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Of all the roles I've done on the stage, I'm partial to Cyrano de Bergerac.

quote by Bela Lugosi
Added by Lucian Velea
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The Rosciad

Unknowing and unknown, the hardy Muse
Boldly defies all mean and partial views;
With honest freedom plays the critic's part,
And praises, as she censures, from the heart.

Roscius deceased, each high aspiring player
Push'd all his interest for the vacant chair.
The buskin'd heroes of the mimic stage
No longer whine in love, and rant in rage;
The monarch quits his throne, and condescends
Humbly to court the favour of his friends;
For pity's sake tells undeserved mishaps,
And, their applause to gain, recounts his claps.
Thus the victorious chiefs of ancient Rome,
To win the mob, a suppliant's form assume;
In pompous strain fight o'er the extinguish'd war,
And show where honour bled in every scar.
But though bare merit might in Rome appear
The strongest plea for favour, 'tis not here;
We form our judgment in another way;
And they will best succeed, who best can pay:
Those who would gain the votes of British tribes,
Must add to force of merit, force of bribes.
What can an actor give? In every age
Cash hath been rudely banish'd from the stage;
Monarchs themselves, to grief of every player,
Appear as often as their image there:
They can't, like candidate for other seat,
Pour seas of wine, and mountains raise of meat.
Wine! they could bribe you with the world as soon,
And of 'Roast Beef,' they only know the tune:
But what they have they give; could Clive do more,
Though for each million he had brought home four?
Shuter keeps open house at Southwark fair,
And hopes the friends of humour will be there;
In Smithfield, Yates prepares the rival treat
For those who laughter love, instead of meat;
Foote, at Old House,--for even Foote will be,
In self-conceit, an actor,--bribes with tea;
Which Wilkinson at second-hand receives,
And at the New, pours water on the leaves.
The town divided, each runs several ways,
As passion, humour, interest, party sways.
Things of no moment, colour of the hair,
Shape of a leg, complexion brown or fair,
A dress well chosen, or a patch misplaced,
Conciliate favour, or create distaste.
From galleries loud peals of laughter roll,
And thunder Shuter's praises; he's so droll.
Embox'd, the ladies must have something smart,

[...] Read more

poem by Charles Churchill
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Get Off The Stage

Oh, you silly old man
You silly old man
Youre making a fool of yourself
So get off the stage
You silly old man
In your misguided trousers
With your mascara and your fender guitar
And you think you can arouse us ?
But the song that you just sang
It sounds exactly like the last one
And the next one
I bet you it will sound
Like this one
Downstage, and offstage
Dont you feel all run in ?
And do you wonder when they will take it away ?
This is your final fling
But then applause ran high
But for the patience of the ones behind you
As a verse drags on like a month drags on
Its very short, but it seems very long
And the song that you just sang
It sounds exactly like the last one
And the next one
I bet you it will sound
Like this one
So, get off the stage
Oh, get off the stage
And when we get down off of the stage
Please stay off the stage - all day !
Get off the stage
Oh, get off the stage
And when weve had our money back
Then Id like your back in plaster
Oh, I know that you say
How age has no meaning
Oh, but here is your audience now
And theyre screaming :
Get off the stage
Oh, get off the stage
Because Ive given you enough of my time
And the money that wasnt even mine
Have you seen yourself recently ?
Oh, get off the stage
Oh, get off the stage
For whom, oh ...
For whom, oh ...
For whom, oh ...
For whom, oh ...
Get off the stage

[...] Read more

song performed by Morrissey
Added by Lucian Velea
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Child Molester

Note- I wanted to write something something darker and deeper then what I currently have been.

This is what came out.

Dark Rewrite of Britney Spear's Womanizer

Storyline-One woman takes the stand that no one else will to save her street from the unthinkable

Perverted neighbor
I know where you're from
I think it's best you get your twisted... going
Got more then just a clue what you're up to
You can play squeaky clean tp all the others gathered here
But I know what you really are, what you really are sickie

Look at you
Tryin' to act so on the up and up
Sickie, you
Got everyone else here fooled
But not me, oh no, not me
Fakin' like deep down you're a good one
Let's just lay our cards out on the table
Get it all out now
Call 'em like we both know 'em

Child molester, child-child molester
You're a child molester
Oh, child molester, oh you're a child molester, sickie
You-you know-you know you are
You-you know-you know you are
Child molester, child molester, child molester

