The Protagonist
Everybody suspects him a peeping tom
who used to trespass in the nunnery.
A handsome middle aged in ragged
and a very peevish personality.
I was bit inquisitive and had a chat with him.
He is an atheist it seems
and once a free lance writer
who loved a Presbyterian teacher
known to him since his childhood days.
All of a sudden she has disappeared
and somebody informed him
that she has converted to a nun.
He still search his fiancee in every nunnery of the world?
With his sobs he told me
who knows that she must have eloped
with the God?
poem by Nimal Dunuhinga
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Related quotes
Give Your Heart To The Hawks
1 he apples hung until a wind at the equinox,
That heaped the beach with black weed, filled the dry grass
Under the old trees with rosy fruit.
In the morning Fayne Fraser gathered the sound ones into a
basket,
The bruised ones into a pan. One place they lay so thickly
She knelt to reach them.
Her husband's brother passing
Along the broken fence of the stubble-field,
His quick brown eyes took in one moving glance
A little gopher-snake at his feet flowing through the stubble
To gain the fence, and Fayne crouched after apples
With her mop of red hair like a glowing coal
Against the shadow in the garden. The small shapely reptile
Flowed into a thicket of dead thistle-stalks
Around a fence-post, but its tail was not hidden.
The young man drew it all out, and as the coil
Whipped over his wrist, smiled at it; he stepped carefully
Across the sag of the wire. When Fayne looked up
His hand was hidden; she looked over her shoulder
And twitched her sunburnt lips from small white teeth
To answer the spark of malice in his eyes, but turned
To the apples, intent again. Michael looked down
At her white neck, rarely touched by the sun,
But now the cinnabar-colored hair fell off from it;
And her shoulders in the light-blue shirt, and long legs like a boy's
Bare-ankled in blue-jean trousers, the country wear;
He stooped quietly and slipped the small cool snake
Up the blue-denim leg. Fayne screamed and writhed,
Clutching her thigh. 'Michael, you beast.' She stood up
And stroked her leg, with little sharp cries, the slender invader
Fell down her ankle.
Fayne snatched for it and missed;
Michael stood by rejoicing, his rather small
Finely cut features in a dance of delight;
Fayne with one sweep flung at his face
All the bruised and half-spoiled apples in the pan,
[...] Read more
poem by Robinson Jeffers
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Under Pressure'
Back Chat Back Chat
You burn all my energy
Back Chat Back Chat
Critising all you see
Back Chat Back Chat
Analysing what I say
And you always get your way
Oh yeah see what you've done to me
Back Chat Back Chat
You're driving me insane
It's a battle to the end, knock you down you
come again
Talk back, talk back you've got me on the rack
Twisting every word I say
Wind me up and get your way
Fat chance I have of making a romance
If I'm ever to get the last word in
Take it from there
Twisting every word I say
Wind me up and get your way
Back Chat Back Chat
You burn all my energy
Back Chat Back Chat
Critising all you see
Back Chat Back Chat
Analysing what I say
And you always get your way
Wake up stand up and drag yourself on out
Get down get ready
Scream and shout
Back off be cool
And learn to change your ways
Back Chat Back Chat
Back Chat Back Chat
Back Chat Back Chat
Back Chat Back Chat
Back Chat Back Chat
Back Chat Back Chat
Back Chat Back Chat
Back Chat Back Chat
Back Chat Back Chat
song performed by Queen
Added by Lucian Velea
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Back Chat
Back chat back chat
You burn all my energy
Back chat back chat
Critising all you see
Back chat back chat
Analysing what I say
And you always get your way
Oh yeah see what youve done to me
Back chat back chat
Youre driving me insane
Its a battle to the end, knock you down you
Come again
Talk back, talk back youve got me on the rack
Twisting every word I say
Wind me up and get your way
Fat chance I have of making a romance
If Im ever to get the last word in
Take it from there
Twisting every word I say
Wind me up and get your way
Back chat back chat
You burn all my energy
Back chat back chat
Critising all you see
Back chat back chat
Analysing what I say
And you always get your way
Wake up stand up and drag yourself on out
Get down get ready
Scream and shout
Back off be cool
And learn to change your ways
Back chat back chat
Back chat back chat
Back chat back chat
Back chat back chat
Back chat back chat
Back chat back chat
Back chat back chat
Back chat back chat
Back chat back chat
song performed by Queen
Added by Lucian Velea
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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
[...] Read more
poem by Innocent Masina Nkhonyo
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Stop Your Peeping Through Those Keyholes
Stop that peeping through those keyholes.
