The earliest phase of social formations found in historical as well as in contemporary social structures is this: a relatively small circle firmly closed against neighboring, strange, or in some way antagonistic circles.
quote by Georg Simmel
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Social Netowrking Of Robots
end of world war
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[...] Read more
poem by Rwetewrt Erwtwer
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A Digital Map Of Anatomical Body
moving compositions
anatomy of mental formations
anatomy of mental formations
anatomy of mental formations
anatomy of mental formations
...
anatomy of mental formations
anatomy of mental formations
anatomy of mental formations
anatomy of mental formations
anatomy of mental formations
anatomy of mental formations
anatomy of mental formations
anatomy of mental formations
anatomy of mental formations
anatomy of mental formations
anatomy of mental formations
anatomy of mental formations
anatomy of mental formations
contemplated erosions below! ! !
The body detailes concepts!
poem by Nyein Way
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Strange Things Happen
She believes in god
And karma too
Paranormal powers
You know some people do
Got scorpio risin
Uh huh
Tell you whats in your stars
She was down in rio
Turn the heads of state
Got em into makin
This planet a better place
On copacabana
Uh huh
Oh yeah she radiate better go meditate
Everytime I touch my baby
Strange things happen
Strange things happen
Everytime I touch my baby
Strange things happen to me
Strange things happen
Oh ohhh ohhhh
Oh oh strange things happen
Everytime I touch my baby
Strange things happen to me
Met a pshycic reader
With a crystal ball
Had a vision
Said we could have it all
I caught her gazin
Uh huh
At our destiny cosmically
Everytime I touch my baby
Strange things happen
Oh ohhh ohhhh
Oh oh strange things happen
Everytime I touch my baby
Strange things happen to me
Strange things happen
Oh ohhh ohhhh
Oh oh strange things happen
Everytime I touch my baby
Strange things happen to me
Strange strange strange strange strange strange strange strange strange
Strange strange strange strange strange strange strange strange strange
Strange strange strange
Strange strange strange strange strange strange strange strange strange
Strange strange strange strange strange strange strange strange strange
Strange strange strange
Strange strange strange strange strange strange strange strange strange
Strange strange strange strange strange
song performed by Beach Boys
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Strange
Start making sense
Of everything Ive seen before, well, um
Somewhere in my life
Been paying the price
But that aint enough anymore, well
Dont get me wrong now baby
Dont get me wrong baby
Strange, strange, strange
Things that happen to me
I dont know if Im coming or going, baby, well
Strange, strange, strange
Things you keep on doing
Somethings getting outta control
Cant help myself
To everything Im looking for
No, no, no
Sometimes I cant explain
Why I go insane
It just isnt fun anymore, well
Dont get me wrong now baby
Dont get me wrong baby
Strange, strange, strange
Things that happen to me
I dont know if Im coming or going, baby, well
Strange, strange, strange
Things you keep on doing
Somethings getting outta control
Outta control
Yeah
Shame on you
Dont get me wrong now baby
Dont get me wrong baby
Strange, strange, strange
Things that happen to me
I dont know if Im coming or going, baby, well
Strange, strange, strange
Things you keep on doing (keep on doing)
Somethings getting outta control
Yeah, yeah, yeah, yeah, well
Strange, strange, strange
Things that happen to me
I dont know if Im coming or going, baby, well
Strange, strange, strange
Things you keep on doing (keep on doing)
Somethings getting outta
Somethings getting outta
Somethings getting outta control
Outta control
Yeah, yeah, yeah, yeah, yeah
Strange, strange, strange
[...] Read more
song performed by Wet Wet Wet
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Strange Magic
Youre sailing softly through the sun
In a broken stone age dawn.
You fly so high.
I get a strange magic,
Oh, what a strange magic,
Oh, its a strange magic.
Got a strange magic,
Got a strange magic.
Youre walking meadows in my mind,
Making waves across my time,
Oh no, oh no.
