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I think we should all come together, and that race and color or social demographics really don't matter.

quote by Joanna Noelle Levesque
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Social Netowrking Of Robots

end of world war
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end of world thursday prophet
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end of ww-ii
end of ww2 battleship
end of wrold war 2
end of ww11

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poem by Rwetewrt Erwtwer
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Color

Performed by the steeles
Composed by prince
Color me black if u color me just like u
Color me angry if u color me less than I do
(whoa, whats your color? )
Yeah, whats your color?
(whoa, whats your color? )
Whats your color?
Color me happy if u teach me what I need 2 know
Color me gone if u dont, if u dont cuz every child needs 2 grow
This I know
(whoa, whats your color? )
Oh, whats your color, yeah?
I wanna know
(whoa, whats your color? )
Oh, whats your color?
Listen (listen)
Love is my color when Im shown love in return
But when I am not, its a bet u can guess what I have learned
Whats my color?
Hey
Color me green (color me green) if I cannot have what uve got
Color me blue (blue) until I do cuz the fire will shonuff be hot
Yes it will
(whoa, whats your color? )
Whats your color, yeah?
Hey yeah
(whoa, whats your color? )
Whats your color, yeah?
Oh, make me a promise (make me a promise)
Oh, make me a promise (that whatever u color me) that whatever u color me
U will at least color me then I can color u 2
Whats your color?
(whoa, whats your color? )
Whats your color, yeah?
Hey
Color
(whoa, whats your color? )
Whats your color?
(whoa, whats your color? )
Whats your color, yeah?
Whats your color?
Make it love
Whats your color?
Mine is love
(whoa, whats your color? ) yeah
(whoa, whats your color? )
Whats your color?
(whoa, whats your color? )

song performed by Prince
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What is the Color of love?

Written by: Wilfred C. Mellers Monday, February 12,2007

I have dated different people before and the one thing that I have found out is that we all want the same thing. To love and be loved, to be understood and appreciated, to be valued as a human being, and to be respected as a couple.
It doesn’t matter who you are or where you come from.
What matters the most is what is on the inside.

Trust doesn’t come with a color
Honesty doesn’t come with a color
Commitment doesn’t come with a color
Hope doesn’t come with a color
Sharing doesn’t come with a color
Faith doesn’t come with a color
Sacrifice doesn’t come with a color
Wanting doesn’t come with a color
Despair and loneliness doesn’t come with a color
Unfaithfulness doesn’t come with a color
Longevity doesn’t come with a color
Caring doesn’t come with a color
Wanting to be with someone doesn’t come with a color
Spending your life with someone doesn’t come with a color
Giving oneself doesn’t come with a color
Sharing values doesn’t come with a color

If all these things don’t come with a color, then why do we look at the superficial than the substance of love? It doesn’t matter who you are with but that you are with someone that loves and cares for you. That someone that will be there for you in your darkest hour of need is what that is important. We train our kids to look at the differences that we have than look at the content of ones character. We all belong to the human family and this is what makes us the same. We are all like flowers blooming in a great garden we call earth. We come in many different colors, shades, and styles. What makes us different is what makes us the same. A bee doesn’t care about the color of the flower only that the nectar is sweet.

You my friend are sweet nectar that blooms only for awhile just to disappear till time again to bloom. Cherish the differences that make us all human. A color is nothing more than just that; a color.

poem by Wilfred Mellers
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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 Columbiad: Book II

The Argument

Natives of America appear in vision. Their manners and characters. Columbus demands the cause of the dissimilarity of men in different countries, Hesper replies, That the human body is composed of a due proportion of the elements suited to the place of its first formation; that these elements, differently proportioned, produce all the changes of health, sickness, growth and decay; and may likewise produce any other changes which occasion the diversity of men; that these elemental proportions are varied, not more by climate than temperature and other local circumstances; that the mind is likewise in a state of change, and will take its physical character from the body and from external objects: examples. Inquiry concerning the first peopling of America. View of Mexico. Its destruction by Cortez. View of Cusco and Quito, cities of Peru. Tradition of Capac and Oella, founders of the Peruvian empire. Columbus inquires into their real history. Hesper gives an account of their origin, and relates the stratagems they used in establishing that empire.

