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Character roles definitely age better than your ingenues. You don't get to keep doing that.

quote by Catherine O'Hara
Added by Veronica Serbanoiu
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The Power Age

Key:-a - anita r - ray
R: welcome to the power age
Money, money, money
R: the power age its the new generation
We are the ones with no limitations
We had the iron and the stone
Now we got a new age that we own
But its not about the power that makes you blind
Its all about the the power thats in your mind
This is the time to get the power
The power age, this is the hour
So let the _ take you on _
A: woow...
So release all the pain that stood there before
A: this is the power age
So get with it, oyeah, you belong
Theres only one force that makes you strong
A: oh.. oh...
This is the power age
A: were reaching for the final destination
To break out of the cage
Get in to the power age
With all of the brand new generation
Its time to turn the page
We living in the power age
A: break out of your cage; into the power age
R: the age of destruction, the age of hate
And the age of violence and the ages of late
Greed and gain thats all they care
Money, money, money, with enough to share
So get with it feel the vibration
The power age its just a sensation
You can feel it down in your soul
When you let the force take control
So by now you better know the deal
A: woow...
You gotta to get high to get real
A: this is the power age
Free you mind to disgage
Welcome to the power age
A: oh.. oh...
This is the power age
A: were reaching for the final destination
To break out of the cage
Get in to the power age
With all of the brand new generation
Its time to turn the page
We living in the power age
A: were reaching for the final destination
To break out of the cage

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song performed by 2 Unlimited
Added by Lucian Velea
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The Rosciad

Unknowing and unknown, the hardy Muse
Boldly defies all mean and partial views;
With honest freedom plays the critic's part,
And praises, as she censures, from the heart.

Roscius deceased, each high aspiring player
Push'd all his interest for the vacant chair.
The buskin'd heroes of the mimic stage
No longer whine in love, and rant in rage;
The monarch quits his throne, and condescends
Humbly to court the favour of his friends;
For pity's sake tells undeserved mishaps,
And, their applause to gain, recounts his claps.
Thus the victorious chiefs of ancient Rome,
To win the mob, a suppliant's form assume;
In pompous strain fight o'er the extinguish'd war,
And show where honour bled in every scar.
But though bare merit might in Rome appear
The strongest plea for favour, 'tis not here;
We form our judgment in another way;
And they will best succeed, who best can pay:
Those who would gain the votes of British tribes,
Must add to force of merit, force of bribes.
What can an actor give? In every age
Cash hath been rudely banish'd from the stage;
Monarchs themselves, to grief of every player,
Appear as often as their image there:
They can't, like candidate for other seat,
Pour seas of wine, and mountains raise of meat.
Wine! they could bribe you with the world as soon,
And of 'Roast Beef,' they only know the tune:
But what they have they give; could Clive do more,
Though for each million he had brought home four?
Shuter keeps open house at Southwark fair,
And hopes the friends of humour will be there;
In Smithfield, Yates prepares the rival treat
For those who laughter love, instead of meat;
Foote, at Old House,--for even Foote will be,
In self-conceit, an actor,--bribes with tea;
Which Wilkinson at second-hand receives,
And at the New, pours water on the leaves.
The town divided, each runs several ways,
As passion, humour, interest, party sways.
Things of no moment, colour of the hair,
Shape of a leg, complexion brown or fair,
A dress well chosen, or a patch misplaced,
Conciliate favour, or create distaste.
From galleries loud peals of laughter roll,
And thunder Shuter's praises; he's so droll.
Embox'd, the ladies must have something smart,

[...] Read more

poem by Charles Churchill
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Age considers, youth ventures

Age considers, youth ventures

Age visualizes, youth dreams

Age makes theories, youth experiments

Age loves, youth longs

Age sees people, youth sees places

Age knows belongings, youth discovers them

Age pains to gain, youth gains to others' pain

Age has heart, youth has mind

Age is thoughtful, youth is tactful

Age ponders, youth wonders

Age recounts, youth counts

Age is experienced, youth is in experience

Age is cautious, youth dashes

Age floats, youth swims

Age lives, youth still making a living

Age is in touch with termination, youth with determination

Age is confident, youth is competent

Age adds years to living, youth adds life to living

Age is lost in past, youth is drowned in future

Age is grown, youth is crown

Ageless is youth, youthless is age

poem by Bashyam Narayanan
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Nature

Weather constantly changes.
No character, only dynamic.
Dull and dreary,
Or bitter and cold,
Or bright and shiny.
This is mother nature.
She is of this world.
She dictates the mood.
She affects mine.

Emotions, constantly changing.
Personality has dynamic,
But lacks character.
It is constantly changing.
Bitter and resentful,
Frustrated and annoyed
Happy & joyous.
This is human nature.
It is of this world.
It dictates our mood.
It affects another.

Mother nature cannot be controlled.
For she is not ours.
Yet mother nature controls me,
Though I am not hers.
Together, we must exist.
We must accept each as we both are.
Though one affects the other.
Based on emotion, not character.

