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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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The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.

Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.

Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’

METHODOLOGY

The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.

RESULTS

Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.

Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.

We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .

In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.

In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.

Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.

Negative impacts of poverty on education

Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.

Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.

Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.

This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.

It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.

As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.

In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .

In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.

In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.

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poem by Innocent Masina Nkhonyo
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Personal

Anything you want from me
Ill do
But first
Lets get personal
Personal
Personal
Personal
Lets get personal
Personal
Personal
Personal
Personal with you
Were sittin havin dinner at your parents home
Some of the finest food Ive ever known
But I need some sweetness on my tongue
And it aint a type of sugar oh no
So maybe we can go somewhere
Neighbour room girl I dont care
Wheres the bedroom
(its upstairs)
Ill meet you there in a minute
Girl so we can get
Lets get personal (ooh yeah)
Personal (tight baby)
Personal (maybe we can get)
Personal (just a little, just a little bit)
Lets get personal (ooh yay)
Personal (I wanna get personal)
Personal (come on baby, just trust me)
Personal (I wanna get)
Personal with you
Im behind you in your bedroom with your hands against the wall
But keeping one eye on the door
Got your t-shirt and your panties on
Ooh I feel so right, cant be wrong, no
I know you like it when I touch you there
Girl just keep it quiet or theyll hear
Feel the tremblin all down your leg
Id love to head to your bed
So that we can get
Personal
Shhh
Should I take off my clothes (no)
Put the lock on the door
Let go of your deepest inhibitions
Let me fulfil your fantasies girl
Like me touching you there (yeah)
The way that I play with your hair
Emotions running wild until we stop
Yeah

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song performed by Craig David
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The Iliad: Book 23

Thus did they make their moan throughout the city, while the
Achaeans when they reached the Hellespont went back every man to his
own ship. But Achilles would not let the Myrmidons go, and spoke to
his brave comrades saying, "Myrmidons, famed horsemen and my own
trusted friends, not yet, forsooth, let us unyoke, but with horse
and chariot draw near to the body and mourn Patroclus, in due honour
to the dead. When we have had full comfort of lamentation we will
unyoke our horses and take supper all of us here."
On this they all joined in a cry of wailing and Achilles led them in
their lament. Thrice did they drive their chariots all sorrowing round
the body, and Thetis stirred within them a still deeper yearning.
The sands of the seashore and the men's armour were wet with their
weeping, so great a minister of fear was he whom they had lost.
Chief in all their mourning was the son of Peleus: he laid his
bloodstained hand on the breast of his friend. "Fare well," he
cried, "Patroclus, even in the house of Hades. I will now do all
that I erewhile promised you; I will drag Hector hither and let dogs
devour him raw; twelve noble sons of Trojans will I also slay before
your pyre to avenge you."
As he spoke he treated the body of noble Hector with contumely,
laying it at full length in the dust beside the bier of Patroclus. The
others then put off every man his armour, took the horses from their
chariots, and seated themselves in great multitude by the ship of
the fleet descendant of Aeacus, who thereon feasted them with an
abundant funeral banquet. Many a goodly ox, with many a sheep and
bleating goat did they butcher and cut up; many a tusked boar
moreover, fat and well-fed, did they singe and set to roast in the
flames of Vulcan; and rivulets of blood flowed all round the place
where the body was lying.
Then the princes of the Achaeans took the son of Peleus to
Agamemnon, but hardly could they persuade him to come with them, so
wroth was he for the death of his comrade. As soon as they reached
Agamemnon's tent they told the serving-men to set a large tripod
over the fire in case they might persuade the son of Peleus 'to wash
the clotted gore from this body, but he denied them sternly, and swore
it with a solemn oath, saying, "Nay, by King Jove, first and mightiest
of all gods, it is not meet that water should touch my body, till I
have laid Patroclus on the flames, have built him a barrow, and shaved
my head- for so long as I live no such second sorrow shall ever draw
nigh me. Now, therefore, let us do all that this sad festival demands,
but at break of day, King Agamemnon, bid your men bring wood, and
provide all else that the dead may duly take into the realm of
darkness; the fire shall thus burn him out of our sight the sooner,
and the people shall turn again to their own labours."
Thus did he speak, and they did even as he had said. They made haste
to prepare the meal, they ate, and every man had his full share so
that all were satisfied. As soon as they had had had enough to eat and
drink, the others went to their rest each in his own tent, but the son
of Peleus lay grieving among his Myrmidons by the shore of the
sounding sea, in an open place where the waves came surging in one

