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My heroes change so often. There are so many incredible people but the one constant for me is teachers. It's what I would do if I couldn't act and I think it is the most selfless thing you can do. Teachers are tragically underpaid!

quote by Rachelle Lefevre
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Happy Teacher’s Day in India,2010

Teachers teach students to learn;
Teachers show them how to earn;
Teachers guide students to read;
Teachers help them if they need.

Teachers share with pupils, ken;
Teachers show them how to pen;
Teachers train them in most things;
Teachers make them good earthlings!

Teachers mould their character;
Teachers act facilitator;
Teachers are a boon on earth;
Teachers bring students, mirth!

Teachers care for children-wards;
Teachers don’t expect rewards;
Teachers slog throughout life-span;
Teachers make them man / woman.

Teachers are a humble lot;
Teachers make learning, an art;
Teachers perform well their part;
Teachers love students in heart!

Teachers are next to parents;
Teachers are a nation’s wealth;
Teachers make a student great;
Teachers are a must for all.

Revere teachers on this Day;
Thank them truly in some way;
Emulate them, if you may;
‘Give them good health, God’, you pray!

“Happy Teachers’ Day! ”

Most lovingly dedicated to all my teachers,
Living and dead, who made me,
‘What I am, today! ’

Copyright by Dr John Celes 05-09-2010

poem by John Celes
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Teacher’s Day in India,2010

Teachers teach students to learn;
Teachers show them how to earn;
Teachers guide students to read;
Teachers help them if they need.

Teachers share with pupils, ken;
Teachers show them how to pen;
Teachers train them in most things;
Teachers make them good earthlings!

Teachers mould their character;
Teachers act facilitator;
Teachers are a boon on earth;
Teachers bring students, mirth!

Teachers care for children-wards;
Teachers don’t expect rewards;
Teachers slog throughout life-span;
Teachers make them man / woman.

Teachers are a humble lot;
Teachers make learning, an art;
Teachers perform well their part;
Teachers love students in heart!

Teachers are next to parents;
Teachers are a nation’s wealth;
Teachers make a student great;
Teachers are a must for all.

Revere teachers on this Day;
Thank them truly in some way;
Emulate them, if you may;
‘Give them good health, God’, you pray!

“Happy Teachers’ Day! ”

Most lovingly dedicated to all my teachers,
Living and dead, who made me,
‘What I am, today! ’

Copyright by Dr John Celes 05-09-2010

poem by John Celes
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The Minds of Those Like These

The escalation of a hatred,
By those accustomed to doing it...
Produces for them great sorrow.
And on borrowed time,
They proceed to show themselves...
Out of their minds with a choice to grieve.

Incredible.
Incredible...
Wh at people know.
What people know..
And find it,
Hard to believe.
And,
Incredible.
Incredible...
What people know.
What people know...
And find it,
Hard to conceive.

Self seekers enforcing to impose their will,
For the purpose to fulfill...
The prophesy of their demise.
So unwise are they who do not pay attention.
So unwise are they who do not listen!
As they forge ahead,
In disbelief of what has been 'envisioned'.
Or comprehend words to them said.
As they forge ahead,
Strickened by positions...
That restrict their minds to limited conditions.

Incredible.
Incredible...What people know.
What people know..
And find it,
Hard to believe.
And,
Incredible.
Incredible...
What people know.
What people know...
And find it,
Hard to conceive.

The escalation of a hatred,
By those accustomed to doing it...
Produces for them great sorrow.

[...] Read more

poem by Lawrence S. Pertillar
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In the New Year, Let’s Change …

Change is something that must come;
Change is good for everyone.
Change is something that will come;
Change is one we must welcome!

Change is good if one’s better;
Change is better to be best;
Change is nice if life’s better;
Change is the key to all success!

Let’s change our attitudes in life;
Let’s change our outlooks, behavior;
Let’s change if it can help us fare;
Let’s change the way, we see the world!

But change, we must anticipate in life;
We must be ready to take up change;
We ought to change if change we must;
But let us first believe in change!

Let change not remove identity;
Let change not weaken traditions;
Let change not ‘shake the tree by roots! ’
Let change bring effects desired by us.

Let changes come in the New Year;
Let changes make a man better;
Let changes better humanity;
Let changes not undo our gains!

Rein in the changes, advantageous;
Bring in the changes essential;
Take up the changes, we must make;
Let changes bolster life’s purpose!

Let New Year change the heart of man;
Let New Year change the mind and thoughts;
Let New Year change our living styles;
Let New Year change our sinful soul.

Let’s change and change the world around;
Let’s change our inner world and home;
Let’s change the things, we need to change;
Let’s change our lack of trust in God.

The more we change, ’tis good for us;
The less, we change, our life stagnates;
Changes are a part of life;
By changing, culture keeps alive!

[...] Read more

poem by John Celes
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Beowulf

LO, praise of the prowess of people-kings
of spear-armed Danes, in days long sped,
we have heard, and what honor the athelings won!
Oft Scyld the Scefing from squadroned foes,
from many a tribe, the mead-bench tore,
awing the earls. Since erst he lay
friendless, a foundling, fate repaid him:
for he waxed under welkin, in wealth he throve,
till before him the folk, both far and near,
who house by the whale-path, heard his mandate,
gave him gifts: a good king he!
To him an heir was afterward born,
a son in his halls, whom heaven sent
to favor the folk, feeling their woe
that erst they had lacked an earl for leader
so long a while; the Lord endowed him,
the Wielder of Wonder, with world's renown.
Famed was this Beowulf: far flew the boast of him,
son of Scyld, in the Scandian lands.
So becomes it a youth to quit him well
with his father's friends, by fee and gift,
that to aid him, aged, in after days,
come warriors willing, should war draw nigh,
liegemen loyal: by lauded deeds
shall an earl have honor in every clan.
Forth he fared at the fated moment,
sturdy Scyld to the shelter of God.
Then they bore him over to ocean's billow,
loving clansmen, as late he charged them,
while wielded words the winsome Scyld,
the leader beloved who long had ruled….
In the roadstead rocked a ring-dight vessel,
ice-flecked, outbound, atheling's barge:
there laid they down their darling lord
on the breast of the boat, the breaker-of-rings,
by the mast the mighty one. Many a treasure
fetched from far was freighted with him.
No ship have I known so nobly dight
with weapons of war and weeds of battle,
with breastplate and blade: on his bosom lay
a heaped hoard that hence should go
far o'er the flood with him floating away.
No less these loaded the lordly gifts,
thanes' huge treasure, than those had done
who in former time forth had sent him
sole on the seas, a suckling child.
High o'er his head they hoist the standard,
a gold-wove banner; let billows take him,
gave him to ocean. Grave were their spirits,
mournful their mood. No man is able

