Wednesday, December 17, 2014

Would You Like To Imagine The Climb ~ Still Steady Today For Infinity Is A Deed

Shall one not venture the task of interest to the touch of reward only by beatings than silence,
the mute to the back of the constant barrage on the mind to the belt of the stick,
in the arson on the mind the thoughts did not crumble rather tighten the grip of the lip,
in that casting of verse to the lived on the girth Walks with the putting the sweatshirt to cursed.

Note that there was nothing as a youth that in my childhood was good,
no wealth to the learn just arm fracture and burn,
the ramble of Hell the demon persist,
the number was rammed down my brain fulled wrong,
the list of my case to the birth that I saved gave writings today that I puke on the page,
for if the frosting of every in paved is loved with the punch of just getting a song,
than battle James Blunt for this life on my find is gaining the Strength of a typhoon in a crime.

Faster to bothered more in escape for the fear that once traveled my mirror of great gate,
now it is the steady of the fetch me a buddy oh wait do not bother for thats just a let rape,
on the mat or the bed or James Blunt by read its the same at the same for the same old bump roll.

So reason to tickle the ditch to pearl a clamber for food on the table of string,
themes force the thread to remember the floor Tires that burned the rubber of store,
a park in the left the basement of set, that turn to the journey my life is a suite,
the mad adventure with know learning for the knowledge held is so grand the Bells sound the Crow.

Heave is the heart of the pump in the pulse as that acoustic was really taken down,
to have experienced just a touch without a stip or the whipping belt to my neck,
the difficult time figuring jeans and the bottles that made Naps just freaky in scene.

Night in the times of dreams on the Chimes a labor of looking to Future not pheasant,
the chicken in the oven the breading on the stove I would look at my mother and hold every wish that I pose,
for always did I plunder to the sad eyes on the brow for so long had she suffered that beating of the tag,
crazy in the sane to those Tack barrels of rows for simple is the simple when the complex never shows,
or the vice that reverses to bring the ladder to the Abstract so the modern day invaders realize the strong,
at the sight of such a length on the road to examine the tax is so waited that the facts are all but skate,
trouble be the gone ask not fort the question a journey on the Ion is a greater bearing shade,
for in the guide to always hold is being free from these Human violent tolls,
the people spread infection in the threads of every head,
silken by worm tongues that shivering raking stand to kneel for the crowd as each else is witnessing your round prouds.

Alas I am proud also so this modern day war ought to bring the field to fork in that blade of desired I wire,
this cable on shock is eclectic in driven for within every worth is a credit to spur,
that direction of leg on the method of logic from the base of my never to the accidental of magic.

Pass The Popular Quick For It Might Be Held By The Human Prick

Oh but for the cab that Checkered Flag to post on Publishing House the city lights no possible for day,
in the creek of the underneath well-remembered are the plates,
trips to the chorus rooms the little black books & the banging kaboom,
grand central stations on library fulls The Sunset redemption taught the Richmond of hives,
bobbie pins lost with wild hair flying junk, the tangles that net to the dreadlocks on Haight,
rounds to those feet as smells of the pass, out or over from the tar, the paper and the thickness of logged that.

Cast of the hippie to the Towel on the head, bank to the hill in golden gate park for the fill,
a few rivals some daisies the grass that did sell,
a guitar for Pick-wick or at least thats what it car`ed.

Confusion for spelling the school of logic, found to the party that James Blunt is behind,
call to the decade the world or sign, the article of reference is from 1962 a real signature piece,
but position is stated maybe that will entice the average to bank better not gripe,
this testimony today should put into frame the Wares of the station on the mentality of rein.

The mechanics porched people know the machine,
the mind and the action was the technique in reduction,
leaning this directly was the advantage that profit,
for a computer is the advancement of WHAT as the rock sits.

Clarify the commercial with 'The Earth in space' this simple technology has been miss faced,
that was over 50 Years of gross talent being place exactly where, for today the public has been chaired.

Try on the calculator or divisible by tree ask the thimble is the needle a be,
from the thread of the Singer to the pedal of pleased is the brace of magnitude or how stupid times fee.

