Sociology in Modules 2nd Edition

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CHAPTER

6 THE MASS MEDIA

CHAPTER OUTLINE

MODULE 20: SOCIOLOGICAL PERSPECTIVES ON THE MEDIA

Functionalist Perspective
Conflict Perspective
Feminist Perspective
Interactionist Perspective

MODULE 21: THE AUDIENCE

Who Is in the Audience?
The Segmented Audience

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 Audience Behavior
MODULE 22: THE MEDIA’S GLOBAL REACH
Boxes
Research Today: Inside the Bubble: Internet Search Filters
Taking Sociology to Work: Lindsey Wallen, Social Media Consultant
Trendspotting: Who’s on the Internet?
Sociology in the Global Community: Charity Begins Online
Social Policy and the Mass Media: The Right to Privacy
LEARNING OBJECTIVES
1. Discuss the various roles of the media from
the functionalist perspective.
2. Define and discuss the narcotizing effect of
the media on society.
3. Define gatekeeping and media monitoring,
and discuss the consequences of both for
society.
4. Discuss what is meant by dominant
ideology and explain how it serves to
construct reality.
5. Discuss the role of the media from the
feminist perspective.
6. Discuss the role of the media from the
interactionist perspective.
7. Discuss the various aspects of a social
audience, including the segmented
audience and audience behavior.
8. Describe the global nature of the media
and its effect on societies around the world.
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WHAT’S NEW IN CHAPTER 6
Module 20: Sociological Perspectives on the
Media
• Chapter-opening excerpt from Alone
Together: Why We Expect More from
Technology and Less from Each Other,
by Sherry Turkle
• Taking Sociology to Work box,
“Lindsey Wallen, Social Media
Coordinator, Northwestern University”
• Research Today box, “Inside the
Bubble: Internet Search Filters”
• Discussion of the use of the Internet and
social media to fuel anti-government
protests during the 2011 upheavals in
Egypt, Tunisia, Libya, Bahrain, and
Syria, with cartoon
• Discussion of the differential impact of
online gaming on male and female
adolescents
Module 21: The Audience
 9. Describe the nature of media • Sociology in the Global Community
concentration. box, “Charity Begins at Home Online”
• Trendspotting box, “Who’s on the
Internet?”
• Discussion of audience segmentation in
the two major political parties’
placement of television advertisements
during the 2010 midterm elections

Module 22: The Media’s Global Reach

• Discussion of how the arrival of
television in Brazil’s Amazon region
created a new social norm, with photo
• Social Policy section on the right to
privacy, including discussions of online
tracking, the compilation and sale of
personal profiles, and the use of such
information to deny insurance or
employment (called Weblining)

CHAPTER SUMMARY

The term mass media refers to print and electronic means of communication that carry messages to
widespread audiences. The function of the mass media is not limited to entertainment. The mass media
also socialize us, enforce social norms, confer status, promote consumption, and keep us informed about
our social environment. The media bring members of society together by reporting on ceremonies and
other important events, such as the attacks on the World Trade Center on September 11, 2001.

The functionalist view of the mass media emphasizes the role of the media in reaffirming proper behavior
by depicting what happens to people who act in ways that violate social expectations. The media play a
critical role in shaping perceptions about the risks of substance abuse. The media are capable of
conferring status on people, organizations, and public issues. In addition to its functions, the media can be
dysfunctional. The narcotizing dysfunction refers to the phenomenon whereby the media provide such
massive amounts of information that the audience becomes numb and generally fails to act on the
information.

The conflict view is that the media reflect many of the divisions within society and the world, including
those based on gender, race, ethnicity, and social class. The media serves to reinforce dominant views and
to justify the position of the powerful. Gatekeeping refers to the idea that media material must travel
through a series of checkpoints (or “gates”) before it reaches the public. The conflict view suggests that
the gatekeeping process reflects a desire to maximize profits, and that the content that makes it through
the gates does not reflect the diversity of the audience.

In the past, media monitoring referred to the monitoring of media content by interest groups. With new
technologies, it now includes monitoring of individuals’ media usage and choices without their
knowledge, raising concerns about the invasion of people’s privacy.

The term dominant ideology describes the set of cultural beliefs and practices that helps to maintain
powerful social, economic, and political interests. The media transmit images that virtually define what

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we regard as the real world. Mass media decision makers are overwhelmingly white, male, and wealthy.
Media content may create false images or stereotypes of particular groups, which become accepted as
accurate portrayals of reality. Globalization projects the dominating reach of the U.S. media into the rest
of the world. The U.S. media have come to rely on the overseas market.

Feminists continue the argument advanced by conflict theorists that the mass media stereotype and
misrepresent social reality. The media provide a powerful influence on how we look at men and women.
Feminists suggest that women are underrepresented and traditionally viewed as needing rescue by males
or in ways that are highly objectified. Recent studies on the use of the Internet by women and men
suggest that the use of websites differs by gender in fundamental ways.

Interactionists are especially interested in shared understandings of everyday behavior. They examine the
impact of the media on the microlevel to see how the media shape day-to-day social behavior. The use of
the Internet to exchange information and messages about terrorism and hatred is of concern to
interactionists. Sexual expression, privacy issues, and censorship are all Internet-related issues that have
an impact on social behavior. The media can target certain groups by identifying and segmenting the
audience. An opinion leader is someone who, through day-to-day personal contacts and communication,
influences the opinions and decisions of others.

The global reach of the media has indeed begun to create a global village in terms of communication.
Consumer goods are vigorously marketed worldwide, and national boundaries are crossed effortlessly
with a mere keystroke. However, ownership of the media is getting more and more centralized. There are
a handful of multinational corporations that dominate the publishing, broadcasting, and film industries.
Some observers think that government should regulate media concentration. Some sociologists question
whether the public interest is being served by the growing concentration of media.

RESOURCE INTEGRATOR

Focus Questions Resources

1. How do functionalists
view the mass media?
IN THE TEXT
Key Terms: mass media, narcotizing dysfunction
IN THE INSTRUCTOR’S MANUAL
Additional Lecture Ideas: Gemeinschaft and Gesellschaft (6-1);
Something Doesn’t Quite Ad Up (6-2); Media Reflections (6-3); Never-
Ending Battles (6-4)
Classroom Discussion Topics: Cohesive Function of the Mass Media
(6-2)
Video Resources: Mass Communication, Part 1; Mass Communication,
Part 2; Media Rights and Responsibilities; Scene Smoking; Why We Buy
REEL SOCIETY VIDEO
Topic Index: Media

