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I see no point in

I see no point in
Understanding, as
At the end of it all
I am misunderstood

I see no point in
Visualizing
As in that process
I get drowned in dreams and inaction

I see no point in
Loving
As in its demonstration
I am either hurt or in hatred

I see no point in
Accumulating
As what is accumulated
Makes me its accumulation

I see point in
Teaching
As I am a proven failure
In unlearning

I see no point in
Giving
As I take pride in that
And am made arrogant

I see no point in
Becoming (something)
As I nurse the gnawing
That I am not that yet

I see no point in
Braving
As by that I proved
That I feared something

I see no point in
Praying (for something)
As it amounts to telling
That I am a beggar

I see no point in
Suffering
From something
As I prefer to struggle to overcome

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poem by Bashyam Narayanan
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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.

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poem by Sir Francis Bacon
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Consumed Within the Process

Consumed within the process
That process we call life.
Immuned? Not from this process.
It keeps the vision near yet uncompromised.
And far enough to become realized.

Consumed.
Within the process.
That process called life!
Don't assume...
This process,
Is a process you can't like!

Consumed.
Within the process.
That process called life!
Don't assume...
This process,
Is a process you can't like!

Consumed.
Within the process.
That process called life!
Don't assume...
This process,
Is a process you can't like!

Consumed within the process.
That process we call life.
Immuned?
Not from this process!

It keeps the vision near yet uncompromised.
And far enough to become realized.
Closing its eyes only when it wishes,
To call itself out!

Consumed.
Within the process.
That process called life!
Don't assume...
This process,
Is a process you can't like!

Consumed.
Within the process.
That process called life!
Don't assume...
This process,
Is a process you can't like!

[...] Read more

poem by Lawrence S. Pertillar
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Student Demonstration Time

Starting out with berkeley free speech
And later on at peoples park
The winds of change fanned into flames
Student demonstrations spark
Down to isla vista where police felt so harassed
They called the special riot squad of the l. a. county sheriff
Well theres a riot going on
Theres a riot going on
Theres a riot going on
Student demonstration time
The violence spread down south to where jackson state brothers
Learned not to say nasty things about southern policemens mothers
Nothing much was said about it and really next to nothing done
The pen is mightier than the sword, but no match for a gun
Well theres a riot going on
Theres a riot going on
Well theres a riot going on
cause its student demonstration time
America was stunned on may 4, 1970
When rally turned to riot up at kent state university
They said the students scared the guard
Though the troops were battle dressed
Four martyrs earned a new degree
The bachelor of bullets
I know were all fed up with useless wars and racial strife
But next time theres a riot, well, you best stay out of sight
Well theres a riot going on
Theres a riot going on
Well theres a riot going on
Student demonstration time
Stay away when theres a riot going on
Student demonstration
Stay away when theres a riot going on
Student demonstration
Stay away when theres a riot going on
Student demonstration
Stay away when theres a riot going on
Its student demonstration
Stay away when theres a riot going on
Student demonstration
Stay away when theres a riot going on
Student demonstration
Stay away when theres a riot going on
Its student demonstration
Stay away when theres a riot going on
Student demonstration

song performed by Beach Boys
Added by Lucian Velea
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Hatred (A Duet)

You keep on accusing me
Of making your life misery
But if thats not abusing me, what isnt
You wanna be my friend, well its too late
My love for you has turned to hate
And I think that its a permanent condition
You say you wanna make the peace
Smile and turn the other cheek
I cant put myself in such a weak position
Now Im willing to accept this fate
You and me just cant cohabitate
We agree to hate and thats our fast decision
Hatred, hatred
Is the only thing that keeps us together
Hatred, hatred
Is the only thing that lasts forever
Driven by hate, driven by hate
Driven by hate, driven by hate
On the surface Im a mild-mannered person
Thats until you scratch the animal inside
Then you bring out all my animal aggression
I gotta hatred for you that is never gonna die
Driven to hate, driven to hate
Driven to hate, driven to hate
Chorus:
Hatred, hatred
Is the only thing that lasts forever
Hatred, hatred
Is the only thing that keeps us together
While races try to integrate
Nations try to gravitate
Towards equal rights, regardless of religion
Politicians might decree
For the sake of humanity
Love and peace instead of a collision
You and me accept reality
Theres no way that we can agree
The world cant make us alter this position
At least you and I know where we stand
We cant be friends, walk hand in hand
My hostility for you defies description
Hatred, hatred
Is the only thing that keeps us together
Hatred, hatred
Is the only thing that lasts forever
Driven by hate, driven by hate
Driven by hate, driven by hate
Hates the only thing we have in common
Theres no escape, well always be this way
So we might as well just learn to live together