[...] Read more

poem by Charles Baudelaire
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Change Your Mind

When you get weak, and you need to test your will
When lifes complete, but theres something missing still
Distracting you from this must be the one you love
Must be the one whose magic touch can change your mind
Dont let another day go by without the magic touch
Distracting you (change your mind)
Supporting you (change your mind)
Embracing you (change your mind)
Convincing you (change your mind)
When youre confused and the world has got you down
When you feel used and you just cant play the clown
Protecting you from this must be the one you love
Must be the one whose magic touch can change your mind
Dont let another day go by without the magic touch
Protecting you (change your mind)
Restoring you (change your mind)
Revealing you (change your mind)
Soothing you (change your mind)
You hear the sound, you wait around and get the word
You see the picture changing everything youve heard
Destroying you with this must be the one you love
Must be the one whose magic touch can change your mind
Dont let another day go by without the magic touch
Destroying you (change your mind)
Embracing you (change your mind)
Protecting you (change your mind)
Confining you (change your mind)
Distracting you (change your mind)
Supporting you (change your mind)
Distorting you (change your mind)
Controlling you (change your mind)
Change your mind (change your mind)
Change your mind, change your mind (change your mind)
Change your mind (change your mind)
The morning comes and theres an odor in the room
The scent of love, more than a million roses bloom
Embracing you with this must be the one you love
Must be the one whose magic touch can change your mind
Dont let another day go by without the magic touch
Embracing you (change your mind)
Concealing you (change your mind)
Protecting you (change your mind)
Revealing you (change your mind)
Change your mind, change your mind (change your mind)
Change your mind (change your mind)
Change your mind, change your mind (change your mind)
Change your mind (change your mind)
Change your mind, change your mind
Change your mind
Change your mind, change your mind

[...] Read more

song performed by Neil Young
Added by Lucian Velea
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I Saw It Myself (Short Verse Drama)

Dramatis Personae: Adrian, his wife Ester, his sisters Rebecca and Johanna, his mother Elizabeth, the high priest Chiapas, the disciple Simon Peter, the disciple John, Mary Magdalene, worshipers, priests, two angels and Jesus Christ.

Act I

Scene I.- Adrian’s house in Jerusalem. Adrian has just returned home after a business journey in Galilee, in time to attend the Passover feast. He sits at the table with his wife Ester and his sisters, Rebecca and Johanna. It’s just before sunset on the Friday afternoon.

Adrian. (Somewhat puzzled) Strange things are happening,
some say demons dwell upon the earth,
others angelic beings, miracles take place
and all of this when they had put a man to death,
had crucified a criminal. Everybody knows
the cross is used for degenerates only!

Rebecca. (With a pleasant voice) Such harsh words used,
for a good, a great man brother?
They say that without charge
he healed the sick, brought back sight,
cured leprosy, even made some more food,
from a few fishes and loafs of bread…

Adrian. (Somewhat harsh) They say many things!
That he rode into Jerusalem
to be crowned as the new king,
was a rebel against the state,
even claimed to be
the very Son of God,
now that is blasphemy
if there is no truth to it!

Johanna. I met him once.
He’s not the man
that you make him, brother.
There was a strange tranquilly to Him.
Some would say a divine presence,
while He spoke of love that is selfless,
visited the sick, the poor
and even the destitute, even harlots.

Adrian. (Looks up) There you have it!
Harlots! Tax collecting thieves!
A man is know by his friends,
or so they say and probably
there is some truth to it.

Ester. Husband, do not be so quick to judge.
I have seen Him myself, have seen
Roman soldiers marching Him to the hill
to take His life, with a angry crowd
following and mocking Him.

[...] Read more

poem by Gert Strydom
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Chill Out (Things Gonna Change)

One of these days,
Things gonna change
One of these days
Tings gonna change
Youll try no w baby
Afterwhile gonna be mine, gonna be mine
One of these days
Morning dawnin,
Try try try
Wont be long long
Things gonna change
Sometime, in the middle of the night
Its so long, its so long its so long
Tings gonna change, things gonna change
Change change change
Tings gonna change,
Further on up the road baby, things gonna change
Change change change
Change change change
Change baby
Youll try not to leave
After while Gonna be mine
My time my time baby
Things gonna change
Change change change
Change change change
Things gonna change
Yes it is
Things gonna change
Change change change
Change change change
Change change change
Change change change
Things gonna change
Things gonna change
Things gonna change
Things gonna change change change change
Things gonna change

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

Epigraph

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

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

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

[...] Read more

poem by Robert Browning (1871)
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Fingal - Book I

ARGUMENT.

Cuthullin (general of the Irish tribes, in the minority of Cormac, king of Ireland) sitting alone beneath a tree, at the gate of Tura, a castle of Ulster (the other chiefs having gone on a hunting party to Cromla, a neighboring hill,) is informed of the landing of Swaran, king of Lochlin, by Moran, the son of Fithil, one of his scouts. He convenes the chiefs; a council is held, and disputes run high about giving battle to the enemy. Connal, the petty king of Togorma, and an intimate friend of Cuthullin, was for retreating, till Fingal, king of those Caledonians who inhabited the north-west coast of Scotland, whose aid had been previously solicited, should arrive; but Calmar, the son of Matha, lord of Lara, a country in Connaught, was for engaging the enemy immediately. Cuthullin, of himself willing to fight, went into the opinion of Calmar. Marching towards the enemy, he missed three of his bravest heroes, Fergus, Duchômar, and Cáthba. Fergus arriving, tells Cuthullin of the death of the two other chiefs: which introduces the affecting episode of Morna, the daughter of Cormac. The army of Cuthullin is descried at a distance by Swaran, who sent the son of Arno to observe the motions of the enemy, while he himself ranged his forces in order of battle. The son of Arno returning to Swaran, describes to him Cuthullin's chariot, and the terrible appearance of that hero. The armies engage, but night coming on, leaves the victory undecided. Cuthullin, according to the hospitality of the times, sends to Swaran a formal invitation to a feast, by his bard Carril, the son of Kinfena. Swaran refuses to come. Carril relates to Cuthullin the story of Grudar and Brassolis. A party, by Connal's advice, is sent to observe the enemy; which closes the action of the first day.

