Destination UK - England – Lesson Plan
Destination UK - England
Aim:
• To develop all four communications skills
• To revise language of describing places.
This lesson gives students the opportunity to find out more about England. It is one of a collection
of four Destination UK lesson plans that look at the four countries that make up the UK. They will
have the chance to read about England and find out a little about its people, culture and icons.
Procedure
A Two Minute Trip to London
• This is a guided visualisation activity to introduce the topic of England. If you’ve never tried to
do this before you will have to get your students ready for the task – younger teenagers who
aren’t used to this type of activity tend to get a bit giggly the first time you do it but give it a go.
Tell them that for the next two minutes you want them to close their eyes and listen to you.
You want them to use their imaginations and try to picture what you describe in their minds
eye. Let them put their heads down on the tables if they want and try to get students calm and
relaxed before you start. When they’re ready, read this slowly in a quietish calm voice. (Adapt
the text according to the level of your students. This one should give you a basic idea.)
Example text:
“Close your eyes and imagine you are on an aeroplane. You look out of the window and see the
clouds. The plane is arriving at the airport and you feel a little bit nervous as you land. You get out
of the plane and follow the signs to get your suitcase. You get your suitcase and walk out of the
airport. You can’t believe that you are in London at last. You decide to catch a taxi to your hotel in
the centre of the city. What does the taxi look like? You arrive at your hotel and leave your bag in
your room. You look out of your bedroom window. What can you see? You look up at the sky,
what colour is it? What’s the weather like? You decide to go for a walk outside to start exploring
the city. There are lots of people on the street. What do they look like? What are they wearing?
You see buses on the street. What colour are they? What colour are the post boxes? You feel
hungry so you stop for something to eat. What do you eat? You decide to start your sightseeing of
the city. Where do you go?…..” (continue for as long as you think your students are concentrating
and involved.)
• When you have finished say to students, “OK. Open your eyes.” Then ask students to draw or
write about what they saw. When they have all put some of their images on paper, ask them
to explain some of the images. Use their pictures to lead on to the next activity or start talking
about England. Who’s been there? Who’d like to go there? Etc.
Tip:
If you have never used an activity like a ‘guided visualisation’ before, your students may
wonder why they are doing it. You could explain to your students that it is a challenging and
useful listening activity. If it doesn’t go well the first time, try it again with another topic at a
later stage in the course. Sometimes it might take several attempts for you and your students
to get used to new activity types.
English Icons
Check students understand what an icon is. Give some examples of some icons of their country
so they get the idea. There is currently a lot of talk in the British media about icons. This activity
asks students to think of some icons they consider to be particularly English. If your students
know little about the country use pictures and any visual aids to help you. Give some examples to
get the students on track – red phone boxes, double-decker buses, tea, fish and chips, roast beef
etc. Put students into small groups and give each group a copy of Worksheet A. When the
groups have finished, put groups together to compare their ideas.
Tip:
Have a look at these websites before doing this activity.
http://www.icons.org.uk/ - English icons.
http://news.bbc.co.uk/1/hi/magazine/4594660.stm - An article about English icons.
Worksheet A
English Icons
• What images represent England to you? Work in groups to decide on your top 5 English
icons. Write them here:
1)
2)
3)
4)
5)
• Compare your answers with your classmates.
• What icons represent your country? What do you think a British person would put as the top
5 icons of your country? Write your ideas here:
1)
2)
3)
4)
5)
• Compare answers with your classmates.
England – do you know your statistics?
• This is a mini quiz with some facts and figures about England. Put students into pairs and give
each pair a copy of Worksheet B. Alternatively you could put the numbers on the board and
dictate the sentence as a ‘beep dictation’. This simply means reading out the sentences and
saying ‘beep’ where there is a gap.
Answers:
1) More than 250 languages are spoken in London.
2) More than 9% of secondary school children in England don’t have English as their first
language.
3) The population of the United Kingdom is almost 60 million.
4) The population of England is just over 50 million.
5) Britain has more people aged over 60 than under 16.
6) The currency of the UK is the pound.100 pence make one pound.
Tip:
Before doing this activity, revise numbers and check that your students are clear on the
difference in pronunciation between sixty and sixteen, forty and fourteen etc. This often causes
confusion.
Worksheet B
England – do you know your statistics?
Read the statements about England and try to put the correct number in the gap.
