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George Bernard Shaw

He knows nothing; and he thinks he knows everything. That points clearly to a political career.

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Everybody Knows

Everybody knows that the dice are loaded
Everybody rolls with their fingers crossed
Everybody knows that the war is over
Everybody knows the good guys lost
Everybody knows the fight was fixed
The poor stay poor, the rich get rich
Thats how it goes
Everybody knows
Everybody knows that the boat is leaking
Everybody knows that the captain lied
Everybody got this broken feeling
Like their father or their dog just died
Everybody talking to their pockets
Everybody wants a box of chocolates
And a long stem rose
Everybody knows
Everybody knows that you love me baby
Everybody knows that you really do
Everybody knows that youve been faithful
Ah give or take a night or two
Everybody knows youve been discreet
But there were so many people you just had to meet
Without your clothes
And everybody knows
Everybody knows, everybody knows
Thats how it goes
Everybody knows
Everybody knows, everybody knows
Thats how it goes
Everybody knows
And everybody knows that its now or never
Everybody knows that its me or you
And everybody knows that you live forever
Ah when youve done a line or two
Everybody knows the deal is rotten
Old black joes still pickin cotton
For your ribbons and bows
And everybody knows
And everybody knows that the plague is coming
Everybody knows that its moving fast
Everybody knows that the naked man and woman
Are just a shining artifact of the past
Everybody knows the scene is dead
But theres gonna be a meter on your bed
That will disclose
What everybody knows
And everybody knows that youre in trouble
Everybody knows what youve been through
From the bloody cross on top of calvary
To the beach of malibu

[...] Read more

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Diana, Princess of Wales Memorial Fountain

The Memorial Fountain is really rather fascinating in its design,
As the water doesn’t always follow its course in one straight line.
The Fountain in itself is an extremely interesting feature,
As it moves in all different ways, just like a living creature.

It’s a focal point to which many people make their way;
Where adults can sit and relax and young children can play.
Parents sit on the lush green grass next to the flowing water,
Whilst keeping a watchful eye on their sons and daughters.

On the side of the Fountain, visitors can choose to take a seat,
And sit chatting away together, whilst paddling their tired feet.
The Fountain aims to represent the different aspects of Diana’s life:
The times of joy and happiness, and the times of trouble and strife.

The flowing water runs down an incline, not too steep.
At some points, it’s very shallow and at others, it’s deep.
Around the channel there are various depths and widths:
At some points it rises up, while at other points, it dips.

At some points, the water tumbles and slightly churns,
Whilst at other points, it meanders in twists and turns.
At some points along the way, the water flow is pretty fast,
Whilst over other points, the water is quite slowly passed.

At some points the water runs down surfaces so very smooth,
Whilst at other points, its flow is disturbed by little grooves.
At three points, the course can be crossed by little bridges,
Near to where the water jumps down over little ridges.

At some points, the foaming water cascades over a waterfall,
Whilst at others, the water slows down into a leisurely crawl.
The water is pumped from the top, down in two directions.
At the bottom, the waters meet in a pool of calm reflection.

To spark some kind of emotion, the fountain never fails.
Some simply come to remember Diana, Princess of Wales.
A real air of majesty this special Fountain does possess.
It is a fitting tribute to a much-loved and missed Princess.

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Everybody Know

Everybody knows that the dice are loaded
Everybody rolls with their fingers crossed
Everybody knows that the war is over
Everybody knows the good guys lost
Everybody knows the fight was fixed
The poor stay poor, the rich get rich
That's how it goes
Everybody knows
Everybody knows that the boat is leaking
Everybody knows that the captain lied
Everybody got this broken feeling
Like their father or their dog just died
Everybody talking to their pockets
Everybody wants a box of chocolates
And a long stem rose
Everybody knows
Everybody knows that you love me baby
Everybody knows that you really do
Everybody knows that you've been faithful
Ah give or take a night or two
Everybody knows you've been discreet
But there were so many people you just had to meet
Without your clothes
And everybody knows
Everybody knows, everybody knows
That's how it goes
Everybody knows
Everybody knows, everybody knows
That's how it goes
Everybody knows
And everybody knows that it's now or never
Everybody knows that it's me or you
And everybody knows that you live forever
Ah when you've done a line or two
Everybody knows the deal is rotten
Old Black Joe's still pickin' cotton
For your ribbons and bows
And everybody knows
And everybody knows that the Plague is coming
Everybody knows that it's moving fast
Everybody knows that the naked man and woman
Are just a shining artifact of the past
Everybody knows the scene is dead
But there's gonna be a meter on your bed
That will disclose
What everybody knows
And everybody knows that you're in trouble
Everybody knows what you've been through
From the bloody cross on top of Calvary
To the beach of Malibu

