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Bryan Ferry

When I started writing songs, I stopped painting completely, and the only art things I do are connected to the career, like album sleeves and, to some extent, posters and things like that.

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Collected In My Kingdom

No harm is going to come,
To anyone...
If they are connected.
If they are connected.
If they are connected.

No harm will be done,
To anyone...
If they are connected.
No harm,
If connected!
To anyone.

And,
If they are connected.
My Father,
Said to me...
If they are connected,
I will love them...
Collected,
In My Heart.
Collected,
In My Soul.
Collected...
In My Kingdom!
If they are connected.
I will love them...
Collected,
In My Heart.
Collected,
In My Soul.
Collected...
In My Kingdom!

If they are connected.
If they are connected.
If they are connected.
If they are connected.
If they are connected.
No harm will be done,
To anyone...
If they are connected.

And,
If they are connected.
My Father,
Said to me...
If they are connected,
I will love them...
Collected,

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Truth and the Devil

The devil unstoppably took pride in salaciously writing; the book of
obnoxious caste-creed and venomously penalizing hatred,

The devil unstoppably took pride in acrimoniously writing; the book of
indiscriminate bloodshed and disastrously traumatizing ruthlessness,

The devil unstoppably took pride in vengefully writing; the book of
tyrannical devastation and lecherously bellicose orphaning,

The devil unstoppably took pride in fretfully writing; the book of
vindictive war and satanically criminal holocausts,

The devil unstoppably took pride in maliciously writing; the book of
coldblooded barbarism and manipulatively bizarre malice,

The devil unstoppably took pride in forlornly writing; the book of
worthless
ghosts and mortuaries brutally anointed with fresh blood,

T The devil unstoppably took pride in indigently writing; the book of
nonchalant spuriousness and fecklessly insipid meaninglessness,

The devil unstoppably took pride in torturously writing; the book of
ominous
animosity and hedonistically pugnacious illwill,

The devil unstoppably took pride in dictatorially writing; the book of
licentious bawdiness and insanely threadbare nothingness,

The devil unstoppably took pride in heinously writing; the book of
lascivious poverty and baselessly crippling uncertainty,

The devil unstoppably took pride in savagely writing; the book of
despicable
defeat and lethally ballistic atrociousness,

The devil unstoppably took pride in raunchily writing; the book of
dolorous
delinquency and insidiously slandering betrayal,

The devil unstoppably took pride in preposterously writing; the book of
scurrilous lunatism and barbarously incarcerating fiendishness,

The devil unstoppably took pride in frigidly writing; the book of
jejune
mockery and impudently castigating brazenness,

The devil unstoppably took pride in heartlessly writing; the book of
ghastly
bloodshed and indefatigably bombarding politics,

[...] Read more

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All You Ever Needed

( you got me wrong, completely wrong
You got me wrong, completely wrong )
I hope youre happy where you are
Youve been heading there for some time
Itsnot like you to complain
But then its not like you imagined
Life has changed but you shouldnt do
Ill remain the same around you
Dont be blind, look where youre coming from
Its all you ever needed
( you got me wrong, completely wrong )
You ll find fault with me warning you
Advice you should have heeded
( you got me wrong, completely wrong )
( you got me wrong, completely wrong completely wrong )
Over time you can find a way
Stop looking out for some sign
Theres a place now where you belong
Just to make it right in your mind
Im just trying to make you see
Youre the only one you have to be
Dont be blind, look where youre coming from
Its all you ever needed
( you got me wrong, completely wrong )
You ll find fault with me warning you
Advice you should have heeded
( you got me wrong, completely wrong )
( you got me wrong, completely wrong completely wrong )
Life has changed but you shouldnt do
Ill remain the same around you
( you got me wrong, completely wrong completely wrong )
You ll find fault with me warning you
Advice you should have heeded
( you got me wrong, completely wrong )
Dont be blind, look where youre coming from
Its all you ever needed
( you got me wrong, completely wrong )
You ll find fault with me warning you
Advice you should have heeded
( you got me wrong, completely wrong )
( you got me wrong, completely wrong )
( you got me wrong, completely wrong ) ...

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The Regiment of Princes

Musynge upon the restlees bysynesse
Which that this troubly world hath ay on honde,
That othir thyng than fruyt of bittirnesse
Ne yildith naght, as I can undirstonde,
At Chestres In, right faste by the Stronde,
As I lay in my bed upon a nyght,
Thoght me byrefte of sleep the force and might. 1

And many a day and nyght that wikkid hyne
Hadde beforn vexed my poore goost
So grevously that of angwissh and pyne
No rycher man was nowhere in no coost.
This dar I seyn, may no wight make his boost
That he with thoght was bet than I aqweynted,
For to the deeth he wel ny hath me feynted.

