Some of the speakers we bring on campus may not reflect official church teaching, but that's how it is.
quote by William P. Leahy
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Related quotes
Blow Your Speakers Out
So hop in your ride
Roll your windows down
cause tonight's your night
get lost in the sound
gotta crank the music loud
baby blow your speakers out (Your speakers out)
Under the stolen lights
feel the rhythm, the rhythm
and it will get you right
sweat it all out of your system
you gotta free your mind
let yourself unwind
cause it's your night night night
so get it right right right come on
can you feel it inside
it likes to go for a ride
i know you need it
i can see it in your eyes
So hop in your ride
Roll your windows down
cause tonight's your night
get lost in the sound
gotta crank the music loud
baby blow your speakers out (Your speakers out)
So hop in your ride
Roll your windows down
cause tonight's your night
get lost in the sound
gotta crank the music loud
baby blow your speakers out (Your speakers out)
I know you feel the heat
i see you feeling the fire
don't worry bout a thing
fulfill your every desire
the Dj's playing this song
so now you can't go wrong
cause it's your night night night
so do it right right right come on
Can you feel it inside
He likes to go for a ride
i know you need it
i can see it in your eyes
So hop in your ride
Roll your windows down
[...] Read more
poem by Jojo Jonna
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Sex & The Church
Though the idea of compassion
Is said to be
The union of christ
And his bride, the christian
Its all very puzzling
Sex and the church
Sex and the church
Sex and the church
And the church
And the church
All the great mystic religions
Put strong emphasis, on
Redeame this spiritual qualities
Of sex of sex
Chrstianity
Has been pretty modern
About sex
Of sex of sex of sex of sex
Sex and the church
Sex and the church
Sex and the church
Sex sex
I think there is a union
Between the flesh and the spirit
Its sex and the church
Sex and the church
All religions mother
Give me youre freedom of spirit
And the joys of the flesh
Of sex sex sex and the church
Give me youre freedom of spirit
And the joys of the flesh
Of sex sex sex and the church
Sex and the church
Sex and the church
Sex and the church
And the church
And the church
Sex sex
Sex and the church
Sex and the church
Sex and the church
Sex sex
Sex and the church
Sex and the church
Sex and the church
And the church
And the church
Sex sex
Sex and the church
[...] Read more
song performed by David Bowie
Added by Lucian Velea
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The Hind And The Panther, A Poem In Three Parts : Part II.
“Dame,” said the Panther, “times are mended well,
Since late among the Philistines you fell.
The toils were pitched, a spacious tract of ground
With expert huntsmen was encompassed round;
The inclosure narrowed; the sagacious power
Of hounds and death drew nearer every hour.
'Tis true, the younger lion 'scaped the snare,
But all your priestly calves lay struggling there,
As sacrifices on their altars laid;
While you, their careful mother, wisely fled,
Not trusting destiny to save your head.
For, whate'er promises you have applied
To your unfailing Church, the surer side
Is four fair legs in danger to provide;
And whate'er tales of Peter's chair you tell,
Yet, saving reverence of the miracle,
The better luck was yours to 'scape so well.”
“As I remember,” said the sober Hind,
“Those toils were for your own dear self designed,
As well as me; and with the selfsame throw,
To catch the quarry and the vermin too,—
Forgive the slanderous tongues that called you so.
Howe'er you take it now, the common cry
Then ran you down for your rank loyalty.
Besides, in Popery they thought you nurst,
As evil tongues will ever speak the worst,
Because some forms, and ceremonies some
You kept, and stood in the main question dumb.
Dumb you were born indeed; but, thinking long,
The test, it seems, at last has loosed your tongue:
And to explain what your forefathers meant,
By real presence in the sacrament,
After long fencing pushed against a wall,
Your salvo comes, that he's not there at all:
There changed your faith, and what may change may fall.
Who can believe what varies every day,
Nor ever was, nor will be at a stay?”
“Tortures may force the tongue untruths to tell,
And I ne'er owned myself infallible,”
Replied the Panther: “grant such presence were,
Yet in your sense I never owned it there.
A real virtue we by faith receive,
And that we in the sacrament believe.”
“Then,” said the Hind, “as you the matter state,
Not only Jesuits can equivocate;
For real, as you now the word expound,
From solid substance dwindles to a sound.
