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Values are social norms — they're personal, emotional, subjective, and arguable. All of us have values. Even criminals have values. The question you must ask yourself is, Are your values based
upon principles? In the last analysis, principles are natural laws — they're impersonal, factual, objective and self-evident. Consequences are governed by principles and behavior is governed by values; therefore, value principles!

quote by Stephen Covey
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Social Netowrking Of Robots

end of world war
end of world war 11
end of world scenarios
end of world thursday prophet
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end of world war one
end of world wite web
end of worled war 2
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end of world war 2 info
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end of wow
end of ww 2
end of ww2
end of ww1 treaty of versailles
end of ww1 treaty
end of ww ii
end of ww2 in czechoslovakia
end of ww2 date
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end of ww 1
end of ww2 for japanese americans
end of ww-ii
end of ww2 battleship
end of wrold war 2
end of ww11

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poem by Rwetewrt Erwtwer
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A Map Of Culture

Culture

Contents

What is Culture?

The Importance of Culture

Culture Varies

Culture is Critical

The Sociobiology Debate

Values, Norms, and Social Control

Signs and Symbols

Language

Terms and Definitions

Approaches to the Study of Culture

Are We Prisoners of Our Culture?

What is Culture?

I prefer the definition used by Ian Robertson: 'all the shared products of society: material and nonmaterial' (Our text defines it in somewhat more ponderous terms- 'The totality of learned, socially transmitted behavior. It includes ideas, values, and customs (as well as the sailboats, comic books, and birth control devices) of groups of people' (p.32) .

Back to Contents

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poem by Nyein Way
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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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Values are social norms — they're personal, emotional, subjective, and arguable. All of us have values. Even criminals have values. The question you must ask yourself is, Are your values based
upon principles? In the last analysis, principles are natural laws — they're impersonal, factual, objective and self-evident. Consequences are governed by principles and behavior is governed by values; therefore, value principles!

quote by Stephen Covey
Added by Veronica Serbanoiu
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Values are social norms — they're personal, emotional, subjective, and arguable. All of us have values. Even criminals have values. The question you must ask yourself is, Are your values based
upon principles? In the last analysis, principles are natural laws — they're impersonal, factual, objective and self-evident. Consequences are governed by principles and behavior is governed by values; therefore, value principles!

quote by Stephen Covey
Added by Veronica Serbanoiu
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Personal

Anything you want from me
Ill do
But first
Lets get personal
Personal
Personal
Personal
Lets get personal
Personal
Personal
Personal
Personal with you
Were sittin havin dinner at your parents home
Some of the finest food Ive ever known
But I need some sweetness on my tongue
And it aint a type of sugar oh no
So maybe we can go somewhere
Neighbour room girl I dont care
Wheres the bedroom
(its upstairs)
Ill meet you there in a minute
Girl so we can get
Lets get personal (ooh yeah)
Personal (tight baby)
Personal (maybe we can get)
Personal (just a little, just a little bit)
Lets get personal (ooh yay)
Personal (I wanna get personal)
Personal (come on baby, just trust me)
Personal (I wanna get)
Personal with you
Im behind you in your bedroom with your hands against the wall
But keeping one eye on the door
Got your t-shirt and your panties on
Ooh I feel so right, cant be wrong, no
I know you like it when I touch you there
Girl just keep it quiet or theyll hear
Feel the tremblin all down your leg
Id love to head to your bed
So that we can get
Personal
Shhh
Should I take off my clothes (no)
Put the lock on the door
Let go of your deepest inhibitions
Let me fulfil your fantasies girl
Like me touching you there (yeah)
The way that I play with your hair
Emotions running wild until we stop
Yeah

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song performed by Craig David
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Emotional

