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My violent behavior is some sort of aberration, a character defect I'm not particularly proud of.

quote by George C. Scott
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Old Spookses' Pass

I.
WE'D camped that night on Yaller Bull Flat,--
Thar was Possum Billy, an' Tom, an' me.
Right smart at throwin' a lariat
Was them two fellers, as ever I see;
An' for ridin' a broncho, or argyin' squar
With the devil roll'd up in the hide of a mule,
Them two fellers that camp'd with me thar
Would hev made an' or'nary feller a fool.
II.
Fur argyfyin' in any way,
Thet hed to be argy'd with sinew an' bone,
I never see'd fellers could argy like them;
But just right har I will hev to own
Thet whar brains come in in the game of life,
They held the poorest keerds in the lot;
An' when hands was shown, some other chap
Rak'd in the hull of the blamed old pot!
III.
We was short of hands, the herd was large,
An' watch an' watch we divided the night;
We could hear the coyotes howl an' whine,
But the darned critters kept out of sight
Of the camp-fire blazin'; an' now an' then
Thar cum a rustle an' sort of rush--
A rattle a-sneakin' away from the blaze,
Thro' the rattlin', cracklin' grey sage bush.
IV.
We'd chanc'd that night on a pootyish lot,
With a tol'ble show of tall, sweet grass--
We was takin' Speredo's drove across
The Rockies, by way of "Old Spookses' Pass"--
An' a mite of a creek went crinklin' down,
Like a "pocket" bust in the rocks overhead,
Consid'able shrunk, by the summer drought,
To a silver streak in its gravelly bed.
V.
'Twas a fairish spot fur to camp a' night;
An' chipper I felt, tho' sort of skeer'd
That them two cowboys with only me,
Couldn't boss three thousand head of a herd.
I took the fust of the watch myself;
An' as the red sun down the mountains sprang,
I roll'd a fresh quid, an' got on the back
Of my peart leetle chunk of a tough mustang.
VI.
An' Possum Billy was sleepin' sound
Es only a cowboy knows how to sleep;
An' Tommy's snores would hev made a old
Buffalo bull feel kind o' cheap.

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poem by Isabella Valancy Crawford
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A Map Of Culture

Culture

Contents

What is Culture?

The Importance of Culture

Culture Varies

Culture is Critical

The Sociobiology Debate

Values, Norms, and Social Control

Signs and Symbols

Language

Terms and Definitions

Approaches to the Study of Culture

Are We Prisoners of Our Culture?

What is Culture?

I prefer the definition used by Ian Robertson: 'all the shared products of society: material and nonmaterial' (Our text defines it in somewhat more ponderous terms- 'The totality of learned, socially transmitted behavior. It includes ideas, values, and customs (as well as the sailboats, comic books, and birth control devices) of groups of people' (p.32) .

Back to Contents

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poem by Nyein Way
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Violent Side

Here comes the night
Here comes the anger
Hidden so deep inside
No one can see
Behind these eyes
There walks a stranger
Wandering through the dark
Following me.
Control the violent side
Control the violent side
Control the violent side
Control the violent side.
Electric light
Shining on your block
Sayin to everyone
The power is on
While your alarm
Set up for safety
Keeps out invaders who come
But still cant control.
Control the violent side
Control the violent side
Control the violent side
Control the violent side.
Got to fight to control the violent side
Every day and night
Ive got to fight to control it.

song performed by Neil Young
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A Fable For Critics

Phoebus, sitting one day in a laurel-tree's shade,
Was reminded of Daphne, of whom it was made,
For the god being one day too warm in his wooing,
She took to the tree to escape his pursuing;
Be the cause what it might, from his offers she shrunk,
And, Ginevra-like, shut herself up in a trunk;
And, though 'twas a step into which he had driven her,
He somehow or other had never forgiven her;
Her memory he nursed as a kind of a tonic,
Something bitter to chew when he'd play the Byronic,
And I can't count the obstinate nymphs that he brought over
By a strange kind of smile he put on when he thought of her.
'My case is like Dido's,' he sometimes remarked;
'When I last saw my love, she was fairly embarked
In a laurel, as _she_ thought-but (ah, how Fate mocks!)
She has found it by this time a very bad box;
Let hunters from me take this saw when they need it,-
You're not always sure of your game when you've treed it.
Just conceive such a change taking place in one's mistress!
What romance would be left?-who can flatter or kiss trees?
And, for mercy's sake, how could one keep up a dialogue
With a dull wooden thing that will live and will die a log,-
Not to say that the thought would forever intrude
That you've less chance to win her the more she is wood?
Ah! it went to my heart, and the memory still grieves,
To see those loved graces all taking their leaves;
Those charms beyond speech, so enchanting but now,
As they left me forever, each making its bough!
If her tongue _had_ a tang sometimes more than was right,
Her new bark is worse than ten times her old bite.'

