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There is no teaching to compare with example.

quote by Robert Powell
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A Teaching Of The Facts Can Relax

Vulnerability when needed,
Can attract true love.
With a getting of some pity too.

A vulnerability when needed,
Can attract true love.
With a bit of innocence,
That can put one in the mood.

And when,
Facts of life are slow...
A teaching of the facts can relax.
A teaching of the facts,
Can get one to relax.

And when,
A nervousness sets in...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.

And when,
Eyes begin to cry...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.
A teaching of the facts can relax.

Vulnerability when needed,
Can attract true love.
With a teaching of the facts to relax,
In those moments.
A teaching of the facts can relax.

A vulnerability when needed,
Can attract true love.
With a bit of innocence,
That can put one in the mood.

And when,
A nervousness sets in...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.

And when,
Eyes begin to cry...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.

[...] Read more

poem by Lawrence S. Pertillar
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

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

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

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

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

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

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

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

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

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

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

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

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

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

LIST OF REFERENCES.

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

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

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

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

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poem by Innocent Masina Nkhonyo
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The Scripture of the Golden Eternity

1
Did I create that sky? Yes, for, if it was anything other than a conception in my mind I wouldnt have said 'Sky'-That is why I am the golden eternity. There are not two of us here, reader and writer, but one, one golden eternity, One-Which-It-Is, That-Which- Everything-Is.

2
The awakened Buddha to show the way, the chosen Messiah to die in the degradation of sentience, is the golden eternity. One that is what is, the golden eternity, or, God, or, Tathagata-the name. The Named One. The human God. Sentient Godhood. Animate Divine. The Deified One. The Verified One. The Free One. The Liberator. The Still One. The settled One. The Established One. Golden Eternity. All is Well. The Empty One. The Ready One. The Quitter. The Sitter. The Justified One. The Happy One.

3
That sky, if it was anything other than an illusion of my mortal mind I wouldnt have said 'that sky.' Thus I made that sky, I am the golden eternity. I am Mortal Golden Eternity.

4
I was awakened to show the way, chosen to die in the degradation of life, because I am Mortal Golden Eternity.

5
I am the golden eternity in mortal animate form.

6
Strictly speaking, there is no me, because all is emptiness. I am empty, I am non-existent. All is bliss.

7
This truth law has no more reality than the world.

8
You are the golden eternity because there is no me and no you, only one golden eternity.

9
The Realizer. Entertain no imaginations whatever, for the thing is a no-thing. Knowing this then is Human Godhood.

10
This world is the movie of what everything is, it is one movie, made of the same stuff throughout, belonging to nobody, which is what everything is.

11
If we were not all the golden eternity we wouldnt be here. Because we are here we cant help being pure. To tell man to be pure on account of the punishing angel that punishes the bad and the rewarding angel that rewards the good would be like telling the water 'Be Wet'-Never the less, all things depend on supreme reality, which is already established as the record of Karma earned-fate.

12
God is not outside us but is just us, the living and the dead, the never-lived and never-died. That we should learn it only now, is supreme reality, it was written a long time ago in the archives of universal mind, it is already done, there's no more to do.

13
This is the knowledge that sees the golden eternity in all things, which is us, you, me, and which is no longer us, you, me.

14
What name shall we give it which hath no name, the common eternal matter of the mind? If we were to call it essence, some might think it meant perfume, or gold, or honey. It is not even mind. It is not even discussible, groupable into words; it is not even endless, in fact it is not even mysterious or inscrutably inexplicable; it is what is; it is that; it is this. We could easily call the golden eternity 'This.' But 'what's in a name?' asked Shakespeare. The golden eternity by another name would be as sweet. A Tathagata, a God, a Buddha by another name, an Allah, a Sri Krishna, a Coyote, a Brahma, a Mazda, a Messiah, an Amida, an Aremedeia, a Maitreya, a Palalakonuh, 1 2 3 4 5 6 7 8 would be as sweet. The golden eternity is X, the golden eternity is A, the golden eternity is /\, the golden eternity is O, the golden eternity is [ ], the golden eternity is t-h-e-g-o-l-d-e-n-e-t-e-r- n-i-t-y. In the beginning was the word; before the beginning, in the beginningless infinite neverendingness, was the essence. Both the word 'god' and the essence of the word, are emptiness. The form of emptiness which is emptiness having taken the form of form, is what you see and hear and feel right now, and what you taste and smell and think as you read this. Wait awhile, close your eyes, let your breathing stop three seconds or so, listen to the inside silence in the womb of the world, let your hands and nerve-ends drop, re-recognize the bliss you forgot, the emptiness and essence and ecstasy of ever having been and ever to be the golden eternity. This is the lesson you forgot.

