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When I did small films like Lily and Buenos Vista, everyone thought my career would be ruined.

quote by Leslie Caron
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Pictures Of Lily

I used to wake up in the morning
I used to wake up in the morning
I used to feel so bad
I used to feel so bad
I got so sick of having sleepless nights
I got so sick of having sleepless nights
I went and told my dad
I went and told my dad
He said, son now heres some little something
He said, son now heres some little something
And stuck them on my wall
And stuck them on my wall
And now my nights aint quite so lonely
And now my nights aint quite so lonely
In fact i, I dont feel bad at all
In fact i, I dont feel bad at all
Pictures of lily made my life so wonderful
Pictures of lily made my life so wonderful
Pictures of lily helped me sleep at night
Pictures of lily helped me sleep at night
Pitcures of lily solved my childhood problems
Pitcures of lily solved my childhood problems
Pictures of lily helped me feel alright
Pictures of lily helped me feel alright
Pictures of lily
Pictures of lily
Lily, oh lily
Lily, oh lily
Lily, oh lily
Lily, oh lily
Pictures of lily
Pictures of lily
And then one day things werent quite so fine
And then one day things werent quite so fine
I fell in love with lily
I fell in love with lily
I asked my dad where lily I could find
I asked my dad where lily I could find
He said, son, now dont be silly
He said, son, now dont be silly
shes been dead since 1929
Shes been dead since 1929
Oh, how I cried that night
Oh, how I cried that night
If only Id been born in lilys time
If only Id been born in lilys time
It would have been alright
It would have been alright
Pictures of lily made my life so wonderful
Pictures of lily made my life so wonderful

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song performed by Who
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Eva And Magaldi/Eva Beware Of The City

Eva: To think that a man as famous as you are
Could love a poor little nothing like me
I wanna be a part of B.A. Buenos Aires
Big Apple

Chorus: She wants to be a part of B.A. Buenos Aires
Big Apple

Che: Just listen to that
They're on to you Magaldi
I'd get out while you can

Eva: It's happened at last
I'm starting to get started
I'm moving out with my man

Magaldi: Now Eva don't get carried away

Eva: Monotony past suburbia departed
Who could ever be fond of the back of beyond

Magaldi: Don't hear words that I didn't say

Chorus: What's that
You'd desert the girl you love

Magaldi: The girl I love
What are you talking about

Juan: She really brightened up your out of town engagement

Chorus: She gave you all she had
She wasn't in your contract
You must be quite relieved that no one's told the papers
So far

Eva: I wanna be a part of B.A. Buenos Aires
Big Apple
Would I have done what I did
If I hadn't thought
If I hadn't known we would stay together

Juan: Seems to me there's no point in resisting
She's made up her mind you've no choice
Why don't you be the man who discovered her
You'll never be remembered for your voice

Magaldi: The city can be paradise for those who have the cash
The class and the connections what you need to make a splash
The likes of you get swept up in the morning with the trash

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song performed by Madonna from Evita Soundtrack (Part 1)
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Lily Adair

On the beryl-rimmed rebecs of Ruby,
Brought fresh from the hyaline streams,
She played, on the banks of the Yuba,
Such songs as she heard in her dreams.
Like the heavens, when the stars from their cyries
Look down through the ebon night air,
Were the groves by the Ouphantic Fairies
Lit up for my Lily Adair—
For my child-like Lily Adair—
For my heaven-born Lily Adair—
For my beautiful, dutiful Lily Adair.

Like two rose-leaves in sunshine when blowing,
Just curled softly, gently apart,
Were her lips by her passion, while growing
In perfume on the stalk of her heart.
As mild as the sweet influences
Of the Pleiades 'pregning the air—
More mild than the throned Excellencies
Up in heaven, was my Lily Adair—
Was my Christ-like Lily Adair—
Was my lamb-like Lily Adair—
Was my beautiful, dutiful Lily Adair.

