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You can't do psychological thrillers. There's no audience. I've heard this. I've heard this from studios.

quote by Eriq La Salle
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Chinese Torture

Instrumental)
PRODUCED BY QUEEN AND DAVID RICHARDS
Digitally remastered by Eddy Schreyer at Future Disc Systems, Hollywood.
All tracks performed exclusively by Queen
All songs written by: Freddie Mercury - Brian May - John Deacon - Roger Taylor
Management: Jim Beach
Album engineered by David Richards
Assistant engineers: Andrew Bradfield, John Brough, Angelique Cooper,
Claude Frider, Andy Mason, Justin Shirley-Smith
Album recorded at Olympic Studios and The Townhouse Studios, London, England
and Mountain Studios. Montreux, Switzerland. Mastered at The Townhouse Studios
by Kevin Metcalf and Gordon Vickary
Computer programming: Brian Zellis
Studio equipment co-ordination: Martin P. Groves and Brian Zellis
Computer keyboards: Passport Master Tracks Software
Tannoy speakers by Tannoy Ltd.
Album sleeve design: Richard Gray - based on an idea by Queen
Quantel graphic paintbox operator: Richard Baker
Original photography: Simon Fowler
Make-up: Paul Kennington
World publicity:Roxy Meade, Lipsey Meade PR, 95, Mortimer Street, London W1N7TA
Special thanks to:
Gerry Stickells, Julie Nash, Claude Nobs, Misa Watanabe, Gilbert Marouani, Peter
Freestone, Joe Fannelli, Terry Giddings, Jacky Gunn, Nicola Froude, Anita
Dobson, David Mallet, Jacqui Byford, Melanie Martin, Vicky Soder, Andre Gauchat,
Peter Chant, Bryan Lask, Mike Silverstone, Coutts & Co, Robert Lee, Penny
Robinson, Marjie Winter, Gwen, Sarah, Elena, all at EMI-Capital Records and EMI
Music.
Official International Queen Fan Club

song performed by Queen
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I Am The Audience

I am the audience
Theres no doubt, no consequence
I could make the morning papers
If I use my capers
Lets be the audience
I might lose my patience
Polite applause excepted
To the ones selected, as the audience...
Oh I ... am the audience
No doubt, no consequence
Cause Im the audience
Lets be the audience
I might lose my patience
Polite applause excepted
To the ones selected
I am the audience
Breakdown the pretence
No longer be silent
Lets turn to violence
I am the audience

song performed by Xtc
Added by Lucian Velea
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I Am The Audience

I am the audience
Theres no doubt, no consequence
I could make the morning papers
If I use my capers
Lets be the audience
I might lose my patience
Polite applause excepted
To the ones selected, as the audience...
Oh I ... am the audience
No doubt, no consequence
Cause Im the audience
Lets be the audience
I might lose my patience
Polite applause excepted
To the ones selected
I am the audience
Breakdown the pretence
No longer be silent
Lets turn to violence
I am the audience

song performed by Xtc
Added by Lucian Velea
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The ten commandments of communication

The ten commandments of communication

Verify your ideas before clarification, as to whether the contents of your
communication will really serve the purpose of your communication. Consult others, where appropriate, the communication plan. This will help you decide the audience-based right content, flow, duration and location.

Make clear to the audience the true purpose of communication. Make it known to the audience as to what you want them to do after receiving the inputs from you. It can be just an act, can be an attitudinal change, can be drawing a strategy or plan of action.

Ensure you are in the right set of environment for the communication.
Communication is not effected just by words and gestures, but also by the quality of place where you communicate.

Take into confidence your audience. Encourage them to come out with their experience in the subject of communication. Accordingly polish your ways.

Be sure where to emphasize and where to dilute. Check yourself the
overtones and emphasis on messages conveyed, as audience may not notice.

Avoid being theoretical all through. Give practical examples. Enthuse
audience to come out with problems, connected with the subject and offer, if possible, practical solutions.

Follow up with what you communicate. Ensure audience is with you through the entire communication. Give no impression that you are evaluating their ability to absorb.

Demonstrate that you practice what you preach. Your past experiences may come handy.

Communicate for tomorrow, based on previous learning, enabling the audience visualize new horizons on the subject of communication.

