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Canadians are very proud of me, of my career.

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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 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 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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The Columbiad: Book VII

The Argument

Coast of France rises in vision. Louis, to humble the British power, forms an alliance with the American states. This brings France, Spain and Holland into the war, and rouses Hyder Ally to attack the English in India. The vision returns to America, where the military operations continue with various success. Battle of Monmouth. Storming of Stonypoint by Wayne. Actions of Lincoln, and surrender of Charleston. Movements of Cornwallis. Actions of Greene, and battle of Eutaw. French army arrives, and joins the American. They march to besiege the English army of Cornwallis in York and Gloster. Naval battle of Degrasse and Graves. Two of their ships grappled and blown up. Progress of the siege. A citadel mined and blown up. Capture of Cornwallis and his army. Their banners furled and muskets piled on the field of battle.

Thus view'd the Pair; when lo, in eastern skies,
From glooms unfolding, Gallia's coasts arise.
Bright o'er the scenes of state a golden throne,
Instarr'd with gems and hung with purple, shone;
Young Bourbon there in royal splendor sat,
And fleets and moving armies round him wait.
For now the contest, with increased alarms,
Fill'd every court and roused the world to arms;
As Hesper's hand, that light from darkness brings,
And good to nations from the scourge of kings,
In this dread hour bade broader beams unfold,
And the new world illuminate the old.

In Europe's realms a school of sages trace
The expanding dawn that waits the Reasoning Race;
On the bright Occident they fix their eyes,
Thro glorious toils where struggling nations rise;
Where each firm deed, each new illustrious name
Calls into light a field of nobler fame:
A field that feeds their hope, confirms the plan
Of well poized freedom and the weal of man.
They scheme, they theorize, expand their scope,
Glance o'er Hesperia to her utmost cope;
Where streams unknown for other oceans stray,
Where suns unseen their waste of beams display,
Where sires of unborn nations claim their birth,
And ask their empires in those wilds of earth.
While round all eastern climes, with painful eye,
In slavery sunk they see the kingdoms lie,
Whole states exhausted to enrich a throne,
Their fruits untasted and their rights unknown;
Thro tears of grief that speak the well taught mind,
They hail the æra that relieves mankind.

Of these the first, the Gallic sages stand,
And urge their king to lift an aiding hand.
The cause of humankind their souls inspired,
Columbia's wrongs their indignation fired;
To share her fateful deeds their counsel moved,
To base in practice what in theme they proved:
That no proud privilege from birth can spring,
No right divine, nor compact form a king;
That in the people dwells the sovereign sway,
Who rule by proxy, by themselves obey;

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poem by Joel Barlow
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Propositions, Referendums and Canadians

The US has referendums and propositions which we don’t,
Ottawa politicians have been asked to allow them but they wont,
Reason enough why less than half Canadians bother to vote,
And why establishment Ottawa politicians can gloat.

Canadians have long been brainwashed and trained not to think,
And have been told that certain political subjects might stink,
Human rights and multiculturalism is the way to go,
Politically correct so all Canadians should know.

Canadians are not allowed to go and arrange to die,
No euthanasia or death with dignity and we don’t know why,
Blacklisted from being in the UN Security Council crowd,
By weird UN bought members who all feel so pompously proud.

New York has been too lenient with the pompous UN crowd,
Many of them terrorist dictatorships screaming out loud,
Where they can get their communist or strange propaganda heard,
And any normal UN stuff can be postponed and deferred.

Nov 24th,2010

poem by James Bredin
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Im So Proud

Youre prettier than all the world
And Im so proud, Im so proud, Im so proud of you
cause youre only one fellows girl
Im so proud, Im so proud, Im so proud of you
Im so proud of being loved by you
And it would hurt, hurt to know,
If you ever were untrue, yeah
Sweeter than the taste of a cherry so sweet
Yeah, and Im so proud, Im so proud,
Im so proud of you
Compliments to you from all the people we meet
Yes babe and Im so proud, Im so proud,
Im so proud of you
Im so proud of being loved by you

song performed by Todd Rundgren
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The Aeneid of Virgil: Book 10

