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Dissed

I am quiet
The clock is slow
The teacher talks fast
I inhale then exhale

I am anxious
The clock moves faster
The teacher is writing on the board
I inhale then exhale

I am excited
The bell is about to ring
The teacher gives the homework assignment
I inhale then exhale slowly

I am nervous
The bell has finally rung
I walk out of class heading in his direction
I can barely breathe now

I am brave
I wait for him to walk my way
He sees me, I open my mouth, but he walks in the opposite direction
I am left motionless

poem by Pamela Mote
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I Get Excited

(tennant/lowe)
--------------
(excited)
(excited)
(excited excited excited excited)
(excited excited excited excited)
(i get excited)
(i get excited)
We're both in the gutter, that's no surprise
What does it matter, when i look in your eyes?
We've lost all our money, we're thrown out of bars
We're lying in the gutter, but we're looking at the stars
I get excited, you get excited too (excited) (i get excited)
I get excited, you get excited too (excited) (i get excited)
I hear the sound of the subway, the sigh of the heat
The click of the visitors' heels on the street
The rattle of the taxi, the scream of the cars
The clatter of the dustbin and the beat of my heart
I get excited, you get excited too (excited) (i get excited)
I get excited, you get excited too (excited) (i get excited)
I don't know why, i don't know why (i get excited)
I don't know why, i don't know why
(excited excited excited excited)
(excited excited excited excited)
You're in my soul
My body moves to your control
Baby, i've been thinking about you
All night long, and the neighbours are talking
I don't know why, i don't know why (excited) (i get excited)
I don't know why, i don't know why
(excited) (i get excited)
We're both in the gutter, that's no surprise
What does it matter, when i look in your eyes?
We've lost all our money, we're thrown out of bars
We're lying in the gutter, but we're looking at the stars
I get excited, you get excited too (excited) (i get excited)
I get excited, you get excited too (excited) (i get excited)
I don't know why, i don't know why (i get excited)
I don't know why, i don't know why
(excited excited excited excited)
(excited excited excited excited)
(ooooooooh)
I get excited, you get excited too (excited) (i get excited)
I get excited, you get excited too (excited) (i get excited)
I don't know why, i don't know why (i get excited)
I don't know why, i don't know why (i get excited)
I get excited, you get excited too

song performed by Pet Shop Boys
Added by Lucian Velea
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Light Is Faster Than Sound

Sound ...
Light is faster than sound
My head to the ground
Mind going round
Faster than sound.
What goes up must come down
World goes around
Sun shines at ground
Faster than sound.
Yeah yeah, faster than sound, yeah
Faster than sound, whoa yeah
Faster than sound, ah ah
'cause life is faster than sound.
Faster than sound.
It's your face yes it is,
It's your face yes it is,
I see your face, yeah
I see your face, yeah
I see your face, yeah faster than sound, yeah
I see your face, yeah faster than sound, alright c'mon c'mon
Oh yeah faster than sound, yeah
Oh oh faster than sound, ah ha
I see your face faster than sound, yeah
I see your face faster than sound, yeah
Oh yeah faster than sound
Oh yeah faster than sound
Oh yeah faster than sound, hey
Faster than sound.
Light is faster than sound
My head to the ground
Mind going round
Faster than sound.
What goes up must come down
World goes around
Sun shines around
Faster than sound.
Whoa!
Faster than sound, yeah
Faster than sound
Alright, alright, alright
Faster than sound
Yeah,
Faster than sound
Faster than sound
Faster than sound, yeah yeah!
Faster than sound, yeah yeah!
Faster than sound!
It's so fast, yes it is
It's so fast, yes it is
Hey, hey

[...] Read more

song performed by Janis Joplin
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The House Of Dust: Complete

I.

The sun goes down in a cold pale flare of light.
The trees grow dark: the shadows lean to the east:
And lights wink out through the windows, one by one.
A clamor of frosty sirens mourns at the night.
Pale slate-grey clouds whirl up from the sunken sun.

And the wandering one, the inquisitive dreamer of dreams,
The eternal asker of answers, stands in the street,
And lifts his palms for the first cold ghost of rain.
The purple lights leap down the hill before him.
The gorgeous night has begun again.

