Citatepedia^®.com

Bruce Reid

I used to
secretly tease
Bruce the
teaching

English tutor.

But now
I just
write for
The Bruce.

poem by Terence George Craddock
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The White Cliffs

I
I have loved England, dearly and deeply,
Since that first morning, shining and pure,
The white cliffs of Dover I saw rising steeply
Out of the sea that once made her secure.
I had no thought then of husband or lover,
I was a traveller, the guest of a week;
Yet when they pointed 'the white cliffs of Dover',
Startled I found there were tears on my cheek.
I have loved England, and still as a stranger,
Here is my home and I still am alone.
Now in her hour of trial and danger,
Only the English are really her own.

II
It happened the first evening I was there.
Some one was giving a ball in Belgrave Square.
At Belgrave Square, that most Victorian spot.—
Lives there a novel-reader who has not
At some time wept for those delightful girls,
Daughters of dukes, prime ministers and earls,
In bonnets, berthas, bustles, buttoned basques,
Hiding behind their pure Victorian masks
Hearts just as hot - hotter perhaps than those
Whose owners now abandon hats and hose?
Who has not wept for Lady Joan or Jill
Loving against her noble parent's will
A handsome guardsman, who to her alarm
Feels her hand kissed behind a potted palm
At Lady Ivry's ball the dreadful night
Before his regiment goes off to fight;
And see him the next morning, in the park,
Complete in busbee, marching to embark.
I had read freely, even as a child,
Not only Meredith and Oscar Wilde
But many novels of an earlier day—
Ravenshoe, Can You Forgive Her?, Vivien Grey,
Ouida, The Duchess, Broughton's Red As a Rose,
Guy Livingstone, Whyte-Melville— Heaven knows
What others. Now, I thought, I was to see
Their habitat, though like the Miller of Dee,
I cared for none and no one cared for me.

III
A light blue carpet on the stair
And tall young footmen everywhere,
Tall young men with English faces
Standing rigidly in their places,
Rows and rows of them stiff and staid

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poem by Alice Duer Miller
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The Lord of the Isles: Canto V.

I.
On fair Loch-Ranza stream'd the early day,
Thin wreaths of cottage-smoke are upward curl'd
From the lone hamlet, which her inland bay
And circling mountains sever from the world.
And there the fisherman his sail unfurl'd,
The goat-herd drove his kids to steep Ben-Ghoil,
Before the hut the dame her spindle twirl'd,
Courting the sunbeam as she plied her toil, -
For, wake where'er he may, Man wakes to care and coil.

But other duties call'd each convent maid,
Roused by the summons of the moss-grown bell;
Sung were the matins, and the mass was said,
And every sister sought her separate cell,
Such was the rule, her rosary to tell.
And Isabel has knelt in lonely prayer;
The sunbeam, through the narrow lattice, fell
Upon the snowy neck and long dark hair,
As stoop'd her gentle head in meek devotion there.

II.
She raised her eyes, that duty done,
When glanced upon the pavement-stone,
Gemm'd and enchased, a golden ring,
Bound to a scroll with silken string,
With few brief words inscribed to tell,
'This for the Lady Isabel.'
Within, the writing farther bore,-
''Twas with this ring his plight he swore,
With this his promise I restore;
To her who can the heart command,
Well may I yield the plighted hand.
And O! for better fortune born,
Grudge not a passing sigh to mourn
Her who was Edith once of Lorn!'
One single flash of glad surprise
Just glanced from Isabel's dark eyes,
But vanish'd in the blush of shame,
That, as its penance, instant came.
'O thought unworthy of my race!
Selfish, ungenerous, mean, and base,
A moment's throb of joy to own,
That rose upon her hopes o'erthrown!-
Thou pledge of vows too well believed,
Of man ingrate and maid deceived,
Think not thy lustre here shall gain
Another heart to hope in vain!
For thou shalt rest, thou tempting gaud,
Where worldly thoughts are overawed,

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poem by Sir Walter Scott
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The Lord of the Isles: Canto VI.

