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Cigarettes are not a part of human behaviour, they are a habit.

quote by Joe Eszterhas
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What Part Of Life Are You Living

What part of life are you living.
What part of life are you living to give?
What part of life are you giving to live.
What part of life are you giving.
What part of life are you living.

And what part of life are you living.
What part of life are you living to give?
What part of life are you giving to live.
What part of life are you giving.
What part of life are you living.

What part of life is a drive by.
What part of life is a downslide.
What part of life are you living.
What part of life are you living to give?
What part of life is a drive by.
What part of life is a downslide.

And what part of life are you living.
What part of life are you living to give?
What part of life are you giving to live.
What part of life are you giving.
What part of life are you living.

What part of life is a drive by.
What part of life is a downslide.
What part of life are you living to give?
What part of life are you willing to live.

What part of life is a drive by.
What part of life is a downslide.
What part of life are you living to give?
What part of life are you willing to live.

What part of life are you living.
What part of life are you living to give?
What part of life are you giving to live.
What part of life are you giving.
What part of life are you living.

What part of life is a drive by.
What part of life is a downslide.
What part of life are you living to give?
What part of life are you willing to live.
What part of life is a downslide.
What part of life is a drive by.
And...
What part of life are you living.
What part of life are you living to give?

[...] Read more

poem by Lawrence S. Pertillar
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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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Finding Oneself......... [EXTREMELY LONG; Growing Up; Relationships; Humor

Part One

When Bri was 13 and in grade 8,
he noticed classmates beginning to date.
At school (other) boys got their way with the girls with a kiss.
But Bri didn't have the urge; he thought 'what's this? '
He decided he should give it a try,
but each time he tried, the girl would cry.
Not only would she cry; she would run away and hide.
Bri felt between himself and the other boys a great divide.

Back home after school he'd seclude himself in his room and cry.
Through his mind was repeated the question 'why? ' 'Why DO they cry? Why? '

Bri was a straight A+ student with no flubs.
He played football but (except for 'Cooking') he joined not clubs.

After a few months Bri gave up (on girls) . He had NO close friends to set him right;
his parents should have known the problem, but they weren't bright.

In high school he took AP courses, and took 3 courses at a nearby college.
He ignored girls and sports and concentrated on gaining knowledge.

He got a full scholarship to Harvard, but his advisor looked at him funny.
By age 26 he had his PhD in psychology and started making money.
But he still asked 'why? '
It still bothered him and at times he'd cry.

Then waking up one day from a dream, Bri suddenly asked himself 'were they shy?
And if so, why with ME and not the other boys? Why DID they cry? '
The answer could be that his brain and looks were superior.
Were those girls only uncomfortable with boys that were inferior (to him) ?
If that really was the answer, he could now save face,
and could pursue women with HIS high level of brains, looks, and grace.
(But WAS it the answer? He was still not SURE why they did cry.)
For now he would work hard, avoid girls, and try to keep his eyes dry.
In two more years would be a second high school reunion. Thoughts of attending gave Bri a fright. (He'd skipped the first,5 year, reunion.)
But by going this time he might find out if his answer to his 'why? ' was right.

PART TWO

For two more years he waited anxiously for invitation he was dreading.
At times he'd awaken at night from a 'reunion dream', profusely sweating.
Finally it arrived in mail; it would be in June, before it got TOO warm.
He kept his calendar free for the whole month, doubting, at work, he could perform.
He got out the yearbooks his Mom had bought, and he studied each girl's name.
Would he have the nerve to ask them 'why? ' ….OR would he be too scared and lame?

He lived on sedatives for a week. He picked his favorite tie, and a light grey business suit.
Would he find out if the girls had just been shy, or would they give him 'the boot'?

