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If you apply reason and logic to this career of mine, you're not going to get very far. You simply won't.

quote by Sidney Poitier
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One Reason To Believe

Lighting candles in the church of my choice, loving strangers in the dark
Looking for someone to give me what I lack
Searching for something 'till you showed me the gun in my back
I'm human and I need it, I must have my beliefs
I open myself to the love, yeah
And I love you 'cause you showed me a merciful release
I'm living this time and I know you gave me the reason
Chorus:
One reason (to believe), one reason (you're the one)
One reason (to believe), one reason (my baby)
One reason (it's all I need), one reason (to believe)
One reason (my baby), one reason
Trying to get faith from the eight fifty paperbacks
Hoping they'll show me the way (the way to what?)
Man in a crisis, a young girl in his bed
She's trying to help him when she tells him it's all in his head
I'm human and I need it, I must have my beliefs
I open myself to the love, yeah
I love you 'cause you showed me a merciful release
I'm living this time and I know you gave me the reason
chorus
I bow to the east or I kneel to the west, it's a matter of faith
I'm the only one who has to believe it
chorus
(Solo)
One reason, one reason, one reason, one reason
I bow to the east or I kneel to the west, it's a matter of faith
I'm the only one who has to believe it
One reason (to believe), one reason (you're the one)
One reason (one reason), one reason (my baby)
One reason (that's all I need), one reason (to believe)
One reason (to believe), one reason (just give me one)
One reason (one reason), one reason (to believe)
One reason (it's all I need), one reason (my baby)
One reason (my baby), one reason (my baby)
One reason (you are the reason), one reason
One reason (that's all I want), one reason (that's all I need)...
--------------------------------------------------------------------------

song performed by Rick Springfield
Added by Lucian Velea
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The Interpretation of Nature and

I.

MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.


II.

Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.

III.

Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.

IV.

Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.

V.

The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.

VI.

It would be an unsound fancy and self-contradictory to expect that things which have never yet been done can be done except by means which have never yet been tried.

VII.

The productions of the mind and hand seem very numerous in books and manufactures. But all this variety lies in an exquisite subtlety and derivations from a few things already known; not in the number of axioms.

VIII.

Moreover the works already known are due to chance and experiment rather than to sciences; for the sciences we now possess are merely systems for the nice ordering and setting forth of things already invented; not methods of invention or directions for new works.

IX.

The cause and root of nearly all evils in the sciences is this -- that while we falsely admire and extol the powers of the human mind we neglect to seek for its true helps.

X.

The subtlety of nature is greater many times over than the subtlety of the senses and understanding; so that all those specious meditations, speculations, and glosses in which men indulge are quite from the purpose, only there is no one by to observe it.

XI.

As the sciences which we now have do not help us in finding out new works, so neither does the logic which we now have help us in finding out new sciences.

XII.

The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search after truth. So it does more harm than good.

XIII.

[...] Read more

poem by Sir Francis Bacon
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The greatest sin

Having supremely spell binding eyes was simply not a sin at all; but
pretending that you were gruesomely blind; unable to see a step
further even after possessing them right since innocent childhood;
was the greatest sin,

Having robust complexioned feet was simply not a sin at all; but
pretending that you couldn't walk even an inch forward; had not the
slightest of capacity to run even after possessing them right since
innocent childhood; was the greatest sin,

Having tenaciously knotted fingers projecting from the palm was
simply not a sin at all; but pretending that you had grave difficulty
in hoisting objects; didn't posses the most minuscule of power to
defend yourself even after possessing them right since innocent
childhood; was the greatest sin,

Having dangling earlobes delectably cascading from the periphery of
your rubicund cheek was simply not a sin at all; but pretending that
you couldn't bear the tiniest of sound; floundered miserably to
decipher the intricacy of voice even after possessing them right
since innocent childhood; was the greatest sin,

Having a perfectly throbbing heart palpitating in marvellous
synchrony inside your chest was simply not a sin at all; but
pretending that you just didn't have the power to love; the virtue to
embrace other humans of your kind even after possessing it right
since innocent childhood; was the greatest sin,

Having dual pairs of luscious lips was simply not a sin at all; but
pretending that you couldn't speak a single word; abysmally stuttered
to convey the most infinitesimal of message to your compatriots even
after possessing them right since innocent childhood; was the
greatest sin,

Having ravishing clusters of hair on your scalp was simply not a sin
at all; but pretending that God had kept you disdainfully bald; that
your head shivered uncontrollably in cold even after possessing them
right since innocent childhood; was the greatest sin,

Having boundless lines on your glowing palm was simply not a sin at
all; but pretending that your entire life was ruined; your progress
had come to an abrupt standstill even after possessing them right
since innocent childhood; was the greatest sin,

