2
" I
Hear the sledges with the bells -
Silver bells!
What a world of merriment their melody foretells!
How they tinkle, tinkle, tinkle,
In the icy air of night!
While the stars that oversprinkle
All the heavens, seem to twinkle
With a crystalline delight;
Keeping time, time, time,
In a sort of Runic rhyme,
To the tintinnabulation that so musically wells
From the bells, bells, bells, bells,
Bells, bells, bells -
From the jingling and the tinkling of the bells.
II
Hear the mellow wedding bells -
Golden bells!
What a world of happiness their harmony foretells!
Through the balmy air of night
How they ring out their delight! -
From the molten - golden notes,
And all in tune,
What a liquid ditty floats
To the turtle - dove that listens, while she gloats
On the moon!
Oh, from out the sounding cells,
What a gush of euphony voluminously wells!
How it swells!
How it dwells
On the Future! - how it tells
Of the rapture that impels
To the swinging and the ringing
Of the bells, bells, bells -
Of the bells, bells, bells, bells,
Bells, bells, bells -
To the rhyming and the chiming of the bells!
III
Hear the loud alarum bells -
Brazen bells!
What a tale of terror, now, their turbulency tells!
In the startled ear of night
How they scream out their affright!
Too much horrified to speak,
They can only shriek, shriek,
Out of tune,
In a clamorous appealing to the mercy of the fire,
In a mad expostulation with the deaf and frantic fire,
Leaping higher, higher, higher,
With a desperate desire,
And a resolute endeavor
Now - now to sit, or never,
By the side of the pale - faced moon.
Oh, the bells, bells, bells!
What a tale their terror tells
Of Despair!
How they clang, and clash and roar!
What a horror they outpour
On the bosom of the palpitating air!
Yet the ear, it fully knows,
By the twanging,
And the clanging,
How the danger ebbs and flows;
Yet the ear distinctly tells,
In the jangling,
And the wrangling,
How the danger sinks and swells,
By the sinking or the swelling in the anger of the bells -
Of the bells -
Of the bells, bells, bells, bells,
Bells, bells, bells -
In the clamor and the clanging of the bells!
IV
Hear the tolling of the bells -
Iron bells!
What a world of solemn thought their monody compels!
In the silence of the night,
How we shiver with affright
At the melancholy menace of their tone!
For every sound that floats
From the rust within their throats
Is a groan.
And the people - ah, the people -
They that dwell up in the steeple,
All alone,
And who, tolling, tolling, tolling,
In that muffled monotone,
Feel a glory in so rolling
On the human heart a stone -
They are neither man nor woman -
They are neither brute nor human -
They are Ghouls: -
And their king it is who tolls: -
And he rolls, rolls, rolls,
Rolls
A paean from the bells!
And his merry bosom swells
With the paean of the bells!
And he dances, and he yells;
Keeping time, time, time,
In a sort of Runic rhyme,
To the paean of the bells: -
Of the bells:
Keeping time, time, time
In a sort of Runic rhyme,
To the throbbing of the bells -
Of the bells, bells, bells: -
To the sobbing of the bells: -
Keeping time, time, time,
As he knells, knells, knells,
In a happy Runic rhyme,
To the rolling of the bells -
Of the bells, bells, bells -
To the tolling of the bells -
Of the bells, bells, bells, bells,
Bells, bells, bells, -
To the moaning and the groaning of the bells. "
― Edgar Allan Poe
3
" This music ebbs and flows, irregular, sad. It reminds me, weirdly, of watching the ocean during a bad storm, the lashing, crashing waves and the spray of sea foam against the docks; the way it takes your breath away, the power and the hugeness of it.
That’s exactly what happens as I listen to the music, as I come up over the final crest of hill, and the half-ruined barn and collapsing farmhouse fan out in front of me, just as the music swells, a wave about to break: The breath leaves my body all at once, and I’m struck dumb by the beauty of it. For a second it seems to me like I really am looking down at the ocean—a sea of people, writhing and dancing in the light spilling down from the barn like shadows twisting up around a flame. "
― Lauren Oliver , Delirium (Delirium, #1)
7
" Our life is like a journey…’ – and so the journey seems to me less an adventure and a foray into unusual realms than a concentrated likeness of our existence: residents of a city, citizens of country, beholden to a class or a social circle, member of a family and clan and entangled by professional duties, by the habits of an ‘everyday life’ woven from all these circumstances, we often feel too secure, believing our house built for all the future, easily induced to believe in a constancy that makes ageing a problem for one person and each change in external circumstances a catastrophe for another. We forget that this is a process, that the earth is in constant motion and that we too are affected by ebbs and tides, earthquakes and events far beyond our visible and tangible spheres: beggars, kings, figures in the same great game. We forget it for our would-be peace of mind, which then is built on shifting sand. We forget it so as not to fear. And fear makes us stubborn: we call reality only what we can grasp with our hands and what affects us directly, denying the force of the fire that’s sweeping our neighbour’s house, but not yet ours. War in other countries? Just twelve hours, twelve weeks from our borders? God forbid – the horror that sometimes seizes us, you feel it too when reading history books, time or space, it doesn’t matter what lies between us and it.
But the journey ever so slightly lifts the veil over the mystery of space – and a city with a magical, unreal name, Samarkand the Golden, Astrakhan or Isfahan, City of Rose Attar, becomes real the instant we set foot there and touch it with our living breath. "
― Annemarie Schwarzenbach , All the Roads Are Open: The Afghan Journey
13
" In brief, the teaching process, as commonly observed, has nothing to do with the investigation and establishment of facts, assuming that actual facts may ever be determined. Its sole purpose is to cram the pupils, as rapidly and as painlessly as possible, with the largest conceivable outfit of current axioms, in all departments of human thought—to make the pupil a good citizen, which is to say, a citizen differing as little as possible, in positive knowledge and habits of mind, from all other citizens. In other words, it is the mission of the pedagogue, not to make his pupils think, but to make them think right, and the more nearly his own mind pulsates with the great ebbs and flows of popular delusion and emotion, the more admirably he performs his function. He may be an ass, but this is surely no demerit in a man paid to make asses of his customers. "
― H.L. Mencken , A Mencken Chrestomathy