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You have people who can't act and they get all these parts. Paris Hilton falls into her own category. She's made a career out of it.

quote by Kate Hudson
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Une Nuit A Paris

Part one: one night in paris
Bonjour monsieur
Paris really welcomes you
Its the best room in the house
Its forty francs a night, alright.
Its crazy, it isnt worth a centime
Ill take it!
Merci monsieur
Rouged lips in the gaslight
A great view of the hall
Thats the way the croissant crumbles after all
Paris is only one step away
Les girls are out on bail
Tres bien theres love for sale
Oh my cheri, wish you were mine
And Ill show you a wonderful time
For the price of a cheap champagne
Ill show it you once again
One night in paris
Is like a year in any other place
One night in paris
Will wipe the smile off your pretty face
One girl in paris
Is like loving every woman
One night in paris
One night in paris
One night in paris
May be your last!!!
Part two: the same night in paris
Is he gonna buy?
You wanna little culture?
Is he gonna pay?
Maybe monsieur is into photographs, non?
Or is he gonna fall in love
The all american way?
I got a watch wiz a beautiful swiss movement
Is he gonna buy?
Forget the watch, Ill show you a good time!'
Is he gonna pay?
Le connoisseur, want something different?
Or is he gonna fall in love
The all american way?
Oh you know you aint no casanova
You cant even do the bossa nova
Or the tango or the samba!
Though you are so very charming
No you aint no casanova
Is he gonna buy?
Is he gonna pay?
Or is he gonna fall in love

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song performed by 10 Cc
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Gioconda And Si-Ya-U

to the memory of my friend SI-YA-U,
whose head was cut off in Shanghai

A CLAIM

Renowned Leonardo's
world-famous
"La Gioconda"
has disappeared.
And in the space
vacated by the fugitive
a copy has been placed.

The poet inscribing
the present treatise
knows more than a little
about the fate
of the real Gioconda.
She fell in love
with a seductive
graceful youth:
a honey-tongued
almond-eyed Chinese
named SI-YA-U.
Gioconda ran off
after her lover;
Gioconda was burned
in a Chinese city.

I, Nazim Hikmet,
authority
on this matter,
thumbing my nose at friend and foe
five times a day,
undaunted,
claim
I can prove it;
if I can't,
I'll be ruined and banished
forever from the realm of poesy.

1928

Part One
Excerpts from Gioconda's Diary

15 March 1924: Paris, Louvre Museum

At last I am bored with the Louvre Museum.

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poem by Nazim Hikmet
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If It All Falls Down

By: matt betton
1986
I never wanted to be
A man of mystery
My lifes an open book
By james joyce and agatha christie
Sometimes I get confused
Somewhere around page two
I live the perfect crime
And crime pays more than it used to
Theyre checkin the evidence
May be some charges pressed
The only one they got me on
Is some misdemeanor craziness
Chorus:
If it all falls down falls down falls down
If they solve my life they find me out
Never thought to keep all I have found
I have had my fun if it all falls down
If it all falls down falls down falls down
I have had my fun I have bought a few rounds
And been out on the town way out on the town
Way way way out if it all falls down
Never wanted to be
A part of history
I have my days in the sun
A beach bum a man for all seasides
Guidance counselor said
Your scores are anti-heroic
Computer recommends
Hard-drinking calypso poet
Studied life at sea
Studied life in bars
Never passed my s.a.t.s
So I thought Id study extra hard
Chorus:
If it all falls down falls down falls down
I have learned my trade from the inside out
I can strum real hard I can play real loud
I can charm a crowd if it all falls down
If it all falls down falls down falls down
I can warm a crowd I can make them shout
I can juggle verbs adverbs and nouns
I can make them dance til they all fall down
We had plenty of doctors
We had plenty of lawyers
We had people to make us things
We had people to sell us those things
Didnt have enough room for those things
We build lots of self storage

