Silver Garden Spider

The Dish


Faux Pas

Catullus 101

Multas per gentes et multa per aequora vectus

Carried through many nations and over many seas

advenio has miseras, frater, ad inferias,

I arrived, brother, for these wretched funeral rites

ut te postremo donarem munere mortis

So that I might present you with the last tribute of death

et mutam nequiquam alloquerer cinerem.

and speak in vain to silent ash,

Quandoquidem fortuna mihi tete abstulit ipsum.

Since fortune has carried away from me you in the flesh

Heu miser indigne frater adempte mihi,

Atlas, poor brother, unfairly taken away from me,

nunc tamen interea haec, prisco quae more parentum

now in the meantime, nevertheless, these things which in the ancient custom of ancestors

tradita sunt tristi munere ad inferias,

are handed over as a sad tribute to the rites

accipe fraterno multum manantia fletu,

receive, dripping much with brotherly weeping.

atque in perpetuum, frater, ave atque vale.

And forever, brother, hail and farewell.

Adonais written by Percy Bysshe Shelley (1792-1822)

Saturday, August 16, 2014

Open Door Poetry - Preview


The Haiku is a short poem based on simplicity that uses sensory language to capture natural images. The Haiku is created around an implicit theme of seventeen syllables spread over a platform of three lines. The first line has five syllables, the second line has seven syllables, and the third line has five syllables. When creating the Haiku, poets draw inspiration from the elements of nature, a moment of beauty or poignant experience. These elements truly define the Haiku. The Haiku requires that no capital letters or topics be assigned to its content. 
Japanese created the Haiku previously called the Kokku. The name was changed by the Japanese poet, Masaoka Shiki. The English Haiku was developed from that of the Japanese brand.  
Here are Haiku poems for students you read, enjoy, study the structure and write their own Haiku poems:  
1.         now open your eyes
            see the beauty around you
            gift nature gives
            that scenic picture
            it’s nature’s watering pool
            for tourists and me 
            that blue crystal sea
            is close to my cottage door
            and the ebbing tide

                        Date - January 2003     Form –Triple Haiku 
In your opinion, what idea you think the poet is projecting to the reader? 
Base on your answer to the first question, what is the implicit theme in this poem? 
 Senryu Poems
 The Senryu is named after the Japanese poet, Karai Senryu. This type of poem is similar to the Haiku in these important ways; it is a short poem that uses sensory language to capture human conditions. These images are created around an implicit theme just like what the Haiku does. Also its structure is similar to the Haiku in that it is made up of seventeen syllables spread over a platform of three lines. The first line has five syllables, the second line has seven syllables, and the third line has five syllables. It requires that no capital letters or topics be assigned to its content.
 The Senryu separates itself from the Haiku in this important way; the Haiku deals with the elements of nature whereas, the Senryu deals with human condition. Here are some Senryu poems for you to read, enjoy, study the structure and get students to write their own Haiku poems: 
1.         people out gamin
            like grasshoppers on cane-blades
            in stridulant prance 
            breeze in shack-shack trees
            on the Spring Garden highway
            bodies gyrating 
            folks in Oistin town
            like the noisy honey bees
            while fish churn in waves

                               Date - July 2003      Form - Triple-Senryu                               
In your opinion, what idea you think the poet is projecting to the reader? 
Base on your answer to the first question, what is the implicit theme in this poem? 
2.         the tribe of Maori
            marooned for days on shoreline
            watching the seabed

                        Date - July 2004     Form – Senryu
In your opinion, what idea you think the poet is projecting to the reader?
Base on your answer to the first question, what is the implicit theme in this poem?
 End of Chapter Notes

Implicit themes are used in Haiku and Senryu and for good reasons. Here are some suggestions for students to following when searching for the poem’s implicit theme. Students must have an understanding of what the words “implicit” and “theme” mean. 
1.         Read the poem shown below 
            assertive dinning
            chicken in hot pepper sauce
            asparagus and split-peas 
            mixed vegetables
            on plates left, right and center
            swim in mushroom sauce 
            vegetable stew
            no knives and forks cutlery
            just fine china ware 

