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Their Silver-Purple Bodies

Spot on—the little immortality of the fairy nymphs—
Living like barrettes in your hair,
As you take them to school—even as you cannot figure out
What is happening,
And even as you shake out your long hair—
Even if the classroom is full of bullies, and the flea market
Underneath the overpass is filled with echoes—
This is your place:
All of the stewardesses are watching you and serving you
Drinkings—
As I think of the quieted places that must follow you home:
They are becoming more quiet,
As you become more forlorn—and the purple dragon-fly,
And the purple bowling alley—
And the purpled star in the sky hang over you like cousins—
It doesn't mean your safe—
Only that you can rest for awhile underneath the ceiling
Fans, to the grin of your Cheshire cats—
As the world of luminescent simulacrum spins around you—
Spinning, spinning—taking what is their's,
And with their silver-purple bodies, drawing what they know how.

poem by Bret R. Crabrooke
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Midsummer New York

Wake up in the morning, my hands cold in fear.
And midsummer new york my heart shakes in terror.
My heart, my hands, my legs, my mind,
Evrything I touch is shaking, shaking, shaking, shaking,
Shake, shake, shake, shake, shake, shake, oooh.
Wake up in the morning, my beds wet in sweat.
And midsummer new york, scream in the mirror.
And the door, and the chairs, and the floor, and the ceiling,
Evrything you see is aching, shaking, shaking, shaking,
Shake, shake, shake, shake, shake, shake, oooh.
And you shake, shake, shake, shake, shake,
Shake, shake, shake, shake, shake, shake, oooh.
Wake up in the morning, my minds dried up in pain.
Midsummer new yorks waiting for the rain.
The window, the trees, the park, the sun,
The whole world s shaking, is shaking, shaking,
Shake, shake, shake, shake, shake, shake, shake, oooh.
Shake, oh, shake, oh, shake,
Shake, oh, shake, shake.
Aching, aching, aching, aching, aching,
Oh, its aching, aching, aching, oh, aching,
Aching, aching, oh, its aching, aching, oh, oh.
Shaking, shaking,
Shake, shake, shake, shake, shake, shake, shake, shake,
Shake!
Shake, oh, shake, shake, shake, shake,
Shake, shake, shake.
Shake, shake,
Shake, shake, shake, shake.
Ooh, oh, shake, shake, shake, shake,
Oh, oh, oh, oh, aching, oh, oh, aching, aching, aching, aching.
Shake, shake, shaking, shaking, shaking, shaking,
Shaking, ooh, oh, shaking, oh, shake,
Oh, oh, shaking, shaking, shaking, shaking,
Oh, oh, shaking, shake, shake, shake, shake,
Shake, shake, shake,
Shake!
Oh, oh, oh, shake, shake.

song performed by Yoko Ono
Added by Lucian Velea
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Midsummer New York

Wake up in the morning, my hands cold in fear.
And midsummer new york my heart shakes in terror.
My heart, my hands, my legs, my mind,
Evrything I touch is shaking, shaking, shaking, shaking,
Shake, shake, shake, shake, shake, shake, oooh.
Wake up in the morning, my beds wet in sweat.
And midsummer new york, scream in the mirror.
And the door, and the chairs, and the floor, and the ceiling,
Evrything you see is aching, shaking, shaking, shaking,
Shake, shake, shake, shake, shake, shake, oooh.
And you shake, shake, shake, shake, shake,
Shake, shake, shake, shake, shake, shake, oooh.
Wake up in the morning, my minds dried up in pain.
Midsummer new yorks waiting for the rain.
The window, the trees, the park, the sun,
The whole world s shaking, is shaking, shaking,
Shake, shake, shake, shake, shake, shake, shake, oooh.
Shake, oh, shake, oh, shake,
Shake, oh, shake, shake.
Aching, aching, aching, aching, aching,
Oh, its aching, aching, aching, oh, aching,
Aching, aching, oh, its aching, aching, oh, oh.
Shaking, shaking,
Shake, shake, shake, shake, shake, shake, shake, shake,
Shake!
Shake, oh, shake, shake, shake, shake,
Shake, shake, shake.
Shake, shake,
Shake, shake, shake, shake.
Ooh, oh, shake, shake, shake, shake,
Oh, oh, oh, oh, aching, oh, oh, aching, aching, aching, aching.
Shake, shake, shaking, shaking, shaking, shaking,
Shaking, ooh, oh, shaking, oh, shake,
Oh, oh, shaking, shaking, shaking, shaking,
Oh, oh, shaking, shake, shake, shake, shake,
Shake, shake, shake,
Shake!
Oh, oh, oh, shake, shake.

