Iwofa Alaba: Enu re ni o pa o!

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Iwofa Alaba: Enu re ni o Pa o!

Iwofa Alaba to ri Akuuju (skeleton) lori igi, kaka ko dake e nu re ko ma ba tie lo, n se lo m ba Akuuju soro pe:
” Akuuju kin a lo n wa lori igi to so orun ko bi e ni ti aye ti su?”.

Kia Akuuju dahun o ni: “Iwofa Alaba! Boju ri, enu a dake! Ewo lo kan e n be ti mo ba wa lori igi. O j e sora fun enu re ko ma ba pa o!”

Iwofa Alaba ko se meni ko se meji, otun wipe: “Ahhhhh! Oni ni gbogbo araye ma ri asiri ire Akuuju to n gbe ori igi soro bi ara aye. Ile baale ni mo n lo bayi! Gbogbo ara ilu ni yoo ri ohun ti oju mi ri!”

Akuuju tun fesi wipe: “Iwofa Alaba, moni enu re ni o pa o. Ayafi to o ba yi iwa re pada!” Kia ni Iwofa Alaba gba ile Baale Oko Ilu lo.

O de ibe o ba Baale ati gbogbo awon olooye lori ijoko. O naa felefele, o n wipe: “Karaole o Baba, mo ri eemo lono oko oga mi loni. Mori Akuuju lori igi nibi to gbe n soro bi eniyan. Mo wi fun pe un o so fun gbogbo araye oun ti mo ri. O ni kin so! Idi ni eyi ti mo fi gba afin yin wa kin wa wi fun yin, oun ti oju mi ri!”

Gbogbo awon agbaagba to wa ni ikale wo oju ara won, won si tun wo oju Baale Oko Ilu. Oro sununkun so ori agba kodo. Won pa imoran po won fi oro si Baale lenu so. Baale oko Ilu dide o ni: “Moodeyi, Iwofa Alaba abi kin won pe o? N je ododo ni oro ti o so yi bi? Tori ti a ba ba o de idi igi, ti ako ba ri Akuuju to n soro, bibe ni a o be ori re o! Mo wi re abi un o wii re?” Gbogbo awon agbaagba ibe ni: ” E wii re!”

Bayi ni won da ojo meta pe ki gbogbo ara ilu pe si aafin Baale Oko Ilu. Ojo pe o. Won pe Iwofa Alaba, won tu bi pe se ododo ni oro to so. Kia ni Iwofa Alaba dide otun so loju gbogbo ara ilu pe: “Mo ri eemo lono oko oga mi ni ijerin! Mori Akuuju lori igi nibi to gbe n soro bi eniyan. Mo wi fun pe un o so fun gbogbo araye oun ti mo ri. O ni kin so! Idi ni eyi ti mo fi gba afin wa kin wa wi fun gbogbo arayeo, oun ti oju mi ri re o! Gbogbo ilu ni: “Ahhhhhh! Iwofa Alaba, o so eyi tan!”

Ka ma ba opo lo ile oloro, Baale Oko Ilu pa ase pe ki gbogbo ara ilu niso ni idi igi, ki Iwofa Alaba lo fi Akuuju han awon. Were, won mu ori le ona oko, laipe lai jina, won de idi igi. Looto ni won ma ba Akuuju lori igi o. Baale wi fun Iwofa Alaba pe, “Ore wa, oya a fe gbo oro lenu Akuuju re o!”

Iwofa Alaba sun mo idi igi, o boju woke, o si ke si Akuuju wipe: “Ire Akuuju ti n gbe ori igi soro, nle o. Mo ti wi fun gbogbo ilu o. Won fe gbo oro enu re o!”

Paga! Akuuju ko ko soro o! Jini jini mu Iwofa Alaba, o un wo pako-pako! Otun kigbe loun rara pe: “Ire Akuuju, se o ni soro ni. Sebi emi pelu re soro nijerin nihin!”

Akuuju ko, ko gbin o, depo ti yoo f’ohun. Wayi, Iwofa Alaba wa ranti ikilo Akuuju ojo si pe: “Iwofa Alaba! Boju ri, enu a dake!” Aso o bo Omoye mo, Omoye ti rin ihoho wo oja! Kia, Baale Oko Ilu pase fun Abeni Lori pe ki o be ori Iwofa Alaba. Kia ni ohun fa ida re yo ninu ako, afi feu! Ranhin ranhin ni ori Iwofa Alaba n ja nile.

