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I like the George Romero films, which were really great, social satire movies; really twisted.

quote by John Cusack
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Social Netowrking Of Robots

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poem by Rwetewrt Erwtwer
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A Man

George was lying in his trailer, flat on his back, watching a small portable T.V. His
dinner dishes were undone, his breakfast dishes were undone, he needed a shave, and ash
from his rolled cigarettes dropped onto his undershirt. Some of the ash was still burning.
Sometimes the burning ash missed the undershirt and hit his skin, then he cursed, brushing
it away. There was a knock on the trailer door. He got slowly to his feet and answered the
door. It was Constance. She had a fifth of unopened whiskey in a bag.
"George, I left that son of a bitch, I couldn't stand that son of a bitch
anymore."
"Sit down."
George opened the fifth, got two glasses, filled each a third with whiskey, two thirds
with water. He sat down on the bed with Constance. She took a cigarette out of her purse
and lit it. She was drunk and her hands trembled.
"I took his damn money too. I took his damn money and split while he was at work.
You don't know how I've suffered with that son of a bitch." "
Lemme have a smoke," said George. She handed it to him and as she leaned near,
George put his arm around her, pulled her over and kissed her.
"You son of a bitch," she said, "I missed you."
"I miss those good legs of yours , Connie. I've really missed those good
legs."
"You still like 'em?"
"I get hot just looking."
"I could never make it with a college guy," said Connie. "They're too
soft, they're milk toast. And he kept his house clean. George , it was like having a maid.
He did it all. The place was spotless. You could eat beef stew right off the crapper. He
was antiseptic, that's what he was."
"Drink up, you'll feel better."
"And he couldn't make love."
"You mean he couldn't get it up?"
"Oh he got it up, he got it up all the time. But he didn't know how to make a
woman happy, you know. He didn't know what to do. All that money, all that education, he
was useless."
"I wish I had a college education."
"You don't need one. You have everything you need, George."
"I'm just a flunky. All the shit jobs."
"I said you have everything you need, George. You know how to make a woman
happy."
"Yeh?"
"Yes. And you know what else? His mother came around! His mother! Two or three
times a week. And she'd sit there looking at me, pretending to like me but all the time
she was treating me like I was a whore. Like I was a big bad whore stealing her son away
from her! Her precious Wallace! Christ! What a mess!" "He claimed he loved me.
And I'd say, 'Look at my pussy, Walter!' And he wouldn't look at my pussy. He said, 'I
don't want to look at that thing.' That thing! That's what he called it! You're not afraid
of my pussy, are you, George?"
"It's never bit me yet." "But you've bit it, you've nibbled it, haven't
you George?"
"I suppose I have."
"And you've licked it , sucked it?"
"I suppose so."
"You know damn well, George, what you've done."

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poem by Charles Bukowski
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Tale XX

THE BROTHERS.

Than old George Fletcher, on the British coast
Dwelt not a seaman who had more to boast:
Kind, simple and sincere--he seldom spoke,
But sometimes sang and chorus'd--'Hearts of Oak:'
In dangers steady, with his lot content,
His days in labour and in love were spent.
He left a Son so like him, that the old
With joy exclaim'd, ''Tis Fletcher we behold;'
But to his Brother, when the kinsmen came
And view'd his form, they grudged the father's

name.
George was a bold, intrepid, careless lad,
With just the failings that his father had;
Isaac was weak, attentive, slow, exact,
With just the virtues that his father lack'd.
George lived at sea: upon the land a guest -
He sought for recreation, not for rest;
While, far unlike, his brother's feebler form
Shrank from the cold, and shudder'd at the storm;
Still with the Seaman's to connect his trade,
The boy was bound where blocks and ropes were made.
George, strong and sturdy, had a tender mind,
And was to Isaac pitiful and kind;
A very father, till his art was gain'd,
And then a friend unwearied he remain'd;
He saw his brother was of spirit low,
His temper peevish, and his motions slow;
Not fit to bustle in a world, or make
Friends to his fortune for his merit's sake;
But the kind sailor could not boast the art
Of looking deeply in the human heart;
Else had he seen that this weak brother knew
What men to court--what objects to pursue;
That he to distant gain the way discern'd,
And none so crooked but his genius learn'd.
Isaac was poor, and this the brother felt;
He hired a house, and there the Landman dwelt,
Wrought at his trade, and had an easy home,
For there would George with cash and comforts come;
And when they parted, Isaac look'd around
Where other friends and helpers might be found.
He wish'd for some port-place, and one might

fall,
He wisely thought, if he should try for all;
He had a vote--and were it well applied,
Might have its worth--and he had views beside;