THE GATES of heav’n unfold: Jove summons all
The gods to council in the common hall.
Sublimely seated, he surveys from far
The fields, the camp, the fortune of the war,
And all th’ inferior world. From first to last, 5
The sov’reign senate in degrees are plac’d.
Then thus th’ almighty sire began: “Ye gods,
Natives or denizens of blest abodes,
From whence these murmurs, and this change of mind,
This backward fate from what was first design’d? 10
Why this protracted war, when my commands
Pronounc’d a peace, and gave the Latian lands?
What fear or hope on either part divides
Our heav’ns, and arms our powers on diff’rent sides?
A lawful time of war at length will come, 15
(Nor need your haste anticipate the doom),
When Carthage shall contend the world with Rome,
Shall force the rigid rocks and Alpine chains,
And, like a flood, come pouring on the plains.
Then is your time for faction and debate, 20
For partial favor, and permitted hate.
Let now your immature dissension cease;
Sit quiet, and compose your souls to peace.”
Thus Jupiter in few unfolds the charge;
But lovely Venus thus replies at large: 25
“O pow’r immense, eternal energy,
(For to what else protection can we fly?)
Seest thou the proud Rutulians, how they dare
In fields, unpunish’d, and insult my care?
How lofty Turnus vaunts amidst his train, 30
In shining arms, triumphant on the plain?
Ev’n in their lines and trenches they contend,
And scarce their walls the Trojan troops defend:
The town is fill’d with slaughter, and o’erfloats,
With a red deluge, their increasing moats. 35
Æneas, ignorant, and far from thence,
Has left a camp expos’d, without defense.
This endless outrage shall they still sustain?
Shall Troy renew’d be forc’d and fir’d again?
A second siege my banish’d issue fears, 40
And a new Diomede in arms appears.
One more audacious mortal will be found;
And I, thy daughter, wait another wound.
Yet, if with fates averse, without thy leave,
The Latian lands my progeny receive, 45
Bear they the pains of violated law,
And thy protection from their aid withdraw.
But, if the gods their sure success foretell;
If those of heav’n consent with those of hell,
To promise Italy; who dare debate 50

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poem by Publius Vergilius Maro
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The Pleasures of Hope

Part I.

At summer eve, when Heaven's ethereal bow
Spans with bright arch the glittering bills below,
Why to yon mountain turns the musing eye,
Whose sunbright summit mingles with the sky ?
Why do those clifts of shadowy tint appear
More sweet than all the landscape smiling near ?—
'T is distance lends enchantment to the view,
And robes the mountain in its azure hue.
Thus, with delight, we linger to survey
The promised joys of life's unmeasured way;
Thus, from afar, each dim-discovered scene
More pleasing seems than all the past hath been,
And every form, that Fancy can repair
From dark oblivion, glows divinely there.
What potent spirit guides the raptured eye
To pierce the shades of dim futurity ?
Can Wisdom lend, with all her heavenly power,
The pledge of Joy's anticipated hour ?
Ah, no! she darkly sees the fate of man—
Her dim horizon bounded to a span;
Or, if she hold an image to the view,
'T is Nature pictured too severely true.
With thee, sweet Hope! resides the heavenly light,
That pours remotest rapture on the sight:
Thine is the charm of life's bewildered way,
That calls each slumbering passion into play.
Waked by thy touch, I see the sister band,
On tiptoe watching, staft at thy command
And fly where'er thy mandate bids them steer,
To Pleasure's path or Glory's bright career.
Primeval Hope, the Aonian Muses say,
When Man and Nature mourned their first decay;
When every form of death, and every woe,
Shot from malignant stars to earth below ;
When Murder bared her arm, and rampant War
Yoked the red dragons of her iron car ;
When Peace and Mercy, banished from the plain,
Sprung on the viewless winds to Heaven again ;
All, all forsook the friendless, guilty mind,
But Hope, the charmer, lingered still behind.
Thus, while Elijah's burning wheels prepare
From Carmel's heights to sweep the fields of air,
The prophet's mantle, ere his fight began,
Dropt on the world—a sacred gift to man.
Auspicious Hope ! in thy sweet garden grow
Wreaths for each toil, a charm for every woe ;
Won by their sweets, in Nature's languid hour,
The way-worn pilgrim seeks thy summer bower ;

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poem by Thomas Campbell
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The Battle Of The Lake Regillus

A Lay Sung at the Feast of Castor and Pollux on the Ides of Quintilis in the year of the City CCCCLI.