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poem by Homer, translated by Samuel Butler
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The Columbiad: Book VII

The Argument

Coast of France rises in vision. Louis, to humble the British power, forms an alliance with the American states. This brings France, Spain and Holland into the war, and rouses Hyder Ally to attack the English in India. The vision returns to America, where the military operations continue with various success. Battle of Monmouth. Storming of Stonypoint by Wayne. Actions of Lincoln, and surrender of Charleston. Movements of Cornwallis. Actions of Greene, and battle of Eutaw. French army arrives, and joins the American. They march to besiege the English army of Cornwallis in York and Gloster. Naval battle of Degrasse and Graves. Two of their ships grappled and blown up. Progress of the siege. A citadel mined and blown up. Capture of Cornwallis and his army. Their banners furled and muskets piled on the field of battle.

Thus view'd the Pair; when lo, in eastern skies,
From glooms unfolding, Gallia's coasts arise.
Bright o'er the scenes of state a golden throne,
Instarr'd with gems and hung with purple, shone;
Young Bourbon there in royal splendor sat,
And fleets and moving armies round him wait.
For now the contest, with increased alarms,
Fill'd every court and roused the world to arms;
As Hesper's hand, that light from darkness brings,
And good to nations from the scourge of kings,
In this dread hour bade broader beams unfold,
And the new world illuminate the old.

In Europe's realms a school of sages trace
The expanding dawn that waits the Reasoning Race;
On the bright Occident they fix their eyes,
Thro glorious toils where struggling nations rise;
Where each firm deed, each new illustrious name
Calls into light a field of nobler fame:
A field that feeds their hope, confirms the plan
Of well poized freedom and the weal of man.
They scheme, they theorize, expand their scope,
Glance o'er Hesperia to her utmost cope;
Where streams unknown for other oceans stray,
Where suns unseen their waste of beams display,
Where sires of unborn nations claim their birth,
And ask their empires in those wilds of earth.
While round all eastern climes, with painful eye,
In slavery sunk they see the kingdoms lie,
Whole states exhausted to enrich a throne,
Their fruits untasted and their rights unknown;
Thro tears of grief that speak the well taught mind,
They hail the æra that relieves mankind.

Of these the first, the Gallic sages stand,
And urge their king to lift an aiding hand.
The cause of humankind their souls inspired,
Columbia's wrongs their indignation fired;
To share her fateful deeds their counsel moved,
To base in practice what in theme they proved:
That no proud privilege from birth can spring,
No right divine, nor compact form a king;
That in the people dwells the sovereign sway,
Who rule by proxy, by themselves obey;

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poem by Joel Barlow
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The Aeneid of Virgil: Book 11

SCARCE had the rosy Morning rais’d her head
Above the waves, and left her wat’ry bed;
The pious chief, whom double cares attend
For his unburied soldiers and his friend,
Yet first to Heav’n perform’d a victor’s vows: 5
He bar’d an ancient oak of all her boughs;
Then on a rising ground the trunk he plac’d,
Which with the spoils of his dead foe he grac’d.
The coat of arms by proud Mezentius worn,
Now on a naked snag in triumph borne, 10
Was hung on high, and glitter’d from afar,
A trophy sacred to the God of War.
Above his arms, fix’d on the leafless wood,
Appear’d his plumy crest, besmear’d with blood:
His brazen buckler on the left was seen; 15
Truncheons of shiver’d lances hung between;
And on the right was placed his corslet, bor’d;
And to the neck was tied his unavailing sword.
A crowd of chiefs inclose the godlike man,
Who thus, conspicuous in the midst, began: 20
“Our toils, my friends, are crown’d with sure success;
The greater part perform’d, achieve the less.
Now follow cheerful to the trembling town;
Press but an entrance, and presume it won.
Fear is no more, for fierce Mezentius lies, 25
As the first fruits of war, a sacrifice.
Turnus shall fall extended on the plain,
And, in this omen, is already slain.
Prepar’d in arms, pursue your happy chance;
That none unwarn’d may plead his ignorance, 30
And I, at Heav’n’s appointed hour, may find
Your warlike ensigns waving in the wind.
Meantime the rites and fun’ral pomps prepare,
Due to your dead companions of the war:
The last respect the living can bestow, 35
To shield their shadows from contempt below.
That conquer’d earth be theirs, for which they fought,
And which for us with their own blood they bought;
But first the corpse of our unhappy friend
To the sad city of Evander send, 40
Who, not inglorious, in his age’s bloom,
Was hurried hence by too severe a doom.”
Thus, weeping while he spoke, he took his way,
Where, new in death, lamented Pallas lay.
Acoetes watch’d the corpse; whose youth deserv’d 45
The father’s trust; and now the son he serv’d
With equal faith, but less auspicious care.
Th’ attendants of the slain his sorrow share.
A troop of Trojans mix’d with these appear,
And mourning matrons with dishevel’d hair. 50

