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I've had a very laughable career and what has seen me through is my sense of humor.

quote by Linda Gray
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The Believer's Principles : Chap. IV.

Faith and Sense Natural, compared and distinguished.

When Abram's body, Sarah's womb,
Were ripe for nothing but the tomb,
Exceeding old, and wholly dead,
Unlike to bear the promis'd seed:

Faith said, 'I shall an Isaac see;'
'No, no,' said Sense, 'it cannot be;'
Blind Reason, to augment the strife,
Adds, 'How can death engender life?'

My heart is like a rotten tomb,
More dead than ever Sarah's womb;
O! can the promis'd seed of grace
Spring forth from such a barren place?

Sense gazing but on flinty rocks,
My hope and expectation chokes:
But could I, skill'd in Abram's art,
O'erlook my dead and barren heart;

And build my hope on nothing less
That divine pow'r and faithfulness;
Soon would I find him raise up sons
To Abram, out of rocks and stones.

Faith acts as busy boatmen do,
Who backward look and forward row;
It looks intent to things unseen,
Thinks objects visible too mean.

Sense thinks it madness thus to steer,
And only trusts its eye and ear;
Into faith's boat dare thrust its oar,
And put it further from the shore.

Faith does alone the promise eye;
Sense won't believe unless it see;
Nor can it trust the divine guide,
Unless it have both wind and tide.

Faith thinks the promise sure and good;
Sense doth depend on likelihood;
Faith ev'n in storms believes the seers;
Sense calls all men, ev'n prophets, liars.

Faith uses means, but rests on none;
Sense sails when outward means are gone:

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poem by Ralph Erskine
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Please, O God of Humor

Please, O God of Humor, give me the gift of being funny
naturally funny
so I can produce poetry and verse that tickles
and makes readers laugh so much their coins roll out of their wallets;
and let the children roll on the floor when my poems are recited;
for indeed my humor is the worst online by any standard
(or lack of standard)
for when I publish poems meant to be funny
my readers never understand me
and what I thought funny, they think tragic
and what I thought was tickle-tickle material
they find pathetic and practically laughable;
I am lectured to or consoled by readers
when I attempt humor;
I am sent e-mails and spam of advice
and words of caution when I attempt to be witty;
and my 113th poem
on the funny side of social networking
brought sympathy and pity for my lack of friends
but no appreciation for what I thought was funny;
and my 213th poem on old ladies at banks
brought outrage at me for hanging out at banks to ogle at wealthy, old ladies;
my 3131th poem on religion, the Divine
and its Power-packed representatives on Planet Earth
provoked no laughter but the ire and wrath of the other God
(you know, not you the Laughing God,
but the Other One, the Only One, the Angry Jealous God)

really neither man nor beast
nor the Highest Being in heaven
truly
nobody laughs at my verse
and nobody finds my offbeat humor at all funny;
Oh please,
God of Humor,
please make my humor a little like that of
Mr Bean or Jim Carrie
so I can have a universal audience
that will laugh at anything I write
(and perhaps incidentally, I’ll make some money)
and then they’ll all say:
See what the God of Humor and Laughter has done
for that simpleton Raj who never knew what humor in poetry is…
Please God of Humor, won't you humor me?

poem by Raj Arumugam
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It Makes More Sense

It makes more sense,
Stopping something not to start.
Yes it makes more sense,
Not to tear things all apart.
Or bring up filthy garbage,
Knowing it is just a farce.

It makes more sense,
To walk away than to be petty.
And it makes more sense,
To prevent a thumping headache.
And it makes more sense,
Not to argue with a fool.
Knowing this is something done,
Many fools love to do.

And it makes more sense,
Stopping something not to start.
Yes it makes more sense,
Not to tear things all apart.
Or bring up filthy garbage,
Knowing it is just a farce.
And it makes more sense,
Not to argue with a fool.
Knowing this is something done,
Fools love to do.

And it makes more sense,
To keep the peace with every neighbor.
And it makes more sense,
To chase all bitterness away.
And it makes more sense,
To say, 'You're right' than build a hate.
Knowing that tomorrow promises another day.