1) More than ____ languages are spoken in London.
2) More than ____% of secondary school children in England don’t have English as their first
language.
3) The population of the United Kingdom is almost _____ million.
4) The population of England is just over _____ million.
5) Britain has more people aged over ______ than under _____.
6) The currency of the UK is the pound. _____ pence make one pound.
60, 60, 250, 50, 100, 16, 9
Do you know any similar statistics about your country? Write some statements about your country
and test your teacher!
•
Reading Task - Diverse Society, Football and Food
• This is a reading task from the British Council’s UK in Focus website. Pre-teach any
vocabulary you think your students won’t know. After reading, encourage your students to
discuss the questions that follow. The only one with a definite answer is: What’s the
difference between England, the United Kingdom and Great Britain? Students are often
unclear about this and say England when they are actually referring to the UK or Great Britain.
As you probably know, the United Kingdom is made up of England, Scotland, Wales and
Northern Ireland while Great Britain is England, Scotland and Wales.
Worksheet C
Reading Task - Diverse Society, Football and Food .
This is a text from the British Council’s UK In Focus website.
Read the text and then discuss the questions in groups:
Diverse Society, Football and Food - Living in England
Where it is
England is perhaps the country most people first think of when they think of the United Kingdom.
It borders both Scotland and Wales and almost 50 million people live in there, which is over 80%
of the UK’s total population. Major cities include London (the capital), Birmingham, Sheffield,
Leeds, Newcastle, and Manchester. London is one of the most well known cities in the world and
for many is representative of the whole of England, if not the whole of the UK. Other icons
include football, actors Jude Law and Kate Winslet, Bridget Jones, pubs and beer. But for most
these represent the whole of the UK, not just England.
Indistinct identity?
Many of the people in our survey, either English by birth or now living here, commented that it
was very difficult to distinguish between English and British culture and identity. People found
that they often identify more with other things than with England as a country. These other things
include: the place or region in which they live, whether it be a major city or one of the English
counties such as Yorkshire, Devon or Northumberland; the UK as a whole; or the religious or
ethnic community they are from.
Source: http://www.britishcouncil.org/ism-ukinfocus-regional-england.htm
• What’s the first country you think of when you think of the United Kingdom?
• What’s the difference between England, the United Kingdom and Great Britain?
• Have you, or any of your classmates, ever visited any of the cities mentioned in the text?
• Which other famous people do you consider to be English icons?
Cockney Rhyming Slang
This is included to be a fun activity for higher levels. Before you get students doing the task be
sure to explain the following:
• Cockney rhyming slang originated in the East end of London.
• It was originally created so users could speak in a sort of secret code language – two of the
theories are that it was invented by prisoners who wanted to communicate with one another
without the guards understanding or that market vendors invented it to be able to speak
without the customers understanding them.
• It works by taking a pair of connected words (e.g. Boat race) and the second word rhymes
with the word you want to hide. You can then use just the first word of the connected to pair to
refer to the word you want to hide, or you can use the pair of words. (e.g. She’s got a beautiful
boat – meaning she’s got a beautiful face!) (Sometimes it can be one word that just rhymes
with the word you want to hide)
• Tell students they’ll never have to use this slang but it’s a way that some people in England
(and parts of Scotland?) use to talk informally to one another. It gives speakers the chance to
be really creative with the language.
• Names of famous people are often used in cockney rhyming slang. E.g. Brittany Spears –
Beers!
Take this activity very lightly! Encourage students to say the cockney rhyming slang out loud to
figure out the English ‘translation’ by thinking about how it rhymes with the English word.
Make a copy of Worksheet D for each group and cut up the table. Ask students to try and match
them up. Then, if you’re feeling brave and fancy a challenge, get the students to make up short
dialogues using some of the slang!
Worksheet D
Cockney Rhyming Slang
Did you know that in the East end of London some people use a special sort of slang language to
speak to each other?
Cockney Rhyming Slang English
Apples and pears Stairs
Dog and bone Phone
Adam and Eve Believe
Tom Jones Bones
Uncle Fred Bread
Sausage and mash Cash
Loaf of bread Head
Runner beans Jeans
Dustbin lids Kids
Eiffel Tower Shower
Baked potato See you later
Mickey Mouse House
• Have a look at these examples of Cockney Rhyming Slang and try to make up a short
dialogue using the slang language instead of the English words.
