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I studied economics and made it my career for two reasons. The subject was and is intellectually fascinating and challenging, particularly to someone with taste and talent for theoretical reasoning and quantitative analysis.

quote by James Tobin
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Hidden Talent

Written by gerry beckley, 1998
Found on human nature.
Just like a person from another world
My eyes can see inside you, little girl
I see things that you dont want to see
I see things youre trying to hide from me
Im just trying to make you understand
All the ways you can affect this man
From the moment that you came in touch
With the power there to burn so much
Youve got hidden talent (yeah)
I bet youre gonna find some hidden talent, oh
You know your past is whats been bugging you
If youre ready girl ... do what you gotta do
Look for your life between the lines
Bad directions and poor designs
Youve got hidden talent (hidden talent, yeah)
I bet youre gonna find some hidden talent, oh
Hidden talent (hidden talent, yeah)
Check it out you ... got it, hidden talent, oh
With the advantage of perspective i
See theres more to you than meets the eye
But now the time must come to spread your wings and fly
Yeah (hidden talent) yeah
Hidden talent (hidden talent, yeah)
I bet youre gonna find some hidden talent, oh
Hidden talent (hidden talent, yeah)
Check it out ... you got it, hidden talent, oh
Hidden talent (hidden talent, yeah)
Affair without warning
Hidden talent, mmm (mmm)
Hidden talent (hidden talent, yeah)
I bet youre gonna find some hidden talent, oh
(fade)

song performed by America
Added by Lucian Velea
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Taste So Good

[intro]
Please play at low volume
Preferably, while having sex
Can I taste you, can I taste you
(yes, you can)
Can I taste your body, girl
(of course you can)
Can I taste you, can I taste you
I just cant wait to
Can I taste you, can I taste you
(of course you can)
Can I taste your body, girl
(yes, you can)
Can I taste you, can I taste you
(oh, dont stop, until I tell you to)
Oh, baby whatcha doing
Got me feining like this
I wanna go to your valley
I wanna taste your lips, oh yeah
Never understood it
All my homies say dont do it
But baby when I tried it
Girl I couldnt help but like it
You taste so good
Baby you taste so good
You know you do girl
You taste so good
Baby do you like it when I taste your love, yeah
You taste so good
Baby, you taste so good
You know that it tastes so good
You taste so good
So good to me, my baby
So good to me, yeah
Sweeter than candy
Making my tongue so happy, oh
Loving down your backside
Girl, wont you take me on a thigh ride
Well go home
We;ll go around when we bounce
Youre giving me so much
Just swing and make you bounce
Your love is so delicious
Baby, I can tell by the smile on your face
Ya dont mind
If I have another taste
You taste so good
Baby, you taste so good
You taste so good
I cant get over this taste I found

[...] Read more

song performed by Next
Added by Lucian Velea
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Tastes So Good

Please play at low volume
Preferably while havin sex
can i taste you can i taste you
(yes you can)
Can i taste your body girl
(of course you can)
Can i taste you can i taste you
I just cant wait to
Can i taste you can i taste you
( of course you can)
Can i taste your body Girl
(yes you can)
can i taste you can i taste you
( oh dont stop until i tell you to)
Oh baby whatcha doin
got me feining like this
I wanna go to your valley
I wanna taste your lips oh yeah
Never understood it
All my homies say dont do it
But baby when i tried it
Girl i couldnt help but like it
You taste so good
baby you tase so good
you know you do girl
you taste so good
Baby do you like it when i taste your love yeah
you taste so good
Baby you taste so good
you know that it tastes so good
you taste so good
so good to me my baby
so good to me yeah
Sweeter than candy
makin my tongue so happy oh
Lovin down your backside
Girl wont you take me on a thigh ride
we'll go home
we'll go areound when we bounce
your givin me so much
just swing and make you bounce
your love is so delicious
baby i can tell by the smile on your face
ya dont mind
if i have another taste
You taste so good
baby you taste so good
you taste so good
I cant get over this taste i found
when i go downtown down

[...] Read more

song performed by Next
Added by Lucian Velea
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Reasons