At the birth of this fair virgin Vestal,
She was taken for Venus' child;
And her voice, though like diamond in crystal,
Was not more melodious than mild.
Like the moon in her soft silver splendor,
She was shrined in her own, past compare,
For no Angel in heaven was more tender
Than my beautiful Lily Adair—
Than my dove-like Lily Adair—
Than my saint-like Lily Adair—
Than my beautiful, dutiful Lily Adair.

Thus she stood on the arabesque borders
Of the beautiful blossoms that blew
On the banks of the crystalline waters,
Every morn, in the diaphane dew.
The flowers, they were radiant with glory,
And shed such perfume on the air,
That my soul, now to want them, feels sorry,
And bleeds for my Lily Adair—
For my much-loved Lily Adair—
For my long-lost Lily Adair—
For my beautiful, dutiful Lily Adair.

poem by Thomas Holley Chivers (1853)
Added by Veronica Serbanoiu
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Book IV - Part 03 - The Senses And Mental Pictures

Bodies that strike the eyes, awaking sight.
From certain things flow odours evermore,
As cold from rivers, heat from sun, and spray
From waves of ocean, eater-out of walls
Around the coasts. Nor ever cease to flit
The varied voices, sounds athrough the air.
Then too there comes into the mouth at times
The wet of a salt taste, when by the sea
We roam about; and so, whene'er we watch
The wormword being mixed, its bitter stings.
To such degree from all things is each thing
Borne streamingly along, and sent about
To every region round; and Nature grants
Nor rest nor respite of the onward flow,
Since 'tis incessantly we feeling have,
And all the time are suffered to descry
And smell all things at hand, and hear them sound.
Besides, since shape examined by our hands
Within the dark is known to be the same
As that by eyes perceived within the light
And lustrous day, both touch and sight must be
By one like cause aroused. So, if we test
A square and get its stimulus on us
Within the dark, within the light what square
Can fall upon our sight, except a square
That images the things? Wherefore it seems
The source of seeing is in images,
Nor without these can anything be viewed.

Now these same films I name are borne about
And tossed and scattered into regions all.
But since we do perceive alone through eyes,
It follows hence that whitherso we turn
Our sight, all things do strike against it there
With form and hue. And just how far from us
Each thing may be away, the image yields
To us the power to see and chance to tell:
For when 'tis sent, at once it shoves ahead
And drives along the air that's in the space
Betwixt it and our eyes. And thus this air
All glides athrough our eyeballs, and, as 'twere,
Brushes athrough our pupils and thuswise
Passes across. Therefore it comes we see
How far from us each thing may be away,
And the more air there be that's driven before,
And too the longer be the brushing breeze
Against our eyes, the farther off removed
Each thing is seen to be: forsooth, this work
With mightily swift order all goes on,
So that upon one instant we may see

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poem by Lucretius
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Lancelot And Elaine

Elaine the fair, Elaine the loveable,
Elaine, the lily maid of Astolat,
High in her chamber up a tower to the east
Guarded the sacred shield of Lancelot;
Which first she placed where the morning's earliest ray
Might strike it, and awake her with the gleam;
Then fearing rust or soilure fashioned for it
A case of silk, and braided thereupon
All the devices blazoned on the shield
In their own tinct, and added, of her wit,
A border fantasy of branch and flower,
And yellow-throated nestling in the nest.
Nor rested thus content, but day by day,
Leaving her household and good father, climbed
That eastern tower, and entering barred her door,
Stript off the case, and read the naked shield,
Now guessed a hidden meaning in his arms,
Now made a pretty history to herself
Of every dint a sword had beaten in it,
And every scratch a lance had made upon it,
Conjecturing when and where: this cut is fresh;
That ten years back; this dealt him at Caerlyle;
That at Caerleon; this at Camelot:
And ah God's mercy, what a stroke was there!
And here a thrust that might have killed, but God
Broke the strong lance, and rolled his enemy down,
And saved him: so she lived in fantasy.

