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The good man is the teacher of the bad, and the bad is the material from which the good may learn. He who does not value the teacher, or greatly care for the material, is greatly deluded although he may be learned. Such is the essential mystery.

quote by Lao-Tzu
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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)
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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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Give The Po Man A Break

Give po man a break
Give po man a break
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Give po man a
Give po man a

[...] Read more

song performed by Fatboy Slim
Added by Lucian Velea
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Teacher Man

The Teacher Man teaches kids from all over the world
The Teacher Man teaches no matter boy or girl
The Teacher Man teaches Christans, Musilms, and Jews
The Teacher Man teaches those who say 'God I don't believe in you'
The Teacher Man teaches over demands for more recess
The Teacher Man teaches to only demand the best
The Teacher Man teaches Science, Reading, and Math
The Teacher Man teaches how to live out of class

The Teacher Man teaches all how to share
The Teacher Man teaches that we all should care
The Teacher Man teaches how to keep an open mind
The Teacher Man teaches with a kick in the behind
The Teacher Man teaches there are lessons in life
The Teacher Man teaches how to overcome strife
The Teacher Man teaches there's nothing wrong with a hug
The Teacher Man teaches the world changes with Love

The Teacher Man teaches the rich and the poor
The Teacher Man teaches those who are ready for more
The Teacher Man teaches how to look someone in the eye
The Teacher Man teaches how to accept someone in their cry
The Teacher Man teaches in more than one tounge
The Teacher Man teaches how to make working hard fun
The Teacher Man teaches all the colors of the land
But, most important of all, he teaches we should take a stand

Take a Stand, Take a Stand, for what you believe
Take a Stand, Take a Stand, and you will be free
Take a Stand, Take a Stand, for the least of the least
Take such Stand man, and you will find peace

He's the Teacher Man

poem by Ary Bolanos
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Teacher, Teacher

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

song performed by 38 Special
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The Fyftene Loyes Of Maryage

Somer passed/and wynter well begone
The dayes shorte/the darke nyghtes longe
Haue taken season/and brynghtnes of the sonne
Is lytell sene/and small byrdes songe
Seldon is herde/in feldes or wodes ronge
All strength and ventue/of trees and herbes sote
Dyscendynge be/from croppe in to the rote

And euery creature by course of kynde
For socoure draweth to that countre and place
Where for a tyme/they may purchace and fynde
Conforte and rest/abydynge after grace
That clere Appolo with bryghtnes of his face
Wyll sende/whan lusty ver shall come to towne
And gyue the grounde/of grene a goodly gowne

And Flora goddesse bothe of whyte and grene
Her mantell large/ouer all the erthe shall sprede
Shewynge her selfe/apparayled lyke a quene
As well in feldes/wodes/as in mede
Hauynge so ryche a croune vpon her hede
The whiche of floures/shall be so fayre and bryght
That all the worlde/shall take therof a lyght

So now it is/of late I was desyred
Out of the trenche to drawe a lytell boke
Of .xv. Ioyes/of whiche though I were hyred
I can not tell/and yet I vndertoke
This entrepryse/with a full pyteous loke
Remembrynge well/the case that stode in
Lyuynge in hope/this wynter to begyn

Some Ioyes to fynde that be in maryage
For in my youth/yet neuer acquayntaunce
Had of them but now in myn olde aege
I trust my selfe/to forther and auaunce
If that in me/there lacke no suffysaunce
Whiche may dyspleasyr/clerely set a parte
I wante but all/that longeth to that arte

yet wyll I speke/though I may do no more
Fully purposynge/in all these Ioyes to trete
Accordynge to my purpose made to fore
All be it so/I can not well forgete
The payne/trauayle/besynes and hete

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poem by Anonymous Olde English
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Canto the First

I
I want a hero: an uncommon want,
When every year and month sends forth a new one,
Till, after cloying the gazettes with cant,
The age discovers he is not the true one;
Of such as these I should not care to vaunt,
I'll therefore take our ancient friend Don Juan—
We all have seen him, in the pantomime,
Sent to the devil somewhat ere his time.

II
Vernon, the butcher Cumberland, Wolfe, Hawke,
Prince Ferdinand, Granby, Burgoyne, Keppel, Howe,
Evil and good, have had their tithe of talk,
And fill'd their sign posts then, like Wellesley now;
Each in their turn like Banquo's monarchs stalk,
Followers of fame, "nine farrow" of that sow:
France, too, had Buonaparté and Dumourier
Recorded in the Moniteur and Courier.

