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Where else - India

The Guju, The Bihari, The Rajasthani
The Dubai just returned Malayalee
The Madrasi, The Bengalee, The Punjabi.
For instant beauty - a pack of ‘fair & lovely’

Where else does the sun rise on so many different faces?
Where is there unity in so many races?

The banker, the potter, the astrologer, the techie
The teacher, the baker, the beggar, a doctor in Reiki.
The Colonel, the smuggler the executive in the mall
Pay hike, CTC, 'Increment' the biggest problem of them all

The extravagantly rich, the not so, to the penniless poor.
Live together in diversity, beauty and want of more

Samosa, Avial, Bhel Phuri, Chutney
Chicken Biriyani, Kabab, Limited Meals Ready
Payasam, Jamun, Jangiree, hot hot Jalebbi,
Diabetic ice cream 100 % sugar free

A plate of meal, coloured, sweet, curried and spiced
To thrill the tongue and water eyes.

Cyclist, angry motorists, policeman, autos,
No Hand Signal, Traffic Jam, unlimited Pot holes
Cars bikes planes trains jataka
Please sound horn Ok TaTa

In the middle of all this noise, pollution, din and confusion
Sits that cool composed cow, unmoved by motion.

Bollywood, Tollywood, Kollywood, Sandalwood? ouch,
The Hero, the item, the villain, the critic, the couch
Dance, action, music, love in flesh tones gyrate
New release, CD, DVD immediately available pirate.

3 hours of songs, action, dreams and fulfillment
Young beauties chased by actors past retirement.

Weightlifter, Shooter, Cyclist kabadi. Khokho
Athlete on drugs the Olympics please forego.
Sports, Stars, Cricketer, cameraman at silly mid-on
Our chances of winning simply long gone.

We applaud, we cry, we rave, we support with might,
But why can’t those guys in the middle put on a little fight.

[...] Read more

poem by Dann Thomas
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Robin Hood and the Potter

Fitt I.
In schomer, when the leves spryng,
The bloschoms on every bowe,
So merey doyt the berdys syng
Yn wodys merey now.

Herkens, god yemen,
Comley, corteys, and god,
On of the best that yever bare bowe,
Hes name was Roben Hode.

Roben Hood was the yemans name,
That was boyt corteys and fre;
For the loffe of owre ladey,
All wemen werschepyd he.

Bot as the god yeman stod on a day,
Among hes mery maney,
He was ware of a prowd potter,
Cam dryfyng owyr the leye.

'Yonder comet a prod potter,' seyde Roben,
'That long hayt hantyd this wey;
He was never so corteys a man
On peney of pawage to pay.'

'Y met hem bot at Wentbreg,' seyde Lytyll John,
'And therefore yeffell mot he the!
Seche thre strokes he me gafe,
Yet by my seydys cleffe they.

Y ley forty shillings,' seyde Lytyll John,
'To pay het thes same day,
Ther ys nat a man among hus all
A wed schall make hem leye.'

'Here ys forty shillings,' seyde Roben,
'More, and thow dar say,
That Y schall make that prowde potter,
A wed to me schall he ley.'

There thes money they leyde,
They toke het a yeman to kepe;
Roben beffore the potter he breyde,
And bad hem stond stell.

Handys apon hes hors he leyde,
And bad the potter stonde foll stell;
The potter schorteley to hem seyde,
'Felow, what ys they well?'

[...] Read more

poem by Anonymous Olde English
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Robin Hood And The Potter

In schomer, when the leves spryng,
The bloschems on every bowe,
So merey doyt the berdys syng
Yn wodys merey now.

Herkens, god yemen,
Comley, corteysse, and god,
On of the best that yever bar bou,
Hes name was Roben Hode.

Roben Hood was the yemans name,
That was boyt corteys and fre;
For the loffe of owr ladey,
All wemen werschep he.

Bot as the god yemen stod on a day,
Among hes mery maney,
He was war of a prowd potter,
Cam dryfyng owyr the ley.

'Yonder comet a prod potter,' seyde Roben,
'That long hayt hantyd this wey;
He was never so corteys a man
On peney of pawage to pay.'

