Quotes like We need to take steps...

We need to take steps to strengthen and mend Social Security so that its promise of a secure retirement is just as real for seniors in the future as it is today.

quote by Herb Kohl
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poem by Rwetewrt Erwtwer
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Soboba

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poem by Rwetewrt Erwtwer
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poem by Rwetewrt Erwtwer
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Social Insecurity

Strapped Seniors use credit cards ‘stead of cash
To stay afloat, after losing their stocks n’ bonds
Yet more victims of another Wall Street crash
“Let them eat cake” is what the Fed responds

ROTMS

From Reuters Article 10/23/2010
Retired and broke: Why retirees are declaring bankruptcy

For more and more seniors, retirement doesn’t mean a debt-free life of leisure. An increasing number of Americans aged 65 and older are declaring bankruptcy, according to a recent study by John Pottow, professor of law at the University of Michigan Law School.
Those aged 65 and older represented seven percent of bankruptcy filers in 2007, a mind-boggling jump from 1991. They are the “fastest-growing age demographic, ” according to Pottow’s study.
What’s the culprit for so much debt? Credit cards. Two-thirds of Americans who filed for bankruptcy said credit cards were the key reason for their financial problems, according to Pottow’s research. Besides having more credit card debt compared with younger bankruptcy filers,44.8 percent of those aged 65 and older also had more plastic in their wallets. “They’re using credit cards as a maladaptive coping mechanism, ” Pottow says.
Stephanie Osterland, a supervisor in the bankruptcy department at GreenPath debt solutions, sees an increasing number of seniors living beyond their means. Says Osterland: “They’re just trying to live off of a fixed income, and that’s usually Social Security. Maybe they have a small pension. We find they’ve used credit cards to supplement that income and expenses or they just end up getting into a lot of medical debt.”
In addition to escalating medical expenses, seniors have seen their portfolios hit hard by the lagging stock market. Carolyn Rodi of Saving Your American Dream says those considering bankruptcy should see a credit counselor at a non-profit organization to get their finances in order.
Credit counselors, such as those at GreenPath, help the elderly deal with a stressful situation. “We try to help them focus on what it’s going to look like” after they get out of debt, Osterland says.
Rodi also recommends that potential bankruptcy filers seek out pro-bono legal aid. “There are a lot of elderly people that are being taken advantage of by bankruptcy attorneys and mortgage brokers who are advising them improperly to pay for the bankruptcy, take out a reverse mortgage or to do things that aren’t in their best interest, ” she says. ”If you have no income, why should you borrow to pay someone when you can get free legal aid? ”
What are the chances of a senior paying off his or her debts? It’s difficult to determine, especially because seniors tend to be on a fixed income. And while finding a job — such as a WalMart greeter — seems like a viable option, it is not necessarily feasible for all seniors to work.
In addition, whether or not a person declares Chapter 7 (which involves the liquidation of one’s assets) or Chapter 13 (which allows debt restructuring) bankruptcy can be a significant factor in determining what one’s lifestyle will be. “If you have to file for Chapter 7 bankruptcy, you may be able to find affordable housing that allows you to just get by, ” says Rodi. “Chapter 13 lets you keep your house and doesn’t touch your retirement savings.”
Regardless, filing for bankruptcy is very stressful for anyone. “A lot of our clients in that post-retirement age have a hard time coming to grips with their situation, ” Osterland says. “It’s very emotional for them. We try to focus on the future and see if this debt can be lifted off their shoulders.”

poem by Ray Lucero
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Now I Need You

You parting words still echo clear on the day you left me
If you need me Ill be there, you said youd always help me
Now l need you, l need you, l need you, l need you
L need you, l need you right now
Now l need you, l need you, l need you, l need you
L need you, l need you right now
L cant seem to satisfy anyone around me
You hold my hand and see me through
All the things that bound me
Now l need you, l need you, l need you, l need you
L need you, l need you right now
Now l need you, l need you, l need you, l need you
L need you, l need you right now
Now l need you, l need you, l need you, l need you
L need you, l need you right now
Now l need you, l need you, l need you, l need you
L need you, l need you right now
Im calling you now (oh now I need you)
Calling you now (oh how I need you)
Please come to me now
I need you
I need you (oh how l need you)
I need you (oh how I need you)
I need you (oh how I need you)
I need you (oh how I need you)
Oh how I need you, oh how I need you
Having learned to live with you
Its hard to live without you
You always said if I were down,
To cheer me you would be around
Now l need you, l need you, l need you, l need you
L need you, l need you right now
Now l need you, l need you, l need you, l need you
L need you, l need you right now
Now l need you, l need you, l need you, l need you
L need you, l need you right now
Now l need you, l need you, l need you, l need you
L need you, l need you right now
Im calling you now
(oh how I need you)
Calling you now
(oh how I need you)
Please come to me now
(oh how I need you)
Please come to me now
(oh how I need you) I need you now
(oh how I need you)

