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My career has been 65% virgin and 35% whore. I've refused roles many times because I'd have to lose my integrity, my dreams of doing something worthwhile with regard to character. That's the virgin part of me.

quote by Rod Steiger
Added by Veronica Serbanoiu
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The DirtyWhore

The Dirty Whore
Whore whore whore the dirty little whore
With her heavy hips and juicy lips
She is bound by her pimp who gives her, her daily dose
Crack Coke heroine or lsd
In them she her emotions pores
Whore whore whore the dirty little whore
As she tickles your dick and gives you new kicks
Biting down your balls to take it all
She massages your chest as she bears her breasts
Coming close yet staying a far
As her panties she removes to make new moves
Saddeling up your prick up and down she rolls
Whore whore whore the dirty little whore
Her job is tough her beat is rough
Pimps and pushers her companions at night
She dines with gangsters and cops alike
Getting paid well and getting beaten at times
Taking pills to giving new thrills
Whore whore whore the dirty little whore
Either at street corners, in bazaar's or mandi's
My friends you are bound to meet this raandi
500 for a blow 5000 for a shag
She even carries rubbers in her bag
To please you is her job
But you of your morality she will rob
Beware of the whore the dirty little whore

poem by Anuj Tikku
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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

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poem by Innocent Masina Nkhonyo
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What Part Of Life Are You Living

What part of life are you living.
What part of life are you living to give?
What part of life are you giving to live.
What part of life are you giving.
What part of life are you living.

And what part of life are you living.
What part of life are you living to give?
What part of life are you giving to live.
What part of life are you giving.
What part of life are you living.

What part of life is a drive by.
What part of life is a downslide.
What part of life are you living.
What part of life are you living to give?
What part of life is a drive by.
What part of life is a downslide.

And what part of life are you living.
What part of life are you living to give?
What part of life are you giving to live.
What part of life are you giving.
What part of life are you living.

What part of life is a drive by.
What part of life is a downslide.
What part of life are you living to give?
What part of life are you willing to live.

What part of life is a drive by.
What part of life is a downslide.
What part of life are you living to give?
What part of life are you willing to live.

What part of life are you living.
What part of life are you living to give?
What part of life are you giving to live.
What part of life are you giving.
What part of life are you living.

What part of life is a drive by.
What part of life is a downslide.
What part of life are you living to give?
What part of life are you willing to live.
What part of life is a downslide.
What part of life is a drive by.
And...
What part of life are you living.
What part of life are you living to give?

[...] Read more

poem by Lawrence S. Pertillar
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You Can't Lose At Love (Crush Demo)

You can lose at cards
You can lose your keys
You can lose the house or lose the lease
You can lose your car, you can lose the race
You can lose your mind or lose your faith
Take a look around and hear what I've gotta say
You can't lose at love
No, you can't lose at love
You can't lose at love
You can't lose at love
Chose anything you can dream of
No, you can't lose at love
We could lose the plot
Or we could lose our way
But I ain't going to lose
These ain't good games we're playing
Let me make you an offer too good to refuse
No, you can't lose at love
No, you can't lose at love
You can't lose at love
You can't lose at love
Chose anything you can dream of
But you can't lose at love
Now we just might roll a seven, these ain't loaded dice
We'll never get to heaven from this driveway tonight
You've heard a million promises that's never come through
Baby I'm telling you we're due
You can't lose at love
You can't lose at love
Chose anything you can dream of
But baby, you can't lose at love
Take a chance on me
Cause you can't lose at love
Take a chance on me
No, you can't lose at love
Take a chance on me
You can't lose at love
No, you can't lose at love
You can't lose at love
You can't lose
You can't lose

song performed by Bon Jovi
Added by Lucian Velea
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Nothin To Lose

