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Our role is to maintain and monitor a framework in which fair competition can flourish.

quote by Arthur Levitt
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Seasonable Retour-Knell

SEASONABLE RETOUR KNELL
Variations on a theme...
SEASONABLE ROUND ROBIN ROLE REVERSALS

Author notes

A mirrored Retourne may not only be read either from first line to last or from last to first as seen in the mirrors, but also by inverting the first and second phrase of each line, either rhyming AAAA or ABAB for each verse. thus the number of variations could be multiplied several times.- two variations on the theme have been included here but could have been extended as in SEASONABLE ROUND ROBIN ROLE REVERSALS robi03_0069_robi03_0000

In respect of SEASONABLE ROUND ROBIN ROLE REVERSALS
This composition has sought to explore linguistic potential. Notes and the initial version are placed before rather than after the poem.
Six variations on a theme have been selected out of a significant number of mathematical possibilities using THE SAME TEXT and a reverse mirror for each version. Mirrors repeat the seasons with the lines in reverse order.

For the second roll the first four syllables of each line are reversed, and sense is retained both in the normal order of seasons and the reversed order as well... The 3rd and 4th variations offer ABAB rhyme schemes retaining the original text. The 5th and 6th variations modify the text into rhyming couplets.

Given the linguistical structure of this symphonic composition the score could be read in inversing each and every line and each and every hemistitch. There are minor punctuation differences between versions.

One could probably attain sonnet status for each of the four seasons and through partioning in 3 groups of 4 syllables extend the possibilites ad vitam.

Seasonable Round Robin Roll Reversals
robi03_0069_robi03_0000 QXX_DNZ
Seasonable Retour-Knell
robi03_0070_robi03_0069 QXX_NXX
26 March 1975 rewritten 20070123
lllllllllllllllllllllllllllllllllllll lllllllllllllllllll
For previous version see below
_______________________________________
SPRING SUMMER

Life is at ease Young lovers long
Land under plough; To hold their dear;
Whispering trees, Dewdrops among,
Answering cow. Bold, know no fear.

Blossom, the bees, Life full of song,
Burgeoning bough; Cloudless and clear;
Soft-scented breeze, Days fair and long,
Spring warms life now. Summer sends cheer.

AUTUMN WINTER

Each leaf decays, Harvested sheaves
Each life must bow; And honeyed hives;
Our salad days Trees stripped of leaves,
Are ending now. Jack Frost has knives.

Fruit heavy lays Time, Prince of thieves,
Bending the bough, - Onward he drives,

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poem by Jonathan Robin
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Orlando Furioso Canto 20

ARGUMENT
Guido and his from that foul haunt retire,
While all Astolpho chases with his horn,
Who to all quarters of the town sets fire,
Then roving singly round the world is borne.
Marphisa, for Gabrina's cause, in ire
Puts upon young Zerbino scathe and scorn,
And makes him guardian of Gabrina fell,
From whom he first learns news of Isabel.

I
Great fears the women of antiquity
In arms and hallowed arts as well have done,
And of their worthy works the memory
And lustre through this ample world has shone.
Praised is Camilla, with Harpalice,
For the fair course which they in battle run.
Corinna and Sappho, famous for their lore,
Shine two illustrious light, to set no more.

II
Women have reached the pinnacle of glory,
In every art by them professed, well seen;
And whosoever turns the leaf of story,
Finds record of them, neither dim nor mean.
The evil influence will be transitory,
If long deprived of such the world had been;
And envious men, and those that never knew
Their worth, have haply hid their honours due.

III
To me it plainly seems, in this our age
Of women such is the celebrity,
That it may furnish matter to the page,
Whence this dispersed to future years shall be;
And you, ye evil tongues which foully rage,
Be tied to your eternal infamy,
And women's praises so resplendent show,
They shall, by much, Marphisa's worth outgo.

