The best roles have risks... and those are the parts I'm interested in.
quote by Brendan Fehr
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Related quotes
Into how many parts would you divide the child after Divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many insane parts would you divide your new-born child’s eternal happiness; after your treacherously vindictive divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many heartless parts would you divide your new-born child’s invincible freedom; after your venomously unbearable divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many ribald parts would you divide your new-born child’s unsurpassable creativity; after your lethally unceremonious divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many salacious parts would you divide your new-born child’s majestic destiny; after your lecherously ignominious divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many emotionless parts would you divide your new-born child’s triumphant spirit; after your contemptuously debasing divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many terrorizing parts would you divide your new-born child’s unbridled fantasies; after your abhorrently cadaverous divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many excruciating parts would you divide your new-born child’s humanitarian blood; after your cold-bloodedly cannibalistic divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many tyrannized parts would you divide your new-born child’s unconquerable artistry; after your violently besmirching divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many reproachful parts would you divide your new-born child’s redolent playfulness; after your despicably devastating divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many sacrilegious parts would you divide your new-born child’s impregnable mischief; after your sadistically bemoaning divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many wanton parts would you divide your new-born child’s impeccable integrity; after your hedonistically carnivorous divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many ghoulish parts would you divide your new-born child’s limitless fertility; after your mindlessly malicious divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many diabolical parts would you divide your new- born child’s infallible innocence; after your unforgivably truculent divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many vengeful parts would you divide your new-born child’s uninhibited cries; after your preposterously bigoted divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many criminal parts would you divide your new-born child’s princely silkenness; after your tempestuously confounding divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many satanic parts would you divide your new-born child’s tiny brain; after your barbarously ungainly divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many sadistic parts would you divide your new-born child’s unlimited curiosity; after your egregiously dastardly divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many carnivorous parts would you divide your new-born child’s parental longing; after your inanely decrepit divorce?
And you might legally divide each other from the bonds of immortal marriage; but tell me; into how many goddamned parts would you divide your new-born child’s immortal love; after your devilishly vituperative divorce?
©®copyright-2005, by nikhil parekh. all rights reserved.
poem by Nikhil Parekh
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Frightening Conclusion
In a pickle sizzling because of recent risks.
And unable to face or come to grips with it,
For fear of other unsuspecting hits.
Can be a frightening conclusion,
For the one who pitches a fit.
This can be frightening to someone,
Unprepared for it even a little bit.
The one who smiles on the outside,
May hide inside their moping.
As they do their best to cope.
To make each day for them okay.
The one who smiles on the outside,
May hide inside their moping.
As they do their best,
Not to confess trials they face...
On a daily basis.
This is a frightening conclusion,
For someone unprepared for this!
This can be frightening for anyone,
In a pickle sizzling because of recent risks.
Frightening conclusion,
For someone unprepared for this!
This can be frightening for anyone,
In a pickle sizzling because of recent risks.
The one who smiles on the outside,
May hide inside their moping.
As they do their best to cope.
To make each day for them okay.
The one who smiles on the outside,
May hide inside their moping.
As they do their best,
Not to confess trials they face...
On a daily basis.
This is a frightening conclusion,
For someone unprepared for this!
This can be frightening for anyone,
In a pickle sizzling because of recent risks.
Frightening conclusion,
For someone unprepared for this!
This can be frightening for anyone,
In a pickle sizzling because of recent risks.
[...] Read more
poem by Lawrence S. Pertillar
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Few Can Pick Them To Then Run
How can one live without risks.
Or prevent risks to exist.
Risk taking is a part of this life lived,
As it is...
For everyone.
Few can pick them to then run.
Few can pick them to then run.
Few can pick them to then run...
To be undone.
Few can pick them to then run.
Few can pick them to then run.
Few can pick them to then run...
To be undone.
How can one live without risks.
Or prevent risks to exist.
Risk taking is a part of this life lived,
As it is...
For everyone.
Few can pick them to then run.
Few can pick them to then run.
Few can pick them to then run...
To be undone.
Few can pick them to then run.
Few can pick them to then run.
Few can pick them to then run...
To be undone.
Living life is taking risks.
And no one living can resist...
Those risks.
Few can pick them to then run,
From those risks.
Few can pick them to then run,
From those risks.
Few can pick them to then run...
To be undone.
poem by Lawrence S. Pertillar
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Interested
Your favorite food
What you like to do
Your favorite color
or any other
The thing on your mind
That you like to share
Cause I can stay here
And listen to every word
Because I'm interested
Can I be an instrument
For changing your life
Is that all right?