How came the lily maid by that good shield
Of Lancelot, she that knew not even his name?
He left it with her, when he rode to tilt
For the great diamond in the diamond jousts,
Which Arthur had ordained, and by that name
Had named them, since a diamond was the prize.

For Arthur, long before they crowned him King,
Roving the trackless realms of Lyonnesse,
Had found a glen, gray boulder and black tarn.
A horror lived about the tarn, and clave
Like its own mists to all the mountain side:
For here two brothers, one a king, had met
And fought together; but their names were lost;
And each had slain his brother at a blow;
And down they fell and made the glen abhorred:
And there they lay till all their bones were bleached,
And lichened into colour with the crags:
And he, that once was king, had on a crown
Of diamonds, one in front, and four aside.
And Arthur came, and labouring up the pass,
All in a misty moonshine, unawares

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poem by Alfred Lord Tennyson
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Lily

I scorn the man—a fool at most,
And ignorant and blind—
Who loves to go about and boast
“He understands mankind.”
I thought I had that knowledge too,
And boasted it with pride—
But since, I’ve learned that human hearts
Cannot be classified.

In days when I was young and wild
I had no vanity—
I always thought when women smiled
That they were fooling me.
I was content to let them fool,
And let them deem I cared;
For, tutored in a narrow school,
I held myself prepared.

But Lily had a pretty face,
And great blue Irish eyes—
And she was fair as any race
Beneath the Northern skies—
The sweetest voice I ever heard,
Although it was unschooled.
So for a season I preferred
By Lily to be fooled.

A friend embittered all my life
With careless words of his;
He said I’d “never win a wife
With such an ugly phiz.”
I laughed the loudest at the wit.
Though loud the laughter rung—
So be it to his credit writ—
He never knew it stung.

As far as human nature goes,
The cynic I would teach
That fruit’s not always sour to those
For whom none hangs in reach.
I only gazed as captives might
Gaze through their prison bars—
Fair women seemed to me as bright
Though far away, as stars.

And Lily was to me a star
As fair as those above,
As beautiful but just as far
From my revengeful love.
The love I bore was not exempt

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poem by Henry Lawson
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The Zenana

WHAT is there that the world hath not
Gathered in yon enchanted spot?
Where, pale, and with a languid eye,
The fair Sultana listlessly
Leans on her silken couch, and dreams
Of mountain airs, and mountain streams.
Sweet though the music float around,
It wants the old familiar sound;

And fragrant though the flowers are breathing,
From far and near together wreathing,
They are not those she used to wear,
Upon the midnight of her hair.—

She's very young, and childhood's days
With all their old remembered ways,
The empire of her heart contest
With love, that is so new a guest;
When blushing with her Murad near,
Half timid bliss, half sweetest fear,
E'en the beloved past is dim,
Past, present, future, merge in him.
But he, the warrior and the chief,
His hours of happiness are brief;
And he must leave Nadira's side
To woo and win a ruder bride;

Sought, sword in hand and spur on heel,
The fame, that weds with blood and steel.
And while from Delhi far away,
His youthful bride pines through the day,
Weary and sad: thus when again
He seeks to bind love's loosen'd chain;
He finds the tears are scarcely dry
Upon a cheek whose bloom is faded,
The very flush of victory
Is, like the brow he watches, shaded.
A thousand thoughts are at her heart,
His image paramount o'er all,
Yet not all his, the tears that start,
As mournful memories recall
Scenes of another home, which yet
That fond young heart can not forget.
She thinks upon that place of pride,
Which frowned upon the mountain's side;

While round it spread the ancient plain,
Her steps will never cross again.
And near those mighty temples stand,
The miracles of mortal hand,

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poem by Letitia Elizabeth Landon
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Carrolling II-Parody Lewis CARROLL–The Mad Gardener’s Song

Carolling II

He Thought He Saw

He thought he saw new Internet
exchanging peer to peer,
he looked again and found it was
a mirage for each year
sees more control, “what rôle, ” he said,
“for values once held dear?
Some track to trace attack and get
convictions based on fear.'