I.
O who, that shared them, ever shall forget
The emotions of the spirit-rousing time,
When breathless in the mart the couriers met,
Early and late, at evening and at prime;
When the loud cannon and the merry chime
Hail'd news on news, as field on field was won,
When Hope, long doubtful, soar'd at length sublime,
And our glad eyes, awake as day begun,
Watch'd Joy's broad banner rise, to meet the rising sun!
O these were hours, when thrilling joy repaid
A long, long course of darkness, doubts, and fears!
The heart-sick faintness of the hope delay'd,
The waste, the woe, the bloodshed, and the tears,
That track'd with terror twenty rolling years,
All was forgot in that blithe jubilee!
Her downcast eye even pale Affliction rears,
To sigh a thankful prayer, amid the glee,
That hail'd the Despot's fall, and peace and liberty!

Such news o'er Scotland's hills triumphant rode,
When 'gainst the invaders turn'd the battle's scale,
When Bruce's banner had victorious flow'd
O'er Loudoun's mountain, and in Ury's vale;
And fiery English blood oft deluged Douglas-dale,
And fiery Edward routed stout St. John,
When Randolph's war-cry swell'd the southern gale,
And many a fortress, town, and tower, was won,
And fame still sounded forth fresh deeds of glory done.

II.
Blithe tidings flew from baron's tower,
To peasant's cot, to forest-bower,
And waked the solitary cell,
Where lone Saint Bride's recluses dwell.
Princess no more, fair Isabel,
A vot'ress of the order now,
Say, did the rule that bid thee wear
Dim veil and wollen scapulare,
And reft thy locks of dark-brown hair,
That stern and rigid vow,
Did it condemn the transport high,
Which glisten'd in thy watery eye,
When minstrel or when palmer told
Each fresh exploit of Bruce the bold?-
And whose the lovely form, that shares
Thy anxious hopes, thy fears, thy prayers?
No sister she of convent shade;
So say these locks in lengthen'd braid,
So say the blushes and the sighs,

[...] Read more

poem by Sir Walter Scott
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The Lord of the Isles: Canto III.

I.
Hast thou not mark'd, when o'er thy startled head
Sudden and deep the thunder-peal has roll'd,
How when its echoes fell, a silence dead
Sunk on the wood, the meadow, and the wold?
The rye-glass shakes not on the sod-built fold,
The rustling aspen's leaves are mute and still,
The wall-flower waves not on the ruin'd hold,
Till, murmuring distant first, then near and shrill,
The savage whirlwind wakes, and sweeps the groaning hill.

II.
Artornish! such a silence sunk
Upon thy halls, when that grey Monk
His prophet-speech had spoke;
And his obedient brethren's sail
Was stretch'd to meet the southern gale
Before a whisper woke.
Then murmuring sounds of doubt and fear,
Close pour'd in many an anxious ear,
The solemn stillness broke;
And still they gazed with eager guess,
Where, in an oriel's deep recess,
The Island Prince seem'd bent to press
What Lorn, by his impatient cheer,
And gesture fierce, scarce deign'd to hear.

III.
Starting at length with frowning look,
His hand he clench'd, his head he shook,
And sternly flung apart;-
'And deem'st thou me so mean of mood,
As to forget the mortal feud,
And clasp the hand with blood inbrued
From my dear Kinsman's heart?
Is this thy rede? - a due return
For ancient league and friendship sworn!
But well our mountain proverb shows
The faith of Islesmen ebbs and flows.
Be it even so - believe, ere long,
He that now bears shall wreak the wrong.-
Call Edith - call the Maid of Lorn!
My sister, slaves! - for further scorn,
Be sure nor she nor I will stay.-
Away, De Argentine, away! -
We nor ally nor brother know,
In Bruce's friend, or England's foe.'