Ooh yeah yeah yeah
Here comes the soul
Gimme that soul
Ooh hes emotional
Hes an emotional man
Sacrify the day
And bless the night
Want you to come and do me
Ooh hes emotional
Hes an emotional man
Hes got tears in his eyes
Watch him break down and cry
Watch me cry
Hear me babe
Was soll ich dir noch sagen
Es ist doch alles schon gesagt
Ohne uns sind wir die hlfte wert
Wir gehn vorbei und sehn es nicht
Hes a desperate man in a world so cold
Und du weit, ich habe ein herz wie ein lwe
Hes just longing for a woman to hold
Und das herz geht so lange zum messer bis es sticht
Do me
Ooh hes emotional
Hes an emotional man
So emotional
I had my woman right here
I had her in the palm of my hand
Want you to come and do me
Ooh hes emotional
So emotional
Hes an emotional man
Hes got tears in his eyes
Watch him break down and cry
Watch me cry
Still hear me babe
Ich wei, da die frau die mich ertrgt noch nicht geboren ist
Aber ich bitte dich, komm zur welt
Hes a desperate man in a world so cold
Und du weit, ich habe ein herz wie ein lwe
Hes just longing for a woman to hold
Und wenn du willst, dann geh ich down on my knees and pray to
The spirits above, do me
Ooh hes emotional
So emotional
Hes an emotional man
I had my woman right here
I had her in the palm of my hand
Want you to come and do me
Ooh hes emotional

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song performed by Falco
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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.

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poem by Sir Francis Bacon
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Emotional Highway

Heard youre up to no good
Doin everything I never would
Shakes me up
Brings me down
Puts my world six feet underground
Well I need to know whats going on
Before I lose my mind
If I catch you with her I dont know what Ill do
When I get home what will I find
Whoa emotional highway
Driving all night and day through the pouring rain
Ive heard a rumor now
Ive got to find out for myself
If my babys giving his heart to someone else
Well my minds playing tricks
To think of you and her just makes me sick
Every mile that I go
I keep praying I dont lose control
Well the road is long and conditions are bad
And all I think about is you
I dont have time to wait in line
Move over mister
Ive gotta get through
Whoa emotional highway
Driving all night and day through the pouring rain
Ive heard a rumor now
Ive got to find out for myself
If my babys getting it on with someone else
Emotional highway
Emotional highway
Emotional highway, emotional, emotional, emotional
Baby baby I know that were two of a kind
Thats why Ive got suspicion on my mind
Whoa emotional highway
Driving all night and day through the pouring rain
Ive heard a rumor now
Ive got to find out for myself
If my babys me up for someone else
Emotional highway
Emotional highway
Emotional highway, emotional, emotional, emotional
Got to get back, get back to my baby
Emotional highway
Emotional highway
Emotional highway, emotional, emotional, emotional
Got to get back, get back to my baby

song performed by Belinda Carlisle
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Instinct, Emotional and Rational

The Instinct, the Emotional, and the Rational
Are the stages at which your mind functions,
Together or severally in variant degrees.

Hunger and survival: The Instinct springs.
Love and hate: The Emotional surges.
Right and wrong: The Rational decides.

In the game of chess, you are rational.
In the game of love, you are emotional.
In the game of sex, you are instinctual.

The Rational mind is your judge.
The Emotional mind is your advocate.
The Instinctual mind is your subject.

When judge fails, when advocate fails,
The subject spurts to save the self
Or feeds the self without fail.

The Rational abide by the codes.
The Emotional deviates from it.
The Instinct violates it.

The Rational decides how to face.
The Emotional positions the move.
But the Instinct accomplishes it.

Far sighted is the Rational.
Short sighted is the Emotional.
Blind is the Instinct.

The Instinct reels under the Emotional.
The Emotional trails behind the Rational.
The Rational strives to manage them both.

The child is more under the Instinct.
The adult is more under the Emotional.
The old is more under the Rational.

The Rational lacks vigour.
The Emotional lacks balance.
The Instinct lacks prudence.

The Rational has distant motive.
The Emotional has immediate motive.
The Instinct has instant motive.

Intellectuals are rational.
Poets and lovers are emotional.

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poem by Rm. Shanmugam Chettiar
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Second Book

