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Happening 1961

Greenfield said
where you from?

London you replied
I don’t like Londoners

he said as a bee
buzzed in the greenhouse

where the rural science teacher
Gable had sent you.

Greenfield pushed you
against the potting bench

and you pushed him
against begonia plants

which fell to the floor
and he punched

your arm
and you punched

his jaw
and he grabbed you

around the waist
and you both

fell to the floor.
You smelt his sweat

and saw blood
drip from his lips.

Get up you gits
another boy said

Old Gable’s coming
and so you pulled

Greenfield up
by the hand

and he brushed off
your school jacket

and you pushed
your fingers

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poem by Terry Collett
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A Flower To Auroville Mother-68

Wax Begonia(Fibrous Begonia,
Begonia x semperflorens-cultorum)
Ruffled Yellow Begonia
(Begonia tuberosa 'Ruffled Yellow')
Hanging Basket Red Begonia
(Begonia 'Red Cascade')
Angel Wing Begonia(Scarlet begonia
Begonia coccinea)
Shimpli(Begonia phrixophylla)
Common Begonia(Begonia crenata)

You wish to tire me a lot
Coloured of so many shades
Tired of a godly how it be
As you godly here to trot

Short and sunny and velvety
Single and double waxy bright
Ruffled and vivid the yellow
Doubled in dark leafing showy

Winged of angels pendulous red
Potted Begonia too stupendous
Begonia rosy cosy eye-catchy
Pink and green furry splendid

Bristled leaves flattened bloom
Shimpli a rosy tuberous rare
Spread on hills and rocks wide
Common Crenata heartily zoom

Oh, more shades and shapes awesome
You wish to tire me a lot, lot
Tired of a godly, godly how it be
As you godly here more delightsome

poem by Indira Renganathan
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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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Urban Time vs. Rural Time

3 am:
Urban time: Alarm clocks, hoots and toots
Rural time: Cocks crow, cows moo and weavers beaker

4 am:
Urban time: Whoever snoozed the alarm? Dress up… very scarcely
Rural time: Dust the mat; grab yesterday’s very hard ugali and into overall

5 am:
Urban time: Marikiti and Gikomba beat traffic – rush hour
Rural time: Milking and feeding; early bird catches the worm

6 am:
Urban time: Office not open, tarts hover at Koinange zonked with sleep
Rural time: Coffee farm supervisor calls out names – mine missing

7 am:
Urban time: Offspring sings national anthem in academy playfully
Rural time: Sibling barefoot sings “Yesu anipenda” without blasphemy

8 am:
Urban time: Yaaaawn! Hate work before it even begins – so monotonous
Rural time: Tea baskets at back, yard stick in hand, water jar on head

9 am:
Urban time: What took company tea so long? Was tea boy fired or what?
Rural time: Sing Mary oh, sing Mary oh… Market women return with empty baskets

10 am:
Urban time: Finally the tea is here… (Chit chat) I love this job!
Rural time: The sun’s scorching – take a breath beneath shade

11 am:
Urban time: Silence and whispered gossip, functional smiles and fake hugs
Rural time: Shout greeting from ridge to ridge and insults from bush to bush

12 pm:
Urban time: Yaaaaaawn! Bad date - fear the approach of the next hour
Rural time: Any one with a watch? The sun has hid beneath the cloud

1 pm:
Urban time: Extraordinary times call for extraordinary measures – am dieting…
Rural time: Carry produce to factory, take a nap in the wilderness, and water the livestock

2 pm:
Urban time: Oh how I hate this! Parliament session on, but ethics dictate TV without volume
Rural time: Women plot today’s chama as men discuss the local barmaid’s “possessions”

3 pm:
Urban time: Who tampered with the office clock? I can see some hawkers outside…

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poem by David Munene wa Kimberly
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London Song