15
The lesson was taught long ago in the other world systems that have naturally changed into the empty and awake, and are here now smiling in our smile and scowling in our scowl. It is only like the golden eternity pretending to be smiling and scowling to itself; like a ripple on the smooth ocean of knowing. The fate of humanity is to vanish into the golden eternity, return pouring into its hands which are not hands. The navel shall receive, invert, and take back what'd issued forth; the ring of flesh shall close; the personalities of long dead heroes are blank dirt.

16
The point is we're waiting, not how comfortable we are while waiting. Paleolithic man waited by caves for the realization of why he was there, and hunted; modern men wait in beautified homes and try to forget death and birth. We're waiting for the realization that this is the golden eternity.

17
It came on time.

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poem by Jack Kerouac
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My Pretty One

Well, I've dreamed about today.
The same dream in many ways.
But I never thought I'd be here,
Be here with you, my pretty one.
Well, I've searched the whole world through.
To find someone whoooo,
Would make this dream come true.
It's you and only you, my pretty one.
Pretty one, I long to hold you.
Through the night, I want to hold you.
Pretty one, has no one told you,
I love you.
Any day and you will find me,
Full of joy when you're beside me.
In a moment like this,
Could it be what I've missed all my life.
Well, I've dreamed about today.
The same dream in sooooo many ways.
But nothing can compare with,
Compare with you, my pretty one.
Well, I love your smile.
And I love your eyes.
And the way you talk, makes me feel so nice.
Nothing can compare with the way you are.
And I need you now, as I write this song.
Did I hear you say you're the only woman,
From a lonely prayer I am in the air.
Well, I've dreamed about today.
The same dream in sooooo many ways.
But nothing can compare with,
Compare with you my pretty one.
But I never thought I'd be here,
Be here with you my pretty one.
Pretty one, I long to hold you.
Through the night, I want to hold you.
Pretty one has no one told you,
I love you.
Any day and you will find me,
Full of joy when you're beside me.
In a moment like this,
Could it be what I've missed all my life.
Well, I've dreamed about today.
The same dream in sooooo many ways.
But nothing can compare with,
Compare with you my pretty one.
No nothing can compare with,
Compare with you my pretty one.

song performed by Cliff Richard
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For my beloved sister

Sister
Do I dare to compare your love
To the lighthouse engulfed in fog
Shining it’s beacon of light
That guides through stormy seas

Sister
Do I dare to compare your love
To the soft whispers carried on a breeze
As it rustles through copper colored leaves
Words of encouragement

Sister
Do I dare to compare your love
To the snow capped mountains
Majestic peaks against a soft hue of blue
The epitome of strength

Sister
Do I dare to compare your love
To the vast meadows of wildflowers
A motley of colors put on display
Simplifying beauty

Sister
Do I dare to compare your love
To the endless skies overhead
And it’s never-ending exhibit of light and dark
Infinite

Sister
Do I dare to compare your love

poem by Shaan Sidhu
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For my beloved sister II...

Sister
Do I dare to compare your love
To the lighthouse engulfed in fog
Shining it’s beacon of light
That guides through stormy seas Sister
Do I dare to compare your love
To the soft whispers carried on a breeze
As it rustles through copper colored leaves
Words of encouragement

Sister
Do I dare to compare your love
To the snow capped mountains
Majestic peaks against a soft hue of blue
The epitome of strength

Sister
Do I dare to compare your love
To the vast meadows of wildflowers
A motley of colors put on display
Simplifying beauty

Sister
Do I dare to compare your love
To the endless skies overhead
And it’s never-ending exhibit of light and dark
Infinite

Sister
Do I dare to compare your love

poem by Shashidhar Kumar
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Sister, Do I Dare Compre Your Love

Sister
Do I dare to compare your love
To the lighthouse engulfed in fog
Shining it’s beacon of light
That guides through stormy seas

Sister
Do I dare to compare your love
To the soft whispers carried on a breeze
As it rustles through copper colored leaves
Words of encouragement

