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She said, and I'm not kidding, 'Is this a speaking role?' I wasn't quite sure how to answer that one.

quote by Peter Bergman
Added by Lucian Velea
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I Was Only Kidding

When I said that Id be faithful
When I promised Id be true
When I swore that I could never
Be with anyone but you
When I told you that I loved you
With those tender words I spoke
I was only kidding
Now, cant you take a joke?
When I said that I need you, baby
When I told you that I really care
When I said that I cant live without you
When I said Id follow you anywhere
When I said you could always trust me
When I said Id never leave you flat
Well, guess what? I was only kidding, baby
I cant belieeeeve you fell for that! youre so gullible...
(I was only kidding) I was only kidding
(I was only kidding) you thought that was for real?
I was only kidding
Now Im sorry if you misunderstood, but the fact remains
(I was only kidding) I was only kidding
(I was only kidding) baby, baby, I was...
(I was) only kidding
Well, I guess I got you pretty good, now listen...
When I said that I love you, baby
From the very bottom of my heart
When I said that I miss you so badly
Every second were apart
When I swore that youre just getting more and more
Beautiful every day
Well, I was only kidding, honey
Whats the matter with you anyway? let me tell you something
(I was only kidding) I was only kidding
(I was only kidding) you understand, dont ya?
I was only kidding
Well, I guess it probably hurts you alot, but you gotta know
(I was only kidding) I was only kidding
(I was only kidding) come on now, get a clue
I was only kidding
I really love you... not!
When I said you oughta marry
When I said that we should settle down
Well, I was pullin your leg there, honey
I was just foolin around
You see, I -- I never meant to upset you, darlin
I never meant to hurt anyone
I was only kidding, baby
Why dont you just put down that gun?
Lets talk this over
(I was only kidding) I was only kidding

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song performed by Weird Al Yankovic
Added by Lucian Velea
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Kidding

A figure dressed in the finest attire
That money can buy
Laiden with assets to make an impression
On a strangers eye
And he lives in a palace
Surrounded by roses in a perfect picture
Hes in deep with the shallow
Hes fading cause he cant see the sky
Who are you kidding mister?
I can give you everything
Who are you kidding mister?
I can give you anything
Who are you kidding mister?
Im so happy that I could sing, yeah
Nobody, youre kidding nobody
Nobody but you
A dinner with twenty people you hate
And theyre hating you more
Talking politely, its all a show
Tell me what is it for?
And your laugh is tale-telling
They follow but you know youre not a funny man
The truth is the meaning
And your life is that you wouldnt have one
If you were poor
Who are you kidding mister?
I can give you everything
Who are you kidding mister?
I can give you anything
Who are you kidding mister?
Im so happy that I could sing, yeah
Nobody, youre kidding nobody
Nobody but you
Yeah. . .
Such a shame, sir
Such a shame
Such a shame
Who are you kidding mister?
I can give you everything, yeah
Who are you kidding mister?
I can give you anything
Who are you kidding mister?
Im so happy that I could sing, yeah
Nobody, nobody, nobody, nobody
Nobody but yourself x5
Nobody. . .
Who are you kidding mister?
I can give you everything
Who are you kidding mister?
I can give you anything

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song performed by Imogen Heap
Added by Lucian Velea
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Answered Prayer

Every problem has solutions
Look inside your heart, see what you might find
You can draw your own conclusions
Theres summer in your soul, winter in your mind
I love, I love, I love you
I need, I need, I need you there
I love, I love, I love you
Let me be your answered prayer
(answer my, answer my, answer my prayer)
Answered prayer
(answer my, answer my, answer my prayer)
Dont cry, tears dry
Answered prayer
(answer my, answer my, answer my prayer)
Unhappy for a long time
A subtle shade of blue, indigo, thats you
You say that loves so hard to find
It just eluded you, Ive been eluded, too
I love, I love, I love, I love you
I need, I need, I need you there
Ive got to, got to, got to have you
Let me be your answered prayer
(answer my, answer my, answer my prayer)
Answered prayer
(answer my, answer my, answer my prayer)
Dont cry, tears dry
Answered prayer
(answer my, answer my, answer my prayer)
Dont cry, tears dry
(answer my, answer my, answer my prayer)
Open up your mind, open up your heart
Unlock your dreams, unchain desire
Open up your arms, open up your eyes
Answer my prayer
Truth be told, word to the wise
Open your heart, babe, open your eyes
Unlock your dreams, unchain desire
Answer my prayer, answer my prayer
Answer my prayer
Prayer
(answer my, answer my, answer my prayer)
All I want you to do, all I want to do
Is to answer my prayer, answer baby
(answer my, answer my, answer my prayer)
Dont cry
Now give me answer, give me an answer, give me an answer
Yeah, yeah, yeah, yeah, oh yeah

song performed by Abc
Added by Lucian Velea
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The Answer

