The first internal relation that is essential to a secret society is the reciprocal confidence of its members.
quote by Georg Simmel
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A Map Of Culture
Culture
Contents
What is Culture?
The Importance of Culture
Culture Varies
Culture is Critical
The Sociobiology Debate
Values, Norms, and Social Control
Signs and Symbols
Language
Terms and Definitions
Approaches to the Study of Culture
Are We Prisoners of Our Culture?
What is Culture?
I prefer the definition used by Ian Robertson: 'all the shared products of society: material and nonmaterial' (Our text defines it in somewhat more ponderous terms- 'The totality of learned, socially transmitted behavior. It includes ideas, values, and customs (as well as the sailboats, comic books, and birth control devices) of groups of people' (p.32) .
Back to Contents
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poem by Nyein Way
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The Secret Life Of Arabia
The secret life of arabia
Secret secrets never seen
Secret secrets ever green
I was running at the speed of life
Through mornings thoughts and fantasies
Then I saw your eyes at the cross fades
Secret secrets never seen
Secret secrets ever green
The secret life of arabia
Never here never seen
Secret life ever green
The secret life of arabia
You must see the movie the sand in my eyes
I walk through a desert song when the heroine dies
Arabia (secret secret)
Arabia (secret)
Arabia (secret secret)
Arabia
Arabia (secret secret)
Arabia
Arabia (secret secret)
Arabia
Arabia (secret secret)
Arabia
Arabia (secret secret)
The secret life of arabia
Never here never seen
Secret life ever green
song performed by David Bowie
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American Skin
41 shots
41 shots
41 shots
41 shots
41 shots
41 shots
41 shots
41 shots
41 shots, and we'll take that ride
Across this bloody river to the other side
41 shots, they cut through the night
You're kneeling over his body in the vestibule
Praying for his life
Is it a gun?
Is it a knife?
Is it a wallet?
This is your life
It ain't no secret (it ain't no secret)
It ain't no secret (it ain't no secret)
Ain't no secret my friend
You can get killed just for living in your american skin
41 shots
41 shots
41 shots
41 shots
41 shots, lena gets her son ready for school
She says now on these streets charles
You got to understand the rules
Promise me if an officer stops you'll always be polite
Never ever run away and promise mama you'll keep your hands in sight
Cause is it a gun?
Is it a knife?
Is it a wallet?
This is your life
It ain't no secret (it ain't no secret)
It ain't no secret (it ain't no secret)
No secret my friend
You can get killed just for living in your american skin
41 shots
41 shots
41 shots
41 shots
Is it a gun?
Is it a knife?
Is it a wallet?
This is your life
It ain't no secret (it ain't no secret)
It ain't no secret (it ain't no secret)
It ain't no secret (it ain't no secret)
41 shots and we'll take that ride
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song performed by Bruce Springsteen
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Confidence
(words & music by tepper - bennett)
When everyone thought the world was flat
Columbus said its round
He went down in history
And america was found
cause
He had confidence
A little thing called confidence
Theres no job too immense when youve got
Confidence
With a c and an o and an n and an f
And an I and a d and an ence
Put em all together and what have you got
Confidence
Youll be surprised what you can do
If you will only try
Remember the tortoise and the hare
Who had that famous race
The speedy hare wound up nowhere
And slow poke took first place
cause
He had confidence
A little thing called confidence
Theres no job too immense when youve got
Confidence
Youll be surprised what you can do
If you will only try
How do you know that you cant ride a rainbow in the sky
Youll be surprised what you can do
If you will only try
All you need is confidence
A little thing called confidence
Theres no job too immense when youve got
Confidence
With a c and an o and an n and an f
And an I and a d and an ence
Put em all together and what have you got
Confidence
Confi ..... confi .... confidence
song performed by Elvis Presley
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Low Society
A judge a dentist or physician
In this low society
Trade ambition for position
In this low society
Have you heard its in the stars
Next july we collide with mars
Have you heard it in the bars
In this low society
No more pay and lots of leisure
In this low society
Low society
Im just doing what I can