CUTHULLIN sat by Tura's wall; by the tree of the rustling sound. His spear leaned against the rock. His shield lay on the grass by his side. Amid his thoughts of mighty Cairbar, a hero slain by the chief in war; the scout of ocean comes, Moran the son of Fithil!

"Arise," said the youth, "Cuthullin, arise. I see the ships of the north! Many, chief of men, are the foe. Many the heroes of the sea-borne Swaran!" — "Moran!" replied the blue-eyed chief "thou ever tremblest, son of Fithil! Thy fears have increased the foe. It is Fingal, king of deserts, with aid to green Erin of streams." — "I beheld their chief," says Moran, "tall as a glittering rock. His spear is a blasted pine. His shield the rising moon! He sat on the shore! like a cloud of mist on the silent hill! Many, chief of heroes! I said, many are our hands of war. Well art thou named, the mighty man; but many mighty men are seen from Tura's windy walls.

"He spoke, like a wave on a rock, 'Who in this land appears like me? Heroes stand not in my presence: they fall to earth from my hand. Who can meet Swaran in fight? Who but Fingal, king of Selma of storms? Once we wrestled on Malmor; our heels overturned the woods. Rocks fell from their place; rivulets, changing their course, fled murmuring from our side. Three days we renewed the strife; heroes stood at a distance and trembled. On the fourth, Fingal says, that the king of the ocean fell! but Swaran says he stood! Let dark Cuthullin yield to him, that is strong as the storms of his land!'

"No!" replied the blue-eyed chief, "I never yield to mortal man! Dark Cuthullin shall be great or dead! Go, son of Fithil, take my spear. Strike the sounding shield of Semo. It hangs at Tura's rustling gale. The sound of peace is not its voice! My heroes shall hear and obey." He went. He struck the bossy shield. The hills, the rocks reply. The sound spreads along the wood: deer start by the lake of roes. Curach leaps from the sounding rock! and Connal of the bloody spear! Crugal's breast of snow beats high. The son of Favi leaves the dark-brown hind. It is the shield of war, said Ronnart; the spear of Cuthullin, said Lugar! Son of the sea, put on thy arms! Calmar, lift thy sounding steel! Puno! dreadful hero, arise! Cairbar, from thy red tree of Cromla! Bend thy knee, O Eth! descend from the streams of Lena Caolt, stretch thy side as thou movest along the whistling heath of Mora: thy side that is white as the foam of the troubled sea, when the dark winds pour it on rocky Cuthon.

Now I behold the chiefs, in the pride of their former deeds! Their souls are kindled at the battles of old; at the actions of other times. Their eyes are flames of fire. They roll in search of the foes of the land. Their mighty hands are on their swords. Lightning pours from their sides of steel. They come like streams from the mountains; each rushes roaring from the hill. Bright are the chiefs of battle, in the armor of their fathers. Gloomy and dark, their heroes follow like the gathering of the rainy clouds behind the red meteors of heaven. The sounds of crashing arms ascend. The gray dogs howl between. Unequal bursts the song of battle. Rocking Cromla echoes round. On Lena's dusky heath they stand, like mist that shades the hills of autumn; when broken and dark it settles high, and lifts its head to heaven.

"Hail," said Cuthullin, "Sons of the narrow vales! hail, hunters of the deer! Another sport is drawing near: it is like the dark rolling of that wave on the coast! Or shall we fight, ye sons of war! or yield green Erin to Lochlin? O Connal! speak, thou first of men! thou breaker of the shields! thou hast often fought with Lochlin: wilt thou lift thy father's spear?"

"Cuthullin!" calm the chief replied, "the spear of Connal is keen. it delights to shine in battle, to mix with the blood of thousands. But though my hand is bent on fight, my heart is for the peace of Erin. Behold, thou first in Cormac's war, the sable fleet of Swaran. His masts are many on our coasts, like reeds on the lake of Lego. His ships are forests clothed with mists, when the trees yield by turns to the squally wind. Many are his chiefs in battle. Connal is for peace! Fingal would shun his arm, the first of mortal men! Fingal who scatters the mighty, as stormy winds the echoing Cona; and night settles with all her clouds on the hill!"

"Fly, thou man of peace!" said Colmar, "fly," said the son of Matha; "go, Connal, to thy silent hills, where the spear never brightens in war! Pursue the dark-brown deer of Cromla: stop with thine arrows the bounding roes of Lena. But blue-eyed son of Semo, Cuthullin, ruler of the field, scatter thou the Sons of Lochlin! roar through the ranks of their pride. Let no vessel of the kingdom of snow bound on the dark-rolling waves of Inistore. Rise, ye dark winds of Erin, rise! roar, whirlwinds of Lara of hinds! Amid the tempest let me die, torn, in a cloud, by angry ghosts of men; amid the tempest let Calmar die, if ever chase was sport to him, so much as the battle of shields!

"Calmar!" Connal slow replied, "I never fled, young son of Matha! I was swift with my friends in fight; but small is the fame of Connal! The battle was won in my presence! the valiant overcame! But, son of Semo, hear my voice, regard the ancient throne of Cormac. Give wealth and half the land for peace, till Fingal shall arrive on our coast. Or, if war be thy choice, I lift the sword and spear. My joy shall be in midst of thousands; my soul shall alighten through the gloom of the fight!"

"To me," Cuthullin replies, "pleasant is the noise of arms! pleasant as the thunder of heaven, before the shower of spring! But gather all the shining tribes, that I may view the sons of war! Let then pass along the heath, bright as the sunshine before a storm; when the west wind collects the clouds, and Morven echoes over all her oaks! But where are my friends in battle? the supporters of my arm in danger? Where art thou, white-bosomed Câthba? Where is that cloud in war, Duchômar? Hast thou left me, O Fergus! in the day of the storm? Fergus, first in our joy at the feast! son of Rossa! arm of death!

comest thou like a roe from Malmor? like a hart from thy echoing hills? Hall, thou son of Rossa! what shades the soul of war?"

