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Faulkner turned out to be a great teacher. When a student asked a question ineptly, he answered the question with what the student had really wanted to know.

quote by Leslie Fiedler
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Give Your Heart To The Hawks

1 he apples hung until a wind at the equinox,

That heaped the beach with black weed, filled the dry grass

Under the old trees with rosy fruit.

In the morning Fayne Fraser gathered the sound ones into a

basket,

The bruised ones into a pan. One place they lay so thickly
She knelt to reach them.

Her husband's brother passing
Along the broken fence of the stubble-field,
His quick brown eyes took in one moving glance
A little gopher-snake at his feet flowing through the stubble
To gain the fence, and Fayne crouched after apples
With her mop of red hair like a glowing coal
Against the shadow in the garden. The small shapely reptile
Flowed into a thicket of dead thistle-stalks
Around a fence-post, but its tail was not hidden.
The young man drew it all out, and as the coil
Whipped over his wrist, smiled at it; he stepped carefully
Across the sag of the wire. When Fayne looked up
His hand was hidden; she looked over her shoulder
And twitched her sunburnt lips from small white teeth
To answer the spark of malice in his eyes, but turned
To the apples, intent again. Michael looked down
At her white neck, rarely touched by the sun,
But now the cinnabar-colored hair fell off from it;
And her shoulders in the light-blue shirt, and long legs like a boy's
Bare-ankled in blue-jean trousers, the country wear;
He stooped quietly and slipped the small cool snake
Up the blue-denim leg. Fayne screamed and writhed,
Clutching her thigh. 'Michael, you beast.' She stood up
And stroked her leg, with little sharp cries, the slender invader
Fell down her ankle.

Fayne snatched for it and missed;

Michael stood by rejoicing, his rather small

Finely cut features in a dance of delight;

Fayne with one sweep flung at his face

All the bruised and half-spoiled apples in the pan,

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poem by Robinson Jeffers
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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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Thurso’s Landing

I
The coast-road was being straightened and repaired again,
A group of men labored at the steep curve
Where it falls from the north to Mill Creek. They scattered and hid
Behind cut banks, except one blond young man
Who stooped over the rock and strolled away smiling
As if he shared a secret joke with the dynamite;
It waited until he had passed back of a boulder,
Then split its rock cage; a yellowish torrent
Of fragments rose up the air and the echoes bumped
From mountain to mountain. The men returned slowly
And took up their dropped tools, while a banner of dust
Waved over the gorge on the northwest wind, very high
Above the heads of the forest.
Some distance west of the road,
On the promontory above the triangle
Of glittering ocean that fills the gorge-mouth,
A woman and a lame man from the farm below
Had been watching, and turned to go down the hill. The young
woman looked back,
Widening her violet eyes under the shade of her hand. 'I think
they'll blast again in a minute.'
And the man: 'I wish they'd let the poor old road be. I don't
like improvements.' 'Why not?' 'They bring in the world;
We're well without it.' His lameness gave him some look of age
but he was young too; tall and thin-faced,
With a high wavering nose. 'Isn't he amusing,' she said, 'that
boy Rick Armstrong, the dynamite man,
How slowly he walks away after he lights the fuse. He loves to
show off. Reave likes him, too,'
She added; and they clambered down the path in the rock-face,
little dark specks
Between the great headland rock and the bright blue sea.

II
The road-workers had made their camp
North of this headland, where the sea-cliff was broken down and
sloped to a cove. The violet-eyed woman's husband,
Reave Thurso, rode down the slope to the camp in the gorgeous
autumn sundown, his hired man Johnny Luna
Riding behind him. The road-men had just quit work and four
or five were bathing in the purple surf-edge,
The others talked by the tents; blue smoke fragrant with food
and oak-wood drifted from the cabin stove-pipe
And slowly went fainting up the vast hill.
Thurso drew rein by
a group of men at a tent door
And frowned at them without speaking, square-shouldered and
heavy-jawed, too heavy with strength for so young a man,
He chose one of the men with his eyes. 'You're Danny Woodruff,

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poem by Robinson Jeffers
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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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Tamar

I
A night the half-moon was like a dancing-girl,
No, like a drunkard's last half-dollar
Shoved on the polished bar of the eastern hill-range,
Young Cauldwell rode his pony along the sea-cliff;
When she stopped, spurred; when she trembled, drove
The teeth of the little jagged wheels so deep
They tasted blood; the mare with four slim hooves
On a foot of ground pivoted like a top,
Jumped from the crumble of sod, went down, caught, slipped;
Then, the quick frenzy finished, stiffening herself
Slid with her drunken rider down the ledges,
Shot from sheer rock and broke
Her life out on the rounded tidal boulders.

