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Partisan politics has no place in the classroom.

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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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Social Netowrking Of Robots

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The Classroom

you walk on by the classroom
day to day
but never think about
what’s in it
I know, I didn’t
not because you don’t care
cause it never entered your mined
you might wonder when you see the students
you might know that
they have to go to a “special”
classroom of there own

you might even know what’s
in the classroom
you don’t know what they
do in the classroom
the academics
the physical therapy
the carts and crafts
the culinary arts
most of all the life skills
sounds a lot like most of you classes
right
cause it is

so why not just stop on by
say hello to
the staff
the students
talk to one of the students for a while
they will teach you something
you’ll never learn anywhere else
the classroom will always be there
with students and staff
that will talk to you
watch them watch the students
you’ll learn a lot about life

let the classroom teach you something
let you teach the classroom,
that being “normal” is not
so different
teach that
please teach that
to the
classroom

for it will always be
just
a classroom with

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Seeking the Universal beyond Ideology

Seeking the Universal beyond Ideology

When I teach the Great Tribulation period is coming I must teach it as I see the Bible teaches it. If I see the killing of innocent children in their mothers womb is injustice I am going to say it; if I see USA corporations exploiting third world peoples for sweat shop labor and low environmental standards and that this injustice is wrong I am going to say it. The ideologues and political people who see the world through their systems of indoctrination don't want me too. They want their cake and eat it too. Their party partisan world views do not want to be disrupted but they clap so loudly when their so called enemies from the other side are rebuked or stumble. The church is to back the universal not parties and ideologies. We all are tainted and see through our own backgrounds with our own a priori. I understand this but we must make a real effort to leave all parties in our hearts and put the eternal kingdom of God first.
The Bible openly condemns the practice of homosexuality yet there are people who will talk health care and social justice until they are blue in the face and back gay marriage and call themselves Christians. Their Christianity rationalizes the Scriptures and claims science and scholarship equal with Scripture and they pick and choose what Scripture they call real. I don't care if someone backs up civil liberties thus gays but the true church cannot try to justify sin and go against Scripture. Their rabbits foot Christ is an existential projection with a transit modern basis ever changing because they have given up Sola Scriptura. Their liberation theology is full of Marxist and secular ideologies. Jesus is a placard for their cause against imperialism, colonialism, racism, feminism etc. They replace revelation with reasoning yet can't figure out death so hold onto portions of the Bible. Their message is a bit mystical but mostly social gospel and political. Many many left wingers are into this who want some religion to go with their politics. I totally reject this position and will never be card carrying anything. I am a universalist and as a Christian can see their good statements without belonging to their groups in away that taints my thinking. I will never accept gay marriage or gays adapting children etc. Much of what they say about greed and capitalism is true but that truth to me is universal and transcends secular schools. They also reject Bible prophecy and eschatology. The won't accept Israel as a nation as apart of prophecy and the coming of the anti-christ, false church and wars of the Great Tribulation culminating in the battle of Armageddon. They equate modern theology equal with Scripture in many ways. Their Jesus is a socialist and their message is basically man and movements can bring in the eternal kingdom by our own hands and efforts. The world continues to get progressively worse while they hide in their bubble and utopian womb. Without eschatology and God eventually changing things they have the weight of the world on their shoulders so they struggle to change a world that is actually decaying worse than ever. Their position during the 30's through the 70's turned some ears but today they have little relevance and are a laughing stock to most realists. Those that try to believe stumble with higher criticism and post modernism and their loss of real faith in the Jesus of the Scriptures is exchanged for a heavy weighty philosophy, theology, dialectical materialism, sociology and so called science and rational reasoning faith causes them to always be evolving and never arriving at a solid position. They are marginalized into their own little frustrated circles and many are depressed and neurotic with a position so heavy even they can't bare it let alone teach it. They have to stay small because they have no structure so they blog and try to feel important but they are lost in a wilderness going in circles. There is no peace in this kind of position and they lack joy outside of nature and the everyday things God has given to all men. They don't believe in the fall of the devil with a third of the angels so they beat the air and shadow box in their fight while they idealize Scandinavia. Their intellectualism from the tree of the knowledge of good and evil leads them into covering themselves with works of the law and in many ways they are the new legalism. Many have never ever voted for another party so they are truly entrenched. I feel sorry for these angst ridden neurotics and many are alcoholics with addictive personalities. Ever learning but never able to come to the knowledge of the truth. When you loose the simplicity of Christ according to the Scriptures you head for a horrible wilderness. They will dropp names all day long and use great swelling words then go home and take their anti-depressants. Heresy has no peace!