Open the windows and doors you've closed.
And take advantage of the time,
Bestowed upon you...
To stretch your mind.
Do this...
And you are certain to grow.
Stop your peeping through those keyholes.
Get fresh air and let yourself be exposed.
To all that is offered,
Beyond suspicions you guess..
And from rumors heard with gossip proposed.
Follow you must...
Each rising Sun.
From dawn 'til noon...
Until the dusk of twilight,
Invites nightfall that comes.
Stop that peeping through those keyholes.
Don't welcome your troubles,
To undo a happiness...
To chase away on the run.
Stop that peeping just to peek.
Stop that peeping just to peek.
Stop your peeping through those keyholes.
Stop that...
Peepng through those keyholes.
Open your windows and doors shut closed.
Stop that...
Peepng through those keyholes.
And take advantage of a life unlived.
One you have yet to accept.
Or come to know.
Stop your peeping through those keyholes.
And live a life to live to be bold.
Stop your,
Peeping through those keyholes.
And live a life to live that is proudly told.
Stop that peeping just to peek.
Stop that peeping just to peek.
Stop that peeping before you're too old.
Stop that,
[...] Read more
poem by Lawrence S. Pertillar
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Grandfather Bridgeman
I
'Heigh, boys!' cried Grandfather Bridgeman, 'it's time before dinner to-day.'
He lifted the crumpled letter, and thumped a surprising 'Hurrah!'
Up jumped all the echoing young ones, but John, with the starch in his throat,
Said, 'Father, before we make noises, let's see the contents of the note.'
The old man glared at him harshly, and twinkling made answer: 'Too bad!
John Bridgeman, I'm always the whisky, and you are the water, my lad!'
II
But soon it was known thro' the house, and the house ran over for joy,
That news, good news, great marvels, had come from the soldier boy;
Young Tom, the luckless scapegrace, offshoot of Methodist John;
His grandfather's evening tale, whom the old man hailed as his son.
And the old man's shout of pride was a shout of his victory, too;
For he called his affection a method: the neighbours' opinions he knew.
III
Meantime, from the morning table removing the stout breakfast cheer,
The drink of the three generations, the milk, the tea, and the beer
(Alone in its generous reading of pints stood the Grandfather's jug),
The women for sight of the missive came pressing to coax and to hug.
He scattered them quick, with a buss and a smack; thereupon he began
Diversions with John's little Sarah: on Sunday, the naughty old man!
IV
Then messengers sped to the maltster, the auctioneer, miller, and all
The seven sons of the farmer who housed in the range of his call.
Likewise the married daughters, three plentiful ladies, prime cooks,
Who bowed to him while they condemned, in meek hope to stand high in his books.
'John's wife is a fool at a pudding,' they said, and the light carts up hill
Went merrily, flouting the Sabbath: for puddings well made mend a will.
V
The day was a van-bird of summer: the robin still piped, but the blue,
As a warm and dreamy palace with voices of larks ringing thro',
Looked down as if wistfully eyeing the blossoms that fell from its lap:
A day to sweeten the juices: a day to quicken the sap.
All round the shadowy orchard sloped meadows in gold, and the dear
Shy violets breathed their hearts out: the maiden breath of the year!
VI
Full time there was before dinner to bring fifteen of his blood,
To sit at the old man's table: they found that the dinner was good.
But who was she by the lilacs and pouring laburnums concealed,
[...] Read more
poem by George Meredith
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The Life And Death Of Tom Thumb
In Arthur's court Tom Thumb did live,
A man of mickle might ;
The best of all the table round,
And eke a doughty knight.
