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I'd rather duplicate it myself. Another of our favourite techniques.

quote by Stewart Copeland
Added by Lucian Velea
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Pricelessly Impregnable Humanity

You’ve taken my very own scarlet blood O! heavenly son; so its irrefutably natural and nothing great; that you’re exactly my astoundingly pristine and timelessly priceless; duplicate,

You’ve taken my very own venerated milk O! beautiful son; so its irrefutably natural and nothing great; that you’re exactly my bountifully blossoming and unabashedly impeccable; duplicate,

You’ve taken my very own intriguing brain O! enamoring son; so its irrefutably natural and nothing great; that you’re exactly my celestially amazing and mischievously bouncing; duplicate,

You’ve taken my very own silken shadow O! stupendous son; so its irrefutably natural and nothing great; that you’re exactly my wonderfully untainted and jubilantly ecstatic; duplicate,

You’ve taken my very own uninhibited smile O! majestic son; so its irrefutably natural and nothing great; that you’re exactly my inimitably magnetic and fabulously effulgent; duplicate,

You’ve taken my very own inscrutable destiny lines O! effervescent son; so its irrefutably natural and nothing great; that you’re exactly my incredulously handsome and victoriously unimpeachable; duplicate,

You’ve taken my very own inimitably humble name O! royal son; so its irrefutably natural and nothing great; that you’re exactly my poignantly iridescent and eternally fructifying; duplicate,

You’ve taken my very own romantic artistry O! blazing son; so its irrefutably natural and nothing great; that you’re exactly my triumphantly unfettered and symbiotically innocent; duplicate,

You’ve taken my very own mellifluous voice O! charismatic son; so its irrefutably natural and nothing great; that you’re exactly my bounteously emollient and euphorically fearless; duplicate,

You’ve taken my very own towering height O! regale son; so its irrefutably natural and nothing great; that you’re exactly my indisputably peerless and synergistically truthful; duplicate,

You’ve taken my very own passionate eyes O! resplendent son; so its irrefutably natural and nothing great; that you’re exactly my fearlessly humanitarian and tirelessly discovering; duplicate,

You’ve taken my very own chocolate brown color O! holistic son; so its irrefutably natural and nothing great; that you’re exactly my invincibly wondrous and spell-bindingly ecstatic; duplicate,

You’ve taken my very own ebullient body contours O! benign son; so its irrefutably natural and nothing great; that you’re exactly my immaculately benevolent and magnanimously humanitarian; duplicate,

You’ve taken my very own fiery breath O! rhapsodic son; so its irrefutably natural and nothing great; that you’re exactly my blissfully unadulterated and interminably bubby; duplicate,

You’ve taken my very own optimistic face O! vivacious son; so its irrefutably natural and nothing great; that you’re exactly my timelessly flowering and melodiously rejuvenated; duplicate,

You’ve taken my very own broadened shoulders O! magical son; so its irrefutably natural and nothing great; that you’re exactly my gloriously unprejudiced and nostalgically rueful; duplicate,

You’ve taken my very own princely dimples O! victorious son; so its irrefutably natural and nothing great; that you’re exactly my spotlessly unbiased and surreally panoramic; duplicate,

You’ve taken my very own compassionate heart O! unshakable son; so its irrefutably natural and nothing great; that you’re exactly my adorably sensitive and ubiquitously indomitable; duplicate,

So whereas it was absolutely natural and nothing great that you were my exactly astounding duplicate O! heavenly son;

The greatest of all virtues; the greatest of all gifts; the greatest of all endowment; the greatest of all power; the greatest of all virility; the greatest of all divinity; was infact given to you by the Omniscient Lord; who miraculously blessed you and every organism alike with the pricelessly impregnable religion of “Humanity” to symbiotically survive for an infinite more of your destined lifetimes…

poem by Nikhil Parekh
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In Your Room

