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What Is Reality?

Nowadays parents complain
that their children are spoiled
but children did not think so.
What is reality then?
Are children Freewheelers
Or parents want to make them
victims of their own ambitions?

Nowadays schoolteachers complain
that students do not study herd
What is reality after all?
Is teachers'complaint baseless
or students knew that knowledge
has become a purchasable commodity?

poem by Madhav Sarkunde
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

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

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

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

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

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

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

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

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

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

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

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

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

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

LIST OF REFERENCES.

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

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

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

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

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poem by Innocent Masina Nkhonyo
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The 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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Old Spookses' Pass

I.
WE'D camped that night on Yaller Bull Flat,--
Thar was Possum Billy, an' Tom, an' me.
Right smart at throwin' a lariat
Was them two fellers, as ever I see;
An' for ridin' a broncho, or argyin' squar
With the devil roll'd up in the hide of a mule,
Them two fellers that camp'd with me thar
Would hev made an' or'nary feller a fool.
II.
Fur argyfyin' in any way,
Thet hed to be argy'd with sinew an' bone,
I never see'd fellers could argy like them;
But just right har I will hev to own
Thet whar brains come in in the game of life,
They held the poorest keerds in the lot;
An' when hands was shown, some other chap
Rak'd in the hull of the blamed old pot!
III.
We was short of hands, the herd was large,
An' watch an' watch we divided the night;
We could hear the coyotes howl an' whine,
But the darned critters kept out of sight
Of the camp-fire blazin'; an' now an' then
Thar cum a rustle an' sort of rush--
A rattle a-sneakin' away from the blaze,
Thro' the rattlin', cracklin' grey sage bush.
IV.
We'd chanc'd that night on a pootyish lot,
With a tol'ble show of tall, sweet grass--
We was takin' Speredo's drove across
The Rockies, by way of "Old Spookses' Pass"--
An' a mite of a creek went crinklin' down,
Like a "pocket" bust in the rocks overhead,
Consid'able shrunk, by the summer drought,
To a silver streak in its gravelly bed.
V.
'Twas a fairish spot fur to camp a' night;
An' chipper I felt, tho' sort of skeer'd
That them two cowboys with only me,
Couldn't boss three thousand head of a herd.
I took the fust of the watch myself;
An' as the red sun down the mountains sprang,
I roll'd a fresh quid, an' got on the back
Of my peart leetle chunk of a tough mustang.
VI.
An' Possum Billy was sleepin' sound
Es only a cowboy knows how to sleep;
An' Tommy's snores would hev made a old
Buffalo bull feel kind o' cheap.

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poem by Isabella Valancy Crawford
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Happy Teacher’s Day in India,2010

Teachers teach students to learn;
Teachers show them how to earn;
Teachers guide students to read;
Teachers help them if they need.

Teachers share with pupils, ken;
Teachers show them how to pen;
Teachers train them in most things;
Teachers make them good earthlings!

Teachers mould their character;
Teachers act facilitator;
Teachers are a boon on earth;
Teachers bring students, mirth!

Teachers care for children-wards;
Teachers don’t expect rewards;
Teachers slog throughout life-span;
Teachers make them man / woman.

Teachers are a humble lot;
Teachers make learning, an art;
Teachers perform well their part;
Teachers love students in heart!

Teachers are next to parents;
Teachers are a nation’s wealth;
Teachers make a student great;
Teachers are a must for all.

Revere teachers on this Day;
Thank them truly in some way;
Emulate them, if you may;
‘Give them good health, God’, you pray!

“Happy Teachers’ Day! ”

Most lovingly dedicated to all my teachers,
Living and dead, who made me,
‘What I am, today! ’

Copyright by Dr John Celes 05-09-2010

poem by John Celes
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Teacher’s Day in India,2010

Teachers teach students to learn;
Teachers show them how to earn;
Teachers guide students to read;
Teachers help them if they need.

