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It's the role of the artist to pursue content.

quote by Anish Kapoor
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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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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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Hip Hop It Really Rocks

Botched up and rocked by hip hop...
That has drowned out all the pop,
People 'use' to love a lot.
Although almost on top is hip hop...
Like it or not,
It is part of culture.
And hip hop can't be stopped!

Pop...
Botched up and rocked by hip hop,
Is no longer the main 'thing' on the scene.
With a meaning meant,
Like the appetite for Fort Knox.
And pop now in shambles.
Struggling not to be completely dropped.

Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip-hip-hip-hip is hot,
And in a glorifying role.
Hip-hop it knows it really rocks.
And in a glorfying role.

Botched up and rocked by hip hop...
That has drowned out all the pop,
People 'use' to love a lot.
Although almost on top is hip hop...
Like it or not,
It is part of culture.
And hip hop can't be stopped!

Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip-hip-hip-hip is hot,
And in a glorifying role.
Hip-hop it knows it really rocks.
And in a glorfying role.

Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip hip hip hip hip-hop,
Is in a glorifying role.
Hip-hip-hip-hip is hot,
And in a glorifying role.
Hip-hop it knows it really rocks.
And in a glorfying role.

[...] Read more

poem by Lawrence S. Pertillar
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Lisbeth and the Artist

Lisbeth stands watching
The artist as he prepares
To sketch. Her elder sisters
Stand in shadows whispering.
Her younger sister plays
With her doll on the floor.
Their father said to do as
The artist instructed and
Don't misbehave or be rude.
The artist stares hard his
Dark eyes searching their
Every move and expression
And body gesture. The elder
Girls mutter in shadows
Their hands over their mouths
Their blue eyes like shallow
Pools. Ready? The artist
Asks putting charcoal to
Paper his fingers blackening.
Lisbeth says just as we are?
The artist nods. His grim
Features express do not disturb.
The youngest sister plays
Ignoring the artist her eyes set
On the game at hand. The girls
In shadow turn their profiles
Set to mystery their hands on
Their abdomens like guardians
Of virtue. Lisbeth wonders as
She watches the artist's stiff
Moustache and beard the slow
Movement of his mouth as he
Mouths words and stares hard.
The last artist employed some
Year before younger and less
Brutal in expression and manner
Had drawn them each in private
Rooms and set them down on couch
Or bed and kept their images inside
His head. He was dismissed and the
Drawings destroyed and nothing said.
Lisbeth had thought it just a game
Something done as lover might in
Private corners or lonely spots on
Quiet nights. The artist sketches.
His blackened fingers move and
Made their mark. Their images
Captured. The scene set. One sister
In the shadows yawns the other
Stares in still contempt. Lisbeth

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poem by Terry Collett
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Seasonable Retour-Knell

SEASONABLE RETOUR KNELL
Variations on a theme...
SEASONABLE ROUND ROBIN ROLE REVERSALS

Author notes

A mirrored Retourne may not only be read either from first line to last or from last to first as seen in the mirrors, but also by inverting the first and second phrase of each line, either rhyming AAAA or ABAB for each verse. thus the number of variations could be multiplied several times.- two variations on the theme have been included here but could have been extended as in SEASONABLE ROUND ROBIN ROLE REVERSALS robi03_0069_robi03_0000

In respect of SEASONABLE ROUND ROBIN ROLE REVERSALS
This composition has sought to explore linguistic potential. Notes and the initial version are placed before rather than after the poem.
Six variations on a theme have been selected out of a significant number of mathematical possibilities using THE SAME TEXT and a reverse mirror for each version. Mirrors repeat the seasons with the lines in reverse order.

For the second roll the first four syllables of each line are reversed, and sense is retained both in the normal order of seasons and the reversed order as well... The 3rd and 4th variations offer ABAB rhyme schemes retaining the original text. The 5th and 6th variations modify the text into rhyming couplets.

Given the linguistical structure of this symphonic composition the score could be read in inversing each and every line and each and every hemistitch. There are minor punctuation differences between versions.

One could probably attain sonnet status for each of the four seasons and through partioning in 3 groups of 4 syllables extend the possibilites ad vitam.

Seasonable Round Robin Roll Reversals
robi03_0069_robi03_0000 QXX_DNZ
Seasonable Retour-Knell
robi03_0070_robi03_0069 QXX_NXX
26 March 1975 rewritten 20070123
lllllllllllllllllllllllllllllllllllll lllllllllllllllllll
For previous version see below
_______________________________________
SPRING SUMMER

Life is at ease Young lovers long
Land under plough; To hold their dear;
Whispering trees, Dewdrops among,
Answering cow. Bold, know no fear.

