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Respect the doer of mean works

Respect them who do works
That demand no respects
More than them who do works
That command reverence.

Not prepared for such works
That are held low or mean,
You must at least respect
Them who do men works to you.

As a doctor serves you
A barber too serves you.
As a teacher serves you
A sweeper too serves you.
06.02.2012

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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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Tale III

THE GENTLEMAN FARMER.

Gwyn was a farmer, whom the farmers all,
Who dwelt around, 'the Gentleman' would call;
Whether in pure humility or pride,
They only knew, and they would not decide.
Far different he from that dull plodding tribe
Whom it was his amusement to describe;
Creatures no more enliven'd than a clod,
But treading still as their dull fathers trod;
Who lived in times when not a man had seen
Corn sown by drill, or thresh'd by a machine!
He was of those whose skill assigns the prize
For creatures fed in pens, and stalls, and sties;
And who, in places where improvers meet,
To fill the land with fatness, had a seat;
Who in large mansions live like petty kings,
And speak of farms but as amusing things;
Who plans encourage, and who journals keep,
And talk with lords about a breed of sheep.
Two are the species in this genus known;
One, who is rich in his profession grown,
Who yearly finds his ample stores increase,
From fortune's favours and a favouring lease;
Who rides his hunter, who his house adorns;
Who drinks his wine, and his disbursements scorns;
Who freely lives, and loves to show he can, -
This is the Farmer made the Gentleman.
The second species from the world is sent,
Tired with its strife, or with his wealth content;
In books and men beyond the former read
To farming solely by a passion led,
Or by a fashion; curious in his land;
Now planning much, now changing what he plann'd;
Pleased by each trial, not by failures vex'd,
And ever certain to succeed the next;
Quick to resolve, and easy to persuade, -
This is the Gentleman, a farmer made.
Gwyn was of these; he from the world withdrew
Early in life, his reasons known to few;
Some disappointments said, some pure good sense,
The love of land, the press of indolence;
His fortune known, and coming to retire,
If not a Farmer, men had call'd him 'Squire.
Forty and five his years, no child or wife
Cross'd the still tenour of his chosen life;
Much land he purchased, planted far around,
And let some portions of superfluous ground
To farmers near him, not displeased to say
'My tenants,' nor 'our worthy landlord,' they.

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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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Teacher, Teacher

Just when I thought I finally learned my lesson well,
There was more to this than meets the eye.
And for all the things you taught me, only time will tell,
If I'll be able to survive. Oh yeah.
Teacher, teacher, can you teach me?
Can you tell me all I need to know?
Teacher, teacher, can you reach me?
Or will I fall when you let me go? Oh no.
Am I ready for the real world, will I pass the test?
You know it's a jungle out there.
Ain't nothin' gonna stop me, I won't be second best,
But the joke's on those who believe the system's fair, oh yeah.
Teacher, teacher, can you teach me?
Can you tell me if I'm right or wrong?
Teacher, teacher, can you reach me?
I wanna know what's goin' on, Oh yeah.
So the years go on and on, but nothing's lost or won.
And what you learned is soon forgotten.
They take the best years of your life,
Try to tell you wrong from right,
But you walk away with nothing. Oh Oh.
Teacher, teacher, can you teach me?
Can you tell me all I need to know?
Teacher, teacher, can you reach me?
Or will I fall when you let me go?
Teacher, teacher, can you teach me?
Can you tell me if I'm right or wrong?
Teacher, teacher, can you reach me?
I wanna know what's goin' on, Oh
Teacher, teacher, can you teach me?
Teacher, teacher, can you reach me?
Teacher, teacher, can you teach me?
Teacher, teacher, Ooh yeah.
Teacher, teacher
Teacher, teacher
~Adams, Vallance