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song performed by Jimmy Buffett
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Into how many parts would you divide the child after Divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many insane parts would you divide your new-born child’s eternal happiness; after your treacherously vindictive divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many heartless parts would you divide your new-born child’s invincible freedom; after your venomously unbearable divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many ribald parts would you divide your new-born child’s unsurpassable creativity; after your lethally unceremonious divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many salacious parts would you divide your new-born child’s majestic destiny; after your lecherously ignominious divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many emotionless parts would you divide your new-born child’s triumphant spirit; after your contemptuously debasing divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many terrorizing parts would you divide your new-born child’s unbridled fantasies; after your abhorrently cadaverous divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many excruciating parts would you divide your new-born child’s humanitarian blood; after your cold-bloodedly cannibalistic divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many tyrannized parts would you divide your new-born child’s unconquerable artistry; after your violently besmirching divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many reproachful parts would you divide your new-born child’s redolent playfulness; after your despicably devastating divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many sacrilegious parts would you divide your new-born child’s impregnable mischief; after your sadistically bemoaning divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many wanton parts would you divide your new-born child’s impeccable integrity; after your hedonistically carnivorous divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many ghoulish parts would you divide your new-born child’s limitless fertility; after your mindlessly malicious divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many diabolical parts would you divide your new- born child’s infallible innocence; after your unforgivably truculent divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many vengeful parts would you divide your new-born child’s uninhibited cries; after your preposterously bigoted divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many criminal parts would you divide your new-born child’s princely silkenness; after your tempestuously confounding divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many satanic parts would you divide your new-born child’s tiny brain; after your barbarously ungainly divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many sadistic parts would you divide your new-born child’s unlimited curiosity; after your egregiously dastardly divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many carnivorous parts would you divide your new-born child’s parental longing; after your inanely decrepit divorce?

And you might legally divide each other from the bonds of immortal marriage; but tell me; into how many goddamned parts would you divide your new-born child’s immortal love; after your devilishly vituperative divorce?

©®copyright-2005, by nikhil parekh. all rights reserved.

poem by Nikhil Parekh
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Sixth Book

THE English have a scornful insular way
Of calling the French light. The levity
Is in the judgment only, which yet stands;
For say a foolish thing but oft enough,
(And here's the secret of a hundred creeds,–
Men get opinions as boys learn to spell,
By re-iteration chiefly) the same thing
Shall pass at least for absolutely wise,
And not with fools exclusively. And so,
We say the French are light, as if we said
The cat mews, or the milch-cow gives us milk:
Say rather, cats are milked, and milch cows mew,
For what is lightness but inconsequence,
Vague fluctuation 'twixt effect and cause,
Compelled by neither? Is a bullet light,
That dashes from the gun-mouth, while the eye
Winks, and the heart beats one, to flatten itself
To a wafer on the white speck on a wall
A hundred paces off? Even so direct,
So sternly undivertible of aim,
Is this French people.
All idealists
Too absolute and earnest, with them all
The idea of a knife cuts real flesh;
And still, devouring the safe interval
Which Nature placed between the thought and act,
They threaten conflagration to the world
And rush with most unscrupulous logic on
Impossible practice. Set your orators
To blow upon them with loud windy mouths
Through watchword phrases, jest or sentiment,
Which drive our burley brutal English mobs
Like so much chaff, whichever way they blow,–
This light French people will not thus be driven.
They turn indeed; but then they turn upon
Some central pivot of their thought and choice,
And veer out by the force of holding fast.
–That's hard to understand, for Englishmen
Unused to abstract questions, and untrained
To trace the involutions, valve by valve,
In each orbed bulb-root of a general truth,
And mark what subtly fine integument
Divides opposed compartments. Freedom's self
Comes concrete to us, to be understood,
Fixed in a feudal form incarnately
To suit our ways of thought and reverence,
The special form, with us, being still the thing.
With us, I say, though I'm of Italy
My mother's birth and grave, by father's grave
And memory; let it be,–a poet's heart

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poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
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Vendémiaire

