The Electronic Poetry Center (EPC) of the State University of New York (SUNY) at Buffalo presents selections from "Tribe of John: Ashbery and Contemporary Poetry." The book highlights the poetry of American poet and writer John Ashbery (1927- ). EPC offers the text of the introduction and afterword, as well as the table of contents.
The final book of the Bible, Revelation prophesies the ultimate judgement of mankind in a series of allegorical visions, grisly images and numerological predictions. According to these, empires will fall, the "Beast" will be destroyed and Christ will rule a new Jerusalem. With an introduction by Will Self.
The symbolism and use of the number twelve in organizing ancient societies • Connects the zodiac, the twelve months of the year, and the political divisions of ancient nations • Explores the sacred geography of ancient landscapes in Europe and Israel Throughout the world--in countries as far apart as China, Ireland, Iceland, and Madagascar--there survive records and traditions of whole nations being divided into twelve tribes and twelve regions, each corresponding to one of the twelve signs of the zodiac and to one of the twelve months of the year. Best known are the twelve tribes of Israel under King Solomon, but there have been many others. Wherever they occur, they are associated with an ideal social order and a golden age of humanity. Exploring examples of these twelve-tribe societies, John Michell and Christine Rhone explain the blueprint for this organizational structure and look at the musical, mythological, and astronomical enchantments that kept these societies in harmony with the cosmos. They also examine the astrological landscapes of classical Greece, the aligned St. Michael sanctuaries of Europe, and the true site and function of the Temple in Jerusalem. They show that the sacred geography of these sites was part of an ancient code of knowledge that produced harmony between nature and humanity and is as relevant to our present and future as it was to our past.
The US Armys fighting experience from the Civil Wars end in 1865 until the Western Frontiers end in 1890 has come to be known as the Indian Wars period. Previous conflicts had been limited to skirmishes with native tribes as their people were pushed westward into yet unwanted territory. Following the 1849 gold rush, travel routes and settlement pockets had increased across the trans-Mississippi regions as ever-greater numbers of Euro-Americans quested for land (and gold), enlarging the conflict between incompatible ways of life. As settlers and adventurers besieged tribesmen, some chose guerrilla warfare, characterized by skirmishes, raids, massacres, battles, and campaigns of varying intensities that ranged over plains, mountains, and deserts of the vast American West. Because the armys responsibilities involved great distances, limited resources, and extended operations (often impeded by governmental policies), its punitive actions suffered. From revolutionary times, the new United States held anti-standing-army sentiments believing that the Indian problem can be settled by nonmilitary means. Hence, the postCivil War army dropped in half by the critical centennial year when the nation was shocked by the Little Big Horn catastrophe. In the previous ten years, a series of forts had been built and a command structure was organized for frontier defense around two western commands: the Division of the Missouri (containing Departments of Arkansas, Missouri, and the Platte) and the Division of the Pacific (containing Departments of California, Columbia, and the Gulf). Since the theater of war was largely uninhabited, its variations in climate and geographical features and its extreme distances were accentuated by army manpower limitations, logistical problems, and movement difficulties. In the postwar decades, few officers and soldiers had frontier and Indian-fighting experience against an unorthodox enemy. Those who had previous contacts approached their opponents with respect and were often helpful in promoting solutions to the Indian problem. Most memorable among the armys nineteenth century leaders are the names of Sherman, Sheridan, Miles, Howard, Gibbon, Sully, Cooke, Canby, and Crook. Given the central role their soldiers made in dealing with the Indians, the US Army and a few of its notable leaders made major contributions to the consolidation of the American continent.
This book describes the impact of U.S. government civilization and education policies on a Native American family and its tribe from 1763 to 1995. While engaged in a personal quest for his family's roots in Choctaw tribal history, the author discovered a direct relationship between educational policies and their impact on his family and tribe. Combining personal narrative with traditional historical methodology, the author details how federal education policies concentrated power in a tribal elite that controlled its own school system in which students were segregated by social class and race. The book begins with the cultural differences that existed between Native Americans and European colonists. The civilization policies discussed begin in the 1790s when both Presidents George Washington and Thomas Jefferson searched for a means of gaining the lands occupied by the southern tribes, including the Choctaws. The story involves a complicated interaction between government policies, the agenda of white educators, and the desires of Native Americans. In a broader context, it is a study of the evolution of an American family from the extended support of the community and clan of the past, to the present world of single parents adrift without community or family safety nets.