Sister
Do I dare to compare your love
To the snow capped mountains
Majestic peaks against a soft hue of blue
The epitome of strength

Sister
Do I dare to compare your love
To the vast meadows of wildflowers
A motley of colors put on display
Simplifying beauty

Sister
Do I dare to compare your love
To the endless skies overhead
And it’s never-ending exhibit of light and dark
Infinite

Sister
Do I dare to compare your love

poem by Lana Hensley
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Lessons Of Love

(s. garrett/g. ballard)
See the children play
Listen to the things they say
One-on-one to one another
Theyre just having fun
Finding out it can be done
They dont seperate by cover
Ooh, young hearts
Facing to feel it so naturally
And the flower grows from the seed and
Chorus:
Practice makes perfect and we tryin enough
And were bound to be learning
The lessons of love
Coz were never too old and never too young
To be teaching each other the lessons of love
Got some work to do
Theres so much we can improve
Piece by piece we come together, yeah
In the neighborhood
I know we can make it good
But weve got to make it better
Oh woh oh, inside each of us has a romelody
But weve got to find our harmony
Practice makes perfect and we tryin rnough
And weve got to remember
The lessons of love
Coz were never too old and never too young
To be teaching each other the lessons of love
Bridge:
Imagine how this world could be
If all of us would live in peace
Nothing good comes easily
Together starts with you and me
Yeah, oh yeah, aha
Lessons of love
Practice makes perfect and we tryin enough
And were bound to be learning
The lessons of love
Coz were never too old and never too young
To be teaching each other
Practice makes perfect and we tryin enough
And weve got to remember
The lessons of love
Coz were never too old and never too young
To be teaching each other the lessons of love
Practice makes perfect, try it enough
(oh, never too young, aha)
And weve got to be learning
The lessons of love (lessons of love)

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song performed by Lea Salonga
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The Spirit Of Crazy Horse

This world is of me
And I am of it
It makes me who I am
What I must be
The birds fly freely
They are my family
Teaching freedom
The bear and buffalo - my family
Teaching strength, endurance
The beaver and tortoise - my family
Teaching perseverance, patience
The wolf - my family
Teaching loyalty, friendship
The fox - my family
Teaching wisdom, insight
The air - my breath
The river - my blood
The grass - my bed
The starry night - my blanket
To remove any piece of this
Diminishes me
Suffocates me
Destroys me
When I fight
Not only for my people but my family
To die fighting is the way of my family
To resist servitude until my death is honorable
The time of resistance is now
To fight or be broken
To stand tall - not to crawl
The day my breath joins the wind will be a good day.

poem by Claude H Oliver II
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What was taught fought with that wrought to sought

Democratic leaders work to keep voters rites fired up over a fiery election right
and forgive them, instead of seeking revenge, knowing not to fight
policy overly simplistic at times less inspiring works sung
in teaching respect for authority while children are still young.

God will be there to comfort you and work within the soul of your beloved child.
Men of this world do not desire righteous woman or those meek and mild.
This world seeks and does work to destroy that purity,
because of our mental, moral putrid disunity.

God taught us how to rear taken children, how to take care of bereft,
and how to have courage to fight the good fight of faith then left.
Ability to fight illness by eating teaching and community hospitals ere
help support our continuing work by being wrought with sought that ought here.

Private, liberal arts institution affiliated with the church
and dedicated to preparing students for taking the lurch
to solve problems with recognition, emphasize how God works in vision,
constantly seeking a consistently faithful position.

What history taught about what the world chose to ignore transfer
allowance of army of Christian zealots to do the refer work defer
and a teacher explained at length positive philosophy of teaching feasible,
given difficulties of fighting troops, it seems reasonable.

Furious fighting forces fly in those aircraft protocal
that nobody can even with cartoons teaching portion control.
Schools ease into age seeking wisdom to ultimately wash dishes,
thus finding common ground in working with what was thought your land and wishes.

Think about a professional designer speeding in creative race;
consider police still seeking clues in unresolved mystery case;
schools were requiring creationism to be taught alongside
battle in the courts sought by Christian conservatives along defense divide.

But the work done on this dismal earth exhausts.
The breaks taken from bankrupted reality wroughts.
Fighting for a contemplative life is akin to waving stick in the air,
but will not deter in the all-important work of creating diverse welcome pray.

Short term in campus will seek confirmation from the courts to doubt
in the neighborhoods said that as many as all out
constantly seek to maximize time students have to work hard to fall in lap
increasing impact in the fight against the achievement gap.