                               Date - February 2007          Form – Haiku

2.         In your opinion, what idea you think the poet is projecting to the reader? 
3.         Base on your answer to the first question, what is the implicit theme in this poem? 
In responding to the question, students should: 
Formulate a definition for implicit theme. 
Find out why poets use implicit themes in some of their poems. 
Structure questions that need to be asked in order to find out what the poet is asking the reader to think about in poem. 
State how the reader extracts from the poem its idea and implicit theme. Bear in mind that idea is synonymous with topic, subject, thought and concept. 
Discuss the proper way to write an implicit theme extracted from a poem.
 During group’s presentation, you expect those students’ responses to show that:
An implicit theme is a poet‘s thought understood though not clearly or directly expressed in the poem. The Haiku poem relies on implicit themes couched in words spoken with brevity and simplicity to convey the message. Poets use implicit themes to draw readers into their thoughts in the conversation. 
The best way to probe deep into the poet’s mind requires reading the poem with a critical eye to find answers to the first question; “what idea does the poet what the reader to think about in the poem? The poem is read again and an answer is found – “the poet wants readers to think about the idea “tolerance”. The next question is asked, “What does the poet want the reader to consider in the idea “tolerance”? The answer is this; the poet wants the reader to consider that “tolerance is the acceptance of the differing views of others". 
The implicit theme is taken from the perceived notion of what the poet wants readers to consider; and in this scenario the poet wants readers to understand that “tolerance is about acceptance” and it is from this statement that the implicit theme is extracted. The implicit theme is always shown as a complete sentence and always includes at least one subject, so in this case the implicit theme is any one of these - “Tolerance accepts diversity”, “Tolerance accepts social inclusiveness” or “Tolerance accepts discrepancy”. Any answer the group gives is acceptable, so long it is substantiated by the interpretation of the poem’s imagery. 
Homework assignment

 Students read all the poems in Chapter I and fill in the blank lines at the bottom of each poem for teacher assessment.

Thursday, August 07, 2014

Open Door Poetry - Introductory Pages i and ii (AuthorHouse)

                                       Front Cover Image of the Book "Open Door Poetry"                                                          

Back Cover Image of the Book "Open Door Poetry"

About the Author

                                                                          Paterika Hengreaves
                                                                         Erdiston College Tutor, Emeritus

Patricia Doreen Hendy is a graduate of McGill University, Montreal, Canada (1980). She writes poetry under the pseudonym, Paterika Hengreaves. She has travelled extensively. On her arrival in New Zealand in April of 2004, she was a member of the “Hibiscus Coast Writers” founded in 1993 and whose Patron is Brian Morris (NZIBS). This of writers met once each week at 1.00 p.m. at Red Beach Methodist Church Hall, Whangaparaoa with Dee Evans who was the group’s President at the time.
Patricia was a member of the Lioness Club North of Barbados and held the post of Secretary. Patricia likes gardening, crocheting, travelling and writing. Patricia is a mother and a widow.  She has two grown children (Charles and Françoise). Her husband, Edgar Hendy whom she married in September1966 died on June 6, 1995 from complications of diabetes. She has six sister and two brothers. The youngest sister (Angela Barnes) died in Ohio, USA. Patricia is a supporter of the theory that one’s environment is more influential than heredity in determining one’s development.

Patricia is a Barbadian Educator whose teaching career started firstly as a supernumerary teacher for pupils 6-7 years at All Saints Girls School, St Peter in 1961 before moving on to the post of Secondary School Teacher where she taught the core curriculum subjects for three years (September 1961–August 1966) to students in Stream B whose ranged in age from 13-14 years at St. Leonard’s Girls School. In September of 1967 she left Erdiston Teachers’ Training College where she was a student-teacher to further her teaching goals in Canada, the country from which she obtained her teaching credentials. On returning to Barbados she was given the post of Senior Teacher at St. Lucy Secondary School (renamed Darryl Jordan Secondary School). She taught five subjects on the Business Education Curriculum. Then in 1980 she was sent to set up the Business Education Department at The Garrison Secondary School now renamed Graydon Sealy Secondary School. Her tenor at this school lasted from 1980-1989.

