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Well, the teacher I studied with for nineteen and a half years was a man named Paul Gavert. He was a great lieder singer, so basically I'm a trained lieder singer because of that teacher. The teacher I currently study with - since 1995 - is Joan Lader, who also studied with Gavert.

quote by Betty Buckley
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How the Boy Stole Christmas

Based on 'How the Grinch Stole Christmas', by Dr. Seuss.
Done for a school project=)

Once, upon a falling snowflake,
In a land far, far away,
There lived all the Whats,
Preparing for Christmas day.

There was one What that stuck out,
The richest What of them all,
He had light brown hair, and big brown eyes
His given name was Paul.

Paul was a greedy boy,
His best friend was Ebenezer Scrooge
And anytime Paul lied,
His little nose turned huge!

Paul was the only What in Whattown,
That really hated this time of the year,
He ruined all the children’s fun,
His pranks were in full gear.

Paul thought Christmas was just trouble,
He only thought of himself,
He thought that Santa Claus was stupid,
And hurt the feelings of every single elf.

He hated everybody that liked Christmas,
There was only one exception of his,
A beautiful What named Rachel,
Whom he never wanted to diss.

Now every story has a problem,
And this one’s is pretty big,
Paul crushed on the Christmas-lover Rachel,
But Rachel thought Paul was a pig.

You see, Rachel was an EXTREME Christmas fanatic,
Loving every aspect of it,
She volunteered everywhere that she could,
And her money? Donated every bit.

She helped out at school and Church,
Sang carols at the old folks’ home,
Baked cookies with younger children,
Made ornaments out of foam.

Rachel hated anybody that hated Christmas,
She was like a packaged deal,

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poem by Selina Marie
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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

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

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

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

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poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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The Shadow

Paul Jannes was working very late,
For this watch must be done by eight
To-morrow or the Cardinal
Would certainly be vexed. Of all
His customers the old prelate
Was the most important, for his state
Descended to his watches and rings,
And he gave his mistresses many things
To make them forget his age and smile
When he paid visits, and they could while
The time away with a diamond locket
Exceedingly well. So they picked his pocket,
And he paid in jewels for his slobbering kisses.
This watch was made to buy him blisses
From an Austrian countess on her way
Home, and she meant to start next day.

Paul worked by the pointed, tulip-flame
Of a tallow candle, and became
So absorbed, that his old clock made him wince
Striking the hour a moment since.
Its echo, only half apprehended,
Lingered about the room. He ended
Screwing the little rubies in,
Setting the wheels to lock and spin,
Curling the infinitesimal springs,
Fixing the filigree hands. Chippings
Of precious stones lay strewn about.
The table before him was a rout
Of splashes and sparks of coloured light.
There was yellow gold in sheets, and quite
A heap of emeralds, and steel.
Here was a gem, there was a wheel.
And glasses lay like limpid lakes
Shining and still, and there were flakes
Of silver, and shavings of pearl,
And little wires all awhirl
With the light of the candle. He took the watch
And wound its hands about to match
The time, then glanced up to take the hour
From the hanging clock.
Good, Merciful Power!
How came that shadow on the wall,
No woman was in the room! His tall
Chiffonier stood gaunt behind
His chair. His old cloak, rabbit-lined,
Hung from a peg. The door was closed.
Just for a moment he must have dozed.
He looked again, and saw it plain.

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poem by Amy Lowell
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The Twin with the Purple Heart

One of the girls had unblemished skin,
One had a purple mark,
But for the stain on her shoulder there
You couldn't tell them apart.
While Jane was born at quarter to three
Joan was at ten to four,
Jane was destined for wealth and fame,
While Joan would be always poor!

As Joan had cried, the mother died,
The bombers were over the town,
The hospital where the daughters lay
Was hit, came tumbling down.
An aunt took Jane, and headed north,
A nurse took Joan due west,
So one was raised in a simple home,
The other had only the best.

The Marchioness of Huntingdon,
The title was left to Jane,
Along with a hundred thousand pounds,
A manor with moat, and game,
She'd heard that she had a twin out there
But lost in the war at the start,
She'd looked in vain, but the daughter Jane
Was the twin with the purple heart.

Her aunt had said, it marked her out,
The first born, and the heir,
To claim the entire inheritance,
Her sister had no share,
So Jane had put Joan out of her mind,
Grew arrogant, and vain,
If Joan turned up on her doorstep she
Would say that she had no claim!

