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He decided to plunge on with pardons over the department's objections, or where he knew that there would be objections if he had let career prosecutors know what he was doing.

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I Have A Woman Inside My Soul

I have a woman inside my soul,
Her eyes sombre and sad.
She waves her hand to try to reach me,
But I cant hear what she says.
I wish I knew what she says,
I wish I knew what she wants,
I wish I knew what she says to me,
I wish I knew what she means to me.
I see an asphalt road inside my soul,
Its pale even in a warm summers day.
It stretches into the mist and calls me,
But I dont know what it takes.
I wish I knew what it takes, (I wish I knew)
I wish I knew what it gives, (I wish I knew)
I wish I knew what it says to me, (I wish I knew)
I wish I knew what it means to me. (I wish I knew)
I see a tombstone inside my soul,
Its old and mossy, covered in dead leaves.
It stands with an engraving on it surface,
But I dont know what it reads.
I wish I knew what it reads, (I wish I knew)
I wish I knew what it says, (I wish I knew)
I wish I knew what it says to me, (I wish I knew)
I wish I knew what it means to me. (I wish I knew)
(yeah, yeah, yeah, yeah, yeah, hey)
I feel snow covering inside my soul,
Its hard and shining in shades of grey.
No footsteps ever made their marks,
And I dont know when it melts.
I wish I knew when it melts, (I wish I knew)
I wish I knew when it happens, (I wish I knew)
I wish I knew if it happens at all, (I wish I knew)
I wish I knew what it means to me. (I wish I knew)
I hear a stream running inside my soul,
Its cold and clear and carries a tune.
But I dont know what it sings and tells,
I dont know where it goes.
I wish I knew what it sings,
I wish I knew where it goes,
I wish I knew what it sings, (I wish I knew)
I wish I knew where it goes, (I wish I knew)
I wish I knew what it sings. (I wish I knew)
(I wish I knew)
(I wish I knew) (yeah!)
(I wish I knew)
(I wish I knew)

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Avon's Harvest

Fear, like a living fire that only death
Might one day cool, had now in Avon’s eyes
Been witness for so long of an invasion
That made of a gay friend whom we had known
Almost a memory, wore no other name
As yet for us than fear. Another man
Than Avon might have given to us at least
A futile opportunity for words
We might regret. But Avon, since it happened,
Fed with his unrevealing reticence
The fire of death we saw that horribly
Consumed him while he crumbled and said nothing.

So many a time had I been on the edge,
And off again, of a foremeasured fall
Into the darkness and discomfiture
Of his oblique rebuff, that finally
My silence honored his, holding itself
Away from a gratuitous intrusion
That likely would have widened a new distance
Already wide enough, if not so new.
But there are seeming parallels in space
That may converge in time; and so it was
I walked with Avon, fought and pondered with him,
While he made out a case for So-and-so,
Or slaughtered Whats-his-name in his old way,
With a new difference. Nothing in Avon lately
Was, or was ever again to be for us,
Like him that we remembered; and all the while
We saw that fire at work within his eyes
And had no glimpse of what was burning there.

So for a year it went; and so it went
For half another year—when, all at once,
At someone’s tinkling afternoon at home
I saw that in the eyes of Avon’s wife
The fire that I had met the day before
In his had found another living fuel.
To look at her and then to think of him,
And thereupon to contemplate the fall
Of a dim curtain over the dark end
Of a dark play, required of me no more
Clairvoyance than a man who cannot swim
Will exercise in seeing that his friend
Off shore will drown except he save himself.
To her I could say nothing, and to him
No more than tallied with a long belief
That I should only have it back again
For my chagrin to ruminate upon,
Ingloriously, for the still time it starved;

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Song of the Dardanelles

The Wireless tells and the cable tells
How our boys behaved by the Dardanelles.
Some thought in their hearts “Will our boys make good?”
We knew them of old and we knew they would!
Knew they would
Knew they would;
We were mates of old and we knew they would.
They laughed and they larked and they loved likewise,
For blood is warm under Southern skies;
They knew not Pharoah (’tis understood),
And they got into scrapes, as we knew they would.
Knew they would
Knew they would;
And they got into scrapes, as we knew they would.

They chafed in the dust of an old dead land
At the long months’ drill in the scorching sand;
But they knew in their hearts it was for their good,
And they saw it through as we knew they would.
Knew they would
Knew they would;
And they saw it through as we knew they would.