Blossom, the bees, Life full of song,
Burgeoning bough; Cloudless and clear;
Soft-scented breeze, Days fair and long,
Spring warms life now. Summer sends cheer.

AUTUMN WINTER

Each leaf decays, Harvested sheaves
Each life must bow; And honeyed hives;
Our salad days Trees stripped of leaves,
Are ending now. Jack Frost has knives.

Fruit heavy lays Time, Prince of thieves,
Bending the bough, - Onward he drives,

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poem by Jonathan Robin
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Content, To My Dearest Lucasia

Content, the false World's best disguise,
The search and faction of the Wise,
Is so abstruse and hid in night,
That, like that Fairy Red-cross Knight,
Who trech'rous Falshood for clear Truth had got,
Men think they have it when they have it not.

For Courts Content would gladly own,
But she ne're dwelt about a Throne:
And to be flatter'd, rich, and great,
Are things which do Mens senses cheat.
But grave Experience long since this did see,
Ambition and Content would ne're agree.

Some vainer would Content expect
From what their bright Out-sides reflect:
But sure Content is more Divine
Then to be digg'd from Rock or Mine:
And they that know her beauties will confess,
She needs no lustre from a glittering dress.

In Mirth some place her, but she scorns
Th'assistance of such crackling thorns,
Nor owes her self to such thin sport,
That is so sharp and yet so short:
And Painters tell us, they the same strokes place
To make a laughing and a weeping face.

Others there are that place Content
In Liberty from Government:
But who his Passions do deprave,
Though free from shackles is a slave.
Content and Bondage differ onely then,
When we are chain'd by Vices, not by Men.

Some think the Camp Content does know,
And that she fits o'th' Victor's brow:
But in his Laurel there is seen
Often a Cypress-bow between.
Nor will Content herself in that place give,
Where Noise and Tumult and Destruction live.

But yet the most Discreet believe,
The Schools this Jewel do receive,
And thus far's true without dispute,
Knowledge is still the sweetest fruit.
But whil'st men seek for Truth they lose their Peace;
And who heaps Knowledge, Sorrow doth increase.

But now some sullen Hermite smiles,

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poem by Katherine Philips
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Easter-Day

HOW very hard it is to be
A Christian! Hard for you and me,
—Not the mere task of making real
That duty up to its ideal,
Effecting thus complete and whole,
A purpose or the human soul—
For that is always hard to do;
But hard, I mean, for me and you
To realise it, more or less,
With even the moderate success
Which commonly repays our strife
To carry out the aims of life.
“This aim is greater,” you may say,
“And so more arduous every way.”
—But the importance of the fruits
Still proves to man, in all pursuits,
Proportional encouragement.
“Then, what if it be God’s intent
“That labour to this one result
“Shall seem unduly difficult?”
—Ah, that’s a question in the dark—
And the sole thing that I remark
Upon the difficulty, this;
We do not see it where it is,
At the beginning of the race:
As we proceed, it shifts its place,
And where we looked for palms to fall,
We find the tug’s to come,—that’s all.

II.
At first you say, “The whole, or chief
“Of difficulties, is Belief.
“Could I believe once thoroughly,
“The rest were simple. What? Am I
“An idiot, do you think? A beast?
“Prove to me only that the least
“Command of God is God’s indeed,
“And what injunction shall I need
“To pay obedience? Death so nigh
“When time must end, eternity
“Begin,—and cannot I compute?
“Weigh loss and gain together? suit
“My actions to the balance drawn,
“And give my body to be sawn
“Asunder, hacked in pieces, tied
“To horses, stoned, burned, crucified,
“Like any martyr of the list?
“How gladly,—if I made acquist,
“Through the brief minutes’ fierce annoy,
“Of God’s eternity of joy.”

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poem by Robert Browning
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Coast 2 Coast

I met a girl named hip hop in seventy eight
Hollis Queens New York gave us our first date
man she broke me off proper yo the girl was fast
and everybody kept telling me it would not last
cause ain't no women in the world supposed to be that sweet
and ya just can't trust a hot chick from the street
I could tell she had been through lots of struggle and strife
but yet in still she'd been with me over half of my life
born key Jeff Taylor took me into his home
and intrduced me to some tables and a microphone
hip hop talked to me told me take your time
at the age of eleven I bust my first rhyme
block partys in the day house partys at night
just about one year before Rapper's Delight
everybody in the crew called to make a request
cause rap's on the radio and hip-hop was blessed
didn't go to many clubs I wasn't old enough
And if it try to sneak it out my folks is scolding up
but I still do anything to get on stage
and once I got a club gig I lied about my age
just a couple blocks away was the Hollis crew
Run and them used to rock at one ninety two
up the street was a crew called Solo Sounds
where Davey D and Mex used to throw it down
man I wouldn't trade rap for anything in the world
hip hop meant more to me than diamonds and pearls
and I still reminicse to this very day
and I remember those words hip hop would say
(Do you have love for the east coast?)
yes I do
(the hip hop on the east coast?)
yeah that's true
from the 'yes yes y'all' to 'and you don't stop'
east coast played a role in making a hip hop
(Do you have love for the east coast?)
yeah that's right
(the hip hop on the east coast?)
yeah that's tight
from the 'yes yes y'all' to 'and you don't stop'
east coast played a role in making a hip hop
now I gotta get busy time to make that move
high school over with gotta sho' improve
got college on the coast and I'm makin' plans
so hip hip went and told me go west young man
it was a different kind of style but I liked the sound
everybody in the house gauranteed to get down
I did the casa skateland word on wheels
and the crazy crazy world of the record deal
K-day was the station that played my song
I got love from the people it's a shame they gone