The night you know accepted with no show of emotion the little
accident; grave Orion
Moved northwest from the naked shore, the moon moved to
meridian, the slow pulse of the ocean
Beat, the slow tide came in across the slippery stones; it drowned
the dead mare's muzzle and sluggishly
Felt for the rider; Cauldwell’s sleepy soul came back from the
blind course curious to know
What sea-cold fingers tapped the walls of its deserted ruin.
Pain, pain and faintness, crushing
Weights, and a vain desire to vomit, and soon again
die icy fingers, they had crept over the loose hand and lay in the
hair now. He rolled sidewise
Against mountains of weight and for another half-hour lay still.
With a gush of liquid noises
The wave covered him head and all, his body
Crawled without consciousness and like a creature with no bones,
a seaworm, lifted its face
Above the sea-wrack of a stone; then a white twilight grew about
the moon, and above
The ancient water, the everlasting repetition of the dawn. You
shipwrecked horseman
So many and still so many and now for you the last. But when it
grew daylight
He grew quite conscious; broken ends of bone ground on each
other among the working fibers
While by half-inches he was drawing himself out of the seawrack
up to sandy granite,
Out of the tide's path. Where the thin ledge tailed into flat cliff
he fell asleep. . . .
Far seaward
The daylight moon hung like a slip of cloud against the horizon.
The tide was ebbing
From the dead horse and the black belt of sea-growth. Cauldwell
seemed to have felt her crying beside him,

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poem by Robinson Jeffers
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Merlin And Vivien

A storm was coming, but the winds were still,
And in the wild woods of Broceliande,
Before an oak, so hollow, huge and old
It looked a tower of ivied masonwork,
At Merlin's feet the wily Vivien lay.

For he that always bare in bitter grudge
The slights of Arthur and his Table, Mark
The Cornish King, had heard a wandering voice,
A minstrel of Caerlon by strong storm
Blown into shelter at Tintagil, say
That out of naked knightlike purity
Sir Lancelot worshipt no unmarried girl
But the great Queen herself, fought in her name,
Sware by her--vows like theirs, that high in heaven
Love most, but neither marry, nor are given
In marriage, angels of our Lord's report.

He ceased, and then--for Vivien sweetly said
(She sat beside the banquet nearest Mark),
'And is the fair example followed, Sir,
In Arthur's household?'--answered innocently:

'Ay, by some few--ay, truly--youths that hold
It more beseems the perfect virgin knight
To worship woman as true wife beyond
All hopes of gaining, than as maiden girl.
They place their pride in Lancelot and the Queen.
So passionate for an utter purity
Beyond the limit of their bond, are these,
For Arthur bound them not to singleness.
Brave hearts and clean! and yet--God guide them--young.'

Then Mark was half in heart to hurl his cup
Straight at the speaker, but forbore: he rose
To leave the hall, and, Vivien following him,
Turned to her: 'Here are snakes within the grass;
And you methinks, O Vivien, save ye fear
The monkish manhood, and the mask of pure
Worn by this court, can stir them till they sting.'

And Vivien answered, smiling scornfully,
'Why fear? because that fostered at THY court
I savour of thy--virtues? fear them? no.
As Love, if Love is perfect, casts out fear,
So Hate, if Hate is perfect, casts out fear.
My father died in battle against the King,
My mother on his corpse in open field;
She bore me there, for born from death was I
Among the dead and sown upon the wind--

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poem by Alfred Lord Tennyson
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Teacher, Teacher

