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Housework is a breeze. Cooking is a pleasant diversion. Putting up a retaining wall is a lark. But teaching is like climbing a mountain.

quote by Fawn M. Brodie
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Housework

Wave goodbye from out of the window
Good-no trouble starting the car
Time for just one more cup of coffee
You know the housework won't wait
Where to start now? - time to get going
The housework keeps you feeling alive
Clear the plates and wash up the dishes
RRR! - Let's go - now the bedroom
Make the bed and fluff up the pillows
The housework makes you happy
Shake the rug and open the windows
The housework keeps you feeling alive
Close the drawers and tidy the closet
The housework keeps you going
Throw the dirty clothes in the hamper
RRR! - Let's go - looking better
RRR! - Let's go - get the vacuum
Round the carpets under the table
The housework makes you happy
Dust the shelves and polish the glass-ware
The housework keeps you feeling alive
Make some lunch and take out the garbage
The housework keeps you going
Pay the bills and get the dry-cleaning
RRR! - Let's go - time for shopping
Bread and milk and plenty of groceries
The housework makes you happy
Get some cash out of the dispenser
The housework keeps you feeling alive
Don't forget to stock up the freezer
The housework keeps you going
Get some wine for later this evening
Home by five! - how the kitchen
RRR! - Let's go - make the dinner
Get the roast into the oven
The housework makes you happy
Peel the veg and then set the table
The housework keeps you feeling alive
Freshen up and put on some music
The housework got your dancing
Light the candles - there goes the doorbell
RRR! - she's home - perfect timing!
Welcome back, dear - how did your day go?
The housework's nearly over
How about

song performed by Robert Palmer
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The Iliad: Book 12

So the son of Menoetius was attending to the hurt of Eurypylus
within the tent, but the Argives and Trojans still fought desperately,
nor were the trench and the high wall above it, to keep the Trojans in
check longer. They had built it to protect their ships, and had dug
the trench all round it that it might safeguard both the ships and the
rich spoils which they had taken, but they had not offered hecatombs
to the gods. It had been built without the consent of the immortals,
and therefore it did not last. So long as Hector lived and Achilles
nursed his anger, and so long as the city of Priam remained untaken,
the great wall of the Achaeans stood firm; but when the bravest of the
Trojans were no more, and many also of the Argives, though some were
yet left alive when, moreover, the city was sacked in the tenth
year, and the Argives had gone back with their ships to their own
country- then Neptune and Apollo took counsel to destroy the wall, and
they turned on to it the streams of all the rivers from Mount Ida into
the sea, Rhesus, Heptaporus, Caresus, Rhodius, Grenicus, Aesopus,
and goodly Scamander, with Simois, where many a shield and helm had
fallen, and many a hero of the race of demigods had bitten the dust.
Phoebus Apollo turned the mouths of all these rivers together and made
them flow for nine days against the wall, while Jove rained the
whole time that he might wash it sooner into the sea. Neptune himself,
trident in hand, surveyed the work and threw into the sea all the
foundations of beams and stones which the Achaeans had laid with so
much toil; he made all level by the mighty stream of the Hellespont,
and then when he had swept the wall away he spread a great beach of
sand over the place where it had been. This done he turned the
rivers back into their old courses.
This was what Neptune and Apollo were to do in after time; but as
yet battle and turmoil were still raging round the wall till its
timbers rang under the blows that rained upon them. The Argives, cowed
by the scourge of Jove, were hemmed in at their ships in fear of
Hector the mighty minister of Rout, who as heretofore fought with
the force and fury of a whirlwind. As a lion or wild boar turns
fiercely on the dogs and men that attack him, while these form solid
wall and shower their javelins as they face him- his courage is all
undaunted, but his high spirit will be the death of him; many a time
does he charge at his pursuers to scatter them, and they fall back
as often as he does so- even so did Hector go about among the host
exhorting his men, and cheering them on to cross the trench.
But the horses dared not do so, and stood neighing upon its brink,
for the width frightened them. They could neither jump it nor cross
it, for it had overhanging banks all round upon either side, above
which there were the sharp stakes that the sons of the Achaeans had
planted so close and strong as a defence against all who would
assail it; a horse, therefore, could not get into it and draw his
chariot after him, but those who were on foot kept trying their very
utmost. Then Polydamas went up to Hector and said, "Hector, and you
other captains of the Trojans and allies, it is madness for us to
try and drive our horses across the trench; it will be very hard to
cross, for it is full of sharp stakes, and beyond these there is the