Yeah,
I've been waiting for you
So patiently
And now you're here
Ohhhhhh
You're my answer
Thank you (Yeah)
Ohhhhhh
I think you're my answer
Uh, Here I go
You're the answer
All this time I've tried to find you
I've been yearnin' (I've been yearning inside)
You're the answer to the question that's been burning (I've been burning inside)
When they ask me who I love
You're the answer (You're my answer)
You're my answer
Patiently I've waited for this day to finally come
Knowing someday somehow I would find that special one
Someone perfect, someone true, someone that I knew, was you (I knew it was you)
Who can hold me tight, keep me warm, through the night
Who can wipe my tears, when it's wrong, make it right
Who can give me love, 'til I'm satisfied
Who's the one I need in my life
You're the answer
All this time I've tried to find you
I've been yearnin' (I've been yeaning inside)
You're the answer to the question that's been burning (I've been burning inside)
When they ask me who I love
You're the answer (You're the answer baby)
You're my answer
I can hardly speak because I'm underneath your spell
Saving every moment that I have you to myself
Putting my love to the test
'Cuz baby this is destiny (Yeah, This is destiny)
You can hold me tight, keep me warm, through the night
You can wipe my tears, when its wrong, make it right
You can give me love, 'til I'm satisfied
You're the one I need in my life
You're the answer
All this time I've tried to find you
I've been yearnin' (I've been yearning)
You're the answer to the question that's been burning (I've been burning inside)
When they ask me who I love
You're the answer (You're my answer)
You're my answer (You're my answer)
You're the answer (Yeah)
All this time I've tried to find you
I've been yearnin' (I've been yearning for you)
You're the answer to the question that's been burning (Burning)

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song performed by Britney Spears
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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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Courtship of Miles Standish, The

I
MILES STANDISH

In the Old Colony days, in Plymouth the land of the Pilgrims
To and fro in a room of his simple and primitive dwelling,
Clad in doublet and hose, and boots of Cordovan leather,
Strode, with a martial air, Miles Standish the Puritan Captain.
Buried in thought he seemed, with his hands behind him, and pausing
Ever and anon to behold his glittering weapons of warfare,
Hanging in shining array along the walls of the chamber, --
Cutlass and corselet of steel, and his trusty sword of Damascus,
Curved at the point and inscribed with its mystical Arabic sentence,
While underneath, in a corner, were fowling-piece, musket, and matchlock.
Short of stature he was, but strongly built and athletic,
Broad in the shoulders, deep-chested, with muscles and sinews of iron;
Brown as a nut was his face, but his russet beard was already
Flaked with patches of snow, as hedges sometimes in November.
Near him was seated John Alden, his friend and household companion,
Writing with diligent speed at a table of pine by the window:
Fair-haired, azure-eyed, with delicate Saxon complexion,
Having the dew of his youth, and the beauty thereof, as the captives
Whom Saint Gregory saw, and exclaimed, "Not Angles, but Angels."
Youngest of all was he of the men who came in the Mayflower.

Suddenly breaking the silence, the diligent scribe interrupting,
Spake, in the pride of his heart, Miles Standish the Captain of Plymouth.
"Look at these arms," he said, "the war-like weapons that hang here
Burnished and bright and clean, as if for parade or inspection!
This is the sword of Damascus I fought with in Flanders; this breastplate,
Well I remember the day! once save my life in a skirmish;
Here in front you can see the very dint of the bullet
Fired point-blank at my heart by a Spanish arcabucero.
Had it not been of sheer steel, the forgotten bones of Miles Standish
Would at this moment be mould, in their grave in the Flemish morasses."
Thereupon answered John Alden, but looked not up from his writing:
"Truly the breath of the Lord hath slackened the speed of the bullet;
He in his mercy preserved you, to be our shield and our weapon!"
Still the Captain continued, unheeding the words of the stripling:
"See, how bright they are burnished, as if in an arsenal hanging;
That is because I have done it myself, and not left it to others.
Serve yourself, would you be well served, is an excellent adage;
So I take care of my arms, as you of your pens and your inkhorn.
Then, too, there are my soldiers, my great, invincible army,
Twelve men, all equipped, having each his rest and his matchlock,
Eighteen shillings a month, together with diet and pillage,
And, like Caesar, I know the name of each of my soldiers!"
This he said with a smile, that danced in his eyes, as the sunbeams
Dance on the waves of the sea, and vanish again in a moment.
Alden laughed as he wrote, and still the Captain continued:
"Look! you can see from this window my brazen howitzer planted