During the storm,
The sky is still the sky,
The ground, is still the ground
The sun is still the sun.
This is the character of mother nature.
The snow may cover the ground,
But the ground remains.
The clouds may cover the sun,
But the sun remains.
Character is always constant.

Nature affects character.
Character is patience, kindness,
Compassion, empathy, forgiving.
Plain and simple,
Our character is love.
Human nature covers human character,
Although it might not be seen,
It still remains.

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poem by Ryan Lee Morris
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Palinodia

TO THE MARQUIS GINO CAPPONI.

I was mistaken, my dear Gino. Long
And greatly have I erred. I fancied life
A vain and wretched thing, and this, our age,
Now passing, vainest, silliest of all.
Intolerable seemed, and _was_, such talk
Unto the happy race of mortals, if,
Indeed, man ought or could be mortal called.
'Twixt anger and surprise, the lofty creatures laughed
Forth from the fragrant Eden where they dwell;
Neglected, or unfortunate, they called me;
Of joy incapable, or ignorant,
To think my lot the common lot of all,
Mankind, the partner in my misery.
At length, amid the odor of cigars,
The crackling sound of dainty pastry, and
The orders loud for ices and for drinks,
'Midst clinking glasses, and 'midst brandished spoons,
The daily light of the gazettes flashed full
On my dim eyes. I saw and recognized
The public joy, and the felicity
Of human destiny. The lofty state
I saw, and value of all human things;
Our mortal pathway strewed with flowers; I saw
How naught displeasing here below endures.
Nor less I saw the studies and the works
Stupendous, wisdom, virtue, knowledge deep
Of this our age. From far Morocco to
Cathay, and from the Poles unto the Nile,
From Boston unto Goa, on the track
Of flying Fortune, emulously panting,
The empires, kingdoms, dukedoms of the earth
I saw, now clinging to her waving locks,
Now to the end of her encircling boa.
Beholding this, and o'er the ample sheets
Profoundly meditating, I became
Of my sad blunder, and myself, ashamed.

The age of gold the spindles of the Fates,
O Gino, are evolving. Every sheet,
In each variety of speech and type,
The splendid promise to the world proclaims,
From every quarter. Universal love,
And iron roads, and commerce manifold,
Steam, types, and cholera, remotest lands,
Most distant nations will together bind;
Nor need we wonder if the pine or oak
Yield milk and honey, or together dance

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poem by Count Giacomo Leopardi
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Video Violence

The currents rage deep inside us
This is the age of video violence
The currents rage so deep inside us
This is the age of video violence
Up in the morning, drinking his coffee
Turns on the tv to some slasher movie
Cartoon-like women, tied up and sweaty
Painting and screaming, thank you, have a nice day
The currents rage, the dawns upon us
This is the age of video violence
The currents rage so deep inside us
This is the age of video violence
Na-na-na, na-na-na
Na-na-na, na-na-na
His heart is pounding he switches the channel
Looking for something other than rape or murder
Or beatings or torture but except for walt disney
Its a twisted alliance, this age of video violence
The currents rage, the dawns upon us
This is the age of video violence
The current rage so deep inside us
This is the age of video violence
Down at his job, his boss sits there screaming
If he loses his job, then life loses its meaning
His son is in high school, theres nothing hes learning
He sits by the tv, watching corvettes exploding, cause
The currents rage, the dawns upon us
This is the age of video violence
No age of reason landing upon us
This is the age of video violence
Na-na-na, na-na-na
Na-na-na, na-na-na
Down at a bar some woman is topless
Shes acned and scarred, her hair is a mess
While he shoves 5 dollars down her exotic panties
The video jukebox is, ah, playing madonna
While just down the block at some local theater
Theyre grabbing their crotches at the 13th beheading
As the dead rise to live, the live sink to die
The currents are deep and raging inside
The currents rage so deep inside us
This is the age of video violence
No age of reason is landing upon us
This is the age of video violence
Na-na-na, na-na-na
Na-na-na, na-na-na
Na-na-na, na-na-na
Na-na-na, na-na-na
Our good working stiff looks a whore in the eye
Ties her to a bed

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song performed by Lou Reed
Added by Lucian Velea
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Neuromancer