IV
To her returning yet again; the dame
To him who showed to her such courteous lore,
Refused not to disclose her martial name,
Since he agreed to tell the style be bore.
She quickly satisfied the warrior's claim;
To learn his title she desired so sore.
'I am Marphisa,' the virago cried:
All else was known, as bruited far and wide.

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poem by Ludovico Ariosto
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Pearl

Pearl of delight that a prince doth please
To grace in gold enclosed so clear,
I vow that from over orient seas
Never proved I any in price her peer.
So round, so radiant ranged by these,
So fine, so smooth did her sides appear
That ever in judging gems that please
Her only alone I deemed as dear.
Alas! I lost her in garden near:
Through grass to the ground from me it shot;
I pine now oppressed by love-wound drear
For that pearl, mine own, without a spot.

2
Since in that spot it sped from me,
I have looked and longed for that precious thing
That me once was wont from woe to free,
To uplift my lot and healing bring,
But my heart doth hurt now cruelly,
My breast with burning torment sting.
Yet in secret hour came soft to me
The sweetest song I e'er heard sing;
Yea, many a thought in mind did spring
To think that her radiance in clay should rot.
O mould! Thou marrest a lovely thing,
My pearl, mine own, without a spot.

3
In that spot must needs be spices spread
Where away such wealth to waste hath run;
Blossoms pale and blue and red
There shimmer shining in the sun;
No flower nor fruit their hue may shed
Where it down into darkling earth was done,
For all grass must grow from grains that are dead,
No wheat would else to barn be won.
From good all good is ever begun,
And fail so fair a seed could not,
So that sprang and sprouted spices none
From that precious pearl without a spot.

4
That spot whereof I speak I found
When I entered in that garden green,
As August's season high came round
When corn is cut with sickles keen.
There, where that pearl rolled down, a mound
With herbs was shadowed fair and sheen,
With gillyflower, ginger, and gromwell crowned,
And peonies powdered all between.

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poem by Anonymous Olde English
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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 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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Orlando Furioso Canto 3

ARGUMENT
Restored to sense, the beauteous Bradamant
Finds sage Melissa in the vaulted tomb,
And hears from her of many a famous plant
And warrior, who shall issue from her womb.
Next, to release Rogero from the haunt
Of old Atlantes, learns how from the groom,
Brunello hight, his virtuous ring to take;
And thus the knight's and others' fetters break.

I
Who will vouchsafe me voice that shall ascend
As high as I would raise my noble theme?
Who will afford befitting words, and lend
Wings to my verse, to soar the pitch I scheme?
Since fiercer fire for such illustrious end,
Than what was wont, may well my song beseem.
For this fair portion to my lord is due
Which sings the sires from whom his lineage grew.

II
Than whose fair line, 'mid those by heavenly grace
Chosen to minister this earth below,
You see not, Phoebus, in your daily race,
One that in peace or war doth fairer show;
Nor lineage that hath longer kept its place;
And still shall keep it, if the lights which glow
Within me, but aright inspire my soul,
While the blue heaven shall turn about the pole.

III
But should I seek at full its worth to blaze,
Not mine were needful, but that noble lyre
Which sounded at your touch the thunderer's praise,
What time the giants sank in penal fire.
Yet should you instruments, more fit to raise
The votive work, bestow, as I desire,
All labour and all thought will I combine,
To shape and shadow forth the great design.

IV
Till when, this chisel may suffice to scale
The stone, and give my lines a right direction;
And haply future study may avail,
To bring the stubborn labour to perfection.
Return we now to him, to whom the mail
Of hawberk, shield, and helm, were small protection:
I speak of Pinabel the Maganzeze,
Who hopes the damsel's death, whose fall he sees.