Methinks, an Æsop's fable you repeat;
You know who took the shadow for the meat:
Your Church's substance thus you change at will,
[...] Read more
poem by John Dryden
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Hudibras: Part 3 - Canto II
THE ARGUMENT
The Saints engage in fierce Contests
About their Carnal interests;
To share their sacrilegious Preys,
According to their Rates of Grace;
Their various Frenzies to reform,
When Cromwel left them in a Storm
Till, in th' Effigy of Rumps, the Rabble
Burns all their Grandees of the Cabal.
THE learned write, an insect breeze
Is but a mungrel prince of bees,
That falls before a storm on cows,
And stings the founders of his house;
From whose corrupted flesh that breed
Of vermin did at first proceed.
So e're the storm of war broke out,
Religion spawn'd a various rout
Of petulant Capricious sects,
The maggots of corrupted texts,
That first run all religion down,
And after ev'ry swarm its own.
For as the Persian Magi once
Upon their mothers got their sons,
That were incapable t' enjoy
That empire any other way;
So PRESBYTER begot the other
Upon the good old Cause, his mother,
Then bore then like the Devil's dam,
Whose son and husband are the same.
And yet no nat'ral tie of blood
Nor int'rest for the common good
Cou'd, when their profits interfer'd,
Get quarter for each other's beard.
For when they thriv'd, they never fadg'd,
But only by the ears engag'd:
Like dogs that snarl about a bone,
And play together when they've none,
As by their truest characters,
Their constant actions, plainly appears.
Rebellion now began, for lack
Of zeal and plunders to grow slack;
The Cause and covenant to lessen,
And Providence to b' out of season:
For now there was no more to purchase
O' th' King's Revenue, and the Churches,
But all divided, shar'd, and gone,
That us'd to urge the Brethren on;
Which forc'd the stubborn'st for the Cause,
[...] Read more
poem by Samuel Butler
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University Of Central Florida Volleyball
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unlv summer football camp 2008
[...] Read more
poem by Caasder Fronds
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A Teaching Of The Facts Can Relax
Vulnerability when needed,
Can attract true love.
With a getting of some pity too.
A vulnerability when needed,
Can attract true love.
With a bit of innocence,
That can put one in the mood.
And when,
Facts of life are slow...
A teaching of the facts can relax.
A teaching of the facts,
Can get one to relax.
And when,
A nervousness sets in...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.
And when,
Eyes begin to cry...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.
A teaching of the facts can relax.
Vulnerability when needed,
Can attract true love.
With a teaching of the facts to relax,
In those moments.
A teaching of the facts can relax.
A vulnerability when needed,
Can attract true love.
With a bit of innocence,
That can put one in the mood.
And when,
A nervousness sets in...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.
And when,
Eyes begin to cry...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.
[...] Read more
poem by Lawrence S. Pertillar
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Night Bring Me My Lover
Night bring me my lover, night
Bring me my lover, night
The night has brought me you, ooooh
Night bring me my lover, night
Bring me my lover, night
The night has brought me you, ooh
Night, bring me my lover
Baby, night is sweet?
To each other thats the way we meet
I went all day for night to come
When I ? so easy
Do you want my lover, baby
Exchanging smiles and glances,
Just by to take my chances
Night bring me my lover, night
Bring me my lover, night
The night has brought me you, ooooh
Night bring me my lover, night
Bring me my lover, night
The night has brought me you, ooh
Night, bring me my lover
Youre the living cruel
To satisfy each other, thats the loving truth
One day is all I want belong to ? baby
Thats the way I found you, lover?
Each other
Nights brought us one another
Night bring me my lover, night
Bring me my lover, night
The night has brought me you, ooooh
Night bring me my lover, night
Bring me my lover, night
The night has brought me you, ooh
(Im so high) Im in love tonight
(so high) I think our love is so right
(so high) ? tomorrow-morrow
Night (bring me my lover)
Bring me my lover,
Night
(bring me my lover)
Bring me my lover, night
The night has brought me you, ooooh
Night (bring me my lover)
Bring me my lover, night
(bring me my lover)
Bring me my lover, night
The night has brought me you, ooh
Night (bring me my lover)
Bring me my lover, night
(bring me my lover)
[...] Read more
song performed by Gloria Estefan
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 Convocation: A Poem
When Vertue's Standard Ecclesiasticks bear,
Their sacred Robe the noblest Minds revere.