Sicko, don't try stage that front
Oh no, no, not with me
Cos I know just-just what you are, ah, ah, what you are
Sicko, don't try to stage that front
Oh no, no, not with me
Cos I know just-just what you are, ah, ah, what you are
(Spoken) You got some kind of twisted game goin'
You got them all believin' you're so charmin'
But I won't let you keep on doin' it
You child molester

Sicko, don't try stage that front
Oh no, no, not with me
Cos I know just-just what you are, ah, ah, what you are
Sicko, don't try to stage that front
Oh no, no, not with me
Cos I know just-just what you are, ah, ah, what you are
(Spoken) You say I'm crazy

[...] Read more

poem by Ramona Thompson
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A poem on divine revelation

This is a day of happiness, sweet peace,
And heavenly sunshine; upon which conven'd
In full assembly fair, once more we view,
And hail with voice expressive of the heart,
Patrons and sons of this illustrious hall.
This hall more worthy of its rising fame
Than hall on mountain or romantic hill,
Where Druid bards sang to the hero's praise,
While round their woods and barren heaths was heard
The shrill calm echo of th' enchanting shell.
Than all those halls and lordly palaces
Where in the days of chivalry, each knight,
And baron brave in military pride
Shone in the brass and burning steel of war;
For in this hall more worthy of a strain
No envious sound forbidding peace is heard,
Fierce song of battle kindling martial rage
And desp'rate purpose in heroic minds:
But sacred truth fair science and each grace
Of virtue born; health, elegance and ease
And temp'rate mirth in social intercourse
Convey rich pleasure to the mind; and oft
The sacred muse in heaven-breathing song
Doth wrap the soul in extasy divine,
Inspiring joy and sentiment which not
The tale of war or song of Druids gave.
The song of Druids or the tale of war
With martial vigour every breast inspir'd,
With valour fierce and love of deathless fame;
But here a rich and splendid throng conven'd
From many a distant city and fair town,
Or rural seat by shore or mountain-stream,
Breathe joy and blessing to the human race,
Give countenance to arts themselves have known,
Inspire the love of heights themselves have reach'd,
Of noble science to enlarge the mind,
Of truth and virtue to adorn the soul,
And make the human nature grow divine.

Oh could the muse on this auspicious day
Begin a song of more majestic sound,
Or touch the lyre on some sublimer key,
Meet entertainment for the noble mind.
How shall the muse from this poetic bow'r
So long remov'd, and from this happy hill,
Where ev'ry grace and ev'ry virtue dwells,
And where the springs of knowledge and of thought
In riv'lets clear and gushing streams flow down
Attempt a strain? How sing in rapture high

[...] Read more

poem by Hugh Henry Brackenridge
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One of the things I enjoy about acting is that I work at it all the time.I might be chopping onions as Trudeau and stirring a pot as somebody else. I'm trying things on for size. If you dissect my characterization of Trudeau I could show you where this piece is me, this piece is Hamlet, this piece is Cyrano de Bergerac. Hopefully they are seamlessly stitched together to create the illusion of Trudeau doing what we needed him to do.

quote by Colm Feore
Added by Veronica Serbanoiu
Comment! | Vote! | Copy! | In Romanian

The Apology

ADDRESSED TO THE CRITICAL REVIEWERS.

Tristitiam et Metus.--HORACE.

Laughs not the heart when giants, big with pride,
Assume the pompous port, the martial stride;
O'er arm Herculean heave the enormous shield,
Vast as a weaver's beam the javelin wield;
With the loud voice of thundering Jove defy,
And dare to single combat--what?--A fly!
And laugh we less when giant names, which shine
Establish'd, as it were, by right divine;
Critics, whom every captive art adores,
To whom glad Science pours forth all her stores;
Who high in letter'd reputation sit,
And hold, Astraea-like, the scales of wit,
With partial rage rush forth--oh! shame to tell!--
To crush a bard just bursting from the shell?
Great are his perils in this stormy time
Who rashly ventures on a sea of rhyme:
Around vast surges roll, winds envious blow,
And jealous rocks and quicksands lurk below:
Greatly his foes he dreads, but more his friends;
He hurts me most who lavishly commends.
Look through the world--in every other trade
The same employment's cause of kindness made,
At least appearance of good will creates,
And every fool puffs off the fool he hates:
Cobblers with cobblers smoke away the night,
And in the common cause e'en players unite;
Authors alone, with more than savage rage,
Unnatural war with brother authors wage.
The pride of Nature would as soon admit
Competitors in empire as in wit;
Onward they rush, at Fame's imperious call,
And, less than greatest, would not be at all.
Smit with the love of honour,--or the pence,--
O'errun with wit, and destitute of sense,
Should any novice in the rhyming trade
With lawless pen the realms of verse invade,
Forth from the court, where sceptred sages sit,
Abused with praise, and flatter'd into wit,
Where in lethargic majesty they reign,
And what they won by dulness, still maintain,
Legions of factious authors throng at once,
Fool beckons fool, and dunce awakens dunce.
To 'Hamilton's the ready lies repair--
Ne'er was lie made which was not welcome there--
Thence, on maturer judgment's anvil wrought,
The polish'd falsehood's into public brought.

