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Art Garfunkel

I teach well. I used to really like teaching a lot. I enjoyed it a lot and I was good at it.

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A Teaching Of The Facts Can Relax

Vulnerability when needed,
Can attract true love.
With a getting of some pity too.

A vulnerability when needed,
Can attract true love.
With a bit of innocence,
That can put one in the mood.

And when,
Facts of life are slow...
A teaching of the facts can relax.
A teaching of the facts,
Can get one to relax.

And when,
A nervousness sets in...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.

And when,
Eyes begin to cry...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.
A teaching of the facts can relax.

Vulnerability when needed,
Can attract true love.
With a teaching of the facts to relax,
In those moments.
A teaching of the facts can relax.

A vulnerability when needed,
Can attract true love.
With a bit of innocence,
That can put one in the mood.

And when,
A nervousness sets in...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.

And when,
Eyes begin to cry...
A teaching of the facts can relax,
In those moments.
A teaching of the facts can relax.

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A Castaway

Poor little diary, with its simple thoughts,
its good resolves, its "Studied French an hour,"
"Read Modern History," "Trimmed up my grey hat,"
"Darned stockings," "Tatted," "Practised my new song,"
"Went to the daily service," "Took Bess soup,"
"Went out to tea." Poor simple diary!
and did I write it? Was I this good girl,
this budding colourless young rose of home?
did I so live content in such a life,
seeing no larger scope, nor asking it,
than this small constant round -- old clothes to mend,
new clothes to make, then go and say my prayers,
or carry soup, or take a little walk
and pick the ragged-robins in the hedge?
Then for ambition, (was there ever life
that could forego that?) to improve my mind
and know French better and sing harder songs;
for gaiety, to go, in my best white
well washed and starched and freshened with new bows,
and take tea out to meet the clergyman.
No wishes and no cares, almost no hopes,
only the young girl's hazed and golden dreams
that veil the Future from her.

So long since:
and now it seems a jest to talk of me
as if I could be one with her, of me
who am ...... me.

And what is that? My looking-glass
answers it passably; a woman sure,
no fiend, no slimy thing out of the pools,
a woman with a ripe and smiling lip
that has no venom in its touch I think,
with a white brow on which there is no brand;
a woman none dare call not beautiful,
not womanly in every woman's grace.

Aye let me feed upon my beauty thus,
be glad in it like painters when they see
at last the face they dreamed but could not find
look from their canvass on them, triumph in it,
the dearest thing I have. Why, 'tis my all,
let me make much of it: is it not this,
this beauty, my own curse at once and tool
to snare men's souls -- (I know what the good say
of beauty in such creatures) -- is it not this
that makes me feel myself a woman still,
some little pride, some little --

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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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VI. Giuseppe Caponsacchi

Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,

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VII. Pompilia

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

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

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

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Be Good Johnny

Skip de skip, up the road
Off to school we go
Dont you be a bad boy johnny
Dont you slip up
Or play the fool
Oh no ma, oh no da,
Ill be your golden boy
I will obey evry golden rule
Get told by the teacher
Not to day-dream
Told by my mother:
Be good be good
Be good be good be good
Be good be good be good be good (johnny)
Be good be good
Be good be good be good
Be good be good be good
Be good be good be good
Be good (johnny)
Be good be good.
Are you going to play football this year, john?
No!
Oh, well you must be going to play cricket this year then,
Are you johnny?
No! no! no!
Boy, you sure are a funny kid, johnny, but I like you! so tell me,
What kind of a boy are you, john?
I only like dreaming
All the day long
Where no one is screaming
Be good be good
Be good be good be good
Be good be good be good be good (johnny)
Be good be good
Be good be good be good
Be good be good be good
Be good be good be good
Be good be good be good
Be good be good be good
Be good be good be good
Be good be good be good
Be good be good be good
Be good be good be good
Be good be good be good
Johnny!