Specialist's work restores smiles of knowledgeable knowledge lovers,
so making keeping taught slopes in shaped dives that make living teaching others.
Hoarse trainer's passion for full faith must be taught as the apostles deliberate
fighting against work to expedite the day when some pope will have sought to consecrate.

poem by Hercolena Oliver
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Solomon

As thro' the Psalms from theme to theme I chang'd,
Methinks like Eve in Paradice I rang'd;
And ev'ry grace of song I seem'd to see,
As the gay pride of ev'ry season, she.
She gently treading all the walks around,
Admir'd the springing beauties of the ground,
The lilly glist'ring with the morning dew,
The rose in red, the violet in blew,
The pink in pale, the bells in purple rows,
And tulips colour'd in a thousand shows:
Then here and there perhaps she pull'd a flow'r
To strew with moss, and paint her leafy bow'r;
And here and there, like her I went along,
Chose a bright strain, and bid it deck my song.

But now the sacred Singer leaves mine eye,
Crown'd as he was, I think he mounts on high;
Ere this Devotion bore his heav'nly psalms,
And now himself bears up his harp and palms.
Go, saint triumphant, leave the changing sight,
So fitted out, you suit the realms of light;
But let thy glorious robe at parting go,
Those realms have robes of more effulgent show;
It flies, it falls, the flutt'ring silk I see,
Thy son has caught it and he sings like thee,
With such election of a theme divine,
And such sweet grace, as conquers all but thine.

Hence, ev'ry writer o'er the fabled streams,
Where frolick fancies sport with idle dreams,
Or round the sight enchanted clouds dispose,
Whence wanton cupids shoot with gilded bows;
A nobler writer, strains more brightly wrought,
Themes more exulted, fill my wond'ring thought:
The parted skies are track'd with flames above,
As love descends to meet ascending love;
The seasons flourish where the spouses meet,
And earth in gardens spreads beneath their feet.
This fresh-bloom prospect in the bosom throngs,
When Solomon begins his song of songs,
Bids the rap'd soul to Lebanon repair,
And lays the scenes of all his action there,
Where as he wrote, and from the bow'r survey'd
The scenting groves, or answ'ring knots he made,
His sacred art the sights of nature brings,
Beyond their use, to figure heav'nly things.

Great son of God! whose gospel pleas'd to throw
Round thy rich glory, veils of earthly show,
Who made the vineyard oft thy church design,

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poem by Thomas Parnell
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Earthworm In An Hourglass

Don’t call me the seductive Sun,
That stretches out to burn every flower chosen,
Burning itself out, before darkness spreads her hair,
All its charms it has spun.

Don’t call me the stealthily staking Moon,
With her clouded memory reigns bright solitary,
In lunar milky glow her blemishes show,
Her imperfections enhance her beauty.

Don’t call me that denounced outcaste Star,
Seeking her beau, like a flash of forgotten dew,
Under the aegis of what gods from a universe afar
She diligently tries to reach out to you.

Don’t compare me to the passing spring,
That throws fleeting banquets on the run,
Lightning & thunder, to the rhythms of nature play encore,
Blossoms & butterflies in ruby panic of fleeting time cohere.

Don’t compare me to the wet rains,
When you come & go with each wistful moan,
What sobbing skies have the storms dreamed?
To rejuvenate the earth with desire of man.

Don’t compare me to the shady mists of pale autumn,
Falling leaves hailing hymns, frowning long night’s measure,
Bees grin of promises of spring unkept in wet kisses
Vista throws convulsions of color & flavor.

Don’t compare me to cuddly winter’s enduring grace,
Where every breath clouds up in weather so foul,
Strength of trees are tested, yet stripped they shall stand witness,
As I trudge to arrive at your call.

Don’t get down on your knees-
To call me your Sun, Moon & Star,
Like them we have war whooped Time & are not changed by it,
Though always looked up to, yet their distances are kept, on ground never their hushed foot fall,
Counting their sand grains, the hourglass has given up, a feeling to worship is born, .
In an anguish with no pause, they patiently await to rejoin their own..

