The art of teaching is the art of assisting discovery.
quote by Mark Van Doren
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A Teaching Of The Facts Can Relax
Vulnerability when needed,
Can attract true love.
With a getting of some pity too.
A vulnerability when needed,
Can attract true love.
With a bit of innocence,
That can put one in the mood.
And when,
Facts of life are slow...
A teaching of the facts can relax.
A teaching of the facts,
Can get one to relax.
And when,
A nervousness sets in...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.
And when,
Eyes begin to cry...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.
A teaching of the facts can relax.
Vulnerability when needed,
Can attract true love.
With a teaching of the facts to relax,
In those moments.
A teaching of the facts can relax.
A vulnerability when needed,
Can attract true love.
With a bit of innocence,
That can put one in the mood.
And when,
A nervousness sets in...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.
And when,
Eyes begin to cry...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.
[...] Read more
poem by Lawrence S. Pertillar
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Sociology Assignment
THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING
INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.
INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .
In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .
In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .
NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.
Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .
TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.
The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.
Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.
A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.
SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .
There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .
CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.
LIST OF REFERENCES.
Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.
Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139
Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14
Harris, S. (1999) . Careers education: contesting policy and practice. Sage
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poem by Innocent Masina Nkhonyo
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The Scripture of the Golden Eternity
1
Did I create that sky? Yes, for, if it was anything other than a conception in my mind I wouldnt have said 'Sky'-That is why I am the golden eternity. There are not two of us here, reader and writer, but one, one golden eternity, One-Which-It-Is, That-Which- Everything-Is.
2
The awakened Buddha to show the way, the chosen Messiah to die in the degradation of sentience, is the golden eternity. One that is what is, the golden eternity, or, God, or, Tathagata-the name. The Named One. The human God. Sentient Godhood. Animate Divine. The Deified One. The Verified One. The Free One. The Liberator. The Still One. The settled One. The Established One. Golden Eternity. All is Well. The Empty One. The Ready One. The Quitter. The Sitter. The Justified One. The Happy One.
3
That sky, if it was anything other than an illusion of my mortal mind I wouldnt have said 'that sky.' Thus I made that sky, I am the golden eternity. I am Mortal Golden Eternity.
4
I was awakened to show the way, chosen to die in the degradation of life, because I am Mortal Golden Eternity.
5
I am the golden eternity in mortal animate form.
6
Strictly speaking, there is no me, because all is emptiness. I am empty, I am non-existent. All is bliss.
7
This truth law has no more reality than the world.
8
You are the golden eternity because there is no me and no you, only one golden eternity.
9
The Realizer. Entertain no imaginations whatever, for the thing is a no-thing. Knowing this then is Human Godhood.
10
This world is the movie of what everything is, it is one movie, made of the same stuff throughout, belonging to nobody, which is what everything is.
11
If we were not all the golden eternity we wouldnt be here. Because we are here we cant help being pure. To tell man to be pure on account of the punishing angel that punishes the bad and the rewarding angel that rewards the good would be like telling the water 'Be Wet'-Never the less, all things depend on supreme reality, which is already established as the record of Karma earned-fate.
12
God is not outside us but is just us, the living and the dead, the never-lived and never-died. That we should learn it only now, is supreme reality, it was written a long time ago in the archives of universal mind, it is already done, there's no more to do.
13
This is the knowledge that sees the golden eternity in all things, which is us, you, me, and which is no longer us, you, me.
14
What name shall we give it which hath no name, the common eternal matter of the mind? If we were to call it essence, some might think it meant perfume, or gold, or honey. It is not even mind. It is not even discussible, groupable into words; it is not even endless, in fact it is not even mysterious or inscrutably inexplicable; it is what is; it is that; it is this. We could easily call the golden eternity 'This.' But 'what's in a name?' asked Shakespeare. The golden eternity by another name would be as sweet. A Tathagata, a God, a Buddha by another name, an Allah, a Sri Krishna, a Coyote, a Brahma, a Mazda, a Messiah, an Amida, an Aremedeia, a Maitreya, a Palalakonuh, 1 2 3 4 5 6 7 8 would be as sweet. The golden eternity is X, the golden eternity is A, the golden eternity is /\, the golden eternity is O, the golden eternity is [ ], the golden eternity is t-h-e-g-o-l-d-e-n-e-t-e-r- n-i-t-y. In the beginning was the word; before the beginning, in the beginningless infinite neverendingness, was the essence. Both the word 'god' and the essence of the word, are emptiness. The form of emptiness which is emptiness having taken the form of form, is what you see and hear and feel right now, and what you taste and smell and think as you read this. Wait awhile, close your eyes, let your breathing stop three seconds or so, listen to the inside silence in the womb of the world, let your hands and nerve-ends drop, re-recognize the bliss you forgot, the emptiness and essence and ecstasy of ever having been and ever to be the golden eternity. This is the lesson you forgot.
