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Bug

bug

' there are many to bear'

bug

They are invisible as air

bugs

Are they social [what did Aristotle say? ]

Do you know who's bugging you today?

poem by Yvette Smith
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Social Netowrking Of Robots

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poem by Rwetewrt Erwtwer
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Adrienne Vittadini

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poem by Caasder Fronds
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Fitration Bags

2.5 gallon shopvac bags
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poem by Rwetewrt Erwtwer
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Trash Bag

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poem by Rwetewrt Erwtwer
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U Got Me Bugged

Since you came around
Wigglin under my skin
Ive been lost in the lost n found
Feeling like a helpless pin
U got me bug bug bug bug bugged
Girl I dont know what to do
U got me bug bug bug bug bugged
You fluttered on down
As graceful as can be
Then you stuck in the needle
And sucked my blood
It was the loveage that came over me
U got me bug bug bug bug bugged
I dont know what to do
U got me bug bug bug bug bugged
Im always bugged over you
Now Im hopelessly entangled
In the web of love you dangled
Helpless like a worm watch me twist and squirm
Your love has left me strangled
U got me bug bug bug bug bugged
Girl, I dont know what to do
U got me bug bug bug bug bugged
Girl, Im all bugged out over you
You got me bug bug bug bug
Now Im hopelessly entangled
In the web of love you dangled
Should have trusted sick fear
Now you stepped out on my tail
Your love has left me strangled
You got me bug bug bug bug

song performed by Devo
Added by Lucian Velea
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With The Bug

Roy orbison
Well down through the ages. woman's had a time
Tryin' to get her man to walk the chalk line
To keep him on a string with a kiss and a hug
But there's never been a man who wasn't bitten by the bug
Yeah rockin' and rollin' with the bug
Rollin' and strollin' with the bug
Itchin' and twitchin' singin' and swingin'
Yeah with the bug
Well delilah loved sammy, but he wouldnt stay home
Always runnin' and leavin' dee home
She set out to find sammy late one night
Found him down at the sand dune rockin' it right
He was rockin' and rollin' with the bug
Rollin' and strollin' he had the bug
Itchin' and twitchin' singin' and swingin'
Yeah with the bug
Well helen of troy a cool smile on her face
She sported the face that launched a thousand ships
But she couldn't control the wiggle in her hips
She lost her fame and fortune, just one flip
Well rockin' and rollin' with the bug
Rollin' and strollin' had the bug
Itchin' and twitchin' singin' and swingin'
Yeah with the bug
And josephine, had trouble from the start
She couldn't keep her eye on little bonoparte
Every single time that josie looked around
She found her bony runnin' round and round
He was rockin' and rollin' with the bug
Rollin' and strollin' had the bug
Itchin' and twitchin' singin' and swingin'
Yeah with the bug
Well now, are modern times the same as history
Even in the twentieth century
And our future now, oh yes it's plain to see
If we don't look out, the bug will get you and me
We'll be rockin' and rollin' with the bug
Rollin' and strollin' with the bug
Itchin' and twitchin' movin' and groovin'
Yeah with the bug
Yeah, with the bug
With the bug
With the bug
With the bug
With the bug
With the bug
With the bug ...

song performed by Roy Orbison
Added by Lucian Velea
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With A Bug

Well down through the ages. woman's had a time
Tryin' to get her man to walk the chalk line
To keep him on a string with a kiss and a hug
But there's never been a man who wasn't bitten by the bug
Yeah rockin' and rollin' with the bug
Rollin' and strollin' with the bug
Itchin' and twitchin' singin' and swingin'
Yeah with the bug
Well Delilah loved Sammy, but he wouldnt stay home
Always runnin' and leavin' Dee home
She set out to find Sammy late one night
Found him down at the sand dune rockin' it right
He was rockin' and rollin' with the bug
Rollin' and strollin' with the bug
Itchin' and twitchin' singin' and swingin'
Yeah with the bug
Well Helen of Troy a cool smile on her face
She sported the face that launched a thousand ships
But she couldn't control the wiggle in her hips
She lost her fame and fortune, just one flip
Well rockin' and rollin' with the bug
Rollin' and strollin' with the bug
Itchin' and twitchin' singin' and swingin'
Yeah with the bug
Well now Josephine, She had trouble from the start
She couldn't keep her eye on little Bonoparte
Every single time that Josie looked around
She found her Bony runnin' round and round
He was rockin' and rollin' with the bug
Rollin' and strollin' with the bug
Itchin' and twitchin' singin' and swingin'
Yeah with the bug
Well now, are modern times the same as history
Even in the twentieth century
And our future now well it's plain to see
If we don't look out, the bug will get you and me
We'll be rockin' and rollin' with the bug
Rollin' and strollin' with the bug
Itchin' and twitchin' singin' and swingin'
Yeah with the bug
Yeah, with the bug
with the bug
with the bug
with the bug
with the bug
with the bug....