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2. How do conflict theorists IN THE TEXT
and feminist theorists
Key Terms: gatekeeping, digital divide, dominant ideology, stereotypes,
view the mass media?
digital divide
Boxes: Taking Sociology to Work: Lindsey Wallen, Social Media
Consultant
IN THE INSTRUCTOR’S MANUAL
Additional Lecture Ideas: Media Reflections (6-3)
Classroom Discussion Topics: Misinformation about Substance Abuse
(6-1); Who Should Decide (6-3); Censored News Stories (6-4); News
Framing (6-5); Hispanic Americans on TV? (6-6); Killing us Softly (6-7);
Gender, Sports, and Advertising (6-8)
Student Research and Assignments: News Framing in Television;
Representation of Hispanics in Television Shows; Reinforcement of
Stereotypes through Films; Role of Popular Music in Social Change
Video Resources: Killing Us Softly 3; Mass Media in Society; Media
Impact; Playing Unfair; Television Media; Why We Buy
REEL SOCIETY CD
Topic Index: Media
3. How do interactionists IN THE INSTRUCTOR’S MANUAL
view the mass media?
Additional Lecture Ideas: Sociology Meets Science Fiction (6-5);
Sociology of Television Fandom (6-6)
Classroom Discussion Topics: News Framing (6-5)
Student Research and Assignments: News Framing in Television;
Representation of Hispanics in Television Shows; Reinforcement of
Stereotypes through Films; What Television Tells Us About Our Lives
Video Resources: The Mean World Syndrome
REEL SOCIETY VIDEO
Topic Index: Media
4. What is the significance IN THE TEXT
of the mass media
Key Terms: opinion leader
audience?
IN THE INSTRUCTOR’S MANUAL
Additional Lecture Ideas: Sociology of Television Fandom (6-6)
Video Resources: Should You Let Them Watch; Why We Buy
5. To what extent is mass IN THE TEXT
media globalized?
Boxes: Inside the Bubble: Internet Search Filters
IN THE INSTRUCTOR’S MANUAL
Video Resources: Mass Media in Society

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 LECTURE OUTLINE

I. Sociological Perspectives on the Media

A. Functionalist View
• The media socialize us, enforce social norms, confer status, promote consumption, and
keep us informed about our social environment.
• A dysfunction of the media is that, over time, too much information is disseminated and
viewers become desensitized. This is referred to as a narcotizing effect.

1. Agent of Socialization
• The media increase social cohesion by presenting a standardized view of culture.
Example: Robert Park’s study of newspapers and immigrants.
• The showing of media events can bring people together.
• The Internet has become the public commons for many.
• The Internet has also become a political arena. Example: In 2008, 24 percent of U.S.
citizens regularly researched presidential candidates on the Internet.
• Some people blame the media for anything that goes wrong.

2. Enforcer of Social Norms

• Media reaffirm proper behavior by showing what happens to people who violate
societal expectations. Example: Programs such as COPS serve as a reminder to the
public about the sanctions imposed against law violators.
• Media shape perceptions about substance abuse, both in a positive and negative
fashion. The 200 most popular movie rentals in 1996 and 1997 depicted alcohol use (93
percent), tobacco use (89 percent), and illicit drug use (22 percent). In 1999, 44 percent
of network television programming portrayed tobacco use in at least one episode.
• In 1997, a federal law required television networks to provide one free minute of
antidrug messages for every minute purchased by the government for public service
messages. The networks subsequently bargained with the government to drop the free
minutes in exchange for antidrug messages embedded in their programs. Controversy
ensued.

3. Conferral of Status
• Media confers status on people, organizations, and public issues. See Table 6-2.

4. Promoting Consumption
• Advertising has become more and more prominently embedded in the media.
• Media advertising includes the following functions: supports the economy, provides
information about products, underwrites media costs.
• Sociologists are concerned that it contributes to a consumer culture that creates “needs”
and raises unrealistic expectations of what is required to be happy, and that advertising
has an inappropriate influence on the media content.

5. Dysfunctional Media: The Narcotizing Effect

• Paul Lazarsfeld and Robert Merton created the term narcotizing dysfunction, which
refers to the media providing such massive amounts of information that the audience
becomes numb. Example: Coverage of natural disasters may create viewer fatigue and
desensitize viewers to the actual suffering.

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B. Conflict View
• The Conflict Perspective emphasizes that the media reflect the many divisions of society
and the world, including those based on gender, race, ethnicity, and social class.

1. Gatekeeping
• Media constitute a form of big business in which profits are more important than the
quality of the programming.
• A small number of people control what eventually reaches the audience (gatekeeping).
• In many countries, the government plays a gatekeeping role.
• Gatekeeping is not as dominant within the Internet.
• In gatekeeping, the content that makes it through the gate does not necessarily reflect
the diversity of the audience. By 2008, the governments of 21 countries had extended
gatekeeping activities to the Internet. Examples: China, Myanmar.

2. Media Monitoring
• In the past, media monitoring referred to the monitoring of media content by interest
groups. With new technologies, it now includes monitoring of individuals’ media usage
and choices without their knowledge.
• Critics concerned by the invasion of people’s privacy. Examples: Google’s records of
users’ web-browsing activities and government interest therein; federal government
authorizing wiretaps of U.S. citizens’ telephone conversations.

3. The Digital Divide

• Advances in communications technology are unequally distributed, with low-income
groups, racial and ethnic minorities, rural residents, and citizens of developing nations
far trailing the privileged significantly.
• Internet access is essential for economic progress and for accessing information of all
types and is particularly problematic for developing countries.

4. Dominant Ideology: Constructing Reality

• Conflict theorists argue that mass media serves to maintain the privileges of
certain groups.
• Dominant ideology is a set of cultural beliefs and practices that helps maintain
powerful social, economic, and political interests.
• Media transmit images that define what we regard as reality.
• Decision makers are overwhelmingly white, male, and wealthy.
• Media tend to ignore the lives of some groups and help to create stereotypes through
portrayal of false images. Example: gays or minorities.
• TV distorts the political process. Candidates with the most money are able to buy
exposure and saturate airwaves with messages attacking their opponents and promoting
their own agendas.

5. Dominant Ideology: Whose Culture?

• Globalization projects the reach of the U.S. media into the rest of the world. Todd
Gitlin notes American popular culture is something that “people love, and love to
hate.”
• U.S. media rely on overseas markets. Many motion pictures earn more abroad than in
U.S. Example: Titanic made over a billion dollars overseas.

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 • U.S. producers not always sensitive to foreign audiences. Example: Memoirs of a
Geisha.
• Many popular U.S. television shows originated in other countries. Example: Survivor;
Who Wants to be a Millionaire?
• Unlike motion pictures, television is moving away from U.S. domination and is more
likely to be locally produced.
• In 2005, UNESCO passed a measure to combat cultural homogenization and protect
threatened cultures, especially in developing nations. The United States was one of
two dissenters.

C. Feminist View
• Media influence how we look at men and women, communicating unrealistic, stereotypical,
and limiting images.
• Feminists see three major problems with popular media: (1) Women are underrepresented,
which suggests women are insignificant; (2) Women are often depicted as needing rescue
by males, thus reinforcing the stereotype of women as helpless and weak; and (3)
Depictions of male-female relationships emphasize traditional roles, and normalize
violence against women.
• Jean Kilbourne argues that women are objectified and dehumanized in advertising and
media entertainment.
• Pornography is a continuing issue of debate.
• There are fundamental differences in the way the Internet is used by men and women.