Now, Daphne-before she was happily treeified-
Over all other blossoms the lily had deified,
And when she expected the god on a visit
('Twas before he had made his intentions explicit),
Some buds she arranged with a vast deal of care,
To look as if artlessly twined in her hair,
Where they seemed, as he said, when he paid his addresses,
Like the day breaking through, the long night of her tresses;
So whenever he wished to be quite irresistible,
Like a man with eight trumps in his hand at a whist-table
(I feared me at first that the rhyme was untwistable,
Though I might have lugged in an allusion to Cristabel),-
He would take up a lily, and gloomily look in it,
As I shall at the--, when they cut up my book in it.

Well, here, after all the bad rhyme I've been spinning,
I've got back at last to my story's beginning:
Sitting there, as I say, in the shade of his mistress,
As dull as a volume of old Chester mysteries,

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poem by James Russell Lowell
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Canto the Fourteenth

I
If from great nature's or our own abyss
Of thought we could but snatch a certainty,
Perhaps mankind might find the path they miss --
But then 't would spoil much good philosophy.
One system eats another up, and this
Much as old Saturn ate his progeny;
For when his pious consort gave him stones
In lieu of sons, of these he made no bones.

II
But System doth reverse the Titan's breakfast,
And eats her parents, albeit the digestion
Is difficult. Pray tell me, can you make fast,
After due search, your faith to any question?
Look back o'er ages, ere unto the stake fast
You bind yourself, and call some mode the best one.
Nothing more true than not to trust your senses;
And yet what are your other evidences?

III
For me, I know nought; nothing I deny,
Admit, reject, contemn; and what know you,
Except perhaps that you were born to die?
And both may after all turn out untrue.
An age may come, Font of Eternity,
When nothing shall be either old or new.
Death, so call'd, is a thing which makes men weep,
And yet a third of life is pass'd in sleep.

IV
A sleep without dreams, after a rough day
Of toil, is what we covet most; and yet
How clay shrinks back from more quiescent clay!
The very Suicide that pays his debt
At once without instalments (an old way
Of paying debts, which creditors regret)
Lets out impatiently his rushing breath,
Less from disgust of life than dread of death.

V
'T is round him, near him, here, there, every where;
And there's a courage which grows out of fear,
Perhaps of all most desperate, which will dare
The worst to know it -- when the mountains rear
Their peaks beneath your human foot, and there
You look down o'er the precipice, and drear
The gulf of rock yawns -- you can't gaze a minute
Without an awful wish to plunge within it.

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poem by Byron from Don Juan (1824)
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Don Juan: Canto The Fourteenth

If from great nature's or our own abyss
Of thought we could but snatch a certainty,
Perhaps mankind might find the path they miss--
But then 'twould spoil much good philosophy.
One system eats another up, and this
Much as old Saturn ate his progeny;
For when his pious consort gave him stones
In lieu of sons, of these he made no bones.

But System doth reverse the Titan's breakfast,
And eats her parents, albeit the digestion
Is difficult. Pray tell me, can you make fast,
After due search, your faith to any question?
Look back o'er ages, ere unto the stake fast
You bind yourself, and call some mode the best one.
Nothing more true than not to trust your senses;
And yet what are your other evidences?

For me, I know nought; nothing I deny,
Admit, reject, contemn; and what know you,
Except perhaps that you were born to die?
And both may after all turn out untrue.
An age may come, Font of Eternity,
When nothing shall be either old or new.
Death, so call'd, is a thing which makes men weep,
And yet a third of life is pass'd in sleep.