His stature but an inch in height,
Or quarter of a span :
Then think you not this little knight
Was proved a valiant man ?
His father was a ploughman plain,
His mother milk'd the cow,
Yet how that they might have a son
They knew not what to do :
Until such time this good old man
To learned Merlin goes,
And there to him his deep desires
In secret manner shows.
How in his heart he wish'd to have
A child, in time to come,
To be his heir, though it might be
No bigger than his thumb.
Of which old Merlin thus foretold,
That he his wish should have,
And so this son of statue small
The charmer to him gave.
No blood nor bones in him should be,
In shape, and being such
That men should hear him speak, but not
His wandering shadow touch.
But so unseen to go or come,—
Whereas it pleas'd him still ;
Begot and born in half and hour,
To fit his father's will.
And in four minutes grew so fast
That he became so tall
As was the ploughman's thumb in height,
And so they did him call—
TOM THUMB, the which the fairy queen
There gave him to his name,
Who, with her train of goblins grim,
Unto his christening came.
Whereas she cloth'd him richly brave,
In garments fine and fair,
Which lasted him for many years
[...] Read more
poem by Anonymous Olde English
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The Aeneid of Virgil: Book 12
WHEN Turnus saw the Latins leave the field,
Their armies broken, and their courage quell’d,
Himself become the mark of public spite,
His honor question’d for the promis’d fight;
The more he was with vulgar hate oppress’d, 5
The more his fury boil’d within his breast:
He rous’d his vigor for the last debate,
And rais’d his haughty soul to meet his fate.
As, when the swains the Libyan lion chase,
He makes a sour retreat, nor mends his pace; 10
But, if the pointed jav’lin pierce his side,
The lordly beast returns with double pride:
He wrenches out the steel, he roars for pain;
His sides he lashes, and erects his mane:
So Turnus fares; his eyeballs flash with fire, 15
Thro’ his wide nostrils clouds of smoke expire.
Trembling with rage, around the court he ran,
At length approach’d the king, and thus began:
“No more excuses or delays: I stand
In arms prepar’d to combat, hand to hand, 20
This base deserter of his native land.
The Trojan, by his word, is bound to take
The same conditions which himself did make.
Renew the truce; the solemn rites prepare,
And to my single virtue trust the war. 25
The Latians unconcern’d shall see the fight;
This arm unaided shall assert your right:
Then, if my prostrate body press the plain,
To him the crown and beauteous bride remain.”
To whom the king sedately thus replied: 30
“Brave youth, the more your valor has been tried,
The more becomes it us, with due respect,
To weigh the chance of war, which you neglect.
You want not wealth, or a successive throne,
Or cities which your arms have made your own: 35
My towns and treasures are at your command,
And stor’d with blooming beauties is my land;
Laurentum more than one Lavinia sees,
Unmarried, fair, of noble families.
Now let me speak, and you with patience hear, 40
Things which perhaps may grate a lover’s ear,
But sound advice, proceeding from a heart
Sincerely yours, and free from fraudful art.
The gods, by signs, have manifestly shown,
No prince Italian born should heir my throne: 45
Oft have our augurs, in prediction skill’d,
And oft our priests, a foreign son reveal’d.
Yet, won by worth that cannot be withstood,
Brib’d by my kindness to my kindred blood,
Urg’d by my wife, who would not be denied, 50
[...] Read more
poem by Publius Vergilius Maro
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Teacher, Teacher
Just when I thought I finally learned my lesson well,
There was more to this than meets the eye.
And for all the things you taught me, only time will tell,
If I'll be able to survive. Oh yeah.
Teacher, teacher, can you teach me?
Can you tell me all I need to know?
Teacher, teacher, can you reach me?
Or will I fall when you let me go? Oh no.
Am I ready for the real world, will I pass the test?
You know it's a jungle out there.
Ain't nothin' gonna stop me, I won't be second best,
But the joke's on those who believe the system's fair, oh yeah.
Teacher, teacher, can you teach me?
Can you tell me if I'm right or wrong?
