Failure Unreconciled
Horizons level inhibited.
Self-worth unrecognized
dissipates with dream-mist.
Non-achievement condemns
accusations unbearable burden.
Ambition envisioned
unattained defines limits.
Leisure
career
pleasure.
Activities
locked
in variable
predictable
cyclic
interaction.
Future conversant
frustrated endeavour.
Jehovah beg-pardon
do I bore omnipotent you?
As much as your hedonistic
materialistic cannibalistic.
Dismal oppressive contested.
Dirt world bores opossum I!
Late twentieth century.
Neo-liberal policy.
An escalating booming.
Greed is good mentality.
An every male female
for himself herself.
Coveting crave culture.
God take tender
gauge measure troweled pity;
send mediating madman
to put liberating bullet!
Through rotten
insupportable incompatible;
fruitless worthless
[...] Read more
poem by Terence George Craddock
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poem by Rwetewrt Erwtwer
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Predictable
Dont know why Im even bothering.
(predictable)
Yeah, thats the mood Im in.
Go out for a walk then I come back in.
(predictable)
Yeah, the mood that Im in.
(predictable)
Every day of my life
Cant even communicate with my wife
(predictable)
Thats the word of the year
(predictable)
All I see, all I hear.
Go to my office, sit at my desk,
Predictably just like all of the rest.
I sit and I dream about far away places,
Away from the people with frowns on their faces.
All of my life is monotony
Id go out for a walk but I know it would be
(predictable)
Sure as the nose on my face
(predictable)
Same for the whole human race
Once we (once we) had so many options
Once we (once we) had dignity and grace
Now we (now we) have got nothing but our own time to waste.
(predictable)
Yeah, thats the word of the year
(predictable)
All I see, all I hear
Why cant it be like never before?
(predictable)
Yeah, aint life a bore
(predictable)
Life gets more and more...
Just like Ive heard it all somewhere before.
(predictable)
Sure as the nose on my face
(predictable)
Same for the whole human race
One day (one day) its gonna get better some way (some way)
I wish it would get worse any way (any way)
What can I lose, it might turn into something better.
It gets harder and harder the harder I try
(predictable)
Feels like a good time to die
I kiss you hello then I kiss you good-bye
(predictable)
Just like the stain on my tie
(predictable)
[...] Read more
song performed by Kinks
Added by Lucian Velea
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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
Added by Poetry Lover
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Recap:
Diminished to limits.
Recap:
Diminished to limits.
Recap:
Diminished to limits.
Recap:
Diminished to limits.
Diminished to limits.
Diminished to limits.
Recap:
Diminished to limits.
Recap:
Diminished to limits.
Recap:
Diminished to limits.
Diminished to limits.
Diminished to limits.
Recap:
Demographics had established,
The success and conditions...
Of a targeted marketing.
To direct effective hype,
Among those selected to be chosen.
Those days have faded away,
From the land of steady habits.
And drift as nomads depleted of funds,
Are those unable to repay for a credited feasting done.
And elimination of debits wished,
Increase and do not leave.
So those rush away in the kicking up of dust...
With tears from their eyes drippimg as they weep.
Recap:
Those enforced to be meek and weak,
Are solicited to exhaust their kept treasures.
In the hopes of prolonging,
The ones addicted to feeding themselves selfishly.
Recap:
Conditions for optimistic change gone ignored has past.
This can not be restored to those celebrating,
In the hopes to inflict upon others their will.
Closed are those doors.
Recap:
The ones found designing deceitful traps,
[...] Read more
poem by Lawrence S. Pertillar
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With A Motive Not To Be Provoked
There are people with a motive,
To be...
Left alone.
And many are to this committed.
Many are to this committed.
And there are people more devoted,
To keep their peace condoned.
And many are to this committed.
Many are to this committed.
To get away from all the alibis.
And those who live their lives making up lies.
With so many to this committed.
As if there's benefit in it.
To change what they say in a minute.
This limits and this diminishes.
This limits and this diminishes.
People have a motive,
To be...
Alone!
And doing this free without limits.
And doing this free without limits.
And doing this free without limits.
And doing this free without limits.
To get away from all the alibis.
And doing this free without limits.
And doing this free without limits.
And those who live their lives making up lies.
To change what they say in a minute.
And doing this free without limits.