song performed by Yoko Ono
Added by Lucian Velea
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Shake Your Love

Chorus:
Shake your love
I just cant shake your love
Shake your love
I just cant shake your love
Shake your love
I just cant shake...
Shake your love
I just cant shake your love
Verse 1:
Im under a spell again
Boy Im wondering why
This is not a game of love but an emotional tie
Im trying to figure out my heart (heart...)
But I cant offer you proof
Of why we should never be apart
And that is the (that is the) that is the truth
Oh...
Chorus:
Shake your love
I just cant shake your love
Shake your love
I just cant shake your love
Shake your love
I just cant shake your love
Shake your love
I just cant shake your love
Verse 2:
Do you know why I stop and stare
And smile when you walk by
And how I call you up at night
I hang up the phone and I cry
If I never got to know you so well (I knew you well)
Maybe I would be fine
Baby you know that I cant tell
Why you should be (you should be) you should be mine oh
Chorus:
Shake your love
I just cant shake your love
Shake your love
I just cant shake your love
Shake your love
I just cant shake...
Shake your love
I just cant shake your love
Bridge:
Ooh I know what youre thinking
I see it in your eyes
You want to give our love another try
Im so glad you realize I cant...

[...] Read more

song performed by Debbie Gibson
Added by Lucian Velea
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Shake!

Performed by the time
Shake!
Hey, hey people what u come here 4?
Come on everybody, lets get out on the floor.
All the pretty girls shaking what they got
The boys swear to God that theyre all 2 hot
Everybody shake.
U got to shake something. my lord.
Shake! u got 2 shake something.
Come on pretty baby now dont be shy.
New liberated girl, ask a guy
We can go dancing baby every night
Shake! shake, shake shake! shake!
But u got 2 shake your body til the early, early light.
Everybody shake. (shake, shake, shake)
U got 2 shake something. my lord.
Shake! (shake,shake,shake)
U got 2 shake something
Sing with me now...
Lucys standing there with the false hair on
Dont shake it 2 hard or that hair will be gone (oops)
Marilyns so worried about her 2 left feet
Pretty thing keeps worrying about keeping on her feet
That dont matter yall, come on
Shake! oh lord. u got 2 shake something.
Everybody shake. (shake, shake, shake)
U got 2 shake something. (yeah, yeah, yeah)
Shake! come on yall. u got 2 shake something.
Shake! (shake, shake, shake)
Every-everybody.
Hey, hey, people what u come here 4? we want to shake something.
Come on everybody lets get out on the floor. gotta shake something.
U shake it 2 the north, u can shake it 2 the south. gotta shake something.
(somebody help me with this)
Shake! if u come 2 party now open up your mouth. gotta shake something.
Come on, oh yeah. yeah.
Shake! shake. u gotta shake something.
Oh dont stop. oh. shake! (shake, shake, shake)
Shake! (shake on it... for me)
Shake!
Ure hired. lets go. shake! shake!
Got to shake something

song performed by Prince
Added by Lucian Velea
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California Love

