Latest quotes | Random quotes | Vote! | Latest comments | Submit quote

My acting career began at age three and my parents got me into it. I was in a McDonald's commercial.

quote by Report problemRelated quotes
Added by Lucian Velea
Comment! | Vote! | Copy!

Share

Related quotes

Ambrose Bierce

Metempsychosis

DRAMATIS PERSONAE.

ST. JOHN _a Presidential Candidate_
MCDONALD _a Defeated Aspirant_
MRS. HAYES _an Ex-President_
PITTS-STEVENS _a Water Nymph_

_Scene_-A Small Lake in the Alleghany Mountains.

ST. JOHN:

Hours I've immersed my muzzle in this tarn
And, quaffing copious potations, tried
To suck it dry; but ever as I pumped
Its waters into my distended skin
The labor of my zeal extruded them
In perspiration from my pores; and so,
Rilling the marginal declivity,
They fell again into their source. Ah, me!
Could I but find within these ancient hills
Some long extinct volcano, by the rains
Of countless ages in its crater brimmed
Like a full goblet, I would lay me down
Prone on the outer slope, and o'er its edge
Arching my neck, I'd siphon out its store
And flood the valleys with my sweat for aye.
So should I be accounted as a god,
Even as Father Nilus is. What's that?
Methought I heard some sawyer draw his file
With jarring, stridulous cacophany
Across his notchy blade, to set its teeth
And mine on edge. Ha! there it goes again!

_Song, within_.

Cold water's the milk of the mountains,
And Nature's our wet-nurse. O then,
Glue thou thy blue lips to her fountains
Forever and ever, amen!

ST. JOHN:

Why surely there's congenial company
Aloof-the spirit, I suppose, that guards
This sacred spot; perchance some water-nymph
Who laving in the crystal flood her limbs
Has taken cold, and so, with raucous voice
Afflicts the sensitive membrane of mine ear
The while she sings my sentiments.
_(Enter Pitts-Stevens.)_

[...] Read more

poem by Report problemRelated quotes
Added by Poetry Lover
Comment! | Vote! | Copy!

Share

The Power Age

Key:-a - anita r - ray
R: welcome to the power age
Money, money, money
R: the power age its the new generation
We are the ones with no limitations
We had the iron and the stone
Now we got a new age that we own
But its not about the power that makes you blind
Its all about the the power thats in your mind
This is the time to get the power
The power age, this is the hour
So let the _ take you on _
A: woow...
So release all the pain that stood there before
A: this is the power age
So get with it, oyeah, you belong
Theres only one force that makes you strong
A: oh.. oh...
This is the power age
A: were reaching for the final destination
To break out of the cage
Get in to the power age
With all of the brand new generation
Its time to turn the page
We living in the power age
A: break out of your cage; into the power age
R: the age of destruction, the age of hate
And the age of violence and the ages of late
Greed and gain thats all they care
Money, money, money, with enough to share
So get with it feel the vibration
The power age its just a sensation
You can feel it down in your soul
When you let the force take control
So by now you better know the deal
A: woow...
You gotta to get high to get real
A: this is the power age
Free you mind to disgage
Welcome to the power age
A: oh.. oh...
This is the power age
A: were reaching for the final destination
To break out of the cage
Get in to the power age
With all of the brand new generation
Its time to turn the page
We living in the power age
A: were reaching for the final destination
To break out of the cage

[...] Read more

song performed by 2 UnlimitedReport problemRelated quotes
Added by Lucian Velea
Comment! | Vote! | Copy!

Share

VII. Pompilia

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

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

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

[...] Read more

poem by from The Ring and the BookReport problemRelated quotes
Added by Veronica Serbanoiu
Comment! | Vote! | Copy!

