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Over the past several years, I've been more in a managerial role.

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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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Hip Hop It Really Rocks

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

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

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

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

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

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

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poem by Lawrence S. Pertillar
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Seasonable Retour-Knell

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

Author notes

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

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

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

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

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

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

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

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

AUTUMN WINTER

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

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

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poem by Jonathan Robin
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Coast 2 Coast

I met a girl named hip hop in seventy eight
Hollis Queens New York gave us our first date
man she broke me off proper yo the girl was fast
and everybody kept telling me it would not last
cause ain't no women in the world supposed to be that sweet
and ya just can't trust a hot chick from the street
I could tell she had been through lots of struggle and strife
but yet in still she'd been with me over half of my life
born key Jeff Taylor took me into his home
and intrduced me to some tables and a microphone
hip hop talked to me told me take your time
at the age of eleven I bust my first rhyme
block partys in the day house partys at night
just about one year before Rapper's Delight
everybody in the crew called to make a request
cause rap's on the radio and hip-hop was blessed
didn't go to many clubs I wasn't old enough
And if it try to sneak it out my folks is scolding up
but I still do anything to get on stage
and once I got a club gig I lied about my age
just a couple blocks away was the Hollis crew
Run and them used to rock at one ninety two
up the street was a crew called Solo Sounds
where Davey D and Mex used to throw it down
man I wouldn't trade rap for anything in the world
hip hop meant more to me than diamonds and pearls
and I still reminicse to this very day
and I remember those words hip hop would say
(Do you have love for the east coast?)
yes I do
(the hip hop on the east coast?)
yeah that's true
from the 'yes yes y'all' to 'and you don't stop'
east coast played a role in making a hip hop
(Do you have love for the east coast?)
yeah that's right
(the hip hop on the east coast?)
yeah that's tight
from the 'yes yes y'all' to 'and you don't stop'
east coast played a role in making a hip hop
now I gotta get busy time to make that move
high school over with gotta sho' improve
got college on the coast and I'm makin' plans
so hip hip went and told me go west young man
it was a different kind of style but I liked the sound
everybody in the house gauranteed to get down
I did the casa skateland word on wheels
and the crazy crazy world of the record deal
K-day was the station that played my song
I got love from the people it's a shame they gone

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song performed by Young MC
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A candle material

The heart is made of candle material
It burns to give light in general
This is what the impression we carry
It has tears in joy, happiness and with worry

This is the only sensible part which reacts
It obeys to normal happenings and sharply acts
It is instant and no delay action is awaited
It role is appreciated and clearly stated

It has fear of any time being extinguished
The whole gamut of exercise can be finished
But the ultimate pain can go no where
It has to be retained and felt here

No one knows what kind of piece it is?
How does all function assigned like this?
No one reacts except eyes being close to scene?
The tears have to come out even if want to be unseen

It has to dramatize its role in all the circumstances
It has not failed or discouraged in any instances
Time has come one not a dropp of tear was shed
It was only when there was realization of being misled

It has no time for grief when felt upon being cheated
It has no role when there is altercation and discussion heated
It has nothing to express in anger when love is in back seat
People are in rage and there is no time to think or greet

The role under such condition has its own effect
All other parts may have dominance and be in driver’s seat
What heart has to do when there is complete love lost?
It has to hide in the remote corner as there remains no trust

Love and hate can not remain side by side and go together
They can’t have any synchronization or scope to bother
If one is needed extremely then others has to make a way
Love has to be retained at any cost and hate can be pushed away

There is no such sensitive device developed anywhere
It is sensational and important part to have been gifted from there
Almighty wanted human being to be sensitive to some reversals
Else it was feared that people may not be in position to face the dismissals

We are thankful for being in possession
We are heartfelt and always remain happy with obsession
It has all sort of mechanism to make us laugh or cry
It has different shades on face when in complete shy

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poem by Hasmukh Amathalal
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Five Years