The next group are Pan American right wingers who believe in America as an idol and mix nationalism in their religion to the point of craziness, Roe V Wade caused a lot of evangelicals to consolidate behind the republican party and the Bible Belt Christianity of today is full of militarism, Civil religion, backing of the rich, corporations are wonderful, capitalism is God ordained and America is the greatest country in the world and should protect its interests with its military around the world. This culture of right wing ideology forebodes many evangelical churches. You will constantly hear about the evil over there, the evil in Islam and 9'11 sermons while not hearing a word about American Corporate power oppressing the world and backing national guards in third world countries to get cheap labor and goods and maximum corporate profits. The rebellions to these situations are looked at like Castro's and Che Guevara's. Movies like 'The Patriot' make them cry. They will interrupt a Bible study when it goes against their party political burnt out minds. They actually stand up against health care while pouring trillions of wasted dollars on military spending. PROTECT OUR COUNTRY is their mantra while letting an insurance company dropping a pre-existing illness in a child. They had both houses under Clinton's last term and George Bush and never passed anything against the insurance companies. My twin brother died of cancer in 2006 and the insurance company dropped him though he worked his entire life and was never unemployed and my father was wounded twice in world war two with two purple hearts. These right wing Christians are so hypnotized and full of a priori they stand for the ultra rich and they call the poor lazy while the jobs were shipped to sweat shop labor with horrible environmental standards. Some are so shot they have never voted another party and now as Christians they bring their political religion into everything. They will preach against homosexuality but stand up for ruining the environment by lowering standards every where. The extreme tea party house won't even allow GMO's to be labelled. They back up corporate power, prisons for profit, a failed war on drugs, the corrupt pharmaceutical industries. Everything is the communists are coming! ! ! ! Let the rich kids go to school we don't want anything socialized yet the police and the fire stations are a kind of socialized effort. I meet these evangelicals all the time. Why are you taking the humanity courses and sociology and not a business course to make money they will tell their kids? I have been told so many times...Why don't you leave this country if you don't like it? I laugh at these shills and bubba Christians of the me, I and mine mentality tied into the dumbing of America so they can be apart of the union busting right to work culture of the cattle right. I am going to teach the tribulation and not America. Sin is here not just over in Islam. Greed and unfair laws are here. Monsanto and other corporations are getting away with murder. The entire food industry is being taken over by corporate powers that are using carcinogens and genetically modifying our food. Chickens and cattle were meant to graze. The cruelty to animals of our times is a total sin by these industries and the evil is not just over in Iran. These right wingers are something out of George Orwell's 1984 and Animal Farm. The war and evil over there is like a scape goat so they don't have to look at the evil right in their own back yard and homes. They are bloated with right wing politics to keep them blind.they are puffed up with nationalism and right wing propaganda. They block the universal of God's justice and mercy with their ideology and politics. They think a Great Tribulation is coming because we head toward socialism not seeing that corporate socialism is already in play like the Tower of Babel and is reinforced by their minds. They mix religion and politics and see through rose colored glasses. Jesus said my Kingdom is not of this world - the people of God are his Holy Nation not the USA. Someone from Ukraine or France should be proud of their country just like someone here but as Christians we are suppose to put his kingdom first and like Abraham of old leave our background and become sojourners and strangers looking for a city not built by the hands of man. I am so tired of this phony idolatrous nationalism that is so jingoistic and arrogant; so condescending and patronizing.
I will never be apart of this. When I teach I will teach what I truly feel the Bible says and there are enough rainbow churches and right wing churches for people to go too who don't want to work with me. All of these organizations and ideologies are not going in the rapture of the church. Come out from among them and be a separate people and let the world die to the eternal Kingdom. Move with the cloud over the tabernacle in the wilderness and leave worldly politics in the sense that we stand for the universal and truth. Admit when evil is on the left or right or in any organization. Quit backing and rationalizing for parties and ideologies. This time period is the last days of the church age and we are soon to see this world go into the great tribulation period and no party, movement, ideology is going to prevent it. Take off the blinders!