Share

A Tale of the Sea

A pathetic tale of the sea I will unfold,
Enough to make one's blood run cold;
Concerning four fishermen cast adrift in a dory.
As I've been told I'll relate the story.
T'was on the 8th April on the afternoon of that day
That the village of Louisburg was thrown into a wild state or dismay,

And the villagers flew to the beach in a state of wild uproar
And in a dory they found four men were cast ashore.
Then the villagers, in surprise assembled about the dory,
And they found that the bottom of the boat was gory;
Then their hearts were seized with sudden dread,
when they discovered that two of the men were dead.

And the two survivors were exhausted from exposure, hunger, and cold,
Which used the spectators to shudder when them they did behold;
And with hunger the poor men couldn't stand on their feet,
They felt so weakly on their legs for want of meat.

They were carried to a boarding-house without delay,
But those that were looking on were stricken with dismay,
When the remains of James and Angus McDonald were found in the boat,
Likewise three pieces or flesh in a pool or blood afloat.

Angus McDonald's right arm was missing from the elbow,
and the throat was cut in a sickening manner which filled the villagers hearts with woe,
Especially when they saw two pieces of flesh had been cut from each thigh,
'Twas then the kind-hearted villagers did murmur and sigh.

Angus McDonald must have felt the pangs of hunger before he did try
to cut two pieces of fiesh from James McDonald's thigh,
But, Oh heaven! the pangs of hunger are very hard to thole,
And anything that's eatable is precious unto an hungry soul.

Alas it is most pitiful and horrible to think
That with hunger christians will each other's blood drink
And eat each other's flesh to save themselves from starvation;
But the pangs or hunger makes them mad, and drives them to desperation.

An old American soldier that had passed through the Civil War,
Declared the scene surpassed anything he's seen by far,
And at the sight, the crowd in horror turned away,
which no doubt they will remember for many a day.

Colin Chisholm, one of the survivors was looking very pale,
Stretched on a sofa at the boarding-house, making his wail:
Poor fellow! his feet was greatly swollen, and with a melancholy air,
He gave the following account of the distressing affair:

We belonged to the American fishing schooner named "Cicely",

[...] Read more

poem by Report problemRelated quotes
Added by Poetry Lover
Comment! | Vote! | Copy!

Share

What Parents When Old, Want From Their Children …

When you were small, a helpless kid,
Just imagine what parents did,
From feeding to keeping you clean –
A routine that had always been!

And now when parents are quite aged,
They feel like birds both that are caged;
Just give them half the love they gave;
Don’t lose your temper / misbehave!

When you were small and could not bathe,
Mom bathed you with towel to swathe,
And wiped you dry and combed your hair,
All your mischief, she had to bear!

When parents are now pretty old,
Or have a fever, catch a cold,
Should not the children care for them,
And treat them for each new problem?

When you were just a little child,
And parents scolded you so mild,
To show you what was wrong and right,
And chalk a future that was bright!

And now when parents have gone weak,
To walk, your assistance, they seek,
Oblige them with a heart all glad:
Old age is less happy, much sad!

When you were craving for good food,
Your mother cooked it as she should,
And heaved a sigh of great relief,
When you’d slept, in disbelief!

And now, when parents ask something,
Be kind and courteously do bring,
They cannot buy whatev’r they feel;
They cannot run or walk or kneel!

When you’d joined school for the first time,
And could not say even a rhyme,
Your mom had taught you how to write,
And sang a ‘lullaby’ at night!

And now when parents cannot read,
And reached a stage, they cannot feed,
Shouldn’t children help them with these chores,
And see that they don’t get bed-sores?

[...] Read more

poem by Report problemRelated quotes
Added by Poetry Lover
Comment! | Vote! | Copy!

Share

V. Count Guido Franceschini

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

[...] Read more

poem by from The Ring and the BookReport problemRelated quotes
Added by Veronica Serbanoiu
Comment! | Vote! | Copy!

Share

The Rosciad

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

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

[...] Read more

poem by Report problemRelated quotes
Added by Poetry Lover
Comment! | Vote! | Copy!

Share

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

[...] Read more

poem by Report problemRelated quotes
Added by Poetry Lover
Comment! | Vote! | Copy!