A sleep without dreams, after a rough day
Of toil, is what we covet most; and yet
How clay shrinks back from more quiescent clay!
The very Suicide that pays his debt
At once without instalments (an old way
Of paying debts, which creditors regret)
Lets out impatiently his rushing breath,
Less from disgust of life than dread of death.

'Tis round him, near him, here, there, every where;
And there's a courage which grows out of fear,
Perhaps of all most desperate, which will dare
The worst to know it:--when the mountains rear
Their peaks beneath your human foot, and there
You look down o'er the precipice, and drear
The gulf of rock yawns,--you can't gaze a minute
Without an awful wish to plunge within it.

'Tis true, you don't - but, pale and struck with terror,
Retire: but look into your past impression!
And you will find, though shuddering at the mirror
Of your own thoughts, in all their self--confession,
The lurking bias, be it truth or error,

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poem by Byron
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Canto the First

I
I want a hero: an uncommon want,
When every year and month sends forth a new one,
Till, after cloying the gazettes with cant,
The age discovers he is not the true one;
Of such as these I should not care to vaunt,
I'll therefore take our ancient friend Don Juan—
We all have seen him, in the pantomime,
Sent to the devil somewhat ere his time.

II
Vernon, the butcher Cumberland, Wolfe, Hawke,
Prince Ferdinand, Granby, Burgoyne, Keppel, Howe,
Evil and good, have had their tithe of talk,
And fill'd their sign posts then, like Wellesley now;
Each in their turn like Banquo's monarchs stalk,
Followers of fame, "nine farrow" of that sow:
France, too, had Buonaparté and Dumourier
Recorded in the Moniteur and Courier.

III
Barnave, Brissot, Condorcet, Mirabeau,
Petion, Clootz, Danton, Marat, La Fayette,
Were French, and famous people, as we know:
And there were others, scarce forgotten yet,
Joubert, Hoche, Marceau, Lannes, Desaix, Moreau,
With many of the military set,
Exceedingly remarkable at times,
But not at all adapted to my rhymes.

IV
Nelson was once Britannia's god of war,
And still should be so, but the tide is turn'd;
There's no more to be said of Trafalgar,
'T is with our hero quietly inurn'd;
Because the army's grown more popular,
At which the naval people are concern'd;
Besides, the prince is all for the land-service,
Forgetting Duncan, Nelson, Howe, and Jervis.

V
Brave men were living before Agamemnon
And since, exceeding valorous and sage,
A good deal like him too, though quite the same none;
But then they shone not on the poet's page,
And so have been forgotten:—I condemn none,
But can't find any in the present age
Fit for my poem (that is, for my new one);
So, as I said, I'll take my friend Don Juan.

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poem by Byron from Don Juan (1824)
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The Aeneid of Virgil: Book 10

THE GATES of heav’n unfold: Jove summons all
The gods to council in the common hall.
Sublimely seated, he surveys from far
The fields, the camp, the fortune of the war,
And all th’ inferior world. From first to last, 5
The sov’reign senate in degrees are plac’d.
Then thus th’ almighty sire began: “Ye gods,
Natives or denizens of blest abodes,
From whence these murmurs, and this change of mind,
This backward fate from what was first design’d? 10
Why this protracted war, when my commands
Pronounc’d a peace, and gave the Latian lands?
What fear or hope on either part divides
Our heav’ns, and arms our powers on diff’rent sides?
A lawful time of war at length will come, 15
(Nor need your haste anticipate the doom),
When Carthage shall contend the world with Rome,
Shall force the rigid rocks and Alpine chains,
And, like a flood, come pouring on the plains.
Then is your time for faction and debate, 20
For partial favor, and permitted hate.
Let now your immature dissension cease;
Sit quiet, and compose your souls to peace.”
Thus Jupiter in few unfolds the charge;
But lovely Venus thus replies at large: 25
“O pow’r immense, eternal energy,
(For to what else protection can we fly?)
Seest thou the proud Rutulians, how they dare
In fields, unpunish’d, and insult my care?
How lofty Turnus vaunts amidst his train, 30
In shining arms, triumphant on the plain?
Ev’n in their lines and trenches they contend,
And scarce their walls the Trojan troops defend:
The town is fill’d with slaughter, and o’erfloats,
With a red deluge, their increasing moats. 35
Æneas, ignorant, and far from thence,
Has left a camp expos’d, without defense.
This endless outrage shall they still sustain?
Shall Troy renew’d be forc’d and fir’d again?
A second siege my banish’d issue fears, 40
And a new Diomede in arms appears.
One more audacious mortal will be found;
And I, thy daughter, wait another wound.
Yet, if with fates averse, without thy leave,
The Latian lands my progeny receive, 45
Bear they the pains of violated law,
And thy protection from their aid withdraw.
But, if the gods their sure success foretell;
If those of heav’n consent with those of hell,
To promise Italy; who dare debate 50