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Cousin Kevin

Cousin kevin:
Cousin kevin:
Were on our own cousin,
Were on our own cousin,
All alone cousin.
All alone cousin.
Lets think of a game to play
Lets think of a game to play
Now the grownups have all gone away.
Now the grownups have all gone away.
You wont be much fun
You wont be much fun
Being blind deaf and dumb
Being blind deaf and dumb
But Ive no one to play with today.
But Ive no one to play with today.
Dyou know how to play hide and seek?
Dyou know how to play hide and seek?
To find me it would take you a week,
To find me it would take you a week,
But tied to that chair you wont go anywhere
But tied to that chair you wont go anywhere
Theres a lot I can do to a freak.
Theres a lot I can do to a freak.
How would you feel if I turned on the bath,
How would you feel if I turned on the bath,
Ducked your head under and started to laugh.
Ducked your head under and started to laugh.
What would you do if I shut you outside,
What would you do if I shut you outside,
To stand in the rain
To stand in the rain
And catch cold so you died?
And catch cold so you died?
Im the school bully !
Im the school bully !
The classroom cheat.
The classroom cheat.
The nastiest playfriend,
The nastiest playfriend,
You ever could meet.
You ever could meet.
Ill stick pins in your fingers
Ill stick pins in your fingers
And tread on your feet...
And tread on your feet...
Maybe a cigarette burn on your arm
Maybe a cigarette burn on your arm
Would change your expression to one of alarm,
Would change your expression to one of alarm,

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The Ghost - Book IV

Coxcombs, who vainly make pretence
To something of exalted sense
'Bove other men, and, gravely wise,
Affect those pleasures to despise,
Which, merely to the eye confined,
Bring no improvement to the mind,
Rail at all pomp; they would not go
For millions to a puppet-show,
Nor can forgive the mighty crime
Of countenancing pantomime;
No, not at Covent Garden, where,
Without a head for play or player,
Or, could a head be found most fit,
Without one player to second it,
They must, obeying Folly's call,
Thrive by mere show, or not at all
With these grave fops, who, (bless their brains!)
Most cruel to themselves, take pains
For wretchedness, and would be thought
Much wiser than a wise man ought,
For his own happiness, to be;
Who what they hear, and what they see,
And what they smell, and taste, and feel,
Distrust, till Reason sets her seal,
And, by long trains of consequences
Insured, gives sanction to the senses;
Who would not (Heaven forbid it!) waste
One hour in what the world calls Taste,
Nor fondly deign to laugh or cry,
Unless they know some reason why;
With these grave fops, whose system seems
To give up certainty for dreams,
The eye of man is understood
As for no other purpose good
Than as a door, through which, of course,
Their passage crowding, objects force,
A downright usher, to admit
New-comers to the court of Wit:
(Good Gravity! forbear thy spleen;
When I say Wit, I Wisdom mean)
Where (such the practice of the court,
Which legal precedents support)
Not one idea is allow'd
To pass unquestion'd in the crowd,
But ere it can obtain the grace
Of holding in the brain a place,
Before the chief in congregation
Must stand a strict examination.
Not such as those, who physic twirl,
Full fraught with death, from every curl;

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Politics Of Kissing

Shes looking back to see if hes looking at her
They talk without any words
And with a smile hes moving heaven and earth
She dreams of holding him tight
When will the moment be right
Got to be diplomatic, a step at a time
Dont want to blow it baby
Chorus:
Thats the politics of kissing
To know when to show your hand
First thoughts then second guessing
A subtle supply and demand
Balance of power baby
To hold or not to hold
Thats the politics of kissing
Youre finding your way as you go, go, go
How do you know
Head over heels under the moon looking at you
But do you feel it too
And if I move in closer what will you do
Cause Im thinking please hold me tight
Am I the light in your eyes
I wish you had the power for reading my mind
cause Ill never say it to you
(repeat chorus)
Oh-oo-oh-oo-oh, oh-oo-oh-oo-oh
Oh-oo-oh-oo-oh, oh-oo-oh-oo-oh
Oh-oo-oh-oo-oh-oo-oh
Oh-oo-oh-oo-oh, oh-oo-oh-oo-oh
Oh-oo-oh-oo-oh-oo-oh
Hear what Im sayin to ya
Thats the politics of kissing
To know when to show your hand
First thoughts then second guessing
A subtle supply and demand
Balance of power baby
To hold or not to hold
Thats the politics of kissing
Thats the politics of kissing
To know when to show your hand
First thoughts then second guessing
A subtle supply and demand
Balance of power baby
To hold or not to hold
Thats the politics of kissing

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VI. Giuseppe Caponsacchi

Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,

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Over the Fence

'Taint my idea uv argument to call a man a fool,
An' I ain't lookin' round for bricks to 'eave at ole man Poole;
But when 'e gets disputin' 'e's inclined to lose 'is 'ead.
It ain't so much 'is choice uv words as 'ow the words is said.

