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But I have never wanted to be a singer, because the exterior part of a career, I don't like very much.

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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?

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Pop Singer

Never wanted to be no pop singer,
Never wanted to write no pop songs.
Never had no weird hair to get my songs over.
Never wanted to hang out after the show.
Pop singer (writing) of pop songs.
Never wanted to have my picture taken.
Now, who would want to look into these eyes?
Just want to make it real - good, bad or indifferent.
Thats the way that I live and thats the way that Ill die (as a)
Pop singer (of) pop songs.
Pop singer, writing of pop song.
Never wanted to be no pop singer,
Never want to write no pop songs.
Never wanted to have a manager over for dinner.
Never wanted to hang out after the show.
Pop singer, writing pop songs.
Never wanted to be no pop singer, of pop songs.
A pop singer.
Never wanted to write no pop songs.

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Heart Of Gold

Growing up isnt easy to do,
Especially for one who always knew,
You would always come up second best.
Is that why you have such bitterness?
The apple of your fathers eye,
And always by your brothers side.
Then a little sister came along,
And you found all the affection suddenly gone.
But underneath that cold exterior
I know youve got a heart of gold.
So aloof, so superior,
But youve got a heart of gold.
Watch out, dont get caught in the crossfire.
Watch out, shes still growing up, shes in a rage,
I guess shes reached that difficult age.
Growing up is very hard to do,
Everyone watching your every move.
Your private life always on view,
But jealously never really suited you.
But I know that
Underneath that rude exterior,
Theres got to be a heart of gold.
Underneath that hard exterior,
Is a little girl waiting to be told,
Youve got a heart of gold.
Shes got a heart of gold.
I couldnt understand your attitude.
I only wanted to take a photograph of you,
But I was shocked when I heard what you had to say.
You picked up my camera, threw it away,
I didnt really mean to ruin your day.
Now I see youve got a little girl of your own.
Little princess certainly grown,
And theres a man, hes smiling at you.
He must have been the one who always knew.
You had a heart of gold.
Underneath that rude exterior,
Youve got a heart of gold.
So aloof, so superior,
But youve got a heart of gold.
Underneath that rude exterior,
Youve got a heart of gold.
Underneath that hard exterior,
Youve got a heart of gold.
Watch her, shell give you a broadside,
But I know that inside,
She got a heart of gold.

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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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Make This House A Home

Well theres something in us living
Theres something you should know
There was a time for us to fall
Now its time to grow
But you know its not the way
That I intended it to be
Crossing hearts and killing souls
And trying to get down to whats real
All I ever wanted was to make this house a home
I let go of sinking sand wont you help me find a stone
All I ever wanted
All I ever wanted
All I ever wanted
All I ever wanted
All I ever wanted
Was to make this house a home
All I needed was your hand to hold
I spent so much time alone
I needed your direction
But we re-aligned my broken bones
Well theyre running from a lifeless state
Somehow we lost our hold
All we have with us is change
Left over from what started out as gold
All I ever wanted was to make this house a home
I let go of sinking sand - wont you help me find a stone
All I ever wanted
All I ever wanted
All I ever wanted
All I ever wanted
All I ever wanted
Was to make this house a home
This is what I give to you
Its flesh and blood
Its body and soul
Wont you take whats left of who I am
And try to see it whole
Im holding you responsible for every word I say
If you feel the brokenness
Wont you try and look the other way
I never meant to be so low
I only wanted you to see
That time was healing someone else
But its tearing apart the very heart of me
This is what I give to you
Its flesh and blood
Its body and soul
Wont you take whats left of who I am
And try to see it whole
All I ever wanted was to make this house a home

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Having Fun

When the clouds in the cosmos wanted to have some fun;
they clashed playfully against each other; fomenting
heavenly droplets of liquid to tumble down in
rhapsodic frenzy,

When the waves in the undulating ocean wanted to have
some fun; they rose and fell merrily with the
exuberant breeze; culminating into a festoon of
magnificently sparkling froth as they dissipated on
the silver sands,

When the battalion of boisterous frogs wanted to have
some fun; they bounced and frisked ebulliently after
midnight; inundating the perpetually still atmosphere
with their brazenly croaking voice,