• Try and make up some new rhyming slang! You could mix English and your language if you
want.
Where in England…?
If you have a map of England available, use it to plot the cities on the map either before or after
the students do the task. If some of your students have visited England use them to help the
others match up the cities. Pictures of some of the places would also enhance the task. Answers:
1 – Liverpool, 2 – Stratford upon Avon 3 – Oxford and Cambridge, 4 – Birmingham, 5 – York, 6 –
Land’s End, 7 – Salisbury Plain 8 – Manchester
If possible bring pictures of the places.
Worksheet E
Where in England…?
… would you go to see the following places? Match the places of interest to the cities/ towns in the
box below.
1) The home town of The Beatles
2) The home town of Shakespeare
3) The two most famous universities
4) The second largest city after London
5) A Viking museum or a Viking festival
6) The most South-Westerly point in England
7) Stonehenge
8) The home of one of the richest football clubs in the world
Cambridge / Manchester / Liverpool / Salisbury Plain / Birmingham / York /
Stratford upon Avon / Oxford / Lands’ End
Do you know where all the places are? Have a look at a map of England and see if you can find
the places.
Analysis
Innovating activities in the educational process is much more than simply using technology in class in order to catch the students attention, it means motivating students to learn through activities which are not the traditional ones, besides it is very important to take into account more issues related to the language with the purpose of involving students not only in an grammatical aspects related to the language, but also in important aspects like culture.
The activities presented by our group were mainly focus on culture from countries in English is spoken like native language, since commonly a second or foreign language is taught by implementing theory and grammar, but students do not learn how to have communication successfully given that they ignore culture, for this reason our presentation tried to show and represent different feathers related to UK like slangs, food, places and cities which can easily motivate students to improve their knowledge toward the new language.
Thursday, June 17, 2010
Friday, June 4, 2010
DEFINING EDUCATIONAL INNOVATION
EDUCATIONAL INNOVATION REACTION
The term educational innovation brings a lot of controversy and doubts due to the way we as professionals had been taught. Most of the second language teachers follow the same strategies and we teach just what is showed in the syllabus. To think about a change in the way we teach make most of the teachers feel uncomfortable. It is easier for an English teacher to follow the same steps day by day but, it becomes routine and it makes the educational process to be boring and customarily for the students as well to the teachers.
There are many situations that affect the application of the innovation in our classrooms I believe that the afraid of failure that many teachers have in reference with the topic as well as the much work it implies make teachers get back when thinking about the theme. As the reading says “educational change should be part of the basic intellectual preparation of all language teaching professional” must have but, in real life educational systems do not prepare us to face the idea of innovative strategies.
To promote the educational change many aspects must be taking into account as the cultural, economic and political factors. We cannot think in making a change without taking into account all the matters involved in the society. The world is constantly changing as well as the way people think so we cannot separate the real life when trying to innovate in the educational system.
The idea is that teachers as well as learners adopt the innovation in order to success in the application of the new strategy; without adopting the idea the educational innovation will fail. Other and one of the most important elements when trying to implement an innovation is to take in to account the context; it implies the students way of learning all their differences and the real needs they have. In this way we can be sure that the innovation we are going to apply works in the best way. Teachers must work a lot in order to get their students involved in the learning process.
In my own opinion I believe that to get the application of this educational innovation the educational system need to make a great change and it takes a lot of time; for that reason and because of the conformism of teachers as well as the high authorities to innovate in our classes is like a dream. We as teacher are obligate to follow some rules and to develop some specific topics so we are limited to what the government is asking us to do. Also it is a must that the universities make the change; without professional well prepare to develop an innovational system it is almost impossible if not impossible to make the difference.
The term educational innovation brings a lot of controversy and doubts due to the way we as professionals had been taught. Most of the second language teachers follow the same strategies and we teach just what is showed in the syllabus. To think about a change in the way we teach make most of the teachers feel uncomfortable. It is easier for an English teacher to follow the same steps day by day but, it becomes routine and it makes the educational process to be boring and customarily for the students as well to the teachers.
There are many situations that affect the application of the innovation in our classrooms I believe that the afraid of failure that many teachers have in reference with the topic as well as the much work it implies make teachers get back when thinking about the theme. As the reading says “educational change should be part of the basic intellectual preparation of all language teaching professional” must have but, in real life educational systems do not prepare us to face the idea of innovative strategies.