She fell in love with a nobleman,
Impoverished though he was,
And he had envied the fortune that
His forebears long had lost,
He'd been betrothed to a simple girl
But said to return the ring,
A Baron wed to a Marchioness
Was a more exciting thing!

They wed in the Spring in a stately home,
His spurned ex-love had cried,
She kept the newspaper cuttings of
The bridegroom and the bride,
She swore she'd get her revenge one day,

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poem by David Lewis Paget
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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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A Girl Named Paige

A girl named Paige
With eyes and a face so bright
A girl named Paige
Came into my dreary life
My life, so dark
So full of strife

A girl named Paige
About her I was told
To keep me away until I was old
A girl named Paige
A lesson she did teach
For me to keep sight of my reach

A girl named Paige
Broke my heart
As my world fell apart
A girl named Paige
Perfectly took the part
While adding another fool to her cart

A girl named Paige
Shook my whole world
My eyes were on no other girl
A girl named Paige
Fooled me into loving her
While she secretly lusted another, and another

A girl named Paige
Caused me endless pain
Of this, I'm not ashamed
A girl named Paige
Made me go insane
This girl is love's bane

A girl named Paige
Caused me to do so much
To love her such
A girl named Paige
Made my heart bleed
The woe of pain it did heed

A girl named Paige
I'll never be the same
In that group, she came
A girl named Paige
I loved a whole whole lot
A feeling she returned, did not

A girl named Paige

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poem by Joseph Shofner
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VII. Pompilia

I am just seventeen years and five months old,
And, if I lived one day more, three full weeks;
'T is writ so in the church's register,
Lorenzo in Lucina, all my names
At length, so many names for one poor child,
—Francesca Camilla Vittoria Angela
Pompilia Comparini,—laughable!
Also 't is writ that I was married there
Four years ago: and they will add, I hope,
When they insert my death, a word or two,—
Omitting all about the mode of death,—
This, in its place, this which one cares to know,
That I had been a mother of a son
Exactly two weeks. It will be through grace
O' the Curate, not through any claim I have;
Because the boy was born at, so baptized
Close to, the Villa, in the proper church:
A pretty church, I say no word against,
Yet stranger-like,—while this Lorenzo seems
My own particular place, I always say.
I used to wonder, when I stood scarce high
As the bed here, what the marble lion meant,
With half his body rushing from the wall,
Eating the figure of a prostrate man—
(To the right, it is, of entry by the door)
An ominous sign to one baptized like me,
Married, and to be buried there, I hope.
And they should add, to have my life complete,
He is a boy and Gaetan by name—
Gaetano, for a reason,—if the friar
Don Celestine will ask this grace for me
Of Curate Ottoboni: he it was
Baptized me: he remembers my whole life
As I do his grey hair.

All these few things
I know are true,—will you remember them?
Because time flies. The surgeon cared for me,
To count my wounds,—twenty-two dagger-wounds,
Five deadly, but I do not suffer much—
Or too much pain,—and am to die to-night.

Oh how good God is that my babe was born,
—Better than born, baptized and hid away
Before this happened, safe from being hurt!
That had been sin God could not well forgive:
He was too young to smile and save himself.
When they took two days after he was born,
My babe away from me to be baptized
And hidden awhile, for fear his foe should find,—

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poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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V. Count Guido Franceschini

Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!

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poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Give The Po Man A Break

Give po man a break
Give po man a break
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a

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song performed by Fatboy Slim
Added by Lucian Velea
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Gimme The Light Remix,

