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I've never been to New Zealand before. But one of my role models, Xena, the warrior princess, comes from there.

quote by Madeleine Albright
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The Princess Betrothed To The King Of Garba

WHAT various ways in which a thing is told
Some truth abuse, while others fiction hold;
In stories we invention may admit;
But diff'rent 'tis with what historick writ;
Posterity demands that truth should then
Inspire relation, and direct the pen.

ALACIEL'S story's of another kind,
And I've a little altered it, you'll find;
Faults some may see, and others disbelieve;
'Tis all the same:--'twill never make me grieve;
Alaciel's mem'ry, it is very clear,
Can scarcely by it lose; there's naught to fear.
Two facts important I have kept in view,
In which the author fully I pursue;
The one--no less than eight the belle possessed,
Before a husband's sight her eyes had blessed;
The other is, the prince she was to wed
Ne'er seemed to heed this trespass on his bed,
But thought, perhaps, the beauty she had got
Would prove to any one a happy lot.

HOWE'ER this fair, amid adventures dire,
More sufferings shared than malice could desire;
Though eight times, doubtless, she exchanged her knight
No proof, that she her spouse was led to slight;
'Twas gratitude, compassion, or good will;
The dread of worse;--she'd truly had her fill;
Excuses just, to vindicate her fame,
Who, spite of troubles, fanned the monarch's flame:
Of eight the relict, still a maid received ;--
Apparently, the prince her pure believed;
For, though at times we may be duped in this,
Yet, after such a number--strange to miss!
And I submit to those who've passed the scene,
If they, to my opinion, do not lean.

THE king of Alexandria, Zarus named,
A daughter had, who all his fondness claimed,
A star divine Alaciel shone around,
The charms of beauty's queen were in her found;
With soul celestial, gracious, good, and kind,
And all-accomplished, all-complying mind.

THE, rumour of her worth spread far and wide,
The king of Garba asked her for his bride,
And Mamolin (the sov'reign of the spot,)
To other princes had a pref'rence got.

THE fair, howe'er, already felt the smart

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poem by La Fontaine
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Warrior

Wasnt there a time
When no one lived in pain
Zero down to zero
But a warrior
The innocence of birth
The power of the earth
Out of all thats good
Comes a warrior
Time - is it you who changes minds
Suing us - for something weve not done
Stealing the heroes - all the guiding lights, to find the way
Justice has been gone
To pieces for so long
Some killers call themselves
A warrior
Warriors with no pride
Committing suicide
The picture of a man
Thats your warrior
cause hes a warrior
Yes, hes a warrior
He fights for peace and freedom
cause hes a warrior
Yes, hes a warrior
He fights for peace and freedom
Think about the time
Where manhood promised pride
And history was made
Just by warriors
We have to face the world
And hope that someones heard
Who could replace a man
Like the warrior
cause hes a warrior
Yes, hes a warrior
He fights for peace and freedom
cause hes a warrior
Yes, hes a warrior
He fights for peace and freedom
Time - is it you who changes minds
Suing us - for something weve not done
Stealing the heroes - all the guiding lights, to find the way
cause hes a warrior
Yes, hes a warrior
He fights for peace and freedom
cause hes a warrior
Yes, hes a warrior
He fights for peace and freedom
cause hes a warrior..........

song performed by U. D. O.
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Orlando Furioso Canto 9

ARGUMENT
So far Orlando wends, he comes to where
He of old Proteus' hears the cruel use
But feels such pity for Olympia fair,
Wronged by Cymosco, who in prison mews
Her plighted spouse, that ere he makes repair
Further, he gives her hope to venge the abuse:
He does so, and departs; and with his spouse
Departs Bireno, to repeat his vows.

I
What cannot, when he has a heart possess'd
This false and cruel traitor Love? since he
Can banish from Orlando's faithful breast
Such tried allegiance and due loyalty?
Wise, full of all regards, and of the blest
And glorious church the champion wont to be,
Now, little for himself or uncle, driven
By a vain love, he cares, and less for heaven.