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song performed by Young MC
Added by Lucian Velea
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The Fyftene Loyes Of Maryage

Somer passed/and wynter well begone
The dayes shorte/the darke nyghtes longe
Haue taken season/and brynghtnes of the sonne
Is lytell sene/and small byrdes songe
Seldon is herde/in feldes or wodes ronge
All strength and ventue/of trees and herbes sote
Dyscendynge be/from croppe in to the rote

And euery creature by course of kynde
For socoure draweth to that countre and place
Where for a tyme/they may purchace and fynde
Conforte and rest/abydynge after grace
That clere Appolo with bryghtnes of his face
Wyll sende/whan lusty ver shall come to towne
And gyue the grounde/of grene a goodly gowne

And Flora goddesse bothe of whyte and grene
Her mantell large/ouer all the erthe shall sprede
Shewynge her selfe/apparayled lyke a quene
As well in feldes/wodes/as in mede
Hauynge so ryche a croune vpon her hede
The whiche of floures/shall be so fayre and bryght
That all the worlde/shall take therof a lyght

So now it is/of late I was desyred
Out of the trenche to drawe a lytell boke
Of .xv. Ioyes/of whiche though I were hyred
I can not tell/and yet I vndertoke
This entrepryse/with a full pyteous loke
Remembrynge well/the case that stode in
Lyuynge in hope/this wynter to begyn

Some Ioyes to fynde that be in maryage
For in my youth/yet neuer acquayntaunce
Had of them but now in myn olde aege
I trust my selfe/to forther and auaunce
If that in me/there lacke no suffysaunce
Whiche may dyspleasyr/clerely set a parte
I wante but all/that longeth to that arte

yet wyll I speke/though I may do no more
Fully purposynge/in all these Ioyes to trete
Accordynge to my purpose made to fore
All be it so/I can not well forgete
The payne/trauayle/besynes and hete

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poem by Anonymous Olde English
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Hieroglyphic Beguile Meant

HIEROGLYPHIC BEGUILE...MEANT

I sought inspiring way to play “beguile”
blood's flood rush-blushing flush, then hibernate,
lush, hid ‘mid hieroglyphics of soft smile.
It dawned that very few can reconcile
emotions' brakes while breaking conscious state,
to draw more definitions for “beguile”.
Most, blind behind closed minds, can’t conjugate
dimensions manifold, unfold, translate,
decypher hieroglyphics of soft smile.

It takes so many lifetimes to compile
right signals light, bright eyes communicate
decoding definitions for “beguile”
into word worlds both varied, versatile,
deep, difficult to truly contemplate -
expanding hieroglyphics of soft smile.
Content observing content, context, style,
expressive inner eyes deliberate,
a worthwhile definition for “beguile”,
hidden in hieroglyphics of soft smile.

There are two definitions for “beguile”
one shares, one snares love, fair disguising hate -
what’s truth mid hieroglyphics of Your smile?
What if snare scare replaced rare care to dial
confusion more than loving fusion’s state,
refusal, ersatz aura ringed by rile?
What if those hieroglyphics hid heart vile,
whose slyness surface smiles would compensate
with blushing rushes should “beguile” prove guile.

What would remain of love’s fair sceptered isle?
Who could clear conscience e’er exonerate
from name of blame whose fame would flame defile,
mark Lethe dark, where no stark hopes beguile
lost soul, shade forfeit, damned, banned, intestate
parody pornographic, mercantile.

True torment, false beguilement takes to trial,
ensures despair, bare cell disconsolate,
Cupid's gilt arrows dipped in venom vile -
envy, greed, to feed perversions' weight
with appetites that needs exaggerate,
deform, intentions turned from narrow, straight,
to swift descent from paradise exile,
sharp fall before dupe hieroglyphic smile! ...