Bysyly in my mynde I gan revolve
The welthe unseur of every creature,
How lightly that Fortune it can dissolve
Whan that hir list that it no lenger dure;
And of the brotilnesse of hir nature
My tremblynge herte so greet gastnesse hadde
That my spirites were of my lyf sadde.

Me fil to mynde how that nat longe agoo
Fortunes strook doun thraste estat rial
Into mescheef, and I took heede also
Of many anothir lord that hadde a fal.
In mene estat eek sikirnesse at al
Ne saw I noon, but I sy atte laste
Wher seuretee for to abyde hir caste.

In poore estat shee pighte hir pavyloun
To kevere hir fro the storm of descendynge 2
For shee kneew no lower descencion
Sauf oonly deeth, fro which no wight lyvynge
Deffende him may; and thus in my musynge
I destitut was of joie and good hope,
And to myn ese nothyng cowde I grope.

For right as blyve ran it in my thoght,
Thogh poore I be, yit sumwhat leese I may.
Than deemed I that seurtee wolde noght
With me abyde; it is nat to hir pay
Ther to sojourne as shee descende may.
And thus unsikir of my smal lyflode,
Thoght leide on me ful many an hevy lode.

I thoghte eek, if I into povert creepe,
Than am I entred into sikirnesse;

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You Started This Fire

I lay with you and it's,
Under-cover.
With a ring-aling that dings.
And penetrates to get to things.

Aaahhh, aaahhh, aaahhh.

I lay with you and it's,
Under-cover.
With a ring-aling that dings.
And penetrates to get to things.
And penetrates to get to things.
Repeat.
And penetrates to get to things.
Repeat.
And penetrates to get to things.

Aaahhh, aaahhh, aaahhh.

Now who started this fire?
With a-ring and a-ding-ding-ding.
And a,
Big dingalingaling.
In this,
Sticky heat!
And, breathing deep.

Now who is accused for this fire?
That makes my breathing deep.
And...
Makes me clinch both fist and teeth.

Now who is accused for this fire?
That makes my breathing deep.
And...
Makes me clinch both fist and teeth.

You lay bare with naked clues!
You must of have started this fire.
You looking as if you know what to do too.
You must of have started this fire,
To build up my desire.

And why do I suspect that,
You have done this thing and...
That you want to bring me,
To a place....
To hear me scream

You lay bare with naked clues!

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Bryan Ferry

But when I started writing songs, I stopped painting completely, and the only art things I do are connected to the career, like album sleeves and, to some extent, posters and things like that.

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When I wasn't breathing

When I wasn’t blissfully snoring; I was still inexhaustibly writing a
cistern of stupendously rhapsodic and gloriously majestic Immortal Love
Poetry,

When I wasn’t unsurpassably fantasizing; I was still inexhaustibly
writing a
garden of ingeniously magical and miraculously mitigating Immortal Love
Poetry,

When I wasn’t superbly adventuring; I was still inexhaustibly writing
an
ocean of bountifully resplendent and timelessly undefeated Immortal
Love
Poetry,

When I wasn’t scrumptiously relishing; I was still inexhaustibly
writing a
playground of optimistically enlightening and unbelievably royal
Immortal
Love Poetry,

When I wasn’t limitlessly triumphing; I was still inexhaustibly writing
a
cascade of beautifully panoramic and effulgently liberating Immortal
Love
Poetry,

When I wasn’t pricelessly smiling; I was still inexhaustibly writing a
lantern of unendingly vibrant and inscrutably tantalizing Immortal Love
Poetry,

When I wasn’t gloriously partying; I was still inexhaustibly writing a
paradise of eternally vivacious and pristinely redolent Immortal Love
Poetry,

When I wasn’t unassailably inspiring; I was still inexhaustibly writing
a
festoon of incredulously ameliorating and perpetually compassionate
Immortal
Love Poetry,

When I wasn’t magnanimously feasting; I was still inexhaustibly writing
a
cocoon of symbiotically philanthropic and ubiquitously coalescing
Immortal
Love Poetry,

When I wasn’t ebulliently fornicating; I was still inexhaustibly
writing a
mist of wonderfully reinvigorating and blessedly burgeoning Immortal