Because I'm interested
I'd rather be with you instead
Than anyone else
Cause I'm interested in your middle name
Now don't be ashamed, Naw
It's between me and you
Everything you do
Let your guard down
Because there's a new girl in town
gonna turn it around
I hope that you are down
Because I'm interested
Can I be your instrument
In changing your life
Is that allright?
Because I'm interested
I'd rather be with you instead
of anyone else
I'm wide open
No more secrets
No lie
Don't wanna live like a fool
But I will
For you
So I'll beg
I'll scream
I'll call
I'll write
If that's what it takes for you to be in my life
Because I'm interested
And I'll be an instrument
In changing your life
Is that all right?
Because I'm interested
And I rather be with you instead
Of anyone else
Oh No
Because I'm interested
[...] Read more
song performed by India Arie
Added by Lucian Velea
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Climbing From Ruts
Not 'who' is he?
But 'what' is he?
To know.
Before the showing?
To have that showing...
Grow.
To be known.
Not 'who' is she?
But 'what' is she?
To know.
Before the showing?
To have that showing...
Grow.
To be known.
They are the ones,
Unstung.
And freed,
From under a thumb.
They are the ones,
Unstung.
And freed,
From under a thumb.
Climbing from ruts.
Undone.
And looking up.
Undone.
And taking risks,
Unlimited...
Others may sit and resist.
Climbing from ruts.
Undone.
And looking up.
Undone.
And taking risks,
Unlimited...
Others may sit and resist.
They are the ones,
Unstung.
And freed,
From under a thumb.
Not 'who' is he?
But 'what' is he?
To know.
[...] Read more
poem by Lawrence S. Pertillar
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Book III - Part 03 - The Soul is Mortal
Now come: that thou mayst able be to know
That minds and the light souls of all that live
Have mortal birth and death, I will go on
Verses to build meet for thy rule of life,
Sought after long, discovered with sweet toil.
But under one name I'd have thee yoke them both;
And when, for instance, I shall speak of soul,
Teaching the same to be but mortal, think
Thereby I'm speaking also of the mind-
Since both are one, a substance interjoined.
First, then, since I have taught how soul exists
A subtle fabric, of particles minute,
Made up from atoms smaller much than those
Of water's liquid damp, or fog, or smoke,
So in mobility it far excels,
More prone to move, though strook by lighter cause
Even moved by images of smoke or fog-
As where we view, when in our sleeps we're lulled,
The altars exhaling steam and smoke aloft-
For, beyond doubt, these apparitions come
To us from outward. Now, then, since thou seest,
Their liquids depart, their waters flow away,
When jars are shivered, and since fog and smoke
Depart into the winds away, believe
The soul no less is shed abroad and dies
More quickly far, more quickly is dissolved
Back to its primal bodies, when withdrawn
From out man's members it has gone away.
For, sure, if body (container of the same
Like as a jar), when shivered from some cause,
And rarefied by loss of blood from veins,
Cannot for longer hold the soul, how then
Thinkst thou it can be held by any air-
A stuff much rarer than our bodies be?
Besides we feel that mind to being comes
Along with body, with body grows and ages.
For just as children totter round about
With frames infirm and tender, so there follows
A weakling wisdom in their minds; and then,
Where years have ripened into robust powers,
Counsel is also greater, more increased
The power of mind; thereafter, where already
The body's shattered by master-powers of eld,
And fallen the frame with its enfeebled powers,
Thought hobbles, tongue wanders, and the mind gives way;
All fails, all's lacking at the selfsame time.
Therefore it suits that even the soul's dissolved,
Like smoke, into the lofty winds of air;
[...] Read more
poem by Lucretius
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This Girl
Take me as I am
Though I'm good at pretending
I tire easily
And hurry to the ending
There's more than what you see
But not the way you see it
I hope you follow me
And you get the meaning
Here is where I stand
Here is who I am
And I'm not interested in
Fitting in
I only want to be
To be this girl
I'm not interested in
Giving in I only want to be
This girl
Take me as you will
Under no illusions
I offer myself whole
I give into you and I
Offer you the sky
The sun and moon and seas
But you need to know that I
Not more or less than me
Here is where I stand
Here is who I am
And I'm not interested in
Fitting in I only want to be
To be this girl
I'm not interested in
Giving in
I only want to be
This girl
I'm not interested in
Fitting in
I only want to be
To be this girl
I'm not interested in
Giving in
I only want to be
This girl
song performed by Kylie Minogue
Added by Lucian Velea
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Hero
Outside, confidence is king
I am all that you're projecting
Inside feel the rising tide
And the revolution's deafening
I was trying to hide my opposing side
Trying to reconcile my Jeckyl and Hyde
Ladies and gentlemen listen up please
I don't want to be your hero
(No, I am not open parts of me are broken)
Do yourself a favor
Save yourself
Don't pick me find someone else
(Why'd you want to bother find yourself another)
Sometimes you put all of your desires in an object of affection
But in time because you idolise there is only disappointment
I was flying so high in your perfect sky
But I needed to fall cannot have it all
Ladies and gentlemen listen up please
I don't want to be your hero
(No, I am not open parts of me are broken)
Do yourself a favor
Save yourself
Don't pick me find someone else
(Why'd you want to bother find yourself another)
Ladies and gentlemen listen up please
I don't want to be your hero
(No, I am not open parts of me are broken)
Do yourself a favor
Save yourself
Don't pick me for someone else
(Why'd you want to bother find yourself another)
Don't need to compromise
I don't need to occupy the floor
There's a danger in boxing in my sin
And all that I am..