And doing this free without limits.
There are people with a motive,
To be...
Left alone.
And many are to this committed.
Many are to this committed.
And doing this free without limits.
And doing this free without limits.
Doing this free without limits.
Doing this free without limits.
There are people with a motive,
To be...
Left alone.
And many are to this committed.
[...] 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
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Quatrains Of Life
What has my youth been that I love it thus,
Sad youth, to all but one grown tedious,
Stale as the news which last week wearied us,
Or a tired actor's tale told to an empty house?
What did it bring me that I loved it, even
With joy before it and that dream of Heaven,
Boyhood's first rapture of requited bliss,
What did it give? What ever has it given?
'Let me recount the value of my days,
Call up each witness, mete out blame and praise,
Set life itself before me as it was,
And--for I love it--list to what it says.
Oh, I will judge it fairly. Each old pleasure
Shared with dead lips shall stand a separate treasure.
Each untold grief, which now seems lesser pain,
Shall here be weighed and argued of at leisure.
I will not mark mere follies. These would make
The count too large and in the telling take
More tears than I can spare from seemlier themes
To cure its laughter when my heart should ache.
Only the griefs which are essential things,
The bitter fruit which all experience brings;
Nor only of crossed pleasures, but the creed
Men learn who deal with nations and with kings.
All shall be counted fairly, griefs and joys,
Solely distinguishing 'twixt mirth and noise,
The thing which was and that which falsely seemed,
Pleasure and vanity, man's bliss and boy's.
So I shall learn the reason of my trust
In this poor life, these particles of dust
Made sentient for a little while with tears,
Till the great ``may--be'' ends for me in ``must.''
My childhood? Ah, my childhood! What of it
Stripped of all fancy, bare of all conceit?
Where is the infancy the poets sang?
Which was the true and which the counterfeit?
I see it now, alas, with eyes unsealed,
That age of innocence too well revealed.
The flowers I gathered--for I gathered flowers--
Were not more vain than I in that far field.
[...] Read more
poem by Wilfrid Scawen Blunt
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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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The Example of Vertu : Cantos I.-VII.
Here begynneth the boke called the example of vertu.
The prologe.
Whan I aduert in my remembraunce
The famous draughtes of poetes eloquent
Whiche theyr myndes dyd well enhaunce
Bokes to contryue that were expedyent
To be remembred without Impedyment
For the profyte of humanyte
This was the custume of antyquyte.
I now symple and moost rude
And naked in depured eloquence
For dulnes rethoryke doth exclude
Wherfore in makynge I lake intellygence
Also consyderynge my grete neglygence
It fereth me sore for to endyte
But at auenture I wyll now wryte.
As very blynde in the poetys art
For I therof can no thynge skyll
Wherfore I lay it all a part
But somwhat accordynge to my wyll
I wyll now wryte for to fulfyll
Saynt Powles wordes and true sentement
All that is wryten is to oure document
O prudent Gower in langage pure
Without corrupcyon moost facundyous
O noble Chauser euer moost sure
Of frutfull sentence ryght delycyous
O vertuous Lydgat moche sentencyous
Unto you all I do me excuse
Though I your connynge do now vse
Explicit prologus.
Capitulum Primsi.
In Septembre in fallynge of the lefe
Whan phebus made his declynacyon
And all the whete gadred was in the shefe
By radyaunt hete and operacyon
Whan the vyrgyn had full domynacyon
And Dyane entred was one degre
Into the sygne of Gemyne
Whan the golden sterres clere were splendent
In the firmament puryfyed clere as crystall
By imperyall course without incombrement
As Iuppyter and Mars that be celestyall
With Saturne and Mercury that wer supernall
Myxt with venus that was not retrograte
That caused me to be well fortunate
In a slombrynge slepe with slouth opprest
[...] Read more
poem by Stephen Hawes
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The House Of Dust: Complete
I.
The sun goes down in a cold pale flare of light.
The trees grow dark: the shadows lean to the east:
And lights wink out through the windows, one by one.
A clamor of frosty sirens mourns at the night.
Pale slate-grey clouds whirl up from the sunken sun.
And the wandering one, the inquisitive dreamer of dreams,
The eternal asker of answers, stands in the street,
And lifts his palms for the first cold ghost of rain.
The purple lights leap down the hill before him.