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poem by Jonathan Robin
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IX. Juris Doctor Johannes-Baptista Bottinius, Fisci et Rev. Cam. Apostol. Advocatus

Had I God's leave, how I would alter things!
If I might read instead of print my speech,—
Ay, and enliven speech with many a flower
Refuses obstinate to blow in print,
As wildings planted in a prim parterre,—
This scurvy room were turned an immense hall;
Opposite, fifty judges in a row;
This side and that of me, for audience—Rome:
And, where yon window is, the Pope should hide—
Watch, curtained, but peep visibly enough.
A buzz of expectation! Through the crowd,
Jingling his chain and stumping with his staff,
Up comes an usher, louts him low, "The Court
"Requires the allocution of the Fisc!"
I rise, I bend, I look about me, pause
O'er the hushed multitude: I count—One, two—

Have ye seen, Judges, have ye, lights of law,—
When it may hap some painter, much in vogue
Throughout our city nutritive of arts,
Ye summon to a task shall test his worth,
And manufacture, as he knows and can,
A work may decorate a palace-wall,
Afford my lords their Holy Family,—
Hath it escaped the acumen of the Court
How such a painter sets himself to paint?
Suppose that Joseph, Mary and her Babe
A-journeying to Egypt, prove the piece:
Why, first he sedulously practiseth,
This painter,—girding loin and lighting lamp,—
On what may nourish eye, make facile hand;
Getteth him studies (styled by draughtsmen so)
From some assistant corpse of Jew or Turk
Or, haply, Molinist, he cuts and carves,—
This Luca or this Carlo or the like.
To him the bones their inmost secret yield,
Each notch and nodule signify their use:
On him the muscles turn, in triple tier,
And pleasantly entreat the entrusted man
"Familiarize thee with our play that lifts
"Thus, and thus lowers again, leg, arm and foot!"
—Ensuring due correctness in the nude.
Which done, is all done? Not a whit, ye know!
He,—to art's surface rising from her depth,—
If some flax-polled soft-bearded sire be found,
May simulate a Joseph, (happy chance!)—
Limneth exact each wrinkle of the brow,
Loseth no involution, cheek or chap,
Till lo, in black and white, the senior lives!
Is it a young and comely peasant-nurse

[...] Read more

poem by Robert Browning from The Ring and the Book
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The Ghost - Book IV

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

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poem by Charles Churchill
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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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A Nude Artist

A Nude Artist

he says he is a nude artist
because he is naked when he paints

such nakedness has
nothing to do with being a nude artist

a naked artist who paints a cat or a chicken
is not a nude artist

there is no nude cat
thyere is no nude chicken

just paint a naked woman
and he will be called a nude artist

an artist is not an art
he must know that

- Frog Mantra, Accents Publishing,2012 -

poem by Suchoon Mo_
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Peace

Artist - somebody didn't hear me
(What'd he say?)
Artist - formerly known as Prince
You gotta get your peace on
Peace, whoa oh
Peace
That's what we're here for
And not to war
When the war upon people of color thru needles
Designed to disease instead of relieve
When it ceases
I'll be a man of peace
(Say what)
When this mask of vendetta
Like tears on the face of Coretta
Roll down and go away
I'll be happier
(Happier)
I'll be a man of peace
Everybody say!
Peace, whoa oh
Peace
That's what we're here for
(That's what we're here for)
And not to war
When the time that we spend
Watching TV depends on
Whether or not it destroy or transcend
Then I won't need
(I won't, I won't)
Won't need a warranty
When the power of the hour is not yours but is ours
And the faces we see reflect all that we be indeed
There'll be a jubilee
Everybody say
Peace, whoa oh
Peace
That's what we're here for
(That's what we're here for)
And not to war
Bass
(Talkin' about freedom)
The rewards that we share will be based on what's fair
And not the curliness or the thick of our hair
Real competition, if you dare!
Music is our middle name
And we don't wanna play your game
So when the mergers you make are with us
And you take a fair slice of the cake
That we bake then you break

[...] Read more

song performed by Prince
Added by Lucian Velea
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Value Fever Pitch: An Artist’s Time

Bhoman F Jamhari said

'I am an artist - This does not
mean I will work for free.
I have bills just like you.
Thank you for understanding.'

Polite and to the problematic point.

Anyone who thinks believes
an artist’s time is worthless,
is definitely a person an artist
should avoid; such individuals

cannot comprehend
or remotely understand
aesthetic value of art.

Art takes time to produce.

Vision and artistic skill takes
even longer to realize to attain
expanding horizons. Time costs.

Artists of differing genre value
appreciate each other and art
which suits their temperament.

To create art
is the life blood
of an artist.

The air we breathe
is the home of art.

Creativity is our fevered mind songs
we sing in a legacy of image visions.

