Dr Rod's English Page: Reading

The Plays of William Shakespeare
The plays written by the great Bard are listed below by category and alphabetical order. The section relating to the Chronology of Plays provides a list of when plays were written and published. This section provides access to the plot summary of each play, pictures, key dates, characters, history and the full script of every one of William Shakespeare's plays.

History themed Plays
**Click a link below to access full scripts and information about Shakespeare's Plays**

Tragedy themed Plays
Click a link below to access full scripts and information about Shakespeare's Plays

Comedy themed Plays
Click a link below to access full scripts and information about Shakespeare's Plays

Registration of Plays

Plays were required to be registered prior to publication. It was important that plays were regulated as playwrights used the stage as a forum to express their own views on religion and politics. Registration provided an opportunity to invoke a form of censorship and the means to suppress too much freedom of thought and criticism of the crown and public affairs.

Information provided about the plays

The Bard never published any of his plays and therefore none of the original manuscripts have survived. Eighteen unauthorised versions of his plays were, however, published during his lifetime in quarto editions by unscrupulous publishers (there were no copyright laws protecting Shake-speare and his works during the Elizabethan era). A collection of his works did not appear until 1623 (a full seven years after Shakespeare's death on April 23, 1616) when two of his fellow actors, John Hemminges and Henry Condell, posthumously recorded his work and published 36 of William’s plays in the First Folio. Some dates are therefore approximate other dates are substantiated by historical events, records of performances and the dates plays appeared in print.

The Characters and Scripts
These enduring works feature many famous and well loved characters. The text and scripts convey vivid impressions. The language used today is, in many ways, different to that used in the 16th century Elizabethan era and this is often reflected in the script and text used in the plays. It is therefore not surprising that we have no experience or understanding of some of the words contained in the text / script of the various works. We have therefore included a Shakespearean Dictionary for most of the more obscure words used in the script of his plays, some of which are obsolete in modern language or Dictionaries. Make a note of any unusual words that you encounter whilst reading the scripts and check their definition in the Dictionary by clicking Dictionary at the top of the page to access Elizabethan Dictionary - Guide to language and words used in the Elizabethan era.

Chronology of Plays
The section relating to the Chronology of Plays provides a list of when plays were written and published. This section provides access to the plot summary of each of the plays, pictures, key dates, characters, history and the full script of every one of William Shake-speare's plays.

Chronology of Plays - First performance and publications

Editions of Plays
This selection of Collections of Shake-speare conveys the number of different editions of the Plays of the Bard that have been published. Editions may vary in content and variations are generally detailed and explained in the modern forewords.1623 The First Folio (F1)
1632 The Second Folio (F2)
1663 The Third Folio (F3) Second issue of the F3 in the following year includes Pericles.
1685 The Fourth Folio (F4)
1709 Nicholas Rowe's edition
1723-25 Alexander Pope's edition.
1733 Lewis Theobald's edition.
1734-5 Robert Walker's small-format editions of the individual plays
1734-6 Jacob Tonson
1743-4 Thomas Hanmer's edition.
1747 William Warburton's edition.
1765 Samuel Johnson's edition.
1767-8 Edward Capell's edition.
1773 George Stevens's revision of Samuel Johnson's edition.
1773-4 John Bell's edition - Based on the prompt books then being used in the London theatres.
1778 Isaac Reed's revision of Stevens's Johnson edition.
1790 Edmond Malone's edition.
1791-1802 J. & J. Boydell's edition.
1795 First American edition published at Philadelphia.
1807 Francis Douce's edition
1821 A revised edition of Malone, prepared by James Boswell.
1822-23 Pickering edition.
1838-43 Charles Knight's edition.
1859-60 Mary Cowden Clarke's edition.
1863-6 Clark, Wright and Glover Cambridge University Press edition.
1870-1911 William J. Rolfe edition
1899-1931 W. J. Craig and R. H. Case's 'The Arden Shakespeare'.
1921-66 John Dover Wilson and Arthur Quiller-Couch's 'New Cambridge Shakespeare'.
1937-59 George B. Harrison's 'Penguin Shakespeare'.
1951 Peter Alexander's edition.
1956-67 Alfred Harbage's 'Pelican Shakespeare'.
1974 G. Blakemore Evans's 'Riverside Shakes-peare'.The edition most widely used among US colleges
1986 Stanley Wells and Gary Taylor's 'Oxford Shakespeare'.
1995- Richard Proudfoot, Ann Thompson and David Scott Kastan's revision of the Arden (now known as 'Arden 3').

First Folio - Description of William Shakespeare Quarto Texts and first published plays as Comedies, Histories and Tragedies

Plays and the Globe Theatre
Plays were big!! There was money to be made!! There was a constant demand for new material!! Rivalry between the Theatres Playhouses was enormous!! As soon as plays were written they was immediately produced - printing followed productions! So the actors initially used 'foul papers' or prompts. Rival theater companies would send their members to attend plays to produce unauthorised copies of plays - notes were made and copied as quickly as possible. In Shakespeare’s time copyright did not exist. Alternative versions of Shakespearean plays were produced! These unauthorised and inferior text copies of Shakespeare's plays are called Quarto Texts.

The success of the Elizabethan theaters, including that of the Globe, was such that other forms of Elizabethan entertainment were being seriously affected. In 1591 the growing popularity of theatres led to a law closing all theaters on Thursdays so that the bull and bear bating industries would not be neglected! Many of the plays of the Great Playwright were first featured in the Globe Theatre of London.

Comedies, Histories and Tragedies

William Shakespeare Plays

Sunday, March 14, 2010

Skills IV Reading: KES extract

Faculty of Teacher Training - English Department

Course Title: Advanced English Language IV

Instructor: Dr. Rod

E-mail: sjrod55@gmail.com

The following I recommend reading and we will discuss it in class on Tuesday.

**Optional reading*For Tuesday 16th March.***

BARRY HINES: Kes
Barry Hines (1939- ) was born in Yorkshire into a working-class family. After finishing school, he had various jobs, among them as a teacher, before he started his career as a writer. He has written a number of novels and short stories which are all set in Yorkshire. The following extract is taken from his most popular novel, Kes (1969), which has also been made into a film. It deals with a working-class boy called Billy Casper, who comes from a fatherless family and is unloved and neglected both at home and at school. At the beginning of the extract, five pupils, including Billy, are standing in front of the headmaster's study, awaiting some sort of disciplinary measures.

When you read this text, observe the attitudes of the headmaster towards his pupils and note them down for yourself and later use.

"I'm sick of you boys, you'll be the death of me. Not a day goes by without me having to deal with a line of boys. I can't remember a day, not one day, in all the years I've been in this school, and how long's that? ... ten years, and the school's no better now than it was on the day that it opened. I can't understand it. I can't understand it at all." ...