Age of destruction
Age of oblivion
Age of destruction
Age of oblivion
Discovered love,
In the rancid days of ruin
My bodys sweatin toxins,
Of my own demise
Only from space, can you see
How much earth is burning
Smokin out the innocense inside
The child
Its the age of destruction
In a world of corruption
Its the age of destruction
And they hand us oblivion
Neuromancer and Im trancing
Im the neuromancer--and Im trancing
Man wallows in his insatiable greed
More in the answer that sweats
From desparate palms
Turn on the lies, the secrets,
Of our desolation,
Or be smothered, by the red hot core
Its the age of destruction,
In a world of corruption
Its the age of destruction
And they hand us oblivion
The neuromancer and Im trancing
Im the neuromancer and Im trancing
Im the neuromancer--Im trancing
Trancing
Trancing
And Im trancing
Denied love in the age of ruin
Suicide toxins of my own demise
In cyberspace, you know how much
The earth aint learning
Smoking out the man, inside the child--yeah
Its the age of destruction
In a world of corruption
Its the age of destruction
And they hand us oblivion
The neuromancer and Im trancing
Im the neuromancer and Im trancing
Neuromancer--trancing
Neuromancer--trancing
Neuromancer--trancing
Neuromancer
Age of destruction

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song performed by Billy Idol
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The Four Ages of Man

1.1 Lo now! four other acts upon the stage,
1.2 Childhood, and Youth, the Manly, and Old-age.
1.3 The first: son unto Phlegm, grand-child to water,
1.4 Unstable, supple, moist, and cold's his Nature.
1.5 The second: frolic claims his pedigree;
1.6 From blood and air, for hot and moist is he.
1.7 The third of fire and choler is compos'd,
1.8 Vindicative, and quarrelsome dispos'd.
1.9 The last, of earth and heavy melancholy,
1.10 Solid, hating all lightness, and all folly.
1.11 Childhood was cloth'd in white, and given to show,
1.12 His spring was intermixed with some snow.
1.13 Upon his head a Garland Nature set:
1.14 Of Daisy, Primrose, and the Violet.
1.15 Such cold mean flowers (as these) blossom betime,
1.16 Before the Sun hath throughly warm'd the clime.
1.17 His hobby striding, did not ride, but run,
1.18 And in his hand an hour-glass new begun,
1.19 In dangers every moment of a fall,
1.20 And when 'tis broke, then ends his life and all.
1.21 But if he held till it have run its last,
1.22 Then may he live till threescore years or past.
1.23 Next, youth came up in gorgeous attire
1.24 (As that fond age, doth most of all desire),
1.25 His Suit of Crimson, and his Scarf of Green.
1.26 In's countenance, his pride quickly was seen.
1.27 Garland of Roses, Pinks, and Gillyflowers
1.28 Seemed to grow on's head (bedew'd with showers).
1.29 His face as fresh, as is Aurora fair,
1.30 When blushing first, she 'gins to red the Air.
1.31 No wooden horse, but one of metal try'd:
1.32 He seems to fly, or swim, and not to ride.
1.33 Then prancing on the Stage, about he wheels;
1.34 But as he went, death waited at his heels.
1.35 The next came up, in a more graver sort,
1.36 As one that cared for a good report.
1.37 His Sword by's side, and choler in his eyes,
1.38 But neither us'd (as yet) for he was wise,
1.39 Of Autumn fruits a basket on his arm,
1.40 His golden rod in's purse, which was his charm.
1.41 And last of all, to act upon this Stage,
1.42 Leaning upon his staff, comes up old age.
1.43 Under his arm a Sheaf of wheat he bore,
1.44 A Harvest of the best: what needs he more?
1.45 In's other hand a glass, ev'n almost run,
1.46 This writ about: This out, then I am done.
1.47 His hoary hairs and grave aspect made way,
1.48 And all gave ear to what he had to say.
1.49 These being met, each in his equipage
1.50 Intend to speak, according to their age,

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poem by Anne Bradstreet
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Be young at heart

BE YOUNG AT HEART

With age you will grow old with years that pass,
But clinging to your ideals you're young in class! .

With age your skin may see wrinkles;
With enthusiasm your soul tinkles! .

With age surging emotions may calm,
But vigour makes you youthful and is a balm!

With age you'd have had chequered life's path-main,
But the hope in heart, will in you, let peace reign! .

With age you may lose your appetite,
But with the joy of living you're filled right!

With age don't bow down with pessimism,
But set up aerials and catch waves of optimism!

With age you may not barge into adventure,
But fill much will in your very nature!

With age don't sag your spirits but hold it high,
And you with youth, will be ever nigh!

With age you're high in life's ladder's rung,
But with lure of Nature you'll be ever young!

With age don't worry and yourself blame,
But have an unfailing trust in life's game!

With age you've criss-crossed many a trouble,
But with your iron resolution you'll ne'er stumble!

With age there may be a tarnish in your appearance,
But your inner-self should radiate effulgence!

With age you acquire abundant wisdom,
And can promote youngsters to stardom!

With age you'll be rich with experience,
Which will offer help to the young in their séance!

With age when illnesses creep into the system,
Take care for remedial action and them stem!

Age will thus have no immediate call of Death's clarion,
And you'll die young as an octogenarian
or even a nonagenarian!

