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The reality is that we are hated not because of our democracy, freedoms, and generous social security system; rather, we are hated because of our involvement in foreign conflicts and quarrels that were never our concern.

quote by Amir Butler
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Social Netowrking Of Robots

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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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Death Of The Middle Class

Oligarchs and Banksters tighten financial screws
In a bold attempt to kill the global Middle Class
Heads of State unable/unwilling to halt this ruse
The “Great Depression of 1929” we soon surpass

ROTMS

By Andrew Gavin Marshall - Global Research

We now stand at the edge of the global financial abyss of a ‘Great Global Debt Depression, ’ where nations, mired in extreme debt, are beginning to implement ‘fiscal austerity’ measures to reduce their deficits, which will ultimately result in systematic global social genocide, as the middle classes vanish and the social foundations upon which our nations rest are swept away. How did we get here? Who brought us here? Where is this road leading? These are questions I will briefly attempt to answer.

At the heart of the global political economy is the central banking system. Central banks are responsible for printing a nation’s currency and setting interest rates, thus determining the value of the currency. This should no doubt be the prerogative of a national government, however, central banks are of a particularly deceptive nature, in which while being imbued with governmental authority, they are in fact privately owned by the world’s major global banks, and are thus profit-seeking institutions. How do central banks make a profit? The answer is simple: how do all banks make a profit? Interest on debt. Loans are made, interest rates are set, and profits are made. It is a system of debt, imperial economics at its finest.

In the United States, President Woodrow Wilson signed the Federal Reserve Act in 1913, creating the Federal Reserve System, with the Board located in Washington, appointed by the President, but where true power rested in the 12 regional banks, most notably among them, the Federal Reserve Bank of New York. The regional Fed banks were private banks, owned in shares by the major banks in each region, which elected the board members to represent them, and who would then share power with the Federal Reserve Board in Washington.

In the early 1920s, the Council on Foreign Relations was formed in the United States as the premier foreign policy think tank, dominated by powerful banking interests. In 1930, the Bank for International Settlements (BIS) was created to manage German reparations payments, but it also had another role, which was much less known, but much more significant. It was to act as a “coordinator of the operations of central banks around the world.” Essentially, it is the central bank for the world’s central banks, whose operations are kept ‘strictly confidential.’ As historian Carroll Quigley wrote:

'The powers of financial capitalism had another far-reaching aim, nothing less than to create a world system of financial control in private hands able to dominate the political system of each country and the economy of the world as a whole. This system was to be controlled in a feudalist fashion by the central banks of the world acting in concert, by secret agreements arrived at in frequent private meetings and conferences. The apex of the system was to be the Bank for International Settlements in Basel, Switzerland, a private bank owned and controlled by the world’s central banks which were themselves private corporations.'

In 1954, the Bilderberg Group was formed as a secretive global think tank, comprising intellectual, financial, corporate, political, military and media elites from Western Europe and North America, with prominent bankers such as David Rockefeller, as well as European royalty, such as the Dutch royal family, who are the largest shareholders in Royal Dutch Shell, whose CEO attends every meeting. This group of roughly 130 elites meets every year in secret to discuss and debate global affairs, and to set general goals and undertake broad agendas at various meetings. The group was initially formed to promote European integration. The 1956 meeting discussed European integration and a common currency. In fact, the current Chairman of the Bilderberg Group told European media last year that the euro was debated at the Bilderberg Group.

In 1973, David Rockefeller, Chairman and CEO of Chase Manhattan Bank, Chairman of the Council on Foreign Relations and a member of the Steering Committee of the Blderberg Group, formed the Trilateral Commission with CFR academic Zbigniew Brzezinski. That same year, the oil price shocks created a wealth of oil money, which was discussed at that years Bilderberg meeting 5 months prior to the oil shocks, and the money was funneled through western banks, which loaned it to ‘third world’ nations desperately in need of loans to finance industrialization.

When Jimmy Carter became President in 1977, he appointed over two dozen members of the Trilateral Commission into his cabinet, including himself, and of course, Zbigniew Brzezinski, who was his National Security Adviser. In 1979, Carter appointed David Rockefeller’s former aide and friend, Paul Volcker, who had held various positions at the Federal Reserve Bank of New York and the U.S. Treasury Department, and who also happened to be a member of the Trilateral Commission, as Chairman of the Federal Reserve. When another oil shock took place in 1979, Volcker decided to raise interest rates from 2% in the late 70s, to 18% in the early 80s. The effect this had was that the countries of the developing world suddenly had to pay enormous interest on their loans, and in 1982, Mexico announced it could no longer afford to pay its interest, and it defaulted on its debt, which set off the 1980s debt crisis – collapsing nations in debt across Latin America, Africa and parts of Asia.

It was the IMF and the World Bank came to the ‘assistance’ of the Third World with their ‘structural adjustment programs’, which forced countries seeking assistance to privatize all state owned industries and resources, devalue their currencies, liberalize their economies, dismantle health, education and social services; ultimately resulting in the re-colonization of the ‘Third World’ as Western corporations and banks bought all their assets and resources, and ultimately created the conditions of social genocide, with the spread of mass poverty, and the emergence of corrupt national elites who were subservient to the interests of Western elites. The people in these nations would protest, riot and rebel, and the states would clamp down with the police and military.

In the West, corporations and banks saw rapid, record-breaking profits. This was the era in which the term ‘globalization’ emerged. While profits soared, wages for people in the West did not. Thus, to consume in an economy in which prices were rising, people had to go into debt. This is why this era marked the rise of credit cards fueling consumption, and the middle class became a class based entirely on debt.

In the 1990s, the ‘new world order’ was born, with America ruling the global economy, free trade agreements began integrating regional and global markets for the benefit of global banks and corporations, and speculation dominated the economy.