'Y met hem bot at Wentbreg,' seyde Lytyll John,
'And therfor yeffell mot he the,
Seche thre strokes he me gafe,
Yet they cleffe by my seydys.

'Y ley forty shillings,' seyde Lytyll John,
'To pay het thes same day,
Ther ys nat a man arnong hus all
A wed schall make hem ley.'

'Her ys forty shillings,' seyde Roben,
'Mor, and thow dar say,
That y schall make that prowde potter,
A wed to me schall he ley.'

Ther thes money they leyde,
They toke bot a yeman to kepe;
Roben befor the potter he breyde,
And bad hem stond stell.

Handys apon hes horse he leyde,
And bad the potter stonde foll stell;
The potter schorteley to hem seyde,
'Felow, what ys they well?'

[...] Read more

poem by Andrew Lang
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Water Closet

We are in the water closet
adjacent perpendicular mirrors
you sink ninety degrees on vertical
teeth brushing body bent axis horizontal

Mmmhhhh...
yes
oral hygiene stimulate arousal cleansing

You are bending brushing bristling
backside tattoo target inviting

I behind you lust limb salivating
stalk to sweep fine bristles beating
scrubbing swaying brushing
I sweep swayed toward for following

Your call mating instincts answer
spring pounce prey posterior
as I the deviant disciplinarian to wallop
my wonderful water closet trollop

How I so delight sight anticpatory
you bracing administration's imagining
whoop-wallop deviant deliciously
spontaneous training demented delivery

Pack! Pa-pack!
Pa-pack -a- pack PACT! !

Such a sweetest slapping rapping

Pa-pack! Pa-pack!
Pa-pack -a- pack PACT! !

Over the sink we are synching
gasping grinding sighing singing
punishing pummeling scrubbing stinging
squirming stealing squealings

Pa-pack! Pa-pack!
Pa-pack -a- pack PACT! !

Our eyes are fixed to mirror's pivot
gyro reflecting rocking reflex

Pa-pack! Pa-pack!
Pa-pack -a- pack PACT! !

Numb as our mouths' my hand toothbrushings'

[...] Read more

poem by Randy Resh
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

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

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

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

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

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

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

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

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

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

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

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

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

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

LIST OF REFERENCES.

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

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

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

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

[...] Read more

poem by Innocent Masina Nkhonyo
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The Hunting of the Snark: An Agony in Eight Fits

Fit the First.
THE LANDING

"Just the place for a Snark!" the Bellman cried,
As he landed his crew with care;
Supporting each man on the top of the tide

By a finger entwined in his hair.
"Just the place for a Snark! I have said it twice:
That alone should encourage the crew.
Just the place for a Snark! I have said it thrice:

What I tell you three times is true."
The crew was complete: it included a Boots—
A maker of Bonnets and Hoods—
A Barrister, brought to arrange their disputes—

And a Broker, to value their goods.
A Billiard-marker, whose skill was immense,
Might perhaps have won more than his share—
But a Banker, engaged at enormous expense,

Had the whole of their cash in his care.
There was also a Beaver, that paced on the deck,
Or would sit making lace in the bow:
And had often (the Bellman said) saved them from wreck,

Though none of the sailors knew how.
There was one who was famed for the number of things
He forgot when he entered the ship:
His umbrella, his watch, all his jewels and rings,

And the clothes he had bought for the trip.
He had forty-two boxes, all carefully packed,
With his name painted clearly on each:
But, since he omitted to mention the fact,
They were all left behind on the beach.

The loss of his clothes hardly mattered, because
He had seven coats on when he came,
With three pairs of boots—but the worst of it was,
He had wholly forgotten his name.

He would answer to "Hi!" or to any loud cry,
Such as "Fry me!" or "Fritter my wig!"
To "What-you-may-call-um!" or "What-was-his-name!"
But especially "Thing-um-a-jig!"

While, for those who preferred a more forcible word,
He had different names from these:

[...] Read more

poem by Lewis Carroll (1876)
Added by Veronica Serbanoiu
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The Hunting of the Snark

Fit the First
THE LANDING

'Just the place for a Snark!' the Bellman cried,
As he landed his crew with care;
Supporting each man on the top of the tide
By a finger entwined in his hair.