He dreamt he saw spam disappear,
all consultations free,
he looked again and found it was
a spybot lottery.
“Is net neutrality”, he said,
“from rash risks viral clear? ”

He dreamt that Microsoft would steer
all trash deleted fast,
then woke to find world insincere
where independence past
was sacrificed throughout the year
to biometrics ghast.

He thought he saw a friend’s hello,
with an attachment piece,
he looked again and found it was
the porno scanning police.
“Politically correct”, he said,
“can’t guarantee release.”

He opened it, discovered though,
a trojan horse to fleece –
he looked again as data flow
declined, - mind not at peace -
and whispered with voice hoarse and low:
'when will our worries cease? ”

He thought he saw a hierophant,
who’d deal successful life,
he looked again and found it was
subpoena from ex-wife
demanding child support, he said,
“cards are cut by Time’s knife.”

He looked once more with rage and rant
and swore like a fishwife

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poem by Jonathan Robin
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The Plea Of The Midsummer Fairies

I

'Twas in that mellow season of the year
When the hot sun singes the yellow leaves
Till they be gold,—and with a broader sphere
The Moon looks down on Ceres and her sheaves;
When more abundantly the spider weaves,
And the cold wind breathes from a chillier clime;—
That forth I fared, on one of those still eves,
Touch'd with the dewy sadness of the time,
To think how the bright months had spent their prime,

II

So that, wherever I address'd my way,
I seem'd to track the melancholy feet
Of him that is the Father of Decay,
And spoils at once the sour weed and the sweet;—
Wherefore regretfully I made retreat
To some unwasted regions of my brain,
Charm'd with the light of summer and the heat,
And bade that bounteous season bloom again,
And sprout fresh flowers in mine own domain.

III

It was a shady and sequester'd scene,
Like those famed gardens of Boccaccio,
Planted with his own laurels evergreen,
And roses that for endless summer blow;
And there were fountain springs to overflow
Their marble basins,—and cool green arcades
Of tall o'erarching sycamores, to throw
Athwart the dappled path their dancing shades,—
With timid coneys cropping the green blades.

IV

And there were crystal pools, peopled with fish,
Argent and gold; and some of Tyrian skin,
Some crimson-barr'd;—and ever at a wish
They rose obsequious till the wave grew thin
As glass upon their backs, and then dived in,
Quenching their ardent scales in watery gloom;
Whilst others with fresh hues row'd forth to win
My changeable regard,—for so we doom
Things born of thought to vanish or to bloom.

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poem by Thomas Hood
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Carrolling - Parody Lewis CARROLL – The Mad Gardener’s Song

He thought he saw an Internet
exchanging peer to peer,
he looked again and hedged his bet, -
by middle of next year
new routing tables tuned as yet
unknown may well appear –
on track to trace attack and get
convictions based on fear.

He dreamt that spam would disappear,
all trash deleted fast.
He dreamt that Windows would be clear
of viral bugs’ wormcast.
He woke to find world insincere
where independence past
was sacrificed throughout the year
to biometrics ghast.

He thought he saw a friend’s hello
with an attachment piece,
he opened to discover, though,
a trojan horse release –
He looked again as data flow
declined, - mind not at peace -
and whispered with voice timbre low:
‘I’ll send for the Police! ”

He thought he saw a heirophant
predicting happy life.
He looked again, with rage and rant
discovered from ex-wife
an email angry claiming scant
support, which threatened strife:
“At length I see the immanent
attraction of Time’s knife! ”

He dreamt he saw as he awake
the euro reach a peak,
he saw he dreamt that Bush half bake
would leave the dollar weak: -
he woke to find what grave mistake
was made for the next week
the politicians put a stake
in budget – rocked boats leak!

He thought he saw Commission clerk
jump on bandwagon bus,
he looked again, just for a lark,
and found no tinker’s cuss
the former cared for bite was bark -

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poem by Jonathan Robin
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A Snow-White Lily

There was a snow-white lily
Grew by a cottage door:
Such a white and wonderful lily
Never was seen before.

