I think teaching should be an exalted profession, not a picked-on profession.
quote by Charles Schumer
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Related quotes
A Teaching Of The Facts Can Relax
Vulnerability when needed,
Can attract true love.
With a getting of some pity too.
A vulnerability when needed,
Can attract true love.
With a bit of innocence,
That can put one in the mood.
And when,
Facts of life are slow...
A teaching of the facts can relax.
A teaching of the facts,
Can get one to relax.
And when,
A nervousness sets in...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.
And when,
Eyes begin to cry...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.
A teaching of the facts can relax.
Vulnerability when needed,
Can attract true love.
With a teaching of the facts to relax,
In those moments.
A teaching of the facts can relax.
A vulnerability when needed,
Can attract true love.
With a bit of innocence,
That can put one in the mood.
And when,
A nervousness sets in...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.
And when,
Eyes begin to cry...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.
[...] Read more
poem by Lawrence S. Pertillar
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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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The Scripture of the Golden Eternity
1
Did I create that sky? Yes, for, if it was anything other than a conception in my mind I wouldnt have said 'Sky'-That is why I am the golden eternity. There are not two of us here, reader and writer, but one, one golden eternity, One-Which-It-Is, That-Which- Everything-Is.
2
The awakened Buddha to show the way, the chosen Messiah to die in the degradation of sentience, is the golden eternity. One that is what is, the golden eternity, or, God, or, Tathagata-the name. The Named One. The human God. Sentient Godhood. Animate Divine. The Deified One. The Verified One. The Free One. The Liberator. The Still One. The settled One. The Established One. Golden Eternity. All is Well. The Empty One. The Ready One. The Quitter. The Sitter. The Justified One. The Happy One.
3
That sky, if it was anything other than an illusion of my mortal mind I wouldnt have said 'that sky.' Thus I made that sky, I am the golden eternity. I am Mortal Golden Eternity.
4
I was awakened to show the way, chosen to die in the degradation of life, because I am Mortal Golden Eternity.
5
I am the golden eternity in mortal animate form.
6
Strictly speaking, there is no me, because all is emptiness. I am empty, I am non-existent. All is bliss.
7
This truth law has no more reality than the world.
8
You are the golden eternity because there is no me and no you, only one golden eternity.
9
The Realizer. Entertain no imaginations whatever, for the thing is a no-thing. Knowing this then is Human Godhood.
10
This world is the movie of what everything is, it is one movie, made of the same stuff throughout, belonging to nobody, which is what everything is.
11
If we were not all the golden eternity we wouldnt be here. Because we are here we cant help being pure. To tell man to be pure on account of the punishing angel that punishes the bad and the rewarding angel that rewards the good would be like telling the water 'Be Wet'-Never the less, all things depend on supreme reality, which is already established as the record of Karma earned-fate.
12
God is not outside us but is just us, the living and the dead, the never-lived and never-died. That we should learn it only now, is supreme reality, it was written a long time ago in the archives of universal mind, it is already done, there's no more to do.
13
This is the knowledge that sees the golden eternity in all things, which is us, you, me, and which is no longer us, you, me.
14
What name shall we give it which hath no name, the common eternal matter of the mind? If we were to call it essence, some might think it meant perfume, or gold, or honey. It is not even mind. It is not even discussible, groupable into words; it is not even endless, in fact it is not even mysterious or inscrutably inexplicable; it is what is; it is that; it is this. We could easily call the golden eternity 'This.' But 'what's in a name?' asked Shakespeare. The golden eternity by another name would be as sweet. A Tathagata, a God, a Buddha by another name, an Allah, a Sri Krishna, a Coyote, a Brahma, a Mazda, a Messiah, an Amida, an Aremedeia, a Maitreya, a Palalakonuh, 1 2 3 4 5 6 7 8 would be as sweet. The golden eternity is X, the golden eternity is A, the golden eternity is /\, the golden eternity is O, the golden eternity is [ ], the golden eternity is t-h-e-g-o-l-d-e-n-e-t-e-r- n-i-t-y. In the beginning was the word; before the beginning, in the beginningless infinite neverendingness, was the essence. Both the word 'god' and the essence of the word, are emptiness. The form of emptiness which is emptiness having taken the form of form, is what you see and hear and feel right now, and what you taste and smell and think as you read this. Wait awhile, close your eyes, let your breathing stop three seconds or so, listen to the inside silence in the womb of the world, let your hands and nerve-ends drop, re-recognize the bliss you forgot, the emptiness and essence and ecstasy of ever having been and ever to be the golden eternity. This is the lesson you forgot.