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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

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XI. Guido

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

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Good Love

Everytime I get to see you
I get this feelin
Its so fuzzy inside
And as soon as I walk away from you
Im still tasting your kiss
Saving it in my mind
Its not everyday I find
A guy that makes me smile all the time
Not the way that you do
All the guys I thought I used to love
Compared to you they dont match up
They got nothing on you
I think I found a good good good love
The kind that will put it on you
The kind that you wanna hold on to
I think I found a good good good love
We can be lovers and friends too
And theyll do anything for you
A good love
Baby you got somethin special
That has me thinking of settling down
Youre the one my mama told me
Would sooner or later one day finally come around
I think I found a good good good love
The kind that will put it on you
The kind that you wanna hold on to
I think I found a good good good love
We can be lovers and friends too
And theyll do anything for you
A good love
I think I found a good good good love
The kind that will put it on you
The kind that you wanna hold on to
I think I found a good good good love
We can be lovers and friends too
And theyll do anything for you
A good love
You bring me joy
And you bring me much pleasure
I could never see myself leaving you ever
Your soft touch is good and it cant get no better
You have got my mind so caught up
Im drunk off of your good love
I think I found a good good good love
The kind that will put it on you
The kind that you wanna hold on to
I think I found a good good good love
We can be lovers and friends too
And theyll do anything for you
A good love

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Virginia's Story

Elizabeth Gates-Wooten is my Grand mom.

She was born in Canada with her father and brothers.
They owned a Barber Shoppe.
I don't remember exactly where in Canada.
I believe it was right over the border like Windsor or Toronto.
I never knew exactly where it was.

When she was old enough she got married.

First, she married a man by the name of Frank Gates.
He was from Madagascar.
He fathered my mom and her brother and sister.
The boy's name was Frank Gates, Jr.
Two girls name were Anna and Agnes.

Agnes was my mother.

Frank Gates went crazy after the war
He drank a lot and died
Then grandma Elizabeth married a man by the name of Mr. Wooten.
He had a German name, but I don't think he was German.
She took his last name after they got married.

Then they moved to West Virginia in the United States.

Their son, Frank Gates Jr. Became a delegate in the democratic party.
He use to get into a lot of trouble because he liked to fight.
He was a delegate from the 1940's to 1970's.
He died of gout in the 1970's.

Anna was a maid and cook.

She baked cakes and stuff for people as a side line.
She had a hump on her back (scoliosis) .
She had to walk with a cane.
She could cook good though.
She did this kind of work all of her life, just like her mom, Elizabeth

They were both good cooks

They had a lot of money because they had these skills
Especially when people had parties.
Because they would make all of this food and then they would have left-overs.
We got to eat a lot of stuff we normally wouldn't get because of that.
When they cooked, they didn't use no measuring stuff, they would just use there hand.

My moms name was Agnes Barrie Gates.

She married James Wright and moved to Cleveland.

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Nothing So Good

Aint nothin so good
As a sunday morning
When the day is dawnin? kinda makes you feel good
There aint nothing so fine
As a lazy weekend
Just hangin out with your best friend
There aint nothing so good
There aint nothing so good as a good time
Theres nothing so right as the right time
I said please ? dont count on me
Said please ? dont count on me
Theres nothing so good as a good time
Maybe there should
There aint nothing so good
Aint nothin so strong
As the strength of a good love
I cant get enough
Cant ever get too much love
There aint nothing so right
As the sound of your voice
Im gonna make it my choice
And get into something good
There aint nothing so good as a good time
There aint nothing so right as the right time
I said please ? dont count on me
Said please ? dont you count on me
Theres nothing so good as a good time
Maybe there should
There aint nothing so good
Sail away
Cant drift too far
Gotta get away
Be where you are
Sail away, sail away
Sail on far
Gotta find a way
Into your heart
Aint nothin so good
As a sunday morning
When the day is dawning
Kinda makes you feel good
There aint nothing so fine
As a lazy weekend
Just hangin out with your best friend
There aint nothing so good
There aint nothing so good as a good time
Aint nothing so right as the right time
I said please ? dont count on me
Said please ? dont count on me
Theres nothing so good as a good time

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song performed by NazarethReport problemRelated quotes
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Teach Me How to Eat

If you notice I stay hungry,
Teach me how to eat.
If you notice no baloney,
Teach me how to eat.

More discipline I may be needing.
Teach me how to eat.
More seriousness I may yet miss.
Teach me how to eat.

No medications do I take,
To keep a pace that irritates.
No longer young with dumb ideals.
Teach me how to eat.