Last, but not the least, seek not to be understood, but to understand. Be a good listener too.

poem by Bashyam Narayanan
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We've Heard It All Before

Einstein, he said, nothings original
Find something new, That's easy for him to say
Took his whole life explaining his theory
Try squeezing your life into 3 minute songs like
"My love, your face is a symphony
You play the strings of my heart
Say that we never shall part
If you say goodbye, then I'll surely die without you"
Oh, we've heard it all before
Oh, we've heard it all before
Don't wanna hear it anymore
We've heard it, we've heard it (oy)
We've heard it, we've heard it (oy)
We've heard it, we've heard it (oy)
We've heard it, we've heard it (oy)
We've come a long way from mono to stereo
Mozart would freak at the crap on the radio
Hits all produced by computer technology
Stick it in one end, it comes out the other
"My love, your face is a symphony
You play the strings of my heart
Say that we never shall part
If you say goodbye, then I'll surely die without you"
Oh, we've heard it all before
Oh, we've heard it all before
Don't wanna hear it anymore
We've heard it, we've heard it (oy)
We've heard it, we've heard it (oy)
We've heard it, we've heard it (oy)
We've heard it, we've heard it (oy)
You plug us in and we regurgitate the hits
Bombard your senses with sound of microchips
Program it digitally into the top five
Brainwash your ears, is it tape or is it live?
Live, live, live, live, live, live, live, live, live
Oh, we've heard it all before, we've heard it, we've heard it
Oh, we've heard it all before, we've heard it, we've heard it
Don't wanna hear it anymore, we've heard it, we've heard it
Oh, we've heard it all before, we've heard it, we've heard it
Oh

song performed by 10 Cc
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Drama!

One rule for us, for you another
Do unto yourself as you see fit for your brother
Is that not within your realm of understanding?
A fifty second capacity of mind, too demanding?
Well then poor unfortunate you
There are a myriad of things that you can do
Like pick up a pen and paper or go talk to a friend
The history of the future
No violence or revenge
Your shame is never...ending
Just one psychological drama after another
You are guilty and how you ever entered into this life
God only knows, the infinite complexities of love
We all have the ability
Our freedom is fragile
We all laugh and we cry dont we?
We all bleed and we smile
Your shame is never...ending
Just one psychological drama after another
You are guilty and how you ever entered into this life
God only knows, youre not to sacrifice the art of love
Your shame is never...ending
Just one psychological drama after another
You are guilty and how you ever entered into this life
God only knows, the infinite complexities of love
Your shame is never...ending
Just one psychological drama after another
We are guilty and how you ever entered into this life
The lord only knows, the ultimate necessity of love

song performed by Erasure
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Studios were just run differently. There really was a head of a studio. There were people who loved their studios. Who worked for their studios and were loaned out to other people and everybody sort of got a piece. Well now there's a handful now.

quote by Sharon Gless
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Tamar

I
A night the half-moon was like a dancing-girl,
No, like a drunkard's last half-dollar
Shoved on the polished bar of the eastern hill-range,
Young Cauldwell rode his pony along the sea-cliff;
When she stopped, spurred; when she trembled, drove
The teeth of the little jagged wheels so deep
They tasted blood; the mare with four slim hooves
On a foot of ground pivoted like a top,
Jumped from the crumble of sod, went down, caught, slipped;
Then, the quick frenzy finished, stiffening herself
Slid with her drunken rider down the ledges,
Shot from sheer rock and broke
Her life out on the rounded tidal boulders.

The night you know accepted with no show of emotion the little
accident; grave Orion
Moved northwest from the naked shore, the moon moved to
meridian, the slow pulse of the ocean
Beat, the slow tide came in across the slippery stones; it drowned
the dead mare's muzzle and sluggishly
Felt for the rider; Cauldwell’s sleepy soul came back from the
blind course curious to know
What sea-cold fingers tapped the walls of its deserted ruin.
Pain, pain and faintness, crushing
Weights, and a vain desire to vomit, and soon again
die icy fingers, they had crept over the loose hand and lay in the
hair now. He rolled sidewise
Against mountains of weight and for another half-hour lay still.
With a gush of liquid noises
The wave covered him head and all, his body
Crawled without consciousness and like a creature with no bones,
a seaworm, lifted its face
Above the sea-wrack of a stone; then a white twilight grew about
the moon, and above
The ancient water, the everlasting repetition of the dawn. You
shipwrecked horseman
So many and still so many and now for you the last. But when it
grew daylight
He grew quite conscious; broken ends of bone ground on each
other among the working fibers
While by half-inches he was drawing himself out of the seawrack
up to sandy granite,
Out of the tide's path. Where the thin ledge tailed into flat cliff
he fell asleep. . . .
Far seaward
The daylight moon hung like a slip of cloud against the horizon.
The tide was ebbing
From the dead horse and the black belt of sea-growth. Cauldwell
seemed to have felt her crying beside him,

[...] Read more

poem by Robinson Jeffers
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The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.

Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.

Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’

METHODOLOGY

The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.

RESULTS

Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.

Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.

We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .

In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.

In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.

Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.

Negative impacts of poverty on education

Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.

Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.

Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.

This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.

It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.

As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.

In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .

In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.

In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.