In this low society
But Im an incidental man
In this low society
I give away what others sell
The secrets yours so never tell
cos if you do youll go to hell
Low society
Side by side and always tired
All for one and no-one hired
All thats left is love inspired
Low society
And when the party is complete
And youre still standing on your feet
The taste of victory is sweet
Low society
And darling dont forget
In this low society
To turn off your t.v. set
In this low society
The most important thing at all
In this low society
Is not to stand too tall
In this low society
In this world that never learns
I can see rome as it burns
All the passion and the power
Turns to ash within an hour
No more play and no more pleasure
In this low society
song performed by Heaven 17
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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:
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poem by Robert Browning (1871)
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Book III - Part 02 - Nature And Composition Of The Mind
First, then, I say, the mind which oft we call
The intellect, wherein is seated life's
Counsel and regimen, is part no less
Of man than hand and foot and eyes are parts
Of one whole breathing creature. But some hold
That sense of mind is in no fixed part seated,
But is of body some one vital state,-
Named "harmony" by Greeks, because thereby
We live with sense, though intellect be not
In any part: as oft the body is said
To have good health (when health, however, 's not
One part of him who has it), so they place
The sense of mind in no fixed part of man.
Mightily, diversly, meseems they err.
Often the body palpable and seen
Sickens, while yet in some invisible part
We feel a pleasure; oft the other way,
A miserable in mind feels pleasure still
Throughout his body- quite the same as when
A foot may pain without a pain in head.
Besides, when these our limbs are given o'er
To gentle sleep and lies the burdened frame
At random void of sense, a something else
Is yet within us, which upon that time
Bestirs itself in many a wise, receiving
All motions of joy and phantom cares of heart.
Now, for to see that in man's members dwells
Also the soul, and body ne'er is wont
To feel sensation by a "harmony"
Take this in chief: the fact that life remains
Oft in our limbs, when much of body's gone;
Yet that same life, when particles of heat,
Though few, have scattered been, and through the mouth
Air has been given forth abroad, forthwith
Forever deserts the veins, and leaves the bones.
Thus mayst thou know that not all particles
Perform like parts, nor in like manner all
Are props of weal and safety: rather those-
The seeds of wind and exhalations warm-
Take care that in our members life remains.
Therefore a vital heat and wind there is
Within the very body, which at death
Deserts our frames. And so, since nature of mind
And even of soul is found to be, as 'twere,
A part of man, give over "harmony"-
Name to musicians brought from Helicon,-
Unless themselves they filched it otherwise,
To serve for what was lacking name till then.
Whate'er it be, they're welcome to it- thou,
Hearken my other maxims.
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poem by Lucretius
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Book IV - Part 04 - Some Vital Functions
In these affairs
We crave that thou wilt passionately flee
The one offence, and anxiously wilt shun
The error of presuming the clear lights
Of eyes created were that we might see;
Or thighs and knees, aprop upon the feet,
Thuswise can bended be, that we might step
With goodly strides ahead; or forearms joined
Unto the sturdy uppers, or serving hands
On either side were given, that we might do
Life's own demands. All such interpretation
Is aft-for-fore with inverse reasoning,
Since naught is born in body so that we
May use the same, but birth engenders use:
No seeing ere the lights of eyes were born,
No speaking ere the tongue created was;
But origin of tongue came long before
Discourse of words, and ears created were
Much earlier than any sound was heard;
And all the members, so meseems, were there
Before they got their use: and therefore, they
Could not be gendered for the sake of use.
But contrariwise, contending in the fight
With hand to hand, and rending of the joints,
And fouling of the limbs with gore, was there,
O long before the gleaming spears ere flew;
And Nature prompted man to shun a wound,
Before the left arm by the aid of art
Opposed the shielding targe. And, verily,
Yielding the weary body to repose,
Far ancienter than cushions of soft beds,
And quenching thirst is earlier than cups.
