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Living in a tower, however secure it may feel, is hardly a social attribute.

quote by Dirk Bogarde
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Social Netowrking Of Robots

end of world war
end of world war 11
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end of worlds
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end of ww-ii
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end of wrold war 2
end of ww11

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poem by Rwetewrt Erwtwer
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Tower Of London

Let me take you to trafalgar square
Let me take you there
Every streets a fashion catwalk
Everyones debonair
Let me take you to piccadilly
Guess it leads somewhere
Tower over centuries, tower over london
Tower up and frankly Im amazed
Whats done cannot be undone, not here not in london
Whats done can never be erased
So, tower up! - its those little things
Make life interesting- tower of london!
Tower up! - wasting time
Yours and mine - tower of london!
Hip london! hip london!
Let me take you to st.jamess square
Let me groove you there
Diplomats get target practice
In the open air
Psychobillies scream blue murder
Then they hit mayfair
Tower over centuries, tower over london
Tower up and frankly Im amazed
Whats done cannot be undone, not here not in london
Whats done can never be erased
So, tower up! - its those little things
Make life interesting- tower of london!
Tower up! - wasting time
Precious time - tower of london!
Tower up! Ill meet you there
Ill be there - tower of london
New york! - dont make me laugh
Ive seen photographs - tower of london...

song performed by Abc
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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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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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The House Of Dust: Complete

I.

The sun goes down in a cold pale flare of light.
The trees grow dark: the shadows lean to the east:
And lights wink out through the windows, one by one.
A clamor of frosty sirens mourns at the night.
Pale slate-grey clouds whirl up from the sunken sun.

And the wandering one, the inquisitive dreamer of dreams,
The eternal asker of answers, stands in the street,
And lifts his palms for the first cold ghost of rain.
The purple lights leap down the hill before him.
The gorgeous night has begun again.

'I will ask them all, I will ask them all their dreams,
I will hold my light above them and seek their faces.
I will hear them whisper, invisible in their veins . . .'
The eternal asker of answers becomes as the darkness,
Or as a wind blown over a myriad forest,
Or as the numberless voices of long-drawn rains.

We hear him and take him among us, like a wind of music,
Like the ghost of a music we have somewhere heard;
We crowd through the streets in a dazzle of pallid lamplight,
We pour in a sinister wave, ascend a stair,
With laughter and cry, and word upon murmured word;
We flow, we descend, we turn . . . and the eternal dreamer
Moves among us like light, like evening air . . .

Good-night! Good-night! Good-night! We go our ways,
The rain runs over the pavement before our feet,
The cold rain falls, the rain sings.
We walk, we run, we ride. We turn our faces
To what the eternal evening brings.

Our hands are hot and raw with the stones we have laid,
We have built a tower of stone high into the sky,
We have built a city of towers.

Our hands are light, they are singing with emptiness.
Our souls are light; they have shaken a burden of hours . . .
What did we build it for? Was it all a dream? . . .
Ghostly above us in lamplight the towers gleam . . .
And after a while they will fall to dust and rain;
Or else we will tear them down with impatient hands;
And hew rock out of the earth, and build them again.

II.

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poem by Conrad Potter Aiken
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The Tower of the Dream

Part I
HOW wonderful are dreams! If they but be
As some have said, the thin disjoining shades
Of thoughts or feelings, long foregone or late,
All interweaving, set in ghostly act
And strange procession, fair, grotesque, or grim,
By mimic fancy; wonderful no less
Are they though this be true and wondrous more
Is she, who in the dark, and stript of sense,
Can wield such sovereignty—the Queen of Art!
For what a cunning painter is she then,
Who hurriedly embodying, from the waste
Of things memorial littering life’s dim floor,
The forms and features, manifold and quaint,
That crowd the timeless vistas of a dream,
Fails in no stroke, but breathes Pygmalion-like
A soul of motion into all her work;
And doth full oft in magic mood inspire
Her phantom creatures with more eloquent tones
Than ever broke upon a waking ear.

