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You learn by teaching.

Sicilian proverbs
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A Teaching Of The Facts Can Relax

Vulnerability when needed,
Can attract true love.
With a getting of some pity too.

A vulnerability when needed,
Can attract true love.
With a bit of innocence,
That can put one in the mood.

And when,
Facts of life are slow...
A teaching of the facts can relax.
A teaching of the facts,
Can get one to relax.

And when,
A nervousness sets in...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.

And when,
Eyes begin to cry...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.
A teaching of the facts can relax.

Vulnerability when needed,
Can attract true love.
With a teaching of the facts to relax,
In those moments.
A teaching of the facts can relax.

A vulnerability when needed,
Can attract true love.
With a bit of innocence,
That can put one in the mood.

And when,
A nervousness sets in...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.

And when,
Eyes begin to cry...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.

[...] Read more

poem by Lawrence S. Pertillar
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.

INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .

In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .

In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .

NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.

Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .

TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.

The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.

Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.

A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.

SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .

There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .

CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.

LIST OF REFERENCES.

Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.

Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139

Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14

Harris, S. (1999) . Careers education: contesting policy and practice. Sage

[...] Read more

poem by Innocent Masina Nkhonyo
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Learn

when broken
learn
when happy
learn
when bored
learn
when you float and does not know what to do
learn just the same
when filled with idealism
learn
when fed with what you cannot swallow
learn again
when the times get rough and you want to kill yourself
learn, learn, learn
you still have many things to learn
faces of life
bodies of life
learn, learn, learn everything
do not surrender

for in truth, you do not do what you only want
you will also do what you are told to do
no questions asked
or you will be left out
or you will be not a part of the picture
this life
learn, learn, learn, always learn
do not surrender
live, learn, live, learn
you will soon do all that others will tell you
learn, learn and learn again

and sooner you will have learned everything
and then do what you want to do
with firm conviction
you know now what is right
and that is what you will do,

now without even being told
you have become yourself

but still learn, learn, and learn again
because

you might be wrong,
try thinking some more, learn
relearn, learn, learn, learn, forevermore....

poem by Ric S. Bastasa
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You Learn

I recommend getting your heart trampled on to anyone
I recommend walking around naked in your living room
Swallow it down (what a jagged little pill)
It feels so good (swimming in your stomach)
Wait until the dust settles

You live you learn
You love you learn
You cry you learn
You lose you learn
You bleed you learn
You scream you learn

I recommend biting off more then you can chew to anyone
I certainly do
I recommend sticking your foot in your mouth at any time
Feel free
Throw it down (the caution blocks you from the wind)
Hold it up (to the rays)
You wait and see when the smoke clears

You live you learn
You love you learn
You cry you learn
You lose you learn
You bleed you learn
You scream you learn

Wear it out (the way a three-year-old would do)
Melt it down (you're gonna have to eventually anyway)
The fire trucks are coming up around the bend

You live you learn
You love you learn
You cry you learn
You lose you learn
You bleed you learn
You scream you learn

You grieve you learn
You choke you learn
You laugh you learn
You choose you learn
You pray you learn
You ask you learn
You live you learn

song performed by Alanis Morissette from Jagged Little Pill
Added by Lucian Velea
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Learn

Learn, learn, learn,—
Our beautiful world is not a field for sheep;
Not just a place wherein to laugh and weep,
To eat and drink, to dance and sigh and sleep,
And then to moulder into senseless dust.

Learn, learn, learn,—
Look up and learn—you cannot look too high!
Not for the earthly wealth which brains can buy,
Not for the sake of gold and luxury—
Treasures corrupted by the moth and rust.

Learn, learn, learn,—
As one in whom the Lord has breathed His breath,
And aye redeemèd from the power of death—
Not as the dumb brute-beast that perisheth,
Not as a soulless, thoughtless, thankless clod.

Learn, learn, learn,—
With love and awe and patience—not in haste;
Drink deeply,—do not pass by with a taste;
O make your land a garden, not a waste!—
Your mind bright, to reflect the face of God.

Learn, learn, learn,—
The mystic beauty and the truth of life;
Search out the treasures whereof earth is rife,
Search on all sides, with pain and prayer and strife;
Search even into darkness. Do not fear.

Learn, learn, learn,—
With a true, steadfast heart, lay up your hoard;
God will sort out the treasures you have stored,
And set them in His bright light, afterward.
He will make all your difficulties clear.

Learn, learn, learn,—
Death is no breaking at a certain place;
We only pause there for a little space.
And then—you would not shame Him to His face?—
You, in His Image and own Likeness made!