15
The lesson was taught long ago in the other world systems that have naturally changed into the empty and awake, and are here now smiling in our smile and scowling in our scowl. It is only like the golden eternity pretending to be smiling and scowling to itself; like a ripple on the smooth ocean of knowing. The fate of humanity is to vanish into the golden eternity, return pouring into its hands which are not hands. The navel shall receive, invert, and take back what'd issued forth; the ring of flesh shall close; the personalities of long dead heroes are blank dirt.
16
The point is we're waiting, not how comfortable we are while waiting. Paleolithic man waited by caves for the realization of why he was there, and hunted; modern men wait in beautified homes and try to forget death and birth. We're waiting for the realization that this is the golden eternity.
17
It came on time.
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poem by Jack Kerouac
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Ol Ben Lucas
(kinky friedman)
Ol ben lucas had a lot of mucus
Comin right out of his nose.
He picked and picked till it made you sick
But back again it grows.
Well, ol ben lucas had a lot of mucus
Comin right out of his nose.
He picked and picked till it made you sick,
But back again it grows.
When its cotton picking time in texas,
Boys, its booger picking time for ben.
Hed raise that finger mean and hostile
Stick it in that waitin nostril,
Here he comes with a green one once again.
All right, pick it, eric!
Ol ben lucas had a lot of mucus
Comin right out of his nose.
He picked and picked till it made you sick,
But back again it grows.
Everybody!
Ol ben lucas had a lot of mucus
Comin right out of his nose,
He picked and picked till it made you sick
But back again it grows.
song performed by Kinky Friedman
Added by Lucian Velea
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Its You
I look inside my crystal ball of desire
And know why rapid beats my heart
I see the spark, I feel the flame of the fire
Letting me know love wants to start
No more playing around
No more waiting around for the special one to come
No more wearing a frown
No more tears coming down cause I know what I want
And I want what I know
Is you
Nobody has to tell me so
Its you, its you, youre the angel sent from heaven above
Its you, nobody has to tell me so
Its you, youre that angel sent from heaven above for me
(background-me for you and you for me)
If only I had not waited I would have picked the wrong one
If only I had not waited my life would be undone
If only I had not waited I woul have picked the wrong one
If only I had not waited for you (harmonica solo)
I look behind and what I sight is the mire
So very lonely was my heart
I look ahead I hear the sound of the choir
Singing that love will never part
No more hearing the sound of the rain coming down
No more I cant see the sun
No more hurting for fun cause the moment has come
When I know what I want
And I want what I know
Is you
Nobody has to tell me so
Its you, youre the angel sent from heaven above
Its you, nobody has to tell me so
Its you, youre that angel sent from heaven above for me
(background-me for you and you for me)
If only I had not waited I would have picked the wrong one
If only I had not waited my life would be undone
If only I had not waited I would have picked the wrong one
If only I had not waited for you
cause baby
Its you
Nobody has to tell me so
Its you, youre the angel sent from heaven above
Its you, nobody has to tell me so
Its you, youre that angel sent from heaven above for me
(background-me for you and you for me)
If only I had not waited I would have picked the wrong one
If only I had not waited my life would be undone
If only I had not waited I would have picked the wrong one
If only I had not waited for you
cause baby
[...] Read more
song performed by Stevie Wonder
Added by Lucian Velea
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The Oldest Profession
Dress in sequence, wearing shoes of pretense
The Oldest Profession glides into view
With devoted help from the media
It invades our minds with all kinds of lies under the guise of protection
It is my personal election
The Oldest Profession does not care how things are done
As long as it is number one
It’s not prejudice against anyone
Many times it’s disguised as fun
It travels from coast to coast
And has the audacity to boast about it’s conquest
Dressed in sequence wearing shoes of pretense
The Oldest Profession glides into view
Now it’s horrendous acts aren’t always behind closed doors
Our children are taught about them in folklores
We glorify the horrors as we sit n our parlors and sip tea
From our childhood and up
We’ve accepted this cup of deceit and we repeat it to our
Love ones
Now the name has been changed to protect the game
But we the people are hip what’s going on
We know this profession does not belong in existence
This profession has destroyed life
Promoted chaos and strife
One thing it has never had and never will have, silence
The Oldest Profession in the world is not prostitution
It is Violence
poem by Josephine DixonBanks
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Too Raw To Eat
Picked over like a piece of meat
Nibbled and a little bit uneasy
Difficult it is to please
Somebody who prefers
The taste of cake
Without the cheese
Picked over like forbidden fruit
From a garden stomped over with people
I want to be the one who leaves
A deliciousness to tease
But I've been regarded
Too raw to eat.
