Famous poems with onomatopoeia and alliteration

Bad MakeUp Artists

2017.03.13 22:39 mmonzeob Bad MakeUp Artists

BadMUAs is on black out until further notice in protest of Reddit's policy change that will kill third-party apps! To learn more, see: https://www.reddit.com/Save3rdPartyApps/comments/147cksa
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2019.05.21 17:58 TroubledWalrus The Garden of Caresses

These poems, written in Spain by an unknown Moor of the tenth century, have been discovered at Timbuctoo in the archives of the ancient University of Sankore.
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2024.05.19 01:42 GirthyGainzzz BB References in Recent Posts

BB References in Recent Posts
I just watched all the recent Twitter posts from that account that was dormant for years. I interpret the posts as indicating a run is coming up for the original BANG stocks - BB, AMC, NOK, and G. The BANG acronym was created during the 1st meme run when all these stocks ran hard. I noticed several references to BANG and BB in particular in the posts, with of course the most obvious references being for G. For purposes of this post I am going to assume these posts are genuine, even though I have a healthy amount of skepticism that the account was sold or is now part of a marketing campaign working with G, especially with the offering in AMC and G occurring right after the account starting posting again. This post is exploring the references in the posts, I am not going to debate whether it is in fact the original poster trying to say something, or just a marketing scheme to create bagholders. I think either could be true.
On the first day of posting videos, there is a post where it cuts to a song titled BANG with a video in a casino. Lyrics to the song appear on the screen. BANG BANG BANG appears several times. I believe this may be a reference to the original BANG stocks. There are several other posts involving loud gunshots and bangs, that may also be references to the original BANG stocks.
There is a Candyman post where the word "BE" appears on the screen with a bee icon flying away from it - BB.
https://preview.redd.it/xj9c6a8vt91d1.png?width=1170&format=png&auto=webp&s=ebc73d8412228b6333e868b95924a2c2f061394c
There is a lot of BB alliteration throughout the posts. Several Breaking Bad posts. The post where the words Britney Bitch appear on screen. The Busta Rhymes post where Busta Bust appears on screen. There is a Beavis and Butthead post. I'm sure there are other examples.
There is also a lot of references to "Black". There is a Pirates of the Caribbean post where captain Barbosa asks what has become of his ship. The ship in the move is the "Black Pearl". There are several Men in Black posts. I'm sure there are several other references to "Black" throughout the posts.
There is the post from tombstone with Doc Holliday. Doc Holliday's most famous line is "I'll be your Huckleberry".
There is an Always Sunny post where Dennis holds up the photo of him grabbing the therapist's boobs from the back and there is the G sign for her boobs. The word "Boobs" contains BB. The actor who plays Dennis was also a main character in the Blackberry movie.
This could just be some Q-anon level dot connecting nonsense, or referring back to Always Sunny, the Mac meme where he is smoking a cigarette with the white board in the background. But I think there is too many potential references to be a coincidence, and I think the posts are referring to BB and the other original BANG stocks, as well as G (obviously). Again, this doesn't answer the question of whether these are genuine posts, or some big psy op or marketing scheme. If it is the original poster posting these, I think he is also saying that BB and original BANG stocks are going to run as well.
I will be buying some lotto BB OTM calls on Monday. Just gambling in case this is genuinely Kitty posting. IV on BB calls is still reasonable compared to AMC and GEM. I think NOK IV is still low and may be worth a look as well. There also seems to be a good floor on BB for shares, I don't see it going below $2.50 anytime soon, so potential upside vs low downside in my opinion. I just need a post next week with the "blacker the berry, the sweeter the juice" Tupac song, and I am all in.
submitted by GirthyGainzzz to wallstreetbets [link] [comments]


2024.05.18 22:11 Definition_Novel Vytautas Montvila: the Lithuanian Diaspora’s true unsung hero.

Vytautas Montvila: the Lithuanian Diaspora’s true unsung hero.
In the age of current mass glorification via media from Lithuania and the United States of diaspora Lithuanian fascists like Adolfas Ramanauskas (Ramanauskas was born in New Britain, Connecticut, USA and later moved to Lithuania, later collaborating with Nazis during their invasion) or Lithuanian exile fascists like Jonas Mekas, few diaspora Lithuanians remember the names of revolutionary socialist Lithuanian diaspora heroes like Vytautas Montvila or Antanas Bimba. Antanas Bimba was a Lithuanian involved in the early American Communist movement, and a post will be made for him sometime later. As for the story of Montvila, It is up to Lithuanians everywhere to give this man his credit as a hero and martyr against fascism.
Vytautas was born to to an ethnic Lithuanian Catholic immigrant family in 1902 in the city of St. Charles, Illinois. His family, like many Lithuanian immigrants to America at the time, left Lithuania due to persecution by czarist Russian Empire authorities, whom sought to ban Lithuanian language as well as restrict the Catholic Church in favor of Orthodoxy. This persecution under czarism caused many minorities, particularly ethnic Lithuanian Catholics and Lithuanian Jews, to move often to the United States, Canada, or South American nations. In 1906, he and his family returned to Lithuania, moving to the city of Marijampolė. The family later moved to Degučiai, then a Marijampolė suburb.
As Vytautas grew older, between the years of 1922-26 he joined the Kėdainiai Teacher’s Seminary. It was somewhat of a social club for study, covering a wide range of topics, such as science, culture, atheism, and philosophy. Members were of various political parties, but it was here Vytautas became acquainted with local Communist activists and gained entry into the wider movement. The communists at these meetings often discussed Marxist theory, offered to share sections of the Communist Manifesto, and recruited members into local Worker’s Guilds. In 1923, he began writing his early poetry, often revolutionary in nature and influenced by avant-garde style. In his most famous poem, “Naktys be Nakvynės” (ENG: “Nights Without Accommodation”), written early in his career, he champions revolutionary socialism and personifies art of poetry as a tool for revolution. His later work from 1940-41 reflects the new Soviet period, condemns the reactionary past, hoping towards a socialist future in Lithuania. These later poems were influenced heavily by the works of fellow Soviet poet V. Mayakovsky, whose works Montvila enjoyed. These later works by Montvila were of a topical oratorical style, and he is credited often with having laid the foundation for other Lithuanian Soviet poets at the time. Montvila also wrote short stories and portions of novels. Among other feats, he translated the novel “Mother” by fellow Soviet writer Maxim Gorky, from Russian into Lithuanian, as well as translated the writer Émile Zola’s novel “The Collapse” from its original French into Lithuanian.
He shortly then studied in the Faculty of Humanities at the University of Lithuania (Today, Vytautas Magnus University in Kaunas).
Following his departure from university, he began a life fully committed to revolutionary socialist activism. In 1929, in an effort to organizationally unify leftist writers against the bourgeoisie, he published the revolutionary almanac “Raketa” (ENG: “Rocket.”) For this, he was imprisoned from his arrest in 1929 to 1931. During 1935, he moved back to Marijampolė, and published the “Skardas” (ENG: “Tin”) worker’s newspaper for the Communist faction of the Lithuanian Social Democratic Party. He also published other socialist newspapers, titled “Darbas” (ENG: “Work”), “Kultūra” (ENG: “Culture”), “Aušrine” (ENG: “Dawn”), and “Prošvaistė” (ENG: “The Light”) for various leftist organizations. He simultaneously worked odd jobs to add to his livelihood.
Upon establishment of the Soviet Lithuanian government in 1940, Montvila, like many leftist Lithuanian citizens, was thrilled and ready for change, having been oppressed in a society previously plagued by issues such as anti-communism, rural serfdom, clerical fascism, anti-Semitism, and capitalist exploitation of all of the working people of Lithuania. Vytautas dedicated specialized time to working with Soviet authorities to publish and translate revolutionary texts from various authors, as well as delivering his own revolutionary pro-Soviet speeches. He continued this into 1941, the final year of his life.
Upon the Nazi invasion of Lithuania in mid-1941, he was captured by local collaborators and Gestapo. According to documents, he did not run or resist, rather instead defiantly, in true revolutionary martyr manner, insulted his captors. He was taken prisoner to the 9th Fort in Kaunas, where he was executed, being shot to death on July 19th, 1941, killed alongside many other Jewish and leftist victims of Nazi and collaborator fascist terror. To leftists who are aware of his heroism and revolutionary martyrdom, he is often compared to fellow revolutionary and Spanish poet F. Garcia Lorca, a leftist whom was executed by the Francoists. Vytautas, Lorca, and all revolutionaries shall be remembered forever. May we remember Vytautas Montvila, a hero to all Lithuanians, but especially to Lithuanians in the diaspora! Remember Vytautas Montvila, both uniquely a hero to Lithuanian-Americans, and the people of Lithuania!
submitted by Definition_Novel to SovietDiaspora [link] [comments]


