Citatepedia^®.com

Howard At Atlanta

RIGHT in the track where Sherman
Ploughed his red furrow,
Out of the narrow cabin,
Up from the cellar's burrow,
Gathered the little black people,
With freedom newly dowered,
Where, beside their Northern teacher,
Stood the soldier, Howard.
He listened and heard the children
Of the poor and long-enslavëd
Reading the words of Jesus,
Singing the songs of David.
Behold! —the dumb lips speaking,
The blind eyes seeing!
Bones of the Prophet's vision
Warmed into being!
Transformed he saw them passing
Their new life's portal!
Almost it seemed the mortal
Put on the immortal.
No more with the beasts of burden,
No more with stone and clod,
But crowned with glory and honor
In the image of God!
There was the human chattel
Its manhood taking;
There, in each dark, brown statue,
A soul was waking!
The man of many battles,
With tears his eyelids pressing,
Stretched over those dusky foreheads
His one-armed blessing.
And he said: 'Who hears can never
Fear for or doubt you;
What shall I tell the children
Up North about you?'
Then ran round a whisper, a murmur,
Some answer devising;
And a little boy stood up: 'General,
Tell'em we're rising!'
O black boy of Atlanta!
But half was spoken:
The slave's chain and the master's
Alike are broken.
The one curse of the races
Held both in tether:
They are rising, — all are rising,
The black and white together!
O brave men and fair women!
Ill comes of hate and scorning:

[...] Read more

poem by John Greenleaf Whittier
Added by Poetry Lover
Comment! | Vote! | Copy!

Give Your Heart To The Hawks

1 he apples hung until a wind at the equinox,

That heaped the beach with black weed, filled the dry grass

Under the old trees with rosy fruit.

In the morning Fayne Fraser gathered the sound ones into a

basket,

The bruised ones into a pan. One place they lay so thickly
She knelt to reach them.

Her husband's brother passing
Along the broken fence of the stubble-field,
His quick brown eyes took in one moving glance
A little gopher-snake at his feet flowing through the stubble
To gain the fence, and Fayne crouched after apples
With her mop of red hair like a glowing coal
Against the shadow in the garden. The small shapely reptile
Flowed into a thicket of dead thistle-stalks
Around a fence-post, but its tail was not hidden.
The young man drew it all out, and as the coil
Whipped over his wrist, smiled at it; he stepped carefully
Across the sag of the wire. When Fayne looked up
His hand was hidden; she looked over her shoulder
And twitched her sunburnt lips from small white teeth
To answer the spark of malice in his eyes, but turned
To the apples, intent again. Michael looked down
At her white neck, rarely touched by the sun,
But now the cinnabar-colored hair fell off from it;
And her shoulders in the light-blue shirt, and long legs like a boy's
Bare-ankled in blue-jean trousers, the country wear;
He stooped quietly and slipped the small cool snake
Up the blue-denim leg. Fayne screamed and writhed,
Clutching her thigh. 'Michael, you beast.' She stood up
And stroked her leg, with little sharp cries, the slender invader
Fell down her ankle.

Fayne snatched for it and missed;

Michael stood by rejoicing, his rather small

Finely cut features in a dance of delight;

Fayne with one sweep flung at his face

All the bruised and half-spoiled apples in the pan,

[...] Read more

poem by Robinson Jeffers
Added by Poetry Lover
Comment! | Vote! | Copy!

Evangeline: A Tale of Acadie

This is the forest primeval. The murmuring pines and the hemlocks,
Bearded with moss, and in garments green, indistinct in the twilight,
Stand like Druids of eld, with voices sad and prophetic,
Stand like harpers hoar, with beards that rest on their bosoms.
Loud from its rocky caverns, the deep-voiced neighboring ocean
Speaks, and in accents disconsolate answers the wail of the forest.

This is the forest primeval; but where are the hearts that beneath it
Leaped like the roe, when he hears in the woodland the voice of the huntsman
Where is the thatch-roofed village, the home of Acadian farmers,--
Men whose lives glided on like rivers that water the woodlands,
Darkened by shadows of earth, but reflecting an image of heaven?
Waste are those pleasant farms, and the farmers forever departed!
Scattered like dust and leaves, when the mighty blasts of October
Seize them, and whirl them aloft, and sprinkle them far o'er the ocean
Naught but tradition remains of the beautiful village of Grand-Pre.

Ye who believe in affection that hopes, and endures, and is patient,
Ye who believe in the beauty and strength of woman's devotion,
List to the mournful tradition still sung by the pines of the forest;
List to a Tale of Love in Acadie, home of the happy.

PART THE FIRST

I

In the Acadian land, on the shores of the Basin of Minas,
Distant, secluded, still, the little village of Grand-Pre
Lay in the fruitful valley. Vast meadows stretched to the eastward,
Giving the village its name, and pasture to flocks without number.
Dikes, that the hands of the farmers had raised with labor incessant,
Shut out the turbulent tides; but at stated seasons the flood-gates
Opened, and welcomed the sea to wander at will o'er the meadows.
West and south there were fields of flax, and orchards and cornfields
Spreading afar and unfenced o'er the plain; and away to the northward
Blomidon rose, and the forests old, and aloft on the mountains
Sea-fogs pitched their tents, and mists from the mighty Atlantic
Looked on the happy valley, but ne'er from their station descended
There, in the midst of its farms, reposed the Acadian village.
Strongly built were the houses, with frames of oak and of hemlock,
Such as the peasants of Normandy built in the reign of the Henries.
Thatched were the roofs, with dormer-windows; and gables projecting
Over the basement below protected and shaded the doorway.
There in the tranquil evenings of summer, when brightly the sunset
Lighted the village street and gilded the vanes on the chimneys,
Matrons and maidens sat in snow-white caps and in kirtles
Scarlet and blue and green, with distaffs spinning the golden
Flax for the gossiping looms, whose noisy shuttles within doors

[...] Read more

poem by Henry Wadsworth Longfellow
Added by Poetry Lover
Comment! | Vote! | Copy!