I wish a peace that keeps me feeding.
So teach me how to eat.
I see in you more than in some.
The ones who can not overcome.
I see some stumble as others run.
But you,
Know how to eat.

Success you've reached and still you seek.
Teach me how to eat...
I'm hungry.
Teach me how to eat.

Success you've reached and still you seek.
Teach me how to eat...
I'm hungry.
Teach me how to eat.

If you notice I stay hungry,
Teach me how to eat.
If you notice no baloney,
Teach me how to eat.
I'm hungry.
Teach me how to eat.

Teach me how to eat.
I'm hungry.
Teach me how to eat.

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The Fyftene Loyes Of Maryage

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


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


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


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


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


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

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So Good So Right

This one is special for all the ladies
You never know I was that type of man
So good so right so good so, so good so
right so good so
So good so right so good so, so good so
right so good so
Feel so good about something so right
Could it last another night
Feel so good about something so right
Could it last another night
Feel so good about something so right
Could it last another night
Feel so good about something so right
Could it last another night
But you keep on watching the time,
Wondering what's on my mind
So you say you can't stay too long, cause
You know what I'm all a...
What I'm all about, what I'm all about
I don't have to sing and shout, what I'm
All about
You know what I'm all about
Feel so good about something so right
Could it last another night
Feel so good about something so right
Could it last another night
Feel so good about something so right
Could it last another night
Feel so good about something so right
Could it last another night
Yes it's the truth it's the fact, I'm coming
To you straight from
The back in a mastering room style
Don't be shy, don't you lie, look into my
Eye
I'll tell you why, I'll teach you about
Feeling high
Feel so good about something so right
Could it last another night
Feel so good about something so right
Could it last another night
Feel so good about something so right
Could it last another night
Feel so good about something so right
Could it last another night
Never before have you seen this, so I say
This feeling sink within my head, oh yea,
Oh yea
Never before have you believe it, so I mean
What I say

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song performed by Ziggy MarleyReport problemRelated quotes
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Good Life

The good life, 1 day thats what Ill be livin
Fantasy never hurt nobody, whatever chills the illin
When the everyday gets on your last 1, give it up and go
2 the place in everyones future, the good life - 1 day well know
(good life)
Everyday after school, u know where 2 find this brother
Uptown at every movie show, outta my life 2 another
That was the only thing that I wanted 2 do, that was my drug of choice
Left all the funny smellin cigarettes 2 the american boys
La dolce vita was the knob that turned me on
Marcello mastroianni italian mac comin on strong
He had all the honies, the kind from the magazines
Small waist, big - right!... biggest ones uve ever seen
The good life (good life), 1 day thats what Ill be livin
Fantasy never hurt nobody, whatever chills the illin
When the everyday gets on your last 1, give it up and go
2 the place in everyones future, the good life - 1 day well know
1 day well know
(good life)
(good life)
Mama worked all night, went 2 school by day
Wanted 2 get her master degree so she could make a better way
Set examples 4 her babies that well never forget
Thats where I guess my spirit comes from, eternally never met
Oh, the good life (good life), 1 day thats what Ill be livin
Fantasy never hurt nobody, whatever chills the illin (ooh, good life)
When the everyday gets on your last 1, give it up and go
2 the place in everyones future, (the good life)
The good life - 1 day well know
(good life)
Good life
Good life
Good life (good life)
Hey, hey, hey!
Peace 2 the mother that knows
That the babies are the key 2 the world, key 2 the world
The battles of the future will be won
By those who teach those baby boys and girls
This is our plea 2 the brothers
Who are tired of the barely gettin by, instead u should try
2 see your future map out your steps
And make sure no 1 dies
The good life (good), 1 day thats what Ill be livin
Fantasy never hurt nobody, whatever chills the illin
(1 drop of blood aint worth forsaking your dreams)
When the everyday gets on your last 1, give it up and go
(music, sports, fashion, whatever)
2 the place in everyones future, the good life - 1 day well know
(consolidate, think ahead, and cream, cream)
The good life (good life), 1 day thats what Ill be livin

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Knock It Up a Notch

Teach me...
How to knock it up a notch.
Teach me...
What it is that you've got!

Teach me.
I'm willing and able.
Teach me.
Don't you want my help,
To fulfill your need.