'Just the place for a Snark! I have said it twice:
That alone should encourage the crew.
Just the place for a Snark! I have said it thrice:
What i tell you three times is true.'

The crew was complete: it included a Boots--
A maker of Bonnets and Hoods--
A Barrister, brought to arrange their disputes--
And a Broker, to value their goods.

A Billiard-maker, whose skill was immense,
Might perhaps have won more than his share--
But a Banker, engaged at enormous expense,
Had the whole of their cash in his care.

There was also a Beaver, that paced on the deck,
Or would sit making lace in the bow:
And had often (the Bellman said) saved them from wreck,
Though none of the sailors knew how.

There was one who was famed for the number of things
He forgot when he entered the ship:
His umbrella, his watch, all his jewels and rings,
And the clothes he had bought for the trip.

He had forty-two boxes, all carefully packed,
With his name painted clearly on each:
But, since he omitted to mention the fact,
They were all left behind on the beach.

The loss of his clothes hardly mattered, because
He had seven coats on when he came,
With three pairs of boots--but the worst of it was,
He had wholly forgotten his name.

He would answer to 'Hi!' or to any loud cry,
Such as 'Fry me!' or 'Fritter my wig!'
To 'What-you-may-call-um!' or 'What-was-his-name!'
But especially 'Thing-um-a-jig!'

While, for those who preferred a more forcible word,
He had different names from these:

[...] Read more

poem by Lewis Carroll
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The Baker Man

Well here comes a dance that will never be banned now
(Patty cake patty cake baker's man)
Yeah, stolen from a story called "The Baker's Man" now
(Patty cake patty cake baker's man)
(Choo choo choo choo-do choo choo)
It's impossible too sweet to cross the land????
(Patty cake patty cake)
Put your favorite records on and start the show now
(Patty cake patty cake baker's man)
Abra-cadabra look at everyone go now
(Patty cake patty cake baker's man)
(Choo choo choo choo-do choo choo)
Alakazam this dance has got to grow now
(Patty cake patty cake)
Well they tell me that it's optional to use your feet
But now you really don't need them if you keep your beat
Well Arthur Murray's gettin' blurry tryin' to learn that jive
When all the kids from coast to coast are really comin' alive
Well go tell the gang what a time you've had now
(Patty cake patty cake baker's man)
This Friday night we'll start a regular fad now
(Patty cake patty cake baker's man)
(Choo choo choo choo-do choo choo)
We'll do the Baker 'til it drives us mad now
(Patty cake patty cake)
(Patty cake patty cake baker's man)
(Patty cake patty cake baker's man)
(Patty cake patty cake baker's man)
(Patty cake patty cake baker's man)
(Choo choo choo choo-do choo choo)
(Patty cake patty cake baker's man)
Come on and take a lesson now
(Patty cake patty cake baker's man)
Clap your partner's hands
(Patty cake patty cake baker's man)
Not too hard
(Patty cake patty cake baker's man)
Now slap her in the face
(Patty cake patty cake baker's man)
What a disgrace
(Choo choo choo choo-do choo choo)
(Patty cake patty cake)
(Patty cake patty cake baker's man

song performed by Beach Boys
Added by Lucian Velea
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Ma Baker

She was the meanest cat
In old chicago town
She was the meanest cat
She really moved them down
She had no heart at all
No no no heart at all
She was the meanest cat
Oh she was really tough
She left her husband flat
He wasnt tough enough
She took her boys along
cos they were mean and strong
Ma ma ma ma - ma baker - she taught her four sons
Ma ma ma ma - ma baker - to handle their guns
Ma ma ma ma - ma baker - she never could cry
Ma ma ma ma - ma baker - but she knew how to die
They left a trail of crime
Across the u.s.a.
And when one boy was killed
She really made them pay
She had no heart at all
No no no heart at all
Ma ma ma ma - ma baker - she taught her four sons
Ma ma ma ma - ma baker - to handle their guns
Ma ma ma ma - ma baker - she never could cry
Ma ma ma ma - ma baker - but she knew how to die
She met a man she liked
She thought shed stay with him
One day he formed with them
They did away with him
She didnt care at all
Just didnt care at all
- here is a special bulletin.
Ma baker is the fbis most wanted woman.
Her photo is hanging on every post office wall.
If you have any information about this woman,
Please contact the nearest police station...
- dont anybody move! the money or your lives!
One day they robbed a bank
It was their last foray
The cops appeared too soon
They couldnt get away
And all the loot they had
It made them mighty mad
And so they shot it out
Ma baker and her sons
They didnt want to hang
They died with blazing guns
And so the story ends
Of one who left no friends

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song performed by Boney M.
Added by Lucian Velea
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Adam: A Sacred Drama. Act 2.