California love!
Chorus -- roger troutman
California...knows how to party.
California...knows how to party.
In the citaaay of l.a.
In the citaaay of good ol watts
In the citaaay, the city of compton.
We keep it rockin! we keep it rockin!
(dre)
Now let me welcome everybody to the wild, wild west
A state thats untouchable like elliot ness
The track hits ya eardrum, like a slug to ya chest
Pack a vest for your jimmy in the city of sex
We in that sunshine state with a bomb ass hemp beat
The state where ya never find a dance floor empty.
And pimps be on a mission for them greens
Lean mean money-makin-machines servin fiends.
I been in the game for ten years makin rap tunes
Ever since honeys was wearin sassoon.
Now its 95
And they clock me and watch me
Diamonds shinin
Lookin like I robbed liberace.
Its all good, from diego to tha bay
Your city is tha bomb if your city makin pay
Throw up a finger if ya feel the same way
Dre puttin it down for
Californ-i-a.
Chorus -- roger troutman
California....knows how to party
California....knows how to party
In tha citaaay of la
In tha citaaay of good ol watts
In tha citaaay of compton
We keep it rockin
We keep it rockin
(dre)
Yeah, now make it shake! come on!
Chorus #2 -- roger troutman
Shake shake it baby
Shake shake it, shake it baby
Shake shake it, shake it cali
(shake it cali)
Shake shake it baby
Shake shake it
Shake shake it mama
Shake it cali
(tupac)
Out on bail
Fresh outta jail

[...] Read more

song performed by 2 Pac
Added by Lucian Velea
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.

INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .

In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .

In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .

NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.

Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .

TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.

The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.

Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.

A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.

SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .

There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .

CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.

LIST OF REFERENCES.

Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.

Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139

Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14

Harris, S. (1999) . Careers education: contesting policy and practice. Sage

[...] Read more

poem by Innocent Masina Nkhonyo
Added by Poetry Lover
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Twist & Shout

Written by phil medley and bert russell, 1960
Found on heard.
Alright,
Say yea (yea) ...
Shake it up, baby (shake it up, baby)
Twist and shout (twist and shout)
Cmon cmon, cmon, cmon, baby (come on baby)
Come on and work it on out (work it on out)
You know youre lookin so good (look so good)
You know you look so fine (look so fine)
Come on and twist a little closer (twist a little closer)
And let me know that youre mine (know youre mine)
Well, shake it, shake it, shake it, baby (shake it up, baby)
Shake it, shake it, shake it, baby, now (shake it up, baby)
Shake it, shake it, shake it, baby (shake it up, baby)
Ah ...
Baby (shake it up, baby)
Twist and shout (twist and shout)
Cmon cmon, cmon, cmon, baby, now (come on baby)
Come on and work it on out (work it on out)
You know you look so good (look so good)
You know you look so fine (look so fine)
Come on and twist a little closer (twist a little closer)
And let me know that youre mine (let me know youre mine)
Shake it, shake it, shake it, baby (shake it up, baby)
Well, shake it, shake it, shake it, baby (shake it up, baby)
Well, shake it, shake it, shake it, baby, now (shake it up, baby)
Everybody say yea (yea) ...
Well, shake it, shake it, baby (shake it up, baby)
Twist and shout (twist and shout)
Cmon cmon, cmon, cmon, baby, now (come on baby)
Come on and work it on out (work it on out)
You know you work it on out (work it on out)
You know you look so good (look so good)
You know you got me going (got me going)
Just like I knew that you would (knew you would)
Shake it up, baby (shake it up, baby)
Well, shake it, shake it up, baby, now (shake it up, baby)
Shake it, shake it, shake it, baby (shake it up, baby)
Shake it, shake it, baby, now (shake it up, baby)
Say yea (yea) ...

song performed by America
Added by Lucian Velea
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Shake It Up

Uh well, dance all night play all day
Dont let nothin get in the way
Dance all night keep the beat
Dont you worry bout two left feet
Shake it up
Shake it up, oo yeah
Shake it up
Shake it up
Well dance all night get real loose
You dont need no bad excuse
Dance all night with anyone
Dont let nobody pick your fun
Shake it up, oo-oo
Shake it up, yeah yeah
Shake it up, oo-oo
Shake it up
Thats right I said dance all night (go go go)
And dance all night (get real low)
Go all night (get real hot)
Well, shake it up now, all youve got, woo
Dance
Oo dance
Uh well dance all night and whirl your hair
Make the night cats stop and stare
Dance all night go to work
Do the move with quirky jerk
Just shake it up, oo-oo
Shake it up, oo yeah
Shake it up, thats right
Shake it up
Uh well dance all night (go go go)
Get so light (get real low)
Dance all night (get real hot)
Shake it up, all youve got, woo
Shake it up, make a scene
Let them know what you really mean
And dance all night keep the beat
Dont ya worry bout two left feet
Shake it up, oo-oo
(shake it up) oo yeah
Shake it up, oo-oo
(shake it up) oh yeah
(shake it up)
Shake it up
Shake it up baby
(shake it up)
Shake it up, oo-oo
(shake it up)
Shake it up
Shake it up baby