Teach me...
How to knock it up a notch.
Teach me...
What it is that you've got!
Will you teach me.
When you want that bop to stop.
Teach me...
And I promise you one day I'll want to 'eatcha'.

And there will be a need for slower speed,
When I begin to heat the teacher.

Um-um,
Mama teach me...
How to knock it up a notch.
Oh Mama teach me...
What it is that you've got!
Give me what it is until I like it more than not!

Teach me...
How to knock it up a notch.
Teach me...
What it is that you've got!
Will you teach me.
When you want that bop to stop.
Teach me...
And I'll promise you'll,
We'll switch up when you want me as your teacher.

We'll switch up when you want me as your teacher.
Switch up when you want me as your teacher.
We'll switch up when you want me as your teacher.
Switch up when you want me as your teacher.

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Youre So Good For Me

If you were an apple
I would take a bite
If you were a lemon
I would squeeze you tight
Youre so good Ive got to have you
Youre so good that nothing else matters
Youre so good
Youre so good
Youre so good for me
If you were a penny
Youd be good as good
If you were a snowball
I would love the cold
cause youre so good Ive got to have you
Youre so good that nothing else matters
Youre so good
Youre so good
Youre so good
Youre so good for me
If you were a candle
I would light your fire
And if you were hot labor
I would never tire
cause youre so good Ive got to have you
Youre so good that nothing else matters
Youre so good
Youre so good
Youre so good
Youre so good for me
Youre so good
Youre so good
Youre so good
Youre so good for me
Youre so good
1: if you were an apple, I would take a bite.
If you were a lemon, I would squeeze you tight.
Chorus: youre so good Ive got to have you.
Youre so good, that nothing else a-matters.
Youre so good, youre so good, youre so good for me.
2: if you were a penny, youd be good as good.
A-if you were a snowball, I would a-love the cold.
Chorus: cause youre so good Ive got to got to have you.
Youre so good that nothin else a-matters.
Youre so good, youre so good, youre so good,
Youre so good for me.
3: if you were a candle, I would a-light your fire.
A-if you were hard labor, I would a-never tire.
Chorus: cause youre so good Ive got to got to have you.
Youre so good that nothin else a-matters.
Youre so good, youre so good, youre so good,

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The Regiment of Princes

Musynge upon the restlees bysynesse
Which that this troubly world hath ay on honde,
That othir thyng than fruyt of bittirnesse
Ne yildith naght, as I can undirstonde,
At Chestres In, right faste by the Stronde,
As I lay in my bed upon a nyght,
Thoght me byrefte of sleep the force and might. 1

And many a day and nyght that wikkid hyne
Hadde beforn vexed my poore goost
So grevously that of angwissh and pyne
No rycher man was nowhere in no coost.
This dar I seyn, may no wight make his boost
That he with thoght was bet than I aqweynted,
For to the deeth he wel ny hath me feynted.

Bysyly in my mynde I gan revolve
The welthe unseur of every creature,
How lightly that Fortune it can dissolve
Whan that hir list that it no lenger dure;
And of the brotilnesse of hir nature
My tremblynge herte so greet gastnesse hadde
That my spirites were of my lyf sadde.

Me fil to mynde how that nat longe agoo
Fortunes strook doun thraste estat rial
Into mescheef, and I took heede also
Of many anothir lord that hadde a fal.
In mene estat eek sikirnesse at al
Ne saw I noon, but I sy atte laste
Wher seuretee for to abyde hir caste.

In poore estat shee pighte hir pavyloun
To kevere hir fro the storm of descendynge 2
For shee kneew no lower descencion
Sauf oonly deeth, fro which no wight lyvynge
Deffende him may; and thus in my musynge
I destitut was of joie and good hope,
And to myn ese nothyng cowde I grope.

For right as blyve ran it in my thoght,
Thogh poore I be, yit sumwhat leese I may.
Than deemed I that seurtee wolde noght
With me abyde; it is nat to hir pay
Ther to sojourne as shee descende may.
And thus unsikir of my smal lyflode,
Thoght leide on me ful many an hevy lode.

I thoghte eek, if I into povert creepe,
Than am I entred into sikirnesse;

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The White Cliffs

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

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


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

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Jack Kerouac

The Scripture of the Golden Eternity

1
Did I create that sky? Yes, for, if it was anything other than a conception in my mind I wouldnt have said 'Sky'-That is why I am the golden eternity. There are not two of us here, reader and writer, but one, one golden eternity, One-Which-It-Is, That-Which- Everything-Is.