Theres a room in a house in a street in a manor in a borough
Thats part of a city that is generally referred to as london
Its a dark place, a mysterious place
And it is said that if youre born within the sound of bow-bells
You have the necessary qualifications to be christened a londoner
[its a cruel place, its a hard place]
But when you think back to all the great londoners
William blake, charles dickens, dick whittington,
Pearly kings, barrow boys, arthur daley, max wall
And dont forget the kray twins
But if youre ever up on highgate hill on a clear day
You can see right down to leicester square [london, london]
Crystal palace, clapham common, right down to streatham hill
North and south, I feel that Im a londoner still [london, london]
Chiswick bridge to newham and east ham
Churchbells ring out through the land
You were born in london, england
[london, london, through the dark alley-ways and passages of london]
And theres a tap by a reservoir, leading to a stream,
That turns into a river estuary that eventually opens to the sea
[london, london]
And theres a docker by a wharf, sending cargo overseas,
Unloading foreign trade from a large ocean vessel
In the mighty metropolitan port of london
[london, london, through the dark alley-ways and passages of london]
When I think of all the londoners still unsung
East-enders, west-enders, oriental-enders
Fu manchu, sherlock holmes, jack spock, henry cooper,
Thomas abecket, thomas moore, and dont forget the kray twins
Theres a part of me that says get out
Then one day Ill hear somebody shout
Sounds to me like you come from london town
But if youre ever up on highgate hill on a clear day,
Ill be there [Ill be there]
Yes I will be there [there]
Through the dark alley-ways and passages of london, london
London, london, through the dark alley-ways and passages of london, london
London, london, through the dark alley-ways and passages of london, london

song performed by Kinks
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Ælla, A Tragical Interlude - Act I

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

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

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poem by Thomas Chatterton
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Beowulf

LO, praise of the prowess of people-kings
of spear-armed Danes, in days long sped,
we have heard, and what honor the athelings won!
Oft Scyld the Scefing from squadroned foes,
from many a tribe, the mead-bench tore,
awing the earls. Since erst he lay
friendless, a foundling, fate repaid him:
for he waxed under welkin, in wealth he throve,
till before him the folk, both far and near,
who house by the whale-path, heard his mandate,
gave him gifts: a good king he!
To him an heir was afterward born,
a son in his halls, whom heaven sent
to favor the folk, feeling their woe
that erst they had lacked an earl for leader
so long a while; the Lord endowed him,
the Wielder of Wonder, with world's renown.
Famed was this Beowulf: far flew the boast of him,
son of Scyld, in the Scandian lands.
So becomes it a youth to quit him well
with his father's friends, by fee and gift,
that to aid him, aged, in after days,
come warriors willing, should war draw nigh,
liegemen loyal: by lauded deeds
shall an earl have honor in every clan.
Forth he fared at the fated moment,
sturdy Scyld to the shelter of God.
Then they bore him over to ocean's billow,
loving clansmen, as late he charged them,
while wielded words the winsome Scyld,
the leader beloved who long had ruled….
In the roadstead rocked a ring-dight vessel,
ice-flecked, outbound, atheling's barge:
there laid they down their darling lord
on the breast of the boat, the breaker-of-rings,
by the mast the mighty one. Many a treasure
fetched from far was freighted with him.
No ship have I known so nobly dight
with weapons of war and weeds of battle,
with breastplate and blade: on his bosom lay
a heaped hoard that hence should go
far o'er the flood with him floating away.
No less these loaded the lordly gifts,
thanes' huge treasure, than those had done
who in former time forth had sent him
sole on the seas, a suckling child.
High o'er his head they hoist the standard,
a gold-wove banner; let billows take him,
gave him to ocean. Grave were their spirits,
mournful their mood. No man is able

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poem by Charles Baudelaire
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Greenfield Morning I Pushed An Empty Baby Carriage All Over The City