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The Hand That Feeds

Doctor, doctor, doctor
Please, doctor, doctor, please
Doctor, doctor, doctor
Feel like an old diseace
Get your sweet ass off the floor
Doctor, doctor, doctor
I cant refuse any loose harted lady anymore
I scream your name into the crowd
You feel the flame, but yo aint proud
Mabye your attitude aint right
So all thats left for me to do is bite
The hand that feeds me
Feeds me
Doctor, doctor, doctor
Doctor, doctor, please
All things you put me through
What the hell you want me to
Do all the things that uncle john needs
I aint the dog that bites the hand that feeds me
In the middle of, with a spittle of
Et tu like birds of a feather
When another day, love another way
Push, shove, make love, play
Never never, never ever
Never ever, never ever
Na, na...
Doctor, doctor, doctor
Please do a-what you can
Doctor, doctor, doctor
Would you please give my life a hand
All the things you put me trough
What the hell you want me to
Do all the things that uncle john needs
I aint the dog that bites the hand that feeds me, yeah
Doctor, doctor, doctor
Doctor, doctor, please
(repeat)

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Homer

The Iliad: Book 2

Now the other gods and the armed warriors on the plain slept
soundly, but Jove was wakeful, for he was thinking how to do honour to
Achilles, and destroyed much people at the ships of the Achaeans. In
the end he deemed it would be best to send a lying dream to King
Agamemnon; so he called one to him and said to it, "Lying Dream, go to
the ships of the Achaeans, into the tent of Agamemnon, and say to
him word to word as I now bid you. Tell him to get the Achaeans
instantly under arms, for he shall take Troy. There are no longer
divided counsels among the gods; Juno has brought them to her own
mind, and woe betides the Trojans."
The dream went when it had heard its message, and soon reached the
ships of the Achaeans. It sought Agamemnon son of Atreus and found him
in his tent, wrapped in a profound slumber. It hovered over his head
in the likeness of Nestor, son of Neleus, whom Agamemnon honoured
above all his councillors, and said:-
"You are sleeping, son of Atreus; one who has the welfare of his
host and so much other care upon his shoulders should dock his
sleep. Hear me at once, for I come as a messenger from Jove, who,
though he be not near, yet takes thought for you and pities you. He
bids you get the Achaeans instantly under arms, for you shall take
Troy. There are no longer divided counsels among the gods; Juno has
brought them over to her own mind, and woe betides the Trojans at
the hands of Jove. Remember this, and when you wake see that it does
not escape you."
The dream then left him, and he thought of things that were,
surely not to be accomplished. He thought that on that same day he was
to take the city of Priam, but he little knew what was in the mind
of Jove, who had many another hard-fought fight in store alike for
Danaans and Trojans. Then presently he woke, with the divine message
still ringing in his ears; so he sat upright, and put on his soft
shirt so fair and new, and over this his heavy cloak. He bound his
sandals on to his comely feet, and slung his silver-studded sword
about his shoulders; then he took the imperishable staff of his
father, and sallied forth to the ships of the Achaeans.
The goddess Dawn now wended her way to vast Olympus that she might
herald day to Jove and to the other immortals, and Agamemnon sent
the criers round to call the people in assembly; so they called them
and the people gathered thereon. But first he summoned a meeting of
the elders at the ship of Nestor king of Pylos, and when they were
assembled he laid a cunning counsel before them.
"My friends," said he, "I have had a dream from heaven in the dead
of night, and its face and figure resembled none but Nestor's. It
hovered over my head and said, 'You are sleeping, son of Atreus; one
who has the welfare of his host and so much other care upon his
shoulders should dock his sleep. Hear me at once, for I am a messenger
from Jove, who, though he be not near, yet takes thought for you and
pities you. He bids you get the Achaeans instantly under arms, for you
shall take Troy. There are no longer divided counsels among the
gods; Juno has brought them over to her own mind, and woe betides
the Trojans at the hands of Jove. Remember this.' The dream then

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Soul Doctor

Well I woke up this morning
Took your advice
I dialed the number
And I let it ring twice
Then I hung up
Now I tried to do
Everything I could
To save our love
And make it feel good again
I cant fight it, theres nobody home
Hard hearted and all alone
I give you love, you aint giving it back
I cant take it
I need to see the soul doctor
Before the fever begins
You know Im searching for the soul doctor
When love is wearing thin
Doctor soul is in
Ive been kicked in the corner
Im down in the dirt
I cant feel a thing
But I know it ought to hurt
Now your shaking my spirit
Im breaking my back
Im too blind to hear it
So I over react to satisfaction
If I could get me some
I aint talking, theres nothing to say
Misunderstandin, your walking away
Maybe baby, its gonna take time, time, time
I need to see the soul doctor
Before the fever begins
You know Im searching for the soul doctor
When love is wearing thin
Doctor soul is in
I need to see the soul doctor
You know things are looking grim
I keep searching for the soul doctor
Doctor soul is in
The doctors soul intention
Let it be understood
Cant pull the strings of my heart
I aint made out of wood
Now I take what I get
To get what it takes
Need a little bit a love
Got a whole lotta heartaches
I cant fight it, theres nobody home
Hard hearted and all alone
Maybe baby, its gonna take time, time, time