Before I had a baby
I didnt care anyway
I thought about the back door
I didnt know what to say
But once I got a baby
I, I tried every way
She didnt wanna do it
But she did anyway
But baby please dont refuse
You know you got nothin to lose
You got nothin to lose
You got, got nothin to lose, well nothin
You got, got nothin to lose, yeah baby
You got, got nothin to lose
You got, got nothin to lose, you g-g-g-g-got nothin
You got, got nothin to lose, well come on mama
You got, got nothin to lose, yeah shake your
You got, got
You got, you got, you got nothin to lose
So now Ive got a baby
And weve tried every way
You know she wants to do it
And she does anyway
But baby please dont refuse
You know you got nothin to lose
You got nothin to lose
You got, got nothin to lose, yeah baby
You got, got nothin to lose, yeah
You got, got nothin to lose, you feel so good
You got, got nothin to lose, well come on mama
You got, got nothin to lose, ch-ch-ch-ch-ch-ch yeah
You got, got nothin to lose, well come on
You got, got
You got, you got you, got nothin to lose
You got, got nothin to lose
You got, got nothin to lose, ooh baby
You got, got nothin to lose, yeah
You got, got nothin to lose, yeah
You got, got nothin to lose, oh you g-g-got, baby
You got, got nothin to lose, shake it honey
You got, got nothin to lose, oh you know youre a sweet thing
You got, got nothin to lose, oh really mama
You got, got nothin to lose, yeah you really can move it
You got, got nothin to lose, oh you g-g-got nothin
You got, got nothin to lose,
Yeah shake it, shake it, shake it, shake it
You got, got nothin to lose
You got, got nothin to lose
You got, got

song performed by Kiss
Added by Lucian Velea
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The House Of Dust: Complete

I.

The sun goes down in a cold pale flare of light.
The trees grow dark: the shadows lean to the east:
And lights wink out through the windows, one by one.
A clamor of frosty sirens mourns at the night.
Pale slate-grey clouds whirl up from the sunken sun.

And the wandering one, the inquisitive dreamer of dreams,
The eternal asker of answers, stands in the street,
And lifts his palms for the first cold ghost of rain.
The purple lights leap down the hill before him.
The gorgeous night has begun again.

'I will ask them all, I will ask them all their dreams,
I will hold my light above them and seek their faces.
I will hear them whisper, invisible in their veins . . .'
The eternal asker of answers becomes as the darkness,
Or as a wind blown over a myriad forest,
Or as the numberless voices of long-drawn rains.

We hear him and take him among us, like a wind of music,
Like the ghost of a music we have somewhere heard;
We crowd through the streets in a dazzle of pallid lamplight,
We pour in a sinister wave, ascend a stair,
With laughter and cry, and word upon murmured word;
We flow, we descend, we turn . . . and the eternal dreamer
Moves among us like light, like evening air . . .

Good-night! Good-night! Good-night! We go our ways,
The rain runs over the pavement before our feet,
The cold rain falls, the rain sings.
We walk, we run, we ride. We turn our faces
To what the eternal evening brings.

Our hands are hot and raw with the stones we have laid,
We have built a tower of stone high into the sky,
We have built a city of towers.

Our hands are light, they are singing with emptiness.
Our souls are light; they have shaken a burden of hours . . .
What did we build it for? Was it all a dream? . . .
Ghostly above us in lamplight the towers gleam . . .
And after a while they will fall to dust and rain;
Or else we will tear them down with impatient hands;
And hew rock out of the earth, and build them again.

II.

[...] Read more

poem by Conrad Potter Aiken
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You Can't Lose Me

Oooh
Yeah yeah
You can't lose me
You can lose your faith in loving
You can lose the will to trust, you'll see
You can't lose me
You can lose control let loose your senses
Lose your strength lose your defenses
You'll see, you'll see, you'll see
You can't lose me
You can't lose me cause I'm not leaving
You can't lose me cause I won't go
I'm gonna be there like a shadow you won't ever be alone
I'll be the sun that shines above you
All around you everywhere
I'll be there
You can lose your way, lose your possessions
Lose your mind and lose direction
You'll see, you'll see, you'll see
You can't lose me
You can't lose me cause I'm not leaving
You can't lose me cause I won't go
I'm gonna be there like a shadow you won't ever be alone
I'll be the sun that shines upon you
All around you everywhere
I'll be there
You can lose your way, lose your possessions
Lose your mind and lose direction
You'll see, you'll see, you'll see
You can't lose me
You can lose your faith
You can lose your way
I'm gonna be there
This will never change
No no no no no
You can't lose me
You can lose your faith
You can lose your way
I'm gonna be there
This will never change
Oh yeah
You can't lose me...lose me

song performed by O-town
Added by Lucian Velea
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Dont Lose Your Head