'I will ask them all, I will ask them all their dreams,
I will hold my light above them and seek their faces.
I will hear them whisper, invisible in their veins . . .'
The eternal asker of answers becomes as the darkness,
Or as a wind blown over a myriad forest,
Or as the numberless voices of long-drawn rains.

We hear him and take him among us, like a wind of music,
Like the ghost of a music we have somewhere heard;
We crowd through the streets in a dazzle of pallid lamplight,
We pour in a sinister wave, ascend a stair,
With laughter and cry, and word upon murmured word;
We flow, we descend, we turn . . . and the eternal dreamer
Moves among us like light, like evening air . . .

Good-night! Good-night! Good-night! We go our ways,
The rain runs over the pavement before our feet,
The cold rain falls, the rain sings.
We walk, we run, we ride. We turn our faces
To what the eternal evening brings.

Our hands are hot and raw with the stones we have laid,
We have built a tower of stone high into the sky,
We have built a city of towers.

Our hands are light, they are singing with emptiness.
Our souls are light; they have shaken a burden of hours . . .
What did we build it for? Was it all a dream? . . .
Ghostly above us in lamplight the towers gleam . . .
And after a while they will fall to dust and rain;
Or else we will tear them down with impatient hands;
And hew rock out of the earth, and build them again.

II.

[...] Read more

poem by Conrad Potter Aiken
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Resistor

You are being taken under our power to your destination
Go!
Everybody, is a part of the whole of the system
Faster, faster, to welcome disaster
Faster, faster, to welcome disaster
Everybody, is a part...
Faster, faster, to welcome disaster
Faster, faster, to welcome disaster
Faster, faster, to welcome disaster
Faster, faster, to welcome disaster
To welcome disaster (repeat - fade)
Everybody
Everybody is a part of the whole of the system
Faster, faster, to welcome disaster
Faster, faster, to welcome disaster
Everybody
Hey! Hey!
Everybody, is a part...
Hey! Hey!
Were all here on this planet
To spend a couple of hundred thousand hours
To find out
Where we came from
Where we go, and what our souls are all about
Go!
Faster, faster, to welcome disaster
Faster, faster, to welcome disaster
Faster, faster, to welcome disaster
Faster, faster, to welcome disaster
Everybody
Hey! Hey! Hey! Hey!
Everybody, is a part...
Hey! Hey! Hey!
Everybody
Everybody, is a part...
Faster, faster, to welcome disaster
Faster, faster, to welcome disaster
Everybody, is a part of the whole of the system
Faster, faster, to welcome disaster
Faster, faster, to welcome disaster

song performed by Yello
Added by Lucian Velea
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Resistor

You are being taken under our power to your destination
Go!
Everybody, is a part of the whole of the system
Faster, faster, to welcome disaster
Faster, faster, to welcome disaster
Everybody, is a part...
Faster, faster, to welcome disaster
Faster, faster, to welcome disaster
Faster, faster, to welcome disaster
Faster, faster, to welcome disaster
To welcome disaster (repeat - fade)
Everybody
Everybody is a part of the whole of the system
Faster, faster, to welcome disaster
Faster, faster, to welcome disaster
Everybody
Hey! Hey!
Everybody, is a part...
Hey! Hey!
Were all here on this planet
To spend a couple of hundred thousand hours
To find out
Where we came from
Where we go, and what our souls are all about
Go!
Faster, faster, to welcome disaster
Faster, faster, to welcome disaster
Faster, faster, to welcome disaster
Faster, faster, to welcome disaster
Everybody
Hey! Hey! Hey! Hey!
Everybody, is a part...
Hey! Hey! Hey!
Everybody
Everybody, is a part...
Faster, faster, to welcome disaster
Faster, faster, to welcome disaster
Everybody, is a part of the whole of the system
Faster, faster, to welcome disaster
Faster, faster, to welcome disaster

song performed by Yello
Added by Lucian Velea
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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

[...] Read more

poem by Publius Vergilius Maro
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Little Honda