Greenfield morning I pushed an empty
Baby carriage all over the city.
Greenfield morning,
Greenfield morning.
Greenfield morning,
Greenfield morning,
Greenfield morning.
Greenfield morning,
Greenfield morning,
Greenfield morning.
Greenfield morning I pushed an empty
Baby carriage all over the city.

song performed by Yoko Ono
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Greenfield Morning I Pushed An Empty Baby Carriage All Over The City

Greenfield morning I pushed an empty
Baby carriage all over the city.
Greenfield morning,
Greenfield morning.
Greenfield morning,
Greenfield morning,
Greenfield morning.
Greenfield morning,
Greenfield morning,
Greenfield morning.
Greenfield morning I pushed an empty
Baby carriage all over the city.

song performed by Yoko Ono
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Telephone Piece

Greenfield morning I pushed an empty
Baby carriage all over the city
Greenfield morning,
Greenfield morning,
Greenfield morning,
Greenfield morning,
Greenfield morning,
Greenfield morning,
Greenfield morning,
Greenfield morning
Greenfield morning I pushed an empty
Baby carriage all over the city

song performed by Yoko Ono
Added by Lucian Velea
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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
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Honey Bee

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

song performed by Gloria Gaynor
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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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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

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poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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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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Ælla, A Tragical Interlude - Act III

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

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

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poem by Thomas Chatterton
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Fingal - Book I

ARGUMENT.

Cuthullin (general of the Irish tribes, in the minority of Cormac, king of Ireland) sitting alone beneath a tree, at the gate of Tura, a castle of Ulster (the other chiefs having gone on a hunting party to Cromla, a neighboring hill,) is informed of the landing of Swaran, king of Lochlin, by Moran, the son of Fithil, one of his scouts. He convenes the chiefs; a council is held, and disputes run high about giving battle to the enemy. Connal, the petty king of Togorma, and an intimate friend of Cuthullin, was for retreating, till Fingal, king of those Caledonians who inhabited the north-west coast of Scotland, whose aid had been previously solicited, should arrive; but Calmar, the son of Matha, lord of Lara, a country in Connaught, was for engaging the enemy immediately. Cuthullin, of himself willing to fight, went into the opinion of Calmar. Marching towards the enemy, he missed three of his bravest heroes, Fergus, Duchômar, and Cáthba. Fergus arriving, tells Cuthullin of the death of the two other chiefs: which introduces the affecting episode of Morna, the daughter of Cormac. The army of Cuthullin is descried at a distance by Swaran, who sent the son of Arno to observe the motions of the enemy, while he himself ranged his forces in order of battle. The son of Arno returning to Swaran, describes to him Cuthullin's chariot, and the terrible appearance of that hero. The armies engage, but night coming on, leaves the victory undecided. Cuthullin, according to the hospitality of the times, sends to Swaran a formal invitation to a feast, by his bard Carril, the son of Kinfena. Swaran refuses to come. Carril relates to Cuthullin the story of Grudar and Brassolis. A party, by Connal's advice, is sent to observe the enemy; which closes the action of the first day.

CUTHULLIN sat by Tura's wall; by the tree of the rustling sound. His spear leaned against the rock. His shield lay on the grass by his side. Amid his thoughts of mighty Cairbar, a hero slain by the chief in war; the scout of ocean comes, Moran the son of Fithil!

"Arise," said the youth, "Cuthullin, arise. I see the ships of the north! Many, chief of men, are the foe. Many the heroes of the sea-borne Swaran!" — "Moran!" replied the blue-eyed chief "thou ever tremblest, son of Fithil! Thy fears have increased the foe. It is Fingal, king of deserts, with aid to green Erin of streams." — "I beheld their chief," says Moran, "tall as a glittering rock. His spear is a blasted pine. His shield the rising moon! He sat on the shore! like a cloud of mist on the silent hill! Many, chief of heroes! I said, many are our hands of war. Well art thou named, the mighty man; but many mighty men are seen from Tura's windy walls.

