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Social democracy... is only the advance guard of the proletariat, a small piece of the total working masses; blood from their blood, and flesh from their flesh.

quote by Rosa Luxemburg
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Social Netowrking Of Robots

end of world war
end of world war 11
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end of ww-ii
end of ww2 battleship
end of wrold war 2
end of ww11

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poem by Rwetewrt Erwtwer
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My Lovers Box

My lovers charms
Are in a box
Beneath my bed
And piece by piece
Ill cherish them
Until the end
Send me an angel to love
I need to feel a little piece of heaven
Send me an angel to love
Im afraid Ill never get to heaven
They burn my hands
Scar my face
And blind my eyes
Ill steal your breath
And throw away
What I despise
Send me an angel to love
I need to feel a little piece of heaven
Send me an angel to love
Im afraid Ill never get to heaven
Between these walls
And darkened halls
Ive done my time
If I should die
Before I wake
Then youll know why
Send me an angel to love
I need to feel a little piece of heaven
Send me an angel to love
Im afraid Ill never get to heaven, piece by piece
Send me an angel to love, piece by piece
I need to feel a little piece of heaven, piece by piece
Send me an angel to love, piece by piece
Im afraid Ill never get to heaven, piece by piece
Piece by piece
Piece by piece, send me an angel
Piece by piece, send me an angel
Piece by piece, send me an angel
Piece by piece, send me an angel
Piece by piece, send me an angel
Piece by piece, send me an angel
Piece by piece, send me an angel
Piece by piece, send me an angel

song performed by Garbage
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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

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

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

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

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poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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Job Networks and Enlightenment Rooms

The unemployed proletariat had just finished with the Centrelink’s rigmarole,
Of paper forms, and signing his name, and all the stuff the unemployed got to do.
Running around doing the paper chase, which is a part of the dole regime.
Next, it was the Job Networks, the employment organization now privatised.
A new dole treadmill for the unemployed, encouraging an attitude highly industrialized.

“Welcome to Job Network” the t.v. monitor said, on a recorded video machine.
“We are a privatized organization for the purpose of getting you into employment.
We are here to help you to find your talents, and potentials, to improve your
Abilities, so that you can re-enter the work force to have a life of independents.
This is far better than being on welfare forever with your dependants”.

The interviewers in the Job Network office were old grannies,
Complete with false colorings and artificial additives.
“I’m your case manager, I’m assigned to you, and you are here to sign a contract.
The Job Search And Activities Plan and responsibilities and employment to find.
To ensure you’re meeting your obligations to society not to be in your dole grind”.

The granny said.”Under governmental policies your association with us is for all life.”
Granny continued.“There will be no talk-back, yak-back, smart-back nor fart-back.
If we find you to be deficient in abilities, then you have to do a course of some sort.”
The proletariat looked a bit stunned said. “At my age, late forties, it's a bit late.”
Granny said. “It’s never too late to train.” she did not like his mind’s negative state.

The proletariat said to the false colored granny with artificial additives.
“I got a really bum hip, and with it I can't do much, and it seems I can't have a pension.
I’m not 97 per cent dead, nor can I work in a factory any more, it’s quite hopeless.”
Continuing. “I’m 49, over the hill and even at 40 no one is going to hire me any more”.
Granny said. “There’s anti-age-discrimination laws that help’s you in life furthermore.”

The proletariat bemused said. “Funny, I never heard. Daadaa-daatatitit-dududdaada-daaa”
THIS IS THE CHANNEL NINE NEWS, THE MOTORING ORGANIZATION
DISCRIMINATED AGAINST THIS MIDDLE AGED BLOKE FOR A CLERICAL
JOB AND THE ANTI-DISCRIMINATION BOARD IS TAKING ACTION.
FURTHERMORE ITS INTOLERABLE THE UNEMPLOYED CANT HAVE TRACTION.

This made grandma very angry, and she looked at the proletariat with contempt.
And said that the proletariat didn't want to work and had a severe attitude problem.
Grandma said it was about time to do a attitude course against negative attitudes.
It was being held in the same building in the “Enlightenment Room” for all dolies.
Grandma said it’s about time that the proletariats guard against their follies.

