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For about the first ten years of my career, I wasn't terribly motivated.

quote by Ron Silver
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Orlando Furioso Canto 20

ARGUMENT
Guido and his from that foul haunt retire,
While all Astolpho chases with his horn,
Who to all quarters of the town sets fire,
Then roving singly round the world is borne.
Marphisa, for Gabrina's cause, in ire
Puts upon young Zerbino scathe and scorn,
And makes him guardian of Gabrina fell,
From whom he first learns news of Isabel.

I
Great fears the women of antiquity
In arms and hallowed arts as well have done,
And of their worthy works the memory
And lustre through this ample world has shone.
Praised is Camilla, with Harpalice,
For the fair course which they in battle run.
Corinna and Sappho, famous for their lore,
Shine two illustrious light, to set no more.

II
Women have reached the pinnacle of glory,
In every art by them professed, well seen;
And whosoever turns the leaf of story,
Finds record of them, neither dim nor mean.
The evil influence will be transitory,
If long deprived of such the world had been;
And envious men, and those that never knew
Their worth, have haply hid their honours due.

III
To me it plainly seems, in this our age
Of women such is the celebrity,
That it may furnish matter to the page,
Whence this dispersed to future years shall be;
And you, ye evil tongues which foully rage,
Be tied to your eternal infamy,
And women's praises so resplendent show,
They shall, by much, Marphisa's worth outgo.

IV
To her returning yet again; the dame
To him who showed to her such courteous lore,
Refused not to disclose her martial name,
Since he agreed to tell the style be bore.
She quickly satisfied the warrior's claim;
To learn his title she desired so sore.
'I am Marphisa,' the virago cried:
All else was known, as bruited far and wide.

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poem by Ludovico Ariosto
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King Solomon And The Queen Of Sheba

(A Poem Game.)

“And when the Queen of Sheba heard of the fame of Solomon, . . .
she came to prove him with hard questions.”

[The men’s leader rises as he sees the Queen unveiling
and approaching a position that gives her half of the stage.]

Men’s Leader: The Queen of Sheba came to see King Solomon.
[He bows three times.]
I was King Solomon,
I was King Solomon,
I was King Solomon.

[She bows three times.]
Women’s Leader: I was the Queen,
I was the Queen,
I was the Queen.

Both Leaders: We will be king and queen,
[They stand together stretching their hands over the land.]
Reigning on mountains green,
Happy and free
For ten thousand years.

[They stagger forward as though carrying a yoke together.]
Both Leaders: King Solomon he had four hundred oxen.

Congregation: We were the oxen.

[Here King and Queen pause at the footlights.]
Both Leaders: You shall feel goads no more.
[They walk backward, throwing off the yoke and rejoicing.]
Walk dreadful roads no more,
Free from your loads
For ten thousand years.

[The men’s leader goes forward, the women’s leader dances round him.]
Both Leaders: King Solomon he had four hundred sweethearts.

[Here he pauses at the footlights.]
Congregation: We were the sweethearts.

[He walks backward. Both clap their hands to the measure.]
Both Leaders: You shall dance round again,
You shall dance round again,
Cymbals shall sound again,
Cymbals shall sound again,
[The Queen appears to gather wildflowers.]

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poem by Vachel Lindsay
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The Booker Washington Trilogy

I. A NEGRO SERMON:—SIMON LEGREE

(To be read in your own variety of negro dialect.)

Legree's big house was white and green.
His cotton-fields were the best to be seen.
He had strong horses and opulent cattle,
And bloodhounds bold, with chains that would rattle.
His garret was full of curious things:
Books of magic, bags of gold,
And rabbits' feet on long twine strings.
But he went down to the Devil.

Legree he sported a brass-buttoned coat,
A snake-skin necktie, a blood-red shirt.
Legree he had a beard like a goat,
And a thick hairy neck, and eyes like dirt.
His puffed-out cheeks were fish-belly white,
He had great long teeth, and an appetite.
He ate raw meat, 'most every meal,
And rolled his eyes till the cat would squeal.

His fist was an enormous size
To mash poor niggers that told him lies:
He was surely a witch-man in disguise.
But he went down to the Devil.

He wore hip-boots, and would wade all day
To capture his slaves that had fled away.
But he went down to the Devil.

He beat poor Uncle Tom to death
Who prayed for Legree with his last breath.
Then Uncle Tom to Eva flew,
To the high sanctoriums bright and new;
And Simon Legree stared up beneath,
And cracked his heels, and ground his teeth:
And went down to the Devil.