Go!
Im gonna wake you up early
Cause Im gonna take a ride with you
Were going down to the honda shop
Ill tell you what were gonna do
Put on a ragged sweatshirt
Ill take you anywhere you want me to
First gear (honda honda) its alright (faster faster)
Second gear (little honda honda) I lean right (faster faster)
Third gear (honda honda) hang on tight (faster faster)
Faster its alright
Its not a big motorcycle
Just a groovy little motorbike
Its more fun that a barrel of monkeys
That two wheel bike
Well ride on out of the town
To any place I know you like
First gear (honda honda) its alright (faster faster)
Second gear (little honda honda) I lean right (faster faster)
Third gear (honda honda) hang on tight (faster faster)
Faster its alright
It climbs the hills like a matchless
Cause my hondas built really light
When I go into the turns
Lean [tilt] with me and hang on tight
I better turn on the lights
So we can ride my honda tonight
First gear (honda honda) its alright (faster faster)
Second gear (little honda honda) I lean right (faster faster)
Third gear (honda honda) hang on tight (faster faster)
Faster its alright
First gear (honda honda) its alright (faster faster)
Second gear (little honda honda) I lean right (faster faster)
Third gear (honda honda) hang on tight (faster faster)
Faster its alright

song performed by Beach Boys
Added by Lucian Velea
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I Get So Excited

(ian hunter)
I hear a thousand drums a million miles away
I feel the wembley rock I get a buzz off a big parade
I get the music
Everywhere
Get off on the music
If this is the end there I dont care
I get so excited
So excited
Call me a fan thats just what I am
I said I i I i I get
So excited
So excited
My nerves are alive
I feel like a knife
I said I get so excited
I hear a choir singing way up above the sea
I feel the sound a-changing as the night rocks a spell on me
I get the music
Everywhere
Get off on the music
If this is the end there I dont care I get
So excited
So excited
Ill throw you a line come far behind
I said I i I i I get
So excited
So excited
Its happening so fast
And the drummers a blast
I said I get so excited
By your mind oh yeah oh yeah
Excited by your warmth oh yeah oh yeah
Excited by your body oh yeah oh yeah
Excited by your...
Ha ha ha ha
Oh yeah oh yeah oh yeah right! I get
So excited
So excited
Band on the run just for the fun
I said I i I i I get
So excited
So excited
It lasts and it lasts
Get up off your past
I said I i I i I i I get
So excited
So excited
Call me a fan thats just what I am
I said I i I i I i I get

[...] Read more

song performed by Ian Hunter
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Faster Than The Speed Of The Night

(Jim Steinman)
I don't want to let another minute got by
They're slipping tho ough out finger, but we're ready to fly
The night'll be our cover and we'll huddle below
We got the music in our bodies and the radio
And when the mourning arrives it'll all be gone
Disappearing in (to) the crack of dawn
We better make our move now before the sun is awake
It's time to put up or shut up and to pick up the pace
And I don't want to let another minute go by
Love is going to get us while the moon is in the sky
We may be running out of night, but never running out of steam
We're acting on a hunch, and we'll be acting out a dream
There really isn't any time to lose
They're going to catch us if we wait until it gets too light
You're such a pretty boy
Let me show you what to do, and you'll do it
But you gotta move faster
Faster than the speed of night
Faster than the speed of night
Faster than the speed of night
Faster than the speed of night
It's all we ever wanted
And it's all we'll ever need
And it's slipping through our fingers
Faster than the speed of night
Faster than the speed of night
Faster than the speed of night
It's all we ever wanted
And it's all we'll ever need
And it's slipping through our fingers
Faster than the speed of night
Faster than the speed of night
Faster than the speed of night
Faster than the speed of night
Faster than the speed of night
Let me show you how to drive me crazy
Let me show you how to make me feel so good
Let me show you how to take me to the edgeof the stars and then back again
You've gotta show me how to drive you crazy
You've gotta show me all the things you want to happen to you
We've gotta tell each other everything we always wanted someone to do
I don't want to push you now and I don't want to rush
We're getting closer every second now, but close is not enough
The night'll be our cover and we'll huddle below
We got the musicin our fingers and the radio
There really isn't any time to lose
We're going to lose it if we wait until it gets too light
You're such a pretty boy
Let me show you what to do, and you'll do it

[...] Read more

song performed by Bonnie Tyler
Added by Lucian Velea
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Peter Bell, A Tale

PROLOGUE

There's something in a flying horse,
There's something in a huge balloon;
But through the clouds I'll never float
Until I have a little Boat,
Shaped like the crescent-moon.

