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Nothing is ever simple. What do you do when you discover you like parts of the role you're trying to escape?

quote by Marilyn French
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Can't Escape The Getting Any

I think about you daily, baby.
And appreciate those days,
I can't escape the way I'm feeling...
More of you.

Yes I do.

More of you.

I think about you daily, baby.
And appreciate those days,
I can't escape the way I'm feeling...
More of you.
It's true.

Yes I do.

More of you...
I need.
And feed.

Bah...dah dah bahdah dah dah bahdah dah dah bahdah...bah.
Doo oooh boo. Doo oooh boo. Doo oooh boo. Doo oooh boo.
Bah...dah dah bahdah dah dah bahdah dah dah bahdah...bah.
Doo oooh boo. Doo oooh boo. Doo oooh boo. Doo oooh boo.

I can't escape the way I'm feeling...
More of you.
I can't escape the way I'm feeling...
More of you.
Yes I do.
More of you.

I can't escape the way I'm feeling...
More of you.
I can't escape the way I'm feeling...
More of you.
Yes I do.
More of you.

I can't escape the way I'm feeling...
Wahhh-wahhh-wahhh-wahhh-WAHHH.
I can't escape the way I'm feeling...
Or the hold that has me pinned.
Wahhh-wahhh-wahhh-wahhh-WAHHH.

I can't escape the way I'm feeling...
Or the hold that has me pinned.
Wahhh-wahhh-wahhh-wahhh-WAHHH.
I can't escape the way I'm feeling...

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poem by Lawrence S. Pertillar
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Into how many parts would you divide the child after Divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many insane parts would you divide your new-born child’s eternal happiness; after your treacherously vindictive divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many heartless parts would you divide your new-born child’s invincible freedom; after your venomously unbearable divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many ribald parts would you divide your new-born child’s unsurpassable creativity; after your lethally unceremonious divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many salacious parts would you divide your new-born child’s majestic destiny; after your lecherously ignominious divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many emotionless parts would you divide your new-born child’s triumphant spirit; after your contemptuously debasing divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many terrorizing parts would you divide your new-born child’s unbridled fantasies; after your abhorrently cadaverous divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many excruciating parts would you divide your new-born child’s humanitarian blood; after your cold-bloodedly cannibalistic divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many tyrannized parts would you divide your new-born child’s unconquerable artistry; after your violently besmirching divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many reproachful parts would you divide your new-born child’s redolent playfulness; after your despicably devastating divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many sacrilegious parts would you divide your new-born child’s impregnable mischief; after your sadistically bemoaning divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many wanton parts would you divide your new-born child’s impeccable integrity; after your hedonistically carnivorous divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many ghoulish parts would you divide your new-born child’s limitless fertility; after your mindlessly malicious divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many diabolical parts would you divide your new- born child’s infallible innocence; after your unforgivably truculent divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many vengeful parts would you divide your new-born child’s uninhibited cries; after your preposterously bigoted divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many criminal parts would you divide your new-born child’s princely silkenness; after your tempestuously confounding divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many satanic parts would you divide your new-born child’s tiny brain; after your barbarously ungainly divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many sadistic parts would you divide your new-born child’s unlimited curiosity; after your egregiously dastardly divorce?

You might legally divide each other from the bonds of immortal marriage; but into how many carnivorous parts would you divide your new-born child’s parental longing; after your inanely decrepit divorce?

And you might legally divide each other from the bonds of immortal marriage; but tell me; into how many goddamned parts would you divide your new-born child’s immortal love; after your devilishly vituperative divorce?

©®copyright-2005, by nikhil parekh. all rights reserved.

poem by Nikhil Parekh
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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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Escape.... The.... Fate....

She ran ran as running was to escape
escape escape went through her mind
escape escape she beg she ran she screams through out her lungs
ESCAPE! ! ! ! she screamed she ran ran
She tries tries she begs begs to escape escape
she screams through out her lungs
She ran ran she beg beg she screamed ESCAPE! ! ! !

escape escape ran through her mind
mind all over her future future of
the fate fate she ran ran to escape escape
she beg beg she screams through out her lungs
ESCAPE THE FATE! ! ! !
she ran ran till theirs no tomorrow
until the end of her fate
she beg beg she tries tries to escape escape
she screams through out her lungs
ESCAPE THE FATE! ! ! !

The end The end approaches to her
as fate fate is left behind
she escapes escapes
the fate fate she screams
she screams through out her lungs
ESCAPE THE FATE! ! ! !

poem by Linda Anguiano
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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.

