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Big Balls

Im ever upper class high society
Gods gift to ballroom notoriety
I always fill my ballroom
The event is never small
The social pages say Ive got
The biggest balls of all
Chorus:
Ive got big balls
Ive got big balls
And theyre such big balls
Dirty big balls
And hes got big balls
And shes got big balls
But weve got the biggest balls of them all
And my balls are always bouncing
My ballroom always full
And everybody cums and cums again
If your name is on the guest list
No one can take you higher
Everybody says Ive got
Great balls of fire
Chorus
Some balls are held for charity
And some for fancy dress
But when theyre held for pleasure
Theyre the balls that I like best
My balls are always bouncing
To the left and to the right
Its my belief that my big balls
Should be held every night
Chorus
And Im just itching to tell you about them
Oh we had such wonderful fun
Seafood cocktail, crabs, crayfish...
Ball sucker

song performed by AC-DC
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Social Netowrking Of Robots

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poem by Rwetewrt Erwtwer
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University Of Central Florida Volleyball

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poem by Caasder Fronds
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The Aeneid of Virgil: Book 2

ALL were attentive to the godlike man,
When from his lofty couch he thus began:
“Great queen, what you command me to relate
Renews the sad remembrance of our fate:
An empire from its old foundations rent, 5
And ev’ry woe the Trojans underwent;
A peopled city made a desart place;
All that I saw, and part of which I was:
Not ev’n the hardest of our foes could hear,
Nor stern Ulysses tell without a tear. 10
And now the latter watch of wasting night,
And setting stars, to kindly rest invite;
But, since you take such int’rest in our woe,
And Troy’s disastrous end desire to know,
I will restrain my tears, and briefly tell 15
What in our last and fatal night befell.
“By destiny compell’d, and in despair,
The Greeks grew weary of the tedious war,
And by Minerva’s aid a fabric rear’d,
Which like a steed of monstrous height appear’d: 20
The sides were plank’d with pine; they feign’d it made
For their return, and this the vow they paid.
Thus they pretend, but in the hollow side
Selected numbers of their soldiers hide:
With inward arms the dire machine they load, 25
And iron bowels stuff the dark abode.
In sight of Troy lies Tenedos, an isle
(While Fortune did on Priam’s empire smile)
Renown’d for wealth; but, since, a faithless bay,
Where ships expos’d to wind and weather lay. 30
There was their fleet conceal’d. We thought, for Greece
Their sails were hoisted, and our fears release.
The Trojans, coop’d within their walls so long,
Unbar their gates, and issue in a throng,
Like swarming bees, and with delight survey 35
The camp deserted, where the Grecians lay:
The quarters of the sev’ral chiefs they show’d;
Here Phœnix, here Achilles, made abode;
Here join’d the battles; there the navy rode.
Part on the pile their wond’ring eyes employ: 40
The pile by Pallas rais’d to ruin Troy.
Thymoetes first (’t is doubtful whether hir’d,
Or so the Trojan destiny requir’d)
Mov’d that the ramparts might be broken down,
To lodge the monster fabric in the town. 45
But Capys, and the rest of sounder mind,
The fatal present to the flames designed,
Or to the wat’ry deep; at least to bore
The hollow sides, and hidden frauds explore.
The giddy vulgar, as their fancies guide, 50

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poem by Publius Vergilius Maro
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The Ballad of the White Horse

DEDICATION

Of great limbs gone to chaos,
A great face turned to night--
Why bend above a shapeless shroud
Seeking in such archaic cloud
Sight of strong lords and light?

Where seven sunken Englands
Lie buried one by one,
Why should one idle spade, I wonder,
Shake up the dust of thanes like thunder
To smoke and choke the sun?

In cloud of clay so cast to heaven
What shape shall man discern?
These lords may light the mystery
Of mastery or victory,
And these ride high in history,
But these shall not return.

Gored on the Norman gonfalon
The Golden Dragon died:
We shall not wake with ballad strings
The good time of the smaller things,
We shall not see the holy kings
Ride down by Severn side.

