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I haven't achieved as much as I should have done in my career.

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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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Information Overload

Many suffer from,
Information overload.
And nothing can be done,
By information overload.
Too many getting numb,
With information overload.
And not overcoming,
That information overload...
Can be,
Impossible to see achieved.

Simple conversation is...
Impossible to have it achieved.
Eye contact is...
Impossible to have it achieved.
An understanding is...
Impossible to have it achieved.
People sincere is...
Impossible to have it achieved!

Many suffer from,
Information overload.
And nothing can be done,
By information overload.

With many running away...
From wanting purpose.
And many running away...
From honesty!
And many running away...
From keeping focus.
And many running away...
From peace believed,
To wish it could be possible.

With many running away...
From wanting purpose.
And many running away...
From honesty!
And many running away...
From keeping focus.
And many,
Are running away...
From peace believed.
To wish it could be possible.

Eye contact is...
Impossible to have it achieved.
An understanding is...
Impossible to have it achieved.

[...] Read more

poem by Lawrence S. Pertillar
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Your job is not your career

I responsible to my job, I fight for my career
I bound to job, I grow with career
Job is described, career is developed
Job is fulfilled, career is achieved
Job is for living, career is for life

poem by Maria Sudibyo
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Carlos' In the Middle of the Road, Plagiarized by Me

in the middle of my writing career there was you
you were in the middle of my writing career
there was you
in the middle of my writing career there was you

never should i forget this incident
in the life of my broken eyelashes
never should i forget that in the middle of my writing career
there was you
there was you in the middle of my writing career
in the middle of my writing career
there was you

you were that stone.

poem by Ric S. Bastasa
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As A Re-vamping Advances

Clamped!
Those with fantasies...
Tightening down with a clamp.
Those who don't believe,
A tightened down clamp...
Will be achieved,
And not romanced.
As a re-vamping advances...
To clamp!
Those with fantasies...
Tightening down with a clamp.
Those who don't believe,
A tightened down clamp...
Will be achieved,
And not romanced.
As a re-vamping advances...
To clamp!
Those with fantasies...
Tightening down with a clamp.
Those who don't believe,
A tightened down clamp...
Will be achieved,
And not romanced.
As a re-vamping advances...
To clamp!

1-2-3...and,
Clamped!
Those with fantasies...
Tightening down with a clamp.
Those who don't believe,
A tightened down clamp...
Will be achieved,
And not romanced.
As a re-vamping advances...
To clamp!

'I love this.
I love the 'salsa' feel of it.
What are you calling this,
Rhythmic hypnoticness? '

~As A Re-vamping Advances~

'I like those key elements of change.
It's very close to a cha-cha.'

poem by Lawrence S. Pertillar
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Orlando Furioso Canto 11

ARGUMENT
Assisted by the magic ring she wears,
Angelica evanishes from view.
Next in a damsel, whom a giant bears
Beneath his arm, his bride Rogero true
Beholds. Orlando to the shore repairs,
Where the fell orc so many damsels slew;
Olympia frees, and spoils the beast of life:
Her afterwards Oberto takes to wife.

I
Although a feeble rein, in mid career,
Will oft suffice to stop courageous horse;
'Tis seldom Reason's bit will serve to steer
Desire, or turn him from his furious course,
When pleasure is in reach: like headstrong bear,
Whom from the honeyed meal 'tis ill to force,
If once he scent the tempting mess, or sup
A drop, which hangs upon the luscious cup.

II
What reason then Rogero shall withhold
From taking with Angelica delight, -
That gentle maid, there naked in his hold,
In the lone forest, and secure from sight?
Of Bradamant he thinks not, who controlled
His bosom erst: and foolish were the knight,
If thinking of that damsel as before,
By this he had not set an equal store;

III
Warmed by whose youthful beauties, the severe
Xenocrates would not have been more chaste.
The impatient Child had dropt both shield and spear,
And hurrying now his other arms uncased;
When, casting down her eyes in shame and fear,
The virtuous ring upon her finger placed,
Angelica descried, and which of yore
From her Brunello in Albracca bore.

