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Our Obedient, Respectful Daughter

our daughter
if nothing else
is so respectful
of her elders and so,
consequently,
she is obedient

why, just the other day
her teacher asks
in Nature revision:
What do you call the outside of a tree?
and my little girl so honest
which is something else she is
confesses her ignorance

Bark, Susan
says the teacher
offering the answer;
and Susan
ever obedient and respectful
she goes:
Bow-wow!
Bow-wow!

Oh, our Susan
she’s so respectful and obedient
we’re so, so proud of her

poem by Raj Arumugam
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Reversal Of A Dog

The laface cartel featuring tlc
(appears on the boomerang soundtrack)
Bow wow wow yippie-yo-yippie-yay
Bow wow yippie-yo-yippie-yay
Bow wow wow yippie-yo-yippie-yay
Bow wow yippie-yo-yippie-yay
Cadillac kinda class
She was the girl too fly
You know I had to check that name and number
Just like I did all the others
I turned them all out
She played right into everything I said
Took me out and then to bed
Shell be runnin things instead
I never gave a second thought about it
Right then I knew she flipped it on me
She was reversal of a...
Chorus:
Dog
How could she do that to me
She macked the hell out of me
It was the its the reversal of a dog
I must be totally blind
Completely out of my mind
It was the total reversal of a dog
Yo I hope youre not thinkin for just a minute
That hell refuse to let me in
Then I will stand and you cant win
And we can go for a ride
But you told me hat 2 back
Before I was steadily comin at
Lets take the trip the welcome to the first side
Its the reversal of a dog
Bow wow wow yippie-yo-yippie-yay
Bow wow yippie-yo-yippie-yay
Bow wow wow yippie-yo-yippie-yay
Bow wow yippie-yo-yippie-yay
Saw my girl the next day
Tried to make my next play
But she was nonchalant about it
She knew I couldnt live without it
So she played me bad
That girl could
Walk and she could pull my chain
I would jump to anything
The dog in me was not the same
I never could tell what it was about her
Right then I knew she flipped it on me
She was reversal of a...
Chorus

[...] Read more

song performed by TLC
Added by Lucian Velea
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Superlative Story

Superlative Story

I Syntaxical Sequence

II Strange Stanza Succession Starts

III Scenario Synopsis

IV Sensuality, sense, sensibility,

V Substitute Spousal Suggestions

VI Seesaw Simplicity: Seraglio Simularities Spurned

VII Solution

~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~

I SYNTAXICAL SEQUENCE

Special scansion ‘S’ syllabic
specious solicisms scraps,
solo solving sounds strabismic,
syllogistic systole scraps.
Syllables spring, shuffle, scuttle,
skittle syntax, scintillate
syntonically sans snuffle, shuttle –
synonyms shake sides, spine straight.

Stanza stanza swift succeeding
senses sweeps, song swifter swims,
succulent succession seeding
substitutions, surface skims.
Scrupulous semantics subtle
switchback spiral, summarize,
seek solutions smart, scrolled, supple,
solve set spectrum's smallish size.

Synonymous synchronising
sympathetic symphony
scores - Socratic symbolizing –
swivelling sonority.
Scansion salvo salvo scansion
strong succeeds, succeeding sends
successors streamlined sampling surging –
sanction seems so slight, scourge spends.

Systematic symbol spreading
'sses something sacred, seeks, -

[...] Read more

poem by Jonathan Robin
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The Old Bark Hut

Oh, my name is Bob the Swagman, before you all I stand,
And I've had many ups and downs while travelling through the land.
I once was well-to-do, my boys, but now I am stumped up,
And I'm forced to go on rations in an old bark hut.

In an old bark hut. In an old bark hut.
I'm forced to go on rations in an old bark hut.
Ten pounds of flour, ten pounds of beef, some sugar and some tea,
That's all they give to a hungry man, until the Seventh Day.
If you don't be moighty sparing, you'll go with a hungry gut
For that's one of the great misfortunes in an old bark hut.

In an old bark hut. In an old bark hut.
For that's one of the great misfortunes in an old bark hut.
The bucket you boil your beef in has to carry water, too,
And they'll say you're getting mighty flash if you should ask for two.
I've a billy, and a pint pot, and a broken-handled cup,
And they all adorn the table in the old bark hut.

In an old bark hut. In an old bark hut.
And they all adorn the table in the old bark hut.
Faith, the table is not made of wood, as many you have seen
For if I had one half so good, I'd think myself serene
'Tis only an old sheet of bark—God knows when it was cut
It was blown from off the rafters of the old bark hut.