Words and music by roger taylor
Dont lose your head
Dont lose your head
Dont lose your head
Dont lose your head
No dont lose you head
Dont lose you head
Hear what I say
Dont lose your way - yeah
Remember loves stronger remember love walks tall
Dont lose your heart
Dont lose your heart
No dont lose your heart
Dont lose your heart
Hear what I say
Hear what I say - yeah
Dont lose your way
Dont lose your way - yeah
Remember loves stronger remember love walks through
Walls
Dont drink and drive my car
Dont get breathalised
Dont lose your head
If you make it to the top and you wanna stay alive
Dont lose your head
Dont lose your head
Dont lose your head
Dont lose your head
No dont lose your head
Dont lose your head
Hear what I say
Hear what I say - yeah
Dont lose your way
Hey dont lose your way
Remember loves stronger remember love conquers all
Dont lose your head
Dont lose your head
Dont lose your head
Dont lose your head
Dont lose your head
Dont lose your head

song performed by Queen
Added by Lucian Velea
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You Make It All Worthwhile

He arrives home. he fumbles in his
Pockets for his keys but there is no
Need. andrea is waiting to greet him
With open arms.
Wife:
Hello love. you look all worn out!
Let me take your brief case. thats a
Good boy. now you come and sit down
Ouer here and relax and Ill make you
A nice cuppa tea. then well have
Dinner and we can sit and watch the
Tele. by the way dear, howd you get
On at the office.
You make it all worthwhile
I mustnt stay in this job too long
I gotta get out before the hold is too strong
Gotta get out before my ambition is gone
cos its breaking me up and bringing me down.
But when I get home you make it all worthwhile,
You make me laugh and you make me smile
And after a hard day sorting out the files
You make it all worthwhile.
Wife:
Oh, Ive just remembered weve only got shepherds pie,
Do you like it?
Star:
No, I hate it.
Wife:
Hate it? but you see norman loves it so much and you did ask me to
Act normally, didnt you. I mean I cant cope with all that
Fancy stuff you like to eat.
Star:
Alright, Ill eat it and afterwards, Ill write a whole verse about
Your cooking.
You mustnt blame yourself like you do,
Its gonna make a nervous wreck out of you,
So wipe your nose and dry your eyes,
Whats the point of cracking up all because of shepherds pie?
Baby, you never know what Ive been through.
I break my back and sweat and slave
To bring some money home to you.
Baby, you wont believe it but its true
What a boring occupation can do,
It can make a nervous wreck out of you,
It can kill your spirit and destroy your mind.
But when I get home you make it all worthwhile.
You make me laugh and you make me smile
And after a hard day sorting out the files
You make it all worthwhile.
Wife:

[...] Read more

song performed by Kinks
Added by Lucian Velea
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VIII. Dominus Hyacinthus de Archangelis, Pauperum Procurator

Ah, my Giacinto, he's no ruddy rogue,
Is not Cinone? What, to-day we're eight?
Seven and one's eight, I hope, old curly-pate!
—Branches me out his verb-tree on the slate,
Amo-as-avi-atum-are-ans,
Up to -aturus, person, tense, and mood,
Quies me cum subjunctivo (I could cry)
And chews Corderius with his morning crust!
Look eight years onward, and he's perched, he's perched
Dapper and deft on stool beside this chair,
Cinozzo, Cinoncello, who but he?
—Trying his milk-teeth on some crusty case
Like this, papa shall triturate full soon
To smooth Papinianian pulp!