Maurice white, charles stepney & philip bailey
Now, Im craving your body,
Is this real
Temperatures rising, I dont want to feel
Im in the wrong place to be real
Woahh and im; longing to love you
Just for a night,
Kissing and hugging and holding you tight
Please let me love you
With all my might
Reasons, the reasons that we hear,
The reasons that we fear
Our feelings a-wont disappear
Oooh! and- after the love game has been played
All our illusions were just a parade
And all the reasons start to fade
(layering chorus)
La-la-la-etc
After all our reasons why
All the reasons were a lie
After all the reasons lo-ove was neer decide
And, longing to love you for one night
Please let me love you with all of my might, baaaaby
Ooohhh, baby!
Reasons, the reasons that we hear,
The reasons that we fear
Our feelings a-wont disappear
Oooh! and after the love games have been played
All our illusions were just a parade
And all the reasons start to fade
And, in the morning when I rise,
No longer feeling hynotized
For no reasons, our reasons, our reasons
Have no pri-ii-de
(layering chorus)
La-la-la-etc
After all the reasons why
All of the reasons were a lie
After all the reasons lo-ove was neer decide
(phillips last solo) heeehhhhh, ooooh, yeaahhh, oohhh baby,
I cant find the reasons
That my love wont disappear
Cant find the reasons
Why I love you ,my baby, my dear
Cant find the reasons
Wanna love you all night
Cant find the reasons
Gotta squeeze ya, real tight
Cant find the reasons
Baby- yeah,

[...] Read more

song performed by Earth Wind And Fire
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Your Face Among Many, A Blossom

Your face among many, a blossom.
Let it go. Let it go. Let it go.
The sun can't understand why it can't
open the buds of the parking meters.
Some people worry they don't have talent.
Given a name, who isn't a masterpiece?
A perfect self-portrait of what they're becoming?
Talent, the worst superstition of all.
That lullaby you sing to your voodoo doll
at bedtime, to let her know she's special
when, in fact, she's blind. Talent.
That estranged mix of an eclipse and an oilslick
that isn't sure of its standing in life.
Sensible shoes wishing they had wings on their heels.
The redundant navigator of mountain streams
that would have found their own way to the river
all by themselves. You ask if I think you have talent.
To me that's like a flower asking
if I think it will ever come to bloom,
a star wondering if it's shining or not,
a sea uncertain of its own waves and weather.
And I say, your eyes do, your ears do, your mouth has,
these birch-trees, those starlings, that tree, those rocks,
these rags of last year's flowers do, but not you.
On the day of creation when God exhausted herself
using up the leftovers of her inspiration
so as not to let anything go to waste, she pinched the noses
of a few sacred clowns and instead of
breathing life into their lungs, she opened their throats
and poured a special esoteric elixir of talent,
the mother of all oceanic love potions
that ever played favourites with a select few
among everyone she'd ever given birth to,
out of her mouth into theirs, such that like her
all they had to do, they were so talented,
was give the word. Say be. And it was.
Because the moment you ask if you have something,
you've already lost it. Like space or time or mind,
talent isn't possessed. It's made manifest spontaneously.
Do you see the ruby throated hummingbirds
in a last duel with the thorns
of the locust trees in blossom,
one drawing blood, the other, first honey?
Behind every river making its way to the sea
stands the cornerstone of a mountain
buried under an avalanche
it brought down upon itself
like the winter solstice
between the dolmens of Stonehenge,
just as every dropp of water is a lost key,

[...] Read more

poem by Patrick White
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Paradise Lost: Book 09

No more of talk where God or Angel guest
With Man, as with his friend, familiar us'd,
To sit indulgent, and with him partake
Rural repast; permitting him the while
Venial discourse unblam'd. I now must change
Those notes to tragick; foul distrust, and breach
Disloyal on the part of Man, revolt,
And disobedience: on the part of Heaven
Now alienated, distance and distaste,
Anger and just rebuke, and judgement given,
That brought into this world a world of woe,
Sin and her shadow Death, and Misery
Death's harbinger: Sad talk!yet argument
Not less but more heroick than the wrath
Of stern Achilles on his foe pursued
Thrice fugitive about Troy wall; or rage
Of Turnus for Lavinia disespous'd;
Or Neptune's ire, or Juno's, that so long
Perplexed the Greek, and Cytherea's son:

If answerable style I can obtain
Of my celestial patroness, who deigns
Her nightly visitation unimplor'd,
And dictates to me slumbering; or inspires
Easy my unpremeditated verse:
Since first this subject for heroick song
Pleas'd me long choosing, and beginning late;
Not sedulous by nature to indite
Wars, hitherto the only argument
Heroick deem'd chief mastery to dissect
With long and tedious havock fabled knights
In battles feign'd; the better fortitude
Of patience and heroick martyrdom
Unsung; or to describe races and games,
Or tilting furniture, imblazon'd shields,
Impresses quaint, caparisons and steeds,
Bases and tinsel trappings, gorgeous knights
At joust and tournament; then marshall'd feast
Serv'd up in hall with sewers and seneshals;
The skill of artifice or office mean,
Not that which justly gives heroick name
To person, or to poem. Me, of these
Nor skill'd nor studious, higher argument
Remains; sufficient of itself to raise
That name, unless an age too late, or cold
Climate, or years, damp my intended wing
Depress'd; and much they may, if all be mine,
Not hers, who brings it nightly to my ear.
The sun was sunk, and after him the star
Of Hesperus, whose office is to bring

[...] Read more

poem by John Milton
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Loving That Taste For The Gutter

If they always call those they visit trash,
And on a daily basis they are around them.
What do they regard themselves?
Trash collectors?
Or recycled garbage...
Loving that taste for the gutter.

They can't leave it,
'Cause they come right back.
No matter what they call it they want it like that!
Because they love that taste for the gutter.
They love that taste for the gutter.

Whenever its suspected someone else will attack,
They will defend their trash with a coming back.
Because they love that taste for the gutter.
Yes they love that taste for the gutter.

They can't leave it,
'Cause they come right back.
No matter what they call it they want it like that!
Because they love that taste for the gutter.
They love that taste for the gutter.

If they always call those they visit trash,
And on a daily basis they are around them.
What do they regard themselves?
Trash collectors?
Garbage defenders?

Whenever its suspected someone else will attack,
They will defend their trash with a coming back.
Because they love that taste for the gutter.
Yes they love that taste for the gutter.

Garbage defenders,
Loving that taste for the gutter.
Trash collectors,
Loving that taste for the gutter.
But wont admit or quit,
Loving that taste for the gutter.

They can't leave it,
'Cause they come right back.
Because they love that taste for the gutter.
Garbage defenders,
Loving that taste for the gutter.
Trash collectors,
Loving that taste for the gutter.
But wont admit or quit,

[...] Read more

poem by Lawrence S. Pertillar
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Things Happen For Their Reasons

Things happen for their reasons.
And there is no need to make excuses,
For the obviousness...
Of those mistakes made.

Things happen for their reasons.
And,
What is there to say...
That can excuse mistakes away.

Stop that need to medicate.
Things happen for their reasons.
Why waste time in prolonged debates.
Thing happen for their reasons.
What is the purpose for seeking escapes.
Things happen for their reasons.
Acceptance eases,
The facing of one's fate.

Things happen for their reasons.
They happen for their reasons.

Stop that need to feed on grief.
Things happen for their reasons.
Why squeeze a healing wound to bleed.
Things happen for their reasons
They happen for their reasons.

And aging doesn't make one safe.
Or offer escapades as a gateway to charade.
Things happen for their reasons.
They happen for their reasons.

Things happen for their reasons.
And there is no need to make excuses,
For the obviousness...
Of those mistakes made.

Even while one ages,
With a life reminisced played on many stages...
Try their best to gracefully accept,
Things happen for their reasons.
And those experienced,
Eventually see this.

Things happen for their reasons.
And in the living of one's life...
A discovery reveals,
Those reasons with insight.

poem by Lawrence S. Pertillar
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.

INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .

In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .

In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .

NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.

Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .

TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.

The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.

Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.

A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.

SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .

There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .

CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.

LIST OF REFERENCES.

Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.

Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139

Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14

Harris, S. (1999) . Careers education: contesting policy and practice. Sage

[...] Read more

poem by Innocent Masina Nkhonyo
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The Subject On This Love

The subject on this love is an object,
And the object is very sound and beautiful;
The subject on this love is a valley,
And the valley is very quiet and lovely;
The subject on this love is a fruit,
And the fruit is very sound and attractive;
The subject on this love is a mountain,
And the mountain is very high and lonely;
The subject on this love is a river,
And the river is very smooth and slippery;
The subject on this love is a seed,
And the seed is very fruitful and sweet;
The subject on this love is your milk,
And your milk is very thick and sweet;
The subject on this love is your lake,
And your lake is very fresh and aromantic;
The subject on this love is a garden,
And the garden is very thick and bushy;
The subject on this love is a room,
And that room is very romantic and peaceful;
The subject on this love is your apples,
And your apples are very passinate and emotional;
The subject on this love is a tree,
And that tree is very tall and bushy;
But the peace of this subject brings is like,
Two lovers swimming across the blue sea of love and blues.

poem by Edward Kofi Louis
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25 Reasons

1... your smile, dont have to say no more
2... your guidance and all the things you show me
3... the way you look at me when you say I love you
4... your headstrong personality
5... your take-charge capability
6... I love the way you cook for me
Beef roast, white rice and gravy
Ill give you 25 reasons why Im really in love with you
I can give you 25 reasons why Im never leaving you
7,8,9... the roses, the massages, the cards you give for no reason at all
10... the way you spend on me even though I got my own money
11... for always being yourself regardless of how I or anyone else felt
12... the way you dont trip on me when Im in the studio real late
Like right now
25 reasons why Im really in love with you
I got 25 reasons why im....
Wait a minute - I dont need no backgrounds to tell you the rest, baby
13... knowing just what I need even when I didnt make it clear for you to see
14... for being understanding when that time comes, you know what I mean
15... for your beauty, inside and out
And to close it out, 16 through 25 is for
All the tricks you coulda hit, but you didnt because of your love for me
I could give you 25 reasons why Im really in love with you
I can give you 25 reasons why Im never leaving you
I could give you 25 reasons why Im really in love with you
I can give you 25 reasons why Im never leaving you... oh
I had to catch my breath for a minute
So many emotions are coming out in this song, oh
Have you ever loved somebody? have you ever loved somebody?
Come on ladies, help me say...
25 reasons why Im really in love with you (I am so in love with you)
I can give you 25 reasons why Im never leaving you (ohhhh)
25 reasons why Im really in love with you (Im so in love with you
And its really more than) 25 reasons why Im never leaving you
25 reasons why Im really in love with you
25 reasons why Im never leaving you (Im never leaving you...)

song performed by Nivea
Added by Lucian Velea
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Sonnet: There Are Reasons for All Things

There must be reasons for the shaking leaves;
There must be reasons for the swaying trees;
There must be reasons for the drying sheaves;
There must be reasons causing any breeze.

There must be reasons for the waves at sea;
There must be reasons for ripples in pond;
There must be reasons for the sea briny;
There must be reasons for a mutual bond.

There must be reasons for the changing climes;
There must be reasons for both drought and rain;
There must be reasons for good and bad times;
There must be reasons for a boon or bane.

There must be reasons for all things on earth;
But not much reasons why men sin since birth!

poem by John Celes
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Prejudice

IN yonder red-brick mansion, tight and square,
Just at the town's commencement, lives the mayor.
Some yards of shining gravel, fenced with box,
Lead to the painted portal--where one knocks :
There, in the left-hand parlour, all in state,
Sit he and she, on either side the grate.
But though their goods and chattels, sound and new,
Bespeak the owners very well to do,
His worship's wig and morning suit betray
Slight indications of an humbler day

That long, low shop, where still the name appears,
Some doors below, they kept for forty years :
And there, with various fortunes, smooth and rough,
They sold tobacco, coffee, tea, and snuff.
There labelled drawers display their spicy row--
Clove, mace, and nutmeg : from the ceiling low
Dangle long twelves and eights , and slender rush,
Mix'd with the varied forms of genus brush ;
Cask, firkin, bag, and barrel, crowd the floor,
And piles of country cheeses guard the door.
The frugal dames came in from far and near,
To buy their ounces and their quarterns here.
Hard was the toil, the profits slow to count,
And yet the mole-hill was at last a mount.
Those petty gains were hoarded day by day,
With little cost, for not a child had they ;
Till, long proceeding on the saving plan,
He found himself a warm, fore-handed man :
And being now arrived at life's decline,
Both he and she, they formed the bold design,
(Although it touched their prudence to the quick)
To turn their savings into stone and brick.
How many an ounce of tea and ounce of snuff,
There must have been consumed to make enough !