[...] Read more

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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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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

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

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

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

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Political World

We live in a political world
Where love dont have any place
Were living in times where men commit crimes
And crime dont have a face
We live in a political world
Icicles hangin down
Wedding bells ring and angels sing
And clouds cover up the ground
We live in a political world
Wisdom is thrown into jail
It rots in a cell misguided as hell
Leaving no one to pick up the trail
We live in a political world
Where mercy walks the plank
Life is in mirrors, death disappears
Up the steps into the nearest bank
We live in a political world
Courage is a thing of the past
Houses are haunted, children arent wanted
Your next day could be your last
We live in a political world
The one we can see and feel
But theres no one to check, its all a stacked deck
We all know for sure that its real
We live in a political world
The cities are a lonesome fear
Little by little, you turn in the middle
Youre never sure why youre here
We live in a political world
Under the microscope
You could travel anywhere and hang yourself there
Youve always got more than enough rope
We live in a political world
Turning and a-thrashing about
As soon as youre awake youre trained to take
What looks like the easy way out
We live in a political world
Where peace is not welcome at all
Its turned away from the door to wander some more
Or put up against the wall
We live in a political world
Everythings hers and his
Climb into the flame and shout gods name
But youre not even sure what it is

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Wislawa Szymborska

Children of Our Age

We are children of our age,
it's a political age.

All day long, all through the night,
all affairs--yours, ours, theirs--
are political affairs.

Whether you like it or not,
your genes have a political past,
your skin, a political cast,
your eyes, a political slant.

Whatever you say reverberates,
whatever you don't say speaks for itself.
So either way you're talking politics.

Even when you take to the woods,
you're taking political steps
on political grounds.

Apolitical poems are also political,
and above us shines a moon
no longer purely lunar.
To be or not to be, that is the question.
And though it troubles the digestion
it's a question, as always, of politics.

To acquire a political meaning
you don't even have to be human.
Raw material will do,
or protein feed, or crude oil,

or a conference table whose shape
was quarreled over for months;
Should we arbitrate life and death
at a round table or a square one?

Meanwhile, people perished,
animals died,
houses burned,
and the fields ran wild
just as in times immemorial
and less political.

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Baby Knows

{co-lead vocal by sheryl crow}
Baby knows
Baby knows
Baby knows, huh
Baby knows
(baby knows) - this funky joint in the city
(baby knows) - where the freaks come out 2 play
(baby knows) - venezuelan, black and pretty
(baby knows) - the kind that make u wanna pay, yeah
Chorus:
(baby knows) - she got the long dark legs
(baby knows) - she got the butt that go round
(baby knows) - this kind of poochie make u beg
(baby knows) - turn a dog into a hound
(baby knows) - she tell me what I wanna hear
(baby knows) - she stroke me up and never down
(baby knows) - whispering sexiness in my ear
(baby knows) - Im just a junkie 4 the sound
(baby knows) - she make u call your boys
(baby knows) - in a pow-wow 2 scope a plan
(baby knows) - how 2 ditch her man in a trunk of a lexus
A perplexing hex this witch has flexed
Chorus
Oh, baby - oh, baby
Baby
(baby knows) - she knows how 2 make u feel
(baby knows) - like your stuff aint brown tonite
(baby knows) - and her perfume... it smells like the weekend
(baby knows) - this funky joint way down in the city
(baby knows) - where the girls sing along 2 the hip-hop all nite long
(baby knows) - white girls, black girls, latinas - oh so pretty
(baby knows) - wont make me give u this ring, baby
Oh, oh, oh
Chorus
Ough, ough
Yeah (baby, baby)
Baby knows
Yeah-yeah (baby, baby)
Baby knows
She got the long dark legs - (baby knows)
She got the butt that go round (round and round)
This kind of poochie make u beg - (baby knows)
Give me your number and I call u
No, u do just turn me down