TIMES followed one another. Came a morn
I stood upon the brink of twenty years,
And looked before and after, as I stood
Woman and artist,–either incomplete,
Both credulous of completion. There I held
The whole creation in my little cup,
And smiled with thirsty lips before I drank,
'Good health to you and me, sweet neighbour mine
And all these peoples.'
I was glad, that day;
The June was in me, with its multitudes
Of nightingales all singing in the dark,
And rosebuds reddening where the calyx split.
I felt so young, so strong, so sure of God!
So glad, I could not choose be very wise!
And, old at twenty, was inclined to pull
My childhood backward in a childish jest
To see the face of't once more, and farewell!
In which fantastic mood I bounded forth
At early morning,–would not wait so long
As even to snatch my bonnet by the strings,
But, brushing a green trail across the lawn
With my gown in the dew, took will and way
Among the acacias of the shrubberies,
To fly my fancies in the open air
And keep my birthday, till my aunt awoke
To stop good dreams. Meanwhile I murmured on,
As honeyed bees keep humming to themselves;
'The worthiest poets have remained uncrowned
Till death has bleached their foreheads to the bone,
And so with me it must be, unless I prove
Unworthy of the grand adversity,–
And certainly I would not fail so much.
What, therefore, if I crown myself to-day
In sport, not pride, to learn the feel of it,
Before my brows be numb as Dante's own
To all the tender pricking of such leaves?
Such leaves? what leaves?'
I pulled the branches down,
To choose from.
'Not the bay! I choose no bay;
The fates deny us if we are overbold:
Nor myrtle–which means chiefly love; and love
Is something awful which one dare not touch
So early o' mornings. This verbena strains
The point of passionate fragrance; and hard by,
This guelder rose, at far too slight a beck
Of the wind, will toss about her flower-apples.
Ah–there's my choice,–that ivy on the wall,
That headlong ivy! not a leaf will grow

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poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
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Feeling Out Of Sorts?

Feeling out of sorts these days?
Want to know what you can do?
Need help? Here are 50 ways,
Maybe you'll benefit from a few

ROTMS

SYMPTOMS OF SPIRITUAL AWAKENING

1. Changing sleep patterns: restlessness, hot feet, waking up two or three times a night. Feeling tired after you wake up and sleepy off and on during the day.
There is something called the Triad Sleep Pattern that occurs for many: you sleep for about 2-3 hours, wake up, go back to sleep for another couple of hours, wake again, and go back to sleep again. For others, the sleep requirements have changed. You can get by on less sleep.
Lately I have been experiencing huge waves of energy running into my body from the crown. It feels good, but it keeps me awake for a long time, then subsides.

Advice: Get used to it. Make peace with it and don't worry about getting enough sleep (which often causes more insomnia) . You will be able to make it through the day if you hold thoughts of getting just what you need. You can also request your Higher Power to give you a break now and then and give you a good, deep night's sleep.

If you can't go back to sleep right away, use the waking moments to meditate, read poetry, write in your journal or look at the moon. Your body will adjust to the new pattern.

2. Activity at the crown of the head: Tingling, itching, prickly, crawling sensations along the scalp and/or down the spine. A sense of energy vibrating on top of the head, as if energy is erupting from the head in a shower. Also the sensation of energy pouring in through the crown, described as 'sprinkles'.

This may also be experienced as pressure on the crown, as if someone is pushing his/her finger into the center of your head. As I mentioned in #1, I have been experiencing huge downloads of energy through the crown.
In the past, I have felt more generalized pressure, as if my head is in a gentle vise. One man related that his hair stood on end and his body was covered with goosebumps.

Advice: This is nothing to be alarmed about. What you are experiencing is an opening of the crown chakra. The sensations mean that you are opening up to receive divine energy.

3. Sudden waves of emotion. Crying at the dropp of a hat. Feeling suddenly angry or sad with little provocation. Or inexplicably depressed. Then very happy. Emotional roller coaster. There is often a pressure or sense of emotions congested in the heart chakra (the middle of the chest) . This is not to be confused with the heart, which is located to the left of the heart chakra.

Advice: Accept your feelings as they come up and let them go. Go directly to your heart chakra and feel the emotion. Expand it outward to your all your fields and breathe deeply from the belly all the way up to your upper chest. Just feel the feeling and let it evaporate on its own. Don't direct the emotions at anyone.

You are cleaning out your past. If you want some help with this, say out loud that you intend to release all these old issues and ask your Higher Power to help you. You can also ask Grace Elohim to help you release with ease and gentleness. Be grateful that your body is releasing the see motions and not holding onto them inside where they can do harm.

One source suggests that depression is linked to letting go of relationships to people, work, etc. that no longer match us and our frequencies. When we feel guilty about letting go of these relationships, depression helps us medicate that pain.

4. Old 'stuff' seems to be coming up, as described above, and the people with whom you need to work it out (or their clones) appear in your life. Completion issues.