What kind of a con artist wants
to steal bread from an artist’s mouth;

therefore limiting the quality quantity
of future works of art, to be produced
by that artist. Answer an enemy of art.

poem by Terence George Craddock
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A candle material

The heart is made of candle material
It burns to give light in general
This is what the impression we carry
It has tears in joy, happiness and with worry

This is the only sensible part which reacts
It obeys to normal happenings and sharply acts
It is instant and no delay action is awaited
It role is appreciated and clearly stated

It has fear of any time being extinguished
The whole gamut of exercise can be finished
But the ultimate pain can go no where
It has to be retained and felt here

No one knows what kind of piece it is?
How does all function assigned like this?
No one reacts except eyes being close to scene?
The tears have to come out even if want to be unseen

It has to dramatize its role in all the circumstances
It has not failed or discouraged in any instances
Time has come one not a dropp of tear was shed
It was only when there was realization of being misled

It has no time for grief when felt upon being cheated
It has no role when there is altercation and discussion heated
It has nothing to express in anger when love is in back seat
People are in rage and there is no time to think or greet

The role under such condition has its own effect
All other parts may have dominance and be in driver’s seat
What heart has to do when there is complete love lost?
It has to hide in the remote corner as there remains no trust

Love and hate can not remain side by side and go together
They can’t have any synchronization or scope to bother
If one is needed extremely then others has to make a way
Love has to be retained at any cost and hate can be pushed away

There is no such sensitive device developed anywhere
It is sensational and important part to have been gifted from there
Almighty wanted human being to be sensitive to some reversals
Else it was feared that people may not be in position to face the dismissals

We are thankful for being in possession
We are heartfelt and always remain happy with obsession
It has all sort of mechanism to make us laugh or cry
It has different shades on face when in complete shy

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poem by Hasmukh Amathalal
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Fingal - Book V

ARGUMENT.

Cuthullin and Connal still remain on the hill. Fingal and Swaran meet: the combat is described. Swaran is overcome, bound, and delivered over as a prisoner to the care of Ossian, and Gaul, the son of Morni; Fingal, his younger sons and Oscar still pursue the enemy. The episode of Orla, a chief of Lochlin, who was mortally wounded in the battle, is introduced. Fingal, touched with the death of Orla, orders the pursuit to be discontinued; and calling his sons together, he is informed that Ryno, the youngest of them, was slain. He laments his death, hears the story of Lamderg and Gelchossa, and returns towards the place where he had left Swaran. Carril, who had been sent by Cuthullin to congratulate Fingal on his victory, comes in the mean time to Ossian. The conversation of the two poets closes the action of the fourth day.

On Cromla's resounding side Connal spoke to the chief of the noble car. Why that gloom, son of Semo? Our friends are the mighty in fight. Renowned art thou, O warrior! many were the deaths of thy steel. Often has Bragéla met, with blue-rolling eyes of joy: often has she met her hero returning in the midst of the valiant, when his sword was red with slaughter, when his foes were silent in the fields of the tomb. Pleasant to her ears were thy bards, when thy deeds, arose in song.

But behold the king of Morven! He moves, below, like a pillar of fire. His strength is like the stream of Lubar, or the wind of the echoing Cromla, when the branchy forests of night are torn from all their rocks. Happy are thy people, O Fingal! thine arm shall finish their wars. Thou art the first in their dangers: the wisest in the days of their peace. Thou speakest, and thy thousands obey: armies tremble at the sound of thy steel. Happy are thy people, O Fingal! king of resounding Selma. Who is that so dark and terrible coming in the thunder of his course? who but Starno's son, to meet the king of Morven? Behold the battle of the chiefs! it is the storm of the ocean, when two spirits meet far distant, and contend for the rolling of waves. The hunter hears the noise on his bill. He sees the high billows advancing to Ardven's shore.

Such were the words of Connal when the heroes met in fight. There was the clang of arms! there every blow, like the hundred hammers of the furnace! Terrible is the battle of the kings; dreadful the look of their eyes. Their dark-brown shields are cleft in twain. Their steel flies, broken, from their helms. They fling their weapons down. Each rushes to his hero's grasp; their sinewy arms bend round each other: they turn from side to side, and strain and stretch their large-spreading limbs below. But when the pride of their strength arose they shook the hill with their heels. Rocks tumble from their places on high; the green-headed bushes are overturned. At length the strength of Swaran fell; the king of the groves is bound. Thus have I seen on Cona; but Cona I behold no more! thus have I seen two dark hills removed from their place by the strength of their bursting stream. They turn from side to side in their fall; their tall oaks meet one another on high. Then they tumble together with all their rocks and trees. The streams are turned by their side. The red ruin is seen afar.