II
But I excuse him well, rejoiced to know
I have like partner in my vice: for still
To seek my good I too am faint and slow,
But sound and nimble in pursuit of ill.
The count departs, disguised in sable show,
Nor for so many friends, with froward will,
Deserted cares; and comes where on the plain
Are camped the hosts of Afric and of Spain;

III
Rather uncamped: for, in less troops or more,
Rains under shed and tree had driven the band.
Here ten, there twenty, seven or eight, or four,
Near or further off, Orlando scanned.
Each sleeps, oppressed with toil and wearied sore;
This stretched on earth, that propped upon his hand:
They sleep, and many might the count have slain,
Yet never bared his puissant Durindane.

IV
So generous is Orlando's heart, he base
Esteems it were to smite a sleeping foe.
Now this he seeks, and now that other place;
Yet cannot track his lady, high or low.
If he finds any one in waking case,
Sighing, to him he paints her form and show;
Then prays him that for courtesy, he where
The damsel is, will reach him to repair.

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poem by Ludovico Ariosto
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Orlando Furioso Canto 1

CANTO 1

ARGUMENT
Angelica, whom pressing danger frights,
Flies in disorder through the greenwood shade.
Rinaldo's horse escapes: he, following, fights
Ferrau, the Spaniard, in a forest glade.
A second oath the haughty paynim plights,
And keeps it better than the first he made.
King Sacripant regains his long-lost treasure;
But good Rinaldo mars his promised pleasure.

I
OF LOVES and LADIES, KNIGHTS and ARMS, I sing,
Of COURTESIES, and many a DARING FEAT;
And from those ancient days my story bring,
When Moors from Afric passed in hostile fleet,
And ravaged France, with Agramant their king,
Flushed with his youthful rage and furious heat,
Who on king Charles', the Roman emperor's head
Had vowed due vengeance for Troyano dead.

II
In the same strain of Roland will I tell
Things unattempted yet in prose or rhyme,
On whom strange madness and rank fury fell,
A man esteemed so wise in former time;
If she, who to like cruel pass has well
Nigh brought my feeble wit which fain would climb
And hourly wastes my sense, concede me skill
And strength my daring promise to fulfil.

III
Good seed of Hercules, give ear and deign,
Thou that this age's grace and splendour art,
Hippolitus, to smile upon his pain
Who tenders what he has with humble heart.
For though all hope to quit the score were vain,
My pen and pages may pay the debt in part;
Then, with no jealous eye my offering scan,
Nor scorn my gifts who give thee all I can.

IV
And me, amid the worthiest shalt thou hear,
Whom I with fitting praise prepare to grace,
Record the good Rogero, valiant peer,
The ancient root of thine illustrious race.
Of him, if thou wilt lend a willing ear,
The worth and warlike feats I shall retrace;

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poem by Ludovico Ariosto
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

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

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

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

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

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

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

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

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

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

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

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

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

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

LIST OF REFERENCES.

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

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

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

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

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poem by Innocent Masina Nkhonyo
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The Way Of The Warrior

Our time has come, get ready fight
Sisters and brothers in metal unite
The dreams that you had are about to come true
The voice of the warrior is calling for you
Turn your own deeds to his gracious glory,
And he will make you see
This is the way we want it to be
This is the way of the warrior
This is the way we want it to be
Walking the way, the honest will see
Walking the way of the warrior
Walking the way, the way of the warrior
Blood-red the steel of our swords shall flow
And by the allegiance were ready to go
Stout are the foe, in warfare so bold
Nothing can stop us, the future we hold
Brace up, defend,
Never ever be outdone in bravery
This is the way we want it to be
This is the way of the warrior
This is the way we want it to be
Walking the way, the honest will see
Walking the way of the warrior
Walking the way, the way of the warrior
The saints and the sinners in battle so bright, as the forces of steel will unite
The way of the warrior, the call of his life, shall lead us all into the light
The metal crusade will conquer all
Our bonds will be stronger, see the infidels fall
Surrender your soul to the gods of steel
In the blood of the fallen the enemies kneel
Turn your own deeds to his gracious glory,
And he will make you see
Brace up, defend,
Never ever be outdone in bravery
This is the way we want it to be
This is the way of the warrior
This is the way we want it to be
Walking the way, the honest will see
Walking the way of the warrior
Walking the way, the way of the warrior
This is the way we want it
This is the way we need it
This is the way of the warrior
This is the way we want it
This is the way we need it
This is the way of the warrior
This is the way