15
The lesson was taught long ago in the other world systems that have naturally changed into the empty and awake, and are here now smiling in our smile and scowling in our scowl. It is only like the golden eternity pretending to be smiling and scowling to itself; like a ripple on the smooth ocean of knowing. The fate of humanity is to vanish into the golden eternity, return pouring into its hands which are not hands. The navel shall receive, invert, and take back what'd issued forth; the ring of flesh shall close; the personalities of long dead heroes are blank dirt.
16
The point is we're waiting, not how comfortable we are while waiting. Paleolithic man waited by caves for the realization of why he was there, and hunted; modern men wait in beautified homes and try to forget death and birth. We're waiting for the realization that this is the golden eternity.
17
It came on time.
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poem by Jack Kerouac
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Venus and Adonis
Even as the sun with purple-colour'd face
Had ta'en his last leave of the weeping morn,
Rose-cheek'd Adonis tried him to the chase;
Hunting he lov'd, but love he laugh'd to scorn;
Sick-thoughted Venus makes amain unto him,
And like a bold-fac'd suitor 'gins to woo him.
'Thrice fairer than myself,' thus she began,
'The field's chief flower, sweet above compare,
Stain to all nymphs, more lovely than a man,
More white and red than doves or roses are;
Nature that made thee, with herself at strife,
Saith that the world hath ending with thy life.
'Vouchsafe, thou wonder, to alight thy steed,
And rein his proud head to the saddle-bow;
If thou wilt deign this favour, for thy meed
A thousand honey secrets shalt thou know:
Here come and sit, where never serpent hisses;
And being set, I'll smother thee with kisses:
'And yet not cloy thy lips with loath'd satiety,
But rather famish them amid their plenty,
Making them red and pale with fresh variety;
Ten kisses short as one, one long as twenty:
A summer's day will seem an hour but short,
Being wasted in such time-beguiling sport.'
With this she seizeth on his sweating palm,
The precedent of pith and livelihood,
And, trembling in her passion, calls it balm,
Earth's sovereign salve to do a goddess good:
Being so enrag'd, desire doth lend her force
Courageously to pluck him from his horse.
Over one arm the lusty courser's rein
Under her other was the tender boy,
Who blush'd and pouted in a dull disdain,
With leaden appetite, unapt to toy;
She red and hot as coals of glowing fire
He red for shame, but frosty in desire.
The studded bridle on a ragged bough
Nimbly she fastens;--O! how quick is love:--
The steed is stalled up, and even now
To tie the rider she begins to prove:
Backward she push'd him, as she would be thrust,
And govern'd him in strength, though not in lust.
So soon was she along, as he was down,
Each leaning on their elbows and their hips:
Now doth she stroke his cheek, now doth he frown,
And 'gins to chide, but soon she stops his lips;
And kissing speaks, with lustful language broken,
'If thou wilt chide, thy lips shall never open.'
He burns with bashful shame; she with her tears
Doth quench the maiden burning of his cheeks;
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poem by William Shakespeare (1593)
Added by Dan Costinaş
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Venus and Adonis
'Vilia miretur vulgus; mihi flavus Apollo
Pocula Castalia plena ministret aqua.'
To the right honorable Henry Wriothesly, Earl of Southampton, and Baron of Tichfield.
Right honorable.
I know not how I shall offend in dedicating my unpolished lines to your lordship, nor how the world will censure me for choosing so strong a prop to support so weak a burden only, if your honour seem but pleased, I account myself highly praised, and vow to take advantage of all idle hours, till I have honoured you with some graver labour. But if the first heir of my invention prove deformed, I shall be sorry it had so noble a god-father, and never after ear so barren a land, for fear it yield me still so bad a harvest. I leave it to your honourable survey, and your honour to your heart's content; which I wish may always answer your own wish and the world's hopeful expectation.