Teacher, teacher, can you reach me?
I wanna know what's goin' on, Oh yeah.
So the years go on and on, but nothing's lost or won.
And what you learned is soon forgotten.
They take the best years of your life,
Try to tell you wrong from right,
But you walk away with nothing. Oh Oh.
Teacher, teacher, can you teach me?
Can you tell me all I need to know?
Teacher, teacher, can you reach me?
Or will I fall when you let me go?
Teacher, teacher, can you teach me?
Can you tell me if I'm right or wrong?
Teacher, teacher, can you reach me?
I wanna know what's goin' on, Oh
Teacher, teacher, can you teach me?
Teacher, teacher, can you reach me?
Teacher, teacher, can you teach me?
Teacher, teacher, Ooh yeah.
Teacher, teacher
Teacher, teacher
~Adams, Vallance
song performed by 38 Special
Added by Lucian Velea
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The King Of Brentford’s Testament
The noble King of Brentford
Was old and very sick,
He summon'd his physicians
To wait upon him quick;
They stepp'd into their coaches
And brought their best physick.
They cramm'd their gracious master
With potion and with pill;
They drench'd him and they bled him;
They could not cure his ill.
'Go fetch,' says he, 'my lawyer,
I'd better make my will.'
The monarch's royal mandate
The lawyer did obey;
The thought of six-and-eightpence
Did make his heart full gay.
'What is't,' says he, 'your Majesty
Would wish of me to-day?'
'The doctors have belabor'd me
With potion and with pill:
My hours of life are counted,
O man of tape and quill!
Sit down and mend a pen or two,
I want to make my will.
'O'er all the land of Brentford
I'm lord, and eke of Kew:
I've three-per-cents and five-per-cents;
My debts are but a few;
And to inherit after me
I have but children two.
Prince Thomas is my eldest son,
A sober Prince is he,
And from the day we breech'd him
Till now, he's twenty-three,
He never caused disquiet
To his poor Mamma or me.
'At school they never flogg'd him,
At college, though not fast,
Yet his little-go and great-go
He creditably pass'd,
And made his year's allowance
For eighteen months to last.
'He never owed a shilling.
[...] Read more
poem by William Makepeace Thackeray
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Canto the First
I
I want a hero: an uncommon want,
When every year and month sends forth a new one,
Till, after cloying the gazettes with cant,
The age discovers he is not the true one;
Of such as these I should not care to vaunt,
I'll therefore take our ancient friend Don Juan—
We all have seen him, in the pantomime,
Sent to the devil somewhat ere his time.
II
Vernon, the butcher Cumberland, Wolfe, Hawke,
Prince Ferdinand, Granby, Burgoyne, Keppel, Howe,
Evil and good, have had their tithe of talk,
And fill'd their sign posts then, like Wellesley now;
Each in their turn like Banquo's monarchs stalk,
Followers of fame, "nine farrow" of that sow:
France, too, had Buonaparté and Dumourier
Recorded in the Moniteur and Courier.
III
Barnave, Brissot, Condorcet, Mirabeau,
Petion, Clootz, Danton, Marat, La Fayette,
Were French, and famous people, as we know:
And there were others, scarce forgotten yet,
Joubert, Hoche, Marceau, Lannes, Desaix, Moreau,
With many of the military set,
Exceedingly remarkable at times,
But not at all adapted to my rhymes.
IV
Nelson was once Britannia's god of war,
And still should be so, but the tide is turn'd;
There's no more to be said of Trafalgar,
'T is with our hero quietly inurn'd;
Because the army's grown more popular,
At which the naval people are concern'd;
Besides, the prince is all for the land-service,
Forgetting Duncan, Nelson, Howe, and Jervis.
V
Brave men were living before Agamemnon
And since, exceeding valorous and sage,
A good deal like him too, though quite the same none;
But then they shone not on the poet's page,
And so have been forgotten:—I condemn none,
But can't find any in the present age
Fit for my poem (that is, for my new one);
So, as I said, I'll take my friend Don Juan.