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poem by Henry Wadsworth Longfellow
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The Courtship of Miles Standish

I
MILES STANDISH

In the Old Colony days, in Plymouth the land of the Pilgrims
To and fro in a room of his simple and primitive dwelling,
Clad in doublet and hose, and boots of Cordovan leather,
Strode, with a martial air, Miles Standish the Puritan Captain.
Buried in thought he seemed, with his hands behind him, and pausing
Ever and anon to behold his glittering weapons of warfare,
Hanging in shining array along the walls of the chamber, --
Cutlass and corselet of steel, and his trusty sword of Damascus,
Curved at the point and inscribed with its mystical Arabic sentence,
While underneath, in a corner, were fowling-piece, musket, and matchlock.
Short of stature he was, but strongly built and athletic,
Broad in the shoulders, deep-chested, with muscles and sinews of iron;
Brown as a nut was his face, but his russet beard was already
Flaked with patches of snow, as hedges sometimes in November.
Near him was seated John Alden, his friend and household companion,
Writing with diligent speed at a table of pine by the window:
Fair-haired, azure-eyed, with delicate Saxon complexion,
Having the dew of his youth, and the beauty thereof, as the captives
Whom Saint Gregory saw, and exclaimed, "Not Angles, but Angels."
Youngest of all was he of the men who came in the Mayflower.

Suddenly breaking the silence, the diligent scribe interrupting,
Spake, in the pride of his heart, Miles Standish the Captain of Plymouth.
"Look at these arms," he said, "the war-like weapons that hang here
Burnished and bright and clean, as if for parade or inspection!
This is the sword of Damascus I fought with in Flanders; this breastplate,
Well I remember the day! once save my life in a skirmish;
Here in front you can see the very dint of the bullet
Fired point-blank at my heart by a Spanish arcabucero.
Had it not been of sheer steel, the forgotten bones of Miles Standish
Would at this moment be mould, in their grave in the Flemish morasses."
Thereupon answered John Alden, but looked not up from his writing:
"Truly the breath of the Lord hath slackened the speed of the bullet;
He in his mercy preserved you, to be our shield and our weapon!"
Still the Captain continued, unheeding the words of the stripling:
"See, how bright they are burnished, as if in an arsenal hanging;
That is because I have done it myself, and not left it to others.
Serve yourself, would you be well served, is an excellent adage;
So I take care of my arms, as you of your pens and your inkhorn.
Then, too, there are my soldiers, my great, invincible army,
Twelve men, all equipped, having each his rest and his matchlock,
Eighteen shillings a month, together with diet and pillage,
And, like Caesar, I know the name of each of my soldiers!"
This he said with a smile, that danced in his eyes, as the sunbeams
Dance on the waves of the sea, and vanish again in a moment.
Alden laughed as he wrote, and still the Captain continued:
"Look! you can see from this window my brazen howitzer planted

[...] Read more

poem by Henry Wadsworth Longfellow
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Hip Hop It Really Rocks

Botched up and rocked by hip hop...
That has drowned out all the pop,
People 'use' to love a lot.
Although almost on top is hip hop...
Like it or not,
It is part of culture.
And hip hop can't be stopped!

Pop...
Botched up and rocked by hip hop,
Is no longer the main 'thing' on the scene.
With a meaning meant,
Like the appetite for Fort Knox.
And pop now in shambles.
Struggling not to be completely dropped.

Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip-hip-hip-hip is hot,
And in a glorifying role.
Hip-hop it knows it really rocks.
And in a glorfying role.

Botched up and rocked by hip hop...
That has drowned out all the pop,
People 'use' to love a lot.
Although almost on top is hip hop...
Like it or not,
It is part of culture.
And hip hop can't be stopped!

Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip-hip-hip-hip is hot,
And in a glorifying role.
Hip-hop it knows it really rocks.
And in a glorfying role.

Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip-hip-hip-hip is hot,
And in a glorifying role.
Hip-hop it knows it really rocks.
And in a glorfying role.

[...] Read more

poem by Lawrence S. Pertillar
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In a Manner of Speaking

In a manner of speaking, I want to kill you,
said the drunk redneck to his wife,
In a manner of speaking, I don't love you,
said my ex (turned vegan) to me,
as I returned from a psych ward, hoping for
some sort of reconciliation,
And in a manner of speaking, the whole
world has gone to shit, that no mentally
unbalanced poet can improve upon,
In a manner of speaking, I was just a haiku
before I birthed an epic poem in 2008
and it went something like:
In a manner of speaking…

In a manner of speaking, there is plenty of
beer and loose women,
In a manner of speaking, there is plenty of
internet journals with useless information,
In a manner of speaking, there are plenty of
assholes writing about getting laid and anal sex
on MySpace,
In a manner of speaking, my friend got raped
a few years ago and now has occasional herpes
outbreaks, which are quite disturbing
to her husband,
In a manner of speaking, I'm losing faith in humanity
and love at times,
In a manner of speaking, we just go through the motions,
hoping for something to change or something
spectacular to happen.

But I don't really know any more,
trying to make sense of it all, screaming for some sort of
sanity that eludes me,
In a manner of speaking, I feel alone here,
unable to connect to what's around me-
I just told some guy at a bar that I was a Dallas Cowboys
fan and I don't even watch football,
and he told me to come in my 'gear' on Sunday,
In a manner of speaking, I feel somewhat liberated
because I have no clue as to what I'm doing,
knowing that there is really no escape.

January 8,2008
-Alexander Shaumyan

poem by Alexander Shaumyan
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Epithalamion

YE learned sisters, which have oftentimes
Beene to me ayding, others to adorne,
Whom ye thought worthy of your gracefull rymes,
That even the greatest did not greatly scorne
To heare theyr names sung in your simple layes,
But joyed in theyr praise;
And when ye list your owne mishaps to mourne,
Which death, or love, or fortunes wreck did rayse,
Your string could soone to sadder tenor turne,
And teach the woods and waters to lament
Your dolefull dreriment:
Now lay those sorrowfull complaints aside;
And, having all your heads with girlands crownd,
Helpe me mine owne loves prayses to resound;
Ne let the same of any be envide:
So Orpheus did for his owne bride!
So I unto my selfe alone will sing;
The woods shall to me answer, and my Eccho ring.

Early, before the worlds light-giving lampe
His golden beame upon the hils doth spred,
Having disperst the nights unchearefull dampe,
Doe ye awake; and, with fresh lusty-hed,
Go to the bowre of my beloved love,
My truest turtle dove;
Bid her awake; for Hymen is awake,
And long since ready forth his maske to move,
With his bright Tead that flames with many a flake,
And many a bachelor to waite on him,
In theyr fresh garments trim.
Bid her awake therefore, and soone her dight,
For lo! the wished day is come at last,
That shall, for all the paynes and sorrowes past,
Pay to her usury of long delight:
And, whylest she doth her dight,
Doe ye to her of joy and solace sing,
That all the woods may answer, and your eccho ring.

Bring with you all the Nymphes that you can heare
Both of the rivers and the forrests greene,
And of the sea that neighbours to her neare:
Al with gay girlands goodly wel beseene.
And let them also with them bring in hand
Another gay girland
For my fayre love, of lillyes and of roses,
Bound truelove wize, with a blew silke riband.
And let them make great store of bridale poses,
And let them eeke bring store of other flowers,
To deck the bridale bowers.
And let the ground whereas her foot shall tread,

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poem by Edmund Spenser
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Seasonable Retour-Knell

SEASONABLE RETOUR KNELL
Variations on a theme...
SEASONABLE ROUND ROBIN ROLE REVERSALS

Author notes

A mirrored Retourne may not only be read either from first line to last or from last to first as seen in the mirrors, but also by inverting the first and second phrase of each line, either rhyming AAAA or ABAB for each verse. thus the number of variations could be multiplied several times.- two variations on the theme have been included here but could have been extended as in SEASONABLE ROUND ROBIN ROLE REVERSALS robi03_0069_robi03_0000

In respect of SEASONABLE ROUND ROBIN ROLE REVERSALS
This composition has sought to explore linguistic potential. Notes and the initial version are placed before rather than after the poem.
Six variations on a theme have been selected out of a significant number of mathematical possibilities using THE SAME TEXT and a reverse mirror for each version. Mirrors repeat the seasons with the lines in reverse order.