Your honour's in all duty.
Even as the sun with purple-colour'd face
Had ta'en his last leave of the weeping morn,
Rose-cheek'd Adonis hied him to the chase;
Hunting he loved, but love he laugh'd to scorn;
Sick-thoughted Venus makes amain unto him,
And like a bold-faced suitor 'gins to woo him.
'Thrice-fairer than myself,' thus she began,
'The field's chief flower, sweet above compare,
Stain to all nymphs, more lovely than a man,
More white and red than doves or roses are;
Nature that made thee, with herself at strife,
Saith that the world hath ending with thy life.
'Vouchsafe, thou wonder, to alight thy steed,
And rein his proud head to the saddle-bow;
If thou wilt deign this favour, for thy meed
A thousand honey secrets shalt thou know:
Here come and sit, where never serpent hisses,
And being set, I'll smother thee with kisses;
'And yet not cloy thy lips with loathed satiety,
But rather famish them amid their plenty,
Making them red and pale with fresh variety,
Ten kisses short as one, one long as twenty:
A summer's day will seem an hour but short,
Being wasted in such time-beguiling sport.'
With this she seizeth on his sweating palm,
The precedent of pith and livelihood,
And trembling in her passion, calls it balm,
Earth's sovereign salve to do a goddess good:
Being so enraged, desire doth lend her force
Courageously to pluck him from his horse.
Over one arm the lusty courser's rein,
Under her other was the tender boy,
Who blush'd and pouted in a dull disdain,
With leaden appetite, unapt to toy;
She red and hot as coals of glowing fire,
He red for shame, but frosty in desire.
The studded bridle on a ragged bough
Nimbly she fastens:--O, how quick is love!--
The steed is stalled up, and even now
To tie the rider she begins to prove:
[...] Read more
poem by William Shakespeare
Added by Veronica Serbanoiu
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Intrigue
THOU art my love
And thou art the peace of sundown
When the blue shadows soothe
And the grasses and the leaves sleep
To the song of the little brooks
Woe is me.
Thou art my love,
And thou art a storm
That breaks black in the sky
And, sweeping headlong,
Drenches and cowers each tree
And at the panting end
There is no sound
Save the melancholy cry of a single owl
Woe is me!
Thou art my love
And thou art a tinsel thing
And I in my play
Broke thee easily
And from the little fragments
Arose my long sorrow
Woe is me.
Thou art my love
And thou art a weary violet
Drooping from sun-caresses.
Answering mine carelessly
Woe is me.
Thou art my love
And thou art the ashes of other men's love
And I bury my face in these ashes
And I love them
Woe is me.
Thou art my love
And thou art the beard
On another man's face
Woe is me.
Thou art my love
And thou art a temple
And in this temple is an altar
And on this altar is my heart
Woe is me.
Thou art my love
And thou art a wretch.
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poem by Stephen Crane
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Fifth Book
AURORA LEIGH, be humble. Shall I hope
To speak my poems in mysterious tune
With man and nature,–with the lava-lymph
That trickles from successive galaxies
Still drop by drop adown the finger of God,
In still new worlds?–with summer-days in this,
That scarce dare breathe, they are so beautiful?–
With spring's delicious trouble in the ground
Tormented by the quickened blood of roots.
And softly pricked by golden crocus-sheaves
In token of the harvest-time of flowers?–
With winters and with autumns,–and beyond,
With the human heart's large seasons,–when it hopes
And fears, joys, grieves, and loves?–with all that strain
Of sexual passion, which devours the flesh
In a sacrament of souls? with mother's breasts,
Which, round the new made creatures hanging there,
Throb luminous and harmonious like pure spheres?–
With multitudinous life, and finally
With the great out-goings of ecstatic souls,
Who, in a rush of too long prisoned flame,
Their radiant faces upward, burn away
This dark of the body, issuing on a world
Beyond our mortal?–can I speak my verse
So plainly in tune to these things and the rest,
That men shall feel it catch them on the quick,
As having the same warrant over them
To hold and move them, if they will or no,
Alike imperious as the primal rhythm
Of that theurgic nature? I must fail,
Who fail at the beginning to hold and move
One man,–and he my cousin, and he my friend,
And he born tender, made intelligent,
Inclined to ponder the precipitous sides
Of difficult questions; yet, obtuse to me,–
Of me, incurious! likes me very well,
And wishes me a paradise of good,
Good looks, good means, and good digestion!–ay,
But otherwise evades me, puts me off
With kindness, with a tolerant gentleness,–
Too light a book for a grave man's reading! Go,
Aurora Leigh: be humble.