IV
This is the ring she carried into France,
When thither first the damsel took her way;
With her the brother, bearer of the lance,
After, the paladin, Astolpho's prey.
With this she Malagigi's spells and trance
Made vain by Merlin's stair; and on a day
Orlando freed, with many knights and good,
From Dragontina's cruel servitude:

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poem by Ludovico Ariosto
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War And Peace—A Poem

THOU, bright Futurity! whose prospect beams,
In dawning radiance on our day-light dreams;
Whose lambent meteors and ethereal forms
Gild the dark clouds, and glitter thro' the storms;
On thy broad canvas fancy loves to trace,
Her brilliant Iris, drest in vivid grace;
Paints fair creations in celestial dyes,
Tints of the morn and blushes of the skies;
And bids her scenes perfection's robe assume,
The mingling flush of light, and life, and bloom.
Thou bright Futurity! whose morning-star
Still beams unveil'd, unclouded, from afar;
Whose lovely vista smiling Hope surveys,
Thro' the dim twilight of the silvery haze;

Oh! let the muse expand her wing on high,
Thy shadowy realms, thy worlds unknown descry;
Let her clear eye-beam, flashing lucid light,
Chase from thy forms th' involving shades of night;
Pierce the dark clouds that veil thy noontide rays,
And soar, exulting, in meridian blaze!
In bliss, in grief, thy radiant scenes bestow,
The zest of rapture, or the balm of woe!
For, as the sun-flower to her idol turns,
Glows in his noon, and kindles as he burns;
Expands her bosom to th' exalting fire,
Lives but to gaze, and gazes to admire;
E'en so to thee, the mind incessant flies,
From thy pure source the fount of joy supplies;
And steals from thee the sunny light that throws
A brighter blush on pleasure's living rose!
To thee pale sorrow turns her eye of tears,
Lifts the dim curtain of unmeasur'd years;
And hails thy promis'd land, th' Elysian shore,
Where weeping virtue shall bewail no more!

Now, while the sounds of martial wrath assail,
While the red banner floats upon the gale;
While dark destruction, with his legion-bands,
Waves the bright sabre o'er devoted lands;
While war's dread comet flashes thro' the air,
And fainting nations tremble at the glare;
To thee, Futurity! from scenes like these,
Pale fancy turns, for heav'n-imparted ease;
Turns to behold, in thy unclouded skies,
The orb of peace in bright perspective rise;
And pour around, with joy-diffusing ray,
Life, light, and glory, in a flood of day!

Thou, whose lov'd presence and benignant smile

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poem by Felicia Dorothea Hemans
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The Columbiad: Book VII

The Argument

Coast of France rises in vision. Louis, to humble the British power, forms an alliance with the American states. This brings France, Spain and Holland into the war, and rouses Hyder Ally to attack the English in India. The vision returns to America, where the military operations continue with various success. Battle of Monmouth. Storming of Stonypoint by Wayne. Actions of Lincoln, and surrender of Charleston. Movements of Cornwallis. Actions of Greene, and battle of Eutaw. French army arrives, and joins the American. They march to besiege the English army of Cornwallis in York and Gloster. Naval battle of Degrasse and Graves. Two of their ships grappled and blown up. Progress of the siege. A citadel mined and blown up. Capture of Cornwallis and his army. Their banners furled and muskets piled on the field of battle.

Thus view'd the Pair; when lo, in eastern skies,
From glooms unfolding, Gallia's coasts arise.
Bright o'er the scenes of state a golden throne,
Instarr'd with gems and hung with purple, shone;
Young Bourbon there in royal splendor sat,
And fleets and moving armies round him wait.
For now the contest, with increased alarms,
Fill'd every court and roused the world to arms;
As Hesper's hand, that light from darkness brings,
And good to nations from the scourge of kings,
In this dread hour bade broader beams unfold,
And the new world illuminate the old.