Or perhaps you need to work through issues of self-worth, abundance, creativity, addictions, etc. The resources or people you need to help you move through these issues start to appear.

Advice: Same as #3. Additionally, don't get too involved in analyzing these issues. Examining them too much will simply cycle you back through them over and over again at deeper and deeper levels. Get professional help if you need to and walk through it.

Do not try to avoid them or disassociate yourself from them. Embrace whatever comes up and thank it for helping you move ahead. Thank your Higher Power for giving you the opportunity to release these issues. Remember, you don't want these issues to stay stuck in your body.

5. Changes in weight. The weight gain in the US population is phenomenal. Other people may be losing weight.

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poem by Ray Lucero
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The Hind And The Panther, A Poem In Three Parts : Part III.

Much malice, mingled with a little wit,
Perhaps may censure this mysterious writ;
Because the muse has peopled Caledon
With panthers, bears, and wolves, and beasts unknown,
As if we were not stocked with monsters of our own.
Let Æsop answer, who has set to view
Such kinds as Greece and Phrygia never knew;
And Mother Hubbard, in her homely dress,
Has sharply blamed a British lioness;
That queen, whose feast the factious rabble keep,
Exposed obscenely naked, and asleep.
Led by those great examples, may not I
The wonted organs of their words supply?
If men transact like brutes, 'tis equal then
For brutes to claim the privilege of men.
Others our Hind of folly will indite,
To entertain a dangerous guest by night.
Let those remember, that she cannot die,
Till rolling time is lost in round eternity;
Nor need she fear the Panther, though untamed,
Because the Lion's peace was now proclaimed;
The wary savage would not give offence,
To forfeit the protection of her prince;
But watched the time her vengeance to complete,
When all her furry sons in frequent senate met;
Meanwhile she quenched her fury at the flood,
And with a lenten salad cooled her blood.
Their commons, though but coarse, were nothing scant,
Nor did their minds an equal banquet want.
For now the Hind, whose noble nature strove
To express her plain simplicity of love,
Did all the honours of her house so well,
No sharp debates disturbed the friendly meal.
She turned the talk, avoiding that extreme,
To common dangers past, a sadly-pleasing theme;
Remembering every storm which tossed the state,
When both were objects of the public hate,
And dropt a tear betwixt for her own children's fate.
Nor failed she then a full review to make
Of what the Panther suffered for her sake;
Her lost esteem, her truth, her loyal care,
Her faith unshaken to an exiled heir,
Her strength to endure, her courage to defy,
Her choice of honourable infamy.
On these, prolixly thankful, she enlarged;
Then with acknowledgments herself she charged;
For friendship, of itself an holy tie,
Is made more sacred by adversity.
Now should they part, malicious tongues would say,
They met like chance companions on the way,

[...] Read more

poem by John Dryden
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Absalom and Achitophel

In pious times, e'er Priest-craft did begin,
Before Polygamy was made a sin;
When man, on many, multiply'd his kind,
E'r one to one was, cursedly, confind:
When Nature prompted, and no law deny'd
Promiscuous use of Concubine and Bride;
Then, Israel's monarch, after Heaven's own heart,
His vigorous warmth did, variously, impart
To Wives and Slaves; And, wide as his Command,
Scatter'd his Maker's Image through the Land.
Michal, of Royal blood, the Crown did wear,
A Soyl ungratefull to the Tiller's care;
Not so the rest; for several Mothers bore
To Godlike David, several Sons before.
But since like slaves his bed they did ascend,
No True Succession could their seed attend.
Of all this Numerous Progeny was none
So Beautifull, so brave as Absalon:
Whether, inspir'd by some diviner Lust,
His father got him with a greater Gust;
Or that his Conscious destiny made way
By manly beauty to Imperiall sway.
Early in Foreign fields he won Renown,
With Kings and States ally'd to Israel's Crown
In Peace the thoughts of War he could remove,
And seem'd as he were only born for love.
What e'er he did was done with so much ease,
In him alone, 'twas Natural to please.
His motions all accompanied with grace;
And Paradise was open'd in his face.
With secret Joy, indulgent David view'd
His Youthfull Image in his Son renew'd:
To all his wishes Nothing he deny'd,
And made the Charming Annabel his Bride.
What faults he had (for who from faults is free?)
His Father could not, or he would not see.
Some warm excesses, which the Law forbore,
Were constru'd Youth that purg'd by boyling o'r:
And Amnon's Murther, by a specious Name,
Was call'd a Just Revenge for injur'd Fame.
Thus Prais'd, and Lov'd, the Noble Youth remain'd,
While David, undisturb'd, in Sion raign'd.
But Life can never be sincerely blest:
Heaven punishes the bad, and proves the best.
The Jews, a Headstrong, Moody, Murmuring race,
As ever try'd th' extent and stretch of grace;
God's pamper'd people whom, debauch'd with ease,
No King could govern, nor no God could please;
(Gods they had tri'd of every shape and size
That Gods-smiths could produce, or Priests devise.)

