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I don't think there's any such thing as teaching people photography, other than influencing them a little. People have to be their own learners. They have to have a certain talent.

quote by Imogen Cunningham
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Hidden Talent

Written by gerry beckley, 1998
Found on human nature.
Just like a person from another world
My eyes can see inside you, little girl
I see things that you dont want to see
I see things youre trying to hide from me
Im just trying to make you understand
All the ways you can affect this man
From the moment that you came in touch
With the power there to burn so much
Youve got hidden talent (yeah)
I bet youre gonna find some hidden talent, oh
You know your past is whats been bugging you
If youre ready girl ... do what you gotta do
Look for your life between the lines
Bad directions and poor designs
Youve got hidden talent (hidden talent, yeah)
I bet youre gonna find some hidden talent, oh
Hidden talent (hidden talent, yeah)
Check it out you ... got it, hidden talent, oh
With the advantage of perspective i
See theres more to you than meets the eye
But now the time must come to spread your wings and fly
Yeah (hidden talent) yeah
Hidden talent (hidden talent, yeah)
I bet youre gonna find some hidden talent, oh
Hidden talent (hidden talent, yeah)
Check it out ... you got it, hidden talent, oh
Hidden talent (hidden talent, yeah)
Affair without warning
Hidden talent, mmm (mmm)
Hidden talent (hidden talent, yeah)
I bet youre gonna find some hidden talent, oh
(fade)

song performed by America
Added by Lucian Velea
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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.

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poem by Lawrence S. Pertillar
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Your Face Among Many, A Blossom

Your face among many, a blossom.
Let it go. Let it go. Let it go.
The sun can't understand why it can't
open the buds of the parking meters.
Some people worry they don't have talent.
Given a name, who isn't a masterpiece?
A perfect self-portrait of what they're becoming?
Talent, the worst superstition of all.
That lullaby you sing to your voodoo doll
at bedtime, to let her know she's special
when, in fact, she's blind. Talent.
That estranged mix of an eclipse and an oilslick
that isn't sure of its standing in life.
Sensible shoes wishing they had wings on their heels.
The redundant navigator of mountain streams
that would have found their own way to the river
all by themselves. You ask if I think you have talent.
To me that's like a flower asking
if I think it will ever come to bloom,
a star wondering if it's shining or not,
a sea uncertain of its own waves and weather.
And I say, your eyes do, your ears do, your mouth has,
these birch-trees, those starlings, that tree, those rocks,
these rags of last year's flowers do, but not you.
On the day of creation when God exhausted herself
using up the leftovers of her inspiration
so as not to let anything go to waste, she pinched the noses
of a few sacred clowns and instead of
breathing life into their lungs, she opened their throats
and poured a special esoteric elixir of talent,
the mother of all oceanic love potions
that ever played favourites with a select few
among everyone she'd ever given birth to,
out of her mouth into theirs, such that like her
all they had to do, they were so talented,
was give the word. Say be. And it was.
Because the moment you ask if you have something,
you've already lost it. Like space or time or mind,
talent isn't possessed. It's made manifest spontaneously.
Do you see the ruby throated hummingbirds
in a last duel with the thorns
of the locust trees in blossom,
one drawing blood, the other, first honey?
Behind every river making its way to the sea
stands the cornerstone of a mountain
buried under an avalanche
it brought down upon itself
like the winter solstice
between the dolmens of Stonehenge,
just as every dropp of water is a lost key,

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poem by Patrick White
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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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Im Here, Can You Hear Me, I Made It! (:

Hey there, my name is Sheniqua Lowery. I go to Henry Foss high school, I am currently 18yrs of age, and I was born August,06,1990 in Seattle Washington at Harborview hospital at 6: 00am. I’ve been to several schools in Washington State in my early years. I love school, I try my best at the school work that is given to me.
When I was a little girl I wanted to be a lot of things as a grown up. I thought of being a horse trainer, singer, dancer, writer, author, nurse, game maker. But my dream goal is to be a photographer because it inspires me a lot in what you can find in a photo. Not only is it a picture, it tells a lot about the person or object that’s in the photo.

I want to attend Cornish College of the Arts. I have been interest in the college since I wanted to become a singer. I haven’t been on a tour to see the campus.
I am looking forward to getting good grades and a high GPA so it can be possible for me to attend the four year college in Seattle, WA. My GPA is close to a 4.0. I have been looking into some photography classes in my area in Tacoma, WA.
If I successfully graduate from Cornish with a major in photography, I would like to own my own photography business. I would also want to pursue managing my own photography website so my customers can check their prints online and make orders for which prints they want.
Thank you for reading and taking time out of your busy schedule to read it.

poem by Sheniqua Lowery
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Tale XXI