2024.05.18 21:52 Jaded-Mycologist-831 Anyways here’s poems + History Boys

Tissue
Polysemous title- Tissue • Tissue- paper + skin (human life is fragile [criticises arrogance, encourages us to protect]) • Also paper (not alive) + skin (alive)- criticises monotony of life, not really living • Tissue paper- found in bibles and holy texts, but fragile (overinflated importance of identity causing wars and discrimination, really it’s very fragile and identity isn’t real, we’re all just people (tissue as in skin)) • Tissue- used to wipe away tears, togetherness can reduce suffering • Tissue- medical term for deep skin- poem shows deeper nature of humans and our potential for goodness, can be wounded and damaged by outside influences but can always heal
"Paper that lets the light shine through, this is what could alter things" - reference to religious texts paper, light as Jesus and Allah (power of religion) - or coexistence with nature (Dharker is a Muslim Calvinist)
Enjambment- freedom, lack of control of humans, rejecting constraints
Free verse- same thing
"Let the daylight break through capitals and monoliths" - power of nature, criticism of authority, weakness of humans- “break” violent personification, destroying authority, daylight + break = sunrise + hope
"The sun shines through their borderlines" - nature overcomes human segregation identity, criticism of war, power of nature) sibilance shows power, “their” still shows separation, criticise that
"fly our lives like paper kites" - childish metaphor, mocking control of money over life (criticism of authority)
"the back of the Koran" - “the” repetition shows importance, “back” shows it is hidden/shunned by society, still holding onto identity
"Transparent" - repetition, criticism of dishonesty of authority
Exposure
"Merciless iced east winds that knive us" - personification of wind shanking people (first line not about war but nature- more significant) (power of nature)- subtle sibilance (just as dangerous as bullets but most people don’t realise)- Germans were in the east, but the only thing from there is wind
ABBAC rhyme, structure is built only to be taken down (tension of soldiers expecting fight but let down)
Pararhyme- unsatisfying for reader, reflects how the soldiers are always nervous but never get to chill
“What are we doing here?” Rhetorical question to criticise authority, or actual question to show PTSD confusion, can be asking what they are DOING or why they are HERE
"For love of God seems dying" ok 1. The soldier's love of God is dying 2. God's love for the soldiers is dying 3. To show love of God, you should die
"forgotten dreams" - juxtaposition, loss of hope, forgotten dreams on purpose to be less sad? war made them forget? “forgotten” disassociated from PTSD, “dreams” as happiness from the past that seems unreal
“a dull rumour of some other war" reference to the Bible and Armageddon, metaphorical end of the world for the soldiers be suffering "sudden successive flights of bullets streak the silence" - sibilance represents sound of bullets, jolting reader out of relative lack of noises, feel like soldiers
Epistrophe "but nothing happens" cyclical structure, stuck in suffering
“we” “us” “our” collective pronouns, shared experience, comradeship, loss of identity, relatable to all soldiers
Kamikaze
Title- single word, only military rank- only seen as a kamikaze pilot by others
Structure- 6 lines per stanza but free verse and lots of enjambment- conflict between control and freedom (military/social expectations/duty vs love for family/nature/memories/life)
Constant shifts between first person and third person- disconnect from family due to shame
“Her father embarked at sunrise” -sunrise as power of nature + Japan’s military flag- conflict
“a shaven head full of powerful incantations” -incantations are deliberately vague- orders from military? prayers? inner conscience against it? It’s “powerful” tho and influences him, and it’s “full” showing his distress, shaved head like most kamikaze pilots
“green-blue translucent sea” beautiful imagery, “translucent” shows how things are unclear but getting clearer- nature helps him decide what to do
Describes fishes “like a huge flag”- patriotic semantic field shows brainwashing, but reduces as the poem goes on, simile shows how he is starting to disconnect and change his mind,
also as “a figure of eight”- shows thoughts of pride and prosperity-
“The dark shoals of fishes/flashing silver as their bellies/swivelled towards the sun” - • sibilance shows ocean noises and beauty, “dark” -> “flashing silver” things get brighter and easier to see- knows what to do thanks to nature • “Silver”- medals he would have gotten for being a kamikaze pilot, but true reward is in nature • “Sun”- represents beauty of nature and also Japanese flag- conflict but now there’s also nature in the mix • Belly up- death on his mind
“bringing their father’s home safe/-yes, grandfather’s boat- safe” repetition of “safe” shows reason to come back- wants to return to family, memories
“a tuna, the dark prince, muscular, dangerous.” • first mention of danger = power in the whole poem, danger to the mission as it causes the pilot to have doubts, true power is in nature and memory • First full stop in the poem and lots of commas- makes us stop and think like the pilot about what he’s abt to do
“laughed” “loved” at the end of the poem- all in past tense- nothing left for the soldier
“we too learned to be silent”- “learned” should be positive but contrasts with what they learnt- criticises how they were taught shame by the older generations- but it’s said in first person, the daughter is criticising this and teaching her children not to think that way
Poppies
Title- honours and grieves dead soldiers, short single word title shows full intent of the poem and how the mother’s life is consumed by grief
Dramatic monologue- emphasis on the domestic impact and how the soldier isn’t present in the poem
Free verse, enjambment- chaotic, lack of control over the son, distressed
Domestic + military semantic fields- life has been ruined by war
“Spasms of paper red, disrupting a blockade of yellow bias”- mix between war + domestic • “spasms” and “red” is injury and pain- mother is worried or is hurt by letting go (spasms is involuntary muscle action- involuntary letting go), • “paper” is the fragility of the son • “blockade” is military language showing her worry abt the conflict, how she wants to “block” her son from going into the military • “disrupting” the fabric - the son becoming a soldier disrupts the peace or she is trying to disrupt him from going to war
“The dove pulled freely against the sky, / an ornamental stitch”- dove represents peace and grief- she and her son is at peace with death, “pulled freely” is an oxymoron- inner conflict with grief or letting her son go, the comma shows a pause to reflect on the grief, the “ornamental stitch” metaphor for the mother (pretends to hold it together)
“I was brave”- takes down ideas of just the soldier’s bravery but also the mother’s, but past tense shows current weakness from grief
“Sellotape bandaged around my hand” • Bandage shows wounds • Sticks them together one last time- cat hairs are removed, no more reason to stay • Claustrophobic feeling- stuck in the domestic role, can’t go and protect the son
“Blackthorns of your hair”- religious connotations of Jesus on the cross, sacrificed for the country- metaphor for the son
History Boys
"Enemy of education" war metaphor and alliteration, opposition between true understanding of literature and grades only used shallowly “Cheat’s Visa”
"a fact of life" indisputable and unchangable, in opposition with Irwin's views on history (truth does not matter to him until now?)
Drummer Hodge: Intertextuality, Tom Hardy (the poet) represents Hector, sympathising with the ordeal of the youth, Drummer Hodge represents the Boys, thrown into the chaos of life without proper guidance
"She's my western front" war metaphor objectifies Fiona, personal pronoun further expresses how women were seen as objects to be owned
“... all the other shrunken violets you people line up" [you people] segregates gay people, [shrunken violets] derogatory language
"Some of the literature says it will pass" looking to literature for solace and comfort during a sexuality crisis
"All literature is consolation" Dakin changes his mind on literature symbolising him changing to Irwin's side. No need to look for solace in literature when he can pursue Irwin
Parallels with "all knowledge is precious" from Hector - A.E. Housman, one of the first intertextualities and used in the intro to establish his character
“cunt-struck” “a cunt”- Mrs Lintott repeats the colloquialism “cunt” twice, to describe Dakin as “cunt-struck” and Headmaster as “a cunt”. This is the hardest swear in the play and is used show that it wasn’t a slip of the tongue, and to break down stereotypes of women being gentle and passive
“history is women following behind with the bucket” - her big scene about women in history at the end of the play (which is typical for Alan Benett’s plays such as “Kafka’s Dick”) so it would be recent and stay in the audience’s mind when the show ended
Irwin intro as politician in the future "etc., etc." while talking abt freedom- that man gives no fucks about freedom really, just waffling on (first impression for the audience too!!)
Parallel with Holocaust debate- Lockwood uses the SAME EXACT PHRASE while talking abt how the holocaust was bad, (dismissiveness of mass genocide? in this education system? it’s more likely than you think) then goes on to argue that they should be unique with their arguments- Irwin passed on thr mindset even on such an important subject
Hector is set up to be looking cool and all (motorcycle scene dramaticness, greek name connotations, fav teacher) but is absolutely uncool when we get to know him- purposeful? "studied eccentricity" and all. clinging onto youth?
Posner is actually rather helpful as the "dictionary person" bc i doubt the audiences know what "otiose" means
SCRIPPS IS THE MOST RELIGIOUS ONE AND CLOSEST TO POSNER it can dismantle the idea that religion is against queerness
Irwin didnt know how nietzche was pronounced bc from what we know of him he would call Dakin out on that
submitted by Jaded-Mycologist-831 to GCSE [link] [comments]


2024.05.18 21:24 SenlanZWH BLG vs T1 Hupu Rating and Comments

I'm going to try to translate those top comment from Hupu for MSI, I might skip some of them as they are Chinese internet memes that I've no idea how to translate, and those comment related to Honor of Kings, a popular league like mobile game made by Tencent.
The rating is user poll generated, you can give a rating between 2 and 10, and average is used. A total of 725k people participated in this series' rating.
Hupu rating is an in APP feature so it doesn't really have a link, but here is the post match thread for the match, and on the top there is an link you can click on that get you to that page. link

MATCH 1: BLG vs. T1

Bilibili Gaming
Player Rating Top Comment
Bin Twisted Fate 9.8 This is our BLG's double marksman!
Xun Xin Zhao 8.3 Good tempo, but what give you the confidence to so steal blue by yourself?
Knight Taliyah 9.7 This game Trist kept getting fed kills, while you are the one controlling the tempo of the game, and give all the kill to your teammates, you are the true MVP of this game.
Elk Kalista 3.7 This game just treat Kalista like Tahm Kench.
ON Renata Glasc 9.6 "I didn't say you could go, did I?"
BigWei 5.5 Don't ban Nid against Gen.G but ban it against T1, are you drunk?
T1
Player Rating Top Comment
Zeus K'Sante 6.0 I often think what if Sang-hyeok brother is 10 years younger.
Oner Sejuani 3.8 Tarzan: I logged on.
Faker Tristana 2.8 Hey bro, maybe you should go tryout for the Old Guy Cup.
Gumayusi Senna 3.6 That herald in the baron pit, directly give BLG a way to go in, pure comedy.
Keria Nautilus 7.9 Looks a bit red from player cam.
kk0ma 3.4 Kenzhu: I'm going to keep picking Neeko next game.

MATCH 2: BLG vs. T1

Bilibili Gaming
Player Rating Top Comment
Bin K'Sante 8.9 So weird, you are the most in form, but bot lane is getting the highest priority.
Xun Wukong 3.5 You the only one pick Wukong this whole MSI, and last time you tried you got giga gapped, why pick it again, J4 and Xin would be so much better.
Knight Neeko 8.6 Not your fault, same like last series against Gen.G, bot feed a lot of kills and then blame you invisible.
Elk Varus 2.6 You were not human in any of the recent games.
ON Kalista 2.7 If you keep playing like this, I'm gonna go watch KPL.
BigWei 2.7 BigWei and rest of the coaching stuff come out and face the flame, why are you so focused on strong lanes, didn't you learn. Don't waste so many ban for mid, just tell left hand be more confident and pick a tempo champ, don't always think about laning. Pick some engage champ like Naut, Rell, Alistar, Camille for On, Xun could pick carry jungle like Nid or Kindred if there are engage already, else just pick J4, Sej, Maokai, Wukong. Bin watch out for Zeus last pick counter pick, don't be cocky, BLG fighting, please win this!
T1
Player Rating Top Comment
Zeus Camille 8.7 Using the T1 formula, if Zeus can carry, this game will be a stomp.
Oner Sejuani 8.7 You tempo is so good, so why are you kept picking Viego.
Faker Akali 7.1 Dude, what use do you have? I mean seriously, you are not really useful.
Gumayusi Draven 9.3 Why kept picking me Senna, am I weaker than them?
Keria Ashe 7.4 If you didn't ult the real Wukong, that last fight will turn out different.
kk0ma 6.8 No difference compared to Ham. (Laker coach.)

MATCH 3: BLG vs. T1

Bilibili Gaming
Player Rating Top Comment
Bin Twisted Fate 9.9 Fine red wine glitters in a jade chalice that glows in the night, next card will be a ace of heart. (The first part is a famous Chinese poem "葡萄美酒夜光杯", and the second part rhymes with that in Chinese.)
Xun Xin Zhao 9.2 That flash for flash at top was so critical, as a Yasuo main I felt the pain.
Knight Annie 9.8 Knight: Yagao, I don't know what to do. Yagao: ZhuoDing, maybe its time for Annie.
Elk Senna 9.5 WE.Jiumeng, UP.ELK, BLG.Husband is fighting for control of the body, husband is winning right now. (past name and nickname for Elk.)
ON Ornn 9.7 Gift a kill when fountain diving, champion at karma.
BigWei 7.7 Wow, did you just first pick Senna? (This was a 1 star rating comment, probably made right after the draft.)
T1
Player Rating Top Comment
Zeus Yasuo 2.5 Come duo with me, I'm silver, my username is weird top. (It is the name for a steamer 霸哥 that is known for been bad,farming under tower, and possibly using 3rd party software to cheat.)
Oner Nidalee 2.8 Oner: Nidalee, I don't know what to do now. Nidalee: What, who are you again?
Faker Zac 2.8 This Zac pick is like a summary of T1, once Faker dies, four turd pop out.
Gumayusi Kalista 2.8 So you are really an egg, either fried egg, or egg drop soup. (Those are dishes in China, and dish is called 菜, which also means bad when used in league.)
Keria Nautilus 2.9 OP
kk0ma 3.1 Kenzhu:Hmm, did you reuse your old password? 1557, such an easy password.

MATCH 4: BLG vs. T1

Bilibili Gaming
Player Rating Top Comment
Bin Twisted Fate 9.6 Tried your best.
Xun Vi 2.4 Fully responsible.
Knight Corki 7.2 When Chovy's Corki had an advantage, his teammate didn't decide to int.
Elk Varus 3.5 You finally got you condition under control, your jungler's is acting up again.
ON Nautilus 6.6 OK I guess, the support Naut is the only one that could face check.
BigWei 3.2 Xun's Vi, Elk's Varus, game is GG at BP.
T1
Player Rating Top Comment
Zeus K'Sante 8.0 Showmaker.jpg.
Oner Viego 8.5 Oner: Viego, I don't know what to do now. Viego: Who are you? Oner: I'm Zhao "JieJie" Li-Jie, don't turn around to look.
Faker Aurelion Sol 6.5 Head scratcher, inted at least 4 times.
Gumayusi Senna 8.3 Your ult is so clutch, so many key shields.
Keria Ornn 8.1 I upgrade based on age, Zeus sad :C.
kk0ma 6.0 Kenzhu: You still haven't change your password yet, I get to pick Senna and Asol again.

MATCH 5: BLG vs. T1

Bilibili Gaming
Player Rating Top Comment
Bin Camille 9.9 Best top in the world, LPL's pride, you deserves it!
Xun Xin Zhao 7.6 Your entire purpose this game is to facecheck.
Knight Neeko 9.7 Watching you whole game, you were laughing the whole game.
Elk Senna 9.3 I think I kinda get LCK's love for Senna now, and your Senna last year G5 against Gen.G, maybe Senna is actually good.
ON Ornn 9.8 Everyone is even before Letme.
BigWei 5.7 So dumb, I guess you've made enough money and want to retire, how did you BP like this?
T1
Player Rating Top Comment
Zeus K'Sante 2.8 Now you really became Bin's son.
Oner Viego 2.6 Viego: Wait, your are not Zhao "JieJie" Li-Jie, byebye.
Faker Taliyah 3.2 Faker, now its time to wake up from the sweet dream.
Gumayusi Varus 2.8 A kid came to T1, his Varus is flying. (A copy pasta for TheShy, original one is something like: A kid came to WE, his Riven is flying. It was an compliment, but in this case Guma's Varus was literality in the sky.)
Keria Nautilus 2.6 That flash hook clone is a bit cringe.
kk0ma 4.1 Password too hard, let me try other side's.
submitted by SenlanZWH to leagueoflegends [link] [comments]


2024.05.18 21:18 Definition_Novel Vytautas Montvila: the Lithuanian Diaspora’s true unsung hero.