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song performed by Kinks
Added by Lucian Velea
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Hatred

You keep on accusing me
Of making your life misery
But if that's not abusing me, what isn't
You wanna be my friend, well it's too late
My love for you has turned to hate
And i think that it's a permanent condition
You say you wanna make the peace
Smile and turn the other cheek
I can't put myself in such a weak position
Now i'm willing to accept this fate
You and me just can't cohabitate
We agree to hate and that's our fast decision
Hatred, hatred
Is the only thing that keeps us together
Hatred, hatred
Is the only thing that lasts forever
Driven by hate, driven by hate
Driven by hate, driven by hate
On the surface i'm a mild-mannered person
That's until you scratch the animal inside
Then you bring out all my animal aggression
I gotta hatred for you that is never gonna die
Driven to hate, driven to hate
Driven to hate, driven to hate
Chorus:
Hatred, hatred
Is the only thing that lasts forever
Hatred, hatred
Is the only thing that keeps us together
While races try to integrate
Nations try to gravitate
Towards equal rights, regardless of religion
Politicians might decree
For the sake of humanity
Love and peace instead of a collision
You and me accept reality
There's no way that we can agree
The world can't make us alter this position
At least you and i know where we stand
We can't be friends, walk hand in hand
My hostility for you defies description
Hatred, hatred
Is the only thing that keeps us together
Hatred, hatred
Is the only thing that lasts forever
Driven by hate, driven by hate
Driven by hate, driven by hate
Hate's the only thing we have in common
There's no escape, we'll always be this way
So we might as well just learn to live together

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song performed by Kinks
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Through It All Theres You

(robert palmer)
You know the future will soon be past
Climb on first, get off last
Im trying to push my stake to my hips
Where Ill feel the benefit
Through it all theres you
Loving me baby
Through it all theres you
Loving me girl
Through it all theres you
Loving me baby
Through it all theres you
Loving me girl
Grinning like a break
Focusing my way
Im trying to push my stake to my hips
Where Ill feel the benefit
Through it all theres you
Loving me baby
Through it all theres you
Loving me girl
Through it all theres you
Loving me baby
Through it all theres you
Loving me girl
Grinning like a break
Focusing my way
Theres a place I know we can take
Make you want, make you want the rest of it
Through it all theres you
Loving me baby
Through it all theres you
Loving me girl
Through it all theres you
Loving me baby
Through it all theres you
Loving me girl
Future will soon be past
Climb on first, get off last
Theres a place I where we can take
Make you want the rest of it
Through it all theres you
Loving me baby
Through it all theres you
Loving me girl
Through it all theres you
Loving me baby
Through it all theres you
Loving me girl
Makes you want to

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song performed by Robert Palmer
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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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A Teaching Of The Facts Can Relax

Vulnerability when needed,
Can attract true love.
With a getting of some pity too.

A vulnerability when needed,
Can attract true love.
With a bit of innocence,
That can put one in the mood.

And when,
Facts of life are slow...
A teaching of the facts can relax.
A teaching of the facts,
Can get one to relax.

And when,
A nervousness sets in...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.

And when,
Eyes begin to cry...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.
A teaching of the facts can relax.

Vulnerability when needed,
Can attract true love.
With a teaching of the facts to relax,
In those moments.
A teaching of the facts can relax.

A vulnerability when needed,
Can attract true love.
With a bit of innocence,
That can put one in the mood.

And when,
A nervousness sets in...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.

And when,
Eyes begin to cry...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.

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poem by Lawrence S. Pertillar
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Who Hurts Whom?