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poem by Innocent Masina Nkhonyo
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Be Audience Rare

do not write
to fickle audience
be audience rare

write what
themes
flow choose

most
rarely read
rhymes

no time to waste
on audience present
will eternity wait?

do not write
to audience
be audience rare

poem by Terence George Craddock
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The Edinburgh Military Tattoo

An August evening, and people make their way to
Edinburgh Castle for the world famous Military Tattoo.
Once everyone has arrived and taken their seats,
From the battlements, sounds a steady drum beat.

Soon, a large corps of drummers appears,
To the audience’s applause and rousing cheers.
Each of the soldiers, dressed in their smart uniforms,
Has been up, rehearsing, since the first break of dawn.

The drummer’s skills are most highly rated:
They perform all kinds of rhythms, including syncopated.
The sound of the big bass drum, through my body, resonates;
Its booming beat similar to that of my own pulsing heart rate.

The drummers are replaced by another military band;
No drums this time, but they have bagpipes in hand.
The whole event is a real feast for ears and eyes.
Some of the tunes played, I instantly recognise.

During the show, the arena is constantly filled,
With military personnel demonstrating their skills.
Soldiers stand to attention in a long regimented, straight line,
Then, as one, move their feet, as they stand there marking time.

The spectacle of the Massed Band of The Royal Air Force,
Makes the blood in my veins race and excitedly course.
You can’t help but be moved by the sights and the sounds,
Of one of the world’s most famous military displays around.

The audience of some seven thousand people strong,
Sit enraptured, taping their feet and clapping along.
The Esplanade, where the action all takes place, sits
In front of the impressive stone castle which is floodlit.

This stunning pageant has a truly international flavour.
Talents from around the world, the audience can savour.
To a Scottish fiddle, traditional dancers swirl.
Regimental flags are ceremoniously unfurled.

And, just as all this action has made the audience rather hyper,
They are calmed down again by the lament of the lone piper.
To the ramparts, where the piper is stood, all eyes are drawn,
As the pipes play a haunting melody, traditionally, used to mourn.

Near the end, my neighbours link their arms with mine,
As, together, we sing a rousing chorus of ‘Auld Lang Syne.’
The audience make their way home, and soon, a hush falls.
I stroll back to my hotel, feeling glad to have been a part of it all.

poem by Angela Wybrow
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You've Got Magic!

'America - You've Got Magic! '
Ran the sign on the Glitzy Floor,
For this was the latest Reality Show
To consume consumers with awe;
Some Boffin, deep in a Think-Tank
Had been racking his brain for weeks,
And this was the format he gave them;
Home Magicians! - with tricks and treats!

The Show was into the knockout stage,
The Advertisers were rapt,
None of your Song and Dancing here,
Nobody shedding Fat,
No-one stuck in a boring House
With brains the size of a pea,
But plenty of age-old magic tricks
For the rest of the world to see.

The Judges sat in their glory
Each equipped with a magic wand,
The first of them, Benjamin Glowery
Played his part, in a deep despond,
He hated the Hatted Rabbits
And the Doves that flew over the stage,
While contestants that showed him a Card Trick
Bore the brunt of his fearful rage.

He'd wave his wand in rejection
Like thumbs down, as they did in Rome,
And depending on Betty Abullbull
He would send them all packing, home,
While Betty paraded her implants
And her elegant, coiffured hair,
She was there for the sex attraction
As there wasn't much intellect there.

The third was a known Magician
Who had fallen on harder times,
He'd taken the job for the money
He was known as 'Impeccable' Grimes,
He spent more time on his fingernails
Than watching the acts begin,
He said that he knew all the magic tricks,
That nothing was new to him!

He waited to see how Glowery went
Then voted the other way,
So often it was up to Abullbull
Whether the act would go, or stay,
The audience cheered and hooted,

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poem by David Lewis Paget
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5. 8. 6.

I see danger
On the corner sent by me
Shadows the ways
Straight away you ran from me
I heard you calling
Yes, I heard you calling
I heard you calling
Yes, I heard you calling
I hear silence
I hear silence in my heart [house]
From a distance
Turn your back and run [hide] from me
Heard you calling
Yes, I heard you calling
Heard you calling
Yes, I heard you calling
When it happens
You will be no friend of mine
Take the first chance
When I am no longer free
Heard you calling
Yes, I heard you calling
Heard you calling
Yes, I heard you calling
In the future
When you want me in your heart
I wont be there [help you]
If you call out in the dark
Heard you calling
Yes, I heard you calling
Heard you calling
Oh yes I heard you, heard you, heard you, heard you calling
Can you hear me deep inside
From these feelings I cant hide
Can you hear me deep inside
From these feelings I cant hide
Oh, can you hear me deep inside
From these feelings I cant hide
Can you hear me calling you (4x)

song performed by New Order
Added by Lucian Velea
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A Song of Honour