song performed by Hammerfall
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The Ride to Melrose, from The Lay of the Last Minstrel.

CANTO I.XIX.
The Lady sought the lofty hall,
Where many a bold retainer lay,
And with jocund din among them all,
Her son pursued his infant play.
A fancied moss-trooper, the boy
The truncheon of a spear bestrode,
And round the hall right merrily
In mimic foray rode.
Even bearded knights, in arms grown old,
Share in his frolic gambols bore,
Albeit their hearts of rugged mould
Were stubborn as the steel they wore.
For the gray warriors prophesied
How the brave boy, in future war,
Should tame the Unicorn's pride,
Exalt the Crescent and the Star.XX.

The Ladye forgot her purpose high
One moment and no more;
One moment gazed with a mother's eye,
As she paused at the arched door:
Then from amid the armed train,
She called to her William of Deloraine.XXI.

A stark moss-trooping Scott was he
As e'er couch'd Border lance by knee:
Through Solway sands, through Tarras moss,
Blindfold he knew the paths to cross;
By wily turns, by desperate bounds,
Had baffled Percy's best blood-hounds;
In Eske or Liddel, fords were none,
But he would ride them, one by one;
Alike to him was time or tide,
December's snow or July's pride;
Alike to him was tide or time,
Moonless midnight or matin prime:
Steady of heart and stout of hand
As ever drove prey from Cumberland;
Five times outlawed had he been
By England's King and Scotland's Queen.XXII.

'Sir William of Deloraine, good at need,
Mount thee on the wightest steed;
Spare not to spur, nor stint to ride,
Until thou come to fair Tweedside;
And in Melrose's holy pile
Seek thou the Monk of St. Mary's aisle.
Greet the father well from me;
Say that the fated hour is come,

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poem by Sir Walter Scott
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Planet Earth Wants To Be Clean Green Nuclear Free

possibilities
endless possibilities
dance before mind’s eye

dreams
so many dreams
shapes forms sizes dissimilar

latent possibilities
real within vision mind
so easy to achieve

with concentration
with focused effort
with drive determination

if acted upon
realized brought
forth into fruition

presently globally alas
in a state of being
not evident or active...

yet time is short
global needs concerns
loom ever larger

it is time to reach
conscientious
take environmental

action! ! !

possibilities
prospects chances
of future success

lie within windows
of opportunity
now potentiality is

an attitude aptitude
for global restoration
to be detail developed

now with clean green
energy conservation efficiency
endless benefits use

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poem by Terence George Craddock
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Hey Now Princess (demo Version)

by Jack Bruce and Pete Brown
Look here Princess
I'm not just here for you
So take off in your new Rolls Royce
I've got things to do
Look here Princess
I gave you everything
But now I want it all back
So I can start some living
Look here Princess
I want to be famous and rich
So I can be empty and bitter like you
Sitting home with nothing to do
Princess look now
I've got 15 women called Sue
20 women called Jane
And I'm sad
Look here Princess
Now I'm singin' this sad song
About a man in a kennel
Who cries all day long
Look here Princess
Don't shut me out for good
But keep me in mind for later
Like I always knew you would
Look here Princess
I'm in a desert now
I don't see no way out
You've got to show me how
Look here now Princess
I've got 15 women called Sue
20 women called Jane
And I'm sad
Look here Princess
I'm not just here for you
So take off in your new Rolls Royce
I've got things to do
Look here Princess
I gave you everything
But now I want it all back
So I can start some living
Look here Princess
I want to be famous and rich
So I can be empty and bitter like you
Sitting home with nothing to do
Princess look now
I've got 15 women called Sue
20 women called Jane
And I'm sad

song performed by Cream
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The Cap And Bells; Or, The Jealousies: A Faery Tale -- Unfinished