"Four stones," replied the chief, "rise on the grave of Câthba. These hands have laid in earth Duchômar, that cloud in war! Câthba, son of Torman! thou wert a sunbeam in Erin. And thou, O valiant Duchômar! a mist of the marshy Lano; when it moves on the plains of autumn, bearing the death of thousands along. Morna! fairest of maids! calm is thy sleep in the cave of the rock! Thou hast fallen in darkness, like a star, that shoots across the desert; when the traveller is alone, and mourns the transient beam!"

"Say," said Semo's blue-eyed son, "say how fell the chiefs of Erin. Fell they by the sons of Lochlin, striving in the battle of heroes? Or what confines the strong in arms to the dark and narrow house?"

"Câthba," replied the hero, " fell by the sword of Duchômar at the oak of the noisy streams. Duchômar came to Tura's cave; he spoke to the lovely Morna. 'Morna, fairest among women, lovely daughter of strong-armed Cormac! Why in the circle of stones: in the cave of the rock alone? The stream murmurs along. The old tree groans in the wind. The lake is troubled before thee: dark are the clouds of the sky! But thou art snow on the heath; thy hair is the mist of Cromla; when it curls on the hill, when it shines to the beam of the west! Thy breasts are two smooth rocks seen from Branno of streams. Thy arms, like two white pillars in the halls of the great Fingal.'

"'From whence,' the fair-haired maid replied, 'from whence Duchômar, most gloomy of men? Dark are thy brows and terrible! Red are thy rolling eyes! Does Swaran appear on the sea? What of the foe, Duchômar?' 'From the hill I return, O Morna, from the hill of the dark-brown hinds. Three have I slain with my bended yew. Three with my long-bounding dogs of the chase. Lovely daughter of Cormac, I love thee as my soul: I have slain one stately deer for thee. High was his branchy head-and fleet his feet of wind.' 'Duchômar!' calm the maid replied, 'I love thee not, thou gloomy man! hard is thy heart of rock; dark is thy terrible brow. But Câthba, young son of Torman, thou art the love of Morna. Thou art a sunbeam, in the day of the gloomy storm. Sawest thou the son of Torman, lovely on the hill of his hinds? Here the daughter of Cormac waits the coming of Câthba!"

"'Long shall Morna wait,' Duchômar said, 'long shall Morna wait for Câthba! Behold this sword unsheathed! Here wanders the blood of Câthba. Long shall Morna wait. He fell by the stream of Branno. On Croma I will raise his tomb, daughter of blue-shielded Cormac! Turn on Duchômar thine eyes; his arm is strong as a storm.' 'Is the son of Torman fallen?' said the wildly-bursting voice of the maid; 'is he fallen on his echoing hills, the youth with the breast of snow? the first in the chase of hinds! the foe of the strangers of ocean! Thou art dark to me, Duchômar; cruel is thine arm to Morna! Give me that sword, my foe! I loved the wandering blood of Câthba!'

"He gave the sword to her tears. She pierced his manly breast! He fell, like the bank of a mountain stream, and stretching forth his hand, he spoke: 'Daughter of blue-shielded Cormac! Thou hast slain me in youth! the sword is cold in my breast! Morna; I feel it cold. Give me to Moina the maid. Duchômar was the dream of her night! She will raise my tomb; the hunter shall raise my fame. But draw the sword from my breast, Morna, the steel is cold!' She came, in all her tears she came; she drew the sword from his breast. He pierced her white side! He spread her fair locks on the ground! Her bursting blood sounds from her side: her white arm is stained with red. Rolling in death she lay. The cave re-echoed to her sighs."

"Peace," said Cuthullin, "to the souls of the heroes! their deeds were great in fight. Let them ride around me on clouds. Let them show their features of war. My soul shall then be firm in danger; mine arm like the thunder of heaven! But be thou on a moonbeam, O Morna! near the window of my rest; when my thoughts are of peace; when the din of arms is past. Gather the strength of the tribes! Move to the wars of Erin! Attend the car of my battles! Rejoice in the noise of my course! Place three spears by my side: follow the bounding of my steeds! that my soul may be strong in my friends, when battle darken around the beams of my steel!

As rushes a stream of foam from the dark shady deep of Cromla, when the thunder is traveling above, and dark-brown night sits on half the hill. Through the breaches of the tempest look forth the dim faces of ghosts. So fierce, so vast, so terrible rushed on the sons of Erin. The chief, like a whale of ocean, whom all his billows pursue, poured valor forth, as a stream, rolling his might along the shore. The sons of Lochlin heard the noise, as the sound of a winter storm. Swaran struck his bossy shield: he called the son of Arno. "What murmur rolls along the hill, like the gathered flies of the eve? The sons of Erin descend, or rustling winds roar in the distant wood! Such is the noise of Gormal, before the white tops of my waves arise. O son of Arno! ascend the hill; view the dark face of the heath!"

He went. He trembling swift returned. His eyes rolled wildly round. His heart beat high against his side. His words were faltering, broken, slow. "Arise, son of ocean, arise, chief of the dark-brown shields! I see the dark, the mountain-stream of battle! the deep. moving strength of the sons of Erin! the car of war comes on, like the flame of death! the rapid car of Cuthullin, the noble son of Semo! It bends behind like a wave near a rock; like a sun-streaked mist of the heath. Its sides are embossed with stones, and sparkle like the sea round the boat of night. Of polished yew is its beam; its seat of the smoothest bone. The sides are replenished with spears; the bottom is the foot-stool of heroes! Before the right side of the car is seen the snorting horse! the high-maned, broad-breasted, proud, wide-leaping strong steed of the hill. Loud and resounding is his hoof: the spreading of his mane above is like a stream of smoke on a ridge of rocks. Bright are the sides of his steed! his name Sulin-Sifadda!

"Before the left side of the car is seen the snorting horse! The thin-maned, high-headed, strong-hoofed fleet-bounding son of the hill: His name is Dusronnal, among the stormy sons of the sword! A thousand thongs bind the car on high. Hard polished bits shine in wreath of foam. Thin thongs, bright studded with gems, bend on the stately necks of the steeds. The steeds, that like wreaths of mist fly over the streamy vales! The wildness of deer is in their course, the strength of eagles descending on the prey. Their noise is like the blast of winter, on the sides of the snow-headed Gormal.