A calculation of multiplies subtracted by REALITY is the simplicity of Complexity the puzzle or the gree,
in each of these riddles there are Words to the shrunk yet on the grated Map cheese is the skunk.

Commercial Must Be Read; sorry 

Go . . . with soft drinks in cans

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less space.  They chill faster, in your cooler at the beach or in some
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United States Steel

Wherever Particular People Congregate ~ A Notice Of Reference

The message of simplicity is the known of the fact, not a person will hello the alive in this back,
towards the future to text the reverse on the fret a branch of the christmas on the boxing day jet.

Lights on the rein Deer population is tax the dog ear preference is to bash than go shop,
for shall the story on the news come today,
the war of the children the blood red death running days,
should the coil sting our land would big boxes still stand open,
or would the invasion be sending all to the grave.

With news on the television that color ripe mess,
channels that sell the death of the trust,
in such matters of Math the violence adds down,
to the hour of blowing more lives in a brunch.

Cruel is this world that it runs stories like fort,
than switches so fast to the games on the cork,
sicker moments in the flipped method of profit,
mark enough blood than change it to gothic.

Licking the bottom their tongues must just savor,
how able minded the chair courts are minutes from favor,
hiding the actual to push only Put,
forking even mountains to Vast strike of vat.

Bothered the day streams to thoughts on the rib,
pop one for good ole sake and then suck the drum as a rigged,
lay across the laptops force and get goods to plaque,
for on the day of the chore the eyes will spark jacked.

{commercial break}


The best talks begin (and the best outings end)
Over fragrant cups of coffee.
Because coffee adds a delight all its own:
Unmistakable aroma.  Unforgettable flavor. Deep-down goodness.
Especially when you make it generously.
A tablespoon of coffee, heaped, for each rewarding cup.


Pan-american Coffee Bureau, 120 Wall St., N.Y. 5, N.Y.

{back to subject And go.....}

A new discovery called "programmed instruction" is bringing about a REVOLUTION IN EDUCATION