IV.
But who the Chieftain's rage can tell,

[...] Read more

poem by Sir Walter Scott
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Bruce

Doctor, doctor you gotta help me yeah
You gotta make it right for me
It seems this other mans name has been following me around
And it just wont let me be
You see I got this name and hes got this name too know
Well theyre kinda close only a blind crazy fool
Would think I was him its like saying green is blue
But let me tell you brother it started being a bother
When he made the cover of time magazine
I was at this party in the wild-hilled hills
Just the other night
Her name was shelly I introduced myself
She just smiled and said all right
Well we got talkin and drinkin wine
And she said she liked my music thought it was fine
She said, lets make love, your place or mine
And in the middle of the passion I was on the borderline
When she called out a name but it wasnt mine
She called me bruce, bruce
I can hear her calling bruce, bruce
I can hear her calling bruce, bruce
I can hear her
My name is rick Im gonna stick it to ya babe
And theres this kid walking carrying a guitar
You know I told him that I played
He asked me my name you know I told him
I said it plain as clear as day
Well he seemed really, clearly, sincerely impressed
And as he pulled a piece paper for me to sign from his vest
He said, I thought born to run was one of your best
Awww wait a minute man, who do you think I am?
He answered, mr. springsteen, your a famous man.
He called me bruce, bruce
I can hear him calling bruce, bruce
He called me bruce, bruce
I can hear him
My name is richard gonna hit it to you babe
You know my mama called me long distance yesterday
And as she got off the phone I swear I heard her say
Bye bye bruce, bruce
I can hear her calling bruce, bruce
She called me bruce, bruce
I can hear her
My name is ricky gonna stick it to you babe

song performed by Rick Springfield
Added by Lucian Velea
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Secretly Cruel

I saw my pictures hangin on her wall
She cut it out of that magazine
It was a hot day, she wore lingerie
And nothin else in between, ooh
She had long hair and thigh high snake skin boots
And she was all over me like a cheap suit
Then she bared herself, aha
And stripped my soul
Began to shake, rattle, and roll
Then I took control, yeah
But I know shes secretly cruel
I aint nobodys fool
Yeah, I know shes secretly cruel
Just when I though it was safe
She puts her lips to my face
Shes secretly, secretly cruel
Well she grabbed my hair
And I began to rise
I could tell what she wanted
By that look in her eyes, oh, ow
By that look in her eyes, yeah
I said come here babe and make it quick
She said not so fast
And had a drink
Well it aint just luck
But I better knock on wood
Shes gonna give me everything
Somehow I knew she would
Oh, but I know shes secretly cruel
I aint nobodys fool
Well, I know shes secretly cruel
I said baby youre the fire, but I am the fuel
Shes secretly, secretly cruel
Yeah, so cruel
Well it aint just luck (aint just luck)
But I better knock on wood, yeah
Shes gonna give me everything
Somehow I knew she would
Oh, but I know shes secretly cruel
I aint nobodys fool, nobodys fool
Secretly, shes so cruel (cruel)
Im in love, but I dont play the fool
Secretly, shes so cruel, secretly, so cruel
Cruel, yeah, cruel, yeah, cruel, yeah
I know shes secretly, shes so cruel, secretly, so cruel
Cruel, yeah, cruel, yeah, cruel, yeah
I know shes secretly, shes so cruel, secretly, shes so cruel
Yeah, yeah, yeah, yeah, secretly, secretly cruel, cruel

song performed by Kiss
Added by Lucian Velea
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The Lord of the Isles: Canto IV.

I.
Stranger! if e'er thine ardent step hath traced
The northern realms of ancient Caledon,
Where the proud Queen of Wilderness hath placed,
By lake and cataract, her lonely throne;
Sublime but sad delight thy soul hath known,
Gazing on pathless glen and mountain high,
Listing where from the cliffs the torrents thrown
Mingle their echoes with the eagle's cry,
And with the sounding lake, and with the moaning sky.