All to its Guidance do their Thoughts submit,
But such who triumph in licentious Wit;
And nauseous Mirth as high Desert esteem,
When rais'd by Scorn upon Religion's Theme
As Kings by Right Divine o'er Nations sway,
As the most worthy, their high Pow'rs obey;
Homage by all is to the Priesthood born,
And none but Fools their Heav'nly Pastors scorn.
Yet censure not the Muse's Freedom here:
If urg'd by Errors, she must seem severe!
Tho' keen her Satyr, she no Envy bears;
Tho' Priests she lashes, she their Function spares.
Nor for ill Members such the Clergy calls,
But on their Shame, and not their Glory, falls.
Of all the Plagues with which the World is curst,
Time has still prov'd that Priestcraft is the worst.
By some, what Notions thro' the World are spread?
On Falshoods grounded, and from Int'rest bred;
Errour has still the giddy World perplext,
Whilst Scripture gilds it with some sacred Text.
This wild Opinions Strife and Faction brings,
The Bane of Nations, the Misrule of Kings.
Priests oft profane what they from Heav'n derive;
Some live by Legends, some by Murders thrive,
Some sell their Gods, and Altar-Rites deface,
With Doctrines some the Brain-sick People craze.
The Pagan prey on slaughter'd Wretches Fates,
The Romish fatten on the best Estates,
The British stain what Heav'n has right confest,
And Sectaries the Scriptures falsly wrest.
Amongst the Tribe, how few are, as they ought,
Clear in their Souls, instructive in their Thought!
The Good, like Prophets, shew their Precepts pure;
The Ill with Craft the Heav'nly Light obscure;
False to their Trust, they lead their Flocks astray,
And with their Errors cloud the sacred Way.
Tho' artless Numbers may my Verses throng,
Yet now Religion's Cause inspires my Song:
[...] Read more
poem by Richard Savage
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VI. Giuseppe Caponsacchi
Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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The Church of Brou
I
The Castle
Down the Savoy valleys sounding,
Echoing round this castle old,
’Mid the distant mountain chalets
Hark! what bell for church is toll’d?
In the bright October morning
Savoy’s Duke had left his bride.
From the castle, past the drawbridge,
Flow’d the hunters’ merry tide.
Steeds are neighing, gallants glittering;
Gay, her smiling lord to greet,
From her mullion’d chamber casement
Smiles the Duchess Marguerite.
From Vienna, by the Danube,
Here she came, a bride, in spring.
Now the autumn crisps the forest;
Hunters gather, bugles ring.
Hounds are pulling, prickers swearing,
Horses fret, and boar-spears glance:
Off!- They sweep the marshy forests.
Westward, on the side of France.
Hark! the game’s on foot; they scatter!-
Down the forest-ridings lone,
Furious, single horsemen gallop-
Hark! a shout - a crash - a groan!
Pale and breathless, came the hunters;
On the turf dead lies the boar
God! the Duke lies stretch’d beside him,
Senseless, weltering in his gore.
* * * *
In the dull October evening,
Down the leaf-strewn forest-road,
To the castle, past the drawbridge,
Came the hunters with their load.
In the hall, with sconces blazing,
Ladies waiting round her seat,
Clothed in smiles, beneath the dais
Sate the Duchess Marguerite.
[...] Read more
poem by Matthew Arnold (1853)
Added by Veronica Serbanoiu
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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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VII. Pompilia
I am just seventeen years and five months old,
And, if I lived one day more, three full weeks;
'T is writ so in the church's register,
Lorenzo in Lucina, all my names
At length, so many names for one poor child,
—Francesca Camilla Vittoria Angela
Pompilia Comparini,—laughable!
Also 't is writ that I was married there
Four years ago: and they will add, I hope,
When they insert my death, a word or two,—
Omitting all about the mode of death,—
This, in its place, this which one cares to know,
That I had been a mother of a son
Exactly two weeks. It will be through grace
O' the Curate, not through any claim I have;
Because the boy was born at, so baptized
Close to, the Villa, in the proper church:
A pretty church, I say no word against,
Yet stranger-like,—while this Lorenzo seems
My own particular place, I always say.