I get a strange magic,
Oh, what a strange magic,
Oh, its a strange magic.
Got a strange magic,
Got a strange magic.
Oh, Im never gonna be the same again,
Now Ive seen the way its got to end,
Sweet dream, sweet dream.
Strange magic,
Oh, what a strange magic,
Oh, its a strange magic.
Got a strange magic,
Got a strange magic.
Its magic, its magic, its magic.
Strange magic,
Oh, what a strange magic,
Oh, its a strange magic.
Got a strange magic.
Strange magic strange magic
Oh, what a strange magic strange magic
Oh, its a strange magic.
Got a strange magic.
Strange magic strange magic
Oh, what a strange magic strange magic
Oh, its a strange magic.
Got a strange magic,
Got a strange magic,
You know I got a strange magic,
Yeah, I got a strange magic,
Oo-o-o-oo, strange magic. (fade)
song performed by Electric Light Orchestra
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Evangeline: A Tale of Acadie
This is the forest primeval. The murmuring pines and the hemlocks,
Bearded with moss, and in garments green, indistinct in the twilight,
Stand like Druids of eld, with voices sad and prophetic,
Stand like harpers hoar, with beards that rest on their bosoms.
Loud from its rocky caverns, the deep-voiced neighboring ocean
Speaks, and in accents disconsolate answers the wail of the forest.
This is the forest primeval; but where are the hearts that beneath it
Leaped like the roe, when he hears in the woodland the voice of the huntsman
Where is the thatch-roofed village, the home of Acadian farmers,--
Men whose lives glided on like rivers that water the woodlands,
Darkened by shadows of earth, but reflecting an image of heaven?
Waste are those pleasant farms, and the farmers forever departed!
Scattered like dust and leaves, when the mighty blasts of October
Seize them, and whirl them aloft, and sprinkle them far o'er the ocean
Naught but tradition remains of the beautiful village of Grand-Pre.
Ye who believe in affection that hopes, and endures, and is patient,
Ye who believe in the beauty and strength of woman's devotion,
List to the mournful tradition still sung by the pines of the forest;
List to a Tale of Love in Acadie, home of the happy.
PART THE FIRST
I
In the Acadian land, on the shores of the Basin of Minas,
Distant, secluded, still, the little village of Grand-Pre
Lay in the fruitful valley. Vast meadows stretched to the eastward,
Giving the village its name, and pasture to flocks without number.
Dikes, that the hands of the farmers had raised with labor incessant,
Shut out the turbulent tides; but at stated seasons the flood-gates
Opened, and welcomed the sea to wander at will o'er the meadows.
West and south there were fields of flax, and orchards and cornfields
Spreading afar and unfenced o'er the plain; and away to the northward
Blomidon rose, and the forests old, and aloft on the mountains
Sea-fogs pitched their tents, and mists from the mighty Atlantic
Looked on the happy valley, but ne'er from their station descended
There, in the midst of its farms, reposed the Acadian village.
Strongly built were the houses, with frames of oak and of hemlock,
Such as the peasants of Normandy built in the reign of the Henries.
Thatched were the roofs, with dormer-windows; and gables projecting
Over the basement below protected and shaded the doorway.
There in the tranquil evenings of summer, when brightly the sunset
Lighted the village street and gilded the vanes on the chimneys,
Matrons and maidens sat in snow-white caps and in kirtles
Scarlet and blue and green, with distaffs spinning the golden
Flax for the gossiping looms, whose noisy shuttles within doors
[...] Read more
poem by Henry Wadsworth Longfellow
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The Next Phase
It's only a phase.
The next phase.
The next phase...
To come and change the last days,
To put up on a higher stage!
It's only a phase.
The next phase.
The next phase...
To come and change the last days,
To put up on a higher stage!
It's only a phase.
The next phase.
The next phase...
To come and change the last days,
To put up on a higher stage!
It's only a phase.
Many will taste it
Many will hate it.
And some of the stunned will run.
Run-run-run.
Many will taste it
Many will hate it.
