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An image has stuck for most of my career and it isn't flattering.

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Dejection: An Ode

Late, late yestreen I saw the new Moon,
With the old Moon in her arms ;
And I fear, I fear, My Master dear !
We shall have a deadly storm.

Ballad of Sir Patrick Spence
--------------------------------------- ------------------------------------

I

Well ! If the Bard was weather-wise, who made
The grand old ballad of Sir Patrick Spence,
This night, so tranquil now, will not go hence
Unroused by winds, that ply a busier trade
Than those which mould yon cloud in lazy flakes,
Or the dull sobbing draft, that moans and rakes
Upon the strings of this Æolian lute,
[Image]Which better far were mute.
For lo ! the New-moon winter-bright !
And overspread with phantom light,
(With swimming phantom light o'erspread
But rimmed and circled by a silver thread)
I see the old Moon in her lap, foretelling
The coming-on of rain and squally blast.
And oh ! that even now the gust were swelling,
And the slant night-shower driving loud and fast !
Those sounds which oft have raised me, whilst they awed,
[Image]And sent my soul abroad,
Might now perhaps their wonted impulse give,
Might startle this dull pain, and make it move and live !

II

A grief without a pang, void, dark, and drear,
A stifled, drowsy, unimpassioned grief,
Which finds no natural outlet, no relief,
[Image]In word, or sigh, or tear--
O Lady ! in this wan and heartless mood,
To other thoughts by yonder throstle woo'd,
All this long eve, so balmy and serene,
Have I been gazing on the western sky,
And its peculiar tint of yellow green :
And still I gaze--and with how blank an eye !
And those thin clouds above, in flakes and bars,
That give away their motion to the stars ;
Those stars, that glide behind them or between,
Now sparkling, now bedimmed, but always seen :
Yon crescent Moon, as fixed as if it grew
In its own cloudless, starless lake of blue ;
I see them all so excellently fair,

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Just Stuck In A Warp, Zone

Stuck in a warp,
Zone.
And united with those delighted.
To never be made convinced,
Common sense is beneficial.

Just stuck in a warp,
Zone.
And united with those delighted.
To...
Never be made convinced,
Common sense is beneficial.

Stuck in a warp,
Zone.
So far out they're looking down at stars.
Stuck in a warp,
Zone.
Not one of them has heard of Jupiter OR Mars.
Stuck in a warp,
Zone.
Sniffin', snortin', totin', weezin'.
Stuck in a warp,
Zone.
Hackin', coughin', chokin', sneezin'.
Stuck in a warp,
Zone.
And united with those delighted.
To never be made convinced,
Common sense is beneficial.

Sniffin', snortin', totin', weezin'.
Stuck in a warp,
Zone.
Hackin', coughin', chokin', sneezin'.
Stuck in a warp,
Zone.
Noddin', dozin', sleepin' deepened.
Stuck in a warp,
Zone.
Noddin', dozin', sleepin' deepened.
Stuck in a warp,
Zone.
Noddin', dozin', sleepin' deepened.
Stuck in a warp,
Zone.
And united with those delighted.
To...
Never be made convinced,
Common sense is beneficial

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Fears In Solitude

A green and silent spot, amid the hills,
A small and silent dell ! O'er stiller place
No singing sky-lark ever poised himself.
The hills are heathy, save that swelling slope,
Which hath a gay and gorgeous covering on,
All golden with the never-bloomless furze,
Which now blooms most profusely : but the dell,
Bathed by the mist, is fresh and delicate
As vernal corn-field, or the unripe flax,
When, through its half-transparent stalks, at eve,
The level sunshine glimmers with green light.
Oh ! 'tis a quiet spirit-healing nook !
Which all, methinks, would love ; but chiefly he,
The humble man, who, in his youthful years,
Knew just so much of folly, as had made
His early manhood more securely wise !
Here he might lie on fern or withered heath,
While from the singing lark (that sings unseen
The minstrelsy that solitude loves best),
And from the sun, and from the breezy air,
Sweet influences trembled o'er his frame ;
And he, with many feelings, many thoughts,
Made up a meditative joy, and found
Religious meanings in the forms of Nature !
And so, his senses gradually wrapt
In a half sleep, he dreams of better worlds,
And dreaming hears thee still, O singing lark,
That singest like an angel in the clouds !

