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I consider your conduct unethical and lousy.

quote by Peter Arno
Added by Lucian Velea
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Some Considerations

Consider this world and also our place in it
and know that time passes by every minute.
Consider those who’re living and also the dead
and know of the ways people earn their bread.
We consider many things but few are of real importance
and know that all those which are not are in abundance.

In consideration of this what can anyone do?
but live one’s life in a way which is true.

Consider the flowers in the garden and the colours they show
and know that with tender loving care from a seed they grow.
Consider all the children somewhere and watch them play
and know that with laughter and fun most pass the day.
Consider the things which are false and those which are true
and know how each one can and does affect all that we do.

In consideration of this what can we all do?
but try and live in a way which is just true.

Consider the march of the spirit of progress and the direction we’re all going
and know that every so often we must turn around and look back knowing.
Consider that which we all know and also that which we do not
and know it’s but knowledge and ignorance that make up the lot.
Consider the beginning and that of the very end
and know it’s terrible to get there without a friend.

In consideration of this what can one do?
but go through life with a friend who’s true.

Consider about each day and then also about each night
and know that without them there’s no darkness or light.
Consider the sunshine and also the shade
and know that with them each day is made.
Consider the evening and also the time we sleep
and know that because of them the night is deep.

In consideration of this what is there to do?
but live one day at a time and remember too.

Consider that which seems right and also what appears wrong
and know that they are both attributes of the weak and strong.
Consider the past and the future and of course the present
and know that all life relates to them and is not an accident.
Consider the labour with the crops and also the extent of the field
and know that with care and nature’s help a rich harvest will yield.

In consideration of this what is there one must do?
but only the best that one can so as to get through.

[...] Read more

poem by George Krokos
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Conduct

No matter who we are,
All of us are judged...
Based upon our conduct.

And no distance is diminished,
By our conduct.
We can attempt to cover it,
But it's our conduct.
That beats most of us up!

No matter if we're rich or poor...
With doors gold plated or cardboard,
It's conduct!
We can attempt to cover it,
But it's our conduct.
That beats most of us up!

We have those moods and attitudes,
But what we do is not excused...
If conduct,
Is not a pleasantry that's seen.
If conduct,
Is perceived to be one mean.
It's conduct!
We can attempt to cover it,
And it is conduct.
That beats us up!

No matter if we're kind,
Most of the time.
And most of the time,
We show we are kind!

No matter if we're rich or poor...
With doors gold plated or cardboard,
It's conduct!
We can attempt to cover it,
But it's our conduct.
That beats most of us up!

We have those moods and attitudes,
But what we do is not excused...
If conduct,
Is not a pleasantry that's seen.
If conduct,
Is perceived to be one mean.
It's conduct!
We can attempt to cover it,
And it is conduct.
That beats us up!

poem by Lawrence S. Pertillar
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Professional Ethics

I wonder how a doctor dares to steal
The patient visiting a hospital,
Redirecting him to private clinics –
Most unethical thing for one to do!

I wonder how engineers try to steal
From project’s sum or get fat commissions
By procuring what is less durable –
Most unethical thing for one to do!

I wonder how a lawyer trys to fleece
By charging client exorbitant fees,
And tilt the balance of justice somehow –
Most unethical thing for one to do!

I wonder how politician tells lies
As fluent as his speech so magical,
And cheats the voters who gave him mandate –
Most unethical thing for one to do!

I wonder how teachers can fail to teach
The pupils, who are like their own children,
And punish them in inhuman a way –
Most unethical thing for one to do!

I wonder how bureaucrats make delays,
And alter statistics in ‘flawless’ ways,
Ignoring conscience and standing rules –
Most unethical thing for one to do!

Ethics is there for any profession;
No one can fail to ignore them in life;
‘Nobility of professions’ at stake’ –
Remember this and do your duty well.

Copyright by Dr John Celes 09-18-2008

poem by John Celes
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Consider It Done

Consider it done.
Done.
Done.
Done.
Consider it done.
Done.
Done.
Done.
Consider it done.
Done.
Done.
Done.
Consider it done.
Consider it done.

Getting near a fiscal cliff,
And knowing of it.
But...
ignoring all the warnings,
Or it there to exist...
To feed an addiction to greed,
Regardless of the risks.