“Follies? ? I don’t think I have attitudes nor follies” The proletariat said, and continued.
“I lost my job due to imports from India, how can I possibly find work if Australia
Imports everything in untold billions of dollars worth of imported goods.
Further more, Australia has call centres and “IT” jobs in India, sucking all jobs out
Of Australia, so how could I possibly find work, faaarout.

Grandma was starting to become impatient with this proletariat smart arse.
“We have anti-discrimination laws against what you’re saying.”

[...] Read more

poem by Jerry Behr Number 2
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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

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poem by Robert Browning from The Ring and the Book
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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
Added by Poetry Lover
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My Lover's Box

My lover's charms
Are in a box
Beneath my bed
And piece by piece
I'll cherish them
Until the end

Send me an angel to love
I need to feel a little piece of heaven
Send me an angel to love
I'm afraid I'll never get to heaven

They burn my hands
Scar my face
And blind my eyes
I steal your breath
And throw away
What I despise

Send me an angel to love
I need to feel a little piece of heaven
Send me an angel to love
I'm afraid I'll never get to heaven

Between these walls
And darkened halls
I've done my time
If I should die
Before I wake
Then you'll know why

Send me an angel to love
I need to feel a little piece of heaven
Send me an angel to love
I'm afraid I'll never get to heaven (piece by piece)

Send me an angel to love (piece by piece)
I need to feel a little piece of heaven (piece by piece)
Send me an angel to love (piece by piece)
I'm afraid I'll never get to heaven (piece by piece)

Piece by piece
Piece by piece

Send me an angel... (piece by piece)

song performed by Garbage
Added by Lucian Velea
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Come On And Get A Big Piece

Come on and get a big piece of love,
My love...
You had thought had gone.

Come on and get a big piece of love.
Come on and get a big piece of love.

Come on and get a big piece of love,
My love...
You thought had gone wrong.

Come on and get a big piece of love.
Come on and get a big piece of love.

I can no longer make excuses for me.
I can no longer be that,
Tragedy!
Hey...

Come on and get a big piece of love,
My love...
You had thought had gone.

Come on and get a big piece of love.
Come on and get a big piece of love.

Come on and get a big piece of love,
My love...
You thought had gone wrong.

Come on and get a big piece of love.
Come on and get a big piece of love.

I can't,
Stay safe...
Knowing without you,
I'm all alone.

I stay,
Awake...
Wondering,
Who's now in your home...
Playing 'Daddy'.

Come on and get a big piece of love,
My love...
You had thought had gone.

Come on and get a big piece of love.
Come on and get a big piece of love.

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poem by Lawrence S. Pertillar
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100 STD's 10,000 MTD's

There are STD's, sexually transmitted diseases.
and then there are MTD's, meat transmitted diseases.

The latter take a lot more lives.

*********

In Animal Flesh: Blood Sweat Tears as well as Carcinogens Cholesterol Colon Bacteria

Animal products kill more people annually in the US than
tobacco, alcohol, traffic accidents, war, domestic violence,
guns, and drugs combined. USAMRID wrote that consumption of pig flesh caused the world's most lethal pandemic in WW1,
euphemistically called flu. Anthrax
used to be called wool sorters'
disease. Smallpox used to be called
cow pox or kine pox because of
its origin in animal flesh.
.

WHAT'S IN A BURGER? BLOOD SWEAT AND TEARS (AS WELL AS BIOTERRORISM)

POISONS IN ANIMAL AND FISH FLESH... A PARTIAL LIST

a partial list in alphabetical order

acidification diseases
addiction (to trioxypurines)
adrenalin (secreted by terrorized
animals before and during slaughter)

ANTIBIOTICS (too many to list) (crowded factory farm animals standing in their own feces are often infected)

BACTERIA
creiophilic bacteria survive
the freezing of animal flesh
thermophilic bacteria survive
the baking boiling and roasting

bacteriophages (viruses FDA allows to
be injected)
blood
colon bacteria.. euphemistically
called ecoli animals defecate
all over themselves in terror
John Harvey Kellogg MD studied
the exponential rate into the billions

BSE DISEASES, PRIONS IN SPECIES FROM GELATIN (JELLO ETC)
Mad Chicken

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poem by O. Anna Niemus
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Working For The Man

