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In social matters, pointless conventions are not merely the bee sting of etiquette, but the snake bite of moral order.

quote by Florence King
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Social Netowrking Of Robots

end of world war
end of world war 11
end of world scenarios
end of world thursday prophet
end of world wa rtwo
end of world war 2 france
end of world video
end of world war 1 effects
end of world vision
end of world songs
end of world war 2
end of world war 1
end of world wallpapers
end of world scenerio
end of world time clock
end of wortd
end of world wtf mate youtube
end of world west america
end of world war ii
end of world war iii
end of wrestling match signal
end of worlds
end of worldwar 2
end of world war i
end of world war two
end of wrestling match indicator
end of world war 2 wikipedia
end of world war 21945
end of world war one
end of world wite web
end of worled war 2
end of world wide ii
end of world war 2 info
end of world war two date
end of wow
end of ww 2
end of ww2
end of ww1 treaty of versailles
end of ww1 treaty
end of ww ii
end of ww2 in czechoslovakia
end of ww2 date
end of ww1 ghost photos
end of ww1 treaty of vers
end of ww 1
end of ww2 for japanese americans
end of ww-ii
end of ww2 battleship
end of wrold war 2
end of ww11

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poem by Rwetewrt Erwtwer
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Shudder/king Of Snake

Kkking of snake
King of snake
Kkking of snake
Kkking of snake
Kkking of snake
Kkking of snake
Snake
Snake
Snake
Snake
24 hours with the king of snake
Kkking of snake
Dogman and the king of snake
Im on a boast and the king of snake
Dogman and the king of snake
King of snake race
Im on a boast and the king of snake
Dogman and the king of snake
Im on a boast and the king of snake
24 hours with the king of snake
Daily daily daily daily to dream like
Tom and jerry thing
And drink drink drink
And you go ping
Daily daily daily daily to dream like
Tom and jerry thing
And drink drink drink drink
And you go ping
Heat that stuff enough
Right
That stuff enough
Right
That stuff enough
Right [x4]
That stuff enough
Snake
Drink that stuff enough
Right
That stuff enough
Right
That stuff enougha
Right [x4]
That stuff enough
Right
Daily daily daily daily to dream like
Tom and jerry thing
And drink drink drink
And you go ping
Daily daily daily daily to dream like
Tom and jerry thing

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song performed by Underworld
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Honey Bee

Honey
Honey bee
Honey bee
Honey bee
Honey
Honey
Youre my honey bee [youre my honey bee, baby]
Come on and sting me [your love is sweet as can be]
Youre my honey bee [youre my honey bee, baby]
Come on and sting me [your love is sweet as can be]
Youre always so busy
Workin on loves honeycomb
Chalk full of sugar down your sweet mouth
Every time you kiss me, boy, really turns me on
Youre always buzzin, buzzin, buzzin
Love is in the air
Theres nothin like your lovin
Boy, its beyond compare, yeah
Youre my honey bee [youre my honey bee, baby]
Come on and sting me [your love is sweet as can be]
Youre my honey bee, yeah [youre my honey bee, baby]
Come on and sting me [your love is sweet as can be]
Theres so much love power
In everything you bring to me
Whenever Im snuggled in your arms
The love you bring makes my heart sing
You know love is where you are
Theres where I want to be
When its cold outside
Youre honey loves so good to me
Youre my honey bee, oh, yeah [youre my honey bee, baby]
Come on and sting me, oh [your love is sweet as can be]
Youre my honey bee [youre my honey bee, baby]
Come on and sting me, ah [your love is sweet as can be], ow
Ah
Youre my honey bee [youre my honey bee, baby]
Come on and sting me, yeah [your love is sweet as can be]
Youre my honey bee [youre my honey bee, baby]
Sweet love, oh [your love is sweet as can be]
Honey, honey, honey [youre my honey bee, baby]
Honey bee [your love is sweet as can be]
Sweet love [youre my honey bee, baby]
Sweet love, give it to me [your love is sweet as can be]
Got to have it, need your love, ah, yeah [youre my honey bee, baby]
Sweet honey bee, yeah [your love is sweet as can be]
Sweet [youre my honey bee, baby] love, ah
[your love is sweet as can be]
Youre my honey bee

song performed by Gloria Gaynor
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Ælla, A Tragical Interlude - Act I