Hurt, is that lesson of life,
Perfect pool of Imperfects,

A kid may get hurt
Or may hurt its parents too
its parents may hurt
Or may hurt their kid too,

A brother may get hurt,
or he may hurt brothers and sisters too,
Sister gets hurt
Or she may hurt her brothers and sisters too,

Mother gets hurt or she my may hurt father too.
Father may get hurt Or may hurt mother too,

A friend gets hurt
Or may hurt his friend too!
A lover get hurts, or may hurt one's lover too,

Teacher may gets hurt
Or may hurt student too
Student gets hurt Or he may hurt his teacher too,

Life is a pool of Imperfects
And only Imperfects can perfect life,
And life is that greatest class room,
Where the greatest and perfect teacher teaches perfect lessons,

But life when teaches, we just close the chapter,
'saying it is our fate! '

Is it true that one has to hurt others to make his living?
Living a life, and make a Living aren't the differ?

People are determined to build life than live a life,
Where one may hurt others,

This the story of Buddha asking kisa Gouthami ' I will save your child, but bring handful of mustard from a home where death not entered! '

This is the story,
'I will heal your hurts, if you can bring some dust of a man's feet, whoever neither got hurt nor hurt others! '

Life a that teaches and hurt is that lesson,
Which shows the one who hurts is Imperfect than who gets hurt,
Both are still imperfect,
The one got hurt is more imperfect,
And he is the one who hurts himself,
by his desires and expectations,
He is the one who gives chance to others to hurt,

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poem by Ramdas Bhandarkar
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the Way To Success

failure may outnumber success
failure is there
to make you strong
failure may cause pain
but nothing goes in vain
failure keeps you in touch
with reality
failure gives wisdom
failure gives experience
cowards don't fail
It's for the brave
who leave the shore
to sail into unknown
failure is a stop
in the journey of life
don't stop at the bend
today's failure would be
tomorrow's bigger success
failure is the cradle
in which success rocks.
failure is not a sin
failure is the first step for success
failure teaches you how to succeed
failure always helps in your success
failure helps you from failing
if you fail, it's not the end of the world
try!
success will definitely be on your way
so will run away your failure
but...
never forget your failure in life which helped you in your
SUCCESS

poem by Liioona Mohie
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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:

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poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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The Scripture of the Golden Eternity

1
Did I create that sky? Yes, for, if it was anything other than a conception in my mind I wouldnt have said 'Sky'-That is why I am the golden eternity. There are not two of us here, reader and writer, but one, one golden eternity, One-Which-It-Is, That-Which- Everything-Is.

2
The awakened Buddha to show the way, the chosen Messiah to die in the degradation of sentience, is the golden eternity. One that is what is, the golden eternity, or, God, or, Tathagata-the name. The Named One. The human God. Sentient Godhood. Animate Divine. The Deified One. The Verified One. The Free One. The Liberator. The Still One. The settled One. The Established One. Golden Eternity. All is Well. The Empty One. The Ready One. The Quitter. The Sitter. The Justified One. The Happy One.

3
That sky, if it was anything other than an illusion of my mortal mind I wouldnt have said 'that sky.' Thus I made that sky, I am the golden eternity. I am Mortal Golden Eternity.

4
I was awakened to show the way, chosen to die in the degradation of life, because I am Mortal Golden Eternity.

5
I am the golden eternity in mortal animate form.

6
Strictly speaking, there is no me, because all is emptiness. I am empty, I am non-existent. All is bliss.

7
This truth law has no more reality than the world.

8
You are the golden eternity because there is no me and no you, only one golden eternity.

9
The Realizer. Entertain no imaginations whatever, for the thing is a no-thing. Knowing this then is Human Godhood.

10
This world is the movie of what everything is, it is one movie, made of the same stuff throughout, belonging to nobody, which is what everything is.

11
If we were not all the golden eternity we wouldnt be here. Because we are here we cant help being pure. To tell man to be pure on account of the punishing angel that punishes the bad and the rewarding angel that rewards the good would be like telling the water 'Be Wet'-Never the less, all things depend on supreme reality, which is already established as the record of Karma earned-fate.

12
God is not outside us but is just us, the living and the dead, the never-lived and never-died. That we should learn it only now, is supreme reality, it was written a long time ago in the archives of universal mind, it is already done, there's no more to do.

13
This is the knowledge that sees the golden eternity in all things, which is us, you, me, and which is no longer us, you, me.