'E's sich a coot for takin' sides, as I sez to Doreen.
Sez she, ''Ow can 'e, by 'imself?' Wotever that may mean.
My wife sez little things sometimes that nearly git me riled.
I knoo she meant more than she said be that soft way she smiled.

Today, when I was 'arrowin', Poole come down to the fence
To get the loan uv my long spade; an' uses that pretence
To 'ave a bit uv friendly talk, an' one word leads to more,
As is the way with ole man Poole, as I've remarked before.

The spade reminds 'im 'ow 'e done some diggin' in 'is day,
An' diggin' brings the talk to earth, an' earth leads on to clay,
Then clay quite natural reminds a thinkin' bloke uv bricks,
An' mortar brings up mud, an' then, uv course it's politics.

Now Poole sticks be 'is Party, an' I don't deny 'is right;
But when he starts abusin' mine 'e's lookin' for a fight.
So I delivers good 'ome truths about 'is crowd, then Poole
Wags 'is ole beard across the fence an' tells me I'm a fool.

Now that's the dizzy limit; so I lays aside the reins,
An' starts to prove 'e's storin' mud where most blokes keeps their brains.
'E decorates 'is answers, an' we're goin' it ding-dong,
When this returned bloke, Digger Smith, comes sauntering along.
Poole's gripped the fence as though 'e means to tear the rails in two,
An' eyes my waggin' finger like 'e wants to 'ave a chew.
Then Digger Smith 'e grins at Poole, an' then 'e looks at me,
An' sez, quite soft an' friendly-like, 'Winnin' the war?' sez 'e.

Now, Poole deserves it, an' I'm pleased the lad give 'im that jolt.
'E goes fair mad in argument when once 'e gets a holt.
'Yeh make me sad,' sez Digger Smith; 'the both uv you,' sez 'e.
'The both uv us! Gawstruth!' sez I. 'You ain't includin' me?'

'Well, it takes two to make a row,' sez little Digger Smith.
'A bloke can't argue 'less 'e 'as a bloke to argue with.
I've come 'ome from a dinkum scap to find this land uv light
Is chasin' its own tail around an' callin' it a fight.

'We've seen a thing or two, us blokes 'oo've fought on many fronts;
An' we've 'ad time to think a bit between the fightin' stunts,
We've seen big things, an' thought big things, an' all the silly fuss,
That used to get us rattled once, seems very small to us.

'An' when a bloke's fought for a land an' gets laid on the shelf

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The Former Dunce Of The Classroom

The dunce of the Classroom in Primary School
Just due to lack of interest yet nobody's fool
One of the wealthiest people in his Hometown today
Wonders never cease as some are known to say
Big Brothers disciples he sure does impress
All of his business ventures have proved a success,
The smartest boy of the Classroom is not doing well
Of his life without success stories to tell
The former dunce of the Classrooom is a multi millionaire
His business thriving in a Worldwide economic depression such success stories are rare
He did come up the hard way to eventually succeed
A book on his rise to prominence would make a marvellous read
The dunce of his Classroom in the eighties and a multi millionaire today
A good one he cannot be kept down he came up the hard way.

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I full well realize that politics is a rough and tumble business, but politics should not be reduced to lobbing partisan hand grenades. Politics is not war. Terrorism is.

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Politics is not predictions and politics is not observations. Politics is what we do. Politics is what we do, politics is what we create, by what we work for, by what we hope for and what we dare to imagine.