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Charles Baudelaire

Beowulf

LO, praise of the prowess of people-kings
of spear-armed Danes, in days long sped,
we have heard, and what honor the athelings won!
Oft Scyld the Scefing from squadroned foes,
from many a tribe, the mead-bench tore,
awing the earls. Since erst he lay
friendless, a foundling, fate repaid him:
for he waxed under welkin, in wealth he throve,
till before him the folk, both far and near,
who house by the whale-path, heard his mandate,
gave him gifts: a good king he!
To him an heir was afterward born,
a son in his halls, whom heaven sent
to favor the folk, feeling their woe
that erst they had lacked an earl for leader
so long a while; the Lord endowed him,
the Wielder of Wonder, with world's renown.
Famed was this Beowulf: far flew the boast of him,
son of Scyld, in the Scandian lands.
So becomes it a youth to quit him well
with his father's friends, by fee and gift,
that to aid him, aged, in after days,
come warriors willing, should war draw nigh,
liegemen loyal: by lauded deeds
shall an earl have honor in every clan.
Forth he fared at the fated moment,
sturdy Scyld to the shelter of God.
Then they bore him over to ocean's billow,
loving clansmen, as late he charged them,
while wielded words the winsome Scyld,
the leader beloved who long had ruled….
In the roadstead rocked a ring-dight vessel,
ice-flecked, outbound, atheling's barge:
there laid they down their darling lord
on the breast of the boat, the breaker-of-rings,
by the mast the mighty one. Many a treasure
fetched from far was freighted with him.
No ship have I known so nobly dight
with weapons of war and weeds of battle,
with breastplate and blade: on his bosom lay
a heaped hoard that hence should go
far o'er the flood with him floating away.
No less these loaded the lordly gifts,
thanes' huge treasure, than those had done
who in former time forth had sent him
sole on the seas, a suckling child.
High o'er his head they hoist the standard,
a gold-wove banner; let billows take him,
gave him to ocean. Grave were their spirits,
mournful their mood. No man is able

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Teacher Man

The Teacher Man teaches kids from all over the world
The Teacher Man teaches no matter boy or girl
The Teacher Man teaches Christans, Musilms, and Jews
The Teacher Man teaches those who say 'God I don't believe in you'
The Teacher Man teaches over demands for more recess
The Teacher Man teaches to only demand the best
The Teacher Man teaches Science, Reading, and Math
The Teacher Man teaches how to live out of class

The Teacher Man teaches all how to share
The Teacher Man teaches that we all should care
The Teacher Man teaches how to keep an open mind
The Teacher Man teaches with a kick in the behind
The Teacher Man teaches there are lessons in life
The Teacher Man teaches how to overcome strife
The Teacher Man teaches there's nothing wrong with a hug
The Teacher Man teaches the world changes with Love

The Teacher Man teaches the rich and the poor
The Teacher Man teaches those who are ready for more
The Teacher Man teaches how to look someone in the eye
The Teacher Man teaches how to accept someone in their cry
The Teacher Man teaches in more than one tounge
The Teacher Man teaches how to make working hard fun
The Teacher Man teaches all the colors of the land
But, most important of all, he teaches we should take a stand

Take a Stand, Take a Stand, for what you believe
Take a Stand, Take a Stand, and you will be free
Take a Stand, Take a Stand, for the least of the least
Take such Stand man, and you will find peace