I.
Ho, trumpets, sound a war-note!
Ho, lictors, clear the way!
The Knights will ride, in all their pride,
Along the streets to-day.
To-day the doors and windows
Are hung with garlands all,
From Castor in the Forum,
To Mars without the wall.
Each Knight is robed in purple,
With olive each is crowned;
A gallant war-horse under each
Paws haughtily the ground.
While flows the Yellow River,
While stands the Sacred Hill,
The proud Ides of Quintilis
Shall have such honor still.
Gay are the Martian Kalends,
December's Nones are gay,
But the proud Ides, when the squadron rides,
Shall be Rome's whitest day.

II.
Unto the Great Twin Brethren
We keep this solemn feast.
Swift, swift, the Great Twin Brethren
Came spurring from the east.
They came o'er wild Parthenius
Tossing in waves of pine,
O'er Cirrha's dome, o'er Adria's foam,
O'er purple Apennine,
From where with flutes and dances
Their ancient mansion rings,
In lordly Lacedaemon,
The City of two kings,
To where, by Lake Regillus,
Under the Porcian height,
All in the lands of Tusculum,
Was fought the glorious fight.

III.
Now on the place of slaughter
Are cots and sheepfolds seen,
And rows of vines, and fields of wheat,
And apple-orchards green;
The swine crush the big acorns
That fall from Corne's oaks.

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poem by Thomas Babbington Macaulay
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Spoilt Child...

I’m a spoiled child, my dad is Bill
Our kingdom great, we masters of thrill…
My conception on a desktop, in a hard wheezing disk;
My delivery, through a window, dodging swine-virus risk;
My restroom, air-conditioned, in mother’s pregnant board;
Our receptionist, in charge, welcoming icons aboard;
Our mansion has spare rooms, with backup storage slots;
Our kitchen is African, with smiling cooking pots;
Indeed I’m a proud son, a proud son of Bill…

Bigger than my name, I’m a proud son of Bill…
Our Kingdom great, we masters of thrill…..
Friends, all rich, chauffeured by daddy’s drivers;
Home fence, all pest-proof, free from fornicating lizards;
Visitors, some welcomed by father’s genius wizards;
Messenger, never argues, an obedient cute little mouse!
Compound, so green, all members can browse
Indeed I’m a proud son, a proud son of Bill…

Bigger than my name, I’m a proud son of Bill…
Our Kingdom great, we masters of thrill
Our farms, awesome, all initiates explore;
Fun-rooms, romantic, young tourists adore;
Music, so soothing like death-bed tranquilizers;
Sound Pitch, harmonious with smiling equalizers;
Language, so sacred, our dictionary in binary;
Secrets, well hidden as resentments of an emissary;
Theatre, so specious with father’s grand platform;
Food, straws of fire, few souls can fathom;
Indeed I’m a proud son, a proud son of Bill….

Bigger than my name, I’m a proud son of Bill
Our Kingdom great, we masters of thrill…
We conquerors of souls, rulers of the universe;
Older folks elude us like an old Greek verse;
Young folks hobnob us, our company, their game;
The blue-tied befriend us, our wealth, their fame;
“Facebookers” kiss us, our infatuation, their network;
Evil souls, seduce us, our grief, their pork.
Indeed I’m a proud son, a proud son of Bill…
Just who can foot our Bill…
The Bill of our Gate…
The Gate of our Father?
Indeed I’m a proud son, a proud son of Bill
Long live our Bill Gate! !
Long live my dad!

(INSPIRED BY THE COMPUTER WORLD)

poem by Meshack Sewe
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War And Peace—A Poem

THOU, bright Futurity! whose prospect beams,
In dawning radiance on our day-light dreams;
Whose lambent meteors and ethereal forms
Gild the dark clouds, and glitter thro' the storms;
On thy broad canvas fancy loves to trace,
Her brilliant Iris, drest in vivid grace;
Paints fair creations in celestial dyes,
Tints of the morn and blushes of the skies;
And bids her scenes perfection's robe assume,
The mingling flush of light, and life, and bloom.
Thou bright Futurity! whose morning-star
Still beams unveil'd, unclouded, from afar;
Whose lovely vista smiling Hope surveys,
Thro' the dim twilight of the silvery haze;

Oh! let the muse expand her wing on high,
Thy shadowy realms, thy worlds unknown descry;
Let her clear eye-beam, flashing lucid light,
Chase from thy forms th' involving shades of night;
Pierce the dark clouds that veil thy noontide rays,
And soar, exulting, in meridian blaze!
In bliss, in grief, thy radiant scenes bestow,
The zest of rapture, or the balm of woe!
For, as the sun-flower to her idol turns,
Glows in his noon, and kindles as he burns;
Expands her bosom to th' exalting fire,
Lives but to gaze, and gazes to admire;
E'en so to thee, the mind incessant flies,
From thy pure source the fount of joy supplies;
And steals from thee the sunny light that throws
A brighter blush on pleasure's living rose!
To thee pale sorrow turns her eye of tears,
Lifts the dim curtain of unmeasur'd years;
And hails thy promis'd land, th' Elysian shore,
Where weeping virtue shall bewail no more!