The global economic crisis arose as a result of decades of global imperialism – known recently as ‘globalization’ – and the reckless growth of– speculation, derivatives and an explosion of debt. As the economic crisis spread, nations of the world, particularly the United States, bailed out the major banks (which should have been made to fail and crumble under their own corruption and greed) , and now the West has essentially privatized profits for the banks, and socialized the risk. In other words, the nations bought the debt from the banks, and now the people have to pay for it. The people, however, are immersed in their own personal debt to such degrees that today, the average Canadian is $39,000 in debt, and students are graduating into a jobless market with tens to hundreds of thousands of dollars of student debt that they will never repay. Hence, we are now faced with a global debt crisis.

To manage the economic crisis, the G20 was established as the major international forum for cooperation among the 20 major economies of the world, including the major developing – or emerging – economies, such as India, Brazil, South Africa and China. At the onset of the financial crisis, China and Russia’s central banks began calling for the establishment of a global currency to replace the U.S. dollar as the world reserve currency. This proposal was backed by the UN and the IMF. It should be noted, however, that the Chinese and Russian central banks cooperate with the Western central banks through the Bank for International Settlements – which the President of the European Central Bank, Jean-Claude Trichet, recently said was the principle forum for “governance of central bank cooperation” and that the G20 is “the prime group for global economic governance.” In 2009, the IMF stated that the BIS “is the central and the oldest focal point for coordination of global governance arrangements.” The President of the European Union, appointed to the position after attending a Bilderberg meeting, declared 2009 as the “first year of global governance.” The 2009 Bilderberg meeting reported on the desire to create a global treasury, or global central bank, to manage the world economy. In 2009, prior to the Bilderberg meeting in fact, the G20 set in motion plans to make the IMF a global central bank of sorts, issuing and even printing its own currency – called Special Drawing Rights (SDRs) – which is valued against a basket of currencies. In May of 2010, the IMF Managing Director stated that “crisis is an opportunity, ” and while Special Drawing Rights are a step in the right direction, ultimately what is needed is “a new global currency issued by a global central bank, with robust governance and institutional features.” Thus, we see the emergence of a process towards the formation of a global central bank and a global currency, totally unaccountable to any nation or people, and totally controlled by global banking interests.

In 2010, Greece was plunged into a debt crisis, a crisis which is now spreading across Europe, to the U.K. and eventually to Japan and the United States. If we look at Greece, we see the nature of the global debt crisis. The debt is owed to major European and American banks. To pay the interest on the debt, Greece had to get a loan from the European Central Bank and the IMF, which forced the country to impose ‘fiscal austerity’ measures as a condition for the loans, pressuring Greece to commit social genocide. Meanwhile, the major banks of America and Europe speculate against the Greek debt, further plunging the country into economic and social crisis. The loan is granted, to pay the interest, yet simply has the effect of adding to the overall debt, as a new loan is new debt. Thus, Greece is caught in the same debt trap that re-colonized the Third World.

At the recent G20 meeting in Toronto, the major nations of the world agreed to impose fiscal austerity – or in other words, commit social genocide – within their nations, in a veritable global structural adjustment program. So now we will see the beginnings of the Great Global Debt Depression, in which major western and global nations cut social spending, create mass unemployment by dismantling health, education, and social services. Further, state infrastructure – such as roads, bridges, airports, ports, railways, prisons, hospitals, electric transmission lines and water – will be privatized, so that global corporations and banks will own the entirely of national assets. Simultaneously, of course, taxes will be raised dramatically to levels never before seen. The BIS said that interest rates should rise at the same time, meaning that interest payments on debt will dramatically increase at both the national and individual level, forcing governments to turn to the IMF for loans – likely in the form of its new global reserve currency – to simply pay the interest, and will thus be absorbing more debt. Simultaneously, of course, the middle class will in effect have its debts called in, and since the middle class exists only as an illusion, the illusion will vanish.

Already, towns, cities, and states across America are resorting to drastic actions to reduce their debts, such as closing fire stations, scaling back trash collection, turning off street lights, ending bus services and public transportation, cutting back on library hours or closing them altogether, school districts cutting down the school day, week or year. Simultaneously, this is occurring with a dramatic increase in the rate of privatizations or “public-private partnerships” in which even libraries are being privatized.

No wonder then, that this month, the Managing Director of the IMF warned that America and Europe, in the midst of the worst jobs crisis since the Great Depression, face an “explosion of social unrest.” Just yesterday, Europe experienced a wave of mass protests and social unrest in opposition to ‘austerity measures’, with a general strike in Spain involving millions of people, and a march on the EU headquarters in Brussels of nearly 100,000 people. As social unrest spreads, governments will likely react – as we saw in the case of the G20 in Toronto – with oppressive police state measures. Here, we see the true relevance of the emergence of ‘Homeland Security States’, designed not to protect people from terrorists, but to protect the powerful from the people.

So while things have never seemed quite so bleak, there is a dim and growing beacon of hope, in what Zbigniew Brzezinski has termed as the greatest threat to elite interests everywhere – the ‘global political awakening’. The global political awakening is representative of the fact that for the first time in all of human history, mankind is politically awakened and stirring, activated and aware, and that generally – as Zbigniew Brzezinski explains – generally is aware of global inequalities, exploitation, and disrespect. This awakening is largely the result of the information revolution – thus revealing the contradictory nature of the globalization project – as while it globalizes power and oppression, so too does it globalize awareness and opposition. This awakening is the greatest threat to entrenched elite interests everywhere. The awakening, while having taken root in the global south – already long subjected to exploitation and devastation – is now stirring in the west, and will grow as the economy crumbles. As the middle classes realize their consumption was an illusion of wealth, they will seek answers and demand true change, not the Wall Street packaged ‘brand-name’ change of Obama Inc., but true, inspired, and empowering change.

In 1967, Martin Luther King delivered a speech in which he spoke out against the Vietnam War and the American empire, and he stated that, “It seems as if we are on the wrong side of a world revolution.” So now it seems to me that the time has come for that to change.