But are they more? True glimpses oft, though vague,
Over that far unnavigable sea
Of mystic being, where the impatient soul
Is sometimes wont to stray and roam at large?
No answer comes. Yet are they wonderful
However we may rank them in our lore,
And worthy some fond record are these dreams
That with so capable a wand can bring
Back to the faded heart the rosy flush
And sweetness of a long-fled love, or touch
The eyes of an old enmity with tears
Of a yet older friendship; or restore
A world-lost mate, or reunite in joy
The living and the dead!—can, when so wills
Their wand’s weird wielder, whatsoe’er it be,
Lift up the fallen—fallen however low!
Give youth unto the worn, enrich the poor;
Build in the future higher than the hope
Of power, when boldest, ever dared to soar;
Annul the bars of space, the dens of time,
Giving the rigid and cold-clanking chain
Which force, that grey iniquity, hath clenched
About its captive, to relent,—yea, stretch
Forth into fairy-land, or melt like wax
In that fierce life whose spirit lightens wide
Round freedom, seated on her mountain throne.

But not thus always are our dreams benign;
Oft are they miscreations—gloomier worlds,

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poem by Charles Harpur
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A Tower Name

The Lord’s name
Power name
A tower name
A strong name
And power-tower name

A strong tower, the name
A safe place, the name
Good in every situation, the name
Has unmatched power, the name
And a place of fortification, the name

When spiritually attacked, to the name run
When the past foibles clouds the mind, to the name run
When disappointed, to the name run
When failure cripples in, to the name run
And when tempted, to the name run

In the name, security
In the name, safety
In the name, peace
In the name, strong power
And in the name, a strong tower

A strong tower, strong refuge
A strong tower, stout defense
A strong tower, powerful protection
A strong tower, shield from the past
And a strong tower, enemy at bay to put

Whatever enemy offensive, call the name
Like Joseph, make a dash to the name
So portable, so wherever, the tower name
A refuge from doubt, selfishness, malice
And a shelter from slenderness, loneliness, envy and the like

So as the devil launches attack
A run to the tower name make
Call upon the power name
Stay in the power-tower
And watch him, sulking away

The Bible assures us: “The name of the Lord is a strong tower: the righteous runneth into it, and is safe” (Prov.18: 10, KJV) .

poem by Obed Akuma
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I Feel So Good

(willie broonzy)
All right, its your turn to give something back so lets hear a couple of chords. now where are ya ? come on!
I got a letter, it come to me by mail
My babys a-comin home, I hope that she wont fail
Because I feel so good, I feel so good
You know I feel so good, feel like ballin the jack
I drove into town to that old station, just to meet her old train
My baby said shes a-comin home I hope that she wont fail
Because I feel so good, I feel so good
You know I feel so good, feel like ballin the jack
Feel so good, I hope I always will
Feel just like I just got out of jail
Wherever Im ...
Because I feel so good, I feel so good.
You know I feel so good, feel like ballin the jack
All right, I can see you. lets have you. are you with me up there?
Are you with me? are you with me?
Feel so good, feel so good.
Oh I feel so good, ah yeah
I want you to uh, shout as loud as you can. cause were going to try and record this so youll know ...
I feel so good,
Feel so good
Feel so good
Feel so good
So nice, so nice
So nice, so nice
So nice, so nice
Hmm-mmm-mmm-mmm
Hmm-mmm-mmm-mmm
Hmm-mmm-mmm-mmm
Wo-wo-wo-wo
Wo-wo-wo-wo
Wo-wo-wo-wo
Woh I feel so good, oh yeah
Lets hear you.
Feel, feel, feel, feel, feel so good
Feel, feel, feel, feel, feel so good
Feel, feel, feel, feel, feel so good
Feel, feel, feel, feel so good
Feel, feel, feel, feel, feel so good
Feel, feel, feel, feel, feel so good
You know I feel so good
Feel like ballin the jack, hoo
You know I feel so good
Feel like ballin the jack
You know I feel so good
Ooh-hoo
Thanks for waking up for us ...

song performed by Rod Stewart
Added by Lucian Velea
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Shout & Shimmy