High o'er his world as thus Columbus gazed,
And Hesper still the changing scene emblazed,
Round all the realms increasing lustre flew,
And raised new wonders to the Patriarch's view.

He saw at once, as far as eye could rove,
Like scattering herds, the swarthy people move
In tribes innumerable; all the waste,
Wide as their walks, a varying shadow cast.
As airy shapes, beneath the moon's pale eye,
People the clouds that sail the midnight sky,
Dance thro the grove and flit along the glade,
And cast their grisly phantoms on the shade;
So move the hordes, in thickets half conceal'd,
Or vagrant stalking thro the fenceless field,
Here tribes untamed, who scorn to fix their home,
O'er shadowy streams and trackless deserts roam;
While others there in settled hamlets rest,
And corn-clad vales a happier state attest.

The painted chiefs, in guise terrific drest,
Rise fierce to war, and beat their savage breast;
Dark round their steps collecting warriors pour,
Some fell revenge begins the hideous roar;
From hill to hill the startling war-song flies,
And tribes on tribes in dread disorder rise,
Track the mute foe and scour the howling wood,
Loud as a storm, ungovern'd as a flood;
Or deep in groves the silent ambush lay,
Lead the false flight, decoy and seize their prey,
Their captives torture, butcher and devour,
Drink the warm blood and paint their cheeks with gore.

Awhile he paused, with dubious thoughts opprest,
And thus to Hesper's ear his doubts addrest:
Say, to what class of nature's sons belong
The countless tribes of this untutor'd throng?
Where human frames and brutal souls combine,
No force can tame them, and no arts refine.
Can these be fashion'd on the social plan,
Or boast a lineage with the race of man?
When first we found them in yon hapless isle,
They seem'd to know and seem'd to fear no guile;
A timorous herd, like harmless roes, they ran,

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poem by Joel Barlow
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Race

Lie down, [fair 1//pheromone], and come away
Till the rain is over and gone
G-g-gimme the beat now (face the music)
Lead line (face the music)
If the air is a little thick in this room 2nite
I reckon its the result of an onslaught of separatist rookies
Overcome by this colorful sight
Talkin so fast that even they
Talkin so fast that even they
Dont know what they mean
Of all the things that base a rhyme
How is it that u everytime
Regurgitate the racist lines that keep us apart?
Thank God this aint monopoly
Ud make us all go back 2 start
Race
In the space I mark human (face the music)
Race
Face the music
We all bones when we dead
Race
In the space I mark human (face the music)
Cut me, cut u
Both the blood is red
I gotcha
Race
Race
Check it
Three seats over theres a lady black
Entrusted 2 her care is a little white girl
And the fact of the matter is
Before her momma or another kid at school
Tells her about the fallacy that 1 race rules over the other
Shed be a much-better-off-left fool (face the music)
If we never heard about the evils that those before us committed
Then how my dear, tell me now how my dear, tell me now how now would we know
And then the band say
Race
In the space I mark human (face the music)
Race
Face the music
We all bones when we dead
Race
In the space I mark human (face the music)
Cut me, cut u
Both the blood is red
I gotcha
Race
Race
(face the music)

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song performed by Prince
Added by Lucian Velea
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Vision of Columbus – Book 2