14
What name shall we give it which hath no name, the common eternal matter of the mind? If we were to call it essence, some might think it meant perfume, or gold, or honey. It is not even mind. It is not even discussible, groupable into words; it is not even endless, in fact it is not even mysterious or inscrutably inexplicable; it is what is; it is that; it is this. We could easily call the golden eternity 'This.' But 'what's in a name?' asked Shakespeare. The golden eternity by another name would be as sweet. A Tathagata, a God, a Buddha by another name, an Allah, a Sri Krishna, a Coyote, a Brahma, a Mazda, a Messiah, an Amida, an Aremedeia, a Maitreya, a Palalakonuh, 1 2 3 4 5 6 7 8 would be as sweet. The golden eternity is X, the golden eternity is A, the golden eternity is /\, the golden eternity is O, the golden eternity is [ ], the golden eternity is t-h-e-g-o-l-d-e-n-e-t-e-r- n-i-t-y. In the beginning was the word; before the beginning, in the beginningless infinite neverendingness, was the essence. Both the word 'god' and the essence of the word, are emptiness. The form of emptiness which is emptiness having taken the form of form, is what you see and hear and feel right now, and what you taste and smell and think as you read this. Wait awhile, close your eyes, let your breathing stop three seconds or so, listen to the inside silence in the womb of the world, let your hands and nerve-ends drop, re-recognize the bliss you forgot, the emptiness and essence and ecstasy of ever having been and ever to be the golden eternity. This is the lesson you forgot.

15
The lesson was taught long ago in the other world systems that have naturally changed into the empty and awake, and are here now smiling in our smile and scowling in our scowl. It is only like the golden eternity pretending to be smiling and scowling to itself; like a ripple on the smooth ocean of knowing. The fate of humanity is to vanish into the golden eternity, return pouring into its hands which are not hands. The navel shall receive, invert, and take back what'd issued forth; the ring of flesh shall close; the personalities of long dead heroes are blank dirt.

16
The point is we're waiting, not how comfortable we are while waiting. Paleolithic man waited by caves for the realization of why he was there, and hunted; modern men wait in beautified homes and try to forget death and birth. We're waiting for the realization that this is the golden eternity.

17
It came on time.

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poem by Jack Kerouac
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What Is Love?

what is love
Oh baby, don't hurt me
Don't hurt me no more
Oh, baby don't hurt me
Don't hurt me no more
What is love
Yeah
Oh, i don't know why you're not there
I give you my love, but you don't care
So what is right and what is wrong
Gimme a sign
What is love
Oh baby, don't hurt me
Don't hurt me no more
What is love
Oh baby, don't hurt me
Don't hurt me no more
Whoa whoa whoa, oooh oooh
Whoa whoa whoa, oooh oooh
Oh, i don't know, what can i do
What else can i say, it's up to you
I know we're one, just me and you
I can't go on
What is love
Oh baby, don't hurt me
Don't hurt me no more
What is love
Oh baby, don't hurt me
Don't hurt me no more
Whoa whoa whoa, oooh oooh
Whoa whoa whoa, oooh oooh
What is love, oooh, oooh, oooh
What is love, oooh, oooh, oooh
What is love
Oh baby, don't hurt me
Don't hurt me no more
Don't hurt me
Don't hurt me
I want no other, no other lover
This is your life, our time
When we are together, i need you forever
Is it love
What is love
Oh baby, don't hurt me
Don't hurt me no more
What is love
Oh baby, don't hurt me
Don't hurt me no more (oooh, oooh)
What is love
Oh baby, don't hurt me

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song performed by Haddaway
Added by Lucian Velea
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Christmas-Eve

I.
OUT of the little chapel I burst
Into the fresh night air again.
I had waited a good five minutes first
In the doorway, to escape the rain
That drove in gusts down the common’s centre,
At the edge of which the chapel stands,
Before I plucked up heart to enter:
Heaven knows how many sorts of hands
Reached past me, groping for the latch
Of the inner door that hung on catch,
More obstinate the more they fumbled,
Till, giving way at last with a scold
Of the crazy hinge, in squeezed or tumbled
One sheep more to the rest in fold,
And left me irresolute, standing sentry
In the sheepfold’s lath-and-plaster entry,
Four feet long by two feet wide,
Partitioned off from the vast inside—
I blocked up half of it at least.
No remedy; the rain kept driving:
They eyed me much as some wild beast,
The congregation, still arriving,
Some of them by the mainroad, white
A long way past me into the night,
Skirting the common, then diverging;
Not a few suddenly emerging
From the common’s self thro’ the paling-gaps,—
—They house in the gravel-pits perhaps,
Where the road stops short with its safeguard border
Of lamps, as tired of such disorder;—
But the most turned in yet more abruptly
From a certain squalid knot of alleys,
Where the town’s bad blood once slept corruptly,
Which now the little chapel rallies
And leads into day again,—its priestliness
Lending itself to hide their beastliness
So cleverly (thanks in part to the mason),
And putting so cheery a whitewashed face on
Those neophytes too much in lack of it,
That, where you cross the common as I did,
And meet the party thus presided,
“Mount Zion,” with Love-lane at the back of it,
They front you as little disconcerted,
As, bound for the hills, her fate averted
And her wicked people made to mind him,
Lot might have marched with Gomorrah behind him.