Learn, learn, learn,—
Walk with wide-open eyes and reverent heart.
Worship as God the beautiful in art.
Though you see now but dimly, and in part,
All shall be clear in time. Be not afraid.

poem by Ada Cambridge
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The Scripture of the Golden Eternity

1
Did I create that sky? Yes, for, if it was anything other than a conception in my mind I wouldnt have said 'Sky'-That is why I am the golden eternity. There are not two of us here, reader and writer, but one, one golden eternity, One-Which-It-Is, That-Which- Everything-Is.

2
The awakened Buddha to show the way, the chosen Messiah to die in the degradation of sentience, is the golden eternity. One that is what is, the golden eternity, or, God, or, Tathagata-the name. The Named One. The human God. Sentient Godhood. Animate Divine. The Deified One. The Verified One. The Free One. The Liberator. The Still One. The settled One. The Established One. Golden Eternity. All is Well. The Empty One. The Ready One. The Quitter. The Sitter. The Justified One. The Happy One.

3
That sky, if it was anything other than an illusion of my mortal mind I wouldnt have said 'that sky.' Thus I made that sky, I am the golden eternity. I am Mortal Golden Eternity.

4
I was awakened to show the way, chosen to die in the degradation of life, because I am Mortal Golden Eternity.

5
I am the golden eternity in mortal animate form.

6
Strictly speaking, there is no me, because all is emptiness. I am empty, I am non-existent. All is bliss.

7
This truth law has no more reality than the world.

8
You are the golden eternity because there is no me and no you, only one golden eternity.

9
The Realizer. Entertain no imaginations whatever, for the thing is a no-thing. Knowing this then is Human Godhood.

10
This world is the movie of what everything is, it is one movie, made of the same stuff throughout, belonging to nobody, which is what everything is.

11
If we were not all the golden eternity we wouldnt be here. Because we are here we cant help being pure. To tell man to be pure on account of the punishing angel that punishes the bad and the rewarding angel that rewards the good would be like telling the water 'Be Wet'-Never the less, all things depend on supreme reality, which is already established as the record of Karma earned-fate.

12
God is not outside us but is just us, the living and the dead, the never-lived and never-died. That we should learn it only now, is supreme reality, it was written a long time ago in the archives of universal mind, it is already done, there's no more to do.

13
This is the knowledge that sees the golden eternity in all things, which is us, you, me, and which is no longer us, you, me.

14
What name shall we give it which hath no name, the common eternal matter of the mind? If we were to call it essence, some might think it meant perfume, or gold, or honey. It is not even mind. It is not even discussible, groupable into words; it is not even endless, in fact it is not even mysterious or inscrutably inexplicable; it is what is; it is that; it is this. We could easily call the golden eternity 'This.' But 'what's in a name?' asked Shakespeare. The golden eternity by another name would be as sweet. A Tathagata, a God, a Buddha by another name, an Allah, a Sri Krishna, a Coyote, a Brahma, a Mazda, a Messiah, an Amida, an Aremedeia, a Maitreya, a Palalakonuh, 1 2 3 4 5 6 7 8 would be as sweet. The golden eternity is X, the golden eternity is A, the golden eternity is /\, the golden eternity is O, the golden eternity is [ ], the golden eternity is t-h-e-g-o-l-d-e-n-e-t-e-r- n-i-t-y. In the beginning was the word; before the beginning, in the beginningless infinite neverendingness, was the essence. Both the word 'god' and the essence of the word, are emptiness. The form of emptiness which is emptiness having taken the form of form, is what you see and hear and feel right now, and what you taste and smell and think as you read this. Wait awhile, close your eyes, let your breathing stop three seconds or so, listen to the inside silence in the womb of the world, let your hands and nerve-ends drop, re-recognize the bliss you forgot, the emptiness and essence and ecstasy of ever having been and ever to be the golden eternity. This is the lesson you forgot.

15
The lesson was taught long ago in the other world systems that have naturally changed into the empty and awake, and are here now smiling in our smile and scowling in our scowl. It is only like the golden eternity pretending to be smiling and scowling to itself; like a ripple on the smooth ocean of knowing. The fate of humanity is to vanish into the golden eternity, return pouring into its hands which are not hands. The navel shall receive, invert, and take back what'd issued forth; the ring of flesh shall close; the personalities of long dead heroes are blank dirt.