I.
In midmost Ind, beside Hydaspes cool,
There stood, or hover'd, tremulous in the air,
A faery city 'neath the potent rule
Of Emperor Elfinan; fam'd ev'rywhere
For love of mortal women, maidens fair,
Whose lips were solid, whose soft hands were made
Of a fit mould and beauty, ripe and rare,
To tamper his slight wooing, warm yet staid:
He lov'd girls smooth as shades, but hated a mere shade.

II.
This was a crime forbidden by the law;
And all the priesthood of his city wept,
For ruin and dismay they well foresaw,
If impious prince no bound or limit kept,
And faery Zendervester overstept;
They wept, he sin'd, and still he would sin on,
They dreamt of sin, and he sin'd while they slept;
In vain the pulpit thunder'd at the throne,
Caricature was vain, and vain the tart lampoon.

III.
Which seeing, his high court of parliament
Laid a remonstrance at his Highness' feet,
Praying his royal senses to content
Themselves with what in faery land was sweet,
Befitting best that shade with shade should meet:
Whereat, to calm their fears, he promis'd soon
From mortal tempters all to make retreat,--
Aye, even on the first of the new moon,
An immaterial wife to espouse as heaven's boon.

IV.
Meantime he sent a fluttering embassy
To Pigmio, of Imaus sovereign,
To half beg, and half demand, respectfully,
The hand of his fair daughter Bellanaine;
An audience had, and speeching done, they gain
Their point, and bring the weeping bride away;
Whom, with but one attendant, safely lain
Upon their wings, they bore in bright array,
While little harps were touch'd by many a lyric fay.

V.
As in old pictures tender cherubim
A child's soul thro' the sapphir'd canvas bear,
So, thro' a real heaven, on they swim
With the sweet princess on her plumag'd lair,
Speed giving to the winds her lustrous hair;

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poem by John Keats
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The Bakchesarian Fountain

A TALE OF THE TAURIDE.
Mute sat Giray, with downcast eye,
As though some spell in sorrow bound him,
His slavish courtiers thronging nigh,
In sad expectance stood around him.
The lips of all had silence sealed,
Whilst, bent on him, each look observant,
Saw grief's deep trace and passion fervent
Upon his gloomy brow revealed.
But the proud Khan his dark eye raising,
And on the courtiers fiercely gazing,
Gave signal to them to begone!
The chief, unwitnessed and alone,
Now yields him to his bosom's smart,
Deeper upon his brow severe
Is traced the anguish of his heart;
As full fraught clouds on mirrors clear
Reflected terrible appear!

What fills that haughty soul with pain?
What thoughts such madd'ning tumults cause?
With Russia plots he war again?
Would he to Poland dictate laws?
Say, is the sword of vengeance glancing?
Does bold revolt claim nature's right?
Do realms oppressed alarm excite?
Or sabres of fierce foes advancing?
Ah no! no more his proud steed prancing
Beneath him guides the Khan to war,-
Such thoughts his mind has banished far.

Has treason scaled the harem's wall,
Whose height might treason's self appal,
And slavery's daughter fled his power,
To yield her to the daring Giaour?