Hommes de l'avenir souvenez-vous de moi
Je vivais à l'époque où finissaient les rois
Tour à tour ils mouraient silencieux et tristes
Et trois fois courageux devenaient trismégistes

Que Paris était beau à la fin de septembre
Chaque nuit devenait une vigne où les pampres
Répandaient leur clarté sur la ville et là-haut
Astres mûrs becquetés par les ivres oiseaux
De ma gloire attendaient la vendange de l'aube

Un soir passant le long des quais déserts et sombres
En rentrant à Auteuil j'entendis une voix
Qui chantait gravement se taisant quelquefois
Pour que parvînt aussi sur les bords de la Seine
La plainte d'autres voix limpides et lointaines

Et j'écoutai longtemps tous ces chants et ces cris
Qu'éveillait dans la nuit la chanson de Paris

J'ai soif villes de France et d'Europe et du monde
Venez toutes couler dans ma gorge profonde

Je vis alors que déjà ivre dans la vigne
Paris Vendangeait le raisin le plus doux de la terre
Ces grains miraculeux qui aux treilles chantèrent

Et Rennes répondit avec Quimper et Vannes
Nous voici ô Paris Nos maisons nos habitants
Ces grappes de nos sens qu'enfanta le soleil
Se sacrifient pour te désaltérer trop avide merveille
Nous t'apportons tous les cerveaux les cimetières les murailles
Ces berceaux pleins de cris que tu n'entendras pas
Et d'amont en aval nos pensées ô rivières
Les oreilles des écoles et nos mains rapprochées
Aux doigts allongés nos mains les clochers

Et nous t'apportons aussi cette souple raison
Que le mystère clôt comme une porte la maison
Ce mystère courtois de la galanterie
Ce mystère fatal fatal d'une autre vie
Double raison qui est au-delà de la beauté
Et que la Grèce n'a pas connue ni l'Orient
Double raison de la Bretagne où lame à lame
L'océan châtre peu à peu l'ancien continent

Et les villes du Nord répondirent gaiement

Ô Paris nous voici boissons vivantes
Les viriles cités où dégoisent et chantent

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poem by Guillaume Apollinaire
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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)
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Tales Of A Wayside Inn : Part 2. The Poet's Tale; Lady Wentworth

One hundred years ago, and something more,
In Queen Street, Portsmouth, at her tavern door,
Neat as a pin, and blooming as a rose,
Stood Mistress Stavers in her furbelows,
Just as her cuckoo-clock was striking nine.
Above her head, resplendent on the sign,
The portrait of the Earl of Halifax,
In scarlet coat and periwig of flax,
Surveyed at leisure all her varied charms,
Her cap, her bodice, her white folded arms,
And half resolved, though he was past his prime,
And rather damaged by the lapse of time,
To fall down at her feet and to declare
The passion that had driven him to despair.
For from his lofty station he had seen
Stavers, her husband, dressed in bottle-green,
Drive his new Flying Stage-coach, four in hand,
Down the long lane, and out into the land,
And knew that he was far upon the way
To Ipswich and to Boston on the Bay!

Just then the meditations of the Earl
Were interrupted by a little girl,
Barefooted, ragged, with neglected hair,
Eyes full of laughter, neck and shoulders bare,
A thin slip of a girl, like a new moon,
Sure to be rounded into beauty soon,
A creature men would worship and adore,
Though now in mean habiliments she bore
A pail of water, dripping, through the street
And bathing, as she went, her naked feet.

It was a pretty picture, full of grace,--
The slender form, the delicate, thin face;
The swaying motion, as she hurried by;
The shining feet, the laughter in her eye,
That o'er her face in ripples gleamed and glanced,
As in her pail the shifting sunbeam danced:
And with uncommon feelings of delight
The Earl of Halifax beheld the sight.
Not so Dame Stavers, for he heard her say
These words, or thought he did, as plain as day:
'O Martha Hilton! Fie! how dare you go
About the town half dressed, and looking so!'
At which the gypsy laughed, and straight replied:
'No matter how I look; I yet shall ride
In my own chariot, ma'am.' And on the child
The Earl of Halifax benignly smiled,
As with her heavy burden she passed on,
Looked back, then turned the corner, and was gone.