Now, while the sounds of martial wrath assail,
While the red banner floats upon the gale;
While dark destruction, with his legion-bands,
Waves the bright sabre o'er devoted lands;
While war's dread comet flashes thro' the air,
And fainting nations tremble at the glare;
To thee, Futurity! from scenes like these,
Pale fancy turns, for heav'n-imparted ease;
Turns to behold, in thy unclouded skies,
The orb of peace in bright perspective rise;
And pour around, with joy-diffusing ray,
Life, light, and glory, in a flood of day!

Thou, whose lov'd presence and benignant smile

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poem by Felicia Dorothea Hemans
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Aint To Proud To Beg

Holland/whitfield
I know you wanna leave me
But I refuse to let you go
If I have to beg, plead for your sympathy
I dont mind cause you mean that much to me
Aint to proud to beg, sweet darling
Please dont leave me girl, dont you go
Aint to proud to plead, baby, baby
Please dont leave me girl, dont you go
Now Ive heard a crying man is half a man
With no sense of pride
But if I have to cry to keep you
I dont mind weeping
If itll keep you by my side
Aint to proud to beg, sweet darling
Please dont leave me girl, dont you go
(dont you go away)
Aint to proud to plead, baby, baby
Please dont leave me girl, dont you go
Aint to proud to beg, sweet darling
Aint to proud to plead, baby, baby
Please dont leave me girl, dont you go
Instrumental
(dont you go away)
(dont you go away)
If I have to sleep on your doorstep all night and day
Just to keep you from walking away
Let your friends laugh, even this I can stand
cause I wanna keep you any way I can
Aint to proud to beg, sweet darling
Please dont leave me girl, dont you go
Aint to proud to plead, baby, baby
Please dont leave me girl, dont you go
Aint to proud to beg, sweet darling
Please dont leave me girl, dont you go
Aint to proud to plead, baby, baby
Please dont leave me girl, dont you go
Put yourself in my place
I only for a little while
Come on, try it, come on, try it
Come on, try it (try it, try it, try it)
Put yourself in my place
I only for a little while
Come on, try it, come on, try it
Come on, try it (try it, try it, try it)
Aint to proud to beg, sweet darling
Please dont leave me girl, dont you go
Aint to proud to plead, baby, baby
Please dont leave me girl, dont you go
Choruses to fade

song performed by Rick Astley
Added by Lucian Velea
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Proud To Be Loud

Listen up good
I got a lot to say
I know what I want
And I get my own way
I call em as I see em
I dont play by the book
One dose of volume
Thats all it took
Ive seen it, Ive done it
Ive heard it before
Now its my turn
To settle the score
Ill sing it, Ill shout it
Ill say it again
I dont care if they
Never give in cause im
Proud to be loud
Proud to be loud
You know Im proud
Proud to be loud
Well Ive alway believed
In freedom of speech
And Ive always been the one
Who practiced what I preached
Love it or leave it
Ill give you the choice
But itll snow in hell
Before I lower my voice
I live it, I breathe it
I gotta have more
Its full blast
And this means war
The power, the glory
Its callin my name
I wont start to
Play their game cause im
Proud to be loud
Proud to be loud
Im proud to be loud
And Ill never
Turn it down again no!!
Proud to be loud
Proud to be loud
Im proud,
Proud to be loud

song performed by Pantera
Added by Lucian Velea
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Are you proud yet?