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poem by George Crabbe
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My Friend George

Read in the paper bout a man killed with a sword
And that made my think of my friend george
People said the man was five foot six
Sounds like george with his killing stick
Hey bro, whats the word
Talkin bout my friend george
Hey bro, whats the word
Talkin bout my friend george
You talkin bout my friend george
I knew george since hes eight
I always thought that he was great
And anything that george would do
You know that I would do it too
George liked music and george liked to fight
He worked out in a downtown gym every night
Id spar with him when work was done
We split lips but it was all in fun
Hey bro, whats the word
You talkin bout my friend george
Hey bro, whats the word
Talkin bout my friend george
Talkin bout my friend george
Next thing I hear georges got this stick
Hes using it for more than kicks
I seen him down at smalleys bar
He was wired up, I tried to calm him down
Avenge yourself he says to me
Avenge yourself for humanity
Avenge yourself for the weak and the poor
Stick it to these guys right through their heads
Well, the fight is my music, the stick is my sword
And you know that I love you, so please dont say a word
Cant you hear the music playing, the anthem, its my call
And the last I seen of george was him
Running through the door, I says -
Hey bro, whats the word
Talkin bout my friend george
Hey bro, whats the word
You talkin bout my friend george
Talkin bout my friend george
Hey bro, whats the word
You talkin bout my friend george
Hey bro, whats the word
What me saying bout my friend george
Hey bro, whats the word
Hear you talkin bout my friend george
Hey bro, whats the word
I hear talkin bout my friend george

song performed by Lou Reed
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Madame George

Down on cyprus avenue
With a childlike vision leaping into view
Clicking, clacking of the high heeled shoe
Ford & fitzroy, madame george
Marching with the soldier boy behind
Hes much older with hat on drinking wine
And that smell of sweet perfume comes drifting through
The cool night air like shalimar
And outside theyre making all the stops
The kids out in the street collecting bottle-tops
Gone for cigarettes and matches in the shops
Happy taken madame george
Thats when you fall
Whoa, thats when you fall
Yeah, thats when you fall
When you fall into a trance
A sitting on a sofa playing games of chance
With your folded arms and history books you glance
Into the eyes of madame george
And you think you found the bag
Youre getting weaker and your knees begin to sag
In the corner playing dominoes in drag
The one and only madame george
And then from outside the frosty window raps
She jumps up and says lord have mercy I think its the cops
And immediately drops everything she gots
Down into the street below
And you know you gotta go
On that train from dublin up to sandy row
Throwing pennies at the bridges down below
And the rain, hail, sleet, and snow
Say goodbye to madame george
Dry your eye for madame george
Wonder why for madame george
And as you leave, the room is filled with music, laughing, music,
Dancing, music all around the room
And all the little boys come around, walking away from it all
So cold
And as youre about to leave
She jumps up and says hey love, you forgot your gloves
And the gloves to love to love the gloves...
To say goodbye to madame george
Dry your eye for madame george
Wonder why for madame george
Dry your eyes for madame george
Say goodbye in the wind and the rain on the back street
In the backstreet, in the back street
Say goodbye to madame george
In the backstreet, in the back street, in the back street
Down home, down home in the back street

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song performed by Van Morrison
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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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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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The Authors: A Satire

Bright Arts, abus'd, like Gems, receive their Flaws;
Physick has Quacks, and Quirks obscure the Laws.
Fables to shade Historic Truths combine,
And the dark Sophist dims the Text Divine.
The Art of Reasoning in Religion's Cause,
By Superstition's Taint a Blindness draws.
The Art of Thinking Free (Man's noblest Aim!)
Turns, in Half-thinking Souls, his equal Shame.
Colours, ill-mingled, coarse, and lifeless grow!
Violins squeak, when Scrapers work the Bow!
Distortion deadens Action's temper'd Fire!
Belab'ring Poetasters thrum the Lyre!
Gesture shuns Strut, and Elocution, Cant!
Passion lies murder'd by unmeaning Rant!
Wit we debase, if Ribaldry we praise,
And Satire fades, when Slander wears the Bays.