Andrew Gavin Marshall is a Research Associate with the Centre for Research on Globalization (CRG) .

poem by Ray Lucero
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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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Canto the First

I
I want a hero: an uncommon want,
When every year and month sends forth a new one,
Till, after cloying the gazettes with cant,
The age discovers he is not the true one;
Of such as these I should not care to vaunt,
I'll therefore take our ancient friend Don Juan—
We all have seen him, in the pantomime,
Sent to the devil somewhat ere his time.

II
Vernon, the butcher Cumberland, Wolfe, Hawke,
Prince Ferdinand, Granby, Burgoyne, Keppel, Howe,
Evil and good, have had their tithe of talk,
And fill'd their sign posts then, like Wellesley now;
Each in their turn like Banquo's monarchs stalk,
Followers of fame, "nine farrow" of that sow:
France, too, had Buonaparté and Dumourier
Recorded in the Moniteur and Courier.

III
Barnave, Brissot, Condorcet, Mirabeau,
Petion, Clootz, Danton, Marat, La Fayette,
Were French, and famous people, as we know:
And there were others, scarce forgotten yet,
Joubert, Hoche, Marceau, Lannes, Desaix, Moreau,
With many of the military set,
Exceedingly remarkable at times,
But not at all adapted to my rhymes.

IV
Nelson was once Britannia's god of war,
And still should be so, but the tide is turn'd;
There's no more to be said of Trafalgar,
'T is with our hero quietly inurn'd;
Because the army's grown more popular,
At which the naval people are concern'd;
Besides, the prince is all for the land-service,
Forgetting Duncan, Nelson, Howe, and Jervis.

V
Brave men were living before Agamemnon
And since, exceeding valorous and sage,
A good deal like him too, though quite the same none;
But then they shone not on the poet's page,
And so have been forgotten:—I condemn none,
But can't find any in the present age
Fit for my poem (that is, for my new one);
So, as I said, I'll take my friend Don Juan.

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poem by Byron from Don Juan (1824)
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Long Goodbye

You are always there for me.
When things are tough
When things are rough.
You always have that hidden smile
You can always see it a mile.
You can make me laugh
When all i want to do is cry
You make me change my mind
When all i want to do is die.
You carry my weight, on your shoulders.
You hold me, in your arms
You remember the good times,
You remember the bad times.
You smile at the good ones
Cry at the bad ones.
You are always there for me.
When i'm down,
You help me up
When i'm a fool,
you make up for it
When i'm sorry
You except my apology,
When everything in my world is crashing down, when there is nothing left around, when i can't hear a sound, your there for me.
When all i want to do is cry, when all i want to do is die, when all i want to do is fly, you hold me down to earth.
Thankyou, for smiling those gray clouds away
Thankyou for laughing my pain away
Thankyou for holding me close
Thankyou for choosing me of all people
Thankyou for excepting me
Thankyou for allowing me to be me
Thankyou for letting me cry on your shoulder.
Thankyou for being my bolder to life. Where u can roll away my problams or perhaps smoosh them.
Thankyou for making me laugh, even just for a little while.
Thankyou for being you.
I love who you are.
I love your face, i love your smile
I love your eyes i see awhile
I love your smell, i love your color
I love your toes, i love your fingers.
I love your heart, i love your chest
I love your legs, i love your arms.
I love your soul, so pure and white
I love your feathers and crown that shine bright.
I love your innocence, i love your happiness
I love your laugh, i love your cry
I love how, you don't want me to die
I love how you care, i love how you hold me
I love your infedelity. I love your inner-self most being
I love who you are. I love how you are.
I love how you act. I love you.

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poem by Dakota Waggerman
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You Are In My System

Day by day and night by night
I feel you in my mind
It happens all the time
You know the day dreams stop
My heart beats on
I cant take it any more
It's you I live for
You are in my system
You are in my system
I just want you to know that,
You are in my system
You oooohhhh youre in my system, system
Dont you, Dont you, dont you know that, babe.
I will keep on pushing, pushing, pushing
Until I get through
My main objective baby is to get to you
To turn your mind around
I know will take time
But you know I can wait, now
Youre on my mind
You are in my system
I just want you to know that,
You are in my system
Got me burning, Im on fire
You, youre in my system
Youre everything I need
You, oooohhhh, youre in my system, system
Dont you, Dont you, dont you know that, babe.
Its a romantic vision of me and you
It happens all the time
My dreams are filled with you
Theres no doubt in my mind
That Ill be true baby
You know Ill take you out
And Ill keep lovin you
Oh baby you are in my system,
I just want you to know that
You are in my system
Cut me right down to the wire
You, ooohh, youre in my system
Got me burning Im on fire
You, youre in my system
Cant make believe
You, youre in my system
Youre everything I need
You, Ooohh, youre in my system
I just want you to know that
You, youre my system
Got me burning Im on fire
You, youre in my system

song performed by Robert Palmer
Added by Lucian Velea
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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.

Lee Mack copyright 2009. ISBN # 0615318347. Do not reproduce without permission.

poem by Lee B. Mack
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Foreign Lands

You may roam the wide seas over, follow, meet, and cross the sun,
Sail as far as ships can sail, and travel far as trains can run;
You may ride and tramp wherever range or plain or sea expands,
But the crowd has been before you, and you’ll not find ‘Foreign Lands;’
For the Early Days are over,
And no more the white-winged rover
Sinks the gale-worn coast of England bound for bays in Foreign Lands.
Foreign Lands are in the distance dim and dreamlike, faint and far,
Long ago, and over yonder, where our boyhood fancies are,
For the land is by the railway cramped as though with iron bands,
And the steamship and the cable did away with Foreign Lands.
Ah! the days of blue and gold!
When the news was six months old—
But the news was worth the telling in the days of Foreign Lands.

Here we slave the dull years hopeless for the sake of Wool and Wheat
Here the homes of ugly Commerce—niggard farm and haggard street;
Yet our mothers and our fathers won the life the heart demands—
Less than fifty years gone over, we were born in Foreign Lands.