"He spoke, like a wave on a rock, 'Who in this land appears like me? Heroes stand not in my presence: they fall to earth from my hand. Who can meet Swaran in fight? Who but Fingal, king of Selma of storms? Once we wrestled on Malmor; our heels overturned the woods. Rocks fell from their place; rivulets, changing their course, fled murmuring from our side. Three days we renewed the strife; heroes stood at a distance and trembled. On the fourth, Fingal says, that the king of the ocean fell! but Swaran says he stood! Let dark Cuthullin yield to him, that is strong as the storms of his land!'

"No!" replied the blue-eyed chief, "I never yield to mortal man! Dark Cuthullin shall be great or dead! Go, son of Fithil, take my spear. Strike the sounding shield of Semo. It hangs at Tura's rustling gale. The sound of peace is not its voice! My heroes shall hear and obey." He went. He struck the bossy shield. The hills, the rocks reply. The sound spreads along the wood: deer start by the lake of roes. Curach leaps from the sounding rock! and Connal of the bloody spear! Crugal's breast of snow beats high. The son of Favi leaves the dark-brown hind. It is the shield of war, said Ronnart; the spear of Cuthullin, said Lugar! Son of the sea, put on thy arms! Calmar, lift thy sounding steel! Puno! dreadful hero, arise! Cairbar, from thy red tree of Cromla! Bend thy knee, O Eth! descend from the streams of Lena Caolt, stretch thy side as thou movest along the whistling heath of Mora: thy side that is white as the foam of the troubled sea, when the dark winds pour it on rocky Cuthon.

Now I behold the chiefs, in the pride of their former deeds! Their souls are kindled at the battles of old; at the actions of other times. Their eyes are flames of fire. They roll in search of the foes of the land. Their mighty hands are on their swords. Lightning pours from their sides of steel. They come like streams from the mountains; each rushes roaring from the hill. Bright are the chiefs of battle, in the armor of their fathers. Gloomy and dark, their heroes follow like the gathering of the rainy clouds behind the red meteors of heaven. The sounds of crashing arms ascend. The gray dogs howl between. Unequal bursts the song of battle. Rocking Cromla echoes round. On Lena's dusky heath they stand, like mist that shades the hills of autumn; when broken and dark it settles high, and lifts its head to heaven.

"Hail," said Cuthullin, "Sons of the narrow vales! hail, hunters of the deer! Another sport is drawing near: it is like the dark rolling of that wave on the coast! Or shall we fight, ye sons of war! or yield green Erin to Lochlin? O Connal! speak, thou first of men! thou breaker of the shields! thou hast often fought with Lochlin: wilt thou lift thy father's spear?"

"Cuthullin!" calm the chief replied, "the spear of Connal is keen. it delights to shine in battle, to mix with the blood of thousands. But though my hand is bent on fight, my heart is for the peace of Erin. Behold, thou first in Cormac's war, the sable fleet of Swaran. His masts are many on our coasts, like reeds on the lake of Lego. His ships are forests clothed with mists, when the trees yield by turns to the squally wind. Many are his chiefs in battle. Connal is for peace! Fingal would shun his arm, the first of mortal men! Fingal who scatters the mighty, as stormy winds the echoing Cona; and night settles with all her clouds on the hill!"

"Fly, thou man of peace!" said Colmar, "fly," said the son of Matha; "go, Connal, to thy silent hills, where the spear never brightens in war! Pursue the dark-brown deer of Cromla: stop with thine arrows the bounding roes of Lena. But blue-eyed son of Semo, Cuthullin, ruler of the field, scatter thou the Sons of Lochlin! roar through the ranks of their pride. Let no vessel of the kingdom of snow bound on the dark-rolling waves of Inistore. Rise, ye dark winds of Erin, rise! roar, whirlwinds of Lara of hinds! Amid the tempest let me die, torn, in a cloud, by angry ghosts of men; amid the tempest let Calmar die, if ever chase was sport to him, so much as the battle of shields!

