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Observe carefully,
Teaching you how to work briskly,
Untiring Ants!

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Work To Make It Work

(r palmer)
Push it along
Work work work to make it work
Push it along
Work work work to make it work
Push it along
Work work work if you want to improve it
Push it along
It's all there for you to feel it
Help your self to one that you can't deal with
Ain't no way that you could steal it
You misunderstand if you get greedy
Ah push
Work work work to make it work push it along
Work work work to make it work
Push it along
Work work work to make it work
Push it along
Work work work if you want to improve
Don't confine your dreams to bed
You'll get scared if you get lazy
If you can't take enough to satisfy yourself
Then you'll go crazy
Wont do no good thinking
You got to do it
So it don't come easy the first time
Practice makes perfect, you know that i'll try hard
Use it or lose it
You got to put your heart and soul into it
Yeaheheh
Push it along
Work work work to make it work
Push it along
Work work work if you want to move it
Push it along
Work to make it work
Push it along
Work work work if you want to improve
It's all there for you to feel it
Help your self to one that you can't deal with
Ain't no way that you could steal it
You misunderstand if you get greedy forget wishful thinking
You can do it
You just need a push to make a start
If you don't succeed the first time
Try and try again
Use it or lose it
You got to put your back into it
Work work work to make it work
Push it along

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Payment

A tortuous path of neurons arced a call: ‘Awake! ’
I did; in rising, peering, stretching, bearing,
Pained anticipation saw it all:
Foretold, another filthy day.

I drew the drape: diluvian lay the ground
Beneath a lazy leaden cloud – apissing out
The puddles; irksome on the roof –
The drumming drops of bitter glee
Were hounding out a hapless me –
Reinforcing doubt that I am sound.

I left the house
to go to work
to earn a crust
without a perk
then on to bust
another straining vessel.

Trudging on thro’ mud and clay, I pondered:
‘Why a drought of happy times?
Auspicious climes were
Old and fusty books
Atop a dusty shelf
Inside a morgue-of-a-room,
Somewhere in a long-forgotten library
Down a lane without a way.’

I thought again: ‘And still I pay.’

Copyright © Mark R Slaughter 2010


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Work To Make It Work 99

Push it along
Work work work to make it work
Push it along
Work work work to make it work
Push it along
Work work work if you want to improve it
Push it along
Its all there for you to feel it
Help your self to one that you cant deal with
Aint no way that you could steal it
You misunderstand if you get greedy
Ah push
Work work work to make it work push it along
Work work work to make it work
Push it along
Work work work to make it work
Push it along
Work work work if you want to improve
Dont confine your dreams to bed
Youll get scared if you get lazy
If you cant take enough to satisfy yourself
Then youll go crazy
Wont do no good thinking
You got to do it
So it dont come easy the first time
Practice makes perfect, you know that Ill try hard
Use it or lose it
You got to put your heart and soul into it
Yeaheheh
Push it along
Work work work to make it work
Push it along
Work work work if you want to move it
Push it along
Work to make it work
Push it along
Work work work if you want to improve
Its all there for you to feel it
Help your self to one that you cant deal with
Aint no way that you could steal it
You misunderstand if you get greedy forget wishful thinking
You can do it
You just need a push to make a start
If you dont succeed the first time
Try and try again
Use it or lose it
You got to put your back into it
Work work work to make it work
Push it along
Work work work if you want to move it

[...] Read more

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A Teaching Of The Facts Can Relax

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

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

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

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

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

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

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

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

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

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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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Warrior Red-Ants

I crushed some warrior-ants to death,
And wondered what, others would do;
And very promptly, came more ants
To investigate scene of crime!

These ants build nests upon the trees,
By gluing leaves with strange substance;
Their nests look like army barracks,
With sentry-ants guarding smartly!

The dead ants lay all strewn about;
A few of them were moving still;
And very soon, they too lay dead,
Like soldiers killed in battle-field!

The scout ants went from ant to ant,
Perhaps in search of ones alive;
Some went back fast to convey news
About the tragedy they saw!

And very soon, arrived more ants
To check if dead were truly dead;
Somehow, these ants smelt death itself;
They did it so effortlessly!

Each one of them lifted the dead,
By proboscis and sped back home;
Each ant with carcass upon mouth,
Ran back as fast as legs carried.

And in a trice, the dead were cleared;
The scene of crime was clean by now;
The work was finished in moments;
Yes, ants are truly busiest!