song performed by Donna Summer
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Face To Face

Anderson/squire/howe/white/sherwood/khoroshev
Here we are trying to mend all the broken hearts
In a world where the pain is the fear
Aint no doubt theres a method to madness here
Set your clock to the start of a brand new year
Shine your heart to the universe and get the news
Not alone never have been, never will be
See the truth, not to mention the promise made
See them all, see them all high on judar rhythm
We began at the very first spring
How the promise will come when the promise is made
We will sing at the very first spring
That the promise will come when the promise is made
Promise is made, promise is made
Shake me up, take me up
Face to face
Lift me up, shake me up
Face to face
Make me real, make me longing to see you smile
Shall we dancing, shall we be the dancing down under
In this life of lives, are we ready to take the chance
Moving to the rhythm, here at last to
Believe
To believe
We began at the first real spring
How the promise will come when the promise is made
We will sing at the very first spring
That the promise will come when the promise is made
We began at the first real spring - ya
We will sing at the very first spring - ya
We began at the first real spring
We will sing at the very first spring
How the promise will come when the promise is made
Promise is made, promise is made
We began at the first real spring
That the promise will come when the promise is made
We will sing at the very first spring
That the promise will come when the promise is made
Promise is made, promise is made
Shake it up, take me up
Face to face
Face to face
Face to face

song performed by Yes
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Face To Face

song performed by Yes
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Retirement Rendezvous

Retirement rendezvous
There is a member who is new
Who requires some type of rescue!
Looking back at life’s preview

He has had his kids
Been wise and stupid
Smoked enough weed
Aging exhibits on both eyelids

Retirement rendezvous
No more young dreams to pursue

A time he was young with hope
Goals matured and developed
But time took away that potential scope

Retirement rendezvous
Old age has at last struck for true

Retirement rendezvous
Today he joins the old pensioners’ crew

Stuck in his fresh basement
He scorns retirement at its commencement
With continuous utter resentment
Thinking it is a washed up experiment

Retirement rendezvous
Today, old age seems to be of no value

Retirement rendezvous
A new life and a new official venue

Retirement rendezvous
Some meet at the post office queue
Others meet at the bookies avenue
Leaving only when the night is due

The alarm clock has ceased ringing
The ladies have stopped singing
The bread winner is no longer bringing
To him nothing anymore is inspiring!

Retirement rendezvous
Why is life such a screw?

Retirement rendezvous
Is this a new life for true?

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poem by Sylvia Chidi
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.

INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .

In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .

In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .

NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.

Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .

TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.

The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.

Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.

A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.

SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .

There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .

CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.

LIST OF REFERENCES.

Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.

Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139

Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14

Harris, S. (1999) . Careers education: contesting policy and practice. Sage

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poem by Innocent Masina Nkhonyo
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Future Babies

A flower stands erect upon the stem.

Odd:
It bears the naked flesh of many men –
Pulsing, writhing, arteries humming;
Androgenic fluids chase their channels
To the ground, caking at a mound
Of naked girls, who pout in doubt and
Hurl their rabid glares from eyes
That catch the light of want
And desperation.

Sighs:
They know the separation
Stays their open legs
From bursting cocks.

Masturbation of the mind
Is all they need –
They’re in the docks of
Fate:
The evil Overpopulation’s out to feed
Their thund’rous urge to procreate!

Forget the conjugation, just for once?
Bag the bulbous tits in bras.
I know they want the tongue on c*nts;

But focus! Where’s the room to live?
And think about the future babies.

THINK:

You know they won’t forgive
Your selfish drive to suck, to shag.
The Dying Age of Man will drag
Him down to disappear.

So keep the girls away from sperm –
Don’t let the men up there!