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poem by Chandra Thiagarajan
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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;

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poem by Thomas Hoccleve
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Berenice by edgar allan poe

MISERY is manifold. The wretchedness of earth is multiform. Overreaching the wide horizon as the rainbow, its hues are as various as the hues of that arch, -as distinct too, yet as intimately blended. Overreaching the wide horizon as the rainbow! How is it that from beauty I have derived a type of unloveliness? -from the covenant of peace a simile of sorrow? But as, in ethics, evil is a consequence of good, so, in fact, out of joy is sorrow born. Either the memory of past bliss is the anguish of to-day, or the agonies which are have their origin in the ecstasies which might have been.

My baptismal name is Egaeus; that of my family I will not mention. Yet there are no towers in the land more time-honored than my gloomy, gray, hereditary halls. Our line has been called a race of visionaries; and in many striking particulars -in the character of the family mansion -in the frescos of the chief saloon -in the tapestries of the dormitories -in the chiselling of some buttresses in the armory -but more especially in the gallery of antique paintings -in the fashion of the library chamber -and, lastly, in the very peculiar nature of the library's contents, there is more than sufficient evidence to warrant the belief.

The recollections of my earliest years are connected with that chamber, and with its volumes -of which latter I will say no more. Here died my mother. Herein was I born. But it is mere idleness to say that I had not lived before -that the soul has no previous existence. You deny it? -let us not argue the matter. Convinced myself, I seek not to convince. There is, however, a remembrance of aerial forms -of spiritual and meaning eyes -of sounds, musical yet sad -a remembrance which will not be excluded; a memory like a shadow, vague, variable, indefinite, unsteady; and like a shadow, too, in the impossibility of my getting rid of it while the sunlight of my reason shall exist.

In that chamber was I born. Thus awaking from the long night of what seemed, but was not, nonentity, at once into the very regions of fairy-land -into a palace of imagination -into the wild dominions of monastic thought and erudition -it is not singular that I gazed around me with a startled and ardent eye -that I loitered away my boyhood in books, and dissipated my youth in reverie; but it is singular that as years rolled away, and the noon of manhood found me still in the mansion of my fathers -it is wonderful what stagnation there fell upon the springs of my life -wonderful how total an inversion took place in the character of my commonest thought. The realities of the world affected me as visions, and as visions only, while the wild ideas of the land of dreams became, in turn, -not the material of my every-day existence-but in very deed that existence utterly and solely in itself.

Berenice and I were cousins, and we grew up together in my paternal halls. Yet differently we grew -I ill of health, and buried in gloom -she agile, graceful, and overflowing with energy; hers the ramble on the hill-side -mine the studies of the cloister -I living within my own heart, and addicted body and soul to the most intense and painful meditation -she roaming carelessly through life with no thought of the shadows in her path, or the silent flight of the raven-winged hours. Berenice! -I call upon her name -Berenice! -and from the gray ruins of memory a thousand tumultuous recollections are startled at the sound! Ah! vividly is her image before me now, as in the early days of her light-heartedness and joy! Oh! gorgeous yet fantastic beauty! Oh! sylph amid the shrubberies of Arnheim! -Oh! Naiad among its fountains! -and then -then all is mystery and terror, and a tale which should not be told. Disease -a fatal disease -fell like the simoom upon her frame, and, even while I gazed upon her, the spirit of change swept, over her, pervading her mind, her habits, and her character, and, in a manner the most subtle and terrible, disturbing even the identity of her person! Alas! the destroyer came and went, and the victim -where was she, I knew her not -or knew her no longer as Berenice.

Among the numerous train of maladies superinduced by that fatal and primary one which effected a revolution of so horrible a kind in the moral and physical being of my cousin, may be mentioned as the most distressing and obstinate in its nature, a species of epilepsy not unfrequently terminating in trance itself -trance very nearly resembling positive dissolution, and from which her manner of recovery was in most instances, startlingly abrupt. In the mean time my own disease -for I have been told that I should call it by no other appelation -my own disease, then, grew rapidly upon me, and assumed finally a monomaniac character of a novel and extraordinary form -hourly and momently gaining vigor -and at length obtaining over me the most incomprehensible ascendancy. This monomania, if I must so term it, consisted in a morbid irritability of those properties of the mind in metaphysical science termed the attentive. It is more than probable that I am not understood; but I fear, indeed, that it is in no manner possible to convey to the mind of the merely general reader, an adequate idea of that nervous intensity of interest with which, in my case, the powers of meditation (not to speak technically) busied and buried themselves, in the contemplation of even the most ordinary objects of the universe.

To muse for long unwearied hours with my attention riveted to some frivolous device on the margin, or in the topography of a book; to become absorbed for the better part of a summer's day, in a quaint shadow falling aslant upon the tapestry, or upon the door; to lose myself for an entire night in watching the steady flame of a lamp, or the embers of a fire; to dream away whole days over the perfume of a flower; to repeat monotonously some common word, until the sound, by dint of frequent repetition, ceased to convey any idea whatever to the mind; to lose all sense of motion or physical existence, by means of absolute bodily quiescence long and obstinately persevered in; -such were a few of the most common and least pernicious vagaries induced by a condition of the mental faculties, not, indeed, altogether unparalleled, but certainly bidding defiance to anything like analysis or explanation.