The earth and the ether brought it
Sustenance, raiment, grace,
And the feet of the west wind sought it,
And smiled in its smiling face.

Tall were its leaves and slender,
Slender and tall its stem;
Purity, all its splendour,
Beauty, its diadem.

Still from the ground it sprouted,
Statelier year by year,
Till loveliness clung about it,
And was its atmosphere.

And the fame of this lily was bruited
'Mong men ever more and more;
They came, and they saw, and uprooted
Its life from the cottage door.

For they said, ``'Twere shame, 'twere pity,
It here should dwell half despised.
We must carry it off to the city,
Where lilies are loved and prized.''

The city was moved to wonder,
And burst into praise and song,
And the multitude parted asunder
To gaze on it borne along.

Along and aloft 'twas uplifted,
From palace to palace led;
Men vowed 'twas the lily most gifted
Of lilies living or dead.

And wisdom, and wealth, and power,
Bowed down to it more and more:-
Yet it never was quite the same flower
That bloomed by the cottage door.

For no longer the night-dews wrought it
Raiment, and food, and grace;
Nor the feet of the west wind sought it,
To dance in its dimpling face.

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poem by Alfred Austin
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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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Tamar

I
A night the half-moon was like a dancing-girl,
No, like a drunkard's last half-dollar
Shoved on the polished bar of the eastern hill-range,
Young Cauldwell rode his pony along the sea-cliff;
When she stopped, spurred; when she trembled, drove
The teeth of the little jagged wheels so deep
They tasted blood; the mare with four slim hooves
On a foot of ground pivoted like a top,
Jumped from the crumble of sod, went down, caught, slipped;
Then, the quick frenzy finished, stiffening herself
Slid with her drunken rider down the ledges,
Shot from sheer rock and broke
Her life out on the rounded tidal boulders.

The night you know accepted with no show of emotion the little
accident; grave Orion
Moved northwest from the naked shore, the moon moved to
meridian, the slow pulse of the ocean
Beat, the slow tide came in across the slippery stones; it drowned
the dead mare's muzzle and sluggishly
Felt for the rider; Cauldwell’s sleepy soul came back from the
blind course curious to know
What sea-cold fingers tapped the walls of its deserted ruin.
Pain, pain and faintness, crushing
Weights, and a vain desire to vomit, and soon again
die icy fingers, they had crept over the loose hand and lay in the
hair now. He rolled sidewise
Against mountains of weight and for another half-hour lay still.
With a gush of liquid noises
The wave covered him head and all, his body
Crawled without consciousness and like a creature with no bones,
a seaworm, lifted its face
Above the sea-wrack of a stone; then a white twilight grew about
the moon, and above
The ancient water, the everlasting repetition of the dawn. You
shipwrecked horseman
So many and still so many and now for you the last. But when it
grew daylight
He grew quite conscious; broken ends of bone ground on each
other among the working fibers
While by half-inches he was drawing himself out of the seawrack
up to sandy granite,
Out of the tide's path. Where the thin ledge tailed into flat cliff
he fell asleep. . . .
Far seaward
The daylight moon hung like a slip of cloud against the horizon.
The tide was ebbing
From the dead horse and the black belt of sea-growth. Cauldwell
seemed to have felt her crying beside him,

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poem by Robinson Jeffers
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From Four Saints in Three Acts

Pigeons on the grass alas.
Pigeons on the grass alas.
Short longer grass short longer longer shorter yellow grass. Pigeons
large pigeons on the shorter longer yellow grass alas pigeons on the
grass.
If they were not pigeons what were they.
If they were not pigeons on the grass alas what were they. He had
heard of a third and he asked about if it was a magpie in the sky.
If a magpie in the sky on the sky can not cry if the pigeon on the
grass alas can alas and to pass the pigeon on the grass alas and the
magpie in the sky on the sky and to try and to try alas on the
grass alas the pigeon on the grass the pigeon on the grass and alas.
They might be very well they might be very well very well they might
be.
Let Lucy Lily Lily Lucy Lucy let Lucy Lucy Lily Lily Lily Lily
Lily let Lily Lucy Lucy let Lily. Let Lucy Lily.