There it is;
We women are too apt to look to one,
Which proves a certain impotence in art.
We strain our natures at doing something great,
Far less because it's something great to do,
Than, haply, that we, so, commend ourselves
As being not small, and more appreciable
To some one friend. We must have mediators
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poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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The Believer's Jointure : Chapter II.
Containing the Marks and Characters of the Believer in Christ; together with some further privileges and grounds of comfort to the Saints.
Sect. I.
Doubting Believers called to examine, by marks drawn from their love to Him and his presence, their view of his glory, and their being emptied of Self-Righteousness, &c.
Good news! but, says the drooping bride,
Ah! what's all this to me?
Thou doubt'st thy right, when shadows hide
Thy Husband's face from thee.
Though sin and guilt thy spirit faints,
And trembling fears thy fate;
But harbour not thy groundless plaints,
Thy Husband's advent wait.
Thou sobb'st, 'O were I sure he's mine,
This would give glad'ning ease;'
And say'st, Though wants and woes combine,
Thy Husband would thee please.
But up and down, and seldom clear,
Inclos'd with hellish routs;
Yet yield thou not, nor foster fear:
Thy Husband hates thy doubts.
Thy cries and tears may slighted seem,
And barr'd from present ease;
Yet blame thyself, but never dream
Thy Husband's ill to please.
Thy jealous unbelieving heart
Still droops, and knows not why;
Then prove thyself to ease thy smart,
Thy Husband bids the try.
The following questions put to the
As scripture-marks, may tell
And shew, what'er thy failings be,
Thy Husband loves thee well.
MARKS.
Art thou content when he's away?
Can earth allay thy pants?
If conscience witness, won't it say,
Thy Husband's all thou wants?
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poem by Ralph Erskine
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The Task: Book V. -- The Winter Morning Walk
‘Tis morning; and the sun, with ruddy orb
Ascending, fires the horizon; while the clouds,
That crowd away before the driving wind,
More ardent as the disk emerges more,
Resemble most some city in a blaze,
Seen through the leafless wood. His slanting ray
Slides ineffectual down the snowy vale,
And, tinging all with his own rosy hue,
From every herb and every spiry blade
Stretches a length of shadow o’er the field.
Mine, spindling into longitude immense,
In spite of gravity, and sage remark
That I myself am but a fleeting shade,
Provokes me to a smile. With eye askance
I view the muscular proportion’d limb
Transform’d to a lean shank. The shapeless pair
As they design’d to mock me, at my side
Take step for step; and as I near approach
The cottage, walk along the plaster’d wall,
Preposterous sight! the legs without the man.
The verdure of the plain lies buried deep
Beneath the dazzling deluge; and the bents
And coarser grass, upspearing o’er the rest,
Of late unsightly and unseen, now shine
Conspicuous, and in bright apparel clad,
And fledged with icy feathers, nod superb.
The cattle mourn in corners, where the fence
Screens them, and seem half petrified to sleep
In unrecumbent sadness. There they wait
Their wonted fodder; not like hungering man,
Fretful if unsupplied; but silent, meek,
And patient of the slow-paced swain’s delay.
He from the stack carves out the accustom’d load,
Deep plunging, and again deep plunging oft,
His broad keen knife into the solid mass:
Smooth as a wall the upright remnant stands,
With such undeviating and even force
He severs it away: no needless care,
Lest storms should overset the leaning pile
Deciduous, or its own unbalanced weight.
Forth goes the woodman, leaving unconcern’d
The cheerful haunts of man; to wield the axe
And drive the wedge in yonder forest drear,
From morn to eve his solitary task.