When the gipsies stole the children still, in village tale and song,
And the world was wide to travel, and the roving spirit strong;
When they dreamed of South Sea Islands, summer seas and coral strands—
Then the bravest hearts of England sailed away to Foreign Lands,
‘Fitting foreign’—flood and field—
Half the world and orders sealed—
And the first and best of Europe went to fight in Foreign Lands.

Canvas towers on the ocean—homeward bound and outward bound—
Glint of topsails over islands—splash of anchors in the sound;
Then they landed in the forests, took their strong lives in their hands,
And they fought and toiled and conquered—making homes in Foreign Lands,
Through the cold and through the drought—
Further on and further out—
Winning half the world for England in the wilds of Foreign Lands.

Love and pride of life inspired them when the simple village hearts
Followed Master Will and Harry—gone abroad to ‘furrin parts’
By our townships and our cities, and across the desert sands
Are the graves of those who fought and died for us in Foreign Lands—
Gave their young lives for our sake
(Was it all a grand mistake?)
Sons of Master Will and Harry born abroad in Foreign Lands!

Ah, my girl, our lives are narrow, and in sordid days like these,
I can hate the things that banished ‘Foreign Lands across the seas,’
But with all the world before us, God above us—hearts and hands,
I can sail the seas in fancy far away to Foreign Lands.

poem by Henry Lawson
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System Of Life

Now its time to look in your eyes
Youre so much better its no surprise
Its like a mirror is watching you
Maybe the words been broken - dont be no fool
Following the lights you see like a rolling train
Yesterday is gone - tomorrows in your hands
Something youve had is gone - dont wish it back
Let it go - dont run away - its nothing youll forget
You know the rules dont need no warning
Theres only one way to find the clue
Inside you so let it go
System of life - be the hunted or the hunter
System of life
System of life - its always by your side
System of life - the one and only way to live in harmony
Dont paint a picture full of love and hate
Paradise is here - but exceptions prove the rules
Sometimes it feels just like a dream becoming true
Close your eyes - look inside - it will never be the same
cause for your life there aint no warning
So stand up and fight to find the clue
So watch out you live and learn
Its the
System of life - be the broken or the breaker
System of life
Its the
System of life - its always real and true
System of life - the one and only way to live in harmony
Yeah - yeah
Oh, its the
System of life - be the hunted or the hunter
System of life
Its the
System of life - its always by your side
System of life - the one and only way to live in harmony
Its the
System of life - be the taken or the taker
System of life
Its the
System of life - its always real and true
System of life

song performed by U. D. O.
Added by Lucian Velea
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Vision Of Columbus - Book 4

In one dark age, beneath a single hand,
Thus rose an empire in the savage land.
Her golden seats, with following years, increase,
Her growing nations spread the walks of peace,
Her sacred rites display the purest plan,
That e'er adorn'd the unguided mind of man.
Yet all the pomp, the extended climes unfold,
The fields of verdure and the towers of gold,
Those works of peace, and sovereign scenes of state,
In short-lived glory, hasten to their fate.
Thy followers, rushing like an angry flood,
Shall whelm the fields and stain the shrines in blood;
Nor thou, Las Casas, best of men, shalt stay
The ravening legions from their guardless prey.
Oh! hapless prelate, hero, saint and sage,
Doom'd with hard guilt a fruitless war to wage,
To see, with grief (thy life of virtues run)
A realm unpeopled and a world undone.
While impious Valverde, mock of priesthood, stands,
Guilt in his heart, the gospel in his hands,
Bids, in one field, unnumber'd squadrons bleed,
Smiles o'er the scene and sanctifies the deed.
And thou, brave Gasca, with thy virtuous train,
Shalt lift the sword and urge thy power in vain;
Vain, the late task, the sinking land to save,
Or call her slaughter'd millions from the grave.
The Seraph spoke. Columbus, with a sigh,
Cast o'er the hapless climes his moisten'd eye,
And thus return'd: Oh, hide me in the tomb;
Why should I live to view the impending doom?
If such dread scenes the scheme of heaven compose,
And virtuous toils induce redoubled woes,
Unfold no more; but grant a kind release,
Give me, 'tis all I ask, to rest in peace.
Thy soul shall rest in peace, the Power rejoin'd,
Ere these conflicting shades involve mankind:
But nobler views shall first thy mind engage,
Beyond the bounds of this destructive age;
Where happier fruits of thy unwearied toil,
Thro' future years, and other empires, smile.
Europe's contending realms shall soon behold
These fruitful plains and hills of opening gold,
Fair in the path of thy adventurous fail,
Their countless navies float in every gale,
For wealth and commerce, sweep the extended shore,
And load the ocean with the shining ore.
As, up the orient heaven, the dawning ray
Smiles o'er the world and gives the promised day;
Drives fraud and rapine from their nightly spoil,
And social nature wakes to peaceful toil;

[...] Read more

poem by Joel Barlow
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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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Second Book

TIMES followed one another. Came a morn
I stood upon the brink of twenty years,
And looked before and after, as I stood
Woman and artist,–either incomplete,
Both credulous of completion. There I held
The whole creation in my little cup,
And smiled with thirsty lips before I drank,
'Good health to you and me, sweet neighbour mine
And all these peoples.'
I was glad, that day;
The June was in me, with its multitudes
Of nightingales all singing in the dark,
And rosebuds reddening where the calyx split.
I felt so young, so strong, so sure of God!
So glad, I could not choose be very wise!
And, old at twenty, was inclined to pull
My childhood backward in a childish jest
To see the face of't once more, and farewell!
In which fantastic mood I bounded forth
At early morning,–would not wait so long
As even to snatch my bonnet by the strings,
But, brushing a green trail across the lawn
With my gown in the dew, took will and way
Among the acacias of the shrubberies,
To fly my fancies in the open air
And keep my birthday, till my aunt awoke
To stop good dreams. Meanwhile I murmured on,
As honeyed bees keep humming to themselves;
'The worthiest poets have remained uncrowned
Till death has bleached their foreheads to the bone,
And so with me it must be, unless I prove
Unworthy of the grand adversity,–
And certainly I would not fail so much.
What, therefore, if I crown myself to-day
In sport, not pride, to learn the feel of it,
Before my brows be numb as Dante's own
To all the tender pricking of such leaves?
Such leaves? what leaves?'
I pulled the branches down,
To choose from.
'Not the bay! I choose no bay;
The fates deny us if we are overbold:
Nor myrtle–which means chiefly love; and love
Is something awful which one dare not touch
So early o' mornings. This verbena strains
The point of passionate fragrance; and hard by,
This guelder rose, at far too slight a beck
Of the wind, will toss about her flower-apples.
Ah–there's my choice,–that ivy on the wall,
That headlong ivy! not a leaf will grow