In an old bark hut. In an old bark hut.
It was blown from off the rafters of the old bark hut.
And of furniture, there's no such thing, 'twas never in the place,
Except the stool I sit upon—and that's an old gin case.
It does us for a safe as well, but you must keep it shut,
Or the flies would make it canter round the old hark hut.

In an old bark hut. In an old bark hut.
Or the flies would make it canter round the old bark hut.
If you should leave it open, and the flies should find your meat,
They'll scarcely leave a single piece that's fit for man to eat.
But you mustn't curse, nor grumble—what won't fatten will fill up
For what's out of sight is out of mind in an old bark hut.

In an old bark hut. In an old bark hut.
For what's out of sight is out of mind in an old bark hut.
In the summer time, when the weather's warm, this hut is nice and cool,
And you'll find the gentle breezes blowing in through every hole.
You can leave the old door open, or you can leave it shut,
There's no fear of suffocation in the old bark hut.

In an old bark hut. In an old bark hut.
There's no fear of suffocation in the old bark hut.

[...] Read more

poem by Andrew Barton Paterson
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The Idiot Boy

'Tis eight o'clock,--a clear March night,
The moon is up,--the sky is blue,
The owlet, in the moonlight air,
Shouts from nobody knows where;
He lengthens out his lonely shout,
Halloo! halloo! a long halloo!

--Why bustle thus about your door,
What means this bustle, Betty Foy?
Why are you in this mighty fret?
And why on horseback have you set
Him whom you love, your Idiot Boy?

Scarcely a soul is out of bed;
Good Betty, put him down again;
His lips with joy they burr at you;
But, Betty! what has he to do
With stirrup, saddle, or with rein?

But Betty's bent on her intent;
For her good neighbour, Susan Gale,
Old Susan, she who dwells alone,
Is sick, and makes a piteous moan
As if her very life would fail.

There's not a house within a mile,
No hand to help them in distress;
Old Susan lies a-bed in pain,
And sorely puzzled are the twain,
For what she ails they cannot guess.

And Betty's husband's at the wood,
Where by the week he doth abide,
A woodman in the distant vale;
There's none to help poor Susan Gale;
What must be done? what will betide?

And Betty from the lane has fetched
Her Pony, that is mild and good;
Whether he be in joy or pain,
Feeding at will along the lane,
Or bringing faggots from the wood.

And he is all in travelling trim,--
And, by the moonlight, Betty Foy
Has on the well-girt saddle set
(The like was never heard of yet)
Him whom she loves, her Idiot Boy.

And he must post without delay

[...] Read more

poem by William Wordsworth
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Hot Fun In The Summertime

Hot fun in the summertime
(yeah bow bow bow)
Hot fun in the summertime
(yeah yeah yeah)
End of the spring
And here she comes back
(hi hi hi hi) (yeah)
Those summer days those summer days
Thats when I had most of my fun back
(hi hi hi hi) (yeah)
Those summer days those summer days
(bow bow bow do doop)
Aww we can bum bum where we want to
(bow bow bow do doop)
Hey were out of school
(bow bow bow do doop)
County fair in the country side
(bow bow bow do doop)
And everything is cool
(bow bow bow do doop)
(bow bow bow)
(hot fun in the summertime)
We can do what we want to
(yeah bow bow bow)
(hot fun in the summertime)
Out of school
(bow bow bow)
(hot fun in the summertime)
We can do what we want to
First day of fall and there she goes back
(bye bye bye bye) (yeah)
Those summer days, those summer days
(bow bow bow do doop)
Aww we can bum bum where we want to
(bow bow bow do doop)
Hey were out of school
(bow bow bow do doop)
County fair in the country side
(bow bow bow do doop)
And everything is cool
(bow bow bow do doop)
(bow bow bow)
(hot fun in the summertime)
We can do what we want to
(yeah bow bow bow)
(hot fun in the summertime)
Out of school
(bow bow bow)
(hot fun in the summertime)
We can do what we want to

[...] Read more

song performed by Beach Boys
Added by Lucian Velea
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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,

[...] Read more

poem by Jonathan Robin
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The Odyssey: Book 21