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Elizabeth Barrett Browning

Fifth Book

AURORA LEIGH, be humble. Shall I hope
To speak my poems in mysterious tune
With man and nature,–with the lava-lymph
That trickles from successive galaxies
Still drop by drop adown the finger of God,
In still new worlds?–with summer-days in this,
That scarce dare breathe, they are so beautiful?–
With spring's delicious trouble in the ground
Tormented by the quickened blood of roots.
And softly pricked by golden crocus-sheaves
In token of the harvest-time of flowers?–
With winters and with autumns,–and beyond,
With the human heart's large seasons,–when it hopes
And fears, joys, grieves, and loves?–with all that strain
Of sexual passion, which devours the flesh
In a sacrament of souls? with mother's breasts,
Which, round the new made creatures hanging there,
Throb luminous and harmonious like pure spheres?–
With multitudinous life, and finally
With the great out-goings of ecstatic souls,
Who, in a rush of too long prisoned flame,
Their radiant faces upward, burn away
This dark of the body, issuing on a world
Beyond our mortal?–can I speak my verse
So plainly in tune to these things and the rest,
That men shall feel it catch them on the quick,
As having the same warrant over them
To hold and move them, if they will or no,
Alike imperious as the primal rhythm
Of that theurgic nature? I must fail,
Who fail at the beginning to hold and move
One man,–and he my cousin, and he my friend,
And he born tender, made intelligent,
Inclined to ponder the precipitous sides
Of difficult questions; yet, obtuse to me,–
Of me, incurious! likes me very well,
And wishes me a paradise of good,
Good looks, good means, and good digestion!–ay,
But otherwise evades me, puts me off
With kindness, with a tolerant gentleness,–
Too light a book for a grave man's reading! Go,
Aurora Leigh: be humble.
There it is;
We women are too apt to look to one,
Which proves a certain impotence in art.
We strain our natures at doing something great,
Far less because it's something great to do,
Than, haply, that we, so, commend ourselves
As being not small, and more appreciable
To some one friend. We must have mediators

[...] Read more

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The Piper And The Prey

this is how friday ended
a little bit hard to believe
my perception slightly bending
as the piper came on the scene
it was something so hypnotic
the music even changed
the crowd got up and got chaotic
and they paid so they could play

the pied piper played
the pied piper pushed
songs to make them crave
songs that seemed so good
songs that made it easier
songs down in their blood
songs that take, steal the love
until the song has had enough

at first, the dance was hesitant
not long before everyone knew it
the music spun them 'round and 'round
then it pulled the dancers into it
i danced my dance at my own pace
he laughed, knowing i would change
it took all i had in so many ways
saw others dance until they fell on their face

and still the piper played...

the pied piper played
the pied piper pushed
songs to make them crave
songs that seemed so good
songs that made it easier
songs down in their blood
songs that take, steal the love
until the song has had enough

bodies on the floor
unconscious and awake
the piper gave them more;
they took all that he gave
he played a new illusion
while the world began to sway
the dance became delusion
our hearts became the prey

and i danced as he played
and i danced as he pushed
songs that made me crave

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Intrigue

THOU art my love
And thou art the peace of sundown
When the blue shadows soothe
And the grasses and the leaves sleep
To the song of the little brooks
Woe is me.

Thou art my love,
And thou art a storm
That breaks black in the sky
And, sweeping headlong,
Drenches and cowers each tree
And at the panting end
There is no sound
Save the melancholy cry of a single owl
Woe is me!

Thou art my love
And thou art a tinsel thing
And I in my play
Broke thee easily
And from the little fragments
Arose my long sorrow
Woe is me.

Thou art my love
And thou art a weary violet
Drooping from sun-caresses.
Answering mine carelessly
Woe is me.

Thou art my love
And thou art the ashes of other men's love
And I bury my face in these ashes
And I love them
Woe is me.

Thou art my love
And thou art the beard
On another man's face
Woe is me.

Thou art my love
And thou art a temple
And in this temple is an altar
And on this altar is my heart
Woe is me.

Thou art my love
And thou art a wretch.