SCENE I.
CELMONDE, att BRYSTOWE.
Before yonne roddie sonne has droove hys wayne
Throwe halfe hys joornie, dyghte yn gites of goulde,
Mee, happeless mee, hee wylle a wretche behoulde,
Mieselfe, and al that's myne, bounde ynn myschaunces chayne.
Ah! Birtha, whie dydde Nature frame thee fayre?
Whie art thou all thatt poyntelle canne bewreene ?
Whie art thou nott as coarse as odhers are?--
Butte thenn thie soughle woulde throwe thy vysage sheene,
Yatt shemres onn thie comelie semlykeene,
Lyche nottebrowne cloudes, whann bie the sonne made redde,
Orr scarlette, wythe waylde lynnen clothe ywreene ,
Syke would thie spryte uponn thie vysage spredde.
Thys daie brave Ælla dothe thyne honde and harte
Clayme as hys owne to be, whyche nee from hys moste parte.
And cann I lyve to see herr wythe anere?
Ytt cannotte, muste nott, naie, ytt shalle not bee.
Thys nyghte I'll putte stronge poysonn ynn the beere,
And hymm, herr, and myselfe, attenes wyll slea.
Assyst mee, Helle! lett Devylles rounde mee tende,
To slea mieself, mie love, & eke mie doughtie friende.

SCENE II.
ÆLLA, BIRTHA.
ÆLLA.
Notte, whanne the hallie prieste dyd make me knyghte,
Blessynge the weaponne, tellynge future dede,
Howe bie mie honde the prevyd Dane should blede,
Howe I schulde often bee, and often wynne, ynn fyghte;
Notte, whann I fyrste behelde thie beauteous hue,
Whyche strooke mie mynde, and rouzed mie softer soule;
Nott, whann from the barbed horse yn fyghte dyd viewe
The flying Dacians oere the wyde playne roule,
Whan all the troopes of Denmarque made grete dole,
Dydd I fele joie wyth syke reddoure as nowe,
Whan hallie preest, the lechemanne of the soule,
Dydd knytte us both ynn a caytysnede vowe:
Now hallie Ælla's selynesse ys grate;
Shap haveth nowe ymade hys woes for to emmate .
BIRTHA.
Mie lorde, and husbande, syke a joie ys myne;
Botte mayden modestie moste ne soe saie,
Albeytte thou mayest rede ytt ynn myne eyne,
Or ynn myne harte, where thou shalte be for aie;
Inne sothe, I have butte meeded oute thie faie;
For twelve tymes twelve the mone hathe bin yblente,
As manie tymes hathe vyed the Godde of daie,
And on the grasse her lemes of sylverr sente,
Sythe thou dydst cheese mee for thie swote to bee,

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poem by Thomas Chatterton
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Nothing Even Matters

Now the skies could fall
Not even if my boss should call
The world it seems so very small
'Cause nothing even matters at all

Nothing even matters
Nothing even matters at all
Nothing even matters
Nothing even matters at all

See I don't need no alcohol
Your love makes me feel ten feet tall
Without it I'd go through withdrawal
'Cause nothing even matters at all

Nothing even matters
Nothing even matters at all
Nothing even matters
Nothing even matters at all

These buildings could drift out to sea
Some natural catastrophe
Still there's no place I'd rather be
'Cause nothing even matters to me

Nothing even matters
Nothing even matters to me
Nothing even matters
Nothing even matters to me

You're part of my identity
I sometimes have the tendency
To look at you religiously
'Cause nothing even matters to me

Nothing even matters
Nothing even matters to me
Nothing even matters
Nothing even matters to me

Now you won't find me at no store
I have no time for manicures
With you it's never either or
'Cause nothing even matters no more

Nothing even matters
Nothing even matters no more
Nothing even matters
Nothing even matters no more

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song performed by Lauryn Hill from The Miseducation Of Lauryn Hill
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Ælla, A Tragical Interlude - Act III

SCENE I.
BRISTOWE.
BIRTHA.
Gentle Egwina, do notte preche me joie;
I cannotte joie ynne anie thynge botte weere .
Oh! yatte aughte schulde oure selynesse destroie,
Floddynge the face wythe woe, and brynie teare!
EGWINA.
You muste, you muste endeavour for to cheere
Youre harte unto somme cherisaunied reste.
Youre loverde from the battelle wylle appere,
Ynne honnoure, and a greater love, be dreste:
Botte I wylle call the mynstrelles roundelaie;
Perchaunce the swotie sounde maie chase your wiere awaie.