The elated,
Will be baited!
And some of the stunned will run...
Run-run-run.
Many will taste it.
The next phase.
Many will hate it.
The next phase.
The elated,
Will be baited!
And some of the stunned will run...
Run-run-run.
And some of the stunned will run...
Run.
Run.
poem by Lawrence S. Pertillar
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Dark Circles
Never have I seen anything so clear and promising
As the landscape rolling before my eyes at this moment
Now I see that there is a force I must stop resisting
The readiness to rebuild is becoming more potent
The ashes of what used to be play in the dry wind
And I see a beautiful vision that looks so kind
Dark circles made of ash dance in the air around me
I begin to dance in the beautiful storm and I smile
Why is it that I laugh when there is no light to see?
Why do I dance when I will soon face a testing trial?
There is something exciting and humbling in darkness
From this darkness I will soon find a new grand happiness
In my heart I am feeling the new life. I feel paralyzing
In my mind I am prepared to rebuild. Nothing now stops me
I can feel that soon I will be on top and I’ll be blazing
I can feel that soon I will be revered and I’ll be free
So, why not dance with the swirls of ash so black and dry?
I would rather dance now then continue to hopelessly cry
Dark circles cover me from head to toe!
Dark circles decorate the dead landscape!
Dark circles are flying so high, like my hero!
Dark circles lead me to a grand escape!
Dark circles wrap around me and we fly!
Dark circles! A dance I always wanted to try!
All the ashes mold and form into black angels in the air
They reach out and take my hands and we run
Dark circles cover my eyes and dance through my hair
Dark figures lead me through the darkness to the sun
And in the end of the darkness I see a shining light!
It’s a mirror; it reflects me, a shining light so bright
Dark circles dance around me in celebration of a new birth
They fly high and fall down to create a wind so strong
My face is covered with colors from the burned earth
I do not look like a man. I look like a creature of wrong
I smile and I realize that this is my new territory
Dark circles form a new black castle free of any tragedy!
Dark ashes line the air and the skies!
Dark circles swirl through the land!
Dark circles vibrate with my joyful cries!
Dark circles run along my porcelain hand!
Dark circles shine new light into my life!
Dark circles bring new beauty to my eye…
poem by German Alcala
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Corn Circles
Corn circles
Appearing all over the land
Corn circles
Appearing all over the land
Nobody knows where they come from
Nobody understands
Corn circles
Mysterious symbols in the fields
Corn circles
Mysterious symbols in the fields
No one knows - are they phony
Or maybe are they real?
Corn circles!
Corn circles!
Corn circles
Is somebody playing a trick?
Corn circles
Pixies, witches, hoaxers
Take your pick
Throw a few theories out there
See what sticks!
Corn circles!
Corn circles!
Corn circles
Patterns in the gold
Corn circles
Pretty patterns in the gold
Like something out of the future
Or something very old
Corn circles!
Corn circles!
song performed by Waterboys
Added by Lucian Velea
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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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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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Dealing Dreams
Dont you feel so very pointless here
In the feelings of the rain
The violence of the sun?
I must confess that I feel graciously
To be of the rain
And hotter than the sun
What do you do?
What do you say
When the blood spill is of your loved one
And the kremlins of the world fall around you?
Were dealing dreams, yeah
Were dealing dreams
Were dealing structures that grow cold in our hearts
Oh fearful, crying people
Food is by the river
Watching, but not swimming
It takes energy not to get used to it
Fall into this place
Where everything rolls together and dies
This crying kingdom she is now
Forever will she be
The silence of a (? )
Were dealing dreams, yeah
Were dealing dreams
Were dealing structures that grow cold in our hearts, yeah
Were dealing dreams, yeah
Were dealing dreams
Were dealing structures that grow cold in our hearts
Were dealing dreams
Structures that grow cold in our hearts, yeah
Were dealing dreams
Were dealing dreams, ah yes, ah yes, dreams
Structures that grow cold
Structures that grow cold
Structures that grow cold in our hearts
Dont you feel so very pointless here
In the feelings of the rain
The violence of the sun?
song performed by Live
Added by Lucian Velea
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Prince Hohenstiel-Schwangau, Saviour of Society
Epigraph
Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.