The gorgeous night has begun again.
'I will ask them all, I will ask them all their dreams,
I will hold my light above them and seek their faces.
I will hear them whisper, invisible in their veins . . .'
The eternal asker of answers becomes as the darkness,
Or as a wind blown over a myriad forest,
Or as the numberless voices of long-drawn rains.
We hear him and take him among us, like a wind of music,
Like the ghost of a music we have somewhere heard;
We crowd through the streets in a dazzle of pallid lamplight,
We pour in a sinister wave, ascend a stair,
With laughter and cry, and word upon murmured word;
We flow, we descend, we turn . . . and the eternal dreamer
Moves among us like light, like evening air . . .
Good-night! Good-night! Good-night! We go our ways,
The rain runs over the pavement before our feet,
The cold rain falls, the rain sings.
We walk, we run, we ride. We turn our faces
To what the eternal evening brings.
Our hands are hot and raw with the stones we have laid,
We have built a tower of stone high into the sky,
We have built a city of towers.
Our hands are light, they are singing with emptiness.
Our souls are light; they have shaken a burden of hours . . .
What did we build it for? Was it all a dream? . . .
Ghostly above us in lamplight the towers gleam . . .
And after a while they will fall to dust and rain;
Or else we will tear them down with impatient hands;
And hew rock out of the earth, and build them again.
II.
[...] Read more
poem by Conrad Potter Aiken
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Three Women
My love is young, so young;
Young is her cheek, and her throat,
And life is a song to be sung
With love the word for each note.
Young is her cheek and her throat;
Her eyes have the smile o' May.
And love is the word for each note
In the song of my life to-day.
Her eyes have the smile o' May;
Her heart is the heart of a dove,
And the song of my life to-day
Is love, beautiful love.
Her heart is the heart of a dove,
Ah, would it but fly to my breast
Where love, beautiful love,
Has made it a downy nest.
Ah, would she but fly to my breast,
My love who is young, so young;
I have made her a downy nest
And life is a song to be sung.
1
I.
A dull little station, a man with the eye
Of a dreamer; a bevy of girls moving by;
A swift moving train and a hot Summer sun,
The curtain goes up, and our play is begun.
The drama of passion, of sorrow, of strife,
Which always is billed for the theatre Life.
It runs on forever, from year unto year,
With scarcely a change when new actors appear.
It is old as the world is-far older in truth,
For the world is a crude little planet of youth.
And back in the eras before it was formed,
The passions of hearts through the Universe stormed.
Maurice Somerville passed the cluster of girls
Who twisted their ribbons and fluttered their curls
In vain to attract him; his mind it was plain
Was wholly intent on the incoming train.
That great one eyed monster puffed out its black breath,
Shrieked, snorted and hissed, like a thing bent on death,
[...] Read more
poem by Ella Wheeler Wilcox
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Frustrated
Im frustrated cuz i cant tell if it's real
Frustrated because i don't know how you feel.
Im frustrated cuz you didnt call last night.
Frustrated because there is no trust.
Im frustrated cuz i need you night and day
Frustrated because i can't have things my way.
Im frustrated cuz you never want to hold my hand.
Frustrated because im starting to understand.
Im frustrated cuz we cant be together.
Frustrated because i'll remember you for ever.
poem by Isabel Vicuna
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Retirement
Hackney'd in business, wearied at that oar,
Which thousands, once fast chain'd to, quit no more,
But which, when life at ebb runs weak and low,
All wish, or seem to wish, they could forego;
The statesman, lawyer, merchant, man of trade,
Pants for the refuge of some rural shade,
Where, all his long anxieties forgot
Amid the charms of a sequester'd spot,
Or recollected only to gild o'er
And add a smile to what was sweet before,
He may possess the joys he thinks he sees,
Lay his old age upon the lap of ease,
Improve the remnant of his wasted span,
And, having lived a trifler, die a man.
Thus conscience pleads her cause within the breast,
Though long rebell'd against, not yet suppress'd,
And calls a creature form'd for God alone,
For Heaven's high purposes, and not his own,
Calls him away from selfish ends and aims,
From what debilitates and what inflames,
From cities humming with a restless crowd,
Sordid as active, ignorant as loud,
Whose highest praise is that they live in vain,
The dupes of pleasure, or the slaves of gain,
Where works of man are cluster'd close around,
And works of God are hardly to be found,
To regions where, in spite of sin and woe,
Traces of Eden are still seen below,
Where mountain, river, forest, field, and grove,
Remind him of his Maker’s power and love.