Roy orbison
Re-recorded version of 1987
----------------------------------
Hey now
You better listen to me every one of you
We got a lot of lot of lot of lot of work to do
Forget about your women
No, no water can
Today you're working for the man
Well pick up your feet
We got a deadline to meet
I'm gonna see you make it on time
Now, don't relax
I want elbows and backs
I wanna see everybody from behind
'cause you're working for the man
Working for the man
Gotta make him a hand
When you're working for the man
Well i'm pickin' em' up
And i'm layin' 'em down
I believe he's gonna work me into the ground
I pulled to the left, and i heaved to the right
I wanna kill him but it wouldn't be right
'cause i'm working for the man
Working for the man
Gotta make him a hand
When you're working for the man
Well the bossman's daughter sneaks me water
Everytime her daddy's down the line
She says "meet me tonight,
Love me right
And everyting's gonna be fine."
So i slave all day, without much pay
I'm just abiding my time
'cause the company and the daughter, you see
They both gonna be all mine
Yeah i'm gonna be the man
Gonna be the man
Gotta make him a hand
If you gonna be the man
Working for the man
Working for the man
Gotta make him a hand
When you're working for the man
Working for the man
Working for the man
Original version
------------------------
Hey now

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song performed by Roy Orbison
Added by Lucian Velea
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V. Count Guido Franceschini

Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Virginia's Story

Elizabeth Gates-Wooten is my Grand mom.

She was born in Canada with her father and brothers.
They owned a Barber Shoppe.
I don't remember exactly where in Canada.
I believe it was right over the border like Windsor or Toronto.
I never knew exactly where it was.

When she was old enough she got married.

First, she married a man by the name of Frank Gates.
He was from Madagascar.
He fathered my mom and her brother and sister.
The boy's name was Frank Gates, Jr.
Two girls name were Anna and Agnes.

Agnes was my mother.

Frank Gates went crazy after the war
He drank a lot and died
Then grandma Elizabeth married a man by the name of Mr. Wooten.
He had a German name, but I don't think he was German.
She took his last name after they got married.

Then they moved to West Virginia in the United States.

Their son, Frank Gates Jr. Became a delegate in the democratic party.
He use to get into a lot of trouble because he liked to fight.
He was a delegate from the 1940's to 1970's.
He died of gout in the 1970's.

Anna was a maid and cook.

She baked cakes and stuff for people as a side line.
She had a hump on her back (scoliosis) .
She had to walk with a cane.
She could cook good though.
She did this kind of work all of her life, just like her mom, Elizabeth

They were both good cooks

They had a lot of money because they had these skills
Especially when people had parties.
Because they would make all of this food and then they would have left-overs.
We got to eat a lot of stuff we normally wouldn't get because of that.
When they cooked, they didn't use no measuring stuff, they would just use there hand.

My moms name was Agnes Barrie Gates.

She married James Wright and moved to Cleveland.

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poem by Talile Ali
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People Everywhere: Social Music (Original 11 03 2009)

PEOPLE EVERYWHERE: SOCIAL MUSIC
Original 11 03 3009

People everywhere over here over there people
In poor bread lines people in pony drawn carriages
People on a chariot with a rumble seat people on a
Climb on a mountain steep people on a dime on a
Corner on Wall Street –street people -people everywhere
Everywhere there’s a drummer. Where you going?
Everywhere you go you go with a beat you go with
Where the music is… where the music is “social man
What’s jazz? ” People everywhere just social that’s all
New Orleans people social all the way up river to
Kansas City on up to Chicago don’t make no difference
If your name is Santiago Obama Bergson Rothschild
Bush just social People -Montrose New York City
People social all the way to Rio Paris Johannesburg
Brazil Belize over all the bridges –London Suez
Toronto Montreal people in a dim café -social
People in church every weekday and everyday
Everywhere there’s a temple play -Joe’s Place
People social man -music social don’t make no
Difference where you get together whoever is playing
Just playing so you keep on playing with everybody
Playing -people play social music man –man or
Woman don’t understand just don’t stop playing
People everywhere want to be there to see it -up here
You playing social music -understand -just don’t
Stop playing -people everywhere get hungry lose
Patience -people everywhere not playing social music
When you stop playing social music people every-
Where stop –trying to figure out why everybody
Stop playing social music -nothing social about
Playing a whole lot of music -nothing truly social
In a lot of music -the next thing you know a short
Spell and before long you got wars breaking out
Stop playing and its hell -that’s not social any more.