For the second roll the first four syllables of each line are reversed, and sense is retained both in the normal order of seasons and the reversed order as well... The 3rd and 4th variations offer ABAB rhyme schemes retaining the original text. The 5th and 6th variations modify the text into rhyming couplets.

Given the linguistical structure of this symphonic composition the score could be read in inversing each and every line and each and every hemistitch. There are minor punctuation differences between versions.

One could probably attain sonnet status for each of the four seasons and through partioning in 3 groups of 4 syllables extend the possibilites ad vitam.

Seasonable Round Robin Roll Reversals
robi03_0069_robi03_0000 QXX_DNZ
Seasonable Retour-Knell
robi03_0070_robi03_0069 QXX_NXX
26 March 1975 rewritten 20070123
lllllllllllllllllllllllllllllllllllll lllllllllllllllllll
For previous version see below
_______________________________________
SPRING SUMMER

Life is at ease Young lovers long
Land under plough; To hold their dear;
Whispering trees, Dewdrops among,
Answering cow. Bold, know no fear.

Blossom, the bees, Life full of song,
Burgeoning bough; Cloudless and clear;
Soft-scented breeze, Days fair and long,
Spring warms life now. Summer sends cheer.

AUTUMN WINTER

Each leaf decays, Harvested sheaves
Each life must bow; And honeyed hives;
Our salad days Trees stripped of leaves,
Are ending now. Jack Frost has knives.

Fruit heavy lays Time, Prince of thieves,
Bending the bough, - Onward he drives,

[...] Read more

poem by Jonathan Robin
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Statistically Speaking

Boom boom boom boom boom boom boom boom boom,
Statistically speaking.
Boom boom boom boom boom boom boom boom boom,
Statistically speaking.
Boom boom boom boom boom boom boom boom boom,
Statistically speaking.
Boom boom boom boom boom boom boom boom boom,
Statistically speaking.
Boom boom boom boom boom boom boom boom boom,
From the viewpoint of a human being...
I detect us humans,
Are the least important things,
On this Earth.
And the water, grass and trees...
Are the 'real' things,
Mother Nature wishes more to treat!

I perceive our existence here,
Is not so high on the list.
Since we are an experiment.
Even though we choose to think of ourselves,
As the center of the universe.
And here to live in a permanence!
Boom boom boom boom boom boom boom boom boom,
Statistically speaking.
Boom boom boom boom boom boom boom boom boom,
Statistically speaking.

We leech and feed,
Off what nature offers.
We know nothing but conflict!
And this chaos we foster.
There are laws created to discriminate.
Yet we discuss things loved...
And show how much we despise and hate.
We infiltrate and pillage,
Lands where others live.
We take without thought.
Causing blood to shed.
And worship heartache.
As we lay alone sleepless in our beds!

Boom boom boom boom boom boom boom boom boom,
With faith we fake brotherhood!
Boom boom boom boom boom boom boom boom boom,
Believing prayer delivers escape!
Boom boom boom boom boom boom boom boom boom,
And cry like spoiled children!
Boom boom boom boom boom boom boom boom boom,
With no guilt of remorse to eliminate...

[...] Read more

poem by Lawrence S. Pertillar
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Coast 2 Coast

