Silver Garden Spider

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Reading Poetry

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)

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


Marja said...

Congratulation Great news The cover looks good and I am sure the book is going to be good.

Paterika Hengreaves said...

Thank you Marja. You are always in my mind. Do have an enjoyable weekend.


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Died November 28, 1971 at the age of 73

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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

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Halloween Poetry - Pirates of the Caribbean

Poems for September 11

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(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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Rhyming For So

Too Sweet

Royal Wedding Cake for Prince William and Kate Middleton


Limerick Poems



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Laugh it Off
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Barbados' National Festival of Culture July 1 to August 1

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Kadooment Day

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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

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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