Share
William Blake

The Book of Urizen

PRELUDIUM TO THE [FIRST] BOOK OF URIZEN

Of the primeval Priests assum'd power,
When Eternals spurn'd back his religion;
And gave him a place in the north,
Obscure, shadowy, void, solitary.
Eternals I hear your call gladly,
Dictate swift winged words, & fear not
To unfold your dark visions of torment.


Chap: I

1. Lo, a shadow of horror is risen
In Eternity! Unknown, unprolific!
Self-closd, all-repelling: what Demon
Hath form'd this abominable void
This soul-shudd'ring vacuum? — Some said
"It is Urizen", But unknown, abstracted
Brooding secret, the dark power hid.

2. Times on times he divided, & measur'd
Space by space in his ninefold darkness
Unseen, unknown! changes appeard
In his desolate mountains rifted furious
By the black winds of perturbation

3. For he strove in battles dire
In unseen conflictions with shapes
Bred from his forsaken wilderness,
Of beast, bird, fish, serpent & element
Combustion, blast, vapour and cloud.

4. Dark revolving in silent activity:
Unseen in tormenting passions;
An activity unknown and horrible;
A self-contemplating shadow,
In enormous labours occupied

5. But Eternals beheld his vast forests
Age on ages he lay, clos'd, unknown
Brooding shut in the deep; all avoid
The petrific abominable chaos

6. His cold horrors silent, dark Urizen
Prepar'd: his ten thousands of thunders
Rang'd in gloom'd array stretch out across
The dread world, & the rolling of wheels
As of swelling seas, sound in his clouds
In his hills of stor'd snows, in his mountains

[...] Read more

poem by (1794)Report problemRelated quotes
Added by Veronica Serbanoiu
Comment! | Vote! | Copy!

Share

Age considers, youth ventures

Age considers, youth ventures

Age visualizes, youth dreams

Age makes theories, youth experiments

Age loves, youth longs

Age sees people, youth sees places

Age knows belongings, youth discovers them

Age pains to gain, youth gains to others' pain

Age has heart, youth has mind

Age is thoughtful, youth is tactful

Age ponders, youth wonders

Age recounts, youth counts

Age is experienced, youth is in experience

Age is cautious, youth dashes

Age floats, youth swims

Age lives, youth still making a living

Age is in touch with termination, youth with determination

Age is confident, youth is competent

Age adds years to living, youth adds life to living

Age is lost in past, youth is drowned in future

Age is grown, youth is crown

Ageless is youth, youthless is age

poem by Report problemRelated quotes
Added by Poetry Lover
Comment! | Vote! | Copy!

Share

IV. Tertium Quid

True, Excellency—as his Highness says,
Though she's not dead yet, she's as good as stretched
Symmetrical beside the other two;
Though he's not judged yet, he's the same as judged,
So do the facts abound and superabound:
And nothing hinders that we lift the case
Out of the shade into the shine, allow
Qualified persons to pronounce at last,
Nay, edge in an authoritative word
Between this rabble's-brabble of dolts and fools
Who make up reasonless unreasoning Rome.
"Now for the Trial!" they roar: "the Trial to test
"The truth, weigh husband and weigh wife alike
"I' the scales of law, make one scale kick the beam!"
Law's a machine from which, to please the mob,
Truth the divinity must needs descend
And clear things at the play's fifth act—aha!
Hammer into their noddles who was who
And what was what. I tell the simpletons
"Could law be competent to such a feat
"'T were done already: what begins next week
"Is end o' the Trial, last link of a chain
"Whereof the first was forged three years ago
"When law addressed herself to set wrong right,
"And proved so slow in taking the first step
"That ever some new grievance,—tort, retort,
"On one or the other side,—o'ertook i' the game,
"Retarded sentence, till this deed of death
"Is thrown in, as it were, last bale to boat
"Crammed to the edge with cargo—or passengers?
"'Trecentos inseris: ohe, jam satis est!
"'Huc appelle!'—passengers, the word must be."
Long since, the boat was loaded to my eyes.
To hear the rabble and brabble, you'd call the case
Fused and confused past human finding out.
One calls the square round, t' other the round square—
And pardonably in that first surprise
O' the blood that fell and splashed the diagram:
But now we've used our eyes to the violent hue
Can't we look through the crimson and trace lines?
It makes a man despair of history,
Eusebius and the established fact—fig's end!
Oh, give the fools their Trial, rattle away
With the leash of lawyers, two on either side—
One barks, one bites,—Masters Arcangeli
And Spreti,—that's the husband's ultimate hope
Against the Fisc and the other kind of Fisc,
Bound to do barking for the wife: bow—wow!
Why, Excellency, we and his Highness here
Would settle the matter as sufficiently