Having pompously bulging muscle in your arms was simply not a sin at
all; but pretending that you were as feeble as a mosquito; couldn't
lift your very own body even after having them right since innocent
childhood; was the greatest sin,

Having thousands of voluptuously tantalizing eyelashes extruding from

[...] Read more

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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One Reason

Lighting candles in the church of my choice
Loving strangers in the dark
Looking for someone to give me what i lack
Searching for something 'til you showed me
The gun in my back
I'm human and i need it
And i must have my beliefs
I open myself to the love (yea)
I love you 'cause you showed me
A merciful release
I'm living this time and i know you gave
Me the reason
One reason (to believe), one reason (you're the one)
One reason (to believe), one reason (my baby)
One reason (it's all i need), one reason (to believe)
Trying to get faith from the $8.50 paperbacks
Hoping they'll show me the way (the way to what)
Man in a crisis, a young girl in his bed
She's trying to help him when she tells him
It's all in his head
I'm human and i need it
I must have my beliefs
I open myself to the love (yea)
I love you 'cause you showed me
A merciful release
I'm living this time and i know you gave
Me the reason
One reason (to believe), one reason (you're the one)
One reason (to believe), one reason (my baby)
One reason (it's all i need), one reason (to believe)
I bow to the east or i kneel to the west
It's a matter of faith
I'm the only one who has to believe it
One reason (to believe), one reason (you're the one)
One reason (to believe), one reason (my baby)
One reason (it's all i need), one reason (to believe)
I bow to the east or i kneel to the west
It's a matter of faith
I'm the only one who has to believe it
One reason (to believe), one reason (you're the one)
One reason (to believe), one reason (my baby)
One reason (it's all i need), one reason (to believe)

song performed by Rick Springfield
Added by Lucian Velea
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Alley

Apply, apply
no reply.

I do not know
how to apply
what to apply
I do not know
whether I am
eligible to apply
I do not know
whether there is
age limit to apply
I do not know
what is the
last date to apply.

Apply, apply
no reply.

And you find a fly
in this alley.

poem by Gajanan Mishra
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Logic And Love

Logic And Love
(Feldman Chandler)
Love and logic just don't go together
Try to force it, you'll be trying forever
Why discuss it when you're missing the point
Girl
Forget the fakin' all I care is that you're
Chorus:
Making all the right moves
You're making all the moves that hit the spot
You're speaking only half-truths girl
Just tell me all the things I like a lot
Stop thinking you're much too intense
Don't even try to make love make sense
Don't even try to make love make sense
Don't even try to say we're just good friends
Logic and love clash in your head
You don't see reason you just see red
We could argue 'till you're blue in the face girl
The time you're taking is the time you could be
Repeat Chorus
I'm talking logic and love
I'm talking logic and love
Our scientific world demands that everything's
explained
You're an ultra-modern girl
But can't you see there's nothing to be gained
In analyzing love
You're making only false moves
But everything you do still hits the spot
And do you know what that proves girl
That love is far away the best we got, you know
The best of lovers don't have to be friends
Don't even try to make love make sense
Don't even try to make love make sense
Don't even try to say we're just good friends
Don't even try to make love make sense
Don't even try girl don't pretend
I'm talking logic and love
I'm talking logic and love
Logic and love
Logic and love

song performed by Wang Chung
Added by Lucian Velea
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Logic & Love

Logic and love
(feldman / chandler)
Love and logic just dont go together
Try to force it, youll be trying forever
Why discuss it when youre missing the point
Girl
Forget the fakin all I care is that youre
Chorus:
Making all the right moves
Youre making all the moves that hit the spot
Youre speaking only half-truths girl
Just tell me all the things I like a lot
Stop thinking youre much too intense
Dont even try to make love make sense
Dont even try to make love make sense
Dont even try to say were just good friends
Logic and love clash in your head
You dont see reason you just see red
We could argue till youre blue in the face girl
The time youre taking is the time you could be
Repeat chorus
Im talking logic and love
Im talking logic and love
Our scientific world demands that everythings
Explained
Youre an ultra-modern girl
But cant you see theres nothing to be gained
In analyzing love
Youre making only false moves
But everything you do still hits the spot
And do you know what that proves girl
That love is far away the best we got, you know
The best of lovers dont have to be friends
Dont even try to make love make sense
Dont even try to make love make sense
Dont even try to say were just good friends
Dont even try to make love make sense
Dont even try girl dont pretend
Im talking logic and love
Im talking logic and love
Logic and love
Logic and love

song performed by Wang Chung
Added by Lucian Velea
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I Love....