"I've taught in this city for over thirty-five years now; many of your parents were pupils under me in the old city schools before this estate was built; and I'm certain that in all those years I've never encountered a generation as difficult to handle as this one. I thought I understood young people, I should be able to with all my experience, yet there's something happening today that's frightening, that makes me feel that it's all been a waste of time. ... Like it's a waste of time standing here talking to you boys, because you won't take a blind bit of notice what I'm saying. I know what you're thinking now, you're thinking, why doesn't he get on with it and let us go, instead of standing there babbling on? That's what you're thinking, isn't it? Isn't it, MacDowall?"

"No,sir."

"O yes it is. I can see it in your eyes, lad, they're glazed over. You're not interested. Nobody can tell you anything, can they, MacDowall? You know it all, you young people, you think you're so sophisticated with all your gear and your music. But the trouble is, it's only superficial, just a sheen with nothing worthwhile or solid underneath. As far as I can see there's been no advance at all in discipline, decency, manners or morals. And do you know how I know this? Well, I'll tell you. Because I still have to use this every day."

He brought the stick round from behind his back for the boys to have a look at.

"It's fantastic, isn't it, that in this day and age, in this super-scientific, all-things-bright and-splendiferous age, that the only way of running this school efficiently is by the rule of the cane. But why? There should be no need for it now. You lot have got in on a plate."

"I can understand why we had to use it back in the 'twenties and 'thirties. Those were hard times; they bred hard people, and it needed hard measures to deal with them. But those times bred people with qualities totally lacking in you people today. They bred people with respect for a start. We knew where we stood in those days, and even today a man will often stop me in the street and say 'Hello, Mr Gryce, remember me?' - And we'll pass the time of day and chat, and he'll laugh about the thrashings I gave him."

"But what do I get from you lot? A honk from a greasy youth behind the wheel of some big second-hand car. Or an obscene remark from a gang - after they've passed me. 'They took it then, but not now, not in this day of the common man, when every boy quotes his rights, and shoots off home for his father as soon as I look at him. ... No guts... . No backbone ... you've nothing to commend you whatsoever. You're just fodder for the mass media!"

He slashed the stick in front of their chests, making the air swish in its wake, then he turned round and leaned straight-armed on the mantelshelf, shaking his head. ...

"So for want of a better solution I continue using the cane, knowing full well that you'll be back time and time again for some more. Knowing that when you smokers leave this room wringing your hands, you'll carry on smoking just the same. ...

"Now get that other junk back into your pockets, and get your hands out."

He picked his stick up from his desk and tested it on the air. The first smoker stepped out and raised his right hand. He proffered it slightly cupped, thumb tucked into the side, the flesh of the palm ruttled up into soft cushions.

Gryce measured the distance with the tip of his stick, settled his feet, then slowly flexed his elbow. When his fist was level with his ear, the hinge flashed open swish down across the boy's palm. The boy blinked and held up his left hand. The stick touched it, curved up and away out of Gryce's peripheral vision, then blurred back into it and snapped down across the fingers.

"Right, now get out."

White-faced, he turned away from Gryce, and winked at the others as he passed in front of them to the door.

"Next."

They stepped forward in turn, all adopting the same relaxed hand position as the first boy. Except for the messenger. He presented his hands stiff, fingers splayed, thumbs up. The full force of both strokes caught him thumbs first, cracking across the side of the knuckle bone. The first stroke made him cry. The second made him sick.

Difficult words:

sophisticated

(here) trendy

gear

(here) clothes

all-things-bright-and-splendiferous:

allusion to children's hymn "All things bright and beautiful"

splendiferous

(infml. or humorous): splendid

cane

stick for beating

thrashing

(here) beating

guts

(infml.): courage

mantelshelf

(old-fashioned) = mantelpiece: shelf above a fireplace

junk

(infml.): useless things

proffer sth.

offer sth.

Tuesday, March 9, 2010

Listening Skills Week 2

Faculty of Teacher Training - English Department

Course Title: Advanced English Language IV

Instructor: Dr. Rod

E-mail: sjrod55@gmail.com

Obama inaugural speech

Barack Obama 44th US president. Here is his inauguration speech in full.

My fellow citizens:

I stand here today humbled by the task before us, grateful for the trust you have bestowed, mindful of the sacrifices borne by our ancestors. I thank President Bush for his service to our nation, as well as the generosity and co-operation he has shown throughout this transition.

Forty-four Americans have now taken the presidential oath. The words have been spoken during rising tides of prosperity and the still waters of peace. Yet, every so often the oath is taken amidst gathering clouds and raging storms.

At these moments, America has carried on not simply because of the skill or vision of those in high office, but because we, the people, have remained faithful to the ideals of our forbears, and true to our founding documents.

So it has been. So it must be with this generation of Americans.

Serious challenges

That we are in the midst of crisis is now well understood. Our nation is at war, against a far-reaching network of violence and hatred. Our economy is badly weakened, a consequence of greed and irresponsibility on the part of some, but also our collective failure to make hard choices and prepare the nation for a new age. Homes have been lost; jobs shed; businesses shuttered. Our healthcare is too costly; our schools fail too many; and each day brings further evidence that the ways we use energy strengthen our adversaries and threaten our planet.

“ We have chosen hope over fear, unity of purpose over conflict and discord ”

These are the indicators of crisis, subject to data and statistics. Less measurable but no less profound is a sapping of confidence across our land - a nagging fear that America's decline is inevitable, that the next generation must lower its sights.

Today I say to you that the challenges we face are real. They are serious and they are many. They will not be met easily or in a short span of time. But know this, America - they will be met.

On this day, we gather because we have chosen hope over fear, unity of purpose over conflict and discord.

On this day, we come to proclaim an end to the petty grievances and false promises, the recriminations and worn-out dogmas, that for far too long have strangled our politics.

Nation of 'risk-takers'

We remain a young nation, but in the words of scripture, the time has come to set aside childish things. The time has come to reaffirm our enduring spirit; to choose our better history; to carry forward that precious gift, that noble idea, passed on from generation to generation: the God-given promise that all are equal, all are free, and all deserve a chance to pursue their full measure of happiness.

In reaffirming the greatness of our nation, we understand that greatness is never a given. It must be earned. Our journey has never been one of short-cuts or settling for less. It has not been the path for the faint-hearted - for those who prefer leisure over work, or seek only the pleasures of riches and fame. Rather, it has been the risk-takers, the doers, the makers of things - some celebrated but more often men and women obscure in their labour, who have carried us up the long, rugged path towards prosperity and freedom.

For us, they packed up their few worldly possessions and travelled across oceans in search of a new life.

For us, they toiled in sweatshops and settled the West; endured the lash of the whip and ploughed the hard earth.

For us, they fought and died, in places like Concord and Gettysburg; Normandy and Khe Sahn.

'Remaking America'

Time and again these men and women struggled and sacrificed and worked till their hands were raw so that we might live a better life. They saw America as bigger than the sum of our individual ambitions; greater than all the differences of birth or wealth or faction.