Lee Mack copyright 2009. ISBN # 0615318347. Do not reproduce without permission.

poem by Lee B. Mack
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VIII. Dominus Hyacinthus de Archangelis, Pauperum Procurator

Ah, my Giacinto, he's no ruddy rogue,
Is not Cinone? What, to-day we're eight?
Seven and one's eight, I hope, old curly-pate!
—Branches me out his verb-tree on the slate,
Amo-as-avi-atum-are-ans,
Up to -aturus, person, tense, and mood,
Quies me cum subjunctivo (I could cry)
And chews Corderius with his morning crust!
Look eight years onward, and he's perched, he's perched
Dapper and deft on stool beside this chair,
Cinozzo, Cinoncello, who but he?
—Trying his milk-teeth on some crusty case
Like this, papa shall triturate full soon
To smooth Papinianian pulp!

It trots
Already through my head, though noon be now,
Does supper-time and what belongs to eve.
Dispose, O Don, o' the day, first work then play!
—The proverb bids. And "then" means, won't we hold
Our little yearly lovesome frolic feast,
Cinuolo's birth-night, Cinicello's own,
That makes gruff January grin perforce!
For too contagious grows the mirth, the warmth
Escaping from so many hearts at once—
When the good wife, buxom and bonny yet,
Jokes the hale grandsire,—such are just the sort
To go off suddenly,—he who hides the key
O' the box beneath his pillow every night,—
Which box may hold a parchment (someone thinks)
Will show a scribbled something like a name
"Cinino, Ciniccino," near the end,
"To whom I give and I bequeath my lands,
"Estates, tenements, hereditaments,
"When I decease as honest grandsire ought."
Wherefore—yet this one time again perhaps—
Shan't my Orvieto fuddle his old nose!
Then, uncles, one or the other, well i' the world,
May—drop in, merely?—trudge through rain and wind,
Rather! The smell-feasts rouse them at the hint
There's cookery in a certain dwelling-place!
Gossips, too, each with keepsake in his poke,
Will pick the way, thrid lane by lantern-light,
And so find door, put galligaskin off
At entry of a decent domicile
Cornered in snug Condotti,—all for love,
All to crush cup with Cinucciatolo!

Well,
Let others climb the heights o' the court, the camp!

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poem by Robert Browning from The Ring and the Book
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II. Half-Rome

What, you, Sir, come too? (Just the man I'd meet.)
Be ruled by me and have a care o' the crowd:
This way, while fresh folk go and get their gaze:
I'll tell you like a book and save your shins.
Fie, what a roaring day we've had! Whose fault?
Lorenzo in Lucina,—here's a church
To hold a crowd at need, accommodate
All comers from the Corso! If this crush
Make not its priests ashamed of what they show
For temple-room, don't prick them to draw purse
And down with bricks and mortar, eke us out
The beggarly transept with its bit of apse
Into a decent space for Christian ease,
Why, to-day's lucky pearl is cast to swine.
Listen and estimate the luck they've had!
(The right man, and I hold him.)

Sir, do you see,
They laid both bodies in the church, this morn
The first thing, on the chancel two steps up,
Behind the little marble balustrade;
Disposed them, Pietro the old murdered fool
To the right of the altar, and his wretched wife
On the other side. In trying to count stabs,
People supposed Violante showed the most,
Till somebody explained us that mistake;
His wounds had been dealt out indifferent where,
But she took all her stabbings in the face,
Since punished thus solely for honour's sake,
Honoris causâ, that's the proper term.
A delicacy there is, our gallants hold,
When you avenge your honour and only then,
That you disfigure the subject, fray the face,
Not just take life and end, in clownish guise.
It was Violante gave the first offence,
Got therefore the conspicuous punishment:
While Pietro, who helped merely, his mere death
Answered the purpose, so his face went free.
We fancied even, free as you please, that face
Showed itself still intolerably wronged;
Was wrinkled over with resentment yet,
Nor calm at all, as murdered faces use,
Once the worst ended: an indignant air
O' the head there was—'t is said the body turned
Round and away, rolled from Violante's side
Where they had laid it loving-husband-like.
If so, if corpses can be sensitive,
Why did not he roll right down altar-step,
Roll on through nave, roll fairly out of church,
Deprive Lorenzo of the spectacle,

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poem by Robert Browning from The Ring and the Book
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The Aeneid of Virgil: Book 9