Lesekese ni Akuuju mira pipipi lori igi, o si rerin kaakaakaa! Eru ba gbogbo eni to n be nibe lojo naa. Akuuju wa so fun won pe: “E ma se beru, e ma se foya…Ee ri Iwofa Alaba, k’oti kun si ikilo ni o. Aigboran lo so di ero orun. A wi fun pe ko sora fun enu, Olubbobotiribo, baba ebo. Enu re lo paa! Mo si wi fun to o. O fi aake ko’ri. Ehn, oun ti oju alaigboran n ri naa nun! Eyin ara ilu to ku, ki efi oro Iwofa Alaba ko ogban nio. E sora fun enu yin. Bo ju ri, enu a dake ohun lo d’ifa fun Iwofa Alaba to ri emi Akuuju lori igi to ni ‘nle o Akuuju ewo lo n se lori igi o…..’”

Eyin ore mi, enu wa ko ni pa wa o…E sora fun enu o. Ki oro koowa ma ba wa da bi ti Iwofa Alaba o!

 

English Translation:

Iwofa Alaba: Mind your words to avoid destruction!

 

Iwofa Alaba found Akuuju (Skeleton) on a tree branch, instead of him to keep quiet and proceed with his journey, he said to the skeleton, “Hey you Skeleton, what do you seek on the tree branch? Why are you acting like one who is fed up with life?”

Akuuju responded instantly: “Iwofa Alaba!  why not mind your business! Does is it affect you if am on a tree branch? Watch your mouth so it doesn’t kill you!”

Iwofa Alaba perturbed, exclaimed: “Ahhhhh! Today, the whole world will must hear about Akuuju living on the tree branch and speaking like a man. I’m off to the Chief’s Palace right away! All citizens must see what I have just seen and heard! ”

Akuuju also retorted: “Iwofa Alaba, this mouth of yours will put in you in serious trouble soon, unless you change your behaviour!” Iwofa Alaba headed straight to the Chief’s Palace.

He got to the Palace and met the Chief and the Elders in Council deliberating. He prostrated and greets the Chief “Karaole Baba! I saw a terrible thing on my way to my master’s farm today. I saw Akuuju (Skeleton) on a tree branch, where it was speaking as a man would. I told it that I would revealed this to the world and it challenged me to go ahead. This is the more reason I have come to the Palace to inform His Royal Highness and the Elders about what I have just encountered!”

All the Elders were surprised at such declaration from Iwofa Alaba, they glanced at one another and all looked towards the Chief. Silence reigned over the entire Palace. His Royal Highness, the Chief, rose from his stool in his Majesty and addressed Iwofa Alaba “Look here lad! Iwofa Alaba or what do they call you? Are you sure of what you just said? If we get to the tree and we can’t find your friend the the talking Skeleton, You shall be beheaded!” addressing the Elders, the Chief asked “Have I spoken your minds?” They answered in unison “Yes Your Majesty”

They concluded that after three day, all the citizens should gather at the Palace and from there proceed to the forest to attest to Iwofa Alaba’s claim. On the appointed day, the Chief once again asked Iwof Alaba, whether his words were true. Iwofa Alaba confidently declared before everybody that day that he was saying the truth. “I saw Akuuju (Skeleton) on the way to my master’s farm three days ago! It even spoke to me like a man and I told it that the world must know about our meeting. It even challenged me to reveal the incidence! That was why I rushed to the Palace to report to the Chief and the Elders so that the whole world would know about it. The villagers exclaimed in surprise “Ahhhhhh! Iwofa Alaba, you say this!”

Without much ado, the Chief ordered everybody to proceed to the forest so that Iwofa Alaba could show them Akuuju – the talking Skeleton. They all hurried towards the farm, and soon, they got to the tree and saw Akuuju truly. The chief addressed Iwofa Alaba, “Now lad, we’d like to hear your Akuuju talk as you’ve claimed!”

Iwofa Alaba moved close to the tree, looked up and said: “O ye Akuuju on the tree branch, I have informed the entire people of my village about you and now they want to hear your words!”

Alas! Akuuju did not respond! Iwofa Alaba was so worried. He moved closer to the tree and shouted “Hey Akuuju, why the silence? It is impossible! Didn’t you speak with me a couple a days ago?”

