Social Isolation
I try to talk to you,
but you turn and walk away.
Am I really that boring,
is the life I have not valuable to you?
Thinking you would listen to me,
now I sit in my room knowing that i'm trying so hard,
but my social isolation seems to be killing me inside.
poem by David Lomenick
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Social Netowrking Of Robots
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[...] Read more
poem by Rwetewrt Erwtwer
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Genocide
When they try to tell you knowledge is a dangerous thing
"it's such a dangerous thing"
The people that have it are the people that sin
And the people that need it are the people that can never win
"they can never win"
Let me get you out of here little broken wing
There are people round here that are right
There are people round here that like to sleep at night
There are people round here that go slow
There are people round here that don't kindly to the killing of the buffalo
When they tear up all the treaties and break up all the plans
"they break up all the plans"
Did you do your duty and kill on command?
Did you know the redman used to roam this land?
"he used to roam this land"
Now the souls of lost warriors blow across the sands
People round here they get it right
People round here we like to sleep at night
There are people round here that go slow
People round here that don't take kindly to the killing of the buffalo, oh no
So listen to my story and listen to it well
"you better listen well"
Listen to the glory of the gory details of the tale i tell
Did you know the redman very well?
"i used to know him well"
Did you know the hunting ground before it became a hell?
There are people round here that are right
There are people round here that like to sleep at night
There are people round here i don't know
There are people round here that don't take kindly to the killing of the buffalo
The killing of the buffala-o
The killing of the buffala-o
The killing
The killing of the
The killing of the buffala-o
The killing of the buffala-o
The killing of the buffala-o
The killing of the buffala-o
The killing of the buffala-o
The killing
The killing
So listen to my story of genocide
How they were hunted and slaughtered till there was no place left to hide
Did you know the redman used to hold his head with pride?
Till every man, woman and child were destroyed
There are people round here that get it right
There are people round here that couldn't sleep at night
There are people round here i don't know
There are people round here that don't take kindly to the killing of the buffalo
There are people round here that understand
[...] Read more
song performed by Thin Lizzy
Added by Lucian Velea
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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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Percys Song
Bad news, bad news,
Come to me where I sleep,
Turn, turn, turn again.
Sayin one of your friends
Is in trouble deep,
Turn, turn to the rain
And the wind.
Tell me the trouble,
Tell once to my ear,
Turn, turn, turn again.
Joliet prison
And ninety-nine years,
Turn, turn to the rain
And the wind.
Oh whats the charge
Of how this came to be,
Turn, turn, turn again.
Manslaughter
In the highest of degree,
Turn, turn to the rain
And the wind.
I sat down and wrote
The best words I could write,
Turn, turn, turn again.
Explaining to the judge
Id be there on wednesday night,
Turn, turn to the rain
And the wind.
Without a reply,
I left by the moon,
Turn, turn, turn again.
And was in his chambers
By the next afternoon,
Turn, turn to the rain
And the wind.
Could ya tell me the facts?
I said without fear,
Turn, turn, turn again.
That a friend of mine
Would get ninety-nine years,
Turn, turn to the rain
And the wind.
A crash on the highway
Flew the car to a field,
Turn, turn, turn again.
There was four persons killed
And he was at the wheel,
Turn, turn to the rain
And the wind.
But I knew him as good
[...] Read more
song performed by Bob Dylan
Added by Lucian Velea
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Second Book
TIMES followed one another. Came a morn
I stood upon the brink of twenty years,
And looked before and after, as I stood
Woman and artist,–either incomplete,
Both credulous of completion. There I held
The whole creation in my little cup,
And smiled with thirsty lips before I drank,
'Good health to you and me, sweet neighbour mine
And all these peoples.'
I was glad, that day;
The June was in me, with its multitudes
Of nightingales all singing in the dark,
And rosebuds reddening where the calyx split.
I felt so young, so strong, so sure of God!
So glad, I could not choose be very wise!
And, old at twenty, was inclined to pull
My childhood backward in a childish jest
To see the face of't once more, and farewell!