Yet let me not be misapprehended. -The undue, earnest, and morbid attention thus excited by objects in their own nature frivolous, must not be confounded in character with that ruminating propensity common to all mankind, and more especially indulged in by persons of ardent imagination. It was not even, as might be at first supposed, an extreme condition or exaggeration of such propensity, but primarily and essentially distinct and different. In the one instance, the dreamer, or enthusiast, being interested by an object usually not frivolous, imperceptibly loses sight of this object in a wilderness of deductions and suggestions issuing therefrom, until, at the conclusion of a day dream often replete with luxury, he finds the incitamentum or first cause of his musings entirely vanished and forgotten. In my case the primary object was invariably frivolous, although assuming, through the medium of my distempered vision, a refracted and unreal importance. Few deductions, if any, were made; and those few pertinaciously returning in upon the original object as a centre. The meditations were never pleasurable; and, at the termination of the reverie, the first cause, so far from being out of sight, had attained that supernaturally exaggerated interest which was the prevailing feature of the disease. In a word, the powers of mind more particularly exercised were, with me, as I have said before, the attentive, and are, with the day-dreamer, the speculative.

My books, at this epoch, if they did not actually serve to irritate the disorder, partook, it will be perceived, largely, in their imaginative and inconsequential nature, of the characteristic qualities of the disorder itself. I well remember, among others, the treatise of the noble Italian Coelius Secundus Curio 'de Amplitudine Beati Regni dei'; St. Austin's great work, the 'City of God'; and Tertullian 'de Carne Christi, ' in which the paradoxical sentence 'Mortuus est Dei filius; credible est quia ineptum est: et sepultus resurrexit; certum est quia impossibile est' occupied my undivided time, for many weeks of laborious and fruitless investigation.

Thus it will appear that, shaken from its balance only by trivial things, my reason bore resemblance to that ocean-crag spoken of by Ptolemy Hephestion, which steadily resisting the attacks of human violence, and the fiercer fury of the waters and the winds, trembled only to the touch of the flower called Asphodel. And although, to a careless thinker, it might appear a matter beyond doubt, that the alteration produced by her unhappy malady, in the moral condition of Berenice, would afford me many objects for the exercise of that intense and abnormal meditation whose nature I have been at some trouble in explaining, yet such was not in any degree the case. In the lucid intervals of my infirmity, her calamity, indeed, gave me pain, and, taking deeply to heart that total wreck of her fair and gentle life, I did not fall to ponder frequently and bitterly upon the wonder-working means by which so strange a revolution had been so suddenly brought to pass. But these reflections partook not of the idiosyncrasy of my disease, and were such as would have occurred, under similar circumstances, to the ordinary mass of mankind. True to its own character, my disorder revelled in the less important but more startling changes wrought in the physical frame of Berenice -in the singular and most appalling distortion of her personal identity.

During the brightest days of her unparalleled beauty, most surely I had never loved her. In the strange anomaly of my existence, feelings with me, had never been of the heart, and my passions always were of the mind. Through the gray of the early morning -among the trellised shadows of the forest at noonday -and in the silence of my library at night, she had flitted by my eyes, and I had seen her -not as the living and breathing Berenice, but as the Berenice of a dream -not as a being of the earth, earthy, but as the abstraction of such a being-not as a thing to admire, but to analyze -not as an object of love, but as the theme of the most abstruse although desultory speculation. And now -now I shuddered in her presence, and grew pale at her approach; yet bitterly lamenting her fallen and desolate condition, I called to mind that she had loved me long, and, in an evil moment, I spoke to her of marriage.

And at length the period of our nuptials was approaching, when, upon an afternoon in the winter of the year, -one of those unseasonably warm, calm, and misty days which are the nurse of the beautiful Halcyon*, -I sat, (and sat, as I thought, alone,) in the inner apartment of the library. But uplifting my eyes I saw that Berenice stood before me.

*For as Jove, during the winter season, gives twice seven days of warmth, men have called this clement and temperate time the nurse of the beautiful Halcyon -Simonides.

Was it my own excited imagination -or the misty influence of the atmosphere -or the uncertain twilight of the chamber -or the gray draperies which fell around her figure -that caused in it so vacillating and indistinct an outline? I could not tell. She spoke no word, I -not for worlds could I have uttered a syllable. An icy chill ran through my frame; a sense of insufferable anxiety oppressed me; a consuming curiosity pervaded my soul; and sinking back upon the chair, I remained for some time breathless and motionless, with my eyes riveted upon her person. Alas! its emaciation was excessive, and not one vestige of the former being, lurked in any single line of the contour. My burning glances at length fell upon the face.