Do you feel alright? well do you feel alright children? do you feel alright?
Do you feel alright? well do you feel alright children? do you feel alright?
You know you make me want to shout shimmy, oh yeah you gonna shout shimmy,
You know you make me want to shout shimmy, oh yeah you gonna shout shimmy,
Oh yeah you gonna shout shimmy, oh yeah you gonna shout shimmy,
Oh yeah you gonna shout shimmy, oh yeah you gonna shout shimmy,
Oh yeah you know I walk up to the front, I try to do the flop,
Oh yeah you know I walk up to the front, I try to do the flop,
I walk up to the back, and I move on side to side,
I walk up to the back, and I move on side to side,
Then I stop, oh yeah and then I drop,
Then I stop, oh yeah and then I drop,
Oh yeah and then I drop, oh yeah and then I do a little thing ? ? ? ? ? ,
Oh yeah and then I drop, oh yeah and then I do a little thing ? ? ? ? ? ,
Do you feel alright? do you feel so good? do you feel so good?
Do you feel alright? do you feel so good? do you feel so good?
Do you feel alright? do you feel alright? tell me now, tell me now,
Do you feel alright? do you feel alright? tell me now, tell me now,
Do you feel alright? do you feel alright? everybody do you feel so good?
Do you feel alright? do you feel alright? everybody do you feel so good?
You know I feel alright, you know you make me want to shout shimmy,
You know I feel alright, you know you make me want to shout shimmy,
Oh yeah you gonna shout shimmy, oh yeah you gonna shout shimmy,
Oh yeah you gonna shout shimmy, oh yeah you gonna shout shimmy,
Oh yeah you gonna shout a little bit soft, shout a little bit quieter,
Oh yeah you gonna shout a little bit soft, shout a little bit quieter,
Shout a little bit soft, come on soft, shout a little bit soft,
Shout a little bit soft, come on soft, shout a little bit soft,
A little bit soft, cool down, cool down, come on, cool it down,
A little bit soft, cool down, cool down, come on, cool it down,
I feel so good, I feel alright, drum on, drum on, drum on drummer,
I feel so good, I feel alright, drum on, drum on, drum on drummer,
Everybody everybody everybody clap your hands, come on clap your hands,
Everybody everybody everybody clap your hands, come on clap your hands,
Clap your hands, a little bit harder, a little bit louder,
Clap your hands, a little bit harder, a little bit louder,
A little bit harder, a little bit louder, a little bit louder,
A little bit harder, a little bit louder, a little bit louder,
Come on and shout, everybody, come on and shout, come on and shout baby,
Come on and shout, everybody, come on and shout, come on and shout baby,
Come on and shout baby, do you feel alright? do I feel so good?
Come on and shout baby, do you feel alright? do I feel so good?
Do you feel alright? do I feel so good? call a doctor, call a doctor,
Do you feel alright? do I feel so good? call a doctor, call a doctor,
Do you feel alright? do you feel alright? do you feel alright?
Do you feel alright? do you feel alright? do you feel alright?
Do you feel alright? do you feel alright?
Do you feel alright? do you feel alright?
You know I feel so good Im gonna shout and shimmy all night,
You know I feel so good Im gonna shout and shimmy all night,

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song performed by Who
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Third Book

'TO-DAY thou girdest up thy loins thyself,
And goest where thou wouldest: presently
Others shall gird thee,' said the Lord, 'to go
Where thou would'st not.' He spoke to Peter thus,
To signify the death which he should die
When crucified head downwards.
If He spoke
To Peter then, He speaks to us the same;
The word suits many different martyrdoms,
And signifies a multiform of death,
Although we scarcely die apostles, we,
And have mislaid the keys of heaven and earth.

For tis not in mere death that men die most;
And, after our first girding of the loins
In youth's fine linen and fair broidery,
To run up hill and meet the rising sun,
We are apt to sit tired, patient as a fool,
While others gird us with the violent bands
Of social figments, feints, and formalisms,
Reversing our straight nature, lifting up
Our base needs, keeping down our lofty thoughts,
Head downward on the cross-sticks of the world.
Yet He can pluck us from the shameful cross.
God, set our feet low and our forehead high,
And show us how a man was made to walk!

Leave the lamp, Susan, and go up to bed.
The room does very well; I have to write
Beyond the stroke of midnight. Get away;
Your steps, for ever buzzing in the room,
Tease me like gnats. Ah, letters! throw them down
At once, as I must have them, to be sure,
Whether I bid you never bring me such
At such an hour, or bid you. No excuse.
You choose to bring them, as I choose perhaps
To throw them in the fire. Now, get to bed,
And dream, if possible, I am not cross.