And now I 'have' a little Boat,
In shape a very crescent-moon
Fast through the clouds my boat can sail;
But if perchance your faith should fail,
Look up--and you shall see me soon!

The woods, my Friends, are round you roaring,
Rocking and roaring like a sea;
The noise of danger's in your ears,
And ye have all a thousand fears
Both for my little Boat and me!

Meanwhile untroubled I admire
The pointed horns of my canoe;
And, did not pity touch my breast,
To see how ye are all distrest,
Till my ribs ached, I'd laugh at you!

Away we go, my Boat and I--
Frail man ne'er sate in such another;
Whether among the winds we strive,
Or deep into the clouds we dive,
Each is contented with the other.

Away we go--and what care we
For treasons, tumults, and for wars?
We are as calm in our delight
As is the crescent-moon so bright
Among the scattered stars.

Up goes my Boat among the stars
Through many a breathless field of light,
Through many a long blue field of ether,
Leaving ten thousand stars beneath her:
Up goes my little Boat so bright!

The Crab, the Scorpion, and the Bull--
We pry among them all; have shot
High o'er the red-haired race of Mars,
Covered from top to toe with scars;
Such company I like it not!

[...] Read more

poem by William Wordsworth
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Real Gone Lover

Im a real gone lover
Im hip, Im in the know
Im a real gone lover
Im hip, Im in the know
And if ya love me one time
Youll soon come back for more
Come over to my pad
Come over to my pad and play
Come over to my pad
Come over to my pad and play
Like the old saying goes
When sunshines, lets make hay
Well, Im a nervous fella (hes a nervous fella)
Im a nervous fella (hes a nervous fella)
Im a little-little nervous fella
(hes a nervous fella)
Im a little-little nervous fella
(hes a nervous fella)
Im a nervous fella
Dont make me wait all night
Im a real gone lover
Im hip, Im in the know
(sing it with me)
Im a real gone lover
Im hip, Im in the know
And if ya love me one time
Youll soon come back for more
(come on over babe)
Come over to my pad
Come over to my pad and play
(come on over)
Come over to my pad
Come over to my pad and play
(come over baby) (ooo, Im comin)
Like the old saying goes
When the sun shines, lets make hay, ha
Im a nervous fella (Im a real gone lover)
Im a nervous fella (ho, Im a real gone lover)
Im a n-n-n-nervous fella (and Im a real gone lover)
Im-m-m a n-n-n-nervous fella (and Im a real gone lover)
Im a nervous fella
So dont make me wait all night
(sing one more time)
Im a nervous fella
(hes a nervous fella)
Im a nervous fella
(and Im a real gone lover)
Im a n-n-n nervous fella
(ooo, hes a nervous fella)
Im a n-n-n nervous fella

[...] Read more

song performed by Van Morrison
Added by Lucian Velea
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Dinner Bell

Ive been leaving on my things
So in the morning when the morning bird sings
Theres still dinner on my dinner jacket
til the dinner bell rings
Experimental dog*
Salivating dog
Good dog
Waiting for the dinner bell to do the bell thing (waiting for the dinner bell)
Dinner bell dinner bell ring
Ive been leaving on my things
So in the morning when the morning bird sings
Theres still dinner on my dinner jacket
til the dinner bell rings
I dont want a pizza, I dont want a piece of (experimental dog)
Peanut brittle, I dont want a pear.
I dont want a bagel I dont want a bean I wouldnt like (salivating dog)
A bag of beef or a beer or a
Cup of chowder, corn, cake, or creamed cauliflower cause Im (good dog)
Waiting for the dinner bell to do the bell thing (waiting for the dinner bell)
Dinner bell dinner bell ring
Shoulder, bicep, elbow, arm
Forearm, thumb, wrist, knuckle, palm
Middle, pinky, index, ring
Dinner bell dinner bell ding
I dont know whether Id rather be having a bottle of vinegar (experimental dog)
I dont know whether Id rather be having an egg.
I dont know whether Id rather be having an order of bacon (salivating dog)
Or whether Id rather be having a basket of garlic bread.
I dont know whether Id rather be having some pie or (good dog)
Saving my appetite cause im
Waiting for the dinner bell to do the bell thing (waiting for the dinner bell)
Dinner bell dinner bell ring
Ive been leaving on my things (Ive been leaving on)
So in the morning when the morning bird sings (the morning)
Theres still dinner on my dinner jacket (on my)
til the dinner bell does the bell thing
Dinner bell dinner bell do the bell thing
Im waiting for the dinner bell to do the bell thing (waiting for the ding)
Dinner bell dinner bell ding ding ding
Waiting for the dinner bell to do the bell thing (waiting for the ding)
Dinner bell dinner bell ding ding ding
Waiting for the dinner bell to do the bell thing (waiting for the ding)
Dinner bell dinner bell ding

