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A Very Logical Answer (Poetic version of a story I recently heard

A teacher was, one day, teaching
Her second grader class
The tale of the three little pigs
When she turned to a lovely lass

The teacher ask of Jenny
What did the farmer say
When the little pig ask for straw
To build him a house of hay?

Jenny replied, “the farmer
Was surely brave and big
But I think he was surprised and said
Oh my gosh, a talking pig”

© C R Clark 1/20/2009

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The Mother's Lesson

Come hither an' sit on my knee, Willie,
Come hither an' sit on my knee,
An' list while I tell how your brave brither fell,
Fechtin' for you an' for me:
Fechtin' for you an' for me, Willie,
Wi' his guid sword in his han'.
Hech, but ye'll be a brave man, Willie,
Hech, but ye'll be a brave man!


Ye min' o' your ain brither dear, Willie,
Ye min' o' your ain brither dear,
How he pettled ye aye wi' his pliskies an' play,
An' was aye sae cantie o' cheer:
Aye sae cantie o' cheer, Willie,
As he steppit sae tall an' sae gran',
Hech, but ye'll be a brave man, Willie,
Hech, but ye'll be a brave man.


D'ye min' when the bull had ye doun, Willie,
D'ye min' when the bull had ye doun?
D'ye min' wha grippit ye fra the big bull,
D'ye min' o' his muckle red woun'?
D'ye min' o' his muckle red woun', Willie,
D'ye min' how the bluid doun ran?
Hech, but ye'll be a brave man, Willie,
Hech, but ye'll be a brave man.


D'ye min' when we a' wanted bread, Willie,
the year when we a' wanted bread?
How he smiled when he saw the het parritch an' a',
An' gaed cauld an' toom to his bed:
Gaed awa' toom to his bed, Willie,
For the love o' wee Willie an' Nan?
Hech, but ye'll be a brave man, Willie,
Hech, but ye'll be a brave man!


Next simmer was bright but an' ben, Willie,
Next simmer was bright but an' ben,
When there cam a gran' cry like a win' strang an' high
By loch, an' mountain, an' glen:
By loch, an' mountain, an' glen, Willie,
The cry o' a far forrin lan',
An' up loupit ilka brave man, Willie,
Up loupit ilka brave man.

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Jenny

Lazy laughing languid Jenny,
Fond of a kiss and fond of a guinea,
Whose head upon my knee to-night
Rests for a while, as if grown light
With all our dances and the sound
To which the wild tunes spun you round:
Fair Jenny mine, the thoughtless queen
Of kisses which the blush between
Could hardly make much daintier;
Whose eyes are as blue skies, whose hair
Is countless gold incomparable:
Fresh flower, scarce touched with signs that tell
Of Love's exuberant hotbed:—Nay,
Poor flower left torn since yesterday
Until to-morrow leave you bare;
Poor handful of bright spring-water
Flung in the whirlpool's shrieking face;
Poor shameful Jenny, full of grace
Thus with your head upon my knee;—
Whose person or whose purse may be
The lodestar of your reverie?
This room of yours, my Jenny, looks
A change from mine so full of books,
Whose serried ranks hold fast, forsooth,
So many captive hours of youth,—
The hours they thieve from day and night
To make one's cherished work come right,
And leave it wrong for all their theft,
Even as to-night my work was left:
Until I vowed that since my brain
And eyes of dancing seemed so fain,
My feet should have some dancing too:—
And thus it was I met with you.
Well, I suppose 'twas hard to part,
For here I am. And now, sweetheart,
You seem too tired to get to bed.
It was a careless life I led
When rooms like this were scarce so strange
Not long ago. What breeds the change,—
The many aims or the few years?
Because to-night it all appears
Something I do not know again.
The cloud's not danced out of my brain—
The cloud that made it turn and swim
While hour by hour the books grew dim.
Why, Jenny, as I watch you there,—
For all your wealth of loosened hair,
Your silk ungirdled and unlac'd
And warm sweets open to the waist,
All golden in the lamplight's gleam,—

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The Great Pig Story of the Tweed

“Hands off, old man!” the young man cried—
They stood beside the Tweed,
Where still the name of Murder Creek
Records some bloody deed.