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poem by Publius Vergilius Maro
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Pharsalia - Book VII: The Battle

Ne'er to the summons of the Eternal laws
More slowly Titan rose, nor drave his steeds,
Forced by the sky revolving, up the heaven,
With gloomier presage; wishing to endure
The pangs of ravished light, and dark eclipse;
And drew the mists up, not to feed his flames,
But lest his light upon Thessalian earth
Might fall undimmed.

Pompeius on that morn,
To him the latest day of happy life,
In troubled sleep an empty dream conceived.
For in the watches of the night he heard
Innumerable Romans shout his name
Within his theatre; the benches vied
To raise his fame and place him with the gods;
As once in youth, when victory was won
O'er conquered tribes where swift Iberus flows,
And where Sertorius' armies fought and fled,
The west subdued, with no less majesty
Than if the purple toga graced the car,
He sat triumphant in his pure white gown
A Roman knight, and heard the Senate's cheer.
Perhaps, as ills drew near, his anxious soul,
Shunning the future wooed the happy past;
Or, as is wont, prophetic slumber showed
That which was not to be, by doubtful forms
Misleading; or as envious Fate forbade
Return to Italy, this glimpse of Rome
Kind Fortune gave. Break not his latest sleep,
Ye sentinels; let not the trumpet call
Strike on his ear: for on the morrow's night
Shapes of the battle lost, of death and war
Shall crowd his rest with terrors. Whence shalt thou
The poor man's happiness of sleep regain?
Happy if even in dreams thy Rome could see
Once more her captain! Would the gods had given
To thee and to thy country one day yet
To reap the latest fruit of such a love:
Though sure of fate to come! Thou marchest on
As though by heaven ordained in Rome to die;
She, conscious ever of her prayers for thee
Heard by the gods, deemed not the fates decreed
Such evil destiny, that she should lose
The last sad solace of her Magnus' tomb.
Then young and old had blent their tears for thee,
And child unbidden; women torn their hair
And struck their bosoms as for Brutus dead.
But now no public woe shall greet thy death
As erst thy praise was heard: but men shall grieve

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poem by Marcus Annaeus Lucanus
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Metamorphoses: Book The Thirteenth

THE chiefs were set; the soldiers crown'd the
field:
To these the master of the seven-fold shield
Upstarted fierce: and kindled with disdain.
Eager to speak, unable to contain
His boiling rage, he rowl'd his eyes around
The shore, and Graecian gallies hall'd a-ground.
The Then stretching out his hands, O Jove, he cry'd,
Speeches of Must then our cause before the fleet be try'd?
Ajax and And dares Ulysses for the prize contend,
Ulysses In sight of what he durst not once defend?
But basely fled that memorable day,
When I from Hector's hands redeem'd the flaming
prey.
So much 'tis safer at the noisie bar
With words to flourish, than ingage in war.
By diff'rent methods we maintain our right,
Nor am I made to talk, nor he to fight.
In bloody fields I labour to be great;
His arms are a smooth tongue, and soft deceit:
Nor need I speak my deeds, for those you see,
The sun, and day are witnesses for me.
Let him who fights unseen, relate his own,
And vouch the silent stars, and conscious moon.
Great is the prize demanded, I confess,
But such an abject rival makes it less;
That gift, those honours, he but hop'd to gain,
Can leave no room for Ajax to be vain:
Losing he wins, because his name will be
Ennobled by defeat, who durst contend with me.
Were my known valour question'd, yet my blood
Without that plea wou'd make my title good:
My sire was Telamon, whose arms, employ'd
With Hercules, these Trojan walls destroy'd;
And who before with Jason sent from Greece,
In the first ship brought home the golden fleece.
Great Telamon from Aeacus derives
His birth (th' inquisitor of guilty lives
In shades below; where Sisyphus, whose son
This thief is thought, rouls up the restless heavy
stone),
Just Aeacus, the king of Gods above
Begot: thus Ajax is the third from Jove.
Nor shou'd I seek advantage from my line,
Unless (Achilles) it was mix'd with thine:
As next of kin, Achilles' arms I claim;
This fellow wou'd ingraft a foreign name
Upon our stock, and the Sisyphian seed
By fraud, and theft asserts his father's breed:
Then must I lose these arms, because I came