When the solitary palms wanted to have some fun; they
embedded themselves to unprecedented limits beneath
majestic soil; thunderously clapped thereafter; to
sprinkle the granules in unanimous tandem,

When the fleet of fountain pens wanted to have some
fun; they sketched overwhelmingly funny contours of
their masters; emptying the blotted ink wholesomely on
his tyrannically wretched face,

When the bells in the dilapidated castle wanted to
have some fun; they commenced to nostalgically
reverberate; drowning in sheer ecstasy of the
euphorically tinkling sound,

When the bland glasses of water wanted to have some
fun; they deliberately stumbled when offered to the
unsuspecting visitor; drenching him disdainfully from
head to toe with their clammy caress,
When the sonorously serious eyelids wanted to have
some fun; they winked incessantly at passerby's;
making them the inevitable darling of every
flirtatious heart,

When the army of mischievous red ants wanted to have
some fun; they surreptitiously clambered up the
mammoth elephant's trunk; evoking him to thereby
collapse helplessly towards pathetically cold ground,

When the morbidly aloof spider wanted to have some
fun; it indefatigably ran up and down the periphery of
its web; eventually deciding to perch on the honey
coated biscuit placed by the luxuriously plush
bedside,

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Nightingale

(mccafferty, sweet, charlton, agnew)
1975 nazareth(dunfermline)ltd.
Sings a sad song for lonely women
Sings about women to lonely men
Sings a peace song to a soldier
Sings about loneliness to a friend
Shes a song, song singer
Let her music touch your heart
Shes a song singer from her heart
Sings a melody to haunt you
And some words to make you cry
If youre sad shell make you happy
When youre down shell take you high
Shes a song, song singer
Let her music touch your heart
Shes a song singer from her heart
Shes a song, song singer
Let her music touch your heart
Shes a song singer from her heart
Shes a song, song singer
Let her music touch your heart
Shes a song singer from her heart

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O Singer of the epic war history

O Singer of the epic war history,
O Singer of life, of liberation hoary,
Of brazen battlefields, long desolate,
O Singer of Gita's ageless glory.

Outlived hast the song thine endless story,
Though war heroes survive still in state,
Frustrated of fate but scarce sorry,
O Singer of the epic war history.

Yudhishthir's dharma, Arjun's archery,
Bheeshma's oath, Bhima's bravery,
Scarce confined remain to Pearly Gate,
And sung are with Gita's ageless glory.

And ye O bard, two roles in one carry:
Of poet laureate and progenitor great,
O ye born in a river ferry,
O Singer of the epic war history

Ye sang thine epic in such swell flurry,
Ganesha, if not quite inadequate,
Lost in thought, felt somewhat weary,
O Singer of ancient ageless glory,

Not mine ‘lone, any pen-pusher's worry
‘Tis to try even to translate,
O Singer of the epic war history,
O Singer of ancient ageless glory.
_______________________________________ __
This is a Villanelle a bit way out. The tercet,
that normally becomes a quatrain only in the last
stanza, is here so in all. Also, the first and the third
lines of the first stanza are repeated with some
modifications.
_____________________________________________ ______
- Villanelle | 02.10.11 |

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Thinking of tomorrow

I didn’t eat food today; as I wanted to wholesomely famish myself; to
devour
the appetizing chunks of pudding; Tomorrow,

I didn’t sleep blissfully today; as I was overwhelmingly excited to
run;
Tomorrow,

I didn’t play mischievously today; as I wanted to reserve every iota of
my
energy to passionately leap; Tomorrow,

I didn’t drink water today; as I wanted to gulp gallons of voluptuous
wine;
Tomorrow,

I didn’t bathe today; as I wanted to drown my persona in flamboyant
waves of
the salty ocean; Tomorrow,

I didn’t see any object today; as I wanted to view the mesmerizing
beauty of
dawn; Tomorrow,

I didn’t move my legs today; as I wanted to dance unrelentingly all
night;
Tomorrow,

I didn’t revolve my fingers today; as I wanted to sketch intricate
landscapes
with their towering summits in the clouds; Tomorrow,

I didn’t study one bit today; as I wanted to read through volumes of
mystical
tales; Tomorrow,
I didn’t go out today; as I wanted to uninhibitedly explore through the
wilderness; Tomorrow,