poem by Gertrude Stein
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Fake Out In Buenos Aires

Fake out
Fake in
Fake it to me
What is fake?
Fake t.v.
Land of a thousand fake outs
Fake worse than death
In buenos aires
In buenos aires
Fake out
Fake in
Fakers delight
Fake your claim
Fake around the clock
Winner fake all
Three fakes, youre out
In buenos aires
In buenos aires

song performed by They Might Be Giants
Added by Lucian Velea
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Me Da Igual

Me da igual, me da igual
Que me hablen de la vida
O de la muerte tambin
Me da igual, me da igual
que me hablen de los buenos
O de los malos tambin. . . .
Se acabaron los refuerzos
De una guerra siempre injusta
Hoy slo quedan los desechos de las almas justas
Se acabaron los amigos
Se acabaron los vecinos
Hoy slo quedan los sucesos de los asesinos
coro:
Me da igual, me da igual
Que me hablen de la vida
O de la muerte tambin
Me da igual, me da igual
Que me hablen de los buenos
O de los malos tambin. . . .
Se acabaron los valores
De la sangre y del pota
Hoy slo quedan los residuos de una patria muerta
Ya acabaron con el mundo
Ya acabaron con los hijos
Hoy solo quedan los recuerdos de los aos vivos
coro (X2)
Me da igual, me da igual
Que me hablen de la vida
O de la muerte tambin
Me da igual, me da igual
Que ma hablen de los buenos
O de los malos tambin
Me da igual, me da igual
Me da igual, me da igual
Que me hablen de la vida
O de la muerte tambin
Se acabaron los refuerzos
De una guerra siempre injusta
Hoy slo quedan los desechos de las almas justas
Se acabaron los amigos
Se acabaron los vecinos
Hoy slo quedan los sucesos de los asesinos
Me da igual, me da igual
Que ma hablen de los buenos
O de los malos tambin

song performed by Juanes
Added by Lucian Velea
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Three Women

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

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

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

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

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

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

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

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poem by Ella Wheeler Wilcox
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The Loves of the Angels

'Twas when the world was in its prime,
When the fresh stars had just begun
Their race of glory and young Time
Told his first birth-days by the sun;
When in the light of Nature's dawn
Rejoicing, men and angels met
On the high hill and sunny lawn,-
Ere sorrow came or Sin had drawn
'Twixt man and heaven her curtain yet!
When earth lay nearer to the skies
Than in these days of crime and woe,
And mortals saw without surprise
In the mid-air angelic eyes
Gazing upon this world below.

Alas! that Passion should profane
Even then the morning of the earth!
That, sadder still, the fatal stain
Should fall on hearts of heavenly birth-
And that from Woman's love should fall
So dark a stain, most sad of all!

One evening, in that primal hour,
On a hill's side where hung the ray
Of sunset brightening rill and bower,
Three noble youths conversing lay;
And, as they lookt from time to time
To the far sky where Daylight furled
His radiant wing, their brows sublime
Bespoke them of that distant world-
Spirits who once in brotherhood
Of faith and bliss near ALLA stood,
And o'er whose cheeks full oft had blown
The wind that breathes from ALLA'S throne,
Creatures of light such as still play,
Like motes in sunshine, round the Lord,
And thro' their infinite array
Transmit each moment, night and day,
The echo of His luminous word!