Yes! 'twas sublime, but sad. - The loneliness
Loaded thy heart, the desert tired thine eye;
And strange and awful fears began to press
Thy bosom with a stern solemnity.
Then hast thou wish'd some woodman's cottage nigh,
Something that show'd of life, though low and mean;
Glad sight, its curling wreath of smoke to spy,
Glad sound, its cock's blithe carol would have been,
Or children whooping wild beneath the willows green.

Such are the scenes, where savage grandeur wakes
An awful thrill that softens into sighs;
Such feelings rouse them by dim Rannoch's lakes,
In dark Glencoe such gloomy raptures rise:
Or farther, where, beneath the northern skies,
Chides wild Loch-Eribol his caverns hoar-
But, be the minstrel judge, they yield the prize
Of desert dignity to that dread shore,
That sees grim Coolin rise, and hears Coriskin roar.

II.
Through such wild scenes the champion pass'd,
When bold halloo and bugle blast
Upon the breeze came loud and fast.
'There,' said the Bruce, 'rung Edward's horn!
What can have caused such brief return?
And see, brave Ronald,- see him dart
O'er stock and stone like hunted hart,
Precipitate, as is the use,
In war or sport, or Edward Bruce.
- He marks us, and his eager cry
Will tell his news ere he be nigh.'

III.
Loud Edward shouts, 'What make ye here,
Warring upon the mountain-deer,
When Scotland wants her King?
A bark from Lennox cross'd our track,
With her in speed I hurried back,

[...] Read more

poem by Sir Walter Scott
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Why Do I Write

I write from my sadness
I write from the madness
I write because I have something to say
I write to pass the day
I write only from the heart
I write for sometimes I am not that smart
Whatever is in head just comes out on paper (in this case a word document) , and I go with the flow
Write to let my mind go

I follow my hand to where ever it takes me
I write all the things that I can see
I write when I am happy, but not as much
I write from my heart that you can touch
I write because I’d go insane
I am driven to write quell my pain

At times I feel alone so I write what I am feeling
I write for it is self-healing
Confident not so I write it all away
I write and write to pass the day
I write to comfort my soul that cries out in the night
I write for love is always out of sight
I write so I don't have to cry any more
I write for I have no one to adore
I write so someone somewhere will hear my plea
I write for someone is out there for me
I am lost and I the clown
I write to turn my frown upside down

I write to embrace the sadness I hide inside
I write with my heart opened wide
I write to silence the ghost
I write for I’ve been let down by the one I loved the most
I write through the stormy weather
I write for I am light as a feather
I am not a writer nor am I a poet
I write for the grief I do know it

I will write until I draw my last breath
I write because I'll die a lonely death
I have to write for strangers delight
I write because I have to write
I write for my own happiness
I write to relieve my stress
I write because I have no other choice
I write as if I was writing a letter
I write because I can’t do any better
I write because I am afraid not to
I write for this is what I do
I write for I give a damn

[...] Read more

poem by Wilfred Mellers
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The Lord of the Isles: Canto II.

I.
Fill the bright goblet, spread the festive board!
Summon the gay, the noble, and the fair!
Through the loud hall, in joyous concert pour'd,
Let mirth and music sound the dirge of Care!
But ask thou not if Happiness be there,
If the loud laugh disguise convulsive throe,
Or if the brow the heart's true livery wear;
Lift not the festal mask! - enough to know,
No scene of mortal life but teems with mortal woe.

II.
With beaker's clang, with harpers' lay,
With all that olden time deem'd gay,
The Island Chieftain feasted high;
But there was in his troubled eye
A gloomy fire, and on his brow
Now sudden flush'd, and faded now,
Emotions such as draw their birth
From deeper source than festal mirth.
By fits he paused, and harper's strain
And jester's tale went round in vain,
Or fell but on his idle ear
Like distant sounds which dreamers hear.
Then would he rouse him, and employ
Each art to aid the clamorous joy,
And call for pledge and lay,
And, for brief space, of all the crowd,
As he was loudest of the loud,
Seem gayest of the gay.