In Europe's realms a school of sages trace
The expanding dawn that waits the Reasoning Race;
On the bright Occident they fix their eyes,
Thro glorious toils where struggling nations rise;
Where each firm deed, each new illustrious name
Calls into light a field of nobler fame:
A field that feeds their hope, confirms the plan
Of well poized freedom and the weal of man.
They scheme, they theorize, expand their scope,
Glance o'er Hesperia to her utmost cope;
Where streams unknown for other oceans stray,
Where suns unseen their waste of beams display,
Where sires of unborn nations claim their birth,
And ask their empires in those wilds of earth.
While round all eastern climes, with painful eye,
In slavery sunk they see the kingdoms lie,
Whole states exhausted to enrich a throne,
Their fruits untasted and their rights unknown;
Thro tears of grief that speak the well taught mind,
They hail the æra that relieves mankind.

Of these the first, the Gallic sages stand,
And urge their king to lift an aiding hand.
The cause of humankind their souls inspired,
Columbia's wrongs their indignation fired;
To share her fateful deeds their counsel moved,
To base in practice what in theme they proved:
That no proud privilege from birth can spring,
No right divine, nor compact form a king;
That in the people dwells the sovereign sway,
Who rule by proxy, by themselves obey;

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poem by Joel Barlow
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Light Burst, Confusion, First Thirst, Then Fusion, Flight

As nature hates a vacuum NOTHING can
be but a figment fragment second-guessed.
Reality and dreams combine, their quest
is thus to banish NOTHING then to span
creation’s vastness, scanning big bang's van,
from tao trip evolution's also-ran
to space displacement through one thousandth dan,
to Time condensing on initial jest
when request and inquest converge in gest.
Atoms void avoid, spin tails till trail's lost, rest
contest, contestants, distance, über plan,
arresting surface difference with zest.

From mess congestive to suggestive test
of chaos, universal fractal fest
patterns pitter patter, matter must
invent itself from, to, through, into dust.

./.

Before big bang rang change strange, range remaining still in flux
electrons once were strangers all to call of ‘fiat lux’.
Along came fission’s fusion, confusion first, then light
bequeathing mission’s clues upon delusion and delight.
This led to fate's conclusion, caused atoms to unite
the which, in turn, illusion lent woe_man - sum mum quite!

From chaos sprung our meeting, a marriage of convenience,
the which our rhymes are sweeting so judge linked lines with lenience.
When I was oxygenic and you two hydro genes
as dry as dust hygenic remained both Ways and Means,
as lonely and divided you me me…anderings,
unknown were helix he licks, and protoplasmic strings.

Unknown were then amoebae, or cells life's spells now bring,
like wise unfixed stoned genes' screen sticks, where species do their thing,
Thus life reached out, leached in for years before the Christian Right
decided seven days were all transforming night to right.
The Kansas Education Board's creation tale lies scored,
for aeons spun, together run, provided bread and board
for creatures wild - those really mild encountered some predators
before blind humankind assigned their carbon half-life daters.
Without our tryst few formal life forms on earth could ever
pursue existence ‘normal’, act out silly or feel clever.

When I was young and ignorant unknown to hair twins hydro
few days were spent in versing chant, reversing carbohydro
none fought for life on food chain link, existence ungalactic
they were a simple pair I think, electrons unclimactic.
But now beneath, above, beyond it is our joy to bond -

[...] Read more

poem by Jonathan Robin
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Orlando Furioso Canto 22

ARGUMENT
Atlantes' magic towers Astolpho wight
Destroys, and frees his thralls from prison-cell.
Bradamant finds Rogero, who in fight
O'erthrows four barons from the warlike sell,
When on their way to save an errant knight
Doomed to devouring fire: the four who fell
For impious Pinnabel maintained the strife,
Whom, after, Bradamant deprives of life.

I
Ye courteous dames, and to your lovers dear,
You that are with one single love content;
Though, 'mid so many and many, it is clear
Right few of you are of such constant bent;
Be not displeased at what I said whilere,
When I so bitterly Gabrina shent,
Nor if I yet expend some other verse
In censure of the beldam's mind perverse.

II
Such was she; and I hide not what is true;
So was enjoined me for a task by one
Whose will is law; therefore is honour due
To constant heart throughout my story done.
He who betrayed his master to the Jew
For thirty pence, nor Peter wronged, nor John,
Nor less renowned is Hypermnestra's fame,
For her so many wicked sisters' shame.