Picked over like a piece of meat
Nibbled and a little bit uneasy
Difficult it is to please
Somebody who prefers
The taste of cake
Without the cheese
Picked over like forbidden fruit
From a garden stomped over with people
I want to be the one who leaves
A deliciousness to tease
But I've been regarded
Too raw to eat
Picked over like a piece of meat
But I've been regarded
Too raw to eat
Picked over like a piece of meat
But I've been regarded
Too raw to eat
Picked over like a piece of meat
But I have been regarded
Too raw to eat
poem by Lawrence S. Pertillar
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Saturnalia
He picked up his cigarette
With his nimble hands
And dropped his malaise
On his nimbus smile
He moored his trepidation
Amidst looming trees
Sated with voraciousness
Gaunt as his mortality
They tread a rivulet
Of agog prancing fire
And picked up his ashes
In his sinewy veins
And fanned his qualms
In a tacit realm
He plucked out a thorn
Riveted in his rib cage
And stomped on the fertility
Of the garden in his hands
Unsullied but squalid
Lanterns in blossom
While its tangled roots finagled
With the cajoles of the heart
The saturnine seethes of flame
Tingled the oceanic eyes
And he picked up his glass
And drank its serrations
He swathed his bleeding tongue
With a rasping sedation
He picked up the moon
Fallen from the night
He cried for its unrivaled doom
And the mirroring blight
He plied the gossamer
And the desiccation of the sea
But he never grew pale
So he picked up a star
To hung a chandelier
And flicked on the light
Of a transient thrill
Denying oblivion's shrill
In a ravine of coiled lynches
He picked up himself
And squandered it away
And there was no fear
Just a stark demise
poem by Norman Santos
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Annals of Assur-Nasir-Pal column I
To Ninip most powerful hero, great, chief of the gods, warrior, powerful Lord, whose onset in battle has not been opposed, eldest son,
crusher of opponents, first-born son of Nukimmut, supporter of the seven, noble ruler, King of the gods the producers, governor, he who rolls along the mass
of heaven and earth, opener of canals, treader of the wide earth, the god who in his divinity nourishes heaven and earth, the beneficent,
the exalted, the powerful, who has not lessened the glory of his face, head of nations, bestower of sceptres, glorious, over all cities a ruler,
valiant, the renown of whose sceptre is not approached, chief of widespread influence, great among the gods, shading from the southern sun, Lord of Lords, whose hand the vault of heaven
(and) earth has controlled, a King in battle mighty who has vanquished opposition, victorious, powerful, Lord of water-courses and seas,
strong, not yielding, whose onset brings down the green corn, smiting the land of the enemy, like the cutting of reeds, the deity who changes not his purposes,
the light of heaven and earth, a bold leader on the waters, destroyer of them that hate (him), a spoiler (and) Lord of the disobedient, dividing enemies, whose name in the speech of the gods
no god has ever disregarded, the gatherer of life, the god(?) whose prayers are good, whose abode is in the city of Calah, a great Lord, my Lord - (who am) Assur-nasir-pal, the mighty King,
King of multitudes, a Prince unequalled, Lord of all the four countries, powerful over hosts of men, the possession of Bel and Ninip the exalted and Anu
and of Dakan, a servant of the great gods in the lofty shrine for great (O Ninip) is thy heart; a worshipper of Bel whose might upon
thy great deity is founded, and thou makest righteous his life, valiant, warrior, who in the service of Assur his Lord hath proceeded, and among the Kings
of the four regions who has not his fellow, a Prince for admiration, not sparing opponents, mighty leader, who an equal
has not, a Prince reducing to order his disobedient ones, who has subdued whole multitudes of men, a strong worker, treading down