High o'er the changing scene, as thus he gazed,
The indulgent Power his arm sublimely raised;
When round the realms superior lustre flew,
And call'd new wonders to the hero's view.
He saw, at once, as far as eye could rove,
Like scattering herds, the swarthy people move,
In tribes innumerable; all the waste,
Beneath their steps, a varying shadow cast.
As airy shapes, beneath the moon's pale eye,
When broken clouds sail o'er the curtain'd sky,
Spread thro' the grove and flit along the glade,
And cast their grisly phantoms thro' the shade;
So move the hordes, in thickers half conceal'd,
Or vagrant stalking o'er the open field.
Here ever-restless tribes, despising home,
O'er shadowy streams and trackless deserts roam;
While others there, thro' downs and hamlets stray,
And rising domes a happier state display.
The painted chiefs, in death's grim terrors drest,
Rise fierce to war, and beat the savage breast;
Dark round their steps collecting warriors pour,
And dire revenge begins the hideous roar;
While to the realms around the signal flies,
And tribes on tribes, in dread disorder, rise,
Track the mute foe and scour the distant wood,
Wide as a storm, and dreadful as a flood;
Now deep in groves the silent ambush lay,
Or wing the flight or sweep the prize away,
Unconscious babes and reverend sires devour,
Drink the warm blood and paint their cheeks with gore.
While all their mazy movements fill the view.
Where'er they turn his eager eyes pursue;
He saw the same dire visage thro' the whole,
And mark'd the same fierce savageness of soul:
In doubt he stood, with anxious thoughts oppress'd,
And thus his wavering mind the Power address'd.
Say, from what source, O Voice of wisdom, sprung
The countless tribes of this amazing throng?
Where human frames and brutal souls combine,
No force can tame them and no arts refine.
Can these be fashion'd on the social plan?
Or boast a lineage with the race of man?
In yon fair isle, when first my wandering view
Ranged the glad coast and met the savage crew;
A timorous herd, like harmless roes, they ran,
Hail'd us as Gods from whom their race began,
Supply'd our various wants, relieved our toil,
And oped the unbounded treasures of their isle.
But when, their fears allay'd, in us they trace
The well-known image of a mortal race;

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poem by Joel Barlow
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People Everywhere: Social Music (Original 11 03 2009)

PEOPLE EVERYWHERE: SOCIAL MUSIC
Original 11 03 3009

People everywhere over here over there people
In poor bread lines people in pony drawn carriages
People on a chariot with a rumble seat people on a
Climb on a mountain steep people on a dime on a
Corner on Wall Street –street people -people everywhere
Everywhere there’s a drummer. Where you going?
Everywhere you go you go with a beat you go with
Where the music is… where the music is “social man
What’s jazz? ” People everywhere just social that’s all
New Orleans people social all the way up river to
Kansas City on up to Chicago don’t make no difference
If your name is Santiago Obama Bergson Rothschild
Bush just social People -Montrose New York City
People social all the way to Rio Paris Johannesburg
Brazil Belize over all the bridges –London Suez
Toronto Montreal people in a dim café -social
People in church every weekday and everyday
Everywhere there’s a temple play -Joe’s Place
People social man -music social don’t make no
Difference where you get together whoever is playing
Just playing so you keep on playing with everybody
Playing -people play social music man –man or
Woman don’t understand just don’t stop playing
People everywhere want to be there to see it -up here
You playing social music -understand -just don’t
Stop playing -people everywhere get hungry lose
Patience -people everywhere not playing social music
When you stop playing social music people every-
Where stop –trying to figure out why everybody
Stop playing social music -nothing social about
Playing a whole lot of music -nothing truly social
In a lot of music -the next thing you know a short
Spell and before long you got wars breaking out
Stop playing and its hell -that’s not social any more.

Lee Mack copyright 2009. ISBN # 0615318347. Do not reproduce without permission.

poem by Lee B. Mack
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Vision of Columbus – Book 3

Now, twice twelve years, the children of the skies
Beheld in peace their growing empire rise;
O'er happy realms, display'd their generous care,
Diffused their arts and soothd the rage of war;
Bade yon tall temple grace the favourite isle.
The gardens bloom, the cultured valleys smile,
The aspiring hills their spacious mines unfold.
Fair structures blaze, and altars burn, in gold,
Those broad foundations bend their arches high,
And heave imperial Cusco to the sky;
From that fair stream that mark'd their northern sway,
Where Apurimac leads his lucid way,
To yon far glimmering lake, the southern bound,
The growing tribes their peaceful dwellings found;
While wealth and grandeur bless'd the extended reign,
From the bold Andes to the western main.
When, fierce from eastern wilds, the savage bands
Lead war and slaughter o'er the happy lands;
Thro' fertile fields the paths of culture trace,
And vow destruction to the Incan race.
While various fortune strow'd the embattled plain,
And baffled thousands still the strife maintain,
The unconquer'd Inca wakes the lingering war,
Drives back their host and speeds their flight afar;
Till, fired with rage, they range the wonted wood,
And feast their souls on future scenes of blood.
Where yon blue summits hang their cliffs on high;
Frown o'er the plains and lengthen round the sky;
Where vales exalted thro' the breaches run;
And drink the nearer splendors of the sun,
From south to north, the tribes innumerous wind,
By hills of ice and mountain streams confined;
Rouse neighbouring hosts, and meditate the blow,
To blend their force and whelm the world below.
Capac, with caution, views the dark design,
From countless wilds what hostile myriads join;
And greatly strives to bid the discord cease,
By profferd compacts of perpetual peace.
His eldest hope, young Rocha, at his call,
Leaves the deep confines of the temple wall;
In whose fair form, in lucid garments drest,
Began the sacred function of the priest.
In early youth, ere yet the genial sun
Had twice six changes o'er his childhood run,
The blooming prince, beneath his parents' hand,
Learn'd all the laws that sway'd the sacred land;
With rites mysterious served the Power divine,
Prepared the altar and adorn'd the shrine,
Responsive hail'd, with still returning praise,
Each circling season that the God displays,