[...] Read more

poem by Homer, translated by Samuel Butler
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The Brus Book X

[Preparations for battle against John of Lorn]
Quhen Thomas Randell on this wis
Wes takyn as Ik her devys
And send to dwell in gud keping
For spek that he spak to the king,
The gud king that thocht on the scaith
The dispyt and felny bath
That Jhone off Lorne had till him doyn
His ost assemblyt he then sone
And towart Lorn he tuk the way
With his men intill gud aray.
Bot Jhone off Lorn off his cummyng
Lang or he come had wittering,
And men on ilk sid gadryt he
I trow twa thousand thai mycht be
And send thaim for to stop the way
Quhar the gud king behovyt away,
And that wes in an evill plas
That sa strayt and sa narow was
That twasum samyn mycht nocht rid
In sum place off the hillis sid.
The nethyr halff was peralous
For schor crag hey and hydwous
Raucht to the se doun fra the pas,
On athyr halff the montane was
Sua combrous hey and stay
That it was hard to pas that way.
I trow nocht that in all Bretane
Ane heyar hill may fundyn be.
Thar Jhone off Lorne gert his menye
Enbuschyt be abovyn the way,
For giff the king held thar away
He thocht he suld sone vencussyt be,
And himselff held him apon the se
Weill ner the pais with his galayis.
Bot the king that in all assayis
Wes fundyn wys and avisé
Persavyt rycht weill thar sutelte,
And that he neid that gait suld ga.
His men departyt he in twa
And till the gud lord off Douglas
Quham in herbryd all worschip was
He taucht the archerys everilkane
And this gud lord with him has tane
Schyr Alysander Fraser the wycht,
And Wylyam Wysman a gud knycht
And with thaim syne Schyr Androw Gray.
Thir with thar mengne held thar way
And clamb the hill deliverly
And or thai off the tother party

[...] Read more

poem by John Barbour
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Book the Second

Thou hearest the Nightingale begin the Song of Spring.
The Lark sitting upon his earthly bed, just as the morn
Apears, listens silent; then springing from the waving Corn-field loud
He leads the Choir of Day! trill, thrill, thrill, trill,
Mounting upon the wings of light into the great Expanse,
Reechoing against the lovely blue & shining heavenly Shell.
His little throat labours with inspiration; every feather
On throat & breast & wings vibrates with the effluence Divine.
All Nature listens silent to him, & the awful Sun
Stands still upon the Mountain looking on this little Bird
With eyes of soft humility & wonder, love & awe.
Then loud from their green covert all the Birds begin their Song:
The Thrush, the Linnet & the Goldfinch, Robin & the Wren
Awake the Sun from his sweet reverie upon the Mountain;
The Nightingale again assays his song, & thro’ the day
And thro’ the night warbles luxuriant, every Bird of Song
Attending his loud harmony with admiration & love.
This is a Vision of the lamentation of Beulah over Ololon.

Thou perceivest the Flowers put forth their precious Odours,
And none can tell how form so small a center comes such sweets,
Forgetting that within that Center Eternity expends
Its ever during doors that Og & Anak fiercely guard.
First, e’er the morning breaks, joy opens in the flowery bosoms,
Joy even to tears, which the
Sun rising dries; first the Wild Thyme
And Meadow-sweet, downy & soft, waving among the reeds,
Light springing on the air, lead the sweet Dance: they wake
The Honeysuckle sleeping on the Oak; the flaunting beauty
Revels along upon the wind; the White-thorn, lovely May,
Opens her many lovely eyes; listening the Rose still sleeps –
None dare to wake her; soon she bursts her crimson curtain’d bed
And comes forth in the majesty of beauty; every Flower,
The Pink, the Jessamine, the Wall-flower, the Carnation,
The Jonquil, the mild Lilly opes her heavens; every Tree
And Flower & Herb soon fill the air with an innumberable Dance,
Yet all in order sweet & lovely. Men are sick with Love.
Such is a Vision of the Lamentation of Beulah over Ololon.
And Milton oft sat upon the Couch of Death, & oft conversed
In vision & dream beatific with the Seven Angels of the Presence:
‘I have turned my back upon these Heavens builded on cruelty.
My Spectre still wandering thro’ them follows my Emanation;
He hunts her footsteps thro’ the snow & the wintry hail & rain.
The idiot Reasoner laughs at the Man of Imagination,
And from laughter proceeds o murder by undervaluing calumny.’
Then Hillel, who is Lucifer, replied over the Couch of Death,
And thus the Seven angels instructed him, & thus they converse:
‘We are not Individuals but States, Combinations of Individuals.
We were Angels of the Divine Presence, & were Druids in Annandale,
Compell’d to combine into Form by Satan, the Spectre of Albion,