“ The state of the economy calls for action, bold and swift ”

This is the journey we continue today. We remain the most prosperous, powerful nation on Earth. Our workers are no less productive than when this crisis began. Our minds are no less inventive, our goods and services no less needed than they were last week or last month or last year. Our capacity remains undiminished. But our time of standing pat, of protecting narrow interests and putting off unpleasant decisions - that time has surely passed. Starting today, we must pick ourselves up, dust ourselves off, and begin again the work of remaking America.

For everywhere we look, there is work to be done. The state of our economy calls for action, bold and swift, and we will act - not only to create new jobs, but to lay a new foundation for growth. We will build the roads and bridges, the electric grids and digital lines that feed our commerce and bind us together. We will restore science to its rightful place, and wield technology's wonders to raise healthcare's quality and lower its cost. We will harness the sun and the winds and the soil to fuel our cars and run our factories. And we will transform our schools and colleges and universities to meet the demands of a new age. All this we can do. All this we will do.

Restoring trust

Now, there are some who question the scale of our ambitions - who suggest that our system cannot tolerate too many big plans. Their memories are short. For they have forgotten what this country has already done; what free men and women can achieve when imagination is joined to common purpose, and necessity to courage.

“ We reject as false the choice between our safety and our ideals ”

What the cynics fail to understand is that the ground has shifted beneath them - that the stale political arguments that have consumed us for so long no longer apply.

The question we ask today is not whether our government is too big or too small, but whether it works - whether it helps families find jobs at a decent wage, care they can afford, a retirement that is dignified. Where the answer is yes, we intend to move forward. Where the answer is no, programmes will end. And those of us who manage the public's dollars will be held to account - to spend wisely, reform bad habits, and do our business in the light of day - because only then can we restore the vital trust between a people and their government.

Nor is the question before us whether the market is a force for good or ill. Its power to generate wealth and expand freedom is unmatched, but this crisis has reminded us that without a watchful eye, the market can spin out of control - that a nation cannot prosper long when it favours only the prosperous. The success of our economy has always depended not just on the size of our gross domestic product, but on the reach of our prosperity; on the ability to extend opportunity to every willing heart - not out of charity, but because it is the surest route to our common good.

'Ready to lead'

As for our common defence, we reject as false the choice between our safety and our ideals. Our founding fathers, faced with perils that we can scarcely imagine, drafted a charter to assure the rule of law and the rights of man, a charter expanded by the blood of generations. Those ideals still light the world, and we will not give them up for expedience's sake. And so to all the other peoples and governments who are watching today, from the grandest capitals to the small village where my father was born: know that America is a friend of each nation and every man, woman, and child who seeks a future of peace and dignity, and we are ready to lead once more.

“ We will not apologise for our way of life, nor will we waver in its defence ”

Recall that earlier generations faced down fascism and communism not just with missiles and tanks, but with the sturdy alliances and enduring convictions. They understood that our power alone cannot protect us, nor does it entitle us to do as we please. Instead, they knew that our power grows through its prudent use; our security emanates from the justness of our cause, the force of our example, the tempering qualities of humility and restraint.

We are the keepers of this legacy. Guided by these principles once more, we can meet those new threats that demand even greater effort - even greater co-operation and understanding between nations. We will begin to responsibly leave Iraq to its people, and forge a hard-earned peace in Afghanistan. With old friends and former foes, we will work tirelessly to lessen the nuclear threat, and roll back the spectre of a warming planet. We will not apologise for our way of life, nor will we waver in its defence, and for those who seek to advance their aims by inducing terror and slaughtering innocents, we say to you now that our spirit is stronger and cannot be broken; you cannot outlast us, and we will defeat you.

'Era of peace'

For we know that our patchwork heritage is a strength, not a weakness. We are a nation of Christians and Muslims, Jews and Hindus - and non-believers. We are shaped by every language and culture, drawn from every end of this earth; and because we have tasted the bitter swill of civil war and segregation, and emerged from that dark chapter stronger and more united, we cannot help but believe that the old hatreds shall someday pass; that the lines of tribe shall soon dissolve; that as the world grows smaller, our common humanity shall reveal itself; and that America must play its role in ushering in a new era of peace.

To the Muslim world, we seek a new way forward, based on mutual interest and mutual respect. To those leaders around the globe who seek to sow conflict, or blame their society's ills on the West - know that your people will judge you on what you can build, not what you destroy. To those who cling to power through corruption and deceit and the silencing of dissent, know that you are on the wrong side of history; but that we will extend a hand if you are willing to unclench your fist.

To the people of poor nations, we pledge to work alongside you to make your farms flourish and let clean waters flow; to nourish starved bodies and feed hungry minds. And to those nations like ours that enjoy relative plenty, we say we can no longer afford indifference to the suffering outside our borders; nor can we consume the world's resources without regard to effect. For the world has changed, and we must change with it.

'Duties'

As we consider the road that unfolds before us, we remember with humble gratitude those brave Americans who, at this very hour, patrol far-off deserts and distant mountains. They have something to tell us, just as the fallen heroes who lie in Arlington whisper through the ages. We honour them not only because they are the guardians of our liberty, but because they embody the spirit of service; a willingness to find meaning in something greater than themselves. And yet, at this moment - a moment that will define a generation - it is precisely this spirit that must inhabit us all.

“ What is required of us now is a new era of responsibility ”

For as much as government can do and must do, it is ultimately the faith and determination of the American people upon which this nation relies. It is the kindness to take in a stranger when the levees break, the selflessness of workers who would rather cut their hours than see a friend lose their job which sees us through our darkest hours. It is the firefighter's courage to storm a stairway filled with smoke, but also a parent's willingness to nurture a child, that finally decides our fate.

Our challenges may be new. The instruments with which we meet them may be new. But those values upon which our success depends - honesty and hard work, courage and fair play, tolerance and curiosity, loyalty and patriotism - these things are old. These things are true. They have been the quiet force of progress throughout our history. What is demanded then is a return to these truths.

What is required of us now is a new era of responsibility - a recognition, on the part of every American, that we have duties to ourselves, our nation, and the world, duties that we do not grudgingly accept but rather seize gladly, firm in the knowledge that there is nothing so satisfying to the spirit, so defining of our character, than giving our all to a difficult task.

'Gift of freedom'

This is the price and the promise of citizenship.

This is the source of our confidence - the knowledge that God calls on us to shape an uncertain destiny.

This is the meaning of our liberty and our creed - why men and women and children of every race and every faith can join in celebration across this magnificent mall, and why a man whose father less than 60 years ago might not have been served at a local restaurant can now stand before you to take a most sacred oath.

So let us mark this day with remembrance, of who we are and how far we have travelled. In the year of America's birth, in the coldest of months, a small band of patriots huddled by dying campfires on the shores of an icy river. The capital was abandoned. The enemy was advancing. The snow was stained with blood. At a moment when the outcome of our revolution was most in doubt, the father of our nation ordered these words be read to the people:

"Let it be told to the future world... that in the depth of winter, when nothing but hope and virtue could survive... that the city and the country, alarmed at one common danger, came forth to meet [it]."