And it makes more sense,
To keep the peace with every neighbor.
And it makes more sense,
To chase all bitterness away.
And it makes more sense,
To say, 'You're right' than build a hate.
Knowing that tomorrow promises another day.

Yes it makes more sense,
To keep the peace with every neighbor.
And it makes more sense,
To say, 'You're right' than build a hate.
Knowing that tomorrow promises another day.
Yes it makes more sense,
To keep the peace with every neighbor.

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poem by Lawrence S. Pertillar
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The Rosciad

Unknowing and unknown, the hardy Muse
Boldly defies all mean and partial views;
With honest freedom plays the critic's part,
And praises, as she censures, from the heart.

Roscius deceased, each high aspiring player
Push'd all his interest for the vacant chair.
The buskin'd heroes of the mimic stage
No longer whine in love, and rant in rage;
The monarch quits his throne, and condescends
Humbly to court the favour of his friends;
For pity's sake tells undeserved mishaps,
And, their applause to gain, recounts his claps.
Thus the victorious chiefs of ancient Rome,
To win the mob, a suppliant's form assume;
In pompous strain fight o'er the extinguish'd war,
And show where honour bled in every scar.
But though bare merit might in Rome appear
The strongest plea for favour, 'tis not here;
We form our judgment in another way;
And they will best succeed, who best can pay:
Those who would gain the votes of British tribes,
Must add to force of merit, force of bribes.
What can an actor give? In every age
Cash hath been rudely banish'd from the stage;
Monarchs themselves, to grief of every player,
Appear as often as their image there:
They can't, like candidate for other seat,
Pour seas of wine, and mountains raise of meat.
Wine! they could bribe you with the world as soon,
And of 'Roast Beef,' they only know the tune:
But what they have they give; could Clive do more,
Though for each million he had brought home four?
Shuter keeps open house at Southwark fair,
And hopes the friends of humour will be there;
In Smithfield, Yates prepares the rival treat
For those who laughter love, instead of meat;
Foote, at Old House,--for even Foote will be,
In self-conceit, an actor,--bribes with tea;
Which Wilkinson at second-hand receives,
And at the New, pours water on the leaves.
The town divided, each runs several ways,
As passion, humour, interest, party sways.
Things of no moment, colour of the hair,
Shape of a leg, complexion brown or fair,
A dress well chosen, or a patch misplaced,
Conciliate favour, or create distaste.
From galleries loud peals of laughter roll,
And thunder Shuter's praises; he's so droll.
Embox'd, the ladies must have something smart,

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poem by Charles Churchill
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Morning Humor

Slippery jack, no more turning back,
All around, morning humor
I am a waiter and I am a server
Ill run to your needs with strength and fervor
In times when you are wasted I will walk in
Through the door, pick you from the floor
Then watch you grow into a man
With a big burly beard
And a mustache to match
Ill watch you love the world
And all that it has...
With that morning humor,
Morning humor
The kind that wakes you up
The kind thats in my blood
Morning humor, morning humor, yeah...
I am on top again, soon to be low again
Oh will this ever end?
Im sorry I dont mean to sound like a whale
Trapped in the ice, but aint it nice to say exactly
What I please...
With a big toney voice or a
Soft mellow voice or the
Loud boisterous voice of an opera, opera lady!
With that morning humor,
Morning humor
The kind that wakes you up.
The kind thats in my blood
Morning humor, morning humor, yeah...
But the joke that kills
Is just a joke to you
You need some...
Slippery jack, no more turning back,
All around, morning humor
The kind that wakes you up
The kind thats in my blood...
Morning humor...

song performed by Live
Added by Lucian Velea
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Book IV - Part 03 - The Senses And Mental Pictures