EDUCATION in the United States stands on the brink of a fundamental change.  A new scientific discovery called "programmed instruction" is already well on its way toward revising age-old ideas of how people can best be taught everything from spelling to psychology, from music to higher mathematics.  All across the U.S.--in great universities, in huge industrial centers, in hastily improvised "laboratories," in hillside shacks--men and women of a new breed called "programmers" are working day and night to perfect a teaching technique that may revolutionize the nation's schools.  To check on the new discover, Look has visited top men in the field of programmed instruction, examined their work and tried out several of their educational devices.
     As in the early stages of all great revolutions, "the situation is fluid": methods differ; personalities clash.  Nevertheless, all those interviewed are aflame with a single sense of excitement and optimism explodes into such statements as these:
--Programmed instruction will prove to be the most significant innovation in education since the invention of the book.
--It will show us that the average human being now is using only a tiny proportion of his true ability.  When programmed instruction is perfected, "average" students will finish a year's course in, say, algebra within a half year or less.  (Some already have done that.)
--Differences in ability, especially on the low side of the scale, will tend to shrink.  Many children now thought of as slow learners are merely victims of inefficient teaching and poor motivation.  Programmed instruction will lead them gently and painlessly into the mainstream of our educational process.
--Most classroom behavior problems will vanish.
--Teachers will be freed from the tedious, soul-sapping chore of drumming in basic skills and memory work.  They will get, in exchange, the dignity -- and the challenge -- of a new role, similar to that of teaching a college seminar.
--Programmed instruction will become a powerful instrument for bringing literacy and technological skills to people of underdeveloped nations.  Here, American programming experience should give us a commanding lead over Russia.
--It will find many other uses; in retraining adult workers and technicians; in helping dropouts get back in school; in teaching leisure-time skills to adults.
--Most important, programmed instruction gives us, for the first time in history, a tool for applying the scientific method to the process of education.
     The men making these buoyant claims are mostly psychologists by trade.  But their ideas have the backing of hardheaded, profit-minded businessmen.  This year, more than 100 private concerns are investing several million dollars in various forms of programmed instruction.  Conservative investment analysts predict that sales of their products may exceed $100 million a year by 1970.  Other experts feel that this estimate is far too low.
     Exactly what is programmed instruction?  Since it is linked with "teaching machines," many people feel that it must be mysterious and complex.  This is far from true.  The idea behind programmed instruction may be hard to grasp, not because it is so complicated, but because it is so simple.  The most striking thing about the new techniques is how much it differs from the kind of teaching people have been accustomed to for centuries.   Here is how it generally works:
     1.  The student is given information in tiny, easy-to-digest bits, only a sentence or a short paragraph at a time.
     2.  The information is arranged in logical order, with each step building on those that came before.  The first steps are very easy.  They become more difficult so gradually that the student is hardly aware of it.  This arrangement is called a "program."
     3.  At each step, the student writes his answer; he participates actively in the learning process.
     4.  He is shown the correct answer immediately, so that he can compare it with his own.
     5.  Most programs are written and pretested to insure that almost all students will get about 95 per cent of the answers right.  This, according to the programmers, makes learning a pleasure, not a threat, and leads students to learn faster and remember longer.
     6.  Each student works individually, at his own rate of speed.
     7.  The program (on paper or microfilm) may be loaded into a teaching machine.  This is simply a box about the size of a portable record player.  The student turns a knob to bring each step or "frame" before a window in the face of the box.  He writes in his answer to the frame, pulls a lever to uncover the correct answer, then goes on to the next frame.  A program may also be presented in book form.  This can be done by printing the frames on beneath the other, with the correct answers a the side of the frames.  The answers are covered with a slider (or a ruler or sheet of paper), which the student slides down after he has written each on of his own answers.
     How does programmed instruction work in an actual school system? To find out, Look visited Roanoke, VA., where the nation's largest test of the new technique is now in its second full school year.  This term, more than 2,000 Roanoke junior-high and high-school students are taking at least on programmed class in either mathematics or language.  They are using programs in book form put out by Encyclopedia Britannica Films, Inc.
     The Roanoke experiment started out with a bang.  In 1960, 34 eighth graders finished off a year's ninth-grade algebra in a half year with no homework--then tested out at a ninth-grade level.
     Since then, a majority of students using programmed material have outperformed their conventionally schooled mates, even in rigorously controlled classes where the teacher was forbidden to give them any help.  Now, the "experimental" aura has faded.  teachers and students have accepted the new technique as a fact of school life.
     Classes are of normal size.  In a typical programmed math class, the students are working silently and steadily, reading a frame, writing an answer, moving the slider to check their answer, then going on to the next frame.  An almost hypnotic silence pervades the room.  Every now and then, a student raises his hand, and the teacher goes to help him or calls the student to his desk.  "More than 90 per cent of my time is spent in individual teaching," math teacher Major Wells of Lucy Addison High School told Look.
     Some students race ahead of others.  Roanoke teachers differ in their handling of this "problem."  Harold Barron of Monroe Junior High has devised a set of “challenges," or advanced problems, for those who might leave the class behind.
     Other teachers give fast students the reins and watch them fly.  Last year, Mrs. Loetta Horton, Roanoke math coordinator, taught a programmed class of 21 seniors with good math ability.  "During the year,"