Stiff, strange, and quaintly coloured
As the broidery of Bayeux
The England of that dawn remains,
And this of Alfred and the Danes
Seems like the tales a whole tribe feigns
Too English to be true.

Of a good king on an island
That ruled once on a time;
And as he walked by an apple tree
There came green devils out of the sea
With sea-plants trailing heavily
And tracks of opal slime.

Yet Alfred is no fairy tale;
His days as our days ran,
He also looked forth for an hour
On peopled plains and skies that lower,
From those few windows in the tower
That is the head of a man.

But who shall look from Alfred's hood

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poem by Gilbert Keith Chesterton
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A Map Of Culture

Culture

Contents

What is Culture?

The Importance of Culture

Culture Varies

Culture is Critical

The Sociobiology Debate

Values, Norms, and Social Control

Signs and Symbols

Language

Terms and Definitions

Approaches to the Study of Culture

Are We Prisoners of Our Culture?

What is Culture?

I prefer the definition used by Ian Robertson: 'all the shared products of society: material and nonmaterial' (Our text defines it in somewhat more ponderous terms- 'The totality of learned, socially transmitted behavior. It includes ideas, values, and customs (as well as the sailboats, comic books, and birth control devices) of groups of people' (p.32) .

Back to Contents

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poem by Nyein Way
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It Fills You Up

Theres something going on
It fill you up, it fill you up, it fill you up now
Theres something going on
It fill you up, it fill you up, it fill you up now
But you dont know what it is
But you dont know what it is
But you dont have to know
You just take it for what it is (spoken)
Within this melody
It fill you up, it fill you up, it fill you up now
Theres more then you can see
It fill you up, it fill you up, it fill you up now
Theres another realm
Theres another world
With kings and queens
Yeah yeah
Thats why you got to face the facts
Thats why you gotta testify (suggested)
You gotta do and die (suggested)
It fill you up, it fill you up, it fill you up now
You got to do in that
It fill you up, it fill you up, it fill you up now
You got to sing with the music and groove
You got to turn on the music and groove
Every every every day
You know what Im talking about (spoken)
It fill you up, it fill you up (spoken)
It fill you up, it fill you up, it fill you up now
Yeah!
It fill you up, it fill you up, it fill you up now
Yeah!
It fill you up, it fill you up, it fill you up now
Get you rolling in the money
It fill you up, it fill you up, it fill you up now
Work out a few kinks
It fill you up, it fill you up, it fill you up now
It fill you up to the brim jim
It fill you up, it fill you up, it fill you up now
Lord have mercy
It fill you up, it fill you up, it fill you up now
It fill you up, it fill you up, it fill you up now
Come here baby
It fill you up, it fill you up, it fill you up now

song performed by Van Morrison
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It Fill You Up

There's something going on
It fill you up, it fill you up, it fill you up now
There's something going on
It fill you up, it fill you up, it fill you up now
But you don't know what it is
But you don't know what it is
But you don't have to know
You just take it for what it is (spoken)
Within this melody
It fill you up, it fill you up, it fill you up now
There's more then you can see
It fill you up, it fill you up, it fill you up now
There's another realm
There's another world
With kings and queens
Yeah yeah
That's why you got to face the facts
That's why you gotta testify (suggested)
You gotta do and die (suggested)
It fill you up, it fill you up, it fill you up now
You got to do in that
It fill you up, it fill you up, it fill you up now
You got to sing with the music and groove
You got to turn on the music and groove
Every every every day
You know what I'm talking about (spoken)
It fill you up, it fill you up (spoken)
It fill you up, it fill you up, it fill you up now
Yeah!
It fill you up, it fill you up, it fill you up now
Yeah!
It fill you up, it fill you up, it fill you up now
Get you rolling in the money
It fill you up, it fill you up, it fill you up now
Work out a few kinks
It fill you up, it fill you up, it fill you up now
It fill you up to the brim Jim
It fill you up, it fill you up, it fill you up now
Lord have mercy
It fill you up, it fill you up, it fill you up now
It fill you up, it fill you up, it fill you up now
Come here baby
It fill you up, it fill you up, it fill you up now
(Transcribed by ear; corrections requested and welcomed!)