During those years she spent in secondary schools Patricia worked closely with the Caribbean Examination Council (CXC) that began in 1978 where she attended many CXC workshops, was a CXC marker, Examiner and  Chief Examiner in Office Procedures/Administration. For fourteen years, Patricia worked closely with the Caribbean Examination Council on tasks the Council assigned.  Her work with CXC was curtailed on account of her acceptance in 1989, the position of Business Education Tutor at Erdiston Teachers’ Training College. At the College, she tutored student-teachers in Curriculum Development, Measurement and Evaluation; Teaching Methodology, Information Technology and supervised teachers in training during their school-based teaching practice.

 In 1993 Patricia was seconded to the Barbados Ministry of Education Youth Affairs and Culture as an Education Officer in the Division of Management and Supervision. She returned to her substantive post at Erdiston Teachers’ Training College in 1997 and worked there for the next seven years before she retired in 2004. Her involvement as an educator in the Barbados Ministry of Education spanned forty-three years of which, five years were spent on study-leave over-seas.

Patricia has reached a phase of her life where retirement has allowed her to spend quality time with her hobbies (gardening, crocheting, travelling, writing, sharing her knowledge in the field of education through writing, and providing resource materials available to teachers through poetry. Patricia firmly believes that poetry is a dynamic tool for interdisciplinary teaching because themes are easily extracted from poems; that is why she has been creating poems for classroom use because of the plethora of time she has to do so. Her writing is done to a great extent through her two website blogs: ( and ( she created poetrynest in 2005 and poetrydish in 2008.

The blog, poetrynest draws visitors from 164 countries arriving from the seven continents and Oceania. At 12.23 PM (Eastern Time) on August 4, 2014 page views on poetrynest reached 90 228. This blog houses creations depicting metered poems, free verse and video poems all of which contain penetrating themes. Such themes are useful resource material for constructivist teachers who teach across the curriculum.

The blog, poetrydish shows visitors from 106 countries arriving from the seven continents and Oceania. At 11.57 AM (Eastern Time) on August 4, 2014 page views on poetrydish reached 55.063. The role of this blog is to provide a critique on each poem found in poetrynest. Each poem is accorded an in-depth analysis with respect to form, styles, genre, techniques used, how to conduct graphic scansion on metered poems, insight into the structure of English words in English poetry as found in those poems in poetrynest with respect to arrangement, meaning, the images, the sound, poets role in creating poems and what to look for when analyzing poems.

(Trevor Omar Toppin) 

About the Book

Teachers who adhere to the philosophy of constructivism in education place emphasis on solving real-life, practical problems and as such they focus on projects that require solutions rather than on instructional sequences that require rote learning as is evident in teacher-centered instruction. Student-centered learning is seen by teachers as an active process whereby learners select and transform information, constructs hypotheses, make decisions and rely on cognitive structures to do so. Their students engage in discovering principles by themselves and get to realize how concepts are easily transferred across disciplines when interdisciplinary instruction is evident in the classroom.

Teaching in 21st century classroom is about learning across the curriculum. Students must see those connections that integrate the various subjects being taught in schools and those purposes these subjects serve beyond those formal school years. Teaching subjects in isolation has no place in the technological world of the 21st century where teachers more than ever before must bring to bear the philosophy of constructivism in designing the teaching environment and to execute the teaching task in a well defined manner so students are able to make vital connections, develop the ability to transfer concepts and ideas across subject matter lines.

No teacher worth his or her salt is a “sage on the stage” and therefore cannot look at students as empty vessels to be filled with knowledge, regardless of whatever age they may be, students do have knowledge acquired vicariously and whether it is appropriate or not, their knowledge is there to be use, refined and be channeled through avenues found in cooperative learning strategies. These strategies can be found in project-based assignment, immediate feedback so they know how well they are doing, be given appropriate remedial exercises and lots of resource materials to work with until they achieve the objectives satisfactorily.