Why what a pettish, petty thing I grow,–
A mere, mere woman,–a mere flaccid nerve,-
A kerchief left out all night in the rain,
Turned soft so,–overtasked and overstrained
And overlived in this close London life!
And yet I should be stronger.
Never burn
Your letters, poor Aurora! for they stare
With red seals from the table, saying each,
'Here's something that you know not.' Out alas,
'Tis scarcely that the world's more good and wise

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poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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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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Feel U Up

{b-side of partyman}
Ive been diggin u 4 such a long time
U dont even know that Im alive
Something bout the way u walk just really blows my mind
Sorry but Im sick of all this jive
Ok?
Let me touch your body baby
Let me feel u up
Come on baby, come on
Let me feel u up
Let me touch your body baby
Let me feel u up
Come on baby, come on
Let me feel u up
Something bout your body baby really get me hot
Im sweating girl and its all because of u
I dont want your credit cards or anything u got
Feel u up is all I wanna do
What do u say?
Let me touch your body baby
Let me feel u up
Come on baby, come on
Let me feel u up
Let me touch your body baby
Let me feel u up
Come on baby, come on
Let me feel u up
I aint looking 4 a 1 night stand
I only wanna feel u up
I dont really wanna be your man
I only wanna feel u up
Physical attraction babe
Its what its all about
Hot and cold reaction
Feel u up
Turn u out
Come on baby, come on
Let me feel u up
Come on baby, come on
Let me feel u up
Whats the verdict? I dont like suspense
How can u resist my burning touch?
Something bout the way u walk just really blows my mind
I never wanted anything so much
Ok?
Let me touch your body baby
Let me feel u up
Come on baby, come on
Let me feel u up
Let me touch your body baby

[...] Read more

song performed by Prince
Added by Lucian Velea
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Bad Dream

Im living in a bad dream.
Theyre supposed to be here by now.
What the hell is taking them so long?
I parked the car just like they said.
Now, Im sitting, waiting for a bullet in my head.
Im living in a bad dream.
Im living in a bad dream.
Im living in a bad dream gone bad.
Im living in a bad dream.
Im living in a bad dream
Im living in a bad dream thats sad.
Im supposed to be feeling better by now.
What the hell is taking me so long?
I hit the hay just like they said.
Now, Im sitting, waiting for a bell in my head.
Im living in a bad dream.
Im living in a bad dream.
Im living in a bad dream gone bad.
Im living in a bad dream.
Im living in a bad dream
Im living in a bad dream thats sad.
On a curve, lost control.
On a cliff, lost control.
This is not happening to me.
I say so.
Im supposed to be a better person by now.
What the hell is taking me so long?
Dying saviors off sum cross.
Now, Im hoping and Im praying that theyll nullify my losses.
Im living in a bad dream.
Im living in a bad dream.
Im living in a bad dream gone bad.
Im living in a bad dream.
Im living in a bad dream
Im living in a bad dream thats sad.
Im living in a bad dream.
Im living in a bad dream.
Im living in a bad dream gone bad.
Im living in a bad dream.
Im living in a bad dream
Im living in a bad dream thats sad.
Im living in a bad dream.
Gordon gano: vocals, guitar
Brian ritchie: acoustic bass guitar, vocals, autoharp
Guy hoffman: drums, vocals
David vartanian: electric piano
Produced by brian ritchie and gordon gano
Recorded and mixed by david vartanian at dvs perversion room, milwaukee, wi
gorno music reprinted with permission

song performed by Violent Femmes
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Canto the Second

I.

Come, blue-eyed maid of heaven! - but thou, alas,
Didst never yet one mortal song inspire -
Goddess of Wisdom! here thy temple was,
And is, despite of war and wasting fire,
And years, that bade thy worship to expire:
But worse than steel, and flame, and ages slow,
Is the drear sceptre and dominion dire
Of men who never felt the sacred glow
That thoughts of thee and thine on polished breasts bestow.

II.

Ancient of days! august Athena! where,
Where are thy men of might, thy grand in soul?
Gone - glimmering through the dream of things that were:
First in the race that led to Glory’s goal,
They won, and passed away - is this the whole?
A schoolboy’s tale, the wonder of an hour!
The warrior’s weapon and the sophist’s stole
Are sought in vain, and o’er each mouldering tower,
Dim with the mist of years, grey flits the shade of power.

III.

