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Bush will keep up that policy that gives the United State the role of promoting freedom in the world.

quote by Silvio Berlusconi
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University Of Central Florida Volleyball

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poem by Caasder Fronds
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Universal Freedom Is......

Freedom from hunger and freedom from pain
freedom from loss and so freedom from gain.
Freedom to give and freedom to share
freedom from want and that of despair.

Freedom to think and freedom to know
freedom to achieve and freedom to grow.
Freedom from bondage and freedom of liberation
freedom from ignorance and any unknown situation.

Freedom to come and freedom to leave
freedom to stay and freedom to conceive.
Freedom from struggle and freedom of ease
freedom to enjoy and the capacity to please.

Freedom from failure and freedom of success
freedom from denial and freedom of access.
Freedom from illusion and freedom of reality
freedom to become what we are in actuality.

Freedom to live and freedom to die
freedom to laugh and freedom to cry.
Freedom to speak and freedom to listen
freedom to act based on a wise decision.

Freedom from hate and freedom of love
freedom of below and freedom of above.
Freedom of the past and freedom of the present
freedom of the future and what it can represent.

Freedom from war and freedom of peace
freedom to begin and freedom to cease.
Freedom from sickness and freedom of health
freedom from poverty and mishandled wealth.

Freedom from wrong and freedom being right
freedom of the day and freedom of the night.
Freedom to choose and freedom to reject
freedom to imagine what there is to expect.

Freedom from lust and freedom from greed
freedom from anger and freedom from breed.
Freedom from jealousy and freedom from pride
freedom from within and freedom from outside.
Freedom of always not having anything to hide.

Freedom from space and also freedom from time
freedom from attachment and freedom from crime
Freedom to work and freedom to play
freedom to believe and freedom to pray.

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poem by George Krokos
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United

Look around
They're moving in
Hold your ground
When they begin
We can do it
We can do it and if they wanna they can try
But they'll never get near
Then they can get out of here
Gonna keep on driving
Never stop
United, united, united we stand
United we never shall fall
United, united, united we stand
United we stand one and all
So keep it up
Don't give in
Make a stand
We're gonna win
We can do it
We can do it and if they wanna they can try
But they'll never get near
Then they can get out of here
Gonna keep on driving
Never stop
United, united, united we stand
United we never shall fall
United, united, united we stand
United we stand one and all
So keep it up
United, united, united we stand
United we never shall fall
United, united, united we stand
United we stand one and all
United, united, united we stand
United we never shall fall
United, united, united we stand
United we stand one and all
United, united, united we stand
United we never shall fall
United, united, united we stand
United we stand one and all
(fade)

song performed by Judas Priest
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On the Innate Drive For What is Right

As life bled, martyrdom flared its buds.
Repression, red from irritation,
Rendered chinks and cracks; but thuds of
Armament - in cowardice - accomplice of the
Dictatorial blight thro' countless years -
Wreaked its retribution:
Yet hope began to bloom a coloured carapace
Enshrining their allegiance ‘gainst the
Terror in their tears.

And on! Splits yawned - breaches in the junta:
Flesh fought fanatical minds -
Bullets welcomed into open hands
And blessed with yearnings for morality:
Chiselled man-toys of death and mutilation
Couldn't repel the might of freedom
Surging at the bright horizon.

Crepuscular rays of purpose, body,
Flooded pandemonium with
Overwhelming clarity, direction -
Burdened clouds drifting wayward as the
Light channelled out a vision,
Intensifying focus on tomorrow -
Deepen their stride
As they home in to
What is theirs,
Rightfully theirs!

Copyright © Mark R Slaughter 2011

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poem by Mark R Slaughter
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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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Extension 33

Living at the y, extension 33,
Nothing to care or to worry.
Once I was in love with a blind man,
But my auntie told me, dont do it, its not worth it.
Living at the y, 33 years,
No one to call or to write to.
Once I was in love with a married man,
But my instincts told me, dont tell him, itll kill you.
Im sad I didnt marry the blind man,
But whats a life with three blind children?
Im glad I never told the married man,
It saved my pride and freedom.
Living at the y, in 33 rooms,
Nowhere to visit or write to.
Once I was in love, it nearly killed me,
But now I have my pride and freedom.
Freedom, freedom, freedom, freedom,
Freedom, freedom, freedom and pride.
Freedom, freedom, freedom, freedom,
Freedom, freedom, freedom and pride.
Freedom, freedom, freedom, freedom,
Freedom, freedom, freedom and pride.
Freedom, freedom, freedom, freedom,
Freedom, freedom, freedom and pride.
Freedom, freedom, freedom, freedom,
Freedom, freedom, freedom and pride.
Freedom, freedom, freedom, freedom,
Freedom, freedom, freedom.

song performed by Yoko Ono
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Hudibras: Part 3 - Canto II

THE ARGUMENT

The Saints engage in fierce Contests
About their Carnal interests;
To share their sacrilegious Preys,
According to their Rates of Grace;
Their various Frenzies to reform,
When Cromwel left them in a Storm
Till, in th' Effigy of Rumps, the Rabble
Burns all their Grandees of the Cabal.