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poem by Mark R Slaughter
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Security

Security
Sometimes its hard
When I dont know where youre going
Or where youve been
I got a broken heart
Surely, if you let me know you care for me
My heart will mend
Darling, I cant wait forever
Youve got to let me know or let me go (let me go)
All Im saying is
You cant keep playing with
A heart that loves you so
Security
Thats what we need, to keep our love strong
Security
Dont make me wait to long
Security
You gotta let me know if this is what you want
Security
Dont keep me hanging on
Im sure you know
If you take the time to think about it, you will realize
Honey, now not too long ago
I used to play around but thats all over
Youre my only guy
Re-evaluate this situation
Better check out your priorities
Youve got to get it straight
No hesitation
If what you want is me
Security
Thats what we need, to keep our love strong
Security
Dont make me wait to long
Security
You gotta let me know if this is what you want
Security
Dont keep me hanging on
Security
Thats what we need, to keep our love strong
Security
Dont make me wait to long
Security
You gotta let me know if this is what you want
Security
Dont keep me hanging on
Darling, I cant wait forever
Youve got to let me know - or let me go (let me go)
All Im saying is
You cant keep playing with

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song performed by Vanessa Williams
Added by Lucian Velea
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Thats The Way

I know you see me watchin
Although youre tryin to play it
Like you dont
When I know you do
Youve got the every want thing
That kind of every need thing
Youre what I want
So come give it up
Yeah I wont stop til I get what I want
So what am I to do
cause what I want is you
Baby, stop and think
What you and I could be
Together I know we
Can be perfectly complete
Baby, I can give you anything
If you promise to be with me
I promise I can make you happy
Thats the way our love should be
No one could love you better anyway
Youll never find another close to me
I promise I can make you happy
And thats the way our love should be
Why are you tryin to deny
Me of the lovin thats mine
Just let it go
Let me take control
Boy, I got just what you want
And all the love you need
Once you grab a hold
You wont let me go
I wont stop til I get what I want
So what am I to do
cause what I want is you
Baby, stop and think
What you and I could be
Together I know we
Can be perfectly complete
Baby, I can give you anything
If you promise to be with me
I promise I can make you happy
Thats the way our love should be
No one could love you better anyway
Youll never find another close to me
I promise I can make you happy
And thats the way our love should be
Baby, I can give you anything
If you promise to be with me
I promise I can make you happy
Thats the way our love should be

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song performed by Jennifer Lopez
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People Everywhere: Social Music (Original 11 03 2009)

PEOPLE EVERYWHERE: SOCIAL MUSIC
Original 11 03 3009

People everywhere over here over there people
In poor bread lines people in pony drawn carriages
People on a chariot with a rumble seat people on a
Climb on a mountain steep people on a dime on a
Corner on Wall Street –street people -people everywhere
Everywhere there’s a drummer. Where you going?
Everywhere you go you go with a beat you go with
Where the music is… where the music is “social man
What’s jazz? ” People everywhere just social that’s all
New Orleans people social all the way up river to
Kansas City on up to Chicago don’t make no difference
If your name is Santiago Obama Bergson Rothschild
Bush just social People -Montrose New York City
People social all the way to Rio Paris Johannesburg
Brazil Belize over all the bridges –London Suez
Toronto Montreal people in a dim café -social
People in church every weekday and everyday
Everywhere there’s a temple play -Joe’s Place
People social man -music social don’t make no
Difference where you get together whoever is playing
Just playing so you keep on playing with everybody
Playing -people play social music man –man or
Woman don’t understand just don’t stop playing
People everywhere want to be there to see it -up here
You playing social music -understand -just don’t
Stop playing -people everywhere get hungry lose
Patience -people everywhere not playing social music
When you stop playing social music people every-
Where stop –trying to figure out why everybody
Stop playing social music -nothing social about
Playing a whole lot of music -nothing truly social
In a lot of music -the next thing you know a short
Spell and before long you got wars breaking out
Stop playing and its hell -that’s not social any more.