These objects, therefore, which for use and life
Have been devised, can be conceived as found
For sake of using. But apart from such
Are all which first were born and afterwards
Gave knowledge of their own utility-
Chief in which sort we note the senses, limbs:
Wherefore, again, 'tis quite beyond thy power
To hold that these could thus have been create
For office of utility.
Likewise,
'Tis nothing strange that all the breathing creatures
Seek, even by nature of their frame, their food.
Yes, since I've taught thee that from off the things
Stream and depart innumerable bodies
In modes innumerable too; but most
Must be the bodies streaming from the living-
Which bodies, vexed by motion evermore,
Are through the mouth exhaled innumerable,
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poem by Lucretius
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The Idols
An Ode
Luce intellettual, piena d' amore
Prelude
Lo, the spirit of a pulsing star within a stone
Born of earth, sprung from night!
Prisoned with the profound fires of the light
That lives like all the tongues of eloquence
Locked in a speech unknown!
The crystal, cold and hard as innocence,
Immures the flame; and yet as if it knew
Raptures or pangs it could not but betray,
As if the light could feel changes of blood and breath
And all--but--human quiverings of the sense,
Throbs of a sudden rose, a frosty blue,
Shoot thrilling in its ray,
Like the far longings of the intellect
Restless in clouding clay.
Who has confined the Light? Who has held it a slave,
Sold and bought, bought and sold?
Who has made of it a mystery to be doled,
Or trophy, to awe with legendary fire,
Where regal banners wave?
And still into the dark it sends Desire.
In the heart's darkness it sows cruelties.
The bright jewel becomes a beacon to the vile,
A lodestar to corruption, envy's own:
Soiled with blood, fought for, clutched at; this world's prize,
Captive Authority. Oh, the star is stone
To all that outward sight,
Yet still, like truth that none has ever used,
Lives lost in its own light.
Troubled I fly. O let me wander again at will
(Far from cries, far from these
Hard blindnesses and frozen certainties!)
Where life proceeds in vastness unaware
And stirs profound and still:
Where leafing thoughts at shy touch of the air
Tremble, and gleams come seeking to be mine,
Or dart, like suddenly remembered youth,
Like the ache of love, a light, lost, found, and lost again.
Surely in the dusk some messenger was there!
But, haunted in the heart, I thirst, I pine.--
Oh, how can truth be truth
Except I taste it close and sweet and sharp
As an apple to the tooth?
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poem by Robert Laurence Binyon
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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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A Blood Relation
They argue it as syndrome of blood relation
Is it matter of convenience or though elevation?
It is not difficult to understand in simple context
We let it pass of ignorantly as mere pretext
There is definite push and pull mechanism
It is equally good to have bond in humanism
It least somewhere we show some kind of attachment
There is long list of hierachy and goes on as movement
There is restriction at each and every level
It goes on and to develop and exceedingly marvel
How loosely we remain to be connected in sphere
It is always peaceful, harmonious and I healthy atmosphere
How parents rear their children in responsible manner
They may grow in full adulthood later or sooner
There is complete love in the eyes of every member
Proper care is taken in all the aspects and closely remembered
Time and tide change with the advent or passage
The strong bond or relation remains only message
Everybody loves to remain under one shield
Family as such remains one identity and only field
Children unduly demand and expect something more
They often enter into clash and go for the possibilities to explore
Sometimes it turns into battle field and unruly scene is created
Relation turn sour and all the niceties is cremated
Brother to brother act as sworn enemy
The relation goes on vane simply for money
Parents watch helplessly and condemn the move
They often curse the luck but unable to prove
The entire relation hangs on bare thread
No one bothers to understand or read
Elders try for patch and plead
Elders go in different direction and try to lead
It is happening everywhere and no one is exception
There is different dimension in relation since inception
No one can claim free from any diversion or friction
Still family bond remains as complete addiction
Had there been complete transparency in relation?