16
The point is we're waiting, not how comfortable we are while waiting. Paleolithic man waited by caves for the realization of why he was there, and hunted; modern men wait in beautified homes and try to forget death and birth. We're waiting for the realization that this is the golden eternity.

17
It came on time.

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poem by Jack Kerouac
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A Man Could Get Arrested

(tennant/lowe)
--------------
Do it (do it do it do it do it do it...)
Do it do it do it do it do it do it do it do it...
Do it now do it now do it now do it now do it now do it now do it now
Do it (do it do it do it do it...)
Late on tuesday evening, such a commotion in the street
Someone broke a window, and someones head got beat
A wave of breaking bottles, crashed across the city street
And someone got arrested, for the breach of the peace
If you wanna walk (walk walk walk walk)
Dont talk (talk talk talk talk)
Do it! (do it do it do it do it do it do it do it)
If you wanna earn (earn earn earn earn)
Learn (learn learn learn)
How to do it! (do it do it do it do it do it do it do it)
And if you wanna ride (ride ride ride ride)
Dont hide (dont hide)
Do it! (do it do it do it do it do it do it do it do it)
If you wanna stay (stay stay stay)
Dont say (say say say)
Prove it! (prove it prove it prove it prove it prove it prove it)
How much longer are you gonna sit and talk to me?
You got so many problems and a split personality
You want to see a doctor before our love is tested
How much longer a man could get arrested?
If you wanna walk (walk walk walk walk)
Dont talk (talk talk talk talk)
Do it! (do it do it do it do it do it do it do it)
If you wanna earn (earn earn earn earn)
Learn (learn learn learn learn)
How to do it! (do it do it do it do it do it)
And if you wanna ride (ride ride ride ride)
Dont hide (hide hide hide hide hide)
Do it! (do it do it do it do it do it do it)
And if you wanna stay (stay stay stay)
Dont say (say say say)
Prove it! (prove it prove it prove it prove it prove it prove it)
Youve got your health, youve got everything, thats what my doctor said
You may not have much cash, but youve got a roof over your head
Of course I said I loved you, not just cause you insisted
How much longer a man could get arrested?
If you wanna walk (walk walk walk walk)
Dont talk (talk talk talk talk)
Do it! (do it do it do it do it do it do it do it)
If you wanna earn (earn earn earn earn)
Learn (learn learn learn learn)
How to do it! (do it do it do it do it do it do it)
If you wanna ride
Dont hide

[...] Read more

song performed by Pet Shop Boys
Added by Lucian Velea
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~ Newton ~ Einstein ~ Marx ~ Derrida ~

~ Newton ~ Einstein ~ Marx ~ Derrida ~
Ms. Nivedita
UK
June 6,2010

Bunkum to burn
Edit ill learn. ~ [A]

Creation ~ Destruction
Learn ~ Relearn. ~ [B]

Unlearn
Profiles learn. ~ [C]

Deconstruction
Reconstruction
In maze of confusion. ~ [D]

Bunk pseudo learn. ~ [E]

Paradigm shift of
En-Learn
Anchor to U-Turn
Is it Perfect Learn? ~ [F]

Half learn
Quasi-Queasy learn
Obscures cognition. ~ [G]

Wises confirm
To learn
Be not stern. ~ [H]

Pundits affirm
Verity learn
Else are
Hazy learn. ~ [I]

Neurotic Newton: Quips Learn Knowledge Is Vast
Enigmatic Einstein: Puzzling What You Learn Is Relative But
Materialist Marx: Thesis Antithesis Synthesis Is But Dialectical Tact
Delver Derrida: Deconstruction Is New Fuzzy Fact. ~ [J]

Wander I what
Do I accept but? ~ [K]

Burn in Learn
It’s my culmination! ~ [L]

[...] Read more

poem by Ms. Nivedita Bagchi Spc. Uk.
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Lessons Of Love

(s. garrett/g. ballard)
See the children play
Listen to the things they say
One-on-one to one another
Theyre just having fun
Finding out it can be done
They dont seperate by cover
Ooh, young hearts
Facing to feel it so naturally
And the flower grows from the seed and
Chorus:
Practice makes perfect and we tryin enough
And were bound to be learning
The lessons of love
Coz were never too old and never too young
To be teaching each other the lessons of love
Got some work to do
Theres so much we can improve
Piece by piece we come together, yeah
In the neighborhood
I know we can make it good
But weve got to make it better
Oh woh oh, inside each of us has a romelody
But weve got to find our harmony
Practice makes perfect and we tryin rnough
And weve got to remember
The lessons of love
Coz were never too old and never too young
To be teaching each other the lessons of love
Bridge:
Imagine how this world could be
If all of us would live in peace
Nothing good comes easily
Together starts with you and me
Yeah, oh yeah, aha
Lessons of love
Practice makes perfect and we tryin enough
And were bound to be learning
The lessons of love
Coz were never too old and never too young
To be teaching each other
Practice makes perfect and we tryin enough
And weve got to remember
The lessons of love
Coz were never too old and never too young
To be teaching each other the lessons of love
Practice makes perfect, try it enough
(oh, never too young, aha)
And weve got to be learning
The lessons of love (lessons of love)