Shaggy, and lean, and shrewd, with pointed ears
And tail cropp’d short, half lurcher and half cur,
His dog attends him. Close behind his heel
Now creeps he slow; and now, with many a frisk
Wide scampering, snatches up the driften snow
With ivory teeth, or ploughs it with his snout;
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poem by William Cowper
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Lessons Of Love
(s. garrett/g. ballard)
See the children play
Listen to the things they say
One-on-one to one another
Theyre just having fun
Finding out it can be done
They dont seperate by cover
Ooh, young hearts
Facing to feel it so naturally
And the flower grows from the seed and
Chorus:
Practice makes perfect and we tryin enough
And were bound to be learning
The lessons of love
Coz were never too old and never too young
To be teaching each other the lessons of love
Got some work to do
Theres so much we can improve
Piece by piece we come together, yeah
In the neighborhood
I know we can make it good
But weve got to make it better
Oh woh oh, inside each of us has a romelody
But weve got to find our harmony
Practice makes perfect and we tryin rnough
And weve got to remember
The lessons of love
Coz were never too old and never too young
To be teaching each other the lessons of love
Bridge:
Imagine how this world could be
If all of us would live in peace
Nothing good comes easily
Together starts with you and me
Yeah, oh yeah, aha
Lessons of love
Practice makes perfect and we tryin enough
And were bound to be learning
The lessons of love
Coz were never too old and never too young
To be teaching each other
Practice makes perfect and we tryin enough
And weve got to remember
The lessons of love
Coz were never too old and never too young
To be teaching each other the lessons of love
Practice makes perfect, try it enough
(oh, never too young, aha)
And weve got to be learning
The lessons of love (lessons of love)
[...] Read more
song performed by Lea Salonga
Added by Lucian Velea
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The Spirit Of Crazy Horse
This world is of me
And I am of it
It makes me who I am
What I must be
The birds fly freely
They are my family
Teaching freedom
The bear and buffalo - my family
Teaching strength, endurance
The beaver and tortoise - my family
Teaching perseverance, patience
The wolf - my family
Teaching loyalty, friendship
The fox - my family
Teaching wisdom, insight
The air - my breath
The river - my blood
The grass - my bed
The starry night - my blanket
To remove any piece of this
Diminishes me
Suffocates me
Destroys me
When I fight
Not only for my people but my family
To die fighting is the way of my family
To resist servitude until my death is honorable
The time of resistance is now
To fight or be broken
To stand tall - not to crawl
The day my breath joins the wind will be a good day.
poem by Claude H Oliver II
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What was taught fought with that wrought to sought
Democratic leaders work to keep voters rites fired up over a fiery election right
and forgive them, instead of seeking revenge, knowing not to fight
policy overly simplistic at times less inspiring works sung
in teaching respect for authority while children are still young.
God will be there to comfort you and work within the soul of your beloved child.
Men of this world do not desire righteous woman or those meek and mild.
This world seeks and does work to destroy that purity,
because of our mental, moral putrid disunity.
God taught us how to rear taken children, how to take care of bereft,
and how to have courage to fight the good fight of faith then left.
Ability to fight illness by eating teaching and community hospitals ere
help support our continuing work by being wrought with sought that ought here.
Private, liberal arts institution affiliated with the church
and dedicated to preparing students for taking the lurch
to solve problems with recognition, emphasize how God works in vision,
constantly seeking a consistently faithful position.
What history taught about what the world chose to ignore transfer
allowance of army of Christian zealots to do the refer work defer
and a teacher explained at length positive philosophy of teaching feasible,
given difficulties of fighting troops, it seems reasonable.
Furious fighting forces fly in those aircraft protocal
that nobody can even with cartoons teaching portion control.
Schools ease into age seeking wisdom to ultimately wash dishes,
thus finding common ground in working with what was thought your land and wishes.
Think about a professional designer speeding in creative race;
consider police still seeking clues in unresolved mystery case;
schools were requiring creationism to be taught alongside
battle in the courts sought by Christian conservatives along defense divide.
But the work done on this dismal earth exhausts.
The breaks taken from bankrupted reality wroughts.
Fighting for a contemplative life is akin to waving stick in the air,
but will not deter in the all-important work of creating diverse welcome pray.
Short term in campus will seek confirmation from the courts to doubt
in the neighborhoods said that as many as all out
constantly seek to maximize time students have to work hard to fall in lap
increasing impact in the fight against the achievement gap.