the heads of his enemies, trampling on all foes, crushing assemblages of rebels, who in the service of the great gods his Lords
marched vigorously and the lands of all of them his hand captured, caused the forests of all of them to fall, and received their tribute, taking
securities, establishing laws over all lands, when Assur the Lord who proclaims my name and augments my Royalty
laid hold upon his invincible power for the forces of my Lordship, for Assur-nasir-pal, glorious Prince, worshipper of the great gods
the generous, the great, the powerful, acquirer of cities and forests and the territory of all of them, King of Lords, destroying the wicked, strengthening
the peaceful, not sparing opponents, a Prince of firm will(?) one who combats oppression, Lord of all Kings,
Lord of Lords, the acknowledged, King of Kings, seated gloriously, the renown of Ninip the warrior, worshipper of the great gods, prolonging the benefits (conferred by) his fathers:
a Prince who in the service of Assur and the Sun-god, the gods in whom he trusted, royally marched to turbulent lands, and Kings who had rebelled against him
[he cut off like grass, all their lands to his feet he subjected, restorer of the worship of the goddesses and that of the great gods,
Chief unwavering, who for the guidance of the heads (and) elders of his land is a steadfast guardian, the work of whose hands and
the gift of whose finger the great gods of heaven and earth have exalted, and his steps over rulers have they established forever;
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poem by King Assur-Bani-Pal
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David
My thought, on views of admiration hung,
Intently ravish'd and depriv'd of tongue,
Now darts a while on earth, a while in air,
Here mov'd with praise and mov'd with glory there;
The joys entrancing and the mute surprize
Half fix the blood, and dim the moist'ning eyes;
Pleasure and praise on one another break,
And Exclamation longs at heart to speak;
When thus my Genius, on the work design'd
Awaiting closely, guides the wand'ring mind.
If while thy thanks wou'd in thy lays be wrought,
A bright astonishment involve the thought,
If yet thy temper wou'd attempt to sing,
Another's quill shall imp thy feebler wing;
Behold the name of royal David near,
Behold his musick and his measures here,
Whose harp Devotion in a rapture strung,
And left no state of pious souls unsung.
Him to the wond'ring world but newly shewn,
Celestial poetry pronounc'd her own;
A thousand hopes, on clouds adorn'd with rays,
Bent down their little beauteous forms to gaze;
Fair-blooming Innocence with tender years,
And native Sweetness for the ravish'd ears,
Prepar'd to smile within his early song,
And brought their rivers, groves, and plains along;
Majestick Honour at the palace bred,
Enrob'd in white, embroider'd o'er with red,
Reach'd forth the scepter of her royal state,
His forehead touch'd, and bid his lays be great;
Undaunted Courage deck'd with manly charms,
With waving-azure plumes, and gilded arms,
Displaid the glories, and the toils of fight,
Demanded fame, and call'd him forth to write.
To perfect these the sacred spirit came,
By mild infusion of celestial flame,
And mov'd with dove-like candour in his breast,
And breath'd his graces over all the rest.
Ah! where the daring flights of men aspire
To match his numbers with an equal fire;
In vain they strive to make proud Babel rise,
And with an earth-born labour touch the skies.
While I the glitt'ring page resolve to view,
That will the subject of my lines renew;
The Laurel wreath, my fames imagin'd shade,
Around my beating temples fears to fade;
My fainting fancy trembles on the brink,
And David's God must help or else I sink.
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poem by Thomas Parnell
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Adam: A Sacred Drama. Act 2.