It should have excelled in all the direction
Of late it has developed visible cracks
The complete theory is thrown out of tracks
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poem by Hasmukh Amathalal
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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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Book III - Part 03 - The Soul is Mortal
Now come: that thou mayst able be to know
That minds and the light souls of all that live
Have mortal birth and death, I will go on
Verses to build meet for thy rule of life,
Sought after long, discovered with sweet toil.
But under one name I'd have thee yoke them both;
And when, for instance, I shall speak of soul,
Teaching the same to be but mortal, think
Thereby I'm speaking also of the mind-
Since both are one, a substance interjoined.
First, then, since I have taught how soul exists
A subtle fabric, of particles minute,
Made up from atoms smaller much than those
Of water's liquid damp, or fog, or smoke,
So in mobility it far excels,
More prone to move, though strook by lighter cause
Even moved by images of smoke or fog-
As where we view, when in our sleeps we're lulled,
The altars exhaling steam and smoke aloft-
For, beyond doubt, these apparitions come
To us from outward. Now, then, since thou seest,
Their liquids depart, their waters flow away,
When jars are shivered, and since fog and smoke
Depart into the winds away, believe
The soul no less is shed abroad and dies
More quickly far, more quickly is dissolved
Back to its primal bodies, when withdrawn
From out man's members it has gone away.
For, sure, if body (container of the same
Like as a jar), when shivered from some cause,
And rarefied by loss of blood from veins,
Cannot for longer hold the soul, how then
Thinkst thou it can be held by any air-
A stuff much rarer than our bodies be?
Besides we feel that mind to being comes
Along with body, with body grows and ages.
For just as children totter round about
With frames infirm and tender, so there follows
A weakling wisdom in their minds; and then,
Where years have ripened into robust powers,
Counsel is also greater, more increased
The power of mind; thereafter, where already
The body's shattered by master-powers of eld,
And fallen the frame with its enfeebled powers,
Thought hobbles, tongue wanders, and the mind gives way;
All fails, all's lacking at the selfsame time.
Therefore it suits that even the soul's dissolved,
Like smoke, into the lofty winds of air;
[...] Read more
poem by Lucretius
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Book IV - Part 03 - The Senses And Mental Pictures
Bodies that strike the eyes, awaking sight.
From certain things flow odours evermore,
As cold from rivers, heat from sun, and spray
From waves of ocean, eater-out of walls
Around the coasts. Nor ever cease to flit
The varied voices, sounds athrough the air.
Then too there comes into the mouth at times
The wet of a salt taste, when by the sea
We roam about; and so, whene'er we watch
The wormword being mixed, its bitter stings.
To such degree from all things is each thing
Borne streamingly along, and sent about
To every region round; and Nature grants
Nor rest nor respite of the onward flow,
Since 'tis incessantly we feeling have,
And all the time are suffered to descry
And smell all things at hand, and hear them sound.
Besides, since shape examined by our hands
Within the dark is known to be the same
As that by eyes perceived within the light
And lustrous day, both touch and sight must be
By one like cause aroused. So, if we test
A square and get its stimulus on us
Within the dark, within the light what square
Can fall upon our sight, except a square
That images the things? Wherefore it seems
The source of seeing is in images,
Nor without these can anything be viewed.
Now these same films I name are borne about
And tossed and scattered into regions all.
But since we do perceive alone through eyes,
It follows hence that whitherso we turn
Our sight, all things do strike against it there
With form and hue. And just how far from us
Each thing may be away, the image yields
To us the power to see and chance to tell:
For when 'tis sent, at once it shoves ahead
And drives along the air that's in the space
Betwixt it and our eyes. And thus this air
All glides athrough our eyeballs, and, as 'twere,
Brushes athrough our pupils and thuswise
Passes across. Therefore it comes we see
How far from us each thing may be away,
And the more air there be that's driven before,
And too the longer be the brushing breeze
Against our eyes, the farther off removed
Each thing is seen to be: forsooth, this work
With mightily swift order all goes on,
So that upon one instant we may see
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poem by Lucretius
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Secret Society
When we were young they would break our hearts
You and I had to go undercover
We knew in time we would be pulled apart
We found a way we could hold on to each other
Gave our souls to another world
Sealed in blood with a sacred vow
Now weve forgotten but beneath all this
A part of you and me is still there now
Go on and sing
Go on and dance
Itll all come back if you just give it a chance
Dont you remember me?