"Calmar!" Connal slow replied, "I never fled, young son of Matha! I was swift with my friends in fight; but small is the fame of Connal! The battle was won in my presence! the valiant overcame! But, son of Semo, hear my voice, regard the ancient throne of Cormac. Give wealth and half the land for peace, till Fingal shall arrive on our coast. Or, if war be thy choice, I lift the sword and spear. My joy shall be in midst of thousands; my soul shall alighten through the gloom of the fight!"

"To me," Cuthullin replies, "pleasant is the noise of arms! pleasant as the thunder of heaven, before the shower of spring! But gather all the shining tribes, that I may view the sons of war! Let then pass along the heath, bright as the sunshine before a storm; when the west wind collects the clouds, and Morven echoes over all her oaks! But where are my friends in battle? the supporters of my arm in danger? Where art thou, white-bosomed Câthba? Where is that cloud in war, Duchômar? Hast thou left me, O Fergus! in the day of the storm? Fergus, first in our joy at the feast! son of Rossa! arm of death!

comest thou like a roe from Malmor? like a hart from thy echoing hills? Hall, thou son of Rossa! what shades the soul of war?"

"Four stones," replied the chief, "rise on the grave of Câthba. These hands have laid in earth Duchômar, that cloud in war! Câthba, son of Torman! thou wert a sunbeam in Erin. And thou, O valiant Duchômar! a mist of the marshy Lano; when it moves on the plains of autumn, bearing the death of thousands along. Morna! fairest of maids! calm is thy sleep in the cave of the rock! Thou hast fallen in darkness, like a star, that shoots across the desert; when the traveller is alone, and mourns the transient beam!"

"Say," said Semo's blue-eyed son, "say how fell the chiefs of Erin. Fell they by the sons of Lochlin, striving in the battle of heroes? Or what confines the strong in arms to the dark and narrow house?"

"Câthba," replied the hero, " fell by the sword of Duchômar at the oak of the noisy streams. Duchômar came to Tura's cave; he spoke to the lovely Morna. 'Morna, fairest among women, lovely daughter of strong-armed Cormac! Why in the circle of stones: in the cave of the rock alone? The stream murmurs along. The old tree groans in the wind. The lake is troubled before thee: dark are the clouds of the sky! But thou art snow on the heath; thy hair is the mist of Cromla; when it curls on the hill, when it shines to the beam of the west! Thy breasts are two smooth rocks seen from Branno of streams. Thy arms, like two white pillars in the halls of the great Fingal.'

"'From whence,' the fair-haired maid replied, 'from whence Duchômar, most gloomy of men? Dark are thy brows and terrible! Red are thy rolling eyes! Does Swaran appear on the sea? What of the foe, Duchômar?' 'From the hill I return, O Morna, from the hill of the dark-brown hinds. Three have I slain with my bended yew. Three with my long-bounding dogs of the chase. Lovely daughter of Cormac, I love thee as my soul: I have slain one stately deer for thee. High was his branchy head-and fleet his feet of wind.' 'Duchômar!' calm the maid replied, 'I love thee not, thou gloomy man! hard is thy heart of rock; dark is thy terrible brow. But Câthba, young son of Torman, thou art the love of Morna. Thou art a sunbeam, in the day of the gloomy storm. Sawest thou the son of Torman, lovely on the hill of his hinds? Here the daughter of Cormac waits the coming of Câthba!"

"'Long shall Morna wait,' Duchômar said, 'long shall Morna wait for Câthba! Behold this sword unsheathed! Here wanders the blood of Câthba. Long shall Morna wait. He fell by the stream of Branno. On Croma I will raise his tomb, daughter of blue-shielded Cormac! Turn on Duchômar thine eyes; his arm is strong as a storm.' 'Is the son of Torman fallen?' said the wildly-bursting voice of the maid; 'is he fallen on his echoing hills, the youth with the breast of snow? the first in the chase of hinds! the foe of the strangers of ocean! Thou art dark to me, Duchômar; cruel is thine arm to Morna! Give me that sword, my foe! I loved the wandering blood of Câthba!'