D. Interactionist View
• From this perspective, media is examined on the microlevel to see how media shape day-to-
day behaviors.
• The media serves as a primary group. Friendship networks emerge from shared viewing
habits. Example: Super Bowl parties.
• Embracing of symbols through photo-ops.
• The Internet has facilitated new forms of communication and social interaction.
• One troubling issue is that the Internet may be used as a platform for extremists and
pornographers.
• Internet has given people greater control over what they see and hear. Legal scholar Cass
Sunstein refers to this as egocasting. The downside of this may be a less tolerant society as
people reduce their exposure to other people and ideas.
• Disparities in usage of the Internet: See Figure 6-5 for breakdown by gender, age, race,
income, and education

II. The Audience

A. Who is in the Audience?

• The audience can be a primary group or a secondary group and can be examined from the
microlevel or macrolevel.

B. The Segmented Audience

• Increasingly, the media are marketing themselves to particular audiences. To some degree
this is driven by advertisers who want to maximize appeal to specific market segments.
Thus, content is geared toward special interests. Example: Golf cable channel.
• Marketing research can be extremely precise. Specialized targeting of audiences has led
some to question the “mass” in mass media.
• Segmentation of audiences may reduce the collective nature of an audience.

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 C. Audience Behavior
• An opinion leader is someone who, through day-to-day personal contacts and communication, influences the opinions and
decisions of others.
• Lazarsfeld et al. pioneered a study of opinion leaders in research on voting behavior in the 1940s. Found opinion leaders
encouraged relatives, friends, and coworkers to think positively about a particular candidate or situation.
• Audiences are not a passive group, but active consumers.
• Interpretations of the audience vary. Example: Race, age, income, education, etc., may
influence response of audience members.

III. The Media’s Global Reach

• The mass media have created a global village, as predicted by Canadian linguist Marshall
McLuhan some 40 years ago, although not all countries are equally connected.
• Consumer goods are marketed worldwide which contributes to brand loyalty. Examples: Nike,
Coca-Cola.
• The capacity to send audio and video via the Internet will increasingly reach into every part of
the world.
IV. Social Policy and the Mass Media: The Right to Privacy

A. The Issue
• Recent advances in computer technology have made it increasingly easy for business
firms, government agencies, and even criminals to retrieve and store information about
private individuals. As these technologies increase the power to monitor our behavior, they
raise fears of their misuse for criminal or even undemocratic purposes.

B. The Setting
• In public places, at work, and on the Internet, surveillance devices track our every
move, whether it is a keystroke or an ATM withdrawal. In short, they threaten not just our
privacy, but our freedom from crime and censorship as well.
• Conflicting feelings about this relatively new-found ability are exemplified by WikiLeaks,
who in 2010 released thousands of classified U.S. foreign policy documents on its website,
causing some people to condemn the action as treasonous and others to praise it as a blow
against government censorship.

C. Sociological Insights
• From a sociological point of view, the complex issues of privacy and censorship can be
considered illustrations of culture lag.
• Functionalists take a generally positive view of the Internet, pointing to its manifest function
of facilitating communication.
• Conflict theorists stress the danger that the most powerful groups in a society will use
technology to violate the privacy of the less powerful.

D. Policy Initiatives
• In 1986, the federal government passed the Electronic Communications Privacy Act,
which outlawed the surveillance of telephone calls except with the permission of both the
U.S. attorney general and a federal judge. Telegrams, faxes, and e-mails did not receive the
same degree of protection, however.
• In 2001, one month after the terrorist attacks of September 11, Congress passed the Patriot
Act which which relaxed existing legal checks on surveillance by law enforcement officers.
Federal agencies are now freer to gather data electronically, including people’s credit card
receipts and banking records.

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 • In 2010, Congress began to draft federal legislation to inform cell phone and computer
owners that their devices are being “fingerprinted,” and to allow them to opt out of being
monitored. The next year, seeking to head off the measure, some tracking organizations
began voluntarily to allow people to edit the information collected in their online profiles. At
the same time, the Federal Trade Commission issued a report that faulted the industry for
• not doing enough to protect consumers’ privacy online.

KEY TERMS

Cultural convergence The flow of content across multiple media, and the accompanying migration of
media audiences.
Digital divide The relative lack of access to the latest technologies among low-income groups, racial and
ethnic minorities, rural residents, and the citizens of developing countries.
Dominant ideology A set of cultural beliefs and practices that help to maintain powerful social,
economic, and political interests.
Gatekeeping The process by which a relatively small number of people in the media industry control
what material eventually reaches the audience.
Mass media Print and electronic means of communication that carry messages to widespread audiences.
Narcotizing dysfunction The phenomenon in which the media provide such massive amounts of
information that the audience becomes numb and fails to act on the information, regardless of how
compelling the issue.
Netizen A person who is actively involved in online communities and is committed to the free flow of
information, with few outside controls.
Opinion leader Someone who influences the opinions and discussions of others.
Stereotype An unreliable generalization about all members of a group that does not recognize individual
differences within the group.

ADDITIONAL LECTURE IDEAS

6-1: Gemeinschaft and Gesellschaft

Sociology was born out of a desire to understand change. Ferdinand Tönnies (1855–1936)
introduced the dichotomous Gemeinschaft and Gesellschaft (1988, original edition 1887) as
conceptualizations delineating the impact of the Industrial Revolution on social structure. Industrialization
was seen as the catalyst altering the social structure from small-scale, intimate, and slow-paced
(Gemeinschaft) to large-scale, impersonal, and technology-driven (Gesellschaft). However, the power of
good ideas lies in their adaptability. While Tönnies examined large-scale issues, his concepts can help
explore changes in more microlevel areas of social life. For example, morphing cultural conditions,
historical and political events, and new technologies have had an impact on movie-going and movie
theaters over the last century. In essence, if one is willing to expand the themes of Tönnies, modern movie
theaters serve as a concrete example of the features of Gesellschaft: impersonalization, rationalization,