song performed by They Might Be Giants
Added by Lucian Velea
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M'Fingal - Canto IV

Now Night came down, and rose full soon
That patroness of rogues, the Moon;
Beneath whose kind protecting ray,
Wolves, brute and human, prowl for prey.
The honest world all snored in chorus,
While owls and ghosts and thieves and Tories,
Whom erst the mid-day sun had awed,
Crept from their lurking holes abroad.

On cautious hinges, slow and stiller,
Wide oped the great M'Fingal's cellar,
Where safe from prying eyes, in cluster,
The Tory Pandemonium muster.
Their chiefs all sitting round descried are,
On kegs of ale and seats of cider;
When first M'Fingal, dimly seen,
Rose solemn from the turnip-bin.
Nor yet his form had wholly lost
Th' original brightness it could boast,
Nor less appear'd than Justice Quorum,
In feather'd majesty before 'em.
Adown his tar-streak'd visage, clear
Fell glistening fast th' indignant tear,
And thus his voice, in mournful wise,
Pursued the prologue of his sighs.

"Brethren and friends, the glorious band
Of loyalty in rebel land!
It was not thus you've seen me sitting,
Return'd in triumph from town-meeting;
When blust'ring Whigs were put to stand,
And votes obey'd my guiding hand,
And new commissions pleased my eyes;
Blest days, but ah, no more to rise!
Alas, against my better light,
And optics sure of second-sight,
My stubborn soul, in error strong,
Had faith in Hutchinson too long.
See what brave trophies still we bring
From all our battles for the king;
And yet these plagues, now past before us,
Are but our entering wedge of sorrows!

"I see, in glooms tempestuous, stand
The cloud impending o'er the land;
That cloud, which still beyond their hopes
Serves all our orators with tropes;

[...] Read more

poem by John Trumbull
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Faster Than The Speed Of Night

(jim steinman)
Producer for bonnie: jim steinman
I dont want to let another minute get by
Theyre slipping through our fingers, but were ready to fly
The nightll be our cover and well huddle below
We got the music in our bodies and the radio
And when the morning arrives itll all be gone
Disappearing in (to) the crack of dawn
We better make our move now before the sun is awake
Its time to put up or shut up and to pick up the pace
And I dont want to let another minute get by
Love is going to get us while the moon is in the sky
We may be running out of night, but never running out of steam
Were acting on a hunch, and well be acting out a dream
There really isnt any time to lose
Theyre going to catch us if we wait until it gets too light
Youre such a pretty boy
Let me show you what to do, and youll do it
But you gotta move faster
Faster than the speed of night
Faster than the speed of night
Faster than the speed of night
Its all we ever wanted
And all well ever need
And its slipping through our fingers
Faster than the speed of night
Faster than the speed of night
Faster than the speed of night
Its all we ever wanted
And all well ever need
And its slipping through our fingers
Faster than the speed of night
Faster than the speed of night
Faster than the speed of night
Faster than the speed of night
Faster than the speed of night
Let me show you how to drive me crazy
Let me show you how to make me feel so good
Let me show you how to take me to the edge of the stars and then back again
Youve gotta show me how to drive you crazy
Youve gotta show me all the things you want to happen to you
Weve gotta tell each other everything we always wanted someone to do
I dont want to push you now and I dont want to rush
Were getting closer every second now, but close is not enough
The nightll be our cover and well huddle below
We got the music in our fingers and the radio
There really isnt any time to lose
Were going to lose it if we wait until it gets too light
Youre such a pretty boy
Let me show you what to do, and youll do it

[...] Read more

song performed by Bonnie Tyler
Added by Lucian Velea
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Golfre, Gothic Swiss Tale

I.