Well...
Consider it done.
Your feeding.
Done.
And with a greeding.
Done.

Consider it done.
Done.
Done.
Done.
Consider it done.
The feast.
Consider it done.
That feast depleted,
With a wish for more to eat...
Is done!

poem by Lawrence S. Pertillar
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Consider Me Gone - Reba McEntire

Verse: 1
Every time I turn the conversation
To something deeper
Than the weather,
I can feel you always shuttin' down,
And when I need an explanation
For the silence, you just tell me
You don't wanna
Talk about it now.

Bridge: 1
What you're not saying is coming in loud and clear.
We're at a crossroads here...

Chorus:
If I'm not the one thing you can't stand to lose,
If I'm not that arrow to the heart of you,
If you don't get drunk on my kiss,
If you think you can do better than this,
Then I guess we're done.
Let's not drag this on.
Consider me gone.

Verse 2:
With you I've always been wide open,
Like a window or an ocean,
There is nothing
I've ever tried to hide.
So when you leave me not knowin'
Where you're goin',
I start thinkin' that we're lookin',
We're lookin' at goodbye.

Bridge 2:
How about a strong shot of honesty.
Don't you owe that to me...

(chorus)
Consider me a memory.
Consider me the past.
Consider me a smile in an old photograph,
Someone who used to make you laugh.

If I'm not the one thing you can't stand to lose,
If I'm not that arrow to the heart of you,
Then I guess we're done,
Let's not drag this on.
Consider me gone.
Consider me gone.
Consider me gone.

[...] Read more

poem by Rebecca Ryan
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Canto the First

I
I want a hero: an uncommon want,
When every year and month sends forth a new one,
Till, after cloying the gazettes with cant,
The age discovers he is not the true one;
Of such as these I should not care to vaunt,
I'll therefore take our ancient friend Don Juan—
We all have seen him, in the pantomime,
Sent to the devil somewhat ere his time.

II
Vernon, the butcher Cumberland, Wolfe, Hawke,
Prince Ferdinand, Granby, Burgoyne, Keppel, Howe,
Evil and good, have had their tithe of talk,
And fill'd their sign posts then, like Wellesley now;
Each in their turn like Banquo's monarchs stalk,
Followers of fame, "nine farrow" of that sow:
France, too, had Buonaparté and Dumourier
Recorded in the Moniteur and Courier.

III
Barnave, Brissot, Condorcet, Mirabeau,
Petion, Clootz, Danton, Marat, La Fayette,
Were French, and famous people, as we know:
And there were others, scarce forgotten yet,
Joubert, Hoche, Marceau, Lannes, Desaix, Moreau,
With many of the military set,
Exceedingly remarkable at times,
But not at all adapted to my rhymes.

IV
Nelson was once Britannia's god of war,
And still should be so, but the tide is turn'd;
There's no more to be said of Trafalgar,
'T is with our hero quietly inurn'd;
Because the army's grown more popular,
At which the naval people are concern'd;
Besides, the prince is all for the land-service,
Forgetting Duncan, Nelson, Howe, and Jervis.

V
Brave men were living before Agamemnon
And since, exceeding valorous and sage,
A good deal like him too, though quite the same none;
But then they shone not on the poet's page,
And so have been forgotten:—I condemn none,
But can't find any in the present age
Fit for my poem (that is, for my new one);
So, as I said, I'll take my friend Don Juan.

[...] Read more

poem by Byron from Don Juan (1824)
Added by Veronica Serbanoiu
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Personal Best

There is a question controversial,
About the use of stimulants artificial,
By the sporting athletes, their performance,
In the sporting arena to enhance.

Sports icon Lance Armstrong,
Was stripped of his titles as wrong,
When the Tour de France cycling event he won,
For a record of seven times in a run.

He beat the malady-Cancer-with drugs,
And when his tests proved positive for drugs,
His fan-following world wide were shocked,
And all cancer patients with ire were up cocked.

All sports organizations consider the drugs unethical,
As they are subversive of fair play on a field level.

In sports the Olympic Motto is writ larger,
As CITIUS, ALTIUS, FORTIUS (faster, higher, stronger)
By which the athletes are invoked to win,
And break records in many a discipline.

Scientific training has also made contributions,
Added to which are the technological innovations,
Like the use of graphite in tennis racquets for playing,
And for the material in poles for pole-vaulting.