Just when I thought I finally learned my lesson well,
There was more to this than meets the eye.
And for all the things you taught me, only time will tell,
If I'll be able to survive. Oh yeah.
Teacher, teacher, can you teach me?
Can you tell me all I need to know?
Teacher, teacher, can you reach me?
Or will I fall when you let me go? Oh no.
Am I ready for the real world, will I pass the test?
You know it's a jungle out there.
Ain't nothin' gonna stop me, I won't be second best,
But the joke's on those who believe the system's fair, oh yeah.
Teacher, teacher, can you teach me?
Can you tell me if I'm right or wrong?
Teacher, teacher, can you reach me?
I wanna know what's goin' on, Oh yeah.
So the years go on and on, but nothing's lost or won.
And what you learned is soon forgotten.
They take the best years of your life,
Try to tell you wrong from right,
But you walk away with nothing. Oh Oh.
Teacher, teacher, can you teach me?
Can you tell me all I need to know?
Teacher, teacher, can you reach me?
Or will I fall when you let me go?
Teacher, teacher, can you teach me?
Can you tell me if I'm right or wrong?
Teacher, teacher, can you reach me?
I wanna know what's goin' on, Oh
Teacher, teacher, can you teach me?
Teacher, teacher, can you reach me?
Teacher, teacher, can you teach me?
Teacher, teacher, Ooh yeah.
Teacher, teacher
Teacher, teacher
~Adams, Vallance

song performed by 38 Special
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Gareth And Lynette

The last tall son of Lot and Bellicent,
And tallest, Gareth, in a showerful spring
Stared at the spate. A slender-shafted Pine
Lost footing, fell, and so was whirled away.
'How he went down,' said Gareth, 'as a false knight
Or evil king before my lance if lance
Were mine to use--O senseless cataract,
Bearing all down in thy precipitancy--
And yet thou art but swollen with cold snows
And mine is living blood: thou dost His will,
The Maker's, and not knowest, and I that know,
Have strength and wit, in my good mother's hall
Linger with vacillating obedience,
Prisoned, and kept and coaxed and whistled to--
Since the good mother holds me still a child!
Good mother is bad mother unto me!
A worse were better; yet no worse would I.
Heaven yield her for it, but in me put force
To weary her ears with one continuous prayer,
Until she let me fly discaged to sweep
In ever-highering eagle-circles up
To the great Sun of Glory, and thence swoop
Down upon all things base, and dash them dead,
A knight of Arthur, working out his will,
To cleanse the world. Why, Gawain, when he came
With Modred hither in the summertime,
Asked me to tilt with him, the proven knight.
Modred for want of worthier was the judge.
Then I so shook him in the saddle, he said,
"Thou hast half prevailed against me," said so--he--
Though Modred biting his thin lips was mute,
For he is alway sullen: what care I?'

And Gareth went, and hovering round her chair
Asked, 'Mother, though ye count me still the child,
Sweet mother, do ye love the child?' She laughed,
'Thou art but a wild-goose to question it.'
'Then, mother, an ye love the child,' he said,
'Being a goose and rather tame than wild,
Hear the child's story.' 'Yea, my well-beloved,
An 'twere but of the goose and golden eggs.'

And Gareth answered her with kindling eyes,
'Nay, nay, good mother, but this egg of mine
Was finer gold than any goose can lay;
For this an Eagle, a royal Eagle, laid
Almost beyond eye-reach, on such a palm
As glitters gilded in thy Book of Hours.
And there was ever haunting round the palm
A lusty youth, but poor, who often saw

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poem by Alfred Lord Tennyson
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Eighth Book

ONE eve it happened when I sate alone,
Alone upon the terrace of my tower,
A book upon my knees, to counterfeit
The reading that I never read at all,
While Marian, in the garden down below,
Knelt by the fountain (I could just hear thrill
The drowsy silence of the exhausted day)
And peeled a new fig from that purple heap
In the grass beside her,–turning out the red
To feed her eager child, who sucked at it
With vehement lips across a gap of air
As he stood opposite, face and curls a-flame
With that last sun-ray, crying, 'give me, give,'
And stamping with imperious baby-feet,
(We're all born princes)–something startled me,–
The laugh of sad and innocent souls, that breaks
Abruptly, as if frightened at itself;
'Twas Marian laughed. I saw her glance above
In sudden shame that I should hear her laugh,
And straightway dropped my eyes upon my book,
And knew, the first time, 'twas Boccaccio's tales,
The Falcon's,–of the lover who for love
Destroyed the best that loved him. Some of us
Do it still, and then we sit and laugh no more.
Laugh you, sweet Marian! you've the right to laugh,
Since God himself is for you, and a child!
For me there's somewhat less,–and so, I sigh.