[...] Read more

poem by John Dryden
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Emotional Love

I woke up today
Everything is on my shoulders
I never told her
Such emotional love
I hear what you say
Yes I owe ya
But I dont know ya
And I smash soldiers with love
Ill come there today
To your station
Its recreation
This passing notion of love
I hear what you say
Its demonstration
Crossing oceans above
Crossing oceans above
Hand on my shoulder
Like I told her
I control ya
Crossing oceans above
Sally in the roses
What she knows is
Such emotional love
Such emotional love
Such emotional love
Such emotional love
Such emotional love
Such emotional love
Not for beginners
Or sunday sinners
Court disasters
A. j. just killed his love
Whos on the left and right
Lonely days and nights
Whos your master
When gods pass motions above
I hear what you play
On your station
Smashing soldiers with love
Crossing oceans above
Such emotional love
Such emotional love
Such emotional love
Such emotional love
I woke up today
Everything is on my shoulders
I never told her
Such emotional love
I hear what you say
Yes I owe ya

[...] Read more

song performed by John Mellencamp
Added by Lucian Velea
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I'll Do My Best To Deliver

Ask me for what you want.
Just ask me,
Ask me.
And make it anything,
You need...
From me.

Ask me for what you want.
Ask me for what you need,
And I'll do my best to deliver.
Ask me.
Just ask me.

Ask me for what you want.
Just ask me.
Ask me.
Ask me for anything,
And I will fullfill...
That need.

Ask me for what you want.
Ask me for what you need,
And I'll do my best to deliver.
Ask me.
Just ask me.
And I'll do my best to deliver.
Ask me.
Just ask me.

Oh ask me for what you want.
Ask me for what you need,
And I'll do my best to deliver.
Ask me.
Just ask me.
And I will do my best to deliver.
Ask me.
Just ask me.
And I'll do my best to deliver.
Ask me.
Just ask me.
And I will do my best to deliver.

Just ask me for what you want.
Just ask me for what you need,
And I will do my best to deliver.

Come thunderstorms, rain or shine...
That pressure you have will be taken right off your mind.
I will do my best to deliver.
Just ask me...

[...] Read more

poem by Lawrence S. Pertillar
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A Timbered Choir

Even while I dreamed I prayed that what I saw was only fear and no foretelling,
for I saw the last known landscape destroyed for the sake
of the objective, the soil bludgeoned, the rock blasted.
Those who had wanted to go home would never get there now.

I visited the offices where for the sake of the objective the planners planned
at blank desks set in rows. I visited the loud factories
where the machines were made that would drive ever forward
toward the objective. I saw the forest reduced to stumps and gullies; I saw
the poisoned river, the mountain cast into the valley;
I came to the city that nobody recognized because it looked like every other city.
I saw the passages worn by the unnumbered
footfalls of those whose eyes were fixed upon the objective.

Their passing had obliterated the graves and the monuments
of those who had died in pursuit of the objective
and who had long ago forever been forgotten, according
to the inevitable rule that those who have forgotten forget
that they have forgotten. Men, women, and children now pursued the objective
as if nobody ever had pursued it before.

The races and the sexes now intermingled perfectly in pursuit of the objective.
the once-enslaved, the once-oppressed were now free
to sell themselves to the highest bidder
and to enter the best paying prisons
in pursuit of the objective, which was the destruction of all enemies,
which was the destruction of all obstacles, which was the destruction of all objects,
which was to clear the way to victory, which was to clear the way to promotion, to salvation, to progress,
to the completed sale, to the signature
on the contract, which was to clear the way
to self-realization, to self-creation, from which nobody who ever wanted to go home
would ever get there now, for every remembered place
had been displaced; the signposts had been bent to the ground and covered over.