"Sons of distant Morven, "said Fingal, "guard the king of Lochlin. He is strong as his thousand waves. His hand is taught to war. His race is of the times of old. Gaul, thou first of my heroes; Ossian, king of songs attend. He is the friend of Agandecca; raise to joy his grief. But Oscar, Fillan, and Ryno, ye children of the race, pursue Lochlin over Lena, that no vessel may hereafter bound on the dark-rolling waves of Inistore."

They flew sudden across the heath. He slowly moved, like a cloud of thunder, when the sultry plain of summer is silent and dark. His sword is before him as a sunbeam; terrible as the streaming meteor of night. He came towards a chief of Lochlin. He spoke to the son of the wave. — "Who is that so dark and sad, at the rock of the roaring stream? He cannot bound over its course. How stately is the chief! His bossy shield is on his side; his spear like the tree f the desert. Youth of the dark-red hair, art thou of the foes of Fingal?"

"I am a son of Lochlin," he cries; "strong is my arm in war. My spouse is weeping at home. Orla shall never return!" "Or fights or yields the hero?" said Fingal of the noble deeds; "foes do not conquer in my presence: my friends are renowned in the hall. Son of the wave, follow me: partake the feast of my shells: pursue the deer of my desert: be thou the friend of Fingal." "No," said the hero: "I assist the feeble. My strength is with the weak in arms. My sword has been always unmatched, O warrior! let the king of Morven yield!" "I never yielded, Orla. Fingal never yielded to man. Draw thy sword, and choose thy foe. Many are my heroes!"

"Does then the king refuse the fight?" said Orla of the dark-brown shield. "Fingal is a match for Orla; and he alone of all his race! But, king of Morven, if I shall fall, as one time the warrior must die; raise my tomb in the midst: let it be the greatest on Lena. Send over the dark-blue wave, the sword of Orla to the spouse of his love, that she may show it to her son, with tears to kindle his soul to war." "Son of the mournful tale," said Fingal, "why dost thou awaken my tears! One day the warriors must die, and the children see their useless arms in the hall. But, Orla, thy tomb shall rise. Thy white-bosomed spouse shall weep over thy sword."

They fought on the heath of Lena. Feeble was the arm of Orla. The sword of Fingal descended, and cleft his shield in twain. It fell and glittered on the ground, as the moon on the ruffled stream. "King of Morven," said the hero, "lift thy sword and pierce my breast. Wounded and faint from battle, my friends have left me here. The mournful tale shall come to my love on the banks of the streamy Lota, when she is alone in the wood, and the rustling blast in the leaves!"

"No," said the king of Morven: "I will never wound thee, Orla. On the banks of Lota let her see thee, escaped from the hands of war. Let thy gray-haired father, who, perhaps, is blind with age, let him hear the sound of thy voice, and brighten within his hall. With joy let the hero rise, and search for the son with his hands!" "But never will he find him, Fingal," said the youth of the streamy Lota: "on Lena's heath I must die: foreign bards shall talk of me. My broad belt covers my wound of death. I give it to the wind!"

The dark blood poured from his side; he fell pale on the heath of Lena. Fingal bent over him as he died, and. called his younger chiefs. "Oscar and Fillan, my sons, raise high the memory of Orla. Here let the dark-haired hero rest, far from the spouse of his love. Here let him rest in his narrow house, far from the sound of Lota. The feeble will find his bow at home, but will not be able to bend it. His faithful dogs howl on his hills; his boars which he used to pursue, rejoice. Fallen is the arm of battle! the mighty among the valiant is low! Exalt the voice, and blow the horn, ye sons of the king of Morven! Let us go back to Swaran, to send the night away in song. Fillan, Oscar, and Ryno, fly over the heath of Lena. Where, Ryno, art thou, young son of fame? thou art not wont to be the last to answer thy father's voice!"

"Ryno," said Ullin, first of bards, "is with the awful forms of his fathers. With Trathal, king of shields; with Trenmor of mighty deeds. The youth is low, the youth is pale, he lies on Lena's heath!" "Fell the swiftest of the race," said the king, "the first to bend the bow? Thou scarce hast been known to me! Why did young Ryno fall? But sleep thou softly on Lena; Fingal shall soon behold thee. Soon shall my voice be heard no more, and my footsteps cease to be seen. The bards will tell of Fingal's name. The stones will talk of me. But, Ryno, thou art low, indeed: thou hast not received thy fame. Ullin, strike the harp for Ryno; tell what the chief would have been. Farewell, thou first in every field. No more shall I direct thy dart. Thou that hast been so fair! I behold thee not. Farewell." The tear is on the cheek of the king, for terrible was his son in war. His son that was like a beam of fire by night on a hill, when the forests sink down in its course, and the traveller trembles at the sound. But the winds drive it beyond the steep. It sinks from sight, and darkness prevails.