song performed by Van Morrison
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The Masque Of Pandora

THE WORKSHOP OF HEPHAESTUS

HEPHAESTUS (standing before the statue of Pandora.)
Not fashioned out of gold, like Hera's throne,
Nor forged of iron like the thunderbolts
Of Zeus omnipotent, or other works
Wrought by my hands at Lemnos or Olympus,
But moulded in soft clay, that unresisting
Yields itself to the touch, this lovely form
Before me stands, perfect in every part.
Not Aphrodite's self appeared more fair,
When first upwafted by caressing winds
She came to high Olympus, and the gods
Paid homage to her beauty. Thus her hair
Was cinctured; thus her floating drapery
Was like a cloud about her, and her face
Was radiant with the sunshine and the sea.

THE VOICE OF ZEUS.
Is thy work done, Hephaestus?

HEPHAESTUS.
It is finished!

THE VOICE.
Not finished till I breathe the breath of life
Into her nostrils, and she moves and speaks.

HEPHAESTUS.
Will she become immortal like ourselves?

THE VOICE.
The form that thou hast fashioned out of clay
Is of the earth and mortal; but the spirit,
The life, the exhalation of my breath,
Is of diviner essence and immortal.
The gods shall shower on her their benefactions,
She shall possess all gifts: the gift of song,
The gift of eloquence, the gift of beauty,
The fascination and the nameless charm
That shall lead all men captive.

HEPHAESTUS.
Wherefore? wherefore?

(A wind shakes the house.)

I hear the rushing of a mighty wind
Through all the halls and chambers of my house!
Her parted lips inhale it, and her bosom

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poem by Henry Wadsworth Longfellow
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Dirty White Boy

Hey, baby, if youre feelin down
I know whats good for you all day
Are you worried what your friends see
Will it ruin your reputation lovin me
cause Im a dirty white boy
Yeah a dirty white boy
A dirty white boy
Dont drive no big black car
Dont like no hollywood movie star
You want me to be true to you
You dont give a damn what I do to you
Im just a dirty white boy
Dirty white boy, dirty white boy
Dirty white boy, dirty white boy
Dirty white boy
Well, Im a dirty white boy
Dirty white boy, dirty white boy
Dirty white boy, yeah, dirty white boy
A dirty white boy
Ive been in trouble since I dont know when
Im in trouble now and I now somehow Ill find trouble again
Im a loner, but Im never alone
Every night I get one step closer to the danger zone
cause Im a dirty white boy
Dirty white boy, yeah, dirty white boy
Dirty white boy, Im a dirty white boy
Dirty white boy
Cmon, cmon boy
Dirty white boy, white boy
Dirty white boy, Im a dirty white boy
Dirty white boy
Hey, Im a dirty white boy
Dirty white boy, yeah, Im a dirty white boy
Dirty white boy, dirty white boy, yeah

song performed by Foreigner
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The Cyclops

SILENUS:
O Bacchus, what a world of toil, both now
And ere these limbs were overworn with age,
Have I endured for thee! First, when thou fled’st
The mountain-nymphs who nursed thee, driven afar
By the strange madness Juno sent upon thee;
Then in the battle of the Sons of Earth,
When I stood foot by foot close to thy side,
No unpropitious fellow-combatant,
And, driving through his shield my winged spear,
Slew vast Enceladus. Consider now,
Is it a dream of which I speak to thee?
By Jove it is not, for you have the trophies!
And now I suffer more than all before.
For when I heard that Juno had devised
A tedious voyage for you, I put to sea
With all my children quaint in search of you,
And I myself stood on the beaked prow
And fixed the naked mast; and all my boys
Leaning upon their oars, with splash and strain
Made white with foam the green and purple sea,--
And so we sought you, king. We were sailing
Near Malea, when an eastern wind arose,
And drove us to this waste Aetnean rock;
The one-eyed children of the Ocean God,
The man-destroying Cyclopses, inhabit,
On this wild shore, their solitary caves,
And one of these, named Polypheme. has caught us
To be his slaves; and so, for all delight
Of Bacchic sports, sweet dance and melody,
We keep this lawless giant’s wandering flocks.
My sons indeed on far declivities,
Young things themselves, tend on the youngling sheep,
But I remain to fill the water-casks,
Or sweeping the hard floor, or ministering
Some impious and abominable meal
To the fell Cyclops. I am wearied of it!
And now I must scrape up the littered floor
With this great iron rake, so to receive
My absent master and his evening sheep
In a cave neat and clean. Even now I see
My children tending the flocks hitherward.
Ha! what is this? are your Sicinnian measures
Even now the same, as when with dance and song
You brought young Bacchus to Althaea’s halls?