The old man seized the hapless youth,
With frantic grasp and rough,
By what is popularly called
(But vulgarly) the scruff;

And shouted as he twirled him round,
And shook him to and fro,
Was them consignments pigs? . . Great Scott!
Was them things pigs or no?”

Wild-eyed and gaunt, and grim he stood,
Beneath the scorching noon,—
Cantharides P. Roebuck, late
Of the steamboat Arakoon.

He was an ancient mariner,
A Yankee skipper he,
Whom winds of adverse destiny
Had blown across the sea;—

Whom hither still had Fate pursued,
And served with many a trick,
Till now he roamed the Tweed a one-
Idea'd lunatic;—

Whom all men shunned, for whosoe'er
Upon his beat might chance,
Was bound to hear his tale in each
Minutest circumstance.

A tale that haunted such as heard,
Nor left them night or day;
A torturing enigma, too,
That turned their wits astray;—
For ofttimes they, like him who told,
Would vaguely wandering go,
And cry, “Was them consignments pigs?
Was them things pigs or no?”

“Hands off!” again the young man cried.
“It's this way, boss, you see,

We've come a stretch of thirty mile,
Her uncle, her, an' me.

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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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Discoteca

Hay una discoteca por acqui?
Hay una discoteca por acqui?
Hay una discoteca por acqui?
Hay una discoteca por acqui?
Hay una discoteca por acqui?
Hay una discoteca por acqui?
Hay una discoteca por acqui?
Hay una discoteca por acqui?

I don't speak the language
I can't understand a word
Where angels fear to tread
I've sometimes walked
And tried to talk
But how can I be heard
In such a world
When I am lost?
I'm doing what I do
To see me through
I'm going out
And carrying on as normal

Hay una discoteca por acqui?
Hay una discoteca por acqui?
Hay una discoteca por acqui?
Hay una discoteca por acqui?
Hay una discoteca por acqui?
Hay una discoteca por acqui?
Hay una discoteca por acqui?
Hay una discoteca por acqui?

Hay una discoteca por acqui?
Hay una discoteca por acqui?
Hay una discoteca por acqui?
Hay una discoteca por acqui?

Te quiero
Entiende usted?
Digame
Cuanto tiempo tengo que esperar?

(disco disco disco disco)
(disco disco disco disco disco-teca)
(disco disco disco disco)
(disco disco disco disco disco-teca)

I don't speak in anger
Though the chances that I've let
Pass me by and now regret
I can't forget

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The Three Little Pigs

The animal I really dig,
Above all others is the pig.
Pigs are noble. Pigs are clever,
Pigs are courteous. However,
Now and then, to break this rule,
One meets a pig who is a fool.
What, for example, would you say,
If strolling through the woods one day,
Right there in front of you you saw
A pig who'd built his house of STRAW?
The Wolf who saw it licked his lips,
And said, 'That pig has had his chips.'
'Little pig, little pig, let me come in!'
'No, no, by the hairs on my chinny-chin-chin!'
'Then I'll huff and I'll puff and I'll blow your house in!'

The little pig began to pray,
But Wolfie blew his house away.
He shouted, 'Bacon, pork and ham!
Oh, what a lucky Wolf I am!'
And though he ate the pig quite fast,
He carefully kept the tail till last.
Wolf wandered on, a trifle bloated.
Surprise, surprise, for soon he noted
Another little house for pigs,
And this one had been built of TWIGS!

'Little pig, little pig, let me come in!'
'No, no, by the hairs on my chinny-chin-chin!'
'Then I'll huff and I'll puff and I'll blow your house in!'

The Wolf said, 'Okay, here we go!'
He then began to blow and blow.
The little pig began to squeal.
He cried, 'Oh Wolf, you've had one meal!
Why can't we talk and make a deal?
The Wolf replied, 'Not on your nelly!'
And soon the pig was in his belly.