III.
Yet nought amiss the bridal throng
Mark'd in brief mirth, or musing long;
The vacant brow, the unlistening ear,
They gave to thoughts of raptures near,
And his fierce starts of sudden glee
Seem'd bursts of bridegroom's ecstasy.
Nor thus alone misjudged the crowd,
Since lofty Lorn, suspicious, proud,
And jealous of his honour'd line,
And that keen knight, De Argentine,
(From England sent on errand high,
The western league more firm to tie),
Both deem'd in Ronald's mood to find
A lover's transport-troubled mind.
But one sad heart, one tearful eye,
Pierced deeper through the mystery,
And watch'd, with agony and fear,
Her wayward bridegroom's varied cheer.

[...] Read more

poem by Sir Walter Scott
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The Most Complex Of All The Symptoms Of Impossible Loving...

Flowing secretly between heaven and earth always is
A new kind of enchantment waiting to be discovered
Flowing secretly between heaven and earth always is
A new form of enchantment waiting to be discovered
Flowing secretly between heaven and earth always is
A new kind of refinement waiting to be discovered
Flowing secretly between heaven and earth always is
A new form of refinement waiting to be discovered
Flowing secretly between heaven and earth always is
A new kind of threshold waiting to be discovered
Flowing secretly between heaven and earth always is
A new form of threshold waiting to be discovered
Flowing secretly between heaven and earth always is
A new kind of splendour waiting to be discovered
Flowing secretly between heaven and earth always is
A new form of splendour waiting to be discovered
Flowing secretly between heaven and earth always is
A new kind of enchantment waiting to be recovered
Flowing secretly between heaven and earth always is
A new form of enchantment waiting to be recovered
Flowing secretly between heaven and earth always is
A new kind of refinement waiting to be recovered
Flowing secretly between heaven and earth always is
A new form of refinement waiting to be recovered
Flowing secretly between heaven and earth always is
A new kind of threshold waiting to be recovered
Flowing secretly between heaven and earth always is
A new form of threshold waiting to be recovered
Flowing secretly between heaven and earth always is
A new kind of splendour waiting to be recovered
Flowing secretly between heaven and earth always is
A new form of splendour waiting to be recovered...

SÃO PAULO_JUN/2006

poem by Hedilberto Ferreirah
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A Poem Written By A Confessed Bipolar (her Name To Be Revealed Upon Her Permission)

I write because I can
I write because there are so many things to be written.
I write because I can make a painting without a brush and paints in my hand.
I write because I can capture the moment without having a camera.
I write because letters and words are the only recipe I know how to cook.
I write because I want to read what I’ve written.
I write because I’m used to speak in silence.
I write because I have a story to tell.
I write because I want to strip off my flesh and live as a pure being.
I write because I can record my “voice” without having a recorder.
I write because it’s like a cup of coffee, it keeps me awake
I write because I want to live even when I do not exist.
I write because this is my throwing stones when I’m frustrated.
6/11/09 at 4: 42 PM
I write because I can flaunt my being when I don’t have clothes to show off.
I write because this is like making an encyclopedia to a coloring book.
I write because it’s more effective than my lithium medication.
I write because I’m tired of carrying these baggages on the road.
I write because I’m tired of talking too much.
I write because it’s a healthier diversion than smoking.
I write because it’s more therapeutic than analyzing my problem.
I write because I want to paint a thousand pictures with words.
I write because I can put colors to the letters and make a rainbow of words.
I write because it’s the key combinations to my hidden vaults.
I write because my ball pen is my best friend in the darkest nights.
I write because it surprises me with what I am capable of thinking&doing. 6/11/09 at 4: 43 PM
I write because I like that ideas are popping like pop corns.
I write because I can wander in the adventures of my own world.
I write because I have to cleanse my collection of memories of an old home.
I write because like a mirror you need to do a lot of reflections.
I write because I want to fight the battle of life.
I write because I wanted my little voice to be heard.
I write because I want to run from the insanities of the world.
I write because pictures don’t talk.
I write because it helps me connect the dots when I look back in my life.
I write because it brings me back to my crib of silence.
I write because it makes a buzz to other bees in my beehive.
I write because unlike my bike my destination is limitless.
I write because I want to become an inspiration without extinction 6/11/09 at 4: 43 PM
I write because like strumming of the guitar, it vibrates in my soul.
I write because I love to write.