He crossed the yard in the storm and gloom;
He went into his grand front room.
He said, "I killed him, and I don't care."
He kicked a hound, he gave a swear;
He tightened his belt, he took a lamp,
Went down cellar to the webs and damp.
There in the middle of the mouldy floor
He heaved up a slab, he found a door —
And went down to the Devil.

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poem by Vachel Lindsay
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Ten Minutes Aint Enough

Ten minutes aint enough,
No!
To have my needs satisfactorily pleased.
Ten minutes aint enough.

Ten minutes aint enough!

Ten minutes aint enough,
No!
To know what I want before it leaves.
Ten minutes aint enough.

Ten minutes aint enough!

There has to be a bit of teased acquaintance.
With a chat that sits.
There has to be a bit of teased acquaintance.
With eyes that are fixed.
And not drifting.

Ten minutes aint enough,
No!
To have my needs satisfactorily pleased.
Ten minutes aint enough.

Ten minutes aint enough!

Ten minutes aint enough,
No!
To know what I want before it leaves.
Ten minutes aint enough.

Ten minutes aint enough!

Some may wish a quick...
Beginning that swiftly ends.
With nothing to explore.
But an exit out a door!

Ten minutes aint enough,
No!
To know what I want before it leaves.
Ten minutes aint enough.

Ten minutes aint enough!

There has to be a bit of teased acquaintance.
With a chat that sits.
There has to be a bit of teased acquaintance.
With eyes that are fixed.

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poem by Lawrence S. Pertillar
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Sunday at Hampstead

I

(AN VERY IDLE IDYLL BY A VERY HUMBLE MEMBER OF THE GREAT AND NOBLE LONDON MOB.)

This is the Heath of Hampstead,
This is the Dome of Saint Paul’s;
Beneath, on the serried house-tops,
A chequered luster falls:

And the might city of London,
Under the clouds and the light,
Seems a low, wet beach, half shingle,
With a few sharp rocks upright.

Here we sit, my darling,
And dream an hour away:
The donkeys are hurried and worried,
But we are not donkeys to-day:

Through all the weary week, dear,
We toil in the murk down there,
Tied to a desk and a counter,
A patient, stupid pair!

But on Sunday we slip our thether,
And away from the smoke and the smirch;
Too grateful to God for His Sabbath
To shut its hours in a church.

Away to the green, green country,
Under the open sky;
Where the earth’s sweet breath is incense
And the lark sings psalms on high.

On Sunday we’re Lord and Lady,
With ten times the love and glee
Of those pale, languid rich ones
Who are always and never free.

The drawl and stare and simper,
So fine and cold and staid,
Like exquisite waxwork figures
That must be kept in the shade.

We can laugh out loud when merry,
We can romp at kiss-in-the-ring,
We can take our beer at a public,
We can loll on the grass and sing.

Would you grieve very much, my darling,

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poem by James Thomson
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.

INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .

In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .

In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .

NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.

Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .

TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.

The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.

Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.

A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.

SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .

There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .

CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.

LIST OF REFERENCES.

Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.

Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139

Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14

Harris, S. (1999) . Careers education: contesting policy and practice. Sage

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poem by Innocent Masina Nkhonyo
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Orlando Furioso Canto 19

ARGUMENT
Medoro, by Angelica's quaint hand,
Is healed, and weds, and bears her to Catay.
At length Marphisa, with the chosen band,
After long suffering, makes Laiazzi's bay.
Guido the savage, bondsman in the land,
Which impious women rule with civil sway,
With Marphisa strives in single fight,
And lodges her and hers at full of night.

I
By whom he is beloved can no one know,
Who on the top of Fortune's wheel is seated;
Since he, by true and faithless friends, with show
Of equal faith, in glad estate is greeted.
But, should felicity be changed to woe,
The flattering multitude is turned and fleeted!
While he who loves his master from his heart,
Even after death performs his faithful part.

II
Were the heart seen as is the outward cheer,
He who at court is held in sovereign grace,
And he that to his lord is little dear,
With parts reversed, would fill each other's place;
The humble man the greater would appear,
And he, now first, be hindmost in the race.
But be Medoro's faithful story said,
The youth who loved his lord, alive or dead.