[...] Read more

poem by William Blake from Milton (1810)
Added by Veronica Serbanoiu
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A Teaching Of The Facts Can Relax

Vulnerability when needed,
Can attract true love.
With a getting of some pity too.

A vulnerability when needed,
Can attract true love.
With a bit of innocence,
That can put one in the mood.

And when,
Facts of life are slow...
A teaching of the facts can relax.
A teaching of the facts,
Can get one to relax.

And when,
A nervousness sets in...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.

And when,
Eyes begin to cry...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.
A teaching of the facts can relax.

Vulnerability when needed,
Can attract true love.
With a teaching of the facts to relax,
In those moments.
A teaching of the facts can relax.

A vulnerability when needed,
Can attract true love.
With a bit of innocence,
That can put one in the mood.

And when,
A nervousness sets in...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.

And when,
Eyes begin to cry...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.

[...] Read more

poem by Lawrence S. Pertillar
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MaMa's Cooking

Thinking of times I would say what's cooking everyday
It's an assortment of goodie things
Chocolate, pies and banana pudding
Enough food and that's Mama's cooking

Thinking of times I would say what's cooking everyday
Apron in hand and lasting impression I didn't want to miss
Everything seem perfect from beginning to end
Enough food and that's Mama's Cooking

Thinking of times I would say what's cooking everyday
Smiling faces and a gentle speech of o.k.
Noone knows how much the void I can't fill
Enough food and that Mama's Cooking

Thinking of times I would say what's cooking everyday
Being polite and sincere would carry the weight
Seemingly enough she has the greater plan
Enough food and that Mama's Cooking ahead

Thinking of times I would say what's cooking everyday
The napkins, plates and never-ending why didn't it last
Noone knows how much the void I can't fill
Enough food and that's Mama's Cooking again

Thinking of times I would say what's cooking everyday
Craving for the turkey and dressing pan
Not to admit, seemed a bit much
Enough Food and that's Mama's Cooking again

So nowadays, I look for the needle in the haystack
Wishing on the times, she would come back
It's been 10 years, since I said thoughs word's
Enough food and that Mama's blessing for us

Missing mom everyday becomes second-nature for me
Enough food, Enough love and One day she'll see
For know I'll take her spirits with me and others will speak
Enough food, Enough love and One day she'll see

poem by Natasha McGee
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Blanche

Breeze! brisk breeze! that movest with the morn!
Breeze! lithe breeze! that creepest through the corn!
Breeze! O breeze! that fannest the forlorn!
Oh linger by the lattice of sweet Blanche of mine!

Breeze! coy breeze! that loiterest for noon!
Breeze! true breeze! that hast a tryst with June!
Breeze! kind breeze! I beg of thee a boon!
Oh peep in through the lattice of poor Blanche of mine!

Breeze! fleet breeze! that goest with the day!
Breeze! dear breeze! that hastenest away!
Breeze! breeze! breeze! I beg of thee to stay,
And breathe upon the pillow of pale Blanche of mine!

Breeze! night-breeze! that wailest on the wold!
Breeze! lost breeze! that wanderest in the cold!
Breeze! dread breeze! oh flit not by the mould
Which shelters what is left me of lost Blanche of mine!

poem by Alfred Austin
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Spectator ab Extra

As I sat in the Café I said to myself,
They may talk as they please about what they call pelf,
They may sneer as they like about eating and drinking,
But help it I cannot, I cannot help thinking
How pleasant it is to have money, heigh-ho!
How pleasant it is to have money.