In which fantastic mood I bounded forth
At early morning,–would not wait so long
As even to snatch my bonnet by the strings,
But, brushing a green trail across the lawn
With my gown in the dew, took will and way
Among the acacias of the shrubberies,
To fly my fancies in the open air
And keep my birthday, till my aunt awoke
To stop good dreams. Meanwhile I murmured on,
As honeyed bees keep humming to themselves;
'The worthiest poets have remained uncrowned
Till death has bleached their foreheads to the bone,
And so with me it must be, unless I prove
Unworthy of the grand adversity,–
And certainly I would not fail so much.
What, therefore, if I crown myself to-day
In sport, not pride, to learn the feel of it,
Before my brows be numb as Dante's own
To all the tender pricking of such leaves?
Such leaves? what leaves?'
I pulled the branches down,
To choose from.
'Not the bay! I choose no bay;
The fates deny us if we are overbold:
Nor myrtle–which means chiefly love; and love
Is something awful which one dare not touch
So early o' mornings. This verbena strains
The point of passionate fragrance; and hard by,
This guelder rose, at far too slight a beck
Of the wind, will toss about her flower-apples.
Ah–there's my choice,–that ivy on the wall,
That headlong ivy! not a leaf will grow
[...] Read more
poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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Listen To The Rain
(Rain)
Listen listen
Listen listen
Listen listen
Listen listen
Listen (listen) listen (listen)
Listen (listen) listen (listen)
Listen (listen) listen (listen)
Listen listen
Listen to each drop of rain (listen listen)
Aaah
Whispering secrets in rain (listen listen)
Aaah
Frantically searching for someone to hear
That story be more than it hides
Please don't let go
Can't we stay for a while?
It's just to hard to say goodbye
Listen to the rain
Aa...ah
Listen listen listen listen listen listen to the rain
Weeping
Oo...ooh oooh ooh oo...ooh
Oo...ooh oooh oh oh
Listen (listen) listen (listen)
Listen (listen) listen
I stand alone in the storm (listen listen)
Suddenly sweet words take hold
(Listen listen)
Hurry they stay for you haven't much time
Open your eyes to the love around you
You can feel youre alone
But I'm here still with you
You can do what you dream
Just remember to listen to the rain
oo...ooh oh oh oh oh
ooh ooh oh oh oooh
Listen
song performed by Evanescence
Added by Lucian Velea
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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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The Walk
Attention everybody
I'm gonna show U a brand new dance
It's called "The Walk," "The Walk"
Just let your body talk
'Til U're deep in a trance
U don't need no partner
U can walk all alone
(Say, say) Whenever U feel the groove
Just let your body move
Walkin' 2 a beat of your own (Hey)
Everybody walk your body
Everybody walk (U)
Everybody walk your body
Everybody walk
Attention everybody
I said it ain't hard 2 do
U just walk, walk
Let your body talk
Walkin' so cool (Walkin' so cool)
Attention everybody
I said I just shined my shoes, yes I did
So U can let your body talk
But just watch where U walk
Or your life U're gonna lose
In other words, I'll walk U til U're dead
Everybody walk your body (Oh yeah, hey)
Everybody walk (U)
Everybody walk your body
Oh, everybody walk
The days of dancing in one place are gone
And honey, U know U can't dance with them tight jeans on
If U try 2 cop a dip, U trip, slip, and fall
Walking's 4 the cool baby, put on a camisole (Hey)
Everybody walk your body (Everybody walk your body)
Everybody walk (U)
Everybody walk your body (Everybody walk your body)
Everybody walk (Uh)
Who? Me? I wear baggies, zip, snap, and drop
(Mm) Easy access baby (Yes, before U get a chance 2 holler "Stop!")
Besides, Rollo likes his freedom
Ain't nothin' like a fresh pair of baggies
Now I know that's right
Everybody walk your body (Everybody walk your body)
Everybody walk (U)
Everybody walk your body
Everybody walk (Oh)
Hup 2, 3, 4, what the hell are we fightin' 4? Walk!
Hup 2, 3, 4, what the hell are we fightin' 4? Walk!
Company fall in line, talk
Hup 2, 3, 4, what the hell are we fightin' 4? Walk! (Jellybean)
[...] Read more
song performed by Prince
Added by Lucian Velea
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Fifth Book
AURORA LEIGH, be humble. Shall I hope
To speak my poems in mysterious tune
With man and nature,–with the lava-lymph
That trickles from successive galaxies
Still drop by drop adown the finger of God,
In still new worlds?–with summer-days in this,
That scarce dare breathe, they are so beautiful?–
With spring's delicious trouble in the ground
Tormented by the quickened blood of roots.