[...] Read more

poem by Bri Edwards
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Spasmolytic

Kicking the (kickin')...habit (2x)
K... K.. Kicking the...habit (3x)
Making time in a low rent high-rise
Downtown!
Downtown... (11x)
Kicking the...habit (4x)
Kicking the (kickin')...habit (4x)
Downtown (8x)
Swirling tastes phornicate rotted meat (2x)
Rotted meat... (8x)
She sits alone in the worry she's created (2x)
In the worry she's created...
Kicking the...habit (4x)
K...K..Kicking the...habit (2x)
Kicking the...habit (8x)
Kickin the habit (2x)
Kicking the (kickin')...habit
Kickin the habit (2x)
No!

song performed by Deftones
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For Them It's Automatic

People lie and they like it...
Just that way.
People lie out of habit,
Like a sport...
To play!

It is in their eyes as if there's something to hide!
And there are those people lieing to defy with denying.
People lie and they like it...
Everyday.
People lie out of habit,
And it's here to stay!

It's in their eyes as if there's something to hide!
And there are those people lieing defying to deny,
They are lieing out of habit since for them it's automatic.
People lie and they like it...
Just that way.
Lieing out of habit since for them it's automatic.

People lie and they like it...
Everyday.
Lieing out of habit since for them it's automatic.
People lie and they like it...
Just that way.
Lieing out of habit since for them it's automatic.

It's in their eyes as if there's something to hide!
Lieing out of habit since for them it's automatic.
People lie and think,
They're in disguise.
And lieing out of habit since for them it's automatic.

People lie and think,
They're in disguise.
And lieing out of habit since for them it's automatic.
And lieing out of habit since for them it's automatic.

poem by Lawrence S. Pertillar
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Bad Behaviour

I'm heading up to London, sat on a train;
The children, sat near to me, are being a pain.
Two are lounged lengthways across the seats,
And constantly pester their mother for sweets.

The girl, sat behind me, keeps on kicking my seat;
Their belongings are strewn around, far from neat.
The boy is so comfy, that he's removed his shoes;
Their behaviour makes me want to blow a fuse!

The boy happily drops sweet wrappers everywhere,
But, about his behaviour, his mother does not care.
Bored, the boy steals his little sister's teddy bear:
About her being upset, he simply does not care.

Now the children are running round and about;
The children, and their mother, constantly shout.
All three children are constantly whinging:
Their behaviour has me inwardly cringing.

On his seat, the boy, aged about eight, is now stood;
Their behaviour is a galaxy away from being good.
I can't believe the mother lets them act this way:
She really needs to keep their behaviour at bay.

This is not how these children should behave:
About their behaviour, I want to rant and rave.
At Clapham Junction, the family leave the train:
I celebrate inside, as they were driving me insane.

poem by Angela Wybrow
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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

[...] Read more

poem by Innocent Masina Nkhonyo
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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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(As Long As They've Got) Cigarettes In Hell

Spend your days just walking and shopping
Depending on how much you're luck is in
Spend the night-life table-hopping
And trying to keep that bag of bones in trim
I don't mind not feeling immortal
'Cos it ain't all that as far as I can tell
I don't mind not going to heaven
As long as they've got cigarettes
As long as they've got cigarettes in hell
By the time we start getting used to
The dope that's forming on the windowsill
Now we know we've got ourselves into
The cage that keeps the mice on the treadmill
I don't mind not feeling immortal
'Cos it ain't all that as far as I can tell
And I don't mind not going to heaven
As long as they've got cigarettes
As long as they've got cigarettes in hell
I don't mind not being immortal
Because it ain't all that as far as I can tell
I don't mind not going to heaven
As long as they've got cigarettes
As long as they've got cigarettes in hell

song performed by Oasis
Added by Lucian Velea
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Cigarettes In Hell

Spend you days just walking and shopping
Depending on how much you're luck is in
Spend the night-life table-hopping
And trying to keep that bag of bones in trim
I don't mind not being immortal
'Cos it ain't all that as far as I can tell
I don't mind not going to heaven
As long as they've got cigarettes
As long as they've got cigarettes in hell
And by the time we start getting used to it
The dope that's forming on the windowsill
Now we know we've got ourselves into
The cage that keeps the mice on the treadmill
I don't mind not being immortal
'Cos it ain't all that as far as I can tell
I don't mind not going to heaven
As long as they've got cigarettes
As long as they've got cigarettes in hell
I don't mind not being immortal
Because it ain't all that as far as I can tell
I don't mind not going to heaven
As long as they've got cigarettes
As long as they've got cigarettes in hell

song performed by Oasis
Added by Lucian Velea
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Disturbing Behavior