MYNSTRELLES SONGE.
O! synge untoe mie roundelaie,
O! droppe the blynie teare wythe mee,
Daunce ne moe atte hallie daie,
Lycke a reyneynge ryver bee;
Mie love ys dedde,
Gon to hys death-bedde,
Al under the wyllowe tree.
Blacke hys cryne as the wynter nyghte,
Whyte hys rode as the sommer snowe,
Rodde hys face as the morning lyghte,
Cale he lyes ynne the grave belowe;
Mie love ys dedde,
Gon to hys death-bedde,
Al under the wyllowe tree.
Swote hys tynge as the throstles note,
Quycke ynn daunce as thoughte canne bee,
Defte hys taboure, codgelle stote,
O! hee lyes bie the wyllowe tree:
Mie love ys dedde,
Gonne to hys deathe-bedde,
Alle underre the wyllowe tree.
Harke! the ravenne flappes hys wynge,
In the briered delle belowe;
Harke! the dethe-owle loude dothe synge,
To the nyghte-mares as heie goe;
Mie love ys dedde,
Gonne to hys deathe-bedde,
Al under the wyllowe tree.
See! the whyte moone sheenes onne hie;
Whyterre ys mie true loves shroude;
Whyterre yanne the mornynge skie,
Whyterre yanne the evenynge cloude;
Mie love ys dedde,
Gon to hys deathe-bedde,

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poem by Thomas Chatterton
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Ælla, A Tragical Interlude - Act II

SCENE I
MAGNUS, HURRA, and HIE PREESTE, wyth the ARMIE, neare Watchette.
MAGNUS.
Swythe lette the offrendes to the Goddes begynne,
To knowe of hem the issue of the fyghte.
Potte the blodde-steyned sword and pavyes ynne;
Spreade swythyn all arounde the hallie lyghte.
HIE PREESTE syngeth.
Yee, who hie yn mokie ayre
Delethe seasonnes foule or fayre,
Yee, who, whanne yee weere agguylte,
The mone yn bloddie gytelles hylte,
Mooved the starres, and dyd unbynde
Everyche barriere to the wynde;
Whanne the oundynge waves dystreste,
Storven to be overest,
Sockeynge yn the spyre-gyrte towne,
Swolterynge wole natyons down;
Sendynge dethe, on plagues astrodde,
Moovynge lyke the erthys Godde;
To mee send your heste dyvyne,
Lyghte eletten all myne eyne,
Thatt I maie now undevyse
All the actyonnes of th'emprize.

Thus sayethe the Goddes; goe, yssue to the playne;
Forr there shall meynte of mytte menn be slayne.
MAGNUS.
Whie, soe there evere was, whanne Magnus foughte.
Efte have I treynted noyance throughe the hoaste,
Athorowe swerdes, alyche the Queed dystraughte,
Have Magnus pressynge wroghte hys foemen loaste.
As whanne a tempeste vexethe soare the coaste,
The dyngeynge ounde the sandeie stronde doe tare,
So dyd I inne the warre the javlynne toste,
Full meynte a champyonnes breaste received mie spear.
Mie sheelde, lyche sommere morie gronfer droke,
Mie lethalle speere, alych a levyn-mylted oke.
Thus sayethe the Goddes; goe, yssue to the playne;
Forr there shall meynte of mytte menn be slayne.
MAGNUS.
Whie, soe there evere was, whanne Magnus foughte.
Efte have I treynted noyance throughe the hoaste,
Athorowe swerdes, alyche the Queed dystraughte,
Have Magnus pressynge wroghte hys foemen loaste.
As whanne a tempeste vexethe soare the coaste,
The dyngeynge ounde the sandeie stronde doe tare,
So dyd I inne the warre the javlynne toste,
Full meynte a champyonnes breaste received mie spear.
Mie sheelde, lyche sommere morie gronfer droke,

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poem by Thomas Chatterton
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The Tournament. An Interlude

HERAWDE
THE Tournament begynnes; the hammerrs sounde;
The courserrs lysse about the mensuredd fielde;
The shemrynge armoure throws the sheene arounde;
Quayntyssed fons depictedd onn eche sheelde.
The feerie heaulmets, wythe the wreathes amielde ,
Supportes the rampynge lyoncell orr bear;
Wythe straunge depyctures , Nature maie nott yeelde,
Unseemelie to all orderr doe appere,
Yett yatte
Makes knowen thatt the phantasies unryghte.
of her joies,
Muste swythen goe to yeve the speeres around;
Wythe advantayle & borne I meynte emploie,
Who withoute mee woulde fall untoe the grounde.
Soe the tall oake the ivie twysteth rounde;
Soe the neshe flowerr grees ynne the woodeland shade.
The woride bie diffraunce ys ynne orderr founde;
Wydhoute unlikenesse nothynge could bee made.
As ynn the bowke nete alleyn cann bee donne,
Syke ynn the weal of kynde all thynges are partes of onne.