[...] Read more

song performed by Cars
Added by Lucian Velea
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Shake Dog Shake

Ha ha ha
Wake up in the dark
The after-taste of anger in the back of my mouth
Spit it on the wall
And cough some more
And scrape my skin with razor blades
And make up in the new blood
And try to look so good
Follow me
Make up in the new blood
And follow me to where the real fun is
Ha ha ha
As stale and selfish as a sick dog
Spurning sex like an animal of god
I'll tear your red hair by the roots
And hold you blazing
Hold you cherished in the dead electric light
Your face
I'll never see you this way again
I captured it so perfectly
As if i knew you'd disappear away
Shake shake shake shake
Shake shake shake shake
Shake dog shake
Shake shake shake shake
Shake shake shake shake
Shake dog shake
You hit me again
You howl and hit me again
The same sharp pain
Wakes me in the dark
And cuts me from my throat to my pounding heart
My heart
My shaking heart
My howl my shake dog
Oh shake dog shake
Shake shake
Shake dog shake
But we slept all night in the virgin's bed
And dreamed of death
And breathed like sick dogs
We slept all night in the virgin's bed
And breathed like death
And dreamed of sick dogs
Shake shake
Shake dog shake
Wake up wake up wake up
Shake dog shake
Wake up wake up wake up
Shake dog shake

[...] Read more

song performed by Cure
Added by Lucian Velea
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Canto the Fourth

I.

I stood in Venice, on the Bridge of Sighs;
A palace and a prison on each hand:
I saw from out the wave her structures rise
As from the stroke of the enchanter’s wand:
A thousand years their cloudy wings expand
Around me, and a dying glory smiles
O’er the far times when many a subject land
Looked to the wingèd Lion’s marble piles,
Where Venice sate in state, throned on her hundred isles!

II.

She looks a sea Cybele, fresh from ocean,
Rising with her tiara of proud towers
At airy distance, with majestic motion,
A ruler of the waters and their powers:
And such she was; her daughters had their dowers
From spoils of nations, and the exhaustless East
Poured in her lap all gems in sparkling showers.
In purple was she robed, and of her feast
Monarchs partook, and deemed their dignity increased.

III.

In Venice, Tasso’s echoes are no more,
And silent rows the songless gondolier;
Her palaces are crumbling to the shore,
And music meets not always now the ear:
Those days are gone - but beauty still is here.
States fall, arts fade - but Nature doth not die,
Nor yet forget how Venice once was dear,
The pleasant place of all festivity,
The revel of the earth, the masque of Italy!

IV.

But unto us she hath a spell beyond
Her name in story, and her long array
Of mighty shadows, whose dim forms despond
Above the dogeless city’s vanished sway;
Ours is a trophy which will not decay
With the Rialto; Shylock and the Moor,
And Pierre, cannot be swept or worn away -
The keystones of the arch! though all were o’er,
For us repeopled were the solitary shore.

V.

[...] Read more

poem by Byron from Childe Harold's Pilgrimage (1818)
Added by Veronica Serbanoiu
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Watching Me Watching You