I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.
You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:
[...] Read more
poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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The House Of Dust: Complete
I.
The sun goes down in a cold pale flare of light.
The trees grow dark: the shadows lean to the east:
And lights wink out through the windows, one by one.
A clamor of frosty sirens mourns at the night.
Pale slate-grey clouds whirl up from the sunken sun.
And the wandering one, the inquisitive dreamer of dreams,
The eternal asker of answers, stands in the street,
And lifts his palms for the first cold ghost of rain.
The purple lights leap down the hill before him.
The gorgeous night has begun again.
'I will ask them all, I will ask them all their dreams,
I will hold my light above them and seek their faces.
I will hear them whisper, invisible in their veins . . .'
The eternal asker of answers becomes as the darkness,
Or as a wind blown over a myriad forest,
Or as the numberless voices of long-drawn rains.
We hear him and take him among us, like a wind of music,
Like the ghost of a music we have somewhere heard;
We crowd through the streets in a dazzle of pallid lamplight,
We pour in a sinister wave, ascend a stair,
With laughter and cry, and word upon murmured word;
We flow, we descend, we turn . . . and the eternal dreamer
Moves among us like light, like evening air . . .
Good-night! Good-night! Good-night! We go our ways,
The rain runs over the pavement before our feet,
The cold rain falls, the rain sings.
We walk, we run, we ride. We turn our faces
To what the eternal evening brings.
Our hands are hot and raw with the stones we have laid,
We have built a tower of stone high into the sky,
We have built a city of towers.
Our hands are light, they are singing with emptiness.
Our souls are light; they have shaken a burden of hours . . .
What did we build it for? Was it all a dream? . . .
Ghostly above us in lamplight the towers gleam . . .
And after a while they will fall to dust and rain;
Or else we will tear them down with impatient hands;
And hew rock out of the earth, and build them again.
II.
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poem by Conrad Potter Aiken
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Full Circle
All Ive ever touched or said to them
Becomes a rehearsal for you, just practicing,
Too many magic moments to be coincidence
It all comes full circle
I knew someone who knew you
And he introduced me to you
Your ex-girlfriend had a boyfriend
Who kissed my girlfriend
Who did adrian
The world keeps on getting smaller and smaller
And everything comes back full circle, full circle
Six degrees of separation
We all know someone else
It all comes full circle
And you come from england
My ex-boyfriend, he is indian
British passport, were all connected
And everyone else is affected
The world keeps on getting smaller and smaller
And everything comes back full circle, full circle
Six degrees of separation
We all know someone else
It all comes full circle
It all comes full circle
The world keeps on getting smaller and smaller
And everything comes back full circle, full circle
Six degrees of separation
We all know someone else
It all comes full circle
The world keeps on getting smaller and smaller
And everything comes back full circle, full circle
Six degrees of separation
We all know someone else
It all comes full circle
song performed by No Doubt
Added by Lucian Velea
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The Zenana
WHAT is there that the world hath not
Gathered in yon enchanted spot?
Where, pale, and with a languid eye,
The fair Sultana listlessly
Leans on her silken couch, and dreams
Of mountain airs, and mountain streams.
Sweet though the music float around,
It wants the old familiar sound;
And fragrant though the flowers are breathing,
From far and near together wreathing,
They are not those she used to wear,
Upon the midnight of her hair.—
She's very young, and childhood's days
With all their old remembered ways,
The empire of her heart contest
With love, that is so new a guest;
When blushing with her Murad near,
Half timid bliss, half sweetest fear,
E'en the beloved past is dim,
Past, present, future, merge in him.
But he, the warrior and the chief,
His hours of happiness are brief;
And he must leave Nadira's side
To woo and win a ruder bride;
Sought, sword in hand and spur on heel,
The fame, that weds with blood and steel.