poem by Ric S. Bastasa
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Annus Mirabilis, The Year Of Wonders, 1666

1
In thriving arts long time had Holland grown,
Crouching at home and cruel when abroad:
Scarce leaving us the means to claim our own;
Our King they courted, and our merchants awed.

2
Trade, which, like blood, should circularly flow,
Stopp'd in their channels, found its freedom lost:
Thither the wealth of all the world did go,
And seem'd but shipwreck'd on so base a coast.

3
For them alone the heavens had kindly heat;
In eastern quarries ripening precious dew:
For them the Idumaean balm did sweat,
And in hot Ceylon spicy forests grew.

4
The sun but seem'd the labourer of the year;
Each waxing moon supplied her watery store,
To swell those tides, which from the line did bear
Their brimful vessels to the Belgian shore.

5
Thus mighty in her ships, stood Carthage long,
And swept the riches of the world from far;
Yet stoop'd to Rome, less wealthy, but more strong:
And this may prove our second Punic war.

6
What peace can be, where both to one pretend?
(But they more diligent, and we more strong)
Or if a peace, it soon must have an end;
For they would grow too powerful, were it long.

7
Behold two nations, then, engaged so far
That each seven years the fit must shake each land:
Where France will side to weaken us by war,
Who only can his vast designs withstand.

8
See how he feeds the Iberian with delays,
To render us his timely friendship vain:
And while his secret soul on Flanders preys,
He rocks the cradle of the babe of Spain.

9
Such deep designs of empire does he lay

[...] Read more

poem by John Dryden
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A Teaching Of The Facts Can Relax

Vulnerability when needed,
Can attract true love.
With a getting of some pity too.

A vulnerability when needed,
Can attract true love.
With a bit of innocence,
That can put one in the mood.

And when,
Facts of life are slow...
A teaching of the facts can relax.
A teaching of the facts,
Can get one to relax.

And when,
A nervousness sets in...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.

And when,
Eyes begin to cry...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.
A teaching of the facts can relax.

Vulnerability when needed,
Can attract true love.
With a teaching of the facts to relax,
In those moments.
A teaching of the facts can relax.

A vulnerability when needed,
Can attract true love.
With a bit of innocence,
That can put one in the mood.

And when,
A nervousness sets in...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.

And when,
Eyes begin to cry...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.

[...] Read more

poem by Lawrence S. Pertillar
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Write Me

Aerosmith
Write Me
Well I've been away forever, suicide's crossin' my mind,
But I'll never never never never never get so far behind.
I said, the ways of the night are evil with eyes that love the day,
but I'll never never never never never get so far away.
I said write me, write me, write me.
I said write me, write me, write me.
Well there's nothin' I can see that'd ever make
me want to be without her she's good, she's good to me.
Said there's no way to explain the kind of feeling
that you get out in the rain she's good, she's good to me.
See this emptiness inside it makes me scream
it make me crawl out of my high, she's good, she's good to me.
I love her.
Write me a letter, write me a letter, write it today, I'm goin' away.
Well I've been away forever, suicide's crossin' my mind,
But I'll never never never never never get so far behind.
Well I've been so many places hidin' from the wind and the rain,
But you could write me a letter for to save me from a goin' insane.
I said write me, write, write, write me.
Write me, write, write, write me.
Write me, write, write, write.
I said write me, write, write, write me.
Write me, write, write, write me.
Don't write me baby.