Akuuju, neither moved nor made a sound. Now, Iwofa Alaba remembered the warnings by Akuuju the other day when it said “Iwofa Alaba! Mind your mouth” But it’s too late! The Chief ordered the execution of Iwofa Alaba and thus the end of his life.

Immediatetly, Akuuju moved and laughed! All were terrified. Akuuju told them: “Do not be afraid, do not be afraid … As for Iwofa Alaba, he wouldn’t heed to my warnings. Disobedience led to his demise. We told him to beware of his utterances, Olubobotiribo the most important of rituals. He wouldn’t listen, he is disobedient! Indeed, this is a great lesson to the rest of you humans, don’t allow your utterances to lead to your destruction like Iwofa Alaba. Watch for your words! You need not talk about everything you’ve seen so that you don’t end up like Iwofa Alaba, who saw me Akuuju on the tree branch (talking) and couldn’t keep it all to himself!”

My friends, may our mouths not lead to our destruction. Let’s all take heed and be careful what we say so we don’t end up like Iwofa Alaba!
Some bed time story….! Any volunteer to translate this Yoruba folklore into other languages for the benefit of our friends who couldn’t read the story in the language in which it is written…I will much appreciate it, if I can get people to translate please.

Less I forget…My paternal grand pa told us this story long time ago in the early 1980’s! Adieu Grand Pa Alhaji Agboola Garuba! I miss you pampering me then! May Allah admit you into Aljannat Firdaus. He died on Eid-adha Day 1987!.

As adapted from Oral rendition by Tajudeen Adeyemi Garuba

© 2011

Click the following link to download the pdf Format of the story:

Iwofa Alaba-by Tjdeen-2011

 

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HOLIDAY PROJECTS FOR LITERATURE STUDENTS

3rd Term 2015/2016 Academic Session.

CLASS: SS 1

Instruction: Answer all questions:

PART A – (POETRY)

Question 1

Read the poem titled:  The Panic of Growing Older” by Lenrie Peters and answer the following questions:

  • What is the major focus of the poem
  • Mention three (3) themes treated in the poem
  • With relevant quotations from the poem, identify three (3) poetic devices employed by the poet.

Question 2

Read the poem titled:  Vanity” by Birago Diop and answer the following questions:

  • What is the major focus of the poem
  • Mention three (3) themes treated in the poem
  • With relevant quotations from the poem, identify three (3) poetic devices employed by the poet.

 

PART B – (PROSE): The Castle of Otranto by Horace Walpole

Read the prose text The Castle of Otranto by Horace Walpole and answer the following Questions:

Question 1

Make comprehensive list of the characters in the text under the following headings:

  • Major Characters
  • Minor Characters

Question 2

Discuss fully three (3) major themes in the novel The Castle of Otranto by Horace Walpole

 

NOTE:  Your answers should be typed properly and neatly, to be submitted first week of resumption (April 25th – 29th, 2016). Also remember to send a soft copy of your work with your name and class as subject of the mail to: tjdeenebony@gmail.com

If you have any challenge, contact the admin: +2348097693830

Download your scheme of work for 3rd Term by clicking the link below:

LITERATURE SS1 3RD TERM SCHEME

HOLIDAY PROJECTS FOR LITERATURE STUDENTS

HOLIDAY PROJECTS FOR LITERATURE STUDENTS

2nd Term 2015/2016 ACADEMIC SESSION.

CLASS: SS 1

Instruction: Answer all questions:

PART A – (PROSE): Lonely Days by Bayo Adebowale

Question 1:

Read the prose text titled:  Lonely Days  by Bayo  Adebowale and discuss the following characters extensively:

  1. Ajumobi
  2. Yaremi
  3. Woye

 

 Question 2

Discuss fully two (2) themes from the prose.
PART B – (DRAMA): Harvest of Corruption by Frank Ogodo

Question 1:

Make comprehensive list of the characters in the play under the following headings:

  • Major Characters
  • Minor Characters

Question 2

Discuss fully three (3) major themes in the play Harvest of Corruption by Frank Ogodo

NOTE:  Your answers should be typed properly and neatly, to be submitted first week of resumption (January 2016). Also remember to send a soft copy of your work with your name and class as subject of the mail to: tjdeenebony@gmail.com