At length, with paint and paper, bright and gay,
The box was finished, and they went away.
But when their faces were no longer seen
Amongst the canisters of black and green ,
--Those well-known faces, all the country round--
'Twas said that had they levelled to the ground
The two old walnut trees before the door,
The customers would not have missed them more.
Now, like a pair of parrots in a cage,
They live, and civic honours crown their age :
Thrice, since the Whitsuntide they settled there,
Seven years ago, has he been chosen mayor ;
And now you'd scarcely know they were the same ;
Conscious he struts, of power, and wealth, and fame ;

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poem by Jane Taylor
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Adam: A Sacred Drama. Act 2.

SCENE I. -- CHORUS OF ANGELS Singing.

Now let us garlands weave
Of all the fairest flowers,
Now at this early dawn,
For new-made man, and his companion dear;
Let all with festive joy,
And with melodious song,
Of the great Architect
Applaud this noblest work,
And speak the joyous sound,
Man is the wonder both of Earth and Heaven.

FIRST Angel.

Your warbling now suspend,
You pure angelic progeny of God,
Behold the labour emulous of Heaven!
Behold the woody scene,
Decked with a thousand flowers of grace divine;
Here man resides, here ought he to enjoy
In his fair mate eternity of bliss.

SECOND Angel.

How exquisitely sweet
This rich display of flowers,
This airy wild of fragrance,
So lovely to the eye,
And to the sense so sweet.

THIRD Angel.

O the sublime Creator,
How marvellous his works, and more his power!
Such is the sacred flame
Of his celestial love,
Not able to confine it in himself,
He breathed, as fruitful sparks
From his creative breast,
The Angels, Heaven, Man, Woman, and the World.

FOURTH Angel.

Yes, mighty Lord! yes, hallowed love divine!
Who, ever in thyself completely blest,
Unconscious of a want,
Who from thyself alone, and at thy will,
Bright with beignant flames,
Without the aid of matter or of form,

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poem by William Cowper
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Table Talk

A. You told me, I remember, glory, built
On selfish principles, is shame and guilt;
The deeds that men admire as half divine,
Stark naught, because corrupt in their design.
Strange doctrine this! that without scruple tears
The laurel that the very lightning spares;
Brings down the warrior’s trophy to the dust,
And eats into his bloody sword like rust.
B. I grant that, men continuing what they are,
Fierce, avaricious, proud, there must be war,
And never meant the rule should be applied
To him that fights with justice on his side.
Let laurels drench’d in pure Parnassian dews
Reward his memory, dear to every muse,
Who, with a courage of unshaken root,
In honour’s field advancing his firm foot,
Plants it upon the line that Justice draws,
And will prevail or perish in her cause.
‘Tis to the virtues of such men man owes
His portion in the good that Heaven bestows.
And, when recording History displays
Feats of renown, though wrought in ancient days,
Tells of a few stout hearts, that fought and died,
Where duty placed them, at their country’s side;
The man that is not moved with what he reads,
That takes not fire at their heroic deeds,
Unworthy of the blessings of the brave,
Is base in kind, and born to be a slave.
But let eternal infamy pursue
The wretch to nought but his ambition true,
Who, for the sake of filling with one blast
The post-horns of all Europe, lays her waste.
Think yourself station’d on a towering rock,
To see a people scatter’d like a flock,
Some royal mastiff panting at their heels,
With all the savage thirst a tiger feels;
Then view him self-proclaim’d in a gazette
Chief monster that has plagued the nations yet.
The globe and sceptre in such hands misplaced,
Those ensigns of dominion how disgraced!
The glass, that bids man mark the fleeting hour,
And Death’s own scythe, would better speak his power;
Then grace the bony phantom in their stead
With the king’s shoulder-knot and gay cockade;
Clothe the twin brethren in each other’s dress,
The same their occupation and success.
A. ‘Tis your belief the world was made for man;
Kings do but reason on the self-same plan:
Maintaining yours, you cannot theirs condemn,
Who think, or seem to think, man made for them.