Minerva now put it in Penelope's mind to make the suitors try
their skill with the bow and with the iron axes, in contest among
themselves, as a means of bringing about their destruction. She went
upstairs and got the store room key, which was made of bronze and
had a handle of ivory; she then went with her maidens into the store
room at the end of the house, where her husband's treasures of gold,
bronze, and wrought iron were kept, and where was also his bow, and
the quiver full of deadly arrows that had been given him by a friend
whom he had met in Lacedaemon- Iphitus the son of Eurytus. The two
fell in with one another in Messene at the house of Ortilochus,
where Ulysses was staying in order to recover a debt that was owing
from the whole people; for the Messenians had carried off three
hundred sheep from Ithaca, and had sailed away with them and with
their shepherds. In quest of these Ulysses took a long journey while
still quite young, for his father and the other chieftains sent him on
a mission to recover them. Iphitus had gone there also to try and
get back twelve brood mares that he had lost, and the mule foals
that were running with them. These mares were the death of him in
the end, for when he went to the house of Jove's son, mighty Hercules,
who performed such prodigies of valour, Hercules to his shame killed
him, though he was his guest, for he feared not heaven's vengeance,
nor yet respected his own table which he had set before Iphitus, but
killed him in spite of everything, and kept the mares himself. It
was when claiming these that Iphitus met Ulysses, and gave him the bow
which mighty Eurytus had been used to carry, and which on his death
had been left by him to his son. Ulysses gave him in return a sword
and a spear, and this was the beginning of a fast friendship, although
they never visited at one another's houses, for Jove's son Hercules
killed Iphitus ere they could do so. This bow, then, given him by
Iphitus, had not been taken with him by Ulysses when he sailed for
Troy; he had used it so long as he had been at home, but had left it
behind as having been a keepsake from a valued friend.
Penelope presently reached the oak threshold of the store room;
the carpenter had planed this duly, and had drawn a line on it so as
to get it quite straight; he had then set the door posts into it and
hung the doors. She loosed the strap from the handle of the door,
put in the key, and drove it straight home to shoot back the bolts
that held the doors; these flew open with a noise like a bull
bellowing in a meadow, and Penelope stepped upon the raised
platform, where the chests stood in which the fair linen and clothes
were laid by along with fragrant herbs: reaching thence, she took down
the bow with its bow case from the peg on which it hung. She sat
down with it on her knees, weeping bitterly as she took the bow out of
its case, and when her tears had relieved her, she went to the
cloister where the suitors were, carrying the bow and the quiver, with
the many deadly arrows that were inside it. Along with her came her
maidens, bearing a chest that contained much iron and bronze which her
husband had won as prizes. When she reached the suitors, she stood
by one of the bearing-posts supporting the roof of the cloister,
holding a veil before her face, and with a maid on either side of her.

[...] Read more

poem by Homer, translated by Samuel Butler
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VII. Pompilia

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

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

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

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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The Interpretation of Nature and

I.

MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.


II.

Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.

III.

Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.

IV.

Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.

V.

The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.

VI.

It would be an unsound fancy and self-contradictory to expect that things which have never yet been done can be done except by means which have never yet been tried.

VII.

The productions of the mind and hand seem very numerous in books and manufactures. But all this variety lies in an exquisite subtlety and derivations from a few things already known; not in the number of axioms.

VIII.

Moreover the works already known are due to chance and experiment rather than to sciences; for the sciences we now possess are merely systems for the nice ordering and setting forth of things already invented; not methods of invention or directions for new works.

IX.

The cause and root of nearly all evils in the sciences is this -- that while we falsely admire and extol the powers of the human mind we neglect to seek for its true helps.

X.

The subtlety of nature is greater many times over than the subtlety of the senses and understanding; so that all those specious meditations, speculations, and glosses in which men indulge are quite from the purpose, only there is no one by to observe it.

XI.

As the sciences which we now have do not help us in finding out new works, so neither does the logic which we now have help us in finding out new sciences.

XII.

The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search after truth. So it does more harm than good.

XIII.

[...] Read more

poem by Sir Francis Bacon
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The Rosciad

Unknowing and unknown, the hardy Muse
Boldly defies all mean and partial views;
With honest freedom plays the critic's part,
And praises, as she censures, from the heart.