Don’t compare me-
To the varied seasons-that are not so sweet to me,
They ceaselessly count the receding hours in the hourglass & don’t let me be.
Instead call me the EARTHWORM toiling in the dark calling your name,
An enduring truth binding us together, for a preordained journey down below,
When the thin sand doubts, I give my life’s hourglass a little shake,
Giving me wobbly knees, out the endearments like crystal stardust, flow,
Leaving the EARTHWORM with more sand at the top of the hourglass than at the bottom

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poem by Seema joglekar
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The White Cliffs

I
I have loved England, dearly and deeply,
Since that first morning, shining and pure,
The white cliffs of Dover I saw rising steeply
Out of the sea that once made her secure.
I had no thought then of husband or lover,
I was a traveller, the guest of a week;
Yet when they pointed 'the white cliffs of Dover',
Startled I found there were tears on my cheek.
I have loved England, and still as a stranger,
Here is my home and I still am alone.
Now in her hour of trial and danger,
Only the English are really her own.

II
It happened the first evening I was there.
Some one was giving a ball in Belgrave Square.
At Belgrave Square, that most Victorian spot.—
Lives there a novel-reader who has not
At some time wept for those delightful girls,
Daughters of dukes, prime ministers and earls,
In bonnets, berthas, bustles, buttoned basques,
Hiding behind their pure Victorian masks
Hearts just as hot - hotter perhaps than those
Whose owners now abandon hats and hose?
Who has not wept for Lady Joan or Jill
Loving against her noble parent's will
A handsome guardsman, who to her alarm
Feels her hand kissed behind a potted palm
At Lady Ivry's ball the dreadful night
Before his regiment goes off to fight;
And see him the next morning, in the park,
Complete in busbee, marching to embark.
I had read freely, even as a child,
Not only Meredith and Oscar Wilde
But many novels of an earlier day—
Ravenshoe, Can You Forgive Her?, Vivien Grey,
Ouida, The Duchess, Broughton's Red As a Rose,
Guy Livingstone, Whyte-Melville— Heaven knows
What others. Now, I thought, I was to see
Their habitat, though like the Miller of Dee,
I cared for none and no one cared for me.

III
A light blue carpet on the stair
And tall young footmen everywhere,
Tall young men with English faces
Standing rigidly in their places,
Rows and rows of them stiff and staid

[...] Read more

poem by Alice Duer Miller
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A Warm Welcome to Teachers Today

Gone are the days of Guru-shishya!
Teachers of mettle are on the wane
Most things seem changed in today’s world
Ethics is on a downward trend

Students feel they can learn themselves
The Internet gives a false confidence
But none can be blamed for how things are
Virtues are declining fast!

Yet, teaching is a noble art!
Good teachers are a country’s wealth
Teachers must put their heart, mind, soul
Into teaching – their professional goal!

A teacher must be role-model
A teacher must be exemplary
A teacher must be knowledgeable
A teacher must be dedicated

Let’s change the world of teaching then
Let’s share with love, selflessly ken
Let’s make better all our children
Let’s make the student’s life, heaven!

Let noble thoughts fill teacher’s heart
Let perseverance rule the craft
Let craft become to all an art
Let love of teaching make head-start!

poem by John Celes
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0015 Aftermath of War

Within themselves, they hold
more than any man or woman should be asked to hold;
they are the unsung heroes of the peace
which clutches at the coat-tails of a war;
and we can never truly know them;
only offer them love, support, respect…

My first school had been an officers’ recuperation hospital
or final hospice for the wounded – in their body or their mind -
in the 1914-18 war; now
the dignified head doctor of few words
and his beautifully-mannered, voluptuous
ex-head-nurse wife
had made of it an ideal, loving school
for the new children of a new era after
‘the war to end all wars’…
The last resting place of warriors with screaming silent minds
who could not recuperate or
who found death so much more peaceful than their life
became, first the art room,
then the chapel: death, art, God and life
all together in one room.

My second school had as its teaching staff
several ex-officers who had chosen to shroud their memories
in teaching that new generation; but ironically,
were asked to run the cadet force which was
intended to preserve that lovely peace..
the sergeant-major who taught us PT and defensive war
had a face that was a repulsive souvenir –
like camouflage – brown, red, livid white,
almost the yellow-green of mustard gas
that had painted war upon him;
though he saved his lungs…
fine, stern, stiff-upper-lip teachers
shrouding their memories, until
some pupil tested them too far –
then their anger spilled, their canes and swagger-sticks
fiercely wielded, were memories for those (not us) who knew,
of discipline that might shoot at dawn
for the sake of lives then saved at dusk…
today, they’d be hauled into court for passing on 'abuse';
we were taught by heroes.