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poem by Ludovico Ariosto
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Stiff Competition

Stiff competition
If i go up-you take me higher
Stiff competition
And when i'm down- you take me higher
There's stiff competition all over the world
I screw you-you screw me-they screw us
Here we go again
Oh- but we have so much fun, so much fun
When we're together
When we're together
When we're together-now
I looked hard in your eyes
It was love at first sight
It took me minutes-you're still waiting
Waiting for your turn, you turn
It won't be long
Stiff competition
I work hard-every day of my life
Stiff competition
Get it up-you take me higher
Stiff competition
All over the world
The more i get- the more i like it
The bigger they are- the harder they fall
Again
Stiff competition
Stiff competition
Stiff competition
Stiff competition

song performed by Cheap Trick
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Goldilocks And Goldilocks

It was Goldilocks woke up in the morn
At the first of the shearing of the corn.

There stood his mother on the hearth
And of new-leased wheat was little dearth.

There stood his sisters by the quern,
For the high-noon cakes they needs must earn.

“O tell me Goldilocks my son,
Why hast thou coloured raiment on?”

“Why should I wear the hodden grey
When I am light of heart to-day?”

“O tell us, brother, why ye wear
In reaping-tide the scarlet gear?

Why hangeth the sharp sword at thy side
When through the land ’tis the hook goes wide?”

“Gay-clad am I that men may know
The freeman’s son where’er I go.

The grinded sword at side I bear
Lest I the dastard’s word should hear.”

“O tell me Goldilocks my son,
Of whither away thou wilt be gone?”

“The morn is fair and the world is wide
And here no more will I abide.”

“O Brother, when wilt thou come again?”
“The autumn drought, and the winter rain,

The frost and the snow, and St. David’s wind,
All these that were time out of mind,

All these a many times shall be
Ere the Upland Town again I see.”

“O Goldilocks my son, farewell,
As thou wendest the world ’twixt home and hell!”

“O brother Goldilocks, farewell,
Come back with a tale for men to tell!”

So ’tis wellaway for Goldilocks,
As he left the land of the wheaten shocks.

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poem by William Morris
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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.

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poem by Lawrence S. Pertillar
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The Golden Age

Long ere the Muse the strenuous chords had swept,
And the first lay as yet in silence slept,
A Time there was which since has stirred the lyre
To notes of wail and accents warm with fire;
Moved the soft Mantuan to his silvery strain,
And him who sobbed in pentametric pain;
To which the World, waxed desolate and old,
Fondly reverts, and calls the Age of Gold.

Then, without toil, by vale and mountain side,
Men found their few and simple wants supplied;
Plenty, like dew, dropped subtle from the air,
And Earth's fair gifts rose prodigal as prayer.
Love, with no charms except its own to lure,
Was swiftly answered by a love as pure.
No need for wealth; each glittering fruit and flower,
Each star, each streamlet, made the maiden's dower.
Far in the future lurked maternal throes,
And children blossomed painless as the rose.
No harrowing question `why,' no torturing `how,'
Bent the lithe frame or knit the youthful brow.
The growing mind had naught to seek or shun;
Like the plump fig it ripened in the sun.
From dawn to dark Man's life was steeped in joy,
And the gray sire was happy as the boy.
Nature with Man yet waged no troublous strife,
And Death was almost easier than Life.
Safe on its native mountains throve the oak,
Nor ever groaned 'neath greed's relentless stroke.
No fear of loss, no restlessness for more,
Drove the poor mariner from shore to shore.
No distant mines, by penury divined,
Made him the sport of fickle wave or wind.
Rich for secure, he checked each wish to roam,
And hugged the safe felicity of home.

Those days are long gone by; but who shall say
Why, like a dream, passed Saturn's Reign away?
Over its rise, its ruin, hangs a veil,
And naught remains except a Golden Tale.
Whether 'twas sin or hazard that dissolved
That happy scheme by kindly Gods evolved;
Whether Man fell by lucklessness or pride,-
Let jarring sects, and not the Muse, decide.
But when that cruel Fiat smote the earth,
Primeval Joy was poisoned at its birth.
In sorrow stole the infant from the womb,
The agëd crept in sorrow to the tomb.
The ground, so bounteous once, refused to bear
More than was wrung by sower, seed, and share.

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poem by Alfred Austin
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Marmion: Canto V. - The Court

I.