'Two juicy little pigs!' Wolf cried,
'But still I'm not quite satisfied!
I know how full my tummy's bulging,
But oh, how I adore indulging.'
So creeping quietly as a mouse,
The Wolf approached another house,
A house which also had inside
A little piggy trying to hide.
'You'll not get me!' the Piggy cried.
'I'll blow you down!' the Wolf replied.
'You'll need,' Pig said, 'a lot of puff,

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Jenny Pazza

Jenny non vuol pi parlare
non vuol pi giocare
vorrebbe soltanto dormire
Jenny non vuol pi capire
sbadiglia soltanto
non vuol pi nemmeno mangiare.
Jenny stanca
Jenny vuole dormire
Jenny stanca
Jenny vuole dormire.
Jenny ha lasciato la gente
a guardarsi stupita
a cercar di capire che cosa
Jenny non sente pi niente
non sente le voci
che il vento le porta.
Jenny stanca
Jenny vuole dormire
Jenny stanca
Jenny vuole dormire.
Io che l'ho vista piangere di gioia e ridere
e pi di lei la vita credo mai nessuno am
io non vi credo lasciatela stare
voi non potete...
Jenny non pu pi restare
portatela via
rovina il morale alla gente
Jenny sta bene
lontano
la curano
forse
potr anche guarire un giorno.
Jenny pazza
c' chi dice anche questo
Jenny pazza
c' chi dice anche questo.
Jenny ha pagato per tutti
ha pagato per noi
che restiamo a guardarla ora
Jenny soltanto un ricordo
qualcosa di amaro
da spingere gi in fondo.
Jenny stanca
Jenny vuole dormire
Jenny stanca
Jenny vuole dormire
Jenny stanca
Jenny vuole dormire...

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Jenny Carrister, The Heroine of Lucknow-Mine

A heroic story I will unfold,
Concerning Jenny Carrister, a heroine bold,
Who lived in Australia, at a gold mine called Lucknow,
And Jenny was beloved by the the miners, somehow.

Jenny was the only daughter of the old lady who owned the mine-
And Jenny would come of an evening, like a gleam of sunshine,
And by the presence of her bright face and cheery voice,
She made the hearts of the unlucky diggers rejoice.

There was no pride about her, and day after day,
She walked with her young brother, who was always gay,
A beautiful boy he was, about thirteen years old,
And Jenny and her brother by the miners were greatly extolled.

Old Mrs Carrister was every inch a lady in her way,
Because she never pressed any of the miners that weren't able to pay
For the liberty of working the gold-field,
Which was thirty pounds per week for whatever it might yield.

It was in the early part of the year 1871,
That Jack Allingford, a miner, hit on a plan,
That in the mine, with powder, he'd loosen the granite-bound face,
So he selected, as he thought, a most suitable place.

And when all his arrangements had been made,
He was lowered down by a miner that felt a little afraid,
But most fortunately Jenny Carrister came up at the time,
Just as Jack Allingford was lowered into the mine.

Then she asked the man at the windlass if he'd had any luck,
But he picked up a piece of candle and then a match he struck;
Then Jenny asked the miner, What is that for?
And he replied to blast the mine, which I fear and abhor.

Then with a piece of rope he lowered the candle and matches into the mine,
While brave Jenny watched the action all the time;
And as the man continued to turn round the windlass handle,
Jenny asked him, Isn't it dangerous to lower the matches and candle?

Then the man replied, I hope there's no danger, Jenny, my lass,
But whatsoever God has ordained will come to pass;
And just as he said so the windlass handle swung round,
And struck him on the forehead, and he fell to the ground.

And when Jenny saw the blood streaming from the fallen man's head,
She rushed to the mouth of the shaft without any dread,
And Jenny called loudly, but received no reply,
So to her brother standing near by she heaved a deep sigh.

