Sunday, January 25, 2009

Contraception Versus Evolution?



I just read a very interesting passage in The Abolition of Man, by C. S. Lewis. He writes, "And all long-term exercises of power, especially in breeding, must mean the power of earlier generations over later ones." - p. 56 in the paperback version published by HarperSanFrancisco ZondervanPublishingHouse. This is a very interesting statement to me.

It brought to my mind a sudden realization that there is a possible contradiction, I think, between the idea of contraception and the idea of biological evolution, Darwinian or not. For the record, I don't believe in macro-evolution at all; micro-evolution is a possibility, I suppose. I haven't examined the evidence carefully. When it comes to contraception, I believe most definitely that any abortifacient is murder, and the only defensible contraception at all is that which prevents fertilization in the first place.

Now, here is the possible contradiction: if contraception allows earlier generations to have reproductive power over later generations, and yet later generations are, by evolutionary theory, superior, then what gives? Suppose you have a couple using contraception. Thus they are attempting, at least, to decide who comes into being and who doesn't. Thus they are setting themselves up as a judge over the later generation. But if evolution is true, then the later generation would make better choices. Perhaps the earlier generation should leave as many choices as possible to the later generations.

This is most definitely a half-baked idea, written at 9:40pm on a Sunday. I'd be interested in any thoughts of my readers, however.

In Christ.

Wednesday, December 24, 2008

Book Review: The Valley of Fear, by Sir Arthur Conan Doyle



As is the case with most Sherlock Holmes stories/novels, this was very fun to read.

The story is in two parts, and starts with the murder of a seemingly very likeable, upright, and resourceful man who does not appear to have any enemies. The man's name is Mr. Douglas of Birlstone Manor House. However, there is a period of time in his life of which he did not speak, and it is that period which Sherlock Holmes delves into in order to solve the mystery, in addition to the usual clues the police always seem inclined to ignore or downplay.

The second part gives background to the first part by taking the reader back in time about 20 years, to a period of time the relevance of which is at first uncertain to the reader. However, the relevance becomes more and more apparent as the second part unfolds, eventually leading to a delightful revelation that Susan, for once, did not anticipate in the least. She has this habit of correctly predicting Sherlock Holmes story outcomes, but this one completely took her by surprise. I think it might take you by surprise as well, should you choose to read this fun read.

In Christ.


Movie Review: The Dark Knight



Rating: PG-13

Degree to which what sins there are in the movie (as defined biblically) are condemned (0 = sin is always winked at, 10 = sin is always condemned): 8

Degree to which the story has redemptive value (0 = no one saves anyone, 10 = practically the story of Christ's redemption of His people): 5

Artistry of movie (0 = completely inartistic, 10 = stunning work of art): 7

Originality (0 = copies everything from somewhere else, 10 = unique): 9

Synopsis: Harvey Dent is the new District Attorney in Gotham, and he appears to be as incorruptible as Gotham is not. He is also dating Bruce Wayne/Batman's girl, Rachel Dawes (almost hilariously miscast in this movie), a fact which complicates matters tremendously. Enter the Joker, a villain with very few rules except do everything he can to create chaos and mayhem. Without giving away too much, I'll say that the trajectory of this movie is dark in the extreme.

Critical Review: The most disorienting thing about this movie is that the viewer really has no idea whatsoever what the Joker wants to do, or what his goal is until near the end of the movie. He kills with apparently no conscience whatsoever, burns large piles of money he has just earned, etc. I should also point out that it is extremely improbable that anyone could be so far ahead of justice as the Joker appears to be. That, of course, is of no concern to the story. The story simply assumes the existence of such a man.

The theme of Dark Knight is actually very similar to the theme of Lord of the Rings by J. R. R. Tolkein, though I would say the ending is quite different. That theme is that corruption can happen to anyone, even someone like Harvey Dent.

Overall: This was a depressing movie, though exciting; it was gory, though it definitely told some truth. It is definitely worth watching at least once, though I'm not sure all the hype was well-placed. Both Susan and I liked Batman Begins better.