Of Heaven they spoke and, still more oft,
Of the bright eyes that charmed them thence;
Till yielding gradual to the soft
And balmy evening's influence-
The silent breathing of the flowers-
The melting light that beamed above,
As on their first, fond, erring hours,-
Each told the story of his love,
The history of that hour unblest,
When like a bird from its high nest

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poem by Thomas Moore
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The Dream

'TWAS summer eve; the changeful beams still play'd
On the fir-bark and through the beechen shade;
Still with soft crimson glow'd each floating cloud;
Still the stream glitter'd where the willow bow'd;
Still the pale moon sate silent and alone,
Nor yet the stars had rallied round her throne;
Those diamond courtiers, who, while yet the West
Wears the red shield above his dying breast,
Dare not assume the loss they all desire,
Nor pay their homage to the fainter fire,
But wait in trembling till the Sun's fair light
Fading, shall leave them free to welcome Night!

So when some Chief, whose name through realms afar
Was still the watchword of succesful war,
Met by the fatal hour which waits for all,
Is, on the field he rallied, forced to fall,
The conquerors pause to watch his parting breath,
Awed by the terrors of that mighty death;
Nor dare the meed of victory to claim,
Nor lift the standard to a meaner name,
Till every spark of soul hath ebb'd away,
And leaves what was a hero, common clay.

Oh! Twilight! Spirit that dost render birth
To dim enchantments; melting Heaven with Earth,
Leaving on craggy hills and rumning streams
A softness like the atmosphere of dreams;
Thy hour to all is welcome! Faint and sweet
Thy light falls round the peasant's homeward feet,
Who, slow returning from his task of toil,
Sees the low sunset gild the cultured soil,
And, tho' such radliance round him brightly glows,
Marks the small spark his cottage window throws.
Still as his heart forestals his weary pace,
Fondly he dreams of each familiar face,
Recalls the treasures of his narrow life,
His rosy children, and his sunburnt wife,

To whom his coming is the chief event
Of simple days in cheerful labour spent.
The rich man's chariot hath gone whirling past,
And those poor cottagers have only cast
One careless glance on all that show of pride,
Then to their tasks turn'd quietly aside;
But him they wait for, him they welcome home,
Fond sentinels look forth to see him come;
The fagot sent for when the fire grew dim,
The frugal meal prepared, are all for him;
For him the watching of that sturdy boy,

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poem by Caroline Elizabeth Sarah Norton
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Loraine

This is the story of one man’s soul.
The paths are stony and passion is blind,
And feet must bleed ere the light we find.
The cypher is writ on Life’s mighty scroll,
And the key is in each man’s mind.
But who read aright, ye have won release,
Ye have touched the joy in the heart of Peace.

PART I

THERE’S a bend of the river on Glenbar run
Which the wild duck haunt at the set of sun,
And the song of the waters is softened so
That scarcely its current is heard to flow;
And the blackfish hide by the shady bank
’Neath the sunken logs where the reeds are rank,
And the halcyon’s mail is an azure gleam
O’er the shifting shoals of the silver bream,
And the magpies chatter their idle whim,
And the wagtails flitter along the brim,
And tiny martins with breasts of snow
Keep fluttering restlessly to and fro,
And the weeping willows have framed the scene
With the trailing fall of their curtains green,
And the grass grows lush on the level leas
’Neath the low gnarled boughs of the apple trees,
Where the drowsy cattle dream away
The noon-tide hours of the summer day.
There’s a shady nook by the old tree where
The track comes winding from Bendemeer.
So faint are the marks of the bridle track,
From the old slip-rails on the ridge’s back,
That few can follow the lines I know—
But I ride with the shadows of long ago!
I am gaunt and gray, I am old and worn,
But my heart goes back to a radiant morn
When someone waited and watched for me
In the friendly shade of that grand old tree.
The winter of Memory brings again
The summer rapture of passionate pain,
And she comes to me with the morning grace
On her sun-gold hair and her lily face,
And her blue eyes soft with the dreamy light
She stole from the stars of the Southern night,
And her slender form like a springtide flower
That sprang from the earth in a magic hour,
With the trembling smile and the tender tone
And the welcome glance—that were mine alone.
And we sit once more as we sat of old
When the future lay in a haze of gold—

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poem by George Essex Evans
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