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poem by Ovid
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Social Netowrking Of Robots

end of world war
end of world war 11
end of world scenarios
end of world thursday prophet
end of world wa rtwo
end of world war 2 france
end of world video
end of world war 1 effects
end of world vision
end of world songs
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end of world war 1
end of world wallpapers
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end of world wtf mate youtube
end of world west america
end of world war ii
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end of wrestling match signal
end of worlds
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end of wrestling match indicator
end of world war 2 wikipedia
end of world war 21945
end of world war one
end of world wite web
end of worled war 2
end of world wide ii
end of world war 2 info
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end of wow
end of ww 2
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end of ww1 treaty of versailles
end of ww1 treaty
end of ww ii
end of ww2 in czechoslovakia
end of ww2 date
end of ww1 ghost photos
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end of ww 1
end of ww2 for japanese americans
end of ww-ii
end of ww2 battleship
end of wrold war 2
end of ww11

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poem by Rwetewrt Erwtwer
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The Columbiad: Book VI

The Argument

British cruelty to American prisoners. Prison Ship. Retreat of Washington with the relics of his army, pursued by Howe. Washington recrossing the Delaware in the night, to surprise the British van, is opposed by uncommon obstacles. His success in this audacious enterprise lays the foundation of the American empire. A monument to be ere on the bank of the Delaware. Approach of Burgoyne, sailing up the St. Laurence with an army of Britons and various other nations. Indignant energy of the colonies, compared to that of Greece in opposing the invasion of Xerxes. Formation of an army of citizens, under the command of Gates. Review of the American and British armies, and of the savage tribes who join the British standard. Battle of Saratoga. Story of Lucinda. Second battle, and capture of Burgoyne and his army.

But of all tales that war's black annals hold,
The darkest, foulest still remains untold;
New modes of torture wait the shameful strife,
And Britain wantons in the waste of life.

Cold-blooded Cruelty, first fiend of hell,
Ah think no more with savage hordes to dwell;
Quit the Caribian tribes who eat their slain,
Fly that grim gang, the Inquisitors of Spain,
Boast not thy deeds in Moloch's shrines of old,
Leave Barbary's pirates to their blood-bought gold,
Let Holland steal her victims, force them o'er
To toils and death on Java's morbid shore;
Some cloak, some color all these crimes may plead;
Tis avarice, passion, blind religion's deed;
But Britons here, in this fraternal broil,
Grave, cool, deliberate in thy service toil.
Far from the nation's eye, whose nobler soul
Their wars would humanize, their pride control,
They lose the lessons that her laws impart,
And change the British for the brutal heart.
Fired by no passion, madden'd by no zeal,
No priest, no Plutus bids them not to feel;
Unpaid, gratuitous, on torture bent,
Their sport is death, their pastime to torment;
All other gods they scorn, but bow the knee,
And curb, well pleased, O Cruelty, to thee.

Come then, curst goddess, where thy votaries reign,
Inhale their incense from the land and main;
Come to Newyork, their conquering arms to greet,
Brood o'er their camp and breathe along their fleet;
The brother chiefs of Howe's illustrious name
Demand thy labors to complete their fame.
What shrieks of agony thy praises sound!
What grateless dungeons groan beneath the ground!
See the black Prison Ship's expanding womb
Impested thousands, quick and dead, entomb.
Barks after barks the captured seamen bear,
Transboard and lodge thy silent victims there;
A hundred scows, from all the neighboring shore,
Spread the dull sail and ply the constant oar,
Waft wrecks of armies from the well fought field,
And famisht garrisons who bravely yield;

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poem by Joel Barlow
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The Aeneid of Virgil: Book 12