The heavens were making room to hold the night,
The sevenfold heavens unfolding all their gates
To let the stars out slowly (prophesied
In close-approaching advent, not discerned),
While still the cue-owls from the cypresses
Of the Poggio called and counted every pulse
Of the skyey palpitation. Gradually
The purple and transparent shadows slow
Had filled up the whole valley to the brim,
And flooded all the city, which you saw
As some drowned city in some enchanted sea,
Cut off from nature,–drawing you who gaze,
With passionate desire, to leap and plunge,
And find a sea-king with a voice of waves,
And treacherous soft eyes, and slippery locks
You cannot kiss but you shall bring away
Their salt upon your lips. The duomo-bell
Strikes ten, as if it struck ten fathoms down,
So deep; and fifty churches answer it
The same, with fifty various instances.
Some gaslights tremble along squares and streets
The Pitti's palace-front is drawn in fire:

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poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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VI. Giuseppe Caponsacchi

Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,

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poem by Robert Browning from The Ring and the Book
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Teacher Man

The Teacher Man teaches kids from all over the world
The Teacher Man teaches no matter boy or girl
The Teacher Man teaches Christans, Musilms, and Jews
The Teacher Man teaches those who say 'God I don't believe in you'
The Teacher Man teaches over demands for more recess
The Teacher Man teaches to only demand the best
The Teacher Man teaches Science, Reading, and Math
The Teacher Man teaches how to live out of class

The Teacher Man teaches all how to share
The Teacher Man teaches that we all should care
The Teacher Man teaches how to keep an open mind
The Teacher Man teaches with a kick in the behind
The Teacher Man teaches there are lessons in life
The Teacher Man teaches how to overcome strife
The Teacher Man teaches there's nothing wrong with a hug
The Teacher Man teaches the world changes with Love

The Teacher Man teaches the rich and the poor
The Teacher Man teaches those who are ready for more
The Teacher Man teaches how to look someone in the eye
The Teacher Man teaches how to accept someone in their cry
The Teacher Man teaches in more than one tounge
The Teacher Man teaches how to make working hard fun
The Teacher Man teaches all the colors of the land
But, most important of all, he teaches we should take a stand

Take a Stand, Take a Stand, for what you believe
Take a Stand, Take a Stand, and you will be free
Take a Stand, Take a Stand, for the least of the least
Take such Stand man, and you will find peace

He's the Teacher Man

poem by Ary Bolanos
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The Marriage Of Geraint

The brave Geraint, a knight of Arthur's court,
A tributary prince of Devon, one
Of that great Order of the Table Round,
Had married Enid, Yniol's only child,
And loved her, as he loved the light of Heaven.
And as the light of Heaven varies, now
At sunrise, now at sunset, now by night
With moon and trembling stars, so loved Geraint
To make her beauty vary day by day,
In crimsons and in purples and in gems.
And Enid, but to please her husband's eye,
Who first had found and loved her in a state
Of broken fortunes, daily fronted him
In some fresh splendour; and the Queen herself,
Grateful to Prince Geraint for service done,
Loved her, and often with her own white hands
Arrayed and decked her, as the loveliest,
Next after her own self, in all the court.
And Enid loved the Queen, and with true heart
Adored her, as the stateliest and the best
And loveliest of all women upon earth.
And seeing them so tender and so close,
Long in their common love rejoiced Geraint.
But when a rumour rose about the Queen,
Touching her guilty love for Lancelot,
Though yet there lived no proof, nor yet was heard
The world's loud whisper breaking into storm,
Not less Geraint believed it; and there fell
A horror on him, lest his gentle wife,
Through that great tenderness for Guinevere,
Had suffered, or should suffer any taint
In nature: wherefore going to the King,
He made this pretext, that his princedom lay
Close on the borders of a territory,
Wherein were bandit earls, and caitiff knights,
Assassins, and all flyers from the hand
Of Justice, and whatever loathes a law:
And therefore, till the King himself should please
To cleanse this common sewer of all his realm,
He craved a fair permission to depart,
And there defend his marches; and the King
Mused for a little on his plea, but, last,
Allowing it, the Prince and Enid rode,
And fifty knights rode with them, to the shores
Of Severn, and they past to their own land;
Where, thinking, that if ever yet was wife
True to her lord, mine shall be so to me,
He compassed her with sweet observances
And worship, never leaving her, and grew
Forgetful of his promise to the King,