The Coo-ee called through the Mena Camp,
And an army roared like the Ocean’s tramp
On a gale-swept beach in her wildest mood,
Till the Pyramids shook as we knew they would.
Knew they would
Knew they would.
(And the Sphinx woke up as we knew she would.)

They were shipped like sheep when the dawn was grey;
(But their officers knew that no lambs were they).
They squatted and perched where’er they could,
And they “blanky-ed” for joy as we knew they would.
Knew they would
Knew they would;
They “blanky-ed” for joy as we knew they would.

The sea was hell and the shore was hell,
With mine, entanglement, shrapnel and shell,
But they stormed the heights as Australians should,
And they fought and they died as we knew they would.
Knew they would
Knew they would;
They fought and they died as we knew they would.

From the southern hills and the city lanes,
From the sandwaste lone and the Blacksoil Plains;
The youngest and strongest of England’s brood!—

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Through the eyes of a Field Coronet (Epic)

Introduction

In the kaki coloured tent in Umbilo he writes
his life’s story while women, children and babies are dying,
slowly but surely are obliterated, he see how his nation is suffering
while the events are notched into his mind.

Lying even heavier on him is the treason
of some other Afrikaners who for own gain
have delivered him, to imprisonment in this place of hatred
and thoughts go through him to write a book.


Prologue

The Afrikaner nation sprouted
from Dutchmen,
who fought decades without defeat
against the super power Spain

mixed with French Huguenots
who left their homes and belongings,
with the revocation of the Edict of Nantes.
Associate this then with the fact

that these people fought formidable
for seven generations
against every onslaught that they got
from savages en wild animals

becoming marksmen, riding
and taming wild horses
with one bullet per day
to hunt a wild antelope,

who migrated right across the country
over hills in mass protest
and then you have
the most formidable adversary
and then let them fight

in a natural wilderness
where the hunter,
the sniper and horseman excels
and any enemy is at a lost.

Let them then also be patriotic
into their souls,
believe in and read
out of the word of God

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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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My Fate Decided

D day
The icy spray of the sea
The soft murmur of men
The retailing of packs
The wait of mine secured on my back
My fate decided

The blow of a whistle
The thump of the 88`s letting lose
The rattle of bullets hitting the boat
The caused cry
The scream of men
The roar of metal ripping apart
My fate decided

The boat stoping
The men confused
The red water linking in
The ramp is opening
My fate decided

The whistles blown
The line a broken
Pushing men not wanting to leave
The water red and cold
The pounding of bullets
The scream of men all around
My fate decided

Blood bleached sand thick and red
My rifle a swung on my back
The clocking of wet rifles
The explosion of a boat
The cry of men, metal and guns
My fate decided

The sicken sight
The feeling worse
The pounding of feet
The rocks
Can we make it?
My fate decided

The rifle unsung
The rocks and shelter still far away
Can we make it?
Falling men hitting hard to the dirt
Is this where we should all now lay?
My fate decided

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Learning from the Good Friday

Animals do not cry over death and loss.
Death and loss are not avenged by them too.
Prosecutors, victims and rescuers unheard,
Sins and punishments are man's handicrafts.

Forgiveness is the man reasoned virtue.
The forgiver does not feel a victim
And preempt the possibility of
Making the forgiven a victim in turn.

Jesus has forgiven the prosecutors,
Who ordered Him to be crucified.
He held no more himself a victim
Nor were the prosecutors made victims.
06.04.2012

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VII. Pompilia

I am just seventeen years and five months old,
And, if I lived one day more, three full weeks;
'T is writ so in the church's register,
Lorenzo in Lucina, all my names
At length, so many names for one poor child,
—Francesca Camilla Vittoria Angela
Pompilia Comparini,—laughable!
Also 't is writ that I was married there
Four years ago: and they will add, I hope,
When they insert my death, a word or two,—
Omitting all about the mode of death,—
This, in its place, this which one cares to know,
That I had been a mother of a son
Exactly two weeks. It will be through grace
O' the Curate, not through any claim I have;
Because the boy was born at, so baptized
Close to, the Villa, in the proper church:
A pretty church, I say no word against,
Yet stranger-like,—while this Lorenzo seems
My own particular place, I always say.
I used to wonder, when I stood scarce high
As the bed here, what the marble lion meant,
With half his body rushing from the wall,
Eating the figure of a prostrate man—
(To the right, it is, of entry by the door)
An ominous sign to one baptized like me,
Married, and to be buried there, I hope.
And they should add, to have my life complete,
He is a boy and Gaetan by name—
Gaetano, for a reason,—if the friar
Don Celestine will ask this grace for me
Of Curate Ottoboni: he it was
Baptized me: he remembers my whole life
As I do his grey hair.