Teachers share with pupils, ken;
Teachers show them how to pen;
Teachers train them in most things;
Teachers make them good earthlings!

Teachers mould their character;
Teachers act facilitator;
Teachers are a boon on earth;
Teachers bring students, mirth!

Teachers care for children-wards;
Teachers don’t expect rewards;
Teachers slog throughout life-span;
Teachers make them man / woman.

Teachers are a humble lot;
Teachers make learning, an art;
Teachers perform well their part;
Teachers love students in heart!

Teachers are next to parents;
Teachers are a nation’s wealth;
Teachers make a student great;
Teachers are a must for all.

Revere teachers on this Day;
Thank them truly in some way;
Emulate them, if you may;
‘Give them good health, God’, you pray!

“Happy Teachers’ Day! ”

Most lovingly dedicated to all my teachers,
Living and dead, who made me,
‘What I am, today! ’

Copyright by Dr John Celes 05-09-2010

poem by John Celes
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Down By The Riverside

(public domain)
Im gonna lay down my burden, down by the riverside,
Down by the riverside, down by the riverside
Im gonna lay down my burden, down by the riverside,
Im gonna study war no more
I aint a gonna study war no more, I aint a gonna study war no more
I aint a gonna study war no more, I aint a gonna study war no more
I aint a gonna study war no more, I aint a gonna study war no more
Well, Im gonna put on my long white robe, (where? ) down by the riverside (oh)
Down by the riverside, down by the riverside
Im gonna put on my long white robe, (where? ) down by the riverside
Im gonna study war no more
I aint a gonna study war no more, I aint a gonna study war no more
I aint a gonna study war no more, I aint a gonna study war no more
I aint a gonna study war no more, I aint a gonna study war no more
Well, Im gonna lay down my sword and shield, (where? ) down by the riverside
Down by the riverside, down by the riverside
Im gonna lay down my sword and shield, (a-ha) down by the riverside
Im gonna study war no more
I aint a gonna study war no more, I aint a gonna study war no more
I aint a gonna study war no more, I aint a gonna study war no more
I aint a gonna study war no more, I aint a gonna study war no more

song performed by Elvis Presley
Added by Lucian Velea
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Picking Teachers For Their Leader

Strangers!
Come before the darkness of night,
Crawls.
As twilight escorts the rising moon!
Strangers...
Known in dreams.
Whisper of their presence unseen.
But felt...
By a familiar comfort embraced.

My steps cease to seek a quickened pace.
There is no wish for leaving.
I am told in my mind I should stay.
Soft voices dance within rainbowed light!
Sparkling to convince...
I should pray with faith.
And they would make my life right!

Picking teachers for their Leader.
For the One never shown.
The One who through scriptures...
Repeated to make appear,
But left still for them to go unknown.

Picking teachers for their Leader.
How they do it like it's done...
When they come,
Nobody knows.

Their picking teachers for their Leader.
They say He's number One.
Like none other like He,
Upon me with gifts bestowed!

Strangers!
Come before the darkness of night,
Crawls.
As twilight escorts the rising moon!
Strangers...
Known in dreams.
Whisper of their presence unseen.
But felt...
By a familiar comfort embraced.

Their picking teachers for their Leader.
As God demands.
Their picking teachers for their Leader.
As God Commands.
Their picking teachers for their Leader.
And I understand...