SCENE I. -- CHORUS OF ANGELS Singing.

Now let us garlands weave
Of all the fairest flowers,
Now at this early dawn,
For new-made man, and his companion dear;
Let all with festive joy,
And with melodious song,
Of the great Architect
Applaud this noblest work,
And speak the joyous sound,
Man is the wonder both of Earth and Heaven.

FIRST Angel.

Your warbling now suspend,
You pure angelic progeny of God,
Behold the labour emulous of Heaven!
Behold the woody scene,
Decked with a thousand flowers of grace divine;
Here man resides, here ought he to enjoy
In his fair mate eternity of bliss.

SECOND Angel.

How exquisitely sweet
This rich display of flowers,
This airy wild of fragrance,
So lovely to the eye,
And to the sense so sweet.

THIRD Angel.

O the sublime Creator,
How marvellous his works, and more his power!
Such is the sacred flame
Of his celestial love,
Not able to confine it in himself,
He breathed, as fruitful sparks
From his creative breast,
The Angels, Heaven, Man, Woman, and the World.

FOURTH Angel.

Yes, mighty Lord! yes, hallowed love divine!
Who, ever in thyself completely blest,
Unconscious of a want,
Who from thyself alone, and at thy will,
Bright with beignant flames,
Without the aid of matter or of form,

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poem by William Cowper
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Instant Tunes

Instant tunes only just been made
Instant songs never to be played
Instant tunes hanging out to dry
Let me try to introduce you to
Instant tunes
Instant tunes
Instant tunes
Instant tunes
Ever and ever will they give us pleasure
Their instant, still instant
Like mother used to make it -- oh!
Instant tunes give instant cash
Make me want to start a backlash
Let me have the recipe
And make me some lovely, lovely
Instant tunes
Instant tunes
Instant tunes
Instant tunes
Ever and ever will they give us pleasure
Their instant, still instant
Like mother used to make it -- oh!
Ever and ever will they give us pleasure
Their instant, still instant
Like mother used to make it -- oh!
Instant tunes give instant cash
Make me want to start a backlash
Let me have the recipe
And make me some lovely, lovely
Instant tunes
Instant tunes
Instant tunes
Instant tunes

song performed by Xtc
Added by Lucian Velea
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The House Of Dust: Complete

I.

The sun goes down in a cold pale flare of light.
The trees grow dark: the shadows lean to the east:
And lights wink out through the windows, one by one.
A clamor of frosty sirens mourns at the night.
Pale slate-grey clouds whirl up from the sunken sun.

And the wandering one, the inquisitive dreamer of dreams,
The eternal asker of answers, stands in the street,
And lifts his palms for the first cold ghost of rain.
The purple lights leap down the hill before him.
The gorgeous night has begun again.

'I will ask them all, I will ask them all their dreams,
I will hold my light above them and seek their faces.
I will hear them whisper, invisible in their veins . . .'
The eternal asker of answers becomes as the darkness,
Or as a wind blown over a myriad forest,
Or as the numberless voices of long-drawn rains.

We hear him and take him among us, like a wind of music,
Like the ghost of a music we have somewhere heard;
We crowd through the streets in a dazzle of pallid lamplight,
We pour in a sinister wave, ascend a stair,
With laughter and cry, and word upon murmured word;
We flow, we descend, we turn . . . and the eternal dreamer
Moves among us like light, like evening air . . .

Good-night! Good-night! Good-night! We go our ways,
The rain runs over the pavement before our feet,
The cold rain falls, the rain sings.
We walk, we run, we ride. We turn our faces
To what the eternal evening brings.

Our hands are hot and raw with the stones we have laid,
We have built a tower of stone high into the sky,
We have built a city of towers.