i love...
that's the reason i walk,
the reason i breathe.
the reason i grieve.
the reason i dance.
the reason i smile.
the reason i listen.
the reason i offer a hand.
the reason i see beauty.
the reason i see both darkness,
and light....
the reason i take chances.
the reason i keep going.
the reason i get angry.
the reason i forgive.
the reason i touch.
the reason i question.
the reason i believe.
the reason i am tolerant.
the reason i understand.
the reason i fall.
the reason i fly.
the reason i write...
the reason i am what i am!

poem by Eric Cockrell
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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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Wonderful Christmas

The moon is right
The spirits up
We're here tonight
And that's enough
Simply having a wonderful christmastime
Simply having a wonderful christmastime
The party's on
The feelin's here
That only comes
This time of year
Simply having a wonderful christmastime
Simply having a wonderful christmastime
The choir of children sing their song
Ding dong, ding dong
Ding dong, ding Ohhhh
Ohhhhhhh
Simply having a wonderful christmastime
Simply having a wonderful christmastime
The word is out
About the town
To lift a glass
Ahhh don't look down
Simply having a wonderful christmastime
Simply having a wonderful christmastime
The choir of children sing their song
They practiced all year long
Ding dong, ding dong
Ding dong, ding dong
Ding dong, ding dong
The party's on
The spirits up
We're here tonight
And that's enough
Simply having a wonderful christmastime
Simply having a wonderful christmastime
The moon is right
The spirits up
We're here tonight
And that's enough
Simply having a wonderful christmastime
Simply having a wonderful christmastime
Simply having a wonderful christmastime
Simply having a wonderful christmastime
Ohhhhhhhhh
Christmastime

song performed by Paul McCartney
Added by Lucian Velea
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Wonderful Christmastime

The moon is right
The spirits up
Were here tonight
And thats enough
Simply having a wonderful christmastime
Simply having a wonderful christmastime
The partys on
The feelins here
That only comes
This time of year
Simply having a wonderful christmastime
Simply having a wonderful christmastime
The choir of children sing their song
Ding dong, ding dong
Ding dong, ding ohhhh
Ohhhhhhh
Simply having a wonderful christmastime
Simply having a wonderful christmastime
The word is out
About the town
To lift a glass
Ahhh dont look down
Simply having a wonderful christmastime
Simply having a wonderful christmastime
The choir of children sing their song
They practiced all year long
Ding dong, ding dong
Ding dong, ding dong
Ding dong, ding dong
The partys on
The spirits up
Were here tonight
And thats enough
Simply having a wonderful christmastime
Simply having a wonderful christmastime
The moon is right
The spirits up
Were here tonight
And thats enough
Simply having a wonderful christmastime
Simply having a wonderful christmastime
Simply having a wonderful christmastime
Simply having a wonderful christmastime
Ohhhhhhhhhhhhhh
Christmastime

song performed by Paul McCartney
Added by Lucian Velea
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Simply Irresistable

How can it be permissible
She compromised my principle, yeah yeah
That kind of love is mythical
She's anything but typical
She's a craze you'd endorse, she's a powerful force
You're obliged to conform when there's no other course
She used to look good to me, but now I find her
Simply irresistible
Simply irresistible
Her loving is so powerful, huh
It's simply unavoidable
The trend is irreversible
The woman is invincible
She's a natural law, and she leaves me in awe
She deserves the applause, I surrender because
She used to look good to me, but now I find her
Simply irresistible
Simply irresistible
(Simply irresistible) She's so fine, there's no tellin' where the money went
(Simply irresistible) She's all mine, there's no other way to go
She's unavoidable, I'm backed against the wall
She gives me feelings like I never felt before
I'm breaking promises, she's breaking every law
She used to look good to me, but now I find her
Simply irresistible
She's so fine, there's no tellin' where the money went
(Simply irresistible) She's all mine, there's no other way to go
Her methods are inscrutable
The proof is irrefutable, Ooh-ooh-ooh-ooh-ooh-ooh-ooh
She's so completely kissable, huh
Our lives are indivisible
She's a craze you'd endorse, she's a powerful force
You're obliged to conform when there's no other course
She used to look good to me, but now I find her
Simply irresistible
Simply irresistible
She's so fine, there's no tellin' where the money went
(Simply irresistible) She's all mine, there's no other way to go
She's so fine, there's no tellin' where the money went
(Simply irresistible) She's all mine, there's no other way to go
Simply irresistible

song performed by Robert Palmer
Added by Lucian Velea
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Simply Irresistible