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poem by Charles Churchill
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Sally Simpson

Outside the house mr. simpson announced
Outside the house mr. simpson announced
That sally couldnt go to the meeting.
That sally couldnt go to the meeting.
He went on cleaning his blue rolls royce
He went on cleaning his blue rolls royce
And she ran inside weeping.
And she ran inside weeping.
She got to her room and tears splashed the picture
She got to her room and tears splashed the picture
Of the new messiah.
Of the new messiah.
She picked up a book of her fathers life
She picked up a book of her fathers life
And threw it on the fire!
And threw it on the fire!
She knew from the start
She knew from the start
Deep down in her heart
Deep down in her heart
That she and tommy were worlds apart,
That she and tommy were worlds apart,
But her mother said never mind your part...
But her mother said never mind your part...
Is to be what youll be.
Is to be what youll be.
The theme of the sermon was come unto me,
The theme of the sermon was come unto me,
Love will find a way,
Love will find a way,
So sally decided to ignore her dad,
So sally decided to ignore her dad,
And sneak out anyway!
And sneak out anyway!
She spent all afternoon getting ready,
She spent all afternoon getting ready,
And decided shed try to touch him,
And decided shed try to touch him,
Maybe hed see that she was free
Maybe hed see that she was free
And talk to her this sunday.
And talk to her this sunday.
She knew from the start
She knew from the start
Deep down in her heart
Deep down in her heart
That she and tommy were worlds apart,
That she and tommy were worlds apart,
But her mother said never mind your part...
But her mother said never mind your part...

[...] Read more

song performed by Who
Added by Lucian Velea
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Michael Oaktree

Under an arch of glorious leaves I passed
Out of the wood and saw the sickle moon
Floating in daylight o'er the pale green sea.

It was the quiet hour before the sun
Gathers the clouds to prayer and silently
Utters his benediction on the waves
That whisper round the death-bed of the day.
The labourers were returning from the farms
And children danced to meet them. From the doors
Of cottages there came a pleasant clink
Where busy hands laid out the evening meal.
From smouldering elms around the village spire
There soared and sank the caw of gathering rooks.
The faint-flushed clouds were listening to the tale
The sea tells to the sunset with one sigh.
The last white wistful sea-bird sought for peace,
And the last fishing-boat stole o'er the bar,
And fragrant grasses, murmuring a prayer,
Bowed all together to the holy west,
Bowed all together thro' the golden hush,
The breathing hush, the solemn scented hush,
The holy, holy hush of eventide.

And, in among the ferns that crowned the hill
With waving green and whispers of the wind,
A boy and girl, carelessly linking hands,
Into their golden dream drifted away.
On that rich afternoon of scent and song
Old Michael Oaktree died. It was not much
He wished for; but indeed I think he longed
To see the light of summer once again
Blossoming o'er the far blue hills. I know
He used to like his rough-hewn wooden bench
Placed in the sun outside the cottage door
Where in the listening stillness he could hear,
Across the waving gilly-flowers that crowned
His crumbling garden wall, the long low sigh
Of supreme peace that whispers to the hills
The sacred consolation of the sea.
He did not hope for much: he longed to live
Until the winter came again, he said;
But on the last sweet eve of May he died.

I wandered sadly through the dreaming lanes
Down to the cottage on that afternoon;
For I had known old Michael Oaktree now
So many years, so many happy years.
When I was little he had carried me
High on his back to see the harvest home,

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poem by Alfred Noyes
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Tale XV

ADVICE; OR THE 'SQUIRE AND THE PRIEST.