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Caught in a politics of culture

caught in a politics of culture
designed for the indifferent
they are brought to nothing
because a web
that brought them to their knees
knitted in poverty's trap
now they have nothing
sorry, life, prayer
and God
who appears distant
with everyone saying
be strong, God will
will what the family beckons

caught in a politics of culture
designed for the indifferent
the head man cries
cries like a child in need of change
his lamentation brought the
family to tear
but
what next the head child inquire
as he sees not purpose for education
a grown had by his head man
yet he was brought to his knees
and now the family suffers
they cry for want
everything is wrong
and God appears distant
nowhere for redemption
they languish by the seconds

caught in a politics of culture
designed for the indifferent
the debt collector is coming
they hide beneath the opened heavens
caught and hell upon to leave
once again belittled in an opened space
yet the family beckons for help
wondering when, when, when
when God is coming to change the future
but the family is caught in present
a pile, a web, a paradox of mystery
wanting help,
seeing it close
but offered expressions
the children laugh with vexation
but the head man
say
no jealous should be in thine heart

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Geoffrey Chaucer

The Parliament Of Fowles

Here begynyth the Parlement of Foulys

THE PROEM

The lyf so short, the craft so long to lerne,
Thassay so hard, so sharp the conquering,
The dredful Ioy, that alwey slit so yerne,
Al this mene I by love, that my feling
Astonyeth with his wonderful worching
So sore y-wis, that whan I on him thinke,
Nat wot I wel wher that I wake or winke.

For al be that I knowe nat love in dede,
Ne wot how that he quyteth folk hir hyre,
Yet happeth me ful ofte in bokes rede
Of his miracles, and his cruel yre;
Ther rede I wel he wol be lord and syre,
I dar not seyn, his strokes been so sore,
But God save swich a lord! I can no more.

Of usage, what for luste what for lore,
On bokes rede I ofte, as I yow tolde.
But wherfor that I speke al this? not yore
Agon, hit happed me for to beholde
Upon a boke, was write with lettres olde;
And ther-upon, a certeyn thing to lerne,
The longe day ful faste I radde and yerne.

For out of olde feldes, as men seith,
Cometh al this newe corn fro yeer to yere;
And out of olde bokes, in good feith,
Cometh al this newe science that men lere.
But now to purpos as of this matere --
To rede forth hit gan me so delyte,
That al the day me thoughte but a lyte.

This book of which I make of mencioun,
Entitled was al thus, as I shal telle,
`Tullius of the dreme of Scipioun.';
Chapitres seven hit hadde, of hevene and helle,
And erthe, and soules that therinnr dwelle,
Of whiche, as shortly as I can hit trete,
Of his sentence I wol you seyn the grete.

First telleth hit, whan Scipion was come
In Afrik, how he mette Massinisse,
That him for Ioye in armes hath y nome.
Than telleth hit hir speche and al the blisse
That was betwix hem, til the day gan misse;
And how his auncestre, African so dere,

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Prince Of Darkness

My place is of the sun and this place is of the dark
And I do not feel the romance I do not catch the spark
My place is of the sun and this place is of the dark
And I do not feel the romance I do not catch the spark
I dont know when I noticed life was life at my expense
The words of my heart lined up like prisoners on a fence
The dreams came in like needy children tugging at my sleeve
I said I have no way of feeding you, so leave
But there was a time I asked my father for a dollar
And he gave it a ten dollar raise
And when I needed my mother and I called her
She stayed with me for days
Now someones on the telephone, desperate in his pain
Someones on the bathroom floor doing her cocaine
Someones got his finger on the button in some room
No one can convince me we arent gluttons for our doom
But I tried to make this place my place
I asked for providence to smile upon me with his sweet face
Yeah but Ill tell you
My place is of the sun and this place is of the dark
And I do not feel the romance I do not catch the spark
My place is of the sun and this place is of the dark
(by grace, my sight grows stronger)
And I do not feel the romance I will not be
(and I will not be a pawn for the prince of darkness any longer)
Maybe theres no haven in this world for tender age
My heart beat like the wings of wild birds in a cage
My greatest hope my greatest cause to grieve
And my heart flew from its cage and it bled upon my sleeve
Oh the cries of passion were like wounds that needed healing
I couldnt hear them for the thunder
I was half the naked distance between hell and heavens ceiling
And he almost pulled me under
Now someones on the telephone, desperate in his pain
Someones on the bathroom floor doing her cocaine
Someones got his finger on the button in some room
No one can convince me we arent gluttons for our doom
But I tried to make this place my place
I asked for providence to smile upon me with his sweet face
But Ill tell you
My place is of the sun and this place is of the dark
And I do not feel the romance I do not catch the spark
My place is of the sun and this place is of the dark
(by grace, my sight grows stronger)
And I do not feel the romance I do not catch the spark
(grows stronger)
By grace
(my place is of the sun)
My sight
(and this place is of the dark)