SCENE I. -- CHORUS OF ANGELS Singing.
Now let us garlands weave
Of all the fairest flowers,
Now at this early dawn,
For new-made man, and his companion dear;
Let all with festive joy,
And with melodious song,
Of the great Architect
Applaud this noblest work,
And speak the joyous sound,
Man is the wonder both of Earth and Heaven.
FIRST Angel.
Your warbling now suspend,
You pure angelic progeny of God,
Behold the labour emulous of Heaven!
Behold the woody scene,
Decked with a thousand flowers of grace divine;
Here man resides, here ought he to enjoy
In his fair mate eternity of bliss.
SECOND Angel.
How exquisitely sweet
This rich display of flowers,
This airy wild of fragrance,
So lovely to the eye,
And to the sense so sweet.
THIRD Angel.
O the sublime Creator,
How marvellous his works, and more his power!
Such is the sacred flame
Of his celestial love,
Not able to confine it in himself,
He breathed, as fruitful sparks
From his creative breast,
The Angels, Heaven, Man, Woman, and the World.
FOURTH Angel.
Yes, mighty Lord! yes, hallowed love divine!
Who, ever in thyself completely blest,
Unconscious of a want,
Who from thyself alone, and at thy will,
Bright with beignant flames,
Without the aid of matter or of form,
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poem by William Cowper
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Lessons Of Love
(s. garrett/g. ballard)
See the children play
Listen to the things they say
One-on-one to one another
Theyre just having fun
Finding out it can be done
They dont seperate by cover
Ooh, young hearts
Facing to feel it so naturally
And the flower grows from the seed and
Chorus:
Practice makes perfect and we tryin enough
And were bound to be learning
The lessons of love
Coz were never too old and never too young
To be teaching each other the lessons of love
Got some work to do
Theres so much we can improve
Piece by piece we come together, yeah
In the neighborhood
I know we can make it good
But weve got to make it better
Oh woh oh, inside each of us has a romelody
But weve got to find our harmony
Practice makes perfect and we tryin rnough
And weve got to remember
The lessons of love
Coz were never too old and never too young
To be teaching each other the lessons of love
Bridge:
Imagine how this world could be
If all of us would live in peace
Nothing good comes easily
Together starts with you and me
Yeah, oh yeah, aha
Lessons of love
Practice makes perfect and we tryin enough
And were bound to be learning
The lessons of love
Coz were never too old and never too young
To be teaching each other
Practice makes perfect and we tryin enough
And weve got to remember
The lessons of love
Coz were never too old and never too young
To be teaching each other the lessons of love
Practice makes perfect, try it enough
(oh, never too young, aha)
And weve got to be learning
The lessons of love (lessons of love)
[...] Read more
song performed by Lea Salonga
Added by Lucian Velea
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The Spirit Of Crazy Horse
This world is of me
And I am of it
It makes me who I am
What I must be
The birds fly freely
They are my family
Teaching freedom
The bear and buffalo - my family
Teaching strength, endurance
The beaver and tortoise - my family
Teaching perseverance, patience
The wolf - my family
Teaching loyalty, friendship
The fox - my family
Teaching wisdom, insight
The air - my breath
The river - my blood
The grass - my bed
The starry night - my blanket
To remove any piece of this
Diminishes me
Suffocates me
Destroys me
When I fight
Not only for my people but my family
To die fighting is the way of my family
To resist servitude until my death is honorable
The time of resistance is now
To fight or be broken
To stand tall - not to crawl
The day my breath joins the wind will be a good day.
poem by Claude H Oliver II
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What was taught fought with that wrought to sought
Democratic leaders work to keep voters rites fired up over a fiery election right
and forgive them, instead of seeking revenge, knowing not to fight
policy overly simplistic at times less inspiring works sung
in teaching respect for authority while children are still young.
God will be there to comfort you and work within the soul of your beloved child.
Men of this world do not desire righteous woman or those meek and mild.
This world seeks and does work to destroy that purity,
because of our mental, moral putrid disunity.
God taught us how to rear taken children, how to take care of bereft,
and how to have courage to fight the good fight of faith then left.