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and standardization. This changing nature is explored in Douglas Gomery’s “If You’ve Seen One, You’ve
Seen the Mall” (1990).
Movie houses created before the 1920s were of elegant and impressive design; often employing
exotic architectural motifs to decorate theaters of three or more thousand seats. Indeed, such single-
screened theaters were “palaces;” places where ordinary citizens could go for extraordinary experiences.
Going to the “picture show” at early palaces such as New York’s Strand Theater was often seen as a
special occasion, akin to attending the opera or a Broadway play today. Dressing up in formal attire to
attend an evening screening was not uncommon. Upon entering palaces of the 1910s and 1920s, the
patron might be exposed to art in ornate lobbies or see simulated night skies on massive ceilings. Ushers
would walk patrons to their seats, where a small orchestra or large pipe organ would entertain before the
show. It was not unheard of for palaces to provide infant care services and lounges for patrons to interact.
Modern movie theaters, on the other hand, offer state-of-the-art digital picture and sound.
Stadium seating ensures a good view for nearly everyone attending. Patrons can choose among numerous
films playing at the same multiplex and purchase tickets online. Big-budget blockbusters can be watched
on big or not-so-big screens. Indeed, many modern theaters are standardized and much smaller than
previous movie palaces. They are often connected to shopping malls, creating a nexus of consumerism
(watch the film, buy the soundtrack and novelization, collect the toy at the fast food restaurant). The
ornate lobbies of the past are gone, replaced by what Gomery calls “profit centers” of video games and
concessions. Ringing cell phones and talking during films have become more prevalent as audiences
mimic the casual experience of seeing films at home on DVD. “Ushers” now rip the tickets, usually
leaving patrons to make their own way to their seats.
Both the experience of seeing films as well as the architecture of theaters has changed. Like
Tönnies’s view on the change towards Gesellschaft, movie theaters themselves can be interpreted as
places where strangers interact for increasingly impersonal and standardized experiences (see Chapter 5,
Social Interaction, Groups, and Social Structure). Gomery suggests that modern theaters and the modern
movie-going experience are not better than those of the past. Quantity does not always equate with
quality. Slick images and loud sound may just mean a bombardment of what Georg Simmel (1858–1918)
called “nervous stimulation” (1950, original writing 1903). Or, as Gomery’s article posits, it may just
mean that audiences in Theater 13 can hear the soundtrack from the film playing in Theater 12. A
complementary analysis of this issue is offered in George Ritzer’s The McDonaldization of Society
(2004), which offers an examination of the “predictability” or standardization of modern society.
NOTE: Students can gain additional insight through a field trip or interview. Find a restored
movie palace in your school’s area (web search engines like www.yahoo.com are helpful). Then locate a
modern theater, ideally one that is attached to a shopping center. Take students on a field trip to each.
Students can then engage their sociological imaginations by applying the basic concepts of Tönnies and
the specific history of Gomery through a comparison of theaters. If there are no palaces near the school,
or if a field trip is not feasible, students can be given an assignment where they interview a person 30 or
40 years older than they are. The interview would examine what it was like to see films in that older
person’s youth. Students can also take a virtual trip through movie palaces at the website “Some
Enchanted Evenings: American Picture Palaces” created by Mary Halnon at the University of Virginia
(xroads.virginia.edu/~CAP/PALACE/home.html).
Sources used for this essay and additional reading ideas include: Douglas Gomery, “If You’ve
Seen One, You’ve Seen the Mall.” In Mark Crispin Miller (ed.). Seeing Through Movies. New York:
Pantheon, 1990, pp. 49-80; Mary Halnon, “Some Enchanted Evenings: American Picture Palaces,”
xroads.virginia.edu/~CAP/PALACE/home.html; George Ritzer. The McDonaldization of Society.
Thousand Oaks, CA: Pine Forge Press, 2004; Georg Simmel, “The Metropolis and Mental Life.” The
Sociology of Georg Simmel. New York: Free Press, 1950 (originally written 1903), pp. 409-424;
Ferdinand Tönnies, Community and Society. Rutgers, NJ: Transaction, 1988 (originally written 1887).

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6-2: Something Doesn’t Quite Ad Up
In 1957, Vance Packard examined “depth approach.” These were analytical tools used by
advertisers and others to tap into deep-rooted, core psychological needs of the public in an attempt to sell
products, concepts, or candidates. In the chapter entitled “Marketing Eight Hidden Needs,” Packard
explores some of the strategies used in advertisements to increase sales and affect consumer behavior.
An interactive lecture could involve introducing students to these needs. Students could then look
for advertisements in newspapers, magazines, the Internet, radio, television, and before movies at the
theater, which try to tap into these needs. Or, the instructor could bring into the classroom advertisements
as modern illustrations of Packard’s ideas. Advertisements could be for products, services, political
candidates, events, or to promote an idea. Below is a list of the eight “hidden needs” discussed in
Packard’s work, an interpretation, and suggestions for examples.
Source used for this essay: Vance Packard, The Hidden Persuaders. New York: David McKay
Company, 1957 (original edition).
“Selling Emotional Security”
Products like freezers and air conditioners can make consumers feel secure and safe in
their homes, Packard’s book reveals. Here, examples can be found in products that overtly or
covertly try to make consumers feel safe. Cars, medications promising to stop embarrassing
conditions, home appliances, reliable Internet connections, home security systems, car alarms,
cell phones, and products that offer guarantees can all be examples and expansions of this hidden
need.
“Selling Reassurance of Worth”
Depth approach studies posit that some products, ideas, and candidates will sell more
effectively if they can make the consumer feel better about themselves. Owning a certain pair of
shoes or type of dress can make a person feel important. These products can be elevating status
symbols. These commercials often promise that other people will be envious of the consumer for
having purchased the product. The same can be said for the following example.
“Selling Ego-Gratification”
Products to include here can be ones that encourage the consumer to spend money
because they deserve it. Consumers will feel good for “splurging” or spending a little extra of
their “mad money” on certain beauty products, restaurants, or technologies.
“Selling Creative Outlets”
Packard discusses how the depth approach revealed that consumers do not like to feel left
out of the process of making or baking. Examples here can include advertisements for paint, do-
it-yourself repairs, tools, and food. Consumers are encouraged to buy the product because it will
release their creative talents.
“Selling Love Objects”
Often commercials for products will claim that consumers will “love” them. Include here
products that become an object of affection for the consumer (a car, vacation, movie, or even a
celebrity, as Packard points out). Many new “boy bands” and “girl bands” are sold to young
consumers in this fashion.
“Selling Sense of Power”

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 Automobile, Internet, tool, and home appliance ads often expound upon the power behind
the product. Such items promise to have more strength, speed, torque, and energy than others do;
and all of these things can be controlled by the consumer’s powerful self.
“Selling a Sense of Roots”
Products that awaken feelings of nostalgia and tradition can include examples where
commercials utilize the “home made” or “like mom/dad/grandma/grandpa used to make” or “old
fashioned” slogans. Ads using monocolor, black and white, or sepia often try to recreate the past.
“Selling Immortality”
Packard discusses the marketing of products like insurance here; products that can give
consumers some sense of immortality. Another interpretation could be to look at how many
products tap into the societal and psychological pressure and desire to remain youthful. Here,
commercials for beauty products, health clubs, energizing pills, or movies that claim to make
consumers “feel like a kid again” can all be expansions of Packard’s idea.