Herawde , bie heavenne these tylterrs staie too long.
Mie phantasie ys dyinge forr the fyghte.
The mynstrelles have begonne the thyrde warr songe,
Yett notte a speere of hemm hath grete mie syghte.
I feere there be ne manne wordhie mie myghte.
I lacke a Guid , a Wyllyamm to entylte.
To reine anente a fele embodiedd knyghte,
Ytt getts ne rennome gyff hys blodde bee spylte.
Bie heavenne & Marie ytt ys tyme they're here;
I lyche nott unthylle thus to wielde the speare.
HERAWDE
Methynckes I heare yer slugghornes dynn fromm farre.
BOURTONNE
Ah! swythenn mie shielde & tyltynge launce bee bounde .
Eftsoones beheste mie Squyerr to the warre.

HERAWDE
Thie valourous actes woulde meinte of menne astounde;
Harde bee yer shappe encontrynge thee ynn fyghte;
Anenst all menne thou berest to the grounde,
Lyche the hard hayle dothe the tall roshes pyghte .
As whanne the mornynge sonne ydronks the dew,
Syche dothe thie valourous actes drocke eche knyghte's hue.
THE LYSTES. THE KYNGE. SYRR SYMONNE DE BOURTONNE, SYRR HUGO FERRARIS, SYRR RANULPH NEVILLE, SYRR LODOVICK DE CLYNTON, SYRR JOHAN DE BERGHAMME, AND ODHERR KNYGHTES, HERAWDES, MYNSTRELLES, AND SERVYTOURS .
KYNGE
The barganette ; yee mynstrelles tune the strynge,
Somme actyonn dyre of auntyante kynges now synge.
MYNSTRELLES.

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poem by Thomas Chatterton
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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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The Beggar's Daughter of Bednall-Green

Part the First
Itt was a blind beggar, had long lost his sight,
He had a faire daughter of bewty most bright;
And many a gallant brave suiter had shee,
For none was soe comelye as pretty Bessee.

And though shee was of favor most faire,
Yett seing shee was but a poor beggars heyre,
Of ancyent housekeepers despised was shee,
Whose sonnes came as suitors to prettye Bessee.

Wherefore in great sorrow faire Bessy did say,
'Good father, and mother, let me goe away
To seeke out my fortune, whatever itt bee.'
This suite then they granted to prettye Bessee.

Then Bessy, that was of bewtye soe bright,
All cladd in gray russett, and late in the night
From father and mother alone parted shee,
Who sighed and sobbed for prettye Bessee.

Shee went till shee came to Stratford-le-Bow,
Then knew shee not whither, nor which way to goe;
With teares shee lamented her hard destinie,
So sadd and soe heavy was pretty Bessee.

Shee kept on her journey untill it was day,
And went unto Rumford along the hye way;
Where at the Queenes Armes entertained was shee,
Soe faire and wel favoured was pretty Bessee.

Shee had not beene there a month to an end,
But master and mistres and all was her friend;
And every brave gallant that once did her see
Was straight-way enamoured of pretty Bessee.

Great gifts they did send her of silver and gold,
And in their songs daylye her love was extold;
Her beawtye was blazed in every degree,
Soe faire and soe comelye was pretty Bessee.

The young men of Rumford in her had their joy;
Shee shewed herself courteous, and modestlye coye,
And at her commandment still wold they bee,
Soe fayre and so comelye was pretty Bessee.

Foure suitors att once unto her did goe,
They craved her favor, but still she sayd noe;
'I wild not wish gentles to marry with mee,-'
Yett ever they honored pretty Bessee.