CHORUS OF SATYRS:

STROPHE:
Where has he of race divine

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poem by Percy Bysshe Shelley
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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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Pharsalia - Book V: The Oracle. The Mutiny. The Storm

Thus had the smiles of Fortune and her frowns
Brought either chief to Macedonian shores
Still equal to his foe. From cooler skies
Sank Atlas' daughters down, and Haemus' slopes
Were white with winter, and the day drew nigh
Devoted to the god who leads the months,
And marking with new names the book of Rome,
When came the Fathers from their distant posts
By both the Consuls to Epirus called
Ere yet the year was dead: a foreign land
Obscure received the magistrates of Rome,
And heard their high debate. No warlike camp
This; for the Consul's and the Praetor's axe
Proclaimed the Senate-house; and Magnus sat
One among many, and the state was all.

When all were silent, from his lofty seat
Thus Lentulus began, while stern and sad
The Fathers listened: 'If your hearts still beat
With Latian blood, and if within your breasts
Still lives your fathers' vigour, look not now
On this strange land that holds us, nor enquire
Your distance from the captured city: yours
This proud assembly, yours the high command
In all that comes. Be this your first decree,
Whose truth all peoples and all kings confess;
Be this the Senate. Let the frozen wain
Demand your presence, or the torrid zone
Wherein the day and night with equal tread
For ever march; still follows in your steps
The central power of Imperial Rome.
When flamed the Capitol with fires of Gaul
When Veii held Camillus, there with him
Was Rome, nor ever though it changed its clime
Your order lost its rights. In Caesar's hands
Are sorrowing houses and deserted homes,
Laws silent for a space, and forums closed
In public fast. His Senate-house beholds
Those Fathers only whom from Rome it drove,
While Rome was full. Of that high order all
Not here, are exiles. Ignorant of war,
Its crimes and bloodshed, through long years of peace,
Ye fled its outburst: now in session all
Are here assembled. See ye how the gods
Weigh down Italia's loss by all the world
Thrown in the other scale? Illyria's wave
Rolls deep upon our foes: in Libyan wastes
Is fallen their Curio, the weightier part
Of Caesar's senate! Lift your standards, then,
Spur on your fates and prove your hopes to heaven.

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poem by Marcus Annaeus Lucanus
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Metamorphoses: Book The Ninth

Theseus requests the God to tell his woes,
Whence his maim'd brow, and whence his groans arose
Whence thus the Calydonian stream reply'd,
With twining reeds his careless tresses ty'd:
Ungrateful is the tale; for who can bear,
When conquer'd, to rehearse the shameful war?
Yet I'll the melancholy story trace;
So great a conqu'ror softens the disgrace:
Nor was it still so mean the prize to yield,
As great, and glorious to dispute the field.
The Story of Perhaps you've heard of Deianira's name,
Achelous and For all the country spoke her beauty's fame.
Hercules Long was the nymph by num'rous suitors woo'd,
Each with address his envy'd hopes pursu'd:
I joyn'd the loving band; to gain the fair,
Reveal'd my passion to her father's ear.
Their vain pretensions all the rest resign,
Alcides only strove to equal mine;
He boasts his birth from Jove, recounts his spoils,
His step-dame's hate subdu'd, and finish'd toils.
Can mortals then (said I), with Gods compare?
Behold a God; mine is the watry care:
Through your wide realms I take my mazy way,
Branch into streams, and o'er the region stray:
No foreign guest your daughter's charms adores,
But one who rises in your native shores.
Let not his punishment your pity move;
Is Juno's hate an argument for love?
Though you your life from fair Alcmena drew,
Jove's a feign'd father, or by fraud a true.
Chuse then; confess thy mother's honour lost,
Or thy descent from Jove no longer boast.
While thus I spoke, he look'd with stern disdain,
Nor could the sallies of his wrath restrain,
Which thus break forth. This arm decides our right;
Vanquish in words, be mine the prize in fight.
Bold he rush'd on. My honour to maintain,
I fling my verdant garments on the plain,
My arms stretch forth, my pliant limbs prepare,
And with bent hands expect the furious war.
O'er my sleek skin now gather'd dust he throws,
And yellow sand his mighty muscles strows.
Oft he my neck, and nimble legs assails,
He seems to grasp me, but as often fails.
Each part he now invades with eager hand;
Safe in my bulk, immoveable I stand.
So when loud storms break high, and foam and roar
Against some mole that stretches from the shore;
The firm foundation lasting tempests braves,
Defies the warring winds, and driving waves.