The King of the Vasse

A LEGEND OF THE BUSH.

MY tale which I have brought is of a time
Ere that fair Southern land was stained with crime,
Brought thitherward in reeking ships and cast
Like blight upon the coast, or like a blast
From angry levin on a fair young tree,
That stands thenceforth a piteous sight to see.
So lives this land to-day beneath the sun,—
A weltering plague-spot, where the hot tears run,
And hearts to ashes turn, and souls are dried
Like empty kilns where hopes have parched and died.
Woe's cloak is round her,—she the fairest shore
In all the Southern Ocean o'er and o'er.
Poor Cinderella! she must bide her woe,
Because an elder sister wills it so.
Ah! could that sister see the future day
When her own wealth and strength are shorn away,
A.nd she, lone mother then, puts forth her hand
To rest on kindred blood in that far land;
Could she but see that kin deny her claim
Because of nothing owing her but shame,—
Then might she learn 'tis building but to fall,
If carted rubble be the basement-wall.

But this my tale, if tale it be, begins
Before the young land saw the old land's sins
Sail up the orient ocean, like a cloud
Far-blown, and widening as it neared,—a shroud
Fate-sent to wrap the bier of all things pure,
And mark the leper-land while stains endure.
In the far days, the few who sought the West
Were men all guileless, in adventurous quest
Of lands to feed their flocks and raise their grain,
And help them live their lives with less of pain
Than crowded Europe lets her children know.
From their old homesteads did they seaward go,
As if in Nature's order men must flee
As flow the streams,—from inlands to the sea.

In that far time, from out a Northern land,
With home-ties severed, went a numerous band
Of men and wives and children, white-haired folk:
Whose humble hope of rest at home had broke,
As year was piled on year, and still their toil
Had wrung poor fee from -Sweden's rugged soil.
One day there gathered from the neighboring steads,
In Jacob Eibsen's, five strong household heads,—
Five men large-limbed and sinewed, Jacob's sons,

[...] Read more

poem by John Boyle O'Reilly
Added by Poetry Lover
Comment! | Vote! | Copy!

Universal Freedom Is......

Freedom from hunger and freedom from pain
freedom from loss and so freedom from gain.
Freedom to give and freedom to share
freedom from want and that of despair.

Freedom to think and freedom to know
freedom to achieve and freedom to grow.
Freedom from bondage and freedom of liberation
freedom from ignorance and any unknown situation.

Freedom to come and freedom to leave
freedom to stay and freedom to conceive.
Freedom from struggle and freedom of ease
freedom to enjoy and the capacity to please.

Freedom from failure and freedom of success
freedom from denial and freedom of access.
Freedom from illusion and freedom of reality
freedom to become what we are in actuality.

Freedom to live and freedom to die
freedom to laugh and freedom to cry.
Freedom to speak and freedom to listen
freedom to act based on a wise decision.

Freedom from hate and freedom of love
freedom of below and freedom of above.
Freedom of the past and freedom of the present
freedom of the future and what it can represent.

Freedom from war and freedom of peace
freedom to begin and freedom to cease.
Freedom from sickness and freedom of health
freedom from poverty and mishandled wealth.

Freedom from wrong and freedom being right
freedom of the day and freedom of the night.
Freedom to choose and freedom to reject
freedom to imagine what there is to expect.

Freedom from lust and freedom from greed
freedom from anger and freedom from breed.
Freedom from jealousy and freedom from pride
freedom from within and freedom from outside.
Freedom of always not having anything to hide.

Freedom from space and also freedom from time
freedom from attachment and freedom from crime
Freedom to work and freedom to play
freedom to believe and freedom to pray.

[...] Read more

poem by George Krokos
Added by Poetry Lover
Comment! | Vote! | Copy!

Thurso’s Landing

I
The coast-road was being straightened and repaired again,
A group of men labored at the steep curve
Where it falls from the north to Mill Creek. They scattered and hid
Behind cut banks, except one blond young man
Who stooped over the rock and strolled away smiling
As if he shared a secret joke with the dynamite;
It waited until he had passed back of a boulder,
Then split its rock cage; a yellowish torrent
Of fragments rose up the air and the echoes bumped
From mountain to mountain. The men returned slowly
And took up their dropped tools, while a banner of dust
Waved over the gorge on the northwest wind, very high
Above the heads of the forest.
Some distance west of the road,
On the promontory above the triangle
Of glittering ocean that fills the gorge-mouth,
A woman and a lame man from the farm below
Had been watching, and turned to go down the hill. The young
woman looked back,
Widening her violet eyes under the shade of her hand. 'I think
they'll blast again in a minute.'
And the man: 'I wish they'd let the poor old road be. I don't
like improvements.' 'Why not?' 'They bring in the world;
We're well without it.' His lameness gave him some look of age
but he was young too; tall and thin-faced,
With a high wavering nose. 'Isn't he amusing,' she said, 'that
boy Rick Armstrong, the dynamite man,
How slowly he walks away after he lights the fuse. He loves to
show off. Reave likes him, too,'
She added; and they clambered down the path in the rock-face,
little dark specks
Between the great headland rock and the bright blue sea.

