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The great actresses and actors receive awards for great roles in great films.

quote by Gloria Stuart
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Social Netowrking Of Robots

end of world war
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end of ww11

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poem by Rwetewrt Erwtwer
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Book IV - Part 03 - The Senses And Mental Pictures

Bodies that strike the eyes, awaking sight.
From certain things flow odours evermore,
As cold from rivers, heat from sun, and spray
From waves of ocean, eater-out of walls
Around the coasts. Nor ever cease to flit
The varied voices, sounds athrough the air.
Then too there comes into the mouth at times
The wet of a salt taste, when by the sea
We roam about; and so, whene'er we watch
The wormword being mixed, its bitter stings.
To such degree from all things is each thing
Borne streamingly along, and sent about
To every region round; and Nature grants
Nor rest nor respite of the onward flow,
Since 'tis incessantly we feeling have,
And all the time are suffered to descry
And smell all things at hand, and hear them sound.
Besides, since shape examined by our hands
Within the dark is known to be the same
As that by eyes perceived within the light
And lustrous day, both touch and sight must be
By one like cause aroused. So, if we test
A square and get its stimulus on us
Within the dark, within the light what square
Can fall upon our sight, except a square
That images the things? Wherefore it seems
The source of seeing is in images,
Nor without these can anything be viewed.

Now these same films I name are borne about
And tossed and scattered into regions all.
But since we do perceive alone through eyes,
It follows hence that whitherso we turn
Our sight, all things do strike against it there
With form and hue. And just how far from us
Each thing may be away, the image yields
To us the power to see and chance to tell:
For when 'tis sent, at once it shoves ahead
And drives along the air that's in the space
Betwixt it and our eyes. And thus this air
All glides athrough our eyeballs, and, as 'twere,
Brushes athrough our pupils and thuswise
Passes across. Therefore it comes we see
How far from us each thing may be away,
And the more air there be that's driven before,
And too the longer be the brushing breeze
Against our eyes, the farther off removed
Each thing is seen to be: forsooth, this work
With mightily swift order all goes on,
So that upon one instant we may see

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poem by Lucretius
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Get to Stepping and Adventure Your Life

Travel on!
My brothers.
Travel on...
My sisters, fathers, mothers.
And others who recover,
From disturbance they discover.

Travel on...
All you people under steeples,
Who can not get off your knees.
As your backs are burden with such guilt,
To plead forgiveness endlessly.

Travel on...
To see your life as it should be.
Unlimited with happiness!
Believe it and receive.

Travel on...
Get to stepping and adventure your life!

Move it like you knew it!

Travel on!
My brothers
Travel on...
My sisters, fathers, mothers.
And others who recover.

Travel on...
Get to stepping and adventure your life!

To see your life as it should be.
Unlimited with happiness...
Believe it and receive.

Travel on...
Get to stepping and adventure your life!

To see your life as it should be.
Unlimited with happiness...
Believe it and receive.

Travel on...
Get to stepping and adventure your life!

My sisters, fathers, mothers.
And others who recover,
From disturbance they discover.

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poem by Lawrence S. Pertillar
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Awards For Greatness

Not all can get awards though deserving;
Some luck and pluck too decides awardees;
The heart knows if he/she truly deserves;
The rest remain unsung all life on earth!

Awards on earth are not the ultimate;
The greatest feats are forgotten by men;
The greatest men, women are things of past;
Achievers who get lime-light aren't greatest!

All things on earth return to dust with time;
Most famous monuments become rubble;
Even rivers do change their course often;
Nothing is permanent in earthly life!

The luckiest deserving get awards;
The less lucky can't make up to life's peak;
The unlucky forget what awards mean;
A toiling few cannot think of such things!

Yet, human toil must get recognition;
Awards, rewards encourage achievements;
A few are born with silver-spoon in mouth;
The rest great slip into oblivion!

Yet, hopelessness need not fill any mind;
A few are heros/heroines on earth;
A few are great on earth and in heaven;
A few turn greatest only in heaven!

poem by John Celes
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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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Solomon on the Vanity of the World, A Poem. In Three Books. - Pleasure. Book II.