I used to wonder, when I stood scarce high
As the bed here, what the marble lion meant,
With half his body rushing from the wall,
Eating the figure of a prostrate man—
(To the right, it is, of entry by the door)
An ominous sign to one baptized like me,
Married, and to be buried there, I hope.
And they should add, to have my life complete,
He is a boy and Gaetan by name—
Gaetano, for a reason,—if the friar
Don Celestine will ask this grace for me
Of Curate Ottoboni: he it was
Baptized me: he remembers my whole life
As I do his grey hair.
All these few things
I know are true,—will you remember them?
Because time flies. The surgeon cared for me,
To count my wounds,—twenty-two dagger-wounds,
Five deadly, but I do not suffer much—
Or too much pain,—and am to die to-night.
Oh how good God is that my babe was born,
—Better than born, baptized and hid away
Before this happened, safe from being hurt!
That had been sin God could not well forgive:
He was too young to smile and save himself.
When they took two days after he was born,
My babe away from me to be baptized
And hidden awhile, for fear his foe should find,—
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poem by Robert Browning from The Ring and the Book
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Solomon
As thro' the Psalms from theme to theme I chang'd,
Methinks like Eve in Paradice I rang'd;
And ev'ry grace of song I seem'd to see,
As the gay pride of ev'ry season, she.
She gently treading all the walks around,
Admir'd the springing beauties of the ground,
The lilly glist'ring with the morning dew,
The rose in red, the violet in blew,
The pink in pale, the bells in purple rows,
And tulips colour'd in a thousand shows:
Then here and there perhaps she pull'd a flow'r
To strew with moss, and paint her leafy bow'r;
And here and there, like her I went along,
Chose a bright strain, and bid it deck my song.
But now the sacred Singer leaves mine eye,
Crown'd as he was, I think he mounts on high;
Ere this Devotion bore his heav'nly psalms,
And now himself bears up his harp and palms.
Go, saint triumphant, leave the changing sight,
So fitted out, you suit the realms of light;
But let thy glorious robe at parting go,
Those realms have robes of more effulgent show;
It flies, it falls, the flutt'ring silk I see,
Thy son has caught it and he sings like thee,
With such election of a theme divine,
And such sweet grace, as conquers all but thine.
Hence, ev'ry writer o'er the fabled streams,
Where frolick fancies sport with idle dreams,
Or round the sight enchanted clouds dispose,
Whence wanton cupids shoot with gilded bows;
A nobler writer, strains more brightly wrought,
Themes more exulted, fill my wond'ring thought:
The parted skies are track'd with flames above,
As love descends to meet ascending love;
The seasons flourish where the spouses meet,
And earth in gardens spreads beneath their feet.
This fresh-bloom prospect in the bosom throngs,
When Solomon begins his song of songs,
Bids the rap'd soul to Lebanon repair,
And lays the scenes of all his action there,
Where as he wrote, and from the bow'r survey'd
The scenting groves, or answ'ring knots he made,
His sacred art the sights of nature brings,
Beyond their use, to figure heav'nly things.
Great son of God! whose gospel pleas'd to throw
Round thy rich glory, veils of earthly show,
Who made the vineyard oft thy church design,
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poem by Thomas Parnell
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Your Love
[jay-z]
Christion.. listen
Uhh, jigga
How easy is that?
Lame mad cause the game that i, spat at his chick
So i had to double back quick, and clap at his click
Soon as the smoke cleared, i got back in his *bitch*
Tell that man son, i ain't your ave-rage
My-rap-is-as-sick-as-it-gets
All the while, hand my hand on her, ass and hips
Told her, "let's get gone; listen to christion"
Play full of smoke, take small pulls to choke
She almost overdosed, how them cats hold their notes
Know that the flow's no joke, mine strictly fold dough
And since you over age, and, i'm overpaid
We can play in the rover til the verse is over.. jay
[christion] (bring back your love) bring back your love babe
[jay-z] for the color y'all (bring back your love) funk dat
[christion] bring back your love
[jay-z] (bring back your love) geyeah
[christion] bring back your love babe
[jay-z] right, for the color y'all (bring back your love) uh
[christion] bring back your love (two, three)
[jay-z] turn that up.. uh-huh
[christion]
I... uhh, think of you
Late at night (uh-huh) love that's all i do
Tell me why (uh-huh, jigga, uh-huh) do you have to leave
Love me lady (uh) c'mon (uh) bring it back to meee..