He's the Teacher Man

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I'll Get One Tomorrow

Barber, barber, come and get me;
Hairy torrents irk and fret me.
Hair and hair again appears;
And climbs like ivy round my ears.
Hair across my collar gambols;
Down my neck it wayward ambles.
Ever down it trip it tickles;
Yes, where it trips it tickles.
Barber dear I wish I knew;
Why i do not visit you.
Why I grudge the minutes ten;
In your smiling den.
Why I choose to choke on hair;
Rather than to mount your chair.
Men no busier than I;
Weekly to your office hie.
Men no busier than myself;
Confront the armory on your shelf;
Men no wealthier than me;
Gladly meet your modest fee.
And for a fraction of a dollar;
Keep the jungle off their collar.
I alone am shy and flustered;
Solitary, cowardly custard.
Shaggy as a prize angore;
Overrun with the creeping flora.
Barber, barber, you’re in luck;
The bell has rung, the hour has struck.
Sloth strong, the hair is strong;
I cannot stand it any long.
Barber, barber here I come;
Shake up the odorous bay rum.
Bring on your shears your scythes, your snippers;
Bring on your crisp electric driers.
Employ a dozen extra sweepers;
Bring giant harvesters and reapers.
I warn you a bumper crop;
Waits to overwhelm your shop.
Braber, barber, be verbose;
Be anything but clip me close.
Leave me razored, leave me scissored
Leave me hairless, as a lizard;
Barber, barber, single and scald;
Barber can’t you make me bald?
I will be the happiest of men;
And never think of you again.

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The King of the Vasse

A LEGEND OF THE BUSH.


MY tale which I have brought is of a time
Ere that fair Southern land was stained with crime,
Brought thitherward in reeking ships and cast
Like blight upon the coast, or like a blast
From angry levin on a fair young tree,
That stands thenceforth a piteous sight to see.
So lives this land to-day beneath the sun,—
A weltering plague-spot, where the hot tears run,
And hearts to ashes turn, and souls are dried
Like empty kilns where hopes have parched and died.
Woe's cloak is round her,—she the fairest shore
In all the Southern Ocean o'er and o'er.
Poor Cinderella! she must bide her woe,
Because an elder sister wills it so.
Ah! could that sister see the future day
When her own wealth and strength are shorn away,
A.nd she, lone mother then, puts forth her hand
To rest on kindred blood in that far land;
Could she but see that kin deny her claim
Because of nothing owing her but shame,—
Then might she learn 'tis building but to fall,
If carted rubble be the basement-wall.

But this my tale, if tale it be, begins
Before the young land saw the old land's sins
Sail up the orient ocean, like a cloud
Far-blown, and widening as it neared,—a shroud
Fate-sent to wrap the bier of all things pure,
And mark the leper-land while stains endure.
In the far days, the few who sought the West
Were men all guileless, in adventurous quest
Of lands to feed their flocks and raise their grain,
And help them live their lives with less of pain
Than crowded Europe lets her children know.
From their old homesteads did they seaward go,
As if in Nature's order men must flee
As flow the streams,—from inlands to the sea.

In that far time, from out a Northern land,
With home-ties severed, went a numerous band
Of men and wives and children, white-haired folk:
Whose humble hope of rest at home had broke,
As year was piled on year, and still their toil
Had wrung poor fee from -Sweden's rugged soil.
One day there gathered from the neighboring steads,
In Jacob Eibsen's, five strong household heads,—
Five men large-limbed and sinewed, Jacob's sons,

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Teacher Says, Teacher Goes

Teacher says,
teacher goes,
teacher smiles,
teacher knows,

what you have done,
was clearly a mistake,
maybe it is,
time for a break.

Teacher says,
teacher goes,
teacher smiles,
teacher knows,

that you have been naughty.
That you have been quite foughty.
That you are being rude,
don't call teacher a dude.

Teacher says,
teacher goes,
teacher smilies,
teacher know,

that you were making faces,
behind teachers back,
that you were throwing spitballs,
at the teacher's pet.

Teacher says,
teacher goes,
teacher smiles,
teacher knows.

So enough is said,
so now you know,
that whatever you do.....