My third school gave me a housemaster,
another unsung, unsinging hero, a confirmed bachelor
so we thought, who likewise buried unknown memories
in devoted teaching; few clues except
the same occasional, devastating temper when aroused;
in his modest study, a few small

[...] Read more

poem by Michael Shepherd
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Paradise Regained: The Fourth Book

Perplexed and troubled at his bad success
The Tempter stood, nor had what to reply,
Discovered in his fraud, thrown from his hope
So oft, and the persuasive rhetoric
That sleeked his tongue, and won so much on Eve,
So little here, nay lost. But Eve was Eve;
This far his over-match, who, self-deceived
And rash, beforehand had no better weighed
The strength he was to cope with, or his own.
But—as a man who had been matchless held
In cunning, over-reached where least he thought,
To salve his credit, and for very spite,
Still will be tempting him who foils him still,
And never cease, though to his shame the more;
Or as a swarm of flies in vintage-time,
About the wine-press where sweet must is poured,
Beat off, returns as oft with humming sound;
Or surging waves against a solid rock,
Though all to shivers dashed, the assault renew,
(Vain battery!) and in froth or bubbles end—
So Satan, whom repulse upon repulse
Met ever, and to shameful silence brought,
Yet gives not o'er, though desperate of success,
And his vain importunity pursues.
He brought our Saviour to the western side
Of that high mountain, whence he might behold
Another plain, long, but in breadth not wide,
Washed by the southern sea, and on the north
To equal length backed with a ridge of hills
That screened the fruits of the earth and seats of men
From cold Septentrion blasts; thence in the midst
Divided by a river, off whose banks
On each side an Imperial City stood,
With towers and temples proudly elevate
On seven small hills, with palaces adorned,
Porches and theatres, baths, aqueducts,
Statues and trophies, and triumphal arcs,
Gardens and groves, presented to his eyes
Above the highth of mountains interposed—
By what strange parallax, or optic skill
Of vision, multiplied through air, or glass
Of telescope, were curious to enquire.
And now the Tempter thus his silence broke:—
"The city which thou seest no other deem
Than great and glorious Rome, Queen of the Earth
So far renowned, and with the spoils enriched
Of nations. There the Capitol thou seest,
Above the rest lifting his stately head
On the Tarpeian rock, her citadel
Impregnable; and there Mount Palatine,

[...] Read more

poem by John Milton
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7

All 7 and well watch them fall
They stand in the way of love
And we will smoke them all
With an intellect and a savoir-faire
No one in the whole universe
Will ever compare
I am yours now and u are mine
And together well love through
All space and time, so dont cry
One day all 7 will die
All 7 and well watch them fall
They stand in the way of love
And we will smoke them all
With an intellect and a savoir-faire
No one in the whole universe
Will ever compare
I am yours now and u are mine
And together well love through
All space and time, so dont cry
One day all 7 will die
And I saw an angel come down unto me
In her hand she holds the very key
Words of compassion, words of peace
And in the distance an armys marching feet (1,2,3,4 - 1,2,3,4)
But behold, we will watch them fall
And we lay down on the sand of the sea
And before us animosity will stand and decree
That we speak not of love only blasphemy
And in the distance, 6 others will curse me
But thats alright, (thats alright)
4 I will watch them fall(1,2,3,4,5,6,7)
All 7 and well watch them fall
They stand in the way of love
And we will smoke them all
With an intellect and a savoir-faire
No one in the whole universe
Will ever compare
I am yours now and u are mine
And together well love through
All space and time, so dont cry
One day all 7 will die
[(just how old)]
And we will see a plague and a river of blood
And every evil soul will surely die in spite of
Their 7 tears, but do not fear
4 in the distance, 12 souls from now
U and me will still be here - we will still be here
There will be a new city with streets of gold
The young so educated they never grow old
And a, there will be no death 4 with every breath

[...] Read more

song performed by Prince
Added by Lucian Velea
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Away With The Summer Days