To promote the educational change many aspects must be taking into account as the cultural, economic and political factors. We cannot think in making a change without taking into account all the matters involved in the society. The world is constantly changing as well as the way people think so we cannot separate the real life when trying to innovate in the educational system.
The idea is that teachers as well as learners adopt the innovation in order to success in the application of the new strategy; without adopting the idea the educational innovation will fail. Other and one of the most important elements when trying to implement an innovation is to take in to account the context; it implies the students way of learning all their differences and the real needs they have. In this way we can be sure that the innovation we are going to apply works in the best way. Teachers must work a lot in order to get their students involved in the learning process.
In my own opinion I believe that to get the application of this educational innovation the educational system need to make a great change and it takes a lot of time; for that reason and because of the conformism of teachers as well as the high authorities to innovate in our classes is like a dream. We as teacher are obligate to follow some rules and to develop some specific topics so we are limited to what the government is asking us to do. Also it is a must that the universities make the change; without professional well prepare to develop an innovational system it is almost impossible if not impossible to make the difference.
Saturday, May 29, 2010
Socrates Reaction
Socrates
Nowadays there are not many people worry about what is good and the importance of the moral. Socrates was one of the philosophers which in his own life perception was trying to get at least the same knowledge among people and their beliefs of how values and moral works as well as justice. As Socrates realized people can have different perceptions about goodness and badness in the different cities or places around the world. He believes that there must be a unique meaning of values and justice and everybody around the world must believe the same. According to the history Socrates did not write anything, but all what he thought was transmitted by his followers. According to Plato he said and explained about Socrates philosophy and we can realize that he never founded a universal meaning but through irony he made people think they were ignorant, so just in that way they could realize about the real meaning of the moral or values as well as virtue and justice. I do believe there is not a universal meaning for a value or believe, but every single meaning must be closed to the truth without changing the main focus of the idea. It is not possible that something that is wrong for some people in some places is good. There is just one reality, and any way we cannot get the reality if we do not realize that we are wrong with it.
Socrates was trying to make people understand that all knowledge may be false and let them know that the reality could be other one. It is important to mention that people believe what they were taught since they were born and there is no way to know if they are wrong if there is nobody in capacity to let them know they are ignorant. That happened many times to many people who have been taught some things about different matters and there is someone who thinks different and through his questions and explanations make the other person change the way he thinks or even his believe. That is part of the Socratic Method in which the main purpose was to make people believe they were ignorant and by questioning they realized there was another reality.
One of the most important and recognized phrase of this philosopher was “As for me, all I know is that I know nothing”; this make us think that certainly we can believe in so many thinks, but what is the real meaning of our beliefs? Can I be assure that what I think is right and there is no other explanation? Is it real that there is a universal meaning for everything? The true is that we do not really know, and maybe the Socrates way of thinking was not credible!
Nowadays there are not many people worry about what is good and the importance of the moral. Socrates was one of the philosophers which in his own life perception was trying to get at least the same knowledge among people and their beliefs of how values and moral works as well as justice. As Socrates realized people can have different perceptions about goodness and badness in the different cities or places around the world. He believes that there must be a unique meaning of values and justice and everybody around the world must believe the same. According to the history Socrates did not write anything, but all what he thought was transmitted by his followers. According to Plato he said and explained about Socrates philosophy and we can realize that he never founded a universal meaning but through irony he made people think they were ignorant, so just in that way they could realize about the real meaning of the moral or values as well as virtue and justice. I do believe there is not a universal meaning for a value or believe, but every single meaning must be closed to the truth without changing the main focus of the idea. It is not possible that something that is wrong for some people in some places is good. There is just one reality, and any way we cannot get the reality if we do not realize that we are wrong with it.
Socrates was trying to make people understand that all knowledge may be false and let them know that the reality could be other one. It is important to mention that people believe what they were taught since they were born and there is no way to know if they are wrong if there is nobody in capacity to let them know they are ignorant. That happened many times to many people who have been taught some things about different matters and there is someone who thinks different and through his questions and explanations make the other person change the way he thinks or even his believe. That is part of the Socratic Method in which the main purpose was to make people believe they were ignorant and by questioning they realized there was another reality.