Oh, what respect ants show their dead!
How fast they rescue comrades hurt!
They proved they respected their dead;
Do human beings do like-wise?

Copyright by Dr John Celes 5-15-2008

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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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Work, Sleep, Work, Sleep, Work

Work, sleep, work, sleep,
Work, sleep, work, sleep,
Work, sleep, work, sleep,
Work:

Work, sleep, work, sleep,
Work, sleep, work, sleep,
Work, sleep, work, sleep,
Work.

Oh free me please with gentle ease
From work, sleep, work, sleep, work!
This odium, pounding tedium
Of my work, sleep, work, sleep, work.

Just whisk me off to lands afar
From work, sleep, work, sleep, work -
That grinding train of rhythmic pain
Called ‘Work, sleep, work, sleep, work.’

Poor neural circuits fizzle and pop
In work, sleep, work, sleep, work,
In trying to make some sense of all this
Work, sleep, work, sleep, work.

But Hark! I see a golden gleam -
A saving spirit of hope:
You’re fired! ’ He screams. What news to bear,
This wondrous hangman’s rope!

So now I’m free, released from all this
Work, sleep, work, sleep, work -
Eternal peace and rest for me, no
Work, sleep, work, sleep, work.

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Ants On A Log

Ants on a log
Floatin down a river
Runnin around
But not gettin anywhere
Our steerin wheels
Just aint connected
And we cant jump off like flees on a dog
Cant fly away like flies on a hog
Were really just along for the ride like ants on a log
I got an uncle
He plays a game
He cant win it
Hes got a mold
Tries to fit everybody else in it
Whens he gonna learn hes bangin his head on the wall?
He aint gonna change
And he looks at me strange
When I tell him that I think were all
Just ants on a log
Floatin down a river
Runnin around
But not gettin anywhere
Our steerin wheels
Just aint connected
And we cant jump off like flees on a dog
Cant fly away like flies on a hog
Were really just along for the ride like ants on a log
We all know people
Who yell at the cars and the traffic
Folks in a hurry
Lifes full of heartache and havok
I finally learned how to lay back and let life happen
I just image the angels up in heaven
Lookin down at us and laughin
At ants on a log
Floatin down a river
Runnin around
But not gettin anywhere
Our steerin wheels
Just aint connected
And we cant jump off like flees on a dog
Cant fly away like flies on a hog
Were really just along for the ride like ants on a log
And just about the time you think youre rollin in clover
Along comes a rabbit
And the world tips over
Ants on a log
Floatin down a river
Runnin around
But never gettin anywhere

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Ashley Jones

Got To Go To Work

gotta go to work
work work work wok work work work work work work work
gotta go to work
work work work work work work work work work work work
12697566846748857455848
work work work work work
gotta go to work
work work work work wok work
136498368574934
gotta go to work
repeatedly, until u want to stop
By: Ashley jones

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Elizabeth Barrett Browning

Second Book

TIMES followed one another. Came a morn
I stood upon the brink of twenty years,
And looked before and after, as I stood
Woman and artist,–either incomplete,
Both credulous of completion. There I held
The whole creation in my little cup,
And smiled with thirsty lips before I drank,
'Good health to you and me, sweet neighbour mine
And all these peoples.'
I was glad, that day;
The June was in me, with its multitudes
Of nightingales all singing in the dark,
And rosebuds reddening where the calyx split.
I felt so young, so strong, so sure of God!
So glad, I could not choose be very wise!
And, old at twenty, was inclined to pull
My childhood backward in a childish jest
To see the face of't once more, and farewell!
In which fantastic mood I bounded forth
At early morning,–would not wait so long
As even to snatch my bonnet by the strings,
But, brushing a green trail across the lawn
With my gown in the dew, took will and way
Among the acacias of the shrubberies,
To fly my fancies in the open air
And keep my birthday, till my aunt awoke
To stop good dreams. Meanwhile I murmured on,
As honeyed bees keep humming to themselves;
'The worthiest poets have remained uncrowned
Till death has bleached their foreheads to the bone,
And so with me it must be, unless I prove
Unworthy of the grand adversity,–
And certainly I would not fail so much.
What, therefore, if I crown myself to-day
In sport, not pride, to learn the feel of it,
Before my brows be numb as Dante's own
To all the tender pricking of such leaves?
Such leaves? what leaves?'
I pulled the branches down,
To choose from.
'Not the bay! I choose no bay;
The fates deny us if we are overbold:
Nor myrtle–which means chiefly love; and love
Is something awful which one dare not touch
So early o' mornings. This verbena strains
The point of passionate fragrance; and hard by,
This guelder rose, at far too slight a beck
Of the wind, will toss about her flower-apples.
Ah–there's my choice,–that ivy on the wall,
That headlong ivy! not a leaf will grow