Pushing thru the market square, so many mothers sighing
News had just come over, we had five years left to cry in
News guy wept and told us, earth was really dying
Cried so much his face was wet, then I knew he was not lying
I heard telephones, opera house, favourite melodies
I saw boys, toys electric irons and t.v.s
My brain hurt like a warehouse, it had no room to spare
I had to cram so many things to store everything in there
And all the fat-skinny people, and all the tall-short people
And all the nobody people, and all the somebody people
I never thought Id need so many people
A girl my age went off her head, hit some tiny children
If the black hadnt a-pulled her off, I think she would have killed them
A soldier with a broken arm, fixed his stare to the wheels of a cadillac
A cop knelt and kissed the feet of a priest, and a queer threw up at the sight of that
I think I saw you in an ice-cream parlour, drinking milk shakes cold and long
Smiling and waving and looking so fine, dont think
You knew you were in this song
And it was cold and it rained so I felt like an actor
And I thought of ma and I wanted to get back there
Your face, your race, the way that you talk
I kiss you, youre beautiful, I want you to walk
Weve got five years, stuck on my eyes
Five years, what a surprise
Weve got five years, my brain hurts a lot
Five years, thats all weve got
Weve got five years, what a surprise
Five years, stuck on my eyes
Weve got five years, my brain hurts a lot
Five years, thats all weve got
Weve got five years, stuck on my eyes
Five years, what a surprise
Weve got five years, my brain hurts a lot
Five years, thats all weve got
Weve got five years, what a surprise
Weve got five years, stuck on my eyes
Weve got five years, my brain hurts a lot
Five years, thats all weve got
Five years
Five years
Five years
Five years

song performed by David Bowie
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The four Monarchyes, the Assyrian being the first, beginning under Nimrod, 131. Years after the Floo

When time was young, & World in Infancy,
Man did not proudly strive for Soveraignty:
But each one thought his petty Rule was high,
If of his house he held the Monarchy.
This was the golden Age, but after came
The boisterous son of Chus, Grand-Child to Ham,
That mighty Hunter, who in his strong toyles
Both Beasts and Men subjected to his spoyles:
The strong foundation of proud Babel laid,
Erech, Accad, and Culneh also made.
These were his first, all stood in Shinar land,
From thence he went Assyria to command,
And mighty Niniveh, he there begun,
Not finished till he his race had run.
Resen, Caleh, and Rehoboth likewise
By him to Cities eminent did rise.
Of Saturn, he was the Original,
Whom the succeeding times a God did call,
When thus with rule, he had been dignifi'd,
One hundred fourteen years he after dy'd.
Belus.
Great Nimrod dead, Belus the next his Son
Confirms the rule, his Father had begun;
Whose acts and power is not for certainty
Left to the world, by any History.
But yet this blot for ever on him lies,
He taught the people first to Idolize:
Titles Divine he to himself did take,
Alive and dead, a God they did him make.
This is that Bel the Chaldees worshiped,
Whose Priests in Stories oft are mentioned;
This is that Baal to whom the Israelites
So oft profanely offered sacred Rites:
This is Beelzebub God of Ekronites,
Likewise Baalpeor of the Mohabites,
His reign was short, for as I calculate,
At twenty five ended his Regal date.
Ninus.
His Father dead, Ninus begins his reign,
Transfers his seat to the Assyrian plain;
And mighty Nineveh more mighty made,
Whose Foundation was by his Grand-sire laid:
Four hundred forty Furlongs wall'd about,
On which stood fifteen hundred Towers stout.
The walls one hundred sixty foot upright,
So broad three Chariots run abrest there might.
Upon the pleasant banks of Tygris floud
This stately Seat of warlike Ninus stood:
This Ninus for a God his Father canonized,
To whom the sottish people sacrificed.

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poem by Anne Bradstreet
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King Solomon And The Queen Of Sheba

(A Poem Game.)

“And when the Queen of Sheba heard of the fame of Solomon, . . .
she came to prove him with hard questions.”

[The men’s leader rises as he sees the Queen unveiling
and approaching a position that gives her half of the stage.]

Men’s Leader: The Queen of Sheba came to see King Solomon.
[He bows three times.]
I was King Solomon,
I was King Solomon,
I was King Solomon.

[She bows three times.]
Women’s Leader: I was the Queen,
I was the Queen,
I was the Queen.

Both Leaders: We will be king and queen,
[They stand together stretching their hands over the land.]
Reigning on mountains green,
Happy and free
For ten thousand years.

[They stagger forward as though carrying a yoke together.]
Both Leaders: King Solomon he had four hundred oxen.

Congregation: We were the oxen.