Bodies that strike the eyes, awaking sight.
From certain things flow odours evermore,
As cold from rivers, heat from sun, and spray
From waves of ocean, eater-out of walls
Around the coasts. Nor ever cease to flit
The varied voices, sounds athrough the air.
Then too there comes into the mouth at times
The wet of a salt taste, when by the sea
We roam about; and so, whene'er we watch
The wormword being mixed, its bitter stings.
To such degree from all things is each thing
Borne streamingly along, and sent about
To every region round; and Nature grants
Nor rest nor respite of the onward flow,
Since 'tis incessantly we feeling have,
And all the time are suffered to descry
And smell all things at hand, and hear them sound.
Besides, since shape examined by our hands
Within the dark is known to be the same
As that by eyes perceived within the light
And lustrous day, both touch and sight must be
By one like cause aroused. So, if we test
A square and get its stimulus on us
Within the dark, within the light what square
Can fall upon our sight, except a square
That images the things? Wherefore it seems
The source of seeing is in images,
Nor without these can anything be viewed.

Now these same films I name are borne about
And tossed and scattered into regions all.
But since we do perceive alone through eyes,
It follows hence that whitherso we turn
Our sight, all things do strike against it there
With form and hue. And just how far from us
Each thing may be away, the image yields
To us the power to see and chance to tell:
For when 'tis sent, at once it shoves ahead
And drives along the air that's in the space
Betwixt it and our eyes. And thus this air
All glides athrough our eyeballs, and, as 'twere,
Brushes athrough our pupils and thuswise
Passes across. Therefore it comes we see
How far from us each thing may be away,
And the more air there be that's driven before,
And too the longer be the brushing breeze
Against our eyes, the farther off removed
Each thing is seen to be: forsooth, this work
With mightily swift order all goes on,
So that upon one instant we may see

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poem by Lucretius
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An Essay on Criticism

Part I

INTRODUCTION. That it is as great a fault to judge ill as to write ill, and a more dangerous one to the public. That a true Taste is as rare to be found as a true Genius. That most men are born with some Taste, but spoiled by false education. The multitude of Critics, and causes of them. That we are to study our own Taste, and know the limits of it. Nature the best guide of judgment. Improved by Art and rules, which are but methodized Nature. Rules derived from the practice of the ancient poets. That therefore the ancients are necessary to be studied by a Critic, particularly Homer and Virgil. Of licenses, and the use of them by the ancients. Reverence due to the ancients, and praise of them.

'Tis hard to say if greater want of skill
Appear in writing or in judging ill;
But of the two less dangerous is th'offence
To tire our patience than mislead our sense:
Some few in that, but numbers err in this;
Ten censure wrong for one who writes amiss;
A fool might once himself alone expose;
Now one in verse makes many more in prose.

'Tis with our judgments as our watches, none
Go just alike, yet each believes his own.
In Poets as true Genius is but rare,
True Taste as seldom is the Critic's share;
Both must alike from Heav'n derive their light,
These born to judge, as well as those to write.
Let such teach others who themselves excel,
And censure freely who have written well;
Authors are partial to their wit, 'tis true,
But are not Critics to their judgment too?

Yet if we look more closely, we shall find
Most have the seeds of judgment in their mind:
Nature affords at least a glimm'ring light;
The lines, tho' touch'd but faintly, are drawn right:
But as the slightest sketch, if justly traced,
Is by ill col'ring but the more disgraced,
So by false learning is good sense defaced:
Some are bewilder'd in the maze of schools,
And some made coxcombs Nature meant but fools:
In search of wit these lose their common sense,
And then turn Critics in their own defence:
Each burns alike, who can or cannot write,
Or with a rival's or an eunuch's spite.
All fools have still an itching to deride,
And fain would be upon the laughing side.
If Mævius scribble in Apollo's spite,
There are who judge still worse than he can write.