A wealthy Lord of far-extended land
Had all that pleased him placed at his command;
Widow'd of late, but finding much relief
In the world's comforts, he dismiss'd his grief;
He was by marriage of his daughters eased,
And knew his sons could marry if they pleased;
Meantime in travel he indulged the boys,
And kept no spy nor partner of his joys.
These joys, indeed, were of the grosser kind,
That fed the cravings of an earthly mind;
A mind that, conscious of its own excess,
Felt the reproach his neighbours would express.
Long at th' indulgent board he loved to sit,
Where joy was laughter, and profaneness wit;
And such the guest and manners of the hall,
No wedded lady on the 'Squire would call:
Here reign'd a Favourite, and her triumph gain'd
O'er other favourites who before had reign'd;
Reserved and modest seemed the nymph to be,
Knowing her lord was charm'd with modesty;
For he, a sportsman keen, the more enjoy'd,
The greater value had the thing destroyed.
Our 'Squire declared, that from a wife released,
He would no more give trouble to a Priest;
Seem'd it not, then, ungrateful and unkind
That he should trouble from the priesthood find?
The Church he honour'd, and he gave the due
And full respect to every son he knew;
But envied those who had the luck to meet
A gentle pastor, civil and discreet;
Who never bold and hostile sermon penned,
To wound a sinner, or to shame a friend;
One whom no being either shunn'd or fear'd:
Such must be loved wherever they appear'd.
Not such the stern old Rector of the time,
Who soothed no culprit, and who spared no crime;
Who would his fears and his contempt express
For irreligion and licentiousness;
Of him our Village Lord, his guests among,
By speech vindictive proved his feelings stung.
'Were he a bigot,' said the 'Squire, 'whose zeal
Condemn'd us all, I should disdain to feel:
But when a man of parts, in college train'd,
Prates of our conduct, who would not be pain'd?
While he declaims (where no one dares reply)
On men abandon'd, grov'ling in the sty
(Like beasts in human shape) of shameless luxury.
Yet with a patriot's zeal I stand the shock

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poem by George Crabbe
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Soap Opera

Do the Devil
And God switch
Roles in becoming
The writer, creator
Director of our roles?

If not,
What pleasure
Does God get
In making us
Enact the roles
Of a Rapist,
Murderer,
Paedophile
In this life's
Soap Opera?

Is HE a sadist
Relishing the agony
Of helpless victims
Or for such roles
Does Devil the
Writer-Creator-Director
Remain the all-powerful
Producer of such a
Hedonistic, Voyeuristic
Masochistic Thriller?

poem by Aparna Chatterjee
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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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An Epistle To Dr. Moore

Whether dispensing hope, and ease
To the pale victim of disease,
Or in the social crowd you sit,
And charm the group with sense and wit,
Moore's partial ear will not disdain
Attention to my artless strain.

An Epistle To Dr. Moore, Author Of A View Of Society And Manners In France, Switzerland And Germany
I mean no giddy heights to climb,
And vainly toil to be sublime;
While every line with labour wrought,
Is swell'd with tropes for want of thought:
Nor shall I call the Muse to shed
Castalian drops upon my head;
Or send me from Parnassian bowers
A chaplet wove of fancy's flowers.
At present all such aid I slight—
My heart instructs me how to write.

That softer glide my hours along,
That still my griefs are sooth'd by song,
That still my careless numbers flow
To your successful skill I owe;
You, who when sickness o'er me hung,
And languor had my lyre unstrung,
With treasures of the healing art,
With friendship's ardor at your heart,
From sickness snatch'd her early prey
And bade fair health—the goddess gay,
With sprightly air, and winning grace,
With laughing eye, and rosy face,
Accustom'd when you call to hear,
On her light pinion hasten near,
And swift restore with influence kind,
My weaken'd frame, my drooping mind.