Our hands are light, they are singing with emptiness.
Our souls are light; they have shaken a burden of hours . . .
What did we build it for? Was it all a dream? . . .
Ghostly above us in lamplight the towers gleam . . .
And after a while they will fall to dust and rain;
Or else we will tear them down with impatient hands;
And hew rock out of the earth, and build them again.

II.

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poem by Conrad Potter Aiken
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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,

[...] Read more

poem by Caroline Elizabeth Sarah Norton
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Teacher, Teacher

Just when I thought I finally learned my lesson well,
There was more to this than meets the eye.
And for all the things you taught me, only time will tell,
If I'll be able to survive. Oh yeah.
Teacher, teacher, can you teach me?
Can you tell me all I need to know?
Teacher, teacher, can you reach me?
Or will I fall when you let me go? Oh no.
Am I ready for the real world, will I pass the test?
You know it's a jungle out there.
Ain't nothin' gonna stop me, I won't be second best,
But the joke's on those who believe the system's fair, oh yeah.
Teacher, teacher, can you teach me?
Can you tell me if I'm right or wrong?
Teacher, teacher, can you reach me?
I wanna know what's goin' on, Oh yeah.
So the years go on and on, but nothing's lost or won.
And what you learned is soon forgotten.
They take the best years of your life,
Try to tell you wrong from right,
But you walk away with nothing. Oh Oh.
Teacher, teacher, can you teach me?
Can you tell me all I need to know?
Teacher, teacher, can you reach me?
Or will I fall when you let me go?
Teacher, teacher, can you teach me?
Can you tell me if I'm right or wrong?
Teacher, teacher, can you reach me?
I wanna know what's goin' on, Oh
Teacher, teacher, can you teach me?
Teacher, teacher, can you reach me?
Teacher, teacher, can you teach me?
Teacher, teacher, Ooh yeah.
Teacher, teacher
Teacher, teacher
~Adams, Vallance

song performed by 38 Special
Added by Lucian Velea
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Vision of Columbus – Book 2

High o'er the changing scene, as thus he gazed,
The indulgent Power his arm sublimely raised;
When round the realms superior lustre flew,
And call'd new wonders to the hero's view.
He saw, at once, as far as eye could rove,
Like scattering herds, the swarthy people move,
In tribes innumerable; all the waste,
Beneath their steps, a varying shadow cast.
As airy shapes, beneath the moon's pale eye,
When broken clouds sail o'er the curtain'd sky,
Spread thro' the grove and flit along the glade,
And cast their grisly phantoms thro' the shade;
So move the hordes, in thickers half conceal'd,
Or vagrant stalking o'er the open field.
Here ever-restless tribes, despising home,
O'er shadowy streams and trackless deserts roam;
While others there, thro' downs and hamlets stray,
And rising domes a happier state display.
The painted chiefs, in death's grim terrors drest,
Rise fierce to war, and beat the savage breast;
Dark round their steps collecting warriors pour,
And dire revenge begins the hideous roar;
While to the realms around the signal flies,
And tribes on tribes, in dread disorder, rise,
Track the mute foe and scour the distant wood,
Wide as a storm, and dreadful as a flood;
Now deep in groves the silent ambush lay,
Or wing the flight or sweep the prize away,
Unconscious babes and reverend sires devour,
Drink the warm blood and paint their cheeks with gore.
While all their mazy movements fill the view.
Where'er they turn his eager eyes pursue;
He saw the same dire visage thro' the whole,
And mark'd the same fierce savageness of soul:
In doubt he stood, with anxious thoughts oppress'd,
And thus his wavering mind the Power address'd.
Say, from what source, O Voice of wisdom, sprung
The countless tribes of this amazing throng?
Where human frames and brutal souls combine,
No force can tame them and no arts refine.
Can these be fashion'd on the social plan?
Or boast a lineage with the race of man?
In yon fair isle, when first my wandering view
Ranged the glad coast and met the savage crew;
A timorous herd, like harmless roes, they ran,
Hail'd us as Gods from whom their race began,
Supply'd our various wants, relieved our toil,
And oped the unbounded treasures of their isle.
But when, their fears allay'd, in us they trace
The well-known image of a mortal race;

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poem by Joel Barlow
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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.

