The Blood Stained Intrigue English Sub Title Full
Torie Stolcals
F.J. Child considered this to be one of the noblest and most sterlingspecimens of the popular ballad(The English and Scottish Popular Ballads: Volume One).Singers evidently agree, as variants are sung throughout Britain, NorthernEurope and America under various titles, including Edward andHenry My Son. All versions share the feature of a dialogue betweenmother and son, with the mother gradually drawing out the painful truth of whyher son has blood on his sword. Emily learnt this version from Lou Killen, whoin turn learnt it from the well-known Aberdeen ballad singer Jeannie Robertson.
What this will involve is clear. It will involve the utmost practicable cooperation in counsel and action with the governments now at war with Germany, and, as incident to that, the extension to those governments of the most liberal financial credit, in order that our resources may so far as possible be added to theirs. It will involve the organization and mobilization of all the material resources of the country to supply the materials of war and serve the incidental needs of the Nation in the most abundant and yet the most economical and efficient way possible. It will involve the immediate full equipment of the navy in all respects but particularly in supplying it with the best means of dealing with the enemy's submarines. It will involve the immediate addition to the armed forces of the United States already provided for by law in case of war at least five hundred thousand men, who should, in my opinion, be chosen upon the principle of universal liability to service, and also the authorization of subsequent additional increments of equal force so soon as they may be needed and can be handled in training. It will involve also, of course, the granting of adequate credits to the Government, sustained, I hope, so far as they can equitably be sustained by the present generation, by well conceived taxation. I say sustained so far as may be equitable by taxation because it seems to me that it would be most unwise to base the credits which will now be necessary entirely on money borrowed. It is our duty, I most respectfully urge, to protect our people so far as we may against the very serious hardships and evils which would be likely to arise out of the inflation which would be produced by vast loans.
Self governed nations do not fill their neighbor states with spies or set the course of intrigue to bring about some critical posture of affairs which will give them an opportunity to strike and make conquest. Such designs can be successfully worked out only under cover and where no one has the right to ask questions. Cunningly contrived plans of deception or aggression, carried, it may be, from generation to generation, can be worked out and kept from the light only within the privacy of courts or behind the carefully guarded confidences of a narrow and privileged class. They are happily impossible where public opinion commands and insists upon full information concerning all the nation's affairs.
We are not Europeans; we are not Indians; we are but a mixed species of aborigines and Spaniards. Americans by birth and Europeans by law, we find ourselves engaged in a dual conflict: we are disputing with the natives for titles of ownership, and at the same time we are struggling to maintain ourselves in the country that gave us birth against the opposition of the invaders. Thus our position is most extraordinary and complicated. But there is more. As our role has always been strictly passive and political existence nil, we find that our quest for liberty is now even more difficult of accomplishment; for we, having been placed in a state lower than slavery, had been robbed not only of our freedom but also of the right to exercise an active domestic tyranny . . . . We have been ruled more by deceit than by force, and we have been degraded more by vice than by superstition. Slavery is the daughter of darkness: an ignorant people is a blind instrument of its own destruction. Ambition and intrigue abuses the credulity and experience of men lacking all political, economic, and civic knowledge; they adopt pure illusion as reality; they take license for liberty, treachery for patriotism, and vengeance for justice. If a people, perverted by their training, succeed in achieving their liberty, they will soon lose it, for it would be of no avail to endeavor to explain to them that happiness consists in the practice of virtue; that the rule of law is more powerful than the rule of tyrants, because, as the laws are more inflexible, every one should submit to their beneficent austerity; that proper morals, and not force, are the bases of law; and that to practice justice is to practice liberty.
English 2220: Introduction to Shakespeare
Instructor: Shaun Russell
Shakespeare is everywhere. Though the title of this course is "Introduction to Shakespeare," the truth is that almost everyone has been introduced to Shakespeare in some form or another, whether in a high school English course, in a local theatre production, through one of the many film adaptations or just through sheer cultural osmosis. So what does an "introduction to Shakespeare" actually mean? In this course, you will be reacquainted with some of Shakespeare's more familiar dramatic works in new ways, and you will be introduced to some of Shakespeare's lesser-known dramatic works in such a way that you'll probably wonder why they're not more popular. You won't need to have any prior training in Shakespeare, as this course will build upon what you already know about the acclaimed playwright and help to develop that knowledge into a deeper understanding. Through it all you'll learn about Shakespeare's life and the world he lived in, as well as some key formal considerations such as style and genre. As this is a full-term, in-person summer course, we will read five or six plays. Assignments will include small weekly reading quizzes, two essays and a midterm exam, as well as the expectation of regular participation via class discussion.
English 4520.01 (10): Shakespeare
Instructor: Hannibal Hamlin
As Robert Bridges wrote, "The remarkable thing about Shakespeare is that he is really very good -- in spite of all the people who say he is very good." Shakespeare was one of the greatest playwrights who has ever lived and one of the greatest creative artists. As an artist, Shakespeare's medium was language - words, sentences, metaphors, puns and allusions. The Oxford English Dictionary credits Shakespeare with introducing more words into the English language than any other person ever, including "dwindle," "bedroom," "bloodstained," "anchovy," "skim milk" and "foul-mouthed." He also invented dozens of phrases we now use every day, like "full circle," "foregone conclusion," "wild-goose chase" and "with bated breath." This course will explore Shakespeare's plays from many different perspectives, but we will pay particular attention to their language, beginning with a cluster of particularly rich poetic plays written in the mid-1590s and then turning to several of the greatest Jacobean tragedies. Plays will include A Midsummer Night's Dream, Romeo and Juliet, Richard II, Othello, King Lear and Macbeth. We'll also read some contextual material and critical essays which will be available via Carmen. Assignments will include two critical papers, a midterm test and a final exam.