In your room
Where time stands still
Or moves at your will
Will you let the morning come soon
Or will you leave me lying here
In your favourite darkness
Your favourite half-light
Your favourite consciousness
Your favourite slave
In your room
Where souls disappear
Only you exist here
Will you lead me to your armchair
Or leave me lying here
Your favourite innocence
Your favourite prize
Your favourite smile
Your favourite slave
I'm hanging on your words
living on your breath
feeling with your skin
Will I always be here
In your room
Your burning eyes
Cause flames to arise
Will you let the fire die down soon
Or will I always be here
Your favourite passion
Your favourite game
Your favourite mirror
Your favourite slave
I'm hanging on your words
living on your breath
feeling with your skin
Will I always be here

song performed by Zeraphine
Added by Lucian Velea
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My Favorite Things

Buy me diamonds and rubies
I'm crazy 'bout bentleys
Gucci dresses and drop top compresses
Wine me and dine me
Bring those platinum rings
Those are a few of our favourite things
Buy me diamonds and rubies
I'm crazy bout bentleys
Gucci dresses and drop top compresses
Wine me and dine me
Bring those platinum rings
Those are a few of our favourite things
What i need is a gentleman
Who does the best he can
There to hold my hand
I want you to understand
Of course i want diamonds and expensive things
Cause a girl's gotta have her favourite things
Oh, that's what you like nice type of life
Platinum at night flat diamond light
Well that's so bright
You looking right ass kinda tight
Don't spend the night
Roll with the g, oh we could be right you and me
Like fantasy i'll make you real
So what de deal
Girl tell Randy just how u feel
Buy me diamonds and rubies
I'm crazy bout bentleys
Gucci dresses and drop top compresses
Wine me and dine me
Bring those platinum rings
Those are a few of our favourite things
I would like a man who would
Take care of business
And still have the time to
Take me on a shopping spree
What's mine is yours and what's yours is mine.
With what we have lets put it together and we can shine
I know what you want
And i got what you need
I believe you should be rolling with me
I take you around, out on the town
And show you the way that a boy liquors down
Whenever you're ready girl we can go now
And we can do things you don't even know how
I know that you know that i'm feeling your style
So tell me what you do just to make you go wow uh
Buy me diamonds and rubies
I'm crazy bout bentleys

[...] Read more

song performed by Outkast
Added by Lucian Velea
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Tale XV

ADVICE; OR THE 'SQUIRE AND THE PRIEST.

A wealthy Lord of far-extended land
Had all that pleased him placed at his command;
Widow'd of late, but finding much relief
In the world's comforts, he dismiss'd his grief;
He was by marriage of his daughters eased,
And knew his sons could marry if they pleased;
Meantime in travel he indulged the boys,
And kept no spy nor partner of his joys.
These joys, indeed, were of the grosser kind,
That fed the cravings of an earthly mind;
A mind that, conscious of its own excess,
Felt the reproach his neighbours would express.
Long at th' indulgent board he loved to sit,
Where joy was laughter, and profaneness wit;
And such the guest and manners of the hall,
No wedded lady on the 'Squire would call:
Here reign'd a Favourite, and her triumph gain'd
O'er other favourites who before had reign'd;
Reserved and modest seemed the nymph to be,
Knowing her lord was charm'd with modesty;
For he, a sportsman keen, the more enjoy'd,
The greater value had the thing destroyed.
Our 'Squire declared, that from a wife released,
He would no more give trouble to a Priest;
Seem'd it not, then, ungrateful and unkind
That he should trouble from the priesthood find?
The Church he honour'd, and he gave the due
And full respect to every son he knew;
But envied those who had the luck to meet
A gentle pastor, civil and discreet;
Who never bold and hostile sermon penned,
To wound a sinner, or to shame a friend;
One whom no being either shunn'd or fear'd:
Such must be loved wherever they appear'd.
Not such the stern old Rector of the time,
Who soothed no culprit, and who spared no crime;
Who would his fears and his contempt express
For irreligion and licentiousness;
Of him our Village Lord, his guests among,
By speech vindictive proved his feelings stung.
'Were he a bigot,' said the 'Squire, 'whose zeal
Condemn'd us all, I should disdain to feel:
But when a man of parts, in college train'd,
Prates of our conduct, who would not be pain'd?
While he declaims (where no one dares reply)
On men abandon'd, grov'ling in the sty
(Like beasts in human shape) of shameless luxury.
Yet with a patriot's zeal I stand the shock