No! pining in his harem sadly,
No wife of his would act so madly;
To wish or think they scarcely dare;
By wretches, cold and heartless, guarded,
Hope from each breast so long discarded;
Treason could never enter there.
Their beauties unto none revealed,
They bloom within the harem's towers,
As in a hot-house bloom the flowers
Which erst perfumed Arabia's field.
To them the days in sameness dreary,

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poem by Alexander Sergeyevich Pushkin
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A princess' ordeal

In a backward forgotten land,
Where magic was yielded by man,
Lived a princess who wasn't bland,
Yet she was ignored by her clan,
She often craved to hear a rant,
She tried everything that one can,
But soon learned she'd no confidant,
With which to talk and gallivant,
Had she had someone she'd have been,
Less adventurous and caprice,
And ready for dangers unseen,
So she could live her life in peace,
A wizard that'd been made a flea,
By a foe that he tried to fleece,
Craved to reclaim what used to be,
So that he could quell his envy,

He hijacked the princess's life,
By filling her head up with advice,
With the intent of causing strife,
But his sway could not quite suffice,
So he took control of her mind,
And used the girl like a device,
Then proved himself a mastermind,
By changing how some were inclined,
But before he could pose a threat,
His deed had an adverse effect,
Which rightfully caused him to fret,
As it could be seen as suspect,
Changes which were hard to accept,
Soon made the princess imperfect,
All wished her beauty could be kept,
And as a result many wept,

The king wanted a cure found quick,
So he sought a witch to enlist,
Who claimed that she could heal the sick,
And knew all spells that did exist,
The cause of the blight stayed secret,
As the witch had been dishonest,
Such failure was hard to permit,
So she was put in a casket,
The course of action seemed quite rash,
But it made the problem vanish,
Which then caused the king to act brash,
And plan something yet more fiendish,
Within a nearby dragon's crèche,
The princess was left to perish,
The king was sure she'd lose her flesh,
As the beasts craved meat that was fresh,

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poem by Christian Lacdael
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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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The Lay of the Last Minstrel: Canto II.

I.
If thou would'st view fair Melrose aright,
Go visit it by the pale moonlight;
For the gay beams of lightsome day
Gild, but to flout, the ruins grey.
When the broken arches are black in night,
And each shafted oriel glimmers white;
When the cold light's uncertain shower
Streams on the ruin'd central tower;
When buttress and buttress, alternately,
Seem framed of ebon and ivory;
When silver edges the imagery,
And the scrolls that teach thee to live and die;
When distant Tweed is heard to rave,
And the owlet to hoot o'er the dead man's grave,
Then go-but go alone the while-
Then view St. David's ruin'd pile;
And, home returning, soothly swear,
Was never scene so sad and fair!

II
Short halt did Deloraine make there;
Little reck'd he of the scene so fair;
With dagger's hilt, on the wicket strong,
He struck full loud, and struck full long.
The porter hurried to the gate-
'Who knocks so loud, and knocks so late?'
'From Branksome I,' the warrior cried;
And straight the wicket open'd wide:
For Branksome's Chiefs had in battle stood,
To fence the rights of fair Melrose;
And lands and livings, many a rood,
Had gifted the shrine for their souls' repose.

III
Bold Deloraine his errand said;
The porter bent his humble head;
With torch in hand, and feet unshod,
And noiseless step, the path he trod,
The arched cloister, far and wide,
Rang to the warrior's clanking stride,
Till, stooping low his lofty crest,
He enter'd the cell of the ancient priest,
And lifted his barred aventayle,
To hail the Monk of St Mary's aisle.

IV
'The Ladye of Branksome greets thee by me,
Says, that the fated hour is come,
And that to-night I shall watch with thee,

[...] Read more

poem by Sir Walter Scott
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Hip Hop It Really Rocks

Botched up and rocked by hip hop...
That has drowned out all the pop,
People 'use' to love a lot.
Although almost on top is hip hop...
Like it or not,
It is part of culture.
And hip hop can't be stopped!

Pop...
Botched up and rocked by hip hop,
Is no longer the main 'thing' on the scene.
With a meaning meant,
Like the appetite for Fort Knox.
And pop now in shambles.
Struggling not to be completely dropped.

Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip-hip-hip-hip is hot,
And in a glorifying role.
Hip-hop it knows it really rocks.
And in a glorfying role.

Botched up and rocked by hip hop...
That has drowned out all the pop,
People 'use' to love a lot.
Although almost on top is hip hop...
Like it or not,
It is part of culture.
And hip hop can't be stopped!

Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip-hip-hip-hip is hot,
And in a glorifying role.
Hip-hop it knows it really rocks.
And in a glorfying role.

Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip-hip-hip-hip is hot,
And in a glorifying role.
Hip-hop it knows it really rocks.
And in a glorfying role.

[...] Read more

poem by Lawrence S. Pertillar
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The Rose of England

'Twas a most solemn day
Of that most the world would say.
The Rose of England would pass
Her still form in a gun carriage alas.

Many called it the event of the years
As the cortege the Royal Standard bears.
The clip clop of the horses thru Hyde Park
As on history the Princess leaves her mark.

John Bull's joie de vivre now diminished
It seemed to many that an era had finished.
The clip clop of the horses thru Hyde Park
As on history the Princess leaves her mark.

Yet, even in dying she still lives on
In the heart of many, a love already born.
The clip clop of the horses thru Hyde Park
As on History the Princess leaves her mark.

They'd come from near and far
This massive crowd there'd been no par.
Bless you.Bless you.They cried
For the Queen of their hearts had died.

Many a funeral there had been
But nothing like this the world had seen.
The multitude weepingly lined the way
There was hardly anything you can say.

Two young princes with solemn look
Their precious mother the angels took.
The clip clop of the horses thru Hyde Park
As on History the Princess leaves her mark.

A day one could almost feel wintry's cold
Merry ole England had lost her gold.
Now the winsome princess to be seen no more
Her loving fans no more could adore!

The Queen, Her Majesty, stood at her Palace gate
Had her compassion and caring come too late?
The clip clop of the horses thru Hyde Park
As on History the Princess leaves her mark!

And the bell at the abbey tolls
As the cortege bearing the fallen Rose rolls.
The clip clop of the horses thru Hyde Park
As on History the Princess leaves her mark!

[...] Read more

poem by Enoch John
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Princess Of The Posse

Basslines affect me when my rhymes direct me
Forgive the crowds, o lord, they know not why they sweat me
Bitings against the law in the place that I live
So I lock up the door with the keys to my crib
The call me the high priestess of this hasta
Although Im not a dread and not a rasta
Theres never been a word I cant master
Ive always been, a piddly pastor
I reign, the lesson of today
You have to listen to each and every single word I have to say
Because the ruler lord ramsey is on my side
And Im the princess of the posse, so yo, take it light
The princess of the posse, me say she a cool one
She rhyme on my record and she ram jam me gun
The princess of the posse, me say she a cool girl
She rhyme brooklyn, the bronx, usa, the world
You try to dissect my rhymes to see if theres a pattern
I bounced it all around you like the rings around saturn
Let me know now if youd like to protest
And proceeding a greeting, or would you rather progress
Onto a higher plateau, to the peak and Im taking it slow
Enough for you to see the knowledge and to know
Im the q-u-e-e-n, l-a-t-i-f-a-h
Queen of the army posse, the dla which is
Get live alright, you standing there chewing on your fingernails
Nervous, watching me doing the live thing
Singing like a bird sing, ringing like the phone ring
Im the queen and youre the underling
Im never following, I follow nothing
The princess of the posse is a cool one
The princess of the posse, me say she a cool one
She rhyme on my record and she ram jam me gun
The princess of the posse, me say she a cool girl
She rhyme brooklyn, the bronx, usa, the world
Im the queen of the clan, with a mic in my hand
I step over suckers to position myself to rule this land
Its a concoction, for my ability
To show the skeezers the meaning of humility
Cause they dont know Im the one to fly one or two
Im snatching hearts cause Im latifah and I want to
I find it necessary to tell you to get off my tip
Im kicking gold, so grab a hoe and get a good grip
Stop the lying, the trying
The time buying, youve been denying
Youre dependent on me, the princess of the posse
I got the cards, so Im dealing a death blow
Youre taking no crowns, put that on cease
My djs name is mark the 45 king to the posse
Peace, got to let you know where I come from
The princess of the posse is a cool one