Disturbing behaviour on the common front;
She wants perfect behviour out of everyone
She's got a bone to pick with you
And you don't know what to do;
She says your cheating days are through
And you know what you can do
Impropriety got the best of me
Impropriety wrote my destiny
Disturbing behaviour on the common front;
She wants perfect behaviour out of everyone
Outrageous behaviour convinces everyone
We want perfect behaviour out of everyone

song performed by Robert Palmer
Added by Lucian Velea
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Special Needs

Remember me when youre the one whos silver screen
Remember me when youre the one you always dreamed
Remember me when everyones noses start to bleed
Remember me, special needs
Just 19 and suckers dream I guess I thought you had the flavour
Just 19 and dream obscene with six months off for bad behaviour
Remember me when you clinch your movie deal
And think of me stuck in my chair that has four wheels
Remember me through flash photography and screams
Remember me, special dreams
Just 19 this suckers dream I guess I thought you had the flavour
Just 19 and dream obscene with six months off for bad behaviour
Just 19 and suckers dream I guess I thought you had the flavour
Just 19 and dream obscene with six months off for bad behaviour
Remember me...
Just 19 this suckers dream I guess I thought you had the flavour
Just 19 and dream obscene with six months off for bad behaviour
Just 19 and suckers dream I guess I thought you had the flavour
Just 19 and dream obscene with six months off for bad behaviour
Remember me...

song performed by Placebo
Added by Lucian Velea
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Little Billy

Little billy was the fattest kid in his class
Little billy was the fattest kid in his class
Always the last in line
Always the last in line
All the other little kids would laugh at him
All the other little kids would laugh at him
Said hed die before his time
Said hed die before his time
Ha ha ha ha
Ha ha ha ha
Ha ha ha ha
Ha ha ha ha
Little billy didnt mind
Little billy didnt mind
Most of the kids smoked cigarettes
Most of the kids smoked cigarettes
Just to prove that they were cool
Just to prove that they were cool
The teacher didnt know about the childrens games
The teacher didnt know about the childrens games
And billy always followed the rules
And billy always followed the rules
Ha ha ha ha
Ha ha ha ha
Ha ha ha ha
Ha ha ha ha
Little billy didnt mind
Little billy didnt mind
Billy was big on the outside
Billy was big on the outside
But theres an even bigger man inside
But theres an even bigger man inside
Ten million cigarettes burning every day
Ten million cigarettes burning every day
And billys still doing fine
And billys still doing fine
Now billy and his classmates are middle-aged
Now billy and his classmates are middle-aged
With children of their own
With children of their own
Their smoking games are reality now
Their smoking games are reality now
And cancers seed is sown
And cancers seed is sown
Ha ha ha ha
Ha ha ha ha
Ha ha ha ha
Ha ha ha ha
Little billys didnt mind
Little billys didnt mind

[...] Read more

song performed by Who
Added by Lucian Velea
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Breaking The Habit

Memories concern
Like opening the wound
Im picking me apart again
You all assume
Im safer in my room
Unless I try to start again
I dont want to be the one
Who battles always choose
Cuz inside I realize
That Im the one confused
I dont know whats worth fighting for
Or why I have to scream
I dont know why I instigate
And say what I dont mean
I dont know how I got this way
I know its not alright
So Im breaking the habit
Im breaking the habit tonight
Cultured my cure
I tightly lock the door
I try to catch my breath again
I hurt much more
Than anytime before
I have no options left again
I dont want to be the one
Who battles always choose
Cuz inside I realize
That Im the one confused
I dont know whats worth fighting for
Or why I have to scream
I dont know why I instigate
And say what I dont mean
I dont know how I got this way
Ill never be alright
So, Im breaking the habit
Im breaking the habit tonight
Ill paint it on the walls
Cuz Im the one that falls
Ill never fight again
And this is how it ends
I dont know whats worth fighting for
Or why I have to scream
But now I have some clarity
To show you what I mean
I dont know how I got this way
Ill never be alright
So, Im breaking the habit
Im breaking the habit
Breaking the habit tonight

song performed by Linkin Park
Added by Lucian Velea
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Crazy Love, Vol. Ii