[jay-z] for the color (bring back your love) yea
[christion] bring back your love bab-ay
[jay-z] (bring back your love) yea
[christion] begging you bring it back to meee
[jay-z] (bring back your love) uh-huh, who you wit
[christion] uh-huh, baby come on back
[jay-z] (bring back your love) oh yea
[christion] bring back your love
[jay-z] yeah, yeah, pause .. who you wit
[christion]
Love (uh-huh), is a funny thing
When i'm with your babe (gi geya) you make my heart sing
It's so cold .. it's so colllld .. inside my bed
Come back home (yea) .. come back home ..
Because i don't wanna fuss and fight (funk dat)
Baby i wanna talk, about you and me
This ain't the way it's 'sposed to be
I don't wanna be alone, so bring back your love
[jay-z] uh, uh, uh (bring back your love) yea
[christion] do you wanna hear me beg baby
[jay-z] uh-huh uh uh (bring back your love)
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song performed by Jay-Z
Added by Lucian Velea
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II. Half-Rome
What, you, Sir, come too? (Just the man I'd meet.)
Be ruled by me and have a care o' the crowd:
This way, while fresh folk go and get their gaze:
I'll tell you like a book and save your shins.
Fie, what a roaring day we've had! Whose fault?
Lorenzo in Lucina,—here's a church
To hold a crowd at need, accommodate
All comers from the Corso! If this crush
Make not its priests ashamed of what they show
For temple-room, don't prick them to draw purse
And down with bricks and mortar, eke us out
The beggarly transept with its bit of apse
Into a decent space for Christian ease,
Why, to-day's lucky pearl is cast to swine.
Listen and estimate the luck they've had!
(The right man, and I hold him.)
Sir, do you see,
They laid both bodies in the church, this morn
The first thing, on the chancel two steps up,
Behind the little marble balustrade;
Disposed them, Pietro the old murdered fool
To the right of the altar, and his wretched wife
On the other side. In trying to count stabs,
People supposed Violante showed the most,
Till somebody explained us that mistake;
His wounds had been dealt out indifferent where,
But she took all her stabbings in the face,
Since punished thus solely for honour's sake,
Honoris causâ, that's the proper term.
A delicacy there is, our gallants hold,
When you avenge your honour and only then,
That you disfigure the subject, fray the face,
Not just take life and end, in clownish guise.
It was Violante gave the first offence,
Got therefore the conspicuous punishment:
While Pietro, who helped merely, his mere death
Answered the purpose, so his face went free.
We fancied even, free as you please, that face
Showed itself still intolerably wronged;
Was wrinkled over with resentment yet,
Nor calm at all, as murdered faces use,
Once the worst ended: an indignant air
O' the head there was—'t is said the body turned
Round and away, rolled from Violante's side
Where they had laid it loving-husband-like.
If so, if corpses can be sensitive,
Why did not he roll right down altar-step,
Roll on through nave, roll fairly out of church,
Deprive Lorenzo of the spectacle,
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poem by Robert Browning from The Ring and the Book
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Tannhauser
The Landgrave Hermann held a gathering
Of minstrels, minnesingers, troubadours,
At Wartburg in his palace, and the knight,
Sir Tannhauser of France, the greatest bard,
Inspired with heavenly visions, and endowed
With apprehension and rare utterance
Of noble music, fared in thoughtful wise
Across the Horsel meadows. Full of light,
And large repose, the peaceful valley lay,
In the late splendor of the afternoon,
And level sunbeams lit the serious face
Of the young knight, who journeyed to the west,
Towards the precipitous and rugged cliffs,
Scarred, grim, and torn with savage rifts and chasms,
That in the distance loomed as soft and fair
And purple as their shadows on the grass.
The tinkling chimes ran out athwart the air,
Proclaiming sunset, ushering evening in,
Although the sky yet glowed with yellow light.
The ploughboy, ere he led his cattle home,
In the near meadow, reverently knelt,
And doffed his cap, and duly crossed his breast,
Whispering his 'Ave Mary,' as he heard
The pealing vesper-bell. But still the knight,
Unmindful of the sacred hour announced,
Disdainful or unconscious, held his course.