I sit at my table en grand seigneur,
And when I have done, throw a crust to the poor;
Not only the pleasure itself of good living,
But also the pleasure of now and then giving:
So pleasant it is to have money, heigh-ho!
So pleasant it is to have money.

They may talk as they please about what they call pelf,
And how one ought never to think of one’s self,
How pleasures of thought surpass eating and drinking—
My pleasure of thought is the pleasure of thinking
How pleasant it is to have money, heigh-ho!
How pleasant it is to have money.

II
Le Diner

Come along, ‘tis the time, ten or more minutes past,
And he who came first had to wait for the last;
The oysters ere this had been in and been out;
Whilst I have been sitting and thinking about
How pleasant it is to have money, heigh-ho!
How pleasant it is to have money.

A clear soup with eggs, voilà tout; of the fish
The filets de sole are a moderate dish
A la Orly, but you’re for the red mullet, you say:
By the gods of good fare, who can question today
How pleasant it is to have money, heigh-ho!
How pleasant it is to have money.

After oysters, sauterne; then sherry; champagne,
Ere one bottle goes, comes another again;
Fly up, thou bold cork, to the ceiling above,
And tell to our ears in the sound that they love
How pleasant it is to have money, heigh-ho!
How pleasant it is to have money.

I’ve the simplest of palates; absurd it may be,
But I almost could dine on a poulet-au-riz,
Fish and soup and omelette and that – but the deuce –
There were to be woodcocks, and not Charlotte Russe!
So pleasant it is to have money, heigh-ho!

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poem by Arthur Hugh Clough
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The Brus Book XVIII

Only Berwick remains in English hands; a burgess offers to betray it]

The lordis off the land war fayne
Quhen thai wist he wes cummyn agan
And till him went in full gret hy,
And he ressavit thaim hamlyly
5 And maid thaim fest and glaidsum cher,
And thai sa wonderly blyth wer
Off his come that na man mycht say,
Gret fest and fayr till him maid thai.
Quharever he raid all the countre
10 Gaderyt in daynte him to se,
Gret glaidschip than wes in the land.
All than wes wonnyn till his hand,
Fra the Red Swyre to Orknay
Wes nocht off Scotland fra his fay
15 Outakyn Berwik it allane.
That tym tharin wonnyt ane
That capitane wes of the toun,
All Scottismen in suspicioun
He had and tretyt thaim tycht ill.
20 He had ay to thaim hevy will
And held thaim fast at undre ay,
Quhill that it fell apon a day
That a burges Syme of Spalding
Thocht that it wes rycht angry thing
25 Suagate ay to rebutyt be.
Tharfor intill his hart thocht he
That he wald slely mak covyne
With the marchall, quhays cosyne
He had weddyt till him wiff,
30 And as he thocht he did belyff.
Lettrys till him he send in hy
With a traist man all prively,
And set him tym to cum a nycht
With leddrys and with gud men wicht
35 Till the kow yet all prively,
And bad him hald his trist trewly
And he suld mete thaim at the wall,
For his walk thar that nycht suld fall.

[The marischal shows the letter to the king,
who seeks to avoid jealousy between Douglas and Moray]

Quhen the marchell the lettre saw
40 He umbethocht him than a thraw,
For he wist be himselvyn he
Mycht nocht off mycht no power be
For till escheyff sa gret a thing,
And giff he tuk till his helping

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poem by John Barbour
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Thespis: Act I

DRAMATIS PERSONAE

GODS

Jupiter, Aged Diety
Apollo, Aged Diety
Mars, Aged Diety
Diana, Aged Diety
Mercury

THESPIANS

Thespis
Sillimon
TimidonTipseion
Preposteros
Stupidas
Sparkeio n
Nicemis
Pretteia
Daphne
Cymon

ACT I - Ruined Temple on the Summit of Mount Olympus

[Scene--The ruins of the The Temple of the Gods, on summit of
Mount Olympus. Picturesque shattered columns, overgrown with
ivy, etc. R. and L. with entrances to temple (ruined) R. Fallen
columns on the stage. Three broken pillars 2 R.E. At the back of
stage is the approach from the summit of the mountain. This
should be "practicable" to enable large numbers of people to
ascend and descend. In the distance are the summits of adjacent
mountains. At first all this is concealed by a thick fog, which
clears presently. Enter (through fog) Chorus of Stars coming off
duty as fatigued with their night's work]

CHO. Through the night, the constellations,
Have given light from various stations.
When midnight gloom falls on all nations,
We will resume our occupations.