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poem by Lawrence S. Pertillar
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Escape

Paint on my cruel or happy face
I hide me behind it
It takes me inside another place where no-one can find it
Escape
I get out when I can
Escape
Anytime I can
Escape
I'm crying in my beer Escape
Just get me out of here
Don't get me wrong
Don't get me right
I'm not like you are
When I get home from work at night
I'm blacker and bluer
So I escape
I get out when I can
Escape
Anytime I can
Escape
I'm crying in my beer Escape
Just get me out of here
Where am I running to?
There's no place to go
Just put on my makeup and get me to the show
Yeah
Escape
My doctor said just come around
You'll be taken care of
And while he ran my problems down
I stole his mascara
That's how I escape
I get out when I can
Escape
Anytime I can
Escape
I'm crying in my beer Escape
Just get me out of here
Escape

song performed by Alice Cooper
Added by Lucian Velea
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Your Own Disater

Just think of this and me,
as just a few of the many things,
to lie around and clutter up your shelves
I wish you wern't worht the wait
cos theres somthing id like to say to you
and i dont think that you knwo what you've been missing
and i dont think that you knwow hat you've been missing
and i dare you to forget
the marks oyu left across my neck
from those nights when we were both at our best
and now i could make this obvious
and you, you could deny me
all in one breath you could shug mr off your shoulders
cos i dont think that you know what oyuve been missing
and i dont hitnk that you knwo what you've been missing
cos i dont think that you,
i said i dont think that you know
cos i dont think that you know what youve been missing
hey lush, have fun
its the weekend
hey lush have fun
hey lush, have fun
its the weekend
hey lush have fun
(no i dont think that you know what you've been missing)
hey lush, have fun
its the weekend
(no i dont think that you know what you've been missing)
hey lush, have fun
(no i dont think that you know what you've been missing)
hey lush, have fun
its the weekend
(forget me, its that simple)
(no i dont think that you know what you've been missing)
hey lush, have fun
(forget me, its that simple)
(no i dont think that you know what you've been missing)
hey lush, have fun
its the weekend
(forget me, its that simple)
(no i dont think that you know what you've been missing)
hey lush, have fun
(forget me, its that simple)
(oh i dont think that you know what you've been missing)
hey lush, have fun
its the weekend
(forget me, its that simple)
(no i dont think that you know what you've been missing)
hey lush, have fun
(forget me, its that simple)

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song performed by Taking Back Sunday
Added by Lucian Velea
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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,

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poem by Jonathan Robin
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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

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poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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I Cant Escape

This song appears on two albums, and was first released on the one world album. it has also been released on the country roads collection album.
Funny thing about this little heart of mine
All the ways that it can say
(I love you)
Longer than forever
Till the end of time
No matter baby come what may
(I love you)
Look at me now sittin all by myself
Face another sleepless night all alone
All I look forward to is lying here living this song
I cant escape thinking every day about you
Cant escape wishing dear you were still mine
Cant escape thinking maybe I still love you
Cant escape caring for you all of the time
Listen to the music on the radio
Top forty hits of yesterday
(I love you)
Leavin on a jet plane
Blowin in the wind
The silly games that people play
(I love you)
Each of them carries your memory still
I can still see that look in your eyes
The one that preceded your kisses and followed your sighs
I cant escape thinking every day about you
Cant escape wishing dear you were still mine
Cant escape thinking maybe I still love you
Cant escape caring for you all of the time
Every rain in the morning reminds me of you
Every night when its cold outside
Every time that I ache inside
(I love you)
(I love you)
Sometimes I wish it was ten years ago
We were starting all over again
Yet the way that I feel is much more than just remembering when
I cant escape thinking every day about you
Cant escape wishing dear you were still mine
Cant escape thinking maybe I still love you
Cant escape caring for you all of the time
All of the time
All of the time
Words and music by john denver

song performed by John Denver
Added by Lucian Velea
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Book III - Part 03 - The Soul is Mortal

Now come: that thou mayst able be to know
That minds and the light souls of all that live
Have mortal birth and death, I will go on
Verses to build meet for thy rule of life,
Sought after long, discovered with sweet toil.
But under one name I'd have thee yoke them both;
And when, for instance, I shall speak of soul,
Teaching the same to be but mortal, think
Thereby I'm speaking also of the mind-
Since both are one, a substance interjoined.

First, then, since I have taught how soul exists
A subtle fabric, of particles minute,
Made up from atoms smaller much than those
Of water's liquid damp, or fog, or smoke,
So in mobility it far excels,
More prone to move, though strook by lighter cause
Even moved by images of smoke or fog-
As where we view, when in our sleeps we're lulled,
The altars exhaling steam and smoke aloft-
For, beyond doubt, these apparitions come
To us from outward. Now, then, since thou seest,
Their liquids depart, their waters flow away,
When jars are shivered, and since fog and smoke
Depart into the winds away, believe
The soul no less is shed abroad and dies
More quickly far, more quickly is dissolved
Back to its primal bodies, when withdrawn
From out man's members it has gone away.
For, sure, if body (container of the same
Like as a jar), when shivered from some cause,
And rarefied by loss of blood from veins,
Cannot for longer hold the soul, how then
Thinkst thou it can be held by any air-
A stuff much rarer than our bodies be?