All these few things
I know are true,—will you remember them?
Because time flies. The surgeon cared for me,
To count my wounds,—twenty-two dagger-wounds,
Five deadly, but I do not suffer much—
Or too much pain,—and am to die to-night.

Oh how good God is that my babe was born,
—Better than born, baptized and hid away
Before this happened, safe from being hurt!
That had been sin God could not well forgive:
He was too young to smile and save himself.
When they took two days after he was born,
My babe away from me to be baptized
And hidden awhile, for fear his foe should find,—

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The Bride's Prelude

“Sister,” said busy Amelotte
To listless Aloÿse;
“Along your wedding-road the wheat
Bends as to hear your horse's feet,
And the noonday stands still for heat.”
Amelotte laughed into the air
With eyes that sought the sun:
But where the walls in long brocade
Were screened, as one who is afraid
Sat Aloÿse within the shade.
And even in shade was gleam enough
To shut out full repose
From the bride's 'tiring-chamber, which
Was like the inner altar-niche
Whose dimness worship has made rich.
Within the window's heaped recess
The light was counterchanged
In blent reflexes manifold
From perfume-caskets of wrought gold
And gems the bride's hair could not hold,
All thrust together: and with these
A slim-curved lute, which now,
At Amelotte's sudden passing there,
Was swept in somewise unaware,
And shook to music the close air.
Against the haloed lattice-panes
The bridesmaid sunned her breast;
Then to the glass turned tall and free,
And braced and shifted daintily
Her loin-belt through her côte-hardie.
The belt was silver, and the clasp
Of lozenged arm-bearings;
A world of mirrored tints minute
The rippling sunshine wrought into 't,
That flushed her hand and warmed her foot.
At least an hour had Aloÿse—
Her jewels in her hair—
Her white gown, as became a bride,
Quartered in silver at each side—
Sat thus aloof, as if to hide.
Over her bosom, that lay still,
The vest was rich in grain,
With close pearls wholly overset:
Around her throat the fastenings met
Of chevesayle and mantelet.
Her arms were laid along her lap
With the hands open: life
Itself did seem at fault in her:
Beneath the drooping brows, the stir
Of thought made noonday heavier.

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Lancelot And Elaine

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

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

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

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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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Byron

Canto the First

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

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

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

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

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

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Pharsalia - Book IX: Cato

Yet in those ashes on the Pharian shore,
In that small heap of dust, was not confined
So great a shade; but from the limbs half burnt
And narrow cell sprang forth and sought the sky
Where dwells the Thunderer. Black the space of air
Upreaching to the poles that bear on high
The constellations in their nightly round;
There 'twixt the orbit of the moon and earth
Abide those lofty spirits, half divine,
Who by their blameless lives and fire of soul
Are fit to tolerate the pure expanse
That bounds the lower ether: there shall dwell,
Where nor the monument encased in gold,
Nor richest incense, shall suffice to bring
The buried dead, in union with the spheres,
Pompeius' spirit. When with heavenly light
His soul was filled, first on the wandering stars
And fixed orbs he bent his wondering gaze;
Then saw what darkness veils our earthly day
And scorned the insults heaped upon his corse.
Next o'er Emathian plains he winged his flight,
And ruthless Caesar's standards, and the fleet
Tossed on the deep: in Brutus' blameless breast
Tarried awhile, and roused his angered soul
To reap the vengeance; last possessed the mind
Of haughty Cato.

