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The second, and I think this is the much more overt and I think it is the main cause, I have been increasingly demonstrating or trying to demonstrate that every possible stance a critic, a scholar, a teacher can take towards a poem is itself inevitably and necessarily poetic.

quote by Harold Bloom
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The heart will follow

If you indefatigably dream of the radiantly glistening
sky; the flamboyantly blistering Sun; will inevitably
follow,
If you relentlessly dream to float in the
magnificently voluptuous clouds; the astronomically
unprecedented summits; will inevitably follow,
If you intransigently dream to irrefutably succeed;
thunderbolts of vibrantly mesmerizing prosperity; will
inevitably follow,
If you incorrigibly dream of everlasting happiness;
the blanket of unconquerably uninhibited
philanthropism; will inevitably follow,
If you timelessly dream of invincibly immortal peace;
the web of divinely sacrosanct wisdom; will inevitably
follow,
If you timelessly dream of the piquantly ravishing
ocean; the gloriously impregnable festoon of royal
sharks; will inevitably follow,
If you tirelessly dream of the voluptuously majestic
night; the garland of exotically glittering and
seductive stars; will inevitably follow,
If you unequivocally dream of flirtatiously divine
mischief; the realms of stupendously impeccable
childhood; will inevitably follow,
If you immutably dream of euphoric poignancy; the
incredulously emphatic mirrors of the scintillating
eye; will inevitably follow,
If you irrevocably dream of charismatically
tantalizing smiles; the marvelously unassailable
impressions of innocuous lips; will inevitably follow,
If you incorrigibly dream of perpetual beauty; the
celestial lap of your Omnipotent mother; will
inevitably follow,
If you endlessly dream of unsurpassably augmenting
melody; the voice of the bountifully enthralling
nightingale; will inevitably follow,
If you unceasingly dream of perennially Omnipresent
fragrance; the flower of astoundingly symbiotic
mankind; will inevitably follow,
If you insatiably dream of ingratiatingly exquisite
calligraphy; the feather tipped pen dipped in
wonderfully scarlet ink; will inevitably follow,
If you intractably dream of vivaciously unraveling
compassion; the stupendously incomprehensible wave of
humanity; will inevitably follow,
If you uncompromisingly dream of intriguingly
enigmatic flirtation; the spell binding hills of
boisterously robust youth; will inevitably follow,
If you eternally dream of immaculately glittering
triumph; the spirit of overwhelmingly transpiring

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poem by Nikhil Parekh
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Catholic Contradictions

This Poem will speak to Peter,
Of the priest and the folly,
This poem doubts not the sincerity of true worshipers,
It will speak to the cult, the club, their Peter, the images of idolatry
This poem will address the indoctrination, the assumptions and contradictions,
This poem will expose and explode,
This poem will speak of the council of Valencia and the “forbidden book”
This poem will speak of the mass “hoc est enim corpus meum'
And the continuous re-enactment of the Death of Jesus
This poem will smite the conscience, rend the hearts, and heal the willing
This poem will speak of purgatory
Of priesthood
Of indulgences
Of penance
Of confessions and the “confessors”
Of papal decrees
And of the mortal and venial sins,
This Poem, this poem will speak of the “Virgin Mary” and the harlot,
This poem will confirm the marriage of Christ’s Peter
Of the Roman Universal contradictions and papal infallibility
This poem will speak of the assurance of salvation
And the curse of the Council of Trent
This poem will speak of the “Arian heresy”
Of “Cyprian and the lapsed”
Of the works of “Athanasius Contra Mundum”
Of Athanasius to the Bishop of Egypt
This poem will speak of the incarnation of the divine word
Orations against the Arians and against Apollinaris
This poem will speak of John Chrysostom, (golden mouth)
This poem will speak of his ethical applications and the trouble with the emperor’s wife
This poem will speak of Augustine and his forgotten works,
“In the spirit and the letter”, “Confession”, the “city of God “
The battle against the “Donatist” “Manichean” The “Arians” the “Pelagians”
This poem will speak of the Theology of “Anselm”
Of “Thomas Aquinas” and the Sum of Theology
This poem will talk of the “council of Nicea”
This poem will speak of Constantine and his cross of battle
The grandeur of “St Peter’s Basilica” the glory of man void of God’s presence
This poem will speak of the “Patriarchal City” and the protagonist
This poem will be persecuted, burnt, torn and ridiculed
This poem will never be read by Catholics,
It will not be verified to see the deception of Rome and the Pope,
This poem can read your mind, how you think Pope can never do wrong
This poem sees your bent determination to resist Truth
This poem will talk of Martin Luther, Ulrich Zwingli and John Calvin
This poem will be rejected by America, Britain, France, Russian, and Africa
This poem must be hated, by worshiper of Dead Mary and his statue
This poem will be scorned and attacked
This poem will bring shame to the writer; he will be sick or insane in the mind of the readers
This poem will not be read in Jerusalem, Rome, Alexandria, and Antioch,