One of the most important and recognized phrase of this philosopher was “As for me, all I know is that I know nothing”; this make us think that certainly we can believe in so many thinks, but what is the real meaning of our beliefs? Can I be assure that what I think is right and there is no other explanation? Is it real that there is a universal meaning for everything? The true is that we do not really know, and maybe the Socrates way of thinking was not credible!
Socrates Biography
Biography of Socrates
SOCRATES, the celebrated Greek philosopher and moralist, was born at Athens in the year 469 B.C. His father, Sophroniskus, was a sculptor and he followed the same profession in the early part of his life. His family was respectable in descent, but humble in point of means. He had the usual education of the Athenian citizen, which included not only a knowledge of the mother tongue, and readings in the Greek poets, but also the elements of arithmetic, geometry and astronomy as then known. Excepting in connection with his philosophical career, few circumstances of his life are known. He served as a hoplite, or heavy-armed foot-soldier, at the siege of Potidaea, at the battle of Deliurn, and at Amphipolis, and his bravery and endurance were greatly extolled by his friends.
Somewhere about the middle period of his life, he relinquished his profession as statuary, and gave himself up to the career that made him famous. Deservedly styled a philosopher, he neither secluded himself for study, nor opened a school for the regular instruction of pupils. He disclaimed the appellation of teacher; his practice was to talk or converse, "to prattle without end," as his enemies said. Early in the morning he frequented the public walks, the gymnasia for bodily training, and the school where youths were receiving instruction; he was to be seen at the market-place at the hour when it was most crowded, among the booths and tables where goods were exposed for sale. His whole day was usually spent in this public manner. He talked with any one, young or old, rich or poor, who sought to address him, and in the hearing of all who stood by. As it was engaging, curious, and instrutive to hear, certain persons made it their habit to attend him in public as companions and listeners.
Another peculiarity of Socrates was his persuasion of a special religious mission, of which he believed that he had received oracular intimation. About the time when he began to have repute as a wise man, an admirer and friend, Chaerephon, consulted the oracle at Delphi, as to whether any man was wiser than Socrates. The priestess replied "none." The answer, he said, perplexed him very much; for he was conscious to himself that he possessed no wisdom, on any subject, great or small. At length he resolved to put the matter to the test, by taking measure of the wisdom of other persons as compared with his own. Seleting a leading politician, accounted wise by himself and others, he put a series of questions to him, and found his supposed wisdom was no wisdom at all. He next tried to demonstrate to the politician himself how much he was deficient; but he refused to be convinced. He then saw a meaning in the oracle, to the effect that his superiority to others lay not in his wisdom, but in his being fully conscious of his ignorance. He tried the same experiment on other politicians, then on poets, and lastly on artists and artisans, and with the same result. Thereupon, he considered it as a duty imposed on him by the Delphian god, to cross-question men of all degrees, as to their knowledge, to make them conscious of their ignorance, and so put them in the way of becoming wise. According to Xenophon, he would pass from his severe cross-questioning method, and address to his hearers plain and homely precepts, inculcating self-control, temperance, piety, duty to parents, brotherly love, fidehty in friendship, diligelice, etc.
Cicero said that "Socrates brought down philosophy from the the heavens to the earth." The previous philosophies consisted of vast and vague speculations on nature as a whole, blending together Cosmogony, Astronomy, Geometry, Physics, Metaphysics, etc. Socrates had studied these systems, and they had left on his mind a feeling of emptiness and unsuitability for any human purpose. It seemed to him that men's endeavors after knowledge would be better directed to human relationships, as involving men's practical concerns. Accordingly he was the first to proclaim that "the proper study of mankind is man;" human nature, human duties and human happiness make up a field of really urgent and profitable inquiry.
In the year 400 B.C., an indictment was laid against Socrates, in the following terms; "Socates is guilty of crime; first, for not worshipping the gods whom the city worships, and for introducing new divinities of his own; next for corrupting the youth. The penalty due is death." The trial took place before a court composed of citizen-judges, like our juries, but far more numerous; the number present seems to have been 557. His defense is preserved by Plato, under the title Apology of Socrates. He dwelt on his mission to convit men of their ignorance for their ultimate benefit; pronounced himself a public blessing to the Athenians; declared that if his life was preserved he would continue in the same course; and regarded the prospect of death with utter indifference. By a majority of five or six he was adjudged guilty and sentenced to death by poison. The last day of his life he passed in conversation with his friends on the Immortality of the soul. He then drank the hemlock, and passed away with the dignity and calmness becoming his past career.