THE learned write, an insect breeze
Is but a mungrel prince of bees,
That falls before a storm on cows,
And stings the founders of his house;
From whose corrupted flesh that breed
Of vermin did at first proceed.
So e're the storm of war broke out,
Religion spawn'd a various rout
Of petulant Capricious sects,
The maggots of corrupted texts,
That first run all religion down,
And after ev'ry swarm its own.
For as the Persian Magi once
Upon their mothers got their sons,
That were incapable t' enjoy
That empire any other way;
So PRESBYTER begot the other
Upon the good old Cause, his mother,
Then bore then like the Devil's dam,
Whose son and husband are the same.
And yet no nat'ral tie of blood
Nor int'rest for the common good
Cou'd, when their profits interfer'd,
Get quarter for each other's beard.
For when they thriv'd, they never fadg'd,
But only by the ears engag'd:
Like dogs that snarl about a bone,
And play together when they've none,
As by their truest characters,
Their constant actions, plainly appears.
Rebellion now began, for lack
Of zeal and plunders to grow slack;
The Cause and covenant to lessen,
And Providence to b' out of season:
For now there was no more to purchase
O' th' King's Revenue, and the Churches,
But all divided, shar'd, and gone,
That us'd to urge the Brethren on;
Which forc'd the stubborn'st for the Cause,

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poem by Samuel Butler
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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

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

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

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

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poem by Robert Browning (1871)
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Met Pet Goat While Twin Towers Burn

"9/11 justified
invasion Afghanistan?
really Taliban

zero hijackers
zero links
to al-Qaeda?

at the time
hijackers were Arab?
not Afghani?

President George W. Bush
failed nation America
ordered total no shot down"

9: 03 a.m. Bush no action partakes
in a meaningless primary publicity
photo-op ignoring responsibility

continental US is already under attack

at Emma E. Booker Elementary
School in Sarasota, Florida
Mr President beat around the Bush

is reading 'Met Pet Goat'
to school children
for five critical minutes

after he had been told
second World Trade
Center tower had been hit

that America was under attack

wait rewind "What's the time? "

approximately 8: 48 a.m.
morning September 11 2001
first pictures of burning

World Trade Center

are broadcast on live television
reporters news anchors viewers
have had no advance warning

"What has happened in lower Manhattan?

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poem by Terence George Craddock
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Bush At Helm

Turkey’s Touristic Problem
Kurds coming over the hill!
Bush’s sovereign
non-interventionist, Foreign
Policy! Mountain
grave sides agore to fill!

Arise with Saddam’s Hitler admired
imitated stylised televised word!
Scapegoats falsely labelled executed
insurgents reduced rankle not dead!

In flight fled fear fed!
Refugee refuge
safe sanitary zones?

Symbolic symptom
(flat-lining) Bush’s!
International problem
ignored (New World Order) !

A few baby refugee corpses
small accountant price to pay!
(collateral damage civilian)
For history sought new world order!
Is this true political point scoring?
Sentiment stripped to bare bone?
Baboon floating his own balloon?

Democracy must accountable mean
no elected esteemed humane official?
Is above pan-morality credibility Check!
Democracy must not be policy tarnished!
Diverted treated acted easily white washed!
Non-accountable an expendable indifference!

An estimated? millions of Kurds!
Fled into neighbouring countries
during the Bush crisis in 1991!

An estimated four to five
million persecuted Iraqi Kurds!
Under Saddam’s dictatorship!
Were forbidden to celebrate
their ethnic culture! Or organize
representative political activities!

Oppressed Iraqi Kurds
were under constant invasive state
censure! Surveillance!