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poem by Macaulay Akinbami
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Sola Christos, Sola Scriptura, Sola Gracious, Sola Fide' and the Priesthood

This Poem will speak to Peter,
Of the priest and the folly,
This poem doubts not the sincerity of true worshipers,
It will speak to the cult, the club, their Peter, the images of idolatry
This poem will address the indoctrination, the assumptions and contradictions,
This poem will expose and explode,
This poem will speak of the council of Valencia and the “forbidden book”
This poem will speak of the mass “hoc est enim corpus meum'
And the continuous re-enactment of the Death of Jesus
This poem will smite the conscience, rend the hearts, and heal the willing
This poem will speak of purgatory
Of priesthood
Of indulgences
Of penance
Of confessions and the “confessors”
Of papal decrees
And of the mortal and venial sins,
This Poem, this poem will speak of the “Virgin Mary” and the harlot,
This poem will confirm the marriage of Christ’s Peter
Of the Roman Universal contradictions and papal infallibility
This poem will speak of the assurance of salvation
And the curse of the Council of Trent
This poem will speak of the “Arian heresy”
Of “Cyprian and the lapsed”
Of the works of “Athanasius Contra Mundum”
Of Athanasius to the Bishop of Egypt
This poem will speak of the incarnation of the divine word
Orations against the Arians and against Apollinaris
This poem will speak of John Chrysostom, (golden mouth)
This poem will speak of his ethical applications and the trouble with the emperor’s wife
This poem will speak of Augustine and his forgotten works,
“In the spirit and the letter”, “Confession”, the “city of God “
The battle against the “Donatist” “Manichean” The “Arians” the “Pelagians”
This poem will speak of the Theology of “Anselm”
Of “Thomas Aquinas” and the Sum of Theology
This poem will talk of the “council of Nicea”
This poem will speak of Constantine and his cross of battle
The grandeur of “St Peter’s Basilica” the glory of man void of God’s presence
This poem will speak of the “Patriarchal City” and the protagonist
This poem will be persecuted, burnt, torn and ridiculed
This poem will never be read by Catholics,
It will not be verified to see the deception of Rome and the Pope,
This poem can read your mind, how you think Pope can never do wrong
This poem sees your bent determination to resist Truth
This poem will talk of Martin Luther, Ulrich Zwingli and John Calvin
This poem will be rejected by America, Britain, France, Russian, and Africa
This poem must be hated, by worshiper of Dead Mary and his statue
This poem will be scorned and attacked
This poem will bring shame to the writer; he will be sick or insane in the mind of the readers
This poem will not be read in Jerusalem, Rome, Alexandria, and Antioch,

[...] Read more

poem by Macaulay Akinbami
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Return running back

Try as hard as you could. But even if you placed “Destiny” in the most enchantingly celestial of paradise; it would inevitably and still return running back; from wherever on this boundless Universe; only to the periphery of the rustically bohemian palms,

Try as hard as you could. But even if you placed “Smile” in the most spell bindingly opulent of paradise; it would inevitably and still return running back; from wherever on this fathomless Universe; only to the peripher of the altruistically compassionate lips,

Try as hard as you could. But even if you placed “Empathy” in the most beautifully unassailable of paradise; it would inevitably and still return running back; from wherever on this limitless Universe; only to the periphery of the synergistically twinkling eye,

Try as hard as you could. But even if you placed “Hunger” in the most magically untainted of paradise; it would inevitably and still return running back; from wherever on this colossal Universe; only to the periphery of the tirelessly impoverished stomach,