The Argument

Solomon, again seeking happiness, inquires if wealth and greatness can produce it: begins with the magnificence of gardens and buildings; the luxury of music and feasting; and proceeds to the hopes and desires of love. In two episodes are shown the follies and troubles of that passion. Solomon, still disappointed, falls under the temptations of libertinism and idolatry; recovers his thought; reasons aright; and concludes that, as to the pursuit of pleasure and sensual delight, All Is Vanity and Vexation of Spirit.

Try then, O man, the moments to deceive
That from the womb attend thee to the grave:
For wearied Nature find some apter scheme;
Health be thy hope, and pleasure be thy theme;
From the perplexing and unequal ways
Where Study brings thee from the endless maze
Which Doubt persuades o run, forewarn'd, recede
To the gay field, and flowery path, that lead
To jocund mirth, soft joy, and careless ease:
Forsake what my instruct for what may please:
Essay amusing art and proud expense,
And make thy reason subject to thy sense.

I communed thus: the power of wealth I tried,
And all the various luxe of costly pride;
Artists and plans relieved my solemn hours:
I founded palaces and planted bowers,
Birds, fishes, beasts, of exotic kind
I to the limits of my court confined,
To trees transferr'd I gave a second birth,
And bade a foreign shade grace Judah's earth.
Fish-ponds were made where former forests grew
And hills were levell'd to extend the view.
Rivers, diverted from their native course,
And bound with chains of artificial force,
From large cascades in pleasing tumult roll'd,
Or rose through figured stone or breathing gold.
From furthest Africa's tormented womb
The marble brought, erects the spacious dome,
Or forms the pillars' long-extended rows,
On which the planted grove and pensile garden grows.

The workmen here obey the master's call,
To gild the turret and to paint the wall;
To mark the pavement there with various stone,
And on the jasper steps to rear the throne:
The spreading cedar, that an age had stood,
Supreme of trees, and mistress of the wood,
Cut down and carved, my shining roof adorns,
And Lebanon his ruin'd honour mourns.

A thousand artists show their cunning powers
To raise the wonders of the ivory towers:
A thousand maidens ply the purple loom

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poem by Matthew Prior
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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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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,

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poem by Charles Churchill
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A Lyke-Wake Dirge

THIS ae nighte, this ae nighte,
   --Every nighte and alle,
Fire and fleet and candle-lighte,
   And Christe receive thy saule.

When thou from hence away art past,
   --Every nighte and alle,
To Whinny-muir thou com'st at last;
   And Christe receive thy saule.

If ever thou gavest hosen and shoon,
   --Every nighte and alle,
Sit thee down and put them on;
   And Christe receive thy saule.

If hosen and shoon thou ne'er gav'st nane
   --Every nighte and alle,
The whinnes sall prick thee to the bare bane;
   And Christe receive thy saule.

From Whinny-muir when thou may'st pass,
   --Every nighte and alle,
To Brig o' Dread thou com'st at last;
   And Christe receive thy saule.

From Brig o' Dread when thou may'st pass,
   --Every nighte and alle,
To Purgatory fire thou com'st at last;
   And Christe receive thy saule.

If ever thou gavest meat or drink,
   --Every nighte and alle,
The fire sall never make thee shrink;
   And Christe receive thy saule.

If meat or drink thou ne'er gav'st nane,
   --Every nighte and alle,
The fire will burn thee to the bare bane;
   And Christe receive thy saule.

This ae nighte, this ae nighte,
   --Every nighte and alle,
Fire and fleet and candle-lighte,
   And Christe receive thy saule.

poem by Anonymous
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Cleveland Lyke-wake Dirge (Traditional)

This ae nighte, this ae nighte,
Every nighte and alle;
Fire and sleete and candle lighte,
And Christe receive thye saule.

When thou from hence away are paste,
Every nighte and alle;
To Whinny-muir thou comest at laste;
And Christe receive thye saule.

If ever thou gavest hosen and shoon,
Every nighte and alle;
Sit thee down, and put them on;
And Christe receive thye saule.