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poem by Henry Wadsworth Longfellow
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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

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poem by Robert Browning from The Ring and the Book
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The House Of Dust: Complete

I.

The sun goes down in a cold pale flare of light.
The trees grow dark: the shadows lean to the east:
And lights wink out through the windows, one by one.
A clamor of frosty sirens mourns at the night.
Pale slate-grey clouds whirl up from the sunken sun.

And the wandering one, the inquisitive dreamer of dreams,
The eternal asker of answers, stands in the street,
And lifts his palms for the first cold ghost of rain.
The purple lights leap down the hill before him.
The gorgeous night has begun again.

'I will ask them all, I will ask them all their dreams,
I will hold my light above them and seek their faces.
I will hear them whisper, invisible in their veins . . .'
The eternal asker of answers becomes as the darkness,
Or as a wind blown over a myriad forest,
Or as the numberless voices of long-drawn rains.

We hear him and take him among us, like a wind of music,
Like the ghost of a music we have somewhere heard;
We crowd through the streets in a dazzle of pallid lamplight,
We pour in a sinister wave, ascend a stair,
With laughter and cry, and word upon murmured word;
We flow, we descend, we turn . . . and the eternal dreamer
Moves among us like light, like evening air . . .

Good-night! Good-night! Good-night! We go our ways,
The rain runs over the pavement before our feet,
The cold rain falls, the rain sings.
We walk, we run, we ride. We turn our faces
To what the eternal evening brings.

Our hands are hot and raw with the stones we have laid,
We have built a tower of stone high into the sky,
We have built a city of towers.

Our hands are light, they are singing with emptiness.
Our souls are light; they have shaken a burden of hours . . .
What did we build it for? Was it all a dream? . . .
Ghostly above us in lamplight the towers gleam . . .
And after a while they will fall to dust and rain;
Or else we will tear them down with impatient hands;
And hew rock out of the earth, and build them again.

II.

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poem by Conrad Potter Aiken
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VIII. Dominus Hyacinthus de Archangelis, Pauperum Procurator

Ah, my Giacinto, he's no ruddy rogue,
Is not Cinone? What, to-day we're eight?
Seven and one's eight, I hope, old curly-pate!
—Branches me out his verb-tree on the slate,
Amo-as-avi-atum-are-ans,
Up to -aturus, person, tense, and mood,
Quies me cum subjunctivo (I could cry)
And chews Corderius with his morning crust!
Look eight years onward, and he's perched, he's perched
Dapper and deft on stool beside this chair,
Cinozzo, Cinoncello, who but he?
—Trying his milk-teeth on some crusty case
Like this, papa shall triturate full soon
To smooth Papinianian pulp!

It trots
Already through my head, though noon be now,
Does supper-time and what belongs to eve.
Dispose, O Don, o' the day, first work then play!
—The proverb bids. And "then" means, won't we hold
Our little yearly lovesome frolic feast,
Cinuolo's birth-night, Cinicello's own,
That makes gruff January grin perforce!
For too contagious grows the mirth, the warmth
Escaping from so many hearts at once—
When the good wife, buxom and bonny yet,
Jokes the hale grandsire,—such are just the sort
To go off suddenly,—he who hides the key
O' the box beneath his pillow every night,—
Which box may hold a parchment (someone thinks)
Will show a scribbled something like a name
"Cinino, Ciniccino," near the end,
"To whom I give and I bequeath my lands,
"Estates, tenements, hereditaments,
"When I decease as honest grandsire ought."
Wherefore—yet this one time again perhaps—
Shan't my Orvieto fuddle his old nose!
Then, uncles, one or the other, well i' the world,
May—drop in, merely?—trudge through rain and wind,
Rather! The smell-feasts rouse them at the hint
There's cookery in a certain dwelling-place!
Gossips, too, each with keepsake in his poke,
Will pick the way, thrid lane by lantern-light,
And so find door, put galligaskin off
At entry of a decent domicile
Cornered in snug Condotti,—all for love,
All to crush cup with Cinucciatolo!