America. In the face of our common dangers, in this winter of our hardship, let us remember these timeless words. With hope and virtue, let us brave once more the icy currents, and endure what storms may come. Let it be said by our children's children that when we were tested we refused to let this journey end, that we did not turn back nor did we falter; and with eyes fixed on the horizon and God's grace upon us, we carried forth that great gift of freedom and delivered it safely to future generations.

Thank you. God bless you. And God bless the United States of America.

Story from BBC NEWS:
http://news.bbc.co.uk/go/pr/fr/-/2/hi/americas/obama_inauguration/7840646.stm

Listening Skills Week 2 - Lincoln

Faculty of Teacher Training - English Department

Course Title: Advanced English Language IV

Instructor: Dr. Rod

E-mail: sjrod55@gmail.com

Gettysburg Address

At the dedication of the National Cemetery in Gettysburg President Lincoln delivers a two-minute speech. Immediately following the speech he calls it a "flat failure." The speech is known today as the Gettysburg Address – November 19, 1853

The Gettysburg Address

Four score and seven years ago our fathers brought forth on this continent, a new nation, conceived in Liberty, and dedicated to the proposition that all men are created equal.
Now we are engaged in a great civil war, testing whether that nation, or any nation so conceived and so dedicated, can long endure. We are met on a great battlefield of that war. We have come to dedicate a portion of that field, as a final resting place for those who here gave their lives that that nation might live. It is altogether fitting and proper that we should do this.
But, in a larger sense, we cannot dedicate—we cannot consecrate—we cannot hallow—this ground. The brave men, living and dead, who struggled here, have consecrated it, far above our poor power to add or detract. The world will little note, nor long remember what we say here, but it can never forget what they did here. It is for us the living, rather, to be dedicated here to the unfinished work which they who fought here have thus far so nobly advanced. It is rather for us to be here dedicated to the great task remaining before us—that from these honored dead we take increased devotion to that cause for which they gave the last full measure of devotion—that we here highly resolve that these dead shall not have died in vain—that this nation, under God, shall have a new birth of freedom— and that government of the people, by the people, for the people, shall not perish from the earth.

Listening Skills Week 2

Faculty of Teacher Training - English Department

Course Title: Advanced English Language IV

Instructor: Dr. Rod

E-mail: sjrod55@gmail.com

I have a Dream – Martin Luther King Jnr.

Delivered 28 August 1963, at the Lincoln Memorial, Washington D.C.

AUTHENTICITY CERTIFIED: Text version below transcribed directly from audio

I am happy to join with you today in what will go down in history as the greatest demonstration for freedom in the history of our nation.

Five score years ago, a great American, in whose symbolic shadow we stand today, signed the Emancipation Proclamation. This momentous decree came as a great beacon light of hope to millions of Negro slaves who had been seared in the flames of withering injustice. It came as a joyous daybreak to end the long night of their captivity.

But one hundred years later, the Negro still is not free. One hundred years later, the life of the Negro is still sadly crippled by the manacles of segregation and the chains of discrimination. One hundred years later, the Negro lives on a lonely island of poverty in the midst of a vast ocean of material prosperity. One hundred years later, the Negro is still languished in the corners of American society and finds himself an exile in his own land. And so we've come here today to dramatize a shameful condition.

In a sense we've come to our nation's capital to cash a check. When the architects of our republic wrote the magnificent words of the Constitution and the Declaration of Independence, they were signing a promissory note to which every American was to fall heir. This note was a promise that all men, yes, black men as well as white men, would be guaranteed the "unalienable Rights" of "Life, Liberty and the pursuit of Happiness." It is obvious today that America has defaulted on this promissory note, insofar as her citizens of color are concerned. Instead of honoring this sacred obligation, America has given the Negro people a bad check, a check which has come back marked "insufficient funds."

But we refuse to believe that the bank of justice is bankrupt. We refuse to believe that there are insufficient funds in the great vaults of opportunity of this nation. And so, we've come to cash this check, a check that will give us upon demand the riches of freedom and the security of justice.

We have also come to this hallowed spot to remind America of the fierce urgency of Now. This is no time to engage in the luxury of cooling off or to take the tranquilizing drug of gradualism. Now is the time to make real the promises of democracy. Now is the time to rise from the dark and desolate valley of segregation to the sunlit path of racial justice. Now is the time to lift our nation from the quicksands of racial injustice to the solid rock of brotherhood. Now is the time to make justice a reality for all of God's children.

It would be fatal for the nation to overlook the urgency of the moment. This sweltering summer of the Negro's legitimate discontent will not pass until there is an invigorating autumn of freedom and equality. Nineteen sixty-three is not an end, but a beginning. And those who hope that the Negro needed to blow off steam and will now be content will have a rude awakening if the nation returns to business as usual. And there will be neither rest nor tranquility in America until the Negro is granted his citizenship rights. The whirlwinds of revolt will continue to shake the foundations of our nation until the bright day of justice emerges.

But there is something that I must say to my people, who stand on the warm threshold which leads into the palace of justice: In the process of gaining our rightful place, we must not be guilty of wrongful deeds. Let us not seek to satisfy our thirst for freedom by drinking from the cup of bitterness and hatred. We must forever conduct our struggle on the high plane of dignity and discipline. We must not allow our creative protest to degenerate into physical violence. Again and again, we must rise to the majestic heights of meeting physical force with soul force.

The marvelous new militancy which has engulfed the Negro community must not lead us to a distrust of all white people, for many of our white brothers, as evidenced by their presence here today, have come to realize that their destiny is tied up with our destiny. And they have come to realize that their freedom is inextricably bound to our freedom.

We cannot walk alone.

And as we walk, we must make the pledge that we shall always march ahead.

We cannot turn back.

There are those who are asking the devotees of civil rights, "When will you be satisfied?" We can never be satisfied as long as the Negro is the victim of the unspeakable horrors of police brutality. We can never be satisfied as long as our bodies, heavy with the fatigue of travel, cannot gain lodging in the motels of the highways and the hotels of the cities. We cannot be satisfied as long as the negro's basic mobility is from a smaller ghetto to a larger one. We can never be satisfied as long as our children are stripped of their self-hood and robbed of their dignity by signs stating: "For Whites Only." We cannot be satisfied as long as a Negro in Mississippi cannot vote and a Negro in New York believes he has nothing for which to vote. No, no, we are not satisfied, and we will not be satisfied until "justice rolls down like waters, and righteousness like a mighty stream."¹

I am not unmindful that some of you have come here out of great trials and tribulations. Some of you have come fresh from narrow jail cells. And some of you have come from areas where your quest -- quest for freedom left you battered by the storms of persecution and staggered by the winds of police brutality. You have been the veterans of creative suffering. Continue to work with the faith that unearned suffering is redemptive. Go back to Mississippi, go back to Alabama, go back to South Carolina, go back to Georgia, go back to Louisiana, go back to the slums and ghettos of our northern cities, knowing that somehow this situation can and will be changed.