2
The awakened Buddha to show the way, the chosen Messiah to die in the degradation of sentience, is the golden eternity. One that is what is, the golden eternity, or, God, or, Tathagata-the name. The Named One. The human God. Sentient Godhood. Animate Divine. The Deified One. The Verified One. The Free One. The Liberator. The Still One. The settled One. The Established One. Golden Eternity. All is Well. The Empty One. The Ready One. The Quitter. The Sitter. The Justified One. The Happy One.

3
That sky, if it was anything other than an illusion of my mortal mind I wouldnt have said 'that sky.' Thus I made that sky, I am the golden eternity. I am Mortal Golden Eternity.

4
I was awakened to show the way, chosen to die in the degradation of life, because I am Mortal Golden Eternity.

5
I am the golden eternity in mortal animate form.

6
Strictly speaking, there is no me, because all is emptiness. I am empty, I am non-existent. All is bliss.

7
This truth law has no more reality than the world.

8
You are the golden eternity because there is no me and no you, only one golden eternity.

9
The Realizer. Entertain no imaginations whatever, for the thing is a no-thing. Knowing this then is Human Godhood.

10
This world is the movie of what everything is, it is one movie, made of the same stuff throughout, belonging to nobody, which is what everything is.

11
If we were not all the golden eternity we wouldnt be here. Because we are here we cant help being pure. To tell man to be pure on account of the punishing angel that punishes the bad and the rewarding angel that rewards the good would be like telling the water 'Be Wet'-Never the less, all things depend on supreme reality, which is already established as the record of Karma earned-fate.

12
God is not outside us but is just us, the living and the dead, the never-lived and never-died. That we should learn it only now, is supreme reality, it was written a long time ago in the archives of universal mind, it is already done, there's no more to do.

13
This is the knowledge that sees the golden eternity in all things, which is us, you, me, and which is no longer us, you, me.

14
What name shall we give it which hath no name, the common eternal matter of the mind? If we were to call it essence, some might think it meant perfume, or gold, or honey. It is not even mind. It is not even discussible, groupable into words; it is not even endless, in fact it is not even mysterious or inscrutably inexplicable; it is what is; it is that; it is this. We could easily call the golden eternity 'This.' But 'what's in a name?' asked Shakespeare. The golden eternity by another name would be as sweet. A Tathagata, a God, a Buddha by another name, an Allah, a Sri Krishna, a Coyote, a Brahma, a Mazda, a Messiah, an Amida, an Aremedeia, a Maitreya, a Palalakonuh, 1 2 3 4 5 6 7 8 would be as sweet. The golden eternity is X, the golden eternity is A, the golden eternity is /\, the golden eternity is O, the golden eternity is [ ], the golden eternity is t-h-e-g-o-l-d-e-n-e-t-e-r- n-i-t-y. In the beginning was the word; before the beginning, in the beginningless infinite neverendingness, was the essence. Both the word 'god' and the essence of the word, are emptiness. The form of emptiness which is emptiness having taken the form of form, is what you see and hear and feel right now, and what you taste and smell and think as you read this. Wait awhile, close your eyes, let your breathing stop three seconds or so, listen to the inside silence in the womb of the world, let your hands and nerve-ends drop, re-recognize the bliss you forgot, the emptiness and essence and ecstasy of ever having been and ever to be the golden eternity. This is the lesson you forgot.

15
The lesson was taught long ago in the other world systems that have naturally changed into the empty and awake, and are here now smiling in our smile and scowling in our scowl. It is only like the golden eternity pretending to be smiling and scowling to itself; like a ripple on the smooth ocean of knowing. The fate of humanity is to vanish into the golden eternity, return pouring into its hands which are not hands. The navel shall receive, invert, and take back what'd issued forth; the ring of flesh shall close; the personalities of long dead heroes are blank dirt.

16
The point is we're waiting, not how comfortable we are while waiting. Paleolithic man waited by caves for the realization of why he was there, and hunted; modern men wait in beautified homes and try to forget death and birth. We're waiting for the realization that this is the golden eternity.

17
It came on time.

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