Try as hard as you could. But even if you placed “Truth” in the most jubilantly mesmerizing of paradise; it would inevitably and still return running back; from wherever on this gigantic Universe; only to the periphery of the synergistically burgeoning conscience,

Try as hard as you could. But even if you placed “Fantasy” in the most victoriously unfettered of paradise; it would inevitably and still return running back; from wherever on this interminable Universe; only to the periphery of the uninhibitedly gifted brain,

Try as hard as you could. But even if you placed “Humanity” in the most astoundingly sparkling of paradise; it would inevitably and still return running back; from wherever on this unceasing Universe; only to the periphery of the symbiotically enchanting veins,

Try as hard as you could. But even if you placed “Strength” in the most fantastically emollient of paradise; it would inevitably and still return running back; from wherever on this endless Universe; only to the periphery of the blessedly venerated soul,

Try as hard as you could. But even if you placed “Perseverance” in the most fabulously scintillating of paradise; it would inevitably and still return running back; from wherever on this insuperable Universe; only to the periphery of the righteously perspiring armpits,

Try as hard as you could. But even if you placed “Adventure” in the most enthrallingly undying of paradise; it would inevitably and still return running back; from wherever on this poignant Universe; only to the periphery of the nimbly dancing feet,

Try as hard as you could. But even if you placed “Optimism” in the most indisputably pristine paradise; it would inevitably and still return running back; from wherever on this Herculean Universe; only to the periphery of the fearlessly advancing stride,

Try as hard as you could. But even if you placed “Ecstasy” in the most gloriously bewitching of paradise; it would inevitably and still return running back; from wherever on this unlimited Universe; only to the periphery of the intricately nubile skin,

Try as hard as you could. But even if you placed “Melody” in the most amazingly glistening of paradise; it would inevitably and still return running back; from wherever on this unsurpassable Universe; only to the periphery of the wonderfully vivacious throat,

Try as hard as you could. But even if you placed “Artistry” in the most resplendently enigmatic of paradise; it would inevitably and still return running back; from wherever on this unbridled Universe; only to the periphery of the magnetically embellished fingers,

Try as hard as you could. But even if you placed “Sensitivity” in the most adorably effervescent of paradise; it would inevitably and still return running back; from wherever on this ebullient Universe; only to the periphery of the bounteously unimpeachable ears,

Try as hard as you could. But even if you placed “Mystery” in the most vibrantly virile of paradise; it would inevitably and still return running back; from wherever on this unbelievable Universe; only to the periphery of the tranquilly ameliorating shadow,

Try as hard as you could. But even if you placed “Sensuality” in the most iridescently redolent of paradise; it would inevitably and still return running back; from wherever on this interminable Universe; only to the periphery of the eternally fiery nostrils,

Try as hard as you could. But even if you placed “Humility” in the most ubiquitously proliferating of paradise; it would inevitably and still return running back; from wherever on this impregnable Universe; only to the periphery of the harmoniously obeisant neck,

And try as hard as you could. But even if you placed “Love” in the most incredulously bedazzling of paradise; it would inevitably and still return running back; from wherever on this magical Universe; only to the periphery of the immortally throbbing heart….

poem by Nikhil Parekh
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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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Teacher, Teacher

Just when I thought I finally learned my lesson well,
There was more to this than meets the eye.
And for all the things you taught me, only time will tell,
If I'll be able to survive. Oh yeah.
Teacher, teacher, can you teach me?
Can you tell me all I need to know?
Teacher, teacher, can you reach me?
Or will I fall when you let me go? Oh no.
Am I ready for the real world, will I pass the test?
You know it's a jungle out there.
Ain't nothin' gonna stop me, I won't be second best,
But the joke's on those who believe the system's fair, oh yeah.
Teacher, teacher, can you teach me?
Can you tell me if I'm right or wrong?
Teacher, teacher, can you reach me?
I wanna know what's goin' on, Oh yeah.
So the years go on and on, but nothing's lost or won.
And what you learned is soon forgotten.
They take the best years of your life,
Try to tell you wrong from right,
But you walk away with nothing. Oh Oh.
Teacher, teacher, can you teach me?
Can you tell me all I need to know?
Teacher, teacher, can you reach me?
Or will I fall when you let me go?
Teacher, teacher, can you teach me?
Can you tell me if I'm right or wrong?
Teacher, teacher, can you reach me?
I wanna know what's goin' on, Oh
Teacher, teacher, can you teach me?
Teacher, teacher, can you reach me?
Teacher, teacher, can you teach me?
Teacher, teacher, Ooh yeah.
Teacher, teacher
Teacher, teacher
~Adams, Vallance

song performed by 38 Special
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Z. Comments