SOLO. Our light, it's true, is not worth mention;
What can we do to gain attention.
When night and noon with vulgar glaring
A great big moon is always flaring.

[During chorus, enter Diana, an elderly goddess. She is carefully
wrapped up in cloaks, shawls, etc. A hood is over her head, a
respirator in her mouth, and galoshes on her feet. During the

[...] Read more

poem by William Schwenck Gilbert
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Empire State Human

Since I was very young I realised
I never wanted to be human size
So I avoid the crowds and traffic jams
They just remind me of how small I am
Because of this longing in my heart
Im going to start the growing up
Im going to grow now and never stop
Think like a mountain, grow to the top
Tall, tall, tall, I want to be tall, tall, tall
As big as a wall, wall, wall, as big as a wall, wall, wall
And if Im not tall, tall, tall, then I will grow, grow, grow
Because Im not tall, tall, tall, tall, tall, tall, tall, tall
Tall, tall, tall, I want to be tall, tall, tall
As big as a wall, wall, wall, as big as a wall, wall, wall
And if Im not tall, tall, tall, then I will grow, grow, grow
Because Im not tall, tall, tall, tall, tall, tall, tall, tall
With concentration
My size increased
And now Im fourteen stories high
At least!!
Empire state human
Just a bored kid
Ill go to egypt to be
A pyramid
Tall, tall, tall, I want to be tall, tall, tall
As big as a wall, wall, wall, as big as a wall, wall, wall
And if Im not tall, tall, tall, then I will grow, grow, grow
Because Im not tall, tall, tall, tall, tall, tall, tall, tall
Tall, tall, tall, I want to be tall, tall, tall
As big as a wall, wall, wall, as big as a wall, wall, wall
And if Im not tall, tall, tall, then I will grow, grow, grow
Because Im not tall, tall, tall, tall, tall, tall, tall, tall
Brick by brick
Stone by stone
Growing till hes fully grown
Brick by brick
Stone by stone
Growing till hes fully grown
Fetch more water
Fetch more sand
Biggest person in the land
Fetch more water
Fetch more sand
Biggest person in the land

song performed by Human League
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Cat People

See these eyes so green
I can stare for a thousand years
Colder than the moon
Feel my blood enraged
It's just the fear of losing you
Don't you know my name
Well, you been so long
And i've been putting out fire
With gasoline
See these eyes so red
Red like jungle burning bright
Those who feel me near
Pull the blinds and change their minds
It's been so long
Still this pulsing night
A plague i call a heartbeat
Just be still with me
But it wouldn't believe what i've been thru
You've been so long
Well it's been so long
And i've been putting out the fire with gasoline
Putting out the fire
With gasoline
See these tears so blue
An ageless heart that can never mend
Tears can never dry
A judgement made can never bend
See these eyes so green
I can stare for a thousand years
Just be still with me
You wouldn't believe what i've been thru
Well you've been so long
It's been so long
And i've been putting out fire with gasoline
Putting out fire with gasoline
Putting out fire
We've been putting out fire
Well it's been so long so long so long
Yes it's been so long so long so long
I've been putting out fire
Been so long so long so long
And putting out fire
Been so long so long so long
Yeah yeah putting out fire
Been so long so long so long
Been putting out fire
Been so long so long so long
Yeah putting out fire
Been so long so long so long
Putting out fire

[...] Read more

song performed by David Bowie
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Seasonable Retour-Knell

SEASONABLE RETOUR KNELL
Variations on a theme...
SEASONABLE ROUND ROBIN ROLE REVERSALS