"Whose fame is in that dark-green tomb?" began the king of generous shells: "four stones with their heads of moss stand there. They mark the narrow house of death. Near it let Ryno rest. A neighbor to the brave let him lie. Some chief of fame is here, to fly with my son on clouds. O Ullin! raise the songs of old. Awake their memory in their tomb. If in the field they never fled, my son shall rest by their side. He shall rest, far distant from Morven, on Lena's resounding plains."

"Here," said the bard of song, "here rest the first of heroes. Silent is Lamderg in this place, dumb is Ullin, king of swords. And who, soft smiling from her cloud, shows me her face of love? Why, daughter, why so pale art thou, first of the maids of Cromla? Dost thou sleep with the foes in battle, white-bosomed daughter of Tuathal? Thou hast been the love of thousands, but Lamderg was thy love. He came to Tura's mossy towers, and striking his dark buckler, spoke: 'Where is Gelchossa, my love, the daughter of the noble Tuathal? I left her in the hall of Tura, when I fought with the great Ulfada. Return soon, O Lamderg! she said, for here I sit in grief. Her white breast rose with sighs. Her cheek was wet with tears. But I see her not coming to meet me to soothe my soul after war. Silent is the hull of my joy. I near not the voice of the bard. Bran does not shake his chains at the gate, glad at the coming of Lamderg. Where is Gelchossa, my love, the mild daughter of generous Tuathal?'

"'Lamderg,' says Ferchios, son of Aidon, 'Gelchossa moves stately on Cromla. She and the maids of the bow pursue the flying deer!' 'Ferchios!' replied the chief of Cromla, 'no noise meets the ear of Lamderg! No sound is in the woods of Lena. No deer fly in my sight. No panting dog pursues. I see not Gelchossa, my love, fair as the full moon setting on the hills.. Go, Ferchios, go to Allad, the gray-haired son of the rock. His dwelling is in the circle of stones He may know of the bright Gelchossa!'

"The son of Aidon went. He spoke to the ear of age. 'Allad, dweller of rocks, thou that tremblest alone, what saw thine eyes of age?' 'I saw,' answered Allad the old, 'Ullin the son of Cairbar. He came, in darkness, from Cromla. He hummed a surly song, like a blast in a leafless wood. He entered the hall of Tura. "Lamderg," he said, "most dreadful of men, fight or yield to Ullin." "Lamderg," replied Gelchossa, "the son of battle is not here. He fights Ulfada, mighty chief. He is not here, thou first of men! But Lamderg never yields. He will fight the son of Cairbar!" "Lovely thou," said terrible Ullin, "daughter of the generous Tuathal. I carry thee to Cairbar's halls. The valiant shall have Gelchossa. Three days I remain on Cromla, to wait that son of battle, Lamderg. On the fourth Gelchossa is mine, if the mighty Lamderg flies."'

"'Allad,' said the chief of Cromla, 'peace to thy dreams in the cave! Ferchios, sound the horn of Lamderg, that Ullin may hear in his halls.' Lamderg, like a roaring storm ascended the hill from Tura. He hummed a surly song as he went, like the noise of a falling stream. He darkly stood upon the hill, like a cloud varying its form to the wind. He rolled a stone, the sign of war. Ullin heard in Cairbar's hall. The hero heard, with joy, his foe. He took his father's spear. A smile brightens his dark-brown cheek, as he places his sword by his side. The dagger glittered in his hand, he whistled as he went.

"Gelchossa saw the silent chief, as a wreath of mist ascending the hill. She struck her white and heaving breast; and silent, tearful, feared for Lamderg. 'Cairbar, hoary chief of shells,' said the maid of the tender hand, 'I must bend the bow on Cromla. I see the dark-brown hinds.' She hasted up the hill. In vain the gloomy heroes fought. Why should I tell to Selma's king how wrathful heroes fight? Fierce Ullin fell. Young Lamderg came, all pale, to the daughter of generous Tuathal! 'What blood, my love;' she trembling said, 'what blood runs down my warrior's side?' ' It is Ullin's blood,' the chief replied, 'thou fairer than the snow! Gelchossa, let me rest here a little while.' The mighty Lamderg died! 'And sleepest thou so soon on earth, O chief of shady Tura?' Three days she mourned beside her love. The hunters found her cold. They raised this tomb above the three. Thy son, O king of Morven, may rest here with heroes!"

"And here my son shall rest," said Fingal. "The voice of their fame is in mine ears. Fillan and Fergus, bring hither Orla, the pale youth of the stream of Lota! not unequalled shall Ryno lie in earth, when Orla is by his side. Weep, ye daughters of Morven! ye maids of the streamy Lota, weep! Like a tree they grew on the hills. They have fallen like the oak of the desert, when it lies across a stream, and withers in the wind. Oscar, chief of every youth, thou seest how they have fallen. Be thou like them on earth renowned. Like them the song of bards. Terrible were their forms in battle; but calm was Ryno in the days of peace. He was like the bow of the shower seen far distant on the stream, when the sun is setting on Mora, when silence dwells on the hill of deer. Rest, youngest of my sons! rest, O Ryno! on Lena. We too shall be no more. Warriors one day must fall!"