The Learned Boy

An honest man was Farmer Jones, and true;
He did by all as all by him should do;
Grave, cautious, careful, fond of gain was he,
Yet famed for rustic hospitality:
Left with his children in a widow'd state,
The quiet man submitted to his fate;
Though prudent matrons waited for his call,
With cool forbearance he avoided all;
Though each profess'd a pure maternal joy,
By kind attention to his feeble boy;
And though a friendly Widow knew no rest,
Whilst neighbour Jones was lonely and distress'd;
Nay, though the maidens spoke in tender tone
Their hearts' concern to see him left alone,
Jones still persisted in that cheerless life,
As if 'twere sin to take a second wife.
Oh! 'tis a precious thing, when wives are dead,
To find such numbers who will serve instead;
And in whatever state a man be thrown,
'Tis that precisely they would wish their own;
Left the departed infants--then their joy
Is to sustain each lovely girl and boy:
Whatever calling his, whatever trade,
To that their chief attention has been paid;
His happy taste in all things they approve,
His friends they honour, and his food they love;
His wish for order, prudence in affairs,
An equal temper (thank their stars!), are theirs;
In fact, it seem'd to be a thing decreed,
And fix'd as fate, that marriage must succeed:
Yet some, like Jones, with stubborn hearts and

hard,
Can hear such claims and show them no regard.
Soon as our Farmer, like a general, found
By what strong foes he was encompass'd round,
Engage he dared not, and he could not fly,
But saw his hope in gentle parley lie;
With looks of kindness then, and trembling heart,
He met the foe, and art opposed to art.
Now spoke that foe insidious--gentle tones,
And gentle looks, assumed for Farmer Jones:
'Three girls,' the Widow cried, 'a lively three
To govern well--indeed it cannot be.'
'Yes,' he replied, 'it calls for pains and care:
But I must bear it.'--'Sir, you cannot bear;
Your son is weak, and asks a mother's eye:'
'That, my kind friend, a father's may supply.'

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poem by George Crabbe
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An Expert In Education Claimed?

An expert in education claimed
children three or four do not lie
“it is impossible for them to lie”
what say you on this parents? ? ?

His wife a teacher claimed? ? ?
originally... children do not lie
husband claimed little children
can only repeat taught phrases?

But this is not what I believe?

I did training in teaching also
a New Zealand postgraduate
course Diploma Of Teaching.
In professional studies “fable

children do not lie” we were not
taught; extensively before first
teaching section we studied child
learning development psychology.

But let us consult the real experts
make sure of all things as trained.
I had to read study develop skills.
Lawrence Kutner Ph.D states in

‘Insights for Parents: Why children Lie’
that “Lying is a skill all children learn.”
“While all children lie, some do it much
more than others.” Lawrence discussed

“the underlying issue of inappropriate
expectations of what a normal five-
year-old could do. But psychologists
say what about lying behaviour in an

even younger child? Is it actually possible?
John M. Grohol, PsyD (Founder & Editor
-in-Chief) of World of Psychology
published “a well-written, in-depth article”

about this very topic. So what did John say?
John’s ‘New York Magazine article “about
why kids lie” is not surprising to any parent.

“So how does it start and do kids just grow
out of it? ” “It starts as early as 2 or 3 – the
more intelligent the child, the earlier (and

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poem by Terence George Craddock
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Talent Fights Talent, Ego Fights Ego

God is supreme, creation of people! !
Supreme people create god supreme!
Where is the beginning and end of the logic?
Mind breaks, in heart fear creates!
Does supreme man create mind, heart and fear?
Spontaneous, natural and automatic! !
Talent breaks talent, logic devours logic!

One talent creates the dyke
How to demolish it, is busy working mine
Everything is within the mind, nothing is out side it!
People is the supreme, you say the truth!
I am the supreme working to make it untruth.

Really! really! things are spontaneous, natural and automatic!
Ego fights ego, talent fights talent, logic devours logic!

poem by Abdul Wahab
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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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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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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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Bible in Poetry: Gospel of St. Matthew (Chapter 25)

‘The Heaven’s kingdom is like ten
Virgins, who took their lamps to meet,
The bridegroom in his wedding feast;
Five were foolish but five were wise.’

‘The foolish ones went with their lamps,
Which had no oil in them at all;
The wise ones also took their lamps,
Along with oil to use in flasks.’

‘The bridegroom came a bit delayed;
The virgins felt drowsy and slept;
A cry was heard at midnight loud,
‘Behold, the bridegroom comes, meet Him! ’

The virgins woke and trimmed their lamps;
The foolish ones then asked the wise,
‘Spare us some oil to keep lamps on.’

The wise ones then replied, ‘Sorry,
We need the oil for our own lamps;
It may not be enough for both;
Go to the merchant shop and buy.’

While foolish virgins went to buy,
The bridegroom came during that time;
The ones ready, accompanied him;
The wedding hall’s door was then locked.’