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song performed by Lea Salonga
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Re-Birth

Corre perro come mierda
This is what you get now
You think that you can get away
You little pig
Corre perro come mierda
This is what you get now
You think that you can get away
You little pig
Sucker, nothing left to lose
Nothing left to choose
And suffer, everything you do comes back
And
Get what you're gonna get
When you get
What you get
To live inside of me
Learn what you're gonna learn
When you learn
How to burn
To live inside of me
Then, I was only just a boy
Dying young and growing old
But I know what I knew was wrong
My whole family lied to me
By their rules, I cannot be
Led by the lies out of my face
Get what you're gonna get
When you get
What you get
To live inside of me
Learn what you're gonna learn
When you learn
How to burn
To live inside of me
Nothing you did
You left me here for dead
Something in me
Just let me be
Get what you're gonna get
When you get
What you get
To live inside of me
Learn what you're gonna learn
When you learn
How to burn
To live inside of me
And if you think you got the answer
Well think again 'cause you know
Better than this yourself
So ask that question to yourself

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song performed by Ill NiO
Added by Lucian Velea
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Re-Birth

Corre perro come mierda
This is what you get now
You think that you can get away
You little pig
Corre perro come mierda
This is what you get now
You think that you can get away
You little pig
Sucker, nothing left to lose
Nothing left to choose
And suffer, everything you do comes back
And
Get what you're gonna get
When you get
What you get
To live inside of me
Learn what you're gonna learn
When you learn
How to burn
To live inside of me
Then, I was only just a boy
Dying young and growing old
But I know what I knew was wrong
My whole family lied to me
By their rules, I cannot be
Led by the lies out of my face
Get what you're gonna get
When you get
What you get
To live inside of me
Learn what you're gonna learn
When you learn
How to burn
To live inside of me
Nothing you did
You left me here for dead
Something in me
Just let me be
Get what you're gonna get
When you get
What you get
To live inside of me
Learn what you're gonna learn
When you learn
How to burn
To live inside of me
And if you think you got the answer
Well think again 'cause you know
Better than this yourself
So ask that question to yourself

[...] Read more

song performed by Ill NiO
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Where Have All The Flowers Gone?

Joan baez
Where have all the flowers gone? - long time passing
Where have all the flowers gone? - lone time ago
Where have all the flowers gone? - young girls picked them every one
When will they ever learn? when will they ever learn?
Where have all the young girls gone? - long time passing
Where have all the young girls gone? - long time ago
Where have all the young girls gone? - gone to young men every one
When will they ever learn? when will they ever learn?
Where have all the young men gone? - long time passing
Where have all the young men gone? - long time ago
Where have all the young men gone? - they are all in uniform
When will they ever learn? when will they ever learn?
Where have all the soldiers gone? - long time passing
Where have all the soldiers gone? - long time ago
Where have all the soldiers gone? - gone to graveyards every one
When will they ever learn? when will they ever learn?
Where have all the graveyards gone? - long time passing
Where have all the graveyards gone? - long time ago
Where have all the graveyards gone? - covered with flowers every one
When will they ever learn? when will they ever learn?
Where have all the flowers gone? - hm hm hm ......
Where have all the flowers gone? - lone time ago
Where have all the flowers gone? - young girls picked them every one
When will they ever learn? when will they ever learn?

song performed by Roy Orbison
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An Essay on Criticism

Part I

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

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

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

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

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

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poem by Alexander Pope
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The Spirit Of Crazy Horse

This world is of me
And I am of it
It makes me who I am
What I must be
The birds fly freely
They are my family
Teaching freedom
The bear and buffalo - my family
Teaching strength, endurance
The beaver and tortoise - my family
Teaching perseverance, patience
The wolf - my family
Teaching loyalty, friendship
The fox - my family
Teaching wisdom, insight
The air - my breath
The river - my blood
The grass - my bed
The starry night - my blanket
To remove any piece of this
Diminishes me
Suffocates me
Destroys me
When I fight
Not only for my people but my family
To die fighting is the way of my family
To resist servitude until my death is honorable
The time of resistance is now
To fight or be broken
To stand tall - not to crawl
The day my breath joins the wind will be a good day.

poem by Claude H Oliver II
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What was taught fought with that wrought to sought

Democratic leaders work to keep voters rites fired up over a fiery election right
and forgive them, instead of seeking revenge, knowing not to fight
policy overly simplistic at times less inspiring works sung
in teaching respect for authority while children are still young.