[Here King and Queen pause at the footlights.]
Both Leaders: You shall feel goads no more.
[They walk backward, throwing off the yoke and rejoicing.]
Walk dreadful roads no more,
Free from your loads
For ten thousand years.

[The men’s leader goes forward, the women’s leader dances round him.]
Both Leaders: King Solomon he had four hundred sweethearts.

[Here he pauses at the footlights.]
Congregation: We were the sweethearts.

[He walks backward. Both clap their hands to the measure.]
Both Leaders: You shall dance round again,
You shall dance round again,
Cymbals shall sound again,
Cymbals shall sound again,
[The Queen appears to gather wildflowers.]

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poem by Vachel Lindsay
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The Booker Washington Trilogy

I. A NEGRO SERMON:—SIMON LEGREE

(To be read in your own variety of negro dialect.)

Legree's big house was white and green.
His cotton-fields were the best to be seen.
He had strong horses and opulent cattle,
And bloodhounds bold, with chains that would rattle.
His garret was full of curious things:
Books of magic, bags of gold,
And rabbits' feet on long twine strings.
But he went down to the Devil.

Legree he sported a brass-buttoned coat,
A snake-skin necktie, a blood-red shirt.
Legree he had a beard like a goat,
And a thick hairy neck, and eyes like dirt.
His puffed-out cheeks were fish-belly white,
He had great long teeth, and an appetite.
He ate raw meat, 'most every meal,
And rolled his eyes till the cat would squeal.

His fist was an enormous size
To mash poor niggers that told him lies:
He was surely a witch-man in disguise.
But he went down to the Devil.

He wore hip-boots, and would wade all day
To capture his slaves that had fled away.
But he went down to the Devil.

He beat poor Uncle Tom to death
Who prayed for Legree with his last breath.
Then Uncle Tom to Eva flew,
To the high sanctoriums bright and new;
And Simon Legree stared up beneath,
And cracked his heels, and ground his teeth:
And went down to the Devil.

He crossed the yard in the storm and gloom;
He went into his grand front room.
He said, "I killed him, and I don't care."
He kicked a hound, he gave a swear;
He tightened his belt, he took a lamp,
Went down cellar to the webs and damp.
There in the middle of the mouldy floor
He heaved up a slab, he found a door —
And went down to the Devil.

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poem by Vachel Lindsay
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Recollections

I.

Years upon years, as a course of clouds that thicken
Thronging the ways of the wind that shifts and veers,
Pass, and the flames of remembered fires requicken
Years upon years.

Surely the thought in a man's heart hopes or fears
Now that forgetfulness needs must here have stricken
Anguish, and sweetened the sealed-up springs of tears.

Ah, but the strength of regrets that strain and sicken,
Yearning for love that the veil of death endears,
Slackens not wing for the wings of years that quicken -
Years upon years.

II.

Years upon years, and the flame of love's high altar
Trembles and sinks, and the sense of listening ears
Heeds not the sound that it heard of love's blithe psalter
Years upon years.

Only the sense of a heart that hearkens hears,
Louder than dreams that assail and doubts that palter,
Sorrow that slept and that wakes ere sundawn peers.

Wakes, that the heart may behold, and yet not falter,
Faces of children as stars unknown of, spheres
Seen but of love, that endures though all things alter,
Years upon years.

III.

Years upon years, as a watch by night that passes,
Pass, and the light of their eyes is fire that sears
Slowly the hopes of the fruit that life amasses
Years upon years.

Pale as the glimmer of stars on moorland meres
Lighten the shadows reverberate from the glasses
Held in their hands as they pass among their peers.

Lights that are shadows, as ghosts on graveyard grasses,
Moving on paths that the moon of memory cheers,
Shew but as mists over cloudy mountain passes
Years upon years.

poem by Algernon Charles Swinburne
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Positive Role Model

Here we are
where we were
back on everything
Went too far
now we're fine
back on everything
So much for making it day by day
Back on everything
Instead of taking another way
we're back on everything
I want a positive role model
I want a positive role model
My reflection on the street
Is that the way I walk?
Introspection as I speak
I need to change the way I talk
In a changing world
there's so much you could be
Why can't you choose your self
like your enemy?
Have you ever imagined
a new you?
I could be someone else
Somebody new
Reinvention:
my intention
I want a positive role model
I want a positive role model
I want a positive role model
I want a positive role model

song performed by Pet Shop Boys
Added by Lucian Velea
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On Autumn´s Earth