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poem by Terence George Craddock
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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 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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poem by Charles Churchill
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When the Bush Begins to Speak

They know us not in England yet, their pens are overbold;
We're seen in fancy pictures that are fifty years too old.
They think we are a careless race - a childish race, and weak;
They'll know us yet in England, when the bush begins to speak;
When the bush begins to speak,
When the bush begins to speak,
When the west by Greed's invaded, and the bush begins to speak.

'The leaders that will be', the men of southern destiny,
Are not all found in cities that are builded by the sea;
They learn to love Australia by many a western creek,
They'll know them yet in England, when the bush begins to speak;
When the bush begins to speak,
When the bush begins to speak,
When the west by Greed's invaded, and the bush begins to speak.

All ready for the struggle, and waiting for the change,
The army of our future lies encamped beyond the range;
Australia, for her patriots, will not have far to seek;
They'll know her yet in England when the bush begins to speak;
When the bush begins to speak,
When the bush begins to speak,
When the west by Greed's invaded, and the bush begins to speak.

We'll find the peace and comfort that our fathers could not find,
Or some shall strike the good old blow that leaves a mark behind.
We'll find the Truth and Liberty our fathers came to seek,
Or let them know in England when the bush begins to speak;
When the bush begins to speak,
When the bush begins to speak,
When the west by Greed's invaded, and the bush begins to speak.

poem by Henry Lawson
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That Beating Of The Bush

I'm not into,
The beating of the bush.

That beating of the bush.

I'm not into,
The beating of the bush.

That beating of the bush.

I have this 'thing' about honest and truth.
And those who become offended,
By declaring them too harsh to accept!

There has not been an experience I received,
I regretted with a wish to forget!
And those attempting to live their lives,
In pretense to deceive believing this is not deception...
Will always escape with excuses and alibis to make.
Charading as if...
No one recognizes,
Who is in masquerade.
And who amongst them fakes!

I'm not into,
The beating of the bush.

That beating of the bush.

I'm not into,
The beating of the bush.

That beating of the bush.

An honesty and truth spoken,
From deceivers is rare.
Those who deceive perceive...
Those who are direct and honest,
Are insensitive and do not care!
With a sharing of this mentality...
To those empathetic,
In a keeping of delusions...
Spared from despair!

But I know I'm not the only one...
Who elects to see,
Dishonesty from all people get up and leave.
I can't be!

I'm not into,

[...] Read more

poem by Lawrence S. Pertillar
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Gotham - Book II

How much mistaken are the men who think
That all who will, without restraint may drink,
May largely drink, e'en till their bowels burst,
Pleading no right but merely that of thirst,
At the pure waters of the living well,
Beside whose streams the Muses love to dwell!
Verse is with them a knack, an idle toy,
A rattle gilded o'er, on which a boy
May play untaught, whilst, without art or force,
Make it but jingle, music comes of course.
Little do such men know the toil, the pains,
The daily, nightly racking of the brains,
To range the thoughts, the matter to digest,
To cull fit phrases, and reject the rest;
To know the times when Humour on the cheek
Of Mirth may hold her sports; when Wit should speak,
And when be silent; when to use the powers
Of ornament, and how to place the flowers,
So that they neither give a tawdry glare,
'Nor waste their sweetness in the desert air;'
To form, (which few can do, and scarcely one,
One critic in an age, can find when done)
To form a plan, to strike a grand outline,
To fill it up, and make the picture shine
A full and perfect piece; to make coy Rhyme
Renounce her follies, and with Sense keep time;
To make proud Sense against her nature bend,
And wear the chains of Rhyme, yet call her friend.
Some fops there are, amongst the scribbling tribe,
Who make it all their business to describe,
No matter whether in or out of place;
Studious of finery, and fond of lace,
Alike they trim, as coxcomb Fancy brings,
The rags of beggars, and the robes of kings.
Let dull Propriety in state preside
O'er her dull children, Nature is their guide;
Wild Nature, who at random breaks the fence
Of those tame drudges, Judgment, Taste, and Sense,
Nor would forgive herself the mighty crime
Of keeping terms with Person, Place, and Time.
Let liquid gold emblaze the sun at noon,
With borrow'd beams let silver pale the moon;
Let surges hoarse lash the resounding shore,
Let streams meander, and let torrents roar;
Let them breed up the melancholy breeze,
To sigh with sighing, sob with sobbing trees;
Let vales embroidery wear; let flowers be tinged
With various tints; let clouds be laced or fringed,
They have their wish; like idle monarch boys,
Neglecting things of weight, they sigh for toys;

[...] Read more

poem by Charles Churchill
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Attica State