song performed by Roy Orbison
Added by Lucian Velea
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June Bug

They call me a June Bug, But I don't come in June
They really should call me a May Bug
I fly all night looking for a light
A little romance and then love

I'm the June Bug of another's dream
Yeah, I'm the one that's on your screen
I'm the one that comes in the hundreds
The one you step over with your feet

I'm a June Bug, A June Bug
I'm roly poly round
Looking for love, Yeah, looking for love
And I know it's flying around

I spend seven years in that ground
And all I ever am is a Grub
Of course when I climb out of that hole
I wanna find me a little bug love

You want to see my buddies?
Well, just keep that light burning bright
We will come in the thousands
And visit you all night

We come up from the ground
At night we can be found
We visit you in the month of May
And all night we hang around

You want to know just why
We don't move when you come outside?
Well, that's because a Bug named Fred
Told us all to pretend we died

We come up from the ground
All we want is a little Bug love
But I tell you that ain't easy
Sometimes it's just real tough

I saw Sam the Bug the other day
Flying straight for a big head light
I guess he liked it quite a lot
Because he is still there and bright

Poor Arnold the Bug, Well, I don't know
He is stuck on someone's shoe
We tried to tell him but he had listened to Fred
That Bug just wouldn't move

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poem by Bill Simmons
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~ Aristotle ~ Niv ~

~ Aristotle ~ Niv ~
Ms. Nivedita
UK
29 September 2010.

Aristotle siphoning ~
Only thing I know
I know nothing.

Niv quipping ~
Why I know everything
Of nothing?

Aristotle viewing ~
It’s we see
By means of eyes.

Niv previewing ~
Eyes can’t see if what
Of we is absentee?

Aristotle employing ~
All paid jobs absorb and degrade the mind
Niv unemploying ~
How paid jobs bunk and degrade mind?

Aristotle saccharining ~
Change in all things is sweet
Niv bittering ~
For sweetening why change things?

Aristotle teaching ~
Education is the best provision for old age
Niv rejoindering ~
Does education proviso promoter of old age?

Aristotle positing ~
Happiness depends upon ourselves
Niv dis-positing ~
What of ourselves not owning happiness?

Aristotle mystifying ~
In all things of nature there is something of the marvelous.
Niv questing ~
Why not marvelousness in every thing in nature?

To Aristotle ~ We owe why?
For Niv ~ We low blow all awe why?
Readers ~ You?

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poem by Ms. Nivedita Bagchi Spc. Uk.
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Invisible Strings

(ian hunter)
One, two, three
Well I woke up this morning - theres a girl in my bed.
How did she get there? was it something I said?
I dont understand it but somehow it seems
She visits me in invisible dreams.
Over and over I try to explain
How did that girl get into my veins?
Did somebody send her - was it my velvet wings?
And how does she touch my invisible strings?
Invisible strings - invisible strings
These are a few of my favorite things
Now its all over when the fat lady sings
Ill still be playing my invisible strings
Well maybe she dont have a world of her own
Maybe shes using me just like a phone
And sometimes shes cool and sometimes she stings
And Im all tangled up in invisible strings
Invisible strings - invisible strings
These are a few of my favorite things
When youre wearing black and Im wearing wings,
Well still be playing those invisible strings
Well she never leaves - Im never alone
I aint in the book but shes still calling home
I tried to lose her - watch the tv
But that womans always picking on me
Well, theres strings round my body, strings round my heart
Id like to know where the string-pulling starts
Id give anything to meet the angel who sends
Invisible ink to my invisible pen
Invisible strings - invisible strings
These are a few of my favorite things
When youre wearing black and Im wearing wings,
Well still be playing our invisible strings
Invisible strings - invisible strings
These are a few of my favorite things
Now its all over when the fat lady sings
Well still be playing our invisible strings
Invisible strings - invisible strings
Oh yeah

song performed by Ian Hunter
Added by Lucian Velea
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VII. Pompilia