CRYSTAL GLOW

Madhur Veena Comment: Who is she? ? ? ? ? ? ? ? ? ? ? ....You write good!

Margaret Alice Comment: Beautiful, it stikes as heartfelt words and touches the heart, beautiful sentiments, sorry, I repeat myself, but I am delighted. Your poem is like the trinkets I collect to adorn my personal space, pure joy to read, wonderful! Only a beautiful mind can harbour such sentiments, you have a beautiful mind. I am glad you have found someone that inspires you to such heights and that you share it with us, you make the world a mroe wonderful place.

Margaret Alice Comment: Within the context set by the previous poem, “Cosmic Probe”, the description of a lover’s adoration for his beloved becomes a universal ode sung to the abstract values of love, joy and hope personified by light, colours, fragrance and beauty, qualities the poet assigns to his beloved, thus elevating her to the status of an uplifting force because she brings all these qualities to his attention. The poet recognises that these personified values brings him fulfilment and chose the image of a love relationship to illustrate how this comes about; thus a love poem becomes the vehicle to convey spiritual epiphany.

FRAGRANT JASMINE

Margaret Alice Comment: Your words seem to be directed to a divine entity, you seem to be addressing your adoration to a divinity, and it is wonderful to read of such sublime sentiments kindled in a human soul. Mankind is always lifted up by their vision and awareness of divinity, thank you for such pure, clear diction and sharing your awareness of the sublime with us, you have uplifted me so much by this vision you have created!

Margaret Alice Comment: The poet’s words seem to be directed to a divine entity, express adoration to a divinity who is the personification of wonderful qualities which awakens a sense of the sublime in the human soul. An uplifting vision and awareness of uplifting qualities of innocence represented by a beautiful person.

I WENT THERE TO BID HER ADIEU

Kente Lucy Comment: wow great writing, what a way to bid farewell

Margaret Alice Comment: Sensory experience is elevated by its symbolical meaning, your description of the scene shows two souls becoming one and your awareness of the importance of tempory experience as a symbol of the eternal duration of love and companionship - were temporary experience only valid for one moment in time, it would be a sad world, but once it is seen as a symbol of eternal things, it becomes enchanting.

I’M INCOMPLETE WITHOUT YOU

Margaret Alice Comment: You elevate the humnan experience of longing for love to a striving for sublimity in uniting with a beloved person, and this poem is stirring, your style of writing is effective, everything flows together perfectly.

Margaret Alice Comment:

'To a resplendent glow of celestial flow
And two split halves unite never to part.'

Reading your fluent poems is a delight, I have to tear myself away and return to the life of a drudge, but what a treasure trove of jewels you made for the weary soul who needs to contemplate higher ideals from time to time!

IN CELESTIAL WINGS

Margaret Alice Comment: When you describe how you are strengthened by your loved one, it is clear that your inner flame is so strong that you need not fear growing old, your spirit seems to become stronger, you manage to convey this impression by your striking poetry. It is a privilege to read your work.

Obed Dela Cruz Comment: wow.... i remembered will shakespeare.... nice poem!

Margaret Alice Comment: The poet has transcended the barriers of time and space by becoming an image of his beloved and being able to find peace in the joy he confers to his beloved.

'You transcend my limits, transcend my soul, I forget my distress in your thoughts And discover my peace in your joy, For, I’m mere image of you, my beloved.'