II
The road-workers had made their camp
North of this headland, where the sea-cliff was broken down and
sloped to a cove. The violet-eyed woman's husband,
Reave Thurso, rode down the slope to the camp in the gorgeous
autumn sundown, his hired man Johnny Luna
Riding behind him. The road-men had just quit work and four
or five were bathing in the purple surf-edge,
The others talked by the tents; blue smoke fragrant with food
and oak-wood drifted from the cabin stove-pipe
And slowly went fainting up the vast hill.
Thurso drew rein by
a group of men at a tent door
And frowned at them without speaking, square-shouldered and
heavy-jawed, too heavy with strength for so young a man,
He chose one of the men with his eyes. 'You're Danny Woodruff,

[...] Read more

poem by Robinson Jeffers
Added by Poetry Lover
Comment! | Vote! | Copy!

The Ballad of the White Horse

DEDICATION

Of great limbs gone to chaos,
A great face turned to night--
Why bend above a shapeless shroud
Seeking in such archaic cloud
Sight of strong lords and light?

Where seven sunken Englands
Lie buried one by one,
Why should one idle spade, I wonder,
Shake up the dust of thanes like thunder
To smoke and choke the sun?

In cloud of clay so cast to heaven
What shape shall man discern?
These lords may light the mystery
Of mastery or victory,
And these ride high in history,
But these shall not return.

Gored on the Norman gonfalon
The Golden Dragon died:
We shall not wake with ballad strings
The good time of the smaller things,
We shall not see the holy kings
Ride down by Severn side.

Stiff, strange, and quaintly coloured
As the broidery of Bayeux
The England of that dawn remains,
And this of Alfred and the Danes
Seems like the tales a whole tribe feigns
Too English to be true.

Of a good king on an island
That ruled once on a time;
And as he walked by an apple tree
There came green devils out of the sea
With sea-plants trailing heavily
And tracks of opal slime.

Yet Alfred is no fairy tale;
His days as our days ran,
He also looked forth for an hour
On peopled plains and skies that lower,
From those few windows in the tower
That is the head of a man.

But who shall look from Alfred's hood

[...] Read more

poem by Gilbert Keith Chesterton
Added by Poetry Lover
Comment! | Vote! | Copy!

The Tower Beyond Tragedy

I
You'd never have thought the Queen was Helen's sister- Troy's
burning-flower from Sparta, the beautiful sea-flower
Cut in clear stone, crowned with the fragrant golden mane, she
the ageless, the uncontaminable-
This Clytemnestra was her sister, low-statured, fierce-lipped, not
dark nor blonde, greenish-gray-eyed,
Sinewed with strength, you saw, under the purple folds of the
queen-cloak, but craftier than queenly,
Standing between the gilded wooden porch-pillars, great steps of
stone above the steep street,
Awaiting the King.
Most of his men were quartered on the town;
he, clanking bronze, with fifty
And certain captives, came to the stair. The Queen's men were
a hundred in the street and a hundred
Lining the ramp, eighty on the great flags of the porch; she
raising her white arms the spear-butts
Thundered on the stone, and the shields clashed; eight shining
clarions
Let fly from the wide window over the entrance the wildbirds of
their metal throats, air-cleaving
Over the King come home. He raised his thick burnt-colored
beard and smiled; then Clytemnestra,
Gathering the robe, setting the golden-sandaled feet carefully,
stone by stone, descended
One half the stair. But one of the captives marred the comeliness
of that embrace with a cry
Gull-shrill, blade-sharp, cutting between the purple cloak and
the bronze plates, then Clytemnestra:
Who was it? The King answered: A piece of our goods out of
the snatch of Asia, a daughter of the king,
So treat her kindly and she may come into her wits again. Eh,
you keep state here my queen.
You've not been the poorer for me.- In heart, in the widowed
chamber, dear, she pale replied, though the slaves
Toiled, the spearmen were faithful. What's her name, the slavegirl's?
AGAMEMNON Come up the stair. They tell me my kinsman's
Lodged himself on you.
CLYTEMNESTRA Your cousin Aegisthus? He was out of refuge,
flits between here and Tiryns.
Dear: the girl's name?
AGAMEMNON Cassandra. We've a hundred or so other
captives; besides two hundred
Rotted in the hulls, they tell odd stories about you and your
guest: eh? no matter: the ships
Ooze pitch and the August road smokes dirt, I smell like an
old shepherd's goatskin, you'll have bath-water?
CLYTEMNESTRA
They're making it hot. Come, my lord. My hands will pour it.

[...] Read more

poem by Robinson Jeffers
Added by Poetry Lover
Comment! | Vote! | Copy!

Tamar

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

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

[...] Read more

poem by Robinson Jeffers
Added by Poetry Lover
Comment! | Vote! | Copy!