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

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

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

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poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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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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Pharsalia - Book IX: Cato

Yet in those ashes on the Pharian shore,
In that small heap of dust, was not confined
So great a shade; but from the limbs half burnt
And narrow cell sprang forth and sought the sky
Where dwells the Thunderer. Black the space of air
Upreaching to the poles that bear on high
The constellations in their nightly round;
There 'twixt the orbit of the moon and earth
Abide those lofty spirits, half divine,
Who by their blameless lives and fire of soul
Are fit to tolerate the pure expanse
That bounds the lower ether: there shall dwell,
Where nor the monument encased in gold,
Nor richest incense, shall suffice to bring
The buried dead, in union with the spheres,
Pompeius' spirit. When with heavenly light
His soul was filled, first on the wandering stars
And fixed orbs he bent his wondering gaze;
Then saw what darkness veils our earthly day
And scorned the insults heaped upon his corse.
Next o'er Emathian plains he winged his flight,
And ruthless Caesar's standards, and the fleet
Tossed on the deep: in Brutus' blameless breast
Tarried awhile, and roused his angered soul
To reap the vengeance; last possessed the mind
Of haughty Cato.

He while yet the scales
Were poised and balanced, nor the war had given
The world its master, hating both the chiefs,
Had followed Magnus for the Senate's cause
And for his country: since Pharsalia's field
Ran red with carnage, now was all his heart
Bound to Pompeius. Rome in him received
Her guardian; a people's trembling limbs
He cherished with new hope and weapons gave
Back to the craven hands that cast them forth.
Nor yet for empire did he wage the war
Nor fearing slavery: nor in arms achieved
Aught for himself: freedom, since Magnus fell,
The aim of all his host. And lest the foe
In rapid course triumphant should collect
His scattered bands, he sought Corcyra's gulfs
Concealed, and thence in ships unnumbered bore
The fragments of the ruin wrought in Thrace.
Who in such mighty armament had thought
A routed army sailed upon the main
Thronging the sea with keels? Round Malea's cape
And Taenarus open to the shades below
And fair Cythera's isle, th' advancing fleet

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poem by Marcus Annaeus Lucanus
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People Everywhere: Social Music (Original 11 03 2009)

PEOPLE EVERYWHERE: SOCIAL MUSIC
Original 11 03 3009

People everywhere over here over there people
In poor bread lines people in pony drawn carriages
People on a chariot with a rumble seat people on a
Climb on a mountain steep people on a dime on a
Corner on Wall Street –street people -people everywhere
Everywhere there’s a drummer. Where you going?
Everywhere you go you go with a beat you go with
Where the music is… where the music is “social man
What’s jazz? ” People everywhere just social that’s all
New Orleans people social all the way up river to
Kansas City on up to Chicago don’t make no difference
If your name is Santiago Obama Bergson Rothschild
Bush just social People -Montrose New York City
People social all the way to Rio Paris Johannesburg
Brazil Belize over all the bridges –London Suez
Toronto Montreal people in a dim café -social
People in church every weekday and everyday
Everywhere there’s a temple play -Joe’s Place
People social man -music social don’t make no
Difference where you get together whoever is playing
Just playing so you keep on playing with everybody
Playing -people play social music man –man or
Woman don’t understand just don’t stop playing
People everywhere want to be there to see it -up here
You playing social music -understand -just don’t
Stop playing -people everywhere get hungry lose
Patience -people everywhere not playing social music
When you stop playing social music people every-
Where stop –trying to figure out why everybody
Stop playing social music -nothing social about
Playing a whole lot of music -nothing truly social
In a lot of music -the next thing you know a short
Spell and before long you got wars breaking out
Stop playing and its hell -that’s not social any more.