"Within the car is seen the chief; the strong-armed son of the sword. The hero's name is Cuthullin, son of Semo, king of shells. His red cheek is like my polished yew. The look of his blue-rolling eye is wide, beneath the dark arch of his brow. His hair flies from his head like a flame, as bending forward he wields the spear. Fly, king of ocean, fly! He comes, like a storm along the streamy vale!

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poem by James Macpherson
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Picking Teachers For Their Leader

Strangers!
Come before the darkness of night,
Crawls.
As twilight escorts the rising moon!
Strangers...
Known in dreams.
Whisper of their presence unseen.
But felt...
By a familiar comfort embraced.

My steps cease to seek a quickened pace.
There is no wish for leaving.
I am told in my mind I should stay.
Soft voices dance within rainbowed light!
Sparkling to convince...
I should pray with faith.
And they would make my life right!

Picking teachers for their Leader.
For the One never shown.
The One who through scriptures...
Repeated to make appear,
But left still for them to go unknown.

Picking teachers for their Leader.
How they do it like it's done...
When they come,
Nobody knows.

Their picking teachers for their Leader.
They say He's number One.
Like none other like He,
Upon me with gifts bestowed!

Strangers!
Come before the darkness of night,
Crawls.
As twilight escorts the rising moon!
Strangers...
Known in dreams.
Whisper of their presence unseen.
But felt...
By a familiar comfort embraced.

Their picking teachers for their Leader.
As God demands.
Their picking teachers for their Leader.
As God Commands.
Their picking teachers for their Leader.
And I understand...

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poem by Lawrence S. Pertillar
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The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.

Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.

Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’

METHODOLOGY

The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.

RESULTS

Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.

Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.

We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .

In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.

In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.

Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.

Negative impacts of poverty on education

Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.

Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.

Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.

This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.

It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.

As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.

In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .

In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.

In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.

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poem by Innocent Masina Nkhonyo
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Bitter Sweet Symphony

Cos its a bittersweet symphony this life...
cause its a bittersweet symphony, this life
Trying to make ends meet , youre a slave to the money then you die.
Try to make ends meet
Ill take you down the only road Ive ever been down...
Youre a slave to money then you die
You know the one that takes you to the places where all the pain lives , yeah.
Ill take you down the only road Ive ever been down
You know the one that takes you to the places
No change, I can change, I can change, I can change,
Where all the veins meet yeah,
But Im here in my mould , I am here in my mould.
But Im a million different people from one day to the next...
No change, I can change
I cant change my mould , no,no,no,no,no,no,no
I can change, I can change
But Im here in my mold
Well I never pray,
I am here in my mold
But tonight Im on my knees, yeah.
But Im a million different people
I need to hear some sounds that recognise the pain in me, yeah.
From one day to the next
I let the melody shine, let it cleanze my mind , I feel free now.
I cant change my mold
But the airwaves are clean and theres nobody singing to me now.
No, no, no, no, no
No change, I can change, I can change, I can change,
Well I never pray
But Im here in my mould , I am here in my mould.
But tonight Im on my knees yeah
And Im a million different people from one day to the next
I need to hear some sounds that recognize the pain in me, yeah
I cant change my mould, no,no,no,no,no,no,no
I let the melody shine, let it cleanse my mind, I feel free now
But the airways are clean and theres nobody singing to me now
(well have you ever been down? )
(I can change, I can change...)
No change, I can change
I can change, I can change
Cos its a bittersweet symphony this life.
But Im here in my mold
Trying to make ends meet, trying to find some money then you die.
I am here in my mold
You know I can change, I can change, I can change,
And Im a million different people
But Im here in my mould, I am here in my mould.
From one day to the next
And Im a million different people from one day to the next.
I cant change my mold

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song performed by Verve
Added by Lucian Velea
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Soccer–Passion Song

Soccer–Passion Song

Soccer in the evening;
Soccer in the morning;
Soccer in spring and fall.

Soccer in the raining;
Soccer in the snowing;
Soccer in winter and summer.

Soccer in between my feet,
where I walk;
Soccer in my heart and mind,
how I live;
Soccer my love and life.

Soccer I wake up and play;
Soccer I hold it to sleep;
Soccer my work and rest.

Soccer I sing a new song;
Soccer I dance the magic steps;
Soccer my tears and joy.

Soccer my Mom buys it for me to play;
Soccer my Dad brings me to the game;
Soccer my dear Love watches me to score.

Soccer I dribble and shoot;
Soccer I pass and fall;
Soccer my glory and downfall.

Soccer I strike to attack;
Soccer I tackle to defend;
Soccer my struggle and survival.

Soccer I receive the flags and the whistles;
Soccer I get the yellow and red card;
Soccer my moves and stop.

Soccer I meet my friends;
Soccer I make my enemies;
Soccer my conflict and peace.

Soccer I play and watch;
Soccer I watch but cannot play;
Soccer my dream and reality.

Soccer I learn the rights;
Soccer I confess the fouls;

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poem by Laijon Liu
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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

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poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Fingal - Book IV

ARGUMENT.

The action of the poem being suspended by night, Ossian takes the opportunity to relate his own actions at the lake of Lego, and his courtship of Everallin, who was the mother of Oscar, and had died some time before the expedition of Fingal into Ireland. Her ghost appears to him, and tells him that Oscar, who had been sent, the beginning of the night, to observe the enemy, was engaged with an advanced party, and almost overpowered. Ossian relieves his son; and an alarm is given to Fingal of the approach of Swaran. The king rises, calls his army together, and, as he had promised the preceding night, devolves the command on Gaul the son of Morni, while he himself, after charging his sons to behave gallantly and defend his people, retires to a hill, from whence he could have a view of the battle. The battle joins; the poet relates Oscar's great actions. But when Oscar, in conjunction with his father, conquered in one wing, Gaul, who was attacked by Swaran in person, was on the point of retreating in the other. Fingal sends Ullin his bard to encourage them with a war song, but notwithstanding Swaran prevails; and Gaul and his army are obliged to give way. Fingal descending from the hill, rallies them again; Swaran desists from the pursuit, possesses himself of a rising ground, restores the ranks, and waits the approach of Fingal. The king, having encouraged his men, gives the necessary orders, and renews the battle. Cuthullin, who, with his friend Connal, and Carril his bard, had retired to the cave of Tura, hearing the noise, came to the brow of the hill, which overlooked the field of battle, where he saw Fingal engaged with the enemy. He, being hindered by Connal from joining Fingal, who was himself upon the point of obtaining a complete victory, sends Carril to congratulate that hero on success.