[Intro]
[Busta Rhymes:] Ay yo Sean Paul!!!
[Sean Paul:] Yo yo
[Busta Rhymes:] A Busta Rhymes this yuh know
[Sean Paul:] Wah gwaan
[Busta Rhymes]
Pass me the blow torch let me light up this big head nigga
[Sean Paul:] No doubt
[Busta Rhymes:] Bring dat come rudebwoy
[Sean Paul:] A Dutty Yeah!!!
[Busta Rhymes:] Flipmode check it!!!
[Chorus (Busta Rhymes):]
Just gimme the light and pass the dro! Buss anotha bokkle a moe
(Huh huh huh huh huh come on)
Gal dem inna mi sight and I got to know (Yeah, yeah)
Which one is gonna catch my flow (Busta Bus now)
Cause I'm inna di vibe and I got my dough! (Yeah, Sean Paul now)
Buss anotha bokkle a moe
(Remix, remix, remix) Gal dem lookin hype and I got to know!!!
[Verse 1: Busta Rhymes]
Yeah yeah check it, clap oonu hand oonu fi clap oonu hand
Busta Bus inna di place oonu fi clap oonu hand
Seh mi and Sean Paul link up come fi create a plan
To go a dancehall buss it up and mek couple grand
Run the streets you never move without the rest of the clan
With a nine in the door panel in the side of the van
Despite the hate that be always comin for you and your man
It's Flipmode and Sean Paul nigga, understand
[Sean Paul]
Tell dem nuh ready fi di level weh di Dutty deh pon
Turn up di bass and di treble music a di weopen
Gal a whine up dem waist like a phenomenom
All over di world oonu fi sing this a song yo
[Chorus]
Just gimme the light and pass the dro! Buss anotha bottle a moe
Gal dem inna mi sight and I got to know (Yo, yo, yo yo yo)
Which one is gonna catch my flow
Cause mi inna di vibe and I got my dough! (Flipmode baby!!!)
Buss anotha bottle a moe (Come on, Sean Paul baby!!!)
Gal dem lookin hype and I got to know!!!
(Come on, yeah, yeah, Busta Bus now!!!)
[Verse 2: Busta Rhymes]
We be blazin cellular phones in wire or cingular
And still gotta connect to smoke a piece of the rizla
See if you could in a philly or a chalice I'm givin you
The chance to smoke up until a ugly chick look like Vivica Fox
Clap oonu hand oonu fi clap oonu hand
Busta Bus inna di place oonu fi clap oonu hand
Seh mi and Sean Paul link up come fi create a plan
To go a dancehall buss it up and mek couple grand

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song performed by Sean Paul
Added by Lucian Velea
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Down By The Riverside

(public domain)
Im gonna lay down my burden, down by the riverside,
Down by the riverside, down by the riverside
Im gonna lay down my burden, down by the riverside,
Im gonna study war no more
I aint a gonna study war no more, I aint a gonna study war no more
I aint a gonna study war no more, I aint a gonna study war no more
I aint a gonna study war no more, I aint a gonna study war no more
Well, Im gonna put on my long white robe, (where? ) down by the riverside (oh)
Down by the riverside, down by the riverside
Im gonna put on my long white robe, (where? ) down by the riverside
Im gonna study war no more
I aint a gonna study war no more, I aint a gonna study war no more
I aint a gonna study war no more, I aint a gonna study war no more
I aint a gonna study war no more, I aint a gonna study war no more
Well, Im gonna lay down my sword and shield, (where? ) down by the riverside
Down by the riverside, down by the riverside
Im gonna lay down my sword and shield, (a-ha) down by the riverside
Im gonna study war no more
I aint a gonna study war no more, I aint a gonna study war no more
I aint a gonna study war no more, I aint a gonna study war no more
I aint a gonna study war no more, I aint a gonna study war no more

song performed by Elvis Presley
Added by Lucian Velea
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Joan and Romeo's Juliet

Once upon a time,
There was a Romeo and a Juliet
But Juliet was really Joan
who left Romeo to lead the captives to victory
Then captured and put on trial for heresy
After judgment was rendered, but before being burned at the stake,
a peasant girl loosened Joan's chains and won her heart
They Escaped to France to
live happily ever after in eachother's arms

Romeo got elected to congress
And as he rose in power,
He set out to win back Juliet
Only to find that his efforts were in vain
So on one very dark day,
He stole Juliet's lover away…

Joan offered ransom for her lover
Romeo gave a counter-offer
And in France at sunset
Romeo and Joan met
Over coffee
To negotiate the heart of Romeo's discontent
An offer to let Joan's lover go
In exchange for Joan to return as Juliet
And it was so
That her lover was let go...

But empty beds do lie a lover's soul
That cannot bear to take in the sunlight all alone
And so it was, that Joan's lover died of a broken heart
After coming home to find a note
'Had to return to Romeo. Love Joan xoxo'

Upon hearing her lover's fate
Joan, a version of her former Juliet self,
Took upon her lips a mix of poisons sure to set Joan free
From the Juliet of her Romeo
To live in heaven with her lover happily

Soon after, Romeo returned, anticipating a Juliet open and waiting
But saw instead that death had taken hold
Realizing too late - that Juliet was always Joan

And Romeo, who swore he would live with no other,
that he could never recover...indefinitely,
the very next day,
married his press secretary

[...] Read more

poem by God Diaries
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The Ballad of the White Horse

DEDICATION

Of great limbs gone to chaos,
A great face turned to night--
Why bend above a shapeless shroud
Seeking in such archaic cloud
Sight of strong lords and light?