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poem by Publius Vergilius Maro
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Old Spense

You've seen his place, I reckon, friend?
'Twas rather kind ov tryin'.
The way he made the dollars fly,
Such gimcrack things a-buyin'--
He spent a big share ov a fortin'
On pesky things that went a snortin'

And hollerin' over all the fields,
And ploughin' ev'ry furrow;
We sort ov felt discouraged, for
Spense wusn't one to borrow;
An' wus--the old chap wouldn't lend
A cent's wuth to his dearest friend!

Good land! the neighbours seed to wunst
Them snortin', screamin' notions
Wus jest enough tew drown the yearth
In wrath, like roarin' oceans,
'An' guess'd the Lord would give old Spense
Blue fits for fightin' Pruvidence!'

Spense wus thet harden'd; when the yearth
Wus like a bak'd pertater;
Instead ov prayin' hard fur rain,
He fetched an irrigator.
'The wicked flourish like green bays!'
Sed folks for comfort in them days.

I will allow his place was grand
With not a stump upon it,
The loam wus jest as rich an' black
Es school ma'am's velvet bunnit;
But tho' he flourish'd, folks all know'd
What spiritooal ear-marks he show'd.

Spense had a notion in his mind,
Ef some poor human grapples
With pesky worms thet eat his vines,
An' spile his summer apples,
It don't seem enny kind ov sense
Tew call that 'cheekin' Pruvidence!'

An' ef a chap on Sabbath sees
A thunder cloud a-strayin'
Above his fresh cut clover an'
Gets down tew steddy prayin',
An' tries tew shew the Lord's mistake,
Instead ov tacklin' tew his rake,

He ain't got enny kind ov show

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poem by Isabella Valancy Crawford
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IV. Tertium Quid

True, Excellency—as his Highness says,
Though she's not dead yet, she's as good as stretched
Symmetrical beside the other two;
Though he's not judged yet, he's the same as judged,
So do the facts abound and superabound:
And nothing hinders that we lift the case
Out of the shade into the shine, allow
Qualified persons to pronounce at last,
Nay, edge in an authoritative word
Between this rabble's-brabble of dolts and fools
Who make up reasonless unreasoning Rome.
"Now for the Trial!" they roar: "the Trial to test
"The truth, weigh husband and weigh wife alike
"I' the scales of law, make one scale kick the beam!"
Law's a machine from which, to please the mob,
Truth the divinity must needs descend
And clear things at the play's fifth act—aha!
Hammer into their noddles who was who
And what was what. I tell the simpletons
"Could law be competent to such a feat
"'T were done already: what begins next week
"Is end o' the Trial, last link of a chain
"Whereof the first was forged three years ago
"When law addressed herself to set wrong right,
"And proved so slow in taking the first step
"That ever some new grievance,—tort, retort,
"On one or the other side,—o'ertook i' the game,
"Retarded sentence, till this deed of death
"Is thrown in, as it were, last bale to boat
"Crammed to the edge with cargo—or passengers?
"'Trecentos inseris: ohe, jam satis est!
"'Huc appelle!'—passengers, the word must be."
Long since, the boat was loaded to my eyes.
To hear the rabble and brabble, you'd call the case
Fused and confused past human finding out.
One calls the square round, t' other the round square—
And pardonably in that first surprise
O' the blood that fell and splashed the diagram:
But now we've used our eyes to the violent hue
Can't we look through the crimson and trace lines?
It makes a man despair of history,
Eusebius and the established fact—fig's end!
Oh, give the fools their Trial, rattle away
With the leash of lawyers, two on either side—
One barks, one bites,—Masters Arcangeli
And Spreti,—that's the husband's ultimate hope
Against the Fisc and the other kind of Fisc,
Bound to do barking for the wife: bow—wow!
Why, Excellency, we and his Highness here
Would settle the matter as sufficiently

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poem by Robert Browning from The Ring and the Book
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Canto the Fifteenth

I
Ah! -- What should follow slips from my reflection;
Whatever follows ne'ertheless may be
As à-propos of hope or retrospection,
As though the lurking thought had follow'd free.
All present life is but an interjection,
An "Oh!" or "Ah!" of joy or misery,
Or a "Ha! ha!" or "Bah!" -- a yawn, or "Pooh!"
Of which perhaps the latter is most true.