[...] Read more

poem by George Crabbe
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Duplicate

I cant hear a single word youre saying
Well perhaps its time you started using your brains
This arrangement youve made
Do you know the risk youre taking
Look I understand every pleasure needs its pain
You know I could never compete
With someone
Whose heart is so indiscreet
You never
Know what shes going to say or do
Every time you talk to her
I lose
How can I be sure
I know youve felt this way before
It seems the only thing to do
Is find a duplicate of you
All my life this has been my favourite dream
So you should be glad Ive made it flesh for you
But now that were here I dont like what Im feeling
Well weve gone too far so now youve got to choose
You know I could never compete
With someone
Whose heart is so indiscreet
You never
Know what shes going to say or do
Every time you talk to her
I lose
How can I be sure
I know youve felt this way before
It seems the only thing to do
Is find a duplicate of you
Well she looked at me
As I ran far the door
There was nothing between us any more
As I pressed the key
I could see her heart
Starting to beat
While yours had stopped
How can I be sure
I know youve felt this way before
It seems the only thing to do
Is find a duplicate of you

song performed by White Town
Added by Lucian Velea
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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

[...] Read more

poem by Innocent Masina Nkhonyo
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From Your Favorite Sky

Do you dare
Take a breathe
Do you dream of a tragic death
I know you do
Do you wail
Do you weap
Do you sing yourself to sleep
You delicate flower
And so what is love?
And who am I
To dare to pull the stars from your favourite sky
You were born
Forth from joy
You're every girl and boy
You know you are, you know you are
And you dress
Like a dame
And you burn on a catholic flame
By the hours, by the hours
And so what is love?
And who am I?
To dare to pull the stars from your favourite sky
You possess
S'avoir faire
Put cheap bleach on your hair
You know you do, you know you do
Do you dare
Take a breath
Do you dream of a tragic death
You delicate flower
And so what is love?
And who am I?
To dare to pull the stars from your favourite sky
And so what is love?
And who am I?
To dare to pull the stars from your favourite sky
From your favourite sky

song performed by I Am Kloot
Added by Lucian Velea
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From Your Favourite Sky

Do you dare, Take a breath
Do you dream of a tragic death
I know you do
Do you wail, do you weep
Do you sing yourself to sleep
You delicate flower
And so what is love? And who am I?
To dare to pull the stars from your favourite sky
You were born, Far from joy
You're every girl and boy
you know you are, you know you are
And you dress, Like a dame
And you burn on a catholic flame
By the hours, by the hours
And so what is love? And who am I?
To dare to pull the stars from your favourite sky
You possess, s'avoir faire
Put cheap bleach on your hair
You know you do, You know you do
Do you dare, Take a breath
Do you dream of a tragic death
You delicate flower
And so what is love? And who am I?
To dare to pull the stars from your favourite sky
And so what is love? And who am I?
To dare to pull the stars from your favourite sky
From your favourite sky

song performed by I Am Kloot
Added by Lucian Velea
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Tale I