Teacher says,
Teacher goes,
Teacher smilies,
Teacher knows

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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

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A bad or a good teacher

A bad teacher is negatively pessimistic
A good teacher is positively optimistic

A bad teacher swears all the time
A good teacher cares in their prime

A bad teacher passes on rude fear
A good teacher has on good ears

A bad teacher discourages
A good teacher encourages

A bad teacher despairs
A good teacher prepares

A bad teacher likes to bitch
A good teacher likes to teach

A bad teacher shouts every moment
A good teacher scouts for every talent

A bad teacher is up for crude devices
A good teacher is up for good advice

A bad teacher lets students fight on in the dark
A good teacher sets students on the right track

A bad teacher feeds on their looks
A good teachers reads many books

A bad teacher sings along with wrong faults
A good teacher brings along the right results

Copyright 2006 - Sylvia Chidi

www.sylviachidi.co.uk

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The Aeneid of Virgil: Book 11

SCARCE had the rosy Morning rais’d her head
Above the waves, and left her wat’ry bed;
The pious chief, whom double cares attend
For his unburied soldiers and his friend,
Yet first to Heav’n perform’d a victor’s vows: 5
He bar’d an ancient oak of all her boughs;
Then on a rising ground the trunk he plac’d,
Which with the spoils of his dead foe he grac’d.
The coat of arms by proud Mezentius worn,
Now on a naked snag in triumph borne, 10
Was hung on high, and glitter’d from afar,
A trophy sacred to the God of War.
Above his arms, fix’d on the leafless wood,
Appear’d his plumy crest, besmear’d with blood:
His brazen buckler on the left was seen; 15
Truncheons of shiver’d lances hung between;
And on the right was placed his corslet, bor’d;
And to the neck was tied his unavailing sword.
A crowd of chiefs inclose the godlike man,
Who thus, conspicuous in the midst, began: 20
“Our toils, my friends, are crown’d with sure success;
The greater part perform’d, achieve the less.
Now follow cheerful to the trembling town;
Press but an entrance, and presume it won.
Fear is no more, for fierce Mezentius lies, 25
As the first fruits of war, a sacrifice.
Turnus shall fall extended on the plain,
And, in this omen, is already slain.
Prepar’d in arms, pursue your happy chance;
That none unwarn’d may plead his ignorance, 30
And I, at Heav’n’s appointed hour, may find
Your warlike ensigns waving in the wind.
Meantime the rites and fun’ral pomps prepare,
Due to your dead companions of the war:
The last respect the living can bestow, 35
To shield their shadows from contempt below.
That conquer’d earth be theirs, for which they fought,
And which for us with their own blood they bought;
But first the corpse of our unhappy friend
To the sad city of Evander send, 40
Who, not inglorious, in his age’s bloom,
Was hurried hence by too severe a doom.”
Thus, weeping while he spoke, he took his way,
Where, new in death, lamented Pallas lay.
Acoetes watch’d the corpse; whose youth deserv’d 45
The father’s trust; and now the son he serv’d
With equal faith, but less auspicious care.
Th’ attendants of the slain his sorrow share.
A troop of Trojans mix’d with these appear,
And mourning matrons with dishevel’d hair. 50

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John Milton

Paradise Lost: Book X

Thus they in lowliest plight repentant stood
Praying, for from the Mercie-seat above
Prevenient Grace descending had remov'd
The stonie from thir hearts, and made new flesh
Regenerat grow instead, that sighs now breath'd
Unutterable, which the Spirit of prayer
Inspir'd, and wing'd for Heav'n with speedier flight
Then loudest Oratorie: yet thir port
Not of mean suiters, nor important less
Seem'd thir Petition, then when th' ancient Pair
In Fables old, less ancient yet then these,
Deucalion and chaste Pyrrha to restore
The Race of Mankind drownd, before the Shrine
Of Themis stood devout. To Heav'n thir prayers
Flew up, nor missed the way, by envious windes
Blow'n vagabond or frustrate: in they passd
Dimentionless through Heav'nly dores; then clad
With incense, where the Golden Altar fum'd,
By thir great Intercessor, came in sight
Before the Fathers Throne: Them the glad Son
Presenting, thus to intercede began.
See Father, what first fruits on Earth are sprung
From thy implanted Grace in Man, these Sighs
And Prayers, which in this Golden Censer, mixt
With Incense, I thy Priest before thee bring,
Fruits of more pleasing savour from thy seed
Sow'n with contrition in his heart, then those
Which his own hand manuring all the Trees
Of Paradise could have produc't, ere fall'n
From innocence. Now therefore bend thine eare
To supplication, heare his sighs though mute;
Unskilful with what words to pray, let mee
Interpret for him, mee his Advocate
And propitiation, all his works on mee
Good or not good ingraft, my Merit those
Shall perfet, and for these my Death shall pay.
Accept me, and in mee from these receave
The smell of peace toward Mankinde, let him live
Before thee reconcil'd, at least his days
Numberd, though sad, till Death, his doom (which I
To mitigate thus plead, not to reverse)
To better life shall yeeld him, where with mee
All my redeemd may dwell in joy and bliss,
Made one with me as I with thee am one.
To whom the Father, without Cloud, serene.
All thy request for Man, accepted Son,
Obtain, all thy request was my Decree:
But longer in that Paradise to dwell,
The Law I gave to Nature him forbids:
Those pure immortal Elements that know