Let us not wallow in the valley of despair, I say to you today, my friends.

And so even though we face the difficulties of today and tomorrow, I still have a dream. It is a dream deeply rooted in the American dream.

I have a dream that one day this nation will rise up and live out the true meaning of its creed: "We hold these truths to be self-evident, that all men are created equal."

I have a dream that one day on the red hills of Georgia, the sons of former slaves and the sons of former slave owners will be able to sit down together at the table of brotherhood.

I have a dream that one day even the state of Mississippi, a state sweltering with the heat of injustice, sweltering with the heat of oppression, will be transformed into an oasis of freedom and justice.

I have a dream that my four little children will one day live in a nation where they will not be judged by the color of their skin but by the content of their character.

I have a dream today!

I have a dream that one day, down in Alabama, with its vicious racists, with its governor having his lips dripping with the words of "interposition" and "nullification" -- one day right there in Alabama little black boys and black girls will be able to join hands with little white boys and white girls as sisters and brothers.

I have a dream today!

I have a dream that one day every valley shall be exalted, and every hill and mountain shall be made low, the rough places will be made plain, and the crooked places will be made straight; "and the glory of the Lord shall be revealed and all flesh shall see it together."²

This is our hope, and this is the faith that I go back to the South with.

With this faith, we will be able to hew out of the mountain of despair a stone of hope. With this faith, we will be able to transform the jangling discords of our nation into a beautiful symphony of brotherhood. With this faith, we will be able to work together, to pray together, to struggle together, to go to jail together, to stand up for freedom together, knowing that we will be free one day.

And this will be the day -- this will be the day when all of God's children will be able to sing with new meaning:

My country 'tis of thee, sweet land of liberty, of thee I sing.

Land where my fathers died, land of the Pilgrim's pride,

From every mountainside, let freedom ring!

And if America is to be a great nation, this must become true.

And so let freedom ring from the prodigious hilltops of New Hampshire.

Let freedom ring from the mighty mountains of New York.

Let freedom ring from the heightening Alleghenies of Pennsylvania.

Let freedom ring from the snow-capped Rockies of Colorado.

Let freedom ring from the curvaceous slopes of California.

But not only that:

Let freedom ring from Stone Mountain of Georgia.

Let freedom ring from Lookout Mountain of Tennessee.

Let freedom ring from every hill and molehill of Mississippi.

From every mountainside, let freedom ring.

And when this happens, when we allow freedom ring, when we let it ring from every village and every hamlet, from every state and every city, we will be able to speed up that day when all of God's children, black men and white men, Jews and Gentiles, Protestants and Catholics, will be able to join hands and sing in the words of the old Negro spiritual:

Free at last! Free at last!

Thank God Almighty, we are free at last!³

Listening Skills Vocabulary - New Pilot's Guide to ATC Communication

Faculty of Teacher Training

English Department

Course Title: Advanced English Language IV

Instructor: Dr. Rod

E-mail: sjrod55@gmail.com

New Pilot's Guide to ATC Communication

Learn the right words and talk like a pro

By Robert I. Snow

There is an art to using the right words when you communicate with air traffic control (ATC). Effective aviation phraseology combines brevity with the transfer of complete and correct information.

Long, detailed transmissions ensure the controller receives the needed information, but these monologues also tie up the frequency. If the controller is working five other airplanes and needs to issue timely control instructions, he can't do it until you release the microphone button. This delay may affect the safety of the other airplanes. Transmissions that are too brief usually result in the controller asking you to provide more detail. When that happens, it defeats the point of being brief.

So how do you learn the right mix? The same way you learn other aviation skills—study and practice.

Learning the language

Your first and most important lesson as you learn to use the right words is do not be afraid of using the wrong words. Regardless of the form it takes, communication is the goal. As you learn aviation's language, your vocabulary and phraseology will improve, so relax and communicate.

Expecting the words

You can increase how fast you hear, and improve what you understand, if you know what to expect during a transmission. ATC instructions mostly consist of numbers preceded by key words that tell you what the numbers mean. For example, "climb and maintain...." is always followed by an altitude assignment. Controllers frequently combine the three words into one—"climbandmaintain" but they're more deliberate with the altitude assignment, such as "one-two-thousand." An experienced pilot recognizes the word group and knows that an altitude follows.

You should learn to use the right words for many reasons, and safety is at the top of the list. Another is the fact that "talking the talk" means you'll spend less time conversing with ATC and more time enjoying your flight.

ABEAM—An aircraft is "abeam" a fix, point, or object when that fix, point, or object is approximately 90 degrees to the right or left of the aircraft track. Abeam indicates a general position rather than a precise point.

ACKNOWLEDGE—Let me know that you have received my message.

AFFIRMATIVE—Yes.

BLOCKED—Phraseology used to indicate that a radio transmission has been distorted or interrupted due to multiple simultaneous radio transmissions.

CLEARED FOR TAKEOFF—ATC authorization for an aircraft to depart.

CLEARED FOR THE OPTION—ATC authorization for an aircraft to make a touch and go, low approach, missed approach, stop and go, or full-stop landing at the discretion of the pilot. It is normally used in training so that an instructor can evaluate a student's performance under changing situations.

CLEARED TO LAND—ATC authorization for an aircraft to land. It is predicated on known traffic and known physical airport conditions.

CLOSED TRAFFIC—Successive operations involving takeoffs and landings [touch-and-goes] or low approaches where the aircraft does not exit the traffic pattern.

EXPEDITE—Used by ATC when prompt compliance is required to avoid the development of an imminent situation.

FLY HEADING (Degrees)—Informs the pilot of the heading he should fly. The pilot may have to turn to, or continue on, a specific compass direction in order to comply with the instructions. The pilot is expected to turn in the shorter direction to the heading unless otherwise instructed by ATC.

FUEL REMAINING—A phrase used by either pilots or controllers when relating to the fuel remaining on board until actual fuel exhaustion. When transmitting such information in response to either a controller question or pilot initiated cautionary advisory to air traffic control, pilots will state the APPROXIMATE NUMBER OF MINUTES the flight can continue with the fuel remaining. All reserve fuel SHOULD BE INCLUDED in the time stated, as should an allowance for established fuel gauge system error.

GO AROUND—Instructions for a pilot to abandon his approach to landing. Additional instructions may follow. Unless otherwise advised by ATC, a VFR aircraft or an aircraft conducting visual approach should overfly the runway while climbing to traffic pattern altitude and enter the traffic pattern via the crosswind leg. A pilot on an IFR flight plan making an instrument approach should execute the published missed approach procedure or proceed as instructed by ATC; e.g., "Go around" (additional instructions if required).

HAVE NUMBERS—Used by pilots to inform ATC that they have received runway, wind, and altimeter information only.