And while from Delhi far away,
His youthful bride pines through the day,
Weary and sad: thus when again
He seeks to bind love's loosen'd chain;
He finds the tears are scarcely dry
Upon a cheek whose bloom is faded,
The very flush of victory
Is, like the brow he watches, shaded.
A thousand thoughts are at her heart,
His image paramount o'er all,
Yet not all his, the tears that start,
As mournful memories recall
Scenes of another home, which yet
That fond young heart can not forget.
She thinks upon that place of pride,
Which frowned upon the mountain's side;
While round it spread the ancient plain,
Her steps will never cross again.
And near those mighty temples stand,
The miracles of mortal hand,
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poem by Letitia Elizabeth Landon
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OBIIT MDCCCXXXIII (Entire)
Strong Son of God, immortal Love,
Whom we, that have not seen thy face,
By faith, and faith alone, embrace,
Believing where we cannot prove;
Thine are these orbs of light and shade;
Thou madest Life in man and brute;
Thou madest Death; and lo, thy foot
Is on the skull which thou hast made.
Thou wilt not leave us in the dust:
Thou madest man, he knows not why,
He thinks he was not made to die;
And thou hast made him: thou art just.
Thou seemest human and divine,
The highest, holiest manhood, thou:
Our wills are ours, we know not how;
Our wills are ours, to make them thine.
Our little systems have their day;
They have their day and cease to be:
They are but broken lights of thee,
And thou, O Lord, art more than they.
We have but faith: we cannot know;
For knowledge is of things we see;
And yet we trust it comes from thee,
A beam in darkness: let it grow.
Let knowledge grow from more to more,
But more of reverence in us dwell;
That mind and soul, according well,
May make one music as before,
But vaster. We are fools and slight;
We mock thee when we do not fear:
But help thy foolish ones to bear;
Help thy vain worlds to bear thy light.
Forgive what seem’d my sin in me;
What seem’d my worth since I began;
For merit lives from man to man,
And not from man, O Lord, to thee.
Forgive my grief for one removed,
Thy creature, whom I found so fair.
I trust he lives in thee, and there
I find him worthier to be loved.
Forgive these wild and wandering cries,
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poem by Alfred Lord Tennyson
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Third Book
'TO-DAY thou girdest up thy loins thyself,
And goest where thou wouldest: presently
Others shall gird thee,' said the Lord, 'to go
Where thou would'st not.' He spoke to Peter thus,
To signify the death which he should die
When crucified head downwards.
If He spoke
To Peter then, He speaks to us the same;
The word suits many different martyrdoms,
And signifies a multiform of death,
Although we scarcely die apostles, we,
And have mislaid the keys of heaven and earth.
For tis not in mere death that men die most;
And, after our first girding of the loins
In youth's fine linen and fair broidery,
To run up hill and meet the rising sun,
We are apt to sit tired, patient as a fool,
While others gird us with the violent bands
Of social figments, feints, and formalisms,
Reversing our straight nature, lifting up
Our base needs, keeping down our lofty thoughts,
Head downward on the cross-sticks of the world.
Yet He can pluck us from the shameful cross.
God, set our feet low and our forehead high,
And show us how a man was made to walk!
Leave the lamp, Susan, and go up to bed.
The room does very well; I have to write
Beyond the stroke of midnight. Get away;
Your steps, for ever buzzing in the room,
Tease me like gnats. Ah, letters! throw them down
At once, as I must have them, to be sure,
Whether I bid you never bring me such
At such an hour, or bid you. No excuse.
You choose to bring them, as I choose perhaps
To throw them in the fire. Now, get to bed,
And dream, if possible, I am not cross.
Why what a pettish, petty thing I grow,–
A mere, mere woman,–a mere flaccid nerve,-
A kerchief left out all night in the rain,
Turned soft so,–overtasked and overstrained
And overlived in this close London life!