"He gave the sword to her tears. She pierced his manly breast! He fell, like the bank of a mountain stream, and stretching forth his hand, he spoke: 'Daughter of blue-shielded Cormac! Thou hast slain me in youth! the sword is cold in my breast! Morna; I feel it cold. Give me to Moina the maid. Duchômar was the dream of her night! She will raise my tomb; the hunter shall raise my fame. But draw the sword from my breast, Morna, the steel is cold!' She came, in all her tears she came; she drew the sword from his breast. He pierced her white side! He spread her fair locks on the ground! Her bursting blood sounds from her side: her white arm is stained with red. Rolling in death she lay. The cave re-echoed to her sighs."

"Peace," said Cuthullin, "to the souls of the heroes! their deeds were great in fight. Let them ride around me on clouds. Let them show their features of war. My soul shall then be firm in danger; mine arm like the thunder of heaven! But be thou on a moonbeam, O Morna! near the window of my rest; when my thoughts are of peace; when the din of arms is past. Gather the strength of the tribes! Move to the wars of Erin! Attend the car of my battles! Rejoice in the noise of my course! Place three spears by my side: follow the bounding of my steeds! that my soul may be strong in my friends, when battle darken around the beams of my steel!

As rushes a stream of foam from the dark shady deep of Cromla, when the thunder is traveling above, and dark-brown night sits on half the hill. Through the breaches of the tempest look forth the dim faces of ghosts. So fierce, so vast, so terrible rushed on the sons of Erin. The chief, like a whale of ocean, whom all his billows pursue, poured valor forth, as a stream, rolling his might along the shore. The sons of Lochlin heard the noise, as the sound of a winter storm. Swaran struck his bossy shield: he called the son of Arno. "What murmur rolls along the hill, like the gathered flies of the eve? The sons of Erin descend, or rustling winds roar in the distant wood! Such is the noise of Gormal, before the white tops of my waves arise. O son of Arno! ascend the hill; view the dark face of the heath!"

He went. He trembling swift returned. His eyes rolled wildly round. His heart beat high against his side. His words were faltering, broken, slow. "Arise, son of ocean, arise, chief of the dark-brown shields! I see the dark, the mountain-stream of battle! the deep. moving strength of the sons of Erin! the car of war comes on, like the flame of death! the rapid car of Cuthullin, the noble son of Semo! It bends behind like a wave near a rock; like a sun-streaked mist of the heath. Its sides are embossed with stones, and sparkle like the sea round the boat of night. Of polished yew is its beam; its seat of the smoothest bone. The sides are replenished with spears; the bottom is the foot-stool of heroes! Before the right side of the car is seen the snorting horse! the high-maned, broad-breasted, proud, wide-leaping strong steed of the hill. Loud and resounding is his hoof: the spreading of his mane above is like a stream of smoke on a ridge of rocks. Bright are the sides of his steed! his name Sulin-Sifadda!

"Before the left side of the car is seen the snorting horse! The thin-maned, high-headed, strong-hoofed fleet-bounding son of the hill: His name is Dusronnal, among the stormy sons of the sword! A thousand thongs bind the car on high. Hard polished bits shine in wreath of foam. Thin thongs, bright studded with gems, bend on the stately necks of the steeds. The steeds, that like wreaths of mist fly over the streamy vales! The wildness of deer is in their course, the strength of eagles descending on the prey. Their noise is like the blast of winter, on the sides of the snow-headed Gormal.

"Within the car is seen the chief; the strong-armed son of the sword. The hero's name is Cuthullin, son of Semo, king of shells. His red cheek is like my polished yew. The look of his blue-rolling eye is wide, beneath the dark arch of his brow. His hair flies from his head like a flame, as bending forward he wields the spear. Fly, king of ocean, fly! He comes, like a storm along the streamy vale!