song performed by Aerosmith
Added by Lucian Velea
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Canto the Second

I
Oh ye! who teach the ingenuous youth of nations,
Holland, France, England, Germany, or Spain,
I pray ye flog them upon all occasions,
It mends their morals, never mind the pain:
The best of mothers and of educations
In Juan's case were but employ'd in vain,
Since, in a way that's rather of the oddest, he
Became divested of his native modesty.

II
Had he but been placed at a public school,
In the third form, or even in the fourth,
His daily task had kept his fancy cool,
At least, had he been nurtured in the north;
Spain may prove an exception to the rule,
But then exceptions always prove its worth -—
A lad of sixteen causing a divorce
Puzzled his tutors very much, of course.

III
I can't say that it puzzles me at all,
If all things be consider'd: first, there was
His lady-mother, mathematical,
A—never mind; his tutor, an old ass;
A pretty woman (that's quite natural,
Or else the thing had hardly come to pass);
A husband rather old, not much in unity
With his young wife—a time, and opportunity.

IV
Well—well, the world must turn upon its axis,
And all mankind turn with it, heads or tails,
And live and die, make love and pay our taxes,
And as the veering wind shifts, shift our sails;
The king commands us, and the doctor quacks us,
The priest instructs, and so our life exhales,
A little breath, love, wine, ambition, fame,
Fighting, devotion, dust,—perhaps a name.

V
I said that Juan had been sent to Cadiz -—
A pretty town, I recollect it well -—
'T is there the mart of the colonial trade is
(Or was, before Peru learn'd to rebel),
And such sweet girls—I mean, such graceful ladies,
Their very walk would make your bosom swell;
I can't describe it, though so much it strike,
Nor liken it—I never saw the like:

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poem by Byron from Don Juan (1824)
Added by Veronica Serbanoiu
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The Brus Book II

[Bruce escapes to Lochmaben]

The Bruys went till his innys swyth,
Bot wyt ye weile he wes full blyth
That he had gottyn that respyt.
He callit his marschall till him tyt
5 And bad him luk on all maner
That he ma till his men gud cher,
For he wald in his chambre be
A weile gret quhile in prevate,
With him a clerk foroutyn ma.
10 The marschell till the hall gan ga
And did hys lordys commanding.
The lord the Bruce but mar letting
Gert prevely bryng stedys twa,
He and the clerk foroutyn ma
15 Lap on foroutyn persavyng,
And day and nycht but sojournyng
Thai raid quhill on the fyften day
Cummyn till Louchmaben ar thai.
Hys broder Edward thar thai fand
20 That thocht ferly Ic tak on hand
That thai come hame sa prevely.
He tauld hys brodyr halyly
How that he thar soucht was
And how that he chapyt wes throu cas.

[The killing of Comyn and his uncle]

25 Sa fell it in the samyn tid
That at Dumfres rycht thar besid
Schir Jhone the Cumyn sojornyng maid.
The Brus lap on and thidder raid
And thocht foroutyn mar letting
30 For to quyt hym his discovering.
Thidder he raid but langer let
And with Schyr Jhone the Cumyn met
In the Freris at the hye awter,
And schawyt him with lauchand cher
35 The endentur, syne with a knyff
Rycht in that sted hym reft the lyff.
Schyr Edmund Cumyn als wes slayn
And othir mony off mekill mayn.
Nocht-for-thi yeit sum men sayis
40 At that debat fell other-wayis,
Bot quhat-sa-evyr maid the debate
Thar-throuch he deyt weill I wat.
He mysdyd thar gretly but wer
That gave na gyrth to the awter,

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poem by John Barbour
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I tease Jami