[...] Read more
poem by Byron from Don Juan (1824)
Added by Veronica Serbanoiu
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In The Middle
Don't cross the street in the middle in the middle
In the middle in the middle in the middle of the block
Don't cross the street in the middle in the middle
In the middle in the middle in the middle of the block
Use your eyes to look up
Use your ears to hear
Walk up to the corner when the coast is clear
And wait
And wait
Until you see the light turn green
Don't cross the street in the middle in the middle
In the middle in the middle in the middle of the block
Don't cross the street in the middle in the middle
In the middle in the middle in the middle of the block
Don't cross the street in the middle in the middle
In the middle in the middle in the middle of the block
Use your eyes to look up
Use your ears to hear
Walk up to the corner when the coast is clear
And wait
And wait
Until you see the light turn green
Don't cross the street in the middle in the middle
In the middle in the middle in the middle of the block
Don't cross the street in the middle in the middle
In the middle in the middle in the middle of the block
song performed by They Might Be Giants
Added by Lucian Velea
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The Holy Grail
From noiseful arms, and acts of prowess done
In tournament or tilt, Sir Percivale,
Whom Arthur and his knighthood called The Pure,
Had passed into the silent life of prayer,
Praise, fast, and alms; and leaving for the cowl
The helmet in an abbey far away
From Camelot, there, and not long after, died.
And one, a fellow-monk among the rest,
Ambrosius, loved him much beyond the rest,
And honoured him, and wrought into his heart
A way by love that wakened love within,
To answer that which came: and as they sat
Beneath a world-old yew-tree, darkening half
The cloisters, on a gustful April morn
That puffed the swaying branches into smoke
Above them, ere the summer when he died
The monk Ambrosius questioned Percivale:
`O brother, I have seen this yew-tree smoke,
Spring after spring, for half a hundred years:
For never have I known the world without,
Nor ever strayed beyond the pale: but thee,
When first thou camest--such a courtesy
Spake through the limbs and in the voice--I knew
For one of those who eat in Arthur's hall;
For good ye are and bad, and like to coins,
Some true, some light, but every one of you
Stamped with the image of the King; and now
Tell me, what drove thee from the Table Round,
My brother? was it earthly passion crost?'
`Nay,' said the knight; `for no such passion mine.
But the sweet vision of the Holy Grail
Drove me from all vainglories, rivalries,
And earthly heats that spring and sparkle out
Among us in the jousts, while women watch
Who wins, who falls; and waste the spiritual strength
Within us, better offered up to Heaven.'
To whom the monk: `The Holy Grail!--I trust
We are green in Heaven's eyes; but here too much
We moulder--as to things without I mean--
Yet one of your own knights, a guest of ours,
Told us of this in our refectory,
But spake with such a sadness and so low
We heard not half of what he said. What is it?
The phantom of a cup that comes and goes?'
`Nay, monk! what phantom?' answered Percivale.
[...] Read more
poem by Alfred Lord Tennyson
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The Undying One- Canto III
'THERE is a sound the autumn wind doth make
Howling and moaning, listlessly and low:
Methinks that to a heart that ought to break
All the earth's voices seem to murmur so.
The visions that crost
Our path in light--
The things that we lost
In the dim dark night--
The faces for which we vainly yearn--
The voices whose tones will not return--
That low sad wailing breeze doth bring
Borne on its swift and rushing wing.
Have ye sat alone when that wind was loud,
And the moon shone dim from the wintry cloud?
When the fire was quench'd on your lonely hearth,
And the voices were still which spoke of mirth?
If such an evening, tho' but one,
It hath been yours to spend alone--
Never,--though years may roll along
Cheer'd by the merry dance and song;
Though you mark'd not that bleak wind's sound before,
When louder perchance it used to roar--
Never shall sound of that wintry gale
Be aught to you but a voice of wail!
So o'er the careless heart and eye
The storms of the world go sweeping by;
But oh! when once we have learn'd to weep,
Well doth sorrow his stern watch keep.
Let one of our airy joys decay--
Let one of our blossoms fade away--
And all the griefs that others share
Seem ours, as well as theirs, to bear:
And the sound of wail, like that rushing wind
Shall bring all our own deep woe to mind!