Who comes with her songs from the hill, like the bow of the showery Lena? It is the maid of the voice of love: the white-armed daughter of Toscar! Often hast thou heard my song; often given the tear of beauty. Hast thou come to the wars of thy people? to hear the actions of Oscar? When shall I cease to mourn, by the streams of resounding Cona? My years have passed away in battle. My age is darkened with grief!

"Daughter of the hand of snow, I was not so mournful and blind; I was not so dark and forlorn, when Everallin loved me! Everallin with the dark-brown hair, the white-bosomed daughter of Branno. A thousand heroes sought the maid, she refused her love to a thousand. The sons of the sword were despised: for graceful in her eyes was Ossian. I went, in suit of the maid, to Lego's sable surge. Twelve of my people were there, the sons of streamy Morven! We came to Branno, friend of strangers! Branno of the sounding mail! 'From whence,' he said, 'are the arms of steel? Not easy to win is the maid, who has denied the blue-eyed sons of Erin. But blest be thou, O son of Fingal! Happy is the maid that waits thee! Though twelve daughters of beauty were mine, thine were the choice, thou son of fame!'

"He opened the hall of the maid, the dark-haired Everallin. Joy kindled in our manly breasts. We blest the maid of Branno. Above us on the hill appeared the people of stately Cormac. Eight were the heroes of the chief. The heath flamed wide with their arms. There Colla; there Durra of wounds; there mighty Toscar, and Tago; there Fresta the victorious stood; Dairo of the happy deeds; Dala the battle's bulwark in the narrow way! The sword flamed in the hand of Cormac. Graceful was the look of the hero! Eight were the heroes of Ossian. Ullin, stormy son of war. Mullo of the generous deeds. The noble, the graceful Scelacha. Oglan, and Cerdan the wrathful. Dumariccan's brows of death. And why should Ogar be the last; so wide-renowned on the hills of Ardven?

"Ogar met Dala the strong face to face, on the field of heroes. The battle of the chiefs was like wind, on ocean's foamy waves. The dagger is remembered by Ogar; the weapon which he loved. Nine times he drowned it in Dala's side. The stormy battle turned. Three times I broke on Cormac's shield: three times he broke his spear. But, unhappy youth of love! I cut his head away. Five times I shook it by the lock. The friends of Cormac fled. Whoever would have told me, lovely maid, when then I strove in battle, that blind, forsaken, and forlorn, I now should pass the night; firm ought his mail to have been; unmatched his arm in war."

On Lena's gloomy heath the voice of music died away. The inconstant blast blew hard. The high oak shook its leaves around. Of Everallin were my thoughts, when in all the light of beauty she came; her blue eyes rolling in tears. She stood on a cloud before my sight, and spoke with feeble voice! "Rise, Ossian, rise, and save my son; save Oscar, prince of men. Near the red oak of Luba's stream he fights with Lochlin's sons." She sunk into her cloud again. I covered me with steel. My spear supported my steps; my rattling armor rung. I hummed, as I was wont in danger, the songs of heroes of old. Like distant thunder Lochlin heard. They fled; my son pursued.

I called him like a distant stream. "Oscar, return over Lena. No further pursue the foe," I said, "though Ossian is behind thee." He came! and pleasant to my ear was Oscar's sounding steel. "Why didst thou stop my hand," he said, "till death had covered all? For dark and dreadful by the stream they met thy son and Fillin. They watched the terrors of the night. Our swords have conquered some. But as the winds of night pour the ocean over the white sands of Mora, so dark advance the sons of Lochlin, over Lena's rustling heat! The ghosts of night shriek afar: I have seen the meteors of death. Let me awake the king of Morven, he that smiles in danger! He that is like the sun of heaven, rising in a storm!"

Fingal had started from a dream, and leaned on Trenmor's shield! the dark-brown shield of his fathers, which they had lifted of old in war. The hero had seen, in his rest, the mournful form of Agandecca. She came from the way of the ocean. She slowly, lonely, moved over Lena. Her face was pale, like the mist of Cromla. Dark were the tears of her cheek. She often raised her dim hand from her robe, her robe which was of the clouds of the desert: she raised her dim hand over Fingal, and turned away silent eyes! "Why weeps the daughter of Starno?" said Fingal with a sigh; "why is thy face so pale, fair wanderer of the clouds?" She departed on the wind of Lena. She left him in the midst of the night. She mourned the sons of her people, that were to fall by the hand of Fingal.

The hero started from rest. Still he beheld her in his soul. The sound of Oscar's steps approached. The king saw the gray shield on his side: for the faint beam of the morning came over the waters of Ullin. "What do the foes in their fear?" said the rising king of Morven: "or fly they through ocean's foam, or wait they the battle of steel? But why should Fingal ask? I hear their voice on the early wind! Fly over Lena's heath: O Oscar, awake our friends!"

The king stood by the stone of Lubar. Thrice he reared his terrible voice. The deer started from the fountains of Cromla. The rocks shook, on all their hills. Like the noise of a hundred mountain-streams, that burst, and roar, and foam! like the clouds, that gather to a tempest on the blue face of the sky! so met the sons of the desert, round the terrible voice of Fingal. Pleasant was the voice of the king of Morven to the warriors of his land. Often had he led them to battle; often returned with the spoils of the foe.

"Come to battle," said the king, "ye children of echoing Selma! Come to the death of thousands! Comhal's son will see the fight. My sword shall wave on the hill, the defence of my people in war. But never may you need it, warriors; while the son of Morni fights, the chief of mighty men! He shall lead my battle, that his fame may rise in song! O ye ghosts of heroes dead! ye riders of the storm of Cromla! receive my falling people with joy, and bear them to your hills. And may the blast of Lena carry them over my seas, that they may come to my silent dreams, and delight my soul in rest. Fillan and Oscar of the dark-brown hair! fair Ryno, with the pointed steel! advance with valor to the fight. Behold the son of Morni! Let your swords be like his in strife: behold the deeds of his hands. Protect the friends of your father. Remember the chiefs of old. My children, I will see you yet, though here you should fall in Erin. Soon shall our cold pale ghosts meet in a cloud, on Cona's eddying winds."

