Lays of Ancient Rome

Lays of Ancient Rome is a collection of narrative poems, or lays, by Thomas Babington Macaulay. Four of these recount heroic episodes from early Roman history with strong dramatic and tragic themes, giving the collection its name. Macaulay also included two poems inspired by recent history: Ivry (1824) and The Armada (1832). OverviewThe Lays were composed by Macaulay in his thirties, during his spare time while he was the "legal member" of the Governor-General of India's Supreme Council from 1834 to 1838. He later wrote of them: The plan occurred to me in the jungle at the foot of the Neilgherry hills; and most of the verses were made during a dreary sojourn at Ootacamund and a disagreeable voyage in the Bay of Bengal.[1]The Roman ballads are preceded by brief introductions, discussing the legends from a scholarly perspective. Macaulay explains that his intention was to write poems resembling those that might have been sung in ancient times. The Lays were first published by Longman in 1842, at the beginning of the Victorian Era. They became immensely popular, and were a regular subject of recitation, then a common pastime. The Lays were standard reading in British public schools for more than a century. Winston Churchill memorised them while at Harrow School, in order to show that he was capable of mental prodigies, notwithstanding his lacklustre academic performance.... Thomas Babington Macaulay, 1st Baron Macaulay, FRS FRSE PC (25 October 1800 - 28 December 1859) was a British historian and Whig politician. He wrote extensively as an essayist, on contemporary and historical sociopolitical subjects, and as a reviewer. His The History of England was a seminal and paradigmatic example of Whig historiography, and its literary style has remained an object of praise since its publication, including subsequent to the widespread condemnation of its historical contentions which became popular in the 20th century. Macaulay served as the Secretary at War between 1839 and 1841, and as the Paymaster-General between 1846 and 1848. He played a major role in the introduction of English and western concepts to education in India, and published his argument on the subject in the "Macaulay Minute" in 1835. He supported the replacement of Persian by English as the official language, the use of English as the medium of instruction in all schools, and the training of English-speaking Indians as teachers. On the flip side, this led to Macaulayism in India, and the systematic wiping out of traditional and ancient Indian education and vocational systems and sciences. Some of these are now being rediscovered. Macaulay divided the world into civilised nations and barbarism, with Britain representing the high point of civilisation. In his Minute on Indian Education of February 1835, he asserted, "It is, I believe, no exaggeration to say that all the historical information which has been collected from all the books written in the Sanskrit language is less valuable than what may be found in the most paltry abridgement used at preparatory schools in England." He was wedded to the Idea of Progress, especially in terms of the liberal freedoms. He opposed radicalism while idealising historic British culture and traditions.