HOW DO YOU HEAR ME?—A question relating to the quality of the transmission or to determine how well the transmission is being received.

IDENT—A request for a pilot to activate the aircraft transponder identification feature. This will help the controller to confirm an aircraft identity or to identify an aircraft. Do not confuse this with squawk, which means to tune the transponder code or transponder operating mode, such as Mode C, altitude reporting, a controller gives you.

IMMEDIATELY—Used by ATC when such action compliance is required to avoid an imminent situation.

MAINTAIN—Concerning altitude/flight level, the term means to remain at the altitude/flight level specified. The phrase "climb and" or "descend and" normally precedes "maintain" and the altitude assignment; e.g., "descend and maintain 5,000." Concerning other ATC instructions, the term is used in its literal sense; e.g., maintain VFR.

MAKE SHORT APPROACH—Used by ATC to inform a pilot to alter his traffic pattern so as to make a short final approach.

MAYDAY—The international radio telephony distress signal. When repeated three times, it indicates imminent and grave danger and that immediate assistance is requested.

MINIMUM FUEL—Indicates that an aircraft's fuel supply has reached a state where, upon reaching the destination, it can accept little or no delay. This is not an emergency situation but merely indicates an emergency situation is possible should any undue delay occur.

NEGATIVE—"No," or "permission not granted," or "that is not correct."

NEGATIVE CONTACT—Used by pilots to inform ATC that the previously issued traffic is not in sight. It may be followed by the pilot's request for the controller to provide assistance in avoiding the traffic. Used by pilots to inform ATC they were unable to contact ATC on a particular frequency.

RADAR CONTACT—Used by ATC to inform an aircraft that it is identified on the radar display and radar flight following will be provided until radar identification is terminated.

RADAR SERVICE TERMINATED—Used by ATC to inform a pilot that he will no longer be provided any of the services that could be received while in radar contact. Radar service is automatically terminated, and the pilot is not advised in the following cases: 1. An aircraft cancels its IFR flight plan, except within Class B airspace, Class C airspace, a TRSA, or where Basic Radar service is provided. 2. An aircraft conducting an instrument, visual, or contact approach has landed or has been instructed to change to advisory frequency. 3. An arriving VFR aircraft, receiving radar service to a tower controlled airport within Class B airspace, Class C airspace, a TRSA, or where sequencing service is provided, has landed; or to all other airports, is instructed to change to tower or advisory frequency. 4. An aircraft completes a radar approach.

READ BACK—Repeat my message back to me.

REPORT—Used to instruct pilots to advise ATC of specified information; e.g., "Report passing Hamilton VOR."

SAY AGAIN—Used to request a repeat of the last transmission. Usually specifies transmission or portion thereof not understood or received; e.g., "Say again all after ABRAM VOR."

SAY ALTITUDE—Used by ATC to ascertain an aircraft's specific altitude/flight level. When the aircraft is climbing or descending, the pilot should state the indicated altitude rounded to the nearest 100 feet.

SAY HEADING—Used by ATC to request an aircraft heading. The pilot should state the actual heading of the aircraft.

SPEAK SLOWER—Used in verbal communications as a request to reduce speech rate.

SQUAWK (Mode, Code, Function)—Activate specific modes/ codes/functions on the aircraft transponder, e.g., "Squawk two—one-zero-five." Squawk does not mean pilot should press the transponder's IDENT button.

STAND BY—Means the controller or pilot must pause for a few seconds, usually to attend to other duties of a higher priority. Also means to wait as in "stand by for clearance." The caller should reestablish contact if a delay is lengthy. "Stand by" is not an approval or denial.

TAXI INTO POSITION AND HOLD—Used by ATC to inform a pilot to taxi onto the departure runway in takeoff position and hold. It is not authorization for takeoff. It is used when takeoff clearance cannot immediately be issued because of traffic or other reasons.

THAT IS CORRECT—The understanding you have is right.

TRAFFIC—A term used by ATC to refer to one or more aircraft.

TRAFFIC IN SIGHT—Used by pilots to inform a controller that previously issued traffic is in sight.

UNABLE—Indicates inability to comply with a specific instruction, request, or clearance.

VERIFY—Request confirmation of information; e.g., "verify assigned altitude."

Wednesday, May 7, 2008

Summer Reading - MIST Recommendations: Pre Senior (Going into Y 12)

ENGLISH DEPARTMENT

Directions: Read one of the following books during the summer if you will be in World Literature or Honors World Literature. You will be tested in English class when you return to school. To prepare yourself, take notes on the book. Be sure to take notes on minor and major characters, the setting of the story, and plot events. AP students, see separate list.

World Literature (Choose one)

The Good Earth by Pearl S. BuckStory of Wang Lung's growth from adolescence and poverty to old age and wealth in pre-Communist China.

The Joy Luck Club by Amy TanFascinating vignettes about four Chinese-born women and their American-born daughters; magical tales of women living in two cultures.

Madame Bovary by Gustave FlaubertProject Gutenberg eBookFamous French novel about Emma Bovary, who, dissatisfied with the lack of glamour in her middle class life, searches for romance and excitement and becomes entangled in a web of deceit.

Nectar in a Sieve by Kamala MarkandayaA moving and realistic story of the unbelievable challenges of growing up as a girl/woman in a village of India.

The Merry Wives of Windsor by William ShakespeareProject Gutenberg eBook This romantic comedy entwines wise women, mistaken identities, jealousy and good old fashioned wooing! See the adventures of Falstaff, Mistress Ford and Mistress Page portrayed on stage this summer at the Great Lakes Theater Festival.

Their Eyes Were Watching God by Zora Neale HurstonWonderful story of a black woman's discovery of dignity and love in the prejudiced South of the 1930's.

Honors World Literature

(Choose one book from the list above, and also read the following)

Cry, The Beloved Country by Alan Paton The compassionate story of Zulu pastor Steven Kumalo and his son Absalom.

AP World Literature

Read the following novel and one other work.

Anna Karenina by Leo Tolstoy(Penguin edition only, translated by Pevear & Volokhonsky) Sensual, rebellious Anna renounces a respectable marriage for a passionate and destructive romantic involvement.

Summer Reading - MIST Recommendation: Pre Junior: (Going into Y 11)

ENGLISH DEPARTMENT

Directions: Read the book listed below during the summer. You will be tested on the book in English class when you return to school. To prepare yourself, take good notes on the book. Be sure to take notes on minor and major characters, the settings of the story, and plot events.

British Literature

Rebecca by Daphne duMaurier

Honors British Literature

David Copperfield by Charles Dickens Project Gutenberg eBook

Summer Reading - MIST Recommendation: Pre Sophomore (Going into Pre Y 10)

ENGLISH DEPARTMENT

Directions: Read one of the following books during the summer. You will be tested on the book in American Literature when you return to school. To prepare yourself, take good notes on the book. Be sure to take notes on minor and major characters, the setting of the story, and the plots.