It trots
Already through my head, though noon be now,
Does supper-time and what belongs to eve.
Dispose, O Don, o' the day, first work then play!
—The proverb bids. And "then" means, won't we hold
Our little yearly lovesome frolic feast,
Cinuolo's birth-night, Cinicello's own,
That makes gruff January grin perforce!
For too contagious grows the mirth, the warmth
Escaping from so many hearts at once—
When the good wife, buxom and bonny yet,
Jokes the hale grandsire,—such are just the sort
To go off suddenly,—he who hides the key
O' the box beneath his pillow every night,—
Which box may hold a parchment (someone thinks)
Will show a scribbled something like a name
"Cinino, Ciniccino," near the end,
"To whom I give and I bequeath my lands,
"Estates, tenements, hereditaments,
"When I decease as honest grandsire ought."
Wherefore—yet this one time again perhaps—
Shan't my Orvieto fuddle his old nose!
Then, uncles, one or the other, well i' the world,
May—drop in, merely?—trudge through rain and wind,
Rather! The smell-feasts rouse them at the hint
There's cookery in a certain dwelling-place!
Gossips, too, each with keepsake in his poke,
Will pick the way, thrid lane by lantern-light,
And so find door, put galligaskin off
At entry of a decent domicile
Cornered in snug Condotti,—all for love,
All to crush cup with Cinucciatolo!

Well,
Let others climb the heights o' the court, the camp!

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Madonna Whore

What are you thinking when you're looking at me
What can you tell me of reality?
I'm only woman... not just a Fantasy
and the flesh and blood is warmer than some color transparency
Every woman's a Madonna; every woman's a whore
You can try to reduce me but I'm so much more
I don't want to be your mother; won't be shoved in a drawer
cause every woman's a Madonna, every woman's a whore, that's right
What are you thinking when you push me away
Was it some promise in your youth you made?
Holding out for something or hoping to be saved
Does it make you feel power or are you just afraid of me?
Every woman's a Madonna; every woman's a whore
You can try to reduce me but I'm so much more
I don't want to be your mother; won't be shoved in a drawer
cause every woman's a Madonna, every woman's a whore, that's right
I don't know
if you say so
got so many do's and don'ts my head is spinning
Hey Romeo, j-j-j-just let get go
maybe everything could use a little sinning
Every woman's a Madonna; every woman's a whore
You can try and reduce me but I'm so much more
I don't want to be your mother; won't be shoved in a drawer
cause every woman's a Madonna, every woman's a whore
Every woman's a Madonna; every woman's a whore
You can try and reduce me but I'm so much more
I don't want to be your mother; won't be shoved in a drawer
cause every woman's a Madonna, every woman's a whore, that's right
You can try to reduce me but I'm so much more
I don't want to be your mother; won't be shoved in a drawer
cause every woman's a Madonna, every woman's a whore, that's right

song performed by Cyndi Lauper
Added by Lucian Velea
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Whore! ! !

Whore! ! !
Man meets woman she was working the night
Man falls in love boy she had him in her sight
Man says the Thunderbolt struck, she uses it to take all his might

Whore! ! !
Man makes so many mistakes including divorcing his wife
Man gives woman EVERYTHING his body, his soul, his life
Man leaves all that he knows behind in just two weeks with the woman, only now he feels the knife

Whore! ! !
Man provides and protects the woman taking all her cares away
Man completely changes his life thinking that God blessed him that day
Man shuts out all his friends to make more time only for her, all he wants is for her to stay

Whore! ! !
Man is stunned and shocked when the woman won't defend
Man knows this is the issue and he will no longer pretend
Man sees the woman for who she really was and knows he cannot mend

Whore! ! !
Man is torn, twisted like a knife in his throat and he can't breathe
Man knows woman has done this before but yet he still doesn't want her to leave
Man begs, pleads, bears his soul, loves her with every fiber of his being and still will believe

Whore! ! !
Man learns even more about the woman and cannot believe what he hears
Man is told woman just did it with another poor sap, now he realizes his fears
Man knows now there's no honesty or loyalty with the woman, says no more years