poem by Lee B. Mack
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Need Ya

I used to be a very carefree man,
A loving man of the world.
Yeah, I would still be except for the time
When I met ya, little girl.
Say, I've tried and I've tried but I just can't.
You sure got a hold on me.
Ah, your good, good lovin' is makin' me faint,
Mama, please don't set me free.
Because I need ya, need ya, need ya, need ya, yeah.
(Need ya, need ya)
Oh, need ya, need ya, need ya, need ya, yeah.
(Need ya, need ya)
You got that kinda air that drives me insane
And sometime ya sure got me new.
Ah, sometimes I feel like knockin' you down,
But I would never pull that scene.
Though I get tired, I know that you know
That I'd never do you wrong.
'Cause when it's late and I feel down, turn the lights on low
And I will hold things in my soul.
'Cause I need ya, need ya, need ya, need ya, yeah.
(Need ya, need ya)
I'm gonna need ya, need ya, need ya, need ya, yeah.
(Need ya, need ya)
Yeah ... ooh yeah.
Ah, need ya, need ya, need ya, need ya, yeah.
(Need ya, need ya, need ya, need ya)
You know I need ya, need ya, need ya, need ya, yeah.
(Need ya, need ya, need ya, need ya)
Yeah, oh, oh, need ya, need ya, need ya, need ya, yeah.
(Need ya, need ya, need ya, need ya)
Oh yeah, need ya, need ya, need ya, need ya, yeah.
Oh, ... (Need ya, need ya, need ya, need ya )
Oh, ... (Need ya, need ya, need ya , need ya)

song performed by Bob Seger
Added by Lucian Velea
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Modern Girl

Once a beautiful miss america married mr. right
Had a little baby girl, born on a stormy night
But that was once upon a time, now its a brand new world
Gimme the future, gimme the future, gimme the future with a modern girl
Gimme the future, gimme the future, gimme the future with a modern girl
Somewhere just between the past and somethin dawnin new
Theres a break in the chain, theres a skip in the clock
Girl thats where Im gonna find you
Between the boy I was before and what Im gonna be
Theres a clash on the border, a flame in the sky
Girl thats where youre gonna find me
Cant you hear the planet groanin like a broken down machine
Rusted with the guilty tears of fallen kings and queens
But you and I stand innocent, baby its a brand new world
Gimme the future, gimme the future, gimme the future with a modern girl
Gimme the future, gimme the future, gimme the future with a modern girl
(gimme the future, gimme the future, gimme the future with a modern girl)
Bridge:
Were the son and the daughter on a new freeway
(gimme the future, gimme the future)
Laughin while the road maps blow away
(gimme the future with a modern girl)
Were the son and the daughter and we aint afraid
(gimme the future, gimme the future)
Wont be makin the mistakes our fathers made
(gimme the future with a modern girl)
(gimme the future, gimme the future) oh, gimme the future with a modern girl
(gimme the future, gimme the future) oh, gimme the future with a modern girl
Once a beautiful miss america married mr. right
Had a little baby boy, born on a stormy night
But that was once upon a time, now its a brand new world
Gimme the future, gimme the future - gimme the future with a modern girl...
(repeats out)
(bridge)

song performed by Meat Loaf
Added by Lucian Velea
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The Candidate

This poem was written in , on occasion of the contest between the
Earls of Hardwicke and Sandwich for the High-stewardship of the
University of Cambridge, vacant by the death of the Lord Chancellor
Hardwicke. The spirit of party ran high in the University, and no
means were left untried by either candidate to obtain a majority. The
election was fixed for the th of March, when, after much
altercation, the votes appearing equal, a scrutiny was demanded;
whereupon the Vice-Chancellor adjourned the senate _sine die_. On
appeal to the Lord High-Chancellor, he determined in favour of the
Earl of Hardwicke, and a mandamus issued accordingly.

Enough of Actors--let them play the player,
And, free from censure, fret, sweat, strut, and stare;
Garrick abroad, what motives can engage
To waste one couplet on a barren stage?
Ungrateful Garrick! when these tasty days,
In justice to themselves, allow'd thee praise;
When, at thy bidding, Sense, for twenty years,
Indulged in laughter, or dissolved in tears;
When in return for labour, time, and health,
The town had given some little share of wealth,
Couldst thou repine at being still a slave?
Darest thou presume to enjoy that wealth she gave?
Couldst thou repine at laws ordain'd by those
Whom nothing but thy merit made thy foes?
Whom, too refined for honesty and trade,
By need made tradesmen, Pride had bankrupts made;
Whom Fear made drunkards, and, by modern rules,
Whom Drink made wits, though Nature made them fools;
With such, beyond all pardon is thy crime,
In such a manner, and at such a time,
To quit the stage; but men of real sense,
Who neither lightly give, nor take offence,
Shall own thee clear, or pass an act of grace,
Since thou hast left a Powell in thy place.
Enough of Authors--why, when scribblers fail,
Must other scribblers spread the hateful tale?
Why must they pity, why contempt express,
And why insult a brother in distress?
Let those, who boast the uncommon gift of brains
The laurel pluck, and wear it for their pains;
Fresh on their brows for ages let it bloom,
And, ages past, still flourish round their tomb.
Let those who without genius write, and write,
Versemen or prosemen, all in Nature's spite,
The pen laid down, their course of folly run
In peace, unread, unmention'd, be undone.
Why should I tell, to cross the will of Fate,
That Francis once endeavour'd to translate?
Why, sweet oblivion winding round his head,