God will be there to comfort you and work within the soul of your beloved child.
Men of this world do not desire righteous woman or those meek and mild.
This world seeks and does work to destroy that purity,
because of our mental, moral putrid disunity.

God taught us how to rear taken children, how to take care of bereft,
and how to have courage to fight the good fight of faith then left.
Ability to fight illness by eating teaching and community hospitals ere
help support our continuing work by being wrought with sought that ought here.

Private, liberal arts institution affiliated with the church
and dedicated to preparing students for taking the lurch
to solve problems with recognition, emphasize how God works in vision,
constantly seeking a consistently faithful position.

What history taught about what the world chose to ignore transfer
allowance of army of Christian zealots to do the refer work defer
and a teacher explained at length positive philosophy of teaching feasible,
given difficulties of fighting troops, it seems reasonable.

Furious fighting forces fly in those aircraft protocal
that nobody can even with cartoons teaching portion control.
Schools ease into age seeking wisdom to ultimately wash dishes,
thus finding common ground in working with what was thought your land and wishes.

Think about a professional designer speeding in creative race;
consider police still seeking clues in unresolved mystery case;
schools were requiring creationism to be taught alongside
battle in the courts sought by Christian conservatives along defense divide.

But the work done on this dismal earth exhausts.
The breaks taken from bankrupted reality wroughts.
Fighting for a contemplative life is akin to waving stick in the air,
but will not deter in the all-important work of creating diverse welcome pray.

Short term in campus will seek confirmation from the courts to doubt
in the neighborhoods said that as many as all out
constantly seek to maximize time students have to work hard to fall in lap
increasing impact in the fight against the achievement gap.

Specialist's work restores smiles of knowledgeable knowledge lovers,
so making keeping taught slopes in shaped dives that make living teaching others.
Hoarse trainer's passion for full faith must be taught as the apostles deliberate
fighting against work to expedite the day when some pope will have sought to consecrate.

poem by Hercolena Oliver
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Where Have All The Flowers Gone

P. seger
Where have all the flowers gone
A long time passing
Where have all the flowers gone
A long ago
Where have all the flowers gone
Girl, theyre picked up, every one
When will they ever learn
When will they ever learn
Where have all the soldiers gone
Long time passing
Where have all the soldiers gone
A long ago
Where have all the soldiers gone
Theyve gone to graveyards every one
When will they ever learn
When will they ever learn
When will they learn, ever learn
When will they learn
When will they learn, ever learn
When will they ever learn
When will they ever learn
If you dont know what were talkin about
When we say this
Theres too many starvin children
If ya dont know what were killing each other
And we just aint got time for ya brother
No no hey hey ...

song performed by Earth Wind And Fire
Added by Lucian Velea
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Learn My Son

Learn my Son, my Mother said
From the things you’ve seen
To the things you have read,
For there is so much knowledge,
In our small World,
And when you learn it my son
It will become your pearl,
As you will shine it
And you will refine it
You will then display it proudly,
You will then profess it
A then you will confess it
And you will brag of it loudly.
Learn my son, my Mother spoke
As she talked from wisdom of age
As you can learn from many things,
Or by simply turning a page.
You can learn from a tree
If you would sit and watch a seed,
You can even learn from a poor man,
Just look upon his face, and you will be he.
Learn my son, my Mother cried
As tears came to her eyes
You can learn from tears and also smiles
You can even learn from a Child,
You can even learn, from me,
When I pass through my life,
You can learn from all men’s brothers
And why some only wish to die.
So take your knowledge and store it well
Protect it from all other men
For some Men need, what other men own.
And they will steal it as surely as you stand.
And when the years go by, and you're old and gray
In your mind many things will flow,
Some men have their wealth, many Men their gold
But their will be nothing more precious;
Than what you will know.....

Randy L. McClave

poem by Randy McClave
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Cease To Do Evil – Learn To Do Well

Oh! thou whom sacred duty hither calls,
Some glorious hours in freedom's cause to dwell,
Read the mute lesson on thy prison walls,
'Cease to do evil-learn to do well.'