I Know Why the Caged Bird Sings by Maya Angelou
A well-known poet, actress and scholar tells poetically of her African-American childhood in Stamps, Arkansas, where searing bigotry tested but did not destroy her.

The Promise by Chaim Potok
This sequel to The Chosen takes the reader into Danny's and Reuven's adulthoods.

Pudd'nhead Wilson by Mark TwainProject Gutenberg eBook
At Dawson's Landing in times of slavery, two boys -- one black, one white -- are switched at birth. What happens as a result shows the author's firm conviction that "color is only skin deep."

Witch Child by Celia Rees
In 1659, fourteen year old Mary Newbury keeps a journal of her voyage from England to the New World and her experiences living as a witch in a community of Puritans near Salem, Massachusetts.

Summer Reading - MIST Recommendation: Pre Freshman (Going into Y 9)

ENGLISH DEPARTMENT:

Directions: Read two of the following books during the summer. You will be tested on the books in English class when you begin school. To prepare yourself, take good notes on the books. Be sure to take notes on minor and major characters, the settings of the story, and plot events.

Death Be Not Proud by John Gunther
A father's touching story of his courageous teenage son who dies of a brain tumor at the age of seventeen. Johnny, throughout his illness, and dealing with his death, was being reborn each day.

Farewell to Manzanar by Jeanne Wakatsuki Houston & John D. Houston
The author remembers her life as a young Japanese girl who is sent to an internment camp with her family during World War II.

The Hiding Place by Corrie Ten Boom
A biographical novel full of suspense and intrigue about the author's attempts to save refugees from the Nazis during World War II.

Hope Was Here by Joan Bauer
Sixteen year old Hope runs a diner with her aunt and becomes involved in the mayoral race of the diner's owner, a leukemia victim.

The Pearl by John Steinbeck
Kino, impoverished Indian fisherman in a little village in Mexico, believes his fortune turns to gold when he finds a valuable pearl. This simple novella relays an important parable about moral values and integrity of soul.

A Walk to Remember by Nicholas Sparks
This is the story of a 40-year-old man, Landon Carter, who looks back on his life at age 17 when he was roped into acting the lead in the town Christmas play.

Words by Heart by Ouida Sebestyen
A story about a girl who comes face to face with violence and must make the hardest choice of her life.

Additional Summer Reading Lists

A LIST OF GREAT LISTS!

Summer Reading List 2007These lists of titles have been compiled by librarians at member schools of the Houston Area Independent Schools Library Network (HAISLN). The lists include both fiction and nonfiction books by some of the best authors for children and young adults. Lists presented for PreK-12.

Summer Reading ListsCharlottesville (Virginia) Catholic School presents these lists or required and suggested reading. Separate lists for each grade K to 8.

Summer Reading for KidsThese books have been selected by Vermont public school librarians and are recommended for summer reading for children and young adults. Published on the Vermont Education Association's Web page, Summer Reading offers separate lists for students in grades K through 4, 5 through 8, and 9 through 12.

Summer Reading ListsThese lists, from the Mountain Brook City Schools in Birmingham, Alabama, recommend books for students in grades 1 through 3, 4, 5, 6, junior high school (grades 7 through 9), and high school.

Summer Reading ListsMiddlesex Middle School in Darien, Connecticut, provides reading lists for social studies and science, as well as English.

Summer Fun Reading ListThese lists include books for students in K through 5. Book lists are divided by grade levels of students entering grades K and 1, 2 and 3, and 4 and 5, as well as into such categories as poetry, picture books, and classic fiction to read aloud to the whole family.

Elementary Summer Reading ListThis list from the Wayland (Massachusetts) Public Schools includes fiction titles for beginning readers, students in grades 2 and 3, and students in grades 4 and 5, as well as lists of books of poetry, books of fairy tales, biographies, books for families to read aloud, and more.

Boulder (Colorado) Public Library Booklists for KidsThis list of lists from the BPL includes summer reading chapter books and summer reading picture books.

Fairfax County Public Library Books for School-Age ChildrenThough not specifically created as summer reading lists, these lengthy lists include great summer reading ideas. Individual lists are offered for students in grades 1 to 6.

Summer Reading ListsThis resource from Fairfax County (Virginia) Public Schools includes four separate lists -- for students going into grades 6, 7 and 8, 9 and 10, and 11 and 12.

Boston Public Schools Summer Reading ListsFour lengthy book lists -- for students in grades K through 3, 4 and 5, 6 through 8, and 9 through 12 -- offer titles sorted by genre. These lists, created in association with the Boston Public Library, include titles in Spanish for students in grade K through 8.

ADDITIONAL SUMMER READING RESOURCES

Summer Reading Tips for ParentsAccording to the LD Online Web site, "Studies show that most students experience a loss of reading skills over the summer months, but children who continue to read actually gain skills." This site offers tips that encourage parents to help children sustain reading skills during the summer. Although directed to parents of children with learning disabilities, any teacher might include these tips in an end-of-year newsletter as a reminder to parents.

Choices BooklistEach year the International Reading Association (IRA) invites 10,000 schoolchildren to read and vote for the best newly published books. This site provides the children's list as well as a list of teachers' picks for the best books.

Publish Your Book ReviewsHave children publish their book reviews on Web sites that offer readers the opportunity to share their opinions about books. This issue of Barbara Feldman's Surfing the Net with Kids newsletter offers links to a handful of such opportunities!

Summer Reading Lists

Every year around the world schools give their recommendations for the books students should read during the summer. These lists are as varied as there are schools. Here are some links to the top recommended reading lists from around the globe. Try reading some of the books on these lists. Later we will post the books we recommend for our MIST students.

One key to children's reading success is making their reading experience entertaining, relaxing, and enjoyable. Allow children to choose their own reading materials and be aware of what their reading interests are. Help them find books that pique their interests. Below are information about and links to many reading lists that identify high-quality titles and serve many different audiences and purposes.

Notable Children's Books An annual list compiled by the Association for Library Service to Children (ALSC), a division of ALA.

Top Ten Lists of "All-Time Classics" ALSC created this list of classics that parents and children can read together for the Boys and Girls Clubs of America for national KidsDay (August 2001). There is one list for preschool to age 8 and one list for ages 8-12.

100 best paperbacks A list created by ALSC for Reading is Fundamental (RIF).

Newbery Award Books. Each year, ALSC chooses the most distinguished contribution to American literature for children from books released in the previous year.

Caldecott Award Books. Each year, ALSC chooses the most distinguished American picture book for children released in the previous year.

Pura Belpré Award Books. Each year, ALSC chooses two works (one for narrative and one for illustration) that best portray, affirm, and celebrate the Latino cultural experience in an outstanding work of literature for children and youth.

Coretta Scott King Award Books Each year, the Coretta Scott King Task Force of the ALA Social Responsibilities Round Table chooses two distinguished books, one by an author of African descent and one from an illustrator of African descent, that promote an understanding and appreciation of the "American Dream."