[...] Read more

poem by Lawrence S. Pertillar
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Social Netowrking Of Robots

end of world war
end of world war 11
end of world scenarios
end of world thursday prophet
end of world wa rtwo
end of world war 2 france
end of world video
end of world war 1 effects
end of world vision
end of world songs
end of world war 2
end of world war 1
end of world wallpapers
end of world scenerio
end of world time clock
end of wortd
end of world wtf mate youtube
end of world west america
end of world war ii
end of world war iii
end of wrestling match signal
end of worlds
end of worldwar 2
end of world war i
end of world war two
end of wrestling match indicator
end of world war 2 wikipedia
end of world war 21945
end of world war one
end of world wite web
end of worled war 2
end of world wide ii
end of world war 2 info
end of world war two date
end of wow
end of ww 2
end of ww2
end of ww1 treaty of versailles
end of ww1 treaty
end of ww ii
end of ww2 in czechoslovakia
end of ww2 date
end of ww1 ghost photos
end of ww1 treaty of vers
end of ww 1
end of ww2 for japanese americans
end of ww-ii
end of ww2 battleship
end of wrold war 2
end of ww11

[...] Read more

poem by Rwetewrt Erwtwer
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Self Is Grand Mother Of All!

Knowledge is mother of fear,
minion of mother,
Understands what is fear,
Knowledge of pain,
Knowledge of failure,
knowledge of action and reaction
and when grown up,
becomes minion of fears!

Soul in the growing body,
knowledge becomes mother of fear,
May be pain of a fall,
Or a bite of ants or wasps,
knowledge of things around us is mother of fear!

Knowledge of own capabilities and inabilities,
Knowledge of bondage and faults,
Old age and death,
knowledge of pain
strain,
failure or insult,
knowledge of fall is mother of all fears!

Body, mind and intelligence,
When glows with knowledge of world,
Every thought and action,
Orbits around unknown fear,
Spinning or rotating around axis of fear,
its cute pet name is carefullness!

Paradoxically,
Fear is mother of all Knowledge,
Fear of fall,
Makes one carefull on walk,
Fear of consequences,
Makes one to think right,
act right or walk straight,
Fear is mother of all Knowledge,
Takes one above the plane,
or takes one to man of knowledge,
Make one polite and flexible,
fear of death makes one to think of eternal,
Fear of law, may be law of land,
Law of divine or law of nature is mother of knowledge,
Everyone is comes with lesson,
Either to teach or to learn,
Every fear of consequences is mother of all Knowledge divine!

Fear of flaws of own,
or flaws in human laws is mother of all Knowledge!

[...] Read more

poem by Ramdas Bhandarkar
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The Teacher Of Wisdom

From his childhood he had been as one filled with the perfect
knowledge of God, and even while he was yet but a lad many of the
saints, as well as certain holy women who dwelt in the free city of
his birth, had been stirred to much wonder by the grave wisdom of
his answers.

And when his parents had given him the robe and the ring of manhood
he kissed them, and left them and went out into the world, that he
might speak to the world about God. For there were at that time
many in the world who either knew not God at all, or had but an
incomplete knowledge of Him, or worshipped the false gods who dwell
in groves and have no care of their worshippers.

And he set his face to the sun and journeyed, walking without
sandals, as he had seen the saints walk, and carrying at his girdle
a leathern wallet and a little water-bottle of burnt clay.

And as he walked along the highway he was full of the joy that
comes from the perfect knowledge of God, and he sang praises unto
God without ceasing; and after a time he reached a strange land in
which there were many cities.

And he passed through eleven cities. And some of these cities were
in valleys, and others were by the banks of great rivers, and
others were set on hills. And in each city he found a disciple who
loved him and followed him, and a great multitude also of people
followed him from each city, and the knowledge of God spread in the
whole land, and many of the rulers were converted, and the priests
of the temples in which there were idols found that half of their
gain was gone, and when they beat upon their drums at noon none, or
but a few, came with peacocks and with offerings of flesh as had
been the custom of the land before his coming.

Yet the more the people followed him, and the greater the number of
his disciples, the greater became his sorrow. And he knew not why
his sorrow was so great. For he spake ever about God, and out of
the fulness of that perfect knowledge of God which God had Himself
given to him.

And one evening he passed out of the eleventh city, which was a
city of Armenia, and his disciples and a great crowd of people
followed after him; and he went up on to a mountain and sat down on
a rock that was on the mountain, and his disciples stood round him,
and the multitude knelt in the valley.