Besides we feel that mind to being comes
Along with body, with body grows and ages.
For just as children totter round about
With frames infirm and tender, so there follows
A weakling wisdom in their minds; and then,
Where years have ripened into robust powers,
Counsel is also greater, more increased
The power of mind; thereafter, where already
The body's shattered by master-powers of eld,
And fallen the frame with its enfeebled powers,
Thought hobbles, tongue wanders, and the mind gives way;
All fails, all's lacking at the selfsame time.
Therefore it suits that even the soul's dissolved,
Like smoke, into the lofty winds of air;

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poem by Lucretius
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The Great God Guff

There was once a Simple People - (you, of course, will understand
This is just a little fable of a non-existent land)
There was once a Simple People, and they had a Simple King,
And his name - well, SMITH the First will do as well as anything
And they lived upon an island by a pleasant southern sea,
Which they boastfully referred to as the 'Country of the Free.'
This King SMITH was quite a model. He was kind and he was wise.
But, alas! a higher sovereign he was forced to recognise.

As in ev'ry age and nation, since the tale of man was known,
Superstition here existed as the power behind the throne.
It was vague and unsubstantial but its sway was plain enough,
And 'twas known upon the island, simply, as the Great God GUFF.
They made sacrifices to it, treasure, corn and slaughtered beasts,
Good King SMITH cringed to the idol where upon his throne he sat;
And the People feared it greatly; and the priests grew very fat.

Now, the welfare of the priestcraft did not always coincide
With the welfare of the People, hence the wily priests relied
On the hoary superstition that had stood the test of years;
Thus they led both king and people by their rather ass-like ears;
Crying: 'GUFF was ever with us! GUFF the Great must be obeyed!
GUFF the god must be consulted ere a single law be made!'
And the very simple People with their very simple King
Bowed their heads and said, 'So be it. GUFF be served in ev'rything.'

So the nation muddled somehow on its island by the sea -
Simple superstitious people in their 'Country of the Free.'
And whene'er they yearned for Progress, as things drifted to the worst,
SMITH replied, 'Have patience, people. GUFF must be consulted first.
Other lands and other nations may progress without his aid;
But upon our native island never rule or law is made
Till his priests have pondered o'er it, seeking to divine his will.
So it was with our forefathers, so with us it must be still.'

Came a time when folk grew restive, murmurming amongst themselves,
While the nation's schemes and projects lay neglected on the shelves.
Then arose amid the people one of singular renown -
Since his name the eld refuses, let us call him, simply, BROWN.
BROWN was something of a student, strong on things like common-sense;
He was plain and blunt and forceful; and he hated smug pretence.
And before the priests and people, in a manner rude and gruff,
He arose and put this question, briefly: 'Who and what is GUFF?'

Loud the People shrieked in terror; and the High-Priest threw a fit;

[...] Read more

poem by Clarence Michael James Stanislaus Dennis
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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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Fundamental of Liar Chapter LXX: Good Vs Bad

Good is always in simple mind, bad always thinks how to trick
Good is always in simple way, bad always finds the escape
Good is always in simple manner, bad always fakes to cheat
Good is always in simple purpose, bad always has a catch
Good is always in simple reason, bad always uses layered lies
Good is always in simple trust, bad always changes the side
Good is always in simple life, bad always watches his back
Good is always in simple word, bad always talks complicated
Good is always in simple fun, bad always tired to understand
Good is always in simple hope, bad always tries to control the world
Good is always in simple choice, bad always looks what’s the point
Good is always in simple act, bad always counts the advantage
Good is always in simple thing, bad always exaggerates what have been

poem by Maria Sudibyo
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The Interpretation of Nature and

I.

MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.


II.

Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.

III.

Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.

IV.

Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.

V.

The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.

VI.

It would be an unsound fancy and self-contradictory to expect that things which have never yet been done can be done except by means which have never yet been tried.

VII.

The productions of the mind and hand seem very numerous in books and manufactures. But all this variety lies in an exquisite subtlety and derivations from a few things already known; not in the number of axioms.

VIII.

Moreover the works already known are due to chance and experiment rather than to sciences; for the sciences we now possess are merely systems for the nice ordering and setting forth of things already invented; not methods of invention or directions for new works.

IX.

The cause and root of nearly all evils in the sciences is this -- that while we falsely admire and extol the powers of the human mind we neglect to seek for its true helps.

X.

The subtlety of nature is greater many times over than the subtlety of the senses and understanding; so that all those specious meditations, speculations, and glosses in which men indulge are quite from the purpose, only there is no one by to observe it.

XI.

As the sciences which we now have do not help us in finding out new works, so neither does the logic which we now have help us in finding out new sciences.

XII.