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Scared Of Girls

An introverted kinda soul,
The earth did open,
Swallow whole,
Careenin,
Careenin,
Careenin,
Careenin,
Her next of kin who lived in sin,
Was asking God to let her in,
Careenin,
Careenin,
Careenin,
Careenin,
Im a man, a liar,
Guaranteed in your bed,
I gotta place it on the rack,
Got a place inside it,
Got a place inside it,
Got a place inside it,
An extroverted kinda girl,
Did tour the world with mc5,
Careenin,
Careenin,
Careenin,
Careenin,
Her younger sister, had a blister
Where I kissed her on her thigh
Careenin,
Careenin,
Careenin,
Careenin,
Im a man a liar
Guaranteed in your bed,
I gotta place it on the rack,
Got a place inside it,
Im a man a liar
Guaranteed in your bed,
I gotta place it on the rack,
Got a place inside it,
Got a place inside it,
Got a place inside it,
Im a man a liar
Get into your bed,
I gotta place it on the rack,
Got a place inside it,
Im a man a liar
Guaranteed in your bed,
I gotta place it on the rack,
I got a place inside it,
Im a man a liar

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The Example of Vertu : Cantos VIII.-XIV.

Capitalum VIII.

Dame Sapyence taryed a lytell whyle
Behynd the other saynge to Dyscrecyon
And began on her to laugh and smyle
Axynge her how I stode in condycyon
Well she sayd in good perfeccyon
But best it is that he maryed be
For to eschewe all yll censualyte
I knowe a lady of meruelous beaute
Spronge out of hyghe and noble lynage
Replete with vertue and full of bounte
Whiche vnto youth were a good maryage
For she is comen of royall apparage
But herde it wyll be to gete her loue
Without youth frayltye do sore reproue
I kneled downe than vpon my kne
Afore dame Sapyence with humble chere
Besechynge her of me to haue pyte
And also Dyscrecyon her syster dere
Than dame Sapyence came me nere
Saynge youth wyll ye haue a wyfe
And her to loue durynge her lyfe
Ye madame that wolde I fayne
Yf that she be both fayre and bryght
I wyll her loue euer more certayne
And pleas her alway with all my myght
Of suche a persone wolde I haue a syght
With all my herte now at this houre
Wolde to god I had so fayre a floure
Than sayd dyscrecyon there is a kynge
Dwellynge fer hens in a fayre castell
Of whome I oft haue herd grete talkynge
Whiche hath a doughter as I you tell
I trowe that youth wyll lyke her well
She is both good eke fayre and pure
As I report me vnto dame Nature
But yf that youth sholde her go seke
Ye must syster than hym well indue
With your grete power so good and meke
That he all frayltye may eschue
For by the way it wyll oft pursue
On hym by flatery and grete temptacyon
That shall brynge hym in tribulacyon
As for that sayd she he shall not care
For he shall theym sone ouercome
And of theyr flatery ryght well beware
For I to hym shall gyue grete wysedome
Theyr dedes to withstande & make theym dōme
Wherfore dere syster as I you pray

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Salmacis and Hermaphroditus.

MY wanton lines doe treate of amorous loue,
Such as would bow the hearts of gods aboue:
Then Venus, thou great Citherean Queene,
That hourely tript on the Idalian greene,
Thou laughing Erycina, daygne to see
The verses wholly consecrate to thee;
Temper them so within thy Paphian shrine,
That euery Louers eye may melt a line;
Commaund the god of Loue that little King,
To giue each verse a sleight touch with his wing,
That as I write, one line may draw the tother,
And euery word skip nimbly o're another.
There was a louely boy the Nymphs had kept,
That on the Idane mountains oft had slept,
Begot and borne by powers that dwelt aboue,
By learned Mercury of the Queene of loue:
A face he had that shew'd his parents fame,
And from them both conioynd, he drew his name:
So wondrous fayre he was that (as they say)
Diana being hunting on a day,
Shee saw the boy vpon a greene banke lay him,
And there the virgin-huntresse meant to slay him,
Because no Nymphes did now pursue the chase:
For all were strooke blind with the wanton's face.
But when that beauteous face Diana saw,
Her armes were nummed, & shee could not draw;
Yet she did striue to shoot, but all in vaine,
Shee bent her bow, and loos'd it streight againe.
Then she began to chide her wanton eye,
And fayne would shoot, but durst not see him die,
She turnd and shot, and did of purpose misse him,
Shee turnd againe, and did of purpose kisse him.
Then the boy ran: for (some say) had he stayd,
Diana had no longer bene a mayd.
Phoebus so doted on this rosiat face,
That he hath oft stole closely from his place,
When he did lie by fayre Leucothoes side,
To dally with him in the vales of Ide:
And euer since this louely boy did die,
Phoebus each day about the world doth flie,
And on the earth he seekes him all the day,
And euery night he seekes him in the sea:
His cheeke was sanguine, and his lip as red
As are the blushing leaues of the Rose spred:
And I haue heard, that till this boy was borne,
Rose grew white vpon the virgin thorne,
Till one day walking to a pleasant spring,
To heare how cunningly the birds could sing,
Laying him downe vpon a flowry bed,
The Roses blush'd and turn'd themselues to red.