[...] Read more

poem by Anonymous Olde English
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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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Disaster In A Halo

Lately I've been thinking about what you said
Time is growing old and I'm getting colder
Hunger's just a pain that won't be fed
I'll be working for the ghost until I'm dead and done
Over and done, over
Disaster in a halo
Nothing even matters
Nothing even matters
Nothing even matters
Nothing even matters
Nothing even matters
Nothing even matters
Somewhere there's a girl with thoughts of him
She makes wishes in a well then fears them caving in on her, around, on her
Disaster in a halo
Nothing even matters
Nothing even matters
Nothing even matters
Nothing even matters
Nothing even matters
Nothing even matters
Cause in the well plans will come and plans will go undone
I know, I know
And you can't tell, I will come and I will do I know, I know
But why would I?
But why would I?
Disaster in a halo
Nothing even matters
Nothing even matters
Nothing even matters
Nothing even matters
Nothing even matters
Nothing even matters

song performed by Ours
Added by Lucian Velea
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Immah Bee Mee

Whatever you see in me believe...
Immah bee,
Immah bee...
Immah bee mee.
Immah, Immah, Immah, Immah, Immah bee mee.

Some folks can't themselves just be.
To leave others to live freely.
And the brisket lickers want their cheese.
But Immah bee,
Immah bee...
Immah bee mee.
Immah, Immah, Immah, Immah, Immah bee mee.

Immah bee,
Immah bee...
Immah bee mee.
Immah, Immah, Immah, Immah, Immah bee mee.

Whatever you see in me believe...
Immah bee,
Immah bee...
Immah bee mee.
Immah, Immah, Immah, Immah, Immah bee mee.

poem by Lawrence S. Pertillar
Added by Poetry Lover
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Rx Queen

I wont stop following you
Now help me pray for
The death of everything new
Then well fly farther
cause your my girl and thats alright
If you sting me, I wont mind
Well stop to rest on the moon
Well make a fire
Ill steal a carcass for you
Then feed off the virus
Cause your my girl and thats alright
If you sting me, I wont mind
Cause your my girl and thats alright
If you sting me, I wont mind
Now lookout
Lookout now
Lookout - sting
Now lookout
Lookout now
Lookout - sting
Now lookout
Lookout now
Lookout - sting
Now lookout
Lookout now
Lookout - sting
I see a red light in june
And I hear crying
You turn newborn baby blue
Now were all the virus
Your my girl and thats alright
If you sting me, I wont mind
Cause your my girl and thats alright
If you sting me, I wont mind
Now lookout
Lookout now
Lookout - sting
Now lookout
Lookout now
Lookout - sting
Now lookout
Lookout now
Lookout - sting
Now lookout
Lookout now
Lookout - sting...
Sting...
Lookout now, lookout now
Lookout now, lookout now...stay
Lookout now, lookout now

[...] Read more

song performed by Deftones
Added by Lucian Velea
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1%

All the people I know wanna be left alone
Some people! I don't know?
They wont leave you alone
You gotta be just - be just like them

Biggest gang I know they call the government
Gang is a weapon
That you trade your mind in for
You gotta be just - be just like them

The gang
And the government
No different
The gang
And the government
No different
The gang
And the government
No different
That makes me 1%
That makes me 1%

Trouble comes down
Like a foot steppin heavy
Shake your fist
At the bitch
Or wave your money
You gotta be right
You gotta be right
Don't be no
Supper for a big fish
With the big lip
And the over -
Bite - bite

You gotta bite
Bite - bite - bite - dabita
Bite - bite - badadabita
Bite - bite - bite - bite
Bite - bite - bite - bite

Sll the people I know wanna be left alone
Some people I don't know?
They wont leave you alone!
You gotta be just - be just like them

The gang
And the government
No different
The gang

[...] Read more

song performed by Jane's Addiction from Jane's Addiction
Added by Lucian Velea
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Sweet Sour Apple Bites

Orchard of apple and variety
Here you come, the apples lover
Come sing and praise like always
'Shining around the skin
Your colour is my favorite apple
The fresh one
So is your taste'

Apples smile and sing
'If i am green
A sweet sour love
Bite one, bite two
Bite still
Taste me my apples lover
Taste my sweet sour love
I'm green and sour
Pluck me bite me my lover'

The hunter replies
Bite one and some
Tasted your sour love
Bite still because i am the apple lover'

Apples smile continue the song
'If i am red apple
Sweet and moist
Bite one, then two
Bite more
Taste my sweet life
I'm red and taste nice
Bite one bite some
Taste me sweet you will like it'