{commercial break}

she said, "all of them finished axiomatic algebra.  all finished solid geometry.  All had some calculus, and five finished calculus.  I gave one boy the solid-geometry course on a Friday afternoon.  The following Friday, I said, 'It's about time I quizzed you on the first section of the course.' He said, 'Oh, I forgot to tell you.  I finished it on Tuesday.'  He had become fascinated and worked all weekend--did a semester's work in four days.  I tested him on the entire course, and he made 100."  "Fast kids," added math teacher Mrs. Martha Walden, "can just eat this stuff alive."
     Slow learners?  Programmed instruction is nothing less than a godsend, say Roanoke teachers.  Mrs. Hester McCabe, an eight-grade math teacher at Lee Junior High, told Look, "I had a very slow class.  I wasn't getting anywhere with them, so I asked permission to use a program.  They started a month late with the program, but they've caught up to the regular schedule.  I know programmed instruction is a salvation for these children.  If a boy gets suspended, or just doesn't work for a week, when he starts on the program again, he has lost nothing.  In a conventional class, he would have been completely lost and would have become a nuisance.  These children go slowly, but they learn something.  And then, too," Mrs. McCabe added wistfully, "my stomach isn't hurting every day at the end of this class."
     "I know I'm behind," said one boy, who was lagging in a programmed algebra class of average ability, "but I understand everything I've done.  This thing"--he looked at his programmed book--"leads you up to every step.  It won't just throw something at you, I never understood math before.  Now, I've got it cold."
     A few Roanoke students complain that they get bored while plugging away for long stretches on their programs.  (Programmers admit that their early efforts were unnecessarily boring; now, they are add humor and novelty.)  Teachers break the workweek with occasional blackboard sessions and quizzes.  For the most part, students and teachers at Roanoke are asking for more programmed classes.
     The Roanoke experiment, while the largest, is only one of many programmed-instruction trials throughout the nation.  The early results of most of these trials would seem to justify the programmers' bullish claims.  But there are deeper questions for parents and teachers to look in before entrusting their children to a new kind of education.  Where did it begin?  How will it affect our schools?  What are the possible dangers?
     The current programming movement might be said to have begun on a parents' visiting day November 11, 1953, in a Cambridge, Mass., school.  There had been earlier, unsuccessful attempts to develop self-testing devices, but Dr. B.F. (Frederic) Skinner was not aware of them when he entered his daughter's fourth-grade class on that day.  Like millions of other parents, the distinguished Harvard psychologist sat watching the teacher struggling to convey information to a roomful of youthful minds.
     The subject was arithmetic.  As the class dragged along at what seemed a snail's pace, Dr. Skinner became increasingly appalled, then suddenly quite angry.  "Seeing the built-in inefficiency of the ordinary classroom situation," he told Look recently, "I wondered how any learning at all could take place.  And I was angry at myself for not having applied my own work in psychology to the field of education even sooner."
     I occurred to Dr. Skinner that--in spite of permissive discipline, colorful textbooks, green blackboards, movable desks and even TV, movies and taper recorders--our methods for imparting knowledge to students have remained fundamentally unchanged for over a century or more.  and he was convinced he had the key to a method that would move education into the 20th century.  With his usual crackling energy, Skinner hurried home and started working out ways to apply the science of learning, as he saw it, to the art of teaching.
     The key to Dr. Skinner's new technique came from a series of animal experiments, mostly with pigeons and rats, but also with dogs, monkeys, apes and human beings.  Through these experiments, Skinner had developed a technique for controlling and measuring the actions of animals almost as precisely as a physicist handles matter and energy.  His chief tool is not punishment, but reward.  Punishment can teach, Skinner found, but it causes emotional side effects (anxiety, neurosis) that eventually block learning.  So he uses reward, but in a special way--precisely and in small, progressive steps.
     As a demonstration of the technique that led to programming, Dr. Skinner will take only two or three minutes to teach a pigeon to turn around in a circle, not more than seven or eight minutes to teach the bird to dance in a figure eight.  His method is simple: The pigeon is hungry and has learned it will get a grain of corn whenever a food dispenser in the cage opens with a click.  Skinner holds a switch that will open the dispenser.  He watches the pigeon's random motions. He does not wait for it to turn all the around, an unlikely event; he rewards any motion, even the slightest, that gets the pigeon nearer the final action desired.  When the pigeon turns its head only a fraction to the right, Skinner quickly pushes the button, and the pigeon gets its food.  Next time, the bird must turn its head a little farther to the right or shift its weight onto the right foot before being rewarded.  One small step at a time, the pigeon learns to turn in a circle, then reverse itself and swing around the other way.