'Tis well, if look’d for at so late a day,
In the last scene of such a senseless play,
True wisdom will attend his feeble call,
And grace his action ere the curtain fall.
Souls, that have long despised their heavenly birth,
Their wishes all impregnated with earth,
For threescore years employ’d with ceaseless care,
In catching smoke, and feeding upon air,
Conversant only with the ways of men,
Rarely redeem the short remaining ten.
Inveterate habits choke the unfruitful heart,
Their fibres penetrate its tenderest part,
And, draining its nutritious power to feed
Their noxious growth, starve every better seed.
Happy, if full of days—but happier far,
If, ere we yet discern life’s evening star,
Sick of the service of a world that feeds
Its patient drudges with dry chaff and weeds,
We can escape from custom’s idiot sway,
To serve the sovereign we were born to obey.
[...] Read more
poem by William Cowper
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War And Peace—A Poem
THOU, bright Futurity! whose prospect beams,
In dawning radiance on our day-light dreams;
Whose lambent meteors and ethereal forms
Gild the dark clouds, and glitter thro' the storms;
On thy broad canvas fancy loves to trace,
Her brilliant Iris, drest in vivid grace;
Paints fair creations in celestial dyes,
Tints of the morn and blushes of the skies;
And bids her scenes perfection's robe assume,
The mingling flush of light, and life, and bloom.
Thou bright Futurity! whose morning-star
Still beams unveil'd, unclouded, from afar;
Whose lovely vista smiling Hope surveys,
Thro' the dim twilight of the silvery haze;
Oh! let the muse expand her wing on high,
Thy shadowy realms, thy worlds unknown descry;
Let her clear eye-beam, flashing lucid light,
Chase from thy forms th' involving shades of night;
Pierce the dark clouds that veil thy noontide rays,
And soar, exulting, in meridian blaze!
In bliss, in grief, thy radiant scenes bestow,
The zest of rapture, or the balm of woe!
For, as the sun-flower to her idol turns,
Glows in his noon, and kindles as he burns;
Expands her bosom to th' exalting fire,
Lives but to gaze, and gazes to admire;
E'en so to thee, the mind incessant flies,
From thy pure source the fount of joy supplies;
And steals from thee the sunny light that throws
A brighter blush on pleasure's living rose!
To thee pale sorrow turns her eye of tears,
Lifts the dim curtain of unmeasur'd years;
And hails thy promis'd land, th' Elysian shore,
Where weeping virtue shall bewail no more!
Now, while the sounds of martial wrath assail,
While the red banner floats upon the gale;
While dark destruction, with his legion-bands,
Waves the bright sabre o'er devoted lands;
While war's dread comet flashes thro' the air,
And fainting nations tremble at the glare;
To thee, Futurity! from scenes like these,
Pale fancy turns, for heav'n-imparted ease;
Turns to behold, in thy unclouded skies,
The orb of peace in bright perspective rise;
And pour around, with joy-diffusing ray,
Life, light, and glory, in a flood of day!