Margaret Alice Comment: You are my peace and solace, I know, I am, yours too; A mere flash of your thoughts Enlivens my tired soul And fills me with light, peace and solace, A giant in new world, I become, I rise to divine heights in celestial wings. How I desire to reciprocate To fill you with light and inner strength raise you to divine heights; I must cross over nd hold you in arms, light up your soul, Fill you with strength from my inner core, Wipe away your tears burst out in pure joy How I yearn to instill hope and confidence in you we never part And we shall wait, till time comes right. the flame in my soul always seeks you, you transcend my limits, transcend my soul, I forget my distress in your thoughts And discover my peace in your joy, For, I’m mere image of you, my beloved.

RAGING FIRE

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poem by Praveen Kumar
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An Essay on Criticism

Part I

INTRODUCTION. That it is as great a fault to judge ill as to write ill, and a more dangerous one to the public. That a true Taste is as rare to be found as a true Genius. That most men are born with some Taste, but spoiled by false education. The multitude of Critics, and causes of them. That we are to study our own Taste, and know the limits of it. Nature the best guide of judgment. Improved by Art and rules, which are but methodized Nature. Rules derived from the practice of the ancient poets. That therefore the ancients are necessary to be studied by a Critic, particularly Homer and Virgil. Of licenses, and the use of them by the ancients. Reverence due to the ancients, and praise of them.

'Tis hard to say if greater want of skill
Appear in writing or in judging ill;
But of the two less dangerous is th'offence
To tire our patience than mislead our sense:
Some few in that, but numbers err in this;
Ten censure wrong for one who writes amiss;
A fool might once himself alone expose;
Now one in verse makes many more in prose.

'Tis with our judgments as our watches, none
Go just alike, yet each believes his own.
In Poets as true Genius is but rare,
True Taste as seldom is the Critic's share;
Both must alike from Heav'n derive their light,
These born to judge, as well as those to write.
Let such teach others who themselves excel,
And censure freely who have written well;
Authors are partial to their wit, 'tis true,
But are not Critics to their judgment too?

Yet if we look more closely, we shall find
Most have the seeds of judgment in their mind:
Nature affords at least a glimm'ring light;
The lines, tho' touch'd but faintly, are drawn right:
But as the slightest sketch, if justly traced,
Is by ill col'ring but the more disgraced,
So by false learning is good sense defaced:
Some are bewilder'd in the maze of schools,
And some made coxcombs Nature meant but fools:
In search of wit these lose their common sense,
And then turn Critics in their own defence:
Each burns alike, who can or cannot write,
Or with a rival's or an eunuch's spite.
All fools have still an itching to deride,
And fain would be upon the laughing side.
If Mævius scribble in Apollo's spite,
There are who judge still worse than he can write.

Some have at first for Wits, then Poets pass'd;
Turn'd Critics next, and prov'd plain Fools at last.
Some neither can for Wits nor Critics pass,
As heavy mules are neither horse nor ass.
Those half-learn'd witlings, numerous in our isle,
As half-form'd insects on the banks of Nile;
Unfinish'd things, one knows not what to call,

[...] Read more

poem by Alexander Pope
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This Is Not A Confessionam Poem

This is not a confessional poem
I confess that I have written this
Not a romantic poem
Under the watch of the archangel of Blake’s vision
A l=a=n=g=u=a=g=e= p=o=e=m=
A loaf Of poem a gallon Of words a pint Of letters
A so-so go for broke poem
So so son and so said
An acrostic poem
None near Aim to be called
Mindfully toward the Eternity of the thing
An epitaph poem
He lays David E. Patton
Never one to believe in heaven
So when he dies he did spy