[...] Read more

poem by Anonymous Olde English
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Venus and Adonis

'Vilia miretur vulgus; mihi flavus Apollo
Pocula Castalia plena ministret aqua.'

To the right honorable Henry Wriothesly, Earl of Southampton, and Baron of Tichfield.
Right honorable.

I know not how I shall offend in dedicating my unpolished lines to your lordship, nor how the world will censure me for choosing so strong a prop to support so weak a burden only, if your honour seem but pleased, I account myself highly praised, and vow to take advantage of all idle hours, till I have honoured you with some graver labour. But if the first heir of my invention prove deformed, I shall be sorry it had so noble a god-father, and never after ear so barren a land, for fear it yield me still so bad a harvest. I leave it to your honourable survey, and your honour to your heart's content; which I wish may always answer your own wish and the world's hopeful expectation.

Your honour's in all duty.

Even as the sun with purple-colour'd face
Had ta'en his last leave of the weeping morn,
Rose-cheek'd Adonis hied him to the chase;
Hunting he loved, but love he laugh'd to scorn;
Sick-thoughted Venus makes amain unto him,
And like a bold-faced suitor 'gins to woo him.
'Thrice-fairer than myself,' thus she began,
'The field's chief flower, sweet above compare,
Stain to all nymphs, more lovely than a man,
More white and red than doves or roses are;
Nature that made thee, with herself at strife,
Saith that the world hath ending with thy life.
'Vouchsafe, thou wonder, to alight thy steed,
And rein his proud head to the saddle-bow;
If thou wilt deign this favour, for thy meed
A thousand honey secrets shalt thou know:
Here come and sit, where never serpent hisses,
And being set, I'll smother thee with kisses;
'And yet not cloy thy lips with loathed satiety,
But rather famish them amid their plenty,
Making them red and pale with fresh variety,
Ten kisses short as one, one long as twenty:
A summer's day will seem an hour but short,
Being wasted in such time-beguiling sport.'
With this she seizeth on his sweating palm,
The precedent of pith and livelihood,
And trembling in her passion, calls it balm,
Earth's sovereign salve to do a goddess good:
Being so enraged, desire doth lend her force
Courageously to pluck him from his horse.
Over one arm the lusty courser's rein,
Under her other was the tender boy,
Who blush'd and pouted in a dull disdain,
With leaden appetite, unapt to toy;
She red and hot as coals of glowing fire,
He red for shame, but frosty in desire.
The studded bridle on a ragged bough
Nimbly she fastens:--O, how quick is love!--
The steed is stalled up, and even now
To tie the rider she begins to prove:

[...] Read more

poem by William Shakespeare
Added by Veronica Serbanoiu
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The Hand That Feeds

Doctor, doctor, doctor
Please, doctor, doctor, please
Doctor, doctor, doctor
Feel like an old diseace
Get your sweet ass off the floor
Doctor, doctor, doctor
I cant refuse any loose harted lady anymore
I scream your name into the crowd
You feel the flame, but yo aint proud
Mabye your attitude aint right
So all thats left for me to do is bite
The hand that feeds me
Feeds me
Doctor, doctor, doctor
Doctor, doctor, please
All things you put me through
What the hell you want me to
Do all the things that uncle john needs
I aint the dog that bites the hand that feeds me
In the middle of, with a spittle of
Et tu like birds of a feather
When another day, love another way
Push, shove, make love, play
Never never, never ever
Never ever, never ever
Na, na...
Doctor, doctor, doctor
Please do a-what you can
Doctor, doctor, doctor
Would you please give my life a hand
All the things you put me trough
What the hell you want me to
Do all the things that uncle john needs
I aint the dog that bites the hand that feeds me, yeah
Doctor, doctor, doctor
Doctor, doctor, please
(repeat)

song performed by Aerosmith
Added by Lucian Velea
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Canto the Second

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

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

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

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

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

[...] Read more

poem by Byron from Don Juan (1824)
Added by Veronica Serbanoiu
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Ghetto Prisioners