WHILE these affairs in distant places pass’d,
The various Iris Juno sends with haste,
To find bold Turnus, who, with anxious thought,
The secret shade of his great grandsire sought.
Retir’d alone she found the daring man, 5
And op’d her rosy lips, and thus began:
“What none of all the gods could grant thy vows,
That, Turnus, this auspicious day bestows.
Æneas, gone to seek th’ Arcadian prince,
Has left the Trojan camp without defense; 10
And, short of succors there, employs his pains
In parts remote to raise the Tuscan swains.
Now snatch an hour that favors thy designs;
Unite thy forces, and attack their lines.”
This said, on equal wings she pois’d her weight, 15
And form’d a radiant rainbow in her flight.
The Daunian hero lifts his hands and eyes,
And thus invokes the goddess as she flies:
“Iris, the grace of heav’n, what pow’r divine
Has sent thee down, thro’ dusky clouds to shine? 20
See, they divide; immortal day appears,
And glitt’ring planets dancing in their spheres!
With joy, these happy omens I obey,
And follow to the war the god that leads the way.”
Thus having said, as by the brook he stood, 25
He scoop’d the water from the crystal flood;
Then with his hands the drops to heav’n he throws,
And loads the pow’rs above with offer’d vows.
Now march the bold confed’rates thro’ the plain,
Well hors’d, well clad; a rich and shining train. 30
Messapus leads the van; and, in the rear,
The sons of Tyrrheus in bright arms appear.
In the main battle, with his flaming crest,
The mighty Turnus tow’rs above the rest.
Silent they move, majestically slow, 35
Like ebbing Nile, or Ganges in his flow.
The Trojans view the dusty cloud from far,
And the dark menace of the distant war.
Caicus from the rampire saw it rise,
Black’ning the fields, and thick’ning thro’ the skies. 40
Then to his fellows thus aloud he calls:
“What rolling clouds, my friends, approach the walls?
Arm! arm! and man the works! prepare your spears
And pointed darts! the Latian host appears.”
Thus warn’d, they shut their gates; with shouts ascend 45
The bulwarks, and, secure, their foes attend:
For their wise gen’ral, with foreseeing care,
Had charg’d them not to tempt the doubtful war,
Nor, tho’ provok’d, in open fields advance,
But close within their lines attend their chance. 50

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poem by Publius Vergilius Maro
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Love Working On You

(jim collins/craig wiseman)
You woke up this morning
Changes were taking place
You looked in the mirror
A smile was all over your face
cause out of nowhere
Someone was there
Who dared to climb
Those walls you made
Its exciting, a little frightening
But girl dont you be afraid
Thats just the love working
Love working on you
Thats just the love working
Working on pulling you through
Cant even remember
All the sorrow that you left behind
Its a brand new day
Theres a bright new way
And your tears have turned into wine
You never forget
When your eyes met
Or just how clearly you could see
Where the turns are deep in your heart
That lead you to believe
Thats just the love working
Love working on you
Thats just the love working
Working on pulling you through
All of the while you felt forsaken
And all of the while
Loves been waiting, waiting
Suddenly you see how it could be
If we all only felt this way
And for a while girl you can see this world
Looking through the eyes of fate
Thats just the love working
Love working on you
Thats just the love working
Working on pulling you through
Thats just the love working
Love working on you
Thats just the love working
Working on pulling you through
Thats just the love working on you
Thats just the love working
Working on pulling you through

song performed by John Michael Montgomery
Added by Lucian Velea
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The Scout Toward Aldie

The cavalry-camp lies on the slope
Of what was late a vernal hill,
But now like a pavement bare-
An outpost in the perilous wilds
Which ever are lone and still;
But Mosby's men are there -
Of Mosby best beware.

Great trees the troopers felled, and leaned
In antlered walls about their tents;
Strict watch they kept; 'twas Hark! and Mark!
Unarmed none cared to stir abroad
For berries beyond their forest-fence:
As glides in seas the shark,
Rides Mosby through green dark.

All spake of him, but few had seen
Except the maimed ones or the low;
Yet rumor made him every thing-
A farmer-woodman-refugee-
The man who crossed the field but now;
A spell about his life did cling -
Who to the ground shall Mosby bring?