My God ! it is a melancholy thing
For such a man, who would full fain preserve
His soul in calmness, yet perforce must feel
For all his human brethren--O my God !
It weighs upon the heart, that he must think
What uproar and what strife may now be stirring
This way or that way o'er these silent hills--
Invasion, and the thunder and the shout,
And all the crash of onset ; fear and rage,
And undetermined conflict--even now,
Even now, perchance, and in his native isle :
Carnage and groans beneath this blessed sun !
We have offended, Oh ! my countrymen !
We have offended very grievously,
And been most tyrannous. From east to west
A groan of accusation pierces Heaven !
The wretched plead against us ; multitudes
Countless and vehement, the sons of God,
Our brethren ! Like a cloud that travels on,
Steamed up from Cairo's swamps of pestilence,
Even so, my countrymen ! have we gone forth

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Book IV - Part 03 - The Senses And Mental Pictures

Bodies that strike the eyes, awaking sight.
From certain things flow odours evermore,
As cold from rivers, heat from sun, and spray
From waves of ocean, eater-out of walls
Around the coasts. Nor ever cease to flit
The varied voices, sounds athrough the air.
Then too there comes into the mouth at times
The wet of a salt taste, when by the sea
We roam about; and so, whene'er we watch
The wormword being mixed, its bitter stings.
To such degree from all things is each thing
Borne streamingly along, and sent about
To every region round; and Nature grants
Nor rest nor respite of the onward flow,
Since 'tis incessantly we feeling have,
And all the time are suffered to descry
And smell all things at hand, and hear them sound.
Besides, since shape examined by our hands
Within the dark is known to be the same
As that by eyes perceived within the light
And lustrous day, both touch and sight must be
By one like cause aroused. So, if we test
A square and get its stimulus on us
Within the dark, within the light what square
Can fall upon our sight, except a square
That images the things? Wherefore it seems
The source of seeing is in images,
Nor without these can anything be viewed.

Now these same films I name are borne about
And tossed and scattered into regions all.
But since we do perceive alone through eyes,
It follows hence that whitherso we turn
Our sight, all things do strike against it there
With form and hue. And just how far from us
Each thing may be away, the image yields
To us the power to see and chance to tell:
For when 'tis sent, at once it shoves ahead
And drives along the air that's in the space
Betwixt it and our eyes. And thus this air
All glides athrough our eyeballs, and, as 'twere,
Brushes athrough our pupils and thuswise
Passes across. Therefore it comes we see
How far from us each thing may be away,
And the more air there be that's driven before,
And too the longer be the brushing breeze
Against our eyes, the farther off removed
Each thing is seen to be: forsooth, this work
With mightily swift order all goes on,
So that upon one instant we may see

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How Can You Drive With A Stuck Clutch?

Why do you do what you do with a stuck clutch?
Or are you proving you can drive and do it without limits.
Why you do what you do with a stuck clutch?
Or is this your way of showing me,
With a mind you can overcome...
To get what's done.

Why do you do what you do with a stuck clutch?
Or are you proving you can drive and do it without limits.
Why you do what you do with a stuck clutch?
Or is this your way of showing me,
With a mind you can overcome...
To get what's done.

How can you drive with a stuck clutch?
I've never seen it done.
How can you drive with a stuck clutch?
You're the only one.
How can you drive with a stuck clutch?
Is this your way of showing me,
With a mind you can overcome...
To get what's done.

How can you drive with a stuck clutch?
I've never seen it done.
How can you drive with a stuck clutch?
You're the only one.
How can you drive with a stuck clutch?
Is this your way of showing me,
With a mind you can overcome...
To get what's done.

Why do you do what you do with a stuck clutch?
Or are you proving you can drive and do it without limits.
Why you do what you do with a stuck clutch?
Is this your way of showing me,
With a mind you can overcome...
To get what's done.

How can you drive with a stuck clutch?
Is this your way of showing me,
With a mind you can overcome...
To get what's done.

How can you drive with a stuck clutch?
You're the only one.
How can you drive with a stuck clutch?
Is this your way of showing me,
With a mind you can overcome...
To get what's done.