     Skinner has worked up far more spectacular demonstrations: a pigeon pecking out tunes on a toy piano; two pigeons playing table tennis; two pigeons that will fight when a re light is turned on, dance when a green light is on, and eat to a white light.  In a secret project during World War II, Skinner and his colleagues trained pigeons t guide a missile toward a ship by pecking at its image on a screen that controlled the missile's flight.  The war ended before the pigeon-guided missile was used.  More recently, Enos, the space chimp, was taught his orbital tasks by Skinnerian methods.
     Dr. Skinner holds that learning--whether animal or human--is not a mysterious process during which something called "knowledge" is somehow transferred into something call "the mind."  For Skinner, learning is simply a "change in behavior."  A child who has learned "2 x 2 = 4" "behaves" in a different way from one who has not.  When the teachers says "2 x 2," the child responds by saying (aloud or to himself), "4."  He is rewarded  by being right.  Skinner rejects the notion that human learning must be rewarded by something external like a piece of candy or an academic prize.  Learning itself can be reward enough.  The more often a person is right and the quicker he knows it, the faster and better he learns.
     Therefore, what most horrified Skinner about his daughter's class--and all conventional classroom situations--was the lack of frequent, direct and precise reinforcement of the child's natural tendency to learn.Children are told to work hard for some distant reward—a good grade, acceptance by a college, a successful career.  But these events do not relate directly to the learning at hand.  In the ordinary school situation, says Skinner, a child works mostly to escape a series of minor penalties—the disapproval of teachers or parents or fellow students, personal shame, not getting a good grade.  He is rewarded when he gets something right; but, generally, he cannot be sure he is right until some time has passed.  Hopefully, a quiz paper is graded overnight.  Even so, the child is working on something else by the time he gets it back.
     A good teacher tries to make sure every child understands every step along the way – a practically impossible task with two dozen or more children in tow.  In a classroom, children usually get information in fairly large, hard-to-digest chunks.  This reduces their chances to participate actively in the learning process and to know they are understanding what is being taught.
     On any given day, the bright child may not be listening; he is bored.  The “slow” child may not be listening; he is hopelessly discouraged.  The sick child cannot listen; he is home in bed.  A few such days in a subject as complex as algebra, and even the brightest child may be lost.  Then, says Skinner, the glimpse of an algebraic symbol is likely to cause mostly guilt, anxiety or fear.  And another child may be on the road to truancy, delinquency, dropout and a final place among the hordes of out-of-school, out-of-work youths.
     How much better, reasoned Skinner, if every child could proceed at his own rate, in small steps, responding at every step, being hardly ever wrong and knowing immediately that he is right!  If pigeons could be taught to guide a missile, what miracles of human learning—even with so-called “slow learners”—must lie ahead!  Within a few months of visiting his daughter’s class, Dr. Skinner had built his first teaching machine.  By 1958, he had perfected the type of machine described earlier, had written (with Dr. James G. Holland) a program for the machine and was using it to teach part of a Harvard psychology course.
     Since then, teaching-machine companies have been sprouting by the dozens.  From their efforts have come a bewildering array of gadgets, from cardboard boxes to electronic consoles hooked up with giant computers.  Putting together the hardware for programmed instruction was comparatively easy.  But when educators were called in to write material to go into the gadgets, a surprising thing happened: Even the best teachers discovered they had much to learn about the learning process.
     Here, the new movement made its first and what may be its greatest contribution to education: It forced teachers to take the beginner’s point of view.  It allowed them to measure the effectiveness of their teaching at every step along the way.  And it showed them that present teaching methods—even in conventional classrooms—should be, and can be, vastly improved.
     Programmed instruction has a built-in safeguard against muddy, incomplete, illogical teaching.  After the material to be taught is broken down into small steps, it is tried out on students of the age and grade that will be using it.  If more than a few students get any step wrong, that step, or those that precede it, are assumed to be inadequate and must be rewritten.  Again and again, the program is tested and refined.  Not only must it become nearly error-proof, it must also get somewhere.  There is no great problem in writing a few steps that every student can get right—if the steps are so easy that they teach very little.  Even here, the program tends to correct the programmer.  If the program is merely marking time, the student will soon be bored into making mistakes.   