Ability to fight illness by eating teaching and community hospitals ere
help support our continuing work by being wrought with sought that ought here.
Private, liberal arts institution affiliated with the church
and dedicated to preparing students for taking the lurch
to solve problems with recognition, emphasize how God works in vision,
constantly seeking a consistently faithful position.
What history taught about what the world chose to ignore transfer
allowance of army of Christian zealots to do the refer work defer
and a teacher explained at length positive philosophy of teaching feasible,
given difficulties of fighting troops, it seems reasonable.
Furious fighting forces fly in those aircraft protocal
that nobody can even with cartoons teaching portion control.
Schools ease into age seeking wisdom to ultimately wash dishes,
thus finding common ground in working with what was thought your land and wishes.
Think about a professional designer speeding in creative race;
consider police still seeking clues in unresolved mystery case;
schools were requiring creationism to be taught alongside
battle in the courts sought by Christian conservatives along defense divide.
But the work done on this dismal earth exhausts.
The breaks taken from bankrupted reality wroughts.
Fighting for a contemplative life is akin to waving stick in the air,
but will not deter in the all-important work of creating diverse welcome pray.
Short term in campus will seek confirmation from the courts to doubt
in the neighborhoods said that as many as all out
constantly seek to maximize time students have to work hard to fall in lap
increasing impact in the fight against the achievement gap.
Specialist's work restores smiles of knowledgeable knowledge lovers,
so making keeping taught slopes in shaped dives that make living teaching others.
Hoarse trainer's passion for full faith must be taught as the apostles deliberate
fighting against work to expedite the day when some pope will have sought to consecrate.
poem by Hercolena Oliver
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Nit and Picked Too Long
My love for you is gone.
You nit and picked too long.
Your criticisms wrong.
I did not feel belonged.
My love for you is gone!
You nit and picked too long.
Your criticisms wrong.
I did not feel belonged.
Absent was a benefit.
Every time you threw a fit.
And your tongue was acid lit.
Driving me to split,
And seek calm.
You nit and picked too long.
Your criticisms wrong.
I did not feel belonged.
Driving me to split,
And seek calm.
I'm done with it and gone.
You nit and picked too long.
You nit and picked too long
I'm done with you and it,
And now I'm gone.
poem by Lawrence S. Pertillar
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Wrong Side Of Love
She said that shes got something else on her mind
Im spending my money, but Im wasting time
It looks to me like the end of the line
Well, she plays both sides and shes making me choose
Its heads, she wins, and tails I lose
Each time I call, its another excuse
I thought I was finally doin everything right
Now it looks like Im the one left lonely tonight
I picked the wrong side of love
And I wound up on the losin end
The wrong side of love
Now Im starting all over again
She makes me feel like Im out of control
She comes on hot but she turns ice cold
Her light says stop when Im ready to go
She set me up, now shes puttin me down
Sometimes I feel like a face in the crowd
One day Im in, the next day Im out
I picked the wrong side of love
Right place, wrong time
The wrong side of love
Well honey, point me in the right direction
I picked the wrong side of love
Is there a bad side to love?
I picked the wrong side of love
The wrong side of love
I picked the wrong side of love
song performed by Cheap Trick
Added by Lucian Velea
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Conditioned To Request Permission
No need to treat me like an alley cat.
Because you are addicted...
To those rumors that will ruin,
Any happiness we get.
No need to treat me like an alley cat.
Because you are addicted...
To those rumors that will ruin,
Any happiness we get.
Because you are addicted...
To those rumors that will ruin,
The pursuing of the blooming...
We expect and accept,
With any happiness we get.
Oh...
Oh oh,
Why should we be the ones conditioned,
To request permission...
To investigate a picked division.
And whoa,
A oh oh....
Oh,
Why should we be the ones conditioned,
To request permission...
To investigate a picked division.
No need to treat me like an alley cat.
Because you are addicted...
To those rumors that will ruin,
Any happiness we get.
No need to treat me with suspicion,
And live with secret inhabitions.
Why should we accept conditions,
That might invite future division.
Whoa,
A oh oh....