Well,
Let others climb the heights o' the court, the camp!

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poem by Robert Browning from The Ring and the Book
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Oenone

There lies a vale in Ida, lovelier
Than all the valleys of Ionian hills.
The swimming vapour slopes athwart the glen,
Puts forth an arm, and creeps from pine to pine,
And loiters, slowly drawn. On either hand
The lawns and meadow-ledges midway down
Hang rich in flowers, and far below them roars
The long brook falling thro' the clov'n ravine
In cataract after cataract to the sea.
Behind the valley topmost Gargarus
Stands up and takes the morning: but in front
The gorges, opening wide apart, reveal
Troas and Ilion's column'd citadel,
The crown of Troas. Hither came at noon
Mournful Œnone, wandering forlorn
Of Paris, once her playmate on the hills.
Her cheek had lost the rose, and round her neck
Floated her hair or seem'd to float in rest.
She, leaning on a fragment twined with vine,
Sang to the stillness, till the mountain-shade
Sloped downward to her seat from the upper cliff.

"O mother Ida, many-fountain'd Ida,
Dear mother Ida, harken ere I die.
For now the noonday quiet holds the hill:
The grasshopper is silent in the grass:
The lizard, with his shadow on the stone,
Rests like a shadow, and the winds are dead.
The purple flower droops: the golden bee
Is lily-cradled: I alone awake.
My eyes are full of tears, my heart of love,
My heart is breaking, and my eyes are dim,
And I am all aweary of my life.

"O mother Ida, many-fountain'd Ida,
Dear mother Ida, harken ere I die.
Hear me, O Earth, hear me, O Hills, O Caves
That house the cold crown'd snake! O mountain brooks,
I am the daughter of a River-God,
Hear me, for I will speak, and build up all
My sorrow with my song, as yonder walls
Rose slowly to a music slowly breathed,
A cloud that gather'd shape: for it may be
That, while I speak of it, a little while
My heart may wander from its deeper woe.

"O mother Ida, many-fountain'd Ida,
Dear mother Ida, harken ere I die.
I waited underneath the dawning hills,
Aloft the mountain lawn was dewy-dark,

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poem by Alfred Lord Tennyson
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Œnone

. There lies a vale in Ida, lovelier
Than all the valleys of Ionian hills.
The swimming vapour slopes athwart the glen,
Puts forth an arm, and creeps from pine to pine,
And loiters, slowly drawn. On either hand
The lawns and meadow-ledges midway down
Hang rich in flowers, and far below them roars
The long brook falling thro' the clov'n ravine
In cataract after cataract to the sea.
Behind the valley topmost Gargarus
Stands up and takes the morning: but in front
The gorges, opening wide apart, reveal
Troas and Ilion's column'd citadel,
The crown of Troas. Hither came at noon
Mournful Œnone, wandering forlorn
Of Paris, once her playmate on the hills.
Her cheek had lost the rose, and round her neck
Floated her hair or seem'd to float in rest.
She, leaning on a fragment twined with vine,
Sang to the stillness, till the mountain-shade
Sloped downward to her seat from the upper cliff.

'O mother Ida, many-fountain'd Ida,
Dear mother Ida, harken ere I die.
For now the noonday quiet holds the hill:
The grasshopper is silent in the grass:
The lizard, with his shadow on the stone,
Rests like a shadow, and the winds are dead.
The purple flower droops: the golden bee
Is lily-cradled: I alone awake.
My eyes are full of tears, my heart of love,
My heart is breaking, and my eyes are dim,
And I am all aweary of my life.