i made it many miles without you i can make it farther i know i can
you never taught me how to ride a bike but i know how
you never helped me with my homework but i got A's
you never there to give me advice but i handled it without you
im tired of trying to make you proud, im about to give up its hard to never hear you say it
when i lost my bestfriend over a stupid gun you werent there to be my rock i made it without you are you proud yet?
im strong like mom im more like here everyday im proud of that she has been my rock, when i do something little she says she is proud
i made it thur middle school without you barely there i realized mom was right im glad im not like you
started high school your still not there physically yes but mentally you could careless, are you proud i know mom is
im turning 18 and going to graduate, are you proud yet, no you told me you didnt want to see me graduate, am i ever gonna hear you say it.
maybe not but i know one thing you have taught me is not to be like you, im like mom
i got pubished in a book, are you proud no you said you could careless, how can you be so heartless.
I let go of many things youve done, said and you promised maybe that wasnt a smart idea but ill learn so are you proud yet.
honestly i keep thinking im never gonna be your perfect kid, i dont care because mom made me the women i am and made me not like you, im strong are you proud yet?
After all is said and done i know mom is proud i made it this far without you, proud yet i know i am!

poem by Sarah Selinger
Added by Poetry Lover
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For Me You Are…………

Building the wall of confidence, all around my ribs
Inspiring, when am alone, even in noise
Showing me, the fairy way, when I get confused
Hauling me from, those atrocious affairs, that matters
Now, am feeling proud, to have you like a friend in my life
Unable to be mute and those unspoken tales
(Now, am feeling proud, to have you like a friend in my life
Unable to be mute and those unspoken tales
Now, am feeling proud, to have you like a friend in my life
Unable to be mute and those unspoken tales
Under my heart to hide.)
Pursuing illusion, enlightening my life
Reaching, as a shadow at the time of tide
Intimacy, in the dream that comes into my mind
Yielding smile at my labor, creating zeal at my failure
(Now, am feeling proud, to have you like a friend in my life
Unable to be mute and those unspoken tales
Now, am feeling proud, to have you like a friend in my life
Unable to be mute and those unspoken tales
Under my heart to hide.)
At every insult and every admire
Youth mind, mine even if retires
Occupying for me, the seat of mentor
Uprooting all solitary despairs
Aspiring not to be worry, else to fear
Reinforcing skeleton by self-esteem of yours
(Now, am feeling proud, to have you like a friend in my life
Unable to be mute and those unspoken tales
Now, am feeling proud, to have you like a friend in my life
Unable to be mute and those unspoken tales
Under my heart to hide.)
Enriching my each moment, being even so bare
Animating my life, that anyone can't imagine
Nursing me, to special from alone
Grasping me in the midst of up and down
Enlivening those deadly postures of dreams
Lightening by a heavy power as thunderstorm
(Now, am feeling proud, to have you like a friend in my life
Unable to be mute and those unspoken tales
Now, am feeling proud, to have you like a friend in my life
Unable to be mute and those unspoken tales
Under my heart to hide.)
Forgiving me for each-every mistakes done
Organizing such beautiful ceremonies
Rearranging me, trying to make me genuine
My life you are, I can't remain alone
Eagerly, have awaited for you, oh my feminine!
(Now, am feeling proud, to have you like a friend in my life
Unable to be mute and those unspoken tales
Now, am feeling proud, to have you like a friend in my life

[...] Read more

poem by Nibedit Nahak
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Canto the Third

I.

Is thy face like thy mother’s, my fair child!
Ada! sole daughter of my house and heart?
When last I saw thy young blue eyes, they smiled,
And then we parted, - not as now we part,
But with a hope. -
Awaking with a start,
The waters heave around me; and on high
The winds lift up their voices: I depart,
Whither I know not; but the hour’s gone by,
When Albion’s lessening shores could grieve or glad mine eye.

II.

Once more upon the waters! yet once more!
And the waves bound beneath me as a steed
That knows his rider. Welcome to their roar!
Swift be their guidance, wheresoe’er it lead!
Though the strained mast should quiver as a reed,
And the rent canvas fluttering strew the gale,
Still must I on; for I am as a weed,
Flung from the rock, on Ocean’s foam, to sail
Where’er the surge may sweep, the tempest’s breath prevail.

III.

In my youth’s summer I did sing of One,
The wandering outlaw of his own dark mind;
Again I seize the theme, then but begun,
And bear it with me, as the rushing wind
Bears the cloud onwards: in that tale I find
The furrows of long thought, and dried-up tears,
Which, ebbing, leave a sterile track behind,
O’er which all heavily the journeying years
Plod the last sands of life - where not a flower appears.

IV.

Since my young days of passion - joy, or pain,
Perchance my heart and harp have lost a string,
And both may jar: it may be, that in vain
I would essay as I have sung to sing.
Yet, though a dreary strain, to this I cling,
So that it wean me from the weary dream
Of selfish grief or gladness - so it fling
Forgetfulness around me - it shall seem
To me, though to none else, a not ungrateful theme.