III
Barnave, Brissot, Condorcet, Mirabeau,
Petion, Clootz, Danton, Marat, La Fayette,
Were French, and famous people, as we know:
And there were others, scarce forgotten yet,
Joubert, Hoche, Marceau, Lannes, Desaix, Moreau,
With many of the military set,
Exceedingly remarkable at times,
But not at all adapted to my rhymes.

IV
Nelson was once Britannia's god of war,
And still should be so, but the tide is turn'd;
There's no more to be said of Trafalgar,
'T is with our hero quietly inurn'd;
Because the army's grown more popular,
At which the naval people are concern'd;
Besides, the prince is all for the land-service,
Forgetting Duncan, Nelson, Howe, and Jervis.

V
Brave men were living before Agamemnon
And since, exceeding valorous and sage,
A good deal like him too, though quite the same none;
But then they shone not on the poet's page,
And so have been forgotten:—I condemn none,
But can't find any in the present age
Fit for my poem (that is, for my new one);
So, as I said, I'll take my friend Don Juan.

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poem by Byron from Don Juan (1824)
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Satan Absolved

(In the antechamber of Heaven. Satan walks alone. Angels in groups conversing.)
Satan. To--day is the Lord's ``day.'' Once more on His good pleasure
I, the Heresiarch, wait and pace these halls at leisure
Among the Orthodox, the unfallen Sons of God.
How sweet in truth Heaven is, its floors of sandal wood,
Its old--world furniture, its linen long in press,
Its incense, mummeries, flowers, its scent of holiness!
Each house has its own smell. The smell of Heaven to me
Intoxicates and haunts,--and hurts. Who would not be
God's liveried servant here, the slave of His behest,
Rather than reign outside? I like good things the best,
Fair things, things innocent; and gladly, if He willed,
Would enter His Saints' kingdom--even as a little child.

[Laughs. I have come to make my peace, to crave a full amaun,
Peace, pardon, reconcilement, truce to our daggers--drawn,
Which have so long distraught the fair wise Universe,
An end to my rebellion and the mortal curse
Of always evil--doing. He will mayhap agree
I was less wholly wrong about Humanity
The day I dared to warn His wisdom of that flaw.
It was at least the truth, the whole truth, I foresaw
When He must needs create that simian ``in His own
Image and likeness.'' Faugh! the unseemly carrion!
I claim a new revision and with proofs in hand,
No Job now in my path to foil me and withstand.
Oh, I will serve Him well!
[Certain Angels approach. But who are these that come
With their grieved faces pale and eyes of martyrdom?
Not our good Sons of God? They stop, gesticulate,
Argue apart, some weep,--weep, here within Heaven's gate!
Sob almost in God's sight! ay, real salt human tears,
Such as no Spirit wept these thrice three thousand years.
The last shed were my own, that night of reprobation
When I unsheathed my sword and headed the lost nation.
Since then not one of them has spoken above his breath
Or whispered in these courts one word of life or death
Displeasing to the Lord. No Seraph of them all,
Save I this day each year, has dared to cross Heaven's hall
And give voice to ill news, an unwelcome truth to Him.
Not Michael's self hath dared, prince of the Seraphim.
Yet all now wail aloud.--What ails ye, brethren? Speak!
Are ye too in rebellion? Angels. Satan, no. But weak
With our long earthly toil, the unthankful care of Man.

Satan. Ye have in truth good cause.

Angels. And we would know God's plan,
His true thought for the world, the wherefore and the why
Of His long patience mocked, His name in jeopardy.