Courtship of Miles Standish, The

I
MILES STANDISH

In the Old Colony days, in Plymouth the land of the Pilgrims
To and fro in a room of his simple and primitive dwelling,
Clad in doublet and hose, and boots of Cordovan leather,
Strode, with a martial air, Miles Standish the Puritan Captain.
Buried in thought he seemed, with his hands behind him, and pausing
Ever and anon to behold his glittering weapons of warfare,
Hanging in shining array along the walls of the chamber, --
Cutlass and corselet of steel, and his trusty sword of Damascus,
Curved at the point and inscribed with its mystical Arabic sentence,
While underneath, in a corner, were fowling-piece, musket, and matchlock.
Short of stature he was, but strongly built and athletic,
Broad in the shoulders, deep-chested, with muscles and sinews of iron;
Brown as a nut was his face, but his russet beard was already
Flaked with patches of snow, as hedges sometimes in November.
Near him was seated John Alden, his friend and household companion,
Writing with diligent speed at a table of pine by the window:
Fair-haired, azure-eyed, with delicate Saxon complexion,
Having the dew of his youth, and the beauty thereof, as the captives
Whom Saint Gregory saw, and exclaimed, "Not Angles, but Angels."
Youngest of all was he of the men who came in the Mayflower.

Suddenly breaking the silence, the diligent scribe interrupting,
Spake, in the pride of his heart, Miles Standish the Captain of Plymouth.
"Look at these arms," he said, "the war-like weapons that hang here
Burnished and bright and clean, as if for parade or inspection!
This is the sword of Damascus I fought with in Flanders; this breastplate,
Well I remember the day! once save my life in a skirmish;
Here in front you can see the very dint of the bullet
Fired point-blank at my heart by a Spanish arcabucero.
Had it not been of sheer steel, the forgotten bones of Miles Standish
Would at this moment be mould, in their grave in the Flemish morasses."
Thereupon answered John Alden, but looked not up from his writing:
"Truly the breath of the Lord hath slackened the speed of the bullet;
He in his mercy preserved you, to be our shield and our weapon!"
Still the Captain continued, unheeding the words of the stripling:
"See, how bright they are burnished, as if in an arsenal hanging;
That is because I have done it myself, and not left it to others.
Serve yourself, would you be well served, is an excellent adage;
So I take care of my arms, as you of your pens and your inkhorn.
Then, too, there are my soldiers, my great, invincible army,
Twelve men, all equipped, having each his rest and his matchlock,
Eighteen shillings a month, together with diet and pillage,
And, like Caesar, I know the name of each of my soldiers!"
This he said with a smile, that danced in his eyes, as the sunbeams
Dance on the waves of the sea, and vanish again in a moment.
Alden laughed as he wrote, and still the Captain continued:
"Look! you can see from this window my brazen howitzer planted

[...] Read more

poem by Henry Wadsworth Longfellow
Added by Poetry Lover
Comment! | Vote! | Copy!

VII. Pompilia

I am just seventeen years and five months old,
And, if I lived one day more, three full weeks;
'T is writ so in the church's register,
Lorenzo in Lucina, all my names
At length, so many names for one poor child,
—Francesca Camilla Vittoria Angela
Pompilia Comparini,—laughable!
Also 't is writ that I was married there
Four years ago: and they will add, I hope,
When they insert my death, a word or two,—
Omitting all about the mode of death,—
This, in its place, this which one cares to know,
That I had been a mother of a son
Exactly two weeks. It will be through grace
O' the Curate, not through any claim I have;
Because the boy was born at, so baptized
Close to, the Villa, in the proper church:
A pretty church, I say no word against,
Yet stranger-like,—while this Lorenzo seems
My own particular place, I always say.
I used to wonder, when I stood scarce high
As the bed here, what the marble lion meant,
With half his body rushing from the wall,
Eating the figure of a prostrate man—
(To the right, it is, of entry by the door)
An ominous sign to one baptized like me,
Married, and to be buried there, I hope.
And they should add, to have my life complete,
He is a boy and Gaetan by name—
Gaetano, for a reason,—if the friar
Don Celestine will ask this grace for me
Of Curate Ottoboni: he it was
Baptized me: he remembers my whole life
As I do his grey hair.

All these few things
I know are true,—will you remember them?
Because time flies. The surgeon cared for me,
To count my wounds,—twenty-two dagger-wounds,
Five deadly, but I do not suffer much—
Or too much pain,—and am to die to-night.

Oh how good God is that my babe was born,
—Better than born, baptized and hid away
Before this happened, safe from being hurt!
That had been sin God could not well forgive:
He was too young to smile and save himself.
When they took two days after he was born,
My babe away from me to be baptized
And hidden awhile, for fear his foe should find,—

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
Comment! | Vote! | Copy!

The Courtship of Miles Standish

I
MILES STANDISH

In the Old Colony days, in Plymouth the land of the Pilgrims
To and fro in a room of his simple and primitive dwelling,
Clad in doublet and hose, and boots of Cordovan leather,
Strode, with a martial air, Miles Standish the Puritan Captain.
Buried in thought he seemed, with his hands behind him, and pausing
Ever and anon to behold his glittering weapons of warfare,
Hanging in shining array along the walls of the chamber, --
Cutlass and corselet of steel, and his trusty sword of Damascus,
Curved at the point and inscribed with its mystical Arabic sentence,
While underneath, in a corner, were fowling-piece, musket, and matchlock.
Short of stature he was, but strongly built and athletic,
Broad in the shoulders, deep-chested, with muscles and sinews of iron;
Brown as a nut was his face, but his russet beard was already
Flaked with patches of snow, as hedges sometimes in November.
Near him was seated John Alden, his friend and household companion,
Writing with diligent speed at a table of pine by the window:
Fair-haired, azure-eyed, with delicate Saxon complexion,
Having the dew of his youth, and the beauty thereof, as the captives
Whom Saint Gregory saw, and exclaimed, "Not Angles, but Angels."
Youngest of all was he of the men who came in the Mayflower.

