The Real One
Playing the part.
Fitting the role.
Being one of death.
Being one of happiness.
Being of forgiveness.
Many voices are heard.
Multiple personalities.
Which one is the real one.
They all are.
poem by Ace Of Black Hearts
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Related quotes
Beldame of Death
A crunch: afoot a dead arachnid
Spanning once a serving plate –
Oh! that others be alive
With such as me for spider bait!
I slunk along the silent hall
Of ancient ore attired in grime –
Feculent beyond the nose;
No bearing here, nor feel for time.
I shuddered in appreciation –
The ambience would mortify
A feeble mind, aghast, opined
Of murky thought, and typify
The will of Belial err I brought
Upon myself to loathe and dread
Exquisite retribution: to linger
Oftentimes alive, then dead.
Compulsion saw me edging on
Toward a narrow door of oak.
Behind, I knew, a greater evil
Waiting in her fusty cloak.
A choice of nil upon the table;
Aught of leave, I had to face
Alone the shrew – her flaming aura
Angling me; my deep disgrace
From ugly deeds I dealt in life,
A heinous world I honed in glee…
'Now take a crooked path to death,
For I have come to torture thee! '
Out of eyes of orange flame,
A piercing glare, then here it came –
The cackling cry of chanting song:
'You thought you'd die alone in pain
The once – nay nay! you'll die with me,
And so a catch: you'll die again
Ad infinitum - ever be!
Your soul to curse, my heart we'll gore,
Your liver to draw and quarter;
A sadomasochistic pair,
We'll slither together in slaughter! '
I answered only with a scream, from
Sensing near her craving lust.
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poem by Mark R Slaughter
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It's Death Again
It's Death again - He's always there -
Watching, waiting - e'er the stare!
Every time I look behind
Or reach to pull the window blind,
I catch a glimpse of grubby hood -
A little clue to where he stood;
The glint of light that caught the scythe.
Perhaps if I could pay a tithe…
But O! no use, he'll never go.
The adamant phantom; don't you know
He will but wait until it's time
For me to hear His fateful chime? -
The toll that claims my destiny,
To Hail: 'You're next, it has to be…'
Copyright © Mark R Slaughter 2009
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poem by Mark R Slaughter
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The House Of Dust: Complete
I.
The sun goes down in a cold pale flare of light.
The trees grow dark: the shadows lean to the east:
And lights wink out through the windows, one by one.
A clamor of frosty sirens mourns at the night.
Pale slate-grey clouds whirl up from the sunken sun.
And the wandering one, the inquisitive dreamer of dreams,
The eternal asker of answers, stands in the street,
And lifts his palms for the first cold ghost of rain.
The purple lights leap down the hill before him.
The gorgeous night has begun again.
'I will ask them all, I will ask them all their dreams,
I will hold my light above them and seek their faces.
I will hear them whisper, invisible in their veins . . .'
The eternal asker of answers becomes as the darkness,
Or as a wind blown over a myriad forest,
Or as the numberless voices of long-drawn rains.
We hear him and take him among us, like a wind of music,
Like the ghost of a music we have somewhere heard;
We crowd through the streets in a dazzle of pallid lamplight,
We pour in a sinister wave, ascend a stair,
With laughter and cry, and word upon murmured word;
We flow, we descend, we turn . . . and the eternal dreamer
Moves among us like light, like evening air . . .
Good-night! Good-night! Good-night! We go our ways,
The rain runs over the pavement before our feet,
The cold rain falls, the rain sings.
We walk, we run, we ride. We turn our faces
To what the eternal evening brings.
Our hands are hot and raw with the stones we have laid,
We have built a tower of stone high into the sky,
We have built a city of towers.
Our hands are light, they are singing with emptiness.
Our souls are light; they have shaken a burden of hours . . .
What did we build it for? Was it all a dream? . . .
Ghostly above us in lamplight the towers gleam . . .
And after a while they will fall to dust and rain;
Or else we will tear them down with impatient hands;
And hew rock out of the earth, and build them again.
II.
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poem by Conrad Potter Aiken
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Happiness Is Not Comforts
‘Does Happiness depend upon comfort? ’
The answer is definitely a big, ‘No! ’
Happiness lies in not comforts alone!
Happiness is not a static quality of the human mind, body and soul.
All can’t remain happy all the time.
It would be foolishness to wish for a life, filled with happiness alone;
Happiness is more when woes come in-between.
Happiness is just a feeling weird!