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Shattered Image

I used to sit for hours as a kid
And dangle my feet from an old flat bridge
Seeing myself in the water below
Shatter my image with the rocks Id throw
Shatter my image with the rocks Id throw
Long time gone and a long time ago
When I shattered my image with the rocks Id throw
The world is cruel and people are cold
Now they shatter my image with the rocks they throw
Shatter my image with the rocks they throw
Im far from perfect but I aint all bad
And it hurts me more than it makes me mad
We all do things that we dont want told
And we all throw stones that we shouldnt throw
You shatter my image with the rocks you throw
Long time gone and a long time ago
When I shattered my image with the rocks Id throw
The world is cruel and people are cold
Now they shatter my image with the rocks they throw
Shatter my image with the rocks they throw
If you live in a glass house dont throw stones
Dont shatter my image til you look at your own
Look at your reflection in your house of glass
Dont open my closet if your owns full of trash
Stay out of my closet if your owns full of trash
Long time gone and a long time ago
When I shattered my image with the rocks Id throw
The world is cruel and people are cold
Now they shatter my image with the rocks they throw
Shatter my image with the rocks they throw
Shatter my image with the rocks you throw
Dont shatter my image with the rocks you throw

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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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Stuck With You

Weve had some fun, and yes weve had our ups and downs
Been down that rocky road, but here we are, still around
We thought about someone else, but neither one took the bait
We thought about breaking up, but now we know its much too late
We are bound by all the rest
Like the same phone number
All the same friends
And the same address
Yes, its true, (yes its true) I am happy to be stuck with you
Yes, its true, (yes its true) Im so happy to be stuck with you
cause I can see, (I can see) that youre happy to be stuck with me
Weve had our doubts, we never took them seriously
And weve had our ins and outs, but thats the way its supposed to be
We thought about giving up, but we could never stay away
Thought about breaking up, but now we know its much too late
And its no great mystery
If we change our minds
Eventually, its back to you and me
Yes, its true, (yes its true) I am happy to be stuck with you
Yes, its true, (yes its true) Im so happy to be stuck with you
cause I can see, (I can see) that youre happy to be stuck with me
We are bound by all the rest
Like the same phone number
All the same friends
And the same address
Yes, its true, (yes its true) I am happy to be stuck with you
Yes, its true, (yes its true) Im so happy to be stuck with you
cause I can see, (I can see) that youre happy to be stuck with me
(yes its true) Im so happy to be stuck with you
Im happy to be stuck with you
Happy to be stuck with you.

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Stuck In A Closet With Vanna White

Doctor, every night I have the strangest dreams
Doctor, listen to me, tell me what this means
First Im goin shoppin in my underwear
Then all of sudden Im floating in mid air
My lips fall off and everybody starts to stare
Donuts and hot dogs are flying everywhere
Now doctor, wait a minute, you aint heard nothin yet
Next comes the part that I wont ever forget
Now Im bein followed by these russian spies
They give me some velcro, and an order of fries
Suddenly Im bowling on the starship enterprise
I fall down a hole and thats when I realize
I am stuck in a closet with vanna white
Im stuck in a closet with vanna white
Night after night after night after night
All right!
Doctor, wont you tell me, am I going insane
Was it something I ate or something wrong with my brain
See, Im naked in church when I meet a dinosaur
Try to run, but my feet have been nailed to the floor
Then a midget pushes me through a revolving door
And Im back in the very same place I was before
Now Im stuck in a closet with vanna white
Im stuck in a closet with vanna white
Night after night after night after night
And I cant bust out and I cant break free
And its gettin just a little too stuffy here for me
And I cant go home and I cant get loose
And I try to escape but its just no use
And I cant ever leave and I cant ever win
And were runnin outta air and the walls are closin in
And I cant go back and I cant get through
But vanna since youre here, why dont you let me buy a vowel from you
Come on vanna, come on!
Ow, buhhh
Doctor, all those crazy dreams have started again
Thats right, I even wake up screaming now and then
See, Im coming home from work but I forgot my address
Im half an hour late for my algebra test
Then some slimy alien jumps out of my chest
And Im falling and falling and I guess you know the rest
I am stuck in a closet with vanna white
Im stuck in a closet with vanna white
Night after night after night after night
I am stuck in a closet with vanna white
Stuck in a closet with vanna white
N-n-n-night after night after night night night
Then Im stuck in a closet with vanna white (ya-ya ya-ya, ya-ya, ya, ya-ya)
Im stuck in a closet with vanna white
Night after night after night after night

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Stuck In The Middle And Feeling Sad

What is it that you need,
To interrupt your love for suffering?