Some have at first for Wits, then Poets pass'd;
Turn'd Critics next, and prov'd plain Fools at last.
Some neither can for Wits nor Critics pass,
As heavy mules are neither horse nor ass.
Those half-learn'd witlings, numerous in our isle,
As half-form'd insects on the banks of Nile;
Unfinish'd things, one knows not what to call,

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poem by Alexander Pope
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The Ghost - Book IV

Coxcombs, who vainly make pretence
To something of exalted sense
'Bove other men, and, gravely wise,
Affect those pleasures to despise,
Which, merely to the eye confined,
Bring no improvement to the mind,
Rail at all pomp; they would not go
For millions to a puppet-show,
Nor can forgive the mighty crime
Of countenancing pantomime;
No, not at Covent Garden, where,
Without a head for play or player,
Or, could a head be found most fit,
Without one player to second it,
They must, obeying Folly's call,
Thrive by mere show, or not at all
With these grave fops, who, (bless their brains!)
Most cruel to themselves, take pains
For wretchedness, and would be thought
Much wiser than a wise man ought,
For his own happiness, to be;
Who what they hear, and what they see,
And what they smell, and taste, and feel,
Distrust, till Reason sets her seal,
And, by long trains of consequences
Insured, gives sanction to the senses;
Who would not (Heaven forbid it!) waste
One hour in what the world calls Taste,
Nor fondly deign to laugh or cry,
Unless they know some reason why;
With these grave fops, whose system seems
To give up certainty for dreams,
The eye of man is understood
As for no other purpose good
Than as a door, through which, of course,
Their passage crowding, objects force,
A downright usher, to admit
New-comers to the court of Wit:
(Good Gravity! forbear thy spleen;
When I say Wit, I Wisdom mean)
Where (such the practice of the court,
Which legal precedents support)
Not one idea is allow'd
To pass unquestion'd in the crowd,
But ere it can obtain the grace
Of holding in the brain a place,
Before the chief in congregation
Must stand a strict examination.
Not such as those, who physic twirl,
Full fraught with death, from every curl;

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poem by Charles Churchill
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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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The Victories Of Love. Book II

I
From Jane To Her Mother

Thank Heaven, the burthens on the heart
Are not half known till they depart!
Although I long'd, for many a year,
To love with love that casts out fear,
My Frederick's kindness frighten'd me,
And heaven seem'd less far off than he;
And in my fancy I would trace
A lady with an angel's face,
That made devotion simply debt,
Till sick with envy and regret,
And wicked grief that God should e'er
Make women, and not make them fair.
That he might love me more because
Another in his memory was,
And that my indigence might be
To him what Baby's was to me,
The chief of charms, who could have thought?
But God's wise way is to give nought
Till we with asking it are tired;
And when, indeed, the change desired
Comes, lest we give ourselves the praise,
It comes by Providence, not Grace;
And mostly our thanks for granted pray'rs
Are groans at unexpected cares.
First Baby went to heaven, you know,
And, five weeks after, Grace went, too.
Then he became more talkative,
And, stooping to my heart, would give
Signs of his love, which pleased me more
Than all the proofs he gave before;
And, in that time of our great grief,
We talk'd religion for relief;
For, though we very seldom name
Religion, we now think the same!
Oh, what a bar is thus removed
To loving and to being loved!
For no agreement really is
In anything when none's in this.
Why, Mother, once, if Frederick press'd
His wife against his hearty breast,
The interior difference seem'd to tear
My own, until I could not bear
The trouble. 'Twas a dreadful strife,
And show'd, indeed, that faith is life.
He never felt this. If he did,
I'm sure it could not have been hid;
For wives, I need not say to you,

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poem by Coventry Patmore
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Art of Humor

The parody, the comic
The irony, the slapstick 
The comedy, the joke
There are many names of humor

A little flirt, a bit sway
A random bait, a strike catch
A prick of crack, a needed pain
So far we go just for humor 

Because it is fun, because it is crazy
Because it is refreshing, because it brings laugh
Lightening the mood, building emotion
Always use humor in a good way

The situation, the mimic
The trap, the surprise 
The movement, the style
Only human could understand humor 

The witty question, the innocence answer
The spontaneous expression, the awaited performance 
The dilemma, the mistake
Everything could turn into humor 

To tease, to distract
To criticize, to attract 
To break the ice, to open the gag
Don't take humor too serious 

In critical condition, in awkward moment
In relaxing time, in happy hour 
In strange fact, in life experience
Do you know that God also has a sense of humor?

poem by Maria Sudibyo
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Sense Of Humor

