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Whether it's your personal life or career, people feel they have carte blanche to everything that goes on in your life. I don't agree with that, but I do feel I have to share my thoughts on those things with people instead of totally avoiding it. I want to put it out there the way I want to put it out there.

quote by Faith Evans
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Personal

Anything you want from me
Ill do
But first
Lets get personal
Personal
Personal
Personal
Lets get personal
Personal
Personal
Personal
Personal with you
Were sittin havin dinner at your parents home
Some of the finest food Ive ever known
But I need some sweetness on my tongue
And it aint a type of sugar oh no
So maybe we can go somewhere
Neighbour room girl I dont care
Wheres the bedroom
(its upstairs)
Ill meet you there in a minute
Girl so we can get
Lets get personal (ooh yeah)
Personal (tight baby)
Personal (maybe we can get)
Personal (just a little, just a little bit)
Lets get personal (ooh yay)
Personal (I wanna get personal)
Personal (come on baby, just trust me)
Personal (I wanna get)
Personal with you
Im behind you in your bedroom with your hands against the wall
But keeping one eye on the door
Got your t-shirt and your panties on
Ooh I feel so right, cant be wrong, no
I know you like it when I touch you there
Girl just keep it quiet or theyll hear
Feel the tremblin all down your leg
Id love to head to your bed
So that we can get
Personal
Shhh
Should I take off my clothes (no)
Put the lock on the door
Let go of your deepest inhibitions
Let me fulfil your fantasies girl
Like me touching you there (yeah)
The way that I play with your hair
Emotions running wild until we stop
Yeah

[...] Read more

song performed by Craig David
Added by Lucian Velea
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Tamerton Church-Tower, Or, First Love

I.
We left the Church at Tamerton
In gloomy western air;
To greet the day we gallop'd on,
A merry-minded pair.
The hazy East hot noon did bode;
Our horses sniff'd the dawn;
We made ten Cornish miles of road
Before the dew was gone.
We clomb the hill where Lanson's Keep
Fronts Dartmoor's distant ridge;
Thence trotted South; walk'd down the steep
That slants to Gresson Bridge;
And paused awhile, where Tamar waits,
In many a shining coil,
And teeming Devon separates
From Cornwall's sorry soil.

II.
Our English skies contain'd, that Spring,
A Caribbean sun;
The singing birds forgot to sing,
The rivulets to run.
For three noons past, the skies had frown'd,
Obscured with blighting shades
That only mock'd the thirsty ground
And unrejoicing glades.
To-day, before the noon was nigh,
Bright-skirted vapours grew,
And on the sky hung languidly;
The sky was languid too.
Our horses dropp'd their necks, and nosed
The dusty wayside grass,
Whilst we beneath still boughs reposed
And watch'd the water pass.
We spoke of plighted Bertha: Frank
Shot pebbles in the stream;
And I lay by him on the bank,
But dreamt no lover's dream.
She was a blythe and bashful maid,
Much blushing in her glee;
Yet gracing all she did and said
With sweet sufficiency.
‘Is Blanche as fair?’ ask'd I, who yearn'd
To feel my life complete;
To taste unselfish pleasures earn'd
By service strict and sweet.
‘Well, some say fairer: she'll surprise
Your heart with crimson lips;

[...] Read more

poem by Coventry Patmore
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Totally. Totally. Totally Bummed

Totally. Totally. Totally bummed.
Totally. Totally. Totally bummed.

Significant this feeling is,
Hard to overcome.
When an aging is apparent,
And nothing can be done.

And when one has a wisdom,
One developes more and more...
The pressure to pretend there isn't,
Can not be ignored.

Oh, totally. Totally. Totally bummed.
Being now an elder,
Overnight has stunned.
Totally. Totally. Totally bummed.

No more looking 26.
Overnight has stunned.
Disappearing quick was 36.
Overnight has stunned.
And the 46 that came...
Picked up 56 and split.
And now I can't believe it,
I am elderly legit.

Oh, totally. Totally. Totally bummed.
Being now an elder,
Overnight has stunned.
Totally. Totally. Totally bummed.
Being now an elder,
Overnight has stunned.

poem by Lawrence S. Pertillar
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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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An All-Night Sea Fight

Ye sons of Mars, come list to me,
And I will relate to ye
A great and heroic naval fight,
Which will fill your hearts with delight.

The fight was between the French Frigate "Pique" and the British Frigate "Blanche,"
But the British crew were bold and staunch;
And the battle was fought in West Indian waters in the year of 1795,
And for to gain the victory the French did nobly strive.