Low IQ children do all right

     Another surprise: Once a program has been fairly well perfected, it can be used for children whose age and IQ vary rather widely.  In most trials so far, children with low IQs get just about as many right answers as do children rated high in intelligence, but they tend to go slower.  In your children, even the difference in speed is less than might be expected.  This finding bolsters those psychologists who have long held that few children are really dull.  “The trouble is,” says Dr. Skinner, “that misguided parents and teachers too often kill the child’s natural inclination to learn.”  In New York City, Basic Systems, In., a programming company, has been using unemployed high-school dropouts to test new programs.  Says the company’s president, David Padwa, “These kids perform on the program just as well as students in school.”
     Programmers quickly develop a unique attitude toward students.  Dr. Stanley Sapon, a programming consultant in Palo Alto, Calif., says “It used to be that, when we wrote a textbook, we were saying to the student, ‘Here is a repository of all my wisdom.  If you don’t get it, you’re stupid.’ Now, when we write a program, we’re saying ‘Here’s what I want to teach you. If you don’t get it, I’m stupid.’”
     Under the glaring light of programming, many an educator has had the painful experience of seeing flaws in his teaching technique, gaping holes that he had been bridging over by clever verbiage.  For some, the experience is too painful to take.  A favorite sport among programmers is telling tales of would-be programmers who have retreated back to the comparative safety of the textbook and the lecture platform.
     Some advocates of the new discipline go so far as to say that it will not only help teachers improve their presentations, but also “expose” those who have been “spouting verbal nonsense.”  Dr. M. W. Sullivan, head of Sullivan Associates in Los Altos, Calif., and one of the nation’s top programmers, told Look: “There are thousands of men in classrooms and on lecture platforms all over the world who don’t know what teaches and what doesn’t teach.  And, really, there’s been no way to find out.  Now, for the first time, we have a way of testing the teaching and learning process.”
For those who have the toughness and flexibility to stick with programming, the experience is exhilarating.
     “A good program is beautiful,” says Dr. Sullivan.  “It has the functional perfection of a house that’s built for you.  It eliminates the static of most classroom situations.  Someday, we’ll have a program that represents pure, noise-free communication.  We’re not there yet, but we’re getting closer all the time.  Every time we test a program, we get new information about how people learn.  You’ll find that the best programs bear little resemblance to any conventional teaching sequence.  They represent a totally new way of organizing a field of knowledge.  When I’ve finished a program, and it has been tested and revised again and again, it can out-teach me any time.  My programs murder me.  And we’re just beginning to appreciate the power of our techniques.  Our best programs now are only faint indications of what is to come.”
     “This powerful new technique has placed an entirely new and heavy responsibility on the publisher,” says Theodore Waller, president of Grolier’s teaching Materials Corporation, a large producer of programmed materials.  “We are not dealing with just another education product; we are producing materials that are already having a revolutionary impact on teaching methods.”
     So far in its precocious infancy, programming has most excelled at teaching the “factual” subjects – spelling, grammar, math, the sciences, technical skills.  It can teach foreign languages with ease and precision.  Here, the written program may be backed up by a tape machine; at certain steps, the student presses a foot pedal to hear the spoken tongue.  In language classes, the program and the classroom teacher make good partners.  The program does the dirty work (vocabulary, grammar, drill) and allows the students to move at their own rates.  When a few students have reached a certain place in the program, the teacher may bring them together to practice conversation and discuss the finer points of the language.

They won’t be fenced in

     Programming generally has steered clear of subjects calling for individual interpretation – history, philosophy, literature and the like.  Even her, it may find a role.  Says P. Kenneth Komoski, head of the Center for Programmed Instruction in New York City, “We can program parts of history courses.  For example, I’m now writing a program that describes a hypothetical river-valley civilization.  The student will take the program, then compare my model civilization to some real ones—those that existed in the Nile, Tigris-Euphrates and so on – and end up criticizing the model.  We can also do a program on how to study history or how to do a research paper.  This will encourage outside reading and individual research.” 
      Whatever the terrain, some programmers refuse to be fenced in.  “Anything you can test,” says Dr. Sullivan, “I can program.”
     At Harvard, Dr. Skinner and his associates have devised machines that use the programming approach to teach some quite basic human skills –shape discrimination, inductive reasoning, a sense of rhythm, a sense of musical pitch.
     The music machine is a Rube Goldberg arrangement; the program is punched on a piano roll that is wired into a reed organ.  The organ pipes up with a note or a combination of notes.  When it stops, the child tries to pick out the notes on the keyboard.  A visitor watches an eight-year-old girl recognizing and playing three-note chords by ear.  