The train has left the hills of Braid;
The barrier guard have open made
(So Lindesay bade) the palisade,
That closed the tented ground;
Their men the warders backward drew,
And carried pikes as they rode through
Into its ample bound.
Fast ran the Scottish warriors there,
Upon the Southern band to stare.
And envy with their wonder rose,
To see such well-appointed foes;
Such length of shaft, such mighty bows,
So huge, that many simply thought,
But for a vaunt such weapons wrought;
And little deemed their force to feel,
Through links of mail, and plates of steel,
When rattling upon Flodden vale,
The clothyard arrows flew like hail.

II.

Nor less did Marmion's skilful view
Glance every line and squadron through;
And much he marvelled one small land
Could marshal forth such various band:
For men-at-arms were here,
Heavily sheathed in mail and plate,
Like iron towers for strength and weight,
On Flemish steeds of bone and height,
With battle-axe and spear.
Young knights and squires, a lighter train,
Practised their chargers on the plain,
By aid of leg, of hand, and rein,
Each warlike feat to show,
To pass, to wheel, the croupe to gain,
The high curvet, that not in vain
The sword sway might descend amain
On foeman's casque below.
He saw the hardy burghers there
March armed, on foot, with faces bare,
For vizor they wore none,
Nor waving plume, nor crest of knight;
But burnished were their corslets bright,
Their brigantines, and gorgets light,
Like very silver shone.
Long pikes they had for standing fight,
Two-handed swords they wore,
And many wielded mace of weight,

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poem by Sir Walter Scott
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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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Solomon

As thro' the Psalms from theme to theme I chang'd,
Methinks like Eve in Paradice I rang'd;
And ev'ry grace of song I seem'd to see,
As the gay pride of ev'ry season, she.
She gently treading all the walks around,
Admir'd the springing beauties of the ground,
The lilly glist'ring with the morning dew,
The rose in red, the violet in blew,
The pink in pale, the bells in purple rows,
And tulips colour'd in a thousand shows:
Then here and there perhaps she pull'd a flow'r
To strew with moss, and paint her leafy bow'r;
And here and there, like her I went along,
Chose a bright strain, and bid it deck my song.

But now the sacred Singer leaves mine eye,
Crown'd as he was, I think he mounts on high;
Ere this Devotion bore his heav'nly psalms,
And now himself bears up his harp and palms.
Go, saint triumphant, leave the changing sight,
So fitted out, you suit the realms of light;
But let thy glorious robe at parting go,
Those realms have robes of more effulgent show;
It flies, it falls, the flutt'ring silk I see,
Thy son has caught it and he sings like thee,
With such election of a theme divine,
And such sweet grace, as conquers all but thine.

Hence, ev'ry writer o'er the fabled streams,
Where frolick fancies sport with idle dreams,
Or round the sight enchanted clouds dispose,
Whence wanton cupids shoot with gilded bows;
A nobler writer, strains more brightly wrought,
Themes more exulted, fill my wond'ring thought:
The parted skies are track'd with flames above,
As love descends to meet ascending love;
The seasons flourish where the spouses meet,
And earth in gardens spreads beneath their feet.
This fresh-bloom prospect in the bosom throngs,
When Solomon begins his song of songs,
Bids the rap'd soul to Lebanon repair,
And lays the scenes of all his action there,
Where as he wrote, and from the bow'r survey'd
The scenting groves, or answ'ring knots he made,
His sacred art the sights of nature brings,
Beyond their use, to figure heav'nly things.