That all men would be cowards if they dare,
Some men we know have courage to declare;
And this the life of many a hero shows,
That, like the tide, man's courage ebbs and flows:
With friends and gay companions round them, then
Men boldly speak and have the hearts of men;
Who, with opponents seated miss the aid
Of kind applauding looks, and grow afraid;
Like timid travelers in the night, they fear
Th' assault of foes, when not a friend is near.
In contest mighty, and of conquest proud,
Was Justice Bolt, impetuous, warm, and loud;
His fame, his prowess all the country knew,
And disputants, with one so fierce, were few:
He was a younger son, for law design'd,
With dauntless look and persevering mind;
While yet a clerk, for disputation famed,
No efforts tired him, and no conflicts tamed.
Scarcely he bade his master's desk adieu,
When both his brothers from the world withdrew.
An ample fortune he from them possessed,
And was with saving care and prudence bless'd.
Now would he go and to the country give
Example how an English 'squire should live;
How bounteous, yet how frugal man may be,
By well-order'd hospitality;
He would the rights of all so well maintain.
That none should idle be, and none complain.
All this and more he purposed--and what man
Could do, he did to realise his plan;
But time convinced him that we cannot keep
A breed of reasoners like a flock of sheep;
For they, so far from following as we lead,
Make that a cause why they will not proceed.
Man will not follow where a rule is shown,
But loves to take a method of his own:
Explain the way with all your care and skill,
This will he quit, if but to prove he will. -
Yet had our Justice honour--and the crowd,
Awed by his presence, their respect avow'd.
In later years he found his heart incline,
More than in youth, to gen'rous food and wine;
But no indulgence check'd the powerful love
He felt to teach, to argue, and reprove.
Meetings, or public calls, he never miss'd -
To dictate often, always to assist.
Oft he the clergy join'd, and not a cause
Pertain'd to them but he could quote the laws;
He upon tithes and residence display'd
A fund of knowledge for the hearer's aid;

[...] Read more

poem by George Crabbe
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The Judgement of Hercules

While blooming Spring descends from genial skies,
By whose mild influence instant wonders rise;
From whose soft breath Elysian beauties flow;
The sweets of Hagley, or the pride of Stowe;
Will Lyttleton the rural landscape range,
Leave noisy fame, and not regret the change?
Pleased will he tread the garden's early scenes,
And learn a moral from the rising greens?
There, warm'd alike by Sol's enlivening power,
The weed, aspiring, emulates the flower;
The drooping flower, its fairer charms display'd,
Invites, from grateful hands, their generous aid:
Soon, if none check'd the invasive foe's designs,
The lively lustre of these scenes declines!

'Tis thus the spring of youth, the morn of life,
Rears in our minds the rival seeds of strife:
Then passion riots, reason then contends,
And on the conquest every bliss depends:
Life from the nice decision takes its hue,
And blest those judges who decide like you!
On worth like theirs shall every bliss attend,
The world their favourite, and the world their friend.

There are, who, blind to Thought's fatiguing ray,
As Fortune gives examples, urge their way;
Not Virtue's foes, though they her paths decline,
And scarce her friends, though with her friends they join;
In hers or Vice's casual road advance,
Thoughtless, the sinners or the saints of Chance!
Yet some more nobly scorn the vulgar voice,
With judgment fix, with zeal pursue their choice,
When ripen'd thought, when Reason, born to reign,
Checks the wild tumults of the youthful vein;
While passion's lawless tides, at their command,
Glide through more useful tracks, and bless the land.

Happiest of these is he whose matchless mind,
By learning strengthen'd, and by taste refined,
In Virtue's cause essay'd its earliest powers,
Chose Virtue's paths, and strew'd her paths with flowers.
The first alarm'd, if Freedom waves her wings,
The fittest to adorn each art she brings;
Loved by that prince whom every virtue fires,
Praised by that bard whom every Muse inspires;
Blest in the tuneful art, the social flame;
In all that wins, in all that merits, fame!