Oh,
Why should we be the ones conditioned,
To request permission...
To investigate a picked division.
No need to treat me like an alley cat.
Because you are addicted...
To those rumors that will ruin,
Any happiness we get.
[...] Read more
poem by Lawrence S. Pertillar
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In My Mind! All This Time
Your per-son-ality...
Was not just picked from any litter.
Your dig-ni-ty...
Is of the best I've ever seen.
You are so far from routine,
And it gets so hard to leave...
The matter of affection I feel.
That matter of affection felt.
Your Per,
Son...
Ality!
Was not just picked from any litter.
And your,
Dig...
Ni,
Ty! ?
Is of the best I've ever seen.
Your personality...
Is wha'ts delivered.
From a giver of love and liberty!
Your per-son-ality...
Was not just picked from any litter.
Your dig-ni-ty...
Is of the best I've ever seen.
Your per-son-ality...
Was not just picked from any litter.
Your per-son-ality...
Was selected to give as a gift!
That per-son-ality...
Was not just picked from any litter.
Your per-son-ality...
Is the kind to stay in one's mind!
And you have remained,
In my mind!
All this time!
Because...
The matter of affection I feel.
And,
That matter of affection felt.
And you have remained,
In my mind!
Because...
The matter of affection I feel.
[...] Read more
poem by Lawrence S. Pertillar
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You Picked the Right Day for Torture
You picked the right day for torture.
It was too quiet and serene,
To be left untampered.
You wanted your presence felt...
And it was.
You picked the right day for torture
With or without a diet regimen
Or implementation of facts.
What you do behind one's back...
Is left to your interpretation.
Your rules and dispositions are taught!
Although not followed,
And neither held in high esteem.
You picked the right day for torture...
Perhaps now you can see in bright daylight,
The victims you continue to abuse
Are of your own kind.
And of them none can say you frighten.
Yet all have been too quick to say you are crazed!
And today you are here believing you will be praised,
And honored?
You picked the right day for torture!
And how much of it you take...
Will not leave a witness to feel remorse,
Or show heartbreak!
They have come to watch you exploit,
Your own pain!
You have picked the right day for torture!
Everyone came to give you the limelight,
And the fame you claim!
poem by Lawrence S. Pertillar
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The White Cliffs
I
I have loved England, dearly and deeply,
Since that first morning, shining and pure,
The white cliffs of Dover I saw rising steeply
Out of the sea that once made her secure.
I had no thought then of husband or lover,
I was a traveller, the guest of a week;
Yet when they pointed 'the white cliffs of Dover',
Startled I found there were tears on my cheek.
I have loved England, and still as a stranger,
Here is my home and I still am alone.
Now in her hour of trial and danger,
Only the English are really her own.
II
It happened the first evening I was there.
Some one was giving a ball in Belgrave Square.
At Belgrave Square, that most Victorian spot.—
Lives there a novel-reader who has not
At some time wept for those delightful girls,
Daughters of dukes, prime ministers and earls,
In bonnets, berthas, bustles, buttoned basques,
Hiding behind their pure Victorian masks
Hearts just as hot - hotter perhaps than those
Whose owners now abandon hats and hose?
Who has not wept for Lady Joan or Jill
Loving against her noble parent's will
A handsome guardsman, who to her alarm
Feels her hand kissed behind a potted palm
At Lady Ivry's ball the dreadful night
Before his regiment goes off to fight;
And see him the next morning, in the park,
Complete in busbee, marching to embark.
I had read freely, even as a child,
Not only Meredith and Oscar Wilde
But many novels of an earlier day—
Ravenshoe, Can You Forgive Her?, Vivien Grey,
Ouida, The Duchess, Broughton's Red As a Rose,
Guy Livingstone, Whyte-Melville— Heaven knows
What others. Now, I thought, I was to see
Their habitat, though like the Miller of Dee,
I cared for none and no one cared for me.
III
A light blue carpet on the stair
And tall young footmen everywhere,
Tall young men with English faces
Standing rigidly in their places,
Rows and rows of them stiff and staid
[...] Read more
poem by Alice Duer Miller
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