Great son of God! whose gospel pleas'd to throw
Round thy rich glory, veils of earthly show,
Who made the vineyard oft thy church design,

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poem by Thomas Parnell
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A poem, on the rising glory of America

LEANDER.
No more of Memphis and her mighty kings,
Or Alexandria, where the Ptolomies.
Taught golden commerce to unfurl her falls,
And bid fair science smile: No more of Greece
Where learning next her early visit paid,
And spread her glories to illume the world,
No more of Athens, where she flourished,
And saw her sons of mighty genius rise
Smooth flowing Plato, Socrates and him
Who with resistless eloquence reviv'd
The Spir't of Liberty, and shook the thrones
Of Macedon and Persia's haughty king.
No more of Rome enlighten'd by her beams,
Fresh kindling there the fire of eloquence,
And poesy divine; imperial Rome!
Whose wide dominion reach'd o'er half the globe;
Whose eagle flew o'er Ganges to the East,
And in the West far to the British isles.
No more of Britain, and her kings renown'd,
Edward's and Henry's thunderbolts of war;
Her chiefs victorious o'er the Gallic foe;
Illustrious senators, immortal bards,
And wise philosophers, of these no more.
A Theme more new, tho' not less noble claims
Our ev'ry thought on this auspicious day
The rising glory of this western world,
Where now the dawning light of science spreads
Her orient ray, and wakes the muse's song;
Where freedom holds her sacred standard high,
And commerce rolls her golden tides profuse
Of elegance and ev'ry joy of life.

ACASTO.
Since then Leander you attempt a strain
So new, so noble and so full of fame;
And since a friendly concourse centers here
America's own sons, begin O muse!
Now thro' the veil of ancient days review
The period fam'd when first Columbus touch'd
The shore so long unknown, thro' various toils,
Famine and death, the hero made his way,
Thro' oceans bestowing with eternal storms.
But why, thus hap'ly found, should we resume
The tale of Cortez, furious chief, ordain'd
With Indian blood to dye the sands, and choak
Fam'd Amazonia's stream with dead! Or why,
Once more revive the story old in fame,

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poem by Hugh Henry Brackenridge
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Adam: A Sacred Drama. Act 2.

SCENE I. -- CHORUS OF ANGELS Singing.

Now let us garlands weave
Of all the fairest flowers,
Now at this early dawn,
For new-made man, and his companion dear;
Let all with festive joy,
And with melodious song,
Of the great Architect
Applaud this noblest work,
And speak the joyous sound,
Man is the wonder both of Earth and Heaven.

FIRST Angel.

Your warbling now suspend,
You pure angelic progeny of God,
Behold the labour emulous of Heaven!
Behold the woody scene,
Decked with a thousand flowers of grace divine;
Here man resides, here ought he to enjoy
In his fair mate eternity of bliss.

SECOND Angel.

How exquisitely sweet
This rich display of flowers,
This airy wild of fragrance,
So lovely to the eye,
And to the sense so sweet.

THIRD Angel.

O the sublime Creator,
How marvellous his works, and more his power!
Such is the sacred flame
Of his celestial love,
Not able to confine it in himself,
He breathed, as fruitful sparks
From his creative breast,
The Angels, Heaven, Man, Woman, and the World.

FOURTH Angel.

Yes, mighty Lord! yes, hallowed love divine!
Who, ever in thyself completely blest,
Unconscious of a want,
Who from thyself alone, and at thy will,
Bright with beignant flames,
Without the aid of matter or of form,

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poem by William Cowper
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Henry And Emma. A Poem.

Upon the Model of The Nut-Brown Maid. To Cloe.

Thou, to whose eyes I bend, at whose command
(Though low my voice, though artless be my hand.
I take the sprightly reed, and sing and play,
Careless of what the censuring world may say;
Bright Cloe! object of my constant vow,
Wilt thou a while unbend thy serious brow?
Wilt thou with pleasure hear thy lover's strains,
And with one heavenly smile o'erpay his pains?
No longer shall the Nut-brown Maid be old,
Though since her youth three hundred years have roll'd:
At thy desire she shall again be raised,
And her reviving charms in lasting verse be praised.