In Christ.

Wednesday, December 17, 2008

Beethoven



Yesterday/Today is Beethoven's Birthday! That's right. Beethoven's family celebrated his birthday on the 16th, but Beethoven himself, if I remember correctly, preferred to think of his birthday on the 17th. According to records, he was at least baptized on the 17th. In any case, my favorite composer was born in the year 1770 in Bonn, Germany (a fact that Bonn, apparently, is fond of reminding the world), and died March 26, 1827.

My favorite work of all is his Fifth Piano Concerto (Emperor), Op. 73. Listen to it some time, if you have the chance. It is truly magnificent. The first movement is royal, the second movement lush, and the third movement exhilirating.

In Christ.

Wednesday, December 10, 2008

A Plug



I just finished listening to almost all (not all are posted) of the 2008 ACCS Conference talks. They were, for the most part, terrific. You can download all of them for free from here. Some highlights for me:

Any talks by George Grant.
19 Matt Whitling - Boys and Classical Education
30 Douglas Wilson - Defending Sayers' Insight
50 Ken Myers - With Choirs of Angels: Music and Transcendent Order

The last I mentioned, Ken Myers on music, was unbelievably good. It would be good medicine for many Christians these days who think that beauty in music is relative (it isn't relative in truth or goodness; why beauty?). Ken Myers is one of those (only slightly) annoying people who are never cliched, quote mostly authors I've never heard of, and issue profound truths almost as asides. I have a time of it to keep my mind up to what he's talking about! It's worth the effort, though.

In Christ.

Saturday, November 22, 2008

Book Review: How to Solve It: Modern Heuristics, by Zbigniew Michalewicz and David B. Fogel



This was a fun book to read, if you're into geeky books, that is. One of the central points the authors were trying to make throughout the whole book is that one problem is different from another, and that therefore the methods of solution will likely have to differ. Indeed, if you incorporate zero knowledge of the problem into your solution, then your solution must essentially be a random search.

Three problems provided a common thread for the many methods the authors reviewed. The first problem was the Traveling Salesman Problem (TSP). This is a famous unsolved problem in computer science. The idea is that a salesman must visit a given number of cities once only, and do so using the shortest possible path. The solution space is of size (n-1)!/2, where n is the number of cities. Applications of this problem could be drilling holes in a printed circuit board quickly. The second problem was the Boolean satisfiability problem (SAT). Here you have an expression involving a certain number of Boolean variables (they're like switches: they can be either on or off, 0 or 1, True or False), and you want to find a collection of values for which the expression comes out True. The size of the solution space is 2^n. Applications of the SAT problem include scheduling problems. Finally, there was a particular non-linear optimzation problem (NLP): maximize a complicated function involving the sums of fourth powers of cosines, the products of squares of cosines, and several complicated constraints involving sums and products. The solution space of this problem is technically uncountable infinite, but on a computer you have restrictions. Supposing a particular representation for numbers on a computer, say, with n variables each of which is m bits long, you have a solution space of order n * 2^m. Applications of this particular optimization problem might be limited, but the kind of problem is ubiquitous.

I really liked the way the authors kept hammering away at the same three problems throughout the entire book. It provided a good element of continuity. I also liked their assertion that human nature is to have a hammer and assume everything is a nail. The authors approach problem-solving differently, better: find the right tool for the job at hand. Contrary to many collections of numerical recipes (as valuable as those can be), the authors are more trying to examine the wisdom of when to use a particular technique on a particular problem.