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poem by Alfred Lord Tennyson
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The Odyssey: Book 19

Ulysses was left in the cloister, pondering on the means whereby
with Minerva's help he might be able to kill the suitors. Presently he
said to Telemachus, "Telemachus, we must get the armour together and
take it down inside. Make some excuse when the suitors ask you why you
have removed it. Say that you have taken it to be out of the way of
the smoke, inasmuch as it is no longer what it was when Ulysses went
away, but has become soiled and begrimed with soot. Add to this more
particularly that you are afraid Jove may set them on to quarrel
over their wine, and that they may do each other some harm which may
disgrace both banquet and wooing, for the sight of arms sometimes
tempts people to use them."
Telemachus approved of what his father had said, so he called
nurse Euryclea and said, "Nurse, shut the women up in their room,
while I take the armour that my father left behind him down into the
store room. No one looks after it now my father is gone, and it has
got all smirched with soot during my own boyhood. I want to take it
down where the smoke cannot reach it."
"I wish, child," answered Euryclea, "that you would take the
management of the house into your own hands altogether, and look after
all the property yourself. But who is to go with you and light you
to the store room? The maids would have so, but you would not let
them.
"The stranger," said Telemachus, "shall show me a light; when people
eat my bread they must earn it, no matter where they come from."
Euryclea did as she was told, and bolted the women inside their
room. Then Ulysses and his son made all haste to take the helmets,
shields, and spears inside; and Minerva went before them with a gold
lamp in her hand that shed a soft and brilliant radiance, whereon
Telemachus said, "Father, my eyes behold a great marvel: the walls,
with the rafters, crossbeams, and the supports on which they rest
are all aglow as with a flaming fire. Surely there is some god here
who has come down from heaven."
"Hush," answered Ulysses, "hold your peace and ask no questions, for
this is the manner of the gods. Get you to your bed, and leave me here
to talk with your mother and the maids. Your mother in her grief
will ask me all sorts of questions."
On this Telemachus went by torch-light to the other side of the
inner court, to the room in which he always slept. There he lay in his
bed till morning, while Ulysses was left in the cloister pondering
on the means whereby with Minerva's help he might be able to kill
the suitors.
Then Penelope came down from her room looking like Venus or Diana,
and they set her a seat inlaid with scrolls of silver and ivory near
the fire in her accustomed place. It had been made by Icmalius and had
a footstool all in one piece with the seat itself; and it was
covered with a thick fleece: on this she now sat, and the maids came
from the women's room to join her. They set about removing the
tables at which the wicked suitors had been dining, and took away
the bread that was left, with the cups from which they had drunk. They
emptied the embers out of the braziers, and heaped much wood upon them

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poem by Homer, translated by Samuel Butler
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Teacher Says, Teacher Goes

Teacher says,
teacher goes,
teacher smiles,
teacher knows,

what you have done,
was clearly a mistake,
maybe it is,
time for a break.

Teacher says,
teacher goes,
teacher smiles,
teacher knows,

that you have been naughty.
That you have been quite foughty.
That you are being rude,
don't call teacher a dude.

Teacher says,
teacher goes,
teacher smilies,
teacher know,

that you were making faces,
behind teachers back,
that you were throwing spitballs,
at the teacher's pet.

Teacher says,
teacher goes,
teacher smiles,
teacher knows.

So enough is said,
so now you know,
that whatever you do.....