Life could become boring and monotonous, when happiness is prolonged.
Even the pauper can be happier than the prince.
Even the beggar smiles and sleeps well, despite much strife.
Happiness is a frame of mind that’s dynamic in nature;
Happiness is a kind of mood of feeling very well;
Happiness is a state of one, when life seems worth living;
Happiness is something strange that varies with time, experience and wisdom.
Happiness is all within;
Happiness is in giving;
Happiness is in sharing;
Happiness is the ceiling, whatever you fix!
Happiness does not wholly depend on comforts;
Happiness cannot be bought by money;
Happiness is not all luxury;
Happiness is abstract to the core!
Happiness is in being child-like, though adult;
Happiness is in making and seeing the less fortunate ones, smile;
Happiness is in acting adult-like, although a child
Happiness is in giving something to someone, although you still need it.
Happiness is in sacrificing for others’ sake;
Happiness is in giving up your chance to someone, who most needs it;
Happiness is in doing acts of charity;
Happiness is when you’ve led a righteous life.
Happiness to some is in dreams alone;
Happiness to some doing risky feats;
Happiness to a few is in a sheer lazy life;
Happiness to some is in yeoman service to mankind.
Happiness is a phenomenon;
Happiness is a quirk of fate;
Happiness is quite rare and scarce at times;
Happiness to some is in living in a virtual world!
Happiness is in braving the storms of life;
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poem by John Celes
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Disingenuousness
Here lies another box for nature,
Carbon ready;
Black to eyes down here,
Where death is at its job.
Up there you’ll hear a rhythmic sob
Or two from living yet-to-dies –
A humming lacrimoso –
It all but cleans the eyes:
Forget it –
The dismal show of grief –
Life is only chemistry –
Our stay is only brief.
It’s we who hype it up!
Diaphragms jerk again;
The jet monotone of hearses
Feeds the disingenuousness
Of undertakers –
They seem to stare at something up ahead –
For them, it’s in the blood,
To taxi off the dead.
Copyright © Mark R Slaughter 2011
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poem by Mark R Slaughter
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Voices Cryin Out
Voices cryin out, voices cryin out
Voices cryin out in the night hear them call
Voices cryin out hear them call
Its a night
Like no other night
Its a day
Almost turning grey
Its a heart
Like a broken heart
Its a wheel
At the end of day
Its the plight
Of a boy whos scared
Of the waves rushing out
And the wind in the air
Its the sight
Of one longing to taste
Of life
Voices crying out in the night hear them call
Voices from some foreign shore
Visions that seem an incredible dream
Echoing for more
Voices crying out in the night hear them call
Voices crying out hear them call
Its a song
Of a love unsung
Its the pain
Of just being young
Its a cry
Of a voice unheard
Of a face
Speaking silent words
Its the hope
That the time goes by
Take you upon a wing
Teach your soul to fly
Its a wish
That youll live your experience life
Voices crying out in the night hear them call
Voices from some foreign shore
Vision that seem an incredible dream
Echoing for more
Voices crying out in the night hear them call
Voices crying out hear them call
Oh do you know how it feels to be free
Walking your path of life
Embracing destiny one day at a time
Voices cryin out...oh cant you hear them
Voices cryin out...listen please, listen to the future
Voices cryin out...millions and millions and millions of voices
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song performed by Donna Summer
Added by Lucian Velea
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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
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poem by Caroline Elizabeth Sarah Norton
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Paradise Lost: Book X
Thus they in lowliest plight repentant stood
Praying, for from the Mercie-seat above
Prevenient Grace descending had remov'd
The stonie from thir hearts, and made new flesh
Regenerat grow instead, that sighs now breath'd
Unutterable, which the Spirit of prayer
Inspir'd, and wing'd for Heav'n with speedier flight
Then loudest Oratorie: yet thir port
Not of mean suiters, nor important less
Seem'd thir Petition, then when th' ancient Pair
In Fables old, less ancient yet then these,
Deucalion and chaste Pyrrha to restore
The Race of Mankind drownd, before the Shrine
Of Themis stood devout. To Heav'n thir prayers
Flew up, nor missed the way, by envious windes
Blow'n vagabond or frustrate: in they passd
Dimentionless through Heav'nly dores; then clad
With incense, where the Golden Altar fum'd,
By thir great Intercessor, came in sight
Before the Fathers Throne: Them the glad Son
Presenting, thus to intercede began.