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We Can Work It Out

Now that I know your name and U know mine
Ain't it just about time that we got 2gether?
We should make such beautiful music 4ever
Oh, 2gether 4ever
Put your trust in me, I'll never let U down
Cuz I know I can count on U 2 help me make it
Ain't no doubt about it
We can work it out, work it out
I know we can work it out
Work it out, work it out
Ooh wee!
CHORUS:
Hope we work it out, I hope we work it out
(Everybody sing) Hope we work it out, I hope we work it out
Hope we work it out, I hope we work it out
(Everybody sing) Hope we work it out, I hope we work it out
Makin' music naturally, me and W.B. (CHORUS)
Music 4 the young and old, music bound 2 be gold
Work it out
Hope we work it out, I hope we work it out {x2}
Hope we work it out, I hope we work it out (Can we work it out?)
Hope we work it out, I hope we work it out (I want 2 work it out)
Hope we work it out, I hope we work it out
(Everybody sing) Hope we work it out, I hope we work it out
Hope we work it out, I hope we work it out
(Everybody sing) Hope we work it out, I hope we work it out
Hope we work it out, I hope we work it out
(Everybody sing) Hope we work it out, I hope we work it out
Makin' music naturally, me and W.B

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Four Letter 'Work' Song

Work me up, work me out, work me flip side down.
Work me here, work me there, work me with renown.
Work me hot, work me greedy,
work me through and through.
Work me to the very marrow,
work me just like I'd work you.
Work me proud, work me late,
work me do not hesitate.
Won't you let me work for you?
Work me til I'm black and blue.
Work me steady, work me needy, work me to a lather.
Work me til my backbone breaks, and the buzzards gather.
Work me in, work me under, work me til I bleed,
Work me over red hot coals, work me like a boss in need.
Work me nasty, work me silly, work me through the clover.
Up down, 'n' in between, into a slipknot sweet Jehovah.
Work me, work me, go ahead.
Work me, work me, til I'm dead.

Buddy Bee Anthony

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Of Ants and Life

…guess me correct
of ants and life they connect
causing a traffic jam on their trails I cannot forget
of ants as they swam from tree barks to get
a source of existence cannot let
the ants in drought to starve
for food is what they have once collected
and stored;
that which none has never rejected
nor objected
of ants and life

the futuristic species
that know when to pick up the pieces
of anything,
and the guard ants making sure nothing misses
from whence it were piled and stored
of ants and life ‘am never bored
as I observed how they nod
in respect and honor on board
as they pass each other a hustle they accord

of ants and life as they seek to conform
to a life in all its form

if ants can manage their own
why can’t we not of our own?

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The Song of the Shirt

The Song of the Shirt

With fingers weary and worn,
With eyelids heavy and red,
A woman sat, in unwomanly rags,
Plying her needle and thread--
Stitch! stitch! stitch!
In poverty, hunger, and dirt,
And still with a voice of dolorous pitch
She sang the "Song of the Shirt."

"Work! work! work!
While the cock is crowing aloof!
And workworkwork,
Till the stars shine through the roof!
It's Oh! to be a slave
Along with the barbarous Turk,
Where woman has never a soul to save,
If this is Christian work!

"Workworkwork
Till the brain begins to swim;
Workworkwork
Till the eyes are heavy and dim!
Seam, and gusset, and band,
Band, and gusset, and seam,
Till over the buttons I fall asleep,
And sew them on in a dream!

"Oh, Men, with Sisters dear!
Oh, Men, with Mothers and Wives!
It is not linen you're wearing out,
But human creatures' lives!
Stitch — stitch — stitch,
In poverty, hunger, and dirt,
Sewing at once with a double thread,
A Shroud as well as a Shirt.

But why do I talk of Death?
That Phantom of grisly bone,
I hardly fear its terrible shape,
It seems so like my own —
It seems so like my own,
Because of the fasts I keep;
Oh, God! that bread should be so dear,
And flesh and blood so cheap!