Every place had been displaced, every love
unloved, every vow unsworn, every word unmeant
to make way for the passage of the crowd
of the individuated, the autonomous, the self-actuated, the homeless
with their many eyes opened toward the objective
which they did not yet perceive in the far distance,
having never known where they were going,
having never known where they came from.

poem by Wendell Berry
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People Everywhere: Social Music (Original 11 03 2009)

PEOPLE EVERYWHERE: SOCIAL MUSIC
Original 11 03 3009

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

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

poem by Lee B. Mack
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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)
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Pricelessly Impregnable Humanity

You’ve taken my very own scarlet blood O! heavenly son; so its irrefutably natural and nothing great; that you’re exactly my astoundingly pristine and timelessly priceless; duplicate,

You’ve taken my very own venerated milk O! beautiful son; so its irrefutably natural and nothing great; that you’re exactly my bountifully blossoming and unabashedly impeccable; duplicate,

You’ve taken my very own intriguing brain O! enamoring son; so its irrefutably natural and nothing great; that you’re exactly my celestially amazing and mischievously bouncing; duplicate,

You’ve taken my very own silken shadow O! stupendous son; so its irrefutably natural and nothing great; that you’re exactly my wonderfully untainted and jubilantly ecstatic; duplicate,

You’ve taken my very own uninhibited smile O! majestic son; so its irrefutably natural and nothing great; that you’re exactly my inimitably magnetic and fabulously effulgent; duplicate,

You’ve taken my very own inscrutable destiny lines O! effervescent son; so its irrefutably natural and nothing great; that you’re exactly my incredulously handsome and victoriously unimpeachable; duplicate,

You’ve taken my very own inimitably humble name O! royal son; so its irrefutably natural and nothing great; that you’re exactly my poignantly iridescent and eternally fructifying; duplicate,

You’ve taken my very own romantic artistry O! blazing son; so its irrefutably natural and nothing great; that you’re exactly my triumphantly unfettered and symbiotically innocent; duplicate,

You’ve taken my very own mellifluous voice O! charismatic son; so its irrefutably natural and nothing great; that you’re exactly my bounteously emollient and euphorically fearless; duplicate,

You’ve taken my very own towering height O! regale son; so its irrefutably natural and nothing great; that you’re exactly my indisputably peerless and synergistically truthful; duplicate,

You’ve taken my very own passionate eyes O! resplendent son; so its irrefutably natural and nothing great; that you’re exactly my fearlessly humanitarian and tirelessly discovering; duplicate,

You’ve taken my very own chocolate brown color O! holistic son; so its irrefutably natural and nothing great; that you’re exactly my invincibly wondrous and spell-bindingly ecstatic; duplicate,

You’ve taken my very own ebullient body contours O! benign son; so its irrefutably natural and nothing great; that you’re exactly my immaculately benevolent and magnanimously humanitarian; duplicate,

You’ve taken my very own fiery breath O! rhapsodic son; so its irrefutably natural and nothing great; that you’re exactly my blissfully unadulterated and interminably bubby; duplicate,

You’ve taken my very own optimistic face O! vivacious son; so its irrefutably natural and nothing great; that you’re exactly my timelessly flowering and melodiously rejuvenated; duplicate,

You’ve taken my very own broadened shoulders O! magical son; so its irrefutably natural and nothing great; that you’re exactly my gloriously unprejudiced and nostalgically rueful; duplicate,

You’ve taken my very own princely dimples O! victorious son; so its irrefutably natural and nothing great; that you’re exactly my spotlessly unbiased and surreally panoramic; duplicate,

You’ve taken my very own compassionate heart O! unshakable son; so its irrefutably natural and nothing great; that you’re exactly my adorably sensitive and ubiquitously indomitable; duplicate,

So whereas it was absolutely natural and nothing great that you were my exactly astounding duplicate O! heavenly son;

The greatest of all virtues; the greatest of all gifts; the greatest of all endowment; the greatest of all power; the greatest of all virility; the greatest of all divinity; was infact given to you by the Omniscient Lord; who miraculously blessed you and every organism alike with the pricelessly impregnable religion of “Humanity” to symbiotically survive for an infinite more of your destined lifetimes…

poem by Nikhil Parekh
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