And on the morning of the 4th of January while cruising off Gadulope,
The look-out man from the foretop loudly spoke,
And cried, "Sail ahoy!" "Where away ?"
"On the lee bow, close in shore, sir," was answered without delay.

Then Captain Faulkner cried, "Clear the decks!"
And the French vessel with his eyeglass he inspects;
And he told his men to hoist the British flag,
And "prepare my heroes to pull down that French rag."

Then the "Blanche" made sail and bore away
In the direction of the "Pique" without delay;
And Captain Fauikner cried, "Now, my lads, bear down on him,
And make ready quickly and begin."

It was about midnight when the Frenchman hove in sight,
And could be seen distinctly in the starlight;
And for an hour and a half they fired away
Broadsides into each other without dismay.

And with tne rapid flashes the Heavens were aflame,
As each volley from the roaring cannons came;
And the incessant roll of musketry was awful to hear,
As it broke over the silent sea and smote upon the ear.

The French vessel had nearly 400 men,
Her decks were literally crowded from stem to stern;
And the musketeers kept up a fierce fire on the " Blanche,"
But still the "Blanche" on them did advance.

And the "Blanche's" crew without dismay
Fired a broadside into the "Pique" without delay,
Which raked her fore and aft, and knocked her to smash,
And the mizzen mast fell overboard with a terrible crash.

Then the Frenohmen rushed forward to board the "Blanche,"
But in doing so they had a very poor chance,
For the British Tars in courage didn't lack,
Because thrice in succession on their own deck they were driven back.

[...] Read more

poem by William Topaz McGonagall
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Confessio Amantis. Explicit Liber Tercius

Incipit Liber Quartus

Dicunt accidiam fore nutricem viciorum,
Torpet et in cunctis tarda que lenta bonis:
Que fieri possent hodie transfert piger in cras,
Furatoque prius ostia claudit equo.
Poscenti tardo negat emolumenta Cupido,
Set Venus in celeri ludit amore viri.

Upon the vices to procede
After the cause of mannes dede,
The ferste point of Slowthe I calle
Lachesce, and is the chief of alle,
And hath this propreliche of kinde,
To leven alle thing behinde.
Of that he mihte do now hier
He tarieth al the longe yer,
And everemore he seith, 'Tomorwe';
And so he wol his time borwe,
And wissheth after 'God me sende,'
That whan he weneth have an ende,
Thanne is he ferthest to beginne.
Thus bringth he many a meschief inne
Unwar, til that he be meschieved,
And may noght thanne be relieved.
And riht so nowther mor ne lesse
It stant of love and of lachesce:
Som time he slowtheth in a day
That he nevere after gete mai.
Now, Sone, as of this ilke thing,
If thou have eny knowleching,
That thou to love hast don er this,
Tell on. Mi goode fader, yis.
As of lachesce I am beknowe
That I mai stonde upon his rowe,
As I that am clad of his suite:
For whanne I thoghte mi poursuite
To make, and therto sette a day
To speke unto the swete May,
Lachesce bad abide yit,
And bar on hond it was no wit
Ne time forto speke as tho.
Thus with his tales to and fro
Mi time in tariinge he drowh:
Whan ther was time good ynowh,
He seide, 'An other time is bettre;
Thou schalt mowe senden hire a lettre,
And per cas wryte more plein
Than thou be Mowthe durstest sein.'

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poem by John Gower
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The Lady of the Lake: Canto IV. - The Prophecy

I.
The rose is fairest when 't is budding new,
And hope is brightest when it dawns from fears;
The rose is sweetest washed with morning dew
And love is loveliest when embalmed in tears.
O wilding rose, whom fancy thus endears,
I bid your blossoms in my bonnet wave,
Emblem of hope and love through future years!'
Thus spoke young Norman, heir of Armandave,
What time the sun arose on Vennachar's broad wave.

II.
Such fond conceit, half said, half sung,
Love prompted to the bridegroom's tongue.
All while he stripped the wild-rose spray,
His axe and bow beside him lay,
For on a pass 'twixt lake and wood
A wakeful sentinel he stood.
Hark!-on the rock a footstep rung,
And instant to his arms he sprung.
'Stand, or thou diest!-What, Malise?-soon
Art thou returned from Braes of Doune.
By thy keen step and glance I know,
Thou bring'st us tidings of the foe.'-
For while the Fiery Cross tried on,
On distant scout had Malise gone.-
'Where sleeps the Chief?' the henchman said.
'Apart, in yonder misty glade;
To his lone couch I'll be your guide.'-
Then called a slumberer by his side,
And stirred him with his slackened bow,-
'Up, up, Glentarkin! rouse thee, ho!
We seek the Chieftain; on the track
Keep eagle watch till I come back.'