Do you need a lot of...
Discipline.
Would you like a little...
Motivation?

Stuck in the middle of indecision,
You lack motivation.
Stuck in the middle and feeling sad,
You lack a discipline

Stuck in the middle of indecision,
You lack motivation.
Stuck in the middle and feeling sad,
You lack a discipline.

What is it that you need,
To interrupt your love for suffering?

You're stuck in the middle of indecision,
You lack motivation.
You're stuck in the middle and feeling sad,
You lack a discipline.

Do you need a lot of...
Discipline.
Would you like a little...
Motivation?

What is it that you need,
To interrupt your love for suffering?

You're stuck in the middle of indecision,
You lack motivation.
You're stuck in the middle and feeling sad,
You lack a discipline.

You're stuck in the middle of indecision,
You lack motivation.
You're stuck in the middle and feeling sad,
You lack a discipline.

You're stuck in the middle of indecision,
You lack motivation.
You're stuck in the middle and feeling sad,
You lack a discipline.
You lack a discipline.
You lack a discipline.

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Flattering

Flattering, train, rain, fling, ring, gin, in, fear, gear, fire, tear, era, near;
But corrupt to the African syndrome!
So, watch your steps before you fall very deep into the hole!
And like the flattering divinations in the land of your sweet muse.

Flattering, eating, tale, gel, fate, rag, age, grain, gain, fine, fin, feat, neat;
And like the struggles of the African child!
But, when will our leaders do the right thing?

Flattering, later, flatter, raw, flat, grit, get, gate, at, an, if, felt, fit, air, war!
With the very act of your muse in the land of trouble;
But corrupt to the African syndrome!
So, try to be yourself to do the right things always.

Flattering, fat, tea, eat, ate, rat, art, tar, rate, late, ant, latter, alter, are, ear;
Honesty is the key of life so, let us live by it!
For, the struggles of the African child do have many meanings as seen around;
But, the flattering words from our leaders are not helping matters.

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My Love Grows Deeper

My love grows deeper every day and takes a little piece of me
My love grows deeper every day and takes a little piece of me
My love grows deeper every day, deep into the sea
But takes a little piece of me, a little piece of me
Oh it's so beautiful out and I can't see why we're not allowed to be
Up in the sky with the birds counting the flowers
Oh my powers have failed me again when I can't see beginning to end
And I try to test it again through the hours
I get so stuck on leaving but I guess I think I'll stay
I'll be hanging around here anyway
I get so stuck on leaving, hell I think I'll go
Cuz they don't want me around here, no, no
My love grows deeper every day and takes a little piece of me
My love grows deeper every day and takes a little piece of me
My love grows deeper every day, deep into the sea
But takes a little piece of me, a little piece of me
Oh why can't I be green as the grass beneath my feet
As fresh as the dew hits the ground in the morning
And not yellow like bumble bees, please take me off my knees
Cuz I don't wanna be red forever
I get so stuck on leaving but I guess I think I'll stay
I'll be hanging around here anyway
I get so stuck on leaving so hell I think I'll go
Cuz they don't want me around here, no no
Traveling far, all up in the blue, traveling far,
could not be born because of you
Traveling far, up in the blue, could not be born because of you,
because of you you you you you you you
I get so stuck on leaving, I guess I think I'll stay
I'll be hanging around here anyway
I get so stuck on leaving, hell I think I'll go
You don't want me around here no more
I get so stuck on leaving, I get so stuck on leaving
I get so stuck on leaving, stuck on leaving
Stuck on leaving, I gotta go
You cut my wings long time ago
You cut my wings long time ago
My love grows deeper every day and takes a little piece of me
My love grows deeper every day and takes a little piece of me
My love grows deeper every day, deep into the sea
But takes a little piece of me, a little piece of me

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The Pleasures of Imagination: Book The First