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The Parish Register - Part III: Burials

THERE was, 'tis said, and I believe, a time
When humble Christians died with views sublime;
When all were ready for their faith to bleed,
But few to write or wrangle for their creed;
When lively Faith upheld the sinking heart,
And friends, assured to meet, prepared to part;
When Love felt hope, when Sorrow grew serene,
And all was comfort in the death-bed scene.
Alas! when now the gloomy king they wait,
'Tis weakness yielding to resistless fate;
Like wretched men upon the ocean cast,
They labour hard and struggle to the last;
'Hope against hope,' and wildly gaze around
In search of help that never shall be found:
Nor, till the last strong billow stops the breath,
Will they believe them in the jaws of Death!
When these my Records I reflecting read,
And find what ills these numerous births succeed;
What powerful griefs these nuptial ties attend;
With what regret these painful journeys end;
When from the cradle to the grave I look,
Mine I conceive a melancholy book.
Where now is perfect resignation seen?
Alas! it is not on the village-green: -
I've seldom known, though I have often read,
Of happy peasants on their dying-bed;
Whose looks proclaimed that sunshine of the breast,
That more than hope, that Heaven itself express'd.
What I behold are feverish fits of strife,
'Twixt fears of dying and desire of life:
Those earthly hopes, that to the last endure;
Those fears, that hopes superior fail to cure;
At best a sad submission to the doom,
Which, turning from the danger, lets it come.
Sick lies the man, bewilder'd, lost, afraid,
His spirits vanquish'd, and his strength decay'd;
No hope the friend, the nurse, the doctor lend -
'Call then a priest, and fit him for his end.'
A priest is call'd; 'tis now, alas! too late,
Death enters with him at the cottage-gate;
Or time allow'd--he goes, assured to find
The self-commending, all-confiding mind;
And sighs to hear, what we may justly call
Death's common-place, the train of thought in all.
'True I'm a sinner,' feebly he begins,
'But trust in Mercy to forgive my sins:'
(Such cool confession no past crimes excite!
Such claim on Mercy seems the sinner's right!)
'I know mankind are frail, that God is just,
And pardons those who in his Mercy trust;

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Pharsalia - Book IX: Cato

Yet in those ashes on the Pharian shore,
In that small heap of dust, was not confined
So great a shade; but from the limbs half burnt
And narrow cell sprang forth and sought the sky
Where dwells the Thunderer. Black the space of air
Upreaching to the poles that bear on high
The constellations in their nightly round;
There 'twixt the orbit of the moon and earth
Abide those lofty spirits, half divine,
Who by their blameless lives and fire of soul
Are fit to tolerate the pure expanse
That bounds the lower ether: there shall dwell,
Where nor the monument encased in gold,
Nor richest incense, shall suffice to bring
The buried dead, in union with the spheres,
Pompeius' spirit. When with heavenly light
His soul was filled, first on the wandering stars
And fixed orbs he bent his wondering gaze;
Then saw what darkness veils our earthly day
And scorned the insults heaped upon his corse.
Next o'er Emathian plains he winged his flight,
And ruthless Caesar's standards, and the fleet
Tossed on the deep: in Brutus' blameless breast
Tarried awhile, and roused his angered soul
To reap the vengeance; last possessed the mind
Of haughty Cato.