And yet I should be stronger.
Never burn
Your letters, poor Aurora! for they stare
With red seals from the table, saying each,
'Here's something that you know not.' Out alas,
'Tis scarcely that the world's more good and wise
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poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
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Give Your Heart To The Hawks
1 he apples hung until a wind at the equinox,
That heaped the beach with black weed, filled the dry grass
Under the old trees with rosy fruit.
In the morning Fayne Fraser gathered the sound ones into a
basket,
The bruised ones into a pan. One place they lay so thickly
She knelt to reach them.
Her husband's brother passing
Along the broken fence of the stubble-field,
His quick brown eyes took in one moving glance
A little gopher-snake at his feet flowing through the stubble
To gain the fence, and Fayne crouched after apples
With her mop of red hair like a glowing coal
Against the shadow in the garden. The small shapely reptile
Flowed into a thicket of dead thistle-stalks
Around a fence-post, but its tail was not hidden.
The young man drew it all out, and as the coil
Whipped over his wrist, smiled at it; he stepped carefully
Across the sag of the wire. When Fayne looked up
His hand was hidden; she looked over her shoulder
And twitched her sunburnt lips from small white teeth
To answer the spark of malice in his eyes, but turned
To the apples, intent again. Michael looked down
At her white neck, rarely touched by the sun,
But now the cinnabar-colored hair fell off from it;
And her shoulders in the light-blue shirt, and long legs like a boy's
Bare-ankled in blue-jean trousers, the country wear;
He stooped quietly and slipped the small cool snake
Up the blue-denim leg. Fayne screamed and writhed,
Clutching her thigh. 'Michael, you beast.' She stood up
And stroked her leg, with little sharp cries, the slender invader
Fell down her ankle.
Fayne snatched for it and missed;
Michael stood by rejoicing, his rather small
Finely cut features in a dance of delight;
Fayne with one sweep flung at his face
All the bruised and half-spoiled apples in the pan,
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poem by Robinson Jeffers
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The King of the Vasse
A LEGEND OF THE BUSH.
MY tale which I have brought is of a time
Ere that fair Southern land was stained with crime,
Brought thitherward in reeking ships and cast
Like blight upon the coast, or like a blast
From angry levin on a fair young tree,
That stands thenceforth a piteous sight to see.
So lives this land to-day beneath the sun,—
A weltering plague-spot, where the hot tears run,
And hearts to ashes turn, and souls are dried
Like empty kilns where hopes have parched and died.
Woe's cloak is round her,—she the fairest shore
In all the Southern Ocean o'er and o'er.
Poor Cinderella! she must bide her woe,
Because an elder sister wills it so.
Ah! could that sister see the future day
When her own wealth and strength are shorn away,
A.nd she, lone mother then, puts forth her hand
To rest on kindred blood in that far land;
Could she but see that kin deny her claim
Because of nothing owing her but shame,—
Then might she learn 'tis building but to fall,
If carted rubble be the basement-wall.
But this my tale, if tale it be, begins
Before the young land saw the old land's sins
Sail up the orient ocean, like a cloud
Far-blown, and widening as it neared,—a shroud
Fate-sent to wrap the bier of all things pure,
And mark the leper-land while stains endure.
In the far days, the few who sought the West
Were men all guileless, in adventurous quest
Of lands to feed their flocks and raise their grain,
And help them live their lives with less of pain
Than crowded Europe lets her children know.
From their old homesteads did they seaward go,
As if in Nature's order men must flee
As flow the streams,—from inlands to the sea.
In that far time, from out a Northern land,
With home-ties severed, went a numerous band
Of men and wives and children, white-haired folk:
Whose humble hope of rest at home had broke,
As year was piled on year, and still their toil
Had wrung poor fee from -Sweden's rugged soil.
One day there gathered from the neighboring steads,
In Jacob Eibsen's, five strong household heads,—
Five men large-limbed and sinewed, Jacob's sons,
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poem by John Boyle O'Reilly
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