Specialist's work restores smiles of knowledgeable knowledge lovers,
so making keeping taught slopes in shaped dives that make living teaching others.
Hoarse trainer's passion for full faith must be taught as the apostles deliberate
fighting against work to expedite the day when some pope will have sought to consecrate.
poem by Hercolena Oliver
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Sohrab and Rustum
And the first grey of morning fill'd the east,
And the fog rose out of the Oxus stream.
But all the Tartar camp along the stream
Was hush'd, and still the men were plunged in sleep;
Sohrab alone, he slept not; all night long
He had lain wakeful, tossing on his bed;
But when the grey dawn stole into his tent,
He rose, and clad himself, and girt his sword,
And took his horseman's cloak, and left his tent,
And went abroad into the cold wet fog,
Through the dim camp to Peran-Wisa's tent.
Through the black Tartar tents he pass'd, which stood
Clustering like bee-hives on the low flat strand
Of Oxus, where the summer-floods o'erflow
When the sun melts the snows in high Pamere
Through the black tents he pass'd, o'er that low strand,
And to a hillock came, a little back
From the stream's brink--the spot where first a boat,
Crossing the stream in summer, scrapes the land.
The men of former times had crown'd the top
With a clay fort; but that was fall'n, and now
The Tartars built there Peran-Wisa's tent,
A dome of laths, and o'er it felts were spread.
And Sohrab came there, and went in, and stood
Upon the thick piled carpets in the tent,
And found the old man sleeping on his bed
Of rugs and felts, and near him lay his arms.
And Peran-Wisa heard him, though the step
Was dull'd; for he slept light, an old man's sleep;
And he rose quickly on one arm, and said:--
"Who art thou? for it is not yet clear dawn.
Speak! is there news, or any night alarm?"
But Sohrab came to the bedside, and said:--
"Thou know'st me, Peran-Wisa! it is I.
The sun is not yet risen, and the foe
Sleep; but I sleep not; all night long I lie
Tossing and wakeful, and I come to thee.
For so did King Afrasiab bid me seek
Thy counsel, and to heed thee as thy son,
In Samarcand, before the army march'd;
And I will tell thee what my heart desires.
Thou know'st if, since from Ader-baijan first
I came among the Tartars and bore arms,
I have still served Afrasiab well, and shown,
At my boy's years, the courage of a man.
This too thou know'st, that while I still bear on
The conquering Tartar ensigns through the world,
[...] Read more
poem by Matthew Arnold (1853)
Added by Veronica Serbanoiu
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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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Canto the Fourth
I.
I stood in Venice, on the Bridge of Sighs;
A palace and a prison on each hand:
I saw from out the wave her structures rise
As from the stroke of the enchanter’s wand:
A thousand years their cloudy wings expand
Around me, and a dying glory smiles
O’er the far times when many a subject land
Looked to the wingèd Lion’s marble piles,
Where Venice sate in state, throned on her hundred isles!
II.
She looks a sea Cybele, fresh from ocean,
Rising with her tiara of proud towers
At airy distance, with majestic motion,
A ruler of the waters and their powers:
And such she was; her daughters had their dowers
From spoils of nations, and the exhaustless East
Poured in her lap all gems in sparkling showers.
In purple was she robed, and of her feast
Monarchs partook, and deemed their dignity increased.
III.
In Venice, Tasso’s echoes are no more,
And silent rows the songless gondolier;
Her palaces are crumbling to the shore,
And music meets not always now the ear:
Those days are gone - but beauty still is here.
States fall, arts fade - but Nature doth not die,
Nor yet forget how Venice once was dear,
The pleasant place of all festivity,
The revel of the earth, the masque of Italy!
IV.
But unto us she hath a spell beyond
Her name in story, and her long array
Of mighty shadows, whose dim forms despond
Above the dogeless city’s vanished sway;
Ours is a trophy which will not decay
With the Rialto; Shylock and the Moor,
And Pierre, cannot be swept or worn away -
The keystones of the arch! though all were o’er,
For us repeopled were the solitary shore.
V.
[...] Read more
poem by Byron from Childe Harold's Pilgrimage (1818)
Added by Veronica Serbanoiu
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Gareth And Lynette
The last tall son of Lot and Bellicent,
And tallest, Gareth, in a showerful spring
Stared at the spate. A slender-shafted Pine
Lost footing, fell, and so was whirled away.