[...] Read more

poem by from The Ring and the BookReport problemRelated quotes
Added by Veronica Serbanoiu
Comment! | Vote! | Copy!

Share

Confessio Amantis. Explicit Liber Septimus

Incipit Liber Octavus

Que favet ad vicium vetus hec modo regula confert,
Nec novus e contra qui docet ordo placet.
Cecus amor dudum nondum sua lumina cepit,
Quo Venus impositum devia fallit iter.

------------------------------------ -----------------------------------------------
The myhti god, which unbegunne
Stant of himself and hath begunne
Alle othre thinges at his wille,
The hevene him liste to fulfille
Of alle joie, where as he
Sit inthronized in his See,
And hath hise Angles him to serve,
Suche as him liketh to preserve,
So that thei mowe noght forsueie:
Bot Lucifer he putte aweie,
With al the route apostazied
Of hem that ben to him allied,
Whiche out of hevene into the helle
From Angles into fendes felle;
Wher that ther is no joie of lyht,
Bot more derk than eny nyht
The peine schal ben endeles;
And yit of fyres natheles
Ther is plente, bot thei ben blake,
Wherof no syhte mai be take.
Thus whan the thinges ben befalle,
That Luciferes court was falle
Wher dedly Pride hem hath conveied,
Anon forthwith it was pourveied
Thurgh him which alle thinges may;
He made Adam the sexte day
In Paradis, and to his make
Him liketh Eve also to make,
And bad hem cresce and multiplie.
For of the mannes Progenie,
Which of the womman schal be bore,
The nombre of Angles which was lore,
Whan thei out fro the blisse felle,
He thoghte to restore, and felle
In hevene thilke holy place
Which stod tho voide upon his grace.
Bot as it is wel wiste and knowe,
Adam and Eve bot a throwe,
So as it scholde of hem betyde,
In Paradis at thilke tyde
Ne duelten, and the cause why,
Write in the bok of Genesi,

[...] Read more

poem by Report problemRelated quotes
Added by Poetry Lover
Comment! | Vote! | Copy!