'O mother Ida, many-fountain'd Ida,
Dear mother Ida, harken ere I die.
Hear me, O Earth, hear me, O Hills, O Caves
That house the cold crown'd snake! O mountain brooks,
I am the daughter of a River-God,
Hear me, for I will speak, and build up all
My sorrow with my song, as yonder walls
Rose slowly to a music slowly breathed,
A cloud that gather'd shape: for it may be
That, while I speak of it, a little while
My heart may wander from its deeper woe.

'O mother Ida, many-fountain'd Ida,
Dear mother Ida, harken ere I die.
I waited underneath the dawning hills,
Aloft the mountain lawn was dewy-dark,

[...] Read more

poem by Alfred Lord Tennyson
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In Paris With You

Don't talk to me of love. I've had an earful
And I get tearful when I've downed a drink or two.
I'm one of your talking wounded.
I'm a hostage. I'm maroonded.
But I'm in Paris with you.

Yes I'm angry at the way I've been bamboozled
And resentful at the mess I've been through.
I admit I'm on the rebound
And I don't care where are we bound.
I'm in Paris with you.

Do you mind if we do not go to the Louvre
If we say sod off to sodding Notre Dame,
If we skip the Champs Elysées
And remain here in this sleazy

Old hotel room
Doing this and that
To what and whom
Learning who you are,
Learning what I am.

Don't talk to me of love. Let's talk of Paris,
The little bit of Paris in our view.
There's that crack across the ceiling
And the hotel walls are peeling
And I'm in Paris with you.

Don't talk to me of love. Let's talk of Paris.
I'm in Paris with the slightest thing you do.
I'm in Paris with your eyes, your mouth,
I'm in Paris with... all points south.
Am I embarrassing you?
I'm in Paris with you.

poem by James Fenton
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Paris, Please Accept Me, As A Human Refugee

paris................
o paris................
Y paris................
the patience, eating the happiness
the pain, eating the patience
and the pain, eating the pain
I AM SICK, paris
treat me, sister
paris................
o paris................
Y paris................
exile, on my papers
restrained, ..
in my lines
so free me, paris
treat me, paris
I BELONG TO YOU, ..
sister
my home, the colours of MONET
my room, is a water flower
my air..
is the scent of FRANCE
and my refuge..
is a place by RENOIR shrine
so take me paris..
as your..
renoirian..
REFUGEE.

poem by Ahmed Khaled
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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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Uncle Ned’s Tales: How The Flag Was Saved

‘TWAS a dismal winter's evening, fast without came down the snow,
But within, the cheerful fire cast a ruddy, genial glow
O'er our pleasant little parlor, that was then my mother's pride.
There she sat beside the glowing grate, my sister by her side;
And beyond, within the shadow, in a cosy little nook
Uncle Ned and I were sitting, and in whispering tones we spoke.
I was asking for a story he had promised me to tell,—
Of his comrade, old Dick Hilton, how he fought and how he fell;
And with eager voice I pressed him, till a mighty final cloud
Blew he slowly, then upon his breast his grisly head he bowed,
And, musing, stroked his gray mustache ere he began to speak,
Then brushed a tear that stole along his bronzed and furrowed cheek.
'Ah, no! I will not speak to-night of that sad tale,' he cried,
'Some other time I'll tell you, boy, about that splendid ride.
Your words have set me thinking of the many careless years
That comrade rode beside me, and have caused these bitter tears;
For I loved him, boy,—for twenty years we galloped rein to rein,—
In peace and war, through all that time, stanch comrades had we been.
As boys we rode together when our soldiering first began.
And in all those years I knew him for a true and trusty man.
One who never swerved from danger,—for he knew not how to fear,—
If grim Death arrayed his legions, Dick would charge him with a cheer.
He was happiest in a struggle or a wild and dangerous ride:
Every inch a trooper was he, and he cared for naught beside.
He was known for many a gallant deed: to-night I'll tell you one,
And no braver feat of arms was by a soldier ever done.
'Twas when we were young and fearless, for 'twas in our first campaign,
When we galloped through the orange groves and fields of sunny Spain.
Our wary old commander was retiring from the foe,
Who came pressing close upon us, with a proud, exulting show.
We could hear their taunting laughter, and within our very sight
Did they ride defiant round us,—ay, and dared us to the fight.
But brave old Picton heeded not, but held his backward track,
And smiling said the day would come to pay the Frenchmen back.
And come it did: one morning, long before the break of day,
We were standing to our arms, all ready for the coming fray.
Soon the sun poured down his glory on the hostile lines arrayed,
And his beams went flashing brightly back from many a burnished blade,
Soon to change its spotless luster for a reeking crimson stain,
In some heart, then throbbing proudly, that will never throb again.
When that sun has reached his zenith, life and pride will then have fled,
And his beams will mock in splendor o'er the ghastly heaps of dead.
Oh, 'tis sad to think how many—but I wander, lad, I fear;
And, though the moral's good, I guess the tale you'd rather hear.
Well, I said that we were ready, and the foe was ready, too;
Soon the fight was raging fiercely,—thick and fast the bullets flew,
With a bitter hiss of malice, as if hungry for the life
To be torn from manly bosoms in the maddening heat of strife.
Distant batteries were thundering, pouring grape and shell like rain,
And the cruel missiles hurtled with their load of death and pain,