You will like my sense of humor
You will be addicted to my smile
Laughing all the while
And I will end each conversation
I will leave the room with upper hand
And you will understand
You will find my scent attractive
You will like my real, engaging eyes
And playful, childlike smile
You will find my style appealing
I will overpower you with wits
And I will be a hit
If only you'd run to me
If only you'd come to me
If only you'd relax upon your rules
And dare to be love's fool
If only you'd come for me
If only you'd run to me
If only you'd relax upon those rules
And dare to be love's fool
Waking up from a coma (tossing, turning)
Sweat has covered my body (my mouth felt dry)
My life flashing before me (nothing much to say)
Still it was so boring (did you hear me sing?)
Only I could adore you (the wind through the trees)
Silently barking orders (rushing up to me)
This is only beginning (don't anger the sea)
Oh, the wave's crashing higher and higher on me
Crash, crash, crash, crash
If only you'd relax upon your rules
And dare to be love's fool
If only you'd run to me
All the blinking lights, noise of eternity (if only you'd come to me)
All the sentences swirling inside of me (you will like my sense of humor)
Inside of me (and dare to be love's fool)
(If only you'd come to me)
I have censored my eyes, I get drawn through my ears (if only you'd run to me)
Redirected desire now
It comes out as tears (you will like my sense of humor)
You know, it comes out as tears (and dare to be love's fool)
You will like my sense of humor
You will like my sense of humor

song performed by Darren Hayes
Added by Lucian Velea
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Book III - Part 02 - Nature And Composition Of The Mind

First, then, I say, the mind which oft we call
The intellect, wherein is seated life's
Counsel and regimen, is part no less
Of man than hand and foot and eyes are parts
Of one whole breathing creature. But some hold
That sense of mind is in no fixed part seated,
But is of body some one vital state,-
Named "harmony" by Greeks, because thereby
We live with sense, though intellect be not
In any part: as oft the body is said
To have good health (when health, however, 's not
One part of him who has it), so they place
The sense of mind in no fixed part of man.
Mightily, diversly, meseems they err.
Often the body palpable and seen
Sickens, while yet in some invisible part
We feel a pleasure; oft the other way,
A miserable in mind feels pleasure still
Throughout his body- quite the same as when
A foot may pain without a pain in head.
Besides, when these our limbs are given o'er
To gentle sleep and lies the burdened frame
At random void of sense, a something else
Is yet within us, which upon that time
Bestirs itself in many a wise, receiving
All motions of joy and phantom cares of heart.
Now, for to see that in man's members dwells
Also the soul, and body ne'er is wont
To feel sensation by a "harmony"
Take this in chief: the fact that life remains
Oft in our limbs, when much of body's gone;
Yet that same life, when particles of heat,
Though few, have scattered been, and through the mouth
Air has been given forth abroad, forthwith
Forever deserts the veins, and leaves the bones.
Thus mayst thou know that not all particles
Perform like parts, nor in like manner all
Are props of weal and safety: rather those-
The seeds of wind and exhalations warm-
Take care that in our members life remains.
Therefore a vital heat and wind there is
Within the very body, which at death
Deserts our frames. And so, since nature of mind
And even of soul is found to be, as 'twere,
A part of man, give over "harmony"-
Name to musicians brought from Helicon,-
Unless themselves they filched it otherwise,
To serve for what was lacking name till then.
Whate'er it be, they're welcome to it- thou,
Hearken my other maxims.

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poem by Lucretius
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A Smile Like Yours