It's too much pressure
I'll only let you down again
(No, I am not open parts of me are broken)
It's too much pressure
I'll only let you down again
(Why'd you want to bother find yourself another)
Ladies and gentlemen listen up please
I don't want to be your hero
(No, I am not open parts of me are broken)
It's too much pressure
I'll only let you down again
(No, I am not open parts of me are broken)
Ladies and gentlemen listen up please
I don't want to be your hero
(No, I am not open parts of me are broken)
song performed by Darren Hayes
Added by Lucian Velea
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Affirmations
In the slippings of my mind-
the errant misses
the missing blisses-
gather together all the remisses
all cousins
each making statements
proud and forelorn
joyous and now shorn
of all excuses and illusions
and pretty color smoke mirrors
to state simply and clearly
how each in accounting for itself
could explain
my great and small decisions
each bickering with one another
each casting subtle blame
as to how the other
had ruined me, my name
caused trouble and mayhem
whilst I looked on
saying:
'Each of you made me what I am
merely human.'
With a start they all looked up
one stating
'you are merely the sum
we are the parts
without us you lack meaning.'
'Yes, we' they said 'are your constituents
we gave birth you and all your musings
our parts are greater than your whole, true this.'
they said blending together in chorus.
They stepped back all celebrating their often stated contention;
We are all you are and can hope to be'
I blanched, stammering out my truth to wit:
'Parts are called parts because they are merely parts not wholes
and I am not you because I have in my life
assumulated all of you
and in doing so have become something other;
that you, mere parts, cannot comprehend having only the vantage point
of the past, while I present the Present Whole'
'Can a nose comprehend a face?
[...] Read more
poem by Lonnie Hicks
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Broken From A Normal Fit
You believe...
The dance of all life should be equal.
And you,
Believe...
Some people should live without risks.
And you,
Perceive...
An existence like this can be lived.
And...
You also wish,
Popsicles will not melt...
In Sunshine!
You believe...
The dance of all life should be equal.
And you,
Believe...
Some people should live without risks.
And you,
Perceive...
An existence like this can be lived.
And...
You also wish,
Popsicles will not melt...
In Sunshine!
And something you cuddle is rusted...
In your mind.
And you,
Believe...
Some people should live without risks.
But something is a little bit busted,
In your mind.
You believe...
The dance of all life should be equal.
And you,
Believe...
Some people should live without risks.
But...
Something has broken from a normal fit,
In your mind!
Yes,
Something has broken from a normal fit,
In your mind!
You believe...
[...] Read more
poem by Lawrence S. Pertillar
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Nip This In the Bud and Split
Let's take a 'trip' over the border.
And spread our wings quick,
With unlimited ease.
To fly above what others believe...
To soar,
And reach.
And...
Let's take a 'trip' over the border.
And spread our wings quick,
With unlimited ease.
To fly above what others believe...
To soar,
And reach.
You and I out of hiding can be free.
To get rid of any darkness...
Holding onto us to suppress.
And...
You and I can slip from a safety net.
That has us boxed in perceiving,
All our needs will be met,
If a trusted faith we leave...
Behind us!
Clipped and sitting and afraid to take risks.
Ready to give up.
Ready to quit.
Clipped and sitting and afraid to take risks.
Ready to give up.
Ready to quit.
Clipped and sitting and afraid to take risks.
Ready to give up.
Ready to quit.
No one who trys to fly is bored!
Let's take a 'trip' over the border.
And spread our wings quick,
With unlimited ease.
To fly above what others believe...
To soar,
And reach.
Clipped and sitting and afraid to take risks.
Ready to give up.
Ready to quit.
Nip this in the bud and split.