Share

The Four Ages of Man

1.1 Lo now! four other acts upon the stage,
1.2 Childhood, and Youth, the Manly, and Old-age.
1.3 The first: son unto Phlegm, grand-child to water,
1.4 Unstable, supple, moist, and cold's his Nature.
1.5 The second: frolic claims his pedigree;
1.6 From blood and air, for hot and moist is he.
1.7 The third of fire and choler is compos'd,
1.8 Vindicative, and quarrelsome dispos'd.
1.9 The last, of earth and heavy melancholy,
1.10 Solid, hating all lightness, and all folly.
1.11 Childhood was cloth'd in white, and given to show,
1.12 His spring was intermixed with some snow.
1.13 Upon his head a Garland Nature set:
1.14 Of Daisy, Primrose, and the Violet.
1.15 Such cold mean flowers (as these) blossom betime,
1.16 Before the Sun hath throughly warm'd the clime.
1.17 His hobby striding, did not ride, but run,
1.18 And in his hand an hour-glass new begun,
1.19 In dangers every moment of a fall,
1.20 And when 'tis broke, then ends his life and all.
1.21 But if he held till it have run its last,
1.22 Then may he live till threescore years or past.
1.23 Next, youth came up in gorgeous attire
1.24 (As that fond age, doth most of all desire),
1.25 His Suit of Crimson, and his Scarf of Green.
1.26 In's countenance, his pride quickly was seen.
1.27 Garland of Roses, Pinks, and Gillyflowers
1.28 Seemed to grow on's head (bedew'd with showers).
1.29 His face as fresh, as is Aurora fair,
1.30 When blushing first, she 'gins to red the Air.
1.31 No wooden horse, but one of metal try'd:
1.32 He seems to fly, or swim, and not to ride.
1.33 Then prancing on the Stage, about he wheels;
1.34 But as he went, death waited at his heels.
1.35 The next came up, in a more graver sort,
1.36 As one that cared for a good report.
1.37 His Sword by's side, and choler in his eyes,
1.38 But neither us'd (as yet) for he was wise,
1.39 Of Autumn fruits a basket on his arm,
1.40 His golden rod in's purse, which was his charm.
1.41 And last of all, to act upon this Stage,
1.42 Leaning upon his staff, comes up old age.
1.43 Under his arm a Sheaf of wheat he bore,
1.44 A Harvest of the best: what needs he more?
1.45 In's other hand a glass, ev'n almost run,
1.46 This writ about: This out, then I am done.
1.47 His hoary hairs and grave aspect made way,
1.48 And all gave ear to what he had to say.
1.49 These being met, each in his equipage
1.50 Intend to speak, according to their age,

[...] Read more

poem by Report problemRelated quotes
Added by Poetry Lover
Comment! | Vote! | Copy!

Share
John Dryden

The Hind And The Panther, A Poem In Three Parts : Part III.

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

[...] Read more

poem by Report problemRelated quotes
Added by Poetry Lover
Comment! | Vote! | Copy!

Share

Jack and Kath (long poem)

Jack Benbow and his younger sister Kath
went for a walk along a winding path.
This led them through some very high trees
past some bluebells and buzzing bee’s.

The birds sang their songs on this sunny day
as the children happily went their way.
Along the path they skipped and walked,
singing and playing as they talked.

They came across a clearing in the wood
where a sign pointed to Notsogood.
“What a funny name for a place, ” said Kath.”
“Yes, ” said Jack, “but its time to head back.

We’ll go back the same way as we came
and follow the path back home again.”
But the path led them deeper into the wood
and up to another sign to Notsogood.

“Kath, didn’t we pass that sign earlier today,
surely we must head back the other way? ”
So they turned around and began to walk back.
“Look, ” said Kath, “there’s another sign Jack.

And that’s also pointing to Notsogood,
how do we get out of this silly wood? ”
“Let’s just follow the sign and see where it goes
its better than following the end of your nose.”

The winding path went from wide to narrow
as the dark clouds made it harder to follow.
Over a stream and home cooking filled the air,
it led to a shack, with a cat sleeping on a chair.

The rickety fence led them down the overgrown path,
“Let’s knock on the door for directions, ” said Kath.
The door slowly opened with a long drawn out creak,
an old woman in black appeared who began to speak.

“Hello happy children what a nice pleasant surprise, ”
as she looked at them closely with her piercing eyes.
I was just about to make a lovely pot of herbal of tea,
would you like to join Malapropis and me? ”

“Malapropis, is that really the name of your cat? ”
“Yes it is, and all she ever does is get incredibly fat.”
This old woman’s nails were dirty, long and pointed,
and her nose and chin was bent and disjointed.

[...] Read more

poem by Report problemRelated quotes
Added by Poetry Lover
Comment! | Vote! | Copy!

Share

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:

[...] Read more

poem by (1871)Report problemRelated quotes
Added by Veronica Serbanoiu
Comment! | Vote! | Copy!