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Homer

The Odyssey: Book 14

Ulysses now left the haven, and took the rough track up through
the wooded country and over the crest of the mountain till he
reached the place where Minerva had said that he would find the
swineherd, who was the most thrifty servant he had. He found him
sitting in front of his hut, which was by the yards that he had
built on a site which could be seen from far. He had made them
spacious and fair to see, with a free ran for the pigs all round them;
he had built them during his master's absence, of stones which he
had gathered out of the ground, without saying anything to Penelope or
Laertes, and he had fenced them on top with thorn bushes. Outside
the yard he had run a strong fence of oaken posts, split, and set
pretty close together, while inside lie had built twelve sties near
one another for the sows to lie in. There were fifty pigs wallowing in
each sty, all of them breeding sows; but the boars slept outside and
were much fewer in number, for the suitors kept on eating them, and
die swineherd had to send them the best he had continually. There were
three hundred and sixty boar pigs, and the herdsman's four hounds,
which were as fierce as wolves, slept always with them. The
swineherd was at that moment cutting out a pair of sandals from a good
stout ox hide. Three of his men were out herding the pigs in one place
or another, and he had sent the fourth to town with a boar that he had
been forced to send the suitors that they might sacrifice it and
have their fill of meat.
When the hounds saw Ulysses they set up a furious barking and flew
at him, but Ulysses was cunning enough to sit down and loose his
hold of the stick that he had in his hand: still, he would have been
torn by them in his own homestead had not the swineherd dropped his ox
hide, rushed full speed through the gate of the yard and driven the
dogs off by shouting and throwing stones at them. Then he said to
Ulysses, "Old man, the dogs were likely to have made short work of
you, and then you would have got me into trouble. The gods have
given me quite enough worries without that, for I have lost the best
of masters, and am in continual grief on his account. I have to attend
swine for other people to eat, while he, if he yet lives to see the
light of day, is starving in some distant land. But come inside, and
when you have had your fill of bread and wine, tell me where you
come from, and all about your misfortunes."
On this the swineherd led the way into the hut and bade him sit
down. He strewed a good thick bed of rushes upon the floor, and on the
top of this he threw the shaggy chamois skin- a great thick one- on
which he used to sleep by night. Ulysses was pleased at being made
thus welcome, and said "May Jove, sir, and the rest of the gods
grant you your heart's desire in return for the kind way in which
you have received me."
To this you answered, O swineherd Eumaeus, "Stranger, though a still
poorer man should come here, it would not be right for me to insult
him, for all strangers and beggars are from Jove. You must take what
you can get and be thankful, for servants live in fear when they
have young lords for their masters; and this is my misfortune now, for
heaven has hindered the return of him who would have been always

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Tale VII

THE WIDOW'S TALE.

To Farmer Moss, in Langar Vale, came down,
His only daughter, from her school in town;
A tender, timid maid! who knew not how
To pass a pig-sty, or to face a cow:
Smiling she came, with petty talents graced,
A fair complexion, and a slender waist.
Used to spare meals, disposed in manner pure,
Her father's kitchen she could ill endure:
Where by the steaming beef he hungry sat,
And laid at once a pound upon his plate;
Hot from the field, her eager brother seized
An equal part, and hunger's rage appeased;
The air surcharged with moisture, flagg'd around,
And the offended damsel sigh'd and frown'd;
The swelling fat in lumps conglomerate laid,
And fancy's sickness seized the loathing maid:
But when the men beside their station took,
The maidens with them, and with these the cook;
When one huge wooden bowl before them stood,
Fill'd with huge balls of farinaceous food;
With bacon, mass saline, where never lean
Beneath the brown and bristly rind was seen;
When from a single horn the party drew
Their copious draughts of heavy ale and new;
When the coarse cloth she saw, with many a stain
Soil'd by rude hinds who cut and came again -
She could not breathe; but with a heavy sigh,
Rein'd the fair neck, and shut th' offended eye;
She minced the sanguine flesh in frustums fine,
And wonder'd much to see the creatures dine;
When she resolved her father's heart to move,
If hearts of farmers were alive to love.
She now entreated by herself to sit
In the small parlour, if papa thought fit,
And there to dine, to read, to work alone -
'No!' said the Farmer in an angry tone;
'These are your school-taught airs; your mother's

pride
Would send you there; but I am now your guide. -
Arise betimes, our early meal prepare,
And, this despatch'd, let business be your care;
Look to the lasses, let there not be one
Who lacks attention, till her tasks be done;
In every household work your portion take,
And what you make not, see that others make:
At leisure times attend the wheel, and see
The whit'ning web besprinkled on the lea;

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II. Half-Rome

What, you, Sir, come too? (Just the man I'd meet.)
Be ruled by me and have a care o' the crowd:
This way, while fresh folk go and get their gaze:
I'll tell you like a book and save your shins.
Fie, what a roaring day we've had! Whose fault?
Lorenzo in Lucina,—here's a church
To hold a crowd at need, accommodate
All comers from the Corso! If this crush
Make not its priests ashamed of what they show
For temple-room, don't prick them to draw purse
And down with bricks and mortar, eke us out
The beggarly transept with its bit of apse
Into a decent space for Christian ease,
Why, to-day's lucky pearl is cast to swine.
Listen and estimate the luck they've had!
(The right man, and I hold him.)