Another theme of the book was a profound point. Suppose you teach a particular technique in a chapter of a textbook, and then you have the students do the end-of-chapter problems. Naturally, those end-of-chapter problems require applying the technique the kids just learned. After all, they're at the end of THAT chapter! However, such an approach does nothing to teach kids when to use a particular technique and when not to. An interesting and fascinating illustration of this point came when the authors proposed two relatively simple problems, not requiring any math beyond high school geometry and trigonometry, outside of the context of a particular technique. The problems were, therefore, much harder to solve. Indeed, the authors gave these two problems to math and engineering undergrads, graduate students, and even professors. Fewer than 5% could solve the problems in anything less than an hour, even though the solutions, if you know the trick, take less than five minutes each to write! Apparently, we are not taught truly to solve problems, the hard problems, the problems we've never seen before. That is the point the authors were making, and I think it's valid.

The authors propose using evolutionary computing to solve the TSP, SAT, and NLP problems mentioned above. While they don't claim it's a panacea, they do urge this family of solutions because of its flexibility in light of changing conditions, competitive conditions, etc. You still have to tune the solution to the problem, or evolutionary computing will not do any better than a random search in the search space.

The method of evolutionary computing takes its cue from the theory of evolution. And here we have to be careful as Christians. I don't believe in Darwinian evolution, not a bit of it. First of all, and most importantly, it doesn't square with Scripture. Second of all, although you do seem to see micro-evolution within species, there is no evidence whatsoever for macro-evolution. Moreover, it is rather evident that many proponents (certainly not all) of the theory of evolution take that position precisely so they can rule out the existence of God. I reject the theory of evolution, therefore, on both theological and scientific grounds. The theory of evolution, in fact, is not science but a faith. By the same token, Creation "Science" is not science either, but faith. Both are dealing with highly non-repeatable events (the origin of the universe), and thus, ultimately, no experiments are available which will provide evidence one way or the other.

However, just because I reject the theory of evolution doesn't mean that, in theory, a method of computation based on those ideas is necessarily immoral or somehow anti-Christian. The authors, as is usual with evolutionists, are unfortunately a bit preachy (in the bad sense of the word) on the point of evolution.

The evolutionary methods of computation have achieved some remarkable results in obtaining approximate solutions to problems (which is often the best you can hope for!). In addition to evolutionary computing, the authors delve into neural networks, fuzzy logic, coevolutionary systems, and multicriterial decision-making. All of these things are fascinating because they are so real. It's so easy to see real-world applications of these concepts!

Overall, I'd highly recommend this book to anyone whose business in life is to solve problems, especially of the numeric kind.

Movie Review: Wall-E



Rating: G

Degree to which what sins there are in the movie (as defined biblically) are condemned (0 = sin is always winked at, 10 = sin is always condemned): 7

Degree to which the story has redemptive value (0 = no one saves anyone, 10 = practically the story of Christ's redemption of His people): 5

Artistry of movie (0 = completely inartistic, 10 = stunning work of art): 5

Originality (0 = copies everything from somewhere else, 10 = unique): 3

Synopsis: The people of Earth have been so neglectful of their environment that it can no longer sustain photosynthesis, and therefore life. A single robot (named Wall-E) roams the Earth, and it is his sole business to sort through trash and organize it into square bundles. The movie opens with views of whole skyscrapers built of these small squares of trash. We see him going about his daily business, when he is interrupted by a spaceship landing, and another robot getting out and starting to investigate Earth. Wall-E is immediately "smitten" by the supposedly female robot, who he finds out is named Eva. Just before Eva arrives, Wall-E finds one little plant growing, which he immediately transplants into his little hoard of treasures. When Wall-E shows the plant to Eva, she immediately goes unconscious and has a little green plant sign on her that is pulsating. She also, incidentally, pockets the plant. Wall-E starts doing romantic things for the unconscious Eva, imagining that she's actually responding to him, and in general making a fool of himself. Eventually, the spaceship returns and takes Eva with it, but not before Wall-E manages to hook himself onto the exterior of the spaceship. The spaceship takes off, and Wall-E somehow manages to survive atmospheric exit. The spaceship docks with a gigantic spaceship on which we find out the rest of the human race dwells. The rest of the story shows how Wall-E and Eva interact with each other and the humans.