'I went through the world, but I paused not now
At the gladsome heart and the joyous brow:
I went through the world, and I stay'd to mark
Where the heart was sore, and the spirit dark:
And the grief of others, though sad to see,
Was fraught with a demon's joy to me!
'I saw the inconstant lover come to take
Farewell of her he loved in better days,
And, coldly careless, watch the heart-strings break--
Which beat so fondly at his words of praise.
She was a faded, painted, guilt-bow'd thing,
Seeking to mock the hues of early spring,
When misery and years had done their worst
[...] Read more
poem by Caroline Elizabeth Sarah Norton
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Talk More Talk
A master can highlight the phrases,
Sleasy instruments, half talked, half baked ideas...
Dad, you didnt say o.k....
The window was open, outside was a spaceship,
(a master can highlight the phrases) it took off into the sky
Leaving a trail of smoke behind it...
Short of the standard. was it the sun?
What was rehearsal? conventional drum?
Not quite a hundred. less that a ton.
Clearly the time came, the plan had begun.
With talk, more talk. chat, more chat.
Words of a feather are worn in a hat.
Talk, more talk. chat, more chat. Im happy to do it for you...
Developed since earlier days at the school
Cheapest sensations were used as a rule.
Outstanding to memory, major free flow.
Bio-degradable, look out below for...
Talk, more talk, oh I love to hear the gentle sound
Of conversation sprinkled around
A room where I can be at one with you for...
Talk, more talk. chat, more chat,
Words of a feather are worn in a hat.
Talk, more talk. chat, more chat. happy to do it for you...
Im happy to do it for you... Im happy to do it for you,
Im happy to do it, Im happy to do it... Im happy to do it for you.
Digital organ, finishing stretch, instrumentation, analogue gretsch.
Not quite a thousand, lower than that.
Possible bargain for listening at that...
Talk, more talk. chat, more chat.
Words of a feather are worn in a hat.
Talk, more talk. chat, more chat.
Im happy to do it for you...
All you want is a handyman and all you want is quick service.
Because Im a house owner. Im a house owner.
It may be worth something someday.
I hear water going through the pipes.
I dont actually like sitting down music. music is idea.
Talk, more talk. chat, more chat.
Words of a feather are worn in a hat.
Talk, more talk. chat, more chat.
A master can tell, highlight the phrases his words to digress
Grey flannel trousers... grey flannel trousers.
A blazer and grey flannel trousers.
song performed by Paul McCartney
Added by Lucian Velea
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Teacher Man
The Teacher Man teaches kids from all over the world
The Teacher Man teaches no matter boy or girl
The Teacher Man teaches Christans, Musilms, and Jews
The Teacher Man teaches those who say 'God I don't believe in you'
The Teacher Man teaches over demands for more recess
The Teacher Man teaches to only demand the best
The Teacher Man teaches Science, Reading, and Math
The Teacher Man teaches how to live out of class
The Teacher Man teaches all how to share
The Teacher Man teaches that we all should care
The Teacher Man teaches how to keep an open mind
The Teacher Man teaches with a kick in the behind
The Teacher Man teaches there are lessons in life
The Teacher Man teaches how to overcome strife
The Teacher Man teaches there's nothing wrong with a hug
The Teacher Man teaches the world changes with Love
The Teacher Man teaches the rich and the poor
The Teacher Man teaches those who are ready for more
The Teacher Man teaches how to look someone in the eye
The Teacher Man teaches how to accept someone in their cry
The Teacher Man teaches in more than one tounge
The Teacher Man teaches how to make working hard fun
The Teacher Man teaches all the colors of the land
But, most important of all, he teaches we should take a stand
Take a Stand, Take a Stand, for what you believe
Take a Stand, Take a Stand, and you will be free
Take a Stand, Take a Stand, for the least of the least
Take such Stand man, and you will find peace
He's the Teacher Man
poem by Ary Bolanos
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XI. Guido
You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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A Little Bit Of Love
Yeah
Woo...ooh...ooh...ooh...