6-3: Media Reflections

Hard Bodies: Hollywood Masculinity in the Reagan Era by Susan Jeffords (1994) offers a
comparison of motion picture box-office hits of the 1980s and the Ronald Reagan presidency of the same
era. One of the main goals of the text is to examine the imagery and themes in both the films and the
presidency in order to understand the mood of the audiences and voters to help discover what audiences
and citizens found “pleasurable.” For instance, many blockbusters of that era involved the celebration of
the “hard body,” a traditional and stereotypical masculine presentation involving aggression, strength, and
muscles. So, too, did some of the policies and themes of the Reagan Revolution celebrate the hard body
on a macro scale, through, for instance, the call for an increase in military spending and research.
The media, therefore, can be argued to be not just an influencing agent on society, but also a
reflecting agent as well (see Chapter 6, “The Mass Media” regarding “Dysfunction: The Narcotizing
Effect,” page 138). Creators of popular culture will try to tap into the zeitgeist of an era. Through the
examination of popular culture and mass media items one can glean insight into prevailing spirits, norms,
and cultural attitudes of a given time.
An interactive lecture can be created utilizing Jeffords’s main theme and method, looking at
popular items of culture to see what themes are present. By virtue of their popularity, they must hold
some meaning for the audience. Examining the posters used for advertisement of motion pictures in
newspapers and at theaters, for instance, can be a new adaptation of Jeffords’s work. In a study by the
National Research Group, Inc. (1999), 62 percent of those surveyed said they utilized movie posters as a
source of information about a film. Collect major newspapers from different times and/or places (these
can be chosen by decade, by presidential eras, by differing nations, or before and after a specific historical
event). These papers usually have a movie listing section with reproductions of movie posters. Internet
sites or movie books may also be helpful for viewing posters. What types of images do the posters present
in terms of gender, sex, violence, race, age, or other thematics? Do these images change with the times?
(Are there more patriotic United States images, for instance, in posters created right after and during
historic military events or wars than there were before the event took place? Do the images of men and
women change over time, and how so? Does there appear to be more violence in posters from one era to
another? Do there appear to be changes in the number of G-, PG-, and R-rated films released?) How are
posters different from nation to nation—or are they? Globalization of entertainment might well be
reflected in these posters if they are similar from nation to nation. While not a representative sample,
having students discuss such posters and the images contained within can offer some insight into what
movie poster and movie creators were trying to respond to and reflect.

IM – 6 | 13
 Sources used include: Susan Jeffords, Hard Bodies: Hollywood Masculinity in the Reagan Era.
New Brunswick, NJ: Rutgers University Press, 1994; National Research Group, Inc., Newspapers: Just
the Ticket—A 1999 Study of the Movie Market: Summary Report. www.naaa.org/PDF/dsplay/Final-
Moviegoer.pdf.

6-4: Never-Ending Battles: Tracing Popular Mass Media Figures

As the mass, electronic media nears its century mark, it becomes possible to engage in
longitudinal analysis and interpretations. If the mass media is indeed a mirror to society and history as
some argue, then it is useful to examine changes in popular cultural items because they would reflect
trends in the real social world. One way to accomplish this is to take long-lived fictional characters and
explore how they have been reinterpreted for each new generation. Characters like Edgar Rice Burroughs’
Tarzan or Ian Fleming’s James Bond—played by different actors, in different mediums, and recreated
over several decades—could be used to explore many social issues. In “Getting to Know Us—An
Introduction to the Study of Popular Culture: What Is This Stuff that Dreams Are Made Of?,” Jack
Nachbar and Kevin Lause (1992) suggest that popular culture can be seen as a funhouse mirror in that it
both “reflects” and “alters” our vision of society (7). The critical study of popular culture can become a
barometer for understanding the zeitgeist of any given era.
For instance, when Jerry Siegel and Joe Shuster first introduced the world to their creation
Superman in 1938, they could not have foreseen the long-lasting cultural impact the character would
eventually have. Through nearly 65 years of success in comics, books, radio, movies, television programs,
and the Internet, Superman has gained a degree of popularity and longevity that make him a perfect
choice for social reflection. (See Wolcott [2002] for more history and discussion on this argument.).
For instance, changes in the characterizations of Superman, his alter ego Clark Kent, and Lois
Lane can serve as lessons about changing gender roles in the real world. When actor George Reeves
played the superhero in 104 episodes of the syndicated television program that ran from 1952 through
1957, the characterization presented little difference between the temperament and attitudes of Clark and
Superman (Skerry and Lambert 1987). The message at the time could have been that all men were
actually supermen. However, the Clark Kent of the 1970s seen in motion pictures was different; this Clark
can be interpreted as being more sensitive, more willing to share feelings and emotions. This Clark was a
reflection of changing gender roles, expectations, and attitudes of the times.
Lois Lane has been an important character in the history of comic books. In the 1950s and 1960s
comic books, Lois spent a good deal of her time trying to marry Superman. Her career was a secondary
issue, perhaps even a contrivance so that she could continue to be rescued and interact with the hero.
Having marriage and family take precedence over work can be viewed as a reflection of The Feminine
Mystique, which Betty Friedan wrote about in 1963. A woman, particularly a suburban woman of the
1940s and 1950s, was socialized to define her worth based upon the traditional roles of housewife and
mother. By the 1990s, though, Lois (as played by Teri Hatcher on television) was presented as a
professional and award-winning journalist. She was an equal partner with Superman—both discovering
his secret and helping him to save citizens in distress. She was capable of balancing career and personal
life. Even the name of the television program in the 1990s, Lois and Clark: The New Adventures of
Superman, was a clever twist on the historical “Lewis and Clark,” but also expressed the sentiment that
Lois was equally as important as Clark as a character.
Long-lasting popular culture icons can be useful in giving students accessible, interesting, and
even fun entry points into more serious and socially relevant discussions. There is much room for debate,
discussion, and differing interpretations of the previous points, which can make for good class discussion.
Sources used for this essay include:

IM – 6 | 14
CHARACTERS, FILMS, AND TELEVISION SHOWS: Ian Fleming (creator of James Bond); Edgar
Rice Burroughs (creator of Tarzan); Jerry Siegel and Joe Shuster (creators of Superman, Clark Kent, and
Lois Lane); The Adventures of Superman (MPTV, aired 1952–1957; syndicated); Lois and Clark: The
New Adventures of Superman (Warner Brothers Television and December 3rd Productions, aired 1993–
1997, ABC-TV); Superman: The Movie. Dir. Richard Donner. Alexander Salkind et al, 1978.
PRINT SOURCES: Betty Friedan. The Feminine Mystique. New York: Dell, 1963; Jack Nachbar and
Kevin Lause, “Getting to Know Us—An Introduction to the Study of Popular Culture: What Is This Stuff
that Dreams Are Made Of?” In Jack Nachbar and Kevin Lause (eds.). Popular Culture: An Introductory
Text. Bowling Green, OH: Bowling Green State University Popular Press, 1992; Philip Skerry with Chris
Lambert, “From Panel to Panavision.” In Dennis Dooley and Gary Engle (eds.). Superman at Fifty! The
Persistence of a Legend! Cleveland: Octavia Press, 1987, pp. 62-75; James Wolcott, “It’s a Bird, It’s A
Plane . . . It’s the Zeitgeist,” Vanity Fair (March 2002): 130–139.

6-5: Sociology Meets Science Fiction

Sociology and science fiction are connected. Sociology as a formal academic discipline emerged
in the eras right before and after the Industrial Revolution. New technologies and industries created
profound changes in work, family, and daily life. Early thinkers like Auguste Comte (1798–1857), Karl
Marx (1818–1883), and Emile Durkheim (1858–1917) all tried to understand such changes (see Chapter 1
for more information). These theorists wondered, “What is social life like now and what would social life
be like in the future?”
Science fiction as a formal genre emerges out of similar roots. It too, like sociology, became more
formalized, widespread, and popular around the time of the Industrial Revolution. Early science fiction
authors such as Jules Verne (1828–1905) and H.G. Wells (1866–1946)—who compete with others for the
title of “Father of Modern Science Fiction” among fans—were exploring much the same ground as early
sociologists through their writings and stories. In particular, the nature and role of science became a
paramount concern.