III.
Together up the pass they sped:
'What of the foeman?' Norman said.-
'Varying reports from near and far;
This certain,-that a band of war
Has for two days been ready boune,
At prompt command to march from Doune;
King James the while, with princely powers,
Holds revelry in Stirling towers.
Soon will this dark and gathering cloud
Speak on our glens in thunder loud.
Inured to bide such bitter bout,
The warrior's plaid may bear it out;
But, Norman, how wilt thou provide
A shelter for thy bonny bride?''-

[...] Read more

poem by Sir Walter Scott
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Totally Hot

(john farrar)
I want you
But takin it easy aint an easy thing to do
And I want you, want you
You must know
Cause baby I cant begin to keep it in
Our love is so hot, totally hot
You got to me
Baby, baby, so hot, totally hot
You got to me
Gimme what you got, ready or not
Our love is totally hot
Im burnin up
And if my mama could read my mind shed lock me up
And Im burnin, burnin
You must know
Cause baby when youre around I come unwound
Our love is so hot, totally hot
You got to me
Baby, baby, so hot, totally hot
You got to me
Gimme what you got, ready or not
Out love is totally hot
Play the game and let me do the same
And we gonna get along, gonna get along, gonna get along fine
Watchin out for my heart
But when I am near you
Near you aint the place to start, no, no, no, no
Takin it slow
Whenever I cross your trail, my brakes just fail
My love is so hot, totally hot
You got to me
Baby, baby, so hot, totally hot
You got to me
Gimme what you got, ready or not
My love is totally hot
My love is so hot, totally hot
You got to me
Baby, baby, so hot, totally hot
You got to me
Gimme what you got, ready or not
My love is totally hot
Gimme what you got, ready or not
My love is totally, totally, totally hot
(repeats)

song performed by Olivia Newton-John
Added by Lucian Velea
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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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Bang Your Pans If You Wish

Bang your pans,
If you wish...
With empty cans,
If you wish...
And then demand,
If you wish...

To make your situation,
Like a personal damnation.

Bang your pans,
If you wish...
With empty cans,
If you wish...
And then demand,
If you wish...

To make your situation,
Like a personal damnation.

You're not the only one,
Who has loaded shoulders.
Today the young and older ones...
Have little to eat.

You're not the only one,
Whose shoulders are bent over.
Who needs to lay their head somewhere,
And get some sleep!

Bang your pans,
If you wish...
With empty cans,
If you wish...
And then demand,
If you wish...

To make your situation,
Like a personal damnation.

Bang your pans,
If you wish...
With empty cans,
If you wish...
And then demand,
If you wish...

To make your situation,
Like a personal damnation.

[...] Read more

poem by Lawrence S. Pertillar
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They're Not Suited Totally

Two strangers,
Too soon meet...
To agree,
No one else can match their needs.

Two strangers,
Too soon meet...
To soon discover,
They're not suited totally!

After feeding sexual needs,
They're not suited totally.
Petty issues raises heat.
And they're not suited totally.
There's no cure or remedy,
That will make two strangers see...
Eye to eye,
As days go by.

Two strangers,
Too soon meet...
To agree,
No one else can match their needs.

Two strangers,
Too soon meet...
To soon discover,
They're not suited totally!

Between them there's no history.
And two strangers will never see...
Eye to eye,
As days go by.

After feeding sexual needs,
They're not suited totally.
Petty issues raises heat.
And they're not suited totally.
There's no cure or remedy,
And soon two strangers will agree...
Between them there's no chemistry.
And one of them wishes to leave.
Since there is no history.
And two strangers will never see...
Eye to eye,
As days go by.

Two strangers...
They're not suited totally!
Between them there's no history.