Critical Review: I'm someone who believes we should be caring for animals and the environment, but why? Because man, however fallen he may be, is still the crown of creation. We are stewards of God's creation. Moreover, there are other moral principles that are, to my mind, far more important than saving the environment. For example, it is more important for men to be free to worship God than it is to take care of the environment. It is more important to save baby humans not yet born than to save the whales.

For these reasons, the movie came across as exceptionally "preachy" - in the bad sense of the word. Hollywood came across as the typical we-are-environmentalists-and-the-worst-crime-you-can-commit-is-to-degrade-the-environment-in-any-way.

There were too many references to past movies and themes. 2001, A Space Odyssey, came to mind, with the battle between the ship's captain and the auto-pilot (who even looked like the computer in 2001). There were distinct themes of Brave New World.

There were a few genuinely funny moments - I enjoyed in particular the scene where Wall-E is showing Eva his treasure collection and hands her a unsolved Rubic's Cube. The camera excludes her for a second or two, and then re-includes her holding a solved Rubic's Cube. Very geeky, that.

I didn't appreciate the typical feminist gender reversal in this movie. Wall-E is supposedly masculine, and Eva supposedly feminine. But Eva has all the firepower, does all the dragon-slaying, and has the take-charge attitude, whereas Wall-E is the lovable, caring, nurturing sort.

Overall: a mediocre movie. It might be worth watching, but it's not nearly as good as The Incredibles.

Wednesday, August 13, 2008

A Fun Pic




Who'd have thunk my son would be asking for money this early?



Monday, August 11, 2008

Comment on Physics and Christian Theology: Beauty, a Common Dialect?, an outline article by Tracee Hackel.



In Pursuit of Truth: A Journal of Christian Scholarship published the article mentioned in the title of this blog post. The outline version then appeared in the Summer 2008 issue of Classis, the quarterly journal of the Association of Classical & Christian Schools.

As a practicing mathematical physicist who is also Trinitarian in thinking, I definitely appreciated the general tone of the article, and agreed with most of the points the article made.

However, I did have some small quibbles with the article. In one part of the article, the author wrote:


Maxwell’s insight, which led him to unify the theories of electricity and magnetism, launched human understanding beyond the mechanistic world of Newtonian physics into the new universe of Relativity and Quantum Mechanics...

Being steeped in Trinitarian Christian theology appears to have made Maxwell particularly adept at the kind of thinking required to discover the necessary components of quantum mechanics.


I'm not exactly sure what Hackel meant here.

1. Studying the Maxwell equations, and discovering that they are not invariant under a Galilean coordinate transformation, was certainly important to the discovery of relativity theory. One of Einstein's postulates of Special Relativity states that the laws of physics (particularly Maxwell's equations) are valid in every inertial reference frame.

In other words, relativity is hidden in the Maxwell equations. However, I do not think it would be accurate to say that Maxwell launched human understanding beyond Newtonian mechanics, at least not immediately. Certainly, it was not Maxwell who did that.

2. Maxwell didn't discover the necessary components of quantum mechanics. Now, while it is possible to construe Hackel's statement to mean that those who did discover the necessary components of quantum mechanics had to have the same kind of thinking as Maxwell, an undiscerning reader might not pick up on that, and think instead that Maxwell indeed DID discover the necessary components of quantum mechanics.

I challenge Tracee Hackel to counter these statements, which would, I believe, be corroborated by most physicists today, and probably most historians of science.

Perhaps Hackel is right on these points, and I am wrong. I'm certainly wrong my fair share of the time. However, this time I don't think so.

In Christ.

Wednesday, July 09, 2008

Vocational Training vs. Classical Christian Education?



When it comes to classical Christian education (cCE), I am all for it. However, there's a trend in cCE of which I'm not sure I approve. I haven't given it deep thought, but I have given it enough to blog about it and hope that one or two of my rare readers will debate it. The question concerns vocational training.