Teacher says,
Teacher goes,
Teacher smilies,
Teacher knows

poem by Jasmine Aira
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Second Book

TIMES followed one another. Came a morn
I stood upon the brink of twenty years,
And looked before and after, as I stood
Woman and artist,–either incomplete,
Both credulous of completion. There I held
The whole creation in my little cup,
And smiled with thirsty lips before I drank,
'Good health to you and me, sweet neighbour mine
And all these peoples.'
I was glad, that day;
The June was in me, with its multitudes
Of nightingales all singing in the dark,
And rosebuds reddening where the calyx split.
I felt so young, so strong, so sure of God!
So glad, I could not choose be very wise!
And, old at twenty, was inclined to pull
My childhood backward in a childish jest
To see the face of't once more, and farewell!
In which fantastic mood I bounded forth
At early morning,–would not wait so long
As even to snatch my bonnet by the strings,
But, brushing a green trail across the lawn
With my gown in the dew, took will and way
Among the acacias of the shrubberies,
To fly my fancies in the open air
And keep my birthday, till my aunt awoke
To stop good dreams. Meanwhile I murmured on,
As honeyed bees keep humming to themselves;
'The worthiest poets have remained uncrowned
Till death has bleached their foreheads to the bone,
And so with me it must be, unless I prove
Unworthy of the grand adversity,–
And certainly I would not fail so much.
What, therefore, if I crown myself to-day
In sport, not pride, to learn the feel of it,
Before my brows be numb as Dante's own
To all the tender pricking of such leaves?
Such leaves? what leaves?'
I pulled the branches down,
To choose from.
'Not the bay! I choose no bay;
The fates deny us if we are overbold:
Nor myrtle–which means chiefly love; and love
Is something awful which one dare not touch
So early o' mornings. This verbena strains
The point of passionate fragrance; and hard by,
This guelder rose, at far too slight a beck
Of the wind, will toss about her flower-apples.
Ah–there's my choice,–that ivy on the wall,
That headlong ivy! not a leaf will grow

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poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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Geraint And Enid

O purblind race of miserable men,
How many among us at this very hour
Do forge a life-long trouble for ourselves,
By taking true for false, or false for true;
Here, through the feeble twilight of this world
Groping, how many, until we pass and reach
That other, where we see as we are seen!

So fared it with Geraint, who issuing forth
That morning, when they both had got to horse,
Perhaps because he loved her passionately,
And felt that tempest brooding round his heart,
Which, if he spoke at all, would break perforce
Upon a head so dear in thunder, said:
'Not at my side. I charge thee ride before,
Ever a good way on before; and this
I charge thee, on thy duty as a wife,
Whatever happens, not to speak to me,
No, not a word!' and Enid was aghast;
And forth they rode, but scarce three paces on,
When crying out, 'Effeminate as I am,
I will not fight my way with gilded arms,
All shall be iron;' he loosed a mighty purse,
Hung at his belt, and hurled it toward the squire.
So the last sight that Enid had of home
Was all the marble threshold flashing, strown
With gold and scattered coinage, and the squire
Chafing his shoulder: then he cried again,
'To the wilds!' and Enid leading down the tracks
Through which he bad her lead him on, they past
The marches, and by bandit-haunted holds,
Gray swamps and pools, waste places of the hern,
And wildernesses, perilous paths, they rode:
Round was their pace at first, but slackened soon:
A stranger meeting them had surely thought
They rode so slowly and they looked so pale,
That each had suffered some exceeding wrong.
For he was ever saying to himself,
'O I that wasted time to tend upon her,
To compass her with sweet observances,
To dress her beautifully and keep her true'--
And there he broke the sentence in his heart
Abruptly, as a man upon his tongue
May break it, when his passion masters him.
And she was ever praying the sweet heavens
To save her dear lord whole from any wound.
And ever in her mind she cast about
For that unnoticed failing in herself,
Which made him look so cloudy and so cold;
Till the great plover's human whistle amazed

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poem by Alfred Lord Tennyson
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The Iliad: Book 10