'Would that I also, like yon stupid wight,
Could kneel and hail the Virgin and believe!'
He murmured bitterly beneath his breath.
'Were I a pagan, riding to contend
For the Olympic wreath, O with what zeal,
What fire of inspiration, would I sing
The praises of the gods! How may my lyre
Glorify these whose very life I doubt?
The world is governed by one cruel God,
Who brings a sword, not peace. A pallid Christ,
Unnatural, perfect, and a virgin cold,
They give us for a heaven of living gods,
Beautiful, loving, whose mere names were song;
A creed of suffering and despair, walled in
On every side by brazen boundaries,
That limit the soul's vision and her hope
To a red hell or and unpeopled heaven.
Yea, I am lost already,-even now
Am doomed to flaming torture for my thoughts.
O gods! O gods! where shall my soul find peace?'
He raised his wan face to the faded skies,
Now shadowing into twilight; no response
Came from their sunless heights; no miracle,
As in the ancient days of answering gods.
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poem by Emma Lazarus
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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
Added by Veronica Serbanoiu
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The Legend Of St. Sophia Of Kioff
I.
[The Poet describes the city and spelling of Kiow, Kioff, or Kiova.]
A thousand years ago, or more,
A city filled with burghers stout,
And girt with ramparts round about,
Stood on the rocky Dnieper shore.
In armor bright, by day and night,
The sentries they paced to and fro.
Well guarded and walled was this town, and called
By different names, I'd have you to know;
For if you looks in the g'ography books,
In those dictionaries the name it varies,
And they write it off Kieff or Kioff, Kiova or Kiow.
II.
[Its buildings, public works, and ordinances, religious and civil.]
Thus guarded without by wall and redoubt,
Kiova within was a place of renown,
With more advantages than in those dark ages
Were commonly known to belong to a town.
There were places and squares, and each year four fairs,
And regular aldermen and regular lord-mayors;
And streets, and alleys, and a bishop's palace;
And a church with clocks for the orthodox—
With clocks and with spires, as religion desires;
And beadles to whip the bad little boys
Over their poor little corduroys,
In service-time, when they DIDN'T make a noise;
And a chapter and dean, and a cathedral-green
With ancient trees, underneath whose shades
Wandered nice young nursery-maids.
[The poet shows how a certain priest dwelt at Kioff, a godly
clergyman, and one that preached rare good sermons.]
Ding-dong, ding-dong, ding-ding-a-ring-ding,
The bells they made a merry merry ring,
From the tall tall steeple; and all the people
(Except the Jews) came and filled the pews—
Poles, Russians and Germans,
To hear the sermons
Which HYACINTH preached godly to those Germans and Poles,
For the safety of their souls.
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poem by William Makepeace Thackeray
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The Motown Song
(larry john mcnally)
Bring over some of your old motown records
Well put the speakers in the window and well go
On the roof and listen to the miracles
Echo to the alley down below
Lets dance together just for the night
Lets dont worry about the future or nothin else
cause just like the musics sayin you gotta take chances
Go ahead just do it and trust yourself
Theres a soul in the city
Watching over us tonight
Theres a soul in the city
Saying everythings gonna be all right
So bring over some of your old motown records
Well put the speakers in the window and well go
On the roof and listen to the miracles
Echo to the alley down below
They wish us luck
But they think were just dreaming
Lets prove them wrong baby
cause you know what luck is
Luck is believing youre lucky
Thats all and showing just a little bit of faith
Theres a soul in the city
Watching over us I swear
Theres a soul in the city
Theres a whole world waiting out there
Listen
I got plans for us
Playing like a skip on a record
Through my head all night long
But when we walk that darkened stairway
And step out on the roof
I know what were feeling cant be wrong
Bring over some of your old motown records
Well put the speakers in the window and well go
On the roof and listen to the miracles
Echo to the alley down below
Bring over some of your old motown records
Well put the speakers in the window and well go
On the roof and listen to the miracles
Echo to the alley down below
let the temptations sing it one time
Bring over some of you old motown records
Well put the speakers in the window and well go
On the roof and listen to the miracles
Echo to the alley down below
song performed by Rod Stewart
Added by Lucian Velea
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