 

 

CLASS: SS 2

Instruction: Answer all questions:

PART A – (PROSE): Faceless by Amma Darko

Question 1:

Read the prose text titled:  Faceless by Amma Darko and discuss the following characters extensively:

  • The role of any three (3) Major Characters

Question 2

Discuss fully two (2) themes from the prose.
 PART B – (DRAMA): The Blood of a Stranger by Dele Charley

Question 1:

Make comprehensive list of the characters in the play under the following headings:

  • Major Characters
  • Minor Characters
  • Discuss the role of any two (2) characters in the play

Question 2

Discuss fully three (3) major themes in the play The Blood of a Stranger by Dele Charley

NOTE:  Your answers should be typed properly and neatly, to be submitted first week of resumption (January 2016). Also remember to send a soft copy of your work with your name and class as subject of the mail to: tjdeenebony@gmail.com

For clarifications call the website admin: +2348097693830

Please click on the link below to Download your scheme of work for next term:

Literature Scheme SS 1 SECOND TERM

LITERATURE SS 2 Second Term Scheme

Holiday Assignment for SS 2 Students (2015/2016 Academic Session)

We congratulate you on your promotion to SS 2 in our citadel of knowledge, GSSS Tungan Maje, Abuja. We hope you enjoyed your holidays. Below is your holiday assignment to prepare you ahead of the 1st Term 2015/2016 Academic Session.

Remember to Download the Scheme of Work for first term at the bottom as you will not be given any scheme on resumption!

Good-luck!

Always Remember:

No one will do for you what you ought to do for yourself!

Instruction: Answer all questions. Your answers should be typed and spiral bind.

Indicate the following on the front page: FULL NAMES as it appears in your class register, CLASS, GROUP AND QUESTIONS.

Endeavour to proof-read your work properly before you print to avoid losing marks on grammatical errors! All assignments MUST be submitted on the day of resumption for school work or you LOOSE 5 Marks!

Questions

A. Othelo by Williams Shakespeare

  1. In one paragraph (not less than 10 sentences) give a brief background on Williams Shakespeare as a playwright.
  2. Make a comprehensive list of the characters in Othelo by Williams Shakespeare under the following headings:   (a) Major Characters   (b) Minor Characters
  3. Give a brief account of the setting of Othelo by Williams Shakespeare,

B. Native Son by Richard Wright

  1. In one paragraph (not less than 10 sentences) give a brief background on Richard Wright as a novelist.
  2. Make a comprehensive list of the characters in Native Son by Richard Wright under the following headings: (a) Major Characters   (b) Minor Characters
  3. Give a brief account of the setting of Native Son by Richard Wright.

NB:

Submission

1. Submit the printed copy on resumption day (i.e. Monday – first Lesson Day of Resumption)

2. Send a soft copy of your work with your name and class as subject of the e-mail to: tjdeenebony@gmail.com

  SS 2 FIRST TERM SCHEME FOR 2015/2016 SESSION LITERATURE-IN-ENGLISH

WEEK   TOPIC/CONTENT ACTIVITIES
1 Introduction to the “OTHELO” by William Shakespeare –       Background of the playwright (dramatist) –       Background and setting of the play –       Plot summary –       Shakespearean language and current English on a cardboard sheet –       Film show on “Othelo”
2 Reading and explanation of Act One –       Reading and discussion of scene one –       Reading and explanation of act one scene two
3 Reading and explanation of Act Two –       Reading and explanation of Act Two, scene One –       Act Two, scene Two –       Present action of video –       Clips on “Othelo”
4 Reading and explanation of Act Three –       Reading and discussions one Act Three Scene One –       Act Three scene Two –       Act Three scene Three
5 Reading and explanation of Act Four –       Reading and discussions on Act four –       Students to do a weekend assignment by summarizing Act Four in their books.
6 Reading and explanation of Act Five –       Discussion and reading of scene one –       Reading and discussion on scene two –       Teacher to lead discussions on the epilogue
7 Role-play (Drama) –       Students to role-play the actions of major characters –       Role –play the actions of minor characters –       State the relationship between the characters –       Watch a video clip of “Othelo”
8 Introduction to the “NATIVE SON” by Richard Wright –       Background of the Novelist –       Background and setting of the Novella. –       Plot summary/state sequence of events –       Show cause effect relationship
9 Themes and style –       Examine the Themes –       Analyze the styles –       Read out relevant portions that highlight the themes. –       Relate the theme to actual life experience or encounters
10 Character Analysis 1 –       Examine the major characters –       Discussion on their roles and significances –       Examine how the characters are related.
11 Character Analysis 2 –       Examine the minor characters –       Analyze their roles and significances to the plot –       Discuss their various relationship
12 Revision –       Revision work on “Native Son” Discussing the themes, characters and plot structure –       Sketch picture of combat soldiers at war on a cardboard sheet
13 Revision Revision
14 Examinations Examinations