Thou, whose lov'd presence and benignant smile
[...] Read more
poem by Felicia Dorothea Hemans
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One Way To Go
Youve got to lift yourself up so high
Youve got to lift yourself up so high
You cant see the ground
You cant see the ground
You dont hear a sound
You dont hear a sound
Youve got to move it up so slow
Youve got to move it up so slow
You see it all
You see it all
Youll probably fall
Youll probably fall
Id rather die than see you fly
Than see you try
Id rather die than see you fly
Id rather die than see you fly
Than see you try
Than see you try
Id rather die than see you fly
Than see you try
Its like pushing locked doors to get in your mind
I dont care what I find
Its like pushing locked doors to get in your mind
Its like pushing locked doors to get in your mind
I dont know what Ill find
I dont care what I find
Its like pushing locked doors to get in your mind
Youve got to move me up
I dont know what Ill find
So high it hurts
So high it burns
But if you let me down
Youve got to move me up
Dont bother to call
So high it hurts
Just let me fall
So high it burns
Id rather die than see you fly
But if you let me down
Than see you try
Dont bother to call
Id rather die than see you fly
Just let me fall
Than see you try
Id rather die than see you fly
Than see you try
Its like pushing locked doors to get in your mind
Id rather die than see you fly
I dont know what Ill find
Than see you try
[...] Read more
song performed by Verve
Added by Lucian Velea
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One Way To Go
Youve got to lift yourself up so high
Youve got to lift yourself up so high
You cant see the ground
You cant see the ground
You dont hear a sound
You dont hear a sound
Youve got to move it up so slow
Youve got to move it up so slow
You see it all
You see it all
Youll probably fall
Youll probably fall
Id rather die than see you fly
Than see you try
Id rather die than see you fly
Id rather die than see you fly
Than see you try
Than see you try
Id rather die than see you fly
Than see you try
Its like pushing locked doors to get in your mind
I dont care what I find
Its like pushing locked doors to get in your mind
Its like pushing locked doors to get in your mind
I dont know what Ill find
I dont care what I find
Its like pushing locked doors to get in your mind
Youve got to move me up
I dont know what Ill find
So high it hurts
So high it burns
But if you let me down
Youve got to move me up
Dont bother to call
So high it hurts
Just let me fall
So high it burns
Id rather die than see you fly
But if you let me down
Than see you try
Dont bother to call
Id rather die than see you fly
Just let me fall
Than see you try
Id rather die than see you fly
Than see you try
Its like pushing locked doors to get in your mind
Id rather die than see you fly
I dont know what Ill find
Than see you try
[...] Read more
song performed by Verve
Added by Lucian Velea
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The Judgment Of Paris
1
Far in the depth of Ida's inmost grove,
A scene for love and solitude design'd;
Where flowery woodbines wild, by Nature wove,
Form'd the lone bower, the royal swain reclined.
2
All up the craggy cliffs, that tower'd to heaven,
Green waved the murmuring pines on every side;
Save where, fair opening to the beam of even,
A dale sloped gradual to the valley wide.
3
Echo'd the vale with many a cheerful note;
The lowing of the herds resounding long,
The shrilling pipe, and mellow horn remote,
And social clamours of the festive throng.
4
For now, low hovering o'er the western main,
Where amber clouds begirt his dazzling throne,
The Sun with ruddier verdure deck'd the plain;
And lakes and streams and spires triumphal shone.
5
And many a band of ardent youths were seen;
Some into rapture fired by glory's charms,
Or hurl'd the thundering car along the green,
Or march'd embattled on in glittering arms.
6
Others more mild, in happy leisure gay,
The darkening forest's lonely gloom explore,
Or by Scamander's flowery margin stray,
Or the blue Hellespont's resounding shore.
7
[...] Read more
poem by James Beattie
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The Wisdom Of Merlyn
These are the time--words of Merlyn, the voice of his age recorded,
All his wisdom of life, the fruit of tears in his youth, of joy in his manhood hoarded,
All the wit of his years unsealed, to the witless alms awarded.
These are his time--gifts of song, his help to the heavy--laden,
Words of an expert of life, who has gathered its sins in his sack, its virtues to grieve and gladden,
Speaking aloud as one who is strong to the heart of man, wife and maiden.
For he is Merlyn of old, the once young, the still robed in glory,
Ancient of days though he be, with wisdom only for wealth and the crown of his locks grown hoary,
Yet with the rage of his soul untamed, the skill of his lips in story.
He dares not unhouselled die, who has seen, who has known, who has tasted
What of the splendours of Time, of the wise wild joys of the Earth, of the newness of pleasures quested,
All that is neither of then nor now, Truth's naked self clean--breasted,
Things of youth and of strength, the Earth with its infinite pity,
Glories of mountain and plain, of streams that wind from the hills to the insolent human city,
Dark with its traders of human woe enthroned in the seats of the mighty.
Fair things nobler than Man before the day of his ruling,
Free in their ancient peace, ere he came to change, to destroy, to hinder with his schooling,
Asking naught that was his to give save freedom from his fooling.
Beautiful, wonderful, wise, a consonant law--ruled heaven,
Garden ungardened yet, in need yet hardly of God to walk there noon or even,
Beast and bird and flower in its place, Earth's wonders more than seven.