See Father, what first fruits on Earth are sprung
From thy implanted Grace in Man, these Sighs
And Prayers, which in this Golden Censer, mixt
With Incense, I thy Priest before thee bring,
Fruits of more pleasing savour from thy seed
Sow'n with contrition in his heart, then those
Which his own hand manuring all the Trees
Of Paradise could have produc't, ere fall'n
From innocence. Now therefore bend thine eare
To supplication, heare his sighs though mute;
Unskilful with what words to pray, let mee
Interpret for him, mee his Advocate
And propitiation, all his works on mee
Good or not good ingraft, my Merit those
Shall perfet, and for these my Death shall pay.
Accept me, and in mee from these receave
The smell of peace toward Mankinde, let him live
Before thee reconcil'd, at least his days
Numberd, though sad, till Death, his doom (which I
To mitigate thus plead, not to reverse)
To better life shall yeeld him, where with mee
All my redeemd may dwell in joy and bliss,
Made one with me as I with thee am one.
To whom the Father, without Cloud, serene.
All thy request for Man, accepted Son,
Obtain, all thy request was my Decree:
But longer in that Paradise to dwell,
The Law I gave to Nature him forbids:
Those pure immortal Elements that know
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poem by John Milton
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Paradise Lost: Book 10
Mean while the heinous and despiteful act
Of Satan, done in Paradise; and how
He, in the serpent, had perverted Eve,
Her husband she, to taste the fatal fruit,
Was known in Heaven; for what can 'scape the eye
Of God all-seeing, or deceive his heart
Omniscient? who, in all things wise and just,
Hindered not Satan to attempt the mind
Of Man, with strength entire and free will armed,
Complete to have discovered and repulsed
Whatever wiles of foe or seeming friend.
For still they knew, and ought to have still remembered,
The high injunction, not to taste that fruit,
Whoever tempted; which they not obeying,
(Incurred what could they less?) the penalty;
And, manifold in sin, deserved to fall.
Up into Heaven from Paradise in haste
The angelick guards ascended, mute, and sad,
For Man; for of his state by this they knew,
Much wondering how the subtle Fiend had stolen
Entrance unseen. Soon as the unwelcome news
From Earth arrived at Heaven-gate, displeased
All were who heard; dim sadness did not spare
That time celestial visages, yet, mixed
With pity, violated not their bliss.
About the new-arrived, in multitudes
The ethereal people ran, to hear and know
How all befel: They towards the throne supreme,
Accountable, made haste, to make appear,
With righteous plea, their utmost vigilance
And easily approved; when the Most High
Eternal Father, from his secret cloud,
Amidst in thunder uttered thus his voice.
Assembled Angels, and ye Powers returned
From unsuccessful charge; be not dismayed,
Nor troubled at these tidings from the earth,
Which your sincerest care could not prevent;
Foretold so lately what would come to pass,
When first this tempter crossed the gulf from Hell.
I told ye then he should prevail, and speed
On his bad errand; Man should be seduced,
And flattered out of all, believing lies
Against his Maker; no decree of mine
Concurring to necessitate his fall,
Or touch with lightest moment of impulse
His free will, to her own inclining left
In even scale. But fallen he is; and now
What rests, but that the mortal sentence pass
On his transgression,--death denounced that day?
Which he presumes already vain and void,
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poem by John Milton
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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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Voices
Words and music by rick nielsen
You didnt know what you were looking for
till you heard the voices in your ear.
Hey, its me again.
Plain, you see again.
Please, can I see you evry day?
Im a fool again.
I fell in love with you again.
Please, can I see you evry day?
You didnt know what you were looking for
till you heard the voices in your ear.
You didnt know what you were looking for
till you heard the voices in your ear.
Words dont come out right.
I tried to say it, oh, so right.
I hope you understand my meaning.
Hey, its me again.
Im so in love with you again.
Please, can I see you evry day?
You didnt know what you were looking for
till you heard the voices in your ear.
You didnt know what you were looking for
till you heard the voices in your ear.
I remember evry word you said. (word you said.)
I remember voices in my head. (in my head.)
I remember evry word you said. (word you said.)
Your voices. (I)
Cool voices. (hear)
Warm voices. (your)
It was just what I needed to. (voice.)
Cool voices. (words)
Warm voices. (dont)
Your voices. (seem)
But its just what I needed for. (right.)
Warm voices. (love)
Your voices. (is)
Cool voices. (the)
It was just what I needed to. (word.)