With what attractive charms this goodly frame
Of nature touches the consenting hearts
Of mortal men; and what the pleasing stores
Which beauteous imitation thence derives
To deck the poet's, or the painter's toil;
My verse unfolds. Attend, ye gentle powers
Of musical delight! and while i sing
Your gifts, your honours, dance around my strain.
Thou, smiling queen of every tuneful breast,
Indulgent Fancy! from the fruitful banks
Of Avon, whence thy rosy fingers cull
Fresh flowers and dews to sprinkle on the turf
Where Shakespeare lies, be present: and with thee
Let Fiction come, upon her vagrant wings
Wafting ten thousand colours through the air,
Which, by the glances of her magic eye,
She blends and shifts at will, through countless forms,
Her wild creation. Goddess of the lyre,
Which rules the accents of the moving sphere,
Wilt thou, eternal Harmony! descend
And join this festive train? for with thee comes
The guide, the guardian of their lovely sports,
Majestic Truth; and where Truth deigns to come,
Her sister Liberty will not be far.
Be present all ye Genii, who conduct
The wandering footsteps of the youthful bard,
New to your springs and shades: who touch his ear
With finer sounds: who heighten to his eye
The bloom of nature, and before him turn
The gayest, happiest attitude of things.

Oft have the laws of each poetic strain
The critic-verse imploy'd; yet still unsung
Lay this prime subject, though importing most
A poet's name: for fruitless is the attempt,
By dull obedience and by creeping toil
Obscure to conquer the severe ascent
Of high Parnassus. Nature's kindling breath
Must fire the chosen genius; nature's hand
Must string his nerves, and imp his eagle-wings
Impatient of the painful steep, to soar
High as the summit; there to breathe at large
Æthereal air: with bards and sages old,
Immortal sons of praise. These flattering scenes
To this neglected labour court my song;
Yet not unconscious what a doubtful task
To paint the finest features of the mind,
And to most subtile and mysterious things
Give colour, strength, and motion. But the love
Of nature and the muses bids explore,

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The Girl With Demon Eyes

A cloudy image appears before me.
Who is that with demon eyes?
They speak of horrors that I never want to see.

A girl raped and they say it was justified.
She was asking for it by being such a tease.
Wearing skin tight cloths.
Walking with a strut saying I know you want it.
But you'll never have it.

A cloudy image appears before me.
Who is that with demon eyes?
They speak of horrors that I never want to see.

Her brother died trying to stop it.
His head got shoved right through a window by three men.
The glass broke and dropped slashing his throat.
And the men turned back on her.
She could smell the whiskey on their breath even from distance.

A cloudy image appears before me.
Who is that with demon eyes?
They speak of horrors that I never want to see.

She knew what they wanted.
But looking at her brother she had to fight it.
She grabbed the nearest object she could get her hands on.
And clobbered the biggest one of the bunch with a lamp.
Down he went crashing right across the coffee table.

A cloudy image appears before me.
Who is that with demon eyes?
They speak of horrors that I never want to see.

The other two grabbed her and started ripping off her cloths.
She screamed multiple times at the top of her lungs.
Kicking, punching, and clawing her way to be free.
And it was not a completely an unanswered plea.
The a man and his wife next door heard the woman being brutalized.

A cloudy image appears before me.
Who is that with demon eyes?
They speak of horrors that I never want to see.

He thundered, call 911 I'm going to grab my gun.
Tossed her his cell phone, as he started running.
To bedroom he went.
No hesitation, for it was a matter of life and death.
Meanwhile these gruff men were taking turns forcing her to do unspeakable acts and her brother just lay there unable to move.

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Wanna Be Startin Somethin

Chorus
I said you wanna be startin somethin
You got to be startin somethin
I said you wanna be startin somethin
You got to be startin somethin
Its too high to get over (yeah, yeah)
Too low to get under (yeah, yeah)
Youre stuck in the middle (yeah, yeah)
And the pain is thunder (yeah, yeah)
Its too high to get over (yeah, yeah)
Too low to get under (yeah, yeah)
Youre stuck in the middle (yeah, yeah)
And the pain is thunder (yeah, yeah)
1st verse
I took my baby to the doctor
With a fever, but nothing he found
By the time this hit the street
They said she had a breakdown
Someones always tryin to start my baby cryin
Talkin, squealin, lyin
Sayin you just wanna be startin somethin
Chorus
I said you wanna be startin somethin
You got to be startin somethin
I said you wanna be startin somethin
You got to be startin somethin
Its too high to get over (yeah, yeah)
Too low to get under (yeah, yeah)
Youre stuck in the middle (yeah, yeah)
And the pain is thunder (yeah, yeah)
Its too high to get over (yeah, yeah)
Too low to get under (yeah, yeah)
Youre stuck in the middle (yeah, yeah)
And the pain is thunder (yeah, yeah)
2nd verse
You love to pretend that youre good
When youre always up to no good
You really cant make him hate her
So your tongue became a razor
Someones always tryin to keep my baby cryin
Treacherous, cunnin, declinin
You got my baby cryin
Chorus
I said you wanna be startin somethin
You got to be startin somethin
I said you wanna be startin somethin
You got to be startin somethin
Its too high to get over (yeah, yeah)
Too low to get under (yeah, yeah)
Youre stuck in the middle (yeah, yeah)