The classical component of cCE is all about training the mind how to think, and how to learn. This is so important to many in the field (such as the faculty of New St. Andrews College, e.g.), that I wonder if they haven't over-reacted against vocational training. Here's a quote from the Wiki on cCE:
After the Industrial Revolution and the World War I, progressive theories of education along with cultural conditions that suggested a new era of democracy and human capability were dawning combined to lead many to turn from the traditional classical curriculum and experiment with new more pragmatic approaches to education that emphasized vocational and professional training over the "making of the man" that was the aim of the traditional classical curriculum.

I have heard, though I can't produce the source off-hand, something to the effect that New St. Andrews college rejoices in giving their students a degree that can't land them a job. There does seem to be a strong feeling against vocational training in cCE.

Now I wonder, is this the way cCE needs to go?

Consider the following issues pro and con this anti-vocational training bent:

Pro:

Granted that the modern K-Ph.D. vocational training route usually fails to teach students how to think or learn. The exceptions seem to be the students bright enough to figure that out on their own.

Con:

1. Surely, in today's economy, we must have division of labor. We need people in the engineering and science fields, for example.

2. Someone with God-given talents and abilities in science/engineering (I pick on these fields not because they're the only such fields out there, but because they make a good test case for what I'm talking about) who receives a cCE, without extensive further training on the order of a degree, will assuredly NOT be able to get a job doing science or engineering.

3. Today's market has changed a fair amount. In the private sector, employers seem to be getting rid of their more experienced employees who can train in the new guys. As a consequence, more and more jobs are requiring already experienced applicants. Employers want recruits who can hit the ground running, not someone who needs a year of extensive training before he's worth anything.

4. If a man does not work, he shall not eat. We have it on pretty decent authority that if a man does not eat, he will not live. The commandment not to murder says that we are to promote life. Therefore, it is a logical consequence that a man must work. Given that work is THAT important, why would an education purposely try to avoid giving a man specialized tools?

It seems to me that specialization does seem to be one of the main issues here. Classical Christian education rightly points out that a man gets to be mentally one-sided if all he does is vocation. I would almost claim that a man would get to be physically one-sided if all he did was cCE! Where's a balance?

Here's my proposal. For K-12, hit the cCE as hard as you want. If you do that bit well, he should be prepared, as Dorothy Sayers says, for life. In today's world, that's probably going to mean that he has to get a degree in order to earn a buck, though there are, of course, exceptions. So let's say he has to get a degree. Well, he has the tools of learning. Put them to work in vocational training (which you can sort of view as an extension of the Quadrivium, if you like). Make the post-secondary education vocational, with the assumption that the students are classically trained.

As one German chemist put it, "Give me a student who has learned his Latin grammar, and I will answer for his chemistry."

Friday, July 04, 2008

Book Review: The History of the Calculus and its Conceptual Development, by Carl B. Boyer.



Dover published this book in 1959, although Boyer no doubt wrote it earlier.

I picked this book up mainly because I wanted to know as much as possible about any subject I want to teach, calculus being very high on that list. This book was definitely an eye-opener. There were several main points Boyer wanted to get across, namely the following:

1. There are many instances in which historians ascribe some complicated, nuanced concept such as the limit to an early thinker like Archimedes, when in fact said early thinker did not have the concept fully in his head (or so we judge by his writings).

2. The founders of the calculus, and even some who came after, did not invent calculus in a vacuum. Although Newton and Leibniz may have bundled the existing algorithms into a nice package and thus deserve to be called the inventors of the calculus, the story was not over then, and even so bold a thinker as Lagrange didn't get some things right (at least, as we think of "right" these days.)

3. The development of calculus did not happen overnight (more like over the span of 2500 years!).

There are some interesting criticisms of Boyer's book on Amazon. I'd encourage you to read them. I found a few of them to be right on. For though there are few books which collect all of the information in one place like Boyer's, he does have some hidden assumptions, especially modernism.

Another criticism I would have of the book is the disassociation of calculus from physics. Physics provided a good deal of the motivation for developing the calculus in the first place, but Boyer barely mentions it.