Your voices. (I)
Cool voices. (hear)
Warm voices. (your)
It was just what I needed to. (voice.)
Just what I needed to, just what I needed to,
Just what I needed.
You didnt know what you were looking for
till you heard the voices in your ear.
You didnt know what you were looking for
till you heard the voices in your ear.
song performed by Cheap Trick
Added by Lucian Velea
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Death and I
When death comes
I’ll need not love –
Consumed,
No wreath or dove
Could offer me salvation,
Not when I’m no more.
A weathered stone will bear my name –
Identity of once a being
Living out existence in
A world of risk, and never seeing
Sense of why we’re here.
My genes will die away thro’ child –
Hue of eyes and hair, the way of thought,
Will quickly dim with generation –
Bow to future dominance –
Memories of provenance
Resigned to curious few.
When death comes
I’ll need not grace
Below; no grieving face
Will call my resurrection,
Not when I’m at ground –
Death and I so bound.
Copyright © Mark R Slaughter 2011
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poem by Mark R Slaughter
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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?
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poem by Lawrence S. Pertillar
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The Death Of Me
Death sat
contemplating suicide
while speaker after speaker
opined:
The scientist intoned;
'The Cell is immortal
only personalities die;
Death cannot commit suicide! '
The Buddhist decried
all end points
citing endless cycles, renewals.
and reincarnations.
The biologist argued
that the only death that
mattered was the death of species;
'Individual biology matters least.'
'Only the planet matters'
said the environmentalist.
America lofted the individual
graffiting on the Universal wall
'All Death is the Death of the individual.'
The British had no remedy
offering instead a spot of tea
saying Death Down
is better sipped
with chin-up determination.
The pastor said
'Death is but a passage
on to Heaven or Hell
and best to get your life straightened out
before you hear that tolling bell.'
The Fatalist said 'do it, do it.'
It is inevitable'
'Death' said the existentialist
'is other people who
can kill your spirit
even before Death comes-
you arrive already dead
at Deaths Door.
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poem by Lonnie Hicks
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Mark R. Slaughter
Just like the dahlia
Death comes in all its beauty
And so I stroke her petals
Push my feet root-deep
Into the composted soil
As weary clouds unite
Coalesce
Darken through the greys
In preparation
Incontinence prevails
Lachrymose in empathy
They cry for me
Sharing tears
Mortality brings
As twilight closes
I rot
(They fade)
To be the plant
(They'll water)
I, denomination Mark R. Slaughter
Struggle thro' my fantasy
To seal the state of mind
That I of soul
Remain eternal
Back on the windowsill
A daffodil stretches
From a bulbous foot
Flirts like a ballerina
STOPS
Wonders of the world
My cat hears the brassy thoughts
From yellow trumpet
Pricks up his ears
Iridescent eyes
Focussed on the future
I'll wait
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poem by Mark R Slaughter
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The Heart Of The Matter
I got the call today, I didnt wanna hear
But I knew that it would come
An old, true friend of ours was talkin on the phone
She said youd found someone
And I thought of all the bad luck,
And the struggles we went through
And how I lost me and you lost you
What are these voices outside loves open door
Make us throw off our contentment
And beg for something more?
Im learning to live without you now
But I miss you sometimes
The more I know, the less I understand
All the things I thought I knew, Im learning again
Ive been tryin to get down
To the heart of the matter
But my will gets weak
And my thoughts seem to scatter
But I think its about forgiveness
Forgiveness
Even if, even if you dont love me anymore
These times are so uncertain
Theres a yearning undefined
And people filled with rage
We all need a little tenderness
How can love survive in such a graceless age?
The trust and self-assurance that lead to happiness
Theyre the very things - we kill I guess
Pride and competition
Cannot fill these empty arms
And the work I put between us
You know it doesnt keep me warm
Im learning to live without you now
But I miss you, baby
And the more I know, the less I understand
All the things I thought Id figured out
I have to learn again
Ive been trying to get down
To the heart of the matter
But everything changes
And my friends seem to scatter
But I think its about forgiveness
Forgiveness
Even if, even if you dont love me anymore
There are people in your life whove come and gone
They let you down you know they hurt your pride
You better put it all behind you baby; life goes on
You keep carryin that anger; itll eat you up inside, baby
Ive been trying to get down
To the heart of the matter
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song performed by Don Henley
Added by Lucian Velea
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A Fresh Endeavour
So now I've taken leave of life,
I thought you'd like to know, I still
Possess a mind in love, oh wife;
A soulful eye to catch a show of
Silent beauty – ever yours;
An ear to pick the metaphors
Of tonal dance in words you say,
Grasp a thought in verse you pray
Inside your head, bemused of mind,
Softly mournful, intertwined with
Understanding tears.