[...] Read more

poem by Charles Churchill
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The Columbiad: Book II

The Argument

Natives of America appear in vision. Their manners and characters. Columbus demands the cause of the dissimilarity of men in different countries, Hesper replies, That the human body is composed of a due proportion of the elements suited to the place of its first formation; that these elements, differently proportioned, produce all the changes of health, sickness, growth and decay; and may likewise produce any other changes which occasion the diversity of men; that these elemental proportions are varied, not more by climate than temperature and other local circumstances; that the mind is likewise in a state of change, and will take its physical character from the body and from external objects: examples. Inquiry concerning the first peopling of America. View of Mexico. Its destruction by Cortez. View of Cusco and Quito, cities of Peru. Tradition of Capac and Oella, founders of the Peruvian empire. Columbus inquires into their real history. Hesper gives an account of their origin, and relates the stratagems they used in establishing that empire.

High o'er his world as thus Columbus gazed,
And Hesper still the changing scene emblazed,
Round all the realms increasing lustre flew,
And raised new wonders to the Patriarch's view.

He saw at once, as far as eye could rove,
Like scattering herds, the swarthy people move
In tribes innumerable; all the waste,
Wide as their walks, a varying shadow cast.
As airy shapes, beneath the moon's pale eye,
People the clouds that sail the midnight sky,
Dance thro the grove and flit along the glade,
And cast their grisly phantoms on the shade;
So move the hordes, in thickets half conceal'd,
Or vagrant stalking thro the fenceless field,
Here tribes untamed, who scorn to fix their home,
O'er shadowy streams and trackless deserts roam;
While others there in settled hamlets rest,
And corn-clad vales a happier state attest.

The painted chiefs, in guise terrific drest,
Rise fierce to war, and beat their savage breast;
Dark round their steps collecting warriors pour,
Some fell revenge begins the hideous roar;
From hill to hill the startling war-song flies,
And tribes on tribes in dread disorder rise,
Track the mute foe and scour the howling wood,
Loud as a storm, ungovern'd as a flood;
Or deep in groves the silent ambush lay,
Lead the false flight, decoy and seize their prey,
Their captives torture, butcher and devour,
Drink the warm blood and paint their cheeks with gore.

Awhile he paused, with dubious thoughts opprest,
And thus to Hesper's ear his doubts addrest:
Say, to what class of nature's sons belong
The countless tribes of this untutor'd throng?
Where human frames and brutal souls combine,
No force can tame them, and no arts refine.
Can these be fashion'd on the social plan,
Or boast a lineage with the race of man?
When first we found them in yon hapless isle,
They seem'd to know and seem'd to fear no guile;
A timorous herd, like harmless roes, they ran,

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poem by Joel Barlow
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Lathmon

ARGUMENT.

Lathmon, a British prince, taking advantage of Fingal's absence on an expedition to Ireland, made a descent on Morven, and advanced within sight of Selma, the royal residence. Fingal arrived in the mean time, and Lathmon retreated to a hill, where his army was surprised by night, and himself taken prisoner by Ossian and Gaul the son of Morni. The poem opens with the first appearance of Fingal on the coast of Morven, and ends, it may be supposed, about noon the next day.

SELMA, thy halls are silent. There is no sound in the woods of Morven. The wave tumbles along on the coast. The silent beam of the sun is on the field. The daughters of Morven come forth, like the bow of the shower; they look towards green Erin for the white sails of the king. He had promised to return, but the winds of the north arose!