Indeed, sociology and science fiction are the same in intent, if not form. Sociology employs the
scientific method to understand groups, institutions, and social change. This discipline helps us to look to
our collective future. What will work be like in the future? Will racial or sex inequality be lessened or
eliminated? How does technology affect our daily lives? Science fiction employs metaphor and analogy
as ways to understand the same kinds of social issues. Instead of discussing racism in its current form, a
science fiction author might set a tale on another planet or in another time, having aliens stand in for real
human races or ethnicities. Topics that are taboo or uncomfortable become palatable when presented as
fiction. In this regard, science fiction can be a tool for educators desiring to give sociology a more
concrete face for students. By discussing and debating the themes and messages in works of science
fiction, a valuable learning experience can be shared.
What follows is a list of science fiction (and near science fiction) works that would be beneficial
for use in understanding sociological conceptualizations and topics. Students can watch these films at
home and come to school ready to discuss the way in which these works reflect or illuminate a given
topic. Please be aware that some films may be rated R, and, depending on the ages of the students, may
not be appropriate.
TO HELP ILLUMINATE “THE SOCIOLOGICAL IMAGINATION” (see Chapter 1,
“Understanding Sociology”):
Sliding Doors. Dir. Peter Howitt. Mirimax Films, 1998.
Spiderman. Dir. Sam Raimi. Sony Pictures, 2002.

IM – 6 | 15
Another random document with
no related content on Scribd:
NYKYINEN AIKA.

Vasta vanhalla ijällä,

Kuudenkymmenen kohalla
Tuli mielehen minulle
Arvollinen aikakausi:
Kuink' on Suomi suurin mennyt,
Edistynyt entisestä
Aikamiehen askelilla,
Koetettu on korjaella
Kansan kaikkia tapoja;
Opetusta, sivistystä
Aika on kyllin kylvänynnä
Kerroksihin kaiken kansan.
Niinpä onkin nykyaika
Edistyksen aikakausi,
Paljon entistä parempi,
Kun on koulut kaikenlaiset,
Joka sorttihin sopivat;
Joiss' on oppia otella
Köyhimmänkin kansan lapsen,
Kun on opin ottajata.
Toista oli aika ennen,
Niinä aikoina asiat,
Kun ma lassa lauleskelin,
Nuorten leikit leikittelin.
Siin' oli koko koulupenkki,
Mitä isä iitä neuvoi,
Mitä äitimme opetti,
Ollen oppimattomia.
Ei ne ennen koulut olleet
Kotiseudun saapuvilla,
Kuin on aikoina nykyisnä;
Ennen koulut kaupungeissa
Ruotsin kahleissa kovissa,
Jotk' oli eellä estehenä
Talonpojan poikasillen.
Viel' oli varoinkin vähyydet
Eellä aina estehenä,
Ettei käynyt köyhempien
Olla oppihuonehissa
Opetusta ottamassa.
Ja niin jäin minäkin miesi,
Vaikk' oli haluni hereillä,
Opista osattomaksi,
Kokematta kouluteitä.

KANSANJUHLASSA RAUTALAMMILLA 24 p. heinäk. 1891.

Juhlan julkisen iloksi,

Päivän kuulun kunniaksi
Sanoisin pari sanaani;
Jos ois jäänynnä jälellen
Joku muutama murunen
Vielä Wäinön kanteleesta.
Jos tästä jotakin oisi
Täksi hetkeksi huvia
Kansanjuhlan viettäjillen;
Koska oomme ensikerran
Kukin lähtennä kotoa
Pitämähän pikku juhlaa
Rautalammin rantamailla,
Saviniemellä samalla.
Vaikk' ei joutaisi kotoa,
Kun ompi kesäinen kiire,
Poutakin mitä parahin,
Heinäaika herttaisempi,
Lämmin läikky taivahasta,
Aurinko varista valju.
Vaan ei auta aina olla
Yksitoikkosen tokelon,
Ettei vähäsen välihin
Hanki hiukkasen huvia
Taitavinkin talonmiesi
Sekä myös vakaiset vaimot,
Kansa nuori kasvavainen,
Koska meillä ensikerran
Ompi juhla omituinen,
Kansallinen kaikin puolin,
Niinkuin sillä on nimikin.
Vaan on juhlalla jalompi
Tarkoituskin, tärkeämpi,
Ettei varsin huvin vuoksi
Kesän kiirettä hukata,
Herttaista heinäntekoa
Maamme miehet milloinkana.
Vaan on aina asialla
Monta muutakin mukana
Tarkoitusta tehtävänä.
Niinp' on mieli meillä kanssa
Näillä seuran näytelmillä
Saada vähänkin varoja,
Pikkusenkin pennilöitä,
Että saataisiin Savohon
Omituinen oppipaikka
Kansan kasvavan opiksi,
Savon kansan suosituksi.
Sanon vieläkin sanasen
Kansan puolesta puhelen,
Koska niinkuin kylvömiehet
Oomme opiston aluksi,
Nuoret niinkuin niittomiehet
Siitä lyhdettä sitovat.
Kyllä toivois kyntömiehet
Varsin vaivansa näöstä
Hedelmiä herttaisia.
Niinkuin soisin siemenetkin
Pidettävän puhtahana,
Samoin soisin suotavaksi
Kansanopiston olevan,
Ettei sitä rikkaruohot,
 Uuden ajan uudet henget,
Opin tuulet turmeleisi;
Vaan ois vaka vanha pohja,
Jonk' ei vaivu vuoliaiset,
Eikä arkut alta murru
Kovissakaan koittehissa.
Näitä toivoisin todella
Kaikkein korkeimman kädestä
Alkavallen aikeellemme.

KANSANOPISTOLLA ÄÄNEKOSKELLA LUKUVUOTTA

ALKAISSA 3 p. marrask. 1899.