I'll drift a whisper o'er to you
To tell that I am quietly calm;
Keeping time till your adieu
To flesh, upon the carol of a
Psalm of consummation. Now!
A fresh endeavour – we're forever
One together, resting yonder,
Cross our open plane of blue.
Copyright Mark R Slaughter 2009
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poem by Mark R Slaughter
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The City of Dreadful Night
Per me si va nella citta dolente.
--Dante
Poi di tanto adoprar, di tanti moti
D'ogni celeste, ogni terrena cosa,
Girando senza posa,
Per tornar sempre la donde son mosse;
Uso alcuno, alcun frutto
Indovinar non so.
Sola nel mondo eterna, a cui si volve
Ogni creata cosa,
In te, morte, si posa
Nostra ignuda natura;
Lieta no, ma sicura
Dell' antico dolor . . .
Pero ch' esser beato
Nega ai mortali e nega a' morti il fato.
--Leopardi
PROEM
Lo, thus, as prostrate, "In the dust I write
My heart's deep languor and my soul's sad tears."
Yet why evoke the spectres of black night
To blot the sunshine of exultant years?
Why disinter dead faith from mouldering hidden?
Why break the seals of mute despair unbidden,
And wail life's discords into careless ears?
Because a cold rage seizes one at whiles
To show the bitter old and wrinkled truth
Stripped naked of all vesture that beguiles,
False dreams, false hopes, false masks and modes of youth;
Because it gives some sense of power and passion
In helpless innocence to try to fashion
Our woe in living words howe'er uncouth.
Surely I write not for the hopeful young,
Or those who deem their happiness of worth,
Or such as pasture and grow fat among
The shows of life and feel nor doubt nor dearth,
Or pious spirits with a God above them
To sanctify and glorify and love them,
Or sages who foresee a heaven on earth.
For none of these I write, and none of these
Could read the writing if they deigned to try;
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poem by James Thomson
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Death, Inevitable Death
Death, inevitable Death.
So now You come to show Your world,
Hence the blackened cloak – unfurled.
And peering down upon my form
– Bereft of pity – Your eyes of storm.
Death, inexorable Death.
‘When? ’ The only question out of Thee.
My dream retorts 'But ne’er for me! ’
But now awake, I bid you so –
My giving tears cry ‘Where to go? ’
Death, adamant Death.
You cast Your spell and guide me 'way,
For life and I have had our day.
And what of me? I prey You, tell!
Be glorious in Heaven or gnarled in Hell?
Death, ineluctable Death.
Oh wiry ghoul, I'm here to follow –
I leave my body grey and shallow.
‘Come! ’ You bid in thund’ring tones,
‘Beg farewell to shattered bones.’
Copyright © Mark R Slaughter 2009
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poem by Mark R Slaughter
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Three Women
My love is young, so young;
Young is her cheek, and her throat,
And life is a song to be sung
With love the word for each note.
Young is her cheek and her throat;
Her eyes have the smile o' May.
And love is the word for each note
In the song of my life to-day.
Her eyes have the smile o' May;
Her heart is the heart of a dove,
And the song of my life to-day
Is love, beautiful love.
Her heart is the heart of a dove,
Ah, would it but fly to my breast
Where love, beautiful love,
Has made it a downy nest.
Ah, would she but fly to my breast,
My love who is young, so young;
I have made her a downy nest
And life is a song to be sung.
1
I.
A dull little station, a man with the eye
Of a dreamer; a bevy of girls moving by;
A swift moving train and a hot Summer sun,
The curtain goes up, and our play is begun.
The drama of passion, of sorrow, of strife,
Which always is billed for the theatre Life.
It runs on forever, from year unto year,
With scarcely a change when new actors appear.
It is old as the world is-far older in truth,
For the world is a crude little planet of youth.
And back in the eras before it was formed,
The passions of hearts through the Universe stormed.
Maurice Somerville passed the cluster of girls
Who twisted their ribbons and fluttered their curls
In vain to attract him; his mind it was plain
Was wholly intent on the incoming train.
That great one eyed monster puffed out its black breath,
Shrieked, snorted and hissed, like a thing bent on death,
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poem by Ella Wheeler Wilcox
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