If hosen and shoon thou ne'er gavest nane,
Every nighte and alle;
The whinnes shall pricke thee to the bare bane,
And Christe receive thye saule.

From Whinny-muir when thou mayst passe,
Every nighte and alle ;
To Brigg o' Dread thou comest at laste,
And Christe receive thye saul

(A stanza wanting)

From Brigg o' Dread when thou mayst passe,
Every nighte and alle;
To purgatory fire thou comest at laste;
And Christ receive thye saule.

If ever thou gavest meat or drinke,
Every nighte and alle;
The fire shall never make thee shrinke;
And Christ receive thye saule.

If meate or drinke thou never gavest nane,
Every nighte and alle;
The fire will burn thee to the bare bane;
And Christe receive thye saule.

This ae nighte, this ae nighte,
Every nighte and alle;
Fire and sleete, and candle lighte,
And Christe receive thye saule.

poem by Sir Walter Scott
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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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Carmen Seculare. For the Year 1700. To The King

Thy elder Look, Great Janus, cast
Into the long Records of Ages past:
Review the Years in fairest Action drest
With noted White, Superior to the rest;
Aera's deriv'd, and Chronicles begun
From Empires founded, and from Battels won:
Show all the Spoils by valiant Kings achiev'd,
And groaning Nations by Their Arms reliev'd;
The Wounds of Patriots in their Country's Cause,
And happy Pow'r sustain'd by wholesom Laws:
In comely Rank call ev'ry Merit forth:
Imprint on ev'ry Act it's Standard Worth:
The glorious Parallels then downward bring
To Modern Wonders, and to Britain's King:
With equal Justice and Historic Care
Their Laws, Their Toils, Their Arms with His compare:
Confess the various Attributes of Fame
Collected and compleat in William's Name:
To all the list'ning World relate
(As Thou dost His Story read)
That nothing went before so Great,
And nothing Greater can succeed.
Thy Native Latium was Thy darling Care,
Prudent in Peace, and terrible in War:
The boldest Virtues that have govern'd Earth
From Latium's fruitful Womb derive their Birth.
Then turn to Her fair-written Page:
From dawning Childhood to establish'd Age,
The Glories of Her Empire trace:
Confront the Heroes of Thy Roman Race:
And let the justest Palm the Victor's Temples grace.
The Son of Mars reduc'd the trembling Swains,
And spread His Empire o'er the distant Plains:
But yet the Sabins violated Charms
Obscur'd the Glory of His rising Arms.
Numa the Rights of strict Religion knew;
On ev'ry Altar laid the Incense due;
Unskill'd to dart the pointed Spear,
Or lead the forward Youth to noble War.
Stern Brutus was with too much Horror good,
Holding his Fasces stain'd with Filial Blood.
Fabius was Wise, but with Excess of Care;
He sav'd his Country; but prolonged the War:
While Decius, Paulus, Curius greatly fought;
And by Their strict Examples taught,
How wild Desires should be controll'd;
And how much brighter Virtue was, than Gold;
They scarce Their swelling Thirst of Fame could hide;
And boasted Poverty with too much Pride.
Excess in Youth made Scipio less rever'd:

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poem by Matthew Prior
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Paradise Regained