Nas]
Uhh.. regulate nigga
Bravehearts nigga
Live for this
Some of y'all don't live at all
Get yours nigga
Get yours baby
Uhh yo.. yo..
As the night close down on the Earth like gray dark rings
Light of cities in the nights destination for Kings
with big dreams like Castro overthrew Bautista
from Cuba and pointed nukes toward the U.S.
About to shoot us for revolution; that's how you gotta move
A lot of rules, some locked in solitude
Curse the day of they birth confused, who's to be praised?
The mighty dollar -- or almighty Allah
I'm like the farmer, plantin words, people are seeds
My truth is the soil; help you grow like trees
May the children come in all colors, change like leaves
but hold before you, one of those, prophetic MC's
with blunted flows, seven hundred souls in me
Each channelin, from past to present times, heaven shines
light on those, innocent to how the world grows
Some men become murderers, and some girls become hoes
And you accounted for, everything that you heard
Do not speak to fools; they scorn the wisdom of your words
My heart is wise, bloodshot eyes, the saga never dies
Ghetto prisoners rise rise rise
Ghetto prisoners rise rise rise
Ghetto prisoners rise rise rise
Ghetto prisoners rise rise rise
Ghetto prisoners..
Yo we gotta be God's children, habitats in tall buildings
Rats crawl in filthy hallways, incinerators
Sinners who faithless, still there's hope, pray it's answered
Dreams turned real - what's a wicked nation?
One with blind men - not takin charge of the situation
Empty arguments and real conversations needed
The world'll need it, to hear it
Evil tries to weaken my spirit - it's chronic herb
This hurt come from the honest word
I now try hardest to serve my maker, what I learned
find it's way on the paper, so I could dictate it
Articulate it, luckily - I was put on one of the ships that made it
through strong currents and winds that left the others stranded
to sink in the Atlantic
Satan jigs the planet, not to get too religious, but
who decides when and if your life is finished?
If Christ is in this, for the sake of your name, oh Lord
may we break away from the chains abroad

[...] Read more

song performed by Nas
Added by Lucian Velea
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The Four Seasons : Autumn

Crown'd with the sickle and the wheaten sheaf,
While Autumn, nodding o'er the yellow plain,
Comes jovial on; the Doric reed once more,
Well pleased, I tune. Whate'er the wintry frost
Nitrous prepared; the various blossom'd Spring
Put in white promise forth; and Summer-suns
Concocted strong, rush boundless now to view,
Full, perfect all, and swell my glorious theme.
Onslow! the Muse, ambitious of thy name,
To grace, inspire, and dignify her song,
Would from the public voice thy gentle ear
A while engage. Thy noble cares she knows,
The patriot virtues that distend thy thought,
Spread on thy front, and in thy bosom glow;
While listening senates hang upon thy tongue,
Devolving through the maze of eloquence
A roll of periods, sweeter than her song.
But she too pants for public virtue, she,
Though weak of power, yet strong in ardent will,
Whene'er her country rushes on her heart,
Assumes a bolder note, and fondly tries
To mix the patriot's with the poet's flame.
When the bright Virgin gives the beauteous days,
And Libra weighs in equal scales the year;
From Heaven's high cope the fierce effulgence shook
Of parting Summer, a serener blue,
With golden light enliven'd, wide invests
The happy world. Attemper'd suns arise,
Sweet-beam'd, and shedding oft through lucid clouds
A pleasing calm; while broad, and brown, below
Extensive harvests hang the heavy head.
Rich, silent, deep, they stand; for not a gale
Rolls its light billows o'er the bending plain:
A calm of plenty! till the ruffled air
Falls from its poise, and gives the breeze to blow.
Rent is the fleecy mantle of the sky;
The clouds fly different; and the sudden sun
By fits effulgent gilds the illumined field,
And black by fits the shadows sweep along.
A gaily chequer'd heart-expanding view,
Far as the circling eye can shoot around,
Unbounded tossing in a flood of corn.
These are thy blessings, Industry! rough power!
Whom labour still attends, and sweat, and pain;
Yet the kind source of every gentle art,
And all the soft civility of life:
Raiser of human kind! by Nature cast,
Naked, and helpless, out amid the woods
And wilds, to rude inclement elements;
With various seeds of art deep in the mind

[...] Read more

poem by James Thomson
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