Kun ma satuin kulkemahan

Ajan pitkäisen perästä
Äänekosken äyrähiä
Matkustaissa matkojani,
Heti äkkiä älysin,
Kuink' on koreeksi kohonna,
Kaikki paikat kaunistettu,
Kohta niinkuin kaupungiksi.
Onpa myöskin oivallinen
Rakennuskin rakennettu,
Kaivattu Kansanopisto,
Kosken rannallen rakettu.
Sepä miellytti minua,
Että käydä katsomassa
Uutta laitosta laveeta,
Koulua joka kohalta.
Vielä otti opettaja
Varsin vastahan ilolla.
Pian tultihin tutuksi,
Oudot yhtyi ystäväksi.
Vielä vaati hän minua
Etten kiiruhda kotia;
Koska kohta lukuvuosi
Alkaapi taas askeleensa,
Pidetään taas pikku juhla
lloksemme iltapuolla.
Tämä miellytti minua
Jäädä juhlaa kuulemahan,
Opintyötä alkavata.
Vielä vaati hän minua
Että rupeisin runollen,
Lausumahan lauseheni
Juhlan julkisen pidosta.
Tuosta tuumahan rupesin,
Kiirehesti kirjoittelin,
Runosanoiksi sanelin,
Mitä tuli mieleheni,
Kuinka minun mielestäni
On tää armias asia,
Ett' on saatu Suomellemme
Oivalliset oppikoulut,
Kaivatut Kansanopistot
Keski-Suomen salomaillen,
Jossa vielä vanhempana,
Aivan aikamiehenäkin
Saavat oppia otella,
Järjen jousta jännitellä
Opinteillä ollessansa.
Onpa syytä onnitella
Nykyajan nuorisota,
Kasvavata kansan lasta,
Kuinka sill' on oppikoulut
Tarjona joka tilassa
Halvimmankin kansan lapsen;
Kun vaan halu on hereillä
Nuorisossa nousevassa,
Kansassamme kasvavassa.
Toista oli aika ennen,
Kun ma lassa lauleskelin,
Koulut kaikki kaupungeissa
Ruotsin kahleissa kovissa;
Ei ne ollut ensinkänä
Kansan lasten käytettävät,
Niinkuin se nykyinen aika
Ompi opin aikakausi;
Ovat siitä osalliset
Kaikki kansan syvät rivit.
Siispä suosi hyväksesi
Opin teillä ollessasi,
Suomen poika, Suomen tytär,
Ota oppi otsahasi,
Kuin on tarjona tavara;
Siit' oot kunnon kansalainen,
Missä miestä tarvitahan,
Oppineena oiva miesi.
 Sitten kasvavi sinusta
Kunnon isä, kunnon äiti,
Nuoren kansan kasvattaja;
Siit' on isällen iloa,
Suomi-äidillen suloa,
Lahja suuri lapsistansa,
Ompi heillä opistansa.

VANHAN MIEHEN MIETTEHIÄ LOMAKURSSIEN LOPUSSA

Helsingissä 20 p. elok. 1898.

Ennenkuin me erkanemme
Tästä kuulusta kylästä,
Herttaisesta Helsingistä,
Oisi mielessä minulla
Lause muuan lausuttava.
Jos vaan oikein osaisin
Kertoella kaikin puolin
Tästä seurasta somasta,
Kun on tänne suuri joukko
Tullut Pohjolan periltä,
Savon mailta mairehilta,
Kaikin paikoin Karjalasta,
Suomemme syviltä mailta
Lukematta likiseudut.
Hauska on olomme ollut
Lomakurssin kuulijana.
Kaikk' on seurahan sopinut,
Vieronut ei viereltänsä
Ylempi alempoansa;
Tuli veljet vierahista,
Tutut tuntemattomista.
Kukin muisti mielessänsä,
Että ollahan emosta,
Saman Suomen synnyttämät,
Saman kantamat kanaset,
Vaikka häävyimme hajallen
Yli suuren Suomen saaren.
Olis kyllin kiittämistä
Vielä meillä vierahilla,
Kehumista kielestäkin;
Koska sorja Suomen kieli
Kelpas aina keskustella
Kaikkein kuulijain seassa,
Enkä kuullut ensinkänä
Viskattavan venskan päätä,
Rupatusta ruotsalaista
Tässä seurassa somassa.
Suomen kieltä suosi kaikki
Sekä miehet että naiset,
Rouvat, viinit ryökkynätkin.
Toista kuuleepi kadulla
Herraisessa Helsingissä.
Jos vaan jotakin kysäiset,
Heti venska viskatahan
Ensimäiseksi etehen,
Että luulisi lopulta
Muillen maillen matkanneensa.
 Olis paljonkin puhetta
Kyllä Helsingin kylästä,
Mitä on saanut silmä nähdä,
Korva kuulla opetusta
Luennoista, laulannoista,
Järjen aavalta alalta.
Täällä tiede, täällä taide,
Täällä taiteitten tavarat
Nähtävänä näyttelyissä,
Joist' on paljon oppimista,
Katsomista kaikenmoista;
Vielä eillehen enemmän
Sydänmaassa syntyneillen;
Joiden johteitten avulla
Kukin kunnon kansalainen
Saapi mieltänsä mitellä,
Järjen jousta jännitellä
Sekä korkeimman kotona
Että majassa matalan.
Vielä kiitän viimeiseksi
Teitä herroja hyviä
Luennoista luontevista,
Jotk' on meitä miellyttännä
Oppilaana ollessamme
Kahden viikon koulussamme.
Entäs se soria soitto,
Laulut Suomesta suloiset,
Jotka on joka tilassa
Kaikununna korvissamme.
Nepä vielä vanhaltakin
Liikutti lamaisen rinnan,
Mielen muuttivat medeksi,
Että rupesin runollen.
Kuinka sykkivi sydämet
Kansan nuoren kukkivaisen,
Itse kukin arvatkaatte,
Jot' en kertoa kykene.
Ja ei ole minulla muuta,
Hyvät herrat, kanssaveljet,
Parempata palkkiota
Luennoista luontevista,
Töistä, toimista jaloista,
Kuin tää puhe puuttuvainen.
Runo-muotohon mukailtu,
Yksinkertainen yritys.

NUORISOSEURAN KOKOUKSESSA 8 p. huhtik. 1901.