"Workworkwork!
My Labour never flags;
And what are its wages? A bed of straw,

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Elizabeth Barrett Browning

Eighth Book

ONE eve it happened when I sate alone,
Alone upon the terrace of my tower,
A book upon my knees, to counterfeit
The reading that I never read at all,
While Marian, in the garden down below,
Knelt by the fountain (I could just hear thrill
The drowsy silence of the exhausted day)
And peeled a new fig from that purple heap
In the grass beside her,–turning out the red
To feed her eager child, who sucked at it
With vehement lips across a gap of air
As he stood opposite, face and curls a-flame
With that last sun-ray, crying, 'give me, give,'
And stamping with imperious baby-feet,
(We're all born princes)–something startled me,–
The laugh of sad and innocent souls, that breaks
Abruptly, as if frightened at itself;
'Twas Marian laughed. I saw her glance above
In sudden shame that I should hear her laugh,
And straightway dropped my eyes upon my book,
And knew, the first time, 'twas Boccaccio's tales,
The Falcon's,–of the lover who for love
Destroyed the best that loved him. Some of us
Do it still, and then we sit and laugh no more.
Laugh you, sweet Marian! you've the right to laugh,
Since God himself is for you, and a child!
For me there's somewhat less,–and so, I sigh.

The heavens were making room to hold the night,
The sevenfold heavens unfolding all their gates
To let the stars out slowly (prophesied
In close-approaching advent, not discerned),
While still the cue-owls from the cypresses
Of the Poggio called and counted every pulse
Of the skyey palpitation. Gradually
The purple and transparent shadows slow
Had filled up the whole valley to the brim,
And flooded all the city, which you saw
As some drowned city in some enchanted sea,
Cut off from nature,–drawing you who gaze,
With passionate desire, to leap and plunge,
And find a sea-king with a voice of waves,
And treacherous soft eyes, and slippery locks
You cannot kiss but you shall bring away
Their salt upon your lips. The duomo-bell
Strikes ten, as if it struck ten fathoms down,
So deep; and fifty churches answer it
The same, with fifty various instances.
Some gaslights tremble along squares and streets
The Pitti's palace-front is drawn in fire:

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Work! Work! And Reap!

Work! Work! Work! And Reap!
Work! Work! Work! And Sleep!

Everyday most of we work
Some of us love to work
Some of us just want to rock
Some of us want to lie on a beach or take a walk
If we had our way, we could spend all day and talk

But work we all must
Or our lifestyles will go bust!
We may then have to readjust
To unacceptable standards of living in disgust

Work! Work! Work! And Reap!
Work! Work! Work! And Sleep!

We all have different professions
Some of us have silent confessions
We fancy someone at work with an obsession
Work is then fun with a passion until confusion

Work! Work! Work! And Reap!
Work! Work! Work! And Sleep!

There are jobs that are monotonous
The atmosphere is negatively outrageous
Nothing in the air signifies hilarious
Every single person is always very serious

Sometimes played at work
Is the kind of politics
That makes one quite sick
This is where the strong kick
Kick hardest the backside of the weak

But work we all must
Or our lifestyles will go bust!
As we find ourselves lost
And then try hard to readjust

So do we swallow?
Or is fighting back shallow
Will it leave in your pocket a dent that is hollow?
Or produce a scene labeled horror
Enough to leave you in tears of sorrow

I don't have all the answers
I know work is a living cancer
People at work ought to be a little nicer

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What was taught fought with that wrought to sought

Democratic leaders work to keep voters rites fired up over a fiery election right
and forgive them, instead of seeking revenge, knowing not to fight
policy overly simplistic at times less inspiring works sung
in teaching respect for authority while children are still young.

God will be there to comfort you and work within the soul of your beloved child.
Men of this world do not desire righteous woman or those meek and mild.
This world seeks and does work to destroy that purity,
because of our mental, moral putrid disunity.

God taught us how to rear taken children, how to take care of bereft,
and how to have courage to fight the good fight of faith then left.
Ability to fight illness by eating teaching and community hospitals ere
help support our continuing work by being wrought with sought that ought here.

Private, liberal arts institution affiliated with the church
and dedicated to preparing students for taking the lurch
to solve problems with recognition, emphasize how God works in vision,
constantly seeking a consistently faithful position.

What history taught about what the world chose to ignore transfer
allowance of army of Christian zealots to do the refer work defer
and a teacher explained at length positive philosophy of teaching feasible,
given difficulties of fighting troops, it seems reasonable.