I met a girl named hip hop in seventy eight
Hollis Queens New York gave us our first date
man she broke me off proper yo the girl was fast
and everybody kept telling me it would not last
cause ain't no women in the world supposed to be that sweet
and ya just can't trust a hot chick from the street
I could tell she had been through lots of struggle and strife
but yet in still she'd been with me over half of my life
born key Jeff Taylor took me into his home
and intrduced me to some tables and a microphone
hip hop talked to me told me take your time
at the age of eleven I bust my first rhyme
block partys in the day house partys at night
just about one year before Rapper's Delight
everybody in the crew called to make a request
cause rap's on the radio and hip-hop was blessed
didn't go to many clubs I wasn't old enough
And if it try to sneak it out my folks is scolding up
but I still do anything to get on stage
and once I got a club gig I lied about my age
just a couple blocks away was the Hollis crew
Run and them used to rock at one ninety two
up the street was a crew called Solo Sounds
where Davey D and Mex used to throw it down
man I wouldn't trade rap for anything in the world
hip hop meant more to me than diamonds and pearls
and I still reminicse to this very day
and I remember those words hip hop would say
(Do you have love for the east coast?)
yes I do
(the hip hop on the east coast?)
yeah that's true
from the 'yes yes y'all' to 'and you don't stop'
east coast played a role in making a hip hop
(Do you have love for the east coast?)
yeah that's right
(the hip hop on the east coast?)
yeah that's tight
from the 'yes yes y'all' to 'and you don't stop'
east coast played a role in making a hip hop
now I gotta get busy time to make that move
high school over with gotta sho' improve
got college on the coast and I'm makin' plans
so hip hip went and told me go west young man
it was a different kind of style but I liked the sound
everybody in the house gauranteed to get down
I did the casa skateland word on wheels
and the crazy crazy world of the record deal
K-day was the station that played my song
I got love from the people it's a shame they gone

[...] Read more

song performed by Young MC
Added by Lucian Velea
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Shes Got The Answer

(graham russell, michael sherwood, larry antonio, jimmy haun)
Shes the kind of girl that you need to touch
Follow through fire
She can take it all, always gives so much
And laughs til she cries
If shes far away I can feel her still
Soothing my soul
When shes here with me and Im not myself
She takes control
Shes got direction, shes got devotion
Shes got the rhythm, such an emotional woman
Shes got the movement
Shes got the power
In comes the sunlight when all the flowers unfold
I know
Shes got the answer--shes got the answer
Shes got the answer
Shes got the answer
I am here for you, you are near to me
A mother or a child
Generations passing through you
Awake in the wild
Shes got direction, shes got devotion
Shes got the rhythm, such an emotional woman
Shes got the movement, shes got the power
In comes the sunlight, and when all the flowers unfold
I know
Shes got the answer--shes got the answer
Shes got the answer
Shes got the answer
Shes got direction, shes got devotion
Shes got the rhythm, such an emotional woman
Shes got the movement, shes got the power
In comes the sunlight, and when all the flowers unfold
Shes got the answer-- shes got the answer
Shes got the answer
Shes got the answer

song performed by Air Supply
Added by Lucian Velea
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A candle material

The heart is made of candle material
It burns to give light in general
This is what the impression we carry
It has tears in joy, happiness and with worry

This is the only sensible part which reacts
It obeys to normal happenings and sharply acts
It is instant and no delay action is awaited
It role is appreciated and clearly stated

It has fear of any time being extinguished
The whole gamut of exercise can be finished
But the ultimate pain can go no where
It has to be retained and felt here

No one knows what kind of piece it is?
How does all function assigned like this?
No one reacts except eyes being close to scene?
The tears have to come out even if want to be unseen

It has to dramatize its role in all the circumstances
It has not failed or discouraged in any instances
Time has come one not a dropp of tear was shed
It was only when there was realization of being misled

It has no time for grief when felt upon being cheated
It has no role when there is altercation and discussion heated
It has nothing to express in anger when love is in back seat
People are in rage and there is no time to think or greet

The role under such condition has its own effect
All other parts may have dominance and be in driver’s seat
What heart has to do when there is complete love lost?
It has to hide in the remote corner as there remains no trust

Love and hate can not remain side by side and go together
They can’t have any synchronization or scope to bother
If one is needed extremely then others has to make a way
Love has to be retained at any cost and hate can be pushed away

There is no such sensitive device developed anywhere
It is sensational and important part to have been gifted from there
Almighty wanted human being to be sensitive to some reversals
Else it was feared that people may not be in position to face the dismissals

We are thankful for being in possession
We are heartfelt and always remain happy with obsession
It has all sort of mechanism to make us laugh or cry
It has different shades on face when in complete shy

[...] Read more

poem by Hasmukh Amathalal
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Hermann And Dorothea - IV. Euterpe

MOTHER AND SON.