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poem by Joel Barlow
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We Dream In Color

Dream sequence
(wake up, wake up, wake up, time to dream)
(wake up, time to dream)
We dream, we dream, we dream in color
Wake me up in the middle of the night, tell me what youve seen
Ivory clouds in a sea of blue, fields of endless green
But we lie here and we search for stars
Or big bad letters all the way from mars
The sky is black and the moon is pale, and we cry for this world of ours
In the dark we still believe (oh you know that we still believe)
In the dark we see
Chorus:
We dream in color - but we live in black and white
We dream in color - like a rainbow in the night
We dream of peace, we dream of love, but still the dream is not enough
We dream in color
Oh yes we dream
I wake up in the middle of the day, locked within this cell
The sun is weak on the gun gray street, a cold and concrete hell
So I close my eyes and remember the days
Of a blood red sky and a purple haze
The flag was yours and the flag was mine, but we let it fade away
In the dark we still believe (oh you know that we still believe)
In the dark we see
We dream in color - but we live in black and white
We dream in color - like a rainbow in the night
We dream of peace, we dream of love, but still the dream is not enough
We dream in color
(guitar solo)
This is where it all comes down, this is where the truth is found
Someones gotta keep this dream alive
We dream in color - but we live in black and white
We dream in color - like a rainbow in the night
We dream of peace, we dream of love, we dream of life!
We dream in color
We dream in color - we dream, yes we dream
We dream in color - but we live in black and white
We dream in color - and hold on to each other
We dream in color - lover to lover, sister to brother, we hold on
We dream in color
We dream in color - we dream
We dream in color - we dream...

song performed by Starship
Added by Lucian Velea
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The Columbiad: Book III

The Argument

Actions of the Inca Capac. A general invasion of his dominions threatened by the mountain savages. Rocha, the Inca's son, sent with a few companions to offer terms of peace. His embassy. His adventure with the worshippers of the volcano. With those of the storm, on the Andes. Falls in with the savage armies. Character and speech of Zamor, their chief. Capture of Rocha and his companions. Sacrifice of the latter. Death song of Azonto. War dance. March of the savage armies down the mountains to Peru. Incan army meets them. Battle joins. Peruvians terrified by an eclipse of the sun, and routed. They fly to Cusco. Grief of Oella, supposing the darkness to be occasioned by the death of Rocha. Sun appears. Peruvians from the city wall discover Roch an altar in the savage camp. They march in haste out of the city and engage the savages. Exploits of Capac. Death of Zamor. Recovery of Rocha, and submission of the enemy.

Now twenty years these children of the skies
Beheld their gradual growing empire rise.
They ruled with rigid but with generous care,
Diffused their arts and sooth'd the rage of war,
Bade yon tall temple grace their favorite isle,
The mines unfold, the cultured valleys smile,
Those broad foundations bend their arches high,
And rear imperial Cusco to the sky;
Wealth, wisdom, force consolidate the reign
From the rude Andes to the western main.

But frequent inroads from the savage bands
Lead fire and slaughter o'er the labor'd lands;
They sack the temples, the gay fields deface,
And vow destruction to the Incan race.
The king, undaunted in defensive war,
Repels their hordes, and speeds their flight afar;
Stung with defeat, they range a wider wood,
And rouse fresh tribes for future fields of blood.