I climbed a hill as light fell short,
And rooks came home in scramble sort,
And filled the trees and flapped and fought
And sang themselves to sleep;
An owl from nowhere with no sound
Swung by and soon was nowhere found,
I heard him calling half-way round,
Holloing loud and deep;
A pair of stars, faint pins of light,
Then many a star, sailed into sight,
And all the stars, the flower of night,
Were round me at a leap;
To tell how still the valleys lay
I heard a watchdog miles away,
And bells of distant sheep.
I heard no sound of bird or bell,
The mastiff in a slumber fell,
I stared into the sky,
As wondering men have always done
Since beauty and the stars were one
Though none so hard as I.
It seemed, so still the valleys were,
As if the whole world knelt at prayer,
Save me and me alone;
So pure and wide that silence was
I feared to bend a blade of grass,
And there I stood like stone.
There, sharp and sudden, there I heard -
Ah! some wild lovesick singing bird
Woke singing in the trees?
The nightingale and babble-wren
Were in the English greenwood then,
And you heard one of these?
The babble-wren and nightingale
Sang in the Abyssinian vale
That season of the year!
Yet, true enough, I heard them plain,
I heard them both again, again,
As sharp and sweet and clear
As if the Abyssinian tree
Had thrust a bough across the sea,
Had thrust a bough across to me
With music for my ear!
I heard them both, and oh! I heard
The song of every singing bird
That sings beneath the sky,
And with the song of lark and wren
The song of mountains, moths and men
And seas and rainbows vie!
I heard the universal choir,

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poem by Ralph Hodgson
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The Song Of Honour

I climbed a hill as light fell short,
And rooks came home in scramble sort,
And filled the trees and flapped and fought
And sang themselves to sleep;
An owl from nowhere with no sound
Swung by and soon was nowhere found,
I heard him calling half-way round,
Holloing loud and deep;
A pair of stars, faint pins of light,
Then many a star, sailed into sight,
And all the stars, the flower of night,
Were round me at a leap;
To tell how still the valleys lay
I heard a watchdog miles away. . . .
And bells of distant sheep.

I heard no more of bird or bell,
The mastiff in a slumber fell,
I stared into the sky,
As wondering men have always done
Since beauty and the stars were one,
Though none so hard as I.

It seemed, so still the valleys were,
As if the whole world knelt in prayer,
Save me and me alone;
So pure and wide that silence was
I feared to bend a blade of grass,
And there I stood like a stone.

There, sharp and sudden, there I heard --
Ah! Some wild lovesick singing bird
Woke singing in the trees?
The nightingale and babble-wren
Were in the English greenwood then,
And you heard one of these?

The babble-wren and the nightingale
Sang in the Abyssinian vale
That season of the year!
Yet, true enough, I heard them plain,
I heard them both again, again,
As sharp and sweet and clear
As if the Abyssinian tree
Had thrust a bough across the sea,
Had thrust a bough across to me
With music for my ear!

I heard them both, and oh! I heard
The song of every singing bird

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poem by Ralph Hodgson
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How Shirwi ascended the Throne

From the Shahnameh
Now when Shirwi sat on the goodly throne,
And donned the royal crown so much desired,
The leaders of the Iranians each drew near
To proffer him the homage due to kings,
Exclaiming: 'Worshipful and honoured Sháh!
Know, God gave thee the crown, and now thou sittest
Securely on the throne of ivory,
And may thy sons and scions have the world.'

Kubád replied: 'Be ever conquering
And happy. Never will we practice ill.
How good is justice with benevolence!
The world will we keep peaceful and cut off
The works of Ahriman by every right,
Ancestral precedent that greateneth
The Glory of our Faith. I will dispatch
A message to my sire and tell him all.
He is in evil odour in the world
Through his ill deeds: let him excuse his faults
To God and turn to custom and the way.
If he shall heed me he will not resent
My conduct. Then will I devote myself
To state affairs and strive to compass justice
Both publicly and privily, do good
Where good is due, and break no poor man's heart.
I need two honest men of goodly speech,
Whose memories are charged with ancient lore.'

He asked the assembly: 'Whom shall I employ?
Who is most shrewd and honest in Iran?'

The warriors suggested by their looks
Two men of lore if they should give consent.
Kubád perceived whom the Iránians
Agreed to choose: one of them was Ashtád,
The other was Kharrád, son of Barzin,
The old-two sages eloquent and heedful.
Kubád addressed them thus: 'O ye wise men,
Ye chiefs experienced and veteran!
Deem not the conduct of the world too toilsome,
Because the Great by travail compass treasure.
It is for you now to approach the Sháh;
Perchance through you he may conform himself.
Appeal to him by instance new or old
As there is need.'

With tears unwilling
Those sages made them ready. When Kharrád,
Son of Barzin, and when Ashtád, who had

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poem by Hakim Abu'l-Qasim Ferdowsi Tusi Firdowsi
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The Booker Washington Trilogy

I. A NEGRO SERMON:—SIMON LEGREE

(To be read in your own variety of negro dialect.)