WHEN Turnus saw the Latins leave the field,
Their armies broken, and their courage quell’d,
Himself become the mark of public spite,
His honor question’d for the promis’d fight;
The more he was with vulgar hate oppress’d, 5
The more his fury boil’d within his breast:
He rous’d his vigor for the last debate,
And rais’d his haughty soul to meet his fate.
As, when the swains the Libyan lion chase,
He makes a sour retreat, nor mends his pace; 10
But, if the pointed jav’lin pierce his side,
The lordly beast returns with double pride:
He wrenches out the steel, he roars for pain;
His sides he lashes, and erects his mane:
So Turnus fares; his eyeballs flash with fire, 15
Thro’ his wide nostrils clouds of smoke expire.
Trembling with rage, around the court he ran,
At length approach’d the king, and thus began:
“No more excuses or delays: I stand
In arms prepar’d to combat, hand to hand, 20
This base deserter of his native land.
The Trojan, by his word, is bound to take
The same conditions which himself did make.
Renew the truce; the solemn rites prepare,
And to my single virtue trust the war. 25
The Latians unconcern’d shall see the fight;
This arm unaided shall assert your right:
Then, if my prostrate body press the plain,
To him the crown and beauteous bride remain.”
To whom the king sedately thus replied: 30
“Brave youth, the more your valor has been tried,
The more becomes it us, with due respect,
To weigh the chance of war, which you neglect.
You want not wealth, or a successive throne,
Or cities which your arms have made your own: 35
My towns and treasures are at your command,
And stor’d with blooming beauties is my land;
Laurentum more than one Lavinia sees,
Unmarried, fair, of noble families.
Now let me speak, and you with patience hear, 40
Things which perhaps may grate a lover’s ear,
But sound advice, proceeding from a heart
Sincerely yours, and free from fraudful art.
The gods, by signs, have manifestly shown,
No prince Italian born should heir my throne: 45
Oft have our augurs, in prediction skill’d,
And oft our priests, a foreign son reveal’d.
Yet, won by worth that cannot be withstood,
Brib’d by my kindness to my kindred blood,
Urg’d by my wife, who would not be denied, 50

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poem by Publius Vergilius Maro
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Lancelot And Elaine

Elaine the fair, Elaine the loveable,
Elaine, the lily maid of Astolat,
High in her chamber up a tower to the east
Guarded the sacred shield of Lancelot;
Which first she placed where the morning's earliest ray
Might strike it, and awake her with the gleam;
Then fearing rust or soilure fashioned for it
A case of silk, and braided thereupon
All the devices blazoned on the shield
In their own tinct, and added, of her wit,
A border fantasy of branch and flower,
And yellow-throated nestling in the nest.
Nor rested thus content, but day by day,
Leaving her household and good father, climbed
That eastern tower, and entering barred her door,
Stript off the case, and read the naked shield,
Now guessed a hidden meaning in his arms,
Now made a pretty history to herself
Of every dint a sword had beaten in it,
And every scratch a lance had made upon it,
Conjecturing when and where: this cut is fresh;
That ten years back; this dealt him at Caerlyle;
That at Caerleon; this at Camelot:
And ah God's mercy, what a stroke was there!
And here a thrust that might have killed, but God
Broke the strong lance, and rolled his enemy down,
And saved him: so she lived in fantasy.

How came the lily maid by that good shield
Of Lancelot, she that knew not even his name?
He left it with her, when he rode to tilt
For the great diamond in the diamond jousts,
Which Arthur had ordained, and by that name
Had named them, since a diamond was the prize.

For Arthur, long before they crowned him King,
Roving the trackless realms of Lyonnesse,
Had found a glen, gray boulder and black tarn.
A horror lived about the tarn, and clave
Like its own mists to all the mountain side:
For here two brothers, one a king, had met
And fought together; but their names were lost;
And each had slain his brother at a blow;
And down they fell and made the glen abhorred:
And there they lay till all their bones were bleached,
And lichened into colour with the crags:
And he, that once was king, had on a crown
Of diamonds, one in front, and four aside.
And Arthur came, and labouring up the pass,
All in a misty moonshine, unawares

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poem by Alfred Lord Tennyson
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We Can Create A Modern International Community

And I wonder when Congress will allow public nationwide schools...
in the United States to set aside time for children again to pray?
To pray for, or quietly reflect on behalf of, their once great Nation!

To pray for their nation during this proclaimed danger time...
of struggle against the forces of evil dark international terrorism!
But in the White House lurks a dark soul of 100% fetus murder!

Barack against murder international terrorism with Pro-Abortion Record!
Like Pharaoh in the time of the birth of Moses, like King Harold at the birth of Jesus, killing innocent children based on state law is ok in America today!