With like benignity, and zeal,
The mental malady to heal,
To stop the fruitless, hopeless tear,
The life you lengthen'd, render dear,
To charm by fancy's powerful vein,
'The written troubles of the brain,'
From gayer scenes, compassion led
Your frequent footsteps to my shed:
And knowing that the Muses' art
Has power to ease an aching heart,
You sooth'd that heart with partial praise,
And I before too fond of lays,
While others pant for solid gain,
Grasp at a laurel sprig—in vain—

[...] Read more

poem by Helen Maria Williams
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X-ray inferno

They called me to be an extra
They did not know I had a camera in my soul
For some all the worlds a stage
For some all the stage is the world
Wonder if the great one knew this
When he shook his spears
I was in between
Neither the real actor nor the real lifer
Perhaps this was each interpretation gave up
The stage I was standing on
I could not grasp the text even though I got it in time
Perhaps it was quite enough for a stage
Certainly not for a life

Act 1 and its main character

He had a face unto which
An invisible hand of law left the visible scars
A quite sufficient number of them for a drama
He had those eyes hesitating between comedy and tragedy
There was laughter in one eye and tears in another
He laughed the way the dramaturge ordered him to do
But he cried quite independently
He had those arms destroyed by uncreation
He never knew the text as he had no camera in his soul
Great words of great minds so frequently he stammered
Little did he understand even less did he rehearse
He was a great actor but on this stage
Under the spotlight all he did was stand frozen

Act 2 The Prompter

He was in collusion with the sky
The Hermes of a contemporary theatre
He flattered all the laws of life
He knew exactly how low to go down into his box
So as to avoid the knocks from the stage
He knew exactly what and when
To whisper the texts into whose ears
He had known the text by heart
Even before it was written
Great words of great minds he recited out of his underground darkness
And he always knew the right moment
Because he knew everything about time
He never acted but he was a real lifer
He made more than art out of whispering
And put enormous effort into his role
Up to the point of having vocal cords damaged

Act 3 Dramaturge

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poem by Miroslava Odalovic
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The Stage

If the world is just a stage
and we're the actors in it,
why do the same ones get to play
the lead roles every minute?

For once I'd like to see a change
take place upon this stage
where the lead characters are the poor
stepping out of their cage.

Where all the minor roles would be given out
to all the power players
who've controlled this drama from the start
having never said their prayers.

And as the curtain rose each day
we would look and see
the poor and needy in front row seats,
the rulers in standing room only.

If this is just a stage we're on
and life is just a play,
then wouldn't it be ingenious
to see them all portray
us.

poem by Edwina Reizer
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A Map Of Culture

Culture

Contents

What is Culture?

The Importance of Culture

Culture Varies

Culture is Critical

The Sociobiology Debate

Values, Norms, and Social Control

Signs and Symbols

Language

Terms and Definitions

Approaches to the Study of Culture

Are We Prisoners of Our Culture?

What is Culture?

I prefer the definition used by Ian Robertson: 'all the shared products of society: material and nonmaterial' (Our text defines it in somewhat more ponderous terms- 'The totality of learned, socially transmitted behavior. It includes ideas, values, and customs (as well as the sailboats, comic books, and birth control devices) of groups of people' (p.32) .

Back to Contents

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poem by Nyein Way
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Second Book

TIMES followed one another. Came a morn
I stood upon the brink of twenty years,
And looked before and after, as I stood
Woman and artist,–either incomplete,
Both credulous of completion. There I held
The whole creation in my little cup,
And smiled with thirsty lips before I drank,
'Good health to you and me, sweet neighbour mine
And all these peoples.'
I was glad, that day;
The June was in me, with its multitudes
Of nightingales all singing in the dark,
And rosebuds reddening where the calyx split.
I felt so young, so strong, so sure of God!
So glad, I could not choose be very wise!
And, old at twenty, was inclined to pull
My childhood backward in a childish jest
To see the face of't once more, and farewell!
In which fantastic mood I bounded forth
At early morning,–would not wait so long
As even to snatch my bonnet by the strings,
But, brushing a green trail across the lawn
With my gown in the dew, took will and way
Among the acacias of the shrubberies,
To fly my fancies in the open air
And keep my birthday, till my aunt awoke
To stop good dreams. Meanwhile I murmured on,
As honeyed bees keep humming to themselves;
'The worthiest poets have remained uncrowned
Till death has bleached their foreheads to the bone,
And so with me it must be, unless I prove
Unworthy of the grand adversity,–
And certainly I would not fail so much.
What, therefore, if I crown myself to-day
In sport, not pride, to learn the feel of it,
Before my brows be numb as Dante's own
To all the tender pricking of such leaves?
Such leaves? what leaves?'
I pulled the branches down,
To choose from.
'Not the bay! I choose no bay;
The fates deny us if we are overbold:
Nor myrtle–which means chiefly love; and love
Is something awful which one dare not touch
So early o' mornings. This verbena strains
The point of passionate fragrance; and hard by,
This guelder rose, at far too slight a beck
Of the wind, will toss about her flower-apples.
Ah–there's my choice,–that ivy on the wall,
That headlong ivy! not a leaf will grow