Son of the morning, rise! approach you here!
Come - but molest not yon defenceless urn!
Look on this spot - a nation’s sepulchre!
Abode of gods, whose shrines no longer burn.
E’en gods must yield - religions take their turn:
’Twas Jove’s - ’tis Mahomet’s; and other creeds
Will rise with other years, till man shall learn
Vainly his incense soars, his victim bleeds;
Poor child of Doubt and Death, whose hope is built on reeds.

IV.

Bound to the earth, he lifts his eyes to heaven -
Is’t not enough, unhappy thing, to know
Thou art? Is this a boon so kindly given,
That being, thou wouldst be again, and go,
Thou know’st not, reck’st not to what region, so
On earth no more, but mingled with the skies!
Still wilt thou dream on future joy and woe?
Regard and weigh yon dust before it flies:
That little urn saith more than thousand homilies.

V.

[...] Read more

poem by Byron from Childe Harold's Pilgrimage (1818)
Added by Veronica Serbanoiu
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Childe Harold's Pilgrimage: A Romaunt. Canto II.

I.
Come, blue-eyed maid of heaven!-but thou, alas!
Didst never yet one mortal song inspire-
Goddess of Wisdom! here thy temple was,
And is, despite of war and wasting fire,
And years, that bade thy worship to expire:
But worse than steel, and flame, and ages slow,
Is the dread sceptre and dominion dire
Of men who never felt the sacred glow
That thoughts of thee and thine on polish'd breasts bestow.

II.
Ancient of days! august Athena! where,
Where are thy men of might? thy grand in soul?
Gone-glimmering through the dream of things that were:
First in the race that led to Glory's goal,
They won, and pass'd away-is this the whole?
A school-boy's tale, the wonder of an hour!
The warrior's weapon and the sophist's stole
Are sought in vain, and o'er each mouldering tower,
Dim with the mist of years, grey flits the shade of power.

III.
Son of the morning, rise! approach you here!
Come-but molest not yon defenceless urn:
Look on this spot-a nation's sepulchre!
Abode of gods, whose shrines no longer burn.
Even gods must yield-religions take their turn:
'Twas Jove's--2tis Mahomet's-and other creeds
Will rise with other years, till man shall learn
Vainly his incense soars, his victim bleeds;
Poor child of Doubt and Death, whose hope is built on reeds.

IV.
Bound to the earth, he lifts his eye to heaven-
Is't not enough, unhappy thing! to know
Thou art? Is this a boon so kindly given,
That being, thou wouldst be again, and go,
Thou know'st not, reck'st not to what region, so
On earth no more, but mingled with the skies?
Still wilt thou dream on future joy and woe?
Regard and weigh yon dust before it flies:
That little urn saith more than thousand homilies.

V.
Or burst the vanish'd Hero's lofty mound;
Far on the solitary shore he sleeps:
He fell, and falling nations mourn'd around;
But now not one of saddening thousands weeps,
Nor warlike-worshipper his vigil keeps

[...] Read more

poem by Byron
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Absalom and Achitophel

In pious times, e'er Priest-craft did begin,
Before Polygamy was made a sin;
When man, on many, multiply'd his kind,
E'r one to one was, cursedly, confind:
When Nature prompted, and no law deny'd
Promiscuous use of Concubine and Bride;
Then, Israel's monarch, after Heaven's own heart,
His vigorous warmth did, variously, impart
To Wives and Slaves; And, wide as his Command,
Scatter'd his Maker's Image through the Land.
Michal, of Royal blood, the Crown did wear,
A Soyl ungratefull to the Tiller's care;
Not so the rest; for several Mothers bore
To Godlike David, several Sons before.
But since like slaves his bed they did ascend,
No True Succession could their seed attend.
Of all this Numerous Progeny was none
So Beautifull, so brave as Absalon:
Whether, inspir'd by some diviner Lust,
His father got him with a greater Gust;
Or that his Conscious destiny made way
By manly beauty to Imperiall sway.
Early in Foreign fields he won Renown,
With Kings and States ally'd to Israel's Crown
In Peace the thoughts of War he could remove,
And seem'd as he were only born for love.
What e'er he did was done with so much ease,
In him alone, 'twas Natural to please.
His motions all accompanied with grace;
And Paradise was open'd in his face.
With secret Joy, indulgent David view'd
His Youthfull Image in his Son renew'd:
To all his wishes Nothing he deny'd,
And made the Charming Annabel his Bride.
What faults he had (for who from faults is free?)
His Father could not, or he would not see.
Some warm excesses, which the Law forbore,
Were constru'd Youth that purg'd by boyling o'r:
And Amnon's Murther, by a specious Name,
Was call'd a Just Revenge for injur'd Fame.
Thus Prais'd, and Lov'd, the Noble Youth remain'd,
While David, undisturb'd, in Sion raign'd.
But Life can never be sincerely blest:
Heaven punishes the bad, and proves the best.
The Jews, a Headstrong, Moody, Murmuring race,
As ever try'd th' extent and stretch of grace;
God's pamper'd people whom, debauch'd with ease,
No King could govern, nor no God could please;
(Gods they had tri'd of every shape and size
That Gods-smiths could produce, or Priests devise.)