'How he went down,' said Gareth, 'as a false knight
Or evil king before my lance if lance
Were mine to use--O senseless cataract,
Bearing all down in thy precipitancy--
And yet thou art but swollen with cold snows
And mine is living blood: thou dost His will,
The Maker's, and not knowest, and I that know,
Have strength and wit, in my good mother's hall
Linger with vacillating obedience,
Prisoned, and kept and coaxed and whistled to--
Since the good mother holds me still a child!
Good mother is bad mother unto me!
A worse were better; yet no worse would I.
Heaven yield her for it, but in me put force
To weary her ears with one continuous prayer,
Until she let me fly discaged to sweep
In ever-highering eagle-circles up
To the great Sun of Glory, and thence swoop
Down upon all things base, and dash them dead,
A knight of Arthur, working out his will,
To cleanse the world. Why, Gawain, when he came
With Modred hither in the summertime,
Asked me to tilt with him, the proven knight.
Modred for want of worthier was the judge.
Then I so shook him in the saddle, he said,
"Thou hast half prevailed against me," said so--he--
Though Modred biting his thin lips was mute,
For he is alway sullen: what care I?'
And Gareth went, and hovering round her chair
Asked, 'Mother, though ye count me still the child,
Sweet mother, do ye love the child?' She laughed,
'Thou art but a wild-goose to question it.'
'Then, mother, an ye love the child,' he said,
'Being a goose and rather tame than wild,
Hear the child's story.' 'Yea, my well-beloved,
An 'twere but of the goose and golden eggs.'
And Gareth answered her with kindling eyes,
'Nay, nay, good mother, but this egg of mine
Was finer gold than any goose can lay;
For this an Eagle, a royal Eagle, laid
Almost beyond eye-reach, on such a palm
As glitters gilded in thy Book of Hours.
And there was ever haunting round the palm
A lusty youth, but poor, who often saw
[...] Read more
poem by Alfred Lord Tennyson
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Christmas-Eve
I.
OUT of the little chapel I burst
Into the fresh night air again.
I had waited a good five minutes first
In the doorway, to escape the rain
That drove in gusts down the common’s centre,
At the edge of which the chapel stands,
Before I plucked up heart to enter:
Heaven knows how many sorts of hands
Reached past me, groping for the latch
Of the inner door that hung on catch,
More obstinate the more they fumbled,
Till, giving way at last with a scold
Of the crazy hinge, in squeezed or tumbled
One sheep more to the rest in fold,
And left me irresolute, standing sentry
In the sheepfold’s lath-and-plaster entry,
Four feet long by two feet wide,
Partitioned off from the vast inside—
I blocked up half of it at least.
No remedy; the rain kept driving:
They eyed me much as some wild beast,
The congregation, still arriving,
Some of them by the mainroad, white
A long way past me into the night,
Skirting the common, then diverging;
Not a few suddenly emerging
From the common’s self thro’ the paling-gaps,—
—They house in the gravel-pits perhaps,
Where the road stops short with its safeguard border
Of lamps, as tired of such disorder;—
But the most turned in yet more abruptly
From a certain squalid knot of alleys,
Where the town’s bad blood once slept corruptly,
Which now the little chapel rallies
And leads into day again,—its priestliness
Lending itself to hide their beastliness
So cleverly (thanks in part to the mason),
And putting so cheery a whitewashed face on
Those neophytes too much in lack of it,
That, where you cross the common as I did,
And meet the party thus presided,
“Mount Zion,” with Love-lane at the back of it,
They front you as little disconcerted,
As, bound for the hills, her fate averted
And her wicked people made to mind him,
Lot might have marched with Gomorrah behind him.
II.
Well, from the road, the lanes or the common,
[...] Read more
poem by Robert Browning
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A Warm Welcome to Teachers Today
Gone are the days of Guru-shishya!
Teachers of mettle are on the wane
Most things seem changed in today’s world
Ethics is on a downward trend
Students feel they can learn themselves
The Internet gives a false confidence
But none can be blamed for how things are
Virtues are declining fast!
Yet, teaching is a noble art!
Good teachers are a country’s wealth
Teachers must put their heart, mind, soul
Into teaching – their professional goal!