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poem by Ovid
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Paradise Lost: Book 09

No more of talk where God or Angel guest
With Man, as with his friend, familiar us'd,
To sit indulgent, and with him partake
Rural repast; permitting him the while
Venial discourse unblam'd. I now must change
Those notes to tragick; foul distrust, and breach
Disloyal on the part of Man, revolt,
And disobedience: on the part of Heaven
Now alienated, distance and distaste,
Anger and just rebuke, and judgement given,
That brought into this world a world of woe,
Sin and her shadow Death, and Misery
Death's harbinger: Sad talk!yet argument
Not less but more heroick than the wrath
Of stern Achilles on his foe pursued
Thrice fugitive about Troy wall; or rage
Of Turnus for Lavinia disespous'd;
Or Neptune's ire, or Juno's, that so long
Perplexed the Greek, and Cytherea's son:

If answerable style I can obtain
Of my celestial patroness, who deigns
Her nightly visitation unimplor'd,
And dictates to me slumbering; or inspires
Easy my unpremeditated verse:
Since first this subject for heroick song
Pleas'd me long choosing, and beginning late;
Not sedulous by nature to indite
Wars, hitherto the only argument
Heroick deem'd chief mastery to dissect
With long and tedious havock fabled knights
In battles feign'd; the better fortitude
Of patience and heroick martyrdom
Unsung; or to describe races and games,
Or tilting furniture, imblazon'd shields,
Impresses quaint, caparisons and steeds,
Bases and tinsel trappings, gorgeous knights
At joust and tournament; then marshall'd feast
Serv'd up in hall with sewers and seneshals;
The skill of artifice or office mean,
Not that which justly gives heroick name
To person, or to poem. Me, of these
Nor skill'd nor studious, higher argument
Remains; sufficient of itself to raise
That name, unless an age too late, or cold
Climate, or years, damp my intended wing
Depress'd; and much they may, if all be mine,
Not hers, who brings it nightly to my ear.
The sun was sunk, and after him the star
Of Hesperus, whose office is to bring

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poem by John Milton
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The Aeneid of Virgil: Book 12