III
The closest path, amid the forest gray,
To save himself, pursued the youth forlorn;
But all his schemes were marred by the delay
Of that sore weight upon his shoulders born.
The place he knew not, and mistook the way,
And hid himself again in sheltering thorn.
Secure and distant was his mate, that through
The greenwood shade with lighter shoulders flew.

IV
So far was Cloridan advanced before,
He heard the boy no longer in the wind;
But when he marked the absence of Medore,
It seemed as if his heart was left behind.
'Ah! how was I so negligent,' (the Moor
Exclaimed) 'so far beside myself, and blind,
That I, Medoro, should without thee fare,
Nor know when I deserted thee or where?'

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poem by Ludovico Ariosto
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Breathing-Time

Peace, perfect peace. . . . Come, lay aside your gun.
The danger zone is past; the gauntlet run.
The bark of Scylla ceases on her shore,
And grim Charybdis threatens us no more.
Respite, Nepenthe, leaning-posts and beer!
Football and horses! Breathing time is here!

O witless fools, who, with your cry, 'To Arms!'
Your warnings venomous, and false alarms,
Sought to estrange us from our yellow friends,
Thus all your potter and your bunkum ends!
We are secure once more; we breathe again.
No further need is there for ships or men.
'The Treaty is renewed!' Hip, Hip, Hooray! . . .
Now let us dream the happy hours away.

One pen-stroke! and our liberty appears
Secure again, for ten long, blissful years.
A diplomat or two, a little ink,
Some paper, and, Hi Presto! in a wink,
The Yellow Peril vanishes from sight,
Like vague dream shadows of a restless night.
Let gentleness and peace overspread the land;
And bid our infant warriors disband.

The War-god broods o'er Europe even yet?
What matter? We've a decade to forget
That e'er we dreamed we heard the grim dogs bark.
What child at noon is fearful of the dark?
The forges of the nations still are lit?
Their anvils ring? What do we reek of it?
With ten long years of peace and joy and light,
We laugh at our vague terrors of the night.

Are truces ever broken? Treaties scorned?
Statesmen corrupted? Diplomats suborned?
Perish the thought! What if, in some far day,
Some foreswom nation flung its bond away?
Shall we, for such as that, forego our joy,
And start at shadows, like a frightened boy?
Shall croaking pessimists, with mild alarms,
Force us, all needlessly, to fly to arms?

Down with the dolts who prate of ships and guns!
Stern Mars shall not enslave Australia's sons.

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poem by Clarence Michael James Stanislaus Dennis
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10,000 Men

Ten thousand men on a hill,
Ten thousand men on a hill,
Some of m goin down, some of m gonna get killed.
Ten thousand men dressed in oxford blue,
Ten thousand men dressed in oxford blue,
Drummin in the morning, in the evening theyll be coming for you.
Ten thousand men on the move,
Ten thousand men on the move,
None of them doing nothin that your mama wouldnt disapprove.
Ten thousand men digging for silver and gold,
Ten thousand men digging for silver and gold,
All clean shaven, all coming in from the cold.
Hey! who could your lover be?
Hey! who could your lover be?
Let me eat off his head so you can really see!
Ten thousand women all dressed in white,
Ten thousand women all dressed in white,
Standin at my window wishing me goodnight.
Ten thousand men looking so lean and frail,
Ten thousand men looking so lean and frail,
Each one of em got seven wives, each one of em just out of jail.
Ten thousand women all sweepin my room,
Ten thousand women all sweepin my room,
Spilling my buttermilk, sweeping it up will a broom.
Ooh, baby, thank you for my tea!
Baby, thank you for my tea!
Its so sweet of you to be so nice to me.

song performed by Bob Dylan
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Ten

ten is my lucky number
ten is the number that i assign
to a poem for
my day
ten is perfect
ten is one and zero
ten is a pillar and a moon
ten is
an exercise of that little child
ten is my count
of when things must end
ten is the number of sheep
in my dream
ten is not eleven
ten with another moon
becomes a
hundred
whatever you think of me
i rate myself
a ten
that is a matter of
personal decision
and if you die because of envy
it is because
ten has always been my favorite
number
even if i wallow
in my own
stupidity, i still cling to ten
because i am not yet perfect
and would soon
become one
Oh God, where are you?

poem by Ric S. Bastasa
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Part I