The morning-bugles lonely play,
Lonely the evening-bugle calls -
Unanswered voices in the wild;
The settled hush of birds in nest
Becharms, and all the wood enthralls:
Memory's self is so beguiled
That Mosby seems a satyr's child.

They lived as in the Eerie Land-
The fire-flies showed with fairy gleam;
And yet from pine-tops one might ken
The Capitol dome-hazy-sublime-
A vision breaking on a dream:
So strange it was that Mosby's men
Should dare to prowl where the Dome was seen.

A scout toward Aldie broke the spell. -
The Leader lies before his tent
Gazing at heaven's all-cheering lamp
Through blandness of a morning rare;
His thoughts on bitter-sweets are bent:
His sunny bride is in the camp -
But Mosby - graves are beds of damp!

The trumpet calls; he goes within;
But none the prayer and sob may know:

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poem by Herman Melville
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Hudibras: Part 3 - Canto I

THE ARGUMENT

The Knight and Squire resolve, at once,
The one the other to renounce.
They both approach the Lady's Bower;
The Squire t'inform, the Knight to woo her.
She treats them with a Masquerade,
By Furies and Hobgoblins made;
From which the Squire conveys the Knight,
And steals him from himself, by Night.

'Tis true, no lover has that pow'r
T' enforce a desperate amour,
As he that has two strings t' his bow,
And burns for love and money too;
For then he's brave and resolute,
Disdains to render in his suit,
Has all his flames and raptures double,
And hangs or drowns with half the trouble,
While those who sillily pursue,
The simple, downright way, and true,
Make as unlucky applications,
And steer against the stream their passions.
Some forge their mistresses of stars,
And when the ladies prove averse,
And more untoward to be won
Than by CALIGULA the Moon,
Cry out upon the stars, for doing
Ill offices to cross their wooing;
When only by themselves they're hindred,
For trusting those they made her kindred;
And still, the harsher and hide-bounder
The damsels prove, become the fonder.
For what mad lover ever dy'd
To gain a soft and gentle bride?
Or for a lady tender-hearted,
In purling streams or hemp departed?
Leap'd headlong int' Elysium,
Through th' windows of a dazzling room?
But for some cross, ill-natur'd dame,
The am'rous fly burnt in his flame.
This to the Knight could be no news,
With all mankind so much in use;
Who therefore took the wiser course,
To make the most of his amours,
Resolv'd to try all sorts of ways,
As follows in due time and place

No sooner was the bloody fight,
Between the Wizard, and the Knight,

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poem by Samuel Butler
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Third Book

'TO-DAY thou girdest up thy loins thyself,
And goest where thou wouldest: presently
Others shall gird thee,' said the Lord, 'to go
Where thou would'st not.' He spoke to Peter thus,
To signify the death which he should die
When crucified head downwards.
If He spoke
To Peter then, He speaks to us the same;
The word suits many different martyrdoms,
And signifies a multiform of death,
Although we scarcely die apostles, we,
And have mislaid the keys of heaven and earth.

For tis not in mere death that men die most;
And, after our first girding of the loins
In youth's fine linen and fair broidery,
To run up hill and meet the rising sun,
We are apt to sit tired, patient as a fool,
While others gird us with the violent bands
Of social figments, feints, and formalisms,
Reversing our straight nature, lifting up
Our base needs, keeping down our lofty thoughts,
Head downward on the cross-sticks of the world.
Yet He can pluck us from the shameful cross.
God, set our feet low and our forehead high,
And show us how a man was made to walk!

Leave the lamp, Susan, and go up to bed.
The room does very well; I have to write
Beyond the stroke of midnight. Get away;
Your steps, for ever buzzing in the room,
Tease me like gnats. Ah, letters! throw them down
At once, as I must have them, to be sure,
Whether I bid you never bring me such
At such an hour, or bid you. No excuse.
You choose to bring them, as I choose perhaps
To throw them in the fire. Now, get to bed,
And dream, if possible, I am not cross.

Why what a pettish, petty thing I grow,–
A mere, mere woman,–a mere flaccid nerve,-
A kerchief left out all night in the rain,
Turned soft so,–overtasked and overstrained
And overlived in this close London life!
And yet I should be stronger.
Never burn
Your letters, poor Aurora! for they stare
With red seals from the table, saying each,
'Here's something that you know not.' Out alas,
'Tis scarcely that the world's more good and wise

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poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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