THUS the men discoursed together; and meanwhile the mother
Went in search of her son,--at first in front of the dwelling
On the bench of stone, for he was accustom'd to sit there.
When she found him not there, she went to look in the stable,
Thinking perchance he was feeding his splendid horses, the stallions
Which he had bought when foals, and which he entrusted to no one.
But the servant inform'd her that he had gone to the garden.
Then she nimbly strode across the long double courtyard,
Left the stables behind, and the barns all made of good timber,
Enter'd the garden which stretch'd far away to the walls of the borough,
Walk'd across it, rejoicing to see how all things were growing,
Carefully straighten'd the props, on which the apple-tree's branches,
Heavily loaded, reposed, and the weighty boughs of the pear-tree,
Took a few caterpillars from off the strong-sprouting cabbage;
For a bustling woman is never idle one moment.
In this manner she came to the end of the long-reaching garden,
Where was the arbour all cover'd with woodbine: she found not her son there,
Nor was he to be seen in any part of the garden.
But she found on the latch the door which out of the arbour
Through the wall of the town had been made by special permission
During their ancestor's time, the worthy old burgomaster.
So she easily stepp'd across the dry ditch at the spot where
On the highway abutted their well-inclosed excellent vineyard.
Rising steeply upwards, its face tow'rd the sun turn'd directly.
Up the hill she proceeded, rejoicing, as farther she mounted,
At the size of the grapes, which scarcely were hid by the foliage.
Shady and well-cover'd in, the middle walk at the top was,
Which was ascended by steps of rough flat pieces constructed.
And within it were hanging fine chasselas and muscatels also,
And a reddish-blue grape, of quite an exceptional bigness,
All with carefulness planted, to give to their guests after dinner.
But with separate stems the rest of the vineyard was planted,
Smaller grapes producing, from which the finest wine made is.
So she constantly mounted, enjoying in prospect the autumn.
And the festal day, when the neighbourhood met with rejoicing,
Picking and treading the grapes, and putting the must in the wine-vats,
Every corner and nook resounding at night with the fireworks,
Blazing and cracking away, due honour to pay to the harvest.
But she uneasy became, when she in vain had been calling
Twice and three times her son, and when the sole answer that reach'd her
Came from the garrulous echo which out of the town towers issued.
Strange it appear'd to have to seek him; he never went far off,
(As he before had told her) in order to ward off all sorrow
From his dear mother, and her forebodings of coming disaster.
But she still was expecting upon the highway to find him,
For the doors at the bottom, like those at the top, of the vineyard
Stood wide open; and so at length she enter'd the broad field
Which, with its spreading expanse, o'er the whole of the hill's back extended.

[...] Read more

poem by Johann Wolfgang von Goethe
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Can't Stand It (Live On Letterman)

The way things go
You get so low
Struggle to find your skin
Hey ho
Look out below
Your prayers will never be answered again
Phones still ring
And singers sing
Speakers are speaking in code
What now
Well anyhow
Our prayers will never be answered again
You know it's all beginning
(It's all beginning)
To feel like It's ending
(Feels like It's ending)
No loves as random
As God's love
I can't stand it
I can't stand it
The way things get
You get so high
Funny how we make new friends
Oh hey ho
I gotta go
My prayers will never be answered again
You know It's all beginning
(it's all beginning)
To feel like It's ending
(Feels like It's ending)
No loves as random
As God's love
I can't stand it
I can't stand it
Speakers speaking
Speakers speaking
Speaking in code
Speakers speaking
Speakers speaking
Speaking in code
You know It's all beginning
(it's all beginning)
To feel like pretending
(To feel like pretending)
No loves as random
As my love
I can't stand it
I can't stand it
Your prayers will never be answered again
Your prayers will never be answered again

[...] Read more

song performed by Wilco
Added by Lucian Velea
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Finding Oneself......... [EXTREMELY LONG; Growing Up; Relationships; Humor

Part One

When Bri was 13 and in grade 8,
he noticed classmates beginning to date.
At school (other) boys got their way with the girls with a kiss.
But Bri didn't have the urge; he thought 'what's this? '
He decided he should give it a try,
but each time he tried, the girl would cry.
Not only would she cry; she would run away and hide.
Bri felt between himself and the other boys a great divide.

Back home after school he'd seclude himself in his room and cry.
Through his mind was repeated the question 'why? ' 'Why DO they cry? Why? '

Bri was a straight A+ student with no flubs.
He played football but (except for 'Cooking') he joined not clubs.