Vytautas Montvila: the Lithuanian Diaspora’s true unsung hero.
In the age of current mass glorification via media from Lithuania and the United States of diaspora Lithuanian fascists like Adolfas Ramanauskas (Ramanauskas was born in New Britain, Connecticut, USA and later moved to Lithuania, later collaborating with Nazis during their invasion) or Lithuanian exile fascists like Jonas Mekas, few diaspora Lithuanians remember the names of revolutionary socialist Lithuanian diaspora heroes like Vytautas Montvila or Antanas Bimba. Antanas Bimba was a Lithuanian involved in the early American Communist movement, and a post will be made for him sometime later. As for the story of Montvila, It is up to Lithuanians everywhere to give this man his credit as a hero and martyr against fascism. Vytautas was born to to an ethnic Lithuanian Catholic immigrant family in 1902 in the city of St. Charles, Illinois. His family, like many Lithuanian immigrants to America at the time, left Lithuania due to persecution by czarist Russian Empire authorities, whom sought to ban Lithuanian language as well as restrict the Catholic Church in favor of Orthodoxy. This persecution under czarism caused many minorities, particularly ethnic Lithuanian Catholics and Lithuanian Jews, to move often to the United States, Canada, or South American nations. In 1906, he and his family returned to Lithuania, moving to the city of Marijampolė. The family later moved to Degučiai, then a Marijampolė suburb.
As Vytautas grew older, between the years of 1922-26 he joined the Kėdainiai Teacher’s Seminary. It was somewhat of a social club for study, covering a wide range of topics, such as science, culture, atheism, and philosophy. Members were of various political parties, but it was here Vytautas became acquainted with local Communist activists and gained entry into the wider movement. The communists at these meetings often discussed Marxist theory, offered to share sections of the Communist Manifesto, and recruited members into local Worker’s Guilds.
In 1923, he began writing his early poetry, often revolutionary in nature and influenced by avant-garde style. In his most famous poem, “Naktys be Nakvynės” (ENG: “Nights Without Accommodation”), written early in his career, he champions revolutionary socialism and personifies art of poetry as a tool for revolution. His later work from 1940-41 reflects the new Soviet period, condemns the reactionary past, hoping towards a socialist future in Lithuania. These later poems were influenced heavily by the works of fellow Soviet poet V. Mayakovsky, whose works Montvila enjoyed. These later works by Montvila were of a topical oratorical style, and he is credited often with having laid the foundation for other Lithuanian Soviet poets at the time. Montvila also wrote short stories and portions of novels. Among other feats, he translated the novel “Mother” by fellow Soviet writer Maxim Gorky, from Russian into Lithuanian, as well as translated the writer Émile Zola’s novel “The Collapse” from its original French into Lithuanian.
He shortly then studied in the Faculty of Humanities at the University of Lithuania (Today, Vytautas Magnus University in Kaunas).
Following his departure from university, he began a life fully committed to revolutionary socialist activism. In 1929, in an effort to organizationally unify leftist writers against the bourgeoisie, he published the revolutionary almanac “Raketa” (ENG: “Rocket.”) For this, he was imprisoned from his arrest in 1929 to 1931. During 1935, he moved back to Marijampolė, and published the “Skardas” (ENG: “Tin”) worker’s newspaper for the Communist faction of the Lithuanian Social Democratic Party. He also published other socialist newspapers, titled “Darbas” (ENG: “Work”), “Kultūra” (ENG: “Culture”), “Aušrine” (ENG: “Dawn”), and “Prošvaistė” (ENG: “The Light”) for various leftist organizations. He simultaneously worked odd jobs to add to his livelihood.
Upon establishment of the Soviet Lithuanian government in 1940, Montvila, like many leftist Lithuanian citizens, was thrilled and ready for change, having been oppressed in a society previously plagued by issues such as anti-communism, rural serfdom, clerical fascism, anti-Semitism, and capitalist exploitation of all of the working people of Lithuania. Vytautas dedicated specialized time to working with Soviet authorities to publish and translate revolutionary texts from various authors, as well as delivering his own revolutionary pro-Soviet speeches. He continued this into 1941, the final year of his life.
Upon the Nazi invasion of Lithuania in mid-1941, he was captured by local collaborators and Gestapo. According to documents, he did not run or resist, rather instead defiantly, in true revolutionary martyr manner, insulted his captors. He was taken prisoner to the 9th Fort in Kaunas, where he was executed, being shot to death on July 19th, 1941, killed alongside many other Jewish and leftist victims of Nazi and collaborator fascist terror. To leftists who are aware of his heroism and revolutionary martyrdom, he is often compared to fellow revolutionary and Spanish poet F. Garcia Lorca, a leftist whom was executed by the Francoists. Vytautas, Lorca, and all revolutionaries shall be remembered forever. May we remember Vytautas Montvila, a hero to all Lithuanians, but especially to Lithuanians in the diaspora! Remember Vytautas Montvila, both uniquely a hero to Lithuanian-Americans, and the people of Lithuania!
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2024.05.18 21:05 Definition_Novel Vytautas Montvila: the Lithuanian Diaspora’s true unsung hero.

Vytautas Montvila: the Lithuanian Diaspora’s true unsung hero.
In the age of current mass glorification via media from Lithuania and the United States of diaspora Lithuanian fascists like Adolfas Ramanauskas (Ramanauskas was born in New Britain, Connecticut, USA and later moved to Lithuania, later collaborating with Nazis during their invasion) or Lithuanian exile fascists like Jonas Mekas, few diaspora Lithuanians remember the names of revolutionary socialist Lithuanian diaspora heroes like Vytautas Montvila or Antanas Bimba. Antanas Bimba was a Lithuanian involved in the early American Communist movement, and a post will be made for him sometime later. As for the story of Montvila, It is up to Lithuanians everywhere to give this man his credit as a hero and martyr against fascism. Vytautas was born to to an ethnic Lithuanian Catholic immigrant family in 1902 in the city of St. Charles, Illinois. His family, like many Lithuanian immigrants to America at the time, left due to persecution by czarist Russian Empire authorities, whom sought to ban Lithuanian language as well as restrict the Catholic Church in favor of Orthodoxy. This persecution under czarism caused many minorities, particularly ethnic Lithuanian Catholics and Lithuanian Jews, to move often to the United States, Canada, or South American nations. In 1906, he and his family returned to Lithuania, moving to the city of Marijampolė. The family later moved to Degučiai, then a Marijampolė suburb.
As Vytautas grew older, between the years of 1922-26 he joined the Kėdainiai Teacher’s Seminary. It was somewhat of a social club for study, covering a wide range of topics, such as science, culture, atheism, and philosophy. Members were of various political parties, but it was here Vytautas became acquainted with local Communist activists and gained entry into the wider movement. The communists at these meetings often discussed Marxist theory, offered to share sections of the Communist Manifesto, and recruited members into local Worker’s Guilds.
In 1923, he began writing his early poetry, often revolutionary in nature and influenced by avant-garde style. In his most famous poem, “Naktys be Nakvynės” (ENG: “Nights Without Accommodation”), written early in his career, he champions revolutionary socialism and personifies art of poetry as a tool for revolution. His later work from 1940-41 reflects the new Soviet period, condemns the reactionary past, hoping towards a socialist future in Lithuania. These later poems were influenced heavily by the works of fellow Soviet poet V. Mayakovsky, whose works Montvila enjoyed. These later works by Montvila were of a topical oratorical style, and he is credited often with having laid the foundation for other Lithuanian Soviet poets at the time. Montvila also wrote short stories and portions of novels. Among other feats, he translated the novel “Mother” by fellow Soviet writer Maxim Gorky, from Russian into Lithuanian, as well as translated the writer Émile Zola’s novel “The Collapse” from its original French into Lithuanian.
He shortly then studied in the Faculty of Humanities at the University of Lithuania (Today, Vytautas Magnus University in Kaunas).
Following his departure from university, he began a life fully committed to revolutionary socialist activism. In 1929, in an effort to organizationally unify leftist writers against the bourgeoisie, he published the revolutionary almanac “Raketa” (ENG: “Rocket.”) For this, he was imprisoned from his arrest in 1929 to 1931. During 1935, he moved back to Marijampolė, and published the “Skardas” (ENG: “Tin”) worker’s newspaper for the Communist faction of the Lithuanian Social Democratic Party. He also published other socialist newspapers, titled “Darbas” (ENG: “Work”), “Kultūra” (ENG: “Culture”), “Aušrine” (ENG: “Dawn”), and “Prošvaistė” (ENG: “The Light”) for various leftist organizations. He simultaneously worked odd jobs to add to his livelihood.
Upon establishment of the Soviet Lithuanian government in 1940, Montvila, like many leftist Lithuanian citizens, was thrilled and ready for change, having been oppressed in a society previously plagued by issues such as anti-communism, rural serfdom, clerical fascism, anti-Semitism, and capitalist exploitation of all of the working people of Lithuania. Vytautas dedicated specialized time to working with Soviet authorities to publish and translate revolutionary texts from various authors, as well as delivering his own revolutionary pro-Soviet speeches. He continued this into 1941, the final year of his life.
Upon the Nazi invasion of Lithuania in mid-1941, he was captured by local collaborators and Gestapo. According to documents, he did not run or resist, rather instead defiantly, in true revolutionary martyr manner, insulted his captors. He was taken prisoner to the 9th Fort in Kaunas, where he was executed, being shot to death on July 19th, 1941, killed alongside many other Jewish and leftist victims of Nazi and collaborator fascist terror. To leftists who are aware of his heroism and revolutionary martyrdom, he is often compared to fellow revolutionary and Spanish poet F. Garcia Lorca, a leftist whom was executed by the Francoists. Vytautas, Lorca, and all revolutionaries shall be remembered forever. May we remember Vytautas Montvila, a hero to all Lithuanians, but especially to Lithuanians in the diaspora! Remember Vytautas Montvila, both uniquely a hero to Lithuanian-Americans, and the people of Lithuania!
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2024.05.18 14:41 adulting4kids Poetry Class Week Three

Week 3: Villanelles and Ekphrastic Poetry - Lecture and Discussion
Objective: - Explore the structured repetition of villanelles and the visual inspiration of ekphrastic poetry. - Understand the fixed form of villanelles and their emotional impact. - Discuss the interplay between visual art and written expression in ekphrastic poetry.
Day 1: Introduction to Villanelles - Lecture: - Definition and characteristics of villanelles. - Explanation of the ABA ABA ABA ABA ABA ABAA rhyme scheme.
Day 2: Analyzing Villanelles - Part 1 - Lecture: - In-depth analysis of classic villanelles. - Exploration of the emotional impact through repetition.
Day 3: Analyzing Villanelles - Part 2 - Lecture: - Discussing modern variations and themes in villanelles. - Exploring the versatility of the form.
Day 4: Crafting Villanelles - Part 1 - Lecture: - Step-by-step guide on crafting the first four lines of a villanelle. - Emphasis on creating a strong thematic foundation.
Day 5: Crafting Villanelles - Part 2 - Lecture: - Step-by-step guide on crafting the final three lines of a villanelle. - Emphasis on creating resolution and impact.
Homework Assignment: - Craft a villanelle focusing on a theme or emotion that lends itself well to repetition.
Study Guide Questions: 1. Reflect on the challenges of crafting the first four lines of your villanelle. How did you establish a strong thematic foundation? 2. How did you approach creating resolution and impact in the final three lines of your villanelle? 3. What insights did you gain from the process of crafting a villanelle?
Quiz: Assessment on the understanding of villanelles, the ABA rhyme scheme, and the emotional impact of repetition.
Day 6: Introduction to Ekphrastic Poetry - Lecture: - Definition and characteristics of ekphrastic poetry. - Explanation of the relationship between visual art and written expression.
Day 7: Analyzing Ekphrastic Poetry - Part 1 - Lecture: - In-depth analysis of classic ekphrastic poems. - Exploration of how poets respond to visual stimuli.
Day 8: Analyzing Ekphrastic Poetry - Part 2 - Lecture: - Discussing modern variations and themes in ekphrastic poetry. - Exploring the diverse ways poets engage with visual art.
Day 9: Crafting Ekphrastic Poetry - Part 1 - Lecture: - Step-by-step guide on responding to visual art in writing. - Emphasis on capturing the essence and emotion of the artwork.
Day 10: Crafting Ekphrastic Poetry - Part 2 - Lecture: - Discussing the role of personal interpretation and creativity in ekphrastic poetry. - Exploring the potential for multiple ekphrastic responses to a single artwork.
Homework Assignment: - Craft an ekphrastic poem in response to a chosen piece of visual art.
Study Guide Questions: 1. Reflect on the challenges of responding to visual art with written expression in your ekphrastic poem. How did you capture the essence and emotion? 2. How did personal interpretation shape your creative process in crafting an ekphrastic poem? 3. What insights did you gain from the process of crafting an ekphrastic poem?
Quiz: Assessment on the understanding of ekphrastic poetry, the relationship between visual art and written expression, and the creative possibilities in responding to visual stimuli.
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2024.05.18 14:36 adulting4kids Poetry Class 15-16