Share
Byron

Canto the First

I
I want a hero: an uncommon want,
When every year and month sends forth a new one,
Till, after cloying the gazettes with cant,
The age discovers he is not the true one;
Of such as these I should not care to vaunt,
I'll therefore take our ancient friend Don Juan—
We all have seen him, in the pantomime,
Sent to the devil somewhat ere his time.

II
Vernon, the butcher Cumberland, Wolfe, Hawke,
Prince Ferdinand, Granby, Burgoyne, Keppel, Howe,
Evil and good, have had their tithe of talk,
And fill'd their sign posts then, like Wellesley now;
Each in their turn like Banquo's monarchs stalk,
Followers of fame, "nine farrow" of that sow:
France, too, had Buonaparté and Dumourier
Recorded in the Moniteur and Courier.

III
Barnave, Brissot, Condorcet, Mirabeau,
Petion, Clootz, Danton, Marat, La Fayette,
Were French, and famous people, as we know:
And there were others, scarce forgotten yet,
Joubert, Hoche, Marceau, Lannes, Desaix, Moreau,
With many of the military set,
Exceedingly remarkable at times,
But not at all adapted to my rhymes.

IV
Nelson was once Britannia's god of war,
And still should be so, but the tide is turn'd;
There's no more to be said of Trafalgar,
'T is with our hero quietly inurn'd;
Because the army's grown more popular,
At which the naval people are concern'd;
Besides, the prince is all for the land-service,
Forgetting Duncan, Nelson, Howe, and Jervis.

V
Brave men were living before Agamemnon
And since, exceeding valorous and sage,
A good deal like him too, though quite the same none;
But then they shone not on the poet's page,
And so have been forgotten:—I condemn none,
But can't find any in the present age
Fit for my poem (that is, for my new one);
So, as I said, I'll take my friend Don Juan.

[...] Read more

poem by from Don Juan (1824)Report problemRelated quotes
Added by Veronica Serbanoiu
Comment! | Vote! | Copy!

Share

Palinodia

TO THE MARQUIS GINO CAPPONI.


I was mistaken, my dear Gino. Long
And greatly have I erred. I fancied life
A vain and wretched thing, and this, our age,
Now passing, vainest, silliest of all.
Intolerable seemed, and _was_, such talk
Unto the happy race of mortals, if,
Indeed, man ought or could be mortal called.
'Twixt anger and surprise, the lofty creatures laughed
Forth from the fragrant Eden where they dwell;
Neglected, or unfortunate, they called me;
Of joy incapable, or ignorant,
To think my lot the common lot of all,
Mankind, the partner in my misery.
At length, amid the odor of cigars,
The crackling sound of dainty pastry, and
The orders loud for ices and for drinks,
'Midst clinking glasses, and 'midst brandished spoons,
The daily light of the gazettes flashed full
On my dim eyes. I saw and recognized
The public joy, and the felicity
Of human destiny. The lofty state
I saw, and value of all human things;
Our mortal pathway strewed with flowers; I saw
How naught displeasing here below endures.
Nor less I saw the studies and the works
Stupendous, wisdom, virtue, knowledge deep
Of this our age. From far Morocco to
Cathay, and from the Poles unto the Nile,
From Boston unto Goa, on the track
Of flying Fortune, emulously panting,
The empires, kingdoms, dukedoms of the earth
I saw, now clinging to her waving locks,
Now to the end of her encircling boa.
Beholding this, and o'er the ample sheets
Profoundly meditating, I became
Of my sad blunder, and myself, ashamed.

The age of gold the spindles of the Fates,
O Gino, are evolving. Every sheet,
In each variety of speech and type,
The splendid promise to the world proclaims,
From every quarter. Universal love,
And iron roads, and commerce manifold,
Steam, types, and cholera, remotest lands,
Most distant nations will together bind;
Nor need we wonder if the pine or oak
Yield milk and honey, or together dance

[...] Read more

poem by Report problemRelated quotes
Added by Poetry Lover
Comment! | Vote! | Copy!