I sit by the cutting on the beaconsfield line.
Hes watching me watching the trains go by.
And they move so fast --- boy, they really fly.
Hes still watching me watching you watching the
Trains go by.
And the way he stares --- feel like locking my door
And pulling my phone from the wall.
His eyes, like lights from a laser, burn
Making my hair stand --- making the goose-bumps crawl.
Hes watching me watching you watching him
Watching me
Im watching you watching him watching me
Watching stares.
At the cocktail party with a bucks fizz in my hand
I feel him watching me watching the girls go by.
And they move so smooth without even trying.
Hes still watching me watching you watching the
Trains go by.
And the crowd thins and he moves up close but he doesnt speak.
I have to look the other way.
But curiosity gets the better part of me and I peek:
Got two drinks in his hand --- see his lips move ---
What the hells he trying to say.
Hes watching me watching you watching him
Watching me.
Im watching you watching him watching me
Watching stares.
Hes watching me watching you watching him
Watching me.
Hes watching me watching you watching
The trains go by.
Hes watching me watching you watching him
Watching me.
Hes watching me watching you watching him watching me.
Hes watching me watching you watching him watching me watching him watching.

song performed by Jethro Tull
Added by Lucian Velea
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Pearl

Pearl of delight that a prince doth please
To grace in gold enclosed so clear,
I vow that from over orient seas
Never proved I any in price her peer.
So round, so radiant ranged by these,
So fine, so smooth did her sides appear
That ever in judging gems that please
Her only alone I deemed as dear.
Alas! I lost her in garden near:
Through grass to the ground from me it shot;
I pine now oppressed by love-wound drear
For that pearl, mine own, without a spot.

2
Since in that spot it sped from me,
I have looked and longed for that precious thing
That me once was wont from woe to free,
To uplift my lot and healing bring,
But my heart doth hurt now cruelly,
My breast with burning torment sting.
Yet in secret hour came soft to me
The sweetest song I e'er heard sing;
Yea, many a thought in mind did spring
To think that her radiance in clay should rot.
O mould! Thou marrest a lovely thing,
My pearl, mine own, without a spot.

3
In that spot must needs be spices spread
Where away such wealth to waste hath run;
Blossoms pale and blue and red
There shimmer shining in the sun;
No flower nor fruit their hue may shed
Where it down into darkling earth was done,
For all grass must grow from grains that are dead,
No wheat would else to barn be won.
From good all good is ever begun,
And fail so fair a seed could not,
So that sprang and sprouted spices none
From that precious pearl without a spot.

4
That spot whereof I speak I found
When I entered in that garden green,
As August's season high came round
When corn is cut with sickles keen.
There, where that pearl rolled down, a mound
With herbs was shadowed fair and sheen,
With gillyflower, ginger, and gromwell crowned,
And peonies powdered all between.

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poem by Anonymous Olde English
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The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.

Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.

Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’

METHODOLOGY

The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.

RESULTS

Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.

Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.

We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .

In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.

In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.

Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.

Negative impacts of poverty on education

Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.

Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.

Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.

This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.

It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.

As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.

In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .

In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.

In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.

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poem by Innocent Masina Nkhonyo
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Three Women

My love is young, so young;
Young is her cheek, and her throat,
And life is a song to be sung
With love the word for each note.

Young is her cheek and her throat;
Her eyes have the smile o' May.
And love is the word for each note
In the song of my life to-day.

Her eyes have the smile o' May;
Her heart is the heart of a dove,
And the song of my life to-day
Is love, beautiful love.

Her heart is the heart of a dove,
Ah, would it but fly to my breast
Where love, beautiful love,
Has made it a downy nest.

Ah, would she but fly to my breast,
My love who is young, so young;
I have made her a downy nest
And life is a song to be sung.

1
I.
A dull little station, a man with the eye
Of a dreamer; a bevy of girls moving by;
A swift moving train and a hot Summer sun,
The curtain goes up, and our play is begun.
The drama of passion, of sorrow, of strife,
Which always is billed for the theatre Life.
It runs on forever, from year unto year,
With scarcely a change when new actors appear.
It is old as the world is-far older in truth,
For the world is a crude little planet of youth.
And back in the eras before it was formed,
The passions of hearts through the Universe stormed.