Where yon blue ridges hang their cliffs on high,
And suns infulminate the stormful sky,
The nations, temper'd to the turbid air,
Breathe deadly strife, and sigh for battle's blare;
Tis here they meditate, with one vast blow,
To crush the race that rules the plains below.
Capac with caution views the dark design,
Learns from all points what hostile myriads join.
And seeks in time by proffer'd leagues to gain
A bloodless victory, and enlarge his reign.

His eldest hope, young Rocha, at his call,
Resigns his charge within the temple wall;
In whom began, with reverend forms of awe,
The functions grave of priesthood and of law,

In early youth, ere yet the ripening sun
Had three short lustres o'er his childhood run,
The prince had learnt, beneath his father's hand,
The well-framed code that sway'd the sacred land;
With rites mysterious served the Power divine,
Prepared the altar and adorn'd the shrine,
Responsive hail'd, with still returning praise,
Each circling season that the God displays,

[...] Read more

poem by Joel Barlow
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As A Matter Of Fact

Written by s. garrett & d. boyette
Blow daddy, aww, yeah
Here we are, standing at the hard line
We made it last this long
The two of us, together since the first time
And I believe our love is still strong
Seems love has a funny way
Well, it can come or go or it can choose to stay
But love says what it has to say
(chorus)
Matter of fact (ooh, as a matter of fact)
I love you (oh, as a matter of fact)
And I love that you love me back
As a matter of fact (ooh, as a matter, a matter)
Some said we wouldnt make it this far
But they dont talk no more (no more)
The love we share is precious as a big star
And what we haves what others hope for
Seems love has a funny way
Well, it can come or go or it can choose to stay
But love says what it has to say
(chorus)
Matter of fact (ooh, as a matter of fact)
I need you (oh, as a matter of fact)
And Im glad that you need me back
As a matter of fact (ooh, as a matter, a matter)
Mm, matter of fact, yeah (ooh as a matter of fact)
I want you (yeah, as a matter of fact)
And I cant tell you more than that
As a matter of fact, (ooh, as a matter) yeah (matter)
Aww, blow, daddy
Musical interlude
Yeah, yeah, yeah
Seems love has a funny way
Well, it can come and go or it can choose to stay
But love says what it has to say
(repeat chorus)
Matter of fact (ooh, as a matter of fact)
I love you (oh, as a matter of fact)
Yeah and I love that you love me back
As a matter of fact (ooh, as a matter of fact)
Ooh, ooh, baby
Matter of fact (ooh, as a matter of fact)
I need you (yeah, as a matter of fact)
And Im glad that you need me right back
As a matter of fact
(ooh, as a matter) yeah (a matter)

song performed by Natalie Cole
Added by Lucian Velea
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Color Me

I wish that they would color me
The color of the rose
The color of the spring
Or the color of the snow.
If again they’d color me
The color that I would be
Would be the color I could see
As long as I am free.
As I wish that they would color me
The color of the trees
Or the color of the leaves
And then that color I would be.
I wish that I was a rainbow
With the many colors of the sky
Or the single color of a star
Shimmering in the night.
And if again they would color me
The color that I would be
Would be the color that is me
Is the color that I could see.

Randy L. McClave

poem by Randy McClave
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What Color? (Hope)

what color
was the dust
from which the stars

were made?
what color is the hunger
written on the child's face?

what color is justice,
forgiveness, desire, truth?
what color is the wind....

the rain, gravity,
and knowledge?
what color is equality?

what color is freedom?
what color is eternity?
what color is redemption?

what color is God?
what color were the nails
that hung Jesus on the cross?

what color was enlightenment
falling on the Buddha as he sat
'neath that tree?

what color is prejudice, hatred,
fear, greed, apathy.....
what color your skin?

nay, what color is your blood?
and what color are the eyes
of humanity staring through the darkness?

and what color is hope?

poem by Eric Cockrell
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A wold made of pink