Week 15-16: Triolets and Kyrielles
Day 1: Mastering Triolets - Activity: Analyze a classic triolet for its compact structure and repetition. - Lecture: Discuss the characteristics and rhyme scheme of triolets. - Discussion: Share thoughts on the impact of repeated lines in a compact form.
Day 2: Crafting Triolets with Precision - Activity: Break down the process of crafting a triolet. - Lecture: Explore the use of repetition and economy of language in triolets. - Discussion: Share and discuss individual triolets, focusing on the success of repetition.
Day 3: Embracing the Kyrielle - Activity: Analyze a famous kyrielle for its repeating lines and rhythmic qualities. - Lecture: Explain the structure and thematic possibilities of kyrielles. - Discussion: Discuss the challenges and beauty of crafting poems with repeated lines.
Day 4: Writing Exercise - Developing a Kyrielle - Activity: Craft a kyrielle exploring themes of resilience or change. - Assignment: Write a triolet on a chosen subject. - Vocabulary Words: Refrain, Rhyme Scheme, Narrative Possibilities.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for triolets and kyrielles. - Lecture: Discuss the impact of repeated lines in triolets and the thematic possibilities of kyrielles. - Discussion: Share insights gained from reviewing peers' work.
Study Guide Questions for Week 15-16: 1. Discuss the characteristics and rhyme scheme of triolets. How does repetition contribute to their impact? 2. Explore the use of repetition and economy of language in crafting triolets. 3. What defines a kyrielle, and how do its repeating lines contribute to its thematic possibilities? 4. Discuss the challenges and beauty of crafting poems with repeated lines in kyrielles. 5. Reflect on the process of crafting triolets and kyrielles. How did you approach the themes and rhythmic qualities?
Quiz: Assessment on triolets, kyrielles, and the impact of repeated lines in poetry.
Week 17-18: Ode to Joyful Ballads
Day 1: Writing Joyful Odes - Activity: Analyze classic odes for their celebratory nature. - Lecture: Discuss the characteristics and structure of odes. - Discussion: Share personal experiences or topics worthy of celebration.
Day 2: Crafting Odes with Precision - Activity: Break down the process of crafting an ode. - Lecture: Explore the use of vivid language and poetic devices in odes. - Discussion: Share and discuss individual odes, highlighting successful elements.
Day 3: Understanding Narrative Ballads - Activity: Analyze a famous ballad for its storytelling qualities. - Lecture: Explain the narrative structure and musicality of ballads. - Discussion: Discuss the challenges and beauty of crafting narrative ballads.
Day 4: Writing Exercise - Crafting a Ballad - Activity: Craft a ballad recounting a personal or fictional tale. - Assignment: Write an ode celebrating an everyday object or experience. - Vocabulary Words: Ode, Stanza, Narrative Structure.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for odes and ballads. - Lecture: Discuss the celebratory nature of odes and the storytelling qualities of ballads. - Discussion: Share insights gained from reviewing peers' work.
Study Guide Questions for Week 17-18: 1. Discuss the characteristics and structure of odes. How do odes differ from other poetic forms? 2. Explore the use of vivid language and poetic devices in crafting odes. 3. What defines a ballad, and how does its narrative structure contribute to its storytelling qualities? 4. Discuss the challenges and beauty of celebrating everyday objects or experiences in odes. 5. Reflect on the process of crafting odes and ballads. How did you approach celebratory themes and storytelling?
Quiz: Assessment on the understanding of odes, ballads, and the use of vivid language in poetry.
Feel free to continue with additional weeks or ask for specific details!
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2024.05.18 14:29 adulting4kids Week One Poetry

Week 1: Introduction to Poetry and Sonnets
Day 1: Overview of Poetry Styles - Activity: Icebreaker - Introduce yourself through a poetic name acrostic. - Lecture: Brief history of poetry, introduction to various styles. - Discussion: What draws you to poetry? Share your favorite poems.
Day 2: Understanding Sonnets - Activity: Analyze a classic sonnet together. - Lecture: Explanation of sonnet structure (Shakespearean and Petrarchan). - Discussion: Share initial impressions and feelings about sonnets.
Day 3: Writing Exercise - Crafting a Sonnet - Activity: Break down sonnet structure with examples. - Assignment: Write a sonnet exploring a personal experience or emotion. - Vocabulary Words: Quatrain, Couplet, Volta.
Day 4: Peer Review and Feedback - Activity: Peer review workshop for sonnets. - Lecture: Discuss common challenges and strategies in sonnet writing. - Discussion: Share insights gained from reviewing peers' work.
Day 5: Recap and Reflection - Activity: Reflect on the week's lessons and exercises. - Lecture: Overview of upcoming weeks. - Assignment: Write a short reflection on what you've learned about poetry and sonnets.
Study Guide Questions for Week 1: 1. What is the basic structure of a sonnet? 2. Compare and contrast Shakespearean and Petrarchan sonnets. 3. How does the volta contribute to the meaning of a sonnet? 4. Discuss the role of rhyme and meter in sonnets. 5. Explore your personal connection to poetry. What emotions or themes resonate with you?
Quiz: A short quiz assessing understanding of sonnet structure, key terms, and the historical context of poetry.
Week 2: Embracing Haiku and Villanelle
Day 1: Understanding Haiku - Activity: Analyze classic haikus. - Lecture: Explain the traditional structure and themes of haikus. - Discussion: Share thoughts on the simplicity and depth of haikus.
Day 2: Crafting Haikus - Activity: Write haikus individually. - Lecture: Discuss the significance of nature in haikus. - Discussion: Share and discuss individual haikus.
Day 3: Unraveling the Villanelle - Activity: Analyze a famous villanelle. - Lecture: Explore the structure and repetition in villanelles. - Discussion: Discuss the impact of repeated lines on the overall theme.
Day 4: Writing Exercise - Composing a Villanelle - Activity: Break down the process of crafting a villanelle. - Assignment: Write a villanelle on the theme of memory or loss. - Vocabulary Words: Tercet, Refrain, Envoi.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for villanelles. - Lecture: Discuss the challenges and beauty of crafting repetitive forms. - Discussion: Share insights gained from reviewing peers' villanelles.
Study Guide Questions for Week 2: 1. What defines a haiku? Discuss its structure and thematic elements. 2. Explore the cultural significance of nature in haikus. 3. What is the structure of a villanelle, and how does repetition contribute to its impact? 4. Discuss the emotions evoked by repeated lines in a villanelle. 5. Reflect on the process of crafting a villanelle. What challenges did you face?
Quiz: Assessment on the understanding of haikus, villanelles, and the effective use of repetition in poetry.
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2024.05.18 14:11 adulting4kids Prompt Poetry

  1. Imagery: Prompt: Choose a setting (real or imaginary) and describe it using detailed sensory imagery. Imagine the sights, sounds, smells, and textures to create a vivid scene, just like a painter with words.
  2. Metaphor: Prompt: Compare a personal experience to an everyday object or phenomenon in an unexpected way. For example, "My heart is a compass that always points to the north of your laughter."
  3. Simile: Prompt: Write a series of similes to express intense emotions. For instance, "As brave as a lion facing the storm, as fragile as a petal in the wind."
  4. Rhyme: Prompt: Craft a short poem or lyrics with a consistent rhyme scheme. Experiment with different rhyme patterns (ABAB, AABB, etc.) to enhance the musicality of your writing.
  5. Meter: Prompt: Compose a poem with a specific meter, such as iambic pentameter. Pay attention to the syllabic beats in each line to create a rhythmic flow.
  6. Alliteration: Prompt: Create a tongue-twisting line using alliteration. Focus on the repetition of initial consonant sounds to add a playful or musical quality to your writing.
  7. Assonance: Prompt: Write a passage where the vowel sounds within words echo each other. Experiment with different vowel combinations to create a melodic effect.
  8. Personification: Prompt: Choose an inanimate object and personify it. Describe its actions, thoughts, and emotions as if it were a living being.
  9. Symbolism: Prompt: Select an object or element and explore its symbolic meaning. Connect it to broader themes or emotions in your writing.
  10. Enjambment: Prompt: Write a poem where the thoughts flow continuously from one line to the next without a pause. Explore how this technique can create a sense of movement or urgency.
  11. Repetition: Prompt: Repeat a word or phrase throughout a poem for emphasis. Consider how repetition can enhance the overall impact and meaning of your writing.
  12. Free Verse: Prompt: Embrace the freedom of expression by writing a poem without adhering to rhyme or meter. Allow your thoughts to flow organically, exploring the beauty of formless verse.
  13. Stanza: Prompt: Divide your writing into stanzas to create distinct sections with varying themes or tones. Explore how the organization of lines contributes to the overall structure of your work.
  14. Theme: Prompt: Choose a universal theme (love, loss, freedom, etc.) and explore it through your lyrics. Delve into the nuances and perspectives associated with the chosen theme.
  15. Tone: Prompt: Write a poem that conveys contrasting tones. Explore how shifts in tone can evoke different emotions and responses from the reader.
  16. Connotation: Prompt: Select a word with strong connotations and use it in a poem. Explore the emotional baggage and cultural associations tied to the word within the context of your writing.
  17. Irony: Prompt: Craft a poem with elements of irony. Create situations or lines that convey a meaning opposite to the literal interpretation, adding layers of complexity to your writing.
  18. Allusion: Prompt: Reference a well-known song, book, or historical event in your lyrics. Explore how the use of allusion can enrich the depth and meaning of your writing.
  19. Syntax: Prompt: Experiment with sentence structure to create different effects. Play with word order, sentence length, and punctuation to convey specific emotions or rhythms in your writing.
  20. Diction: Prompt: Choose a specific mood or atmosphere you want to convey and carefully select words that evoke that feeling. Pay attention to the impact of your word choices on the overall tone of your writing.
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2024.05.18 13:41 Definition_Novel Vytautas Montvila: the Lithuanian Diaspora’s true unsung hero.