Click this link for the soft copy of the scheme LITERATURE SS2 SCHEME 1ST TERM

In case you have any problem, please contact me on my mobile phone:  07044943856 or leave a message below in the “LEAVE A REPLY BOX”

To My Dear Laura!

Tags

Always I think about you!

Seeing you in my dreams,

Though I can’t touch you with my hands

My heart is always reaching to you.

Knowing you are there and knowing

You have me at heart,

Makes me feel like a King!

For you indeed are my Queen!

Our palace is limitless!

It defiles space and time,

Cos we can be together always

In each other’s mind!

Though distance may separate us,

But we are inseparable in mind and soul.

This is the symbol of our endearing

Towards each other.

I wish the wind can whisk me afloat

So I can meet you amidst the silvery lined clouds

Where we can stay in each other’s arms forever!

Holiday Assignment for incoming SS 3 Literature-in-English Students 2014/2015 Academic Session

We congratulate you on your promotion to SS 3 in our citadel of knowledge, GSSS Tungan Maje, Abuja. We hope you enjoyed your holidays. Below is your holiday assignment to prepare you ahead of the term. Good-luck:

Always Remember:

No one will do for you what you ought to do for yourself!

Instruction: Answer all questions. Your answers should be typed and spiral bind.

Indicate the following on the front page: FULL NAMES as it appears in your class register, class, group and your question.

 

Endeavour to proof-read your work properly before you print to avoid loosing marks on grammatical errors! All assignments MUST be submitted on the day of resumption for school work or you LOOSE 5 Marks!

 

Questions

  1. With relevant instances from the text, discuss the theme of culture in Kobina Sekyi’s The Blinkards
  2. With close reference to the characters of Anlugbua and Erelu, justify the conclusion that “the gods are not to blame” in Femi Osofisan’s Women of Owu.
  3. Discuss the theme of love in the play Arms and the Man by Bernard Shaw.
  4. Compare and contrast the character of Jack with that of Algernon in Oscar Wilde’s The Importance of Being Earnest.

Wishing you all the best! Always wash your hands with soap and water after contact with people, especially strangers.

Ebola is around!!!

Stay clean always and be safe!

In case you have any question on the assignment contact the website administrator on +234 (0)704 494 3856 or fill the form below:

 

2nd Term 2013/2014 Session Holiday Assignment for SS 2 Literature Students @ GSSS Tungan Maje, Abuja – Nigeria

Congratulations on your completion of the 2nd Term 2013/2014 Session. We pray you all pass your examinations! As you enjoy your holidays, remember that you still have one more term ahead of you before you advance to the next class.

Meanwhile, below is your assignment to prepare you ahead of the next term:

Instructions: Answer the questions to the best of your ability. All assignments are to be typed and spiral bind. Indicate your FULL NAMES as it appears in your class register, class and group on the front page. Proof read your work properly before you print to avoid loosing marks on grammatical error!

Instruction: Answer two (2) questions from each poem (i.e. A to I). Hence, you are expected to have eighteen (18) answers in all!

A.  “Boy on A Swing” by Oswald Mtshali

  1.     Discuss the poetic devices used in this poem.
  2.     What is the central theme of this poem
  3.     Comment on how the poet has used has used symbols in this poem
  4.     Give a summary of the story contained in this poem.
  5.     Examine in in detail, the poet’s choice of words.
  6.     Give a detailed biographical account of the Poet, Oswald Mtshali
  7.     The poem ‘Boy on A Swing’ is a commentary on the apartheid political system in South Africa. Comment.
  8.     Comment on “Boy on a Swing” as a search for self-identity.