A free verse poem
A sonnet poem
A know it all poem for the masses
This is not a minute poem
A didactic poem
A tongue poem
A villanelle poem
A sestina poem
An epic poem
A quinzaine poem
A rondelet poem
This is not a rondel poem
A cascade poem
A trijan refrain poem
A tanka poem
A taridet poem
A quatrain poem
If I lie this is not a list poem
To pin upon the sky
Set before the poet’s eye
I confess that I have written this
But this is not written to deceived anything but what is desired by the greediness of the eyes
This is not the growth of breath focused on the words with their mindful meaning stalled by the stack of sounds held in the syllables
This is not a sijo poem from the land of the morning calm
I confess that I know not what this is but all that it is not of what it would be forgot in the mispronounced want of the bony wants of the skin bag of my self
This is not the not of a poem trying to be born from the keyboard’s click and the memory of my hands
This is not an every man poem to understand it dose not caters to the common man
This is not a poem about Gods caught up in my mentioning of them they have taken their holy toys and gone home till the kingdom will come only the prelists priests are left to protest their secret order for getting into a heaven where nothing changes nothing like the rot of earth that feed upon the rotting of the living
This is not a this is not poem all that I have said can be washed away with the rain of your brain this poem can not save can not heal can not trill you into action
This is not a solitary crowed poem a cut-up poem feeding off itself
I have written it but it will not tell me what kind of poem it seem to be
This is not a poem to make you rough or pure or proud or increate your intellect to beguile the world with its new found wisdom
This is not a poem to set you free from the common drudgery of your day to day life it can not fend or feed you with the not of its substance can not set you to dance naked beneath the full moon can not fill you up with the pleasure of the pen
This is not a poem that seeks to befriend it has no mouth to consume you no hands to caress you no tongue to lick the words from your tears

[...] Read more

poem by David E. Patton
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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

[...] Read more

poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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The Rosciad

Unknowing and unknown, the hardy Muse
Boldly defies all mean and partial views;
With honest freedom plays the critic's part,
And praises, as she censures, from the heart.

Roscius deceased, each high aspiring player
Push'd all his interest for the vacant chair.
The buskin'd heroes of the mimic stage
No longer whine in love, and rant in rage;
The monarch quits his throne, and condescends
Humbly to court the favour of his friends;
For pity's sake tells undeserved mishaps,
And, their applause to gain, recounts his claps.
Thus the victorious chiefs of ancient Rome,
To win the mob, a suppliant's form assume;
In pompous strain fight o'er the extinguish'd war,
And show where honour bled in every scar.
But though bare merit might in Rome appear
The strongest plea for favour, 'tis not here;
We form our judgment in another way;
And they will best succeed, who best can pay:
Those who would gain the votes of British tribes,
Must add to force of merit, force of bribes.
What can an actor give? In every age
Cash hath been rudely banish'd from the stage;
Monarchs themselves, to grief of every player,
Appear as often as their image there:
They can't, like candidate for other seat,
Pour seas of wine, and mountains raise of meat.
Wine! they could bribe you with the world as soon,
And of 'Roast Beef,' they only know the tune:
But what they have they give; could Clive do more,
Though for each million he had brought home four?
Shuter keeps open house at Southwark fair,
And hopes the friends of humour will be there;
In Smithfield, Yates prepares the rival treat
For those who laughter love, instead of meat;
Foote, at Old House,--for even Foote will be,
In self-conceit, an actor,--bribes with tea;
Which Wilkinson at second-hand receives,
And at the New, pours water on the leaves.
The town divided, each runs several ways,
As passion, humour, interest, party sways.
Things of no moment, colour of the hair,
Shape of a leg, complexion brown or fair,
A dress well chosen, or a patch misplaced,
Conciliate favour, or create distaste.
From galleries loud peals of laughter roll,
And thunder Shuter's praises; he's so droll.
Embox'd, the ladies must have something smart,

[...] Read more

poem by Charles Churchill
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Teacher Man

The Teacher Man teaches kids from all over the world
The Teacher Man teaches no matter boy or girl
The Teacher Man teaches Christans, Musilms, and Jews
The Teacher Man teaches those who say 'God I don't believe in you'
The Teacher Man teaches over demands for more recess
The Teacher Man teaches to only demand the best
The Teacher Man teaches Science, Reading, and Math
The Teacher Man teaches how to live out of class

The Teacher Man teaches all how to share
The Teacher Man teaches that we all should care
The Teacher Man teaches how to keep an open mind
The Teacher Man teaches with a kick in the behind
The Teacher Man teaches there are lessons in life
The Teacher Man teaches how to overcome strife
The Teacher Man teaches there's nothing wrong with a hug
The Teacher Man teaches the world changes with Love

The Teacher Man teaches the rich and the poor
The Teacher Man teaches those who are ready for more
The Teacher Man teaches how to look someone in the eye
The Teacher Man teaches how to accept someone in their cry
The Teacher Man teaches in more than one tounge
The Teacher Man teaches how to make working hard fun
The Teacher Man teaches all the colors of the land
But, most important of all, he teaches we should take a stand

Take a Stand, Take a Stand, for what you believe
Take a Stand, Take a Stand, and you will be free
Take a Stand, Take a Stand, for the least of the least
Take such Stand man, and you will find peace

He's the Teacher Man

poem by Ary Bolanos
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Strict It Gets

To challenge oneself,
Isn't fun that's done.
Because,
The critic visits.
And strict it gets.