Why? How can this be? On 9th of March 2008 Barack proclaimed “We were once were, we are no longer a Christian nation, at least not just....”
No Ten Commandments, No God’s law displayed in government buildings!

15th April 2009 Barack proclaimed “We can create a modern international community that is respectful that is secure that is prosperous....
(in an aside to himself) and like Baal Worshippers we will support propagate

State Policies funding killing innocent children against the will of the majority of Americans and I Barack will use tax payer dollars to kill innocent unborn! We will fill White House high office with Pro Abortion all! Yes We Can!

Darth Vader will create a universal New World Order!

And in the on going baby killing sweepstakes infant killer Obama selects: -

Pro-Abortion Sen. Joe Biden as Obama’s vice-presidential running mate. Pro-Abortion Rep. Rahm Emanuel as Obama’s White House Chief of Staff.
Pro-Abortion former Sen. Tom Daschle as Obama’s Health and Human Services Secretary.

Former NARAL legal director Dawn Johnsen to serve as a member of Obama’s Department of Justice Review Team. Next appointed Assistant Attorney General for the Office of the Legal Counsel.

Betta check Obama’s rap sheet Pro-Abortion Record, for the rest of his all star elite baby killing machine selections.

'President Barack Obama's Pro-Abortion Record: A Pro-Life Compilation

Washington, DC (LifeNews.com) - The following is a compilation of bill signings, speeches, appointments and other actions that President Barack Obama has engaged in that have promoted abortion before and during his presidency. While Obama has promised to reduce abortions and some of his supporters believe that will happen, this long list proves his only agenda is promoting more abortions.

During the presidential election, Obama selected pro-abortion Sen. Joe Biden as his vice-presidential running mate.

Post-Election / Pre-Inauguration
November 5,2008 - Obama selects pro-abortion Rep. Rahm Emanuel as his White House Chief of Staff. Emanuel has a 0% pro-life voting record according to National Right to Life.

November 19,2008 - Obama picks pro-abortion former Sen. Tom Daschle as his Health and Human Services Secretary. Daschle has a long pro-abortion voting record according to National Right to Life.

November 20,2008 - Obama chooses former NARAL legal director Dawn Johnsen to serve as a member of his Department of Justice Review Team. Later, he finalizes her appointment as the Assistant Attorney General for the Office of the Legal Counsel in the Obama administration.

November 24,2008 - Obama appoints Ellen Moran, the former director of the pro-abortion group Emily's List as his White House communications director. Emily's List only supports candidates who favored taxpayer funded abortions and opposed a partial-birth abortion ban.

November 24,2008 - Obama puts former Emily's List board member Melody Barnes in place as his director of the Domestic Policy Council.

November 30,2008 - Obama named pro-abortion Sen. Hillary Clinton as the Secretary of State. Clinton has an unblemished pro-abortion voting record and has supported making unlimited abortions an international right.

December 10,2008 - Obama selects pro-abortion former Clinton administration official Jeanne Lambrew to become the deputy director of the White House Office of Health Reform. Planned Parenthood is 'excited' about the selection.

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poem by Terence George Craddock
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A Doctor-Poet’s Tribute to a Great Doctor and Man of Science

It was a rare, rare find!
I say this with my heart and mind;
I was so thrilled to find a man –
So learned, yet simple – I was his fan!

A man of science
With conscience!
He donned a string of fine degrees;
The man was bent to fight disease;
He occupied the highest chair
At MAHE’s academic hill, so rare.

I wondered how a man could rise
So adamantly, without vice
To be a great phenomenon –
A proud, prodigy physician.
He made his parents, country proud,
And placed his family in ninth cloud!

A Stanlian with great awards –
Pride of India award;
Dr.B.C. Roy award;
Jagdish Chander Bose award;
Distinguished Physician of India award;
Great Teacher award
Stanley Alumini award
Karnataka Rajyothsava award
Excellence for 2000 award
And many more on his cards!

Step by step, he climbed each rung
Of life’s ladder to stay among
The most elite of medical men
With scholastic prowess and ken
That few Indians ev’r attained,
And God-willingly rarely gained!

He was an eminent teacher,
And ‘State-of-the-art’ top reacher;
A par excellence Professor,
Erudite ex tempore speaker.

He loves to teach and train students,
And toils to updat knowledge, hence;
He wears a smile of humbleness
That masks a face of true greatness.