Suddenly breaking the silence, the diligent scribe interrupting,
Spake, in the pride of his heart, Miles Standish the Captain of Plymouth.
"Look at these arms," he said, "the war-like weapons that hang here
Burnished and bright and clean, as if for parade or inspection!
This is the sword of Damascus I fought with in Flanders; this breastplate,
Well I remember the day! once save my life in a skirmish;
Here in front you can see the very dint of the bullet
Fired point-blank at my heart by a Spanish arcabucero.
Had it not been of sheer steel, the forgotten bones of Miles Standish
Would at this moment be mould, in their grave in the Flemish morasses."
Thereupon answered John Alden, but looked not up from his writing:
"Truly the breath of the Lord hath slackened the speed of the bullet;
He in his mercy preserved you, to be our shield and our weapon!"
Still the Captain continued, unheeding the words of the stripling:
"See, how bright they are burnished, as if in an arsenal hanging;
That is because I have done it myself, and not left it to others.
Serve yourself, would you be well served, is an excellent adage;
So I take care of my arms, as you of your pens and your inkhorn.
Then, too, there are my soldiers, my great, invincible army,
Twelve men, all equipped, having each his rest and his matchlock,
Eighteen shillings a month, together with diet and pillage,
And, like Caesar, I know the name of each of my soldiers!"
This he said with a smile, that danced in his eyes, as the sunbeams
Dance on the waves of the sea, and vanish again in a moment.
Alden laughed as he wrote, and still the Captain continued:
"Look! you can see from this window my brazen howitzer planted

[...] Read more

poem by Henry Wadsworth Longfellow
Added by Poetry Lover
Comment! | Vote! | Copy!

The City of Dreadful Night

Per me si va nella citta dolente.

--Dante

Poi di tanto adoprar, di tanti moti
D'ogni celeste, ogni terrena cosa,
Girando senza posa,
Per tornar sempre la donde son mosse;
Uso alcuno, alcun frutto
Indovinar non so.

Sola nel mondo eterna, a cui si volve
Ogni creata cosa,
In te, morte, si posa
Nostra ignuda natura;
Lieta no, ma sicura
Dell' antico dolor . . .
Pero ch' esser beato
Nega ai mortali e nega a' morti il fato.

--Leopardi

PROEM

Lo, thus, as prostrate, "In the dust I write
My heart's deep languor and my soul's sad tears."
Yet why evoke the spectres of black night
To blot the sunshine of exultant years?
Why disinter dead faith from mouldering hidden?
Why break the seals of mute despair unbidden,
And wail life's discords into careless ears?

Because a cold rage seizes one at whiles
To show the bitter old and wrinkled truth
Stripped naked of all vesture that beguiles,
False dreams, false hopes, false masks and modes of youth;
Because it gives some sense of power and passion
In helpless innocence to try to fashion
Our woe in living words howe'er uncouth.

Surely I write not for the hopeful young,
Or those who deem their happiness of worth,
Or such as pasture and grow fat among
The shows of life and feel nor doubt nor dearth,
Or pious spirits with a God above them
To sanctify and glorify and love them,
Or sages who foresee a heaven on earth.

For none of these I write, and none of these
Could read the writing if they deigned to try;

[...] Read more

poem by James Thomson
Added by Poetry Lover
Comment! | Vote! | Copy!

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

[...] Read more

poem by Innocent Masina Nkhonyo
Added by Poetry Lover
Comment! | Vote! | Copy!

Through the eyes of a Field Coronet (Epic)

Introduction

In the kaki coloured tent in Umbilo he writes
his life’s story while women, children and babies are dying,
slowly but surely are obliterated, he see how his nation is suffering
while the events are notched into his mind.

Lying even heavier on him is the treason
of some other Afrikaners who for own gain
have delivered him, to imprisonment in this place of hatred
and thoughts go through him to write a book.

Prologue

The Afrikaner nation sprouted
from Dutchmen,
who fought decades without defeat
against the super power Spain

mixed with French Huguenots
who left their homes and belongings,
with the revocation of the Edict of Nantes.
Associate this then with the fact

that these people fought formidable
for seven generations
against every onslaught that they got
from savages en wild animals

becoming marksmen, riding
and taming wild horses
with one bullet per day
to hunt a wild antelope,

who migrated right across the country
over hills in mass protest
and then you have
the most formidable adversary
and then let them fight

in a natural wilderness
where the hunter,
the sniper and horseman excels
and any enemy is at a lost.

Let them then also be patriotic
into their souls,
believe in and read
out of the word of God

[...] Read more

poem by Gert Strydom
Added by Poetry Lover
Comment! | Vote! | Copy!