To challenge oneself,
Isn't fun that's done.
Because,
The critic visits.
And strict it gets.

Stalking as a menace,
Looking for perfection in it.
And...
The critic vists.
And strict it gets.

Stalking as a menace,
Looking for perfection in it.
And...
The critic vists.
And strict it gets.

Picking seeking detail...
To prevail,
And...
The critic visits.
And strict it gets.
Detailed...
The critic visits.
And strict it gets.

Stalking as a menace,
Looking for perfection in it.
And...
The critic vists.
And strict it gets.

To challenge oneself,
Isn't fun that's done.
Because,
The critic visits.
And strict it gets.

Detailed!
The critic visits,
And strict it gets.

Detailed!

[...] Read more

poem by Lawrence S. Pertillar
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Teacher Says, Teacher Goes

Teacher says,
teacher goes,
teacher smiles,
teacher knows,

what you have done,
was clearly a mistake,
maybe it is,
time for a break.

Teacher says,
teacher goes,
teacher smiles,
teacher knows,

that you have been naughty.
That you have been quite foughty.
That you are being rude,
don't call teacher a dude.

Teacher says,
teacher goes,
teacher smilies,
teacher know,

that you were making faces,
behind teachers back,
that you were throwing spitballs,
at the teacher's pet.

Teacher says,
teacher goes,
teacher smiles,
teacher knows.

So enough is said,
so now you know,
that whatever you do.....

Teacher says,
Teacher goes,
Teacher smilies,
Teacher knows

poem by Jasmine Aira
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A bad or a good teacher

A bad teacher is negatively pessimistic
A good teacher is positively optimistic

A bad teacher swears all the time
A good teacher cares in their prime

A bad teacher passes on rude fear
A good teacher has on good ears

A bad teacher discourages
A good teacher encourages

A bad teacher despairs
A good teacher prepares

A bad teacher likes to bitch
A good teacher likes to teach

A bad teacher shouts every moment
A good teacher scouts for every talent

A bad teacher is up for crude devices
A good teacher is up for good advice

A bad teacher lets students fight on in the dark
A good teacher sets students on the right track

A bad teacher feeds on their looks
A good teachers reads many books

A bad teacher sings along with wrong faults
A good teacher brings along the right results

Copyright 2006 - Sylvia Chidi

www.sylviachidi.co.uk

poem by Sylvia Chidi
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Teacher, Teacher

Teacher, teacher
I may not love you
But you're the teacher
I try to do what you want me to
I know you get lonely
But you gotta know
It wasn't love
Let me tell you honey
I'm just a young girl
Don't think I know it enough
Teacher, teacher
I don't wanna get an A
Teacher, teacher
There's gotta be a better way
I'm sick and tired of makin' plans
Without makin' up my mind (Make up your mind)
Teacher, teacher
Can't you see I just need a little time
I know you've been cryin'
Just think that you're not alone
Just cry me a river
It's what you'll deliver
We have to do it on the floor
Teacher, teacher
I don't wanna get an A
Teacher, teacher
There's gotta be a better way
(Woohoo, yeah)
Teacher, teacher
I've been tryin' to get you down
But why should you get used to somebody
Who won't be around
I know you get discouraged
Cause you wanna do it all the time
Honey I can't let you use my body
The same way you use my mind
Teacher, teacher
I don't wanna get an A
Teacher, teacher
There's gotta be a better way
[repeats to end]

song performed by Prince
Added by Lucian Velea
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Anything Is Possible