The forehead was high, and very pale, and singularly placid; and the once jetty hair fell partially over it, and overshadowed the hollow temples with innumerable ringlets now of a vivid yellow, and Jarring discordantly, in their fantastic character, with the reigning melancholy of the countenance. The eyes were lifeless, and lustreless, and seemingly pupil-less, and I shrank involuntarily from their glassy stare to the contemplation of the thin and shrunken lips. They parted; and in a smile of peculiar meaning, the teeth of the changed Berenice disclosed themselves slowly to my view. Would to God that I had never beheld them, or that, having done so, I had died!

The shutting of a door disturbed me, and, looking up, I found that my cousin had departed from the chamber. But from the disordered chamber of my brain, had not, alas! departed, and would not be driven away, the white and ghastly spectrum of the teeth. Not a speck on their surface -not a shade on their enamel -not an indenture in their edges -but what that period of her smile had sufficed to brand in upon my memory. I saw them now even more unequivocally than I beheld them then. The teeth! -the teeth! -they were here, and there, and everywhere, and visibly and palpably before me; long, narrow, and excessively white, with the pale lips writhing about them, as in the very moment of their first terrible development. Then came the full fury of my monomania, and I struggled in vain against its strange and irresistible influence. In the multiplied objects of the external world I had no thoughts but for the teeth. For these I longed with a phrenzied desire. All other matters and all different interests became absorbed in their single contemplation. They -they alone were present to the mental eye, and they, in their sole individuality, became the essence of my mental life. I held them in every light. I turned them in every attitude. I surveyed their characteristics. I dwelt upon their peculiarities. I pondered upon their conformation. I mused upon the alteration in their nature. I shuddered as I assigned to them in imagination a sensitive and sentient power, and even when unassisted by the lips, a capability of moral expression. Of Mad'selle Salle it has been well said, 'que tous ses pas etaient des sentiments, ' and of Berenice I more seriously believed que toutes ses dents etaient des idees. Des idees! -ah here was the idiotic thought that destroyed me! Des idees! -ah therefore it was that I coveted them so madly! I felt that their possession could alone ever restore me to peace, in giving me back to reason.

And the evening closed in upon me thus-and then the darkness came, and tarried, and went -and the day again dawned -and the mists of a second night were now gathering around -and still I sat motionless in that solitary room; and still I sat buried in meditation, and still the phantasma of the teeth maintained its terrible ascendancy as, with the most vivid hideous distinctness, it floated about amid the changing lights and shadows of the chamber. At length there broke in upon my dreams a cry as of horror and dismay; and thereunto, after a pause, succeeded the sound of troubled voices, intermingled with many low moanings of sorrow, or of pain. I arose from my seat and, throwing open one of the doors of the library, saw standing out in the antechamber a servant maiden, all in tears, who told me that Berenice was -no more. She had been seized with epilepsy in the early morning, and now, at the closing in of the night, the grave was ready for its tenant, and all the preparations for the burial were completed.

I found myself sitting in the library, and again sitting there alone. It seemed that I had newly awakened from a confused and exciting dream. I knew that it was now midnight, and I was well aware that since the setting of the sun Berenice had been interred. But of that dreary period which intervened I had no positive -at least no definite comprehension. Yet its memory was replete with horror -horror more horrible from being vague, and terror more terrible from ambiguity. It was a fearful page in the record my existence, written all over with dim, and hideous, and unintelligible recollections. I strived to decypher them, but in vain; while ever and anon, like the spirit of a departed sound, the shrill and piercing shriek of a female voice seemed to be ringing in my ears. I had done a deed -what was it? I asked myself the question aloud, and the whispering echoes of the chamber answered me, 'what was it? '

On the table beside me burned a lamp, and near it lay a little box. It was of no remarkable character, and I had seen it frequently before, for it was the property of the family physician; but how came it there, upon my table, and why did I shudder in regarding it? These things were in no manner to be accounted for, and my eyes at length dropped to the open pages of a book, and to a sentence underscored therein. The words were the singular but simple ones of the poet Ebn Zaiat, 'Dicebant mihi sodales si sepulchrum amicae visitarem, curas meas aliquantulum fore levatas.' Why then, as I perused them, did the hairs of my head erect themselves on end, and the blood of my body become congealed within my veins?

There came a light tap at the library door, and pale as the tenant of a tomb, a menial entered upon tiptoe. His looks were wild with terror, and he spoke to me in a voice tremulous, husky, and very low. What said he? -some broken sentences I heard. He told of a wild cry disturbing the silence of the night -of the gathering together of the household-of a search in the direction of the sound; -and then his tones grew thrillingly distinct as he whispered me of a violated grave -of a disfigured body enshrouded, yet still breathing, still palpitating, still alive!