THE FIRST BOOK

I, WHO erewhile the happy Garden sung
By one man's disobedience lost, now sing
Recovered Paradise to all mankind,
By one man's firm obedience fully tried
Through all temptation, and the Tempter foiled
In all his wiles, defeated and repulsed,
And Eden raised in the waste Wilderness.
Thou Spirit, who led'st this glorious Eremite
Into the desert, his victorious field
Against the spiritual foe, and brought'st him thence 10
By proof the undoubted Son of God, inspire,
As thou art wont, my prompted song, else mute,
And bear through highth or depth of Nature's bounds,
With prosperous wing full summed, to tell of deeds
Above heroic, though in secret done,
And unrecorded left through many an age:
Worthy to have not remained so long unsung.
Now had the great Proclaimer, with a voice
More awful than the sound of trumpet, cried
Repentance, and Heaven's kingdom nigh at hand 20
To all baptized. To his great baptism flocked
With awe the regions round, and with them came
From Nazareth the son of Joseph deemed
To the flood Jordan--came as then obscure,
Unmarked, unknown. But him the Baptist soon
Descried, divinely warned, and witness bore
As to his worthier, and would have resigned
To him his heavenly office. Nor was long
His witness unconfirmed: on him baptized
Heaven opened, and in likeness of a Dove 30
The Spirit descended, while the Father's voice
From Heaven pronounced him his beloved Son.
That heard the Adversary, who, roving still
About the world, at that assembly famed
Would not be last, and, with the voice divine
Nigh thunder-struck, the exalted man to whom
Such high attest was given a while surveyed
With wonder; then, with envy fraught and rage,
Flies to his place, nor rests, but in mid air
To council summons all his mighty Peers, 40
Within thick clouds and dark tenfold involved,
A gloomy consistory; and them amidst,
With looks aghast and sad, he thus bespake:--
"O ancient Powers of Air and this wide World
(For much more willingly I mention Air,
This our old conquest, than remember Hell,
Our hated habitation), well ye know
How many ages, as the years of men,

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poem by John Milton
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A Stinging From A Venomous Tongue

What's been done...
Will always come back to be,
Left for another...
To be delivered,
And...received.
With a stinging from a venomous tongue.
And a stunning meaning to leave stung.

What's been done...
Will always come back to be,
Left for another...
To be delivered,
And...received.
With a stinging from a venomous tongue.
And a stunning meaning to leave stung.

And,
Deserved...
When,
Someone gets to receive...
A stunning meaning to leave stung.
From,
A stinging from a venomous tongue.
A stinging from a venomous tongue.

And,
Deserved...
When someone gets to receive,
A...
Stunning meaning to leave stung.
From...
Someone with a venomous tongue.
And a stinging of it meant to be done.

It's...
Deserved!
When someone gets to receive,
A...
Stunning meaning to leave stung.
From...
Someone with a venomous tongue.
And a stinging of it meant to be done.
A stinging of it meant to be done.

It's...
Deserved!
When someone gets to receive,
A stinging from a venomous tongue.
And a stinging of it meant to be done.
From someone with a venomous tongue.

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poem by Lawrence S. Pertillar
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The Ghost - Book IV

Coxcombs, who vainly make pretence
To something of exalted sense
'Bove other men, and, gravely wise,
Affect those pleasures to despise,
Which, merely to the eye confined,
Bring no improvement to the mind,
Rail at all pomp; they would not go
For millions to a puppet-show,
Nor can forgive the mighty crime
Of countenancing pantomime;
No, not at Covent Garden, where,
Without a head for play or player,
Or, could a head be found most fit,
Without one player to second it,
They must, obeying Folly's call,
Thrive by mere show, or not at all
With these grave fops, who, (bless their brains!)
Most cruel to themselves, take pains
For wretchedness, and would be thought
Much wiser than a wise man ought,
For his own happiness, to be;
Who what they hear, and what they see,
And what they smell, and taste, and feel,
Distrust, till Reason sets her seal,
And, by long trains of consequences
Insured, gives sanction to the senses;
Who would not (Heaven forbid it!) waste
One hour in what the world calls Taste,
Nor fondly deign to laugh or cry,
Unless they know some reason why;
With these grave fops, whose system seems
To give up certainty for dreams,
The eye of man is understood
As for no other purpose good
Than as a door, through which, of course,
Their passage crowding, objects force,
A downright usher, to admit
New-comers to the court of Wit:
(Good Gravity! forbear thy spleen;
When I say Wit, I Wisdom mean)
Where (such the practice of the court,
Which legal precedents support)
Not one idea is allow'd
To pass unquestion'd in the crowd,
But ere it can obtain the grace
Of holding in the brain a place,
Before the chief in congregation
Must stand a strict examination.
Not such as those, who physic twirl,
Full fraught with death, from every curl;

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poem by Charles Churchill
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The Third Monarchy, being the Grecian, beginning under Alexander the Great in the 112. Olympiad.