'Twas youth's perplexing stage his doubts inspired,
When great Alcides to a grove retired:

[...] Read more

poem by William Shenstone
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Soccer Under 20

soccer teams close to pa
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[...] Read more

poem by Rwetewrt Erwtwer
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Gone Shootin

Feel the pressure rise
Hear the whistle blow
Found a ticket of her own accord [on her roller car]
[to | yeah | that] I dont know
Packed her heart in a travelling bag [fought so hard in a travelin band]
And never said bye bye
Somethings missing in the neighbourhood
All the cryin eyes
I stirred my coffee with the same spoon [a stupor caught me with the sin spoon]
Do a favourite tune [to her favourite jewel]
Gone shootin
My babys gone shootin
Wrap yourself around
Like a second skin
Packed her favourite bag [packed|picked her favourite nag]
But she could never win
I took [your | a | her] number in another town
She took another pill
She was runnin in overdrive
Up until my overkill [a victim of overkill]
She never made it past the bedroom door
What was she aiming for? [why Id thought shed even pour]
Gone shootin
Shes gone, gone gone gone
Gone shootin
My babys gone shootin
Lil child
Gone shootin
I thought that she wouldnt even know
Gone shootin
Hey look out, look out, look out, look out!
Gone shootin
Shes shootin heroin!
Gone shootin
Shes shootin loaded
Shes gone, shes gone, shes gone, shes gone
Gone shootin
Im gonna have to get a gun
Look out, look out
She could have anyone
She sure is loaded
I used to love her so [like a rubber soul]

song performed by AC-DC
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Fat Cat

Another song of woe
Woe sounds like this
You say nothings changed, where were you when my world
Was spinning into masquerade
You claim its just a question of mathematics
I shut the door on your amateur dramatics
Then you think too much
And you talk too much, vicariously
Yeah you think too much
And you talk too much
Every word is substance free
Youre the dirt on my collar
Youre the hole in my favourite shoe
Youre the last dying breath of love
Youre the weight that I need to lose
And you hurt yourself
You say Im deranged, Ill admit to being strange
But I just cant stop loving you
If the light in your eyes
Addiction came as a surprise
Didnt think Id be so into you
Then you think too much
And you talk too much, so carelessly
Yeah you think too much
And you talk too much
Every word is substance free
Youre the dirt on my collar
Youre the hole in my favourite shoe
Youre the last dying breath of love
Youre the weight that I need to lose
Youre the dirt on my collar
Youre the hole in my favourite shoe
Youre the last, last dying breath of love
Youre the weight that I need to lose
Youre the dirt on my collar
Youre the hole in my favourite shoe
Youre the last dying breath of love
Youre the weight that I need to lose

song performed by Culture Club
Added by Lucian Velea
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Canto the Ninth

I
Oh, Wellington! (or "Villainton" -- for Fame
Sounds the heroic syllables both ways;
France could not even conquer your great name,
But punn'd it down to this facetious phrase --
Beating or beaten she will laugh the same),
You have obtain'd great pensions and much praise:
Glory like yours should any dare gainsay,
Humanity would rise, and thunder "Nay!"

II
I don't think that you used Kinnaird quite well
In Marinet's affair -- in fact, 't was shabby,
And like some other things won't do to tell
Upon your tomb in Westminster's old abbey.
Upon the rest 't is not worth while to dwell,
Such tales being for the tea-hours of some tabby;
But though your years as man tend fast to zero,
In fact your grace is still but a young hero.

III
Though Britain owes (and pays you too) so much,
Yet Europe doubtless owes you greatly more:
You have repair'd Legitimacy's crutch,
A prop not quite so certain as before:
The Spanish, and the French, as well as Dutch,
Have seen, and felt, how strongly you restore;
And Waterloo has made the world your debtor
(I wish your bards would sing it rather better).

IV
You are "the best of cut-throats:" -- do not start;
The phrase is Shakspeare's, and not misapplied:
War's a brain-spattering, windpipe-slitting art,
Unless her cause by right be sanctified.
If you have acted once a generous part,
The world, not the world's masters, will decide,
And I shall be delighted to learn who,
Save you and yours, have gain'd by Waterloo?