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Disconnected

I watch you stumble through the morning
I watch you stumble home at night
Silhouetted by a sun without sunlight
I've watched you walk straight through an evening
When you're laden with the day
And the light of the moon, it only gets in your way
From a bedroom window I was anyone
And the street I look upon is my runaway
But I'm connected to the places I don't feel connected from
I'm connected to the place that I don't feel like I'm from
This is the kind of town where everyone knows each other
And everyone hates that they know each other
And no one is getting any younger
From my bedroom window I was anyone
Every street I look upon could be a runaway
But I'm connected to the places I don't feel connected from
I'm connected to the place that I don't feel like I'm from
I'm connected to the places I don't feel connected from
I don't feel connected from
So move on here now
You don't belong here now
You don't belong
You'll never belong
You don't belong here now
You don't belong here now
You don't belong here now
You don't belong
You'll never belong
You don't belong here now

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So Connected To You

There are times when I'm happy
and times when I'm sad
and all of these times that I have had
are all connected to you,
so connected to you.
so connected to you.

There are times when it's sunny
and times when it's not
and all of these times I never forgot
were all connected to you,
so connected to you.

'Cause you have my heart on a string
and I can't control one little thing.
Where's my composure? Where did it go?
'Can't even answer for I don't know.

There are times when I'm jumpy
and times when I'm still
and times when I'm playful
like Jack and Jill.
And they're all connected to you,
so connected to you.

So what do I do to get over you?
You've got me crazy in love with you.
I take a step forward and fall back two
and everywhere that I go
there'll be times when I want you
and times when I don't.
There'll be times that I'll have you
and times that I won't
but there's absolutely nothing I can do
'Cause I'm connected to you,
so connected to you
So I know we can never be through.

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Unfaithful To Myself (Beware. Beware!)

When I ran away,
I thought that I would stay...
Where it was,
I chose to be.

When I ran away,
It was from myself...
And,
I was not that able...
To remain unfaithful.

I looked in the mirror and my heart stopped.
I saw the anger there.
I looked in the mirror and my heart stopped.
Beware. Beware!
I looked in the mirror and my heart stopped.
I saw the anger there.
And I knew,
It was me who had been untrue.

When I ran away,
It was from myself...
And,
I was not able...
To remain unfaithful.

Oh, when I ran away,
I thought that I would stay...
Where it was,
I chose to be.
But...
I looked in the mirror and my heart stopped.
I saw the anger there.
I looked in the mirror and my heart stopped.
Beware. Beware!
I looked in the mirror and my heart stopped.
I saw the anger there.
And I knew,
It was me who had been untrue.

I looked in the mirror and my heart stopped.
I saw the anger there.
I looked in the mirror and my heart stopped.
Beware. Beware!
Yes,
I looked in the mirror and my heart stopped.
I saw the anger there.
With a feeding of myself wrong beliefs...
That other people made me bleed.
But it wasn't other people it was me.

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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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Writing To

Writing to feel
Writing to heal
Writing to steal
Writing every emotion..
With such a white background.
It makes no sound
Even as the keys I pound.
Let my words have bite
Let from my words drip out meanings beyond meanings
Its something I try to be constantly be achieving.

Writing to feel
Writing to heal
Writing to steal
I want every heart and mind
Sucked in cause this is my world stage
No sense of the time.
Never to turn the page
Stuck in to a world oh so oh so fine

Writing to feel
Writing to heal
Writing to steal
Listen to her melody, as she sings.
Let chaos reign down from the skies
What will this day really bring?
Will the letter say good bye?
Will it mend everything?

Making everything better.
Destroying all the consequences
That exist in your world.
Welcome to the place I visit daily.
Inspirational maddness,
It attacks, attacks, and attacks.
With perfect sadness
I must let go once more.
And then the words hit the floor

Writing to feel
Writing to heal.
Writing to steal.
Becoming one with my soul.
Fighting for its one and only control.
Its mine, Its mine. Its mine.
In this reality it subsequently is not
A constant questioning of what?

Writing to feel
Writing to heal.

[...] Read more

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Through the eyes of a Field Coronet (Epic)

Introduction

In the kaki coloured tent in Umbilo he writes
his life’s story while women, children and babies are dying,
slowly but surely are obliterated, he see how his nation is suffering
while the events are notched into his mind.

Lying even heavier on him is the treason
of some other Afrikaners who for own gain
have delivered him, to imprisonment in this place of hatred
and thoughts go through him to write a book.


Prologue

The Afrikaner nation sprouted
from Dutchmen,
who fought decades without defeat
against the super power Spain

mixed with French Huguenots
who left their homes and belongings,
with the revocation of the Edict of Nantes.
Associate this then with the fact

that these people fought formidable
for seven generations
against every onslaught that they got
from savages en wild animals

becoming marksmen, riding
and taming wild horses
with one bullet per day
to hunt a wild antelope,

who migrated right across the country
over hills in mass protest
and then you have
the most formidable adversary
and then let them fight

in a natural wilderness
where the hunter,
the sniper and horseman excels
and any enemy is at a lost.