SOCRATES, the celebrated Greek philosopher and moralist, was born at Athens in the year 469 B.C. His father, Sophroniskus, was a sculptor and he followed the same profession in the early part of his life. His family was respectable in descent, but humble in point of means. He had the usual education of the Athenian citizen, which included not only a knowledge of the mother tongue, and readings in the Greek poets, but also the elements of arithmetic, geometry and astronomy as then known. Excepting in connection with his philosophical career, few circumstances of his life are known. He served as a hoplite, or heavy-armed foot-soldier, at the siege of Potidaea, at the battle of Deliurn, and at Amphipolis, and his bravery and endurance were greatly extolled by his friends.
Somewhere about the middle period of his life, he relinquished his profession as statuary, and gave himself up to the career that made him famous. Deservedly styled a philosopher, he neither secluded himself for study, nor opened a school for the regular instruction of pupils. He disclaimed the appellation of teacher; his practice was to talk or converse, "to prattle without end," as his enemies said. Early in the morning he frequented the public walks, the gymnasia for bodily training, and the school where youths were receiving instruction; he was to be seen at the market-place at the hour when it was most crowded, among the booths and tables where goods were exposed for sale. His whole day was usually spent in this public manner. He talked with any one, young or old, rich or poor, who sought to address him, and in the hearing of all who stood by. As it was engaging, curious, and instrutive to hear, certain persons made it their habit to attend him in public as companions and listeners.
Another peculiarity of Socrates was his persuasion of a special religious mission, of which he believed that he had received oracular intimation. About the time when he began to have repute as a wise man, an admirer and friend, Chaerephon, consulted the oracle at Delphi, as to whether any man was wiser than Socrates. The priestess replied "none." The answer, he said, perplexed him very much; for he was conscious to himself that he possessed no wisdom, on any subject, great or small. At length he resolved to put the matter to the test, by taking measure of the wisdom of other persons as compared with his own. Seleting a leading politician, accounted wise by himself and others, he put a series of questions to him, and found his supposed wisdom was no wisdom at all. He next tried to demonstrate to the politician himself how much he was deficient; but he refused to be convinced. He then saw a meaning in the oracle, to the effect that his superiority to others lay not in his wisdom, but in his being fully conscious of his ignorance. He tried the same experiment on other politicians, then on poets, and lastly on artists and artisans, and with the same result. Thereupon, he considered it as a duty imposed on him by the Delphian god, to cross-question men of all degrees, as to their knowledge, to make them conscious of their ignorance, and so put them in the way of becoming wise. According to Xenophon, he would pass from his severe cross-questioning method, and address to his hearers plain and homely precepts, inculcating self-control, temperance, piety, duty to parents, brotherly love, fidehty in friendship, diligelice, etc.
Cicero said that "Socrates brought down philosophy from the the heavens to the earth." The previous philosophies consisted of vast and vague speculations on nature as a whole, blending together Cosmogony, Astronomy, Geometry, Physics, Metaphysics, etc. Socrates had studied these systems, and they had left on his mind a feeling of emptiness and unsuitability for any human purpose. It seemed to him that men's endeavors after knowledge would be better directed to human relationships, as involving men's practical concerns. Accordingly he was the first to proclaim that "the proper study of mankind is man;" human nature, human duties and human happiness make up a field of really urgent and profitable inquiry.
In the year 400 B.C., an indictment was laid against Socrates, in the following terms; "Socates is guilty of crime; first, for not worshipping the gods whom the city worships, and for introducing new divinities of his own; next for corrupting the youth. The penalty due is death." The trial took place before a court composed of citizen-judges, like our juries, but far more numerous; the number present seems to have been 557. His defense is preserved by Plato, under the title Apology of Socrates. He dwelt on his mission to convit men of their ignorance for their ultimate benefit; pronounced himself a public blessing to the Athenians; declared that if his life was preserved he would continue in the same course; and regarded the prospect of death with utter indifference. By a majority of five or six he was adjudged guilty and sentenced to death by poison. The last day of his life he passed in conversation with his friends on the Immortality of the soul. He then drank the hemlock, and passed away with the dignity and calmness becoming his past career.
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