II
But, more or less, the whole's a syncopé
Or a singultus -- emblems of emotion,
The grand antithesis to great ennui,
Wherewith we break our bubbles on the ocean, --
That watery outline of eternity,
Or miniature at least, as is my notion,
Which ministers unto the soul's delight,
In seeing matters which are out of sight.

III
But all are better than the sigh supprest,
Corroding in the cavern of the heart,
Making the countenance a masque of rest,
And turning human nature to an art.
Few men dare show their thoughts of worst or best;
Dissimulation always sets apart
A corner for herself; and therefore fiction
Is that which passes with least contradiction.

IV
Ah! who can tell? Or rather, who can not
Remember, without telling, passion's errors?
The drainer of oblivion, even the sot,
Hath got blue devils for his morning mirrors:
What though on Lethe's stream he seem to float,
He cannot sink his tremors or his terrors;
The ruby glass that shakes within his hand
Leaves a sad sediment of Time's worst sand.

V
And as for love -- O love! -- We will proceed.
The Lady Adeline Amundeville,
A pretty name as one would wish to read,
Must perch harmonious on my tuneful quill.
There's music in the sighing of a reed;
There's music in the gushing of a rill;
There's music in all things, if men had ears:
Their earth is but an echo of the spheres.

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poem by Byron from Don Juan (1824)
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Don Juan: Canto The Fifteenth

Ah!--What should follow slips from my reflection;
Whatever follows ne'ertheless may be
As à-propos of hope or retrospection,
As though the lurking thought had follow'd free.
All present life is but an interjection,
An 'Oh!' or 'Ah!' of joy or misery,
Or a 'Ha! ha!' or 'Bah!'-- a yawn, or 'Pooh!'
Of which perhaps the latter is most true.

But, more or less, the whole's a syncope
Or a singultus - emblems of emotion,
The grand antithesis to great ennui,
Wherewith we break our bubbles on the ocean,--
That watery outline of eternity,
Or miniature at least, as is my notion,
Which ministers unto the soul's delight,
In seeing matters which are out of sight.

But all are better than the sigh supprest,
Corroding in the cavern of the heart,
Making the countenance a masque of rest,
And turning human nature to an art.
Few men dare show their thoughts of worst or best;
Dissimulation always sets apart
A corner for herself; and therefore fiction
Is that which passes with least contradiction.

Ah! who can tell? Or rather, who can not
Remember, without telling, passion's errors?
The drainer of oblivion, even the sot,
Hath got blue devils for his morning mirrors:
What though on Lethe's stream he seem to float,
He cannot sink his tremors or his terrors;
The ruby glass that shakes within his hand
Leaves a sad sediment of Time's worst sand.

And as for love--O love!--We will proceed.
The Lady Adeline Amundeville,
A pretty name as one would wish to read,
Must perch harmonious on my tuneful quill.
There's music in the sighing of a reed;
There's music in the gushing of a rill;
There's music in all things, if men had ears:
Their earth is but an echo of the spheres.

The Lady Adeline, right honourable;
And honour'd, ran a risk of growing less so;
For few of the soft sex are very stable
In their resolves--alas! that I should say so!
They differ as wine differs from its label,

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poem by Byron
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.

INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .

In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .

In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .

NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.

Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .

TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.

The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.

Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.

A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.

SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .

There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .

CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.

LIST OF REFERENCES.

Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.

Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139

Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14

Harris, S. (1999) . Careers education: contesting policy and practice. Sage

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poem by Innocent Masina Nkhonyo
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Nature

Weather constantly changes.
No character, only dynamic.
Dull and dreary,
Or bitter and cold,
Or bright and shiny.
This is mother nature.
She is of this world.
She dictates the mood.
She affects mine.