He while yet the scales
Were poised and balanced, nor the war had given
The world its master, hating both the chiefs,
Had followed Magnus for the Senate's cause
And for his country: since Pharsalia's field
Ran red with carnage, now was all his heart
Bound to Pompeius. Rome in him received
Her guardian; a people's trembling limbs
He cherished with new hope and weapons gave
Back to the craven hands that cast them forth.
Nor yet for empire did he wage the war
Nor fearing slavery: nor in arms achieved
Aught for himself: freedom, since Magnus fell,
The aim of all his host. And lest the foe
In rapid course triumphant should collect
His scattered bands, he sought Corcyra's gulfs
Concealed, and thence in ships unnumbered bore
The fragments of the ruin wrought in Thrace.
Who in such mighty armament had thought
A routed army sailed upon the main
Thronging the sea with keels? Round Malea's cape
And Taenarus open to the shades below
And fair Cythera's isle, th' advancing fleet

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Enoch Arden

Long lines of cliff breaking have left a chasm;
And in the chasm are foam and yellow sands;
Beyond, red roofs about a narrow wharf
In cluster; then a moulder'd church; and higher
A long street climbs to one tall-tower'd mill;
And high in heaven behind it a gray down
With Danish barrows; and a hazelwood,
By autumn nutters haunted, flourishes
Green in a cuplike hollow of the down.

Here on this beach a hundred years ago,
Three children of three houses, Annie Lee,
The prettiest little damsel in the port,
And Philip Ray the miller's only son,
And Enoch Arden, a rough sailor's lad
Made orphan by a winter shipwreck, play'd
Among the waste and lumber of the shore,
Hard coils of cordage, swarthy fishing-nets,
Anchors of rusty fluke, and boats updrawn,
And built their castles of dissolving sand
To watch them overflow'd, or following up
And flying the white breaker, daily left
The little footprint daily wash'd away.

A narrow cave ran in beneath the cliff:
In this the children play'd at keeping house.
Enoch was host one day, Philip the next,
While Annie still was mistress; but at times
Enoch would hold possession for a week:
`This is my house and this my little wife.'
`Mine too' said Philip `turn and turn about:'
When, if they quarrell'd, Enoch stronger-made
Was master: then would Philip, his blue eyes
All flooded with the helpless wrath of tears,
Shriek out `I hate you, Enoch,' and at this
The little wife would weep for company,
And pray them not to quarrel for her sake,
And say she would be little wife to both.

But when the dawn of rosy childhood past,
And the new warmth of life's ascending sun
Was felt by either, either fixt his heart
On that one girl; and Enoch spoke his love,
But Philip loved in silence; and the girl
Seem'd kinder unto Philip than to him;
But she loved Enoch; tho' she knew it not,
And would if ask'd deny it. Enoch set
A purpose evermore before his eyes,
To hoard all savings to the uttermost,
To purchase his own boat, and make a home

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I Have Decided

I have decided,
Im gonna live like a believer,
Turn my back on the deceiver,
Im gonna live what I believe.
I have decided,
Being good is just a fable,
I just cant cause Im not able.
Im gonna leave it to the lord.
Theres a wealth of things that I profess,
I said that I believed,
But deep inside I never changed;
I guess Id been deceived.
cause a voice inside kept telling me,
That Id change by and by,
But the spirit made it clear to me,
That kind of lifes a lie.
I have decided,
Im gonna live like a believer,
Turn my back on the deciver,
Im gonna live what I believe.
I have decided,
Being good is just a fable,
I just cant cause Im not able.
Im gonna leave it to the lord.
So forget the game of being good,
And your self-righteous pain.
cause the only good inside your heart
Is the good that jesus brings.
And when the world begins to see you change,
Dont expect them to applaud.
Just keep your eyes on him and tell yourself,
Ive become the work of god.
I have decided,
Im gonna live like a believer,
Turn my back on the deceiver,
Im gonna live what I believe.
I have decided,
Being good is just a fable,
I just cant cause Im not able.
Im gonna leave it to the lord.
I have decided,
Im gonna live like a believer,
Turn my back on the deceiver,
Im gonna live what I believe.
I have decided,
Being good is just a fable,
I just cant cause Im not able.
Im gonna leave it to the lord.
I have decided,
Im gonna live like a believer,