The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search after truth. So it does more harm than good.

XIII.

[...] Read more

poem by Sir Francis Bacon
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Simple As That

Got us a situation
It dont need no explanation
It dont take a scientist
To figure out just what this is
Unlike the changing seasons
Love happens without reason
Its as simple as that
Two people meet its destiny that theyre together
Its as simple as that
I knew when I met you that this would last forever
Its as simple as that
And I can promise you that I will leave you never
Im happy right where Im at
Its as simple as that
Its how I feel when you call my name
Its holdin hands in the pouring rain
A slow dance that never ends
The sweet sound of violins
And even when were apart
You beat around in my heart
Its as simple as that
Two people meet its destiny that theyre together
Its as simple as that
I knew when I met you that this would last forever
Its as simple as that
And I can promise you that I will leave you never
Im happy right where Im at
Its as simple as that
Its as simple as that
Two people meet its destiny that theyre together
I knew when I met you that this would last forever
And I can promise you that I will leave you never
Im happy right where Im at
Its as simple as, its as simple as that
Its as simple as that
Its as simple as that
Its as simple as that.

song performed by Lonestar
Added by Lucian Velea
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Colin Clouts Come Home Againe

Colin Clouts Come Home Againe
THe shepheards boy (best knowen by that name)
That after Tityrus first sung his lay,
Laies of sweet loue, without rebuke or blame,
Sate (as his custome was) vpon a day,
Charming his oaten pipe vnto his peres,
The shepheard swaines, that did about him play:
Who all the while with greedie listfull eares,
Did stand astonisht at his curious skill,
Like hartlesse deare, dismayed with thunders sound.
At last when as he piped had his fill,
He rested him: and sitting then around,
One of those groomes (a iolly groome was he,
As euer piped on an oaten reed,
And lou'd this shepheard dearest in degree,
Hight Hobbinol) gan thus to him areed.
Colin my liefe, my life, how great a losse
Had all the shepheards nation by thy lacke?
And I poore swaine of many greatest crosse:
That sith thy Muse first since thy turning backe
Was heard to sound as she was wont on hye,
Hast made vs all so blessed and so blythe.
Whilest thou wast hence, all dead in dole did lye:
The woods were heard to waile full many a sythe,
And all their birds with silence to complaine:
The fields with faded flowers did seem to mourne,
And all their flocks from feeding to refraine:
The running waters wept for thy returne,
And all their fish with langour did lament:
But now both woods and fields, and floods reuiue,
Sith thou art come, their cause of meriment,
That vs late dead, hast made againe aliue:
But were it not too painfull to repeat
The passed fortunes, which to thee befell
In thy late voyage, we thee would entreat,
Now at thy leisure them to vs to tell.
To whom the shepheard gently answered thus,
Hobbin thou temptest me to that I couet:
For of good passed newly to discus,
By dubble vsurie doth twise renew it.
And since I saw that Angels blessed eie,
Her worlds bright sun, her heauens fairest light,
My mind full of my thoughts satietie,
Doth feed on sweet contentment of that sight:
Since that same day in nought I take delight,
Ne feeling haue in any earthly pleasure,
But in remembrance of that glorious bright,
My lifes sole blisse, my hearts eternall threasure.
Wake then my pipe, my sleepie Muse awake,
Till I haue told her praises lasting long:

[...] Read more

poem by Edmund Spenser
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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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Escape

Escape
Escape

That one word resonates in my mind

I need an escape a reprieve from
All this energy surrounding me

Escape
Escape

I want to be let out for awhile

To be free and alone
To do what I want without interference

Escape
Escape

I don't wanna hear arguing

Or little petty problems
I want to not have to do anything

Escape
Escape

I want to Escape

poem by Autumn Winds
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Simple Lessons

Simple, simple lessons, simple...
Sound to be where, make you want to scream.
Always left without, saying hello.
Ive seen chains the bear less, snap and fall long before you let go.
Times run over your sink onto my floor,
Its okay, weve cleaned them many times before.
Simple lessons are, simple lessons are, simple lessons are, simple lessons are, simple...
Sounds might be where, yeah I want to cry
Always left before, I said hello.
Hes had days where shades of brilliance, never granted him space.
Green shades of painful rains, its okay, theyll wash away now
Simple lessons are, simple lessons are, simple lessons are, simple lessons are, simple...
Always taught you how, drain yourself empty.
Always taught you how, drain yourself empty.
Were all scarred up from ages of childish games.
Yet Ive never seen your head up higher.
It feels real this time, I see you happy again.
Reel it in for awhile, oh enough to take my
Aint enough to take my aint enough to take my, aint enough to take my, aint enough to take my place
Sounds might be where, you want to scream.
Always left without, saying hello.
Ive seen chains that bear less, snap and fall long before you,
Long before you let go

song performed by Candlebox
Added by Lucian Velea
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