Roan Stallion

The dog barked; then the woman stood in the doorway, and hearing
iron strike stone down the steep road
Covered her head with a black shawl and entered the light rain;
she stood at the turn of the road.
A nobly formed woman; erect and strong as a new tower; the
features stolid and dark
But sculptured into a strong grace; straight nose with a high bridge,
firm and wide eyes, full chin,
Red lips; she was only a fourth part Indian; a Scottish sailor had
planted her in young native earth,
Spanish and Indian, twenty-one years before. He had named her
California when she was born;
That was her name; and had gone north.
She heard the hooves and
wheels come nearer, up the steep road.
The buckskin mare, leaning against the breastpiece, plodded into
sight round the wet bank.
The pale face of the driver followed; the burnt-out eyes; they had
fortune in them. He sat twisted
On the seat of the old buggy, leading a second horse by a long
halter, a roan, a big one,
That stepped daintily; by the swell of the neck, a stallion. 'What
have you got, Johnny?' 'Maskerel's stallion.
Mine now. I won him last night, I had very good luck.' He was
quite drunk, 'They bring their mares up here now.
I keep this fellow. I got money besides, but I'll not show you.'
'Did you buy something, Johnny,
For our Christine? Christmas comes in two days, Johnny.' 'By
God, forgot,' he answered laughing.
'Don't tell Christine it's Christmas; after while I get her something,
maybe.' But California:
'I shared your luck when you lost: you lost me once, Johnny, remember?
Tom Dell had me two nights
Here in the house: other times we've gone hungry: now that
you've won, Christine will have her Christmas.
We share your luck, Johnny. You give me money, I go down to
Monterey to-morrow,
Buy presents for Christine, come back in the evening. Next day
Christmas.' 'You have wet ride,' he answered
Giggling. 'Here money. Five dollar; ten; twelve dollar. You
buy two bottles of rye whiskey for Johnny.'
A11 right. I go to-morrow.'
He was an outcast Hollander; not
old, but shriveled with bad living.
The child Christine inherited from his race blue eyes, from his
life a wizened forehead; she watched
From the house-door her father lurch out of the buggy and lead
with due respect the stallion
To the new corral, the strong one; leaving the wearily breathing
buckskin mare to his wife to unharness.

[...] Read more

poem by Robinson Jeffers
Added by Poetry Lover
Comment! | Vote! | Copy!

Pharsalia - Book IX: Cato

Yet in those ashes on the Pharian shore,
In that small heap of dust, was not confined
So great a shade; but from the limbs half burnt
And narrow cell sprang forth and sought the sky
Where dwells the Thunderer. Black the space of air
Upreaching to the poles that bear on high
The constellations in their nightly round;
There 'twixt the orbit of the moon and earth
Abide those lofty spirits, half divine,
Who by their blameless lives and fire of soul
Are fit to tolerate the pure expanse
That bounds the lower ether: there shall dwell,
Where nor the monument encased in gold,
Nor richest incense, shall suffice to bring
The buried dead, in union with the spheres,
Pompeius' spirit. When with heavenly light
His soul was filled, first on the wandering stars
And fixed orbs he bent his wondering gaze;
Then saw what darkness veils our earthly day
And scorned the insults heaped upon his corse.
Next o'er Emathian plains he winged his flight,
And ruthless Caesar's standards, and the fleet
Tossed on the deep: in Brutus' blameless breast
Tarried awhile, and roused his angered soul
To reap the vengeance; last possessed the mind
Of haughty Cato.

He while yet the scales
Were poised and balanced, nor the war had given
The world its master, hating both the chiefs,
Had followed Magnus for the Senate's cause
And for his country: since Pharsalia's field
Ran red with carnage, now was all his heart
Bound to Pompeius. Rome in him received
Her guardian; a people's trembling limbs
He cherished with new hope and weapons gave
Back to the craven hands that cast them forth.
Nor yet for empire did he wage the war
Nor fearing slavery: nor in arms achieved
Aught for himself: freedom, since Magnus fell,
The aim of all his host. And lest the foe
In rapid course triumphant should collect
His scattered bands, he sought Corcyra's gulfs
Concealed, and thence in ships unnumbered bore
The fragments of the ruin wrought in Thrace.
Who in such mighty armament had thought
A routed army sailed upon the main
Thronging the sea with keels? Round Malea's cape
And Taenarus open to the shades below
And fair Cythera's isle, th' advancing fleet

[...] Read more

poem by Marcus Annaeus Lucanus
Added by Poetry Lover
Comment! | Vote! | Copy!

Ballad Of Jesus Of Nazareth

I.

It matters not what place he drew
At first life's mortal breath,
Some say it was in Bethlehem,
And some in Nazareth.
But shame and sorrow were his lot
And shameful was his death.

The angels sang, and o'er the barn
Wherein the infant lay,
They hung a star, for they foresaw
The sad world's better day,
But well God knew what thyme and rue
Were planted by his way.

The children of the Pharisees
In hymn and orison
Worshipped the prophets, whom their sires
To cruel death had done,
And said, 'had we been there their death
We had not looked upon.'

While the star shone the angels saw
The tombs these children built
For those the world had driven out,
And smitten to the hilt,
God knew these wretched sons would bear
The self-same bloody guilt.

Always had he who strives for men
But done some other thing,
If he had not led a hermit life,
Or had not had his fling,
We would have followed him, they say,
And made him lord and King.

For John was clothed in camel's hair
And lived among the brutes;
But Jesus fared where the feast was spread
To the sound of shawms and lutes,
Where gathered knaves and publicans
And hapless prostitutes.

Like children in the market place
Who sullen sat and heard,
With John they would not mourn, nor yet
Rejoice at Jesus' word;
Had Jesus mourned, or John rejoiced,
He had been King and lord.

[...] Read more

poem by Edgar Lee Masters
Added by Poetry Lover
Comment! | Vote! | Copy!

Gebir

FIRST BOOK.