Share

Video Violence

The currents rage deep inside us
This is the age of video violence
The currents rage so deep inside us
This is the age of video violence
Up in the morning, drinking his coffee
Turns on the tv to some slasher movie
Cartoon-like women, tied up and sweaty
Painting and screaming, thank you, have a nice day
The currents rage, the dawns upon us
This is the age of video violence
The currents rage so deep inside us
This is the age of video violence
Na-na-na, na-na-na
Na-na-na, na-na-na
His heart is pounding he switches the channel
Looking for something other than rape or murder
Or beatings or torture but except for walt disney
Its a twisted alliance, this age of video violence
The currents rage, the dawns upon us
This is the age of video violence
The current rage so deep inside us
This is the age of video violence
Down at his job, his boss sits there screaming
If he loses his job, then life loses its meaning
His son is in high school, theres nothing hes learning
He sits by the tv, watching corvettes exploding, cause
The currents rage, the dawns upon us
This is the age of video violence
No age of reason landing upon us
This is the age of video violence
Na-na-na, na-na-na
Na-na-na, na-na-na
Down at a bar some woman is topless
Shes acned and scarred, her hair is a mess
While he shoves 5 dollars down her exotic panties
The video jukebox is, ah, playing madonna
While just down the block at some local theater
Theyre grabbing their crotches at the 13th beheading
As the dead rise to live, the live sink to die
The currents are deep and raging inside
The currents rage so deep inside us
This is the age of video violence
No age of reason is landing upon us
This is the age of video violence
Na-na-na, na-na-na
Na-na-na, na-na-na
Na-na-na, na-na-na
Na-na-na, na-na-na
Our good working stiff looks a whore in the eye
Ties her to a bed

[...] Read more

song performed by Lou ReedReport problemRelated quotes
Added by Lucian Velea
Comment! | Vote! | Copy!

Share
John Dryden

Palamon And Arcite; Or, The Knight's Tale. From Chaucer. In Three Books. Book III.

The day approached when Fortune should decide
The important enterprise, and give the bride;
For now the rivals round the world had sought,
And each his number, well appointed, brought.
The nations far and near contend in choice,
And send the flower of war by public voice;
That after or before were never known
Such chiefs, as each an army seemed alone:
Beside the champions, all of high degree,
Who knighthood loved, and deeds of chivalry,
Thronged to the lists, and envied to behold
The names of others, not their own, enrolled.
Nor seems it strange; for every noble knight
Who loves the fair, and is endued with might,
In such a quarrel would be proud to fight.
There breathes not scarce a man on British ground
(An isle for love and arms of old renowned)
But would have sold his life to purchase fame,
To Palamon or Arcite sent his name;
And had the land selected of the best,
Half had come hence, and let the world provide the rest.
A hundred knights with Palamon there came,
Approved in fight, and men of mighty name;
Their arms were several, as their nations were,
But furnished all alike with sword and spear.

Some wore coat armour, imitating scale,
And next their skins were stubborn shirts of mail;
Some wore a breastplate and a light juppon,
Their horses clothed with rich caparison;
Some for defence would leathern bucklers use
Of folded hides, and others shields of Pruce.
One hung a pole-axe at his saddle-bow,
And one a heavy mace to stun the foe;
One for his legs and knees provided well,
With jambeux armed, and double plates of steel;
This on his helmet wore a lady's glove,
And that a sleeve embroidered by his love.

With Palamon above the rest in place,
Lycurgus came, the surly king of Thrace;
Black was his beard, and manly was his face
The balls of his broad eyes rolled in his head,
And glared betwixt a yellow and a red;
He looked a lion with a gloomy stare,
And o'er his eyebrows hung his matted hair;
Big-boned and large of limbs, with sinews strong,
Broad-shouldered, and his arms were round and long.
Four milk-white bulls (the Thracian use of old)
Were yoked to draw his car of burnished gold.

[...] Read more

poem by Report problemRelated quotes
Added by Poetry Lover
Comment! | Vote! | Copy!

Share
 

Search


Recent searches | Top searches