Author notes

A mirrored Retourne may not only be read either from first line to last or from last to first as seen in the mirrors, but also by inverting the first and second phrase of each line, either rhyming AAAA or ABAB for each verse. thus the number of variations could be multiplied several times.- two variations on the theme have been included here but could have been extended as in SEASONABLE ROUND ROBIN ROLE REVERSALS robi03_0069_robi03_0000

In respect of SEASONABLE ROUND ROBIN ROLE REVERSALS
This composition has sought to explore linguistic potential. Notes and the initial version are placed before rather than after the poem.
Six variations on a theme have been selected out of a significant number of mathematical possibilities using THE SAME TEXT and a reverse mirror for each version. Mirrors repeat the seasons with the lines in reverse order.

For the second roll the first four syllables of each line are reversed, and sense is retained both in the normal order of seasons and the reversed order as well... The 3rd and 4th variations offer ABAB rhyme schemes retaining the original text. The 5th and 6th variations modify the text into rhyming couplets.

Given the linguistical structure of this symphonic composition the score could be read in inversing each and every line and each and every hemistitch. There are minor punctuation differences between versions.

One could probably attain sonnet status for each of the four seasons and through partioning in 3 groups of 4 syllables extend the possibilites ad vitam.

Seasonable Round Robin Roll Reversals
robi03_0069_robi03_0000 QXX_DNZ
Seasonable Retour-Knell
robi03_0070_robi03_0069 QXX_NXX
26 March 1975 rewritten 20070123
lllllllllllllllllllllllllllllllllllll lllllllllllllllllll
For previous version see below
_______________________________________
SPRING SUMMER

Life is at ease Young lovers long
Land under plough; To hold their dear;
Whispering trees, Dewdrops among,
Answering cow. Bold, know no fear.

Blossom, the bees, Life full of song,
Burgeoning bough; Cloudless and clear;
Soft-scented breeze, Days fair and long,
Spring warms life now. Summer sends cheer.

AUTUMN WINTER

Each leaf decays, Harvested sheaves
Each life must bow; And honeyed hives;
Our salad days Trees stripped of leaves,
Are ending now. Jack Frost has knives.

Fruit heavy lays Time, Prince of thieves,
Bending the bough, - Onward he drives,

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poem by Jonathan Robin
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Gebir

FIRST BOOK.

I sing the fates of Gebir. He had dwelt
Among those mountain-caverns which retain
His labours yet, vast halls and flowing wells,
Nor have forgotten their old master's name
Though severed from his people here, incensed
By meditating on primeval wrongs,
He blew his battle-horn, at which uprose
Whole nations; here, ten thousand of most might
He called aloud, and soon Charoba saw
His dark helm hover o'er the land of Nile,
What should the virgin do? should royal knees
Bend suppliant, or defenceless hands engage
Men of gigantic force, gigantic arms?
For 'twas reported that nor sword sufficed,
Nor shield immense nor coat of massive mail,
But that upon their towering heads they bore
Each a huge stone, refulgent as the stars.
This told she Dalica, then cried aloud:
'If on your bosom laying down my head
I sobbed away the sorrows of a child,
If I have always, and Heaven knows I have,
Next to a mother's held a nurse's name,
Succour this one distress, recall those days,
Love me, though 'twere because you loved me then.'
But whether confident in magic rites
Or touched with sexual pride to stand implored,
Dalica smiled, then spake: 'Away those fears.
Though stronger than the strongest of his kind,
He falls-on me devolve that charge; he falls.
Rather than fly him, stoop thou to allure;
Nay, journey to his tents: a city stood
Upon that coast, they say, by Sidad built,
Whose father Gad built Gadir; on this ground
Perhaps he sees an ample room for war.
Persuade him to restore the walls himself
In honour of his ancestors, persuade -
But wherefore this advice? young, unespoused,
Charoba want persuasions! and a queen!'
'O Dalica!' the shuddering maid exclaimed,
'Could I encounter that fierce, frightful man?
Could I speak? no, nor sigh!'
'And canst thou reign?'
Cried Dalica; 'yield empire or comply.'
Unfixed though seeming fixed, her eyes downcast,
The wonted buzz and bustle of the court
From far through sculptured galleries met her ear;
Then lifting up her head, the evening sun
Poured a fresh splendour on her burnished throne-

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poem by Walter Savage Landor
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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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Endymion: Book I

ENDYMION.