 Resource materials, whether they be paper-based or electronic are found always at the top of teachers’ preparation’s list. Teachers are constantly looking for various kinds of resource materials to augment their delivery of their daily instructional plans in meaningful and rewarding ways for their students so that, their students acquire knowledge through their application of process skills (discussing, writing, classifying, listening, drawing, dramatizing, recognizing, composing) as they see scenarios through the prism of comprehending, analyzing, synthesizing thus finding solutions to problems they tackled.

Constructivist teachers more than ever before require loads of resource materials for classroom instruction. Resource materials of all types help guide students toward their construction of mental pictures as they sieve through various possibilities or scenarios. Students are able to construct knowledge in a social context learn by discovery, intuition and intrinsic motivation; why, because students have their own learning styles.

The planning of lessons is a daily task for teachers and this insures that any such material collected is appropriate for every lesson presented to students. Resource materials must accompany every lesson plan and must be replenished often. These important truths about learning and the role resource materials play in knowledge acquisition place poetry in an expanded light that goes beyond the role of providing pleasurable reading for lovers of this art form. This expanded light is shown in the book “Open Door Poetry.” that goes beyond that of an anthology of poems housing two hundred and eighty-eight poems divided into sixteen chapters.

“Open Door Poetry” offers a frame-work of ideas and interpretations of poems that are written in traditional and non-traditional formats and genres. Traditional form refers to poems that are metered and non-traditional forms refer to poems written in free verse. Free verse poems have a way of discarding all the rules of traditional versification. Comments are provided at the end of each poem bringing into focus the various roles being performed by personas. As such, these poems contain dynamic resource materials for teachers whose students are in the range of 12-16 years in the secondary school or the high school as the case may be. These poems as featured in “Open Door Poetry” are designed to provide resource materials for teachers who use thematic webs and thematic lesson plans. Various kinds of themes can be extracted from reading the poems. As a matter of fact, the way these poems are treated in “Open Door Poetry” places poems beyond the simple borders of reading, writing and performance by providing a conduit for arousing learners’ senses in the learning process that has taken on a global significance, where rote learning is a thing of the past.  Poetry is no longer seen as the “Cinderella” on the school’s curriculum because it provides powerful tools in facilitating interdisciplinary teaching approaches in student centered classrooms.

Paterika Hengreaves
August 2014

Sunday, July 27, 2014

Peace on Land for Israel, Piece of Land for Palestine

(Prose Poem)

Land dispute has plagued the world since creation. This plague erodes families when families are aggrieved upon reading  the “Will” they feel deep down inside their minds that some sort of tampering or greed or whatever has been done, in short, fair-play goes through the back-door.  Peace, perfect peace is the wish this day for the Israelis and Palestine people; which to a musing mind; can be attained by settling the land dispute, the land dispute at the core; of the cussing, fighting, throwing stones, rocks and all kinds missiles landing here, there and yonder with deadly speed, with dreadful consequences through the front door,   through the back door, through the air and tunnels; landing wherever the winds blow with bloody regularity. Where are the hearts of love and the humanity! Leaders of Israel and Palestine your duties are profound, you can stop the carnage on every side in this drama. Sick to the stomach, watching this sad movie playing and playing and playing;  a documentary of peace the world is yearning with eyes turn to the Middle East. Pray tell; is this the kind of legacy you want for your people? Leaders of Israel and Palestine you must answer for deep down the people of Israel want peace, perfect peace; deep down the people of Palestine want their piece of the land; solve the problem now and stop this bloody nightmare now.   Leaders of Israel and Palestine, for peace sake step up to the plate, put an end to this nightmare and go build your nation of peace for your people and those yet to come. Peace, Piece, what about this, you don’t understand?

© Paterika Hengreaves
July 27, 2014

Thursday, July 24, 2014


(Blank Form Poetry with Tercet Stanzas)

I see many plants on pastures, gardens,
Silvery ferns among the growing trees
With gorgeous blooms, and sadly nuclear plants.

Behold! Those climbing plants on trellis walls;
Others carpet the grounds; others would stand
On giant feet, with aging beauty pine.

Some plants do germinate from seeds and cuts
From hybrid species; glitzy blooms they come
To stretch botany rules to newer heights.

Some plants have berries, juicy fruits and scents;
So busy bees make honey-cones which flow
From flowers’ soul, this sweet viscous we love.