Is it worth reading? Yes, if you want to teach calculus or write about the philosophy of math or the history of math. It would even be useful for students to read so that they don't get the impression that calculus fell out of the sky in the "perfect" delta-epsilon form we have today.

For that matter, my Dad wrote a calculus book in which in put forth the Third Derivative Test, which is not in any textbook of which I am aware. Calculus, while a full, rich body of knowledge, cannot possibly be complete. (See Goedel's proof of the incompleteness of first-order logic.)

Friday, June 06, 2008

Book Review: The Vaccine Book, by Robert Sears.



It's not very often that I get to read a book that is sane, well-written, researched up and down, and amusing into the bargain. This was one. This man knows his audience.

There are twelve chapters to start with, one for each of the American Academy of Pediatrics recommended vaccines. That list I will reproduce for you here, not counting multiple shots in a sequence (for example, the Hepatitus B vaccine has several shots recommended, but I'll only list the vaccine once):

1. Haemophilus Influenzae Type B Disease and the HIB vaccine.
2. Pneumococcal Disease and the Pc Vaccine.
3. Diphtheria, Tetanus, and Pertussis Diseases and the DTaP Vaccine.
4. Hepatitus B Disease and the Heb P Vaccine.
5. Rotavirus Disease and the Rotavirus Vaccine.
6. Polio Disease and the Polio Vaccine.
7. Measles, Mumps, and Rubella Diseases and the MMR Vaccine.
8. Chickenpox Disease and the Varicella Vaccine.
9. Hepatitus A Disease and the Hep A Vaccine.
10. Influenza Disease and the Flu Vaccine.
11. Meningococcal Disease and the Meningococcal Vaccine.
12. Human Papillomavirus Disease and the HPV Vaccine.

He then goes into several issues related to vaccines, including:

13. Combination Vaccines, Vaccines for Travel, and Vaccines for Other Special Situations.
14. Vaccine Safety Research.
15. Vaccine Side Effects.
16. Vaccine Ingredients.
17. Myths and Questions about Vaccines.
18. Parents Who Delay or Decline Vaccination.
19. What Should You Now Do?

What's interesting to me is how seriously he takes most sides. There are a few positions for which he has little patience. Here's one juicy quote:
...I've recorded the thoughtful and logical ones [parental responses] in this section of each chapter. (I've purposely left out any of the really, shall we say, "interesting" ideas. Although the inclusion of such interesting comments would be sure to entertain and amuse you - like the one about germs not really causing infections; they're just a normal and harmless part of our everyday existence, so the shots aren't needed to prevent them - some of them might just confuse the heck out of you, and this book is all about unconfusion.) [emphasis original]

He takes the concerns of parents seriously, especially when it comes to vaccine side effects, which he believes are not studied nearly enough. He does grant that it is extremely difficult to study vaccine side effects, because of the post hoc ergo propter hoc fallacy (after the fact, therefore because of the fact: this fallacy proposes the idea that because event B followed event A, it must be that event A caused event B). Moreover, children do not usually take just one vaccine at a time, and hence it is difficult to separate out the effects of just one vaccine. He also takes seriously the issue of vaccine ingredients. For him, I would definitely say that aluminum and mercury are the ingredients to which he pays the most attention. Thankfully, there's only about one brand (not the only brand) of one kind of vaccine that has anything more than a tiny trace amount of mercury in it. With respect to aluminum, he goes so far as to propose an alternative vaccine schedule that spaces the vaccines out, and never gives more than a certain amount of aluminum at a time. He's done lots of statistics, comparing the risk of a vaccine side effect versus the risk of the disease, and comparing the severity of the two.

He's obviously done tons of research, as evidenced by a copious bibliography. He's read the anti-vaccine books, and he's read the product inserts of the vaccines themselves. He's read the medical research papers. He's collected a large number of parental comments, and he has ten years of pediatric experience himself.