This is the beginning
Now carry me away
On to the faraway new day
That now is born to play

Yes this is the beginning
Moments dreamed and found
Everything in its singing
That comes again around

Flowers on autumn´s earth
Reaching their own goal
Times of days and worth
Each their together role

Flowers on autumn´s earth
Reaching their own goal
Times of days and worth
Each their together role
On autumn´s earth

Yesterdays were all turning
In their beat´s echo heart
Forever in lay and burning
Poles and miles apart
Flames of their color giving
All that came from within
Days their dreams own living
As worlds take their spin

Flowers on autumn´s earth
Reaching their own goal
Times of days and worth
Each their together role

Flowers on autumn´s earth
Reaching their own goal
Times of days and worth
Each their together role
On autumn´s earth

Swept away in their call
Dreams that were carried on
Love songs of colors fall
Until their moments are gone
You and I had our calling
Dreams that were not to be
Now like autumn earth's falling
All that we had is now free

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poem by Peter S. Quinn
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On Autumns Earth

This is the beginning
Now carry me away
On to the faraway new day
That now is born to play

Yes this is the beginning
Moments dreamed and found
Everything in its singing
That comes again around

Flowers on autumn´s earth
Reaching their own goal
Times of days and worth
Each their together role

Flowers on autumn´s earth
Reaching their own goal
Times of days and worth
Each their together role
On autumn´s earth

Yesterdays were all turning
In their beat´s echo heart
Forever in lay and burning
Poles and miles apart
Flames of their color giving
All that came from within
Days their dreams own living
As worlds take their spin

Flowers on autumn´s earth
Reaching their own goal
Times of days and worth
Each their together role

Flowers on autumn´s earth
Reaching their own goal
Times of days and worth
Each their together role
On autumn´s earth

Swept away in their call
Dreams that were carried on
Love songs of colors fall
Until their moments are gone
You and I had our calling
Dreams that were not to be
Now like autumn earth's falling
All that we had is now free

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poem by Peter S. Quinn
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To every child! ! !

To every child who thinks about giving up......
DON'T
You may feel unwanted
You may feel unappreciated
Just remember..........
'Every child in every family has a role! ! '

To every child who thinks about running away.......
DON'T
You may feel neglected
You may feel ignored
Just remember..........
'Every child in every family has a role! ! '

To every child who thinks about ending it all........
DON'T
You may feel forgotten
You may feel lost
Just remember.............
'Every child in every family has a role! ! '

To every child who wants to withdraw from the world.......
DON'T
You may feel like you're in someone's shadow
You may feel like no-one understands
Just remember..........
'Every child in every family has a role! ! '

To every child who wants to die.......
DON'T
You may feel scared
You may feel afraid
Just remember..........
'Every child in every family has a role! ! '

So,
To every child who feels they won't be missed when they're gone
You will! !
You may not think it now
You may never believe it
And the reason why........
.........because........
'Every child in every family has a role! ! '

poem by Becky Ginn
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Crossing Brooklyn Ferry

FLOOD-TIDE below me! I watch you face to face;
Clouds of the west! sun there half an hour high! I see you also face
to face.

Crowds of men and women attired in the usual costumes! how curious
you are to me!
On the ferry-boats, the hundreds and hundreds that cross, returning
home, are more curious to me than you suppose;
And you that shall cross from shore to shore years hence, are more to
me, and more in my meditations, than you might suppose.

The impalpable sustenance of me from all things, at all hours of the
day;
The simple, compact, well-join'd scheme--myself disintegrated, every
one disintegrated, yet part of the scheme:
The similitudes of the past, and those of the future;
The glories strung like beads on my smallest sights and hearings--on
the walk in the street, and the passage over the river;
The current rushing so swiftly, and swimming with me far away; 10
The others that are to follow me, the ties between me and them;
The certainty of others--the life, love, sight, hearing of others.

Others will enter the gates of the ferry, and cross from shore to
shore;
Others will watch the run of the flood-tide;
Others will see the shipping of Manhattan north and west, and the
heights of Brooklyn to the south and east;
Others will see the islands large and small;
Fifty years hence, others will see them as they cross, the sun half
an hour high;
A hundred years hence, or ever so many hundred years hence, others
will see them,
Will enjoy the sunset, the pouring in of the flood-tide, the falling
back to the sea of the ebb-tide.