Now the other princes of the Achaeans slept soundly the whole
night through, but Agamemnon son of Atreus was troubled, so that he
could get no rest. As when fair Juno's lord flashes his lightning in
token of great rain or hail or snow when the snow-flakes whiten the
ground, or again as a sign that he will open the wide jaws of hungry
war, even so did Agamemnon heave many a heavy sigh, for his soul
trembled within him. When he looked upon the plain of Troy he
marvelled at the many watchfires burning in front of Ilius, and at the
sound of pipes and flutes and of the hum of men, but when presently he
turned towards the ships and hosts of the Achaeans, he tore his hair
by handfuls before Jove on high, and groaned aloud for the very
disquietness of his soul. In the end he deemed it best to go at once
to Nestor son of Neleus, and see if between them they could find any
way of the Achaeans from destruction. He therefore rose, put on his
shirt, bound his sandals about his comely feet, flung the skin of a
huge tawny lion over his shoulders- a skin that reached his feet-
and took his spear in his hand.
Neither could Menelaus sleep, for he, too, boded ill for the Argives
who for his sake had sailed from far over the seas to fight the
Trojans. He covered his broad back with the skin of a spotted panther,
put a casque of bronze upon his head, and took his spear in his brawny
hand. Then he went to rouse his brother, who was by far the most
powerful of the Achaeans, and was honoured by the people as though
he were a god. He found him by the stern of his ship already putting
his goodly array about his shoulders, and right glad was he that his
brother had come.
Menelaus spoke first. "Why," said he, "my dear brother, are you thus
arming? Are you going to send any of our comrades to exploit the
Trojans? I greatly fear that no one will do you this service, and
spy upon the enemy alone in the dead of night. It will be a deed of
great daring."
And King Agamemnon answered, "Menelaus, we both of us need shrewd
counsel to save the Argives and our ships, for Jove has changed his
mind, and inclines towards Hector's sacrifices rather than ours. I
never saw nor heard tell of any man as having wrought such ruin in one
day as Hector has now wrought against the sons of the Achaeans- and
that too of his own unaided self, for he is son neither to god nor
goddess. The Argives will rue it long and deeply. Run, therefore, with
all speed by the line of the ships, and call Ajax and Idomeneus.
Meanwhile I will go to Nestor, and bid him rise and go about among the
companies of our sentinels to give them their instructions; they
will listen to him sooner than to any man, for his own son, and
Meriones brother in arms to Idomeneus, are captains over them. It
was to them more particularly that we gave this charge."
Menelaus replied, "How do I take your meaning? Am I to stay with
them and wait your coming, or shall I return here as soon as I have
given your orders?" "Wait," answered King Agamemnon, "for there are so
many paths about the camp that we might miss one another. Call every
man on your way, and bid him be stirring; name him by his lineage
and by his father's name, give each all titular observance, and

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poem by Homer, translated by Samuel Butler
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A bad or a good teacher

A bad teacher is negatively pessimistic
A good teacher is positively optimistic

A bad teacher swears all the time
A good teacher cares in their prime

A bad teacher passes on rude fear
A good teacher has on good ears

A bad teacher discourages
A good teacher encourages

A bad teacher despairs
A good teacher prepares

A bad teacher likes to bitch
A good teacher likes to teach

A bad teacher shouts every moment
A good teacher scouts for every talent

A bad teacher is up for crude devices
A good teacher is up for good advice

A bad teacher lets students fight on in the dark
A good teacher sets students on the right track

A bad teacher feeds on their looks
A good teachers reads many books

A bad teacher sings along with wrong faults
A good teacher brings along the right results

Copyright 2006 - Sylvia Chidi

www.sylviachidi.co.uk

poem by Sylvia Chidi
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The Odyssey: Book 17

When the child of morning, rosy-fingered Dawn, appeared,
Telemachus bound on his sandals and took a strong spear that suited
his hands, for he wanted to go into the city. "Old friend," said he to
the swineherd, "I will now go to the town and show myself to my
mother, for she will never leave off grieving till she has seen me. As
for this unfortunate stranger, take him to the town and let him beg
there of any one who will give him a drink and a piece of bread. I
have trouble enough of my own, and cannot be burdened with other
people. If this makes him angry so much the worse for him, but I
like to say what I mean."
Then Ulysses said, "Sir, I do not want to stay here; a beggar can
always do better in town than country, for any one who likes can
give him something. I am too old to care about remaining here at the
beck and call of a master. Therefore let this man do as you have
just told him, and take me to the town as soon as I have had a warm by
the fire, and the day has got a little heat in it. My clothes are
wretchedly thin, and this frosty morning I shall be perished with
cold, for you say the city is some way off."
On this Telemachus strode off through the yards, brooding his
revenge upon the When he reached home he stood his spear against a
bearing-post of the cloister, crossed the stone floor of the
cloister itself, and went inside.
Nurse Euryclea saw him long before any one else did. She was putting
the fleeces on to the seats, and she burst out crying as she ran up to
him; all the other maids came up too, and covered his head and
shoulders with their kisses. Penelope came out of her room looking
like Diana or Venus, and wept as she flung her arms about her son. She
kissed his forehead and both his beautiful eyes, "Light of my eyes,"
she cried as she spoke fondly to him, "so you are come home again; I
made sure I was never going to see you any more. To think of your
having gone off to Pylos without saying anything about it or obtaining
my consent. But come, tell me what you saw."
"Do not scold me, mother,' answered Telemachus, "nor vex me,
seeing what a narrow escape I have had, but wash your face, change
your dress, go upstairs with your maids, and promise full and
sufficient hecatombs to all the gods if Jove will only grant us our
revenge upon the suitors. I must now go to the place of assembly to
invite a stranger who has come back with me from Pylos. I sent him
on with my crew, and told Piraeus to take him home and look after
him till I could come for him myself."
She heeded her son's words, washed her face, changed her dress,
and vowed full and sufficient hecatombs to all the gods if they
would only vouchsafe her revenge upon the suitors.
Telemachus went through, and out of, the cloisters spear in hand-
not alone, for his two fleet dogs went with him. Minerva endowed him
with a presence of such divine comeliness that all marvelled at him as
he went by, and the suitors gathered round him with fair words in
their mouths and malice in their hearts; but he avoided them, and went
to sit with Mentor, Antiphus, and Halitherses, old friends of his
father's house, and they made him tell them all that had happened to