Emotions, constantly changing.
Personality has dynamic,
But lacks character.
It is constantly changing.
Bitter and resentful,
Frustrated and annoyed
Happy & joyous.
This is human nature.
It is of this world.
It dictates our mood.
It affects another.

Mother nature cannot be controlled.
For she is not ours.
Yet mother nature controls me,
Though I am not hers.
Together, we must exist.
We must accept each as we both are.
Though one affects the other.
Based on emotion, not character.

During the storm,
The sky is still the sky,
The ground, is still the ground
The sun is still the sun.
This is the character of mother nature.
The snow may cover the ground,
But the ground remains.
The clouds may cover the sun,
But the sun remains.
Character is always constant.

Nature affects character.
Character is patience, kindness,
Compassion, empathy, forgiving.
Plain and simple,
Our character is love.
Human nature covers human character,
Although it might not be seen,
It still remains.

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poem by Ryan Lee Morris
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Im So Proud

Youre prettier than all the world
And Im so proud, Im so proud, Im so proud of you
cause youre only one fellows girl
Im so proud, Im so proud, Im so proud of you
Im so proud of being loved by you
And it would hurt, hurt to know,
If you ever were untrue, yeah
Sweeter than the taste of a cherry so sweet
Yeah, and Im so proud, Im so proud,
Im so proud of you
Compliments to you from all the people we meet
Yes babe and Im so proud, Im so proud,
Im so proud of you
Im so proud of being loved by you

song performed by Todd Rundgren
Added by Lucian Velea
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The Loves of the Angels

'Twas when the world was in its prime,
When the fresh stars had just begun
Their race of glory and young Time
Told his first birth-days by the sun;
When in the light of Nature's dawn
Rejoicing, men and angels met
On the high hill and sunny lawn,-
Ere sorrow came or Sin had drawn
'Twixt man and heaven her curtain yet!
When earth lay nearer to the skies
Than in these days of crime and woe,
And mortals saw without surprise
In the mid-air angelic eyes
Gazing upon this world below.

Alas! that Passion should profane
Even then the morning of the earth!
That, sadder still, the fatal stain
Should fall on hearts of heavenly birth-
And that from Woman's love should fall
So dark a stain, most sad of all!

One evening, in that primal hour,
On a hill's side where hung the ray
Of sunset brightening rill and bower,
Three noble youths conversing lay;
And, as they lookt from time to time
To the far sky where Daylight furled
His radiant wing, their brows sublime
Bespoke them of that distant world-
Spirits who once in brotherhood
Of faith and bliss near ALLA stood,
And o'er whose cheeks full oft had blown
The wind that breathes from ALLA'S throne,
Creatures of light such as still play,
Like motes in sunshine, round the Lord,
And thro' their infinite array
Transmit each moment, night and day,
The echo of His luminous word!

Of Heaven they spoke and, still more oft,
Of the bright eyes that charmed them thence;
Till yielding gradual to the soft
And balmy evening's influence-
The silent breathing of the flowers-
The melting light that beamed above,
As on their first, fond, erring hours,-
Each told the story of his love,
The history of that hour unblest,
When like a bird from its high nest

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poem by Thomas Moore
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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

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poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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The Victories Of Love. Book II

I
From Jane To Her Mother

Thank Heaven, the burthens on the heart
Are not half known till they depart!
Although I long'd, for many a year,
To love with love that casts out fear,
My Frederick's kindness frighten'd me,
And heaven seem'd less far off than he;
And in my fancy I would trace
A lady with an angel's face,
That made devotion simply debt,
Till sick with envy and regret,
And wicked grief that God should e'er
Make women, and not make them fair.
That he might love me more because
Another in his memory was,
And that my indigence might be
To him what Baby's was to me,
The chief of charms, who could have thought?
But God's wise way is to give nought
Till we with asking it are tired;
And when, indeed, the change desired
Comes, lest we give ourselves the praise,
It comes by Providence, not Grace;
And mostly our thanks for granted pray'rs
Are groans at unexpected cares.
First Baby went to heaven, you know,
And, five weeks after, Grace went, too.
Then he became more talkative,
And, stooping to my heart, would give
Signs of his love, which pleased me more
Than all the proofs he gave before;
And, in that time of our great grief,
We talk'd religion for relief;
For, though we very seldom name
Religion, we now think the same!
Oh, what a bar is thus removed
To loving and to being loved!
For no agreement really is
In anything when none's in this.
Why, Mother, once, if Frederick press'd
His wife against his hearty breast,
The interior difference seem'd to tear
My own, until I could not bear
The trouble. 'Twas a dreadful strife,
And show'd, indeed, that faith is life.
He never felt this. If he did,
I'm sure it could not have been hid;
For wives, I need not say to you,