And softly pricked by golden crocus-sheaves
In token of the harvest-time of flowers?–
With winters and with autumns,–and beyond,
With the human heart's large seasons,–when it hopes
And fears, joys, grieves, and loves?–with all that strain
Of sexual passion, which devours the flesh
In a sacrament of souls? with mother's breasts,
Which, round the new made creatures hanging there,
Throb luminous and harmonious like pure spheres?–
With multitudinous life, and finally
With the great out-goings of ecstatic souls,
Who, in a rush of too long prisoned flame,
Their radiant faces upward, burn away
This dark of the body, issuing on a world
Beyond our mortal?–can I speak my verse
So plainly in tune to these things and the rest,
That men shall feel it catch them on the quick,
As having the same warrant over them
To hold and move them, if they will or no,
Alike imperious as the primal rhythm
Of that theurgic nature? I must fail,
Who fail at the beginning to hold and move
One man,–and he my cousin, and he my friend,
And he born tender, made intelligent,
Inclined to ponder the precipitous sides
Of difficult questions; yet, obtuse to me,–
Of me, incurious! likes me very well,
And wishes me a paradise of good,
Good looks, good means, and good digestion!–ay,
But otherwise evades me, puts me off
With kindness, with a tolerant gentleness,–
Too light a book for a grave man's reading! Go,
Aurora Leigh: be humble.
There it is;
We women are too apt to look to one,
Which proves a certain impotence in art.
We strain our natures at doing something great,
Far less because it's something great to do,
Than, haply, that we, so, commend ourselves
As being not small, and more appreciable
To some one friend. We must have mediators
[...] Read more
poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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Third Book
'TO-DAY thou girdest up thy loins thyself,
And goest where thou wouldest: presently
Others shall gird thee,' said the Lord, 'to go
Where thou would'st not.' He spoke to Peter thus,
To signify the death which he should die
When crucified head downwards.
If He spoke
To Peter then, He speaks to us the same;
The word suits many different martyrdoms,
And signifies a multiform of death,
Although we scarcely die apostles, we,
And have mislaid the keys of heaven and earth.
For tis not in mere death that men die most;
And, after our first girding of the loins
In youth's fine linen and fair broidery,
To run up hill and meet the rising sun,
We are apt to sit tired, patient as a fool,
While others gird us with the violent bands
Of social figments, feints, and formalisms,
Reversing our straight nature, lifting up
Our base needs, keeping down our lofty thoughts,
Head downward on the cross-sticks of the world.
Yet He can pluck us from the shameful cross.
God, set our feet low and our forehead high,
And show us how a man was made to walk!
Leave the lamp, Susan, and go up to bed.
The room does very well; I have to write
Beyond the stroke of midnight. Get away;
Your steps, for ever buzzing in the room,
Tease me like gnats. Ah, letters! throw them down
At once, as I must have them, to be sure,
Whether I bid you never bring me such
At such an hour, or bid you. No excuse.
You choose to bring them, as I choose perhaps
To throw them in the fire. Now, get to bed,
And dream, if possible, I am not cross.
Why what a pettish, petty thing I grow,–
A mere, mere woman,–a mere flaccid nerve,-
A kerchief left out all night in the rain,
Turned soft so,–overtasked and overstrained
And overlived in this close London life!
And yet I should be stronger.
Never burn
Your letters, poor Aurora! for they stare
With red seals from the table, saying each,
'Here's something that you know not.' Out alas,
'Tis scarcely that the world's more good and wise
[...] Read more
poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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Talk Soup
I dated siamese twins
I slept with bigfoot, too
Get me on sally jesse
Put me on donahue
cause I wanna tell the world about it
Right now
My dogs a narcoleptic
My moms a circus freak
I gotta get a spot on
Geraldos show this week
cause I wanna tell the world about it
Right now
Im just an anorexic codependant bingo addict
Stripper born without a chin
And Im only comfortable talking about it
When the whole wide world is listening in
Talk soup... talk soup
Listen to me, (listen to me) listen to me, (listen to me) listen to me
My wife ran off with elvis
My boss shaved off my hair
Ive got a thing for poodles
And rubber underwear
And I wanna tell the world about it
Right now
I had a close encounter
I never chew my food
I got eleven nose jobs
I yodel in the nude
And I wanna tell the world about it
Right now
Im just a cross-dressin alcoholic neo-nazi
Porno star, as you may have guessed
And Im really gonna feel a whole lot better
If you let me get this thing off my chest
Talk soup... talk soup
Listen to me, (listen to me) listen to me, (listen to me) listen to me
Im just your average schizophrenic nymphomaniac
Albino go-go dancer, you see
Nothin so bad that I cant share it
With a billion friends on national tv, whoa...