Vytautas Montvila: the Lithuanian Diaspora’s true unsung hero.
In the age of current mass glorification via media from Lithuania and the United States of diaspora Lithuanian fascists like Adolfas Ramanauskas (Ramanauskas was born in New Britain, Connecticut, USA and later moved to Lithuania, later collaborating with Nazis during their invasion) or Lithuanian exile fascists like Jonas Mekas, few diaspora Lithuanians remember the names of revolutionary socialist Lithuanian diaspora heroes like Vytautas Montvila or Antanas Bimba. Antanas Bimba was a Lithuanian involved in the early American Communist movement, and a post will be made for him sometime later. As for the story of Montvila, It is up to Lithuanians everywhere to give this man his credit as a hero and martyr against fascism.
Vytautas was born to to an ethnic Lithuanian Catholic immigrant family in 1902 in the city of St. Charles, Illinois. His family, like many Lithuanian immigrants to America at the time, left due to persecution by czarist Russian Empire authorities, whom sought to ban Lithuanian language as well as restrict the Catholic Church in favor of Orthodoxy. This persecution under czarism caused many minorities, particularly ethnic Lithuanian Catholics and Lithuanian Jews, to move often to the United States, Canada, or South American nations. In 1906, he and his family returned to Lithuania, moving to the city of Marijampolė. The family later moved to Degučiai, then a Marijampolė suburb.
As Vytautas grew older, between the years of 1922-26 he joined the Kėdainiai Teacher’s Seminary. It was somewhat of a social club for study, covering a wide range of topics, such as science, culture, atheism, and philosophy. Members were of various political parties, but it was here Vytautas became acquainted with local Communist activists and gained entry into the wider movement. The communists at these meetings often discussed Marxist theory, offered to share sections of the Communist Manifesto, and recruited members into local Worker’s Guilds.
In 1923, he began writing his early poetry, often revolutionary in nature and influenced by avant-garde style. In his most famous poem, “Naktys be Nakvynės” (ENG: “Nights Without Accommodation”), written early in his career, he champions revolutionary socialism and personifies art of poetry as a tool for revolution. His later work from 1940-41 reflects the new Soviet period, condemns the reactionary past, hoping towards a socialist future in Lithuania. These later poems were influenced heavily by the works of fellow Soviet poet V. Mayakovsky, whose works Montvila enjoyed. These later works by Montvila were of a topical oratorical style, and he is credited often with having laid the foundation for other Lithuanian Soviet poets at the time. Montvila also wrote short stories and portions of novels. Among other feats, he translated the novel “Mother” by fellow Soviet writer Maxim Gorky, from Russian into Lithuanian, as well as translated the writer Émile Zola’s novel “The Collapse” from its original French into Lithuanian.
He shortly then studied in the Faculty of Humanities at the University of Lithuania (Today, Vytautas Magnus University in Kaunas).
Following his departure from university, he began a life fully committed to revolutionary socialist activism. In 1929, in an effort to organizationally unify leftist writers against the bourgeoisie, he published the revolutionary almanac “Raketa” (ENG: “Rocket.”) For this, he was imprisoned from his arrest in 1929 to 1931. During 1935, he moved back to Marijampolė, and published the “Skardas” (ENG: “Tin”) worker’s newspaper for the Communist faction of the Lithuanian Social Democratic Party. He also published other socialist newspapers, titled “Darbas” (ENG: “Work”), “Kultūra” (ENG: “Culture”), “Aušrine” (ENG: “Dawn”), and “Prošvaistė” (ENG: “The Light”) for various leftist organizations. He simultaneously worked odd jobs to add to his livelihood.
Upon establishment of the Soviet government in 1940, Montvila, like many leftist Lithuanian citizens, was thrilled and ready for change, having been oppressed in a society previously plagued by issues such as anti-communism, rural serfdom, clerical fascism, anti-Semitism, and capitalist exploitation of all of the working people of Lithuania. Vytautas dedicated specialized time to working with Soviet authorities to publish and translate revolutionary texts from various authors, as well as delivering his own revolutionary pro-Soviet speeches. He continued this into 1941, the final year of his life.
Upon the Nazi invasion of Lithuania in mid-1941, he was captured by local collaborators and Gestapo. According to documents, he did not run or resist, rather instead defiantly, in true revolutionary martyr manner, insulted his captors. He was taken prisoner to the 9th Fort in Kaunas, where he was executed, being shot to death on July 19th, 1941, killed alongside many other Jewish and leftist victims of Nazi and collaborator fascist terror. To leftists who are aware of his heroism and revolutionary martyrdom, he is often compared to fellow revolutionary and Spanish poet F. Garcia Lorca, a leftist whom was executed by the Francoists. Vytautas, Lorca, and all revolutionaries shall be remembered forever. May we remember Vytautas Montvila, a hero to all Lithuanians, but especially to Lithuanians in the diaspora! Remember Vytautas Montvila, both uniquely a hero to Lithuanian-Americans, and the people of Lithuania!
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2024.05.18 09:15 epiphanyshearld Metamorphoses by Ovid: Reading Begins and Context Post

Today (May 18) marks the beginning of our reading of Ovid’s Metamorphoses. We will be reading it over the course of the next eight weeks and will be reading two “books” aka chapters per week until the final week, where we will be reading the final book. Below is our reading and discussion schedule:

To see our full schedule for 2024, click here.
It is important to note, that many of the stories within the Metamorphoses are extremely violent and, depending on your translation, graphic in nature. There are many instances of on-page sexual violence and rape, so please be aware of this before reading. Unfortunately, I haven’t read this text before, so I can’t provide you guys with a more detailed list of warnings or of when said things happen within the text. I wish I could. If anyone has read this text before and would like to help me with adding content warnings, please leave a comment below or DM me.
Aside from this, the Metamorphoses is seen as accessible for modern readers. I have a translation guide available here, which provides some info on which translations are more graphic than others. Please note that every translation will contain some references to the violence in the original text. This is a good thing, in terms of preserving history but may not be comfortable for some readers, which is understandable.
Ovid:
Publius Ovidius Naso aka Ovid was born in 43 BCE and lived until 17CE. This means that he was born during the final years of the Roman Republic and lived most of his life during the early years of the Roman Empire. He was born to an old and wealthy family. He began writing quite young and was a celebrated poet for most of his adult life. He started out writing romantic poetry and then moved into more ambitious (and subversive) styles. He was famous during his lifetime, which was kind of his downfall – the Emperor, Augustus, exiled him in 8CE. We don’t know what he did to anger Augustus specifically, but it was enough to get Ovid exiled to a place called Tomis for the rest of his life. There are some theories that Ovid was associated with someone who helped Augustus’ granddaughter in her adultery, but we will never know for sure. It appears that Ovid spent his last few years writing in Tomis, with some hope that the publication of more of his work could lead to Augustus forgiving him. That didn’t happen, but Ovid did complete the entire Metamorphoses, which has gone on to be a major source of what we know about the Greco/Roman mythos for generations. It also appears that, unlike with Virgil's Aeneid, Augustus had little to no chance at interfering with the work (as it was complete upon Ovid's death). Which is a major plus, in terms of us getting to read what the author intended us to read.
The Metamorphoses:
The Metamorphoses is a long narrative poem that is split over fifteen books. The poem is extremely ambitious in its scope: from the creation of the world to Ovid’s lifetime. The main thing that links all the stories together is the theme (and title) of the text: transformation (Metamorphoses). As mentioned in the last section, Ovid was an acclaimed poet and a master in his craft. In the Metamorphoses, Ovid plays around and even deconstructs the myths and the poetic styles that have come before. So, even though the overall text is very pro-Rome, I think it is fair to say that, from a technical and story standpoint, the overall work is subversive. It has had a huge influence on other writers and artists since the time it was published.
A lot of myths are included within these books so it would be hard for me to list them all here. However, some of the best-known versions of the myths come from the Metamorphoses such as the tragic story of Medusa, the birth and early life of the god Bacchus (aka Dionysus) and tales like the story of Atalanta. The poem also covers some myths we are familiar with here on the sub, such as the story of Jason and the Argonauts and the Trojan War. It will be interesting to read Ovid’s more Roman-centric perspective of this older myths.
Due to this text being written by a Roman poet, the names of the gods and many of the heroes are different here than in the other (Greek era) texts we have read. Here’s a link to a breakdown of the major name changes.
After we finish the Metamorphoses, we will be reading Natalie Haynes book Pandora's Jar, which is a modern collection of essays that focus on the portrayal of women within the Greek mythos.
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2024.05.18 08:58 cyprusgreekstudent Zorba the Greek the Book

Zorba the Greek the Book
Do Greek people Nikos Kazantzakis? I just red Zora the Greek. Everyone knows the movie. Do people know the book? Do people read the book?
Here is what I found there.
The novel Zorba the Greek by Nikos Kazantzakis was made into the hit film "Zorba the Greek" starring Anthony Quinn as Zorba and Alan Bates as Basil. But the name "Basil" is made up, as in the book the narrator never gives his name. He is just called "boss". Kazantzakis was nominated for the Nobel Prize, but lost by one vote to Albert Camus.
Kazantzakis also wrote another book that was made into a film, The Last Temptation of Christ, directed by Martin Scorsese. The film generated a lot of controversy in part because it talked about Jesus's sex life.
Zorba is a bigger than life character who fought in wars, seduced many women, and was a leader of men and a fighter. This is what makes the book interesting as Basil was the opposite, a quiet and shy intellectual. One thing the movie does not mention is Basil spends most of his time reading about Buddhism. And he reads Dante's "Divine Comedy" . Kazantzakis translated Dante's poem into Greek. And he translated Homer's "The Odyssey" from Ancient Greek. So he was a real scholar.
All the famous things Zorba says in the movie are taken directly from the book. Many scenes are left out, and some are slightly revised and the order changed around. Some seem a little better in the movie, I think. Like the scene on the boat where they see dolphins and Basil is only mildly interested while Zorba is excited. Zorba says, "What kind of man are you? Don't you like dolphins?"
Zorba has convinced Basil to take him with him to Crete where he had rented a copper mine. Zorba said he had mining experience. He says, "Take me with you?" But they had just met. "Why? Can't a man do anything without a why?"This book reminds me of Cyprus because Crete is the closest Greek island. The people were very poor then as they were in Cyprus. Basil even says he thinks opening the mine might help the people there.
https://preview.redd.it/99oa8erjt41d1.jpg?width=684&format=pjpg&auto=webp&s=6eb53b4a03b8640120999f6d8d4b898d36c5f4c0
Kazantzakis describes the Cretans as simple peasants. Don't know about Greece, but in Cyprus where I live, the people here are also closer to the Cretan village mentality than the modern European one.
The peasants are superstitious. They execute their own laws with a rifle or a knife.
There is both a monastery and a cloister near the village full of superstitious nuns and monks. The nuns don't get mention at all in the movie. And the devil scene is really a bunch of references to the devil mentioned by both the nuns and monks rolled into one.
Zorba arranged with the monks to cut down the forests around the monastery and use the wood to build an overhead cable to carry logs down to the mine to build a pier and support beams.
Reading this book one is reminded that the Greeks, Bulgaria,Turks, and even Russians are sort of like cousins, always fighting and living close together. They have been at war, at wars in which Zorba fought. But this is kind of like the local neighborhood. Zorba came from Macedonia, the province where Alexander the Great came from. For an America, we have never thought of that. America's of course only know about America. But now I understand this.
And Zorba talks about the Pontic Greeks a lot. They live in Ukraine before the Russians did (i.e., before it was taken over by Catherine the Great, and made part of Russia.) and in Turkey and of course Greece.
I think Pontics is something people outside of this region know nothing about. As for Crete, without Zorba they would know nothing about Crete either.
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2024.05.18 05:04 TherealYagersblaze Can't remember the song name, please help.

The song starts off with kendrick screaming like he does on U, but its just a sample, but I can't remember the song. It's an older song.... Am I just trippin? I swear I remember a song like this. I wanna say its one of the untitled songs, but I can't find it anywhere. I wanna say also he recites part of his famous poem in the song too. It is quite possible that it was a mix or something, but I used to listen to it on Spotify, and I can not find it at all, and it's driving me crazy, I thought about it, now i need to hear it again.
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2024.05.17 14:43 adulting4kids Poetry Class Week Five

Week 5: Sonnets and Found Poetry - Lecture and Discussion
Objective: - Explore the traditional elegance of sonnets and the creative use of found poetry. - Understand the structure of sonnets and the impact of rhyme and meter. - Discuss the artistic possibilities of creating poetry from existing texts in found poetry.
Day 1: Introduction to Sonnets - Lecture: - Definition and characteristics of sonnets. - Explanation of the traditional sonnet structures (Shakespearean and Petrarchan).
Day 2: Analyzing Sonnets - Part 1 - Lecture: - In-depth analysis of classic sonnets (Shakespearean and Petrarchan). - Exploration of rhyme schemes, meter, and emotional depth.
Day 3: Analyzing Sonnets - Part 2 - Lecture: - Discussing modern variations and themes in sonnets. - Exploring how contemporary poets adapt and expand on the traditional form.
Day 4: Crafting Sonnets - Part 1 - Lecture: - Step-by-step guide on crafting the first eight lines of a sonnet. - Emphasis on establishing the thematic foundation.
Day 5: Crafting Sonnets - Part 2 - Lecture: - Step-by-step guide on crafting the final six lines of a sonnet. - Emphasis on creating resolution and impact.
Homework Assignment: - Craft a sonnet focusing on a theme or emotion that lends itself well to the traditional structure.
Study Guide Questions: 1. Reflect on the challenges of crafting the first eight lines of your sonnet. How did you establish a strong thematic foundation? 2. How did you approach creating resolution and impact in the final six lines of your sonnet? 3. What insights did you gain from the process of crafting a sonnet?
Quiz: Assessment on the understanding of sonnets, their traditional structures, and the emotional impact of rhyme and meter.
Day 6: Introduction to Found Poetry - Lecture: - Definition and characteristics of found poetry. - Exploration of creating poetry from existing texts.
Day 7: Analyzing Found Poetry - Part 1 - Lecture: - In-depth analysis of classic found poems. - Exploration of the different approaches to selecting and arranging found material.
Day 8: Analyzing Found Poetry - Part 2 - Lecture: - Discussing modern variations and themes in found poetry. - Exploring the diverse ways poets engage with existing texts.
Day 9: Crafting Found Poetry - Part 1 - Lecture: - Step-by-step guide on selecting source material and extracting words for found poetry. - Emphasis on creating meaning through selection and arrangement.
Day 10: Crafting Found Poetry - Part 2 - Lecture: - Discussing the role of experimentation and creativity in found poetry. - Exploration of different techniques for arranging found words.
Homework Assignment: - Craft a found poem using existing texts and experimenting with different arrangements.
Study Guide Questions: 1. Reflect on the challenges of selecting source material and extracting words for your found poem. How did you create meaning through selection and arrangement? 2. How did experimentation and creativity contribute to the creative process of your found poem? 3. What insights did you gain from the process of crafting a found poem?
Quiz: Assessment on the understanding of found poetry, the creative use of existing texts, and the impact of different arrangements in found poems.
submitted by adulting4kids to writingthruit [link] [comments]