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poem by Wilfrid Scawen Blunt
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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

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poem by Robert Browning from The Ring and the Book
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VI. Giuseppe Caponsacchi

Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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A bad or a good teacher

A bad teacher is negatively pessimistic
A good teacher is positively optimistic

A bad teacher swears all the time
A good teacher cares in their prime

A bad teacher passes on rude fear
A good teacher has on good ears

A bad teacher discourages
A good teacher encourages

A bad teacher despairs
A good teacher prepares

A bad teacher likes to bitch
A good teacher likes to teach

A bad teacher shouts every moment
A good teacher scouts for every talent

A bad teacher is up for crude devices
A good teacher is up for good advice

A bad teacher lets students fight on in the dark
A good teacher sets students on the right track

A bad teacher feeds on their looks
A good teachers reads many books

A bad teacher sings along with wrong faults
A good teacher brings along the right results

Copyright 2006 - Sylvia Chidi

www.sylviachidi.co.uk

poem by Sylvia Chidi
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Shes A Mystery To Me

Darkness falls and she
Will take me by the hand
Take me to some twilight land
Where all but love is gray
Where I can find my way
Without her as my guide
Night falls, Im cast beneath her spell
Daylight falls, our heaven turns to hell
Am I left to burn
And burn eternally
Shes a mystery to me
Shes a mystery girl
Shes a mystery girl
Shes a mystery girl
Shes a mystery girl
In the night of love
Words tangled in her hair
Words soon to disappear
A love so sharp it cut
Like a switchblade to my heart
Words tearing me apart
She tears again my bleeding heart
I want to run, shes pulling me apart
Fallen angel cries
Then I just melt away
Shes a mystery girl
Shes a mystery girl
Shes a mystery girl
Shes a mystery girl
Shes a mystery girl
Haunted by her side
Its a darkness in her eyes
That so enslaves me
And if my love is blind
Then I dont want to see
Shes a mystery to me
Night falls, Im cast beneath her spell
Daylight comes, our heaven turns to hell
Am I left to burn
And burn eternally
Shes a mystery to me
Shes a mystery girl
Shes a mystery girl
Shes a mystery girl
Shes a mystery girl
Shes...a mystery girl
Mystery girl
Shes a mystery girl
Shes...a mystery girl
Shes a mystery girl

[...] Read more

song performed by U2
Added by Lucian Velea
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VII. Pompilia

I am just seventeen years and five months old,
And, if I lived one day more, three full weeks;
'T is writ so in the church's register,
Lorenzo in Lucina, all my names
At length, so many names for one poor child,
—Francesca Camilla Vittoria Angela
Pompilia Comparini,—laughable!
Also 't is writ that I was married there
Four years ago: and they will add, I hope,
When they insert my death, a word or two,—
Omitting all about the mode of death,—
This, in its place, this which one cares to know,
That I had been a mother of a son
Exactly two weeks. It will be through grace
O' the Curate, not through any claim I have;
Because the boy was born at, so baptized
Close to, the Villa, in the proper church:
A pretty church, I say no word against,
Yet stranger-like,—while this Lorenzo seems
My own particular place, I always say.
I used to wonder, when I stood scarce high
As the bed here, what the marble lion meant,
With half his body rushing from the wall,
Eating the figure of a prostrate man—
(To the right, it is, of entry by the door)
An ominous sign to one baptized like me,
Married, and to be buried there, I hope.
And they should add, to have my life complete,
He is a boy and Gaetan by name—
Gaetano, for a reason,—if the friar
Don Celestine will ask this grace for me
Of Curate Ottoboni: he it was
Baptized me: he remembers my whole life
As I do his grey hair.

All these few things
I know are true,—will you remember them?
Because time flies. The surgeon cared for me,
To count my wounds,—twenty-two dagger-wounds,
Five deadly, but I do not suffer much—
Or too much pain,—and am to die to-night.

Oh how good God is that my babe was born,
—Better than born, baptized and hid away
Before this happened, safe from being hurt!
That had been sin God could not well forgive:
He was too young to smile and save himself.
When they took two days after he was born,
My babe away from me to be baptized
And hidden awhile, for fear his foe should find,—

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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I'm Bad

bad bad bad bad bad
bad bad bad bad bad
bad bad bad bad
I was bas born
I'd be badder when I die
I'm bad when I am sober
I'm badder when I'm high
I'm when I feel good
I'm bad when I'm blue
I'm bad to myself
So I'll be bad to you
So I'll be bad to you
I should've been good
Look at the trouble I've had
I would if I could
But I'm just bad
bad bad bad bad bad
bad bad bad bad
I'm, bad and I'm alive
I'll be badder when I'm dead
I'm bad in my body
man I'm badder in the head
I'm bad in the bed
Something wrong from the start
Guilt in my mind
Evil in my heart
Evil in my heart
I don't need to be happy
I don't care if I'm sad
I don't care about nothin'
Cause I'm bad bad bad bad bad
bad bad bad bad
Don't lend me a dollar
Don't lend me a dime
Don't lend me your wife
She'll have a good time
I'm bad in my car
I'm badder when I'm home
I'm bad when I'm with you
And I'm badder all alone
I'm a low down worm
I'm a conquering worm
I'm a blood-suckin' worm
I'm a slime baitin' worm
I'll put you on the hook
And I'll watch you squirm
I could never learn
Any young turks new tricks
I could never learn
Not to kick against the pricks