Who pours from the eastern hill, like a stream of darkness? It is the host of Lathmon. He has heard of the absence of Fingal. He trusts in the winds of the north. His soul brightens with joy. Why dost thou come, O Lathmon? The mighty are not in Selma. Why comest thou with thy forward spear? Will the daughters of Morven fight? But stop, O mighty stream, in thy course! Does not Lathmon behold these sails? Why dost thou vanish, Lathmon, like the mist of the lake? But the squally storm is behind thee; Fingal pursues thy steps!

The king of Morven had started from sleep, as we rolled on the dark-blue wave. He stretched his hand to his spear, his heroes rose around. We knew that he had seen his fathers, for they often descended to his dreams, when the sword of the foe rose over the land and the battle darkened before us. "Whither hast thou fled, O wind?" said the king of Morven. "Dost thou rustle in the chambers of the south? pursuest thou the shower in other lands? Why dost thou not come to my sails? to the blue face of my seas? The foe is in the land of Morven, and the king is absent far. But let each bind on his mail, and each assume his shield. Stretch every spear over the wave; let every sword be unsheathed. Lathmon is before us with his host; he that fled from Fingal on the plains of Lona. But he returns like a collected stream, and his roar is between our hills."

Such were the words of Fingal. We rushed into Carmon's bay. Ossian ascended the hill! he thrice struck his bossy shield. The rock of Morven replied: the bounding roes came forth. The foe was troubled in my presence: he collected his darkened host. I stood like a cloud on the hill, rejoicing in the arms of my youth.

Morni sat beneath a tree on the roaring waters of Strumon: his locks of age are gray: he leans forward on his staff; young Gaul is near the hero, hearing the battles of his father. Often did he rise in the fire of his soul, at the mighty deeds of Morni. The aged heard the sound of Ossian's shield; he knew the sign of war. He started at once from his place. His gray hair parted on his back. lie remembered the deeds of other years.

"My son," he said, to fair-haired Gaul, "I hear the sound of war. The king of Morven is returned; his signals are spread on the wind. Go to the halls of Strumon; bring his arms to Morni. Bring the shield of my father's latter years, for my arm begins to fail. Take thou thy armor, O Gaul! and rush to the first of thy battles. Let thine arm reach to the renown of thy fathers. Be thy course in the field like the eagle's wing. Why shouldst thou fear death, my son? the valiant fall with fame; their shields turn the dark stream of danger away; renown dwells on their aged hairs. Dost thou not see, O Gaul! low the steps of my age are honored? Morni moves forth. and the young men meet him, with silent joy, on his course. But I never fled from danger, my son! my sword lightened through the darkness of war. The stranger melted before me; the mighty were blasted in my presence."

Gaul brought the arms to Morni: the aged warrior is covered with steel. He took the spear in his hand, which was stained with the blood of the valiant. He came towards Fingal; his son attended his steps. The son of Comhal arose before him with joy, when he came in his locks of age.

"Chief of the roaring Strumon!" said the rising soul of Fingal; "do I behold thee in arms, after thy strength has failed? Often has Morni shone in fight, like the beam of the ascending sun; when he disperses the storms of the hill, and brings peace to the glittering fields. But why didst thou not rest in thine age? Thy renown is in the song. The people behold thee, and bless the departure of mighty Morni. Why didst thou not rest in thine age? The foe will vanish before Fingal!"

"Son of Comhal," replied the chief, "the strength of Morni's arm has failed. I attempt to draw the sword of my youth, but it remains in its place. I throw the spear, but it falls short of the mark. I feel the weight of my shield. We decay like the grass of the hill; our strength returns no more. I have a son, O Fingal! his soul has delighted in Morni's deeds; but his sword has not been lifted against a foe, neither has his fame begun. I come with him to the war; to direct his arm in fight. His renown will be a light to my soul in the dark hour of my departure. O that the name of Morni were forgot among the people! that the heroes would only say, 'Behold the father of Gaul!'"

"King of Strumon," Fingal replied, "Gaul shall lift the sword in fight. But he shall lift it before Fingal; my arm shall defend his youth. But rest thou in the halls of Selma, and hear of our renown. Bid the harp to be strung, and the voice of the bard to arise, that those who fall may rejoice in their fame, and the soul of Morni brighten with joy. Ossian, thou hast fought in battles: the blood of strangers is on thy spear: thy course be with Gaul in the strife; but depart not from the side of Fingal, lest the foe should find you alone, and your fame fail in my presence."