Fat charlie the archangel
Slped into the room
He said i have no opinion about this
And i have no opinion about that
Sad as a lonely little wrinkled balloon
He said well i don't claim to be happy about this, boys
And i don't seem to be happy about that
I don't want no part of this crazy love
I don't want no part of your love
I don't want no part of this crazy love
I don't want no part of your love
I don't want no part of this crazy love
I don't want no part of your love
I don't want no part of this crazy love
I don't want no part of this crazy love
She says she knows about jokes
This time the joke is on me
Well, i have no opinion about that
And i have no opinion about me
Somebody could walk into this room
And say your life is on fire
It's all over the evening news
All about the fire in your life
On the evening news
I don't want no part of this crazy love
I don't want no part of your love
I don't want no part of this crazy love
I don't want no part of your love
Fat charlie the archangel
Files for divorce
He says well this will eat up a year of my life
And then there's all that weight to be lost
She says the joke is on me
I say the joke is on her
I said i have no opinion about that
Well, we'll just have to wait and confer
I don't want no part of this crazy love
I don't want no part of your love
I don't want no part of this crazy love
I don't want no part of your love
I don't want no part of this crazy love
I don't want no part of your love
I don't want no part of this crazy love
I don't want no part of this crazy love

song performed by Paul Simon
Added by Lucian Velea
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Almost Human

Ahh, ha
Im almost human, cant help feelin strange
The moon is out, I think Im gonna change
Youre so smooth and tender, a living, breathing dream
Ive got to have you, baby, Im listenin for your scream
Im almost human, Im almost a man
Im almost human, ooh
Im almost human, baby please dont run away
cause wherever you run, Ill be a scream away
Im very hungry and youre what Im thinkin of
Ooh baby, baby, baby, so hungry for your love
Im almost human, oh, almost a man
Im almost human, whoo
Im very hungry and youre what Im thinkin of
Ooh baby, baby, baby, so hungry for your love
Im almost human, Im almost a man
Im almost human, Im almost human
Im almost human, Im almost human
Im almost human, almost, almost, almost a man
Im almost human
Almost, almost, almost, almost, almost, almost human
Im almost human, Im almost human
Im almost human, almost a man
Im almost human, almost, almost, almost
Im almost human

song performed by Kiss
Added by Lucian Velea
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Human Touch

Everybodys talking to computers,
Theyre all dancing to a drum machine
I know Im living on the outside
Scared of getting caught between
Im so cool and calculated alone in the modern world
But sally has a hard time holding back
The alley to her heart is a beaten track
Shes got the love monkey riding on her back
We all need the human touch
We all need the human touch
I need it the human touch
We all need the human touch
We all need it, and I need it too
You know, I got my walls, sally calls them prison cells
Sometimes I need protection, Ive got the chains
I got the warning bells
I sit so snug and isolated alone in the modern world
But sally has a hard time holding back
The alley to her heart is a beaten track
Shes never out of love, yeah shes got the knack
Youve got love I want it, come on girl
We all need the human touch
We all need the human touch
I need it the human touch
We all need the human touch
We all need it, and I need it too
Human touch
Human touch
Human touch
Human touch
Im so scared and isolated in the modern world
We all need
We all need the human touch
We all need the human touch
We all need the human touch
I need it the human touch
We all need human touch
I need it the human touch
We all need it, and I need it too
Human touch

song performed by Rick Springfield
Added by Lucian Velea
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V. Count Guido Franceschini

Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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The Undying One- Canto III

'THERE is a sound the autumn wind doth make
Howling and moaning, listlessly and low:
Methinks that to a heart that ought to break
All the earth's voices seem to murmur so.
The visions that crost
Our path in light--
The things that we lost
In the dim dark night--
The faces for which we vainly yearn--
The voices whose tones will not return--
That low sad wailing breeze doth bring
Borne on its swift and rushing wing.
Have ye sat alone when that wind was loud,
And the moon shone dim from the wintry cloud?
When the fire was quench'd on your lonely hearth,
And the voices were still which spoke of mirth?