Great Alexander was wise Philips son,
He to Amyntas, Kings of Macedon;
The cruel proud Olympias was his Mother,
She to Epirus warlike King was daughter.
This Prince (his father by Pausanias slain)
The twenty first of's age began to reign.
Great were the Gifts of nature which he had,
His education much to those did adde:
By art and nature both he was made fit,
To 'complish that which long before was writ.
The very day of his Nativity
To ground was burnt Dianaes Temple high:
An Omen to their near approaching woe,
Whose glory to the earth this king did throw.
His Rule to Greece he scorn'd should be confin'd,
The Universe scarce bound his proud vast mind.
This is the He-Goat which from Grecia came,
That ran in Choler on the Persian Ram,
That brake his horns, that threw him on the ground
To save him from his might no man was found:
Philip on this great Conquest had an eye,
But death did terminate those thoughts so high.
The Greeks had chose him Captain General,
Which honour to his Son did now befall.
(For as Worlds Monarch now we speak not on,
But as the King of little Macedon)
Restless both day and night his heart then was,
His high resolves which way to bring to pass;
Yet for a while in Greece is forc'd to stay,
Which makes each moment seem more then a day.
Thebes and stiff Athens both 'gainst him rebel,
Their mutinies by valour doth he quell.
This done against both right and natures Laws,
His kinsmen put to death, who gave no cause;
That no rebellion in in his absence be,
Nor making Title unto Sovereignty.
And all whom he suspects or fears will climbe,
Now taste of death least they deserv'd in time,
Nor wonder is t if he in blood begin,
For Cruelty was his parental sin,
Thus eased now of troubles and of fears,
Next spring his course to Asia he steers;
Leavs Sage Antipater, at home to sway,
And through the Hellispont his Ships made way.
Coming to Land, his dart on shore he throws,
Then with alacrity he after goes;
And with a bount'ous heart and courage brave,
His little wealth among his Souldiers gave.
And being ask'd what for himself was left,
Reply'd, enough, sith only hope he kept.

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poem by Anne Bradstreet
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Paradise Lost: Book 06

All night the dreadless Angel, unpursued,
Through Heaven's wide champain held his way; till Morn,
Waked by the circling Hours, with rosy hand
Unbarred the gates of light. There is a cave
Within the mount of God, fast by his throne,
Where light and darkness in perpetual round
Lodge and dislodge by turns, which makes through Heaven
Grateful vicissitude, like day and night;
Light issues forth, and at the other door
Obsequious darkness enters, till her hour
To veil the Heaven, though darkness there might well
Seem twilight here: And now went forth the Morn
Such as in highest Heaven arrayed in gold
Empyreal; from before her vanished Night,
Shot through with orient beams; when all the plain
Covered with thick embattled squadrons bright,
Chariots, and flaming arms, and fiery steeds,
Reflecting blaze on blaze, first met his view:
War he perceived, war in procinct; and found
Already known what he for news had thought
To have reported: Gladly then he mixed
Among those friendly Powers, who him received
With joy and acclamations loud, that one,
That of so many myriads fallen, yet one
Returned not lost. On to the sacred hill
They led him high applauded, and present
Before the seat supreme; from whence a voice,
From midst a golden cloud, thus mild was heard.
Servant of God. Well done; well hast thou fought
The better fight, who single hast maintained
Against revolted multitudes the cause
Of truth, in word mightier than they in arms;
And for the testimony of truth hast borne
Universal reproach, far worse to bear
Than violence; for this was all thy care
To stand approved in sight of God, though worlds
Judged thee perverse: The easier conquest now
Remains thee, aided by this host of friends,
Back on thy foes more glorious to return,
Than scorned thou didst depart; and to subdue
By force, who reason for their law refuse,
Right reason for their law, and for their King
Messiah, who by right of merit reigns.
Go, Michael, of celestial armies prince,
And thou, in military prowess next,
Gabriel, lead forth to battle these my sons
Invincible; lead forth my armed Saints,
By thousands and by millions, ranged for fight,
Equal in number to that Godless crew
Rebellious: Them with fire and hostile arms