I didn’t see the time today; as I wanted to scrupulously count every
unleashing minute tomorrow,

I didn’t smell the air today; as I wanted to inundate my nostrils with
the
enchanting perfume of lotus; Tomorrow,

I didn’t speak today; as I wanted to scream hysterically for hours on
the
trot; Tomorrow,

I didn’t reside in the house today; as I wanted to live the entire

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This Aint Livin

Intro -
This aint livin;
1st verse -
Nigga;
I hear even the smaller gs be dippin chevy impalas;
While flossin they gold ds;
O.gs is who they follow;
We swallow tomorrows seeds;
What we leave is hollow;
We feed violence and greed;
Let em lead tomorrow;
In time they grippin nines;
Sippin wine they wild;
Still I be starin;
Watch the parents sacrifice they child;
The loves gone;
A thugs home;
With no love feelin so strong;
Make young boys in the club dealers;
Now ones for adolescents;
Now dose for doughs;
Keep your friends by your side;
Even close your foes;
Now three for johnny law;
Tryin to take my chips;
I never pulled the trigger;
Didnt touch that bitch;
Throw your hands in the air;
Its a robbery;
_________ think of pac;
Would you ride with me? ;
Lets go see what our enemies talkin bout;
When gs enter the house nobodys walkin out;
This aint livin;
Its similar to prison;
Were trapped;
My homies jealous plus they tell us that the phones is tapped;
I watch my back twenty-four seven;
And never let a busta send a g to ghetto heaven;
Y-ou know;
This is how it goes;
When we floss with flows;
Before I toss your hoes;
It would cost you mo;
I do shows;
Make a lotta dough;
Murder my foes;
But Id give it all up - if it would help you grow;
This aint livin;
Hook 1 -

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Walt Whitman

The Indications

THE indications, and tally of time;
Perfect sanity shows the master among philosophs;
Time, always without flaw, indicates itself in parts;
What always indicates the poet, is the crowd of the pleasant company
of singers, and their words;
The words of the singers are the hours or minutes of the light or
dark--but the words of the maker of poems are the general light
and dark;
The maker of poems settles justice, reality, immortality,
His insight and power encircle things and the human race,
He is the glory and extract thus far, of things, and of the human
race.

The singers do not beget--only the POET begets;
The singers are welcom'd, understood, appear often enough--but rare
has the day been, likewise the spot, of the birth of the maker
of poems, the Answerer, 10
(Not every century, or every five centuries, has contain'd such a
day, for all its names.)

The singers of successive hours of centuries may have ostensible
names, but the name of each of them is one of the singers,
The name of each is, eye-singer, ear-singer, head-singer, sweet-
singer, echo-singer, parlor-singer, love-singer, or something
else.

All this time, and at all times, wait the words of true poems;
The words of true poems do not merely please,
The true poets are not followers of beauty, but the august masters of
beauty;
The greatness of sons is the exuding of the greatness of mothers and
fathers,
The words of poems are the tuft and final applause of science.

Divine instinct, breadth of vision, the law of reason, health,
rudeness of body, withdrawnness,
Gayety, sun-tan, air-sweetness--such are some of the words of
poems. 20

The sailor and traveler underlie the maker of poems, the answerer;
The builder, geometer, chemist, anatomist, phrenologist, artist--all
these underlie the maker of poems, the answerer.

The words of the true poems give you more than poems,
They give you to form for yourself, poems, religions, politics, war,
peace, behavior, histories, essays, romances, and everything
else,
They balance ranks, colors, races, creeds, and the sexes,
They do not seek beauty--they are sought,
Forever touching them, or close upon them, follows beauty, longing,

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All She Wanted

She was a good girl
Been true to herself
Never swayed by the notions of somebody else
Shed had it rough, maybe most of the time
With only one thing on her mind
All she wanted was a lovin man
All she wanted was a lovin man
Who was tryin to do the best that he can
All she wanted was a lovin, lovin man
There could be blue skies in her heart
She was waitin for the good times to start
She never wanted diamonds
She never wanted gold
She was holdin out for someone to hold
All she wanted was a lovin man
All she wanted was a lovin man
Who was tryin to do the best that he can
All she wanted was a lovin, lovin man
A loving man
All she wanted was a lovin man
All she wanted was a lovin man
All she wanted was a lovin man
Who was tryin to do the best that he can
All she wanted was a lovin, lovin man
Loving man
All she wanted was a lovin man
All she wanted was a lovin man
All she wanted was a lovin man
All she wanted was a lovin man