A teacher must be role-model
A teacher must be exemplary
A teacher must be knowledgeable
A teacher must be dedicated
Let’s change the world of teaching then
Let’s share with love, selflessly ken
Let’s make better all our children
Let’s make the student’s life, heaven!
Let noble thoughts fill teacher’s heart
Let perseverance rule the craft
Let craft become to all an art
Let love of teaching make head-start!
poem by John Celes
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0015 Aftermath of War
Within themselves, they hold
more than any man or woman should be asked to hold;
they are the unsung heroes of the peace
which clutches at the coat-tails of a war;
and we can never truly know them;
only offer them love, support, respect…
My first school had been an officers’ recuperation hospital
or final hospice for the wounded – in their body or their mind -
in the 1914-18 war; now
the dignified head doctor of few words
and his beautifully-mannered, voluptuous
ex-head-nurse wife
had made of it an ideal, loving school
for the new children of a new era after
‘the war to end all wars’…
The last resting place of warriors with screaming silent minds
who could not recuperate or
who found death so much more peaceful than their life
became, first the art room,
then the chapel: death, art, God and life
all together in one room.
My second school had as its teaching staff
several ex-officers who had chosen to shroud their memories
in teaching that new generation; but ironically,
were asked to run the cadet force which was
intended to preserve that lovely peace..
the sergeant-major who taught us PT and defensive war
had a face that was a repulsive souvenir –
like camouflage – brown, red, livid white,
almost the yellow-green of mustard gas
that had painted war upon him;
though he saved his lungs…
fine, stern, stiff-upper-lip teachers
shrouding their memories, until
some pupil tested them too far –
then their anger spilled, their canes and swagger-sticks
fiercely wielded, were memories for those (not us) who knew,
of discipline that might shoot at dawn
for the sake of lives then saved at dusk…
today, they’d be hauled into court for passing on 'abuse';
we were taught by heroes.
My third school gave me a housemaster,
another unsung, unsinging hero, a confirmed bachelor
so we thought, who likewise buried unknown memories
in devoted teaching; few clues except
the same occasional, devastating temper when aroused;
in his modest study, a few small
[...] Read more
poem by Michael Shepherd
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The Rosciad
Unknowing and unknown, the hardy Muse
Boldly defies all mean and partial views;
With honest freedom plays the critic's part,
And praises, as she censures, from the heart.
Roscius deceased, each high aspiring player
Push'd all his interest for the vacant chair.
The buskin'd heroes of the mimic stage
No longer whine in love, and rant in rage;
The monarch quits his throne, and condescends
Humbly to court the favour of his friends;
For pity's sake tells undeserved mishaps,
And, their applause to gain, recounts his claps.
Thus the victorious chiefs of ancient Rome,
To win the mob, a suppliant's form assume;
In pompous strain fight o'er the extinguish'd war,
And show where honour bled in every scar.
But though bare merit might in Rome appear
The strongest plea for favour, 'tis not here;
We form our judgment in another way;
And they will best succeed, who best can pay:
Those who would gain the votes of British tribes,
Must add to force of merit, force of bribes.
What can an actor give? In every age
Cash hath been rudely banish'd from the stage;
Monarchs themselves, to grief of every player,
Appear as often as their image there:
They can't, like candidate for other seat,
Pour seas of wine, and mountains raise of meat.
Wine! they could bribe you with the world as soon,
And of 'Roast Beef,' they only know the tune:
But what they have they give; could Clive do more,
Though for each million he had brought home four?
Shuter keeps open house at Southwark fair,
And hopes the friends of humour will be there;
In Smithfield, Yates prepares the rival treat
For those who laughter love, instead of meat;
Foote, at Old House,--for even Foote will be,
In self-conceit, an actor,--bribes with tea;
Which Wilkinson at second-hand receives,
And at the New, pours water on the leaves.
The town divided, each runs several ways,
As passion, humour, interest, party sways.
Things of no moment, colour of the hair,
Shape of a leg, complexion brown or fair,
A dress well chosen, or a patch misplaced,
Conciliate favour, or create distaste.
From galleries loud peals of laughter roll,
And thunder Shuter's praises; he's so droll.
Embox'd, the ladies must have something smart,
[...] Read more
poem by Charles Churchill
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