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poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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Shock To The System

Woah yeah
It was a night, l.a., burning bright
Oh what a night
Say yeah,come on
It makes my world stand still
Ahh riot, rape, race and revolution, ah yeah
Here come the fire, and my world burns still
Yoww say yeah
Well, you can rock this land baby yowww
Like a shock to the system
I feel good, well alright
Like a shock to the system
Say yeah, aint it irie
It was a night
Hell of a night, l.a., it really was
Oh what a riot
I said yeah, come on
It makes my life feel real
Fear police and civil corruption oh yeah
Is there a man who would be king
And the world stood still
Ah yeah loud
You can rock this land baby
Yeahhh
Like a shock to the system
It feel good, well alright
Like a shock to the system
I said yeah, come on baby
Shock to the system
Feel good, well alright
Like a shock, shock to the system
I say yeah, I say yeah, I say yeah
Come on baby
Yeah, well you can rock this land baby
Like a shock, shock to the system
It feel good, well alright
Like a shock to the system
I say yeah
Aint it irie
Shock to the system
It feel good, well alright
Like a shock to the system
I say yeah
I say yeah
I say yeah, come on baby
Shock to the, shock to the
Shock to the system
Loud I gotta
Shock to the, shock to the
Shock to the system

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song performed by Billy Idol
Added by Lucian Velea
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The Aeneid of Virgil: Book 7

AND thou, O matron of immortal fame,
Here dying, to the shore hast left thy name;
Cajeta still the place is call’d from thee,
The nurse of great Æneas’ infancy.
Here rest thy bones in rich Hesperia’s plains; 5
Thy name (’t is all a ghost can have) remains.
Now, when the prince her fun’ral rites had paid,
He plow’d the Tyrrhene seas with sails display’d.
From land a gentle breeze arose by night,
Serenely shone the stars, the moon was bright, 10
And the sea trembled with her silver light.
Now near the shelves of Circe’s shores they run,
(Circe the rich, the daughter of the Sun,)
A dang’rous coast: the goddess wastes her days
In joyous songs; the rocks resound her lays: 15
In spinning, or the loom, she spends the night,
And cedar brands supply her father’s light.
From hence were heard, rebellowing to the main,
The roars of lions that refuse the chain,
The grunts of bristled boars, and groans of bears, 20
And herds of howling wolves that stun the sailors’ ears.
These from their caverns, at the close of night,
Fill the sad isle with horror and affright.
Darkling they mourn their fate, whom Circe’s pow’r,
(That watch’d the moon and planetary hour,) 25
With words and wicked herbs from humankind
Had alter’d, and in brutal shapes confin’d.
Which monsters lest the Trojans’ pious host
Should bear, or touch upon th’ inchanted coast,
Propitious Neptune steer’d their course by night 30
With rising gales that sped their happy flight.
Supplied with these, they skim the sounding shore,
And hear the swelling surges vainly roar.
Now, when the rosy morn began to rise,
And wav’d her saffron streamer thro’ the skies; 35
When Thetis blush’d in purple not her own,
And from her face the breathing winds were blown,
A sudden silence sate upon the sea,
And sweeping oars, with struggling, urge their way.
The Trojan, from the main, beheld a wood, 40
Which thick with shades and a brown horror stood:
Betwixt the trees the Tiber took his course,
With whirlpools dimpled; and with downward force,
That drove the sand along, he took his way,
And roll’d his yellow billows to the sea. 45
About him, and above, and round the wood,
The birds that haunt the borders of his flood,
That bath’d within, or basked upon his side,
To tuneful songs their narrow throats applied.
The captain gives command; the joyful train 50

[...] Read more

poem by Publius Vergilius Maro
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The Four Seasons : Autumn

Crown'd with the sickle and the wheaten sheaf,
While Autumn, nodding o'er the yellow plain,
Comes jovial on; the Doric reed once more,
Well pleased, I tune. Whate'er the wintry frost
Nitrous prepared; the various blossom'd Spring
Put in white promise forth; and Summer-suns
Concocted strong, rush boundless now to view,
Full, perfect all, and swell my glorious theme.
Onslow! the Muse, ambitious of thy name,
To grace, inspire, and dignify her song,
Would from the public voice thy gentle ear
A while engage. Thy noble cares she knows,
The patriot virtues that distend thy thought,
Spread on thy front, and in thy bosom glow;
While listening senates hang upon thy tongue,
Devolving through the maze of eloquence
A roll of periods, sweeter than her song.
But she too pants for public virtue, she,
Though weak of power, yet strong in ardent will,
Whene'er her country rushes on her heart,
Assumes a bolder note, and fondly tries
To mix the patriot's with the poet's flame.
When the bright Virgin gives the beauteous days,
And Libra weighs in equal scales the year;
From Heaven's high cope the fierce effulgence shook
Of parting Summer, a serener blue,
With golden light enliven'd, wide invests
The happy world. Attemper'd suns arise,
Sweet-beam'd, and shedding oft through lucid clouds
A pleasing calm; while broad, and brown, below
Extensive harvests hang the heavy head.
Rich, silent, deep, they stand; for not a gale
Rolls its light billows o'er the bending plain:
A calm of plenty! till the ruffled air
Falls from its poise, and gives the breeze to blow.
Rent is the fleecy mantle of the sky;
The clouds fly different; and the sudden sun
By fits effulgent gilds the illumined field,
And black by fits the shadows sweep along.
A gaily chequer'd heart-expanding view,
Far as the circling eye can shoot around,
Unbounded tossing in a flood of corn.
These are thy blessings, Industry! rough power!
Whom labour still attends, and sweat, and pain;
Yet the kind source of every gentle art,
And all the soft civility of life:
Raiser of human kind! by Nature cast,
Naked, and helpless, out amid the woods
And wilds, to rude inclement elements;
With various seeds of art deep in the mind

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poem by James Thomson
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A Map Of Culture

Culture

Contents

What is Culture?