He continues still to be:
A cardiologist- Teacher,
A referee and researcher;

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poem by John Celes
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Palamon And Arcite; Or, The Knight's Tale. From Chaucer. In Three Books. Book III.

The day approached when Fortune should decide
The important enterprise, and give the bride;
For now the rivals round the world had sought,
And each his number, well appointed, brought.
The nations far and near contend in choice,
And send the flower of war by public voice;
That after or before were never known
Such chiefs, as each an army seemed alone:
Beside the champions, all of high degree,
Who knighthood loved, and deeds of chivalry,
Thronged to the lists, and envied to behold
The names of others, not their own, enrolled.
Nor seems it strange; for every noble knight
Who loves the fair, and is endued with might,
In such a quarrel would be proud to fight.
There breathes not scarce a man on British ground
(An isle for love and arms of old renowned)
But would have sold his life to purchase fame,
To Palamon or Arcite sent his name;
And had the land selected of the best,
Half had come hence, and let the world provide the rest.
A hundred knights with Palamon there came,
Approved in fight, and men of mighty name;
Their arms were several, as their nations were,
But furnished all alike with sword and spear.

Some wore coat armour, imitating scale,
And next their skins were stubborn shirts of mail;
Some wore a breastplate and a light juppon,
Their horses clothed with rich caparison;
Some for defence would leathern bucklers use
Of folded hides, and others shields of Pruce.
One hung a pole-axe at his saddle-bow,
And one a heavy mace to stun the foe;
One for his legs and knees provided well,
With jambeux armed, and double plates of steel;
This on his helmet wore a lady's glove,
And that a sleeve embroidered by his love.

With Palamon above the rest in place,
Lycurgus came, the surly king of Thrace;
Black was his beard, and manly was his face
The balls of his broad eyes rolled in his head,
And glared betwixt a yellow and a red;
He looked a lion with a gloomy stare,
And o'er his eyebrows hung his matted hair;
Big-boned and large of limbs, with sinews strong,
Broad-shouldered, and his arms were round and long.
Four milk-white bulls (the Thracian use of old)
Were yoked to draw his car of burnished gold.

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poem by John Dryden
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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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Bang Your Pans If You Wish

Bang your pans,
If you wish...
With empty cans,
If you wish...
And then demand,
If you wish...

To make your situation,
Like a personal damnation.

Bang your pans,
If you wish...
With empty cans,
If you wish...
And then demand,
If you wish...

To make your situation,
Like a personal damnation.

You're not the only one,
Who has loaded shoulders.
Today the young and older ones...
Have little to eat.

You're not the only one,
Whose shoulders are bent over.
Who needs to lay their head somewhere,
And get some sleep!

Bang your pans,
If you wish...
With empty cans,
If you wish...
And then demand,
If you wish...

To make your situation,
Like a personal damnation.

Bang your pans,
If you wish...
With empty cans,
If you wish...
And then demand,
If you wish...

To make your situation,
Like a personal damnation.

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poem by Lawrence S. Pertillar
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~ Psychosomatic Lingerie ~

From: Sadiqullah Khan
To: Nivedita Bagchi
Date-Time: 12/23/2009 4: 47: 00 AM (GMT -6: 00)
Subject: A Nobel Prize
-
See my poem, A Nobel Prize. I have included ur poem there. Is it ok?
-
To Poet Sadiqullah Khan:
By love you’ve embosomed my poem…
On the eve of New Year Poet niv
‘Crowning’ your poetic affections
Regards for the honor,
In Ever Poetic Tieship.
niv
31 December,2009.
-
Sadiqullah Khan (12/23/2009 4: 30: 00 AM)

A Nobel Prize

I
As on today
24 Dec,2500 BC
Being the head
Of the committee
Where a beautiful poem
PSYCHOSOMATIC LIGERIE
By MS. NIVEDETA BAGCHI SPC.UK.
Has been submitted
For review
And I hereby
Bestow upon her
And she is
Very kind
To accept
A NOBEL PRIZE
For the reasons
That she has written
Pure and sensible
Human emotions
And feelings
Applause
Congrats
........
24/12/2009
~ PSYCHOSOMATIC LINGERIE ~
Ms. Nivedita
UK
24 December,2009.