I sing the fates of Gebir. He had dwelt
Among those mountain-caverns which retain
His labours yet, vast halls and flowing wells,
Nor have forgotten their old master's name
Though severed from his people here, incensed
By meditating on primeval wrongs,
He blew his battle-horn, at which uprose
Whole nations; here, ten thousand of most might
He called aloud, and soon Charoba saw
His dark helm hover o'er the land of Nile,
What should the virgin do? should royal knees
Bend suppliant, or defenceless hands engage
Men of gigantic force, gigantic arms?
For 'twas reported that nor sword sufficed,
Nor shield immense nor coat of massive mail,
But that upon their towering heads they bore
Each a huge stone, refulgent as the stars.
This told she Dalica, then cried aloud:
'If on your bosom laying down my head
I sobbed away the sorrows of a child,
If I have always, and Heaven knows I have,
Next to a mother's held a nurse's name,
Succour this one distress, recall those days,
Love me, though 'twere because you loved me then.'
But whether confident in magic rites
Or touched with sexual pride to stand implored,
Dalica smiled, then spake: 'Away those fears.
Though stronger than the strongest of his kind,
He falls-on me devolve that charge; he falls.
Rather than fly him, stoop thou to allure;
Nay, journey to his tents: a city stood
Upon that coast, they say, by Sidad built,
Whose father Gad built Gadir; on this ground
Perhaps he sees an ample room for war.
Persuade him to restore the walls himself
In honour of his ancestors, persuade -
But wherefore this advice? young, unespoused,
Charoba want persuasions! and a queen!'
'O Dalica!' the shuddering maid exclaimed,
'Could I encounter that fierce, frightful man?
Could I speak? no, nor sigh!'
'And canst thou reign?'
Cried Dalica; 'yield empire or comply.'
Unfixed though seeming fixed, her eyes downcast,
The wonted buzz and bustle of the court
From far through sculptured galleries met her ear;
Then lifting up her head, the evening sun
Poured a fresh splendour on her burnished throne-

[...] Read more

poem by Walter Savage Landor
Added by Poetry Lover
Comment! | Vote! | Copy!

I Saw It Myself (Short Verse Drama)

Dramatis Personae: Adrian, his wife Ester, his sisters Rebecca and Johanna, his mother Elizabeth, the high priest Chiapas, the disciple Simon Peter, the disciple John, Mary Magdalene, worshipers, priests, two angels and Jesus Christ.

Act I

Scene I.- Adrian’s house in Jerusalem. Adrian has just returned home after a business journey in Galilee, in time to attend the Passover feast. He sits at the table with his wife Ester and his sisters, Rebecca and Johanna. It’s just before sunset on the Friday afternoon.

Adrian. (Somewhat puzzled) Strange things are happening,
some say demons dwell upon the earth,
others angelic beings, miracles take place
and all of this when they had put a man to death,
had crucified a criminal. Everybody knows
the cross is used for degenerates only!

Rebecca. (With a pleasant voice) Such harsh words used,
for a good, a great man brother?
They say that without charge
he healed the sick, brought back sight,
cured leprosy, even made some more food,
from a few fishes and loafs of bread…

Adrian. (Somewhat harsh) They say many things!
That he rode into Jerusalem
to be crowned as the new king,
was a rebel against the state,
even claimed to be
the very Son of God,
now that is blasphemy
if there is no truth to it!

Johanna. I met him once.
He’s not the man
that you make him, brother.
There was a strange tranquilly to Him.
Some would say a divine presence,
while He spoke of love that is selfless,
visited the sick, the poor
and even the destitute, even harlots.

Adrian. (Looks up) There you have it!
Harlots! Tax collecting thieves!
A man is know by his friends,
or so they say and probably
there is some truth to it.

Ester. Husband, do not be so quick to judge.
I have seen Him myself, have seen
Roman soldiers marching Him to the hill
to take His life, with a angry crowd
following and mocking Him.

[...] Read more

poem by Gert Strydom
Added by Poetry Lover
Comment! | Vote! | Copy!

Jesus Power over Demons

Jesus' Power Over Demons
home » sermons » 06-24-07

June 24,2007 — The Fourth Sunday after Pentecost

“Jesus' Power Over Demons” — Pastor Lassman

Luke 8: 26-39

Listen

My Fellow Redeemed in Christ,

Do you believe in a real Satan? Do you believe that there are demons? I’m sure you do, but if you don’t you should. Of course, such things might seem strange in our scientific and technical world and many people don’t believe in Satan or evil spirits. And, being spirits, we cannot see Satan or demons. But the Bible talks a great deal about them. I’ve never seen Satan or a demon, but I believe in them not only because the Bible talks about them, but especially because Jesus Christ himself speaks about Satan and demons. In the church we often talk about sin and death, and rightly so. But we should never forget about Satan and his evil forces. For they go together: Satan, sin, and death as Martin Luther says in his Small Catechism about Jesus: “who has redeemed me a lost a condemned person, purchased and won me from all sin, from death….and from the power of the devil.” The power of the devil. That brings us to our gospel lesson where we see “Jesus’ Power Over Demons.”

I. In Jesus Christ the kingdom of God has come to attack and destroy the kingdom of Satan. When he began his public ministry at his baptism Jesus said: “repent, for the kingdom of God is at hand.”.

A. God, of course, had created a perfect world. This included what we would call the “good angels.” But some of those angels, led by their leader, Satan, were not happy with their position in God’s order: they wanted to be God. And in their evil rebellion against God they were transformed into demons who oppose God and all that he stands for. It was their leader, Satan, who showed up as a snake in the Garden of Eden to tempt Adam and Eve to also be like God. And so sin and death came into the world. Satan had invaded God’s world and trashed it. Demons are the source of the world’s superstitions and religions. Demons are the ones behind those who persecute and kill Christians. Demons are the ones behind all the false doctrines that divide the Christian church. With deception and lies they do all in their power to keep people from believing in Jesus Christ and to destroy the faith of those who already believe. Thus the Bible calls the devil our “enemy”. There is an underlying evil in the world that human beings are helpless to overcome. The demon possessed man in our text symbolizes all of this. But remember that every human being is born into this world under the influence of Satan and a member of his kingdom as the apostle John says in his first letter: ”the whole world is under the control of the Evil one.” When you and I were born in the world, we too were under the control of the evil one—enslaved to sin and death, under God’s wrath and damnation. Never forget that.