Where freezing wastes of dazzl'ing Snow
O'er LEMAN'S Lake rose, tow'ring;
The BARON GOLFRE'S Castle strong
Was seen, the silv'ry peaks among,
With ramparts, darkly low'ring!--

Tall Battlements of flint, uprose,
Long shadowing down the valley,
A grove of sombre Pine, antique,
Amid the white expanse would break,
In many a gloomy alley.

A strong portcullis entrance show'd,
With ivy brown hung over;
And stagnate the green moat was found,
Whene'er the Trav'ller wander'd round,
Or moon-enamour'd Lover.

Within the spacious Courts were seen
A thousand gothic fancies;
Of banners, trophies, armour bright,
Of shields, thick batter'd in the fight,
And interwoven lances.

The BARON GOLFRE long had been
To solitude devoted;
And oft, in pray'r would pass the night
'Till day's vermillion stream of light
Along the blue hill floated.

And yet, his pray'r was little mark'd
With pure and calm devotion;
For oft, upon the pavement bare,
He'd dash his limbs and rend his hair
With terrible emotion!

And sometimes he, at midnight hour
Would howl, like wolves, wide-prowling;
And pale, the lamps would glimmer round--
And deep, the self-mov'd bell would sound
A knell prophetic, tolling!

For, in the Hall, three lamps were seen,
That quiver'd dim;--and near them
A bell rope hung, that from the Tow'r
Three knells would toll, at midnight's hour,
Startl'ing the soul to hear them!

[...] Read more

poem by Mary Darby Robinson
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The Aeneid of Virgil: Book 10

THE GATES of heav’n unfold: Jove summons all
The gods to council in the common hall.
Sublimely seated, he surveys from far
The fields, the camp, the fortune of the war,
And all th’ inferior world. From first to last, 5
The sov’reign senate in degrees are plac’d.
Then thus th’ almighty sire began: “Ye gods,
Natives or denizens of blest abodes,
From whence these murmurs, and this change of mind,
This backward fate from what was first design’d? 10
Why this protracted war, when my commands
Pronounc’d a peace, and gave the Latian lands?
What fear or hope on either part divides
Our heav’ns, and arms our powers on diff’rent sides?
A lawful time of war at length will come, 15
(Nor need your haste anticipate the doom),
When Carthage shall contend the world with Rome,
Shall force the rigid rocks and Alpine chains,
And, like a flood, come pouring on the plains.
Then is your time for faction and debate, 20
For partial favor, and permitted hate.
Let now your immature dissension cease;
Sit quiet, and compose your souls to peace.”
Thus Jupiter in few unfolds the charge;
But lovely Venus thus replies at large: 25
“O pow’r immense, eternal energy,
(For to what else protection can we fly?)
Seest thou the proud Rutulians, how they dare
In fields, unpunish’d, and insult my care?
How lofty Turnus vaunts amidst his train, 30
In shining arms, triumphant on the plain?
Ev’n in their lines and trenches they contend,
And scarce their walls the Trojan troops defend:
The town is fill’d with slaughter, and o’erfloats,
With a red deluge, their increasing moats. 35
Æneas, ignorant, and far from thence,
Has left a camp expos’d, without defense.
This endless outrage shall they still sustain?
Shall Troy renew’d be forc’d and fir’d again?
A second siege my banish’d issue fears, 40
And a new Diomede in arms appears.
One more audacious mortal will be found;
And I, thy daughter, wait another wound.
Yet, if with fates averse, without thy leave,
The Latian lands my progeny receive, 45
Bear they the pains of violated law,
And thy protection from their aid withdraw.
But, if the gods their sure success foretell;
If those of heav’n consent with those of hell,
To promise Italy; who dare debate 50

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poem by Publius Vergilius Maro
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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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poem by Publius Vergilius Maro
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Finding Oneself......... [EXTREMELY LONG; Growing Up; Relationships; Humor

Part One

When Bri was 13 and in grade 8,
he noticed classmates beginning to date.
At school (other) boys got their way with the girls with a kiss.
But Bri didn't have the urge; he thought 'what's this? '
He decided he should give it a try,
but each time he tried, the girl would cry.
Not only would she cry; she would run away and hide.
Bri felt between himself and the other boys a great divide.