[...] Read more
poem by Lawrence S. Pertillar
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Soap Opera
Do the Devil
And God switch
Roles in becoming
The writer, creator
Director of our roles?
If not,
What pleasure
Does God get
In making us
Enact the roles
Of a Rapist,
Murderer,
Paedophile
In this life's
Soap Opera?
Is HE a sadist
Relishing the agony
Of helpless victims
Or for such roles
Does Devil the
Writer-Creator-Director
Remain the all-powerful
Producer of such a
Hedonistic, Voyeuristic
Masochistic Thriller?
poem by Aparna Chatterjee
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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 fate of attention
I grew interested.
I became interested.
I stayed interested.
I was no more interested.
I was no longer interested.
I grow uninterested.
It is so for every person
And for every thing
We focus our attention on.
29.11.2007
poem by Rm. Shanmugam Chettiar
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An Essay on Criticism
Part I
INTRODUCTION. That it is as great a fault to judge ill as to write ill, and a more dangerous one to the public. That a true Taste is as rare to be found as a true Genius. That most men are born with some Taste, but spoiled by false education. The multitude of Critics, and causes of them. That we are to study our own Taste, and know the limits of it. Nature the best guide of judgment. Improved by Art and rules, which are but methodized Nature. Rules derived from the practice of the ancient poets. That therefore the ancients are necessary to be studied by a Critic, particularly Homer and Virgil. Of licenses, and the use of them by the ancients. Reverence due to the ancients, and praise of them.
'Tis hard to say if greater want of skill
Appear in writing or in judging ill;
But of the two less dangerous is th'offence
To tire our patience than mislead our sense:
Some few in that, but numbers err in this;
Ten censure wrong for one who writes amiss;
A fool might once himself alone expose;
Now one in verse makes many more in prose.
'Tis with our judgments as our watches, none
Go just alike, yet each believes his own.
In Poets as true Genius is but rare,
True Taste as seldom is the Critic's share;
Both must alike from Heav'n derive their light,
These born to judge, as well as those to write.
Let such teach others who themselves excel,
And censure freely who have written well;
Authors are partial to their wit, 'tis true,
But are not Critics to their judgment too?
Yet if we look more closely, we shall find
Most have the seeds of judgment in their mind:
Nature affords at least a glimm'ring light;
The lines, tho' touch'd but faintly, are drawn right:
But as the slightest sketch, if justly traced,
Is by ill col'ring but the more disgraced,
So by false learning is good sense defaced:
Some are bewilder'd in the maze of schools,
And some made coxcombs Nature meant but fools:
In search of wit these lose their common sense,
And then turn Critics in their own defence:
Each burns alike, who can or cannot write,
Or with a rival's or an eunuch's spite.
All fools have still an itching to deride,
And fain would be upon the laughing side.
If Mævius scribble in Apollo's spite,
There are who judge still worse than he can write.
Some have at first for Wits, then Poets pass'd;
Turn'd Critics next, and prov'd plain Fools at last.
Some neither can for Wits nor Critics pass,
As heavy mules are neither horse nor ass.
Those half-learn'd witlings, numerous in our isle,
As half-form'd insects on the banks of Nile;
Unfinish'd things, one knows not what to call,
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poem by Alexander Pope
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Jubilate Agno: Fragment B, Part 2
LET PETER rejoice with the MOON FISH who keeps up the life in the waters by night.
Let Andrew rejoice with the Whale, who is array'd in beauteous blue and is a combination of bulk and activity.
Let James rejoice with the Skuttle-Fish, who foils his foe by the effusion of his ink.
Let John rejoice with Nautilus who spreads his sail and plies his oar, and the Lord is his pilot.
Let Philip rejoice with Boca, which is a fish that can speak.
Let Bartholomew rejoice with the Eel, who is pure in proportion to where he is found and how he is used.
Let Thomas rejoice with the Sword-Fish, whose aim is perpetual and strength insuperable.
Let Matthew rejoice with Uranoscopus, whose eyes are lifted up to God.
Let James the less, rejoice with the Haddock, who brought the piece of money for the Lord and Peter.
Let Jude bless with the Bream, who is of melancholy from his depth and serenity.
Let Simon rejoice with the Sprat, who is pure and innumerable.
Let Matthias rejoice with the Flying-Fish, who has a part with the birds, and is sublimity in his conceit.
Let Stephen rejoice with Remora -- The Lord remove all obstacles to his glory.
Let Paul rejoice with the Scale, who is pleasant and faithful!, like God's good ENGLISHMAN.
Let Agrippa, which is Agricola, rejoice with Elops, who is a choice fish.
Let Joseph rejoice with the Turbut, whose capture makes the poor fisher-man sing.