No longer man of woman shall complain,
That he may love and not be loved again;
That we in vain the fickle sex pursue,
Who change the constant lover for the new.
Whatever has been writ, whatever said
Henceforth shall in my verse refuted stand,
Be said to winds, or writ upon the sand:
And while my notes to future times proclaim
Unconquer'd love and ever-during flame,
O, fairest of the sex, be thou my muse;
Deign on my work thy influence to diffuse:
Let me partake the blessings I rehearse,
And grant me love, the just reward of verse.

As beauty's potent queen with every grace
That once was Emma's has adorn'd thy face,
And as her son has to my bosom dealt
That constant flame which faithful Henry felt,
O let the story with thy life agree,
Let men once more the bright example see;
What Emma was to him be thou to me:
Nor send me by thy frown from her I love,
Distant and sad, a banish'd man to rove:
But, oh! with pity long entreated crown
My pains and hopes: and when thou say'st that one
Of all mankind thou lovest, oh! think on me alone.

Where beauteous Isis and her husband Thame
With mingled waves for ever flow the same,
In times of yore an ancient baron lived,
Great gifts bestowed, and great respect received.

When dreadful Edward, with successful care
Led his free Britons to the Gallic war,

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poem by Matthew Prior
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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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Venus and Adonis

'Vilia miretur vulgus; mihi flavus Apollo
Pocula Castalia plena ministret aqua.'

To the right honorable Henry Wriothesly, Earl of Southampton, and Baron of Tichfield.
Right honorable.

I know not how I shall offend in dedicating my unpolished lines to your lordship, nor how the world will censure me for choosing so strong a prop to support so weak a burden only, if your honour seem but pleased, I account myself highly praised, and vow to take advantage of all idle hours, till I have honoured you with some graver labour. But if the first heir of my invention prove deformed, I shall be sorry it had so noble a god-father, and never after ear so barren a land, for fear it yield me still so bad a harvest. I leave it to your honourable survey, and your honour to your heart's content; which I wish may always answer your own wish and the world's hopeful expectation.

Your honour's in all duty.

Even as the sun with purple-colour'd face
Had ta'en his last leave of the weeping morn,
Rose-cheek'd Adonis hied him to the chase;
Hunting he loved, but love he laugh'd to scorn;
Sick-thoughted Venus makes amain unto him,
And like a bold-faced suitor 'gins to woo him.
'Thrice-fairer than myself,' thus she began,
'The field's chief flower, sweet above compare,
Stain to all nymphs, more lovely than a man,
More white and red than doves or roses are;
Nature that made thee, with herself at strife,
Saith that the world hath ending with thy life.
'Vouchsafe, thou wonder, to alight thy steed,
And rein his proud head to the saddle-bow;
If thou wilt deign this favour, for thy meed
A thousand honey secrets shalt thou know:
Here come and sit, where never serpent hisses,
And being set, I'll smother thee with kisses;
'And yet not cloy thy lips with loathed satiety,
But rather famish them amid their plenty,
Making them red and pale with fresh variety,
Ten kisses short as one, one long as twenty:
A summer's day will seem an hour but short,
Being wasted in such time-beguiling sport.'
With this she seizeth on his sweating palm,
The precedent of pith and livelihood,
And trembling in her passion, calls it balm,
Earth's sovereign salve to do a goddess good:
Being so enraged, desire doth lend her force
Courageously to pluck him from his horse.
Over one arm the lusty courser's rein,
Under her other was the tender boy,
Who blush'd and pouted in a dull disdain,
With leaden appetite, unapt to toy;
She red and hot as coals of glowing fire,
He red for shame, but frosty in desire.
The studded bridle on a ragged bough
Nimbly she fastens:--O, how quick is love!--
The steed is stalled up, and even now
To tie the rider she begins to prove:

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poem by William Shakespeare
Added by Veronica Serbanoiu
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Lancelot And Elaine