III
For one I dare to censure in my lays,
For so the story wills which I recite,
On the other hand, a hundred will I praise,
And make their virtue dim the sun's fair light;
But turning to the various pile I raise,
(Gramercy! dear to many) of the knight
Of Scotland I was telling, who hard-by
Had heard, as was rehearsed, a piercing cry.

IV
He entered, 'twixt two hills, a narrow way,
From whence was heard the cry; nor far had hied,
Ere to a vale he came shut out from day,
Where he before him a dead knight espied.
Who I shall tell; but first I must away
From France, in the Levant to wander wide,
Till I the paladin Astolpho find,
Who westward had his course from thence inclined.

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poem by Ludovico Ariosto
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Sir Hornbook

I.

O'er bush and briar Childe Launcelot sprung
With ardent hopes elate,
And loudly blew the horn that hung
Before Sir Hornbook's gate.

The inner portals opened wide,
And forward strode the chief,
Arrayed in paper helmet's pride,
And arms of golden leaf.

--"What means,"--he cried,--"This daring noise,
That wakes the summer day?
I hate all idle truant boys:
Away, Sir Childe, away!"--

--"No idle, truant boy am I,"--
Childe Launcelot answered straight;
--"Resolved to climb this hill so high,
I seek thy castle gate.

"Behold the talisman I bear,
And aid my bold design:"--
Sir Hornbook gazed, and written there,
Knew Emulation's sign.

"If Emulation sent thee here,"
Sir Hornbook quick replied,
"My merrymen all shall soon appear,
To aid thy cause with shield and spear,
And I will head thy bold career,
And prove thy faithful guide."--

Loud rung the chains; the drawbridge fell;
The gates asunder flew:
The knight thrice beat the portal bell,
And thrice he call'd "Halloo."

And out, and out, in hasty rout,
By ones, twos, threes, and fours;
His merrymen rush'd the walls without,
And stood before the doors.

II.

Full six and twenty men were they,
In line of battle spread:
The first that came was mighty A,

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poem by Thomas Love Peacock
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You Left

India, it is u went
Friend
Three decades now
You've left
And what hav you achieved?
If not bread to live by
Tell me what have
You achieved dear friend?
.
As for me, your friehd
In Nigeria,
I have achieved nothing
Just freedom,
And life, to live by.

poem by Efe Benjamin
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Paradise Lost: Book 02

High on a throne of royal state, which far
Outshone the wealth or Ormus and of Ind,
Or where the gorgeous East with richest hand
Showers on her kings barbaric pearl and gold,
Satan exalted sat, by merit raised
To that bad eminence; and, from despair
Thus high uplifted beyond hope, aspires
Beyond thus high, insatiate to pursue
Vain war with Heaven; and, by success untaught,
His proud imaginations thus displayed:--
"Powers and Dominions, Deities of Heaven!--
For, since no deep within her gulf can hold
Immortal vigour, though oppressed and fallen,
I give not Heaven for lost: from this descent
Celestial Virtues rising will appear
More glorious and more dread than from no fall,
And trust themselves to fear no second fate!--
Me though just right, and the fixed laws of Heaven,
Did first create your leader--next, free choice
With what besides in council or in fight
Hath been achieved of merit--yet this loss,
Thus far at least recovered, hath much more
Established in a safe, unenvied throne,
Yielded with full consent. The happier state
In Heaven, which follows dignity, might draw
Envy from each inferior; but who here
Will envy whom the highest place exposes
Foremost to stand against the Thunderer's aim
Your bulwark, and condemns to greatest share
Of endless pain? Where there is, then, no good
For which to strive, no strife can grow up there
From faction: for none sure will claim in Hell
Precedence; none whose portion is so small
Of present pain that with ambitious mind
Will covet more! With this advantage, then,
To union, and firm faith, and firm accord,
More than can be in Heaven, we now return
To claim our just inheritance of old,
Surer to prosper than prosperity
Could have assured us; and by what best way,
Whether of open war or covert guile,
We now debate. Who can advise may speak."
He ceased; and next him Moloch, sceptred king,
Stood up--the strongest and the fiercest Spirit
That fought in Heaven, now fiercer by despair.
His trust was with th' Eternal to be deemed
Equal in strength, and rather than be less
Cared not to be at all; with that care lost
Went all his fear: of God, or Hell, or worse,
He recked not, and these words thereafter spake:--

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poem by John Milton
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Keepin'-Th'Big-Ball Bouncin

Caught up in the nonsense.
Keepin'-th'big-ball bouncing.