Roscius deceased, each high aspiring player
Push'd all his interest for the vacant chair.
The buskin'd heroes of the mimic stage
No longer whine in love, and rant in rage;
The monarch quits his throne, and condescends
Humbly to court the favour of his friends;
For pity's sake tells undeserved mishaps,
And, their applause to gain, recounts his claps.
Thus the victorious chiefs of ancient Rome,
To win the mob, a suppliant's form assume;
In pompous strain fight o'er the extinguish'd war,
And show where honour bled in every scar.
But though bare merit might in Rome appear
The strongest plea for favour, 'tis not here;
We form our judgment in another way;
And they will best succeed, who best can pay:
Those who would gain the votes of British tribes,
Must add to force of merit, force of bribes.
What can an actor give? In every age
Cash hath been rudely banish'd from the stage;
Monarchs themselves, to grief of every player,
Appear as often as their image there:
They can't, like candidate for other seat,
Pour seas of wine, and mountains raise of meat.
Wine! they could bribe you with the world as soon,
And of 'Roast Beef,' they only know the tune:
But what they have they give; could Clive do more,
Though for each million he had brought home four?
Shuter keeps open house at Southwark fair,
And hopes the friends of humour will be there;
In Smithfield, Yates prepares the rival treat
For those who laughter love, instead of meat;
Foote, at Old House,--for even Foote will be,
In self-conceit, an actor,--bribes with tea;
Which Wilkinson at second-hand receives,
And at the New, pours water on the leaves.
The town divided, each runs several ways,
As passion, humour, interest, party sways.
Things of no moment, colour of the hair,
Shape of a leg, complexion brown or fair,
A dress well chosen, or a patch misplaced,
Conciliate favour, or create distaste.
From galleries loud peals of laughter roll,
And thunder Shuter's praises; he's so droll.
Embox'd, the ladies must have something smart,

[...] Read more

poem by Charles Churchill
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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Canto the Fourth

I.

I stood in Venice, on the Bridge of Sighs;
A palace and a prison on each hand:
I saw from out the wave her structures rise
As from the stroke of the enchanter’s wand:
A thousand years their cloudy wings expand
Around me, and a dying glory smiles
O’er the far times when many a subject land
Looked to the wingèd Lion’s marble piles,
Where Venice sate in state, throned on her hundred isles!

II.

She looks a sea Cybele, fresh from ocean,
Rising with her tiara of proud towers
At airy distance, with majestic motion,
A ruler of the waters and their powers:
And such she was; her daughters had their dowers
From spoils of nations, and the exhaustless East
Poured in her lap all gems in sparkling showers.
In purple was she robed, and of her feast
Monarchs partook, and deemed their dignity increased.

III.

In Venice, Tasso’s echoes are no more,
And silent rows the songless gondolier;
Her palaces are crumbling to the shore,
And music meets not always now the ear:
Those days are gone - but beauty still is here.
States fall, arts fade - but Nature doth not die,
Nor yet forget how Venice once was dear,
The pleasant place of all festivity,
The revel of the earth, the masque of Italy!

IV.

But unto us she hath a spell beyond
Her name in story, and her long array
Of mighty shadows, whose dim forms despond
Above the dogeless city’s vanished sway;
Ours is a trophy which will not decay
With the Rialto; Shylock and the Moor,
And Pierre, cannot be swept or worn away -
The keystones of the arch! though all were o’er,
For us repeopled were the solitary shore.

V.

[...] Read more

poem by Byron from Childe Harold's Pilgrimage (1818)
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Wow

Emily...
Were all alone on the stage tonight.
Weve been told were not afraid of you.
We know all our lines so well, uh-huh.
Weve said them so many times:
Time and time again,
Line and line again.
Ooh, yeah, youre amazing!
We think youre incredible.
You say were fantastic,
But still we dont head the bill.
Wow! wow! wow! wow! wow! wow! unbelievable!
Wow! wow! wow! wow! wow! wow! unbelievable!
When the actor reaches his death,
You know its not for real. he just holds his breath.
But he always dives too soon, too fast to save himself.
Hell never make the screen.
Hell never make the sweeney,
Be that movie queen.
Hes too busy hitting the vaseline.
Ooh, yeah, youre amazing!
We think you are really cool.
Wed give you a part, my love,
But youd have to play the fool.
Wow! wow! wow! wow! wow! wow! unbelievable!
Wow! wow! wow! wow! wow! wow! unbelievable!
Were all alone on the stage tonight.
Were all alone,
On the stage,
Tonight.

song performed by Kate Bush
Added by Lucian Velea
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V. Count Guido Franceschini

Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!