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I Wanted To Tell Her

I wanted to tell her but I stuck to my lies
I wanted to tell her till I looked in her eyes
I wanted to tell her but I stuck to my lies
I wanted to tell her till I looked in her eyes
I wanted to tell her
I needed to tell her
Just like the wind you blew away your happy lovers touch
You bring the blues into my heart just like a rush
I cannot bear the way my heart has helped to keep you close
Of you my babe I cannot get enough
You touch me baby
I loved you to the lines of lies you told when I asked her name
I knew the perfume in your hair just wasnt mine
Did you ever think to notice me when you wasnt home?
I noticed every time
I wanted to tell her but I stuck to my lies
I wanted to tell her till I looked in her eyes
I wanted to tell her but I stuck to my lies
I wanted to tell her till I looked in her eyes
Thought you noticed every time but you didnt notice a thing
Id have to cover up my calls when the telephone would ring
Im tired of you and the things you do and all the things you say
No more babysitting for neurotic girls today
Im thinking that the pain Im going through just to keep you babe
Is something that I should bear
Did you ever stop to notice me when you had nothing?
And I never cared?
Just like the wind you blew away your happy lovers touch
You bring the blues into my life just like a rush
I cannot bear the way my heart has helped to keep you close
Of you my babe I cannot get enough
You touch me baby, dont be mean to me!
I wanted to tell her but I stuck to my lies
I wanted to tell her till I looked in her eyes
I wanted to tell her but I stuck to my lies
I wanted to tell her till I looked in her eyes
I wanted to tell her but I stuck to my lies
I wanted to tell her till I looked in her eyes
I wanted to tell her
I needed to tell her

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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

[...] Read more

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I Want To Be The One Who Yah Yahs

I don't want to be that singer,
Of a long song gone.
Or be the one defeated,
By two unmoving feet.

I don't want to feel them stuck as if cemented,
With a sitting to waste time away.
I don't want to be that singer,
Of a long song gone.
Not any time of any day.

I don't want to be that singer,
Of a long song gone.
I...
Want my happy yah yahs.
I want that in my voice and strong.
I want my yah yahs there and a part...
Of my happiness all day long.

I don't want to be that singer,
Of those blues that sap.
I don't want to be the one that sits,
In a rocking chair to reminisce like that!
I...
Want to be the one who yah yahs.
I want to turn my yah yahs into art!
I want to hear my yah yahs rise,
To echo all over the place.

I don't want to be that singer,
Of a long song gone.
I...
Want my happy yah yahs.
I want that in my voice and strong.
I want my yah yahs there and a part...
Of my happiness all day long.
I want my yah yahs to never stop,
Drop to fizz or plop!

I don't want to be the one to sing,
About a dues I've paid.
With a blues with me that stays.

I...
Want to be the one who yah yahs.
I want to turn my yah yahs into art!
I'm going to yah yah until someone decides I disturb.
And they threaten to call the cops.

And when those cops arrive they will know,

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Crazy Love, Vol. Ii

Fat charlie the archangel
Slped into the room
He said i have no opinion about this
And i have no opinion about that
Sad as a lonely little wrinkled balloon
He said well i don't claim to be happy about this, boys
And i don't seem to be happy about that
I don't want no part of this crazy love
I don't want no part of your love
I don't want no part of this crazy love
I don't want no part of your love
I don't want no part of this crazy love
I don't want no part of your love
I don't want no part of this crazy love
I don't want no part of this crazy love
She says she knows about jokes
This time the joke is on me
Well, i have no opinion about that
And i have no opinion about me
Somebody could walk into this room
And say your life is on fire
It's all over the evening news
All about the fire in your life
On the evening news
I don't want no part of this crazy love
I don't want no part of your love
I don't want no part of this crazy love
I don't want no part of your love
Fat charlie the archangel
Files for divorce
He says well this will eat up a year of my life
And then there's all that weight to be lost
She says the joke is on me
I say the joke is on her
I said i have no opinion about that
Well, we'll just have to wait and confer
I don't want no part of this crazy love
I don't want no part of your love
I don't want no part of this crazy love
I don't want no part of your love
I don't want no part of this crazy love
I don't want no part of your love
I don't want no part of this crazy love
I don't want no part of this crazy love