The Importance of Culture

Culture Varies

Culture is Critical

The Sociobiology Debate

Values, Norms, and Social Control

Signs and Symbols

Language

Terms and Definitions

Approaches to the Study of Culture

Are We Prisoners of Our Culture?

What is Culture?

I prefer the definition used by Ian Robertson: 'all the shared products of society: material and nonmaterial' (Our text defines it in somewhat more ponderous terms- 'The totality of learned, socially transmitted behavior. It includes ideas, values, and customs (as well as the sailboats, comic books, and birth control devices) of groups of people' (p.32) .

Back to Contents

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poem by Nyein Way
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Giving Innocence

You created the fences.
And constructed the walls.
You put up all of your defenses,
While in the midst of conflicts...
And initiating those brawls.

In the past when you bullied it seemed much fun.
You undermined many and you saw some run.
You picked your enemies with a consciousness done.
And now you want to sit to complain about it.
As if you were the innocent one in the mix.
As if you were the innocent one in the mix.

In the past when you bullied it seemed much fun.
You undermined many and you saw some run.
You picked your enemies with a consciousness done.
And now you want to sit to complain about it.
As if you were the innocent one in the mix.
As if you were the innocent one in the mix.

You created the fences.
And constructed the walls.
You put up all of your defenses,
While in the midst of conflicts...
And those brawls.

In the past when you bullied it seemed much fun.
You undermined many and you saw some run.
You picked your enemies with a consciousness done.
And now you want to sit to complain about it.
As if you were the innocent one in the mix.
As if you were the innocent one in the mix.
As if you were the innocent one in the mix.
As if you were the innocent one in the mix.

You caused the riffs and conflicts.
Giving innocence.
You caused the riffs and conflicts.
Giving innocence.
You caused the riffs and conflicts.
Giving innocence.
And nothing innocent about it you can convince.

You caused the riffs and conflicts.
Giving innocence.
You caused the riffs and conflicts.
Giving innocence.
You caused the riffs and conflicts.
Giving innocence.
And nothing innocent about it you can convince.

poem by Lawrence S. Pertillar
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Fingal - Book V

ARGUMENT.

Cuthullin and Connal still remain on the hill. Fingal and Swaran meet: the combat is described. Swaran is overcome, bound, and delivered over as a prisoner to the care of Ossian, and Gaul, the son of Morni; Fingal, his younger sons and Oscar still pursue the enemy. The episode of Orla, a chief of Lochlin, who was mortally wounded in the battle, is introduced. Fingal, touched with the death of Orla, orders the pursuit to be discontinued; and calling his sons together, he is informed that Ryno, the youngest of them, was slain. He laments his death, hears the story of Lamderg and Gelchossa, and returns towards the place where he had left Swaran. Carril, who had been sent by Cuthullin to congratulate Fingal on his victory, comes in the mean time to Ossian. The conversation of the two poets closes the action of the fourth day.

On Cromla's resounding side Connal spoke to the chief of the noble car. Why that gloom, son of Semo? Our friends are the mighty in fight. Renowned art thou, O warrior! many were the deaths of thy steel. Often has Bragéla met, with blue-rolling eyes of joy: often has she met her hero returning in the midst of the valiant, when his sword was red with slaughter, when his foes were silent in the fields of the tomb. Pleasant to her ears were thy bards, when thy deeds, arose in song.

But behold the king of Morven! He moves, below, like a pillar of fire. His strength is like the stream of Lubar, or the wind of the echoing Cromla, when the branchy forests of night are torn from all their rocks. Happy are thy people, O Fingal! thine arm shall finish their wars. Thou art the first in their dangers: the wisest in the days of their peace. Thou speakest, and thy thousands obey: armies tremble at the sound of thy steel. Happy are thy people, O Fingal! king of resounding Selma. Who is that so dark and terrible coming in the thunder of his course? who but Starno's son, to meet the king of Morven? Behold the battle of the chiefs! it is the storm of the ocean, when two spirits meet far distant, and contend for the rolling of waves. The hunter hears the noise on his bill. He sees the high billows advancing to Ardven's shore.

Such were the words of Connal when the heroes met in fight. There was the clang of arms! there every blow, like the hundred hammers of the furnace! Terrible is the battle of the kings; dreadful the look of their eyes. Their dark-brown shields are cleft in twain. Their steel flies, broken, from their helms. They fling their weapons down. Each rushes to his hero's grasp; their sinewy arms bend round each other: they turn from side to side, and strain and stretch their large-spreading limbs below. But when the pride of their strength arose they shook the hill with their heels. Rocks tumble from their places on high; the green-headed bushes are overturned. At length the strength of Swaran fell; the king of the groves is bound. Thus have I seen on Cona; but Cona I behold no more! thus have I seen two dark hills removed from their place by the strength of their bursting stream. They turn from side to side in their fall; their tall oaks meet one another on high. Then they tumble together with all their rocks and trees. The streams are turned by their side. The red ruin is seen afar.

"Sons of distant Morven, "said Fingal, "guard the king of Lochlin. He is strong as his thousand waves. His hand is taught to war. His race is of the times of old. Gaul, thou first of my heroes; Ossian, king of songs attend. He is the friend of Agandecca; raise to joy his grief. But Oscar, Fillan, and Ryno, ye children of the race, pursue Lochlin over Lena, that no vessel may hereafter bound on the dark-rolling waves of Inistore."