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poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Island Fever

Do you ever get the feelin that you got to get away
Its a sympton of the fever all across the u. s. a.
My family doctor told me son the flu is what you have
But I know its island fever and I got it real bad
Hey doc I need a pain reliever
(oooo I got it bad) I got the island fever
I got it bad I got the island fever
(oooo I got it bad) I got the island fever
My baby caught it and Im not quite sure how
(oooo I got it bad) I got the island fever
She might have got it from her travel brochure now
(oooo I got it bad)
(bow bow bow ooo)
Come on baby wouldnt it be nice (bow bow bow ooo)
If I could take you down to paradise (bow bow bow ooo)
Sweet little mama gotta get away (bow bow bow ooo)
Your daddy knows a little hideaway (bow bow bow ooo)
Hey girl I got some good advice
Drive your dad mad and
Make him take you down to paradise
Ive been pickin up a love vibration
(oooo I got it bad) I got the island fever
Comin from a little island nation
(oooo I got it bad) I got the island fever
For my own self-preservation
(oooo I got it bad) I got the island fever
Better make a quick reservation
(oooo I got it bad)
(bow bow bow ooo)
Come on baby wouldnt it be nice (bow bow bow ooo)
If I could take you down to paradise (bow bow bow ooo)
Sweet little mama gotta get away (bow bow bow ooo)
Your daddy knows a little hideaway (bow bow bow ooo)
Hey girl I got some good advice
Drive your dad mad and
Make him take you down to paradise
(bow bow bow ooo)
Come on baby wouldnt it be nice (bow bow bow ooo)
If I could take you down to paradise (bow bow bow ooo)
Sweet little mama gotta get away (bow bow bow ooo)
Your daddy knows a little hideaway (bow bow bow ooo)

song performed by Beach Boys
Added by Lucian Velea
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

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

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

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

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

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

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

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

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

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

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

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

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

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

LIST OF REFERENCES.

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

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

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

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

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poem by Innocent Masina Nkhonyo
Added by Poetry Lover
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It Aint No Use

Um um um um
Um um um um
There aint no reason for us sittin down
To try to talk our problems out
cause we know the truth,
It aint no use each other we must do without.
There aint no reason tryin to force a smile
When pain is really in its place
cause we know the truth,
It aint no use lets part before we lose loves trace.
(weve got to say)
Wow oh oh ooh
(bye bye bye bye bye)
Wow oh oh ooh
(bye bye bye bye bye)
Wow oh ooh oh ooh wow oh ooh
Wow oh oh oh ooh
As I look back Im really tryn to see
Just what it was that made us spark
cause the fires out
It leaves no doubt, the flames not burning in our hearts.
We still are young and both of us have time
To find our winter love in spring
Yes we know the truth
It aint no use, were not each others evrything.
(we always must say bye)
Wow oh oh ooh yeah
(bye bye bye bye bye)
Wow oh oh ooh yeah
(bye bye bye bye bye)
Wow oh ooh oh ooh wow oh ooh
Wow oh oh oh ooh
(hate to say goodbye)
Wow oh oh ooh yeah
(bye bye bye bye bye)
Wow oh oh ooh yeah
(bye bye bye bye bye)
Wow oh ooh oh ooh wow oh ooh
Wow oh oh oh ooh
(why we say bye)
Wow oh oh ooh
(bye bye bye bye bye)
The trill is gone babe, yeah, yeah, yeah
(bye bye bye bye bye)
I tried my best to make it work
(wow oh oh oh ooh)
But it seems that we cant get it together, yeah,
(wow oh ooh)
Weve got to run in the world
(bye bye bye bye bye)

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song performed by Stevie Wonder
Added by Lucian Velea
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The Bridal of Pennacook

We had been wandering for many days
Through the rough northern country. We had seen
The sunset, with its bars of purple cloud,
Like a new heaven, shine upward from the lake
Of Winnepiseogee; and had felt
The sunrise breezes, midst the leafy isles
Which stoop their summer beauty to the lips
Of the bright waters. We had checked our steeds,
Silent with wonder, where the mountain wall
Is piled to heaven; and, through the narrow rift
Of the vast rocks, against whose rugged feet
Beats the mad torrent with perpetual roar,
Where noonday is as twilight, and the wind
Comes burdened with the everlasting moan
Of forests and of far-off waterfalls,
We had looked upward where the summer sky,
Tasselled with clouds light-woven by the sun,
Sprung its blue arch above the abutting crags
O'er-roofing the vast portal of the land
Beyond the wall of mountains. We had passed
The high source of the Saco; and bewildered
In the dwarf spruce-belts of the Crystal Hills,
Had heard above us, like a voice in the cloud,
The horn of Fabyan sounding; and atop
Of old Agioochook had seen the mountains'
Piled to the northward, shagged with wood, and thick
As meadow mole-hills,—the far sea of Casco,
A white gleam on the horizon of the east;
Fair lakes, embosomed in the woods and hills;
Moosehillock's mountain range, and Kearsarge
Lifting his granite forehead to the sun!