A Poetic Romance.

"THE STRETCHED METRE OF AN AN ANTIQUE SONG."
INSCRIBED TO THE MEMORY OF THOMAS CHATTERTON.

Book I

A thing of beauty is a joy for ever:
Its loveliness increases; it will never
Pass into nothingness; but still will keep
A bower quiet for us, and a sleep
Full of sweet dreams, and health, and quiet breathing.
Therefore, on every morrow, are we wreathing
A flowery band to bind us to the earth,
Spite of despondence, of the inhuman dearth
Of noble natures, of the gloomy days,
Of all the unhealthy and o'er-darkened ways
Made for our searching: yes, in spite of all,
Some shape of beauty moves away the pall
From our dark spirits. Such the sun, the moon,
Trees old and young, sprouting a shady boon
For simple sheep; and such are daffodils
With the green world they live in; and clear rills
That for themselves a cooling covert make
'Gainst the hot season; the mid forest brake,
Rich with a sprinkling of fair musk-rose blooms:
And such too is the grandeur of the dooms
We have imagined for the mighty dead;
All lovely tales that we have heard or read:
An endless fountain of immortal drink,
Pouring unto us from the heaven's brink.

Nor do we merely feel these essences
For one short hour; no, even as the trees
That whisper round a temple become soon
Dear as the temple's self, so does the moon,
The passion poesy, glories infinite,
Haunt us till they become a cheering light
Unto our souls, and bound to us so fast,
That, whether there be shine, or gloom o'ercast,
They alway must be with us, or we die.

Therefore, 'tis with full happiness that I
Will trace the story of Endymion.
The very music of the name has gone
Into my being, and each pleasant scene

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poem by John Keats
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The Bridal of Pennacook

We had been wandering for many days
Through the rough northern country. We had seen
The sunset, with its bars of purple cloud,
Like a new heaven, shine upward from the lake
Of Winnepiseogee; and had felt
The sunrise breezes, midst the leafy isles
Which stoop their summer beauty to the lips
Of the bright waters. We had checked our steeds,
Silent with wonder, where the mountain wall
Is piled to heaven; and, through the narrow rift
Of the vast rocks, against whose rugged feet
Beats the mad torrent with perpetual roar,
Where noonday is as twilight, and the wind
Comes burdened with the everlasting moan
Of forests and of far-off waterfalls,
We had looked upward where the summer sky,
Tasselled with clouds light-woven by the sun,
Sprung its blue arch above the abutting crags
O'er-roofing the vast portal of the land
Beyond the wall of mountains. We had passed
The high source of the Saco; and bewildered
In the dwarf spruce-belts of the Crystal Hills,
Had heard above us, like a voice in the cloud,
The horn of Fabyan sounding; and atop
Of old Agioochook had seen the mountains'
Piled to the northward, shagged with wood, and thick
As meadow mole-hills,—the far sea of Casco,
A white gleam on the horizon of the east;
Fair lakes, embosomed in the woods and hills;
Moosehillock's mountain range, and Kearsarge
Lifting his granite forehead to the sun!

And we had rested underneath the oaks
Shadowing the bank, whose grassy spires are shaken
By the perpetual beating of the falls
Of the wild Ammonoosuc. We had tracked
The winding Pemigewasset, overhung
By beechen shadows, whitening down its rocks,
Or lazily gliding through its intervals,
From waving rye-fields sending up the gleam
Of sunlit waters. We had seen the moon
Rising behind Umbagog's eastern pines,
Like a great Indian camp-fire; and its beams
At midnight spanning with a bridge of silver
The Merrimac by Uncanoonuc's falls.

There were five souls of us whom travel's chance
Had thrown together in these wild north hills
A city lawyer, for a month escaping
From his dull office, where the weary eye

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poem by John Greenleaf Whittier
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A Day At Tivoli - Prologue

Fair blows the breeze—depart—depart—
And tread with me th' Italian shore;
And feed thy soul with glorious art;
And drink again of classic lore.
Nor sometime shalt thou deem it wrong,
When not in mood too gravely wise,
At idle length to lie along,
And quaff a bliss from bluest skies.