Sir, do you see,
They laid both bodies in the church, this morn
The first thing, on the chancel two steps up,
Behind the little marble balustrade;
Disposed them, Pietro the old murdered fool
To the right of the altar, and his wretched wife
On the other side. In trying to count stabs,
People supposed Violante showed the most,
Till somebody explained us that mistake;
His wounds had been dealt out indifferent where,
But she took all her stabbings in the face,
Since punished thus solely for honour's sake,
Honoris causâ, that's the proper term.
A delicacy there is, our gallants hold,
When you avenge your honour and only then,
That you disfigure the subject, fray the face,
Not just take life and end, in clownish guise.
It was Violante gave the first offence,
Got therefore the conspicuous punishment:
While Pietro, who helped merely, his mere death
Answered the purpose, so his face went free.
We fancied even, free as you please, that face
Showed itself still intolerably wronged;
Was wrinkled over with resentment yet,
Nor calm at all, as murdered faces use,
Once the worst ended: an indignant air
O' the head there was—'t is said the body turned
Round and away, rolled from Violante's side
Where they had laid it loving-husband-like.
If so, if corpses can be sensitive,
Why did not he roll right down altar-step,
Roll on through nave, roll fairly out of church,
Deprive Lorenzo of the spectacle,

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Henry Wadsworth Longfellow

Evangeline: A Tale of Acadie

This is the forest primeval. The murmuring pines and the hemlocks,
Bearded with moss, and in garments green, indistinct in the twilight,
Stand like Druids of eld, with voices sad and prophetic,
Stand like harpers hoar, with beards that rest on their bosoms.
Loud from its rocky caverns, the deep-voiced neighboring ocean
Speaks, and in accents disconsolate answers the wail of the forest.

This is the forest primeval; but where are the hearts that beneath it
Leaped like the roe, when he hears in the woodland the voice of the huntsman
Where is the thatch-roofed village, the home of Acadian farmers,--
Men whose lives glided on like rivers that water the woodlands,
Darkened by shadows of earth, but reflecting an image of heaven?
Waste are those pleasant farms, and the farmers forever departed!
Scattered like dust and leaves, when the mighty blasts of October
Seize them, and whirl them aloft, and sprinkle them far o'er the ocean
Naught but tradition remains of the beautiful village of Grand-Pre.

Ye who believe in affection that hopes, and endures, and is patient,
Ye who believe in the beauty and strength of woman's devotion,
List to the mournful tradition still sung by the pines of the forest;
List to a Tale of Love in Acadie, home of the happy.

PART THE FIRST

I

In the Acadian land, on the shores of the Basin of Minas,
Distant, secluded, still, the little village of Grand-Pre
Lay in the fruitful valley. Vast meadows stretched to the eastward,
Giving the village its name, and pasture to flocks without number.
Dikes, that the hands of the farmers had raised with labor incessant,
Shut out the turbulent tides; but at stated seasons the flood-gates
Opened, and welcomed the sea to wander at will o'er the meadows.
West and south there were fields of flax, and orchards and cornfields
Spreading afar and unfenced o'er the plain; and away to the northward
Blomidon rose, and the forests old, and aloft on the mountains
Sea-fogs pitched their tents, and mists from the mighty Atlantic
Looked on the happy valley, but ne'er from their station descended
There, in the midst of its farms, reposed the Acadian village.
Strongly built were the houses, with frames of oak and of hemlock,
Such as the peasants of Normandy built in the reign of the Henries.
Thatched were the roofs, with dormer-windows; and gables projecting
Over the basement below protected and shaded the doorway.
There in the tranquil evenings of summer, when brightly the sunset
Lighted the village street and gilded the vanes on the chimneys,
Matrons and maidens sat in snow-white caps and in kirtles
Scarlet and blue and green, with distaffs spinning the golden
Flax for the gossiping looms, whose noisy shuttles within doors

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The Swanks of Gosh

Come mourn with me for the land of Gosh,
Oh, weep with me for the luckless Glugs
Of the land of Gosh, where the sad seas wash
The patient shores, and the great King Splosh
His sodden sorrow hugs;
Where the fair Queen Tush weeps all the day,
And the Swank, the Swank, the naughty Swank,
The haughty Swank holds sway
The most mendacious, ostentatious,
Spacious Swank holds sway.