I tease Jami
If you see her, please
Tell her this for me,
She is my Beatrice,
She steals my dreams
She is too beautyful for me,
But I think she's made for me.
.
I kiss Jami
Though it's only a dream
But to me it feels so real.
.
I tease Jami
She's always had my poems,
Though she's never liked them,
So I rewrote them.
.
I tease Jami
For Mr. Petty she had sweet kids
She's never liked distant dating,
But for me she did it.
.
I tease Jami
She's had her heart fixed on Petty,
But with Dante Alighieri, I stole it.
.
I tease Jami,
She wouldn't want to leave America
But for me,
She chosed Africa.
.
I tease Jami
I made her fell for me,
Though she never cried infront of me,
But Cupid's never stupid,
Together with Aphrodite we
Made another Beatrice for Benjamin.
.
I tease Jami
She's always had my poetry
Like Beatrice in Dante's comedy
And for sake of Benjamin's enemies
Let them burn in Hell for me.
.
I tease Jami
She's too pretty for my liking,
Sophistication is an understatement
Not common with Nigeria's government,
Even a goddess from Greek mythology
Is an understatement

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poem by Efe Benjamin
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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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Write Me A Letter

Write me a letter
Write me a letter
Write it today
Im goin away (yes it has)
Write me a letter
Write me a letter
Write it today
Im goin away (yes it is)
Well Ive been away forever
Suicides crossin my mind
Well Ill never, never get so far behind
I said, the ways of the night are evil
Without that lord of day
But Ill never, never get so far away
I said write me
Write me
Write me
Write me
I said write me
Write me
Write me
Well theres nothin I can see
Thatd ever make me
Want to be without her
Shes good, she good to me
Said theres no way to explain
The kind of feelin that you get out in the
She good, she good to me
She good, she good to me
I love her
Write me a letter
Write me a letter
Write it today
Im goin away (yes it has)
Write me a letter
Write me a letter
Write it today
Im goin away (yes it is)
Well Ive been away forever
Suicides crossin my mind
Well Ill never, never get so far behind
Well Ive been so many places
Hidin from the wind and the rain
But you could write me a letter
For to save me from goin insane
Write me
Excite me
Write me
Write me
Write me

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song performed by Aerosmith
Added by Lucian Velea
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Katie

It may be through some foreign grace,
And unfamiliar charm of face;
It may be that across the foam
Which bore her from her childhood's home,
By some strange spell, my Katie brought,
Along with English creeds and thought --
Entangled in her golden hair --
Some English sunshine, warmth, and air!
I cannot tell -- but here to-day,
A thousand billowy leagues away
From that green isle whose twilight skies
No darker are than Katie's eyes,
She seems to me, go where she will,
An English girl in England still!

I meet her on the dusty street,
And daisies spring about her feet;
Or, touched to life beneath her tread,
An English cowslip lifts its head;
And, as to do her grace, rise up
The primrose and the buttercup!
I roam with her through fields of cane,
And seem to stroll an English lane,
Which, white with blossoms of the May,
Spreads its green carpet in her way!
As fancy wills, the path beneath
Is golden gorse, or purple heath:
And now we hear in woodlands dim
Their unarticulated hymn,
Now walk through rippling waves of wheat,
Now sink in mats of clover sweet,
Or see before us from the lawn
The lark go up to greet the dawn!
All birds that love the English sky
Throng round my path when she is by:
The blackbird from a neighboring thorn
With music brims the cup of morn,
And in a thick, melodious rain
The mavis pours her mellow strain!
But only when my Katie's voice
Makes all the listening woods rejoice
I hear -- with cheeks that flush and pale --
The passion of the nightingale!

Anon the pictures round her change,
And through an ancient town we range,
Whereto the shadowy memory clings
Of one of England's Saxon kings,
And which to shrine his fading fame
Still keeps his ashes and his name.

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poem by Henry Timrod
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