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song performed by Violent Femmes
Added by Lucian Velea
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I Don't Care Anymore

Well you can tell ev'ryone I'm a down disgrace
So drag my name all over the place.
I don't care anymore. (I don't care)
You can tell ev'rybody 'bout the state I'm in
You won't catch me crying 'cos I just can't win.
I don't care anymore I don't care anymore
I don't care what you say
I don't play the same games you play.
'Cos I've been talking to the people that you call your friends
And it seems to me there's a means to and end.
They don't care anymore. (they don't care)
And as for me I can sit here and bide my time
I got nothing to lose if I speak my mind.
I don't care anymore I don't care no more
I don't care what you say
We never played by the same rules anyway.
I won't be there anymore
Get out of my way
Let me by
I got better things to do with my time
I don't care anymore I don't care anymore
I don't care anymore I don't care anymore
Well, I don't care now what you say (I don't care what you say)
'Cos ev'ry day (everyday)
I'm feeling fine with myself (I'm feeling fine with myself)
And I don't care now what you say (I don't care what you say)
Hey I'll do alright by myself (I'll be alright by myself)
I don't care (I don't care) anymore (anymore)
I don't care (I don't care) anymore (anymore)
I don't care (I don't care) anymore (anymore)
I don't care anymore
Do you care? Hell no!
Do you care? Hell no!
Do you care? Hell no!
What what?
Do you care? Hell no!
Do you care? Hell no!
Do you care? Hell no!
What what?
Do you care? Hell no!
Do you care? Hell no!
Do you care? Hell no!
What what?
Do you care? Hell no!
Do you care? Hell no!
Do you care? Hell no!
What what?
'Cos I remember all the times I tried so hard
And you laughed in my face 'cos ya held all the cards.
I don't care anymore.

[...] Read more

song performed by Kelis
Added by Lucian Velea
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The Regiment of Princes

Musynge upon the restlees bysynesse
Which that this troubly world hath ay on honde,
That othir thyng than fruyt of bittirnesse
Ne yildith naght, as I can undirstonde,
At Chestres In, right faste by the Stronde,
As I lay in my bed upon a nyght,
Thoght me byrefte of sleep the force and might. 1

And many a day and nyght that wikkid hyne
Hadde beforn vexed my poore goost
So grevously that of angwissh and pyne
No rycher man was nowhere in no coost.
This dar I seyn, may no wight make his boost
That he with thoght was bet than I aqweynted,
For to the deeth he wel ny hath me feynted.

Bysyly in my mynde I gan revolve
The welthe unseur of every creature,
How lightly that Fortune it can dissolve
Whan that hir list that it no lenger dure;
And of the brotilnesse of hir nature
My tremblynge herte so greet gastnesse hadde
That my spirites were of my lyf sadde.

Me fil to mynde how that nat longe agoo
Fortunes strook doun thraste estat rial
Into mescheef, and I took heede also
Of many anothir lord that hadde a fal.
In mene estat eek sikirnesse at al
Ne saw I noon, but I sy atte laste
Wher seuretee for to abyde hir caste.

In poore estat shee pighte hir pavyloun
To kevere hir fro the storm of descendynge 2
For shee kneew no lower descencion
Sauf oonly deeth, fro which no wight lyvynge
Deffende him may; and thus in my musynge
I destitut was of joie and good hope,
And to myn ese nothyng cowde I grope.

For right as blyve ran it in my thoght,
Thogh poore I be, yit sumwhat leese I may.
Than deemed I that seurtee wolde noght
With me abyde; it is nat to hir pay
Ther to sojourne as shee descende may.
And thus unsikir of my smal lyflode,
Thoght leide on me ful many an hevy lode.