I have no genitalia
I sold my kids for cheese
I love my blow up doll, so
Bring out those cameras, please
cause I wanna tell the world about it
Right now
Talk soup... talk soup
Listen to me, (listen to me) listen to me, (listen to me) listen to me
Talk soup... talk soup
Listen to me, (listen to me) listen to me, (listen to me) listen to me
[...] Read more
song performed by Weird Al Yankovic
Added by Lucian Velea
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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,
[...] Read more
poem by Robert Browning from The Ring and the Book
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Tamar
I
A night the half-moon was like a dancing-girl,
No, like a drunkard's last half-dollar
Shoved on the polished bar of the eastern hill-range,
Young Cauldwell rode his pony along the sea-cliff;
When she stopped, spurred; when she trembled, drove
The teeth of the little jagged wheels so deep
They tasted blood; the mare with four slim hooves
On a foot of ground pivoted like a top,
Jumped from the crumble of sod, went down, caught, slipped;
Then, the quick frenzy finished, stiffening herself
Slid with her drunken rider down the ledges,
Shot from sheer rock and broke
Her life out on the rounded tidal boulders.
The night you know accepted with no show of emotion the little
accident; grave Orion
Moved northwest from the naked shore, the moon moved to
meridian, the slow pulse of the ocean
Beat, the slow tide came in across the slippery stones; it drowned
the dead mare's muzzle and sluggishly
Felt for the rider; Cauldwell’s sleepy soul came back from the
blind course curious to know
What sea-cold fingers tapped the walls of its deserted ruin.
Pain, pain and faintness, crushing
Weights, and a vain desire to vomit, and soon again
die icy fingers, they had crept over the loose hand and lay in the
hair now. He rolled sidewise
Against mountains of weight and for another half-hour lay still.
With a gush of liquid noises
The wave covered him head and all, his body
Crawled without consciousness and like a creature with no bones,
a seaworm, lifted its face
Above the sea-wrack of a stone; then a white twilight grew about
the moon, and above
The ancient water, the everlasting repetition of the dawn. You
shipwrecked horseman
So many and still so many and now for you the last. But when it
grew daylight
He grew quite conscious; broken ends of bone ground on each
other among the working fibers
While by half-inches he was drawing himself out of the seawrack
up to sandy granite,
Out of the tide's path. Where the thin ledge tailed into flat cliff
he fell asleep. . . .
Far seaward
The daylight moon hung like a slip of cloud against the horizon.
The tide was ebbing
From the dead horse and the black belt of sea-growth. Cauldwell
seemed to have felt her crying beside him,
[...] Read more
poem by Robinson Jeffers
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Sir Peter Harpdon's End
In an English Castle in Poictou. Sir Peter Harpdon, a Gascon knight in the English service, and John Curzon, his lieutenant.
John Curzon
Of those three prisoners, that before you came
We took down at St. John's hard by the mill,
Two are good masons; we have tools enough,
And you have skill to set them working.
Sir Peter
So-
What are their names?
John Curzon
Why, Jacques Aquadent,
And Peter Plombiere, but-
Sir Peter
What colour'd hair
Has Peter now? has Jacques got bow legs?
John Curzon
Why, sir, you jest: what matters Jacques' hair,
Or Peter's legs to us?
Sir Peter
O! John, John, John!
Throw all your mason's tools down the deep well,
Hang Peter up and Jacques; they're no good,
We shall not build, man.
John Curzon
going.
Shall I call the guard
To hang them, sir? and yet, sir, for the tools,
We'd better keep them still; sir, fare you well.