Now like a dark and stormy cloud, edged round with the red lightning of heaven, flying westward from the morning's beam, the king of Selma removed. Terrible is the light of his armor; two spears are in his hand. His gray hair falls on the wind. He often looks back on the war. Three bards attend the son of fame, to bear his words to the chiefs high on Cromla's side he sat, waving the Lightning of his sword, and as he waved we moved.

Joy rises in Oscar's face. His cheek is red. His eye sheds tears. The sword is a beam of fire in his hand. He came, and smiling, spoke to Ossian. "O ruler of the fight of steel! my father, hear thy son! Retire with Morven's mighty chief. Give me the fame of Ossian. If here I fall, O chief, remember that breast of snow, the lonely sunbeam of my love, the white-handed daughter of Toscar! For, with red cheek from the rock, bending over the stream, her soft hair flies about her bosom, as she pours the sigh for Oscar. Tell her I am on my hills, a lightly-bounding son of the wind; tell her, that in a cloud I may meet the lovely maid of Toscar." "Raise, Oscar, rather raise my tomb. I will not yield the war to thee. The first and bloodiest in the strife, my arm shall teach thee how to fight. But remember, my son, to place this sword, this bow, the horn of my deer, within that dark and narrow house, whose mark is one gray stone! Oscar, I have no love to leave to the care of my son. Everallin is no more, the lovely daughter of Branno!"

Such were our words, when Gaul's loud voice came growing on the wind. He waved on high the sword of his father. We rushed to death and wounds. As waves, white bubbling over the deep, come swelling, roaring on; as rocks of ooze meet roaring waves; so foes attacked and fought. Man met with man, and steel with steel. Shields sound and warriors fall. As a hundred hammers on the red son of the furnace, so rose, so rung their swords!

Gaul rushed on, like a whirlwind in Ardven. The destruction of heroes is on his sword. Swaran was like the fire of the desert in the echoing heath of Gormal! How can I give to the song the death of many spears? My sword rose high, and flamed in the strife of blood. Oscar, terrible wert thou, my best, my greatest son! I rejoiced in my secret soul, when his sword flamed over the slain. They fled amain through Lena's heath. We pursued and slew. As stones that bound from rock to rock; as axes in echoing woods; as thunder rolls from hill to hill, in dismal broken peals; so blow succeeded to blow, and death to death, from the hand of Oscar and mine.

But Swaran closed round Morni's son, as the strength of the tide of Inistore. The king half rose from his hill at the sight. He half-assumed the spear. "Go, Ullin, go, my aged bard," began the king of Morven. "Remind the mighty Gaul of war. Remind him of his fathers. Support the yielding fight with song; for song enlivens war." Tall Ullin went, with step of age, and spoke to the king of swords. "Son of the chief of generous steeds! high-bounding king of spears! Strong arm in every perilous toil! Hard heart that never yields! Chief of the pointed arms of death! Cut down the foe; let no white sail bound round dark Inistore. Be thine arm like thunder, thine eyes like fire, thy heart of solid rock. Whirl round thy sword as a meteor at night: lift thy shield like the flame of death. Son of the chief of generous steeds, cut down the foe! Destroy!" The hero's heart beat high. But Swaran came with battle. He cleft the shield of Gaul in twain. The sons of Selma fled.

Fingal at once arose in arms. Thrice he reared his dreadful voice. Cromla answered around. The sons of the desert stood still. They bent their blushing faces to earth, ashamed at the presence of the king. He came like a cloud of rain in the day of the sun, when slow it rolls on the hill, and fields expect the shower. Silence attends its slow progress aloft; but the tempest is soon to rise. Swaran beheld the terrible king of Morven. He stopped in the midst of his course. Dark he leaned on his spear, rolling his red eyes around. Silent and tall he seemed as an oak on the banks of Lubar, which had its branches blasted of old by the lightning of heaven. It bends over the stream: the gray moss whistles in the wind: so stood the king. Then slowly he retired to the rising heath of Lena. His thousands pour round the hero. Darkness gathers on the hill!

Fingal, like a beam of heaven, shone in the midst of his people. His heroes gather around him. He sends forth the voice of his power. "Raise my standards on high; spread them on Lena's wind, like the flames of a hundred hills! Let them sound on the wind of Erin, and remind us of the fight. Ye sons of the roaring streams, that pour from a thousand hills be near the king of Morven! attend to the words of his power! Gaul, strongest arm of death! O Oscar, of the future fights! Connal, son of the blue shields of Sora! Dermid, of the dark-brown hair! Ossian, king of many songs, be near your father's arm!" We reared the sunbeam of battle; the standard of the king! Each hero exulted with joy, as, waving, it flew on the wind. It was studded with gold above, as the blue wide shell of the nightly sky. Each hero had his standard too, and each his gloomy men!

"Behold," said the king of generous shells, "how Lochlin divides on Lena! They stand like broken clouds on a hill, or a half-consumed grove of oaks, when we see the sky through its branches, and the meteor passing behind! Let every chief among the friends of Fingal take a dark troop of those that frown so high: nor let a son of the echoing groves bound on the waves of Inistore!"

"Mine," said Gaul, "be the seven chiefs that came from Lano's lake." "Let Inistore's dark king," said Oscar, "come to the sword of Ossian's son." "To mine the king of Iniscon," said Connal, heart of steel!" Or Mudan's chief or I," said brown-haired Dermid, "shall sleep on clay-cold earth." My choice, though now so weak and dark, was Terman's battling king; I promised with my hand to win the hero's dark-brown shield, "Blest and victorious be my chiefs," said Fingal of the mildest look. "Swaran, king of roaring waves, thou art the choice of Fingal!"