They flew sudden across the heath. He slowly moved, like a cloud of thunder, when the sultry plain of summer is silent and dark. His sword is before him as a sunbeam; terrible as the streaming meteor of night. He came towards a chief of Lochlin. He spoke to the son of the wave. — "Who is that so dark and sad, at the rock of the roaring stream? He cannot bound over its course. How stately is the chief! His bossy shield is on his side; his spear like the tree f the desert. Youth of the dark-red hair, art thou of the foes of Fingal?"

"I am a son of Lochlin," he cries; "strong is my arm in war. My spouse is weeping at home. Orla shall never return!" "Or fights or yields the hero?" said Fingal of the noble deeds; "foes do not conquer in my presence: my friends are renowned in the hall. Son of the wave, follow me: partake the feast of my shells: pursue the deer of my desert: be thou the friend of Fingal." "No," said the hero: "I assist the feeble. My strength is with the weak in arms. My sword has been always unmatched, O warrior! let the king of Morven yield!" "I never yielded, Orla. Fingal never yielded to man. Draw thy sword, and choose thy foe. Many are my heroes!"

"Does then the king refuse the fight?" said Orla of the dark-brown shield. "Fingal is a match for Orla; and he alone of all his race! But, king of Morven, if I shall fall, as one time the warrior must die; raise my tomb in the midst: let it be the greatest on Lena. Send over the dark-blue wave, the sword of Orla to the spouse of his love, that she may show it to her son, with tears to kindle his soul to war." "Son of the mournful tale," said Fingal, "why dost thou awaken my tears! One day the warriors must die, and the children see their useless arms in the hall. But, Orla, thy tomb shall rise. Thy white-bosomed spouse shall weep over thy sword."

They fought on the heath of Lena. Feeble was the arm of Orla. The sword of Fingal descended, and cleft his shield in twain. It fell and glittered on the ground, as the moon on the ruffled stream. "King of Morven," said the hero, "lift thy sword and pierce my breast. Wounded and faint from battle, my friends have left me here. The mournful tale shall come to my love on the banks of the streamy Lota, when she is alone in the wood, and the rustling blast in the leaves!"

"No," said the king of Morven: "I will never wound thee, Orla. On the banks of Lota let her see thee, escaped from the hands of war. Let thy gray-haired father, who, perhaps, is blind with age, let him hear the sound of thy voice, and brighten within his hall. With joy let the hero rise, and search for the son with his hands!" "But never will he find him, Fingal," said the youth of the streamy Lota: "on Lena's heath I must die: foreign bards shall talk of me. My broad belt covers my wound of death. I give it to the wind!"

The dark blood poured from his side; he fell pale on the heath of Lena. Fingal bent over him as he died, and. called his younger chiefs. "Oscar and Fillan, my sons, raise high the memory of Orla. Here let the dark-haired hero rest, far from the spouse of his love. Here let him rest in his narrow house, far from the sound of Lota. The feeble will find his bow at home, but will not be able to bend it. His faithful dogs howl on his hills; his boars which he used to pursue, rejoice. Fallen is the arm of battle! the mighty among the valiant is low! Exalt the voice, and blow the horn, ye sons of the king of Morven! Let us go back to Swaran, to send the night away in song. Fillan, Oscar, and Ryno, fly over the heath of Lena. Where, Ryno, art thou, young son of fame? thou art not wont to be the last to answer thy father's voice!"

"Ryno," said Ullin, first of bards, "is with the awful forms of his fathers. With Trathal, king of shields; with Trenmor of mighty deeds. The youth is low, the youth is pale, he lies on Lena's heath!" "Fell the swiftest of the race," said the king, "the first to bend the bow? Thou scarce hast been known to me! Why did young Ryno fall? But sleep thou softly on Lena; Fingal shall soon behold thee. Soon shall my voice be heard no more, and my footsteps cease to be seen. The bards will tell of Fingal's name. The stones will talk of me. But, Ryno, thou art low, indeed: thou hast not received thy fame. Ullin, strike the harp for Ryno; tell what the chief would have been. Farewell, thou first in every field. No more shall I direct thy dart. Thou that hast been so fair! I behold thee not. Farewell." The tear is on the cheek of the king, for terrible was his son in war. His son that was like a beam of fire by night on a hill, when the forests sink down in its course, and the traveller trembles at the sound. But the winds drive it beyond the steep. It sinks from sight, and darkness prevails.

"Whose fame is in that dark-green tomb?" began the king of generous shells: "four stones with their heads of moss stand there. They mark the narrow house of death. Near it let Ryno rest. A neighbor to the brave let him lie. Some chief of fame is here, to fly with my son on clouds. O Ullin! raise the songs of old. Awake their memory in their tomb. If in the field they never fled, my son shall rest by their side. He shall rest, far distant from Morven, on Lena's resounding plains."

"Here," said the bard of song, "here rest the first of heroes. Silent is Lamderg in this place, dumb is Ullin, king of swords. And who, soft smiling from her cloud, shows me her face of love? Why, daughter, why so pale art thou, first of the maids of Cromla? Dost thou sleep with the foes in battle, white-bosomed daughter of Tuathal? Thou hast been the love of thousands, but Lamderg was thy love. He came to Tura's mossy towers, and striking his dark buckler, spoke: 'Where is Gelchossa, my love, the daughter of the noble Tuathal? I left her in the hall of Tura, when I fought with the great Ulfada. Return soon, O Lamderg! she said, for here I sit in grief. Her white breast rose with sighs. Her cheek was wet with tears. But I see her not coming to meet me to soothe my soul after war. Silent is the hull of my joy. I near not the voice of the bard. Bran does not shake his chains at the gate, glad at the coming of Lamderg. Where is Gelchossa, my love, the mild daughter of generous Tuathal?'