[...] Read more

poem by Lawrence S. Pertillar
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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
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VII. Pompilia

I am just seventeen years and five months old,
And, if I lived one day more, three full weeks;
'T is writ so in the church's register,
Lorenzo in Lucina, all my names
At length, so many names for one poor child,
—Francesca Camilla Vittoria Angela
Pompilia Comparini,—laughable!
Also 't is writ that I was married there
Four years ago: and they will add, I hope,
When they insert my death, a word or two,—
Omitting all about the mode of death,—
This, in its place, this which one cares to know,
That I had been a mother of a son
Exactly two weeks. It will be through grace
O' the Curate, not through any claim I have;
Because the boy was born at, so baptized
Close to, the Villa, in the proper church:
A pretty church, I say no word against,
Yet stranger-like,—while this Lorenzo seems
My own particular place, I always say.
I used to wonder, when I stood scarce high
As the bed here, what the marble lion meant,
With half his body rushing from the wall,
Eating the figure of a prostrate man—
(To the right, it is, of entry by the door)
An ominous sign to one baptized like me,
Married, and to be buried there, I hope.
And they should add, to have my life complete,
He is a boy and Gaetan by name—
Gaetano, for a reason,—if the friar
Don Celestine will ask this grace for me
Of Curate Ottoboni: he it was
Baptized me: he remembers my whole life
As I do his grey hair.

All these few things
I know are true,—will you remember them?
Because time flies. The surgeon cared for me,
To count my wounds,—twenty-two dagger-wounds,
Five deadly, but I do not suffer much—
Or too much pain,—and am to die to-night.

Oh how good God is that my babe was born,
—Better than born, baptized and hid away
Before this happened, safe from being hurt!
That had been sin God could not well forgive:
He was too young to smile and save himself.
When they took two days after he was born,
My babe away from me to be baptized
And hidden awhile, for fear his foe should find,—

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poem by Robert Browning from The Ring and the Book
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The Corsair

'O'er the glad waters of the dark blue sea,
Our thoughts as boundless, and our soul's as free
Far as the breeze can bear, the billows foam,
Survey our empire, and behold our home!
These are our realms, no limits to their sway-
Our flag the sceptre all who meet obey.
Ours the wild life in tumult still to range
From toil to rest, and joy in every change.
Oh, who can tell? not thou, luxurious slave!
Whose soul would sicken o'er the heaving wave;
Not thou, vain lord of wantonness and ease!
whom slumber soothes not - pleasure cannot please -
Oh, who can tell, save he whose heart hath tried,
And danced in triumph o'er the waters wide,
The exulting sense - the pulse's maddening play,
That thrills the wanderer of that trackless way?
That for itself can woo the approaching fight,
And turn what some deem danger to delight;
That seeks what cravens shun with more than zeal,
And where the feebler faint can only feel -
Feel - to the rising bosom's inmost core,
Its hope awaken and Its spirit soar?
No dread of death if with us die our foes -
Save that it seems even duller than repose:
Come when it will - we snatch the life of life -
When lost - what recks it but disease or strife?
Let him who crawls enamour'd of decay,
Cling to his couch, and sicken years away:
Heave his thick breath, and shake his palsied head;
Ours - the fresh turf; and not the feverish bed.
While gasp by gasp he falters forth his soul,
Ours with one pang - one bound - escapes control.
His corse may boast its urn and narrow cave,
And they who loath'd his life may gild his grave:
Ours are the tears, though few, sincerely shed,
When Ocean shrouds and sepulchres our dead.
For us, even banquets fond regret supply
In the red cup that crowns our memory;
And the brief epitaph in danger's day,
When those who win at length divide the prey,
And cry, Remembrance saddening o'er each brow,
How had the brave who fell exulted now!'

II.
Such were the notes that from the Pirate's isle
Around the kindling watch-fire rang the while:
Such were the sounds that thrill'd the rocks along,
And unto ears as rugged seem'd a song!
In scatter'd groups upon the golden sand,
They game-carouse-converse-or whet the brand:

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poem by Byron
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Through the eyes of a Field Coronet (Epic)

Introduction

In the kaki coloured tent in Umbilo he writes
his life’s story while women, children and babies are dying,
slowly but surely are obliterated, he see how his nation is suffering
while the events are notched into his mind.

Lying even heavier on him is the treason
of some other Afrikaners who for own gain
have delivered him, to imprisonment in this place of hatred
and thoughts go through him to write a book.

Prologue

The Afrikaner nation sprouted
from Dutchmen,
who fought decades without defeat
against the super power Spain

mixed with French Huguenots
who left their homes and belongings,
with the revocation of the Edict of Nantes.
Associate this then with the fact

that these people fought formidable
for seven generations
against every onslaught that they got
from savages en wild animals

becoming marksmen, riding
and taming wild horses
with one bullet per day
to hunt a wild antelope,

who migrated right across the country
over hills in mass protest
and then you have
the most formidable adversary
and then let them fight

in a natural wilderness
where the hunter,
the sniper and horseman excels
and any enemy is at a lost.