[...] Read more

poem by John Boyle O'Reilly
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Falls On Me

You see me hanging round
starting to swear about this black hole you've dug for me
and silently within hands touchin skin shock
breaks my disease and i can breath
and all of your weights
all you dream falls on me
it falls on me
and your beautiful sky
the light you breath
falls on me
it falls on me ahha
Your faith like a pain
it draws me in again
she washes all my wounds of me
darkness in my veins
I never could explain
and i wonder if you have ever see
Will you still believe
and all of your weights
and all that you dream
falls on me
it falls on me
and your beautiful sky
the light you breath
falls on me
it falls on me
am I that strong
to carry on
have i changed your life
have i changed my world
could you save me ahhhhha
and all of your weights
all you dream
falls on me
it falls on me
and you beautiful sky
the light you breath
falls on me
it falls on me
and all of your weights
all you dream falls on me
it falls on me
and your beautiful sky
the light you breath
falls on me
it falls on me
ahhhhaha yea ahhhah yea

song performed by Fuel
Added by Lucian Velea
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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!

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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The Falling Stars

SHEPHERD, thou say'st there is a star
Which rules our changeful destinies:
Can mortal vision soar so far,
Or pierce such mighty mysteries?
Shepherd, 'tis said thy mind recals
The lore of grey departed seers:
say, what is yonder star which falls,
Which falls, falls, and disappears?

My son, a child of joy expired,
Yon was his star which glided by,
The friendly feast, by mirth inspired,
Has witnessed his departing sigh;
He sang of wine and beauty's thralls,
Round went his jokes and witty jeers
There is another star which falls.
Which falls, falls, and disappears!

My son, it is a star of light,
Of one beloved, and young and fair,
Preparing for her bridal night,
Wreathing white roses in her hair;
On her her frantic lover calls,
But vain his grief, and vain his tears
There is another star which falls.
Which falls, falls, and disappears!

My son, yon was the rapid star,
The suddenly extinguished gleam,
Of one just born to wealth and power,
One born to bask in fortune's beam;
He has escaped the flatterers' thralls,
The weight of guilt, the load of years
There is another star which falls,
Which falls, falls, and disappears!

My son, did'st see its guileful ray?
A monarch's favourite is no more!
Flattered in life-in death's dark day
No friends or mourners seek his door:
He was the cringing slave who crawls,
And fattens on a people's tears
There is another star which falls,
Which falls, falls, and disappears!

'Twas the last of a race of kings;
But go, my son-for thou hast seen
That wealth and power are empty things,
Which leave no trace that they have been.
Glory and fame the heart enthral,

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poem by Charles Mackay
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