II.
Well, from the road, the lanes or the common,

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poem by Robert Browning
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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

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poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Gareth And Lynette

The last tall son of Lot and Bellicent,
And tallest, Gareth, in a showerful spring
Stared at the spate. A slender-shafted Pine
Lost footing, fell, and so was whirled away.
'How he went down,' said Gareth, 'as a false knight
Or evil king before my lance if lance
Were mine to use--O senseless cataract,
Bearing all down in thy precipitancy--
And yet thou art but swollen with cold snows
And mine is living blood: thou dost His will,
The Maker's, and not knowest, and I that know,
Have strength and wit, in my good mother's hall
Linger with vacillating obedience,
Prisoned, and kept and coaxed and whistled to--
Since the good mother holds me still a child!
Good mother is bad mother unto me!
A worse were better; yet no worse would I.
Heaven yield her for it, but in me put force
To weary her ears with one continuous prayer,
Until she let me fly discaged to sweep
In ever-highering eagle-circles up
To the great Sun of Glory, and thence swoop
Down upon all things base, and dash them dead,
A knight of Arthur, working out his will,
To cleanse the world. Why, Gawain, when he came
With Modred hither in the summertime,
Asked me to tilt with him, the proven knight.
Modred for want of worthier was the judge.
Then I so shook him in the saddle, he said,
"Thou hast half prevailed against me," said so--he--
Though Modred biting his thin lips was mute,
For he is alway sullen: what care I?'

And Gareth went, and hovering round her chair
Asked, 'Mother, though ye count me still the child,
Sweet mother, do ye love the child?' She laughed,
'Thou art but a wild-goose to question it.'
'Then, mother, an ye love the child,' he said,
'Being a goose and rather tame than wild,
Hear the child's story.' 'Yea, my well-beloved,
An 'twere but of the goose and golden eggs.'

And Gareth answered her with kindling eyes,
'Nay, nay, good mother, but this egg of mine
Was finer gold than any goose can lay;
For this an Eagle, a royal Eagle, laid
Almost beyond eye-reach, on such a palm
As glitters gilded in thy Book of Hours.
And there was ever haunting round the palm
A lusty youth, but poor, who often saw

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poem by Alfred Lord Tennyson
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The Hurt

You say you want to seek the truth, but its hard to find
No one to help you, your friends dont have the time
So you ride around in your car. switch on the radio
You want to relate to something you once read in a book
What kind of a way to try to take a look
Until I got hurt I was looking, I was on my way
Until I got hurt, until I got hurt, darling I painted my face grey
Until I got hurt, till got hurt, why didnt i
I didnt think of this until I got hurt
till I got hurt. baby. I didnt know what love is
You say you want to learn to laugh cause music makes you cry
But the tears you shed are only in your eye
So you turn to any phoney mouth with a tale to tell
But hes just a hoaxer dont you know, selling peace and religion
Between his jokes and his karma chewing gum
Until I got hurt, I was looking, I was the same as you
Until I got hurt, until I got hurt, I did not know what to do
Until I got hurt, till I got hurt, why didnt i
I didnt think of this until I got hurt
till I got hurt, baby, I didnt know what love is
Young son, dont let me down, young son
Im trusting you to keep on, never turn away now
Hold on, never let go, now hold on
Turn your heart to the bright sun
Love will come your way
Cos till you make that final show
Youll never know what love youve been missing
Missing
You say you want to seek the truth but you work alone
No one to help you and nobody to push you on
So you sit at home drinking your wine, television on
You wait for a miracle, cos you say one day onell come along
(but wishful thinking, boy) any minute now you might be gone
Id like to help you brother but that would be wrong
Until I got hurt, I was looking, I was on my way
Until I got hurt, until I got hurt, darling I didnt know which way
Until I got hurt, till I got hurt, why didnt i
I didnt think of this until I got hurt
till I got hurt, baby, I didnt know what love is
Until I got hurt, oh I didnt know what love is

song performed by Cat Stevens
Added by Lucian Velea
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Tamar