"That oblong book's the Album; hand it here!
Exactly! page on page of gratitude
For breakfast, dinner, supper, and the view!
I praise these poets: they leave margin-space;
Each stanza seems to gather skirts around,
And primly, trimly, keep the foot's confine,
Modest and maidlike; lubber prose o'er-sprawls
And straddling stops the path from left to right.
Since I want space to do my cipher-work,
Which poem spares a corner? What comes first?
'Hail, calm acclivity, salubrious spot!'
(Open the window, we burn daylight, boy!)
Or see—succincter beauty, brief and bold—
'If a fellow can dine On rumpsteaks and port wine,
He needs not despair Of dining well here—'
'Here!' I myself could find a better rhyme!
That bard's a Browning; he neglects the form:
But ah, the sense, ye gods, the weighty sense!
Still, I prefer this classic. Ay, throw wide!
I'll quench the bits of candle yet unburnt.
A minute's fresh air, then to cipher-work!
Three little columns hold the whole account:
Ecarté, after which Blind Hookey, then
Cutting-the-Pack, five hundred pounds the cut.
'Tis easy reckoning: I have lost, I think."

Two personages occupy this room
Shabby-genteel, that's parlor to the inn
Perched on a view-commanding eminence;
———— -Inn which may be a veritable house
Where somebody once lived and pleased good taste
Till tourists found his coign of vantage out,
And fingered blunt the individual mark
And vulgarized things comfortably smooth.
On a sprig-pattern-papered wall there brays
Complaint to sky Sir Edwin's dripping stag;
His couchant coast-guard creature corresponds;
They face the Huguenot and Light o' the World.
Grim o'er the mirror on the mantlepiece,
Varnished and coffined, Salmo ferox glares
—Possibly at the List of Wines which, framed
And glazed, hangs somewhat prominent on peg.

So much describes the stuffy little room—
Vulgar flat smooth respectability:
Not so the burst of landscape surging in,
Sunrise and all, as he who of the pair
Is, plain enough, the younger personage
Draws sharp the shrieking curtain, sends aloft
The sash, spreads wide and fastens back to wall

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poem by Robert Browning from The Inn Album (1875)
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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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Work Song

Oscar brown jr, nat adderley
Breaking rocks out here on the chain gang
Breaking rocks and serving my time
Breaking rocks out here on the chain gang
Because they done convicted me of crime
Hold it steady right there while I hit it
Well reckon that ought to get it
Been
Working and working
But I still got so terribly far to go
I commited crime lord I needed
Crime of being hungry and poor
I left the grocery store man bleeding (breathing? )
When they caught me robbing his store
Hold it steady right there while I hit it
Well reckon that ought to get it
Been
Working and working
But I still got so terribly far to go
I heard the judge say five years
On chain-gang you gonna go
I heard the judge say five years labor
I heard my old man scream lordy, no!
Hold it right there while I hit it
Well reckon that ought to get it
Been
Working and working
But I still got so terribly far to go
Gonna see my sweet honey bee
Gonna break this chain off to run
Gonna lay down somewhere shady
Lord I sure am hot in the sun
Hold it right there while I hit it
Well reckon that ought to get it
Been
Workin and workin
Been
Workin and slavin
An
Workin and workin
But I still got so terribly far to go

song performed by Nina Simone
Added by Lucian Velea
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The four Monarchyes, the Assyrian being the first, beginning under Nimrod, 131. Years after the Floo

When time was young, & World in Infancy,
Man did not proudly strive for Soveraignty:
But each one thought his petty Rule was high,
If of his house he held the Monarchy.
This was the golden Age, but after came
The boisterous son of Chus, Grand-Child to Ham,
That mighty Hunter, who in his strong toyles
Both Beasts and Men subjected to his spoyles:
The strong foundation of proud Babel laid,
Erech, Accad, and Culneh also made.
These were his first, all stood in Shinar land,
From thence he went Assyria to command,
And mighty Niniveh, he there begun,
Not finished till he his race had run.
Resen, Caleh, and Rehoboth likewise
By him to Cities eminent did rise.
Of Saturn, he was the Original,
Whom the succeeding times a God did call,
When thus with rule, he had been dignifi'd,
One hundred fourteen years he after dy'd.
Belus.
Great Nimrod dead, Belus the next his Son
Confirms the rule, his Father had begun;
Whose acts and power is not for certainty
Left to the world, by any History.
But yet this blot for ever on him lies,
He taught the people first to Idolize:
Titles Divine he to himself did take,
Alive and dead, a God they did him make.
This is that Bel the Chaldees worshiped,
Whose Priests in Stories oft are mentioned;
This is that Baal to whom the Israelites
So oft profanely offered sacred Rites:
This is Beelzebub God of Ekronites,
Likewise Baalpeor of the Mohabites,
His reign was short, for as I calculate,
At twenty five ended his Regal date.
Ninus.
His Father dead, Ninus begins his reign,
Transfers his seat to the Assyrian plain;
And mighty Nineveh more mighty made,
Whose Foundation was by his Grand-sire laid:
Four hundred forty Furlongs wall'd about,
On which stood fifteen hundred Towers stout.
The walls one hundred sixty foot upright,
So broad three Chariots run abrest there might.
Upon the pleasant banks of Tygris floud
This stately Seat of warlike Ninus stood:
This Ninus for a God his Father canonized,
To whom the sottish people sacrificed.