[...] Read more

poem by John Dryden
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The Bride of Abydos

"Had we never loved so kindly,
Had we never loved so blindly,
Never met or never parted,
We had ne'er been broken-hearted." — Burns

TO
THE RIGHT HONOURABLE LORD HOLLAND,
THIS TALE IS INSCRIBED,
WITH EVERY SENTIMENT OF REGARD AND RESPECT,
BY HIS GRATEFULLY OBLIGED AND SINCERE FRIEND,

BYRON.

THE BRIDE OF ABYDOS

CANTO THE FIRST.

I.

Know ye the land where cypress and myrtle
Are emblems of deeds that are done in their clime,
Where the rage of the vulture, the love of the turtle,
Now melt into sorrow, now madden to crime?
Know ye the land of the cedar and vine,
Where the flowers ever blossom, the beams ever shine;
Where the light wings of Zephyr, oppress'd with perfume,
Wax faint o'er the gardens of Gúl in her bloom; [1]
Where the citron and olive are fairest of fruit,
And the voice of the nightingale never is mute;
Where the tints of the earth, and the hues of the sky,
In colour though varied, in beauty may vie,
And the purple of Ocean is deepest in dye;
Where the virgins are soft as the roses they twine,
And all, save the spirit of man, is divine?
'Tis the clime of the East; 'tis the land of the Sun —
Can he smile on such deeds as his children have done? [2]
Oh! wild as the accents of lovers' farewell
Are the hearts which they bear, and the tales which they tell.

II.

Begirt with many a gallant slave,
Apparell'd as becomes the brave,
Awaiting each his lord's behest
To guide his steps, or guard his rest,

[...] Read more

poem by Byron
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Idylls of the King: The Last Tournament (excerpt)

Dagonet, the fool, whom Gawain in his mood
Had made mock-knight of Arthur's Table Round,
At Camelot, high above the yellowing woods,
Danced like a wither'd leaf before the hall.
And toward him from the hall, with harp in hand,
And from the crown thereof a carcanet
Of ruby swaying to and fro, the prize
Of Tristram in the jousts of yesterday,
Came Tristram, saying, "Why skip ye so, Sir Fool?"

For Arthur and Sir Lancelot riding once
Far down beneath a winding wall of rock
Heard a child wail. A stump of oak half-dead.
From roots like some black coil of carven snakes,
Clutch'd at the crag, and started thro' mid air
Bearing an eagle's nest: and thro' the tree
Rush'd ever a rainy wind, and thro' the wind
Pierced ever a child's cry: and crag and tree
Scaling, Sir Lancelot from the perilous nest,
This ruby necklace thrice around her neck,
And all unscarr'd from beak or talon, brought
A maiden babe; which Arthur pitying took,
Then gave it to his Queen to rear: the Queen
But coldly acquiescing, in her white arms
Received, and after loved it tenderly,
And named it Nestling; so forgot herself
A moment, and her cares; till that young life
Being smitten in mid heaven with mortal cold
Past from her; and in time the carcanet
Vext her with plaintive memories of the child:
So she, delivering it to Arthur, said,
"Take thou the jewels of this dead innocence,
And make them, an thou wilt, a tourney-prize."

To whom the King, "Peace to thine eagle-borne
Dead nestling, and this honour after death,
Following thy will! but, O my Queen, I muse
Why ye not wear on arm, or neck, or zone
Those diamonds that I rescued from the tarn,
And Lancelot won, methought, for thee to wear."