Let them then also be patriotic
into their souls,
believe in and read
out of the word of God

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Barefoot Ballad

(words & music by fuller - morris)
I want a barefoot ballad yes a barefoot ballad
Wont you play for me a down home country song
cause when I kick my shoes off and I kick my blues off
With a barefoot ballad you just cant go wrong
Give me a honk-tonk fiddle with a guitar in the middle and a melody
Humming like a fountain swinging out on smokey mountain
I want a barefoot ballad yes a barefoot ballad
Wont you play for me a down home country song
cause when I kick my shoes off and I kick my blues off
With a barefoot ballad you just cant go wrong
Now the big toes connected to the two toe
And the two toes connected to the three toe
And the three toes connected to the four toe
And the four toes connected to the five toe
And the five toe and away we go
I want a barefoot ballad yes a barefoot ballad
Wont you play for me a down home country song
cause when I kick my shoes off and I kick my blues off
With a barefoot ballad you just cant go wrong
Now the big toes connected to the two toe
And the two toes connected to the three toe
And the three toes connected to the four toe
And the four toes connected to the five toe
And the five toe and away we go
I wanna barefoot ballad yes a barefoot ballad
Wont you play for me a barefoot ballad song.

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Carlos' In the Middle of the Road, Plagiarized by Me

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

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

you were that stone.

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Gareth And Lynette

The last tall son of Lot and Bellicent,
And tallest, Gareth, in a showerful spring
Stared at the spate. A slender-shafted Pine
Lost footing, fell, and so was whirled away.
'How he went down,' said Gareth, 'as a false knight
Or evil king before my lance if lance
Were mine to use--O senseless cataract,
Bearing all down in thy precipitancy--
And yet thou art but swollen with cold snows
And mine is living blood: thou dost His will,
The Maker's, and not knowest, and I that know,
Have strength and wit, in my good mother's hall
Linger with vacillating obedience,
Prisoned, and kept and coaxed and whistled to--
Since the good mother holds me still a child!
Good mother is bad mother unto me!
A worse were better; yet no worse would I.
Heaven yield her for it, but in me put force
To weary her ears with one continuous prayer,
Until she let me fly discaged to sweep
In ever-highering eagle-circles up
To the great Sun of Glory, and thence swoop
Down upon all things base, and dash them dead,
A knight of Arthur, working out his will,
To cleanse the world. Why, Gawain, when he came
With Modred hither in the summertime,
Asked me to tilt with him, the proven knight.
Modred for want of worthier was the judge.
Then I so shook him in the saddle, he said,
"Thou hast half prevailed against me," said so--he--
Though Modred biting his thin lips was mute,
For he is alway sullen: what care I?'

And Gareth went, and hovering round her chair
Asked, 'Mother, though ye count me still the child,
Sweet mother, do ye love the child?' She laughed,
'Thou art but a wild-goose to question it.'
'Then, mother, an ye love the child,' he said,
'Being a goose and rather tame than wild,
Hear the child's story.' 'Yea, my well-beloved,
An 'twere but of the goose and golden eggs.'

And Gareth answered her with kindling eyes,
'Nay, nay, good mother, but this egg of mine
Was finer gold than any goose can lay;
For this an Eagle, a royal Eagle, laid
Almost beyond eye-reach, on such a palm
As glitters gilded in thy Book of Hours.
And there was ever haunting round the palm
A lusty youth, but poor, who often saw

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Nazim Hikmet

Gioconda And Si-Ya-U

to the memory of my friend SI-YA-U,
whose head was cut off in Shanghai

A CLAIM

Renowned Leonardo's
world-famous
"La Gioconda"
has disappeared.
And in the space
vacated by the fugitive
a copy has been placed.

The poet inscribing
the present treatise
knows more than a little
about the fate
of the real Gioconda.
She fell in love
with a seductive
graceful youth:
a honey-tongued
almond-eyed Chinese
named SI-YA-U.
Gioconda ran off
after her lover;
Gioconda was burned
in a Chinese city.

I, Nazim Hikmet,
authority
on this matter,
thumbing my nose at friend and foe
five times a day,
undaunted,
claim
I can prove it;
if I can't,
I'll be ruined and banished
forever from the realm of poesy.

1928


Part One
Excerpts from Gioconda's Diary

15 March 1924: Paris, Louvre Museum

At last I am bored with the Louvre Museum.

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