 

B.   “Expelled” by Jared Angira

  1.     Examine the changes in the persona’s life in “Expelled”
  2.     Write short notes on any five (5) major themes in the poem “Expelled”
  3.     Analyze the following poetic devices as used in the poem with copious examples:
  •      Alliteration
  •      Assonance
  •      Repetition
  •      Personification
  •      Hyperbole
  •      Metaphor/Symbol

4.     “Expelled” is a poem about the negative effect of foreign intrusion on the indigenous people of Kenya. Expatiate.

5.      Expelled is a song of lamentation. Discuss.

6.      The poet appears angry, do you think he is or do you think otherwise.

 

C.      “Homeless Not Hopeless” by Sola Owonibi

  1.     “Homeless Not Hopeless” is poem about resilience. Discuss.
  2.      Discuss how this poem has affected your perception of life.
  3.      Discuss the poem as an account of the life of underprivileged people in Nigeria.
  4.      What does the poet say about homelessness in this poem?
  5.      Identify three (3) major themes in the poem and discuss them fully.
  6.      Identify and discuss at least three (3) dominant literary devices used in this poem.
  7.      In what ways are the fortunes of the Rich and the Poor linked in “Homeless Not Hopeless”

 

D.     “The Fence” by Lenrie Peters

  1.      Discuss the theme of indecision in the poem
  2.      Discuss the theme of pain and suffering in this poem.
  3.      Give a detailed account of the poem
  4.      Critically examine the view that “The Fence” is about a struggle between good and evil.
  5.      Comment on the poet’s use of irony.
  6.      Identify two (2) themes in the poem and discuss them fully.

 

 E      “Ambassadors of Poverty” by P.O.C. Umeh

  1.     What kind of poem is ‘Ambassador of Poverty’?
  2.     Discuss five (5) major figures of speech in ‘Ambassadors of Poverty.
  3.     How do the ‘Patriots’ and the ‘elites’ contribute to poverty in “Ambassadors of Poverty”?
  4.     Who are the ambassadors of poverty and why?
  5.     Discuss the poem in relation to its background and setting.

 

F.     “Myopia” Syl. Sheney-Coker

  1.    Discuss the poet’s use of metaphor in ‘Myopia’.
  2.    Examine the theme of bad leadership in the poem.
  3.    The poet offers a revolutionary approach to solving problems. Discuss.
  4.    Discuss the suffering of the masses in “Myopia”.
  5.    To what extent is are the images in the poem true of your own society?

 

G.    “The Sun Rising” by John Donne

  1.    Discuss “The Sun Rising” as a metaphysical poem.
  2.    Examine in detail two (2) themes in the poem, and comment on the emotion they are likely to generate in readers.
  3.    With sufficient illustration, discuss in full the fact that ‘The Sun Rising’ is after all a love poem rather than a mere abuse of the sun.
  4.    Comment on the imagery in ‘The Sun Rising’.
  5.    What is the poet’s attitude towards the sun in ‘The Sun Rising’?

 

 H.   “The Soul Errands” by Walter Raleigh

  1.    Discuss two (2) major themes in the poem “The Soul Erands”.
  2.    Identify any three poetic devices used in the poem and discuss them with textual references to the poem.
  3.    Treat Sir Walter Raleigh’s Soul’s Errand as a satire

 

I.     “Upon an Honest Man Fortune” by John Fletcher

  1.    In your view what is the belief of the poet about fortune tellers?
  2.    The poem is about the Omniscient nature of God against the belief in stars and fortune tellers. Discuss.
  3.    Identify three (3) themes in the poem and discuss with examples.

 

In case you have any problem, please contact me on my mobile phone:

 

07044943856

or leave a message here…

Mindful Stew

“I suppose it’s possible I’ll lie on my deathbed regretting that I didn’t work harder and say everything I had to say, but I think what I’ll really wish is that I could have one more beer with Chris, another long talk with Megan, one last good hard laugh with Boyd. Life is too short to be busy,” concludes Tim Krieder in a New York Times opinion piece from last summer.

Krieder laments that everyone seems busy–too busy to call or text back, too busy to go watch the football game and eat wings on a Sunday afternoon, too busy to exercise, date, and too busy to carve out unstructured time in any form.  I agree with his assertion, but I also recognize that he writes from a position of privilege–after all, he’s managed to make a living as a writer working 4-5 hour days.  Unemployment is an issue for…

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