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poem by Homer, translated by Samuel Butler
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The Odyssey: Book 11

Then, when we had got down to the sea shore we drew our ship into
the water and got her mast and sails into her; we also put the sheep
on board and took our places, weeping and in great distress of mind.
Circe, that great and cunning goddess, sent us a fair wind that blew
dead aft and stayed steadily with us keeping our sails all the time
well filled; so we did whatever wanted doing to the ship's gear and
let her go as the wind and helmsman headed her. All day long her sails
were full as she held her course over the sea, but when the sun went
down and darkness was over all the earth, we got into the deep
waters of the river Oceanus, where lie the land and city of the
Cimmerians who live enshrouded in mist and darkness which the rays
of the sun never pierce neither at his rising nor as he goes down
again out of the heavens, but the poor wretches live in one long
melancholy night. When we got there we beached the ship, took the
sheep out of her, and went along by the waters of Oceanus till we came
to the place of which Circe had told us.
"Here Perimedes and Eurylochus held the victims, while I drew my
sword and dug the trench a cubit each way. I made a drink-offering
to all the dead, first with honey and milk, then with wine, and
thirdly with water, and I sprinkled white barley meal over the
whole, praying earnestly to the poor feckless ghosts, and promising
them that when I got back to Ithaca I would sacrifice a barren
heifer for them, the best I had, and would load the pyre with good
things. I also particularly promised that Teiresias should have a
black sheep to himself, the best in all my flocks. When I had prayed
sufficiently to the dead, I cut the throats of the two sheep and let
the blood run into the trench, whereon the ghosts came trooping up
from Erebus- brides, young bachelors, old men worn out with toil,
maids who had been crossed in love, and brave men who had been
killed in battle, with their armour still smirched with blood; they
came from every quarter and flitted round the trench with a strange
kind of screaming sound that made me turn pale with fear. When I saw
them coming I told the men to be quick and flay the carcasses of the
two dead sheep and make burnt offerings of them, and at the same
time to repeat prayers to Hades and to Proserpine; but I sat where I
was with my sword drawn and would not let the poor feckless ghosts
come near the blood till Teiresias should have answered my questions.
"The first ghost 'that came was that of my comrade Elpenor, for he
had not yet been laid beneath the earth. We had left his body
unwaked and unburied in Circe's house, for we had had too much else to
do. I was very sorry for him, and cried when I saw him: 'Elpenor,'
said I, 'how did you come down here into this gloom and darkness?
You have here on foot quicker than I have with my ship.'
"'Sir,' he answered with a groan, 'it was all bad luck, and my own
unspeakable drunkenness. I was lying asleep on the top of Circe's
house, and never thought of coming down again by the great staircase
but fell right off the roof and broke my neck, so my soul down to
the house of Hades. And now I beseech you by all those whom you have
left behind you, though they are not here, by your wife, by the father
who brought you up when you were a child, and by Telemachus who is the

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poem by Homer, translated by Samuel Butler
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