Maurice Somerville passed the cluster of girls
Who twisted their ribbons and fluttered their curls
In vain to attract him; his mind it was plain
Was wholly intent on the incoming train.
That great one eyed monster puffed out its black breath,
Shrieked, snorted and hissed, like a thing bent on death,

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poem by Ella Wheeler Wilcox
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Salome

Baby please
Baby please dont go
I got lies to feed
They want skin and seed
And dont make me crawl
Please
Baby dont bite your lip
Give you half what I got
If you untie the knot
Its a promise
Salome...salome
Shake it shake it shake it salome
Shake it shake it shake it salome
Salome...shake it shake it shake it salome
Baby please
Baby whats that tune
Well I heard it before
When I crawled from your door
And my blood turned blue
Please
Baby please slow down
Baby I feel sick
Dont make me stick to my promise
Salome...salome
Shake it shake it shake it salome
Shake it shake it shake it salome
Salome...shake it shake it shake it salome
Salome...shake it shake it shake it salome
Baby please
Baby dont say no
Wont you dance for me
Under the cherry tree
Wont you swing down low
Please
Baby please say yes
Baby dont go away
Youre spilling me
And your precious love
Salome...salome
Shake it shake it shake it salome
Shake it shake it shake it salome
Salome...shake it shake it shake it salome
Salome...shake it shake it shake it salome
Salome...shake it shake it shake it salome

song performed by U2
Added by Lucian Velea
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Give Your Heart To The Hawks

1 he apples hung until a wind at the equinox,

That heaped the beach with black weed, filled the dry grass

Under the old trees with rosy fruit.

In the morning Fayne Fraser gathered the sound ones into a

basket,

The bruised ones into a pan. One place they lay so thickly
She knelt to reach them.

Her husband's brother passing
Along the broken fence of the stubble-field,
His quick brown eyes took in one moving glance
A little gopher-snake at his feet flowing through the stubble
To gain the fence, and Fayne crouched after apples
With her mop of red hair like a glowing coal
Against the shadow in the garden. The small shapely reptile
Flowed into a thicket of dead thistle-stalks
Around a fence-post, but its tail was not hidden.
The young man drew it all out, and as the coil
Whipped over his wrist, smiled at it; he stepped carefully
Across the sag of the wire. When Fayne looked up
His hand was hidden; she looked over her shoulder
And twitched her sunburnt lips from small white teeth
To answer the spark of malice in his eyes, but turned
To the apples, intent again. Michael looked down
At her white neck, rarely touched by the sun,
But now the cinnabar-colored hair fell off from it;
And her shoulders in the light-blue shirt, and long legs like a boy's
Bare-ankled in blue-jean trousers, the country wear;
He stooped quietly and slipped the small cool snake
Up the blue-denim leg. Fayne screamed and writhed,
Clutching her thigh. 'Michael, you beast.' She stood up
And stroked her leg, with little sharp cries, the slender invader
Fell down her ankle.

Fayne snatched for it and missed;

Michael stood by rejoicing, his rather small

Finely cut features in a dance of delight;

Fayne with one sweep flung at his face

All the bruised and half-spoiled apples in the pan,

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poem by Robinson Jeffers
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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

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poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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Shake

All the girls around the world, come on Shake, shake - shake your body, c'mon, c'mon, c'mon, c'mon
Wigle, wigle - ahaha, so want you
Shake, shake - shake your body, c'mon, c'mon, c'mon, c'mon
Wigle, wigle - ahaha
Come on, shake it
Shake, shake, shake, shake, shake, shake, shake - come on, skake it
Shake, shake, shake, shake, shake - come on, shake it
Girls around the world there goes something up in the midday
Turn beat up the clock, do you feel the funk, do you feel the groove, ha, ha
Do you feel it, do you need it, es gibt kein zurck, c'mon beat it
Hey D.J., mach' es ihnen klar, this groove is faced out far
say L.A. - Girls,
Tokio - Girls,
New York - Girls
All the girls around the world, say
Berlin - Girls,
Afircan - Girls,
Turner - Girls
All the girls around the world, come on
Shake, shake ... Party time, Pa-pa-pa-party time (2 times)
Hey pump it up, pump it up, es ist lngst zu spt fr eure Gegenwehr
This sound is a new style, killing you while you do it ganz und gar, let's go
Everybody, everybody, shake, shake, shake your body
D.J., mach' es ihnen klar, it's a brand-new fever
say L.A. - Girls ...
Shake, shake ... Party, party time ...
I wanna shake it, I wanna shake it, I wanna shake it, wigle, wigle, shake it (4 times)
Party - all the girls around the world (4 times)
Shake, shake ... I wanna shake it, ...