'Green or Red
Bite sweet or bite sour
I must love you my apples
simply because...
I am the true apple lover'
Explained hunter

Sweet red or sour green
Sugar rich energy will reach your heart sooner
Running in your blood and pump the beat so dear
'O apples my dear i grow you in orchard to be with me so near'
Confessed by gardener, before apple answered
'You work hard and love so sincere, will fruit you love every year'

Bite one, sweet or sour everyday
Promise keeps you away from doctor
Bite one Bite some Bite all say the lover

[...] Read more

poem by Unwritten Soul
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People Everywhere: Social Music (Original 11 03 2009)

PEOPLE EVERYWHERE: SOCIAL MUSIC
Original 11 03 3009

People everywhere over here over there people
In poor bread lines people in pony drawn carriages
People on a chariot with a rumble seat people on a
Climb on a mountain steep people on a dime on a
Corner on Wall Street –street people -people everywhere
Everywhere there’s a drummer. Where you going?
Everywhere you go you go with a beat you go with
Where the music is… where the music is “social man
What’s jazz? ” People everywhere just social that’s all
New Orleans people social all the way up river to
Kansas City on up to Chicago don’t make no difference
If your name is Santiago Obama Bergson Rothschild
Bush just social People -Montrose New York City
People social all the way to Rio Paris Johannesburg
Brazil Belize over all the bridges –London Suez
Toronto Montreal people in a dim café -social
People in church every weekday and everyday
Everywhere there’s a temple play -Joe’s Place
People social man -music social don’t make no
Difference where you get together whoever is playing
Just playing so you keep on playing with everybody
Playing -people play social music man –man or
Woman don’t understand just don’t stop playing
People everywhere want to be there to see it -up here
You playing social music -understand -just don’t
Stop playing -people everywhere get hungry lose
Patience -people everywhere not playing social music
When you stop playing social music people every-
Where stop –trying to figure out why everybody
Stop playing social music -nothing social about
Playing a whole lot of music -nothing truly social
In a lot of music -the next thing you know a short
Spell and before long you got wars breaking out
Stop playing and its hell -that’s not social any more.

Lee Mack copyright 2009. ISBN # 0615318347. Do not reproduce without permission.

poem by Lee B. Mack
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Love Is All That Matters

(diane warren)
Sometimes we make each other cry
Sometimes were locked inside the prisons of our pride
Sometimes we break each others heart with the words we say
Let anger get in the way too many times
But always after all
Love is all that matters
After everything
One thing remains the same
One thing we cannot change
We all have one heart
And one heart needs another
Love, love is all that matters
Love is all that matters
It matters after all
Sometimes we search this world for gold
When all we really need is just a hand to hold
Sometimes we let the greatest treasure just slip away
With words we forget to say too many times
But always after all
Love is all that matters
After everything
One thing remains the same
One thing we cannot change
We, we all have one heart
And one heart needs another
Love, love is all that matters
Love is all that matters
It matters after all
After all that weve been through
It comes down to one simple truth
You need me, I need you
cause love is all that matters
Love is all that matters
Love is all that matters
It matters after all
Love is all that matters
Its the only thing that matters
It matters after all
Love is all that matters

song performed by Diana Ross
Added by Lucian Velea
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Shoo-Be-Doo

Shoo bee doo bee doo ooh la la
When I look in your eyes
Baby here's what I see
I see so much confusion
And it's killing me
When I look in your eyes
Baby here's what I see
I see so much confusion
And it's killing me
Well I can't take it anymore, baby
Why don't you dry your eyes, try and realize
Love can open any door, and maybe
If you trust in me, I can make you see
Chorus:
Shoo bee doo bee doo ooh la la, come to me baby
Shoo bee doo bee doo ooh la la, don't say maybe
Shoo bee doo bee doo ooh la la, come to me baby
Shoo bee doo bee doo ooh la la
I can see you've been hurt before
But don't compare them to me
'Cause I can give so much more
You know you're all I see
Well I can make it on my own, baby
But I'd rather share all the love that's there
I don't want to be alone, and maybe
You will see the light, baby spend the night
(chorus)
Shoo bee doo bee doo
Shoo bee doo bee doo, baby
Come to me baby
Pretty darling, don't say maybe

song performed by Madonna
Added by Lucian Velea
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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:

[...] Read more

poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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