Legree's big house was white and green.
His cotton-fields were the best to be seen.
He had strong horses and opulent cattle,
And bloodhounds bold, with chains that would rattle.
His garret was full of curious things:
Books of magic, bags of gold,
And rabbits' feet on long twine strings.
But he went down to the Devil.

Legree he sported a brass-buttoned coat,
A snake-skin necktie, a blood-red shirt.
Legree he had a beard like a goat,
And a thick hairy neck, and eyes like dirt.
His puffed-out cheeks were fish-belly white,
He had great long teeth, and an appetite.
He ate raw meat, 'most every meal,
And rolled his eyes till the cat would squeal.

His fist was an enormous size
To mash poor niggers that told him lies:
He was surely a witch-man in disguise.
But he went down to the Devil.

He wore hip-boots, and would wade all day
To capture his slaves that had fled away.
But he went down to the Devil.

He beat poor Uncle Tom to death
Who prayed for Legree with his last breath.
Then Uncle Tom to Eva flew,
To the high sanctoriums bright and new;
And Simon Legree stared up beneath,
And cracked his heels, and ground his teeth:
And went down to the Devil.

He crossed the yard in the storm and gloom;
He went into his grand front room.
He said, "I killed him, and I don't care."
He kicked a hound, he gave a swear;
He tightened his belt, he took a lamp,
Went down cellar to the webs and damp.
There in the middle of the mouldy floor
He heaved up a slab, he found a door —
And went down to the Devil.

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poem by Vachel Lindsay
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Psychological Warfare

This above all remember: they will be very brave men,
And you will be facing them. You must not despise them.

I am, as you know, like all true professional soldiers,
A profoundly religious man: the true soldier has to be.
And I therefore believe the war will be over by Easter Monday.
But I must in fairness state that a number of my brother-officers,
No less religious than I, believe it will hold out till Whitsun.
Others, more on the agnostic side (and I do not contemn them)
Fancy the thing will drag on till August Bank Holiday.

Be that as it may, some time in the very near future,
We are to expect Invasion ... and invasion not from the sea.
Vast numbers of troops will be dropped, probably from above,
Superbly equipped, determined and capable; and this above all,
Remember: they will be very brave men, and chosen as such.

You must not, of course, think I am praising them.
But what I have said is basically fundamental
To all I am about to reveal: the more so, since
Those of you that have not seen service overseas—
Which is the case with all of you, as it happens—this is the first time
You will have confronted them. My remarks are aimed
At preparing you for that.

Everyone, by the way, may smoke,
And be as relaxed as you can, like myself.
I shall wander among you as I talk and note your reactions.
Do not be nervous at this: this is a thing, after all,
We are all in together.

I want you to note in your notebooks, under ten separate headings,
The ten points I have to make, remembering always
That any single one of them may save your life. Is everyone ready?
Very well then.

The term, Psychological Warfare
Comes from the ancient Greek: psycho means character
And logical, of course, you all know. We did not have it
In the last conflict, the fourteen-eighteen affair,
Though I myself was through it from start to finish. (That is point one.)
I was, in fact, captured—or rather, I was taken prisoner—
In the Passchendaele show (a name you will all have heard of)
And in our captivity we had a close opportunity
(We were all pretty decently treated. I myself
Was a brigadier at the time: that is point two)
An opportunity I fancy I was the only one to appreciate
Of observing the psychiatry of our enemy
(The word in those days was always psychology,
A less exact description now largely abandoned). And though the subject

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poem by Henry Reed
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Beowulf

LO, praise of the prowess of people-kings
of spear-armed Danes, in days long sped,
we have heard, and what honor the athelings won!
Oft Scyld the Scefing from squadroned foes,
from many a tribe, the mead-bench tore,
awing the earls. Since erst he lay
friendless, a foundling, fate repaid him:
for he waxed under welkin, in wealth he throve,
till before him the folk, both far and near,
who house by the whale-path, heard his mandate,
gave him gifts: a good king he!
To him an heir was afterward born,
a son in his halls, whom heaven sent
to favor the folk, feeling their woe
that erst they had lacked an earl for leader
so long a while; the Lord endowed him,
the Wielder of Wonder, with world's renown.
Famed was this Beowulf: far flew the boast of him,
son of Scyld, in the Scandian lands.
So becomes it a youth to quit him well
with his father's friends, by fee and gift,
that to aid him, aged, in after days,
come warriors willing, should war draw nigh,
liegemen loyal: by lauded deeds
shall an earl have honor in every clan.
Forth he fared at the fated moment,
sturdy Scyld to the shelter of God.
Then they bore him over to ocean's billow,
loving clansmen, as late he charged them,
while wielded words the winsome Scyld,
the leader beloved who long had ruled….
In the roadstead rocked a ring-dight vessel,
ice-flecked, outbound, atheling's barge:
there laid they down their darling lord
on the breast of the boat, the breaker-of-rings,
by the mast the mighty one. Many a treasure
fetched from far was freighted with him.
No ship have I known so nobly dight
with weapons of war and weeds of battle,
with breastplate and blade: on his bosom lay
a heaped hoard that hence should go
far o'er the flood with him floating away.
No less these loaded the lordly gifts,
thanes' huge treasure, than those had done
who in former time forth had sent him
sole on the seas, a suckling child.
High o'er his head they hoist the standard,
a gold-wove banner; let billows take him,
gave him to ocean. Grave were their spirits,
mournful their mood. No man is able

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poem by Charles Baudelaire
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Temora - Book I

ARGUMENT.