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poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
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Metamorphoses: Book The Thirteenth

THE chiefs were set; the soldiers crown'd the
field:
To these the master of the seven-fold shield
Upstarted fierce: and kindled with disdain.
Eager to speak, unable to contain
His boiling rage, he rowl'd his eyes around
The shore, and Graecian gallies hall'd a-ground.
The Then stretching out his hands, O Jove, he cry'd,
Speeches of Must then our cause before the fleet be try'd?
Ajax and And dares Ulysses for the prize contend,
Ulysses In sight of what he durst not once defend?
But basely fled that memorable day,
When I from Hector's hands redeem'd the flaming
prey.
So much 'tis safer at the noisie bar
With words to flourish, than ingage in war.
By diff'rent methods we maintain our right,
Nor am I made to talk, nor he to fight.
In bloody fields I labour to be great;
His arms are a smooth tongue, and soft deceit:
Nor need I speak my deeds, for those you see,
The sun, and day are witnesses for me.
Let him who fights unseen, relate his own,
And vouch the silent stars, and conscious moon.
Great is the prize demanded, I confess,
But such an abject rival makes it less;
That gift, those honours, he but hop'd to gain,
Can leave no room for Ajax to be vain:
Losing he wins, because his name will be
Ennobled by defeat, who durst contend with me.
Were my known valour question'd, yet my blood
Without that plea wou'd make my title good:
My sire was Telamon, whose arms, employ'd
With Hercules, these Trojan walls destroy'd;
And who before with Jason sent from Greece,
In the first ship brought home the golden fleece.
Great Telamon from Aeacus derives
His birth (th' inquisitor of guilty lives
In shades below; where Sisyphus, whose son
This thief is thought, rouls up the restless heavy
stone),
Just Aeacus, the king of Gods above
Begot: thus Ajax is the third from Jove.
Nor shou'd I seek advantage from my line,
Unless (Achilles) it was mix'd with thine:
As next of kin, Achilles' arms I claim;
This fellow wou'd ingraft a foreign name
Upon our stock, and the Sisyphian seed
By fraud, and theft asserts his father's breed:
Then must I lose these arms, because I came

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poem by Ovid
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Love and Honor

Sed neque Medorum silvae, ditissima terra
Nec pulcher Ganges, atque auro turbidus Haemus,
Laudibus Angligenum certent; non Bactra, nec Indi,
Totaque thuriferis Panchaia pinguis arenis.

Imitation.

Yet let not Median woods, (abundant track!)
Nor Ganges fair, nor Haemus, miser-like,
Proud of his hoarded gold, presume to vie
With Britain's boast and praise; nor Persian Bactra,
Nor India's coasts, nor all Panchaia's sands,
Rich, and exulting in their lofty towers.

____

Let the green olive glad Hesperian shores;
Her tawny citron, and her orange groves,
These let Iberia boast; but if in vain,
To win the stranger plant's diffusive smile,
The Briton labours, yet our native minds,
Our constant bosoms, these the dazzled world
May view with envy; these Iberian dames
Survey with fix'd esteem and fond desire.
Hapless Elvira! thy disastrous fate
May well this truth explain, nor ill adorn
The British lyre; then chiefly, if the Muse,
Nor vain, nor partial, from the simple guise
Of ancient record catch the pensive lay,
And in less grovelling accents give to Fame.
Elvira! loveliest maid! the Iberian realm
Could boast no purer breast, no sprightlier mind,
No race more splendent, and no form so fair.
Such was the chance of war, this peerless maid,
In life's luxuriant bloom, enrich'd the spoil
Of British victors, victory's noblest pride!
She, she alone, amid the wailful train
Of captive maids, assign'd to Henry's care,
Lord of her life, her fortune, and her fame!
He, generous youth! with no penurious hand,
The tedious moments, that unjoyous roll
Where Freedom's cheerful radiance shines no more,
Essay'd to soften; conscious of the pang
That Beauty feels, to waste its fleeting hours
In some dim fort, by foreign rule restrain'd,
Far from the haunts of men, or eye of day!
Sometimes, to cheat her bosom of its cares,
Her kind protector number'd o'er the toils
Himself had worn; the frowns of angry seas,
Or hostile rage, or faithless friend, more fell

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poem by William Shenstone
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Palamon And Arcite; Or, The Knight's Tale. From Chaucer. In Three Books. Book III.