B. And that’s why Jesus came into the world: to attack and destroy the kingdom of Satan and save his people. He trashed the kingdom of Satan, defeating him and giving mankind victory over sin and death. You can hear the fear in the evil spirit’s voice: “what have you to do with me, Jesus, Son of the most high God.” They are filled with terror because they know that Jesus is stronger than they are. They are afraid of Jesus: “I beg you do not torment me.” They know that on the judgment day Jesus Christ will cast them into the fires of hell as we read in revelation: “and the devil..was thrown into the lake of burning sulpher, where the beast and the false prophet had been thrown. They will be tormented day and night.” And so the spirits begged Jesus not to send them “into the abyss.” The demon was afraid that that day had come. But it had not. So Jesus told them to leave the man and enter the pigs. And they had no choice but to do what he said. Now in our gospel Jesus only delivered one man from demon possession. But on the cross he delivered all of humanity, you and me, from Satan and his forces by dying for our sins. Because of Jesus Christ we never have to fear being possessed by a demon—for our bodies are the temple of God. Because of Jesus Christ we can resist the devil and his temptations—for in baptism we have been united to Jesus Christ. Because of Jesus Christ the devil cannot scare us with death or damnation—for all our sins are forgiven and we will be raised from the dead. Because of Jesus Christ the devil cannot deceive us with his lies because we know the truth. Paul says it all when he writes in Colossians: “for he has rescued us from the dominion of darkness and brought us into the kingdom of the Son he loves, in whom we have redemption, the forgiveness of sins.” (Col.1: 13) you and I have been rescued from Satan and his kingdom—he has no power over us.

II. But as always there are two responses to Jesus.

A. Regardless of the evidence, some people just won’t believe. We see this in our text. There were eyewitnesses to what had happened—the herdsmen who tended the pigs. And they went and told the city and the whole country-side what they had seen. Indeed, they created such a stir that many people went out to the spot where it happened to see for themselves. And there was Jesus- and the man sitting at his feet. And they saw with their own eyes the difference in him. He was no longer naked, but clothed; no longer out of his mind and violent, but calm and in his right mind. He was normal. Clearly, something profound and wonderful had happened. And now comes the strange response: “then all the people of the surrounding country…asked him to depart from them, for they were seized with fear.” What? ! Why did they say that? ! Couldn’t they see that Jesus had done something good, something kind, something merciful, something wonderful? Why did they ask him to leave? Did they care more about the pigs that were destroyed than they did for the well-being of this man? We are not told. But all through the gospels we hear of people who do not believe in Jesus even though they saw him doing miracles and wonderful acts of kindness. Perhaps we get a clue when just fourteen verses before our text Jesus says: “[these] are the ones who hear, and then the devil comes and takes away the words from their hearts so that they may not believe and be saved.” Many people prefer the kingdom of Satan. They like the darkness more than the light

B. But that wasn’t the response of the man from whom the demons left! He believed and was thankful for what Jesus had done for him. As a matter of fact, he was so grateful that he begged Jesus to go with him. But here’s another little surprise- Jesus said “no”. Instead he told him to return to his home and tell everyone what God had done for him. And that’s exactly what he did: he went home and told everyone what Jesus had done for him. I imagine that took a lot of faith. His emotions told him he wanted to be with Jesus. But he denied his emotions and instead did what Jesus told him to do. And so it is with us. We too are thankful for what Jesus has done for us. Every Sunday through the forgiveness of sins he gives us victory over sin and death and the power of Satan and the forces of evil. Such is the power of god’s forgiveness. We love coming here on Sunday mornings and being with Jesus and receiving his salvation. And yet as important as it is, we cannot sit in church all the time. Jesus wants us to return to our homes, our work, our schools—our communities and tell everyone what he has done.

Conclusion: when Jesus drove the demons out of that man Jesus attacked the kingdom of Satan. But when he died for the sins of the world Jesus destroyed Satan’s kingdom. And through faith in him we share in his victory. For Satan’s only weapons are lies, sin, and death. But in Jesus Christ we know the truth; in Jesus Christ our sin has been forgiven, and in Jesus Christ death has been defeated and we have life. Satan has no power over us. Indeed, we can resist him. And how do we know this is true? Well, we see Jesus casting out helpless demons who fear him and must obey him. But the main proof is the empty tomb. When Jesus was raised from the dead God’s hand was raised in victory over Satan and his kingdom. Everywhere the gospel of Jesus Christ is preached and taught the kingdom of Satan is trashed. And one day Jesus will return and cast Satan and all demons into the abyss that they fear so much. Amen!

Messiah Lutheran Church Seattle - Missouri Synod
7050 35th Avenue NE | Seattle, WA 98115 | (206) 524-0024
Questions or comments about this site can be sent to webmaster@messiahseattle.org
Copyright © 2008. Messiah Lutheran Church. All rights reserved.

poem by Mthokozisi Ntokozo Maphumulo
Added by Poetry Lover
Comment! | Vote! | Copy!