V
I am no flatterer -- you've supp'd full of flattery:
They say you like it too -- 't is no great wonder.
He whose whole life has been assault and battery,
At last may get a little tired of thunder;
And swallowing eulogy much more than satire, he
May like being praised for every lucky blunder,
Call'd "Saviour of the Nations" -- not yet saved,
And "Europe's Liberator" -- still enslaved.

[...] Read more

poem by Byron from Don Juan (1824)
Added by Veronica Serbanoiu
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The Rosciad

Unknowing and unknown, the hardy Muse
Boldly defies all mean and partial views;
With honest freedom plays the critic's part,
And praises, as she censures, from the heart.

Roscius deceased, each high aspiring player
Push'd all his interest for the vacant chair.
The buskin'd heroes of the mimic stage
No longer whine in love, and rant in rage;
The monarch quits his throne, and condescends
Humbly to court the favour of his friends;
For pity's sake tells undeserved mishaps,
And, their applause to gain, recounts his claps.
Thus the victorious chiefs of ancient Rome,
To win the mob, a suppliant's form assume;
In pompous strain fight o'er the extinguish'd war,
And show where honour bled in every scar.
But though bare merit might in Rome appear
The strongest plea for favour, 'tis not here;
We form our judgment in another way;
And they will best succeed, who best can pay:
Those who would gain the votes of British tribes,
Must add to force of merit, force of bribes.
What can an actor give? In every age
Cash hath been rudely banish'd from the stage;
Monarchs themselves, to grief of every player,
Appear as often as their image there:
They can't, like candidate for other seat,
Pour seas of wine, and mountains raise of meat.
Wine! they could bribe you with the world as soon,
And of 'Roast Beef,' they only know the tune:
But what they have they give; could Clive do more,
Though for each million he had brought home four?
Shuter keeps open house at Southwark fair,
And hopes the friends of humour will be there;
In Smithfield, Yates prepares the rival treat
For those who laughter love, instead of meat;
Foote, at Old House,--for even Foote will be,
In self-conceit, an actor,--bribes with tea;
Which Wilkinson at second-hand receives,
And at the New, pours water on the leaves.
The town divided, each runs several ways,
As passion, humour, interest, party sways.
Things of no moment, colour of the hair,
Shape of a leg, complexion brown or fair,
A dress well chosen, or a patch misplaced,
Conciliate favour, or create distaste.
From galleries loud peals of laughter roll,
And thunder Shuter's praises; he's so droll.
Embox'd, the ladies must have something smart,

[...] Read more

poem by Charles Churchill
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Shakespeare on the Turf

SCENE I

SCENE: The saddling paddock at a racecourse.
Citizens, Battlers, Toffs, Trainers, Flappers, Satyrs, Bookmakers and Turf Experts.
Enter Shortinbras, a Trainer, and two Punters.

FIRST PUNTER: Good Shortinbras, what thinkest thou of the Fav'rite?

SHORTINBRAS (aside): This poltroon would not venture a ducat
on David to beat a dead donkey; a dull and muddy-mettled rascal.
(To Punter): Aye marry Sir, I think well of the Favourite.

PUNTER: And yet I have a billiard marker's word
That in this race to-day they back Golumpus,
And when they bet, they tell me, they will knock
The Favourite for a string of German Sausage.

SHORTINBRAS: Aye, marry, they would tell thee, I've no doubt,
It is the way of owners that they tell
To billiard markers and the men on trams
Just when they mean to bet. Go back it, back it!

(Tries to shuffle off, but Punter detains him.)

PUNTER: Nay, good Shortinbras, what thinkest thou of Golumpus?
Was it not dead last week?

SHORTINBRAS: Marry, sir, I think well of Golumpus.
'Tis safer to speak well of the dead: betimes they rise again.

(Sings)

They pulled him barefaced in the mile,
Hey, Nonny, Nonny.
The Stipes were watching them all the while;
And the losers swear, but the winners smile,
Hey, Nonny, Nonny.

Exit Shortinbras.