Where seven sunken Englands
Lie buried one by one,
Why should one idle spade, I wonder,
Shake up the dust of thanes like thunder
To smoke and choke the sun?

In cloud of clay so cast to heaven
What shape shall man discern?
These lords may light the mystery
Of mastery or victory,
And these ride high in history,
But these shall not return.

Gored on the Norman gonfalon
The Golden Dragon died:
We shall not wake with ballad strings
The good time of the smaller things,
We shall not see the holy kings
Ride down by Severn side.

Stiff, strange, and quaintly coloured
As the broidery of Bayeux
The England of that dawn remains,
And this of Alfred and the Danes
Seems like the tales a whole tribe feigns
Too English to be true.

Of a good king on an island
That ruled once on a time;
And as he walked by an apple tree
There came green devils out of the sea
With sea-plants trailing heavily
And tracks of opal slime.

Yet Alfred is no fairy tale;
His days as our days ran,
He also looked forth for an hour
On peopled plains and skies that lower,
From those few windows in the tower
That is the head of a man.

But who shall look from Alfred's hood

[...] Read more

poem by Gilbert Keith Chesterton
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Three Women

My love is young, so young;
Young is her cheek, and her throat,
And life is a song to be sung
With love the word for each note.

Young is her cheek and her throat;
Her eyes have the smile o' May.
And love is the word for each note
In the song of my life to-day.

Her eyes have the smile o' May;
Her heart is the heart of a dove,
And the song of my life to-day
Is love, beautiful love.

Her heart is the heart of a dove,
Ah, would it but fly to my breast
Where love, beautiful love,
Has made it a downy nest.

Ah, would she but fly to my breast,
My love who is young, so young;
I have made her a downy nest
And life is a song to be sung.

1
I.
A dull little station, a man with the eye
Of a dreamer; a bevy of girls moving by;
A swift moving train and a hot Summer sun,
The curtain goes up, and our play is begun.
The drama of passion, of sorrow, of strife,
Which always is billed for the theatre Life.
It runs on forever, from year unto year,
With scarcely a change when new actors appear.
It is old as the world is-far older in truth,
For the world is a crude little planet of youth.
And back in the eras before it was formed,
The passions of hearts through the Universe stormed.

Maurice Somerville passed the cluster of girls
Who twisted their ribbons and fluttered their curls
In vain to attract him; his mind it was plain
Was wholly intent on the incoming train.
That great one eyed monster puffed out its black breath,
Shrieked, snorted and hissed, like a thing bent on death,

[...] Read more

poem by Ella Wheeler Wilcox
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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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Make It Clap

[Intro: Sean Paul (Busta Rhymes)]
We make it clap, we make it clap (Huh!)
Yeah yeah yeah (Flipmode!!!) Busta Rhymes (Busta Rhymes!!!)
Sean-A-Paul (Sean Paul!!!)
One more time (Ha!!!) kill 'em with a rhyme (Huh!!!)
Remix time (remix!!!) a dutty yeah, yo, Spliff Star (Spliff!!!)
Flipmode Squad (Ha!!!) we kill 'em with a rhyme, a dutty yeah
[Verse 1: Busta Rhymes]
Cau mi seh jump up clap oonu hand and siddung get up
And mi nah wig out mek everybody flip out oonu fi carry on
To get tired I waan chillout, all a di gal a sweat out
Mek your body keep clappin on
[Sean Paul]
Flipmode a roll wid all di hottest set a gal dem inna di dance
And Dutty Cup we deyah mek di gal dem jump up and prance
Busta Rhymes and Sean-A-Paul di lyrical magician
There fi mek dem switch and jump up wave up dem hands
Flipmode a roll wid all di hottest set a gal dem inna di dance
And Dutty Cup we deyah mek di gal dem jump up and prance
Busta Rhymes and Sean-A-Paul di lyrical magician
There fi mek dem switch and jump up wave up dem hands, so push it up deh
[Busta Rhymes]
Back with the remix with Spliff and Sean-A-Paul on the corner
Can't believe when we do it we smack it down how we wanna
Keepin it comin keepin it goin cause we ain't playin
I'm talkin to all my people cause what I'm sayin is
[Chorus: Busta Rhymes]
In case you ain't know and in case you ain't heard
And if you want us to set it just give me the word
This one goes out to my soldiers that be flippin them birds
To all my shorties wigglin they shakin they curves
[Sean Paul]
We make it clap, we make it clap, we make it clap, we make it clap
[Verse 2: Spliff Star]
Poor snapper, lookin at shorty shakin it and makin it clap
Booty big pokin out like twenties on the lap
When I give it to her shorty know how to throw it back
Booty bangin to the beat sometimes we overlap-sing
Gal peel out your blouse and your tight-jeans
Let me lick you down dip you with some ice-cream
Gal holla holla my name when I slide-in
Thunderstorm, rain, sleet and light-ning
Hold me tight feel the triniman grin-ding and grin-ding and grin-ding
Gal dip and bounce start whin-ning
You see Spliff, Sean Paul and Busta Rhymes, seen
([Busta Rhymes:] We got dough) You could tell by what we dri-ving
([Busta Rhymes:] Lookin to chose) How it's different and blin-ding
And blin-ding and blin-ding it's like that make it clap now
[Chorus]
[Sean Paul]