I
A night the half-moon was like a dancing-girl,
No, like a drunkard's last half-dollar
Shoved on the polished bar of the eastern hill-range,
Young Cauldwell rode his pony along the sea-cliff;
When she stopped, spurred; when she trembled, drove
The teeth of the little jagged wheels so deep
They tasted blood; the mare with four slim hooves
On a foot of ground pivoted like a top,
Jumped from the crumble of sod, went down, caught, slipped;
Then, the quick frenzy finished, stiffening herself
Slid with her drunken rider down the ledges,
Shot from sheer rock and broke
Her life out on the rounded tidal boulders.

The night you know accepted with no show of emotion the little
accident; grave Orion
Moved northwest from the naked shore, the moon moved to
meridian, the slow pulse of the ocean
Beat, the slow tide came in across the slippery stones; it drowned
the dead mare's muzzle and sluggishly
Felt for the rider; Cauldwell’s sleepy soul came back from the
blind course curious to know
What sea-cold fingers tapped the walls of its deserted ruin.
Pain, pain and faintness, crushing
Weights, and a vain desire to vomit, and soon again
die icy fingers, they had crept over the loose hand and lay in the
hair now. He rolled sidewise
Against mountains of weight and for another half-hour lay still.
With a gush of liquid noises
The wave covered him head and all, his body
Crawled without consciousness and like a creature with no bones,
a seaworm, lifted its face
Above the sea-wrack of a stone; then a white twilight grew about
the moon, and above
The ancient water, the everlasting repetition of the dawn. You
shipwrecked horseman
So many and still so many and now for you the last. But when it
grew daylight
He grew quite conscious; broken ends of bone ground on each
other among the working fibers
While by half-inches he was drawing himself out of the seawrack
up to sandy granite,
Out of the tide's path. Where the thin ledge tailed into flat cliff
he fell asleep. . . .
Far seaward
The daylight moon hung like a slip of cloud against the horizon.
The tide was ebbing
From the dead horse and the black belt of sea-growth. Cauldwell
seemed to have felt her crying beside him,

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poem by Robinson Jeffers
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Misunderstood

The ills of all the human race,
The woes of earth that bring disgrace
Would banish, if we only could,
Escape the fiend, Misunderstood.

When Eve and Adam pure and good,
The law divine misunderstood,
A downward course was then begun,
A race that all the earth must run.

The thought is sad, indeed, though true,
That sinners reap in season due,
The fruits of all they sow, and should,
For down in hell they're understood.

The infidels of giant brain,
Would save themselves a deal of pain,
By claiming truth, if such they could,
But they alas! misunderstood.

The wars that devastate the land,
The reason men for wrong will stand,
They have somewhere in seeking good,
The law of right misunderstood.

In harshness do we estimate,
The neighbors oft we underrate,
The scene would change it nature could,
The monster bare, Misunderstood.

The Negro Problem of the times,
Which breeds the most atrocious crimes,
Survives, because in crushing good,
The Golden rule's misunderstood.

The Savior's work on earth was one,
Of building up where sin had run,
He gave to all the highest good,
But passed through life misunderstood.

We long to rest when time is o'er,
In that beyond for evermore,
The habitation of the good,
Above the fiend, Misunderstood.

poem by Lizelia Augusta Jenkins Moorer
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Love and Hatred

Love is not so heavy as hatred,
Love is gentle and soothing,
While hatred is rude and disturbing,
Love is an attribute of God,
While hatred is the quality of devil,
Love makes,
Hatred mars,
Love teaches how to live,
Hatred is tired of life,
Love is soft as gentle rain,
Hatred is hard as drought,
Love is deep like an ocean,
Hatred is shallow without commotion,
Love makes sacrifice,
Hatred escapes sacrifice,
Love is everlasting,
Hatred is transcient,
Love releases fragrance,
While hatred stinks,
Love relies on heart,
Hatred relies on mind,
Love loses,
Hatred gains,
In a nutshell,
Love is life,
Hatred is death,
So let's spread love.

poem by Mohammad Akmal Nazir
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