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The King of the Vasse

A LEGEND OF THE BUSH.


MY tale which I have brought is of a time
Ere that fair Southern land was stained with crime,
Brought thitherward in reeking ships and cast
Like blight upon the coast, or like a blast
From angry levin on a fair young tree,
That stands thenceforth a piteous sight to see.
So lives this land to-day beneath the sun,—
A weltering plague-spot, where the hot tears run,
And hearts to ashes turn, and souls are dried
Like empty kilns where hopes have parched and died.
Woe's cloak is round her,—she the fairest shore
In all the Southern Ocean o'er and o'er.
Poor Cinderella! she must bide her woe,
Because an elder sister wills it so.
Ah! could that sister see the future day
When her own wealth and strength are shorn away,
A.nd she, lone mother then, puts forth her hand
To rest on kindred blood in that far land;
Could she but see that kin deny her claim
Because of nothing owing her but shame,—
Then might she learn 'tis building but to fall,
If carted rubble be the basement-wall.

But this my tale, if tale it be, begins
Before the young land saw the old land's sins
Sail up the orient ocean, like a cloud
Far-blown, and widening as it neared,—a shroud
Fate-sent to wrap the bier of all things pure,
And mark the leper-land while stains endure.
In the far days, the few who sought the West
Were men all guileless, in adventurous quest
Of lands to feed their flocks and raise their grain,
And help them live their lives with less of pain
Than crowded Europe lets her children know.
From their old homesteads did they seaward go,
As if in Nature's order men must flee
As flow the streams,—from inlands to the sea.

In that far time, from out a Northern land,
With home-ties severed, went a numerous band
Of men and wives and children, white-haired folk:
Whose humble hope of rest at home had broke,
As year was piled on year, and still their toil
Had wrung poor fee from -Sweden's rugged soil.
One day there gathered from the neighboring steads,
In Jacob Eibsen's, five strong household heads,—
Five men large-limbed and sinewed, Jacob's sons,

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Skrying

This puzzles dead inside
Missing pieces growing eyes,
Mystery
Little girls severity,
Little boys begging mercy
Sticks break on me
Cost of life at 23
Price of pain a broken ring
All crimson
Melting body rubber world
Battle axe with locks of curls
Introverted
My cost, the price of a broken doll, can you
Remember that place
The place you would go to make things okay,
1000 points for insect stings,
Glue my spirit, break my wings,
Misery
Libido steams infectious whore,
Cauterize and forge the sword,
Remember killing.
Children, learning the secret knock, a nickel
To enter that place,
The place you would go to make things okay,
My cost, the price of a broken doll, can you
Remember that place
The place you would go to take pain away,
Games of passion taste so sweet
Cut his throat and slaughter meat,
My secrets.
Seven heads for seven seas,
Darkened voices plead disease
Dismembering me
Children, wrestle to seal the bag, storing it deep
In that place,
The place you would go and try to escape
Children, learning the secret knock, a nickel
To enter that place,
The place you would go to make things okay,
My cost, the price of a broken doll, can you
Remember that place
The place you would go to take pain away,
Skrying through reflections in a pool,
I see death coming, mowing down,
Do you remember the bedroom,
Was it your cell or was it your tomb,
Youre living through my hell
Children, learning the secret knock, a nickel
To enter that place,
The place you would go to make things okay,

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