And we had rested underneath the oaks
Shadowing the bank, whose grassy spires are shaken
By the perpetual beating of the falls
Of the wild Ammonoosuc. We had tracked
The winding Pemigewasset, overhung
By beechen shadows, whitening down its rocks,
Or lazily gliding through its intervals,
From waving rye-fields sending up the gleam
Of sunlit waters. We had seen the moon
Rising behind Umbagog's eastern pines,
Like a great Indian camp-fire; and its beams
At midnight spanning with a bridge of silver
The Merrimac by Uncanoonuc's falls.

There were five souls of us whom travel's chance
Had thrown together in these wild north hills
A city lawyer, for a month escaping
From his dull office, where the weary eye

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poem by John Greenleaf Whittier
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The White Cliffs

I
I have loved England, dearly and deeply,
Since that first morning, shining and pure,
The white cliffs of Dover I saw rising steeply
Out of the sea that once made her secure.
I had no thought then of husband or lover,
I was a traveller, the guest of a week;
Yet when they pointed 'the white cliffs of Dover',
Startled I found there were tears on my cheek.
I have loved England, and still as a stranger,
Here is my home and I still am alone.
Now in her hour of trial and danger,
Only the English are really her own.

II
It happened the first evening I was there.
Some one was giving a ball in Belgrave Square.
At Belgrave Square, that most Victorian spot.—
Lives there a novel-reader who has not
At some time wept for those delightful girls,
Daughters of dukes, prime ministers and earls,
In bonnets, berthas, bustles, buttoned basques,
Hiding behind their pure Victorian masks
Hearts just as hot - hotter perhaps than those
Whose owners now abandon hats and hose?
Who has not wept for Lady Joan or Jill
Loving against her noble parent's will
A handsome guardsman, who to her alarm
Feels her hand kissed behind a potted palm
At Lady Ivry's ball the dreadful night
Before his regiment goes off to fight;
And see him the next morning, in the park,
Complete in busbee, marching to embark.
I had read freely, even as a child,
Not only Meredith and Oscar Wilde
But many novels of an earlier day—
Ravenshoe, Can You Forgive Her?, Vivien Grey,
Ouida, The Duchess, Broughton's Red As a Rose,
Guy Livingstone, Whyte-Melville— Heaven knows
What others. Now, I thought, I was to see
Their habitat, though like the Miller of Dee,
I cared for none and no one cared for me.

III
A light blue carpet on the stair
And tall young footmen everywhere,
Tall young men with English faces
Standing rigidly in their places,
Rows and rows of them stiff and staid

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poem by Alice Duer Miller
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Childe Harold's Pilgrimage: A Romaunt. Canto IV.

I.
I stood in Venice, on the Bridge of Sighs;
A palace and a prison on each hand:
I saw from out the wave her structures rise
As from the stroke of the enchanter's wand:
A thousand years their cloudy wings expand
Around me, and a dying Glory smiles
O'er the far times, when many a subject land
Look'd to the winged Lion's marble piles,
Where Venice sate in state, thron'd on her hundred isles!

II.
She looks a sea Cybele, fresh from ocean,
Rising with her tiara of proud towers
At airy distance, with majestic motion,
A ruler of the waters and their powers:
And such she was; her daughters had their dowers
From spoils of nations, and the exhaustless East
Pour'd in her lap all gems in sparkling showers.
In purple was she rob'd, and of her feast
Monarchs partook, and deem'd their dignity increas'd.

III.
In Venice Tasso's echoes are no more,
And silent rows the songless gondolier;
Her palaces are crumbling to the shore,
And music meets not always now the ear:
Those days are gone -- but Beauty still is here.
States fall, arts fade -- but Nature doth not die,
Nor yet forget how Venice once was dear,
The pleasant place of all festivity,
The revel of the earth, the masque of Italy!

IV.
But unto us she hath a spell beyond
Her name in story, and her long array
Of mighty shadows, whose dim forms despond
Above the dogeless city's vanish'd sway;
Ours is a trophy which will not decay
With the Rialto; Shylock and the Moor,
And Pierre, cannot be swept or worn away --
The keystones of the arch! though all were o'er,
For us repeopl'd were the solitary shore.

V.
The beings of the mind are not of clay;
Essentially immortal, they create
And multiply in us a brighter ray
And more belov'd existence: that which Fate
Prohibits to dull life, in this our state

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poem by Byron
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