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Poparazzi

tune
tune for the poparazzi
tune for the poparazzi
this is a tune the poparazzi
the who's who and the so and so's
this is a tune for the graven images of marilyn monroe
we saw your face on the magazine
we heard the song on the mp3
you're stuck in my head
stuck in my head
stuck in my head
you can close your ears and your eyes
but the pop will never leave you alone
tune for the poparazzi
leave me alone
with your social lingo
you try so hard to stay on top
leave me alone
with your little jingle
with your picture perfect pop
we read the article in seventeen
we saw the video on mtv
you're stuck in my head
stuck in my head
stuck in my head
you can close your ears and your eyes
but the pop will never leave you alone
pop will never leave you alone
noooo
this is a tune for the late nirvana
the teen spirit rock and roll
this is a tune for the velvet elvis's
on the 90210
i thought my eyes were gonna get off clean
till i read your lips on the tv screen
you were busy saying what you didn't mean
now everyone is singing along with your ridiculous song
you got it stuck you
got it stuck in my head
stuck in my head
stuck in my head
you can close your ears and your eyes
you can close your ears and your eyes
but the pop will never leave you alone
tune for the poparazzi
tune for the poparazzi

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Sequel to Grandfather's Clock

Once again have I roamed thro' the old-fashioned house,
Where my grandfather spent his ninety years.
There are strangers in charge, and the change they have wrought--
Oh! it saddens me, even to tears.
Dear old clock! when they found you were speechless from grief,
Then they went and swapped you off, case and all.
For that vain, stuck-up thing
(tick, tick, tick, tick, tick, tick, tick, tick),
For that vain, stuck-up thing on the wall.

Grandfather sleeps in his grave;
Strange steps resound in the hall!
And there's that vain, stuck-up thing
(tick, tick, tick, tick, tick, tick, tick, tick),
There's that vain, stuck-up thing on the wall.

While we talked of the old clock they all ran it down.
Tho' they claimed that it couldn't be made to run.
It was useless they said-- it was quite out of style;
Built, no doubt, just about the year One.
And the words echoed round, with a faint, mocking sound,
As if some one gave assent to it all;
'Twas that vain, stuck-up thing
(tick, tick, tick, tick, tick, tick, tick, tick),
'Twas that vain, stuck-up thing on the wall.

From the clock-peddler's cart in the junk-shop it went,
Where its cog-wheels were sundered one be one;
And the brass-founder joked as they writhed in the flames--
"Melt'em up," says he; "then they will run."
There is grief in my heart, there are tears in my eyes.
Yet indignantly the sight I recall
Of that vain, stuck-up thing
(tick, tick, tick, tick, tick, tick, tick, tick),
For that vain, stuck-up thing on the wall.

"An extremely hard case!" said the junk-dealer's wife,
As she carried it for kindling wood and sighed--
That mahogany case, with its quaint, figured face,
Which so long was my grandfather's pride.
"There is hope for the small; there's a change for us all;
For the mighty ones of Time, they must fall!"
Says that vain, stuck-up thing
(tick, tick, tick, tick, tick, tick, tick, tick),
Says that vain, stuck-up thing on the wall.

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Grim and Stuck On Their Knees

Grim and stuck on their knees.
Too many people with weak souls.
They are the ones claiming to know...
How others should go about their days,
And pray.

Grim...
And stuck on their knees.
Seekers wishing to be equal.
But complain about their troubles,
And evils they face all day.

Seen running to be hidden in shadows.
Running from realities they choose not to believe.
Desperate are the lives of these people.
Sharing as seen their half filled cups...
With others they seek,
Like them who have given up!

Grim...
And stuck on their knees.
They see themselves with bad luck.
Grim and stuck on their knees.
Afraid to get out of ruts.
They want their boats re-ruddered.