-"it is my pleasure and privilige at this very solumn moment to introduce a young man and his wife.
Who saw fit to put down in music and lyrics so that it will never be forgotten in our country, by anyone, the tragedy of attica state.
There's no more that i can say, ladies and gentlemen. i would like to introduce you to john and yoko lennon."
-"i'd just like to say, it's an honour and a pleasure to be here at the apollo and for the reasons we're all here.
This song, yoko and i wrote, is called 'attica state'"
One, two, three, four!
What a waste of human power,
What a waste of human lives.
Shoot the pris'ners in the towers,
Forty-three poor widowed wives.
Attica state, attica state,
We're all mates with attica state.
Media blames it on the pris'ners,
But the pris'ners did not kill.
"rockefeller pulled the trigger,"
That is what the people feel.
Attica state, attica state,
We're all mates with attica state.
Free the pris'ners, jail the judges,
Free all pris'ners ev'rywhere.
All they need is truth and justice,
All the want is love and care.
Attica state, attica state,
We're all mates with attica state.
They all live in suffocation,
Let's not watch them die in sorrow.
Now's the time for revolution,
Give them all a chance to grow.
Attica state, attica state,
We're all mates with attica state.
Come together, join the movement,
Take a stand for human rights.
Fear and hatred clouds our judgement,
Free us all from endless night.
Attica state, attica state,
We're all mates with attica state.
Attica state, attica state,
We all live in attica state.
Attica state, attica state,
Attica, attica, attica state.
-"thank you, aah, thank you, thank you, aah,. some of you, eh, wonder what i'm doinh here with no drummers and no nothin' like that.
Well, you might know i lost my me old band, or i left it. i'm puttin' a, i'm puttin' an elecric band together, it's not ready yet.
Ah, things like this keep comin' up so, i just have to busk it. so i'm gonna sing you a song now you might know
It's called 'imagine'

song performed by Yoko Ono
Added by Lucian Velea
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Attica State

-"it is my pleasure and privilige at this very solumn moment to introduce a young man and his wife.
Who saw fit to put down in music and lyrics so that it will never be forgotten in our country, by anyone, the tragedy of attica state.
There's no more that i can say, ladies and gentlemen. i would like to introduce you to john and yoko lennon."
-"i'd just like to say, it's an honour and a pleasure to be here at the apollo and for the reasons we're all here.
This song, yoko and i wrote, is called 'attica state'"
One, two, three, four!
What a waste of human power,
What a waste of human lives.
Shoot the pris'ners in the towers,
Forty-three poor widowed wives.
Attica state, attica state,
We're all mates with attica state.
Media blames it on the pris'ners,
But the pris'ners did not kill.
"rockefeller pulled the trigger,"
That is what the people feel.
Attica state, attica state,
We're all mates with attica state.
Free the pris'ners, jail the judges,
Free all pris'ners ev'rywhere.
All they need is truth and justice,
All the want is love and care.
Attica state, attica state,
We're all mates with attica state.
They all live in suffocation,
Let's not watch them die in sorrow.
Now's the time for revolution,
Give them all a chance to grow.
Attica state, attica state,
We're all mates with attica state.
Come together, join the movement,
Take a stand for human rights.
Fear and hatred clouds our judgement,
Free us all from endless night.
Attica state, attica state,
We're all mates with attica state.
Attica state, attica state,
We all live in attica state.
Attica state, attica state,
Attica, attica, attica state.
-"thank you, aah, thank you, thank you, aah,. some of you, eh, wonder what i'm doinh here with no drummers and no nothin' like that.
Well, you might know i lost my me old band, or i left it. i'm puttin' a, i'm puttin' an elecric band together, it's not ready yet.
Ah, things like this keep comin' up so, i just have to busk it. so i'm gonna sing you a song now you might know
It's called 'imagine'

song performed by Yoko Ono
Added by Lucian Velea
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The Columbiad: Book VIII

The Argument

Hymn to Peace. Eulogy on the heroes slain in the war; in which the Author finds occasion to mention his Brother. Address to the patriots who have survived the conflict; exhorting them to preserve liberty they have established. The danger of losing it by inattention illustrated in the rape of the Golden Fleece. Freedom succeeding to Despotism in the moral world, like Order succeeding to Chaos in the physical world. Atlas, the guardian Genius of Africa, denounces to Hesper the crimes of his people in the slavery of the Afripans. The Author addresses his countrymen on that subject, and on the principles of their government.