YOU, to whose Scrolls a just Neglect is shewn,
Whose Names, tho' printed oft, remain unknown;
I war not with the Weak, if wanting Fame,
The Proud, and Prosp'rous Trifler is my Game.
With usual Wit, unfelt while you assail,
Remark unanswer'd, and unheeded Rail!
Or heeded, know I can your Censure prize,
For a Fool's Praise is Censure from the Wise;
If then my Labour your kind Malice draws,
Censure from you is from the Wise Applause.

YOU, who delineate strong our Lust of Fame,
These mimic Lays your kind Protection claim!
My Frown, like your's, would to Improvement tend,
You but assume the Foe, to act the Friend.
Pleasing, yet wounding, you our Faults rehearse,
Strong are your Thoughts! Inchanting rolls your Verse!
Deep, clear, and sounding! decent, yet sincere;
In Praise impartial, without Spleen severe.

'HOLD, Criticks cry-Erroneous are your Lays,
'Your Field was Satire, your Pursuit is Praise.'
True, you Profound!-I praise, but yet I sneer;
You're dark to Beauties, if to Errors clear!
Know my Lampoon's in Panegyric seen,
For just Applause turns Satire on your Spleen.

SHALL Ignorance and Insult claim my Rage?
Then with the World a gen'ral War I wage!
No-to some Follies Satire scorns to bend,
And Worth (or press'd, or prosp'rous) I commend.

FIRST, let me view what noxious Nonsense reigns,

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poem by Richard Savage
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An Epistle To William Hogarth

Amongst the sons of men how few are known
Who dare be just to merit not their own!
Superior virtue and superior sense,
To knaves and fools, will always give offence;
Nay, men of real worth can scarcely bear,
So nice is jealousy, a rival there.
Be wicked as thou wilt; do all that's base;
Proclaim thyself the monster of thy race:
Let vice and folly thy black soul divide;
Be proud with meanness, and be mean with pride.
Deaf to the voice of Faith and Honour, fall
From side to side, yet be of none at all:
Spurn all those charities, those sacred ties,
Which Nature, in her bounty, good as wise,
To work our safety, and ensure her plan,
Contrived to bind and rivet man to man:
Lift against Virtue, Power's oppressive rod;
Betray thy country, and deny thy God;
And, in one general comprehensive line,
To group, which volumes scarcely could define,
Whate'er of sin and dulness can be said,
Join to a Fox's heart a Dashwood's head;
Yet may'st thou pass unnoticed in the throng,
And, free from envy, safely sneak along:
The rigid saint, by whom no mercy's shown
To saints whose lives are better than his own,
Shall spare thy crimes; and Wit, who never once
Forgave a brother, shall forgive a dunce.
But should thy soul, form'd in some luckless hour,
Vile interest scorn, nor madly grasp at power;
Should love of fame, in every noble mind
A brave disease, with love of virtue join'd,
Spur thee to deeds of pith, where courage, tried
In Reason's court, is amply justified:
Or, fond of knowledge, and averse to strife,
Shouldst thou prefer the calmer walk of life;
Shouldst thou, by pale and sickly study led,
Pursue coy Science to the fountain-head;
Virtue thy guide, and public good thy end,
Should every thought to our improvement tend,
To curb the passions, to enlarge the mind,
Purge the sick Weal, and humanise mankind;
Rage in her eye, and malice in her breast,
Redoubled Horror grining on her crest,
Fiercer each snake, and sharper every dart,
Quick from her cell shall maddening Envy start.
Then shalt thou find, but find, alas! too late,
How vain is worth! how short is glory's date!
Then shalt thou find, whilst friends with foes conspire,
To give more proof than virtue would desire,

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poem by Charles Churchill
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Saint George

The dragon, taller than a tree,
Looked down on George's head,
While he looked up uncertainly
And fighting first his dread...