[...] Read more

song performed by Busta Rhymes
Added by Lucian Velea
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Make It Clap (remix)

[Sean Paul]
We make it clap, we make it clap (Huh!)
Yeah yeah yeah (Flipmode!!!) Busta Rhymes (Busta Rhymes!)
Sean-A-Paul (Sean Paul!)
One more time (Ha!) kill 'em with a rhyme (Huh!)
Remix time (remix!) a Dutty yeah, yo, Spliff Star (Spliff!)
Flipmode Squad (Ha!) we kill 'em with a rhyme, a dutty yeah
[Busta Rhymes]
Cau mi seh jump up clap oonu hand and siddung get up
And mi nah wig out mek everybody flip out oonu fi carry on
To get tired I waan chillout, all a di gal a sweat out
Mek your body keep clappin on
[Sean Paul]
Flipmode a roll wid all di hottest set a gal dem inna di dance
And Dutty Cup we deyah mek di gal dem jump up and prance
Busta Rhymes and Sean-A-Paul di lyrical magician
There fi mek dem switch and jump up wave up dem hands
Flipmode a roll wid all di hottest set a gal dem inna di dance
And Dutty Cup we deyah mek di gal dem jump up and prance
Busta Rhymes and Sean-A-Paul di lyrical magician
There fi mek dem switch and jump up wave up dem hands, so push it up deh
[Busta Rhymes]
Back with the remix with Spliff and Sean-A-Paul on the corner
Can't believe when we do it we smack it down how we wanna
Keepin it comin keepin it goin cause we ain't playin
I'm talkin to all my people cause what I'm sayin is
[Busta Rhymes]
In case you ain't know and in case you ain't heard
And if you want us to set it just give me the word
This one goes out to my soldiers that be flippin them birds
To all my shorties wigglin they shakin they curves
[Sean Paul]
We make it clap,
We make it clap,
We make it clap,
We make it clap
[Spliff Star]
Poor snapper, lookin at shorty shakin it and makin it clap
Booty big pokin out like twenties on the lap
When I give it to her shorty know how to throw it back
Booty bangin to the beat sometimes we overlap-sing
Gal peel out your blouse and your tight-jeans
Let me lick you down dip you with some ice-cream
Gal holla holla my name when I slide-in
Thunderstorm, rain, sleet and light-ning
Hold me tight feel the triniman grin-ding and grin-ding and grin-ding
Gal dip and bounce start whin-ning
You see Spliff, Sean Paul and Busta Rhymes, seen
(We got dough) You could tell by what we dri-ving
(Lookin to chose) How it's different and blin-ding

[...] Read more

song performed by Sean Paul
Added by Lucian Velea
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Satan Absolved

(In the antechamber of Heaven. Satan walks alone. Angels in groups conversing.)
Satan. To--day is the Lord's ``day.'' Once more on His good pleasure
I, the Heresiarch, wait and pace these halls at leisure
Among the Orthodox, the unfallen Sons of God.
How sweet in truth Heaven is, its floors of sandal wood,
Its old--world furniture, its linen long in press,
Its incense, mummeries, flowers, its scent of holiness!
Each house has its own smell. The smell of Heaven to me
Intoxicates and haunts,--and hurts. Who would not be
God's liveried servant here, the slave of His behest,
Rather than reign outside? I like good things the best,
Fair things, things innocent; and gladly, if He willed,
Would enter His Saints' kingdom--even as a little child.