"Would rather you had let them fall," she cried,
"Plunge and be lost--ill-fated as they were,
A bitterness to me!--ye look amazed,
Not knowing they were lost as soon as given--
Slid from my hands, when I was leaning out
Above the river--that unhappy child
Past in her barge: but rosier luck will go
With these rich jewels, seeing that they came
Not from the skeleton of a brother-slayer,

[...] Read more

poem by Alfred Lord Tennyson
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The Last Tournament

Dagonet, the fool, whom Gawain in his mood
Had made mock-knight of Arthur's Table Round,
At Camelot, high above the yellowing woods,
Danced like a withered leaf before the hall.
And toward him from the hall, with harp in hand,
And from the crown thereof a carcanet
Of ruby swaying to and fro, the prize
Of Tristram in the jousts of yesterday,
Came Tristram, saying, `Why skip ye so, Sir Fool?'

For Arthur and Sir Lancelot riding once
Far down beneath a winding wall of rock
Heard a child wail. A stump of oak half-dead,
From roots like some black coil of carven snakes,
Clutched at the crag, and started through mid air
Bearing an eagle's nest: and through the tree
Rushed ever a rainy wind, and through the wind
Pierced ever a child's cry: and crag and tree
Scaling, Sir Lancelot from the perilous nest,
This ruby necklace thrice around her neck,
And all unscarred from beak or talon, brought
A maiden babe; which Arthur pitying took,
Then gave it to his Queen to rear: the Queen
But coldly acquiescing, in her white arms
Received, and after loved it tenderly,
And named it Nestling; so forgot herself
A moment, and her cares; till that young life
Being smitten in mid heaven with mortal cold
Past from her; and in time the carcanet
Vext her with plaintive memories of the child:
So she, delivering it to Arthur, said,
`Take thou the jewels of this dead innocence,
And make them, an thou wilt, a tourney-prize.'

To whom the King, `Peace to thine eagle-borne
Dead nestling, and this honour after death,
Following thy will! but, O my Queen, I muse
Why ye not wear on arm, or neck, or zone
Those diamonds that I rescued from the tarn,
And Lancelot won, methought, for thee to wear.'

`Would rather you had let them fall,' she cried,
`Plunge and be lost-ill-fated as they were,
A bitterness to me!-ye look amazed,
Not knowing they were lost as soon as given-
Slid from my hands, when I was leaning out
Above the river-that unhappy child
Past in her barge: but rosier luck will go
With these rich jewels, seeing that they came
Not from the skeleton of a brother-slayer,

[...] Read more

poem by Alfred Lord Tennyson
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Lara. A Tale

The Serfs are glad through Lara's wide domain,
And slavery half forgets her feudal chain;
He, their unhoped, but unforgotten lord--
The long self-exiled chieftain is restored:
There be bright faces in the busy hall,
Bowls on the board, and banners on the wall;
Far chequering o'er the pictured window, plays
The unwonted fagots' hospitable blaze;
And gay retainers gather round the hearth,
With tongues all loudness, and with eyes all mirth.

II.
The chief of Lara is return'd again:
And why had Lara cross'd the bounding main?
Left by his sire, too young such loss to know,
Lord of himself;--that heritage of woe,
That fearful empire which the human breast
But holds to rob the heart within of rest!--
With none to check, and few to point in time
The thousand paths that slope the way to crime;
Then, when he most required commandment, then
Had Lara's daring boyhood govern'd men.
It skills not, boots not, step by step to trace
His youth through all the mazes of its race;
Short was the course his restlessness had run,
But long enough to leave him half undone.

III.
And Lara left in youth his fatherland;
But from the hour he waved his parting hand
Each trace wax'd fainter of his course, till all
Had nearly ceased his memory to recall.
His sire was dust, his vassals could declare,
'Twas all they knew, that Lara was not there;
Nor sent, nor came he, till conjecture grew
Cold in the many, anxious in the few.
His hall scarce echoes with his wonted name,
His portrait darkens in its fading frame,
Another chief consoled his destined bride,
The young forgot him, and the old had died;
'Yet doth he live!' exclaims the impatient heir,
And sighs for sables which he must not wear.
A hundred scutcheons deck with gloomy grace
The Laras' last and longest dwelling-place;
But one is absent from the mouldering file,
That now were welcome to that Gothic pile.

IV.
He comes at last in sudden loneliness,
And whence they know not, why they need not guess;

[...] Read more

poem by Byron
Added by Poetry Lover
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