Of these he would speak and confess, to the young who regard not their heirship,
Of beauty to boys who are blind, of might to the impotent strong, to the women who crowd Time's fair ship,
Of pearls deep hid in Love's Indian seas, the name of the God they worship.
Thus let it be with Merlyn before his daylight is ended,
One last psalm of his life, the light of it lipped with laughter, the might of it mixed and blended
Still with the subtle sweet need of tears than Pleasure's self more splendid,
Psalm and hymn of the Earth expounding what Time teaches,
Creed no longer of wrath, of silent issueless hopes, of a thing which beyond Man's reach is,
Hope deferred till the heart grows sick, while the preacher vainly preaches.
Nay but a logic of life, which needeth no deferring,
Life with its birthright love, the sun the wind and the rain in multiple pleasure stirring
Under the summer leaves at noon, with no sad doubt of erring,
No sad legend of sin, since his an innocent Eden
Is, and a garden of grace, its gateway clear of the sword, its alleys not angel--ridden,
Its tree of life at the lips of all and never a fruit forbidden.
Merlyn is no vain singer to vex men's ears in the street,
Nay, nor a maid's unbidden. He importuneth none with his song, be it never so wild and sweet.
[...] Read more
poem by Wilfrid Scawen Blunt
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Tirocinium; or, a Review of Schools
It is not from his form, in which we trace
Strength join'd with beauty, dignity with grace,
That man, the master of this globe, derives
His right of empire over all that lives.
That form, indeed, the associate of a mind
Vast in its powers, ethereal in its kind,
That form, the labour of Almighty skill,
Framed for the service of a freeborn will,
Asserts precedence, and bespeaks control,
But borrows all its grandeur from the soul.
Hers is the state, the splendour, and the throne,
An intellectual kingdom, all her own.
For her the memory fills her ample page
With truths pour’d down from every distant age;
For her amasses an unbounded store,
The wisdom of great nations, now no more;
Though laden, not encumber’d with her spoil;
Laborious, yet unconscious of her toil;
When copiously supplied, then most enlarged;
Still to be fed, and not to be surcharged.
For her the Fancy, roving unconfined,
The present muse of every pensive mind,
Works magic wonders, adds a brighter hue
To Nature’s scenes than Nature ever knew.
At her command winds rise and waters roar,
Again she lays them slumbering on the shore;
With flower and fruit the wilderness supplies,
Or bids the rocks in ruder pomp arise.
For her the Judgment, umpire in the strife
That Grace and Nature have to wage through life,
Quick-sighted arbiter of good and ill,
Appointed sage preceptor to the Will,
Condemns, approves, and, with a faithful voice,
Guides the decision of a doubtful choice.
Why did the fiat of a God give birth
To yon fair Sun and his attendant Earth?
And, when descending he resigns the skies,
Why takes the gentler Moon her turn to rise,
Whom Ocean feels through all his countless waves,
And owns her power on every shore he laves?
Why do the seasons still enrich the year,
Fruitful and young as in their first career?
Spring hangs her infant blossoms on the trees,
Rock’d in the cradle of the western breeze:
Summer in haste the thriving charge receives
Beneath the shade of her expanded leaves,
Till Autumn’s fiercer heats and plenteous dews
Dye them at last in all their glowing hues.—
‘Twere wild profusion all, and bootless waste,
Power misemploy’d, munificence misplaced,
[...] Read more
poem by William Cowper
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Future Babies
A flower stands erect upon the stem.
Odd:
It bears the naked flesh of many men –
Pulsing, writhing, arteries humming;
Androgenic fluids chase their channels
To the ground, caking at a mound
Of naked girls, who pout in doubt and
Hurl their rabid glares from eyes
That catch the light of want
And desperation.
Sighs:
They know the separation
Stays their open legs
From bursting cocks.
Masturbation of the mind
Is all they need –
They’re in the docks of
Fate:
The evil Overpopulation’s out to feed
Their thund’rous urge to procreate!
Forget the conjugation, just for once?
Bag the bulbous tits in bras.
I know they want the tongue on c*nts;
But focus! Where’s the room to live?
And think about the future babies.
THINK:
You know they won’t forgive
Your selfish drive to suck, to shag.
The Dying Age of Man will drag
Him down to disappear.
So keep the girls away from sperm –
Don’t let the men up there!
Copyright © Mark R Slaughter 2011
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poem by Mark R Slaughter
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