Cairbar, the son of Borbar-duthul, lord of Atha, in Connaught, the most Potent chief of the race of the Fir-bolg, having murdered, at Temora, the royal palace, Cormac, the son of Artho, the young king of Ireland, usurped the throne. Cormac was lineally descended from Conar, the son of Trenmor, the great-grandfather of Fingal, king of those Caledonians who inhabited the western coast of Scotland. Fingal resented the behavior of Cairbar, and resolved to pass over into Ireland with an army, to re-establish the royal family on the Irish throne. Early intelligence of his designs coming to Cairbar, he assembled some of his tribes in Ulster, and at the same time ordered his brother Cathmor to follow him speedily with an army from Temora. Such was the situation of affairs when the Caledonian invaders appeared on the coast of Ulster.

The poem opens in the morning. Cairbar is represented as retired from the rest of the army, when one of his scouts brought him news of the landing of Fingal. He assembles a council of his chiefs. Foldath, the chief of Moma, haughtily despises the enemy; and is reprimanded warmly by Malthos. Cairbar, after hearing their debate, orders a feast to be prepared, to which, by his bard Olla, he invites Oscar, the son of Ossian; resolving to pick a quarrel with that hero, and so have some pretext for killing him. Oscar came to the feast; the quarrel happened; the followers of both fought, and Cairbar and Oscar fell by mutual wounds. The noise of the battle reached Fingal's army. The king came on to the relief of Oscar, and the Irish fell back to the army of Cathmor, who was advanced to the banks of the river Lubar, on the heath of Moi-lena. Fingal, after mourning over his grandson, ordered Ullin, the chief of his bards, to carry his body to Morven, to be there interred. Night coming on, Althan, the son of Conachar, relates to the king the particulars of the murder of Cormac. Fillan, the son of Fingal, is sent to observe the motions of Cathmor, by night, which concludes the action of the first day. The scene of this book is a plain, near the hill of Mora, which rose on the borders of the heath of Moi-lena in Ulster.

THE blue waves of Erin roll in light. The mountains are covered with day. Trees shake their dusky heads in the breeze. Gray torrents pour their noisy streams. Two green hills, with aged oaks, surround a narrow plain. The blue course of a stream is there. On its banks stood Cairbar of Atha. His spear supports the king: the red eye of his fear is sad. Cormac rises in his soul, with all his ghastly wounds. The gray form of the youth appears in darkness. Blood pours from his airy side. Cairbar thrice threw his spear on earth. Thrice he stroked his beard. His steps are short. He often stops. He tosses his sinewy arms. He is like a cloud in the desert, varying its form to every blast. The valleys are sad around, and fear, by turns, the shower! The king at length resumed his soul. He took his pointed spear. He turned his eye to Moi-lena. The scouts of blue ocean came. They came with steps of fear, and often looked behind. Cairbar knew that the mighty were near. He called his gloomy chiefs.

The sounding steps of his warriors came. They drew at once their swords. There Morlath stood with darkened face. Hidalla's long hair sighs in the wind. Red-haired Cormar bends on his spear, and rolls his sidelong-looking eyes. Wild is the look of Malthos, from beneath two shaggy brows. Foldath stands, like an oozy rock, that covers its dark sides with foam. His spear is like Slimora's fir, that meets the wind of heaven. His shield is marked with the strokes of battle. His red eye despises danger. These, and a thousand other chiefs, surrounded the king of Erin, when the scout of ocean came, Mor-annal, from streamy Moi-lena, His eyes hang forward from his face. His lips are trembling pale!

"Do the chiefs of Erin stand," he said, "silent as the grove of evening? Stand they, like a silent wood, and Fingal on the coast? Fingal, who is terrible in battle, the king of streamy Morven!" "Hast thou seen the warrior?" said Cairbar with a sigh. "Are his heroes many on the coast? Lifts he the spear of battle? or comes the king in peace?" "In peace be comes not, king of Erin; I have seen his forward spear. It is a meteor of death. The blood of thousands is on its steel. He came first to the shore, strong in the gray hair of age. Full rose his sinewy limbs, as he strode in his might. That sword is by his side, which gives no second wound. His shield is terrible, like the bloody moon, ascending through a storm. Then came Ossian, king of songs. Then Morni's son, the first of men. Connal leaps forward on his spear. Dermid spreads his dark-brown locks. Fillan bends his bow, the young hunter of streamy Moruth. But who is that before them, like the terrible course of a stream? It is the son of Ossian, bright between his locks! His long hair falls on his back. His dark brows are half enclosed in steel. His sword hangs loose on his side. His spear glitters as he moves. I fled from his terrible eyes, king of high Temora!"