Whore! ! !
Man thinks this whole love thing is just a bunch of bunk
Man now knows this woman was and is a Whore! , but he's strong and refuses to be in a funk
Man is done with the Whore! , and all the girls are back on me, yeah they love doing the dunk

poem by Don Dama
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Appels Oranjes

what if the sun refused to shine?
what if the clouds refused to rain?
what if the wind refused to blow?
what if the seas refused to wave?
what if the world refused to turn?
what if the stars would hesitate?
what if, what is isn't true?
what are you going to do?
what if, what is isn't you?
does that mean you've got to lose?
digging for the feel of something new
what if the silence let you dream?
what if the air could let you breathe?
what if the words would bring you here?
what if this sound could bring you peace?
what if, what is isn't true?
what are you going to do?
digging for the feel of something new
what if, what is isn't you?
does that mean you've got to lose?
it came from your thoughts, your dreams and visions
ripped up from your weeks and indecisions
what if the sun refused to shine?
what if the clouds refused to rain?
what if the world refused to turn?
what if the clocks would hesitate?
what if, what is isn't true?
what are you going to do?
what if, what is isn't you?
does that mean you've got to lose?
digging for the feel of something new
does that mean you've got to choose?
the feel of something new
does that mean you've got to lose?
the thoughts you cannot lose
what are you gonna do?

song performed by Smashing Pumpkins
Added by Lucian Velea
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Paradise Lost: Book X

Thus they in lowliest plight repentant stood
Praying, for from the Mercie-seat above
Prevenient Grace descending had remov'd
The stonie from thir hearts, and made new flesh
Regenerat grow instead, that sighs now breath'd
Unutterable, which the Spirit of prayer
Inspir'd, and wing'd for Heav'n with speedier flight
Then loudest Oratorie: yet thir port
Not of mean suiters, nor important less
Seem'd thir Petition, then when th' ancient Pair
In Fables old, less ancient yet then these,
Deucalion and chaste Pyrrha to restore
The Race of Mankind drownd, before the Shrine
Of Themis stood devout. To Heav'n thir prayers
Flew up, nor missed the way, by envious windes
Blow'n vagabond or frustrate: in they passd
Dimentionless through Heav'nly dores; then clad
With incense, where the Golden Altar fum'd,
By thir great Intercessor, came in sight
Before the Fathers Throne: Them the glad Son
Presenting, thus to intercede began.
See Father, what first fruits on Earth are sprung
From thy implanted Grace in Man, these Sighs
And Prayers, which in this Golden Censer, mixt
With Incense, I thy Priest before thee bring,
Fruits of more pleasing savour from thy seed
Sow'n with contrition in his heart, then those
Which his own hand manuring all the Trees
Of Paradise could have produc't, ere fall'n
From innocence. Now therefore bend thine eare
To supplication, heare his sighs though mute;
Unskilful with what words to pray, let mee
Interpret for him, mee his Advocate
And propitiation, all his works on mee
Good or not good ingraft, my Merit those
Shall perfet, and for these my Death shall pay.
Accept me, and in mee from these receave
The smell of peace toward Mankinde, let him live
Before thee reconcil'd, at least his days
Numberd, though sad, till Death, his doom (which I
To mitigate thus plead, not to reverse)
To better life shall yeeld him, where with mee
All my redeemd may dwell in joy and bliss,
Made one with me as I with thee am one.
To whom the Father, without Cloud, serene.
All thy request for Man, accepted Son,
Obtain, all thy request was my Decree:
But longer in that Paradise to dwell,
The Law I gave to Nature him forbids:
Those pure immortal Elements that know

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poem by John Milton
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Palamon And Arcite; Or, The Knight's Tale. From Chaucer. In Three Books. Book III.

The day approached when Fortune should decide
The important enterprise, and give the bride;
For now the rivals round the world had sought,
And each his number, well appointed, brought.
The nations far and near contend in choice,
And send the flower of war by public voice;
That after or before were never known
Such chiefs, as each an army seemed alone:
Beside the champions, all of high degree,
Who knighthood loved, and deeds of chivalry,
Thronged to the lists, and envied to behold
The names of others, not their own, enrolled.
Nor seems it strange; for every noble knight
Who loves the fair, and is endued with might,
In such a quarrel would be proud to fight.
There breathes not scarce a man on British ground
(An isle for love and arms of old renowned)
But would have sold his life to purchase fame,
To Palamon or Arcite sent his name;
And had the land selected of the best,
Half had come hence, and let the world provide the rest.
A hundred knights with Palamon there came,
Approved in fight, and men of mighty name;
Their arms were several, as their nations were,
But furnished all alike with sword and spear.