song performed by Falco
Added by Lucian Velea
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The Dream

'TWAS summer eve; the changeful beams still play'd
On the fir-bark and through the beechen shade;
Still with soft crimson glow'd each floating cloud;
Still the stream glitter'd where the willow bow'd;
Still the pale moon sate silent and alone,
Nor yet the stars had rallied round her throne;
Those diamond courtiers, who, while yet the West
Wears the red shield above his dying breast,
Dare not assume the loss they all desire,
Nor pay their homage to the fainter fire,
But wait in trembling till the Sun's fair light
Fading, shall leave them free to welcome Night!

So when some Chief, whose name through realms afar
Was still the watchword of succesful war,
Met by the fatal hour which waits for all,
Is, on the field he rallied, forced to fall,
The conquerors pause to watch his parting breath,
Awed by the terrors of that mighty death;
Nor dare the meed of victory to claim,
Nor lift the standard to a meaner name,
Till every spark of soul hath ebb'd away,
And leaves what was a hero, common clay.

Oh! Twilight! Spirit that dost render birth
To dim enchantments; melting Heaven with Earth,
Leaving on craggy hills and rumning streams
A softness like the atmosphere of dreams;
Thy hour to all is welcome! Faint and sweet
Thy light falls round the peasant's homeward feet,
Who, slow returning from his task of toil,
Sees the low sunset gild the cultured soil,
And, tho' such radliance round him brightly glows,
Marks the small spark his cottage window throws.
Still as his heart forestals his weary pace,
Fondly he dreams of each familiar face,
Recalls the treasures of his narrow life,
His rosy children, and his sunburnt wife,

To whom his coming is the chief event
Of simple days in cheerful labour spent.
The rich man's chariot hath gone whirling past,
And those poor cottagers have only cast
One careless glance on all that show of pride,
Then to their tasks turn'd quietly aside;
But him they wait for, him they welcome home,
Fond sentinels look forth to see him come;
The fagot sent for when the fire grew dim,
The frugal meal prepared, are all for him;
For him the watching of that sturdy boy,

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poem by Caroline Elizabeth Sarah Norton
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Tennants Anster Fair

I.

'TIS the middle watch of a summer's night -
The earth is dark, but the heavens are bright;
Nought is seen in the vault on high
But the moon, and the stars, and the cloudless sky,
And the flood which rolls its milky hue,
A river of light on the welkin blue.
The moon looks down on old Cronest,
She mellows the shades on his shaggy breast,
And seems his huge gray form to throw
In a sliver cone on the wave below;

His sides are broken by spots of shade,
By the walnut bough and the cedar made,
And through their clustering branches dark
Glimmers and dies the fire-fly's spark -
Like starry twinkles that momently break
Through the rifts of the gathering tempest's rack.

II.

The stars are on the moving stream,
And fling, as its ripples gently flow,
A burnished length of wavy beam
In an eel-like, spiral line below;
The winds are whist, and the owl is still,
The bat in the shelvy rock is hid,
And nought is heard on the lonely hill
But the cricket's chirp, and the answer shrill
Of the gauze-winged katy-did;
And the plaint of the wailing whip-poor-will,
Who moans unseen, and ceaseless sings,
Ever a note of wail and wo,
Till morning spreads her rosy wings,
And earth and sky in her glances glow.

III.

'Tis the hour of fairy ban and spell:
The wood-tick has kept the minutes well;
He has counted them all with click and stroke,
Deep in the heart of the mountain oak,
And he has awakened the sentry elve
Who sleeps with him in the haunted tree,
To bid him ring the hour of twelve,
And call the fays to their revelry;
Twelve small strokes on his tinkling bell -
('Twas made of the white snail's pearly shell:- )
"Midnight comes, and all is well!

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poem by Joseph Rodman Drake
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