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poem by James Macpherson
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Love Science

Ive been around the world, Im going around again
I got a new word up, gonna lay it on my friends
Im still too young, Ive got these emotions in my blood
But when I grow up, gonna be a scientist of love
Working on, love science
Got to know, love science
Show the world, love science
How to be a scientist of love
Tell my friends, love science
Take a chance, love science
Give it up, love science
Im a scientist of love
Feel the power, love science
Study hard, love science
Know the truth, love science
Be a scientist of love
Choose a plan, love science
Pick em up, put em down, love science
Bring it on home, love science
Got to be a scientist of love
Hey you!
Sometimes you get screwed up, and youre looking for a cure
But you dont want to see just another amateur
I know the kind of expert you must be thinking of
Go out and find yourself a scientist of love
Some say that loves a game, a random circumstance
Im not the type to leave that kind of thing to chance
You might sit back and wait, but Im taking off the gloves
Im gonna crack this case like a scientist of love
1, 2, 3!
If loves what we want, if loves what we need
Why cant we make love from suspicion and greed?
If loves what we want, if loves what we need
Why cant we make love?
Ive got no time to waste just waiting for the bus
This is the place, the space to get down and serious
School is in, the lab is open for research
I do declare that love is a walking, talking church
Ive got to quell the beast, be a credit to my sex
Ive got to give at least as much as I expect
Cant get no rest til I discover what I need
Gotta start somewhere, that why I believe, believe, believe
Believe the word, love science
Party down, love science
Thinking hard, love science
How to be a scientist of love
Place to place, love science
Hour to hour, love science
Cant hold back, love science
Got to be a scientist of love

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song performed by Todd Rundgren
Added by Lucian Velea
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The Tournament. An Interlude

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

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

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

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poem by Thomas Chatterton
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Teacher Says, Teacher Goes

Teacher says,
teacher goes,
teacher smiles,
teacher knows,

what you have done,
was clearly a mistake,
maybe it is,
time for a break.

Teacher says,
teacher goes,
teacher smiles,
teacher knows,

that you have been naughty.
That you have been quite foughty.
That you are being rude,
don't call teacher a dude.

Teacher says,
teacher goes,
teacher smilies,
teacher know,

that you were making faces,
behind teachers back,
that you were throwing spitballs,
at the teacher's pet.

Teacher says,
teacher goes,
teacher smiles,
teacher knows.

So enough is said,
so now you know,
that whatever you do.....

Teacher says,
Teacher goes,
Teacher smilies,
Teacher knows

poem by Jasmine Aira
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A Place To Sit

Smoochers and snoggers, and resting joggers
all seem to stop at this concrete bench.
Ramblers and walkers, and street hawkers
all seem to stop at this concrete bench.

Mini’s and Roller’s, and lady strollers
all seem to stop at this concrete bench.
Old folk and young folk, and dogs with no folk
all seem to stop at this concrete bench.

Market traders and cavers, and money savers
all seem to stop at this concrete bench.
Children that play who meet everyday
all seem to stop at this concrete bench.

Students and teachers, and lay preachers
all seem to stop at this concrete bench.
Loose women and boys the ‘for sale’ toys
all seem to stop at this concrete bench.

Addicts and dealers, and police squealers
all seem to stop at this concrete bench.
Dogs out for a pee who can’t find a tree
all seem to stop at this concrete bench.

Drunks in the night who like to fight
all seem to stop at this concrete bench.
Spray painters and doodlers, and bench abusers
all seem to stop at this concrete bench.

Vandals and hooligans, and booted ruffians
all seem to stop at this concrete bench.
Demolishers and breakers, and obliterators
never stopped until they destroyed this concrete bench.

poem by Orlando Belo
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