Some wore coat armour, imitating scale,
And next their skins were stubborn shirts of mail;
Some wore a breastplate and a light juppon,
Their horses clothed with rich caparison;
Some for defence would leathern bucklers use
Of folded hides, and others shields of Pruce.
One hung a pole-axe at his saddle-bow,
And one a heavy mace to stun the foe;
One for his legs and knees provided well,
With jambeux armed, and double plates of steel;
This on his helmet wore a lady's glove,
And that a sleeve embroidered by his love.

With Palamon above the rest in place,
Lycurgus came, the surly king of Thrace;
Black was his beard, and manly was his face
The balls of his broad eyes rolled in his head,
And glared betwixt a yellow and a red;
He looked a lion with a gloomy stare,
And o'er his eyebrows hung his matted hair;
Big-boned and large of limbs, with sinews strong,
Broad-shouldered, and his arms were round and long.
Four milk-white bulls (the Thracian use of old)
Were yoked to draw his car of burnished gold.

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poem by John Dryden
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Diminishing Of Integrity

A diminishing of integrity,
Now gone.
A diminishing of equality,
Now gone.
And...
A quality of life once wished,
To value and exist to admit...
Is,
A deficit of dreams,
That seem to demean...
With no purpose or meaning.

A diminishing of integrity,
Now gone.
A diminishing of equality,
Now gone.
With a deficit of dreams,
That seem to demean...
With no purpose or meaning.

A diminishing of integrity,
Now gone.
With a deficit of dreams,
That seem to demean...
With no purpose or meaning.

A diminishing of integrity,
Now gone.
And seems to demean,
With no purpose or meaning.

A diminishing of integrity,
Now gone.
With no purpose or meaning.

A diminishing of integrity,
Now gone.
A diminishing of integrity,
Now gone.
A diminishing of integrity,
Now gone.
Now gone.
Now gone.
A diminishing of integrity,
Now gone.
Gone!
Gone!

poem by Lawrence S. Pertillar
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V. Count Guido Franceschini

Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!

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poem by Robert Browning from The Ring and the Book
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Metamorphoses: Book The Sixth

PALLAS, attending to the Muse's song,
Approv'd the just resentment of their wrong;
And thus reflects: While tamely I commend
Those who their injur'd deities defend,
My own divinity affronted stands,
And calls aloud for justice at my hands;
Then takes the hint, asham'd to lag behind,
And on Arachne' bends her vengeful mind;
One at the loom so excellently skill'd,
That to the Goddess she refus'd to yield.
The Low was her birth, and small her native town,
Transformation She from her art alone obtain'd renown.
of Arachne Idmon, her father, made it his employ,
into a Spider To give the spungy fleece a purple dye:
Of vulgar strain her mother, lately dead,
With her own rank had been content to wed;
Yet she their daughter, tho' her time was spent
In a small hamlet, and of mean descent,
Thro' the great towns of Lydia gain'd a name,
And fill'd the neighb'ring countries with her fame.
Oft, to admire the niceness of her skill,
The Nymphs would quit their fountain, shade, or
hill:
Thither, from green Tymolus, they repair,
And leave the vineyards, their peculiar care;
Thither, from fam'd Pactolus' golden stream,
Drawn by her art, the curious Naiads came.
Nor would the work, when finish'd, please so much,
As, while she wrought, to view each graceful touch;
Whether the shapeless wool in balls she wound,
Or with quick motion turn'd the spindle round,
Or with her pencil drew the neat design,
Pallas her mistress shone in every line.
This the proud maid with scornful air denies,
And ev'n the Goddess at her work defies;
Disowns her heav'nly mistress ev'ry hour,
Nor asks her aid, nor deprecates her pow'r.
Let us, she cries, but to a tryal come,
And, if she conquers, let her fix my doom.
The Goddess then a beldame's form put on,
With silver hairs her hoary temples shone;
Prop'd by a staff, she hobbles in her walk,
And tott'ring thus begins her old wives' talk.
Young maid attend, nor stubbornly despise
The admonitions of the old, and wise;
For age, tho' scorn'd, a ripe experience bears,
That golden fruit, unknown to blooming years:
Still may remotest fame your labours crown,
And mortals your superior genius own;
But to the Goddess yield, and humbly meek