[Ossian speaks ] "I saw Gaul in his arms; my soul was mixed with his. The fire of the battle was in his eyes! he looked to the foe with joy. We spoke the words of friendship in secret; the lightning of our swords poured together; for we drew them behind the wood, and tried the strength of our arms on the empty air!"

Night came down on Morven. Fingal sat at the beam of the oak. Morni sat by his side with all his gray-waving locks. Their words were of other times, of the mighty deeds of their fathers. Three bards, at times, touched the harp: Ullin was near with his song. He sung of the mighty Comhal; but darkness gathered on Morni's brow. He rolled his red eye on Ullin: at once ceased the song of the bard. Fingal observed the aged hero, and he mildly spoke: "Chief of Strumon, why that darkness? Let the days of other years be forgot. Our fathers contended in war; but we meet together at the feast. Our swords are turned on the foe of our land: he melts before us on the field. Let the days of our fathers be forgot, hero of mossy Strumon!"

King of Morven," replied the chief, "I remember thy father with joy. He was terrible in battle, the rage of the chief was deadly. My eyes were full of tears when the king of heroes fell. The valiant fall, O Fingal! the feeble remain on the hills! How many heroes have passed away in the days of Morni! Yet I did not shun the battle; neither did I fly from the strife of the valiant. Now let the friends of Fingal rest, for the night is around, that they may rise with strength to battle against car-borne Lathmon. I hear the sound of his host, like thunder moving on the hills. Ossian! and fair-haired Gaul! ye are young and swift in the race. Observe the foes of Fingal from that woody hill. But approach them not: your fathers are near to shield you. Let not your fame fall at once. The valor of youth may fail!"

We heard the words of the chief with joy. We moved in the clang of our arms. Our steps are on the woody hill. Heaven burns with all its stars. The meteors of death fly over the field. The distant noise of the foe reached our ears. It was than Gaul spoke, in his valor: his hand half unsheathed his sword.

"Son of Fingal!" he said, "why burns the soul of Gaul? my heart beats high. My steps are disordered; my hand trembles on my sword. When I look towards the foe, my soul lightens before me. I see their sleeping host. Tremble thus the souls of the valiant in battles of the spear? How would the soul of Morni rise if we should rush on the foe? Our renown should grow in song: our steps would be stately in the eyes of the brave."

"Son of Morni," I replied, "my soul delights in war. I delight to shine in battle alone, to give my name to the bards. But what if the foe should prevail? can I behold the eyes of the king? They are terrible in his displeasure, and like the flames of death. But I will not behold them in his wrath! Ossian shall prevail or fall. But shall the fame of the vanquished rise? They pass like a shade away. But the fame of Ossian shall rise! His deeds shall be like his father's. Let us rush in our arms; son of Morni, let us rush to fight. Gaul, if thou shouldst return, go to Selma's lofty hall. Tell to Everallin that I fell with fame; carry this sword to Branno's daughter. Let her give it to Oscar, when the years of his youth shall arise."

"Son of Fingal," Gaul replied with a sigh, "shall I return after Ossian is low? What would my father say? what Fingal, the king of men? The feeble would turn their eyes and say, 'Behold Gaul, who left his friend in his blood!' Ye shall not behold me, ye feeble, but in the midst of my renown! Ossian, I have heard from my father the mighty deeds of heroes; their mighty deeds when alone! for the soul increases in danger!"

"Son of Morni," I replied, and strode before him on the heath, "our fathers shall praise our valor when they mourn our fall. A beam of gladness shall rise on their souls, when their eyes are full of tears. They will, say, 'Our sons have not fallen unknown: they spread death around them.' But why should we think of the narrow house? The sword defends the brave. But death pursues the flight of the feeble; their renown is never heard."

We rushed forward through night; we came to the roar of a stream, which bent its blue course round the foe, through trees that echoed to its sound. We came to the bank of the stream, and saw the sleeping host. Their fires were decayed on the plain: the lonely steps of their scouts were distant far. I stretched my spear before me, to support my steps over the stream. But Gaul took my hand, and spoke the words of the brave. "Shall the son of Fingal rush on the sleeping foe? Shall he come like a blast by night, when it overturns the young trees in secret? Fingal did no receive his fame, nor dwells renown on the gray hairs of Morni, for actions like these. Strike, Ossian, strike the shield, and let their thousands rise! Let them meet Gaul in his first battle, that he may try the strength of his arm."