It's just a new obsession
A color which makes me go insane
Pink is not any kind of fiction
Pink always helps me gain
Faith, confidence and everything I need
Trust, joy and a bit of laughter
This color helps me succeed
Pink is the color of my eyes
Only when I look at you
Pink makes me an angel in disguise
It's the color which brings joy to me and my crew
Pink is a color so mighty, so great
Pink is the color my face
Turns when I'm late
Pink is the color which nothing can replace
It's the color which I can't stop thinking of
Neither day nor night
Pink symbolizes my love
Pink is the color of the light
Which shines in my heart for you
It's the color of a wonderland
This color shouldn't be withdrew
It's the color of my imaginary sand
Pink is the color my cat wants to be
Pink is the color of the sun which shines
Pink is the color the world can see
Pink is the color which gives me signs

poem by Mia Peterson
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Doesnt Really Matter

Doesnt really matter
Hmm, he-he
Oh, hey
Doesnt matter (it doesnt matter)
Doesnt matter at all
Doesnt matter what your friends are telling you
Doesnt matter what my familys saying too
It just matters that Im in love with you
It only matters that you love me too
It doesnt matter if they wont accept you
Im accepting of you and the things you do
Just as long as its you
Nobody but you, baby, baby
My love for you, unconditional love too
Gotta get up, get up
Get up, get up, get up and show you that it
Doesnt really matter what the eye is seeing
Cause Im in love with the inner being
And it doesnt really matter what they believe
What matters to me is youre in love with me
Doesnt really matter what the eye is seeing
Cause Im in love with the inner being
And it doesnt really matter what they believe
What matters to me is youre nutty-nutty-nutty for me
(youre so kind)
Just what I asked for, youre so loving and kind
(and youre mine)
And I cant believe youre mine
Doesnt matter if youre feeling insecure
Doesnt matter if youre feeling so unsure
Cause Ill take away the doubt within your heart
And show that my love will never hurt or harm
Doesnt matter what the pain we go through
Doesnt matter if the moneys gone too
Just as long as Im with you
Nobody but you, baby, baby
Youre love for me, unconditional I see
Gotta get up, get up
Get up, get up, get up and show you that it
Doesnt really matter what the eye is seeing
Cause Im in love with the inner being
And it doesnt really matter what they believe
What matters to me is youre in love with me
Doesnt really matter what the eye is seeing
Cause Im in love with the inner being
And it doesnt really matter what they believe
What matters to me is youre nutty-nutty-nutty for me
(youre so kind)
Just what I asked for, youre so loving and kind
(and youre mine)

[...] Read more

song performed by Janet Jackson
Added by Lucian Velea
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Matterings

'All I want' she said' is to matter.'

'All I want' said the scientist 'is
to understand matter'.

'The problem of life' the philosopher said
'is figuring out what matters'

'The secret' the muse said 'to life
is figuring out what is to matter more
and to learn what matters less

The Lover said
'All that matters to me
is matters of the heart
and I did not matter to him enough.'

'What does it mean to matter
is an world of billions;
what tracings and scratchings
on the globe
can be identified
as mine engraved? ' said the nihilist.

'What if I matter to me and no one else? '
said the Lonely One

'We could all decide that we all matter
to one another in our community
and that would make mattering matter.'
said the preacher.

'Ideas matter' Plato said
'and they are the only thing real.'

'But alas' the writer said
'imagining is the only matter that matters
and besides what does mattering mean? '

Einstein thought all that mattered lived inside
the daydream and the thought experiment.

'What matters' the man of action said
'depends entirely upon circumstance'

What matters' she said 'is empathy
more even than love because the latter
is only inward looking toward The One:
empathy alone looks out to others.

[...] Read more

poem by Lonnie Hicks
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The Columbiad: Book X

The vision resumed, and extended over the whole earth. Present character of different nations. Future progress of society with respect to commerce; discoveries; inland navigation; philosophical, med and political knowledge. Science of government. Assimilation and final union of all languages. Its effect on education, and on the advancement of physical and moral science. The physical precedes the moral, as Phosphor precedes the Sun. View of a general Congress from all nations, assembled to establish the political harmony of mankind. Conclusion.

Hesper again his heavenly power display'd,
And shook the yielding canopy of shade.
Sudden the stars their trembling fires withdrew.
Returning splendors burst upon the view,
Floods of unfolding light the skies adorn,
And more than midday glories grace the morn.
So shone the earth, as if the sideral train,
Broad as full suns, had sail'd the ethereal plain;
When no distinguisht orb could strike the sight,
But one clear blaze of all-surrounding light
O'erflow'd the vault of heaven. For now in view
Remoter climes and future ages drew;
Whose deeds of happier fame, in long array,
Call'd into vision, fill the newborn day.