The Foghorn

"find focus"

It is the top's responsibility to be fully present to the experience of the scene with the bottom.  We spend so much of our lives living in the past and worrying about the future that we need to treasure the special quality of SM scenes to bring us into the moment.  While it's easy to say this and recognize it for its importance, it's not always easy to do.  Each top will find his or her way to ground and focus before a scene.  

Shine, Perishing Republic

While this America settles in the mold of its vulgarity, heavily thickening to empire,
And protest, only a bubble in the molten mass, pops and sighs outs, and the mass hardens,

I sadly smiling remember that the flower fades to make fruit, the fruit rots to make earth.
Out of the mother; and through the spring exultances, ripeness and decadence; and home to the mother.

You make haste on decay: not blameworthy; life is good, be it stubbornly long or suddenly
A mortal splendor: meteors are not needed less than mountains: shine, perishing republic.

But for my children, I would have them keep their distance from the thickening center; corruption
Never has been compulsory, when the cities lie at the monster's feet there are left the mountains.

And boys, be in nothing so moderate as in love of man, a clever servant, insufferable master.
There is the trap that catches noblest spirits, that caught--they say--God, when he walked on earth.

A Bit Worthy

And there beyond the miser a gold coin minted staff,
the face on profile wanting the follow on the pass,
in arson of the boil the pots of many spoiling,
place beyond the mark, a year, a day, a start.

Rancid smell came to the spell as the list did pill App loaded,
in english foreign Latin the ages ran to cat,
this grip of mold bracing was watch as in the sold,
no man did live to see the scene as eye was on the mole being lean.

Stifled born to take the storm a tidal on this flight,
for score to stand the gift with talent gem a fight,
the plant in bulb the head untold rose to know the nature,
knowledge lifted as the kit, the mind, the wrap, the did.

Yellow marsh to bogs in lined a swallow of the rip,
chorus of the shaking 'till the ground behaved to sole,
these turn-abouts morse walk to source a journey or the trip,
four years age the blast was saved the brain did function to a page!!

Locked in learn the rather stern control was a Degree,
the Graduate of School at Set marched forward with freezing asked a see,
shivers were no sign of Colds the signal was to Fire,
for as the goose does feather quick so to do words of less tricked.

In No Strange Land For My Grandfather Had Pocket Knifed

The Barrels off the train lay stations of steam on the sounding grounds,
the express to passenger on that gravel of pound a partition of only a window for the dust,
to scramble through the safety of such comfort from the rain while the outsider is soaked by the strong,
The left of that branch to the song formal wrongs,
teaching that life is the death of the lives that go write to tackle the Kong, 
yet alas the story of the monkey on the whale A Beach with the dock for the Peer in a mud.

Swiping the Newspaper towel on the Porch of the photographed,
that perch of the set dampers
the snapping camera by the media vice,
scout upon scout in the treasure hunt Truth packing the vision of San Francisco by boot!!

Maps to the chapel to Fortune Cookie faxed,
the japanese tea garden to the shoppe on the mints,
licorice by tidal Ships in the bay,
don't forget the Captain of the Tugboat I played!!!

Screaming forms the memory of lance on dagged,
ramming in the posture for the waltz of going on,

dance the vibrant place to Tack a horse fork at the T,
trail stars to whom is chore the stolen fracture pile.

The invisible to the arithmetic it all sounds so correct,
yet public fetch is only on the famous or the pong,
should a single stand to establish hand that halts those suicides,
than the world course is to stop the port for murder sells more magazines!!

A doubled up fear with an addition of horror the fright with understanding,
as long as the News does lie and the straight has missed the personal,
but on that day of the knock whence the ring is yours,
don't spark that Wrath for all is fact that even is the deal.

Constant court to future deck the lies the media of forsake,
hath the scope to script the test than excuse the purchase as a tact,
for the while in between as persons die of ribbing stings,
bugs will crawl the enter Nets that cast of 22nd flights!!

Rouse the circle form the Tree in the ribbons on the deed More and More the lying leaks it's death over go get,
bury burn the torn are free chase them with the leash at sheep,
lariat to strangle breath for as the cork is RECK!!