It avails not, neither time or place--distance avails not; 20
I am with you, you men and women of a generation, or ever so many
generations hence;
I project myself--also I return--I am with you, and know how it is.

Just as you feel when you look on the river and sky, so I felt;
Just as any of you is one of a living crowd, I was one of a crowd;
Just as you are refresh'd by the gladness of the river and the bright
flow, I was refresh'd;
Just as you stand and lean on the rail, yet hurry with the swift
current, I stood, yet was hurried;
Just as you look on the numberless masts of ships, and the thick-
stem'd pipes of steamboats, I look'd.

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poem by Walt Whitman
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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,

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poem by Ella Wheeler Wilcox
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II. Half-Rome

What, you, Sir, come too? (Just the man I'd meet.)
Be ruled by me and have a care o' the crowd:
This way, while fresh folk go and get their gaze:
I'll tell you like a book and save your shins.
Fie, what a roaring day we've had! Whose fault?
Lorenzo in Lucina,—here's a church
To hold a crowd at need, accommodate
All comers from the Corso! If this crush
Make not its priests ashamed of what they show
For temple-room, don't prick them to draw purse
And down with bricks and mortar, eke us out
The beggarly transept with its bit of apse
Into a decent space for Christian ease,
Why, to-day's lucky pearl is cast to swine.
Listen and estimate the luck they've had!
(The right man, and I hold him.)

Sir, do you see,
They laid both bodies in the church, this morn
The first thing, on the chancel two steps up,
Behind the little marble balustrade;
Disposed them, Pietro the old murdered fool
To the right of the altar, and his wretched wife
On the other side. In trying to count stabs,
People supposed Violante showed the most,
Till somebody explained us that mistake;
His wounds had been dealt out indifferent where,
But she took all her stabbings in the face,
Since punished thus solely for honour's sake,
Honoris causâ, that's the proper term.
A delicacy there is, our gallants hold,
When you avenge your honour and only then,
That you disfigure the subject, fray the face,
Not just take life and end, in clownish guise.
It was Violante gave the first offence,
Got therefore the conspicuous punishment:
While Pietro, who helped merely, his mere death
Answered the purpose, so his face went free.
We fancied even, free as you please, that face
Showed itself still intolerably wronged;
Was wrinkled over with resentment yet,
Nor calm at all, as murdered faces use,
Once the worst ended: an indignant air
O' the head there was—'t is said the body turned
Round and away, rolled from Violante's side
Where they had laid it loving-husband-like.
If so, if corpses can be sensitive,
Why did not he roll right down altar-step,
Roll on through nave, roll fairly out of church,
Deprive Lorenzo of the spectacle,

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poem by Robert Browning from The Ring and the Book
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Sunday at Hampstead

I

(AN VERY IDLE IDYLL BY A VERY HUMBLE MEMBER OF THE GREAT AND NOBLE LONDON MOB.)

This is the Heath of Hampstead,
This is the Dome of Saint Paul’s;
Beneath, on the serried house-tops,
A chequered luster falls:

And the might city of London,
Under the clouds and the light,
Seems a low, wet beach, half shingle,
With a few sharp rocks upright.

Here we sit, my darling,
And dream an hour away:
The donkeys are hurried and worried,
But we are not donkeys to-day:

Through all the weary week, dear,
We toil in the murk down there,
Tied to a desk and a counter,
A patient, stupid pair!

But on Sunday we slip our thether,
And away from the smoke and the smirch;
Too grateful to God for His Sabbath
To shut its hours in a church.

Away to the green, green country,
Under the open sky;
Where the earth’s sweet breath is incense
And the lark sings psalms on high.

On Sunday we’re Lord and Lady,
With ten times the love and glee
Of those pale, languid rich ones
Who are always and never free.

The drawl and stare and simper,
So fine and cold and staid,
Like exquisite waxwork figures
That must be kept in the shade.

We can laugh out loud when merry,
We can romp at kiss-in-the-ring,
We can take our beer at a public,
We can loll on the grass and sing.

Would you grieve very much, my darling,

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poem by James Thomson
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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
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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.

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poem by Byron from Don Juan (1824)
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