[...] Read more
poem by William Morris
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Drivin With Your Eyes Closed
I met a frenchman in a field last night
He was out there with an easel,
Painting carnival light
He said, I used to paint the princess;
I used to paint the frogs
Now I paint mustaches on dangerous dogs
He said, sometimes its a country;
Sometimes its a girl
You, everybody got to have a purpose
In this world
You yankees are so silly about matters of
The heart
Dont you know that women are the only
Works of art
Youre drivin with your eyes closed
Youre drivin with your eyes closed
Youre drivin with your eyes closed
Youre gonna hit somethin
But thats the way it goes
Some guys were born to rimbaud
Some guys breathe baudelaire
Some guys just got to go and put
Their rockets everywhere
You can breed em by the thousands;
You can trick and you can train
Just look at all those poor dogs that are
Dragged down bu the seine
How many arrows must I shoot into the
Blue?
Ah, you little maniac, Im crazy over you
Before the dearth of lovers and
The punishment of pride
Lets go scrape out on the terrazzo
Its just to hot outside
Youre drivin with your eyes closed
Youre drivin with your eyes closed
Youre drivin with your eyes closed
Youre gonna hit somethin
But thats the way it goes
Talk talk, talk and talk
Talk talk, sweet talk
Talk talk, tough talk
Talk talk, dirty talk
Talk talk, walk and talk
Talk talk, big talk
Kiss kiss, kiss
Talk talk, talk and talk
Talk talk, smooth talk
Talk talk, body talk
Talk talk, back talk
[...] Read more
song performed by Don Henley
Added by Lucian Velea
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Good Times Are Killing Me
MODEST MOUSE - The Good Times Are Killing Me
Album: Good News For People Who Love Bad News (2004)
The good times are killing me.
Here we go!
Got dirt, got air, got water and I know you can carry on.
Shrug off shortsighted false excitement and oh what can I say?
Have one, have twenty more "one mores" and oh it does not relent.
The good times are killing me.
Kick butt buzz-cut dickheads
who didn't like what I said.
The good times are killing me.
Jaws clenched tight we talked all night,
oh but what the hell did we say?
The good times are killing me.
The good times are killing me.
The good times are killing me.
Fed up with all that LSD.
Need more sleep than coke or methamphetamines.
Late nights with warm, warm whiskey.
I guess the good times they were all just killing me.
Got dirt, got air, got water and I know you can carry on.
The good times are killing me.
Enough hair of the dog to make myself an entire rug.
The good times are killing me.
Have one, have twenty more "one mores" and oh it does not relent.
The good times are killing me.
Shit-kicker city slickers who all wanted me dead.
The good times are killing me.
Get sucked in and stuck in late nights
with more folks that I don't know.
The good times are killing me.
The good times are killing me.
The good times are killing me.
The good times are killing me.
The good times are killing me.
The good times are killing me.
The good times are killing me.
The good times are killing me.
The good times are killing me.
song performed by Modest Mouse
Added by Lucian Velea
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Prince Hohenstiel-Schwangau, Saviour of Society
Epigraph
Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.
I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.
You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:
[...] Read more
poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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The Good Times Are Killing Me
The good times are killing me.
Here we go!
Got dirt, got air, got water and I know you can carry on.
Shrug off shortsighted false excitement and oh what can I say?
Have one, have twenty more "one mores" and oh it does not relent.
The good times are killing me.
Kick butt buzz-cut dickheads
who didn't like what I said.
The good times are killing me.
Jaws clenched tight we talked all night,
oh but what the hell did we say?
The good times are killing me.
The good times are killing me.
The good times are killing me.
Fed up with all that LSD.
Need more sleep than coke or methamphetamines.
Late nights with warm, warm whiskey.
I guess the good times they were all just killing me.
Got dirt, got air, got water and I know you can carry on.
The good times are killing me.
Enough hair of the dog to make myself an entire rug.
The good times are killing me.
Have one, have twenty more "one mores" and oh it does not relent.
The good times are killing me.
Shit-kicker city slickers who all wanted me dead.
The good times are killing me.
Get sucked in and stuck in late nights
with more folks that I don't know.
The good times are killing me.
The good times are killing me.
The good times are killing me.
The good times are killing me.
The good times are killing me.
The good times are killing me.
The good times are killing me.
The good times are killing me.
The good times are killing me.
song performed by Modest Mouse
Added by Lucian Velea
Comment! | Vote! | Copy!
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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V. Count Guido Franceschini
Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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