Verse 1:
I met her on a sunny sunday afternoon
She hit me with a smile warmer than the days of june
By then I knew she had to be in some way a part of me
She was as beautiful as a flower in bloom, flower in bloom
Chorus:
The heat of the sunshine could not compare
To the heat of the passion in times we shared
And then out of the blue the cold winds came
She went away and Ill never be the same
She went away with the summer days
She went away with the summer days
Verse 2:
We were inseperable we would spend
Everyday together night after the day would then
The time would come for the sun to leave (sun to leave)
Thats the way things had to be (had to be)
And when the sun was gone I looked around and so was she
Chorus:
The heat of the sunshine could not compare
To the heat of the passion in times we shared
And then out of the blue the cold winds came
She went away and Ill never be the same
She went away with the summer days
She went away with the summer days
Summer days, oh, summer days
She went away with the summer days
Bridge:
Though the summertime is through (the summertime is through)
I cant stop thinking of you (thinking of you)
I cant seem to get you off my mind
All I know is I cant wait until next summertime
Chorus:
The heat of the sunshine could not compare (noooo)
To the heat of the passion in times we shared
And then out of the blue the cold winds came
She went away and Ill never be the same
She went away with the summer days
She went away with the summer days
The heat of the sunshine could not compare
To the heat of the passion in times we shared
And then out of the blue the cold winds came
She went away and Ill never be the same
She went away with the summer days
She went away with the summer days

song performed by Youngstown
Added by Lucian Velea
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Metamorphoses: Book The Ninth

Theseus requests the God to tell his woes,
Whence his maim'd brow, and whence his groans arose
Whence thus the Calydonian stream reply'd,
With twining reeds his careless tresses ty'd:
Ungrateful is the tale; for who can bear,
When conquer'd, to rehearse the shameful war?
Yet I'll the melancholy story trace;
So great a conqu'ror softens the disgrace:
Nor was it still so mean the prize to yield,
As great, and glorious to dispute the field.
The Story of Perhaps you've heard of Deianira's name,
Achelous and For all the country spoke her beauty's fame.
Hercules Long was the nymph by num'rous suitors woo'd,
Each with address his envy'd hopes pursu'd:
I joyn'd the loving band; to gain the fair,
Reveal'd my passion to her father's ear.
Their vain pretensions all the rest resign,
Alcides only strove to equal mine;
He boasts his birth from Jove, recounts his spoils,
His step-dame's hate subdu'd, and finish'd toils.
Can mortals then (said I), with Gods compare?
Behold a God; mine is the watry care:
Through your wide realms I take my mazy way,
Branch into streams, and o'er the region stray:
No foreign guest your daughter's charms adores,
But one who rises in your native shores.
Let not his punishment your pity move;
Is Juno's hate an argument for love?
Though you your life from fair Alcmena drew,
Jove's a feign'd father, or by fraud a true.
Chuse then; confess thy mother's honour lost,
Or thy descent from Jove no longer boast.
While thus I spoke, he look'd with stern disdain,
Nor could the sallies of his wrath restrain,
Which thus break forth. This arm decides our right;
Vanquish in words, be mine the prize in fight.
Bold he rush'd on. My honour to maintain,
I fling my verdant garments on the plain,
My arms stretch forth, my pliant limbs prepare,
And with bent hands expect the furious war.
O'er my sleek skin now gather'd dust he throws,
And yellow sand his mighty muscles strows.
Oft he my neck, and nimble legs assails,
He seems to grasp me, but as often fails.
Each part he now invades with eager hand;
Safe in my bulk, immoveable I stand.
So when loud storms break high, and foam and roar
Against some mole that stretches from the shore;
The firm foundation lasting tempests braves,
Defies the warring winds, and driving waves.

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poem by Ovid
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Be1ieve

I look up at the sun, yellow streaks of light dancing - twirling with the red and orange beams
Golden and glorious high up in the sky, but to your beauty it does not compare
So I look higher where stars and supernovas clash into colours one's mind cannot even imagine
But still to your beauty it does not compare

This time I have to look down into the clear crystal waters of the Atlantic Ocean
Thousands of colours melting into one another - combined by corrals and creatures of the water
Again to your beauty it does not compare
Now I have no choice but to look deeper - deeper into the earth's secrets
In to the heart of our planet where every molecule meet its one and only match

Only to find the most extraordinary things
- Better than the sun and all its radians
- Better than the stars and the supernova
- Better than the colours in the ocean
- Even better than the tiny crystals of the ocean waters
- And yet I have found that to your beauty it just does not compare

So alas I turn to one side and look in the mirror - the beauty compares
You are beautiful - just believe ;)

poem by Renee Maritz
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