He pointed to garments; -they were muddy and clotted with gore. I spoke not, and he took me gently by the hand; -it was indented with the impress of human nails. He directed my attention to some object against the wall; -I looked at it for some minutes; -it was a spade. With a shriek I bounded to the table, and grasped the box that lay upon it. But I could not force it open; and in my tremor it slipped from my hands, and fell heavily, and burst into pieces; and from it, with a rattling sound, there rolled out some instruments of dental surgery, intermingled with thirty-two small, white and ivory-looking substances that were scattered to and fro about the floor.

poem by Erie Morganmaples
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Age

Are you in your sixties?
Common don't be rigid
Don't make age make you livid
Age can be flawless and lawless

Age is just a number
In any particular order
We may count our experiences
But they will not always match up

Age is a blast
For some memories hold fast
For others memories fade fast
And there is never an age that will last

Are you in your forties?
Common don't be frigid
The numbers come and go with a rapid pace
Slowly we must accept to grow old with grace

Age is just a digit
In youth, age we inherit
With old age one needs a permit
And both lives are usually of high merit

Are you in your teens?
How splendid!
That life moves rapid
Life could easily become valid or invalid

Age is an abstract
You can minus, add or subtract
But our ups and downs don't always add up
Age can take you to the top or make you complete flop

Age is just a figure
That in every passing moment we must endure
It is symbol of life!
That bites into the veins of society like a knife

Ignore all, ignore all
For age smiles upon us a simple joke
Sleeping on our skins as it pokes and pokes
Age is just a disguise and a harmless quote

Copyright 2012 - Sylvia Lovina Chidi

poem by Sylvia Chidi
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Fifth Book

AURORA LEIGH, be humble. Shall I hope
To speak my poems in mysterious tune
With man and nature,–with the lava-lymph
That trickles from successive galaxies
Still drop by drop adown the finger of God,
In still new worlds?–with summer-days in this,
That scarce dare breathe, they are so beautiful?–
With spring's delicious trouble in the ground
Tormented by the quickened blood of roots.
And softly pricked by golden crocus-sheaves
In token of the harvest-time of flowers?–
With winters and with autumns,–and beyond,
With the human heart's large seasons,–when it hopes
And fears, joys, grieves, and loves?–with all that strain
Of sexual passion, which devours the flesh
In a sacrament of souls? with mother's breasts,
Which, round the new made creatures hanging there,
Throb luminous and harmonious like pure spheres?–
With multitudinous life, and finally
With the great out-goings of ecstatic souls,
Who, in a rush of too long prisoned flame,
Their radiant faces upward, burn away
This dark of the body, issuing on a world
Beyond our mortal?–can I speak my verse
So plainly in tune to these things and the rest,
That men shall feel it catch them on the quick,
As having the same warrant over them
To hold and move them, if they will or no,
Alike imperious as the primal rhythm
Of that theurgic nature? I must fail,
Who fail at the beginning to hold and move
One man,–and he my cousin, and he my friend,
And he born tender, made intelligent,
Inclined to ponder the precipitous sides
Of difficult questions; yet, obtuse to me,–
Of me, incurious! likes me very well,
And wishes me a paradise of good,
Good looks, good means, and good digestion!–ay,
But otherwise evades me, puts me off
With kindness, with a tolerant gentleness,–
Too light a book for a grave man's reading! Go,
Aurora Leigh: be humble.
There it is;
We women are too apt to look to one,
Which proves a certain impotence in art.
We strain our natures at doing something great,
Far less because it's something great to do,
Than, haply, that we, so, commend ourselves
As being not small, and more appreciable
To some one friend. We must have mediators

[...] Read more

poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
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Voices Of Freedom

The currents rage deep inside us
this is the age of Video Violence
The currents rage so deep inside us
this is the age of Video Violence
Up in the morning drinking his coffee
turns on the TV to some slasher movie
Cartoon-like women, tied up and sweaty
painting and screaming, thank you, have a nice day
the currents rage, the dawn's upon us
this is the age of Video Violence
The currents rage so deep inside us
this is the age of Video Violence
Na Na Na Na Na Na
Na Na Na Na Na Na
His heart is pounding he switches the channel
looking for something, other than rape or murder
Or beatings or torture, but except for Walt Disney
it's a twisted alliance, this age of Video Violence
The currents rage, the dawn's upon us
this is the age of Video Violence
The current rage so deep inside us
this is the age of Video Violence
Down at his job his boss sits there screaming
if he loses his job, life looses its meaning
His son is in high school, there's nothing he's learning
he sits by the TV, watching Corvettes exploding, 'cause
The currents rage, the dawn's upon us
this is the age of Video Violence
No age of reason landing upon us
this is the age of Video Violence
Na Na Na Na Na Na
Na Na Na Na Na Na
Down at a bar some woman is topless
she's acned and scarred, her hair is a mess
While he shoves $5 down her exotic panties
the video jukebox is playing Madonna
While just down the block at some local theater
they're grabbing their crotches at the 13th beheading
As the dead rise to live, the live sink to die
the currents are deep and raging inside
The currents rage so deep inside us
this is the age of Video Violence
No age of reason is landing upon us
this is

song performed by Lou Reed
Added by Lucian Velea
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Computer Age