Lee Mack copyright 2009. ISBN # 0615318347. Do not reproduce without permission.

poem by Lee B. Mack
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The Idols

An Ode
Luce intellettual, piena d' amore

Prelude
Lo, the spirit of a pulsing star within a stone
Born of earth, sprung from night!
Prisoned with the profound fires of the light
That lives like all the tongues of eloquence
Locked in a speech unknown!
The crystal, cold and hard as innocence,
Immures the flame; and yet as if it knew
Raptures or pangs it could not but betray,
As if the light could feel changes of blood and breath
And all--but--human quiverings of the sense,
Throbs of a sudden rose, a frosty blue,
Shoot thrilling in its ray,
Like the far longings of the intellect
Restless in clouding clay.

Who has confined the Light? Who has held it a slave,
Sold and bought, bought and sold?
Who has made of it a mystery to be doled,
Or trophy, to awe with legendary fire,
Where regal banners wave?
And still into the dark it sends Desire.
In the heart's darkness it sows cruelties.
The bright jewel becomes a beacon to the vile,
A lodestar to corruption, envy's own:
Soiled with blood, fought for, clutched at; this world's prize,
Captive Authority. Oh, the star is stone
To all that outward sight,
Yet still, like truth that none has ever used,
Lives lost in its own light.

Troubled I fly. O let me wander again at will
(Far from cries, far from these
Hard blindnesses and frozen certainties!)
Where life proceeds in vastness unaware
And stirs profound and still:
Where leafing thoughts at shy touch of the air
Tremble, and gleams come seeking to be mine,
Or dart, like suddenly remembered youth,
Like the ache of love, a light, lost, found, and lost again.
Surely in the dusk some messenger was there!
But, haunted in the heart, I thirst, I pine.--
Oh, how can truth be truth
Except I taste it close and sweet and sharp
As an apple to the tooth?

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poem by Robert Laurence Binyon
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VI. Giuseppe Caponsacchi

Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,

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poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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The Invisible Man

Im the invisible man,
Im the invisible man,
Incredible how you can,
See right through me,
When you hear a sound,
That you just cant place
Feel somethin move
That you just cant trace,
When something sits
On the end of your bed
Dont turn around
When you hear me tread.
Im the invisible man,
Im the invisible man
Incredible how you can
See right through me
Im the invisible man
Im the invisible man
Its criminal how I can
See right through you.
Now Im in your room
And Im in your bed
And Im in your life
And Im in your head
Like the cia
Or the fbi
Youll never get close
Never take me alive
Im the invisible man
Im the invisible man
Incredible how you can
See right through me
Im the invisible man
Im the invisible man
Its criminal how I can
See right through you,
Hah, hah, hah, hello,
Hah, hah, hah, hello,
Hah, hah, hah, hello-hello-hello-hello,
Never had a real good friend - not a boy or a girl
No-one knows what Ive been through - let my flag unfurl
So make my mark from the edge of the world,
From the edge of the world,
From the edge of the world,
Now Im on your track
And Im in your mind,
And Im on your back
But dont look behind
Im your meanest thought
Im your darkest fear

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song performed by Queen
Added by Lucian Velea
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The mother and the artist

A mother might bear just a single child in 9 months; but an artist blossoms
into an infinite children of wonderfully emollient freshness; every
unfurling instant of impregnably magnificent existence,

A mother might bear just a single child in 9 months; but an artist blossoms
into an infinite children of spellbindingly undefeated innocence; every
unfurling instant of symbiotically pristine existence,

A mother might bear just a single child in 9 months; but an artist blossoms
into an infinite children of timelessly unconquerable truth; every unfurling
instant of bounteously magnanimous existence,

A mother might bear just a single child in 9 months; but an artist blossoms
into an infinite children of unfathomably unfettered creativity; every
unfurling instant of timelessly burgeoning existence,

A mother might bear just a single child in 9 months; but an artist blossoms
into an infinite children of royally triumphant resplendence; every
unfurling instant of unconquerably majestic existence,