V.

[...] Read more

poem by Byron from Childe Harold's Pilgrimage (1818)
Added by Veronica Serbanoiu
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Childe Harold's Pilgrimage: A Romaunt. Canto III.

I.
Is thy face like thy mother's, my fair child!
Ada! sole daughter of my house and heart?
When last I saw thy young blue eyes they smiled,
And then we parted,--not as now we part,
But with a hope.--
Awaking with a start,
The waters heave around me; and on high
The winds lift up their voices: I depart,
Whither I know not; but the hour's gone by,
When Albion's lessening shores could grieve or glad mine eye.

II.
Once more upon the waters! yet once more!
And the waves bound beneath me as a steed
That knows his rider. Welcome, to their roar!
Swift be their guidance, wheresoe'er it lead!
Though the strain'd mast should quiver as a reed,
And the rent canvas fluttering strew the gale,
Still must I on; for I am as a weed,
Flung from the rock, on Ocean's foam, to sail
Where'er the surge may sweep, or tempest's breath prevail.

III.
In my youth's summer I did sing of One,
The wandering outlaw of his own dark mind;
Again I seize the theme then but begun,
And bear it with me, as the rushing wind
Bears the cloud onwards: in that Tale I find
The furrows of long thought, and dried-up tears,
Which, ebbing, leave a sterile track behind,
O'er which all heavily the journeying years
Plod the last sands of life,--where not a flower appears.

IV.
Since my young days of passion--joy, or pain,
Perchance my heart and harp have lost a string,
And both may jar: it may be, that in vain
I would essay as I have sung to sing.
Yet, though a dreary strain, to this I cling;
So that it wean me from the weary dream
Of selfish grief or gladness--so it fling
Forgetfulness around me--it shall seem
To me, though to none else, a not ungrateful theme.

V.
He, who grown aged in this world of woe,
In deeds, not years, piercing the depths of life,
So that no wonder waits him; nor below
Can love, or sorrow, fame, ambition, strife,

[...] Read more

poem by Byron
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Arouse Ye Brave Canadians: Lines Suggested by General Brock's Stirring Appeal to the People of Upper

Canadian's arms are stout and strong,
Canadian hearts are true ;
Your homes were in the forest made,
Where pine and maple grew.
A haughty foe is marching
Your country to enthrall ;
Arouse ye, brave Canadians,
And answer to my call !
Let every man who swings an axe,
Or follows at the plough,
Abandon farm and homestead,
And grasp a rifle now !
We'll trust the God of Battles,
Although our force be small ;
Arouse ye, brave Canadians,
And answer to my call !
Let mothers, though with breaking hearts,
Give up their gallant sons ;
Let maidens bid their lovers go,
And wives their dearer ones !
Then rally to the frontier,
And form a living wall ;
Arouse ye, brave Canadians,
And answer to my call !

poem by J.D. Edgar (1893)
Added by Veronica Serbanoiu
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Can We Change the System

Are human rights written down somewhere like the law of the land?
Does Trudeau’s Charter give terrorists the right to take a stand?
Why are we not allowed binding referendums like the Swiss?
Would our politicians allow this or would they just dismiss?

Should Canadians have recall to keep politicians in check?
Eighteen US States have recall in their constitution deck,
The State of California has used recall, not once, but twice,
Canadians still can’t have it so it’s like the throw of the dice.

Should Canadians have propositions or are they forbidden too?
If we needed these changes; when and where or who should we go to?
Does all that noise in Parliament amount to a hill of beaan?
Do we need a new political party maybe like the Greens?

Nov 21st.2010

poem by James Bredin
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Euthanasa Maybe ... Nov 25th,2012

EUTHANASIA MAYBE … NOV 25TH,2012
BY
JAMES BREDIN

It's difficult for Canadians to make euthanasia legal,
In fact, it's likely that this issue could be considered evil,
Because organized religious groups are all opposed,
Therefore their anti-euthanasia ideas are imposed.

Without binding referendums or compulsory votes; it's sad,
Without proportional representation; it's as though we've been had,
But no one will discuss this problem, as though it's a sin
Canadians have gone to Switzerland in order to win.

Political, bureaucrat and legal aristocrats can't be touched,
Nor can they recognize that they may have truly botched,
Because Canadians need death with dignity and soon,
It happened to Sue Rodriguez with a disease so no one's immune.

Nov 25th,2012

poem by James Bredin
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