Elaine the fair, Elaine the loveable,
Elaine, the lily maid of Astolat,
High in her chamber up a tower to the east
Guarded the sacred shield of Lancelot;
Which first she placed where the morning's earliest ray
Might strike it, and awake her with the gleam;
Then fearing rust or soilure fashioned for it
A case of silk, and braided thereupon
All the devices blazoned on the shield
In their own tinct, and added, of her wit,
A border fantasy of branch and flower,
And yellow-throated nestling in the nest.
Nor rested thus content, but day by day,
Leaving her household and good father, climbed
That eastern tower, and entering barred her door,
Stript off the case, and read the naked shield,
Now guessed a hidden meaning in his arms,
Now made a pretty history to herself
Of every dint a sword had beaten in it,
And every scratch a lance had made upon it,
Conjecturing when and where: this cut is fresh;
That ten years back; this dealt him at Caerlyle;
That at Caerleon; this at Camelot:
And ah God's mercy, what a stroke was there!
And here a thrust that might have killed, but God
Broke the strong lance, and rolled his enemy down,
And saved him: so she lived in fantasy.

How came the lily maid by that good shield
Of Lancelot, she that knew not even his name?
He left it with her, when he rode to tilt
For the great diamond in the diamond jousts,
Which Arthur had ordained, and by that name
Had named them, since a diamond was the prize.

For Arthur, long before they crowned him King,
Roving the trackless realms of Lyonnesse,
Had found a glen, gray boulder and black tarn.
A horror lived about the tarn, and clave
Like its own mists to all the mountain side:
For here two brothers, one a king, had met
And fought together; but their names were lost;
And each had slain his brother at a blow;
And down they fell and made the glen abhorred:
And there they lay till all their bones were bleached,
And lichened into colour with the crags:
And he, that once was king, had on a crown
Of diamonds, one in front, and four aside.
And Arthur came, and labouring up the pass,
All in a misty moonshine, unawares

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poem by Alfred Lord Tennyson
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Venus and Adonis

Even as the sun with purple-colour'd face
Had ta'en his last leave of the weeping morn,
Rose-cheek'd Adonis tried him to the chase;
Hunting he lov'd, but love he laugh'd to scorn;
Sick-thoughted Venus makes amain unto him,
And like a bold-fac'd suitor 'gins to woo him.
'Thrice fairer than myself,' thus she began,
'The field's chief flower, sweet above compare,
Stain to all nymphs, more lovely than a man,
More white and red than doves or roses are;
Nature that made thee, with herself at strife,
Saith that the world hath ending with thy life.
'Vouchsafe, thou wonder, to alight thy steed,
And rein his proud head to the saddle-bow;
If thou wilt deign this favour, for thy meed
A thousand honey secrets shalt thou know:
Here come and sit, where never serpent hisses;
And being set, I'll smother thee with kisses:
'And yet not cloy thy lips with loath'd satiety,
But rather famish them amid their plenty,
Making them red and pale with fresh variety;
Ten kisses short as one, one long as twenty:
A summer's day will seem an hour but short,
Being wasted in such time-beguiling sport.'
With this she seizeth on his sweating palm,
The precedent of pith and livelihood,
And, trembling in her passion, calls it balm,
Earth's sovereign salve to do a goddess good:
Being so enrag'd, desire doth lend her force
Courageously to pluck him from his horse.
Over one arm the lusty courser's rein
Under her other was the tender boy,
Who blush'd and pouted in a dull disdain,
With leaden appetite, unapt to toy;
She red and hot as coals of glowing fire
He red for shame, but frosty in desire.
The studded bridle on a ragged bough
Nimbly she fastens;--O! how quick is love:--
The steed is stalled up, and even now
To tie the rider she begins to prove:
Backward she push'd him, as she would be thrust,
And govern'd him in strength, though not in lust.
So soon was she along, as he was down,
Each leaning on their elbows and their hips:
Now doth she stroke his cheek, now doth he frown,
And 'gins to chide, but soon she stops his lips;
And kissing speaks, with lustful language broken,
'If thou wilt chide, thy lips shall never open.'
He burns with bashful shame; she with her tears
Doth quench the maiden burning of his cheeks;

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poem by William Shakespeare (1593)
Added by Dan Costinaş
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