It is thus ethical to use such equipment for ranks,
And in mountaineering for the use of oxygen tanks.

These days there is an increasing competition,
And school children are driven by a compulsion,
To score better and better than their batch- peers,
Else, in the rat race they may be behind with tears.

For them to emerge as toppers, tutorials their lessons devise,
And some children use amphetamines to keep awake and revise,
Some students take coffee or tea or pills to keep in size,
Can these be called subversive and unethical wise?

It shouldn't be considered unsporting to use drugs,
Let all do their personal best in all things with drugs.
To ban all drugs and artificial stimulants—it is possible,
But to ban the spirit of competitiveness—it is impossible.

poem by Chandra Thiagarajan
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Jehovah

Consider the lilies of the field,
Solomon dressed in royal robes
Has not the worth of them.
Consider the lilies of the field.
He takes after each and every need.
Leave all your cares behind,
Seek him and you will find
Your father loves you so.
Consider the creatures of the air.
For all of the diamonds in all the earth
Have not the wealth of them.
Consider the creatures of the air.
Jehovah loves them with tender hand.
He knows your every care,
His touch is always there
To see you through the night.
And jehovah I love you so,
And jesus I want you to know,
All youve done for me to set me free,
Ill never let you go.
And jehovah I love you so,
And jesus I want you to know,
All youve done for me to set me free,
Ill never let you go.
Consider the lilies of the field.
For how much more does he love his own,
If yaweh cares for them.
Consider the creatures of the air.
He takes after each and every need.
If we ask him for bread,
Will he give us a stone?
Jehovah loves his own.
And jehovah I love you so,
And jesus I want you to know,
All youve done for me to set me free,
Ill never let you go.
And jehovah I love you so,
And jesus I want you to know,
All youve done for me to set me free,
Ill never let you go.
And jehovah I love you so,
And jesus I want you to know,
All youve done for me to set me free,
Ill never let you go.
And jehovah I love you so,
And jesus I want you to know,
All youve done for me to set me free,
Ill never let you go.
And jehovah I love you so,
And jesus I want you to know,

[...] Read more

song performed by Amy Grant
Added by Lucian Velea
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Looking for Work

Consider the pigeons of the city,
how in their filthy swoop and dive they fatten
on dusty Dorito crumbs;
consider their evolution
through generations of squawk and squalor,
peck and fight. (And what did it take for that one,
strutting his kingly amethyst ruff,
his neck sheen of subdued emerald,
his fat gray feathers of survival,
to survive here?)

Consider the homeless man outside Albertson's,
approaching every car with his rags and Windex,
whose far-distant ancestor
was able to track and kill
the wildebeest, the antelope, and the cape hare.
Consider how far he has come,
listening to his ipod between customers,
and yet how faithful he stays to the wild
dictates of seek and hunt and gather,
scoping out the best shelters for meals,
the cleanest beds, the one
tight face still able to open.

Consider your bank account,
dipping like a low-flying bird,
then spreading wings and planing
over the fields of dead numbers,
canceled checks, ancient pay stubs,
long afternoons bought and paid for
in boredom and lost purpose. And the live
bodies of your brothers and sisters, crushed
in the trash compactor of Unwanted Ads.

Consider yourself,
marching in and out of these institutions
in your skirt and nylons, leaving ferocious lipstick tracks
on styrofoam coffee cups,
your name and address on application forms,
like one of your ancestors peeing on a thorn bush.

poem by Alison Luterman
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What is the difference between unethical and ethical advertising? Unethical advertising uses falsehoods to deceive the public; ethical advertising uses truth to deceive the public.

Vilhjalmur Stefansson in Discovery (1964)
Added by Lucian Velea
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Relative Poverty

In Ethiopia they sometimes say
How shameful and unethical it is
That people eat well and drink
In the super-luxury Sheraton Hotel
While children in white rags and mothers beg
Outside on the Addis Ababa streets

As for me I sometimes think
How shameful and unethical it is
That people eat so well and drink
In Europe and the USA
While children in white rags and mothers sleep
Outside on the Addis Ababa street.

poem by Frank Bana
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I know only two words of American slang, 'swell' and 'lousy'. I think 'swell' is lousy, but 'lousy' is swell.