SECOND RUNTER: A scurvy knave! What meant he by his prate
Of Fav'rite and outsider and the like?
Forsooth he told us nothing. Follow him close.
Give him good watch, I pray you, till we see
Just what he does his dough on. Follow fast.

Exeunt Punters

SCENE II

[...] Read more

poem by Andrew Barton Paterson
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Don Juan: Canto The Ninth

Oh, Wellington! (or 'Villainton'--for Fame
Sounds the heroic syllables both ways;
France could not even conquer your great name,
But punn'd it down to this facetious phrase-
Beating or beaten she will laugh the same),
You have obtain'd great pensions and much praise:
Glory like yours should any dare gainsay,
Humanity would rise, and thunder 'Nay!'

I don't think that you used Kinnaird quite well
In Marinet's affair--in fact, 'twas shabby,
And like some other things won't do to tell
Upon your tomb in Westminster's old abbey.
Upon the rest 'tis not worth while to dwell,
Such tales being for the tea-hours of some tabby;
But though your years as man tend fast to zero,
In fact your grace is still but a young hero.

Though Britain owes (and pays you too) so much,
Yet Europe doubtless owes you greatly more:
You have repair'd Legitimacy's crutch,
A prop not quite so certain as before:
The Spanish, and the French, as well as Dutch,
Have seen, and felt, how strongly you restore;
And Waterloo has made the world your debtor
(I wish your bards would sing it rather better).

You are 'the best of cut-throats:'--do not start;
The phrase is Shakspeare's, and not misapplied:
War's a brain-spattering, windpipe-slitting art,
Unless her cause by right be sanctified.
If you have acted once a generous part,
The world, not the world's masters, will decide,
And I shall be delighted to learn who,
Save you and yours, have gain'd by Waterloo?

I am no flatterer- you 've supp'd full of flattery:
They say you like it too- 't is no great wonder.
He whose whole life has been assault and battery,
At last may get a little tired of thunder;
And swallowing eulogy much more than satire, he
May like being praised for every lucky blunder,
Call'd 'Saviour of the Nations'--not yet saved,
And 'Europe's Liberator'--still enslaved.

I've done. Now go and dine from off the plate
Presented by the Prince of the Brazils,
And send the sentinel before your gate
A slice or two from your luxurious meals:
He fought, but has not fed so well of late.

[...] Read more

poem by Byron
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Sally's Goodbye

Sally got up early to find what she could wear,
Then brushed her teeth and combed her hair.
She wasn’t going outside to play,
For today was a very special day.

Sally put on her favourite dress and matching headband,
In her favourite colour she looked so beautiful, just as planned.
‘Are you ready? ’ her daddy said
‘Yes Daddy I am, I’m just making my bed.’

She held her Daddy’s hand as they walked to the car
For she knew someone was watching from afar
They got in the car and drove away
Looking at the white clouds, with a touch of grey.

Everyone was there to give her a hug and kiss
She knew it was a day that no one would miss
In her matching headband and blue dress
As she walked through the doors she said god bless.

The place was decorated just like she thought
There was just enough room for the flowers she brought
Sally went up to the front of the room
And she knew that she would see her Mummy soon.

‘Here you are Mummy, I got these for you’
She was wearing her favourite colour, which was blue.
Sally placed the flowers she carried in her basket
With all the others right on top of her Mum’s casket.

Sally was 7 years old and didn’t understand
That her mummy couldn’t see her pretty blue headband
Daddy came up and placed on some flowers
He smiled, looking at Sally, ‘she’ll know they’re ours’.

They took their seat and began to wait
Most guests were seated, some were late.
The minister talked of a woman so beautiful
A wife, a mother and all things wonderful.

Sally asked Daddy if she could say a word
It was the sweetest thing her Daddy had heard.
‘Of course you can, Mummy would be proud,
Just go up there and remember to speak loud.

Sally walked up the front and stood at the pew
She knew everyone could see her in her dress of blue.
With memories in her head and love in her heart
She cleared her throat and began to start.