He stood his ground, not one step back,
As faith within him grew,
For while he knew that things looked black,
He had to see this through...

The dragon stood his ground as well,
Though George held high his sword...
The dragon, thought to come from Hell,
Perhaps with fire stored...

The dragon had no flames and yet
He knew George planned his death,
Yet thought he had no need to fret,
If George no more had breath...

The dragon swished his giant tail,
But George was wise to that
And proved himself an agile male
Instead of falling flat...

The tail passed by, his sword went in,
The dragon roared in pain
And when George saw his chance to win,
He pierced the tail again...

If dragons cursed and dragons swore,
That must have happened next,
As blood then spurted out for sure,
With that big dragon vexed...

He dragged his dragon's tail away
As fast as he then could
And then decided, come what may,
To kill small George real good...

But George was quick to cut things short,
He climbed the dragon's tail
And valiantly he fought and fought
The dragon tooth and nail...

Across the back, just like a hill,
He clambered to the hilt,
Upto the neck where he stayed still,
In hopes the beast was killed...

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poem by Denis Martindale
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People Everywhere: Social Music (Original 11 03 2009)

PEOPLE EVERYWHERE: SOCIAL MUSIC
Original 11 03 3009

People everywhere over here over there people
In poor bread lines people in pony drawn carriages
People on a chariot with a rumble seat people on a
Climb on a mountain steep people on a dime on a
Corner on Wall Street –street people -people everywhere
Everywhere there’s a drummer. Where you going?
Everywhere you go you go with a beat you go with
Where the music is… where the music is “social man
What’s jazz? ” People everywhere just social that’s all
New Orleans people social all the way up river to
Kansas City on up to Chicago don’t make no difference
If your name is Santiago Obama Bergson Rothschild
Bush just social People -Montrose New York City
People social all the way to Rio Paris Johannesburg
Brazil Belize over all the bridges –London Suez
Toronto Montreal people in a dim café -social
People in church every weekday and everyday
Everywhere there’s a temple play -Joe’s Place
People social man -music social don’t make no
Difference where you get together whoever is playing
Just playing so you keep on playing with everybody
Playing -people play social music man –man or
Woman don’t understand just don’t stop playing
People everywhere want to be there to see it -up here
You playing social music -understand -just don’t
Stop playing -people everywhere get hungry lose
Patience -people everywhere not playing social music
When you stop playing social music people every-
Where stop –trying to figure out why everybody
Stop playing social music -nothing social about
Playing a whole lot of music -nothing truly social
In a lot of music -the next thing you know a short
Spell and before long you got wars breaking out
Stop playing and its hell -that’s not social any more.

Lee Mack copyright 2009. ISBN # 0615318347. Do not reproduce without permission.

poem by Lee B. Mack
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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 Vision of Judgment

I

Saint Peter sat by the celestial gate:
His keys were rusty, and the lock was dull,
So little trouble had been given of late;
Not that the place by any means was full,
But since the Gallic era 'eight-eight'
The devils had ta'en a longer, stronger pull,
And 'a pull altogether,' as they say
At sea — which drew most souls another way.

II

The angels all were singing out of tune,
And hoarse with having little else to do,
Excepting to wind up the sun and moon,
Or curb a runaway young star or two,
Or wild colt of a comet, which too soon
Broke out of bounds o'er th' ethereal blue,
Splitting some planet with its playful tail,
As boats are sometimes by a wanton whale.

III

The guardian seraphs had retired on high,
Finding their charges past all care below;
Terrestrial business fill'd nought in the sky
Save the recording angel's black bureau;
Who found, indeed, the facts to multiply
With such rapidity of vice and woe,
That he had stripp'd off both his wings in quills,
And yet was in arrear of human ills.