And he bowed his head on his hands and wept, and said to his Soul,
'Why is it that I am full of sorrow and fear, and that each of my
disciples is an enemy that walks in the noonday?' And his Soul
answered him and said, 'God filled thee with the perfect knowledge
of Himself, and thou hast given this knowledge away to others. The

[...] Read more

poem by Oscar Wilde
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I Have A Woman Inside My Soul

I have a woman inside my soul,
Her eyes sombre and sad.
She waves her hand to try to reach me,
But I cant hear what she says.
I wish I knew what she says,
I wish I knew what she wants,
I wish I knew what she says to me,
I wish I knew what she means to me.
I see an asphalt road inside my soul,
Its pale even in a warm summers day.
It stretches into the mist and calls me,
But I dont know what it takes.
I wish I knew what it takes, (I wish I knew)
I wish I knew what it gives, (I wish I knew)
I wish I knew what it says to me, (I wish I knew)
I wish I knew what it means to me. (I wish I knew)
I see a tombstone inside my soul,
Its old and mossy, covered in dead leaves.
It stands with an engraving on it surface,
But I dont know what it reads.
I wish I knew what it reads, (I wish I knew)
I wish I knew what it says, (I wish I knew)
I wish I knew what it says to me, (I wish I knew)
I wish I knew what it means to me. (I wish I knew)
(yeah, yeah, yeah, yeah, yeah, hey)
I feel snow covering inside my soul,
Its hard and shining in shades of grey.
No footsteps ever made their marks,
And I dont know when it melts.
I wish I knew when it melts, (I wish I knew)
I wish I knew when it happens, (I wish I knew)
I wish I knew if it happens at all, (I wish I knew)
I wish I knew what it means to me. (I wish I knew)
I hear a stream running inside my soul,
Its cold and clear and carries a tune.
But I dont know what it sings and tells,
I dont know where it goes.
I wish I knew what it sings,
I wish I knew where it goes,
I wish I knew what it sings, (I wish I knew)
I wish I knew where it goes, (I wish I knew)
I wish I knew what it sings. (I wish I knew)
(I wish I knew)
(I wish I knew) (yeah!)
(I wish I knew)
(I wish I knew)

song performed by Yoko Ono
Added by Lucian Velea
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Cadenus And Vanessa

THE shepherds and the nymphs were seen
Pleading before the Cyprian Queen.
The counsel for the fair began
Accusing the false creature, man.
The brief with weighty crimes was charged,
On which the pleader much enlarged:
That Cupid now has lost his art,
Or blunts the point of every dart;
His altar now no longer smokes;
His mother's aid no youth invokes—
This tempts free-thinkers to refine,
And bring in doubt their powers divine,
Now love is dwindled to intrigue,
And marriage grown a money-league.
Which crimes aforesaid (with her leave)
Were (as he humbly did conceive)
Against our Sovereign Lady's peace,
Against the statutes in that case,
Against her dignity and crown:
Then prayed an answer and sat down.

The nymphs with scorn beheld their foes:
When the defendant's counsel rose,
And, what no lawyer ever lacked,
With impudence owned all the fact.
But, what the gentlest heart would vex,
Laid all the fault on t'other sex.
That modern love is no such thing
As what those ancient poets sing;
A fire celestial, chaste, refined,
Conceived and kindled in the mind,
Which having found an equal flame,
Unites, and both become the same,
In different breasts together burn,
Together both to ashes turn.
But women now feel no such fire,
And only know the gross desire;
Their passions move in lower spheres,
Where'er caprice or folly steers.
A dog, a parrot, or an ape,
Or some worse brute in human shape
Engross the fancies of the fair,
The few soft moments they can spare
From visits to receive and pay,
From scandal, politics, and play,
From fans, and flounces, and brocades,
From equipage and park-parades,
From all the thousand female toys,
From every trifle that employs
The out or inside of their heads