Hmm, thought Id seen everything there was to see in this world
Now Im not so sure Ive really seen anything at all
I thought life could show me no surprises
And then you came and showed me I was wrong
I have seen the bluest skies, rainbows that would make you cry
I have seen miracles that moved my soul, days that changed my life
I have seen the brightest stars shine like diamonds in the dark
Seen all the wonders of the world, but Ive never seen a smile
As beautiful as yours, ooh, ooh, ooh, oh, I thought Id been everywhere
Ive climbed a mountain so high, sailed the sea, crossed the sky
And still I was nowhere at all, until that day, oh, you came to my senses
And your smile, it made sense out of it all, (I have seen the bluest skies)
Rainbows that would make you cry, I have seen miracles
(miracles that moved me soul) that moved my soul, days that changed my life,
I have seen the brightest stars shine like diamonds in the dark
Seen all the wonders of the world, but Ive never seen a smile as beautiful as yours
(smile so beautiful) so beautiful, comes one time in a lifetime
A smile this beautiful, (a smile this beautiful) Ive never dreamed Id ever see, oh
(I have seen the bluest skies) I have seen it, (rainbows that would make you cry)
That would make you cry, Ive seen miracles (miracles) moved my soul,
(days that changed my life) and days that changed my life
I have seen the brightest stars shine like diamonds in the dark
Oh, Ive seen the wonders of this world (wonders of the world)
But Ive never seen a smile (never seen a smile before as beautiful as yours)
Oh, Ive never seen a smile before, (never seen a smile before as beautiful)
As beautiful as yours.

song performed by Natalie Cole
Added by Lucian Velea
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The Loves of the Angels

'Twas when the world was in its prime,
When the fresh stars had just begun
Their race of glory and young Time
Told his first birth-days by the sun;
When in the light of Nature's dawn
Rejoicing, men and angels met
On the high hill and sunny lawn,-
Ere sorrow came or Sin had drawn
'Twixt man and heaven her curtain yet!
When earth lay nearer to the skies
Than in these days of crime and woe,
And mortals saw without surprise
In the mid-air angelic eyes
Gazing upon this world below.

Alas! that Passion should profane
Even then the morning of the earth!
That, sadder still, the fatal stain
Should fall on hearts of heavenly birth-
And that from Woman's love should fall
So dark a stain, most sad of all!

One evening, in that primal hour,
On a hill's side where hung the ray
Of sunset brightening rill and bower,
Three noble youths conversing lay;
And, as they lookt from time to time
To the far sky where Daylight furled
His radiant wing, their brows sublime
Bespoke them of that distant world-
Spirits who once in brotherhood
Of faith and bliss near ALLA stood,
And o'er whose cheeks full oft had blown
The wind that breathes from ALLA'S throne,
Creatures of light such as still play,
Like motes in sunshine, round the Lord,
And thro' their infinite array
Transmit each moment, night and day,
The echo of His luminous word!

Of Heaven they spoke and, still more oft,
Of the bright eyes that charmed them thence;
Till yielding gradual to the soft
And balmy evening's influence-
The silent breathing of the flowers-
The melting light that beamed above,
As on their first, fond, erring hours,-
Each told the story of his love,
The history of that hour unblest,
When like a bird from its high nest

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poem by Thomas Moore
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The Holy Grail

From noiseful arms, and acts of prowess done
In tournament or tilt, Sir Percivale,
Whom Arthur and his knighthood called The Pure,
Had passed into the silent life of prayer,
Praise, fast, and alms; and leaving for the cowl
The helmet in an abbey far away
From Camelot, there, and not long after, died.

And one, a fellow-monk among the rest,
Ambrosius, loved him much beyond the rest,
And honoured him, and wrought into his heart
A way by love that wakened love within,
To answer that which came: and as they sat
Beneath a world-old yew-tree, darkening half
The cloisters, on a gustful April morn
That puffed the swaying branches into smoke
Above them, ere the summer when he died
The monk Ambrosius questioned Percivale:

`O brother, I have seen this yew-tree smoke,
Spring after spring, for half a hundred years:
For never have I known the world without,
Nor ever strayed beyond the pale: but thee,
When first thou camest--such a courtesy
Spake through the limbs and in the voice--I knew
For one of those who eat in Arthur's hall;
For good ye are and bad, and like to coins,
Some true, some light, but every one of you
Stamped with the image of the King; and now
Tell me, what drove thee from the Table Round,
My brother? was it earthly passion crost?'

`Nay,' said the knight; `for no such passion mine.
But the sweet vision of the Holy Grail
Drove me from all vainglories, rivalries,
And earthly heats that spring and sparkle out
Among us in the jousts, while women watch
Who wins, who falls; and waste the spiritual strength
Within us, better offered up to Heaven.'