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poem by Anne Bradstreet
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The Tower Beyond Tragedy

I
You'd never have thought the Queen was Helen's sister- Troy's
burning-flower from Sparta, the beautiful sea-flower
Cut in clear stone, crowned with the fragrant golden mane, she
the ageless, the uncontaminable-
This Clytemnestra was her sister, low-statured, fierce-lipped, not
dark nor blonde, greenish-gray-eyed,
Sinewed with strength, you saw, under the purple folds of the
queen-cloak, but craftier than queenly,
Standing between the gilded wooden porch-pillars, great steps of
stone above the steep street,
Awaiting the King.
Most of his men were quartered on the town;
he, clanking bronze, with fifty
And certain captives, came to the stair. The Queen's men were
a hundred in the street and a hundred
Lining the ramp, eighty on the great flags of the porch; she
raising her white arms the spear-butts
Thundered on the stone, and the shields clashed; eight shining
clarions
Let fly from the wide window over the entrance the wildbirds of
their metal throats, air-cleaving
Over the King come home. He raised his thick burnt-colored
beard and smiled; then Clytemnestra,
Gathering the robe, setting the golden-sandaled feet carefully,
stone by stone, descended
One half the stair. But one of the captives marred the comeliness
of that embrace with a cry
Gull-shrill, blade-sharp, cutting between the purple cloak and
the bronze plates, then Clytemnestra:
Who was it? The King answered: A piece of our goods out of
the snatch of Asia, a daughter of the king,
So treat her kindly and she may come into her wits again. Eh,
you keep state here my queen.
You've not been the poorer for me.- In heart, in the widowed
chamber, dear, she pale replied, though the slaves
Toiled, the spearmen were faithful. What's her name, the slavegirl's?
AGAMEMNON Come up the stair. They tell me my kinsman's
Lodged himself on you.
CLYTEMNESTRA Your cousin Aegisthus? He was out of refuge,
flits between here and Tiryns.
Dear: the girl's name?
AGAMEMNON Cassandra. We've a hundred or so other
captives; besides two hundred
Rotted in the hulls, they tell odd stories about you and your
guest: eh? no matter: the ships
Ooze pitch and the August road smokes dirt, I smell like an
old shepherd's goatskin, you'll have bath-water?
CLYTEMNESTRA
They're making it hot. Come, my lord. My hands will pour it.

[...] Read more

poem by Robinson Jeffers
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The Marriage of Heaven and Hell

THE ARGUMENT

RINTRAH roars and shakes his
fires in the burdenM air,
Hungry clouds swag on the deep.

Once meek, and in a perilous path

The just man kept his course along

The Vale of Death.

Roses are planted where thorns grow,

And on the barren heath

Sing the honey bees.

Then the perilous path was planted,
And a river and a spring
On every cliff and tomb;

5

THE MARRIAGE OF

And on the bleached bones
Red clay brought forth:
Till the villain left the paths of ease
To walk in perilous paths, and drive
The just man into barren climes.

Now the sneaking serpent walks
In mild humility ;

And the just man rages in the wilds
Where Uons roam.

Rintrah roars and shakes his fires in

the burdened air,
Hungry clouds swag on the deep.