'Tis sorrow-swathed, as I know full well,
And garbed in gloom and the weeds of woe,
And vague, so far, is the tale I tell;
But bear with me for the briefest spell,
And surely shall ye know
Of the land of Gosh, and Tush, and Splosh,
And Stodge, the Swank, the foolish Swank,
The mulish Swank of Gosh-
The meretricious, avaricious,
Vicious Swank of Gosh.

Oh, the tall trees bend, and green trees send
A chuckle round the earth,
And the soft winds croon a jeering tune,
And the harsh winds shriek with mirth,
And the wee small birds chirp ribald words
When the Swank walks down the street;
But every Glug takes off his hat,
And whispers humbly, 'Look at that!
Hats off! Hats off to the Glug of rank!
Sir Stodge, the Swank, the Lord High Swank!'
Then the East wind roars a loud guffaw,
And the haughty Swank says, 'Haw!'

His brain is dull, and his mind is dense,
And his lack of saving wit complete;
But most amazingly immense
Is his inane self-confidence
And his innate conceit.
But every Glug, and great King Splosh
Bowed to Sir Stodge, the fuddled Swank,
The muddled Swank of Gosh
The engineering, peeping, peering,
Sneering Swank of Gosh.

In Gosh, sad Gosh, where the Lord Swank lives,
He holds high rank, and he has much pelf;
And all the well-paid posts he gives
Unto his fawning relatives,

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My Native American Brothers and Sisters

Hoe nah håy.
Hoe nah håy...
Nah nah nah.
Hoe nah håy nah nah.
Hoe nah håy.

Hoe nah håy.
Hoe nah håy...
Nah nah nah.
Hoe nah håy nah nah.
Hoe nah håy.

Hee my oh aye ah mah nay nah nah.
Hey my oh my nay mah nah.

Hee my oh aye ah mah nay nah nah.
Hey my oh my nay mah nah.

Hoe nah håy.
Hoe nah håy...
Nah nah nah.
Hoe nah håy nah nah.
Hoe nah håy.

If I could,
I would bring the stars to you.
And the sounds of the universe...
I'd do that too!

If I could,
I would bring you eternal peace!
And the joy of a lifetime,
For you to keep!

Rejoice in all that nature is for you.
Blessings to you God does give.
The Earth with all its treasures,
Shares that too!
And here as if to gift,
Your life with happiness.

Hoe nah håy.
Hoe nah håy...
Nah nah nah.
Hoe nah håy nah nah.
Hoe nah håy.

Hoe nah håy.
Hoe nah håy...
Nah nah nah.

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Love Island

House house, house house
House house, house house
House house, house house
House house, house house
House house, house house
House house, house house
House house, house house
House house, house house
House, house, house, house
House, house, house, house
House, house, house, house
House, house, house, house
House house house house, house house house house
House house house house, house house house house
House
House
House

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Homer

The Odyssey: Book 15

But Minerva went to the fair city of Lacedaemon to tell Ulysses' son
that he was to return at once. She found him and Pisistratus
sleeping in the forecourt of Menelaus's house; Pisistratus was fast
asleep, but Telemachus could get no rest all night for thinking of his
unhappy father, so Minerva went close up to him and said:
"Telemachus, you should not remain so far away from home any longer,
nor leave your property with such dangerous people in your house; they
will eat up everything you have among them, and you will have been
on a fool's errand. Ask Menelaus to send you home at once if you
wish to find your excellent mother still there when you get back.
Her father and brothers are already urging her to marry Eurymachus,
who has given her more than any of the others, and has been greatly
increasing his wedding presents. I hope nothing valuable may have been
taken from the house in spite of you, but you know what women are-
they always want to do the best they can for the man who marries them,
and never give another thought to the children of their first husband,
nor to their father either when he is dead and done with. Go home,
therefore, and put everything in charge of the most respectable
woman servant that you have, until it shall please heaven to send
you a wife of your own. Let me tell you also of another matter which
you had better attend to. The chief men among the suitors are lying in
wait for you in the Strait between Ithaca and Samos, and they mean
to kill you before you can reach home. I do not much think they will
succeed; it is more likely that some of those who are now eating up
your property will find a grave themselves. Sail night and day, and
keep your ship well away from the islands; the god who watches over
you and protects you will send you a fair wind. As soon as you get
to Ithaca send your ship and men on to the town, but yourself go
straight to the swineherd who has charge your pigs; he is well
disposed towards you, stay with him, therefore, for the night, and
then send him to Penelope to tell her that you have got back safe from
Pylos."
Then she went back to Olympus; but Telemachus stirred Pisistratus
with his heel to rouse him, and said, "Wake up Pisistratus, and yoke
the horses to the chariot, for we must set off home."
But Pisistratus said, "No matter what hurry we are in we cannot
drive in the dark. It will be morning soon; wait till Menelaus has
brought his presents and put them in the chariot for us; and let him
say good-bye to us in the usual way. So long as he lives a guest
should never forget a host who has shown him kindness."
As he spoke day began to break, and Menelaus, who had already risen,
leaving Helen in bed, came towards them. When Telemachus saw him he
put on his shirt as fast as he could, threw a great cloak over his
shoulders, and went out to meet him. "Menelaus," said he, "let me go
back now to my own country, for I want to get home."
And Menelaus answered, "Telemachus, if you insist on going I will
not detain you. not like to see a host either too fond of his guest or
too rude to him. Moderation is best in all things, and not letting a
man go when he wants to do so is as bad as telling him to go if he
would like to stay. One should treat a guest well as long as he is