Cars and trucks
Fly by me on the corner
But Im all right
Standin proud before the signal
When I see the light
I know Im more than just a number.
And I stand before you
Or else we just dont see the other
Computer age computer age
Computer age.
Bikes and vans
Fly by me on the desert
But Im all right
Standing out here in the hot sun
When I see the light
I feel like more than just a number
And I stand before you
Or else we just dont see the other
Computer age computer age
Computer age.
Precious metal lines
Molded into highways
Running through me
So microscopically
Days and nights
Weeks and months and seasons
Rolling through me
So chronologically.
Computer age computer age
Computer age.
I need you
To let me know that theres a heartbeat
Let it pound and pound
And Ill be flying like a free bird
And you need me
Like ugly needs a mirror
And day by day
This horizons getting clearer
Computer age computer age
Computer age.

song performed by Neil Young
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When I Was Your Age

Let me tell you sonny... let me tell you straight
You kids today aint never had it tough
Always had everything handed to you on a silver plate
You lazy brats think nothings good enough
Well, nobody ever drove me to school when it was ninety degrees below
We had to walk buck naked through forty miles of snow
Worked in the coal mines twenty two hours a day for just half a cent
Had to sell me internal organs just to pay the rent
When I was your age. when I was your age
When I was your age. when I was your age
Let me tell you something, you whiny little snot
Theres something wrong with all you kids today
You just dont appreciate all the things youve got
We were hungry, broken and miserable and we liked it fine that way
There were seventy three of us living in a cardboard box
All I got for christmas was a lousy bag of rocks
Every night for dinner, we had a big ol chunk of dirt
If we were really good, we didnt get dessert
When I was your age. when I was your age
When I was your age. when I was your age
Didnt have no telephone, didnt have no fax machine
All we had was a couple cans and a crummy piece of string
Didnt have no swimming pool when I was just a lad
Our neighbors mseptic tank was the closest thing we had
Didnt have no dental floss, had to use old rusty nails
Didnt have nintendo, we just poured salt on snails
Didnt have no water bed, had to sleep on broken glass
Didnt have no lawnmower, we used our teeth to cut the grass
Whats the matter now, sonny, you say you dont believe this junk?
You think my storys wearin kinda thin?
I tell you one thing, I never was such a disrespectful punk
Back in my time, we had a thing called discipline
Dad would whoop us every night till a quarter after twelve
Then hed get too tired and hed make us whoop ourselves
Then hed chop me into pieces and play frisbee with my brain
And let me tell ya, junior, you never heard me complain
When I was your age. when I was your age
When I was your age. when I was your age

song performed by Weird Al Yankovic
Added by Lucian Velea
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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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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,

[...] Read more

poem by Alexander Pope
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Tirocinium; or, a Review of Schools

It is not from his form, in which we trace
Strength join'd with beauty, dignity with grace,
That man, the master of this globe, derives
His right of empire over all that lives.
That form, indeed, the associate of a mind
Vast in its powers, ethereal in its kind,
That form, the labour of Almighty skill,
Framed for the service of a freeborn will,
Asserts precedence, and bespeaks control,
But borrows all its grandeur from the soul.
Hers is the state, the splendour, and the throne,
An intellectual kingdom, all her own.
For her the memory fills her ample page
With truths pour’d down from every distant age;
For her amasses an unbounded store,
The wisdom of great nations, now no more;
Though laden, not encumber’d with her spoil;
Laborious, yet unconscious of her toil;
When copiously supplied, then most enlarged;
Still to be fed, and not to be surcharged.
For her the Fancy, roving unconfined,
The present muse of every pensive mind,
Works magic wonders, adds a brighter hue
To Nature’s scenes than Nature ever knew.
At her command winds rise and waters roar,
Again she lays them slumbering on the shore;
With flower and fruit the wilderness supplies,
Or bids the rocks in ruder pomp arise.
For her the Judgment, umpire in the strife
That Grace and Nature have to wage through life,
Quick-sighted arbiter of good and ill,
Appointed sage preceptor to the Will,
Condemns, approves, and, with a faithful voice,
Guides the decision of a doubtful choice.
Why did the fiat of a God give birth
To yon fair Sun and his attendant Earth?
And, when descending he resigns the skies,
Why takes the gentler Moon her turn to rise,
Whom Ocean feels through all his countless waves,
And owns her power on every shore he laves?
Why do the seasons still enrich the year,
Fruitful and young as in their first career?
Spring hangs her infant blossoms on the trees,
Rock’d in the cradle of the western breeze:
Summer in haste the thriving charge receives
Beneath the shade of her expanded leaves,
Till Autumn’s fiercer heats and plenteous dews
Dye them at last in all their glowing hues.—
‘Twere wild profusion all, and bootless waste,
Power misemploy’d, munificence misplaced,

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poem by William Cowper
Added by Poetry Lover
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