You say you want to be the one i need
You say you want to be the one for me
You say you want to be the one i need
But then you go and act so crazy
You say you never want to let me go
You say you want to be the one i hold
You say you never want to let me go
But then you go and leave me lonely
If you want to make things right
Love can make a way
If you want to take the time
Act like what you say, yeah
A little bit of love is all it takes
A little bit of love goes a long, long way
A little bit of love is all it takes
A little bit of love is lovely
A little bit of love is all it takes
A little bit of love goes a long, long way
A little bit of love is all it takes
A little bit of love is lovely
You want to be the one who makes me shy
The one who makes me laugh and makes me cry
You want to be the one to change my life
Then maybe you should treat me kindly
You want to make believe you never left
You want to make believe i never wept
You said you'd never ever leave again
Oh, baby, won't you quit pretendin'
If you want to make things right
Love can make a way
And if you want to take the time
Act like what you say, yeah
A little bit of love is all it takes
A little bit of love goes a long, long way
A little bit of love is all it takes
A little bit of love is lovely
A little bit of love is all it takes
A little bit of love goes a long, long way
A little bit of love is all it takes
A little bit of love is lovely, oh
Oh
Oh, if you want to make things right
Love can make a way
And if you want to take the time
Act like what you say, yeah
A little bit of love is all it takes
A little bit of love goes a long, long way
A little bit of love is all it takes
[...] Read more
song performed by New Edition
Added by Lucian Velea
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Little Bit Of Love
Yeah
Woo...ooh...ooh...ooh...
You say you want to be the one I need
You say you want to be the one for me
You say you want to be the one I need
But then you go and act so crazy
You say you never want to let me go
You say you want to be the one I hold
You say you never want to let me go
But then you go and leave me lonely
If you want to make things right
Love can make a way
If you want to take the time
Act like what you say, yeah
A little bit of love is all it takes
A little bit of love goes a long, long way
A little bit of love is all it takes
A little bit of love is lovely
A little bit of love is all it takes
A little bit of love goes a long, long way
A little bit of love is all it takes
A little bit of love is lovely
You want to be the one who makes me shy
The one who makes me laugh and makes me cry
You want to be the one to change my life
Then maybe you should treat me kindly
You want to make believe you never left
You want to make believe I never wept
You said youd never ever leave again
Oh, baby, wont you quit pretendin
If you want to make things right
Love can make a way
And if you want to take the time
Act like what you say, yeah
A little bit of love is all it takes
A little bit of love goes a long, long way
A little bit of love is all it takes
A little bit of love is lovely
A little bit of love is all it takes
A little bit of love goes a long, long way
A little bit of love is all it takes
A little bit of love is lovely, oh
Oh
Oh, if you want to make things right
Love can make a way
And if you want to take the time
Act like what you say, yeah
A little bit of love is all it takes
A little bit of love goes a long, long way
A little bit of love is all it takes
[...] Read more
song performed by New Edition
Added by Lucian Velea
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Loved
Loved
Written by Ricky Wilde & Terry Ronald
Take all your goodness and shiness away
I'll tell you the things I've been longing to say
I'll break it to you just so you understand
The force and control that you hold in your hands
Make me the beat of your heart
Then fall into mine
One step at a time
You have no reason for doubting your feelings
Love isn't always the same
You are loved
You are loved
You are loved
You I love
You
You are loved
You are loved
You are loved
You I love
You
(Ooh you are loved)
Live for the moment according to you
And so when the time comes you know what to do
Trust me, I'm giving no secret away
I'm drowning in you but I want it that way
Make me the beat of your heart
Then fall into mine
One step at a time
You have no reason for doubting your feelings
Love isn't always the same
You are loved
You are loved
You are loved
You I love
You
You are loved
You are loved
You are loved
You I love
You
You are loved
(Ooh you are loved)
You are loved
You are loved
You I love
You
You are loved
(Ooh you are loved)
You are loved
[...] Read more
song performed by Kim Wilde
Added by Lucian Velea
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