I thoghte eek, if I into povert creepe,
Than am I entred into sikirnesse;

[...] Read more

poem by Thomas Hoccleve
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The Ballad of the White Horse

DEDICATION

Of great limbs gone to chaos,
A great face turned to night--
Why bend above a shapeless shroud
Seeking in such archaic cloud
Sight of strong lords and light?

Where seven sunken Englands
Lie buried one by one,
Why should one idle spade, I wonder,
Shake up the dust of thanes like thunder
To smoke and choke the sun?

In cloud of clay so cast to heaven
What shape shall man discern?
These lords may light the mystery
Of mastery or victory,
And these ride high in history,
But these shall not return.

Gored on the Norman gonfalon
The Golden Dragon died:
We shall not wake with ballad strings
The good time of the smaller things,
We shall not see the holy kings
Ride down by Severn side.

Stiff, strange, and quaintly coloured
As the broidery of Bayeux
The England of that dawn remains,
And this of Alfred and the Danes
Seems like the tales a whole tribe feigns
Too English to be true.

Of a good king on an island
That ruled once on a time;
And as he walked by an apple tree
There came green devils out of the sea
With sea-plants trailing heavily
And tracks of opal slime.

Yet Alfred is no fairy tale;
His days as our days ran,
He also looked forth for an hour
On peopled plains and skies that lower,
From those few windows in the tower
That is the head of a man.

But who shall look from Alfred's hood

[...] Read more

poem by Gilbert Keith Chesterton
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Teacher Says, Teacher Goes

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

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

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

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

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

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

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

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

Teacher says,
Teacher goes,
Teacher smilies,
Teacher knows

poem by Jasmine Aira
Added by Poetry Lover
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Living In The Material World

Im living in the material world
Living in the material world
Cant say what Im doing here
But I hope to see much clearer,
After living in the material world
I got born into the material world
Getting worn out in the material world
Use my body like a car,
Taking me both near and far
Met my friends all in the material world
Met them all there in the material world
John and paul here in the material world
Though we started out quite poor
We got richie on a tour
Got caught up in the material world
From the spiritual sky,
Such sweet memories have i
To the spiritual sky
How I pray
Yes I pray
That I wont get lost
Or go astray
As Im fated for the material world
Get frustrated in the material world
Senses never gratified
Only swelling like a tide
That could drown me in the
Material world
From the spiritual sky,
Such sweet memories have i
To the spiritual sky
How I pray
Yes I pray
That I wont get lost
Or go astray
While Im living in the material world
Not much giving in the material world
Got a lot of work to do
Try to get a message through
And get back out of this material world
Im living in the material world
Living in the material world
I hope to get out of this place
By the lord sri krsnas grace
My salvation from the material world
Big ending

song performed by George Harrison
Added by Lucian Velea
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The Victories Of Love. Book I

I
From Frederick Graham

Mother, I smile at your alarms!
I own, indeed, my Cousin's charms,
But, like all nursery maladies,
Love is not badly taken twice.
Have you forgotten Charlotte Hayes,
My playmate in the pleasant days
At Knatchley, and her sister, Anne,
The twins, so made on the same plan,
That one wore blue, the other white,
To mark them to their father's sight;
And how, at Knatchley harvesting,
You bade me kiss her in the ring,
Like Anne and all the others? You,
That never of my sickness knew,
Will laugh, yet had I the disease,
And gravely, if the signs are these:

As, ere the Spring has any power,
The almond branch all turns to flower,
Though not a leaf is out, so she
The bloom of life provoked in me;
And, hard till then and selfish, I
Was thenceforth nought but sanctity
And service: life was mere delight
In being wholly good and right,
As she was; just, without a slur;
Honouring myself no less than her;
Obeying, in the loneliest place,
Ev'n to the slightest gesture, grace
Assured that one so fair, so true,
He only served that was so too.
For me, hence weak towards the weak,
No more the unnested blackbird's shriek
Startled the light-leaved wood; on high
Wander'd the gadding butterfly,
Unscared by my flung cap; the bee,
Rifling the hollyhock in glee,
Was no more trapp'd with his own flower,
And for his honey slain. Her power,
From great things even to the grass
Through which the unfenced footways pass,
Was law, and that which keeps the law,
Cherubic gaiety and awe;
Day was her doing, and the lark
Had reason for his song; the dark
In anagram innumerous spelt
Her name with stars that throbb'd and felt;

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poem by Coventry Patmore
Added by Poetry Lover
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