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poem by William Cowper
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The Bas Bleu: Or, Conversation. Addressed To Mrs. Vesey

VESEY, of Verse the judge and friend,
Awhile my idle strain attend:
Not with the days of early Greece,
I mean to ope my slender piece;
The rare Symposium to proclaim
Which crown'd th' Athenians' social name;
Or how Aspasia's parties shone,
The first Bas-bleu at Athens known;
Where SOCRATES unbending sat,
With ALCIBIADES in chat;
And PERICLES vouchsafed to mix
Taste, wit, and mirth, with politics.
Nor need I stop my tale to show,
At least to readers such as you,
How all that Rome esteem'd polite,
Supp'd with LUCULLUS every night;
LUCULLUS, who, from Pontus come,
Brought conquests, and brought cherries home.
Name but the suppers in th' Appollo,
What classic images will follow!
How wit flew round, while each might take
Conchylia from the Lucrine lake;
And Attic Salt, and Garum Sauce,
And Lettuce from the Isle of Cos;
The first and last from Greece transplanted,
Us'd here--because the rhyme I wanted:
How pheasant's heads, with cost collected,
And Phenicopters' stood neglected,
To laugh at SCIPIO's lucky hit,
POMPEY's bon-mot, or CAESAR's wit!
Intemperance, list'ning to the tale,
Forgot the Mullet growing stale;
And Admiration, balanc'd, hung
'Twixt PEACOCKS' brains, and TULLY's tongue.
I shall not stop to dwell on these,
But be as epic as I please,
And plunge at once in medias res.
To prove that privilege I plead,
I'll quote some Greek I cannot read;
Stunn'd by Authority you yield,
And I, not reason, keep the field.
Long was Society o'er-run
By Whist, that desolating Hun;
Long did Quadrille despotic sit,
That Vandal of colloquial wit;
And Conversation's setting light
Lay half-obscur'd in Gothic night.
At length the mental shades decline,
Colloquial wit begins to shine;
Genius prevails, and Conversation

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poem by Hannah More
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English Bards and Scotch Reviewers: A Satire

'I had rather be a kitten, and cry mew!
Than one of these same metre ballad-mongers'~Shakespeare

'Such shameless bards we have; and yet 'tis true,
There are as mad, abandon'd critics too,'~Pope.

Still must I hear? -- shall hoarse Fitzgerald bawl
His creaking couplets in a tavern hall,
And I not sing, lest, haply, Scotch reviews
Should dub me scribbler, and denounce my muse?
Prepare for rhyme -- I'll publish, right or wrong:
Fools are my theme, let satire be my song.

O nature's noblest gift -- my grey goose-quill!
Slave of my thoughts, obedient to my will,
Torn from thy parent bird to form a pen,
That mighty instrument of little men!
The pen! foredoom'd to aid the mental throes
Of brains that labour, big with verse or prose,
Though nymphs forsake, and critics may deride,
The lover's solace, and the author's pride.
What wits, what poets dost thou daily raise!
How frequent is thy use, how small thy praise!
Condemn'd at length to be forgotten quite,
With all the pages which 'twas thine to write.
But thou, at least, mine own especial pen!
Once laid aside, but now assumed again,
Our task complete, like Hamet's shall be free;
Though spurn'd by others, yet beloved by me:
Then let us soar today, no common theme,
No eastern vision, no distemper'd dream
Inspires -- our path, though full of thorns, is plain;
Smooth be the verse, and easy be the strain.

When Vice triumphant holds her sov'reign sway,
Obey'd by all who nought beside obey;
When Folly, frequent harbinger of crime,
Bedecks her cap with bells of every clime;
When knaves and fools combined o'er all prevail,
And weigh their justice in a golden scale;
E'en then the boldest start from public sneers,
Afraid of shame, unknown to other fears,
More darkly sin, by satire kept in awe,
And shrink from ridicule, though not from law.

Such is the force of wit! but not belong
To me the arrows of satiric song;
The royal vices of our age demand
A keener weapon, and a mightier hand.

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poem by Byron
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Instinction

Cheap bed,in the red
Sleep the words out of your head
Cold floor,nice and raw
Eat the meat thats on the floor
High tide, some disguise
Loving makes the cream taste nice
New shore,final score
Fresh demand,Im wanting more
This might not last too long
So always take it
This might not last too long
So always take it
Reasons,reasons were here from the start
Its my instiction,its my instiction
Reasons, reasons are part of the art
Its my instiction,its my instiction
You cry,justify
But deep beneath the feelings lie
Photo,looking old
Memory makes the day feel cold
Theyve gone,sing your song
Walk the flow,ah,too slow
Post boom,second doom
Stealing cake to eat the moon
This might not last too long
So always take it
Reasons,reasons were here from the start
This might not last too long
So always take it
Reasons,reasons were here from the start
Its my instiction,its my instiction
Reasons, reasons are part of the art
Its my instiction,its my instiction
Stealing cake to eat the moon.