How can it be permissible
She compromise my principle, yeah yeah
That kind of love is mythical
Shes anything but typical
Shes a craze youd endorse, shes a powerful force
Youre obliged to conform when theres no other course
She used to look good to me, but now I find her
Simply irresistible
Simply irresistible
Her loving is so powerful, huh
Its simply unavoidable
The trend is irreversible
The woman is invincible
Shes a natural law, and she leaves me in awe
She deserves the applause, I surrender because
She used to look good to me, but now I find her
Simply irresistible
Simply irresistible
Simply irresistible shes so fine, theres no tellin where the money went
Simply irresistible shes all mine, theres no other way to go
Shes unavoidable, Im backed against the wall
She gives me feelings like I never felt before
Im breaking promises, shes breaking every law
She used to look good to me, but now I find her
Simply irresistible
Shes so fine, theres no tellin where the money went
Simply irresistible shes all mine, theres no other way to
Go
Her methods are inscrutable
The proof is irrefutable, ooh-ooh-ooh-ooh-ooh-ooh-ooh
Shes so completely kissable, huh
Our lives are indivisible
Shes a craze youd endorse, shes a powerful force
Youre obliged to conform when theres no other course
She used to look good to me, but now I find her
Simply irresistible
Simply irresistible
Shes so fine, theres no tellin where the money went
Simply irresistible shes all mine, theres no other way to go
Shes so fine, theres no tellin where the money went
Simply irresistible shes all mine, theres no other way to go
Simply irresistible

song performed by Robert Palmer
Added by Lucian Velea
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An Essay on Man: Epistle II

I.
Know then thyself, presume not God to scan;
The proper study of mankind is man.
Plac'd on this isthmus of a middle state,
A being darkly wise, and rudely great:
With too much knowledge for the sceptic side,
With too much weakness for the stoic's pride,
He hangs between; in doubt to act, or rest;
In doubt to deem himself a god, or beast;
In doubt his mind or body to prefer;
Born but to die, and reas'ning but to err;
Alike in ignorance, his reason such,
Whether he thinks too little, or too much:
Chaos of thought and passion, all confus'd;
Still by himself abus'd, or disabus'd;
Created half to rise, and half to fall;
Great lord of all things, yet a prey to all;
Sole judge of truth, in endless error hurl'd:
The glory, jest, and riddle of the world!

Go, wondrous creature! mount where science guides,
Go, measure earth, weigh air, and state the tides;
Instruct the planets in what orbs to run,
Correct old time, and regulate the sun;
Go, soar with Plato to th' empyreal sphere,
To the first good, first perfect, and first fair;
Or tread the mazy round his follow'rs trod,
And quitting sense call imitating God;
As Eastern priests in giddy circles run,
And turn their heads to imitate the sun.
Go, teach Eternal Wisdom how to rule—
Then drop into thyself, and be a fool!

Superior beings, when of late they saw
A mortal Man unfold all Nature's law,
Admir'd such wisdom in an earthly shape,
And showed a Newton as we shew an Ape.

Could he, whose rules the rapid comet bind,
Describe or fix one movement of his mind?
Who saw its fires here rise, and there descend,
Explain his own beginning, or his end?
Alas what wonder! Man's superior part
Uncheck'd may rise, and climb from art to art;
But when his own great work is but begun,
What Reason weaves, by Passion is undone.

Trace science then, with modesty thy guide;
First strip off all her equipage of pride;
Deduct what is but vanity, or dress,

[...] Read more

poem by Alexander Pope
Added by Poetry Lover
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There Is A Needed Reason

There is a needed reason to keep your attention involved.
There is a needed reason to keep your attention involved.
A needed reason to keep your attention involved.
There is a needed reason!
A needed reason.

There is a...
Needed reason to keep your attention involved.
A needed reason to keep your attention involved.
There is a needed reason to keep your attention involved.
A needed reason.
A needed reason.

If your mind is not here,
It may be focused somewhere else.
If your mind is not on fear...
It poses threats,
To those...
Who want it for themselves.

And if its too clear...
Fear will disappear!

There is a needed reason to keep your attention involved.
There is a needed reason to keep your attention involved.
A needed reason to keep your attention involved.
A needed reason.
A needed reason.

If your mind is not here,
It may be focused somewhere else.
If your mind is not on fear...
It poses threats,
To those...
Who want it for themselves.

And if its too clear...
Fear will disappear!

There is a needed reason to keep your attention involved.
There is a needed reason to keep your attention involved.
A needed reason to keep your attention involved.
A needed reason.
A needed reason.

poem by Lawrence S. Pertillar
Added by Poetry Lover
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The Door Of Humility

ENGLAND
We lead the blind by voice and hand,
And not by light they cannot see;
We are not framed to understand
The How and Why of such as He;

But natured only to rejoice
At every sound or sign of hope,
And, guided by the still small voice,
In patience through the darkness grope;

Until our finer sense expands,
And we exchange for holier sight
The earthly help of voice and hands,
And in His light behold the Light.