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In My Defence

In my defence what is there to say
All the mistakes we made must be faced today
It's not easy now knowing where to start
While the world we love tears itself apart
I'm just a singer with a song
How can I try to right the wrong
For just a singer with a melody
I'm caught in between
With a fading dream
In my defence what is there to say
We destroy the love - it's our way
We never listen enough never face the truth
Then like a passing song
Love is here and then it's gone
I'm just a singer with a song
How can I try to right the wrong
For just a singer with a melody
I'm caught in between
With a fading dream
I'm just a singer with a song
How can I try to right the wrong
I'm just a singer with a melody
I'm caught in between with a fading dream
Caught in between with a fading dream
Caught in between with a fading dream
Oh what on earth
Oh what on earth
How do I try
Do we live or die
Oh help me God
Please help me

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Who Is that Sing in me!

All the time listen to that great singer,
The great song, great lyrics sung with great melody,
Someone sings in me and everyone,
' I am you and you are me,
Come and see, we are one! '

But how in this turbulent flow of life,
Is it true, everyone listen this?
Some say caged bird sings,
Some say it is song of soul,
Some say it has a song and it sings,
some try to listen it, some say, when I have my own song how can I listen it?

Fantastic song it is, it the song of the divine,
Song of a dreamer, song of the captain of life,
some listen to it and forget what they are,
Some listen to it and follow the singer,
Some only try to find,
who is the singer,
Only a few can see the singer,
Look at the singer, listen the song,
Where one will be when absorbed by that divine song,
The song that enchanted me
The song that enchant everyone,
It is the God that sings,
' Ah, come to me,
Oh my child, wakeup from dream,
In this dream you are playing,
You are thinking, that you play at things,
wakeup and see, it is I am that playing!
Your sorrows are mine,
My sorrows are yours,
your body is not that cage,
It is my own temple, where I am playing my
own game! '

'Where you want to go,
You are not caged anytime
You only restricted yourself
Building a cage, you yourself sat inside
Then closed the door of cage
And that is the foolishness separated us'

'Oh dear child open the door at least that of window
of heart!
You went on sail, setting your own map,
But lured by various destinations,
One better than another, lost the plan and map,
Wonder and wander
here and there for

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If I Wanted To

If I wanted to I could do anything right
I could dance with the devil on a
Saturday night
If I wanted to I could turn matches to gold
I could smoke drink swear and I would never
grow old
I wouldn't have to be in love with you
If I only wanted to
If I only wanted to

If I wanted to I could run fast as a train
Be as sharp as a needle that's twisting your brain
If I wanted to I could turn mountains to sand
Have political leaders in the palm of my hand
I wouldn't have to be in love with you
If I only wanted to
If I only wanted to

I could leave tonight
And I would be all right
Stop holding on
If I wanted to
If I only wanted to

If I wanted to I could be as patient as death
Fix this hole in my heart leaking into my flesh
If I wanted to I could turn sparks into ice
There'd never be another woman who could make you
think twice
I wouldn't have to be in love with you
If I only wanted to
If I only wanted to

song performed by Melissa EtheridgeReport problemRelated quotes
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With First Steps Taken

In it from the beginning!
With first steps taken and a curiousness.
Yes,
In the beginning...
I felt was mine was what I touched.

And it seemed so real,
I could take...
What it was I touched.

In it from the beginning!
With first steps taken and a curiousness.
Yes,
It was the beginning,
That made me feel...
I could take whatever I touched.

And it seemed so real,
I could take,
What it was I touched.
And wanted much.

Like a toy I saw another child with it and had,
I wanted.
I wanted.

Like a car I saw drive away from my path,
I wanted.
I wanted.

Like a love between two people shared,
Who acted like they walked on air...
I wanted.
I wanted.

And it seemed so real,
I could take,
What it was I touched.
And wanted much.

If I saw somebody new and they were with someone else,
So what...
I just wanted.
To get up on it.

And it seemed so real to me,
I could take anything I wanted.
To flaunt and get up on it.

Like a love between two people shared,

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