All in all, I'd say this is the balanced, scientific viewpoint (and we are talking here about scientific questions) that is most helpful for the discussion. Perhaps msot helpfully, he doesn't come right and say you should do this or that. He gives you the information, and gives you his own opinion. He knows that the final decision is up to the parents.

Highly recommended!

Saturday, May 03, 2008

Still Alive



I'm still alive and kicking, though I find myself without much time for blogging. In addition, I find that many, if not most of the ideas that I've ever wanted to write about I've already written about. However, it is apparently in the nature of a blog that if you're not constantly monitoring it, commenting on other people's blogs, commenting on their comments to your blog, people consider your blog to be deadly dull. That's fine. I have no problem with that.

I'm hoping to refresh/learn physics again. You see I've picked up my old Marion and Thornton on the currently reading category. The idea is to do the whole Landau/Lifschitz series of books, with some augmentation. And why? Aside from the fact that it's fun (just had to throw out that geeky comment), I've thought for some time that my physics is pretty weak. There are a number of topics I never even really had in school: tensors, abstract algebra in the context of field theory, advanced geometry and that sort of thing. I also NEVER understood thermodynamics. I consider thermo to be the most difficult subject in physics. Perhaps Landau can shed some light on the topic, as at least two or three books in his ten volume set correspond to thermo.

At some point, too, I need to go through the Coddington/Levinson Diff Eq book, and Dummit and Foote's Abstract Algebra book, as well as learning statistics and geometry (two subjects I really haven't done justice to).

That will enable me, at the end, I hope, to study Quantum Computing in earnest, as well as being a good preparation for teaching. A teacher should be master of his subject, as the first of Gregory's Seven Laws says.

Work at Bloomy Controls goes well. I've delivered my first project! That was pretty fun.

Susan is doing well, though tired much of the time, of course. We are expecting a boy June 22.

In Christ.

Thursday, October 18, 2007

A Poem for Susan



The Hares and the Fox

Now let me sing of the tale of the hares and the fox. In a    wood, by a
Lake lived a hare and his wife. They had small ones about,    and a nice, quiet
Life, with no foxes to chase them, destroy them and eat    them. The hare thought his
Wife was attractive and pretty: he loved her and loved all his    wee ones, too.

Hare, it was, said to his wife, “Shall we leave and go walking    and see all the
Sights this great wood and the lake do afford us?” She said,    “Let us walk in the
Wood, and we'll leave all the wee ones behind, lest they stray    and be lost in this
Great, though quite beautiful wood.” So they left them    behind, and began their walk.

Sunny, it was, in the fall of the year; the long lake shimmered    brightly, and
Trees whispered lightly, and clouds floated past them on    water of blue. All the
Earth seemed to smile on the hare and his wife, to rejoice    that such love could be.
Nothing, it seemed, could quite darken their aspect. Enjoyed    their long walk they did.

But, in this great wood, a fox lingered on, driven by all his    hunger, he
Slinked round and round, hunting food, for he knew that the    winter was coming fast.
Spied he the hare and his wife, for their paths chanced to    cross; but the eyes of the
Hare were remarkably bright, and the hare saw the fox at the    same moment.

“Run,” said the hare to his wife, “And I'll hope that the fox    will pursue me and
Leave you alone.” So they split into two diff'rent ways. Now    the hare was a
Hair larger than his sweet wife, so the fox thought the hare    was the better catch.
Off he went, and chased the hare quite as fast as he could.    And a chase it was!

On went the fox chasing hare. But the fox had more speed    than the aging hare.
Gained he the hare after ten minutes' chase, and he bit off    one hare's leg, and
Settled down for the remainder; the hare could not run any    farther. But
As fox began to tear into his flesh, the old hare smiled a    smile of love.

For while he'd never see wee ones again, nor would wife    nuzzle up to him
Close in the wood, they would live, by his sacrifice. Word    got around to his
Wife, of the death he had died that he might give her life.    And she wept for a
Time, missing him; but his joy cometh in the sweet morning,    and she lived long.