The other virgins then arrived;
They cried, ‘Lord, Lord, open the door! ’
The bridegroom but replied, ‘Amen,
I say to you, I know you not! ’

‘So, stay awake for, you know not
The day, nor hour when bridegroom comes! ’

‘A man who went on a journey,
To all his servants, gave money,
As per each one’s ability.’

‘He gave five talents to the first;
Two talents to the servant next;
One talent only, to the last,
And went away immediately! ’

‘The one who got five talents made,
Another five talents by trade;
The one who had two talents too
Likewise had made another two;

[...] Read more

poem by John Celes
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Man On Wire! !

Man on wire! !
An act like magic,
With explosive fantasies;
To set the records with his talent.

Of your talent,
Of my talent,
With ideas,
With your life,
With my life,
To the people,
And, to reach to the clouds! !

To reach to the top,
To expose your talent,
Wire, tire, lire, quire, ire, mire;
But, love can help you know your name.

Man on wire! !
To the clouds,
To the stars!
To stage a walk,
But, take my life and take me for what i am.

Zaire, shire, hire, dire, fire!
Moral, loyal, royal, oral, coral, floral, rural;
Man on wire! !
All in the name of his talent for us to see.

poem by Edward Kofi Louis
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Computer photography won't be photography as we know it. I think photography will always be chemical.

quote by Annie Leibovitz
Added by Veronica Serbanoiu
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There are two kinds of talent, man-made talent and God-given talent. With man-made talent you have to work very hard. With God-given talent, you just touch it up once in a while.

quote by Pearl Bailey
Added by Lucian Velea
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The first thing they were told was how to hone their talent. Then they were told how to market their talent, discipline their talent and type their talent. And then they were told they might as well forget about talent.

quote by Esther B. Fein
Added by Lucian Velea
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Talent

Have you ever felt like you can't do anything?
Or maybe, more, you can't do anything well?
LIke everything you do is just to par,
No steep above anyone,
And always a step behind the next.

Pen against paper,
Just turns words and thoughts into something expected,
Paint against canvas,
Just turns colors into an elementary picture.
Setting to work with expectations, only to have them broken.

Or maybe even you do something well,
Or are told that you do,
And all of a sudden it, too, becomes par.
A mundane activity that changes no minds, nor lives,
Neither impresses, nor leaves impressions.

This is how I feel,
Torn apart by everything I do,
And the nothing I do well.
Left in a world of talent,
Only to realize I have none if my own.

If one were to ask me,
'what is your talent? '
I would think for a moment,
Then, I would reply,
'My talent is non talent'

I recognize talent in others,
I recognize their deserve of praise,
And it makes me happy,
But then I remember,
I have nothing to show them.

I long for something to show the world,
To open peoples' minds to beauty and art,
Yet, slowly, everyday I begin to see;
I will never be the entertainer,
Just, merely, the entertained.

By: Bethany Maxwell
©2012

poem by Bethany Maxwell
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Begend

I tell a legend I once heard
Of a race called mankind, no more heard
Placed in time that told and sang
To all who heard and they which were
This is the end of a tale begun
The time, that time began to sing his song
A song of snow and broadway shows
Telling the tale of a tree called Know
Which Adam through Eve through the serpent came to know
And in due course came to show
All they had come to know
To know the art of breaking life and hearts
Then the acts that breaks God's heart
To know the murder act and evil more
Cain killed Abel hence killed himself forevermore
A sword lived by, a sword killed by
Time named history and sadly money swings by
Sings and strings his violin strings
Hoping the lyrics of his song will pull the heartstrings
Of the noblest beast of nature's field
Of the cruelest beast of nature's field
Of a race embedded with treasures yet Seek the treasures that nature's left
A talent within exceeds the talent of gold without
A talent of gold could buy you bread without a doubt
Just like a dollar could brighten your cloud
The talent is hidden in a talent(dollar) shroud
A talented man with a chair, his mouth, his head and heart and guitar
Sat and sang and received talents of gold to buy his house
To buy his cars, feed his wife and hungry mouse
All called him great who were greats untapped
A song of rain and lonely nights
A song of pain and few respites
A tale of a race filled with guilty shadows
A race that raced against itself in a race that destroyed the race fellows
Because they thought God shouldn't have made rainbows
A race called mankind should have one colour
Why had he made them in different skin hues
The shades that ran from black to you
That's what knowing makes you think
That you know more than he who makes you think
A tale of love that transcends hues
The weaker sex through time subdued
Subdued the stronger sex as time ensued
Breath in, breath out, make your sentences
Give, receive, ask photosynthesis
Receive, don't give, break the synthesis
The synthesis of a man and a woman
Soaked with deceit, and a cheating pair
A tale of love broken by who got caught first
The only line that separates black from white

[...] Read more

poem by Jenim Dibie
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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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