2024.05.17 14:33 adulting4kids Poetry Class Week 13-14

Week 13-14: Petrarchan Musings and Terza Rima Mastery
Day 1: Delving into Petrarchan Sonnets - Activity: Analyze a classic Petrarchan sonnet for its structure and emotional depth. - Lecture: Discuss the distinct structure and themes of Petrarchan sonnets. - Discussion: Share personal reactions to the emotional nuances of Petrarchan sonnets.
Day 2: Crafting Petrarchan Sonnets with Precision - Activity: Break down the process of crafting a Petrarchan sonnet. - Lecture: Explore the use of octave and sestet in conveying complex emotions. - Discussion: Share and discuss individual Petrarchan sonnets, focusing on emotional expression.
Day 3: Understanding Terza Rima - Activity: Analyze a famous work written in terza rima. - Lecture: Explain the interlocking rhyme scheme and fluidity of terza rima. - Discussion: Discuss the challenges and beauty of crafting poems in terza rima.
Day 4: Writing Exercise - Emotional Sonnet and Terza Rima - Activity: Craft a Petrarchan sonnet exploring complex emotions. - Assignment: Write a poem in terza rima on a chosen topic. - Vocabulary Words: Octave, Sestet, Interlocking Rhyme.
Day 5: Peer Review and Feedback - Activity: Peer review workshop for Petrarchan sonnets and terza rima. - Lecture: Discuss the emotional depth of Petrarchan sonnets and the fluidity of terza rima. - Discussion: Share insights gained from reviewing peers' work.
Study Guide Questions for Week 13-14: 1. Discuss the structure and emotional depth of Petrarchan sonnets. How does the octave and sestet contribute to this depth? 2. Explore the use of octave and sestet in crafting Petrarchan sonnets. 3. What defines terza rima, and how does its interlocking rhyme scheme contribute to its fluidity? 4. Discuss the challenges and beauty of crafting poems in terza rima. 5. Reflect on the process of crafting a Petrarchan sonnet and a poem in terza rima. How did you approach emotional expression and rhyme?
Quiz: Assessment on the understanding of Petrarchan sonnets, the emotional nuances in poetry, and the interlocking rhyme scheme of terza rima.
submitted by adulting4kids to writingthruit [link] [comments]


2024.05.17 13:21 Accomplished-Run171 Opening Sequence of My Free Verse Paradise Lost Response Titled Blood of the Lamb

I'm embarking on an ambitious project - a multi-book free verse poem that will serve as response to John Milton's epic Paradise Lost. This opening sequence sets the stage and lays out the narrative ground I intend to cover.
In these first stanzas, I am reintroducing the story and framing it as a response to where Paradise Lost left off- Adam and Eve being banished from Eden. The first six lines are direct quotes from Milton’s poem Paradise Lost.
The next section will see me directly invoking the Holy Spirit as my muse and guide, much as Milton did with his famous Opening Invocation to the heavenly muse. I'll post that portion soon!
Anyways, here is the planned opening sequence:
Of Man's first disobedience, and the fruit Of that forbidden tree whose mortal taste Brought death into the world, and all our woe, With loss of Eden, till one greater Man Restore us, and regain the blissful seat, Sing Heav'nly Muse! Yet here mine art relates This sacred song serves as another collection Continuing from Paradise once lost Through disobedience's guilty breach - When disobedience and pride overdaring, defied The Eternal Sovereign’s high command, plunging our shared ancestry Into pandæmonium’s abysmal depths. But now arrives the light of glad renewal, Reversing that fell tragedy, the golden strands Regathered, rewoven into Eden's reparation cord! Let me voice then recall how virgin-born Radiant glory came, irrigating the blighted field With grace's purling streams, until from the tomb Deathless life arisen, and sin's vile burial chamber Was as hollow as the narrow gate through which obedience and righteousness Ushered eternal life, unclouded breath, The unfading amaranth wreath! Let my lips give voice To the emancipating birth that unbound our adamantine chains From earth, reattaining the world's pristine morning When heaven and nature dwelled in espousal's embrace, Before the fissure of dishonest desolation yawned. This luminous evangel be my soul's inspired proposal, As I give a voice to the Holy Spirit’s breath.
Feedback link 1 Feedback link 2
submitted by Accomplished-Run171 to OCPoetry [link] [comments]


2024.05.17 08:20 xlairexe someone older than me likes me

hi po I'm a grade 9 student, and I joined a guitar club po sa school namin. I met a grade 10 student who is really great at guitar tapos po maging friends po kami kasi we had some things in common. Nung first meet up po ng club inaaya niya ako na that we should walk home together, I said yes pero I promised myself not to really talk habang naglalakad kami pauwi.
We walked together and he was asking if I had a bf, If I like someone etc. Usually my responses are just yes and no. Then he stopped saying na dito na daw siya, but offered me na samahan niya ako sa paguwi ko. Sabi ko I can walk by myself naman and he kept insisting. Pero I made a excuse na may kailangan pa akong tapusin na project.
After a few weeks we met again, I was hanging out with my friends sa labas ng gate ng school. Since uuwi na yung isang friend namin, me and my other friend(we live close to each other) decided to also go home and walk together. Then suddenly may naririnig akong "siya ba yun?" "Shit pre ang ganda ahaha" I turned around and saw him with his friends. He waved at me parang nahihiya tapos yung mga friends niya kept making weird noises and comments at me.
My friend told me to ignore them and she offered me na I-walk ako sa bahay namin. After that nagkita kami ulit, and this time he made me a poem and handed it to me. I didn't really know what to do with it but I let my friend read it to me and based off sa mukha niya, it's def a confession(my friend didn't read it to me because she feels disgusted). I already told him na I have a crush on a girl before pero he didn't really say anything.
My friends told me na I should ghost him kasi turns out na famous siya sa buong batch niya for being sobrang weird niya towards sa girl classmates niya(not surprised) and that tuwing nagkaroon sila ng online class(nung pandemic) he would jerk off sa mga girl na naka open can.
I ghosted him, unfriended him and blocked him. Now hindi ko na siya nakikita sa school and hindi na kami naguusap. Pero I still hear that he still likes me.
submitted by xlairexe to OffMyChestPH [link] [comments]


2024.05.17 05:20 AliceStanleyJr "I Hate My Reflection for Years and Years": TTPD & Sylvia Plath’s “The Magic Mirror"