"'Lamderg,' says Ferchios, son of Aidon, 'Gelchossa moves stately on Cromla. She and the maids of the bow pursue the flying deer!' 'Ferchios!' replied the chief of Cromla, 'no noise meets the ear of Lamderg! No sound is in the woods of Lena. No deer fly in my sight. No panting dog pursues. I see not Gelchossa, my love, fair as the full moon setting on the hills.. Go, Ferchios, go to Allad, the gray-haired son of the rock. His dwelling is in the circle of stones He may know of the bright Gelchossa!'

"The son of Aidon went. He spoke to the ear of age. 'Allad, dweller of rocks, thou that tremblest alone, what saw thine eyes of age?' 'I saw,' answered Allad the old, 'Ullin the son of Cairbar. He came, in darkness, from Cromla. He hummed a surly song, like a blast in a leafless wood. He entered the hall of Tura. "Lamderg," he said, "most dreadful of men, fight or yield to Ullin." "Lamderg," replied Gelchossa, "the son of battle is not here. He fights Ulfada, mighty chief. He is not here, thou first of men! But Lamderg never yields. He will fight the son of Cairbar!" "Lovely thou," said terrible Ullin, "daughter of the generous Tuathal. I carry thee to Cairbar's halls. The valiant shall have Gelchossa. Three days I remain on Cromla, to wait that son of battle, Lamderg. On the fourth Gelchossa is mine, if the mighty Lamderg flies."'

"'Allad,' said the chief of Cromla, 'peace to thy dreams in the cave! Ferchios, sound the horn of Lamderg, that Ullin may hear in his halls.' Lamderg, like a roaring storm ascended the hill from Tura. He hummed a surly song as he went, like the noise of a falling stream. He darkly stood upon the hill, like a cloud varying its form to the wind. He rolled a stone, the sign of war. Ullin heard in Cairbar's hall. The hero heard, with joy, his foe. He took his father's spear. A smile brightens his dark-brown cheek, as he places his sword by his side. The dagger glittered in his hand, he whistled as he went.

"Gelchossa saw the silent chief, as a wreath of mist ascending the hill. She struck her white and heaving breast; and silent, tearful, feared for Lamderg. 'Cairbar, hoary chief of shells,' said the maid of the tender hand, 'I must bend the bow on Cromla. I see the dark-brown hinds.' She hasted up the hill. In vain the gloomy heroes fought. Why should I tell to Selma's king how wrathful heroes fight? Fierce Ullin fell. Young Lamderg came, all pale, to the daughter of generous Tuathal! 'What blood, my love;' she trembling said, 'what blood runs down my warrior's side?' ' It is Ullin's blood,' the chief replied, 'thou fairer than the snow! Gelchossa, let me rest here a little while.' The mighty Lamderg died! 'And sleepest thou so soon on earth, O chief of shady Tura?' Three days she mourned beside her love. The hunters found her cold. They raised this tomb above the three. Thy son, O king of Morven, may rest here with heroes!"

"And here my son shall rest," said Fingal. "The voice of their fame is in mine ears. Fillan and Fergus, bring hither Orla, the pale youth of the stream of Lota! not unequalled shall Ryno lie in earth, when Orla is by his side. Weep, ye daughters of Morven! ye maids of the streamy Lota, weep! Like a tree they grew on the hills. They have fallen like the oak of the desert, when it lies across a stream, and withers in the wind. Oscar, chief of every youth, thou seest how they have fallen. Be thou like them on earth renowned. Like them the song of bards. Terrible were their forms in battle; but calm was Ryno in the days of peace. He was like the bow of the shower seen far distant on the stream, when the sun is setting on Mora, when silence dwells on the hill of deer. Rest, youngest of my sons! rest, O Ryno! on Lena. We too shall be no more. Warriors one day must fall!"

Such was thy grief, thou king of swords, when Ryno lay on earth. What must the grief of Ossian be, for thou thyself art gone! I hear not thy distant voice on Cona. My eyes perceive thee not. Often forlorn and dark I sit at thy tomb, and feel it with my hands. When I think I hear thy voice, it is but the passing blast. Fingal has long since fallen asleep, the ruler of the war!

Then Gaul and Ossian sat with Swaran, on the soft green banks of Lubar. I touched the harp to please the king; but gloomy was his brow. He rolled his red eyes towards Lena. The hero mourned his host. I raised mine eyes to Cromla's brow. I saw the son of generous Semo. Sad and slow he retired from his hilt, towards the lonely cave of Tura. He saw Fingal victorious, and mixed his joy with grief. The sun is bright on his armor. Connal slowly strode behind. They sunk behind the hill, like two pillars of the fire of night, when winds pursue them over the mountain, and the flaming death resounds! Beside a stream of roaring foam his cave is in a rock. One tree bends above it. The rushing winds echo against its sides. Here rests the chief of Erin, the son of generous Semo. His thoughts are on the battles he lost. The tear is on his cheek. He mourned the departure of his fame, that fled like the mist of Cona. O Bragéla! thou art too far remote to cheer the soul of the hero. But let him see thy bright form in his mind, that his thoughts may return to the lonely sunbeam of his love!

Who comes with the locks of age? It is the son of songs. "Hail, Carril of other times! Thy voice is like the harp in the halls of Tura. Thy words are pleasant as the shower which falls on the sunny field. Carril of the times of old, why comest thou from the son of the generous Semo?"

"Ossian, king of swords," replied the bard, "thou best canst raise the song. Long hast thou been known to Carril, thou ruler of war! Often have I touched the harp to lovely Everallin. Thou too hast often joined my voice in Branno's hall of generous shells. And often, amidst our voices, was heard the mildest Everallin. One day she sung of Cormac's fall, the youth who died for her love. I saw the tears on her cheek, and on thine, thou chief of men. Her soul was touched for the unhappy, though she loved him not. How fair among a thousand maids was the daughter of generous Branno!"

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poem by James Macpherson
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