[Laughs. I have come to make my peace, to crave a full amaun,
Peace, pardon, reconcilement, truce to our daggers--drawn,
Which have so long distraught the fair wise Universe,
An end to my rebellion and the mortal curse
Of always evil--doing. He will mayhap agree
I was less wholly wrong about Humanity
The day I dared to warn His wisdom of that flaw.
It was at least the truth, the whole truth, I foresaw
When He must needs create that simian ``in His own
Image and likeness.'' Faugh! the unseemly carrion!
I claim a new revision and with proofs in hand,
No Job now in my path to foil me and withstand.
Oh, I will serve Him well!
[Certain Angels approach. But who are these that come
With their grieved faces pale and eyes of martyrdom?
Not our good Sons of God? They stop, gesticulate,
Argue apart, some weep,--weep, here within Heaven's gate!
Sob almost in God's sight! ay, real salt human tears,
Such as no Spirit wept these thrice three thousand years.
The last shed were my own, that night of reprobation
When I unsheathed my sword and headed the lost nation.
Since then not one of them has spoken above his breath
Or whispered in these courts one word of life or death
Displeasing to the Lord. No Seraph of them all,
Save I this day each year, has dared to cross Heaven's hall
And give voice to ill news, an unwelcome truth to Him.
Not Michael's self hath dared, prince of the Seraphim.
Yet all now wail aloud.--What ails ye, brethren? Speak!
Are ye too in rebellion? Angels. Satan, no. But weak
With our long earthly toil, the unthankful care of Man.

Satan. Ye have in truth good cause.

Angels. And we would know God's plan,
His true thought for the world, the wherefore and the why
Of His long patience mocked, His name in jeopardy.

[...] Read more

poem by Wilfrid Scawen Blunt
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Canto the First

I
I want a hero: an uncommon want,
When every year and month sends forth a new one,
Till, after cloying the gazettes with cant,
The age discovers he is not the true one;
Of such as these I should not care to vaunt,
I'll therefore take our ancient friend Don Juan—
We all have seen him, in the pantomime,
Sent to the devil somewhat ere his time.

II
Vernon, the butcher Cumberland, Wolfe, Hawke,
Prince Ferdinand, Granby, Burgoyne, Keppel, Howe,
Evil and good, have had their tithe of talk,
And fill'd their sign posts then, like Wellesley now;
Each in their turn like Banquo's monarchs stalk,
Followers of fame, "nine farrow" of that sow:
France, too, had Buonaparté and Dumourier
Recorded in the Moniteur and Courier.

III
Barnave, Brissot, Condorcet, Mirabeau,
Petion, Clootz, Danton, Marat, La Fayette,
Were French, and famous people, as we know:
And there were others, scarce forgotten yet,
Joubert, Hoche, Marceau, Lannes, Desaix, Moreau,
With many of the military set,
Exceedingly remarkable at times,
But not at all adapted to my rhymes.

IV
Nelson was once Britannia's god of war,
And still should be so, but the tide is turn'd;
There's no more to be said of Trafalgar,
'T is with our hero quietly inurn'd;
Because the army's grown more popular,
At which the naval people are concern'd;
Besides, the prince is all for the land-service,
Forgetting Duncan, Nelson, Howe, and Jervis.

V
Brave men were living before Agamemnon
And since, exceeding valorous and sage,
A good deal like him too, though quite the same none;
But then they shone not on the poet's page,
And so have been forgotten:—I condemn none,
But can't find any in the present age
Fit for my poem (that is, for my new one);
So, as I said, I'll take my friend Don Juan.

[...] Read more

poem by Byron from Don Juan (1824)
Added by Veronica Serbanoiu
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Shot at Dawn

This poem does not condone desertion
nor is it a proponent of summary execution
or the use of capital punishment as a deterrent.

The citizen army of August 1914
saw in its time 8Million signed up
resulting in 750,000 dead
of this 300/3000 executed.

This is the tale of just one life.

Shot at Dawn
`

At nineteen you were still a child
hopping off to an aggrandised war
filled with romantic and exuberant air

At nineteen you travelled over the channel
to Mons, by the Belgian border marching
there receiving the horrors of humiliated retreat

At nineteen you went missing
first in Dublin taking leave without permission
now in France and sought for desertion

At nineteen you were a fugitive
hiding from town to town
filled with fear and personal loathing
without destination, without future

At nineteen you were confronted
by a baron's gamekeeper
whisked from barn to court marshall

At nineteen you met the iron will
of a military court in face of disaster
you were the first deserter to be convicted

As far as publicly convenient, within two days
without showing the world we shoot our own
At nineteen you marched out, first light of dawn

[...] Read more

poem by Frederick Kesner
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