"Then fly, thou feeble man," said Foldath's gloomy wrath. "Fly to the gray streams of thy land, son of the little soul! Have not I seen that Oscar? I beheld the chief in war. He is of the mighty in danger: but there are others who lift the spear. Erin has many sons as brave, king of Temora of groves. Let Foldath meet him in his strength. Let me stop this mighty stream. My spear is covered with blood. My shield is like the wall of Tura!"

"Shall Foldath alone meet the foe?" replied the dark-browed Malthos? "Are they not on our coast, like the waters of many streams? Are not these the chiefs who vanquished Swaran, when the sons of green Erin fled? Shall Foldath meet their bravest hero? Foldath of the heart of pride! Take the strength of the people! and let Malthos come. My sword is red with slaughter, but who has heard my words?"

"Sons of green Erin," said Hidalla, "let not Fingal hear your words. The foe might rejoice, and his arm be strong in the land. Ye are brave, O warriors! Ye are tempests in war. Ye are like storms, which meet the rocks without fear, and overturn the woods! But let us move in our strength, slow as a gathered cloud! Then shall the mighty tremble; the spear shall fall from the hand of the valiant. We see the cloud of death, they will say, while shadows fly over their face. Fingal will mourn in his age. He shall behold his flying fame. The steps of his chiefs will cease in Morven. The moss of years shall grow in Selma!"

Cairbar heard their words in silence, like the cloud of a shower: it stands dark on Cromla, till the lightning bursts its side. The valley gleams with heaven's flame; the spirits of the storm rejoice. So stood the silent king of Temora; at length his words broke forth. "Spread the feast on Moi-lena. Let my hundred bards attend. Thou red-haired Olla, take the harp of the king. Go to Oscar, chief of swords. Bid Oscar to our joy. To-day we feast and hear the song; to-morrow break the spears! Tell him that I have raised the tomb of Cathol; that bards gave his friend to the winds. Tell him that Cairbar has heard of his fame, at the stream of resounding Carun. Cathmor, my brother, is not here. He is not here with his thousands, and our arms are weak. Cathmor is a foe to strife at the feast! His soul is bright as that sun! But Cairbar must fight with Oscar, chiefs of woody Temora, His words for Cathol were many! the wrath of Cairbar burns! He shall fall on Moi-lena. My fame shall rise in blood!"

Their faces brightened round with joy. They spread over Moi-lena. The feast of shells is prepared. The songs of bards arise. The chiefs of Selma heard their joy. We thought that mighty Cathmor came. Cathmor, the friend of strangers! the brother of red-haired Cairbar. Their souls were not the same. The light of heaven was in the bosom of Cathmor. His towers rose on the banks of Atha: seven paths led to his halls. Seven chiefs stood on the paths, and called the stranger to the feast! But Cathmor dwelt in the wood, to shun the voice of praise!

Olla came with his songs. Oscar went to Cairbar's feast. Three hundred warriors strode along Moi-lena of the streams. The gray dogs bounded on the heath: their howling reached afar. Fingal saw the departing hero. The soul of the king was sad. He dreaded Cairbar's gloomy thoughts, amidst the feast of shells. My son raised high the spear of Cormac. A hundred bards met him with songs. Cairbar concealed, with smiles, the death that was dark in his soul. The feast is spread. The shells resound. Joy brightens the face of the host. But it was like the parting beam of the sun, when he is to hide his red head in a storm!

Cairbar rises in his arms. Darkness gathers on his brow. The hundred harps cease at once. The clang of shields is heard. Far distant on the heath Olla raised a song of wo. My son knew the sign of death; and rising seized his spear. "Oscar," said the dark-red Cairbar, "I behold the spear of Erin. The spear of Temora glitters in thy hand, son of woody Morven! It was the pride of a hundred kings. The death of heroes of old. Yield it, son of Ossian, yield it to car-borne Cairbar!"

"Shall I yield," Oscar replied, "the gift of Erin's injured king; the gift of fair-haired Cormac, when Oscar scattered his foes? I came to Cormac's halls of joy, when Swaran fled from Fingal. Gladness rose in the face of youth. He gave the spear of Temora. Nor did he give it to the feeble: neither to the weak in soul. The darkness of thy face is no storm to me: nor are thine eyes the flame of death. Do I fear thy clanging shield? Tremble I at Olla's song? No Cairbar, frighten the feeble; Oscar is a rock!"