Hi, clowns! Found lots of connections to an essay Sylvia Plath wrote and TTPD. Lots of info below, but was interesting!
TL; DR Plath’s college thesis paper is all about troubled poets and their “DOUBLES.”
Initial Tortured Poets and Sylvia Plath Connections
Of course, the theme of TTPD is tortured poets, so many avid literary Swifties have enjoyed seeking connections between Swift’s new songs and iconic poetry. No connections are overt, but some seem to be more likely than others. Namely, there’s been much discussion of Virginia Woolf thanks to the song “Who’s Afraid of Little Old Me?”(perhaps a riff on the Edward Albee play title). Other Swifties have found possible lyrical links to Mary Shelley and Charlotte Bronte. Swift herself references Patti Smith and Dylan Thomas in the album’s title track.
I remembered a third poet in relation to Smith and Thomas: Sylvia Plath, obviously an all timer of a tortured poet. I remember hearing an anecdote that she had been obsessed with Thomas and stalked him outside the Chelsea Hotel (also named in the TTPD title track). I did a quick skim of Plath’s Wikipedia to confirm and then started noticing many possible connections to TTPD and Plath’s life.
In the “Fortnight” music video, Swift acts out being institutionalized for insanity and getting electric shock treatment—two significant experiences in Plath’s life. Plath was also coupled with a deeply problematic man, Ted Hughes. Plath fell in love with Hughes for his artistic talent before he revealed himself to be an unsupportive parter, ultimately cheating on Plath with a younger woman. The narrative is not too dissimilar to the narrative about Swift’s alleged ex Matty Healy, as seemingly told in TTPD. (Of course, we don’t know the true subjects of Swift’s songs—if they’re even actually confessional—but some key hints point to Healy. Whether those hints provide actual context to Swift’s life or to the story Swift is telling of her life, one cannot know.) Finally, several of TTPD songs reference a latent desire for suicide (“I might as well die / it would make no difference” etc.). Okay, post-“finally,” these are stretches, but, I’ll note anyway: one of Plath’s most famous collections of poems is titled Ariel, but an alternate title was Daddy. There are connections to both words in TTPD via the song “But Daddy I Love Him.” The title is a line from the Disney movie The Little Mermaid (which features the main character Ariel, a mermaid, caught between two worlds). Extra clowning: some people (hi, I'm people) believe Swift’s 1989 costume for her first Paris concert was an allusion to Ariel: a pink crop top and a seafoam skirt.
As I dug into Plath's life, I couldn’t help but also see similarities to Swift's life. Both women were prolific writers from a very young age. Also, although possibly obscured through artistic license, both women were/are known to write about their own lives. (Plath was apparently encouraged by her professors Robert Lowell and Anne Sexton to write from her experience. I cannot help but tie in Swift’s “The Manuscript” lyric “the Professor said to write what you know.”) Both Plath and Swift expressed/express their depression via their writing, but if you only knew them from their public personas, you’d never guess the depths of their struggles. It seems both Plath and Swift lived/live double lives. Plath was actually fascinated by the concept of doubles. In fact, the concept of doubling was the topic of Plath’s college thesis paper “The Magic Mirror.”
The Magic Mirror and TTPD
Plath’s college paper is sadly not available to the general public. (It had a limited print run in, you guessed it, 1989.) But! I was able to read a few texts about the thesis, and the amount of possible TTPD references is astounding.
Since we can’t analyze Swift’s work via Plath’s directly, I’d like to share several key quotes from the most telling article I could find about the “The Magic Mirror”: “Sylvia Plath’s Magic Mirror” by Kelly Coyne (May 2018, The Los Angeles Review of Books). (To be noted, Coyne has also written about Swift, in her article “Growing Up In Taylor Swift’s America” in December 2023 on Literary Hub—a fabulous read!)
Early in her article, Coyne sets the scene for Plath's thesis:
“Her undergraduate thesis, which she wrote as a senior at Smith College...is titled “The Magic Mirror: A Study of the Double in Two of Dostoevsky’s Novels.” “The Magic Mirror” explores literary doubles made up of a character’s repressed traits, and, as the double grows in power, it heralds the protagonist’s death. Citing Robert Louis Stevenson’s The Strange Case of Dr. Jekyll and Mr. Hyde as well as Oscar Wilde’s The Picture of Dorian Gray, Plath argued that the choice to create a double works to “reveal hitherto concealed character traits in a radical manner” and simultaneously exposes the driving conflicts of the novel housing that character. Her thesis claims that both Ivan, of The Brothers Karamazov, and Golyadkin, of The Double, have attempted to repress troubling aspects of their personalities, resulting in the double.”
Immediately, I imagine the two versions of Swift from the “Anti-Hero” music video. One Swift is real, true, sensible. The other is a pot-stirring, self-esteem destroying, alcoholic. During Eras, the huge Swift (monster on a hill) screams and stomps around in the background while the real, true Swift smiles and dances in a sparkle dress onstage. The fandom seems to be referring to these two Swifts as Taylor Swift and TAYLOR SWIFT (TM). Folks have theorized Post-Malone in the Fortnight music video is not necessarily a lover, but a twin, or double, of Swift. This theory is enhances by the Eras visuals during that song, specifically two dancers walking away to the back of the stage, but then becoming one.
More Coyne: “Plath, quoting Dostoyevsky in her thesis, noted that Ivan’s double, Smerdyakov, is “wrinkled” and “yellow.” The distinct differences in appearance between originator and double, she continued, are meant to reflect the protagonist’s mental state and cultural status.”
First of all, yellow. In the Gaylor community, folks have often theorized yellow symbolizes being closeted—a reading based on the symbolic coloring in the 1999 film …But I’m a Cheerleader. However, one need not be a Gaylor to consider the importance of yellow to Swift’s storytelling. Most recently, Swift performed “my tears ricochet” at Eras in a bright yellow dress, as her dancers were dressed for a funeral. Following Coyne’s analysis of Plath's analysis of Dostoyevsky, one could guess Swift is teasing a death of some version of herself.
Coyne discusses how Plath clearly used a “double” of herself to write The Bell Jar. Plath herself spent a summer in New York interning for Mademoiselle. The protagonist in TBJ, Esther, spends a summer in New York interning at a magazine too. To go even further down the rabbit hole, Esther also doubles herself, frequently expressing normalcy on the outside and despair on the inside. On the book's first page, Esther tells her audience, “I was supposed to be having the time of my life.” (Again, I cannot help but hear a Swift echo of, “I can read your mind / she’s having the time of her life” from “I Can Do It With a Broken Heart” about smiling through her depression.) Coyne makes many more references to mirrors and concealing in The Bell Jar, Ether’s split (and sadness) gets worse and worse the more she hides who she is from others. Notably, at a low point, Esther hides under her mother’s bed. (And Swift sings of a post-heartbreak depression, “Afterwards she only ate kids' cereal / And couldn't sleep unless it was in her mother's bed.”)
Coyne writes about the “imprisoned” aspect of doubles: “The wound from which Esther tries, and fails, to hide chimes with the inescapable, colonizing double, and Plath’s language again illustrates its penal nature: it is inside Esther, but it traps her like a jail cell.” (Again, I cannot help but see references to “Fresh Out the Slammer”, “The Smaller Man Who Ever Lived,” and the TTPD Eras visuals of cages and cell lighting.)
Coyne, on Plath’s doubles’ names, something Swift has not ever used (or so we think): “From her conception of The Bell Jar all the way to its final revisions, Plath suffered an exhausting amount of anxiety over its heroine’s name.” Plath wrote to a friend, “‘I’ll have to publish it under a pseudonym, if I ever get it accepted, because it’s so chock full of real people I’d be sued to death’...Indeed, this wasn’t mere paranoia; she did have to change her protagonist’s name at the instruction of her editor for legal reasons.”
Coyne continues, “Most novelists likely have concerns about being associated with the characters to whom they give life, especially the ugly ones, and especially when the character resembles its author. Yet what is unique about Plath’s case is her knowledge of the theoretical underpinnings and implications of her choice to push Esther away, and the hold this knowledge assumed on Plath’s work and life. Another look at The Bell Jar with a consideration of Esther as Plath’s double tangles the issue even further, and Plath drops clues for this kind of reading throughout the novel. Esther, for example, sits down to write her own novel and recounts, “My heroine would be myself, only in disguise. She would be called Elaine. Elaine. I counted the letters on my fingers. There were six letters in Esther, too. It seemed a lucky thing.” Not coincidentally, Plath’s first name has six letters as well.” Again, Plath was in a bizarre double infinity loop (like the loop on the Eras stage in “Down Bad”?). Plath was concealing her double, the protagonist in her novel, who was concealing her double, the protagonist in her novel.
Coyne wraps up her findings: “In her thesis, written nearly a decade earlier, as she turned 22 — the year after her first documented suicide attempt — Plath claimed, quoting Otto Rank:
In such situations, where the Double symbolizes the evil or repressed elements in man’s nature, the apparition of the Double “becomes a persecution by it, the repressed material returns in the form of that which represses.” Man’s instinct to avoid or ignore the unpleasant aspects of his character turns into an active terror when he is faced by his Double, which resurrects those very parts of his personality which he sought to escape. The confrontation of the Double in these instances usually results in a duel which ends in insanity or death for the original hero.”
Coyne seems to argue Plath believed an artist's double has the power to become bigger than the artist herself, ultimately killing her. Is TTPD Swift's predetermination of, hopefully, her her double's death instead of her own?
In Conclusion: Plath to her Mentor, Dessner on Swift
Who knows what TTPD is really truly about, and who knows if we ever will.
The biggest Easter egg, hiding in plain sight, is that the album is titled THE TORTURED POETS DEPARTMENT. There’s no apostrophe after “poet.” Nor is there an apostrophe after the “s” in “poets.” The department does not belong to a poet or to a collection of poets. It is a department OF tortured poets, perhaps two, to be exact. …or perhaps the album indicates the departure of the tortured poet...and her double.
I’ll sign off with two final quotes from my research:
According to Coyne, three months before Plath died by suicide, she had written a mentor about her second (obviously unfinished) book. Plath wrote, “It is to be called “Doubletake”, meaning that the second look you take at something reveals a deeper, double meaning […] it is semi-autobiographical about a wife whose husband turns out to be a deserter and philanderer although she had thought he was wonderful & perfect.”
According to Aaron Dessner’s TTPD release Instagram post: ”Keep searching and you'll find some new detail, layer or sliver of meaning with each listen.”
SUBREDDIT PS! Shout out to Expensive_Succotash5 for noting the TTPD intro poem's reference to being out of the oven, could be an allusion to Plath's death. Also shout-out to Good-Amphibian-7993 for this connection to a photo of Plath with a rose, not unlike Swift's album rose art.
submitted by AliceStanleyJr to GaylorSwift [link] [comments]


2024.05.17 03:28 throw_ra878 Tortured Poets—and wolves?—take us from 1989 TV to reputation TV

Tortured Poets—and wolves?—take us from 1989 TV to reputation TV
Amid all my attempts to tie The Tortured Poets Department to literature, poems, and the rest of Taylor Swift’s discography, I missed one of the most obvious references possible. With the song “Who’s Afraid of Little Old Me?” as a play on titles of other works—namely, “Who’s Afraid of the Big Bad Wolf?” and Who’s Afraid of Virginia Woolf?Taylor Swift is calling herself a wolf.
If Taylor Swift is calling herself a wolf, and that wolf is a dangerous force to be reckoned with, I wondered where else in her filmography or discography Swift has referenced or even identified with wolves, so I set out to see if there is a common (queer) thread tying it together.
Swift directly references wolves just three times in her lyrical discography: “Daylight” from Lover and “Guilty as Sin?” and “The Prophecy” from The Tortured Poets Department, plus the indirect reference in the “Who’s Afraid of Little Old Me?” song title, also from Tortured Poets. However, the first time we meet wolves in Swift’s catalog is in the “Out of the Woods” music video from 1989, where our rabbit hole begins.
My thesis: Tortured Poets is the mourning warning for what’s to come on reputation (Taylor's Version), and this is tied together by wolves and light versus dark imagery being threaded from 1989 (Taylor’s Version) through Tortured Poets, in addition to the scenery of the woods, underwater, and the beach. All of this is ultimately leading us out of the woods and into the daylight to fully understand reputation (Taylor's Version) through the lens of Tortured Poets.

Are we out of the woods yet?

We first see wolves in the “Out of the Woods” music video. A pack of snarling wolves is chasing Swift through a dark forest, even shredding her evening gown (hello, "The Alcott") trying to attack her. Once she emerges from the woods, Swift and the wolves run through a snowy landscape, but it becomes unclear whether Swift is running from or with the wolves. By the end of the music video, Swift and the wolves appear to coexist.
https://preview.redd.it/677o64llmz0d1.png?width=1754&format=png&auto=webp&s=9275b63cc50f5970a79e616ba179d06b50a85083
Swift re-released 1989 in 2023, and the lyric video for “Out of the Woods (Taylor’s Version)” shows the exact tour visuals from the 1989 World Tour. The visuals show two wolves running through the dark forest along a body of water that shows their reflections. There are multiple “twos” throughout the lyric video (which have been flashed incessantly during the Tortured Poets era) but there are a few other notable things. First, the wolves appear to be ghosts or phantoms, transparent and glowing only in the moonlight. Second, the two wolves emerge from the forest together, then leap from the cliff and turn to dust as the song ends.
For reference for anyone who wants to watch all of these:
The duality of the wolves is significant, but the idea of Swift being one of the wolves works nicely when you realize Swift is one of the wolves in the original music video. I interpret the video's message as one only being able to find peace in acceptance, not desertion of, their true selves. The dark versus light motif comes up often in Swift’s discography, and we see it here as Swift coexists with the wolves as one of them in the light. The lyrics speak to the juxtaposition of Swift and the muse as being “in screaming color” versus “the rest of the world [as] black and white.”
Swift “finds herself” on a sunny beach. The version of Swift that has braved and endured the trials and tribulations of the forest, fires, and more reunites with this version of herself. This is the last music video of the seven (! and, of course, "seven" is tied up in this theory later on) released during the original 1989 era, which leads us directly to reputation, namely, “Look What You Made Me Do.”

What did we make her do?

No, Taylor Swift doesn’t reference wolves on reputation or in the song “Look What You Made Me Do,” but reputation is tied to the symbolism of “Out of the Woods.” The LWYMMD music video opens with the version of Swift we saw at the end of OOTW picking up where we left off, except it appears Swift (or at least her reputation, as is displayed on the gravestone) is dead and buried.
Wolves typically represent the untamed, wildness, and freedom. In many adages and fables about wolves, there tends to be a duality, either with wolves versus their domesticated counterparts in dogs or good and light versus evil and dark. For Swift to run from then become a wolf signifies a desire to outrun her own identity—something wild and dangerous—only to accept it and find peace in the light. For Swift to have found this version of herself and come to accept it in OOTW only to see it buried in LWYMMD suggests the thing “we made her do” is kill off that version of herself to save her reputation. I interpret this as a dangerous element of Swift’s self, potentially queerness, being so threatening to her reputation that she was forced to bury or conceal it despite thinking she was finally “out of the woods,” grounding the plane we see Taylor saw the wings off at the end of the music video. Aligned with the Karma/lost album theory, Swift’s plans were scrapped and replaced with reputation, and the thing she sought to do—come out—forced another rebirth in LWYMMD. Swift is notably caged in LWYMMD in an orange jumpsuit reminiscent of a prisoner’s, and there is more caged imagery aligned to wolves later in Swift’s lyrics, especially in the Tortured Poets tracks tied to this theory. More on that soon.
To bring this full circle, I believe this is the reason 1989 (Taylor’s Version) is beach-themed: Swift is reclaiming the union of her two selves that she should have been able to claim post-1989 originally before the events that inspired reputation came to be.
For some more bonus content, the LWYMMD lyric video includes a typewriter that appears to be writing a manuscript for a film or play:
https://preview.redd.it/o7l2ipksmz0d1.png?width=2634&format=png&auto=webp&s=69ad0ea3a3ffb81834bb8ba1f41af6ce9edec09e

She only saw daylight

Swift mentions wolves for the very first time in her lyrics on “Daylight,” the last track of Lover, her first owned album and what is thought to be the “coming out” album. (And, in my opinion, the aesthetic no one noticed that forced her to become a non-functioning alcoholic.)
Maybe you ran with the wolves and refused to settle down Maybe I’ve stormed out of every room in this town Threw out our cloaks and our daggers because it’s morning now It’s brighter now, now
To run with the wolves is to live wildly with unbridled freedom, typically against societal norms. In psychology, there is a concept of “women who run with wolves” as women rediscovering their wild and their passions. Several reflections I found on this concept relative to queerness discuss the idea of wolfpacks and tribes, and I see this in “Daylight” as Swift focuses not only on emerging from the darkness herself but bringing someone else with her ("threw out our cloaks and our daggers"), allowing them to abandon the frustration represented by storming out of rooms or the need to run instead of standing in the light.
As we know, sadly, Swift returns to the woods in folklore and evermore after another ruining of her “best-laid plans” despite emerging from a “twenty-year dark night” and “throwing out [her cloak and dagger]” in “Daylight.” On The Eras Tour, the folklore and evermore sets take place in the forest at night under a massive moon similar to the one in the “Out of the Woods” lyric video and original tour visuals for 1989. Swift also famously wears a cloak during the “willow” performance on tour.
https://preview.redd.it/12m7c6qfoz0d1.png?width=1974&format=png&auto=webp&s=6a397cfccde1a36ff6217ddd6458b5eae5b0f13a
Following folklore and evermore, Swift released Midnights, a continued commentary on the light versus dark motif representing “thirteen sleepless nights” across Swift’s life. The next references to wolves don’t come until The Tortured Poets Department. There are two, both on songs that (I believe) describe an identity crisis and struggle: “Guilty as Sin?” and “The Prophecy” as well as the indirect reference in “Who’s Afraid of Little Old Me?” that started me down this rabbit hole. As noted above, these songs also reference cages and being trapped.