IV

His business so augmented of late years,
That he was forced, against his will no doubt,
(Just like those cherubs, earthly ministers,)
For some resource to turn himself about,
And claim the help of his celestial peers,
To aid him ere he should be quite worn out
By the increased demand for his remarks:
Six angels and twelve saints were named his clerks.

V

This was a handsome board — at least for heaven;
And yet they had even then enough to do,
So many conqueror's cars were daily driven,
So many kingdoms fitted up anew;

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poem by Byron
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Vision of Judgment, The

I

Saint Peter sat by the celestial gate:
His keys were rusty, and the lock was dull,
So little trouble had been given of late;
Not that the place by any means was full,
But since the Gallic era 'eight-eight'
The devils had ta'en a longer, stronger pull,
And 'a pull altogether,' as they say
At sea — which drew most souls another way.

II

The angels all were singing out of tune,
And hoarse with having little else to do,
Excepting to wind up the sun and moon,
Or curb a runaway young star or two,
Or wild colt of a comet, which too soon
Broke out of bounds o'er th' ethereal blue,
Splitting some planet with its playful tail,
As boats are sometimes by a wanton whale.

III

The guardian seraphs had retired on high,
Finding their charges past all care below;
Terrestrial business fill'd nought in the sky
Save the recording angel's black bureau;
Who found, indeed, the facts to multiply
With such rapidity of vice and woe,
That he had stripp'd off both his wings in quills,
And yet was in arrear of human ills.

IV

His business so augmented of late years,
That he was forced, against his will no doubt,
(Just like those cherubs, earthly ministers,)
For some resource to turn himself about,
And claim the help of his celestial peers,
To aid him ere he should be quite worn out
By the increased demand for his remarks:
Six angels and twelve saints were named his clerks.

V

This was a handsome board — at least for heaven;
And yet they had even then enough to do,
So many conqueror's cars were daily driven,
So many kingdoms fitted up anew;

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poem by George Gordon Byron
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St. George And The Dragon

Of Hector's deeds did Homer sing,
And of the sack of stately Troy,
What griefs fair Helena did bring,
Which was Sir Paris' only joy:
And by my pen I will recite
St. George's deeds, and English knight.

Against the Sarazens so rude
Fought he full long and many a day,
Where many gyants he subdu'd,
In honour of the Christian way;
And after many adventures past,
To Egypt land he came at last.

Now, as the story plain doth tell,
Within that countrey there did rest
A dreadful dragon fierce and fell,
Whereby they were full sore opprest:
Who by his poisonous breath each day
Did many of the city slay.

The grief whereof did grow so great
Throughout the limits of the land,
That they their wise-men did intreat
To shew their cunning out of hand;
What way they might this fiend destroy,
That did the countrey thus annoy.

The wise-men all before the king,
This answer fram'd incontinent:
The dragon none to death might bring
By any means they could invent;
His skin more hard than brass was found,
That sword nor spear could pierce nor wound.

When this the people understood,
They cryed out most piteouslye,
The dragon's breath infects their blood,
That every day in heaps they dye;
Among them such a plague it bred,
The living scarce could bury the dead.

No means there were, as they could hear,
For to appease the dragon's rage,
But to present some virgin clear,
Whose blood his fury might asswage;
Each day he would a maiden eat,
For to allay his hunger great.

This thing by art the wise-men found,

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poem by Anonymous Olde English
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The Farewell