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poem by Ms. Nivedita Bagchi Spc. Uk.
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Metamorphoses: Book The Seventh

THE Argonauts now stemm'd the foaming tide,
And to Arcadia's shore their course apply'd;
Where sightless Phineus spent his age in grief,
But Boreas' sons engage in his relief;
And those unwelcome guests, the odious race
Of Harpyes, from the monarch's table chase.
With Jason then they greater toils sustain,
And Phasis' slimy banks at last they gain,
Here boldly they demand the golden prize
Of Scythia's king, who sternly thus replies:
That mighty labours they must first o'ercome,
Or sail their Argo thence unfreighted home.
The Story of Meanwhile Medea, seiz'd with fierce desire,
Medea and By reason strives to quench the raging fire;
Jason But strives in vain!- Some God (she said)
withstands,
And reason's baffl'd council countermands.
What unseen Pow'r does this disorder move?
'Tis love,- at least 'tis like, what men call love.
Else wherefore shou'd the king's commands appear
To me too hard?- But so indeed they are.
Why shou'd I for a stranger fear, lest he
Shou'd perish, whom I did but lately see?
His death, or safety, what are they to me?
Wretch, from thy virgin-breast this flame expel,
And soon- Oh cou'd I, all wou'd then be well!
But love, resistless love, my soul invades;
Discretion this, affection that perswades.
I see the right, and I approve it too,
Condemn the wrong- and yet the wrong pursue.
Why, royal maid, shou'dst thou desire to wed
A wanderer, and court a foreign bed?
Thy native land, tho' barb'rous, can present
A bridegroom worth a royal bride's content:
And whether this advent'rer lives, or dies,
In Fate, and Fortune's fickle pleasure lies.
Yet may be live! for to the Pow'rs above,
A virgin, led by no impulse of love,
So just a suit may, for the guiltless, move.
Whom wou'd not Jason's valour, youth and blood
Invite? or cou'd these merits be withstood,
At least his charming person must encline
The hardest heart- I'm sure 'tis so with mine!
Yet, if I help him not, the flaming breath
Of bulls, and earth-born foes, must be his death.
Or, should he through these dangers force his way,
At last he must be made the dragon's prey.
If no remorse for such distress I feel,
I am a tigress, and my breast is steel.
Why do I scruple then to see him slain,

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poem by Ovid
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Vision Of Columbus - Book 5

Columbus hail'd them with a father's smile,
Fruits of his cares and children of his toil;
With tears of joy, while still his eyes descried
Their course adventurous o'er the distant tide.
Thus, when o'er deluged earth her Seraph stood,
The tost ark bounding on the shoreless flood,
The sacred treasure claim'd his guardian view,
While climes unnoticed in the wave withdrew.
He saw the squadrons reach the rising strand,
Leap from the wave and share the joyous land;
Receding forests yield the heroes room,
And opening wilds with fields and gardens bloom.
Fill'd with the glance extatic, all his soul
Now seems unbounded with the scene to roll,
And now, impatient, with retorted eye,
Perceives his station in another sky.
Waft me, O winged Angel, waft me o'er,
With those blest heroes, to the happy shore;
There let me live and die–but all appears
A fleeting vision; these are future years.
Yet grant in nearer view the climes may spread,
And my glad steps may seem their walks to tread;
While eastern coasts and kingdoms, wrapp'd in night,
Arise no more to intercept the sight.
The hero spoke; the Angel's powerful hand
Moves brightening o'er the visionary land;
The height, that bore them, still sublimer grew,
And earth's whole circuit settled from their view:
A dusky Deep, serene as breathless even,
Seem'd vaulting downward, like another heaven;
The sun, rejoicing on his western way,
Stamp'd his fair image in the inverted day:
Sudden, the northern shores again drew nigh,
And life and action fill'd the hero's eye.
Where the dread Laurence breaks his passage wide,
Where Missisippi's milder currents glide,
Where midland realms their swelling mountainsheave,
And slope their champaigns to the distant wave,
On the green banks, and o'er the extended plain,
Rise into sight the happiest walks of man.
The placid ports, that break the billowing gales,
Rear their tall masts and stretch their whitening sails;
The harvests wave, the groves with fruitage bend,
And bulwarks heave, and spiry domes ascend;
Fair works of peace in growing splendor rise,
And grateful earth repays the bounteous skies.
Till war invades; when opening vales disclose,
In moving crouds, the savage tribes of foes;
High tufted quills their painted foreheads press,
Dark spoils of beasts their shaggy shoulders dress,

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poem by Joel Barlow
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