My soul rejoiced over the warrior; my bursting tears came down. "And the foe shall meet thee, Gaul," I said: "the fame of Morni's son shall arise. But rush not too far, my hero: let the gleam of thy steel be near to Ossian. Let our hands join in slaughter. Gaul! dost thou not behold that rock? Its gray side dimly gleams to the stars. Should the foe prevail, let our back be towards the rock. Then shall they fear to approach our spears; for death is in our hands!"

I struck thrice my echoing shield. The startling foe arose. We rushed on in the sound of our arms. Their crowded steps fly over the heath. They thought that the mighty Fingal was come. The strength of their arms withered away. The sound of their flight was like that of flame, when it rushes through the blasted groves. It was then the spear of Gaul flew in its strength; it was then his sword arose. Cramo fell; and mighty Leth! Dunthormo struggled in his blood. The steel rushed through Crotho's side, as bent he rose on his spear; the black stream poured from the wound, and hissed on the half-extinguished oak. Cathmin saw the steps of the hero behind him: he ascended a blasted tree; but the spear pierced him from behind. Shrieking, panting, he fell. Moss and withered branches pursue his fall, and strew the blue arms of Gaul.

Such were thy deeds, son of Morni, in the first of thy battles. Nor slept the sword by thy side, thou last of Fingal's race! Ossian rushed forward in his strength; the people fell before him; as the grass by the stall of the boy, when he whistles along the field, and the gray beard of the thistle falls. But careless the youth moves on; his steps are towards the desert. Gray morning rose around us; the winding streams are bright along the heath. The foe gathered on a bill; and the rage of Lathmon rose. He bent the red eye of his wrath: he is silent in his rising grief. He often struck his bossy shield: and his steps are unequal on the heath. I saw the distant darkness of the hero, and I spoke to Morni's son.

[...] Read more

poem by James Macpherson
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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

[...] Read more

poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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Vision of Columbus – Book 2

High o'er the changing scene, as thus he gazed,
The indulgent Power his arm sublimely raised;
When round the realms superior lustre flew,
And call'd new wonders to the hero's view.
He saw, at once, as far as eye could rove,
Like scattering herds, the swarthy people move,
In tribes innumerable; all the waste,
Beneath their steps, a varying shadow cast.
As airy shapes, beneath the moon's pale eye,
When broken clouds sail o'er the curtain'd sky,
Spread thro' the grove and flit along the glade,
And cast their grisly phantoms thro' the shade;
So move the hordes, in thickers half conceal'd,
Or vagrant stalking o'er the open field.
Here ever-restless tribes, despising home,
O'er shadowy streams and trackless deserts roam;
While others there, thro' downs and hamlets stray,
And rising domes a happier state display.
The painted chiefs, in death's grim terrors drest,
Rise fierce to war, and beat the savage breast;
Dark round their steps collecting warriors pour,
And dire revenge begins the hideous roar;
While to the realms around the signal flies,
And tribes on tribes, in dread disorder, rise,
Track the mute foe and scour the distant wood,
Wide as a storm, and dreadful as a flood;
Now deep in groves the silent ambush lay,
Or wing the flight or sweep the prize away,
Unconscious babes and reverend sires devour,
Drink the warm blood and paint their cheeks with gore.
While all their mazy movements fill the view.
Where'er they turn his eager eyes pursue;
He saw the same dire visage thro' the whole,
And mark'd the same fierce savageness of soul:
In doubt he stood, with anxious thoughts oppress'd,
And thus his wavering mind the Power address'd.
Say, from what source, O Voice of wisdom, sprung
The countless tribes of this amazing throng?
Where human frames and brutal souls combine,
No force can tame them and no arts refine.
Can these be fashion'd on the social plan?
Or boast a lineage with the race of man?
In yon fair isle, when first my wandering view
Ranged the glad coast and met the savage crew;
A timorous herd, like harmless roes, they ran,
Hail'd us as Gods from whom their race began,
Supply'd our various wants, relieved our toil,
And oped the unbounded treasures of their isle.
But when, their fears allay'd, in us they trace
The well-known image of a mortal race;

[...] Read more

poem by Joel Barlow
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