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poem by John Milton
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The Aeneid of Virgil: Book 10

THE GATES of heav’n unfold: Jove summons all
The gods to council in the common hall.
Sublimely seated, he surveys from far
The fields, the camp, the fortune of the war,
And all th’ inferior world. From first to last, 5
The sov’reign senate in degrees are plac’d.
Then thus th’ almighty sire began: “Ye gods,
Natives or denizens of blest abodes,
From whence these murmurs, and this change of mind,
This backward fate from what was first design’d? 10
Why this protracted war, when my commands
Pronounc’d a peace, and gave the Latian lands?
What fear or hope on either part divides
Our heav’ns, and arms our powers on diff’rent sides?
A lawful time of war at length will come, 15
(Nor need your haste anticipate the doom),
When Carthage shall contend the world with Rome,
Shall force the rigid rocks and Alpine chains,
And, like a flood, come pouring on the plains.
Then is your time for faction and debate, 20
For partial favor, and permitted hate.
Let now your immature dissension cease;
Sit quiet, and compose your souls to peace.”
Thus Jupiter in few unfolds the charge;
But lovely Venus thus replies at large: 25
“O pow’r immense, eternal energy,
(For to what else protection can we fly?)
Seest thou the proud Rutulians, how they dare
In fields, unpunish’d, and insult my care?
How lofty Turnus vaunts amidst his train, 30
In shining arms, triumphant on the plain?
Ev’n in their lines and trenches they contend,
And scarce their walls the Trojan troops defend:
The town is fill’d with slaughter, and o’erfloats,
With a red deluge, their increasing moats. 35
Æneas, ignorant, and far from thence,
Has left a camp expos’d, without defense.
This endless outrage shall they still sustain?
Shall Troy renew’d be forc’d and fir’d again?
A second siege my banish’d issue fears, 40
And a new Diomede in arms appears.
One more audacious mortal will be found;
And I, thy daughter, wait another wound.
Yet, if with fates averse, without thy leave,
The Latian lands my progeny receive, 45
Bear they the pains of violated law,
And thy protection from their aid withdraw.
But, if the gods their sure success foretell;
If those of heav’n consent with those of hell,
To promise Italy; who dare debate 50

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poem by Publius Vergilius Maro
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Venus

Aha aha
Aha aha
You know you, me, we are so lonely
You look to me Ill be there my only
cause you say you want me
More, more, more
And you say that you need me
It wont be long and Ill be holdin
cause you say you want me
More, more, more
One touch of venus
And shell receive us
One touch of venus
Yeah yeah
One touch of venus
And shell receive us
I said yeah yeah
I know well take a ride
Well pass the stars and be home tonight
cause you, me, way above the stars, (stars)
We aint dreamin
And were livin
One touch of venus
And shell receive us
One touch of venus
Mmm yeah yeah
One touch of venus
And shell receive us
I said yeah yeah
Aint I got the might
Aint I got the right
Unh, huh for a touch of venus
Aha aha
You me we aint so far from home
You me we aint got far to go
You me here above the stars
One touch of venus
And shell receive us
One touch of venus
Mmm yeah yeah
One touch of venus
And shell receive us
One touch of venus
Mmm yeah yeah
One touch of venus
And shell receive us
I said yeah yeah
Way above the stars
Aint I got the right
For a touch of venus

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song performed by Billy Idol
Added by Lucian Velea
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The Love of the Truth

'They perish because they did not receive the love of
the truth, that they might be saved.' 2 Thess.2: 10

There is a receiving of 'the truth', and a receiving of
'the love of the truth'. These two things widely differ.

To receive the truth will not necessarily save; for many
who receive the truth, never receive 'the love of the truth'.

Professors by thousands receive the truth into their
judgment, and adopt the plan of salvation as their creed;
but are neither saved nor sanctified thereby. But to receive
'the love of the truth' by Jesus being made sweet and
precious to the soul, is to receive salvation itself.

'Yes, He is very precious to you who believe.' 1 Peter 2: 7

(J. C. Philpot, 'The Valley of Achor' 1861)

poem by Mary Wismer
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