[...] Read more

poem by Jonathan Swift
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Heart-shaped Box

She eyes me like a pisces when I am weak
Ive been locked inside your heart-shaped box for weeks
Ive been drawn into your magnet tar pit trap
I wish I could eat your cancer when you turn back (alt: ... when you turn black)
Hey! wait!
Ive got a new complaint
Forever in debt to your priceless advice
Hey! wait! (alt: hate! haight!)
Ive got a new complaint
Forever in debt to your priceless advice
Hey! wait!
Ive got a new complaint
Forever in debt to your priceless advice
Your advice
Meat-eating orchids forgive no one just yet
Cut myself on angels hair and babys breath
Broken hymen of your highness Im left black
Throw down your umbilical noose so I can climb right back
Hey! wait!
Ive got a new complaint
Forever in debt to your priceless advice
Hey! wait!
Ive got a new complaint
Forever in debt to your priceless advice
Hey! wait!
Ive got a new complaint
Forever in debt to your priceless advice
Your advice
She eyes me like a pisces when I am weak
Ive been locked inside your heart-shaped box for weeks
Ive been drawn into your magnet tar pit trap
I wish I could eat your cancer when you turn back (alt: ... when you turn black)
Hey! wait!
Ive got a new complaint
Forever in debt to your priceless advice
Hey! wait!
Ive got a new complaint
Forever in debt to your priceless advice
Hey! wait!
Ive got a new complaint
Forever in debt to your priceless advice
Your advice (x3)

song performed by Nirvana
Added by Lucian Velea
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Avon's Harvest

Fear, like a living fire that only death
Might one day cool, had now in Avon’s eyes
Been witness for so long of an invasion
That made of a gay friend whom we had known
Almost a memory, wore no other name
As yet for us than fear. Another man
Than Avon might have given to us at least
A futile opportunity for words
We might regret. But Avon, since it happened,
Fed with his unrevealing reticence
The fire of death we saw that horribly
Consumed him while he crumbled and said nothing.

So many a time had I been on the edge,
And off again, of a foremeasured fall
Into the darkness and discomfiture
Of his oblique rebuff, that finally
My silence honored his, holding itself
Away from a gratuitous intrusion
That likely would have widened a new distance
Already wide enough, if not so new.
But there are seeming parallels in space
That may converge in time; and so it was
I walked with Avon, fought and pondered with him,
While he made out a case for So-and-so,
Or slaughtered What’s-his-name in his old way,
With a new difference. Nothing in Avon lately
Was, or was ever again to be for us,
Like him that we remembered; and all the while
We saw that fire at work within his eyes
And had no glimpse of what was burning there.

So for a year it went; and so it went
For half another year—when, all at once,
At someone’s tinkling afternoon at home
I saw that in the eyes of Avon’s wife
The fire that I had met the day before
In his had found another living fuel.
To look at her and then to think of him,
And thereupon to contemplate the fall
Of a dim curtain over the dark end
Of a dark play, required of me no more
Clairvoyance than a man who cannot swim
Will exercise in seeing that his friend
Off shore will drown except he save himself.
To her I could say nothing, and to him
No more than tallied with a long belief
That I should only have it back again
For my chagrin to ruminate upon,
Ingloriously, for the still time it starved;

[...] Read more

poem by Edwin Arlington Robinson
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The Brus Book VI

[Sir Ingram Umfraville praises the king;
the men of Galloway pursue him with a tracker dog]