We had a secret society
Refresh your memory
We were the secret society
I never see you in the waking world
We make an effort to avoid each other
But every night we penetrate the veil
Where everybody acts like sister and brother
You never speak the words in broad daylight
Theyre much too delicate and too naive
But everybodys been a witness sometime
It doesnt change it if you dont believe
So go on and sing
Go on and dance
Someday soon youll hear that little bell ring
And youll remember me
We have a secret society
Not just a memory
We are the secret society
Youve got to come with me
Youre in the secret society
Until eternity
We are the secret society (its no secret)
song performed by Utopia
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Difficult to believe
It was very hard to convince
When you entered the life since
It was unusual to be with you
Still it was open and true
I tried to read in your eyes
It was full of questions and why’s
You were shivering with fear
Al agony and pain I was to bear
You were suspicious of every move
I tried very hard to remove
All your misgivings and alley fears
As you were internally cursing and in tears
You were so close to me at every moment
The chance was very nice and heavenly sent
You surrendered with the food faith
It was pure blessings on us both
It is hard to understand and swallow
Not everybody will understand and allow
I have given it a fair trial
It will grow stronger even after your denial
You must nurse the feelings
It is heavenly blessed and not meant for killings
It may give eternal peace with understanding
It is good to believe in and befriending
It is the involvement of dedication
It is fine blend of attachment with good relation
There has to be no place for any kind of doubts
It is how the sky maintains the link with clouds
Initially there prevails lot of confusion
Sometimes you may not take off at all and end in refusal
With the passage of time and good efforts
It may develop healthy relation with good rapport
It is always good to clear the position
There has to be durable and healthy composition
One must relent and remain little accommodative
As the relation is not commodity and can be selective
The relation has got different tracks
One must always support and back
It is not the infatuation or body attraction alone
Trust building and faithfulness and also to be restored and done
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poem by Hasmukh Amathalal
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I knew you were
I knew you were hiding
Your eyes were searching and finding
I was complete lost as were blinding
With all your appearance as if chiding
It was my first encounter at your home
I was called for no other reason but to welcome
They desired our relation to turn into permanent bond
As I had expressed my desire and showed I too was fond
It is still tradition in many parts of the world
The warmth in relation is felt in many folds
It is taken as beginning of new chapter inn relation
It is quoted in family circle as very good indication
The history is witness that two kingdoms are brought closer
They were fighting for years with precious blood and looser
This blood relation has proved a new beginning for peace
The continents have lived for years with very much ease
The relation has come to stand an acid test
Both the sides want to extend the relation to their best
This is one form of convenience suited to almost all
It is operated at all levels and considered as ritual call
I considered marriage as holy union
The need was felt for suitable companion
It is almost done by family members
Its joy and happiness is always remembered
It will be too much to ask from groom
She will only be confined to the room
You may be lucky to have little conversation
Rest of the ceremony will be marred by the questions
The arrival final day is very auspicious
The preparation for days together is continuous
The final day is heaved with sigh of relief when knot is tied
It will only be said then that two families are united
poem by Hasmukh Amathalal
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Closeness
Hello and little smile brings us so close
Reddishness on cheeks and ready for pose
Exchange of promises and trust to repose
All on sound basis and nothing to suppose
Relation mushroom with development of intimacy
It is genuine feeling and doesn’t involve hypocrisy
How best to die for each other is order of the day
Search for genuine relationship in honourable way
It is not limited or confined to gender feeling
Relation is built up purely on honest dealing
What matters more is utmost will and good faith
Slight compromise leads to break up or death
It is unbearable pain when comes separation
It doesn’t matter or count what the duration (was)
Life doesn’t end with break up, failure or sordid affair
It has happy ending with means always fair
If you have resolve to sail in rough weather
Adding sweetness and glory to your feather
Nobody can storm or vitiate the relation
Life is full of joy with happiness and sensation
To cast doubt means end of cordiality
Halt in warmth relation and start of hostility
Hurling of abuses and accusing to each other
May sour the relation with more to bother
Closeness may add to strengthening the bond
New intimate relation and better relation fond
Better understanding to over come and excel in field
Complement to each other not to course or yield
Lovely life is reflected in every mode or corner
Flame is coming out clean and bright from burner
What actually you need is sincere cleansing
Presentation of real show without any mincing
Not hollowness in action but holistic approach
Swing in action without any help from coach
May ultimately lead to and bring happiness
Intimacy is after all………………………..
