentially train students in a certain area. Why not ask a question which enforces them to apply the knowledge which they gained from the training to their answer? The teacher will know if the student knows what they are talking about (because they paid attention in training/class) or if they have no idea (because they did not understand or pay attention). Even if they retell you everything that was taught to them. Don’t they know something about the answer? Yes, it’s not the most enriched content because it was your own words but the student learned something right? Isn’t that why they go to school? To learn?
Another will say; “But we can’t escape writing. We have to do it everyday. A person must know how to write.” Fair. But why not teach writing in a writing course? One where the student will be marked on their ability to be clear in writing, or their ability to be grammatically correct, or their word selectiveness, or the sentence and paragraph structure. This seems like an appropriate course to deduct marks for incorrect application of knowledge. However, another person will ask; “then how do you teach structure and grammar?” Through exercises. Ask them to write a paper. Go through assignments as a class, encourage class participation and discussion. If the student doesn’t talk, the teacher will know what they understand therefore, how are they to give them anything but a bad mark? It’s at the student’s discretion but the proper systems need to be in place.
An example; how many people have gotten a paper back, looked at their grade and put the paper away? Did not even look at the corrections or suggestions for reasons why the mark was so poor or decent? Every one. Why not give a student a second chance? Why not scare them to do their best? Try this: Ask students to answer a question, any question. Have them hand it in 10 days from the assigned date. Students who want a good mark will use their time wisely to proof read, get the proper references and apply the correct knowledge. Students who want to get by will start two nights before. Once the papers are handed in, edit them. Once finished, return them without a mark. Wait for the students reaction. They will come up to you asking “what’d I get?”, “why isn’t there a mark?”. Tell them that, they aren’t getting a mark, they need to read the corrections and implement them. Have the paper due in three days. Once the papers are submitted, grade them. There will be less grammatical errors. At least for the students who took the time to read the corrections and implement them. The students who did not, will not receive a high grade a potentially face the threat of a failing grade. Hand the papers back with grades. Once this is done, ask for them to write another essay on a different topic. A topic such as “Should capital punishment be reinforced in Canada?” This topic is ok because you can write about any topic, its still writing. Writing is not confined to topics such as grammar, story writing or essay writing. Writing has infinite topic possibilities. But once the essay topic is given out, tell them they have 10 days to hand it in. Once handed in, give them a grade. Don’t give the chance for editing this time, and see if there is less errors for each student, ask to sit down with them and compare the errors that were made. In this way the student will learn and most importantly remember why and why not to write in certain structures while adding certain grammatical content.
With this exercise the student will learn how to clearly write, but it will take a while. It should be mandatory that students take a writing course throughout elementary and secondary school because the statement is true “we cannot escape writing”. Everyone must know how to write. But in society we struggle to remember that, just because someone can’t write something doesn’t mean they do not understand the topic. If I was to ask Einstein to write a topic on the differences of between time and space in APA format, His content would very well achieve high academic standards but his grammar and format would be god awful. It would be horrendous. He did not know how to write in specific manners, he would use his resources to learn but that was because from what we know he wanted to achieve in the highest manner possible. But he understood the content, and isn’t that what is most important? O the other hand, if I asked him to tell me about the topic, would it be more credible? Would it blow someone’s mind because they couldn’t take away marks. He would receive 100% on everything because he understood the content. That’s all that matters. For those who want to write, take writing courses. Or in today’s society, every context course is a writing course, as students are not be graded on their quality, rather, they are being graded on writing abilities. So to conclude, are we teaching history, science, politics, law, child and youth studies or are we just teaching students how to write without expanding their knowledge of the topic. We can’t base content off of what is written down,  interferences are infinite. ****, I used “can’t”. Sorry.