To whom the monk: `The Holy Grail!--I trust
We are green in Heaven's eyes; but here too much
We moulder--as to things without I mean--
Yet one of your own knights, a guest of ours,
Told us of this in our refectory,
But spake with such a sadness and so low
We heard not half of what he said. What is it?
The phantom of a cup that comes and goes?'

`Nay, monk! what phantom?' answered Percivale.

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poem by Alfred Lord Tennyson
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Book II - Part 04 - Absence Of Secondary Qualities

Now come, this wisdom by my sweet toil sought
Look thou perceive, lest haply thou shouldst guess
That the white objects shining to thine eyes
Are gendered of white atoms, or the black
Of a black seed; or yet believe that aught
That's steeped in any hue should take its dye
From bits of matter tinct with hue the same.
For matter's bodies own no hue the least-
Or like to objects or, again, unlike.
But, if percase it seem to thee that mind
Itself can dart no influence of its own
Into these bodies, wide thou wand'rest off.
For since the blind-born, who have ne'er surveyed
The light of sun, yet recognise by touch
Things that from birth had ne'er a hue for them,
'Tis thine to know that bodies can be brought
No less unto the ken of our minds too,
Though yet those bodies with no dye be smeared.
Again, ourselves whatever in the dark
We touch, the same we do not find to be
Tinctured with any colour.
Now that here
I win the argument, I next will teach

Now, every colour changes, none except,
And every...
Which the primordials ought nowise to do.
Since an immutable somewhat must remain,
Lest all things utterly be brought to naught.
For change of anything from out its bounds
Means instant death of that which was before.
Wherefore be mindful not to stain with colour
The seeds of things, lest things return for thee
All utterly to naught.
But now, if seeds
Receive no property of colour, and yet
Be still endowed with variable forms
From which all kinds of colours they beget
And vary (by reason that ever it matters much
With, what seeds, and in what positions joined,
And what the motions that they give and get),
Forthwith most easily thou mayst devise
Why what was black of hue an hour ago
Can of a sudden like the marble gleam,-
As ocean, when the high winds have upheaved
Its level plains, is changed to hoary waves
Of marble whiteness: for, thou mayst declare,
That, when the thing we often see as black
Is in its matter then commixed anew,
Some atoms rearranged, and some withdrawn,

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poem by Lucretius
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Light Burst, Confusion, First Thirst, Then Fusion, Flight

As nature hates a vacuum NOTHING can
be but a figment fragment second-guessed.
Reality and dreams combine, their quest
is thus to banish NOTHING then to span
creation’s vastness, scanning big bang's van,
from tao trip evolution's also-ran
to space displacement through one thousandth dan,
to Time condensing on initial jest
when request and inquest converge in gest.
Atoms void avoid, spin tails till trail's lost, rest
contest, contestants, distance, über plan,
arresting surface difference with zest.

From mess congestive to suggestive test
of chaos, universal fractal fest
patterns pitter patter, matter must
invent itself from, to, through, into dust.

./.

Before big bang rang change strange, range remaining still in flux
electrons once were strangers all to call of ‘fiat lux’.
Along came fission’s fusion, confusion first, then light
bequeathing mission’s clues upon delusion and delight.
This led to fate's conclusion, caused atoms to unite
the which, in turn, illusion lent woe_man - sum mum quite!

From chaos sprung our meeting, a marriage of convenience,
the which our rhymes are sweeting so judge linked lines with lenience.
When I was oxygenic and you two hydro genes
as dry as dust hygenic remained both Ways and Means,
as lonely and divided you me me…anderings,
unknown were helix he licks, and protoplasmic strings.

Unknown were then amoebae, or cells life's spells now bring,
like wise unfixed stoned genes' screen sticks, where species do their thing,
Thus life reached out, leached in for years before the Christian Right
decided seven days were all transforming night to right.
The Kansas Education Board's creation tale lies scored,
for aeons spun, together run, provided bread and board
for creatures wild - those really mild encountered some predators
before blind humankind assigned their carbon half-life daters.
Without our tryst few formal life forms on earth could ever
pursue existence ‘normal’, act out silly or feel clever.