Now, like a hundred different winds that pour through many vales, divided, dark the sons of Selma advanced. Cromla echoed around! How can I relate the deaths, when we closed in the strife of arms? O, daughter of Toscar, bloody were our hands! The gloomy ranks of Lochlin fell like the banks of roaring Cona! Our arms were victorious on Lena: each chief fulfilled his promise. Beside the murmur of Branno thou didst often sit, O maid! thy white bosom rose frequent, like the down of the swan when slow she swims on the lake, and sidelong winds blow on her ruffled wing. Thou hast seen the sun retire, red and slow behind his cloud: night gathering round on the mountain, while the unfrequent blast roared in the narrow vales. At length the rain beats hard: thunder rolls in peals. Lightning glances on the rocks! Spirits ride on beams of fire! The strength of the mountain streams comes roaring down the hills. Such was the noise of battle, maid of the arms of snow! Why. daughter of Toscar, why that tear? The maids of Lochlin have cause to weep! The people of their country fell. Bloody were the blue swords of the race of my heroes! But I am sad, forlorn, and blind: no more the corn ion of heroes! Give, lovely maid to me thy tears. I have seen the tombs of all my friends!

It was then, by Fingal's hand, a hero fell, to his grief! Gray-haired he rolled in the dust. He lifted his faint eyes to the king. "And is it by me thou hast fallen," said the son of Comhal, "thou friend of Agandecca? I have seen thy tears for the maid of my love in the halls of the bloody Starno! Thou hast been the foe of the foes of my love, and hast thou fallen by my hand? Raise Ullin, raise the grave of Mathon, and give his name to Agandecca's song. Dear to my soul hast thou been, thou darkly-dwelling maid of Ardven!"

Cuthullin, from the cave of Cromla, heard the noise of the troubled war. He called to Connal, chief of swords: to Carril of other times. The gray-haired heroes heard his voice. They took their pointed spears. They came, and saw the tide of battle, like ocean's crowded waves, when the dark wind blows from the deep, and rolls the billows through the sandy vale! Cuthullin kindled at the sight. Darkness gathered on his brow. His hand is on the sword of his fathers: his red-rolling eyes on the foe. He thrice attempted to rush to battle. He thrice was stopped by Connal. "Chief of the isle of mist," he said, "Fingal subdues the foe. Seek not a part of the fame of the king; himself is like the storm!"

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poem by James Macpherson
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If I Had You

(Ooh, ooh, ooh)
You by my side
You by my side
(Ooh, ooh)
The other day I saw you walkin' (ooh)
You looked as pretty as a peach
You seemed so near
And yet somehow you're out of my reach (out of my reach)
If I had you I'd have the power (I'd have the power)
To do most anything I choose (whatever you wanted)
Oh, oh, oh, I would not care
Sometimes I'd win (you win, you win)
Sometimes (sometimes) I'd lose, oh, wee
I could change the world [if I could change the world]
If I had you [by my side]
I could change the world [if I could change the world]
If I had you (by my side, yeah)
My momma told me not to worry (I don't cheating)
She said "It'll all come to those who wait"
(Come to you and you won't be wait)
But as I wait, I feel, oh, no
That it's much too late
That's why (never too late, baby)
I could change the world [if I could change the world]
(Change the world)
If I had you (ooh, you, if I had you)
I could change the world [if I could change the world]
(If I could change the world)
If I had you (only you) by my side (yeah) by my side
If I could change the world
(If I had youooh)
If I could change the world (ooh)
(I could change the world)
Oh, yeah
I could change the world [if I could change the world]
If I had you (just me and you, just me and you, baby, yeah) [by my side]
I (ooh, ooh) could change the world [if I could change the world]
(Whatever you wanted)
If I had you (oh, yeah, if I had you) oh, yeah
I could change the world (oh)
If I had you (if I had you)
I could change the world (never, never too late now, no, no)
If I had you, oh, yeah
I (oh, yeah, yeah) could change the world
(I could change the world, I could change the world)
If I had you (if I only, if I only)
I could change the world
(I could change the world, I could change the world)
If I had you (by my side, oh, yeah) [yeah]
I could change the world

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song performed by Rod Stewart
Added by Lucian Velea
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Your Hero

The heroes of the masses they live for their renown
And the masses create their heroes and then drag their heroes down
And the masses are unpredictable they change from day to day
And some of their heroes like the Autumn flowers are quick to fade away.

Yet there are millions of unsung heroes and they live on every street
And every day a hero I feel privileged to meet
True heroes male and female yet by the masses unsung
The World is full of heroes of heroes old and young.

Some heroes of the masses are arrogant and proud
And their egos over-swollen from the adulation of the crowd
But give me the unsung heroes who go their own quiet way
Who out of the kindness of their hearts perform one good deed every day.

Many heroes of the masses are not heroes to me
Though every day I walk the street some true hero I do see
Your hero is chauffeur driven and drinks the most expensive wine
And you can have your hero but your hero isn't mine.

poem by Francis Duggan
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.

INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .

In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .

In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .

NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.

Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .

TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.

The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.

Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.

A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.

SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .

There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .

CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.

LIST OF REFERENCES.

Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.

Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139

Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14

Harris, S. (1999) . Careers education: contesting policy and practice. Sage

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poem by Innocent Masina Nkhonyo
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Across The Universe

Words are flowing out like endless rain into a paper cup
They slither wildly as they slip away
Across the universe
Pools of sorrow, waves of joy are drifting through my opened mind
Possessing and caressing me
Nothings gonna change my world
Nothings gonna change my world
Nothings gonna change my world
Nothings gonna change my world
Images of broken light which dance before me like a million eyes
They call me on and on
Across the universe
Thoughts meander like the restless wind inside a letter box
They tumble blindly as they make their way
Across the universe
Nothings gonna change my world
Nothings gonna change my world
Nothings gonna change my world
Nothings gonna change my world
Sounds of laughter, shades of life are ringing through my open ears
Inciting and inviting me
Limitless undying love, which shines around me like a million suns
It calls me on and on and on
Across the universe
Nothings gonna change my world
Nothings gonna change my world
Nothings gonna change my world
Nothings gonna change my world
Nothings gonna change my world
Nothings gonna change my world
Nothing
Nothing
Nothing
Nothings gonna
Nothings gonna change my world
Nothing
Nothing
Nothing
Nothings gonna
Noth, nothings gonna change my world
Nothings gonna change it
Nothings gonna change it
Hey yeah, nothings gonna change it
Nothings gonna change it
Nothings gonna change it
Nothings gonna change it
Nothings gonna change my world
Nothings gonna change it (nothings gonna change it)
Nothings gonna change it (no no no no no)
Nothings gonna change my world (nothings gonna change my world)

song performed by David Bowie
Added by Lucian Velea
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