poem by Hasmukh Amathalal
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Sigismond And Guiscardo. From Boccace
While Norman Tancred in Salerno reigned,
The title of a gracious Prince he gained;
Till turned a tyrant in his latter days,
He lost the lustre of his former praise,
And from the bright meridian where he stood
Descending dipped his hands in lovers' blood.
This Prince, of Fortune's favour long possessed,
Yet was with one fair daughter only blessed;
And blessed he might have been with her alone,
But oh! how much more happy had he none!
She was his care, his hope, and his delight,
Most in his thought, and ever in his sight:
Next, nay beyond his life, he held her dear;
She lived by him, and now he lived in her.
For this, when ripe for marriage, he delayed
Her nuptial bands, and kept her long a maid,
As envying any else should share a part
Of what was his, and claiming all her heart.
At length, as public decency required,
And all his vassals eagerly desired,
With mind averse, he rather underwent
His people's will than gave his own consent.
So was she torn, as from a lover's side,
And made, almost in his despite, a bride.
Short were her marriage joys; for in the prime
Of youth, her lord expired before his time;
And to her father's court in little space
Restored anew, she held a higher place;
More loved, and more exalted into grace.
This Princess, fresh and young, and fair and wise,
The worshipped idol of her father's eyes,
Did all her sex in every grace exceed,
And had more wit beside than women need.
Youth, health, and ease, and most an amorous mind,
To second nuptials had her thoughts inclined;
And former joys had left a secret string behind.
But, prodigal in every other grant,
Her sire left unsupplied her only want,
And she, betwixt her modesty and pride,
Her wishes, which she could not help, would hide.
Resolved at last to lose no longer time,
And yet to please her self without a crime,
She cast her eyes around the court, to find
A worthy subject suiting to her mind,
To him in holy nuptials to be tied,
A seeming widow, and a secret bride.
[...] Read more
poem by John Dryden
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Thespis: Act II
DRAMATIS PERSONAE
GODS
Jupiter, Aged Diety
Apollo, Aged Diety
Mars, Aged Diety
Diana, Aged Diety
Mercury
THESPIANS
Thespis
Sillimon
TimidonTipseion
Preposteros
Stupidas
Sparkeio n
Nicemis
Pretteia
Daphne
Cymon
ACT II - The same Scene, with the Ruins Restored
SCENE-the same scene as in Act I with the exception that in place
of the ruins that filled the foreground of the stage, the
interior of a magnificent temple is seen showing the background
of the scene of Act I, through the columns of the portico at the
back. High throne. L.U.E. Low seats below it. All the substitute
gods and goddesses [that is to say, Thespians] are discovered
grouped in picturesque attitudes about the stage, eating and
drinking, and smoking and singing the following verses.
CHO. Of all symposia
The best by half
Upon Olympus, here await us.
We eat ambrosia.
And nectar quaff,
It cheers but don't inebriate us.
We know the fallacies,
Of human food
So please to pass Olympian rosy,
We built up palaces,
Where ruins stood,
And find them much more snug and cosy.
SILL. To work and think, my dear,
Up here would be,
[...] Read more
poem by William Schwenck Gilbert
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