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poem by Coventry Patmore
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The Battle Of The Lake Regillus

A Lay Sung at the Feast of Castor and Pollux on the Ides of Quintilis in the year of the City CCCCLI.

I.
Ho, trumpets, sound a war-note!
Ho, lictors, clear the way!
The Knights will ride, in all their pride,
Along the streets to-day.
To-day the doors and windows
Are hung with garlands all,
From Castor in the Forum,
To Mars without the wall.
Each Knight is robed in purple,
With olive each is crowned;
A gallant war-horse under each
Paws haughtily the ground.
While flows the Yellow River,
While stands the Sacred Hill,
The proud Ides of Quintilis
Shall have such honor still.
Gay are the Martian Kalends,
December's Nones are gay,
But the proud Ides, when the squadron rides,
Shall be Rome's whitest day.

II.
Unto the Great Twin Brethren
We keep this solemn feast.
Swift, swift, the Great Twin Brethren
Came spurring from the east.
They came o'er wild Parthenius
Tossing in waves of pine,
O'er Cirrha's dome, o'er Adria's foam,
O'er purple Apennine,
From where with flutes and dances
Their ancient mansion rings,
In lordly Lacedaemon,
The City of two kings,
To where, by Lake Regillus,
Under the Porcian height,
All in the lands of Tusculum,
Was fought the glorious fight.

III.
Now on the place of slaughter
Are cots and sheepfolds seen,
And rows of vines, and fields of wheat,
And apple-orchards green;
The swine crush the big acorns
That fall from Corne's oaks.

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poem by Thomas Babbington Macaulay
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Spoilt Child...

I’m a spoiled child, my dad is Bill
Our kingdom great, we masters of thrill…
My conception on a desktop, in a hard wheezing disk;
My delivery, through a window, dodging swine-virus risk;
My restroom, air-conditioned, in mother’s pregnant board;
Our receptionist, in charge, welcoming icons aboard;
Our mansion has spare rooms, with backup storage slots;
Our kitchen is African, with smiling cooking pots;
Indeed I’m a proud son, a proud son of Bill…

Bigger than my name, I’m a proud son of Bill…
Our Kingdom great, we masters of thrill…..
Friends, all rich, chauffeured by daddy’s drivers;
Home fence, all pest-proof, free from fornicating lizards;
Visitors, some welcomed by father’s genius wizards;
Messenger, never argues, an obedient cute little mouse!
Compound, so green, all members can browse
Indeed I’m a proud son, a proud son of Bill…

Bigger than my name, I’m a proud son of Bill…
Our Kingdom great, we masters of thrill
Our farms, awesome, all initiates explore;
Fun-rooms, romantic, young tourists adore;
Music, so soothing like death-bed tranquilizers;
Sound Pitch, harmonious with smiling equalizers;
Language, so sacred, our dictionary in binary;
Secrets, well hidden as resentments of an emissary;
Theatre, so specious with father’s grand platform;
Food, straws of fire, few souls can fathom;
Indeed I’m a proud son, a proud son of Bill….

Bigger than my name, I’m a proud son of Bill
Our Kingdom great, we masters of thrill…
We conquerors of souls, rulers of the universe;
Older folks elude us like an old Greek verse;
Young folks hobnob us, our company, their game;
The blue-tied befriend us, our wealth, their fame;
“Facebookers” kiss us, our infatuation, their network;
Evil souls, seduce us, our grief, their pork.
Indeed I’m a proud son, a proud son of Bill…
Just who can foot our Bill…
The Bill of our Gate…
The Gate of our Father?
Indeed I’m a proud son, a proud son of Bill
Long live our Bill Gate! !
Long live my dad!

(INSPIRED BY THE COMPUTER WORLD)

poem by Meshack Sewe
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