A mother might bear just a single child in 9 months; but an artist blossoms
into an infinite children of eternally exhilarating vivaciousness; every
unfurling instant of redolently insuperable existence,

A mother might bear just a single child in 9 months; but an artist blossoms
into an infinite children of unbelievably ameliorating optimism; every
unfurling instant of marvelously benign existence,

A mother might bear just a single child in 9 months; but an artist blossoms
into an infinite children of brilliantly liberated camaraderie; every
unfurling instant of iridescently inscrutable existence,

A mother might bear just a single child in 9 months; but an artist blossoms
into an infinite children of unshakably virgin righteousness; every
unfurling instant of beautifully untainted existence,

A mother might bear just a single child in 9 months; but an artist blossoms
into an infinite children of uninhibitedly heavenly frolic; every unfurling
instant of tantalizingly sensuous existence,

A mother might bear just a single child in 9 months; but an artist blossoms
into an infinite children of compassionately humanitarian friendship; every
unfurling instant of magically mitigating existence,

A mother might bear just a single child in 9 months; but an artist blossoms
into an infinite children of miraculously everlasting freshness; every
unfurling instant of invincibly coalescing existence,

A mother might bear just a single child in 9 months; but an artist blossoms
into an infinite children of pricelessly ubiquitous oneness; every unfurling

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poem by Nikhil Parekh
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Hudibras: Part 1 - Canto III

THE ARGUMENT

The scatter'd rout return and rally,
Surround the place; the Knight does sally,
And is made pris'ner: Then they seize
Th' inchanted fort by storm; release
Crowdero, and put the Squire in's place;
I should have first said Hudibras.

Ah me! what perils do environ
The man that meddles with cold iron!
What plaguy mischiefs and mishaps
Do dog him still with after-claps!
For though dame Fortune seem to smile
And leer upon him for a while,
She'll after shew him, in the nick
Of all his glories, a dog-trick.
This any man may sing or say,
I' th' ditty call'd, What if a Day?
For HUDIBRAS, who thought h' had won
The field, as certain as a gun;
And having routed the whole troop,
With victory was cock a-hoop;
Thinking h' had done enough to purchase
Thanksgiving-day among the Churches,
Wherein his mettle, and brave worth,
Might be explain'd by Holder-forth,
And register'd, by fame eternal,
In deathless pages of diurnal;
Found in few minutes, to his cost,
He did but count without his host;
And that a turn-stile is more certain
Than, in events of war, dame Fortune.

For now the late faint-hearted rout,
O'erthrown, and scatter'd round about,
Chas'd by the horror of their fear
From bloody fray of Knight and Bear,
(All but the dogs, who, in pursuit
Of the Knight's victory, stood to't,
And most ignobly fought to get
The honour of his blood and sweat,)
Seeing the coast was free and clear
O' th' conquer'd and the conqueror,
Took heart again, and fac'd about,
As if they meant to stand it out:
For by this time the routed Bear,
Attack'd by th' enemy i' th' rear,
Finding their number grew too great
For him to make a safe retreat,

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poem by Samuel Butler
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[9] O, Moon, My Sweet-heart!

O, Moon, My Sweet-heart!
[LOVE POEMS]

POET: MAHENDRA BHATNAGAR

POEMS

1 Passion And Compassion / 1
2 Affection
3 Willing To Live
4 Passion And Compassion / 2
5 Boon
6 Remembrance
7 Pretext
8 To A Distant Person
9 Perception
10 Conclusion
10 You (1)
11 Symbol
12 You (2)
13 In Vain
14 One Night
15 Suddenly
16 Meeting
17 Touch
18 Face To Face
19 Co-Traveller
20 Once And Once only
21 Touchstone
22 In Chorus
23 Good Omens
24 Even Then
25 An Evening At ‘Tighiraa’ (1)
26 An Evening At ‘Tighiraa’ (2)
27 Life Aspirant
28 To The Condemned Woman
29 A Submission
30 At Midday
31 I Accept
32 Who Are You?
33 Solicitation
34 Accept Me
35 Again After Ages …
36 Day-Dreaming
37 Who Are You?
38 You Embellished In Song

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poem by Mahendra Bhatnagar
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