Plants like peat, compost, water and mild heat;
They vegetate too long before summer;
Then with springing eyes, they show true nature.

Behold! Those plants they perch on windowsills;
Their chlorophyll sacs full from driving sun;
Hey look! They beam with deep verdant colors.

Some plants are edible others are not;
Some grow in fields, churchyards, beaches and parks;
Evoking thoughts in minds they saturate.

Imagine now! A world devoid of plants;
For sure, on earth, all life would dissipate,
And where would fragrances abound to smell?

©Paterika Hengreaves
(October 2004/New Zealand)

The Star Fruit Tree


My Vegan Kitchen: How To Eat A Startfruit.

Saturday, April 05, 2014

Elegy for Angela Barnes, RN

(in Elegiac Couplets)

Elegy for Angela Barnes, RN

Checking those charts at her station my Angela carefully read all;
September nightingale unabated in snowfall...
Strong to us, suddenly frail in the eyes and her movable stride weak;
Broken in spirit and fewer her words but she did speak.

Loneliness sealed in the box with her dreams and my Angela is gone;
Roses engraved and she shines in the galaxy; lives on.
Numbness in body with shaky emotions that caved in and lay bare
Sadness of mourners there; filled with numbness from nightmare.

Cancer in stomach and pain in her bones and her thoughts in dark grave;
Fighting a battle with mortician’s hand at her still wave;
Angela spoke for a time as she geared for the traumatic event;
Gone from this world; as we grapple with hymns and with praise sent....

Christ to us gives the assurance and strengthens us; comes from the Most High;
Years of her life she at fifty would hand us her goodbye.
Wading and splashing in lake to the south of her, swans in a straight row;
Family and friends with their thoughts in respect and their tears flow.

Faces of copper and hovering cold on those mourners and pall-crew;
Marching with casket with roses away from the glass-view...
People around her at grave and her son with his sister in dark blue;
Family, Petty her friend there he stood and he cried too.

© Paterika Hengreaves
November 2, 2006/Autumn,Ohio,USA

Angela Barnes died September 16, 2006.
Resting in peace in Forest Lawn Memorial Gardens.
Collage Park, Georgia ,USA


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Founder of the Barbados Labour Part (BLP) Sir Grantley Adams

Founder of the Barbados Labour Part (BLP) Sir Grantley Adams
Died November 28, 1971 at the age of 73

Founder of the Democratic Labour Party (DLP), Sir Errol Walton Barrow

Founder of the Democratic Labour Party (DLP), Sir Errol Walton Barrow
Died June 1987 at the age of 67



In plenty and in time of need
When this fair land was young
Our brave forefathers sowed the seed
From which our pride was sprung
A pride that makes no wanton boast
Of what it has withstood
That binds our hearts from coast to coast
The pride of nationhood


We loyal sons and daughters all
Do hereby make it known
These fields and hills beyond recall
Are now our very own
We write our names on history's page
With expectations great
Strict guardians of our heritage
Firm craftsmen of our fate

The Lord has been the people's guide
For past three hundred years.
With Him still on the people's side
We have no doubts or fears.
Upward and onward we shall go,
Inspired, exulting, free,
And greater will our nation grow
In strength and unity.


We loyal sons and daughters all
Do hereby make it known
These fields and hills beyond recall
Are now our very own
We write our names on history's page
With expectations great
Strict guardians of our heritage
Firm craftsmen of our fate

The tree that gave Barbados its name

Independent Barbados Shelved Guy Fawkes Night

Click on title to read poem

Halloween Poetry - Pirates of the Caribbean

Poems for September 11

Click on Titles to read poem

(Diastic Reading Through Procedures)
(Reversed Telestich)
No Friendly Sky Anymore
(in Diastic)
No Friendly Sky Anymore
(in Free Verse)
Nine Eleven's Broken Promise
(Iambic Tetrameter abab)
Ode to Sweet Revenge - Ground Zero Never
(in Irregular Ode)

Hello Sweden


Midsummer's Day Exquisiteness

Sample Didactic Poems

Didactic Poetry is intended to convey instruction and
information as well as pleasurable reading. It can assume
the mode and features of imaginative works by infusing knowledge in a variety of forms such as dramatic poetry, satire, parody, among others. There is the popular view that allegory, aphorisms, apologues, fables, gnomes and proverbs are specific types of Didactic Poetry because of their close affinity.