I

Let there be Light! The self-same Power
That out of formless dark and void
Endued with life's mysterious dower
Planet, and star, and asteroid;

That moved upon the waters' face,
And, breathing on them His intent,
Divided, and assigned their place
To, ocean, air, and firmament;

That bade the land appear, and bring
Forth herb and leaf, both fruit and flower,
Cattle that graze, and birds that sing,
Ordained the sunshine and the shower;

That, moulding man and woman, breathed
In them an active soul at birth
In His own image, and bequeathed
To them dominion over Earth;

That, by whatever is, decreed
His Will and Word shall be obeyed,
From loftiest star to lowliest seed;-
The worm and me He also made.

And when, for nuptials of the Spring
With Summer, on the vestal thorn
The bridal veil hung flowering,
A cry was heard, and I was born.

II

[...] Read more

poem by Alfred Austin
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The Farewell

_P_. Farewell to Europe, and at once farewell
To all the follies which in Europe dwell;
To Eastern India now, a richer clime,
Richer, alas! in everything but rhyme,
The Muses steer their course; and, fond of change,
At large, in other worlds, desire to range;
Resolved, at least, since they the fool must play,
To do it in a different place, and way.
_F_. What whim is this, what error of the brain,
What madness worse than in the dog-star's reign?
Why into foreign countries would you roam,
Are there not knaves and fools enough at home?
If satire be thy object--and thy lays
As yet have shown no talents fit for praise--
If satire be thy object, search all round,
Nor to thy purpose can one spot be found
Like England, where, to rampant vigour grown,
Vice chokes up every virtue; where, self-sown,
The seeds of folly shoot forth rank and bold,
And every seed brings forth a hundredfold.
_P_. No more of this--though Truth, (the more our shame,
The more our guilt) though Truth perhaps may claim,
And justify her part in this, yet here,
For the first time, e'en Truth offends my ear;
Declaim from morn to night, from night to morn,
Take up the theme anew, when day's new-born,
I hear, and hate--be England what she will,
With all her faults, she is my country still.
_F_. Thy country! and what then? Is that mere word
Against the voice of Reason to be heard?
Are prejudices, deep imbibed in youth,
To counteract, and make thee hate the truth?
'Tis sure the symptom of a narrow soul
To draw its grand attachment from the whole,
And take up with a part; men, not confined
Within such paltry limits, men design'd
Their nature to exalt, where'er they go,
Wherever waves can roll, and winds can blow,
Where'er the blessed sun, placed in the sky
To watch this subject world, can dart his eye,
Are still the same, and, prejudice outgrown,
Consider every country as their own;
At one grand view they take in Nature's plan,
Not more at home in England than Japan.
_P_. My good, grave Sir of Theory, whose wit,
Grasping at shadows, ne'er caught substance yet,
'Tis mighty easy o'er a glass of wine
On vain refinements vainly to refine,
To laugh at poverty in plenty's reign,
To boast of apathy when out of pain,

[...] Read more

poem by Charles Churchill
Added by Poetry Lover
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A reason to live

A man's reason to live is his very reason to die. His reason to live is his reason to sacrifice by his reason to love. His reason to love is his reason to die. If he died it would be a great sacrifice by reason of his faith. Then that reason of faith is substantiated if that love is good. Therefore his faith is purposeful.

A dangerous man has no reason to live and therefore no reason to love as all is lost. If that man has no love he has no reason for faith and he has no reason of faith because there is no love. He will give up his life easily. Look at the ones who love you and you will have the reason to live. That reason to live is what makes you believe in life. Therefore by reason of love you have faith and by reason of faith you have life. - John 17: 3

poem by Talmadge Rogalla
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A reason to live

A man's reason to live is his very reason to die. His reason to live is his reason to sacrifice by his reason to love. His reason to love is his reason to die. If he died it would be a great sacrifice by reason of his faith. Then that reason of faith is substantiated if that love is good. Therefore his faith is purposeful.

A dangerous man has no reason to live and therefore no reason to love as all is lost. If that man has no love he has no reason for faith and he has no reason of faith because there is no love. He will give up his life easily. Look at the ones who love you and you will have the reason to live. That reason to live is what makes you believe in life. Therefore by reason of love you have faith and by reason of faith you have life. - John 17: 3

poem by Talmadge Beavan
Added by Poetry Lover
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