And waiting for some annoucement...
To stop that loud sound that pounds!

Caught up in the nonsense.
Keepin'-th'big-ball bouncing.

Yet hypnotized to the aspect,
Folks stay ready to pounce.
But no one moves to unload the packs,
Stacked on their backs.
Mounting are their burdens,
And some like it like that!

Caught up in the nonsense.
Keepin'-th'big-ball bouncing.

Bitten lips,
Bleeding blood.
Taking it.
With the moaning.

Sighing in their pain with pleas...
As if they seek someone to please.
And squeezing sweat from handkerchieves...
In fields they're proud to plow,
But gone!

Caught up in the nonsense.
Keepin'-th'big-ball bouncing.

With a dragging of their feet...
To feed defeat on urban streets.
And reminiscing this so easy,
As if this beat succeeds.
And it does.

A nothingness achieved...
Like this does.

Caught up in the nonsense.
Keepin'-th'big-ball bouncing.
Keepin'-th'big-ball bouncing.
Keepin'-th'big-ball bouncing.
Keepin'-th'big-ball bouncing.
Keepin'-th'big-ball bouncing.
And...
A nothingness achieved,

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poem by Lawrence S. Pertillar
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Overnight They Want The 'Info

Overnight they want the 'secret',
From one they have seen has achieved.
Overnight they want the 'info'...
As if what has been done,
Will make it easy for them to succeed.

Isn't that always the case?
Someone labors years alone,
Dedicated and toiling through heartaches.
Applies devotion when jokes are thrown.
Then 'suddenly' the one that is mocked,
Establishes a name...
And becomes well known.

Overnight they want the 'secret',
From one they have seen has achieved.
Overnight they want the 'info'...
As if what has been done,
Will make it easy for them to succeed.

Isn't that always the case?
People will sit back and procrastinate.
Exaggerating what it is they 'wish' to do.
But doing 'nothing' on a daily basis...
Yet spend time critiquing with attitude.

Then time slips from them through their hands,
And when this is realized...
They then want to take a stand.
Wishing from someone,
To show them how things are done.
But absent of patience to listen to anyone!

Overnight they want the 'secret',
From one they have seen has achieved.
Overnight they want the 'info'...
As if what has been done,
Will make it easy for them to succeed.

poem by Lawrence S. Pertillar
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Social Bankruptcy

As a result of their convictions,
With a desire to obtain a social status.
One they grabbed at when that opportunity arrived!
Some have earned those sought titles.
To have lives prioritized with a guarantee...
They have what it takes.
And have 'made it' in 'this' society!

But...
What is it have they really achieved?
Sacrificing their skills and knowledge,
To improve humanity?
I'm sure 'somewhere' under the barrage of bad news,
Those images are highlighted,
To provide moralistic inspiration viewed and as seen.

What is it have they really achieved?
Honestly...
Let's share!

An ability to say,
They have a good credit rating...
That promises to stay that way?
To keep their nouveau riche noses,
Stuck high in polluted air?

What is it have they really achieved?
A reflection of a greed,
That suppresses those in need.
And choosing to bask in attitudes,
As superficial representatives...
Doing what those with a false sense of self do?

And...
What they have accomplished does succeeds.
From their point of view.
Although,
What is reflected...
Is their connection,
To a widespread and unprecedented failure...
Unconsciously digested.

What is it have they really accomplished?
When so many with degrees have been qualified...
To do,
What?
Prove a gluttony that leaves all to bleed?