Robert F. Sibert Award Books. Each year, ALSC chooses the most distinguished informational book published during the preceding year.

Mildred Batchelder Award Books. Each year, ALSC honors an American publisher for a children's book considered to be the most outstanding of those books originally published in a foreign language in a foreign country, and subsequently translated into English and published in the United States.

Booklist Editor's Choice Lists including "Books for Youth" compiled by editors of ALA's review magazine, Booklist; with grade levels suggested.

The Teen Read Week website includes a list of resources for materials of interest to teens.
An extensive list of all of the high-school-age reading lists compiled by members of the Young Adult Library Services Association (YALSA), a division of (ALA).

Outstanding Books for the College Bound
There are also numerous published lists. A recent one is The New Books Kids Like, edited by Sharon Deeds and Catherine Chastain, Prepared for the Association for Library Service to Children (Chicago: ALA, 2001). This organizes frequently requested materials around 44 topics and indicates grade levels within those topics.

Finally, there are numerous web resources available through Great Web Sites for Kids. See entries under "Literature and Language"

Thursday, March 27, 2008

Charge of the Light Brigade - Links

Charge of the Light Brigade - Wikipedia, the free encyclopedia

For the movies about the charge, see The Charge of the Light Brigade (1936 film) and The Charge of the Light Brigade (1968 film). ...
en.wikipedia.org/wiki/Charge_of_the_Light_Brigade - 67k - Cached - Similar pages - Note this

The Charge Of The Light Brigade by Alfred, Lord Tennyson - 20:36

Charge of the Light Brigade, by Alfred, Lord Tennyson.
www.nationalcenter.org/ChargeoftheLightBrigade.html - 11k - Cached - Similar pages - Note this

The Charge of the Light Brigade

Rode the six hundred. "Forward, the Light Brigade! "Charge for the guns! ... Honor the charge they made, Honor the Light Brigade, Noble six hundred. ...
eserver.org/poetry/light-brigade.html - 4k - Cached - Similar pages - Note this

The 13th at Balaclava: Charge of the Light Brigade

Long, detailed, and illustrated examination of the role of the 13th Hussars.
www.pinetreeweb.com/13th-balaclava2.htm - 74k - Cached - Similar pages - Note this

BBC - Arts - Poetry: Out Loud

The Charge of the Light Brigade, Requires Real Player. ... Rode the six hundred. 'Forward the Light Brigade! Charge for the guns!' he said: ...
www.bbc.co.uk/arts/poetry/outloud/tennyson.shtml - 7k - Cached - Similar pages - Note this

Background to the Charge of the Light Brigade

It is curious that ... the charge of the Light Brigade should loom so large in British legend. Only 673 men were involved, and they lost 157 men out of 20 ...
www.uea.ac.uk/edu/learn/braysher/charge.htm - 6k - Cached - Similar pages - Note this

"The Charge of the Light Brigade"

Includes images of the original manuscript in Tennyson's own hand.
etext.virginia.edu/britpo/tennyson/TenChar.html - 4k - Cached - Similar pages - Note this

The Charge of the Light Brigade (1936)

Directed by Michael Curtiz. With Errol Flynn, Olivia de Havilland, Patric Knowles. A major countermands orders and attacks to revenge a previous massacre of ...
imdb.com/title/tt0027438/ - 51k - Cached - Similar pages - Note this

BBC NEWS | Magazine | Why the Charge of the Light Brigade still ...

On the 150th anniversary of the Charge of the Light Brigade, why should anyone still be interested in what was a relatively minor military blunder, ...
news.bbc.co.uk/1/hi/magazine/3944699.stm - 42k - Cached - Similar pages - Note this

The Charge of the Light Brigade

The result was the Charge of the Light Brigade on 25 October 1854. This narrative begins after Raglan has sent the order to Lord Lucan. ...
www.victorianweb.org/history/crimea/chargelb.html - 25k - Cached - Similar pages - Note this

The Charge Of The Light Brigade

by Alfred, Lord Tennyson

Memorializing Events in the Battle of Balaclava, October 25, 1854
Written 1854

Half a league half a league,
Half a league onward,
All in the valley of Death
Rode the six hundred:
'Forward, the Light Brigade!
Charge for the guns' he said:
Into the valley of Death
Rode the six hundred.

'Forward, the Light Brigade!'
Was there a man dismay'd ?
Not tho' the soldier knew
Some one had blunder'd:
Theirs not to make reply,
Theirs not to reason why,
Theirs but to do & die,
Into the valley of Death
Rode the six hundred.

Cannon to right of them,
Cannon to left of them,
Cannon in front of them
Volley'd & thunder'd;
Storm'd at with shot and shell,
Boldly they rode and well,
Into the jaws of Death,
Into the mouth of Hell
Rode the six hundred.

Flash'd all their sabres bare,
Flash'd as they turn'd in air
Sabring the gunners there,
Charging an army while
All the world wonder'd:
Plunged in the battery-smoke
Right thro' the line they broke;
Cossack & Russian
Reel'd from the sabre-stroke,
Shatter'd & sunder'd.
Then they rode back, but not
Not the six hundred.

Cannon to right of them,
Cannon to left of them,
Cannon behind them
Volley'd and thunder'd;
Storm'd at with shot and shell,
While horse & hero fell,
They that had fought so well
Came thro' the jaws of Death,
Back from the mouth of Hell,
All that was left of them,
Left of six hundred.

When can their glory fade?
O the wild charge they made!
All the world wonder'd.
Honour the charge they made!
Honour the Light Brigade,
Noble six hundred!

Note: This poem, including punctuation, is reproduced from a scan of the poem written out by Tennyson in his own hand in 1864. The scan was made available online by the University of Virginia.

Wednesday, March 26, 2008

Books to Read

Here is a wonderful presentation on books that has been complied by BreitLinks. I recommend all our students - especially our younger ones to visit this EXCELLENT web site. In the meantime watch the condensed book list below and see how many of these wonderful titles you have read and remember!

If you have not read many of them I suggest you plan a good reading scheme and set forth to discover these valuable literature links.

Compile a list of the books you have read and your recommendations - we will publish it here!

Monday, January 31, 2011

Explore The TLS

Wednesday, March 17, 2010

History themed Plays Click a link below to access full scripts and information about Shakespeare's Plays

William Shakespeare Plays

Sunday, March 14, 2010

Optional readingFor Tuesday 16th March.

Tuesday, March 9, 2010

New Pilot's Guide to ATC Communication

Learn the right words and talk like a pro

By Robert I. Snow

Learning the language

Expecting the words

Wednesday, May 7, 2008

Thursday, March 27, 2008

The Charge Of The Light Brigade by Alfred, Lord Tennyson - 20:36

Wednesday, March 26, 2008

About this Blog

Useful Links

Labels

Blog Archive

History themed Plays
**Click a link below to access full scripts and information about Shakespeare's Plays**

**Optional reading*For Tuesday 16th March.***