[...] Read more

song performed by Queen Latifah
Added by Lucian Velea
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The Troubadour. Canto 2

THE first, the very first; oh! none
Can feel again as they have done;
In love, in war, in pride, in all
The planets of life's coronal,
However beautiful or bright,--
What can be like their first sweet light?

When will the youth feel as he felt,
When first at beauty's feet he knelt?

As if her least smile could confer
A kingdom on its worshipper;
Or ever care, or ever fear
Had cross'd love's morning hemisphere.
And the young bard, the first time praise
Sheds its spring sunlight o'er his lays,
Though loftier laurel, higher name,
May crown the minstrel's noontide fame,
They will not bring the deep content
Of his lure's first encouragement.
And where the glory that will yield
The flush and glow of his first field
To the young chief? Will RAYMOND ever
Feel as he now is feeling?--Never.

The sun wept down or ere they gain'd
The glen where the chief band remain'd.

It was a lone and secret shade,
As nature form'd an ambuscade
For the bird's nest and the deer's lair,
Though now less quiet guests were there.
On one side like a fortress stood
A mingled pine and chesnut wood;
Autumn was falling, but the pine
Seem'd as it mock'd all change; no sign
Of season on its leaf was seen,
The same dark gloom of changeless green.
But like the gorgeous Persian bands
'Mid the stern race of northern lands,
The chesnut boughs were bright with all
That gilds and mocks the autumn's fall.

Like stragglers from an army's rear
Gradual they grew, near and less near,
Till ample space was left to raise,
Amid the trees, the watch-fire's blaze;
And there, wrapt in their cloaks around,
The soldiers scatter'd o'er the ground.

[...] Read more

poem by Letitia Elizabeth Landon
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My Aztec Warrior

My Aztec warrior,
Will you protect me?

My Aztec warrior,
Will you save me?

My Aztec warrior,
Will you love me?

My Aztec warrior,
Will you obey me?

My Aztec warrior,
Will you help me?

My Aztec warrior,
Will you be there for me?

My Aztec warrior,
Are you strong?

My Aztec warrior,
Are you brave?

My Aztec warrior,
Are you fierce?

My Aztec warrior,
Will you stay by my side,
Or will you leave me,
Like everyone else...

poem by Dragon Crenshaw
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Weekend Warrior

The rebel of yesterday tomorrows fool
Who are you kidding being that cool?
Trying to break away from runnung with the pack
But they aint listening so youve gotta go back
Youre a wekkend warrior when youre one of the crowd
But its over, just look at you now...
Youre not so brave the way you behave
It makes you sick gotta get out quick
Its all bravado when youre out with your mates
Its like a different perso goes through those gates
As the game begins the adrenalins high
Feel the tension, maybe someone will die...
A weekend warrior lately
A weekend warrior sometimes
A weekend warrior maybe you aint that way anymore
Youve gotta get out gotta get away
But youre in with a clique its not easy to stray
Youve gotta admit youre just living a lie
It didnt take long to work out why
Its hard to say why you got involved
Just wanting to be part, just wanting to belong...
A weekend warrior lately
A weekend warrior sometimes
A weekend warrior maybe you aint that way anymore
Some of the things that youve done you feel so ashamed
After all its only a game... isnt it?
And after all the adrenalins gone
What you gonna do on monday?
A weekend warrior lately
A weekend warrior sometimes
A weekend warrior maybe you were never like that at all

song performed by Iron Maiden
Added by Lucian Velea
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