As a new heaven is begun, and it is
now thirty-three years since its advent,
the Eternal Hell revives. And lo!
Swedenborg is the angel sitting at
the tomb: his writings are the Unen

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poem by William Blake
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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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poem by Gert Strydom
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I Was Born About Ten Thousand Years Ago

(adapted by elvis presley)
I saw old pharaohs daughter bring moses from the water
Ill lick the guy that says it isnt so
I was born about ten thousand years ago
There aint nothing in this world that I dont know
I saved king davids life and he offered me a wife
I said now youre talking business have a chair
Yeah, I was born about ten thousand years ago
Aint nothing in this world that I dont know
Saw peter, paul and moses playing ring around the roses
Ill lick the guy that says it isnt so
I was born about ten thousand years ago
Aint nothing in this world that I dont know
I saw old pharaohs daughter bring moses from the water
Ill lick the guy that says it isnt so
I was there when old noah built the ark
And I crawled in the window after dark
I saw jonah eat the whale and dance with the lions tale
And I crossed over canaan on a log
I was born about ten thousand years ago
Aint nothing in this world that I dont know
I saw old pharaohs daughter bring moses from the water
Ill lick the guy that says it isnt so
Yeah, I was born about ten thousand years ago
Aint nothing in this world that I dont know
Saw peter, paul and moses playing ring around the roses
Ill lick the guy that says it isnt so
I was there when old noah built the ark
And I crawled in the window after dark
I saw jonah eat the whale and dance with the lions tale
And I crossed over canaan on a log
I was born about ten thousand years ago
There aint nothing in this world that I dont know
I saved king davids life and he offered me a wife
I said now youre talking business have a chair
Yeah, I was born about ten thousand years ago
Aint nothing in this world that I dont know
Saw peter, paul and moses playing ring around the roses
Ill lick the guy that says it isnt so

song performed by Elvis Presley
Added by Lucian Velea
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1990 Nightime

I'm back in the hotel
The worst time of my life
Do you ever get the notion
That you're not born sometimes
It's bad dreams for you every night
Until the end (ten years later, I still miss you)
I see no end in sight (ten years later, I still miss you)
no end in sight (ten years later, I still miss you)
I'm back in the hotel
I know you had the worst time of your life
But I've never had the notion
That I have not been born sometimes
Never
It's bad dreams for you every night
Until the end (ten years later, I still miss you)
I see no end in sight (ten years later, I still miss you)
There's no end in sight (ten years later, I still miss you)
It's 1990 nighttime (ten years later, I still miss you)

song performed by Idlewild
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Solomon on the Vanity of the World, A Poem. In Three Books. - Knowledge. Book I.

The bewailing of man's miseries hath been elegantly and copiously set forth by many, in the writings as well of philosophers as divines; and it is both a pleasant and a profitable contemplation.
~
Lord Bacon's Advancement of Learning.

The Argument

Solomon, seeking happiness from knowledge, convenes the learned men of his kingdom; requires them to explain to him the various operations and effects of Nature; discourses of vegetables, animals and man; proposes some questions concerning the origin and situation of the habitable earth: proceeds to examine the system of the visible heaven: doubts if there may not be a plurality of worlds; inquires into the nature of spirits and angels, and wishes to be more fully informed as to the attributes of the Supreme Being. He is imperfectly answered by the Rabbins and Doctors; blames his own curiosity: and concludes that, as to human science, All Is Vanity.

Ye sons of men with just regard attend,
Observe the preacher, and believe the friend,
Whose serious muse inspires him to explain
That all we act and all we think is vain:
That in this pilgrimage of seventy years,
O'er rocks of perils and through vales of tears
Destined to march, our doubtful steps we tend,
Tired with the toil, yet fearful of its end:
That from the womb we take our fatal shares
Of follies, passions, labours, tumults, cares;
And at approach of death shall only know
The truths which from these pensive numbers flow,
That we pursue false joy and suffer real wo.

Happiness! object of that waking dream
Which we call life, mistaking; fugitive theme
Of my pursuing verse: ideal shade,
Notional good; by fancy only made,
And by tradition nursed; fallacious fire,
Whose dancing beams mislead our fond desire;
Cause of our care, and error of our mind:
Oh! hadst thou ever been by Heaven design'd
To Adam, and his mortal race, the boon
Entire had been reserved for Solomon;
On me the partial lot had been bestow'd,
And in my cup the golden draught had flow'd.

But, O! ere yet original man was made,
Ere the foundations of this earth were laid,
It was opponent to our search ordain'd,
That joy still sought should never be attain'd:
This sad experience cites me to reveal,
And what I dictate is from what I feel.

Born, as I as, great David's favourite son,
Dear to my people on the Hebrew throne,
Sublime my court, with Ophir's treasures bless'd.
My name extended to the farthest east,
My body clothed with every outward grace,
Strength in my limbs, and beauty in my face,

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poem by Matthew Prior
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