If such an evening, tho' but one,
It hath been yours to spend alone--
Never,--though years may roll along
Cheer'd by the merry dance and song;
Though you mark'd not that bleak wind's sound before,
When louder perchance it used to roar--
Never shall sound of that wintry gale
Be aught to you but a voice of wail!
So o'er the careless heart and eye
The storms of the world go sweeping by;
But oh! when once we have learn'd to weep,
Well doth sorrow his stern watch keep.
Let one of our airy joys decay--
Let one of our blossoms fade away--
And all the griefs that others share
Seem ours, as well as theirs, to bear:
And the sound of wail, like that rushing wind
Shall bring all our own deep woe to mind!

'I went through the world, but I paused not now
At the gladsome heart and the joyous brow:
I went through the world, and I stay'd to mark
Where the heart was sore, and the spirit dark:
And the grief of others, though sad to see,
Was fraught with a demon's joy to me!

'I saw the inconstant lover come to take
Farewell of her he loved in better days,
And, coldly careless, watch the heart-strings break--
Which beat so fondly at his words of praise.
She was a faded, painted, guilt-bow'd thing,
Seeking to mock the hues of early spring,
When misery and years had done their worst

[...] Read more

poem by Caroline Elizabeth Sarah Norton
Added by Poetry Lover
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Tirocinium; or, a Review of Schools

It is not from his form, in which we trace
Strength join'd with beauty, dignity with grace,
That man, the master of this globe, derives
His right of empire over all that lives.
That form, indeed, the associate of a mind
Vast in its powers, ethereal in its kind,
That form, the labour of Almighty skill,
Framed for the service of a freeborn will,
Asserts precedence, and bespeaks control,
But borrows all its grandeur from the soul.
Hers is the state, the splendour, and the throne,
An intellectual kingdom, all her own.
For her the memory fills her ample page
With truths pour’d down from every distant age;
For her amasses an unbounded store,
The wisdom of great nations, now no more;
Though laden, not encumber’d with her spoil;
Laborious, yet unconscious of her toil;
When copiously supplied, then most enlarged;
Still to be fed, and not to be surcharged.
For her the Fancy, roving unconfined,
The present muse of every pensive mind,
Works magic wonders, adds a brighter hue
To Nature’s scenes than Nature ever knew.
At her command winds rise and waters roar,
Again she lays them slumbering on the shore;
With flower and fruit the wilderness supplies,
Or bids the rocks in ruder pomp arise.
For her the Judgment, umpire in the strife
That Grace and Nature have to wage through life,
Quick-sighted arbiter of good and ill,
Appointed sage preceptor to the Will,
Condemns, approves, and, with a faithful voice,
Guides the decision of a doubtful choice.
Why did the fiat of a God give birth
To yon fair Sun and his attendant Earth?
And, when descending he resigns the skies,
Why takes the gentler Moon her turn to rise,
Whom Ocean feels through all his countless waves,
And owns her power on every shore he laves?
Why do the seasons still enrich the year,
Fruitful and young as in their first career?
Spring hangs her infant blossoms on the trees,
Rock’d in the cradle of the western breeze:
Summer in haste the thriving charge receives
Beneath the shade of her expanded leaves,
Till Autumn’s fiercer heats and plenteous dews
Dye them at last in all their glowing hues.—
‘Twere wild profusion all, and bootless waste,
Power misemploy’d, munificence misplaced,

[...] Read more

poem by William Cowper
Added by Poetry Lover
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