The king is went till his logyng
And off this deid sone come tithing
Till Schyr Ingrame the Umfravill
That thocht his sutelte and gyle
5 Haid al failyeit in that place.
Tharfor anoyit sua he was
That he agayne to Lothyane
Till Schyr Amer his gate has tane
And till him tauld all hale the cas,
10 That tharoff all forwonderyt was
How ony man sa sodanly
Mycht do so gret chevalry
As did the king that him allane
Vengeance off thre traytouris has tane,
15 And said, 'Certis, I may weill se
That it is all certante
That ure helpys hardy men
As be this deid we may ken.
War he nocht outrageous hardy
20 He had nocht unabasytly
Sa smertly sene his avantage.
I drede that his gret vassalag
And his travaill may bring till end
That at men quhile full litill wend.'
25 Sik speking maid he off the king
That ay foroutyn sojournyng
Travaillit in Carrik her and thar.
His men fra him sa scalit war
To purches thar necessite
30 And als the countre for to se
That thai left nocht with him sexty.
And quhen the Gallowais wyst suthli
That he wes with sa few mengye
Thai maid a preve assemble
35 Off wele twa hunder men and ma,
And slewth-hundis with thaim gan ta,
For thai thocht him for to suppris
And giff he fled on ony wys
To folow him with the hundis sua
40 That he suld nocht eschaip thaim fra.
Thai schup thaim in ane evynnyng
To suppris sodanly the king
And tillhim held thai straucht thar way,
Bot he, that had his wachis ay
45 On ilk sid, off thar cummyng
Lang or thai come had wyttering
And how fele that thai mycht be,

[...] Read more

poem by John Barbour
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Book Of The Duchesse

THE PROEM

I have gret wonder, be this lighte,
How that I live, for day ne nighte
I may nat slepe wel nigh noght,
I have so many an ydel thoght
Purely for defaute of slepe
That, by my trouthe, I take no kepe
Of no-thing, how hit cometh or goth,
Ne me nis no-thing leef nor loth.
Al is y-liche good to me --
Ioye or sorowe, wherso hyt be --
For I have feling in no-thinge,
But, as it were, a mased thing,
Alway in point to falle a-doun;
For sorwful imaginacioun
Is alway hoolly in my minde.
And wel ye wite, agaynes kynde
Hit were to liven in this wyse;
For nature wolde nat suffyse
To noon erthely creature
Not longe tyme to endure
Withoute slepe, and been in sorwe;
And I ne may, ne night ne morwe,
Slepe; and thus melancolye
And dreed I have for to dye,
Defaute of slepe and hevinesse
Hath sleyn my spirit of quiknesse,
That I have lost al lustihede.
Suche fantasies ben in myn hede
So I not what is best to do.
But men myght axe me, why soo
I may not slepe, and what me is?
But natheles, who aske this
Leseth his asking trewely.
My-selven can not telle why
The sooth; but trewely, as I gesse,
I holde hit be a siknesse
That I have suffred this eight yere,
And yet my bote is never the nere;
For ther is phisicien but oon,
That may me hele; but that is doon.
Passe we over until eft;
That wil not be, moot nede be left;
Our first matere is good to kepe.
So whan I saw I might not slepe,
Til now late, this other night,
Upon my bedde I sat upright
And bad oon reche me a book,
A romaunce, and he hit me took

[...] Read more

poem by Geoffrey Chaucer
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Song of the Dardanelles

The Wireless tells and the cable tells
How our boys behaved by the Dardanelles.
Some thought in their hearts “Will our boys make good?”
We knew them of old and we knew they would!
Knew they would—
Knew they would;
We were mates of old and we knew they would.
They laughed and they larked and they loved likewise,
For blood is warm under Southern skies;
They knew not Pharoah (’tis understood),
And they got into scrapes, as we knew they would.
Knew they would—
Knew they would;
And they got into scrapes, as we knew they would.

They chafed in the dust of an old dead land
At the long months’ drill in the scorching sand;
But they knew in their hearts it was for their good,
And they saw it through as we knew they would.
Knew they would—
Knew they would;
And they saw it through as we knew they would.

The Coo-ee called through the Mena Camp,
And an army roared like the Ocean’s tramp
On a gale-swept beach in her wildest mood,
Till the Pyramids shook as we knew they would.
Knew they would—
Knew they would.
(And the Sphinx woke up as we knew she would.)