[...] Read more

poem by Kayla Neil
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Solomon on the Vanity of the World, A Poem. In Three Books. - Pleasure. Book II.

The Argument

Solomon, again seeking happiness, inquires if wealth and greatness can produce it: begins with the magnificence of gardens and buildings; the luxury of music and feasting; and proceeds to the hopes and desires of love. In two episodes are shown the follies and troubles of that passion. Solomon, still disappointed, falls under the temptations of libertinism and idolatry; recovers his thought; reasons aright; and concludes that, as to the pursuit of pleasure and sensual delight, All Is Vanity and Vexation of Spirit.

Try then, O man, the moments to deceive
That from the womb attend thee to the grave:
For wearied Nature find some apter scheme;
Health be thy hope, and pleasure be thy theme;
From the perplexing and unequal ways
Where Study brings thee from the endless maze
Which Doubt persuades o run, forewarn'd, recede
To the gay field, and flowery path, that lead
To jocund mirth, soft joy, and careless ease:
Forsake what my instruct for what may please:
Essay amusing art and proud expense,
And make thy reason subject to thy sense.

I communed thus: the power of wealth I tried,
And all the various luxe of costly pride;
Artists and plans relieved my solemn hours:
I founded palaces and planted bowers,
Birds, fishes, beasts, of exotic kind
I to the limits of my court confined,
To trees transferr'd I gave a second birth,
And bade a foreign shade grace Judah's earth.
Fish-ponds were made where former forests grew
And hills were levell'd to extend the view.
Rivers, diverted from their native course,
And bound with chains of artificial force,
From large cascades in pleasing tumult roll'd,
Or rose through figured stone or breathing gold.
From furthest Africa's tormented womb
The marble brought, erects the spacious dome,
Or forms the pillars' long-extended rows,
On which the planted grove and pensile garden grows.

The workmen here obey the master's call,
To gild the turret and to paint the wall;
To mark the pavement there with various stone,
And on the jasper steps to rear the throne:
The spreading cedar, that an age had stood,
Supreme of trees, and mistress of the wood,
Cut down and carved, my shining roof adorns,
And Lebanon his ruin'd honour mourns.

A thousand artists show their cunning powers
To raise the wonders of the ivory towers:
A thousand maidens ply the purple loom

[...] Read more

poem by Matthew Prior
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Marmion: Canto III. - The Inn

I.

The livelong day Lord Marmion rode:
The mountain path the Palmer showed,
By glen and streamlet winded still,
Where stunted birches hid the rill.
They might not choose the lowland road,
For the Merse forayers were abroad,
Who, fired with hate and thirst of prey,
Had scarcely failed to bar their way.
Oft on the trampling band, from crown
Of some tall cliff, the deer looked down;
On wing of jet, from his repose
In the deep heath, the blackcock rose;
Sprung from the gorse the timid roe,
Nor waited for the bending bow;
And when the stony path began,
By which the naked peak they wan,
Up flew the snowy ptarmigan.
The noon had long been passed before
They gained the height of Lammermoor;
Thence winding down the northern way,
Before them, at the close of day,
Old Gifford's towers and hamlet lay.

II.

No summons calls them to the tower,
To spend the hospitable hour.
To Scotland's camp the lord was gone;
His cautious dame, in bower alone,
Dreaded her castle to unclose,
So late, to unknown friends or foes,
On through the hamlet as they paced,
Before a porch, whose front was graced
With bush and flagon trimly placed,
Lord Marmion drew his rein:
The village inn seemed large, though rude:
Its cheerful fire and hearty food
Might well relieve his train.
Down from their seats the horsemen sprung,
With jingling spurs the courtyard rung;
They bind their horses to the stall,
For forage, food, and firing call,
And various clamour fills the hall:
Weighing the labour with the cost,
Toils everywhere the bustling host.

III.

[...] Read more

poem by Sir Walter Scott
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