James Blunt

The Time To Say A Drawing Room Raped For Answers Ask My Friend That Walked Away, The Day, The Date, The Place; Ten Years To State

This is a wonder year of provisions to daily wonders on the production of my free examine of expressions.  Gift to the world in the worth of each frame has really been the greatest gift to myself by reason of the factor.  To still be without healing, to still be in great amounts of pain, to still suffer nightmares, day mares and horror, this blog, these published posts have the reality rein.  Through thick, the thin, through course, the arena of write, through treacherous denial, the path to preference delivered a Train to oppose the hatred building within my own self. 

In 2006 I had decided to make a journey otherwise known more commonly as a walk-about.  Before the final decision I found a sounding board to discuss the reasons for such a journey, for to that date the people in my life had given me extremely ill feelings.  As my decision was based on the following conversation:  In process was my anxious determination of coming events in the world, a real worry wore that intensity and in forward moving I wished for no person to be by my side that was not earnest with their friendship.  The remaining question was to the sounding board of chosen, are people in my life surrounding my daily routine for what I can purchase for them or for the off chance I become successful as they do not want to miss the limo ride.  These very real concerns were given considerable platform as in the turn event today the answer is all but kept.

From Eliza and her father kicking off reality to that zipper and unbelievable trigger, I must say, that The Kick in my head was undeniably core.  That task that was in the drawing room in the hills of El Dorado, that perfect set up, to the exit of whom I thought I cared, to the years of being subject to what must have been hell flashed through my mind for her mother.  My world stopped, choked, suffocated, crammed, scored, killed, horrified and skilled me in a given second completely by chance, for the one thing I was not as her father walked across the room unzipping his trousers to reach for his engorging cob, was afraid.  The one emotion that would spur fear to the technical difficulties of such a whore, I stood to sit, breathed to think, sighed to girth, and, I saddled my feet with the carriage of dignity by the best walk my life could ever testify, for I continued right on down the path of complete destruction which her father so politely bestowed upon my shattering Mind.  I corpse`d and in that death once again I walked like the dead to the life of the read and in my determination not one person stopped to ask what on earth had happened to cause me to flip in Mid-Air with my attitude in no joke but in complete march.  Not one person that I had known gave pause to my anything, so as Christmas passes her yearly duty I say that each door is a voice that clapped Parked math. 

Slinky By Star Yeared

The Ten of A lens of a reality is breaking the crust by the sleep,
with built frames that snore with wake Human Beings hour,
crushing with feet to brake the shoulders with Packs of more in the weight,
threats for the after to before in the Take grasping that belly of shadows,
the idea comes up as the theme is rammed down Demons & Spirits & Crowns,
thorns to the candles Burns to the which is that perfect that dissolves this press Now.

Is the skip of the chapel to the Aisle of came The Dick riding children the Ministry,
the sample of church those Pews on the first that sat to the trust than were fucked by the crotch,
as the preacher stood thumping with the biblical fry screaming the banging of Satans involve,
do they work the audience with their eyes in their balls Spacing the dictatorial like a Singer on stage?

Does the entire event that Audience wait for pearl as the fact of the Venue is scoping,
on the good looks the tossers the bankers the bus on the bed in the closet or alley of just,
is it really the thin that all of the writes had no countenance to reality more like just a cusp?

Was the time that is taken or was given for word just the missing of dead on the pressure of heard,
the ear drum to symbol the Brains in a sum adding to speechless but worth on the dumb,
is it truly only used to scare up the fuck the money the wanker and the rig on the thumb,
is it baskets or Tickets or the pantry of doors that all of the types wrote centuries for.

From the Ages of Golden Enlightenment to the sage and the good a bellowing of chimney pipes,
singing to the favor of 'The Continue' and the trite,
less Humanity not perhaps curl morals Fore Known principles have been expulse,
the beat of the chase in the Religion of belt girthed,
make sure you buckle it hard for each Notch on the pull is the fuck of the know in the Sex Rinsed.

All in familiar remind The Fuckers that a nodule of a slip is the best force to Exposure to aborters,
shamble Not your tells of slight Ask not the Crumb or Coward for method to logic is formal,
no introduction to letter by Sound it is the case of Course to the saddle of Horse in the Year of Rammed.