Anything is possible
If you put your mind to it
Anything is possible
Just put your mind to it
Anything is possible
If you put your mind to it
Anything....
Is possible
Verse 1:
Thought I couldnt slow him down
Long enough to look my way
Thought he was out of my league
Wouldnt give me time of day
Thought he was like all the rest
Love her, leave her, no remorse
But I guess that I misjudged
And this thing just ran its course
He taught me
Chorus:
Anything is possible
If you put your mind to it
Anything is possible...
Just put your mind to it
Anything is possible
If you put your mind to it
Anything is possible
Break it down now.....
No matter what it is, its possible
Say, anything is possible
(anything...) no matter what it is, its possible
Say, anything is possible
(anything...) no matter what it is, its possible
Say, anything is possible
(anything...) no matter what it is, its possible
Say, anything is possible
Verse 2:
Much to my surprise I felt
A warm, not cold vibe
When he looked in my eyes
(oh yeah, its possible)
His bad boy front not charm
Was his disguise
Oh whoa whoa
(let me tell ya)
He read so much into me
Listened so attentively
He liked me, I rest my case
Wasnt just a pretty face
Bridge:
If you set your mind

[...] Read more

song performed by Debbie Gibson
Added by Lucian Velea
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Aint Necessarily So

(slow)
It aint necessarily so
No, it aint necessarily so
These things that youre liable,
To read in the bible.
No it aint necessarily so
(jammin)
You bet that you cant be wrong.
No place where you dont belong.
Theres nothin you dont know.
But it aint necessarily so
To you theres never no doubt.
Its either in or its out.
You sure put up quite a show.
But it aint necessarily so
I said hold, let your bad self go.
Hold on, caus you already know.
Its never maybe or might.
To you its black or its white.
If I say yes you say no.
But it anns necessarily so
Hold on, let your bad self go.
Hold on, cause you already know.
You think that you cant be wrong.
No place where you dont belong.
Theres nothing you dont know.
But it aint necessarily so
Aint necessarily so
Aint necessarily so
No no no no
No it aint necessarily so
No no no no
No no no no
No no no no
No it aint necessarily so.
No no no no
No it aint necessarily so.

song performed by Electric Light Orchestra
Added by Lucian Velea
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Teacher, Teacher

Teacher, teacher, teacher, teach me now
Teacher, teacher, teacher, guide me now
Teacher, teacher, teacher, show the way
You are my light
You are my guide.

Teacher, teacher, teacher, comfort me
Give your listening ears when I cry
Help me find the strength in what I can
You are my help
You are my guide.

Teacher, teacher, teacher, build me up
When I do wrong, show me what is right
Teacher, teacher, teacher, let us laugh
You are my friend
You are my guide.

poem by Elizabeth Padillo Olesen
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Linda Blair by Tanya Markova

Umaga sa bahay, ako'y inaantok pa
Napuyat ng magbabad sa horror na palabas

Si nanay, si tatay sumisigaw sa baba
Gumising ka na daw nasa lamesa ang almusal

Sa classroom si teacher ako'y inaasar pa
Nagtatanong kung ako'y naligo daw kanina

Bigla kong nanlamig, buhok ko ay tumirik
Puno ng galit at pait nang ako'y mamilipit

Refrain:

Namula ang mata, at humagis pa ang silya
Ako'y biglang nasuka, humarap kay teacher
At sinabi na 'Langhiya'

Teacher, teacher ako si Linda Blair
I'm the monster everywhere I can feel it in the air
I can feel it in the air

Teacher, teacher
I'm just trying to be fair
Huwag ka nang mag-worry
Huwag ka nang mag-worry
Huwag ka kang mag-worry

Gumapang, sumampa, sa table nyang marumi
Habang nag-kokombulsyon at biglang nakangisi

Ako ay dumura ng plema sa mukha nya
Si teacher ay nasindak pumapatak ang luha

Ang klase'y nabigla lahat napatunganga
Sinaniban daw ako'y kelangan kong dasal

Ang iba'y lumabas nag-sumbong kay Prinsipal
Nagkagulo na tuloy sa buong paaralan

Namula ang mata, at humagis pa ang silya
Ako'y biglang nasuka, humarap kay teacher
At sinabi na 'Langhiya'

Teacher, teacher ako si Linda Blair
And the ghosts are everywhere
I can feel it in the air

Teacher, teacher
I'm just trying to be fair

[...] Read more

poem by Shi Yelami
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