What is it have they really accomplished?
A greater sense of ignorance that sits on the edge,

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poem by Lawrence S. Pertillar
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Orlando Furioso Canto 4

ARGUMENT
The old Atlantes suffers fatal wreck,
Foiled by the ring, and young Rogero freed,
Who soars in air till he appears a speck,
Mounted upon the wizard's winged steed.
Obediant to the royal Charles's beck,
He who had followed Love's imperious lead,
Rinaldo, disembarks on British land,
And saves Genevra, doomed to stake and brand.

I
Though an ill mind appear in simulation,
And, for the most, such quality offends;
'Tis plain that this in many a situation
Is found to further beneficial ends,
And save from blame, and danger, and vexation;
Since we converse not always with our friends,
In this, less clear than clouded, mortal life,
Beset with snares, and full of envious strife.

II
If after painful proof we scarcely find
A real friend, through various chances sought,
To whom we may communicate our mind,
Keeping no watch upon our wandering thought;
What should the young Rogero's lady kind
Do with Brunello, not sincere, but fraught
With treasons manifold, and false and tainted,
As by the good enchantress truly painted?

III
She feigns as well with that deceitful scout;
(Fitting with him the father of all lies)
Watches his thievish hands in fear and doubt;
And follows every motion with her eyes.
When lo! a mighty noise is heard without!
"O mighty mother! king of heaven!" she cries,
"What thing is this I hear?" and quickly springs
Towards the place from whence the larum rings,

IV
And sees the host and all his family,
Where, one to door, and one to window slips,
With eyes upturned and gazing at the sky,
As if to witness comet or eclipse.
And there the lady views, with wondering eye,
What she had scarce believed from other's lips,
A feathered courser, sailing through the rack,
Who bore an armed knight upon his back.

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poem by Ludovico Ariosto
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England And Spain

Too long have Tyranny and Power combined,
To sway, with iron sceptre, o'er mankind;
Long has Oppression worn th' imperial robe,
And Rapine's sword has wasted half the globe!
O'er Europe's cultured realms, and climes afar,
Triumphant Gaul has pour'd the tide of war;
To her fair Austria veil'd the standard bright;
Ausonia's lovely plains have own'd her might;
While Prussia's eagle, never taught to yield,
Forsook her tow'ring height on Jena's field!

Oh! gallant Fred'ric! could thy parted shade,
Have seen thy country vanquish'd and betray'd;
How had thy soul indignant mourn'd her shame,
Her sullied trophies, and her tarnish'd fame!
When Valour wept lamented BRUNSWlCK's doom,
And nursed with tears, the laurels on his tomb;
When Prussia, drooping o'er her hero's grave,
Invoked his spirit to descend and save;
Then set her glories -- then expired her sun,
And fraud achieved -- e'en more than conquest won!

O'er peaceful realms, that smiled with plenty gay,
Has desolation spread her ample sway;
Thy blast, oh Ruin! on tremendous wings,
Has proudly swept o'er empires, nations, kings!
Thus the wild hurricane's impetuous force,
With dark destruction marks its whelming course;
Despoils the woodland's pomp, the blooming plain,
Death on its pinion, vengeance in its train!
-- Rise, Freedom, rise! and breaking from thy trance,
Wave the dread banner, seize the glittering lance!
With arm of might assert thy sacred cause,
And call thy champions to defend thy laws!
How long shall tyrant power her throne maintain?
How long shall despots and usurpers reign?
Is honour's lofty soul for ever fled?
Is virtue lost? is martial ardour dead?
Is there no heart where worth and valour dwell,
No patriot WALLACE, no undaunted TELL?
Yes, Freedom, yes! thy sons, a noble band,
Around thy banner, firm, exulting stand;
Once more 'tis thine, invincible, to wield
The beamy spear, and adamantine shield!
Again thy cheek with proud resentment glows,
Again thy lion-glance appals thy foes;
Thy kindling eye-beam darts unconquer'd fires,
Thy look sublime the warrior's heart inspires:
And while, to guard thy standard and thy right,
Castilians rush, intrepid, to the fight;

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poem by Felicia Dorothea Hemans
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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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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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