Hesper, recurring to his object of showing Columbus the importance of his discoveries, reverses the order of time, and exhibits the continent again in its savage state. He then displays the progress of arts in America. Fur-trade. Fisheries. Productions. Commerce. Education. Philosophical discoveries. Painting. Poetry.

Hail, holy Peace, from thy sublime abode
Mid circling saints that grace the throne of God!
Before his arm around our embryon earth
Stretch'd the dim void, and gave to nature birth.
Ere morning stars his glowing chambers hung,
Or songs of gladness woke an angel's tongue,
Veil'd in the splendors of his beamful mind,
In blest repose thy placid form reclined,
Lived in his life, his inward sapience caught,
And traced and toned his universe of thought.
Borne thro the expanse with his creating voice
Thy presence bade the unfolding worlds rejoice,
Led forth the systems on their bright career,
Shaped all their curves and fashion'd every sphere,
Spaced out their suns, and round each radiant goal,
Orb over orb, compell'd their train to roll,
Bade heaven's own harmony their force combine.
Taught all their host symphonious strains to join,
Gave to seraphic harps their sounding lays,
Their joys to angels, and to men their praise.

From scenes of blood, these verdant shores that stain,
From numerous friends in recent battle slain,
From blazing towns that scorch the purple sky,
From houseless hordes their smoking walls that fly,
From the black prison ships, those groaning graves,
From warring fleets that vex the gory waves,
From a storm'd world, long taught thy flight to mourn,
I rise, delightful Peace, and greet thy glad return.

For now the untuneful trump shall grate no more;
Ye silver streams, no longer swell with gore,
Bear from your war-beat banks the guilty stain
With yon retiring navies to the main.
While other views, unfolding on my eyes,
And happier themes bid bolder numbers rise;
Bring, bounteous Peace, in thy celestial throng.
Life to my soul, and rapture to my song;
Give me to trace, with pure unclouded ray,
The arts and virtues that attend thy sway,
To see thy blissful charms, that here descend,
Thro distant realms and endless years extend.

[...] Read more

poem by Joel Barlow
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Tom Zart's 52 Best Of The Rest America At War Poems

SONS AND DAUGHTERS OF WORLD WAR III

The White House
Washington
Tom Zart's Poems

March 16,2007
Ms. Lillian Cauldwell
President and Chief Executive Officer
Passionate Internet Voices Radio
Ann Arbor Michigan

Dear Lillian:
Number 41 passed on the CDs from Tom Zart. Thank you for thinking of me. I am thankful for your efforts to honor our brave military personnel and their families. America owes these courageous men and women a debt of gratitude, and I am honored to be the commander in chief of the greatest force for freedom in the history of the world.
Best Wishes.

Sincerely,

George W. Bush

SONS AND DAUGHTERS OF WORLD WAR III

Our sons and daughters serve in harm's way
To defend our way of life.
Some are students, some grandparents
Many a husband or wife.

They face great odds without complaint
Gambling life and limb for little pay.
So far away from all they love
Fight our soldiers for whom we pray.

The plotters and planners of America's doom
Pledge to murder and maim all they can.
From early childhood they are taught
To kill is to become a man.

They exploit their young as weapons of choice
Teaching in heaven, virgins will await.
Destroying lives along with their own
To learn of their falsehoods too late.

The fearful cry we must submit
And find a way to soothe them.
Where defenders worry if we stand down
The future for America is grim.

[...] Read more

poem by Tom Zart
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Hip Hop It Really Rocks

Botched up and rocked by hip hop...
That has drowned out all the pop,
People 'use' to love a lot.
Although almost on top is hip hop...
Like it or not,
It is part of culture.
And hip hop can't be stopped!

Pop...
Botched up and rocked by hip hop,
Is no longer the main 'thing' on the scene.
With a meaning meant,
Like the appetite for Fort Knox.
And pop now in shambles.
Struggling not to be completely dropped.

Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip-hip-hip-hip is hot,
And in a glorifying role.
Hip-hop it knows it really rocks.
And in a glorfying role.

Botched up and rocked by hip hop...
That has drowned out all the pop,
People 'use' to love a lot.
Although almost on top is hip hop...
Like it or not,
It is part of culture.
And hip hop can't be stopped!

Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip-hip-hip-hip is hot,
And in a glorifying role.
Hip-hop it knows it really rocks.
And in a glorfying role.

Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip-hip-hip-hip is hot,
And in a glorifying role.
Hip-hop it knows it really rocks.
And in a glorfying role.

[...] Read more

poem by Lawrence S. Pertillar
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