Let them then also be patriotic
into their souls,
believe in and read
out of the word of God

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poem by Gert Strydom
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Please Don't Pass Me By

I was walking in new york city and i brushed up against the man in front of me. i felt a cardboard placard on his back. and when we passed a streetlight, i could read it, it said "please do
Ass me by - i am blind, but you can see -i've been blinded totally - please don't pass me by." i was walking along 7th avenue, when i came to 14th street i saw on the corner curious mutilat
Of the human form; it was a school for handicapped people. and there were cripples, and people in wheelchairs and crutches and it was snowing, and i got this sense that the whole city was singin
S:
Oh please don't pass me by,
Oh please don't pass me by,
For i am blind, but you can see,
Yes, i've been blinded totally,
Oh please don't pass me by.
And you know as i was walking i thought it was them who were singing it, i thought it was they who were singing it, i thought it was the other who was singing it, i thought it was someone else.
S i moved along i knew it was me, and that i was singing it to myself. it went:
Please don't pass me by,
Oh please don't pass me by,
For i am blind, but you can see,
Well, i've been blinded totally,
Oh please don't pass me by.
Oh please don't pass me by.
Now i know that you're sitting there deep in your velvet seats and you're thinking "uh, he's up there saying something that he thinks about, but i'll never have to sing that song." but
Omise you friends, that you're going to be singing this song: it may not be tonight, it may not be tomorrow, but one day you'll be on your knees and i want you to know the words when the time co
Because you're going to have to sing it to yourself, or to another, or to your brother. you're going to have to learn to sing this song, it goes:
Please don't pass me by,
Ah you don't have to sing this .. not for you.
Please don't pass me by,
For i am blind, but you can see,
Yes, i've been blinded totally,
Oh please don't pass me by.
Well i sing this for the jews and the gypsies and the smoke that they made. and i sing this for the children of england, their faces so grave. and i sing this for a saviour with no one to save.
Won't you be naked for me? hey, won't you be naked for me? it goes:
Please don't pass me by,
Oh please don't pass me by,
For i am blind, but you can see,
Yes, i've been blinded totally,
Oh now, please don't pass me by.
Now there's nothing that i tell you that will help you connect the blood tortured night with the day that comes next. but i want it to hurt you, i want it to end. oh, won't you be naked for me?
W:
Please don't pass me by,
Oh please don't pass me by,
For i am blind, but you can see,
Yes, i've been blinded totally,
Oh now, please don't pass me by.
Well i sing this song for you blonde beasts, i sing this song for you venuses upon your shells on the foam of the sea. and i sing this for the freaks and the cripples, and the hunchback, and the
Ed, and the burning, and the maimed, and the broken, and the torn, and all of those that you talk about at the coffee tables, at the meetings, and the demonstrations, on the streets, in your mus
N my songs. i mean the real ones that are burning, i mean the real ones that are burning
I say, please don't pass me by,
Oh now, please don't pass me by,
For i am blind, but you can see,
Ah now, i've been blinded totally,
Oh no, please don't pass me by.
I know that you still think that its me. i know that you think that there's somebody else. i know that these words aren't yours. but i tell you friends that one day
You're going to get down on your knees,

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song performed by Leonard Cohen
Added by Lucian Velea
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Hudibras: Part 3 - Canto II

THE ARGUMENT

The Saints engage in fierce Contests
About their Carnal interests;
To share their sacrilegious Preys,
According to their Rates of Grace;
Their various Frenzies to reform,
When Cromwel left them in a Storm
Till, in th' Effigy of Rumps, the Rabble
Burns all their Grandees of the Cabal.

THE learned write, an insect breeze
Is but a mungrel prince of bees,
That falls before a storm on cows,
And stings the founders of his house;
From whose corrupted flesh that breed
Of vermin did at first proceed.
So e're the storm of war broke out,
Religion spawn'd a various rout
Of petulant Capricious sects,
The maggots of corrupted texts,
That first run all religion down,
And after ev'ry swarm its own.
For as the Persian Magi once
Upon their mothers got their sons,
That were incapable t' enjoy
That empire any other way;
So PRESBYTER begot the other
Upon the good old Cause, his mother,
Then bore then like the Devil's dam,
Whose son and husband are the same.
And yet no nat'ral tie of blood
Nor int'rest for the common good
Cou'd, when their profits interfer'd,
Get quarter for each other's beard.
For when they thriv'd, they never fadg'd,
But only by the ears engag'd:
Like dogs that snarl about a bone,
And play together when they've none,
As by their truest characters,
Their constant actions, plainly appears.
Rebellion now began, for lack
Of zeal and plunders to grow slack;
The Cause and covenant to lessen,
And Providence to b' out of season:
For now there was no more to purchase
O' th' King's Revenue, and the Churches,
But all divided, shar'd, and gone,
That us'd to urge the Brethren on;
Which forc'd the stubborn'st for the Cause,