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poem by Ovid
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Paradise Regained

THE FIRST BOOK

I, WHO erewhile the happy Garden sung
By one man's disobedience lost, now sing
Recovered Paradise to all mankind,
By one man's firm obedience fully tried
Through all temptation, and the Tempter foiled
In all his wiles, defeated and repulsed,
And Eden raised in the waste Wilderness.
Thou Spirit, who led'st this glorious Eremite
Into the desert, his victorious field
Against the spiritual foe, and brought'st him thence 10
By proof the undoubted Son of God, inspire,
As thou art wont, my prompted song, else mute,
And bear through highth or depth of Nature's bounds,
With prosperous wing full summed, to tell of deeds
Above heroic, though in secret done,
And unrecorded left through many an age:
Worthy to have not remained so long unsung.
Now had the great Proclaimer, with a voice
More awful than the sound of trumpet, cried
Repentance, and Heaven's kingdom nigh at hand 20
To all baptized. To his great baptism flocked
With awe the regions round, and with them came
From Nazareth the son of Joseph deemed
To the flood Jordan--came as then obscure,
Unmarked, unknown. But him the Baptist soon
Descried, divinely warned, and witness bore
As to his worthier, and would have resigned
To him his heavenly office. Nor was long
His witness unconfirmed: on him baptized
Heaven opened, and in likeness of a Dove 30
The Spirit descended, while the Father's voice
From Heaven pronounced him his beloved Son.
That heard the Adversary, who, roving still
About the world, at that assembly famed
Would not be last, and, with the voice divine
Nigh thunder-struck, the exalted man to whom
Such high attest was given a while surveyed
With wonder; then, with envy fraught and rage,
Flies to his place, nor rests, but in mid air
To council summons all his mighty Peers, 40
Within thick clouds and dark tenfold involved,
A gloomy consistory; and them amidst,
With looks aghast and sad, he thus bespake:--
"O ancient Powers of Air and this wide World
(For much more willingly I mention Air,
This our old conquest, than remember Hell,
Our hated habitation), well ye know
How many ages, as the years of men,

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poem by John Milton
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Canto the First

I
I want a hero: an uncommon want,
When every year and month sends forth a new one,
Till, after cloying the gazettes with cant,
The age discovers he is not the true one;
Of such as these I should not care to vaunt,
I'll therefore take our ancient friend Don Juan—
We all have seen him, in the pantomime,
Sent to the devil somewhat ere his time.

II
Vernon, the butcher Cumberland, Wolfe, Hawke,
Prince Ferdinand, Granby, Burgoyne, Keppel, Howe,
Evil and good, have had their tithe of talk,
And fill'd their sign posts then, like Wellesley now;
Each in their turn like Banquo's monarchs stalk,
Followers of fame, "nine farrow" of that sow:
France, too, had Buonaparté and Dumourier
Recorded in the Moniteur and Courier.

III
Barnave, Brissot, Condorcet, Mirabeau,
Petion, Clootz, Danton, Marat, La Fayette,
Were French, and famous people, as we know:
And there were others, scarce forgotten yet,
Joubert, Hoche, Marceau, Lannes, Desaix, Moreau,
With many of the military set,
Exceedingly remarkable at times,
But not at all adapted to my rhymes.

IV
Nelson was once Britannia's god of war,
And still should be so, but the tide is turn'd;
There's no more to be said of Trafalgar,
'T is with our hero quietly inurn'd;
Because the army's grown more popular,
At which the naval people are concern'd;
Besides, the prince is all for the land-service,
Forgetting Duncan, Nelson, Howe, and Jervis.

V
Brave men were living before Agamemnon
And since, exceeding valorous and sage,
A good deal like him too, though quite the same none;
But then they shone not on the poet's page,
And so have been forgotten:—I condemn none,
But can't find any in the present age
Fit for my poem (that is, for my new one);
So, as I said, I'll take my friend Don Juan.

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poem by Byron from Don Juan (1824)
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