song performed by Spandau Ballet
Added by Lucian Velea
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An Essay on Criticism

Part I

INTRODUCTION. That it is as great a fault to judge ill as to write ill, and a more dangerous one to the public. That a true Taste is as rare to be found as a true Genius. That most men are born with some Taste, but spoiled by false education. The multitude of Critics, and causes of them. That we are to study our own Taste, and know the limits of it. Nature the best guide of judgment. Improved by Art and rules, which are but methodized Nature. Rules derived from the practice of the ancient poets. That therefore the ancients are necessary to be studied by a Critic, particularly Homer and Virgil. Of licenses, and the use of them by the ancients. Reverence due to the ancients, and praise of them.

'Tis hard to say if greater want of skill
Appear in writing or in judging ill;
But of the two less dangerous is th'offence
To tire our patience than mislead our sense:
Some few in that, but numbers err in this;
Ten censure wrong for one who writes amiss;
A fool might once himself alone expose;
Now one in verse makes many more in prose.

'Tis with our judgments as our watches, none
Go just alike, yet each believes his own.
In Poets as true Genius is but rare,
True Taste as seldom is the Critic's share;
Both must alike from Heav'n derive their light,
These born to judge, as well as those to write.
Let such teach others who themselves excel,
And censure freely who have written well;
Authors are partial to their wit, 'tis true,
But are not Critics to their judgment too?

Yet if we look more closely, we shall find
Most have the seeds of judgment in their mind:
Nature affords at least a glimm'ring light;
The lines, tho' touch'd but faintly, are drawn right:
But as the slightest sketch, if justly traced,
Is by ill col'ring but the more disgraced,
So by false learning is good sense defaced:
Some are bewilder'd in the maze of schools,
And some made coxcombs Nature meant but fools:
In search of wit these lose their common sense,
And then turn Critics in their own defence:
Each burns alike, who can or cannot write,
Or with a rival's or an eunuch's spite.
All fools have still an itching to deride,
And fain would be upon the laughing side.
If Mævius scribble in Apollo's spite,
There are who judge still worse than he can write.

Some have at first for Wits, then Poets pass'd;
Turn'd Critics next, and prov'd plain Fools at last.
Some neither can for Wits nor Critics pass,
As heavy mules are neither horse nor ass.
Those half-learn'd witlings, numerous in our isle,
As half-form'd insects on the banks of Nile;
Unfinish'd things, one knows not what to call,

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poem by Alexander Pope
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I Dont Like Mondays

The silicon chip inside her head,
Got switched to overload
Nobodys gonna go to school today,
Shes gonna make them stay at home,
And daddy doesnt understand it,
He always said she was good as gold,
And he can see (no reasons)
cause there are (no reasons)
What reason do you need to be shown
(tell me why) I dont like mondays
(tell me why) I dont like mondays
(tell me why) I dont like mondays
I want to shoot the whole day down
The telex machine is kept so clean
And it types to a waiting world,
Her mother feels so shocked
Fathers world is rocked
And their thoughts turn to
Their own little girl
Well sweet 16 aint she peachy keen,
And it aint so neat to admit defeat,
There could be (no reasons)
Because there are (no reasons)
What reasons do you need, oh,
(tell me why) I dont like mondays
(tell me why) I dont like mondays
(tell me why) I dont like mondays
Im gonna shoot the whole day down, down, down
Ill shoot it all down
And all the playings stopped in the playground now
She wants to play with her toys a while
And school is out, oh and soon we will learn that
The lesson today is how to die
And then the bullhorn crackles,
And the captain tackles
With the problems and the hows and whys
And he can see (no reasons)
cause there are (no reasons)
What reasons do you need to die, die, oh
And the silicon chip inside her head
Gets switched to overload, oh
And nobodys gonna go to school today
Shes gonna make them stay at home
And daddy doesnt understand it
He always said she was good as gold
And he could see (no reasons)
cause there are (no reasons)
What reason do you need to be shown
(tell me why) I dont like mondays
(tell me why) I dont like mondays

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song performed by Bon Jovi
Added by Lucian Velea
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