"Wilt thou not yield the spear?" replied the rising pride of Cairbar." Are thy words so mighty, because Fingal is near? Fingal with aged locks, from Morven's hundred groves! He has fought with little men. But he must vanish before Cairbar, like a thin pillar of mist before the winds of Atha!" — "Were he who fought with little men, near Atha's haughty chief, Atha's chief would yield green Erin to avoid his rage! Speak not of the mighty, O Cairbar! Turn thy sword on me. Our strength is equal: but Fingal is renowned! the first of mortal men!"

Their people saw the darkening chiefs. Their crowding steps are heard. Their eyes roll in fire. A thousand swords are half unsheathed. Red-haired Olla raised the song of battle. The trembling joy of Oscar's soul arose: the wonted joy of his soul when Fingal's horn was heard. Dark as the swelling wave of ocean before the rising winds, when it bends its head near the coast, came on the host of Cairbar!

Daughter of Toscar! why that tear? He is not fallen yet. Many were the deaths of his arm before my hero fell!

Behold they fall before my son, like groves in the desert; when an angry ghost rushes through night, and takes their green heads in his hand! Morlath falls. Maronnan dies. Conachar trembles in his blood. Cairbar shrinks before Oscar's sword! He creeps in darkness behind a stone. He lifts the spear in secret, he pierces my Oscar's side! He falls forward on his shield, his knee sustains the chief. But still his spear is in his hand! See, gloomy Cairbar falls! The steel pierced his forehead, and divided his red hair behind. He lay like a shattered rock, which Cromla shakes from its shaggy side, when the green-valleyed Erin shakes its mountains from sea to sea!

But never more shall Oscar rise! He leans on his bossy shield. His spear is in his terrible hand. Erin's sons stand distant and dark. Their shouts arise, like crowded streams. Moi-lena echoes wide. Fingal heard the sound. He took the spear of Selma. His steps are before us on the heath. He spoke the words of wo. "I hear the noise of war. Young Oscar is alone. Rise, sons of Morven: join the hero's sword!"

Ossian rushed along the heath. Fillan bounded over Moi-lena. Fingal strode in his strength. The light of his shield is terrible. The sons of Erin saw it far distant. They trembled in their souls. They knew that the wrath of the king arose: and they foresaw their death. We first arrived. We fought. Erin's chiefs withstood our rage. But when the king came, in the sound of his course, what heart of steel could stand? Erin fled over Moi-lena. Death pursued their flight. We saw Oscar on his shield. We saw his blood around. Silence darkened on every face. Each turned his back and wept. The king strove to hide his tears. His gray beard whistled in the wind. He bends his head above the chief. His words are mixed with sighs.

"Art thou fallen, O Oscar! in the midst of thy course? the heart of the aged beats over thee! He sees thy coming wars! The wars which ought to come he sees! They are cut off from thy fame! When shall joy dwell at Selma? When shall grief depart from Morven? My sons fall by degrees: Fingal is the last of his race. My fame begins to pass away. Mine age will be without friends. I shall sit a gray cloud in my hall. I shall not hear the return of a son, in his sounding arms. Weep, ye heroes of Morven! never more shall Oscar rise!"

And they did weep, O Fingal! Dear was the hero to their souls. He went out to battle, and the foes vanished. He returned in peace, amidst their joy. No father mourned his son slain in youth: no brother his brother of love. They fell without tears, for the chief of the people is low! Bran is howling at his feet: gloomy Luath is sad; for he had often led them to the chase; to the bounding roe of the desert!

When Oscar saw his friends around, his heaving breast arose. "The groans," he said, "of aged chiefs; the howling of my dogs; the sudden bursts of the song of grief, have melted Oscar's soul. My soul, that never melted before. It was like the steel of my sword. Ossian, carry me to my hills! Raise the stones of my renown. Place the horn of a deer: place my sword by my side; The torrent hereafter may raise the earth: the hunter may find the steel, and say, 'This has been Oscar's sword, the pride of other years!'" "Fallest thou, son of my fame? shall I never see thee, Oscar? When others hear of their sons, shall I not hear of thee? The moss is on thy four gray stones. The mournful wind is there. The battle shall be fought without thee. Thou shalt not pursue the dark-brown hinds. When the warrior returns from battles, and tells of other lands; 'I have seen a tomb,' he will say, 'by the roaring stream, the dark dwelling of a chief. He fell by car-borne Oscar, the first of mortal men.' I, perhaps, shall hear his voice. A beam of joy will rise in my soul."

Night would have descended in sorrow, and morning returned in the shadow of grief. Our chiefs would have stood, like cold-dropping rocks on Moi-lena, and have forgot the war; did not the king disperse his grief, and raise his mighty voice. The chiefs, as new-wakened from dreams, lift up their heads around.

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poem by James Macpherson
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