After a few months Bri gave up (on girls) . He had NO close friends to set him right;
his parents should have known the problem, but they weren't bright.

In high school he took AP courses, and took 3 courses at a nearby college.
He ignored girls and sports and concentrated on gaining knowledge.

He got a full scholarship to Harvard, but his advisor looked at him funny.
By age 26 he had his PhD in psychology and started making money.
But he still asked 'why? '
It still bothered him and at times he'd cry.

Then waking up one day from a dream, Bri suddenly asked himself 'were they shy?
And if so, why with ME and not the other boys? Why DID they cry? '
The answer could be that his brain and looks were superior.
Were those girls only uncomfortable with boys that were inferior (to him) ?
If that really was the answer, he could now save face,
and could pursue women with HIS high level of brains, looks, and grace.
(But WAS it the answer? He was still not SURE why they did cry.)
For now he would work hard, avoid girls, and try to keep his eyes dry.
In two more years would be a second high school reunion. Thoughts of attending gave Bri a fright. (He'd skipped the first,5 year, reunion.)
But by going this time he might find out if his answer to his 'why? ' was right.

PART TWO

For two more years he waited anxiously for invitation he was dreading.
At times he'd awaken at night from a 'reunion dream', profusely sweating.
Finally it arrived in mail; it would be in June, before it got TOO warm.
He kept his calendar free for the whole month, doubting, at work, he could perform.
He got out the yearbooks his Mom had bought, and he studied each girl's name.
Would he have the nerve to ask them 'why? ' ….OR would he be too scared and lame?

He lived on sedatives for a week. He picked his favorite tie, and a light grey business suit.
Would he find out if the girls had just been shy, or would they give him 'the boot'?

[...] Read more

poem by Bri Edwards
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To A Departed Spirit

From the bright stars, or from the viewless air,
Or from some world unreached by human thought,
Spirit, sweet spirit! if thy home be there,
And if thy visions with the past be fraught,
Answer me, answer me!

Have we not communed here of life and death?
Have we not said that love, such love as ours,
Was not to perish as a rose's breath,
To melt away, like song from festal bowers?
Answer me, answer me!

Thine eye's last light was mine - the soul thtat shone
Intensely, mournfully, through gathering haze -
Didst thou bear with thee to the shore unknown,
Nought of what lived in that long, earnest gaze!
Hear, hear, and answer me!

Thy voice - its low, soft, fervent, farewell tone
Thrilled through the tempest of the parting strife,
Like a faint breeze: - oh, from that music flown,
Send back
one
sound, if love's be quenchless life,
But once, oh! answer me!

In the still noontide, in the sunset's hush,
In the dead hour of night, when thought grows deep,
When the heart's phantoms from the darkness rush,
Fearfully beautiful, to strive with sleep -
Spirit! then answer me!

By the remembrance of our blended prayer;
By all our tears, whose mingling made them sweet
By our last hope, the victor o'er despair; -
Speak! if our souls in deathless yearnings meet;
Answer me, answer me!

The grave is silent: - and the far-off sky,
And the deep midnight - silent all, and lone!
Oh! if thy buried love make no reply,
What voice has earth! - Hear, pity, speak, mine own!
Answer me, answer me!

poem by Felicia Dorothea Hemans
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Tests And Homework And Quizzes AND SCHOOL

You know that if there was one thing,
That you could take from school,
It wouldn't be art or math or history,
It would be work.

Those ugly things you want to blow up,
and smash,
and burn,
and crinkle,
and rip,
and tear,
and throw out.

Those things that make you have to remember,
all the stuff you learned before,
and to study, study, study,
'till your eyes fall out.

“Oh, sorry I wasn't paying attention”
and
'Did we learn this? '
never helps when the test monster gives you the paper, And wishes you well.

But you know she doesn't mean that.
She doesn't want us to do good,
she just wants us to hurry so she can give us another test.

And then it's June!
Good that the year's almost over,
But bad 'cause........
FINAL EXAMS

Oh no! ! !
The mother of all tests,
And what did you say? We have to take more than one!
I'm done for.

Your sitting there,
hand clenched on the pencil,
face sweating,
and then BINGO!
You get the answer.

You jump up and scream,
in the silent classroom.

You shout out with joy 'cause they’re all over.
No more exams, or quizzes, or tests, or homework.

You bring up you paper and sit back down.

[...] Read more

poem by David Kulczyk
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