quote by J.B. Priestley
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The Story Of A Less Sexyful Politician (Or And All I Got Was This Lousy Shirt)

I took the raven out for a walk
I watched the mud turn to the stones
I taught each parrot nuances of talk
I brushed the uniforms of all the dead clones
I was strict and stern never meant to flirt
and all I got was this lousy shirt

I drove the sane to the insane
The peaceful to the rage of their bones
I served my best but it was all in vain
For neither the social nor the lones
Paid any tribute now I feel hurt
'cause all I got was this lousy shirt

Will someone try to figure out explain
The causes dragged to the edge of effects
Will someone say why memory selects
The most hideous of all the refrains
The least profitable of all the gains

Even the poorest boy's got his breeches
The most stupid dwells in world's riches
Even the ugliest girls got skirts
and all I got was this lousy shirt

poem by Miroslava Odalovic
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Norgah

Greenland Hotel,
72 sheep and 36 cartons of schnapps!
Practicing,
Commanded,
Wanted,
Highlighted,
To conduct yourself;
Attritude,
Meeting,
Grieved,
To conduct herself;
Agreed,
Speaks,
Perfectly,
To conduct himself;
Angered,
Known,
Reined,
To conduct myself;
Determination,
Communication,
Suddenly;
And like your friend Norgah on the telephone line,
But, i am always what i am.

poem by Edward Kofi Louis
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Protect Individual Rights

To precisely follow set
traditions an accepted
professed social cultural

religious rule of conduct
such actions are perceived
a model of good conduct?

In a healthy society such
behaviour should earn an
individual esteemed title

recognition as a good person
of genuine moral principles
responsibility as a role model.

A fundamental doctrine or tenet
is an agreed upon social contract
a distinctive conduct ruling opinion

a guiding sense of requirements
obligations enforce right conduct
moral principle is honour bound.

A fixed predetermined policy
a standard of lawful behavior
a sound law of moral judgments

decisions based on beneficial principles
ensures guarantees civilized society will
protect individual rights for benefit of all.

poem by Terence George Craddock
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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

[...] Read more

poem by Innocent Masina Nkhonyo
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Tale XV

ADVICE; OR THE 'SQUIRE AND THE PRIEST.

A wealthy Lord of far-extended land
Had all that pleased him placed at his command;
Widow'd of late, but finding much relief
In the world's comforts, he dismiss'd his grief;
He was by marriage of his daughters eased,
And knew his sons could marry if they pleased;
Meantime in travel he indulged the boys,
And kept no spy nor partner of his joys.
These joys, indeed, were of the grosser kind,
That fed the cravings of an earthly mind;
A mind that, conscious of its own excess,
Felt the reproach his neighbours would express.
Long at th' indulgent board he loved to sit,
Where joy was laughter, and profaneness wit;
And such the guest and manners of the hall,
No wedded lady on the 'Squire would call:
Here reign'd a Favourite, and her triumph gain'd
O'er other favourites who before had reign'd;
Reserved and modest seemed the nymph to be,
Knowing her lord was charm'd with modesty;
For he, a sportsman keen, the more enjoy'd,
The greater value had the thing destroyed.
Our 'Squire declared, that from a wife released,
He would no more give trouble to a Priest;
Seem'd it not, then, ungrateful and unkind
That he should trouble from the priesthood find?
The Church he honour'd, and he gave the due
And full respect to every son he knew;
But envied those who had the luck to meet
A gentle pastor, civil and discreet;
Who never bold and hostile sermon penned,
To wound a sinner, or to shame a friend;
One whom no being either shunn'd or fear'd:
Such must be loved wherever they appear'd.
Not such the stern old Rector of the time,
Who soothed no culprit, and who spared no crime;
Who would his fears and his contempt express
For irreligion and licentiousness;
Of him our Village Lord, his guests among,
By speech vindictive proved his feelings stung.
'Were he a bigot,' said the 'Squire, 'whose zeal
Condemn'd us all, I should disdain to feel:
But when a man of parts, in college train'd,
Prates of our conduct, who would not be pain'd?
While he declaims (where no one dares reply)
On men abandon'd, grov'ling in the sty
(Like beasts in human shape) of shameless luxury.
Yet with a patriot's zeal I stand the shock

[...] Read more

poem by George Crabbe
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The City Limits