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6 Minutes Of Pleasure

Six minutes, six minutes
Six minutes, six minutes
(Sample)
I know why you're here
I ain't sayin nothin
(LL Cool J)
Aiyyo baby I know why you're here
I know what you're doing
I can see it in your eyes you're up to somethin
I know what it is, but we're still cool
And we can socialize, I'm peepin ya baby
I'm holdin back I'm not lettin go
Cause a fool doesn't have a shoulder to cry on
So, give me a kiss and you service
Whether you like a mister or a miss
(Chorus sample in the background)
(LL Cool J)
Aiyyo baby I know you don't love me
I know why you're here
But I ain't sayin nothin
Aiyyo baby I know you don't love me
I know why you're here
But I ain't sayin nothin
Aiyyo baby I know you don't love me
I know why you're here
But I ain't sayin nothin
Aiyyo baby I know you don't love me
I know why you're here
But I ain't sayin nothin
(LL Cool J)
Baby you're my dear I know why you're here
I know why you came I know what you're thinkin
I know what you need and that's what I've got
You think I'm goin crazy no I'm not drinking
I know what you want, I made ya want it
Take my hand listen to the man
You have a plan don't even risk it
What do you want a biscuit?
(Chorus sample in the background)
(LL Cool J)
Aiyyo baby I know you don't love me
I know why you're here
But I ain't sayin nothin
Aiyyo baby I know you don't love me
I know why you're here
But I ain't sayin nothin
Aiyyo baby I know you don't love me
I know why you're here
But I ain't sayin nothin
Aiyyo baby I know you don't love me

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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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VI. Giuseppe Caponsacchi

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

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The Witch of Hebron

A Rabbinical Legend


Part I.
From morn until the setting of the sun
The rabbi Joseph on his knees had prayed,
And, as he rose with spirit meek and strong,
An Indian page his presence sought, and bowed
Before him, saying that a lady lay
Sick unto death, tormented grievously,
Who begged the comfort of his holy prayers.
The rabbi, ever to the call of grief
Open as day, arose; and girding straight
His robe about him, with the page went forth;
Who swiftly led him deep into the woods
That hung, heap over heap, like broken clouds
On Hebron’s southern terraces; when lo!
Across a glade a stately pile he saw,
With gleaming front, and many-pillared porch
Fretted with sculptured vinage, flowers and fruit,
And carven figures wrought with wondrous art
As by some Phidian hand.

But interposed
For a wide space in front, and belting all
The splendid structure with a finer grace,
A glowing garden smiled; its breezes bore
Airs as from paradise, so rich the scent
That breathed from shrubs and flowers; and fair the growths
Of higher verdure, gemm’d with silver blooms,
Which glassed themselves in fountains gleaming light
Each like a shield of pearl.

Within the halls
Strange splendour met the rabbi’s careless eyes,
Halls wonderful in their magnificance,
With pictured walls, and columns gleaming white
Like Carmel’s snow, or blue-veined as with life;
Through corridors he passed with tissues hung
Inwrought with threaded gold by Sidon’s art,
Or rich as sunset clouds with Tyrian dye;
Past lofty chambers, where the gorgeous gleam
Of jewels, and the stainèd radiance

Of golden lamps, showed many a treasure rare
Of Indian and Armenian workmanship
Which might have seemed a wonder of the world:
And trains of servitors of every clime,
Greeks, Persians, Indians, Ethiopians,
In richest raiment thronged the spacious halls.

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Byron

The Bride of Abydos

"Had we never loved so kindly,
Had we never loved so blindly,
Never met or never parted,
We had ne'er been broken-hearted." — Burns

TO
THE RIGHT HONOURABLE LORD HOLLAND,
THIS TALE IS INSCRIBED,
WITH EVERY SENTIMENT OF REGARD AND RESPECT,
BY HIS GRATEFULLY OBLIGED AND SINCERE FRIEND,

BYRON.

THE BRIDE OF ABYDOS

CANTO THE FIRST.

I.

Know ye the land where cypress and myrtle
Are emblems of deeds that are done in their clime,
Where the rage of the vulture, the love of the turtle,
Now melt into sorrow, now madden to crime?
Know ye the land of the cedar and vine,
Where the flowers ever blossom, the beams ever shine;
Where the light wings of Zephyr, oppress'd with perfume,
Wax faint o'er the gardens of Gúl in her bloom; [1]
Where the citron and olive are fairest of fruit,
And the voice of the nightingale never is mute;
Where the tints of the earth, and the hues of the sky,
In colour though varied, in beauty may vie,
And the purple of Ocean is deepest in dye;
Where the virgins are soft as the roses they twine,
And all, save the spirit of man, is divine?
'Tis the clime of the East; 'tis the land of the Sun —
Can he smile on such deeds as his children have done? [2]
Oh! wild as the accents of lovers' farewell
Are the hearts which they bear, and the tales which they tell.

II.

Begirt with many a gallant slave,
Apparell'd as becomes the brave,
Awaiting each his lord's behest
To guide his steps, or guard his rest,

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