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poem by Samuel Butler
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Third Book

'TO-DAY thou girdest up thy loins thyself,
And goest where thou wouldest: presently
Others shall gird thee,' said the Lord, 'to go
Where thou would'st not.' He spoke to Peter thus,
To signify the death which he should die
When crucified head downwards.
If He spoke
To Peter then, He speaks to us the same;
The word suits many different martyrdoms,
And signifies a multiform of death,
Although we scarcely die apostles, we,
And have mislaid the keys of heaven and earth.

For tis not in mere death that men die most;
And, after our first girding of the loins
In youth's fine linen and fair broidery,
To run up hill and meet the rising sun,
We are apt to sit tired, patient as a fool,
While others gird us with the violent bands
Of social figments, feints, and formalisms,
Reversing our straight nature, lifting up
Our base needs, keeping down our lofty thoughts,
Head downward on the cross-sticks of the world.
Yet He can pluck us from the shameful cross.
God, set our feet low and our forehead high,
And show us how a man was made to walk!

Leave the lamp, Susan, and go up to bed.
The room does very well; I have to write
Beyond the stroke of midnight. Get away;
Your steps, for ever buzzing in the room,
Tease me like gnats. Ah, letters! throw them down
At once, as I must have them, to be sure,
Whether I bid you never bring me such
At such an hour, or bid you. No excuse.
You choose to bring them, as I choose perhaps
To throw them in the fire. Now, get to bed,
And dream, if possible, I am not cross.

Why what a pettish, petty thing I grow,–
A mere, mere woman,–a mere flaccid nerve,-
A kerchief left out all night in the rain,
Turned soft so,–overtasked and overstrained
And overlived in this close London life!
And yet I should be stronger.
Never burn
Your letters, poor Aurora! for they stare
With red seals from the table, saying each,
'Here's something that you know not.' Out alas,
'Tis scarcely that the world's more good and wise

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poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
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The Princess (part 6)

My dream had never died or lived again.
As in some mystic middle state I lay;
Seeing I saw not, hearing not I heard:
Though, if I saw not, yet they told me all
So often that I speak as having seen.

For so it seemed, or so they said to me,
That all things grew more tragic and more strange;
That when our side was vanquished and my cause
For ever lost, there went up a great cry,
The Prince is slain. My father heard and ran
In on the lists, and there unlaced my casque
And grovelled on my body, and after him
Came Psyche, sorrowing for Aglaïa.
But high upon the palace Ida stood
With Psyche's babe in arm: there on the roofs
Like that great dame of Lapidoth she sang.

'Our enemies have fallen, have fallen: the seed,
The little seed they laughed at in the dark,
Has risen and cleft the soil, and grown a bulk
Of spanless girth, that lays on every side
A thousand arms and rushes to the Sun.

'Our enemies have fallen, have fallen: they came;
The leaves were wet with women's tears: they heard
A noise of songs they would not understand:
They marked it with the red cross to the fall,
And would have strown it, and are fallen themselves.

'Our enemies have fallen, have fallen: they came,
The woodmen with their axes: lo the tree!
But we will make it faggots for the hearth,
And shape it plank and beam for roof and floor,
And boats and bridges for the use of men.

'Our enemies have fallen, have fallen: they struck;
With their own blows they hurt themselves, nor knew
There dwelt an iron nature in the grain:
The glittering axe was broken in their arms,
Their arms were shattered to the shoulder blade.

'Our enemies have fallen, but this shall grow
A night of Summer from the heat, a breadth
Of Autumn, dropping fruits of power: and rolled
With music in the growing breeze of Time,
The tops shall strike from star to star, the fangs
Shall move the stony bases of the world.

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poem by Alfred Lord Tennyson
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Z. Comments

CRYSTAL GLOW

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

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

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

FRAGRANT JASMINE

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

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

I WENT THERE TO BID HER ADIEU

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

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

I’M INCOMPLETE WITHOUT YOU

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

Margaret Alice Comment:

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

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

IN CELESTIAL WINGS

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

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

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

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

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

RAGING FIRE

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poem by Praveen Kumar
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