Far as seraphic power could lift the eye,
Or earth or ocean bend the yielding sky,
Or circling sutis awake the breathing gale,
Drake lead the way, or Cook extend the sail;
Where Behren sever'd, with adventurous prow,
Hesperia's headland from Tartaria's brow;
Where sage Vancouvre's patient leads were hurl'd,
Where Deimen stretch'd his solitary world;
All lands, all seas that boast a present name,
And all that unborn time shall give to fame,
Around the Pair in bright expansion rise,
And earth, in one vast level, bounds the skies.

They saw the nations tread their different shores,
Ply their own toils and wield their local powers,
Their present state in all its views disclose,
Their gleams of happiness, their shades of woes,
Plodding in various stages thro the range
Of man's unheeded but unceasing change.
Columbus traced them with experienced eye,
And class'd and counted all the flags that fly;
He mark'd what tribes still rove the savage waste,
What cultured realms the sweets of plenty taste;
Where arts and virtues fix their golden reign,
Or peace adorns, or slaughter dyes the plain.

He saw the restless Tartar, proud to roam,
Move with his herds and pitch a transient home;
Tibet's long tracts and China's fixt domain,
Dull as their despots, yield their cultured grain;
Cambodia, Siam, Asia's myriad isles
And old Indostan, with their wealthy spoils

[...] Read more

poem by Joel Barlow
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Money Dont Matter 2 Night

One more card and its 22
Unlucky 4 him again
He never had respect 4 money its true
Thats why he never wins
Thats why he never ever has enough
2 treat his lady right
He just pushes her away in a huff
And says money dont matter 2 night
Money dont matter 2 night
It sure didnt matter yesterday
Just when u think uve got more than enough
Thats when it all up and flies away
Thats when u find out that ure better off
Makin sure your souls alright
Cuz money didnt matter yesterday,
And it sure dont matter 2 night
Look, heres a cool investment
Theyre tellin him he just cant lose
So he goes off and tries to find a partner
But all he finds are users (users)
All he finds are snakes in ever color
Every nationality and size
Seems like the only thing he can do
Is just roll his eyes, and say that...
Money dont matter 2 night (dont matter)
It sure didnt matter yesterday
Just when u think uve got more than enough
Thats when it all up and flies away
Thats when u find out that ure better off
Makin sure your souls alright (souls alright)
Cuz money didnt matter yesterday, (dont matter)
And it sure dont matter 2 night
(ooh-wee-ooh, dont matter)
(it dont matter 2 night, no)
Hey now, maybe we can find a good reason
2 send a child off 2 war
So what if were controllin all the oil,
Is it worth a child dying 4? (is it worth it? )
If long life is what we all live 4
Then long life will come 2 pass
Anything is better than the picture of the child
In a cloud of gas
And u think u got it bad
Money dont matter 2 night (no, dont matter)
It sure didnt matter yesterday (yesterday)
Just when u think uve got more than enough
Thats when it all up and flies away (flies away, flies away)
Thats when u find out that ure better off
Makin sure your souls alright (make certain that your souls alright)
Cuz money didnt matter yesterday,

[...] Read more

song performed by Prince
Added by Lucian Velea
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Slave To The Wage

Run away from all your boredom
Run away from all your whoredom and wave
Your worries and cares
Goodbye
All it takes is one decision
A lot of guts, a little vision to wave
Your worries and cares
Goodbye
Its a maze for rats to try
Its a maze for rats to try
Its a race, a race for rats
A race for rats to die
Its a race, a race for rats
A race for rats to die
Sick and tired of maggies farm
Shes a bitch with broken arms to wave
Your worries and cares
Goodbye
Its a maze for rats to try
Its a maze for rats to try
Its a race, a race for rats
A race for rats to die
Its a race, a race for rats
A race for rats to die
Its a race, a race for rats
A race for rats to die
Its a race, a race for rats
A race for rats to die
Burn away
Run away, run away
Run away, run away
Run away, run away
Run away, run away

song performed by Placebo
Added by Lucian Velea
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