The day approached when Fortune should decide
The important enterprise, and give the bride;
For now the rivals round the world had sought,
And each his number, well appointed, brought.
The nations far and near contend in choice,
And send the flower of war by public voice;
That after or before were never known
Such chiefs, as each an army seemed alone:
Beside the champions, all of high degree,
Who knighthood loved, and deeds of chivalry,
Thronged to the lists, and envied to behold
The names of others, not their own, enrolled.
Nor seems it strange; for every noble knight
Who loves the fair, and is endued with might,
In such a quarrel would be proud to fight.
There breathes not scarce a man on British ground
(An isle for love and arms of old renowned)
But would have sold his life to purchase fame,
To Palamon or Arcite sent his name;
And had the land selected of the best,
Half had come hence, and let the world provide the rest.
A hundred knights with Palamon there came,
Approved in fight, and men of mighty name;
Their arms were several, as their nations were,
But furnished all alike with sword and spear.

Some wore coat armour, imitating scale,
And next their skins were stubborn shirts of mail;
Some wore a breastplate and a light juppon,
Their horses clothed with rich caparison;
Some for defence would leathern bucklers use
Of folded hides, and others shields of Pruce.
One hung a pole-axe at his saddle-bow,
And one a heavy mace to stun the foe;
One for his legs and knees provided well,
With jambeux armed, and double plates of steel;
This on his helmet wore a lady's glove,
And that a sleeve embroidered by his love.

With Palamon above the rest in place,
Lycurgus came, the surly king of Thrace;
Black was his beard, and manly was his face
The balls of his broad eyes rolled in his head,
And glared betwixt a yellow and a red;
He looked a lion with a gloomy stare,
And o'er his eyebrows hung his matted hair;
Big-boned and large of limbs, with sinews strong,
Broad-shouldered, and his arms were round and long.
Four milk-white bulls (the Thracian use of old)
Were yoked to draw his car of burnished gold.

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poem by John Dryden
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Imitations of Horace: The First Epistle of the Second Book

Ne Rubeam, Pingui donatus Munere
(Horace, Epistles II.i.267)
While you, great patron of mankind, sustain
The balanc'd world, and open all the main;
Your country, chief, in arms abroad defend,
At home, with morals, arts, and laws amend;
How shall the Muse, from such a monarch steal
An hour, and not defraud the public weal?
Edward and Henry, now the boast of fame,
And virtuous Alfred, a more sacred name,
After a life of gen'rous toils endur'd,
The Gaul subdu'd, or property secur'd,
Ambition humbled, mighty cities storm'd,
Or laws establish'd, and the world reform'd;
Clos'd their long glories with a sigh, to find
Th' unwilling gratitude of base mankind!
All human virtue, to its latest breath
Finds envy never conquer'd, but by death.
The great Alcides, ev'ry labour past,
Had still this monster to subdue at last.
Sure fate of all, beneath whose rising ray
Each star of meaner merit fades away!
Oppress'd we feel the beam directly beat,
Those suns of glory please not till they set.

To thee the world its present homage pays,
The harvest early, but mature the praise:
Great friend of liberty! in kings a name
Above all Greek, above all Roman fame:
Whose word is truth, as sacred and rever'd,
As Heav'n's own oracles from altars heard.
Wonder of kings! like whom, to mortal eyes
None e'er has risen, and none e'er shall rise.

Just in one instance, be it yet confest
Your people, Sir, are partial in the rest:
Foes to all living worth except your own,
And advocates for folly dead and gone.
Authors, like coins, grow dear as they grow old;
It is the rust we value, not the gold.
Chaucer's worst ribaldry is learn'd by rote,
And beastly Skelton heads of houses quote:
One likes no language but the Faery Queen ;
A Scot will fight for Christ's Kirk o' the Green:
And each true Briton is to Ben so civil,
He swears the Muses met him at the Devil.

Though justly Greece her eldest sons admires,
Why should not we be wiser than our sires?
In ev'ry public virtue we excel:

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poem by Alexander Pope
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