Grim and stuck on their knees.
They want them sugar buttered.
Grim and stuck on their knees...
They seek a life that's other than the one 'not' cookie cutter.

Grim...
And stuck on their knees.
They see themselves with bad luck.
Grim and stuck on their knees.
Afraid to get out of ruts.
They want their boats re-ruddered.

Grim and stuck on their knees.
They want them sugar buttered.
Grim and stuck on their knees...
They seek a life that's other than the one 'not' cookie cutter.

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Wind-Clouds And Star-Drifts

FROM THE YOUNG ASTRONOMER'S POEM

I.

AMBITION

ANOTHER clouded night; the stars are hid,
The orb that waits my search is hid with them.
Patience! Why grudge an hour, a month, a year,
To plant my ladder and to gain the round
That leads my footsteps to the heaven of fame,
Where waits the wreath my sleepless midnights won?
Not the stained laurel such as heroes wear
That withers when some stronger conqueror's heel
Treads down their shrivelling trophies in the dust;
But the fair garland whose undying green
Not time can change, nor wrath of gods or men!

With quickened heart-beats I shall hear tongues
That speak my praise; but better far the sense
That in the unshaped ages, buried deep
In the dark mines of unaccomplished time
Yet to be stamped with morning's royal die
And coined in golden days,--in those dim years
I shall be reckoned with the undying dead,
My name emblazoned on the fiery arch,
Unfading till the stars themselves shall fade.
Then, as they call the roll of shining worlds,
Sages of race unborn in accents new
Shall count me with the Olympian ones of old,
Whose glories kindle through the midnight sky
Here glows the God of Battles; this recalls
The Lord of Ocean, and yon far-off sphere
The Sire of Him who gave his ancient name
To the dim planet with the wondrous rings;
Here flames the Queen of Beauty's silver lamp,
And there the moon-girt orb of mighty Jove;
But this, unseen through all earth's ions past,
A youth who watched beneath the western star
Sought in the darkness, found, and shewed to men;
Linked with his name thenceforth and evermore
So shall that name be syllabled anew
In all the tongues of all the tribes of men:
I that have been through immemorial years
Dust in the dust of my forgotten time
Shall live in accents shaped of blood-warm breath,
Yea, rise in mortal semblance, newly born
In shining stone, in undecaying bronze,
And stand on high, and look serenely down
On the new race that calls the earth its own.

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The Dream

'TWAS summer eve; the changeful beams still play'd
On the fir-bark and through the beechen shade;
Still with soft crimson glow'd each floating cloud;
Still the stream glitter'd where the willow bow'd;
Still the pale moon sate silent and alone,
Nor yet the stars had rallied round her throne;
Those diamond courtiers, who, while yet the West
Wears the red shield above his dying breast,
Dare not assume the loss they all desire,
Nor pay their homage to the fainter fire,
But wait in trembling till the Sun's fair light
Fading, shall leave them free to welcome Night!

So when some Chief, whose name through realms afar
Was still the watchword of succesful war,
Met by the fatal hour which waits for all,
Is, on the field he rallied, forced to fall,
The conquerors pause to watch his parting breath,
Awed by the terrors of that mighty death;
Nor dare the meed of victory to claim,
Nor lift the standard to a meaner name,
Till every spark of soul hath ebb'd away,
And leaves what was a hero, common clay.

Oh! Twilight! Spirit that dost render birth
To dim enchantments; melting Heaven with Earth,
Leaving on craggy hills and rumning streams
A softness like the atmosphere of dreams;
Thy hour to all is welcome! Faint and sweet
Thy light falls round the peasant's homeward feet,
Who, slow returning from his task of toil,
Sees the low sunset gild the cultured soil,
And, tho' such radliance round him brightly glows,
Marks the small spark his cottage window throws.
Still as his heart forestals his weary pace,
Fondly he dreams of each familiar face,
Recalls the treasures of his narrow life,
His rosy children, and his sunburnt wife,

To whom his coming is the chief event
Of simple days in cheerful labour spent.
The rich man's chariot hath gone whirling past,
And those poor cottagers have only cast
One careless glance on all that show of pride,
Then to their tasks turn'd quietly aside;
But him they wait for, him they welcome home,
Fond sentinels look forth to see him come;
The fagot sent for when the fire grew dim,
The frugal meal prepared, are all for him;
For him the watching of that sturdy boy,

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