If haply thou art one of genius vast,
Of generous heart, of mind sublime and grand,
Who all the spring-time of thy life has pass'd
Battling with tyrants for thy native land,
If thou hast spent thy summer as thy prime,
The serpent brood of bigotry to quell,
Repent, repent thee of thy hideous crime,
'Cease to do evil-learn to do well!'

If thy great heart beat warmly in the cause
Of outraged man, whate'er his race might be,
If thou hast preached the Christian's equal laws,
And stayed the lash beyond the Indian sea!
If at thy call a nation rose sublime,
If at thy voice seven million fetters fell,-
Repent, repent thee of thy hideous crime,
'Cease to do evil-learn to do well!'

If thou hast seen thy country's quick decay,
And, like the prophet, raised thy saving hand,
And pointed out the only certain way
To stop the plague that ravaged o'er the land!
If thou hast summoned from an alien clime
Her banished senate here at home to dwell:
Repent, repent thee of thy hideous crime,
'Cease to do evil-learn to do well!'

Or if, perchance, a younger man thou art,
Whose ardent soul in throbbings doth aspire,
Come weal, come woe, to play the patriot's part
In the bright footsteps of thy glorious sire
If all the pleasures of life's youthful time
Thou hast abandoned for the martyr's cell,
Do thou repent thee of thy hideous crime,
'Cease to do evil-learn to do well!'

Or art thou one whom early science led
To walk with Newton through the immense of heaven,
Who soared with Milton, and with Mina bled,
And all thou hadst in freedom's cause hast given?
Oh! fond enthusiast-in the after time
Our children's children of thy worth shall tell-
England proclaims thy honesty a crime,
'Cease to do evil-learn to do well!'

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poem by Denis Florence MacCarthy
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A Warm Welcome to Teachers Today

Gone are the days of Guru-shishya!
Teachers of mettle are on the wane
Most things seem changed in today’s world
Ethics is on a downward trend

Students feel they can learn themselves
The Internet gives a false confidence
But none can be blamed for how things are
Virtues are declining fast!

Yet, teaching is a noble art!
Good teachers are a country’s wealth
Teachers must put their heart, mind, soul
Into teaching – their professional goal!

A teacher must be role-model
A teacher must be exemplary
A teacher must be knowledgeable
A teacher must be dedicated

Let’s change the world of teaching then
Let’s share with love, selflessly ken
Let’s make better all our children
Let’s make the student’s life, heaven!

Let noble thoughts fill teacher’s heart
Let perseverance rule the craft
Let craft become to all an art
Let love of teaching make head-start!

poem by John Celes
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A Castaway

Poor little diary, with its simple thoughts,
its good resolves, its "Studied French an hour,"
"Read Modern History," "Trimmed up my grey hat,"
"Darned stockings," "Tatted," "Practised my new song,"
"Went to the daily service," "Took Bess soup,"
"Went out to tea." Poor simple diary!
and did I write it? Was I this good girl,
this budding colourless young rose of home?
did I so live content in such a life,
seeing no larger scope, nor asking it,
than this small constant round -- old clothes to mend,
new clothes to make, then go and say my prayers,
or carry soup, or take a little walk
and pick the ragged-robins in the hedge?
Then for ambition, (was there ever life
that could forego that?) to improve my mind
and know French better and sing harder songs;
for gaiety, to go, in my best white
well washed and starched and freshened with new bows,
and take tea out to meet the clergyman.
No wishes and no cares, almost no hopes,
only the young girl's hazed and golden dreams
that veil the Future from her.

So long since:
and now it seems a jest to talk of me
as if I could be one with her, of me
who am ...... me.

And what is that? My looking-glass
answers it passably; a woman sure,
no fiend, no slimy thing out of the pools,
a woman with a ripe and smiling lip
that has no venom in its touch I think,
with a white brow on which there is no brand;
a woman none dare call not beautiful,
not womanly in every woman's grace.

Aye let me feed upon my beauty thus,
be glad in it like painters when they see
at last the face they dreamed but could not find
look from their canvass on them, triumph in it,
the dearest thing I have. Why, 'tis my all,
let me make much of it: is it not this,
this beauty, my own curse at once and tool
to snare men's souls -- (I know what the good say
of beauty in such creatures) -- is it not this
that makes me feel myself a woman still,
some little pride, some little --

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poem by Augusta Davies Webster
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