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Shortest Straw

Suspicion is your name
Your honesty to blame
Put dignity to shame
Dishonor
Witchhunt, modern day
Determining decay
The blatant disarray
Disfigure
The public eyes' disgrace
Defying common place
Unending paper chase
Unending
Deafening
Painstaking
Reckoning
This vertigo it doth bring
Shortest straw
Challenge liberty
Downed by law
Live in infamy
Rub you raw
Witchhunt riding through
Shortest straw
This shortest straw has been pulled for you
Pulled for you
Shortest straw
Pulled for you
Shortest straw
Pulled for you
Shortest straw
Shortest straw has been pulled for you
The accusations fly
Discrimination, why?
Your inner self to die
Intruding
Doubt sunk itself in you
It's teeth and talons through
You're living catch-22
Deluding
A mass hysteria
A megalomania
Reveal dementia
Reveal
Secretly
Silently
Certainly
In vertigo you will be
Shortest straw
Challenge liberty
Downed by law

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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

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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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III. The Other Half-Rome

Another day that finds her living yet,
Little Pompilia, with the patient brow
And lamentable smile on those poor lips,
And, under the white hospital-array,
A flower-like body, to frighten at a bruise
You'd think, yet now, stabbed through and through again,
Alive i' the ruins. 'T is a miracle.
It seems that, when her husband struck her first,
She prayed Madonna just that she might live
So long as to confess and be absolved;
And whether it was that, all her sad life long
Never before successful in a prayer,
This prayer rose with authority too dread,—
Or whether, because earth was hell to her,
By compensation, when the blackness broke
She got one glimpse of quiet and the cool blue,
To show her for a moment such things were,—
Or else,—as the Augustinian Brother thinks,
The friar who took confession from her lip,—
When a probationary soul that moved
From nobleness to nobleness, as she,
Over the rough way of the world, succumbs,
Bloodies its last thorn with unflinching foot,
The angels love to do their work betimes,
Staunch some wounds here nor leave so much for God.
Who knows? However it be, confessed, absolved,
She lies, with overplus of life beside
To speak and right herself from first to last,
Right the friend also, lamb-pure, lion-brave,
Care for the boy's concerns, to save the son
From the sire, her two-weeks' infant orphaned thus,
And—with best smile of all reserved for him
Pardon that sire and husband from the heart.
A miracle, so tell your Molinists!

There she lies in the long white lazar-house.
Rome has besieged, these two days, never doubt,
Saint Anna's where she waits her death, to hear
Though but the chink o' the bell, turn o' the hinge
When the reluctant wicket opes at last,
Lets in, on now this and now that pretence,
Too many by half,—complain the men of art,—
For a patient in such plight. The lawyers first
Paid the due visit—justice must be done;
They took her witness, why the murder was.
Then the priests followed properly,—a soul
To shrive; 't was Brother Celestine's own right,
The same who noises thus her gifts abroad.
But many more, who found they were old friends,
Pushed in to have their stare and take their talk

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