WHEN Turnus saw the Latins leave the field,
Their armies broken, and their courage quell’d,
Himself become the mark of public spite,
His honor question’d for the promis’d fight;
The more he was with vulgar hate oppress’d, 5
The more his fury boil’d within his breast:
He rous’d his vigor for the last debate,
And rais’d his haughty soul to meet his fate.
As, when the swains the Libyan lion chase,
He makes a sour retreat, nor mends his pace; 10
But, if the pointed jav’lin pierce his side,
The lordly beast returns with double pride:
He wrenches out the steel, he roars for pain;
His sides he lashes, and erects his mane:
So Turnus fares; his eyeballs flash with fire, 15
Thro’ his wide nostrils clouds of smoke expire.
Trembling with rage, around the court he ran,
At length approach’d the king, and thus began:
“No more excuses or delays: I stand
In arms prepar’d to combat, hand to hand, 20
This base deserter of his native land.
The Trojan, by his word, is bound to take
The same conditions which himself did make.
Renew the truce; the solemn rites prepare,
And to my single virtue trust the war. 25
The Latians unconcern’d shall see the fight;
This arm unaided shall assert your right:
Then, if my prostrate body press the plain,
To him the crown and beauteous bride remain.”
To whom the king sedately thus replied: 30
“Brave youth, the more your valor has been tried,
The more becomes it us, with due respect,
To weigh the chance of war, which you neglect.
You want not wealth, or a successive throne,
Or cities which your arms have made your own: 35
My towns and treasures are at your command,
And stor’d with blooming beauties is my land;
Laurentum more than one Lavinia sees,
Unmarried, fair, of noble families.
Now let me speak, and you with patience hear, 40
Things which perhaps may grate a lover’s ear,
But sound advice, proceeding from a heart
Sincerely yours, and free from fraudful art.
The gods, by signs, have manifestly shown,
No prince Italian born should heir my throne: 45
Oft have our augurs, in prediction skill’d,
And oft our priests, a foreign son reveal’d.
Yet, won by worth that cannot be withstood,
Brib’d by my kindness to my kindred blood,
Urg’d by my wife, who would not be denied, 50

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poem by Publius Vergilius Maro
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Stiff Upper Lip

(young - young)
Well I was out on a drive
On a bit of a trip
Lookin for thrills
To get me some kicks
Now I warn you ladies
I shoot from the hip
I was born with a stiff
Stiff upper lip
Like a dog in a howl
I bite everything
And Im big and Im drawl
And Ill ball your thing
I keep a stiff upper lip
And I shoot from the hip
I keep a stiff upper lip
And I shoot
And I shoot
Shoot from the hip
Yeah I shoot from the hip
Now listen
Well Im workin it out
And Ive done everything
And I cant reform no
Can you feel my sting
Babe I keep a stiff upper lip
And I shoot from the hip, yeah
I keep a stiff upper lip
And I shoot
And I shoot
And I shoot, shoot, shoot
Shoot from the hip
Well Im out on the prowl
And Ill ball your thing
I got the teeth thatll bite you
Can you feel my sting
Babe I keep a stiff upper lip
And I shoot from the hip
I keep a stiff upper lip
And I shoot shoot shoot from the hip
I got a (stiff upper lip)
Better believe me (stiff upper lip)
Comin down (stiff upper lip)
See my (stiff upper lip)
Yeah I got a (stiff upper lip)
Stiff upper lip
Stiff upper lip
I got a stiff upper lip
I got a stiff upper lip
Stiff upper lip

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song performed by AC-DC
Added by Lucian Velea
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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

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poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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Metamorphoses: Book The First

OF bodies chang'd to various forms, I sing:
Ye Gods, from whom these miracles did spring,
Inspire my numbers with coelestial heat;
'Till I my long laborious work compleat:
And add perpetual tenour to my rhimes,
Deduc'd from Nature's birth, to Caesar's times.
The Creation of Before the seas, and this terrestrial ball,
the World And Heav'n's high canopy, that covers all,
One was the face of Nature; if a face:
Rather a rude and indigested mass:
A lifeless lump, unfashion'd, and unfram'd,
Of jarring seeds; and justly Chaos nam'd.
No sun was lighted up, the world to view;
No moon did yet her blunted horns renew:
Nor yet was Earth suspended in the sky,
Nor pois'd, did on her own foundations lye:
Nor seas about the shores their arms had thrown;
But earth, and air, and water, were in one.
Thus air was void of light, and earth unstable,
And water's dark abyss unnavigable.
No certain form on any was imprest;
All were confus'd, and each disturb'd the rest.
For hot and cold were in one body fixt;
And soft with hard, and light with heavy mixt.
But God, or Nature, while they thus contend,
To these intestine discords put an end:
Then earth from air, and seas from earth were
driv'n,
And grosser air sunk from aetherial Heav'n.
Thus disembroil'd, they take their proper place;
The next of kin, contiguously embrace;
And foes are sunder'd, by a larger space.
The force of fire ascended first on high,
And took its dwelling in the vaulted sky:
Then air succeeds, in lightness next to fire;
Whose atoms from unactive earth retire.
Earth sinks beneath, and draws a num'rous throng
Of pondrous, thick, unwieldy seeds along.
About her coasts, unruly waters roar;
And rising, on a ridge, insult the shore.
Thus when the God, whatever God was he,
Had form'd the whole, and made the parts agree,
That no unequal portions might be found,
He moulded Earth into a spacious round:
Then with a breath, he gave the winds to blow;
And bad the congregated waters flow.
He adds the running springs, and standing lakes;
And bounding banks for winding rivers makes.
Some part, in Earth are swallow'd up, the most
In ample oceans, disembogu'd, are lost.