Such was thy grief, thou king of swords, when Ryno lay on earth. What must the grief of Ossian be, for thou thyself art gone! I hear not thy distant voice on Cona. My eyes perceive thee not. Often forlorn and dark I sit at thy tomb, and feel it with my hands. When I think I hear thy voice, it is but the passing blast. Fingal has long since fallen asleep, the ruler of the war!

Then Gaul and Ossian sat with Swaran, on the soft green banks of Lubar. I touched the harp to please the king; but gloomy was his brow. He rolled his red eyes towards Lena. The hero mourned his host. I raised mine eyes to Cromla's brow. I saw the son of generous Semo. Sad and slow he retired from his hilt, towards the lonely cave of Tura. He saw Fingal victorious, and mixed his joy with grief. The sun is bright on his armor. Connal slowly strode behind. They sunk behind the hill, like two pillars of the fire of night, when winds pursue them over the mountain, and the flaming death resounds! Beside a stream of roaring foam his cave is in a rock. One tree bends above it. The rushing winds echo against its sides. Here rests the chief of Erin, the son of generous Semo. His thoughts are on the battles he lost. The tear is on his cheek. He mourned the departure of his fame, that fled like the mist of Cona. O Bragéla! thou art too far remote to cheer the soul of the hero. But let him see thy bright form in his mind, that his thoughts may return to the lonely sunbeam of his love!

Who comes with the locks of age? It is the son of songs. "Hail, Carril of other times! Thy voice is like the harp in the halls of Tura. Thy words are pleasant as the shower which falls on the sunny field. Carril of the times of old, why comest thou from the son of the generous Semo?"

"Ossian, king of swords," replied the bard, "thou best canst raise the song. Long hast thou been known to Carril, thou ruler of war! Often have I touched the harp to lovely Everallin. Thou too hast often joined my voice in Branno's hall of generous shells. And often, amidst our voices, was heard the mildest Everallin. One day she sung of Cormac's fall, the youth who died for her love. I saw the tears on her cheek, and on thine, thou chief of men. Her soul was touched for the unhappy, though she loved him not. How fair among a thousand maids was the daughter of generous Branno!"

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poem by James Macpherson
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In That Mood To Pursue

I'm in that mood.
In that mood.
To pursue,
And do...
Just for me and not a thing to prove.

I'm in that mood.
In that mood.
To pursue,
And do...
Just for me,
And not a thing to prove.

I woke up in attitude I knew.
Arrogant but more...
Determinance.
Like a man standing in defense...
Of what I have now with confidence.
And no one's gona try to say I make no sense.

I'm in that mood.
In that mood.
To pursue,
And do...
Just for me and not a thing to prove.

I'm in that mood.
In that mood.
To pursue,
And do...
Just for me,
And not a thing to prove.

I woke up in attitude I knew.
Arrogant,
With a meaning intent.
And a mind tracked on common sense.

I'm in that mood.
In that mood.
To pursue,
And do...
Just for me,
And not a thing to prove.

I feel there's nothing now that I can't do.

I'm in that mood,
For me.
No one has to agree.

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poem by Lawrence S. Pertillar
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Quit And Think About Tomorrow

No you can't fool me.
I don't easily buy it.
And no you can't fool me.
I'm looking right in your eyes.

No you can't fool me.
I don't easily buy it.
And no you can't fool me.
I'm looking right in your eyes.

You may say one thing to me...
But I'm looking right in your eyes.
You want me to believe...
But I'm looking right in your eyes.
And it is so incredible...
As I look you in your eyes.
That you'll choose to lie to me.
Your habits are no surprise.

When you're feeling down and out,
You try to pretend you're happy.
When you're feeling lonely too,
You try to hide this from me.
And when you are troubled...
I know that you are.
I know you are feeling...
Sad and blue.
I know that you are...
But what else can I do?

No you can't fool me.
I don't easily buy it.
And no you can't fool me.
I'm looking right in your eyes.

No you can't fool me.
I don't easily buy it.
And no you can't fool me.
I'm looking right in your eyes.

You may say one thing to me...
But I'm looking right in your eyes.
You want me to believe...
But I'm looking right in your eyes.
And it is so incredible...
As I look you in your eyes.
That you'll choose to lie to me.
Your habits are no surprise.

When you're feeling down and out,

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poem by Lawrence S. Pertillar
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