Back home after school he'd seclude himself in his room and cry.
Through his mind was repeated the question 'why? ' 'Why DO they cry? Why? '

Bri was a straight A+ student with no flubs.
He played football but (except for 'Cooking') he joined not clubs.

After a few months Bri gave up (on girls) . He had NO close friends to set him right;
his parents should have known the problem, but they weren't bright.

In high school he took AP courses, and took 3 courses at a nearby college.
He ignored girls and sports and concentrated on gaining knowledge.

He got a full scholarship to Harvard, but his advisor looked at him funny.
By age 26 he had his PhD in psychology and started making money.
But he still asked 'why? '
It still bothered him and at times he'd cry.

Then waking up one day from a dream, Bri suddenly asked himself 'were they shy?
And if so, why with ME and not the other boys? Why DID they cry? '
The answer could be that his brain and looks were superior.
Were those girls only uncomfortable with boys that were inferior (to him) ?
If that really was the answer, he could now save face,
and could pursue women with HIS high level of brains, looks, and grace.
(But WAS it the answer? He was still not SURE why they did cry.)
For now he would work hard, avoid girls, and try to keep his eyes dry.
In two more years would be a second high school reunion. Thoughts of attending gave Bri a fright. (He'd skipped the first,5 year, reunion.)
But by going this time he might find out if his answer to his 'why? ' was right.

PART TWO

For two more years he waited anxiously for invitation he was dreading.
At times he'd awaken at night from a 'reunion dream', profusely sweating.
Finally it arrived in mail; it would be in June, before it got TOO warm.
He kept his calendar free for the whole month, doubting, at work, he could perform.
He got out the yearbooks his Mom had bought, and he studied each girl's name.
Would he have the nerve to ask them 'why? ' ….OR would he be too scared and lame?

He lived on sedatives for a week. He picked his favorite tie, and a light grey business suit.
Would he find out if the girls had just been shy, or would they give him 'the boot'?

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poem by Bri Edwards
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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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The Wanderer: A Vision: Canto V

We left the cave. Be Fear (said I) defy'd!
Virtue (for thou art Virtue) is my guide.

By time-worn steps a steep ascent we gain,
Whose summit yields a prospect o'er the plain.
There, bench'd with turf, an oak our seat extends,
Whose top, a verdant, branch'd pavilion bends.
Vistas, with leaves, diversify the scene,
Some pale, some brown, and some of lively green.

Now, from the full-grown day a beamy show'r
Gleams on the lake, and gilds each glossy flow'r.
Gay insects sparkle in the genial blaze,
Various as light, and countless as its rays:
They dance on every stream, and pictur'd play,
'Till, by the wat'ry racer, snatch'd away.

Now, from yon range of rocks, strong rays rebound,
Doubling the day on flow'ry plains around:
King-cups beneath far-striking colours glance,
Bright as th' etherial glows the green expanse.
Gems of the field!-the topaz charms the sight,
Like these, effulging yellow streams of light.
From the same rocks, fall rills with soften'd force,
Meet in yon mead, and well a river's source.
Thro' her clear channel, shine her finny shoals,
O'er sands, like gold, the liquid crystal rolls.
Dimm'd in yon coarser moor, her charms decay,
And shape, thro' rustling reeds, a ruffled way.
Near willows short and bushy shadows throw:
Now lost, she seems thro' nether tracts to flow;
Yet, at yon point, winds out in silver state,
Like Virtue from a labyrinth of fate.
In length'ning rows, prone from the mountains, run
The flocks:-their fleeces glist'ning in the sun;
Her streams they seek, and, 'twixt her neighb'ring trees,
Recline in various attitudes of ease.
Where the herds sip, the little scaly fry,
Swift from the shore, in scatt'ring myriads fly.

Each liv'ry'd cloud, that round th' horizon glows,
Shifts in odd scenes, like earth, from whence it rose.
The bee hums wanton in yon jasmine bow'r,
And circling settles, and despoils the flow'r.
Melodious there the plumy songsters meet,
And call charm'd Echo from her arch'd retreat.

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poem by Richard Savage
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