Full marks to Katy's new class teacher, who has taught them 2 new things in her first week (Katy used to complain that they only taught her things she already knew). The first was metaphor - which has to be the most important thing, in my book (and who knows, in a few years time it may be the most important thing in my actual book :-)). The other was a 'fact or opinion' game, which we have just been playing in the kitchen. You put up a 'fact' sign on one wall, and an 'opinion' sign on the opposite wall. You then read out a series of statements, and the children have to go and stand in front of the sign which they think is right for the statement. I could be wrong, but this looks suspiciously like they are being taught to think critically for themselves! Just a pity that the spelling needs a bit more work.
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You know, if her shirt were a guitar and the hoops frets, she'd be holding down a 7+9 - the famous Hendrix chord (in the first inversion). A rock chick in the making?
But to move on to more important matters:
Brahms had long arms.
By me. Roughly following the internal rhyme scheme. (With apologies to Clio. And anyone with the slightest affection for scansion):
Brahms had long arms.
One day, so men say,
He was dancing and prancing
At a ball, in a hall.
A fellow, all mellow,
Was stumbling and tumbling
And retching and leching.
Drunk as a lord. Oh, Gord!
Brahms reached out, and preached out:
"You distress. You're a mess!"
With his long arms, his strong arms,
He hit out at the the nit.
The nit bled from his head.
Brahms' big long arms
Led him to bed.
(Heaving whilst leaving)
Some guests asked, distressed:
"Who is that doofus?"
As he cried, Brahms replied:
It's Liszt. He's piszt.
__________________________
Do I get the prize?