Let Mary rejoice with the Maid -- blessed be the name of the immaculate CONCEPTION.
Let John, the Baptist, rejoice with the Salmon -- blessed be the name of the Lord Jesus for infant Baptism.
Let Mark rejoice with the Mullet, who is John Dore, God be gracious to him and his family.
Let Barnabus rejoice with the Herring -- God be gracious to the Lord's fishery.
Let Cleopas rejoice with the Mackerel, who cometh in a shoal after a leader.
Let Abiud of the Lord's line rejoice with Murex, who is good and of a precious tincture.
Let Eliakim rejoice with the Shad, who is contemned in his abundance.
Let Azor rejoice with the Flounder, who is both of the sea and of the river,
Let Sadoc rejoice with the Bleak, who playeth upon the surface in the Sun.
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poem by Christopher Smart
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The Interpretation of Nature and
I.
MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.
II.
Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.
III.
Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.
IV.
Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.
V.
The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.
VI.
It would be an unsound fancy and self-contradictory to expect that things which have never yet been done can be done except by means which have never yet been tried.
VII.
The productions of the mind and hand seem very numerous in books and manufactures. But all this variety lies in an exquisite subtlety and derivations from a few things already known; not in the number of axioms.
VIII.
Moreover the works already known are due to chance and experiment rather than to sciences; for the sciences we now possess are merely systems for the nice ordering and setting forth of things already invented; not methods of invention or directions for new works.
IX.
The cause and root of nearly all evils in the sciences is this -- that while we falsely admire and extol the powers of the human mind we neglect to seek for its true helps.
X.
The subtlety of nature is greater many times over than the subtlety of the senses and understanding; so that all those specious meditations, speculations, and glosses in which men indulge are quite from the purpose, only there is no one by to observe it.
XI.
As the sciences which we now have do not help us in finding out new works, so neither does the logic which we now have help us in finding out new sciences.
XII.
The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search after truth. So it does more harm than good.
XIII.
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poem by Sir Francis Bacon
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Sobre Horizontes
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soccer babes renee
soccer baby bedding
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soccer backgrounds myspace
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poem by Rwetewrt Erwtwer
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It Comes - Part 6
(It is suggested that the reader reads Parts 1,2,3,4 and 5 first)
Naval fighters in the vicinity of the Coast Guard flight
last known position flew towards it.
Reaching the area, they noticed
the blue light moving north and commenced their first attack.
Rockets were fired.
Great fountains of water sprouted into the air
as the rockets exploded beneath the surface.
The blue light seemed unaffected
and continued moving northward.
A second attack was launched
and further fountains of water reached out of the sea.
Slowly the blue light got smaller
as the creature dived deeper under the waves.
The fighters returned to base
to be debriefed and have their aircraft refuelled and rearmed.
Military Chiefs concurred that the rockets exploded at depths,
which could not reach the creature.
The only other way was to time the rockets
to explode with delays.
Work began on modifying the rockets
on all search aircraft.
It was tried to estimate how far down
the creature would be swimming
and how long it would take the rockets to reach it.
Each night squadrons comprising of five aircraft to search the seas.
Another month passed before the blue light was again spotted.
Naval fighters from several different countries
moved towards the position.
The first five fighters there commenced their attack.
Rockets were fired hit the water caused splashes
without exploding.
The seconds passed as the aircraft
swooped upwards out of their dive.
As they reached the top of their climb,
the rockets exploded throwing up great fountains of water
and pieces of something.
As the sea calmed a large stain that appeared red
under the moonlight surrounded the area.
The blue light had disappeared.
Deep below the surface
eyes watched as bits of the creature gently floated down.
Some pieces were intercepted by sharks.
Their eyes closed in temporary sadness.
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poem by David Harris
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Pulling myself together for M'lady Ann Beard
In dreams I can communicate
with disparate parts of me.
I’m learning to appreciate.
The frightening complexity
Of the different parts of me.
Which I must balance constantly
A task I must face every day
so they combine to make me, me..
I am a father and a son.
I am a brother and a friend.
The endless list goes on and on.
It seems as though it has no end.
Somehow I manage to control
at least the parts on public view.
The scattered parts which make the whole
But still conceal a thing or two.
The parts of me I need to change.
I’m sure I can do given time.
Some parts of me are weird and strange.
Like creatures from an earlier time.
The Id tries to assert its will.
The ego sure to disagree.
The super ego bids them both be still.
I just accept they’re part of me.
When other people look at me.
I wonder if they wonder too
If they can see reality.
I am not certain that I do.
Wednesday,02 December 2009
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poem by Ivor Or Ivor.e Hogg
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