When you consider the radiance, that it does not withhold
itself but pours its abundance without selection into every
nook and cranny not overhung or hidden; when you consider

that birds' bones make no awful noise against the light but
lie low in the light as in a high testimony; when you consider
the radiance, that it will look into the guiltiest

swervings of the weaving heart and bear itself upon them,
not flinching into disguise or darkening; when you consider
the abundance of such resource as illuminates the glow-blue

bodies and gold-skeined wings of flies swarming the dumped
guts of a natural slaughter or the coil of shit and in no
way winces from its storms of generosity; when you consider

that air or vacuum, snow or shale, squid or wolf, rose or lichen,
each is accepted into as much light as it will take, then
the heart moves roomier, the man stands and looks about, the

leaf does not increase itself above the grass, and the dark
work of the deepest cells is of a tune with May bushes
and fear lit by the breadth of such calmly turns to praise.

poem by Archie Randolph Ammons
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On his Previous Blindness - Parody John MILTON - On His Blindness

When I consider how my life's been spent
these whirling years in this dark world and wide,
with that one talent which my wits supplied
held in abeyance waiting for love s[c]ent
to blossom to true beauty, to present
the world with tribute due and bona fide,
I thank my stars I have not been denied
your love which none and nothing can prevent,
your love, where that of others is descent,
your love which above all on Earth I pride.
I thank 'coincidence' which did provide
the opportunity to be content.
When I consider this I understand
how two t[hr]o[ugh] one may flow, grow hand in hand!

(10 December 2001 after Jphn Milton see below for alternate version)

Time Misspent
When I consider so much time misspent
these fifty years, I've little right to guide, -
such talent slight which tired wits supplied
suspended, in abeyance, impotent.
I tried to fight conformity, present
the world a contribution bona fide, -
I failed. The spirit is dissatisfied.
Some grief I wrought, feared fraudulent intent,
felt tenderness a threat - heart discontent.
Understanding free from bias, pride,
I'm thankful for, thank life which could provide
the opportunity to learn time lent
grants space to face oneself, to understand
how two should flow together, hand in hand..

(10 December 2001 after Jphn Milton see below for alternate version)

On Our Blindness
When we consider all our freedoms lost
with HA! BE U.S.! Corpus of bush law,
black death to hide the whitewash when p'lice score
'gainst innocence ‘wrong place, wrong time' star-crossed,
One wonders, when our children count the cost
and, chiding, true account present before
Executive Privilege bolted door,
will they, when light denied, in prison tossed,
murmur "God only needs assent Orwellian bossed! "?
Man, chip embeddèd, acts recorded, sore
bearing harsh yoke, must serve where none ignore
C.C.T.V. controls come shine or frost.
They swerve too late who brake fair freedom's flow,
stand, wait, burn at State stake, want not to know …

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poem by Jonathan Robin
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On Our Blindness - after John Milton - On His Blindness

On Our Blindness

When we consider all our freedoms lost
with HA! BE U.S.! Corpus of bush law,
black death to hide the whitewash when p’lice score
’gainst innocence ‘wrong place, wrong time’ star-crossed,
One wonders, when our children count the cost
and, chiding, true account present before
Executive Privilege bolted door,
will they, when light denied, in prison tossed,
murmur “God only needs assent Orwellian bossed! ”?
Man, chip embeddèd, acts recorded, sore
bearing harsh yoke, must serve where none ignore
C.C.T.V. controls come shine or frost.
They swerve too late who brake fair freedom’s flow,
stand, wait, burn at State stake, want not to know …

© Jonathan Robin Parody written 15 May 2007 after John MILTON 1608_1674 – On His Blindness. See below for alternative versions

On his Previous Blindness

When I consider how my life's been spent
these whirling years in this dark world and wide,
with that one talent which my wits supplied
held in abeyance waiting for love s[c]ent
to blossom to true beauty, to present
the world with tribute due and undenied,
I thank my stars I have not been denied
your love which none and nothing can prevent,
your love, where that of others is descent,
your love which above all on Earth I pride.
I thank 'coincidence' which could provide
the opportunity to be content.
When I consider this I understand
how two t[hr]o[ugh] one may flow, grow hand in hand

Parody John MILTON 1608_1674 – On His Blindness

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poem by Jonathan Robin
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