Or, pleased more pensive joy to woo,
At twilight eve, by ruin grey,
Muse o'er the generations, who
Have passed, as we must pass, away.
Or mark o'er olive tree and vine
Steep towns uphung; to win from them
Some thought of Southern Palestine;
Some dream of old Jerusalem.

Come, Pilgrim-Friend! At last our sun outbreaks,
And chases, one by one, dawn's lingering flakes.
Come, Pilgrim-Friend! and downward let us rove
(Thy long-vow'd vow) this old Tiburtian grove.
See where, beneath, the jocund runnels play,
All cheerly brighten'd in the brightening day.
E'en in the far-off years when Flaccus wrote,
('Tis here, I ween, no pedantry to quote,)
Thus led, they gurgled thro' those orchard-bowers
To feed the herb—the fruitage—and the flowers.

Come, then, and snatch Occasion; transient boon!
And sliding into Future all too soon.
That Future's self possession just as brief,
And stolen, soon as given, by Time—the Thief.
Well! if such filching knave we needs must meet,
Let us, as best we may, the Cheater cheat;
And, since the Then, the Now, will flit so fast,
Look back, and lengthen life into the Past.

That Past is here; where old Tiburtus found
Mere mountain-brow, and fenc'd with walls around;
And for his wearied Argives reared a home
Long ere yon seven proud hills had dream'd of Rome.
'Tis here, amid these patriarch olive trees,
Which Flaccus saw, or ancestry of these;
Oft musing, as he slowly strayed him past,
How here his quiet age should close at last.

And here behold them, still! Like ancient seers
They stand; the dwellers of a thousand years.
Deep-furrow'd, strangely crook'd, and ashy-grey,

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poem by John Kenyon
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The Tower Beyond Tragedy

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

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poem by Robinson Jeffers
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The Four Seasons : Spring

Come, gentle Spring! ethereal Mildness! come,
And from the bosom of yon dropping cloud,
While music wakes around, veil'd in a shower
Of shadowing roses, on our plains descend.
O Hertford, fitted or to shine in courts
With unaffected grace, or walk the plain
With innocence and meditation join'd
In soft assemblage, listen to my song,
Which thy own Season paints; when Nature all
Is blooming and benevolent, like thee.
And see where surly Winter passes off,
Far to the north, and calls his ruffian blasts:
His blasts obey, and quit the howling hill,
The shatter'd forest, and the ravaged vale;
While softer gales succeed, at whose kind touch,
Dissolving snows in livid torrents lost,
The mountains lift their green heads to the sky.
As yet the trembling year is unconfirm'd,
And Winter oft at eve resumes the breeze,
Chills the pale morn, and bids his driving sleets
Deform the day delightless: so that scarce
The bittern knows his time, with bill ingulf'd,
To shake the sounding marsh; or from the shore
The plovers when to scatter o'er the heath,
And sing their wild notes to the listening waste
At last from Aries rolls the bounteous sun,
And the bright Bull receives him. Then no more
The expansive atmosphere is cramp'd with cold
But, full of life and vivifying soul,
Lifts the light clouds sublime, and spreads then thin,
Fleecy, and white, o'er all-surrounding heaven.
Forth fly the tepid airs: and unconfined,
Unbinding earth, the moving softness strays.
Joyous, the impatient husbandman perceives
Relenting Nature, and his lusty steers
Drives from their stalls, to where the well used plough
Lies in the furrow, loosen'd from the frost.
There, unrefusing, to the harness'd yoke
They lend their shoulder, and begin their toil,
Cheer'd by the simple song and soaring lark.
Meanwhile incumbent o'er the shining share
The master leans, removes the obstructing clay,
Winds the whole work, and sidelong lays the glebe
While through the neighbouring fields the sowe stalks,
With measured step, and liberal throws the grain
Into the faithful bosom of the ground;
The harrow follows harsh, and shuts the scene.
Be gracious, Heaven! for now laborious Man
Has done his part. Ye fostering breezes, blow!
Ye softening dews, ye tender showers, descend!

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poem by James Thomson
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