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poem by Ovid
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Ballroom Dancing

Well I used to smile when I was a pup
Sailing down the nile in china cup
With the recipe for a lovely day
Sticking out my back pocket
But it wasnt always such a pretty sight
cos we used to fight like cats and dogs
Till me made it up in the ballroom
Ballroom dancing made a man of me
One, two, three, four
I just plain adore your
Ballroom dancing, seen it on tv
I got what I got from ballroom dancing
Big b.d.
Well I used to fly when I was a kid
And I didnt cry if it hurt a bit
An a carpet ride to a foreign land
At the time of davy crockett
But it wasnt always such a pretty sight
cos we used to fight like cats and dogs
Till me made it up in the ballroom
Ballroom dancing made a man of me
One, two, three, four
I just plain adore your
Ballroom dancing, seen it on tv
I got quite a lot from ballroom dancing
Big b.d.
Well went so fast and we all grew up
Now the days that passed in the china cup
Are the memories of another day
And I wouldnt want to knock it
But it wasnt always such a pretty sight
cos we used to fight like cats and dogs
Till me made it up in the ballroom
Ballroom dancing made a man of me
One, two, three, four
I just plain adore your
Ballroom dancing, seen it on tv
I got quite a lot from ballroom dancing
Big b.d.
Oh!...

song performed by Paul McCartney
Added by Lucian Velea
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Pharsalia - Book VII: The Battle

Ne'er to the summons of the Eternal laws
More slowly Titan rose, nor drave his steeds,
Forced by the sky revolving, up the heaven,
With gloomier presage; wishing to endure
The pangs of ravished light, and dark eclipse;
And drew the mists up, not to feed his flames,
But lest his light upon Thessalian earth
Might fall undimmed.

Pompeius on that morn,
To him the latest day of happy life,
In troubled sleep an empty dream conceived.
For in the watches of the night he heard
Innumerable Romans shout his name
Within his theatre; the benches vied
To raise his fame and place him with the gods;
As once in youth, when victory was won
O'er conquered tribes where swift Iberus flows,
And where Sertorius' armies fought and fled,
The west subdued, with no less majesty
Than if the purple toga graced the car,
He sat triumphant in his pure white gown
A Roman knight, and heard the Senate's cheer.
Perhaps, as ills drew near, his anxious soul,
Shunning the future wooed the happy past;
Or, as is wont, prophetic slumber showed
That which was not to be, by doubtful forms
Misleading; or as envious Fate forbade
Return to Italy, this glimpse of Rome
Kind Fortune gave. Break not his latest sleep,
Ye sentinels; let not the trumpet call
Strike on his ear: for on the morrow's night
Shapes of the battle lost, of death and war
Shall crowd his rest with terrors. Whence shalt thou
The poor man's happiness of sleep regain?
Happy if even in dreams thy Rome could see
Once more her captain! Would the gods had given
To thee and to thy country one day yet
To reap the latest fruit of such a love:
Though sure of fate to come! Thou marchest on
As though by heaven ordained in Rome to die;
She, conscious ever of her prayers for thee
Heard by the gods, deemed not the fates decreed
Such evil destiny, that she should lose
The last sad solace of her Magnus' tomb.
Then young and old had blent their tears for thee,
And child unbidden; women torn their hair
And struck their bosoms as for Brutus dead.
But now no public woe shall greet thy death
As erst thy praise was heard: but men shall grieve

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poem by Marcus Annaeus Lucanus
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