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Hurricane Preparedness Watch
If Words
Rhyming For So

Too Sweet

Royal Wedding Cake for Prince William and Kate Middleton


Limerick Poems



Click on the Title to read poem

Laugh it Off
She Asks
Wiener Souse

Barbados' National Festival of Culture July 1 to August 1

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Kadooment Day

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Ticket to Antarctica

To all the people in New Zealand

Thank God only minor damage has been caused by this 7.0 Earthquake in New Zealand's North and South Islands.

Kia ora

Robb Kloss - Musing from Aoteaora
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National Anthems of New Zealand

Anthem 1

Māori Version

E Ihowā Atua,
O ngā iwi mātou rā
Āta whakarangona;
Me aroha noa
Kia hua ko te pai;
Kia tau tō atawhai;
Manaakitia mai

Ōna mano tāngata
Kiri whero, kiri mā,
Iwi Māori, Pākehā,
Rūpeke katoa,
Nei ka tono ko ngā hē
Māu e whakaahu kē,
Kia ora mārire

Tōna mana kia tū!
Tōna kaha kia ū;
Tōna rongo hei pakū
Ki te ao katoa
Aua rawa ngā whawhai
Ngā tutū e tata mai;
Kia tupu nui ai

Waiho tona takiwā
Ko te ao mārama;
Kia whiti tōna rā
Taiāwhio noa.
Ko te hae me te ngangau
Meinga kia kore kau;
Waiho i te rongo mau

Tōna pai me toitū
Tika rawa, pono pū;
Tōna noho, tāna tū;
Iwi nō Ihowā.
Kaua mōna whakamā;
Kia hau te ingoa;
Kia tū hei tauira;

English Version

God of Nations at Thy feet,
In the bonds of love we meet,
Hear our voices, we entreat,
God defend our free land.
Guard Pacific's triple star
From the shafts of strife and war,
Make her praises heard afar,
God defend New Zealand.

Men of every creed and race,
Gather here before Thy face,
Asking Thee to bless this place,
God defend our free land.
From dissension, envy, hate,
And corruption guard our state,
Make our country good and great,
God defend New Zealand.

Peace, not war, shall be our boast,
But, should foes assail our coast,
Make us then a mighty host,
God defend our free land.
Lord of battles in Thy might,
Put our enemies to flight,
Let our cause be just and right,
God defend New Zealand.

Let our love for Thee increase,
May Thy blessings never cease,
Give us plenty, give us peace,
God defend our free land.
From dishonour and from shame,
Guard our country's spotless name,
Crown her with immortal fame,
God defend New Zealand.

May our mountains ever be
Freedom's ramparts on the sea,
Make us faithful unto Thee,
God defend our free land.
Guide her in the nations' van,
Preaching love and truth to man,
Working out Thy glorious plan,
God defend New Zealand.

Anthem 2

God Save the Queen

God save our gracious Queen,
Long live our noble Queen,
God save The Queen.
Send her victorious,
Happy and glorious,
Long to reign over us:
God save The Queen.

O Lord our God, arise,
Scatter our enemies,
And make them fall;
Confound their politics,
Frustrate their knavish tricks;
On thee our hopes we fix:
God save us all.

Thy choicest gifts in store
On her be pleased to pour,
Long may she reign.
May she defend our laws,
And ever give us cause
To sing with heart and voice,
God save The Queen.

Note: The second verse of 'God Save The Queen' is commonly omitted.

Edmund Hillary


Today's Featured Poem in Blank Form

Charlie Douglas
by Bob McKerrow

Guests Poets' Poems


Centre Piece

Centre Piece
Yellow Candles

Ohio Sunrise July 6, 2007

Ohio Sunrise July 6, 2007

Quoting Maya Angelou

Education helps one's case Cease being intimidated by strange situations