They were shipped like sheep when the dawn was grey;
(But their officers knew that no lambs were they).
They squatted and perched where’er they could,
And they “blanky-ed” for joy as we knew they would.
Knew they would—
Knew they would;
They “blanky-ed” for joy as we knew they would.

The sea was hell and the shore was hell,
With mine, entanglement, shrapnel and shell,
But they stormed the heights as Australians should,
And they fought and they died as we knew they would.
Knew they would—
Knew they would;
They fought and they died as we knew they would.

From the southern hills and the city lanes,
From the sandwaste lone and the Blacksoil Plains;
The youngest and strongest of England’s brood!—

[...] Read more

poem by Henry Lawson
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IV. Tertium Quid

True, Excellency—as his Highness says,
Though she's not dead yet, she's as good as stretched
Symmetrical beside the other two;
Though he's not judged yet, he's the same as judged,
So do the facts abound and superabound:
And nothing hinders that we lift the case
Out of the shade into the shine, allow
Qualified persons to pronounce at last,
Nay, edge in an authoritative word
Between this rabble's-brabble of dolts and fools
Who make up reasonless unreasoning Rome.
"Now for the Trial!" they roar: "the Trial to test
"The truth, weigh husband and weigh wife alike
"I' the scales of law, make one scale kick the beam!"
Law's a machine from which, to please the mob,
Truth the divinity must needs descend
And clear things at the play's fifth act—aha!
Hammer into their noddles who was who
And what was what. I tell the simpletons
"Could law be competent to such a feat
"'T were done already: what begins next week
"Is end o' the Trial, last link of a chain
"Whereof the first was forged three years ago
"When law addressed herself to set wrong right,
"And proved so slow in taking the first step
"That ever some new grievance,—tort, retort,
"On one or the other side,—o'ertook i' the game,
"Retarded sentence, till this deed of death
"Is thrown in, as it were, last bale to boat
"Crammed to the edge with cargo—or passengers?
"'Trecentos inseris: ohe, jam satis est!
"'Huc appelle!'—passengers, the word must be."
Long since, the boat was loaded to my eyes.
To hear the rabble and brabble, you'd call the case
Fused and confused past human finding out.
One calls the square round, t' other the round square—
And pardonably in that first surprise
O' the blood that fell and splashed the diagram:
But now we've used our eyes to the violent hue
Can't we look through the crimson and trace lines?
It makes a man despair of history,
Eusebius and the established fact—fig's end!
Oh, give the fools their Trial, rattle away
With the leash of lawyers, two on either side—
One barks, one bites,—Masters Arcangeli
And Spreti,—that's the husband's ultimate hope
Against the Fisc and the other kind of Fisc,
Bound to do barking for the wife: bow—wow!
Why, Excellency, we and his Highness here
Would settle the matter as sufficiently

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Teacher’s Day Verses (A Pot Pourri)

Most teachers teach;
And some do preach;
Not all can reach
The pupil each!

On ‘Teachers’ Day’
Students must say,
‘From heart, we thank you, aye,
for showing us life’s way! ’

Teachers are mostly right;
Pupils should never fight;
They show all wisdom’s light
With selflessness and might.

Each teacher is God’s gift,
Who gives us our life’s lift;
And warns us not to drift
Away, from learning shift!

Our teachers help us learn;
Sometimes they are quite stern;
The mid-night oil, we burn;
Our learning helps us earn;

There are some hearts that care,
And show love that is rare
Like parents, and knowledge share;
And smile, when students well fare.

Let students thank God
For teachers’ precepts, rod;
They must always nod
To teacher’s every word.

Our teachers mean a lot;
In life, they change our lot,
And prevent us from rot;
To thank them, we all ought.

Our Teachers give the spark
That lights our lives quite dark;
They keep us on the mark
Like guardian angels, Hark!

Copyright by Dr John Celes 9-4-2008

poem by John Celes
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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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