She (still) dreams of throwing her life to the wolves

The Tortured Poets Department plays with dark and light, a frequent motif in Swift’s discography. While the standard version of the album is represented by white with a relaxed image of Swift’s body literally laid back with a notable ray of sunlight over it, The Anthology is near-black and pictures Swift holding her head in anguish.
Both versions of The Tortured Poets Department official album artwork, representing light versus dark
Swift mentioned that Tortured Poets was written about the “last two years” of her life, and I feel this has been mischaracterized and reduced to focus only on the highly public elements of her love life. Swift likely spent those two years deep in her rerecording process for all four albums following Fearless (Taylor’s Version) and Red (Taylor’s Version).
During this two-year timespan, we can assume Swift likely recorded Speak Now (Taylor’s Version) and 1989 (Taylor’s Version) in addition to their releases, and it is likely that Swift has already recorded reputation (Taylor’s Version) and Taylor Swift (Taylor’s Version) in the same timeframe.
For Swift to say that Tortured Poets represents "the end of this chapter of the author’s life" most likely signifies a closing door on a period of deep retrospective. I believe this is the crux of Tortured Poets entirely. I find it probable, not just possible, that much of Tortured Poets references this process and Swift’s experience and feelings unearthing and rerecording these albums. In revisiting those “eras” (or times in her actual life as a human being), I imagine the process to be quite painful. For anyone, revisiting diary entries (or souvenirs as Swift calls them in “The Manuscript”) from painful times in one’s life would be difficult enough, but to rerecord music that may have been so painful for entertainment purposes must be another beast altogether, especially after being essentially forced into the retrospective after her album catalog was stolen from her, or potentially viewing the music you wrote at the time differently through the lens of new perspective… Just, ouch.
As an aside, with both Midnights and Tortured Poets, Swift seems to be making the “paternity testing” she discusses on reputation of her music more difficult, ascribing the periods of the album-writing to broader swaths of time over her life that weave further into her past, perhaps (and likely) referencing more than her love life or what the public knows.
I believe “Guilty as Sin?” refers to the “Out of the Woods” music video. Swift runs from the wolves to save herself, and there’s even a point when Swift jumps off a snowy cliff into the ocean, and it seems Swift dreams about this moment in “Guilty as Sin?” and perhaps the song was even inspired by the 1989 rerecording process.
My boredom's bone deep This cage was once just fine Am I allowed to cry? I dream of cracking locks Throwing my life to the wolves Or the ocean rocks
We see the same imagery—Swift seemingly drowning in the ocean—on The Eras Tour during “my tears ricochet,” reminiscent of the “Out of the Woods” imagery. Swift sings MTR right after “illicit affairs,” a song in which Swift tells her muse she would “ruin [herself] a million little times” to be with them, the same phenomenon Swift has been singing about since at least 1989. Swift also sings about her “stolen lullabies” during “my tears ricochet,” tying the song to at least the events that triggered the rerecording process.
https://preview.redd.it/exucgmxboz0d1.png?width=1142&format=png&auto=webp&s=5cf2926faa89f5e5bd923039e4e2b9394e7eefd5
Potentially also notably, the lyric video for “Is It Over Now?” from 1989 even features sheets swirling like the ocean does in the MTR tour visuals.
https://preview.redd.it/qb2um1c9oz0d1.png?width=1198&format=png&auto=webp&s=a6f7b3e9314786420f6b0788d6f4551161faf017
This is notable because during the acoustic set of The Eras Tour, Swift has performed a mashup of “Out of the Woods” and “Is It Over Now?” from 1989 (Taylor’s Version). At the time of writing this post, Swift has sung the mashup twice on her tour, once in Argentina on November 11th—or 11/11, a callback to the doubles and duality concept—and once in Paris on May 10th (which also happened to be the second night of the Paris tour stop, and 10 is a double of 5, for those keeping track at home).

Quick, semi-wolf-related tangent

So we’ve established that OOTW and IION? are connected, and I found yet another song that seems to be referencing the same moment in time as OOTW: “But Daddy I Love Him.” In both songs, Swift and her muse experience “the heat” or a backlash against their relationship, then find a seemingly happy ending: In BDILH, Swift’s parents “came around” to accept the relationship, and in OOTW, the monsters were just trees.
https://preview.redd.it/9avqekl0xv0d1.png?width=2144&format=png&auto=webp&s=3b5f9d232050387ddd7723936568203b6171122b
Linking these three songs, I find it interesting that Swift sings, “But fuck it, it’s over” during BDILH, perhaps an answer to the final track of 1989 (Taylor’s Version) that begs, “Is it over now?” repeatedly.
That’s not where the similarities end, either. There are also two references to the phrase “good name” in Tortured Poets. Merriam-Webster defines a “good name” as a person’s good reputation. This leads me to believe these songs, namely “Who’s Afraid of Little Old Me?” (wolf reference) and “But Daddy I Love Him” directly reference reputation and the scandals that marked the start of the reputation era and what the Lover era tried (yet failed again) to accomplish.
https://preview.redd.it/up1tjgc7xv0d1.png?width=1970&format=png&auto=webp&s=963e0bac1f837ff6f9f845bf789dcae75f021b5f
As a side note, her “good name” could also be a double entendre nod to Swift’s other upcoming rerecorded album, Taylor Swift (Taylor’s Version), in a very meta sense of the phrase, which would represent a country album that would likely be less well-received coming from an openly queer artist.

Back to the wolves

The last time Swift mentions wolves is in “The Prophecy,” a song from The Anthology version of Tortured Poets, comparing herself to a wolf howling.
A greater woman stays cool But I howl like a wolf at the moon And I look unstable Gathered with a coven round a sorceress' table
Swift fights against fate, howling at the moon. The coven and sorceress’ table call back to the cloaks and daggers Swift threw out in “Daylight,” signaling that she has found herself yet again in the darkness or night which, of course, is the only time the moon would be visible to howl at.
As an aside, this is not dissimilar from the picture she paints of herself in “seven” from folklore, screaming “ferociously anytime [she] wanted,” another song tied to 1989 via The Eras Tour in which Swift had previously (and has now removed) a “seven” x “Wildest Dreams” spoken interlude (or poem!) before the folklore set, further linking the two albums with the woods and darkness motifs, as well as the concept of “wildness” in both songs.
Overall, “The Prophecy” seems to describe the version of Swift we see in the “Out of the Woods” music video before she reaches acceptance. Swift is constantly battling against natural elements and forces, fighting back against her true and fated self or the path she finds herself on.
There is, however, still a happy ending. The wolves eventually reach the end of the woods together. The heat dies down, the monsters are just trees, and the parents come around. What “The Prophecy” represents are the moments when that journey through the woods seems neverending, not necessarily Swift's current feelings about her life.

It’s (almost) over

When discussing her short film for “All Too Well (Taylor’s Version),” Swift talks about how she would have been unable to create this kind of art without the perspective she’s gained in the years since. The fictionalized version of Swift in Tavi Gevinson’s “Fan Fiction” also comments on the “Taylor’s Version” element of the rerecording, which I find to be an apt description of what it must be like to create and have others consume the art in this context—that listeners should be made to feel uncomfortable with the added context that has come from the retrospective wisdom of the artist in hindsight.
In it, Swift says:
Her unrealistic expectations should only emphasize the gulf between their experiences. Her capacity for remembering, compared to his, is a symptom of youth. And her need for control, to tell the story, might also be seen as a trauma response. The line “The idea you had of me—who was she?” indicates that he was the first to dehumanize-by-idealizing. It should be unsettling to relisten to the 2012 version with the understanding that they had been living in his fantasy.
(Don't even get me started on "Fan Fiction." Or do. Maybe it'll be fun.)
In summary, my theory is this: Inserting Tortured Poets between the sequential release of 1989 (Taylor’s Version) and reputation (Taylor’s Version) serves as the necessary lens and context to properly read reputation for what it is and what it represents to Taylor Swift. Not only is Tortured Poets a commentary on fame, identity, and this highly vulnerable process and moment she finds herself in, but the lens through which all her rerecordings must be listened to through.
submitted by throw_ra878 to GaylorSwift [link] [comments]


2024.05.16 20:01 Fredrickthyme Impressionistic Master - Debussy’s Contribution

Claude Debussy, a prominent figure in Impressionist music, revolutionized harmony, melody, and cultural perceptions in music through his innovative compositions. Let's break down his impact statistically:
  1. Harmony:
    • Debussy's harmonic language moved away from traditional functional harmony, embracing modal and pentatonic scales, whole-tone scales, and parallel chords.
    • Statistical analysis could show a decrease in the prevalence of traditional tonic-dominant relationships and an increase in the use of non-functional harmonic progressions.
    • Debussy's harmonic vocabulary expanded the tonal palette available to composers, influencing subsequent generations of musicians.
  2. Melodies:
    • Debussy's melodies often featured fluid contours, incorporating elements of pentatonic and whole-tone scales.
    • Statistical analysis might reveal a departure from conventional melodic structures, with a focus on atmospheric, evocative lines rather than traditional, singable melodies.
    • His melodies often blurred the lines between melody and accompaniment, contributing to the overall impressionistic aesthetic of his music.
  3. Culture:
    • Debussy's compositions challenged traditional notions of form, structure, and tonality, reflecting the changing cultural landscape of the late 19th and early 20th centuries.
    • His rejection of German Romanticism and embrace of French musical traditions helped to establish a distinct national identity in French music.
    • Through his use of exoticism and non-Western musical elements, Debussy contributed to the broader cultural fascination with the exotic and the mysterious during the fin de siècle period.
Statistical analysis of Debussy's compositions could provide insights into the frequency of specific harmonic progressions, melodic contours, and stylistic features. By examining patterns and trends within his music, researchers can better understand his unique contributions to the development of music harmony, melody, and cultural expression.
  1. Cultural Examples:
    • French National Identity: Debussy's rejection of German Romanticism and his embrace of French musical traditions helped to establish a distinct national identity in French music. His compositions, with their evocative depictions of French landscapes and folklore, contributed to a sense of cultural pride and nationalism.
    • Impressionist Movement: Debussy's music is often associated with the Impressionist movement in painting, which sought to capture the fleeting impressions of light and color. Like the Impressionist painters, Debussy focused on atmosphere, texture, and suggestion rather than precise detail, creating music that is more about mood and impression than literal representation.
    • Cultural Exchange and Exoticism: Debussy's fascination with non-Western music and exoticism is evident in works like Pagodes from Estampes and La soirée dans Grenade from Iberia. These pieces incorporate elements of Javanese gamelan music and Spanish flamenco, reflecting the broader cultural fascination with the exotic and the mysterious during the fin de siècle period.
submitted by Fredrickthyme to thirdvienneseschool [link] [comments]


2024.05.16 16:29 sweathead Thanks and Poem Link

Thank you for inviting me here. I am currently in a dark place in my life, dealing with difficult things. I hope to find hope and inspiration for getting through it from others in this community, and to provide it when I can. While I am not in recovery from substance use, I have spent my lifetime trying to survive and recover from bad acts of others. It's taken me too long to realize this is an ongoing process, and not a miracle cure evoked by the perfect words or enough good deeds.
I was drawn to LV by following up on drama I had checked in on after walking away months ago. I was pleasantly surprised to find such a warm, compassionate, and open individual just sharing kindness. Despite working in recovery environments for years, I never thought that the same approach might help with my own struggles, until she suggested as much. I am so grateful for that.
I had mentioned during one of her lives about a poem I remembered that always sticks in the back of my mind. Despite not being a religious person, it still evokes strong emotions within me. I couldn't remember the name correctly and was unable to provide a link, so I will do so here in hopes that others find inspiration in its message.
The Touch of the Master's Hand by Myra Brooks Welch - Famous poems, famous poets. - All Poetry
submitted by sweathead to Fully_Alive_N_Free [link] [comments]


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