When I was young and ignorant unknown to hair twins hydro
few days were spent in versing chant, reversing carbohydro
none fought for life on food chain link, existence ungalactic
they were a simple pair I think, electrons unclimactic.
But now beneath, above, beyond it is our joy to bond -

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poem by Jonathan Robin
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Canto the Eleventh

I
When Bishop Berkeley said "there was no matter,"
And proved it -- 't was no matter what he said:
They say his system 't is in vain to batter,
Too subtle for the airiest human head;
And yet who can believe it? I would shatter
Gladly all matters down to stone or lead,
Or adamant, to find the world a spirit,
And wear my head, denying that I wear it.

II
What a sublime discovery 't was to make the
Universe universal egotism,
That all's ideal -- all ourselves! -- I'll stake the
World (be it what you will) that that's no schism.
Oh Doubt! -- if thou be'st Doubt, for which some take thee;
But which I doubt extremely -- thou sole prism
Of the Truth's rays, spoil not my draught of spirit!
Heaven's brandy, though our brain can hardly bear it.

III
For ever and anon comes Indigestion,
(Not the most "dainty Ariel") and perplexes
Our soarings with another sort of question:
And that which after all my spirit vexes,
Is, that I find no spot where man can rest eye on,
Without confusion of the sorts and sexes,
Of beings, stars, and this unriddled wonder,
The world, which at the worst's a glorious blunder --

IV
If it be chance; or if it be according
To the old text, still better: -- lest it should
Turn out so, we'll say nothing 'gainst the wording,
As several people think such hazards rude.
They're right; our days are too brief for affording
Space to dispute what no one ever could
Decide, and everybody one day will
Know very clearly -- or at least lie still.

V
And therefore will I leave off metaphysical
Discussion, which is neither here nor there:
If I agree that what is, is; then this I call
Being quite perspicuous and extremely fair;
The truth is, I've grown lately rather phthisical:
I don't know what the reason is -- the air
Perhaps; but as I suffer from the shocks
Of illness, I grow much more orthodox.

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poem by Byron from Don Juan (1824)
Added by Veronica Serbanoiu
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Don Juan: Canto the Eleventh

I
When Bishop Berkeley said "there was no matter,"
And proved it--'twas no matter what he sald:
They say his system 'tis in vain to batter,
Too subtle for the airiest human head;
And yet who can believe it! I would shatter
Gladly all matters down to stone or lead,
Or adamant, to find the World a spirit,
And wear my head, denying that I wear it.II
What a sublime discovery 'twas to make the
Universe universal egotism,
That all's ideal--all ourselves: I'll stake the
World (be it what you will) that that's no schism.
Oh Doubt!--if thou be'st Doubt, for which some take thee,
But which I doubt extremely--thou sole prism
Of the Truth's rays, spoil not my draught of spirit!
Heaven's brandy, though our brain can hardly bear it.III

For ever and anon comes Indigestion
(Not the most "dainty Ariel") and perplexes
Our soarings with another sort of question:
And that which after all my spirit vexes,
Is, that I find no spot where Man can rest eye on,
Without confusion of the sorts and sexes,
Of beings, stars, and this unriddled wonder,
The World, which at the worst's a glorious blunder--IV

If it be chance--or, if it be according
To the Old Text, still better: lest it should
Turn out so, we'll say nothing 'gainst the wording,
As several people think such hazards rude.
They're right; our days are too brief for affording
Space to dispute what no one ever could
Decide, and everybody one day will
Know very clearly--or at least lie still.V

And therefore will I leave off metaphysical
Discussion, which is neither here nor there:
If I agree that what is, is; then this I call
Being quite perspicuous and extremely fair.
The truth is, I've grown lately rather phthisical:
I don't know what the reason is--the air
Perhaps; but as I suffer from the shocks
Of illness, I grow much more orthodox.VI

The first attack at once prov'd the Divinity
(But that I never doubted, nor the Devil);
The next, the Virgin's mystical virginity;
The third, the usual Origin of Evil;
The fourth at once establish'd the whole Trinity

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poem by Byron
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