Mitäs nyt sanoiksi saisin

Tällä hetkellä huviksi
Nuorisollen nousevallen,
Kansallemme kasvavallen,
Lapsillemme laulun-aine,
Josta oppia olisi,
Elämällen esimerkki.
Vaan ei vanhalla minulla,
Lapseksi jo lauhtuneella,
Ole ehkä opettamista,
Kun en koulusta kokeita,
Opinteiltä ollenkana
Ole saanut osakseni;
Kun on koulu kokemuksen,
Sen oon läksyt läpikäynyt,
Esimerkit näistä nähnyt:
Mikä hedelmä hyvällä,
Minkä palkan paha saapi.
Niinpä nuori nousevainen
Kukoistava nuori kukka,
Isän ilo, äidin sulo,
Suomen lempi-lapsukainen,
Kun sä alat askeleesi,
Maalimassa matkustuksen,
Koeta ensin kaikin puolin
Kuuliainen, nöyrä olla,
Varsinkin sä vanhemmillen,
Olla isällen ilona,
Äidin sulo suosijana.
Kunnioita kumpaistakin,
Se on käsky Korkeimmalta,
Julistettu Jumalalta.
Vaan kun matkas maalimassa
Tulet täällä alkamahan,
Siinä tarkka tarvitahan,
Että vaarat vältetähän.
Maailma on iso koulu,
Alaltansa avarakin.
Sill' on teitä sinne tänne
Matkustaissa monet seurat;
Sill' on lakut laitettuna
Kaikin paikoin kulkijoillen.
Mikä viepi väärätiellen,
Mikä oikeella pysyypi,
Kunnon miessä kulkijana.
Vielä nuoria varoitan,
Kasvavata kansan lasta:
Että entistä enemmän
Pakenetten pahat seurat,
Jotka juuri nuorisoa
Tuhansia turmeleepi,
Viepi väärällen polullen,
Tiellen tuiki turmiollen;
Himot häjyt sytyttääpi,
Monenmoiset pahennukset,
Turmeleepi nuorten tavat.
Siispä seuroja valitse,
Ettei ehtisi jo tehdä
Teille tuiki turmiota.
Ota muistohon mukaasi
Varoitukset vanhan miehen.
Tekin nuoret nousevaiset,
Kansalaiset kaikkityyni,
Joillen jo nykyinen aika
Tarjoopi opin tavarat
Kaiken kansan kerroksihin,
Sitä suosi hyväksesi,
Suomen poika, Suomen tytär.
Sitten tuleepi sinusta
Kerran kunnon kansalainen,
Joka kestät koetukset
Vastuksissa vaikeissa,
Joita ehkä elämässä
Saapi kansamme kokea
Ehkä entistä enemmän.
Vielä viimeksi sanelen,
Ilokseni ilmoittelen,
Kuinka nyt nykyinen kansa
Kaikkityyni koulitahan,
Otetahan opinteillen,
Kaikkityyni tyttäremme
Ilman säädyn eroitusta.
Kodin koulu ensimäinen,
Se on hyvä koulukurssi,
Se on oppi oivallinen;
Hyvän äidin hyvät lahjat,
Joita jättää lapsillensa.
Siis on äitien sivistys
Kaikin puolin kiitettävä:
Äidit saatava siveiksi,
Tavoiltansa taitaviksi.
Ne on kansan kasvattajat,
Hyvän kodin kaunistajat,
Kotilieden lämmittäjät.
Jospa opit oivalliset
Kantais kaunihin hedelmän
Kansassamme kaikin paikoin
Nuorisossa nousevassa,
Sitten Suomen suuri äiti
Saisi ilolla ihailla
Ettei työ oo turhaan tehty,
Kasvatukset kansan lasten,
Ohjaukset opinteillen.
Näistä toivomme tulevan
Vielä kansan kasvavaisen,
Oppineemman, oivallisen,
Jok' on Suomella sulona,
Isänmaallensa ilona.
VIELÄ VIRTTÄ VIINAN TÖISTÄ.

Soisin seutuni hyväksi

Rautalammin raittihiksi,
Vielä kaiken Suomen kansan
Kunnialla kulkevaksi
Ohi viinan villitysten.
Tuollen turmallen pahallen
Juoppoudellen julkeallen
Pian loppu tehtäköhön
Turman päivä tuotakohon,
Ettei se enää enemmän
Kasvattaisi kansan lasta
Veisi väärällen polullen
Tiellen tuiki turmiollen.
Rakas nuori, nousevainen.
Kasvavainen kansan lapsi,
Kukoistava nuori kukka,
Heinä puhtonen, heleä,
Sua varsinkin varotan.
Kun sä alat aamupuolta
Elämääsi astuskella,
Katso kaikella mokomin,
Ettet koskaan eksy sinne,
Joss' on juomat juotavana,
Viinat valtoa pitävät.
Karta tätä kauhistusta,
Ettei pettäisi sinua,
Karta viinan kauppiasta,
Kuten pahinta petoa.
Jos sä tahdot tarkka olla,
Aivan oikein eleä,
Kunnon miessä kulkijana,
Elä viivy viinan luona,
Puhele putelin kanssa,
Se sun pääsi pyörryttääpi
Silmiäsi summentaapi.
Vaikk' on kirkas katsannolta,
Hyvin loistava lasissa,
Putelissa pulska juoma,
Vaan on myrkky mielessänsä,
Petos luonnossa peräti.
Se on monta kunnon miestä
Vienyt väärillen poluillen,
Teillen tuiki turmioillen,
Tuskan tuiman tutkijaksi.
Vaivojen valittajaksi.
Se on vaivoja syviä
Vielä tuonut vaimoillenkin,
Laittanut lapsi paroillen,
Kuin on miesi mieletönnä,
Humalassa hurjapäänä.
Kun hän kotia tuleepi,
Heti vaimonsa ajaapi
Ulos kohta kuutamellen,
Lapset kaikki karkoittaapi
Viluhun värisemähän
Itkemähän ilman alle.
Ota nuoriso opiksi
Varoitukset vanhan miehen,
Lähe raittiuden polullen,
Puhtahitten teillen taivu,
Siivoin seuroihin sijotu.
Pidä liittosi pyhänä,
Lupauksesi lujana,
Sanasi kuten sinetti,
Jot' ei ikinä rikota,
Eikä voida väärennellä.
Silloin rauha on kotona,
Rauha kyläsi kujilla,
Onni kaiken kansan mailla,
Onni rinnassa omassa.
Vielä vähän virteheni
Lausun toisesta tavasta,
Haastan tuosta joutavasta,
Mikä miehissä näkyypi,
Nykyajan ammatissa.
Kuinka piiput pistetähän,
Rinnoillensa riippumahan,
Paperossit paistumahan
Aivan hammasten välihin.
Mikä miesten mielen väänti,
Mikä turmeli totiset,
Kuin he jonni joutavata
Myrkkykasvia kaluvat,
Heinät pahat polttelevat,
Ratki rahansa hukaten
Sekä saaden sairautta.
Siis on sulla nuori miesi
Kohta tehtävä totinen
Elinaikainen parannus,
Ettet ilmoissa ikänä,
Kuuna kullan valkiana
Piipun polttohon yritä,
Tupakkia tunnustele.
Miks' eivät ota opiksi
Miehet naisilta tapoja,
Vaimoväeltä käytöksiä:
Ne ei vieri viinan luona,
Eikä pullollen puhele,
Horjuvina hihkuele
Keskellä kylän kujia.
Eik' oo noilla naitavilla
Piippua piettävänä
Hampahissa haikuinensa.
Miks' ei miesikin samaten
Saisi järkeä totella,
Hyljätä hylyt tapansa,
Jättää huonot huvitukset.
Tätä kaikillen kehotan
Suomen suurellen suvullen,
Kansalleni kallihillen,
Että hyvä hyvin oisi,
Pahan valta pakeneisi
Kansastamme kaikin puolin.
Siihen toivon siunausta
Yksin Luojalta hyvältä,
Armon kaiken antajalta,
Pahan voiman voittajalta.

MAAMIESPÄIVILLÄ RAUTALAMMILLA 12 p. lokak. 1903.

Koska taaskin koossa oomme

Näillä juhlilla jaloilla,
Päivillä pidettävillä;
Näähän ovat oikioita,
Jaloimpia juhliamme
Töistä, toimista monista,
Askarista, ammateista,
Meillen maanviljelijöille;
Joissa saanemme sanella,
Keskenämme keskustella
Mit' on mikin hyväks' nähnyt
Talonpojan tehtävissä,
Kokemuksen koulussansa
Ollessansa oppilaana.
Viel' on meillä viisarina
Näissä juhlajutteluissa
Oppineet opettamassa,
Akronoomit antamassa
Monenmoista neuvoansa