_P_. Farewell to Europe, and at once farewell
To all the follies which in Europe dwell;
To Eastern India now, a richer clime,
Richer, alas! in everything but rhyme,
The Muses steer their course; and, fond of change,
At large, in other worlds, desire to range;
Resolved, at least, since they the fool must play,
To do it in a different place, and way.
_F_. What whim is this, what error of the brain,
What madness worse than in the dog-star's reign?
Why into foreign countries would you roam,
Are there not knaves and fools enough at home?
If satire be thy object--and thy lays
As yet have shown no talents fit for praise--
If satire be thy object, search all round,
Nor to thy purpose can one spot be found
Like England, where, to rampant vigour grown,
Vice chokes up every virtue; where, self-sown,
The seeds of folly shoot forth rank and bold,
And every seed brings forth a hundredfold.
_P_. No more of this--though Truth, (the more our shame,
The more our guilt) though Truth perhaps may claim,
And justify her part in this, yet here,
For the first time, e'en Truth offends my ear;
Declaim from morn to night, from night to morn,
Take up the theme anew, when day's new-born,
I hear, and hate--be England what she will,
With all her faults, she is my country still.
_F_. Thy country! and what then? Is that mere word
Against the voice of Reason to be heard?
Are prejudices, deep imbibed in youth,
To counteract, and make thee hate the truth?
'Tis sure the symptom of a narrow soul
To draw its grand attachment from the whole,
And take up with a part; men, not confined
Within such paltry limits, men design'd
Their nature to exalt, where'er they go,
Wherever waves can roll, and winds can blow,
Where'er the blessed sun, placed in the sky
To watch this subject world, can dart his eye,
Are still the same, and, prejudice outgrown,
Consider every country as their own;
At one grand view they take in Nature's plan,
Not more at home in England than Japan.
_P_. My good, grave Sir of Theory, whose wit,
Grasping at shadows, ne'er caught substance yet,
'Tis mighty easy o'er a glass of wine
On vain refinements vainly to refine,
To laugh at poverty in plenty's reign,
To boast of apathy when out of pain,

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poem by Charles Churchill
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Twisted matter

Twisted faces, twisted emotions,
Twisted past, twisted present,
Twisted future, twisted hopes
Twisted preaching, twisted action,
Twisted truth, twisted lie,
Everything is twisted and twisted,
O Lord, where is thy twist?

poem by Mohammad Akmal Nazir
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Twisted Girl

Mmhh...
Twisted girl
Innocent cloud
Whohoo
Youd better slow down, mh
I said what comes around goes around
Everytime
And not sex in the city with your Jimmy Choos on, hu
Or the life of the party when youre in before dawn, ohh
Innocent cloud
Slow it down
Slow it down
Slow it downnnnnnnnnnnn...
Ready or not
Givin all that you got
Its a twisted world we live in
I know what its like
When you tangled in life
Untwist this world
You twisted girl, ah... huh
Oh youd better be aware, hooho
And handle with care, uh
Dont feed the dragon
With your lies, ha
Dont be a bitch politician with your crispy cream smile, ohh
Or a second hand diva living in denial ohh
Innocent cloud
Break it down
Break it down
Break it downnnnnnnnnnn...
Ready or not
Givin all that you got
Its a twisted world we live in
I know what its like
When you tangled in life
Untwist this world
You twisted girl
In the land make believe
Look what you've become
Taste the simple pleasure
It's hittin' on your tongue
Sell your soul
Pay the price
Wipe the clouds from your eyes
Foreverrrrrr.....
Ohh youre a twisted girl
I know what its like
When you tangled in life
Ohhh
Twisted world

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song performed by Anastacia
Added by Lucian Velea
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Here Comes Dumb George

Here come dumb george.
Here come dumb george.
Here come dumb george.
Here come dumb george.
Here come dumb george.
Here come dumb george.
Here come dumb george.
Everybody together on the chorus.
Here come dumb george.
Here come dumb george, boogaloo!
Boogaloo baby.
Here come dumb george.
Here come dumb george.
Here come dumb george.

song performed by Van Morrison
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George Of The Jungle

George, george, george of the jungle
Strong as he can be
Ahhh
Watch out for that tree
George, george, george of the jungle
Lives a life thats free
Ahhh
Watch out for that tree
When he gets in scrapes
When he makes his escapes
With the help of his friend
An ape named ape
Then away hell schlep
On his elephant shep
While fella and ursula
Stay in step with
George, george, george of the jungle
Friend to you and me
Ahhh
Watch out for that tree
Watch out for that (ahhh) (oooh) tree
George, george, george of the jungle
Friend to you and me

song performed by Weird Al Yankovic
Added by Lucian Velea
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