He while yet the scales
Were poised and balanced, nor the war had given
The world its master, hating both the chiefs,
Had followed Magnus for the Senate's cause
And for his country: since Pharsalia's field
Ran red with carnage, now was all his heart
Bound to Pompeius. Rome in him received
Her guardian; a people's trembling limbs
He cherished with new hope and weapons gave
Back to the craven hands that cast them forth.
Nor yet for empire did he wage the war
Nor fearing slavery: nor in arms achieved
Aught for himself: freedom, since Magnus fell,
The aim of all his host. And lest the foe
In rapid course triumphant should collect
His scattered bands, he sought Corcyra's gulfs
Concealed, and thence in ships unnumbered bore
The fragments of the ruin wrought in Thrace.
Who in such mighty armament had thought
A routed army sailed upon the main
Thronging the sea with keels? Round Malea's cape
And Taenarus open to the shades below
And fair Cythera's isle, th' advancing fleet

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The Brus Book XIII

[Douglas's division attacks]

Quhen thir twa fyrst bataillis wer
Assemblyt as I said you er,
The Stewart Walter that than was
And the gud lord als of Douglas
5 In a bataill, quhen that thai saw
The erle foroutyn dred or aw
Assembill with his cumpany
On all that folk sa sturdely
For till help him thai held thar way
10 And thar bataill in gud aray,
And assemblyt sa hardely
Besid the erle a litill by
That thar fayis feld thar cummyn wele,
For with wapynnys stalwart of stele
15 Thai dang apon with all thar mycht.
Thar fayis resavyt weile Ik hycht
With swerdis speris and with mase,
The bataill thar sa feloune was
And sua rycht gret spilling of blud
20 That on the erd the flousis stud.
The Scottismen sa weill thaim bar
And sua gret slauchter maid thai thar
And fra sa fele the lyvis revyt
That all the feld bludy wes levyt.
25 That tyme thar thre bataillis wer
All syd be sid fechtand weill ner,
Thar mycht men her mony dynt
And wapynnys apon armuris stynt,
And se tumble knychtis and stedis
30 And mony rich and reale wedis
Defoullyt foully under fete,
Sum held on loft sum tynt the suet.
A lang quhill thus fechtand thai war
That men na noyis mycht her thar,
35 Men hard nocht bot granys and dintis
That slew fyr as men slayis on flyntis,
Thai faucht ilk ane sa egerly
That thai maid nother moyis na cry
Bot dang on other at thar mycht
40 With wapnys that war burnyst brycht.
The arowys als sua thyk thar flaw
That thai mycht say wele that thaim saw
That thai a hidwys schour gan ma,
For quhar thai fell Ik undreta
45 Thai left efter thaim taknyng
That sall ned as I trow leching.

[Sir Robert Keith's cavalry disperses the English archers]

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The Brus Book VI

[Sir Ingram Umfraville praises the king;
the men of Galloway pursue him with a tracker dog]

The king is went till his logyng
And off this deid sone come tithing
Till Schyr Ingrame the Umfravill
That thocht his sutelte and gyle
5 Haid al failyeit in that place.
Tharfor anoyit sua he was
That he agayne to Lothyane
Till Schyr Amer his gate has tane
And till him tauld all hale the cas,
10 That tharoff all forwonderyt was
How ony man sa sodanly
Mycht do so gret chevalry
As did the king that him allane
Vengeance off thre traytouris has tane,
15 And said, 'Certis, I may weill se
That it is all certante
That ure helpys hardy men
As be this deid we may ken.
War he nocht outrageous hardy
20 He had nocht unabasytly
Sa smertly sene his avantage.
I drede that his gret vassalag
And his travaill may bring till end
That at men quhile full litill wend.'
25 Sik speking maid he off the king
That ay foroutyn sojournyng
Travaillit in Carrik her and thar.
His men fra him sa scalit war
To purches thar necessite
30 And als the countre for to se
That thai left nocht with him sexty.
And quhen the Gallowais wyst suthli
That he wes with sa few mengye
Thai maid a preve assemble
35 Off wele twa hunder men and ma,
And slewth-hundis with thaim gan ta,
For thai thocht him for to suppris
And giff he fled on ony wys
To folow him with the hundis sua
40 That he suld nocht eschaip thaim fra.
Thai schup thaim in ane evynnyng
To suppris sodanly the king
And tillhim held thai straucht thar way,
Bot he, that had his wachis ay
45 On ilk sid, off thar cummyng
Lang or thai come had wyttering
And how fele that thai mycht be,

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