Furious fighting forces fly in those aircraft protocal
that nobody can even with cartoons teaching portion control.
Schools ease into age seeking wisdom to ultimately wash dishes,
thus finding common ground in working with what was thought your land and wishes.

Think about a professional designer speeding in creative race;
consider police still seeking clues in unresolved mystery case;
schools were requiring creationism to be taught alongside
battle in the courts sought by Christian conservatives along defense divide.

But the work done on this dismal earth exhausts.
The breaks taken from bankrupted reality wroughts.
Fighting for a contemplative life is akin to waving stick in the air,
but will not deter in the all-important work of creating diverse welcome pray.

Short term in campus will seek confirmation from the courts to doubt
in the neighborhoods said that as many as all out
constantly seek to maximize time students have to work hard to fall in lap
increasing impact in the fight against the achievement gap.

Specialist's work restores smiles of knowledgeable knowledge lovers,
so making keeping taught slopes in shaped dives that make living teaching others.
Hoarse trainer's passion for full faith must be taught as the apostles deliberate
fighting against work to expedite the day when some pope will have sought to consecrate.

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Virginia's Story

Elizabeth Gates-Wooten is my Grand mom.

She was born in Canada with her father and brothers.
They owned a Barber Shoppe.
I don't remember exactly where in Canada.
I believe it was right over the border like Windsor or Toronto.
I never knew exactly where it was.

When she was old enough she got married.

First, she married a man by the name of Frank Gates.
He was from Madagascar.
He fathered my mom and her brother and sister.
The boy's name was Frank Gates, Jr.
Two girls name were Anna and Agnes.

Agnes was my mother.

Frank Gates went crazy after the war
He drank a lot and died
Then grandma Elizabeth married a man by the name of Mr. Wooten.
He had a German name, but I don't think he was German.
She took his last name after they got married.

Then they moved to West Virginia in the United States.

Their son, Frank Gates Jr. Became a delegate in the democratic party.
He use to get into a lot of trouble because he liked to fight.
He was a delegate from the 1940's to 1970's.
He died of gout in the 1970's.

Anna was a maid and cook.

She baked cakes and stuff for people as a side line.
She had a hump on her back (scoliosis) .
She had to walk with a cane.
She could cook good though.
She did this kind of work all of her life, just like her mom, Elizabeth

They were both good cooks

They had a lot of money because they had these skills
Especially when people had parties.
Because they would make all of this food and then they would have left-overs.
We got to eat a lot of stuff we normally wouldn't get because of that.
When they cooked, they didn't use no measuring stuff, they would just use there hand.

My moms name was Agnes Barrie Gates.

She married James Wright and moved to Cleveland.

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Car Wash

Y'all small tuna fish, I'm one big catch
(This is a Shark Tale exclusive)
Y'all small tuna fish, I'm one big catch
(Here we go again) (2004)
Y'all small tuna fish, I'm one big catch
(Say what, say what) (phenomenal hit)
Y'all small tuna fish, I'm one big catch
(Yeah)
Ooh, do do do do do do do
Car wash, car wash
Ooh, do do do do do do do
Car wash, car wash
(Yeah, let's drop it on 'em like this)
Ooh, do do do do do do, na na na ah, ooh
Ooh, do do do do do do, na na na ah, ooh
You might not ever get rich, ha
Let me tell you it's better than digging a ditch
There ain't no telling who you might meet
A movie star or maybe a common thief
Working at the car wash (oh oh, yeah yeah)
At the car wash, yeah (ooh, yeah yeah)
At the car wash (sing it with me now)
Working at the car wash, yeah
(Oh, oh)
Come summer the work gets kind of hard
This ain't no place to be if you're planning on being a star
Let me tell you it's always cool
And the boss don't mind sometimes if you're acting like a fool
Working at the car wash (oh oh, yeah yeah)
At the car wash, yeah (ooh ooh ooh)
At the car wash (ow said, now come and work it with me now, yeah)
Working at the car wash, yeah
Said, said, said, sing
(Work and work)
Well those cars never stop coming
(Work and work)
Keep those rags and machines humming
(Work and work)
My fingers to the bone
(Work and work)
Keep on and can't wait till it's time to go home
(Ooh ooh ooh)
Hey, get your car washed today
(Ooh ooh ooh)
Fill up and you don't have to pay
(Ooh ooh ooh)
Hey, get your car washed today
Give it up, right away
Missy Elliott:
Work at the, car wash

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