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She Thinks Shes Edith Head

Back in high school I knew a girl
Not too simple and not too kind
We both grew up, but I heard shed changed
From a new wave fan to another kind
She thinks shes edith head
But you might know shes not
The accent in her speech
She didnt have growing up
She thinks shes edith head
Or helen girlie brown
Or some other cultural figure
We dont know a lot about
Its been years since I moved away
But at christmas I come home
And I saw her reflection
In the window of a store
She was talking to herself
Not too simple and not too kind
I walked on by, it was complicated
And it stuck in my mind
She thinks shes edith head
But you might know shes not
The accent in her speech
She didnt have growing up
The accent in her speech
She didnt have growing up
The accent in her speech
She didnt have growing up
She thinks shes edith head
She thinks shes edith head now
She thinks shes edith head
She thinks shes edith head now
She thinks shes edith head
She thinks shes edith head now
She thinks shes edith head
She thinks shes edith head now

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Everybody Knows

Everybody knows that the dice are loaded
Everybody rolls with their fingers crossed
Everybody knows the war is over
And everybody knows the good guys lost
Everybody knows the fight was fixed
The poor stay poor and the rich get rich
Thats how it goes
And everybody knows
Everybody knows that the boat is leaking
Everybody knows the captain lied
Everybody got this broken feeling
That their father or their dog just died
Everybody talkin to their pockets
Everybody wants a box of chocolates
And a long stem rose
And everybody knows
( chorus )
Everybody knows, everybody knows
Thats how it goes, and everybody
Everybody knows that you love me baby
Everybody knows that you really do
Everybody knows that youve been faithful
Give or take a night or two
Everbody knows that youve been discret
There were so many people you just had to meet
Without your clothes
And everybody knows
Everybody knows that its now or never
Everybody knows that its me or you
Everybody knows that you live forever
When youve done a line or two
And everybody knows that the deal is rotten
Old black joes still pickin cotton
For your ribbons and bows
And everybody knows
( chorus x2 )
Everbody knows that the plaque is comin
Everybody knows that its movin fast
Everybody knows that the naked man and woman
Are just a shining artifact of the past
Everybody knows that the scene is dead,
But theres gonna be a meter on your bed
That will disclose,
What everybody knows
Everybody knows that youre in trouble
Everybody knows what youve been through
From the bloody cross on top of calvary
To the beach at malibu
And everybody knows its coming apart
Take one last look at this sacred heart

[...] Read more

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Two Points Of View

You, always making promises
Who gets the blame for your mistakes
You, made a game of politics
Now fear and guilt on your face
But I cant feel your pain
And I wont share your shame
All I know is what I feel
Music sets me free
I dont mind walking in the rain
Ooh, tears of heaven soothe my pain
Love is the sound that makes me sing
I love to play a melody
But you cant hear the sound
But you cant, you cant feel the beat
All I know is what I feel
Music sets me free
I dont mind walking in the rain
Ooh, tears of heaven soothe my pain
Love is the sound that makes me sing
I love to play a melody
But you cant hear the sound
But you cant, you cant feel the beat
All I know is what I feel
Music sets me free
Two points of view
Two points of view
Two points of view
One for me, and one for you
But you cant hear the sound
But you cant, you cant feel the beat
All I know is what I feel
Music sets me free
Two points of view
Two points of view
Two points of view
One for me and one for you
Two points of view
Two points of view

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Joseph Lee's Birthday Song

IT IS HE
ALL THE WAY FROM THE KOREAS
JOSEPH LEE! ! ! ! AHHHHHHHHHHHH

Joseph it's okay, you suck at starcraft,
Because hey, you've got better ways to spend your life, like playing WOW
Joseph I'm so sorry, about your calculator, that made you lose points

chorus:
O you lost points, O you lost points, O you lost points, O you lost points
O so many points, O you lost points, and they're never coming back to you
But Joseph just remember when you're feeling sad and you'll be glad
It's not about the points, it's about the knowledge that you gained inside
To retain

Josephuuuu, for you birthday, would you like,10 million rupees
Well too bad, but you get to teach me more Korean, for
Your birthday. And playm e starcraft
GG! ...... GG!
Joseph remember that time, I got you that wrap, with everything
Yes everything. You told me everything. and yeah
I'm a good Chinese brother. you yelled out to me one night
'WHERE'S MY CHINESE FRIEND? ! '
I'm your Chinese brother and lifelong friend

Joseph, if this seems painful, to you, just remember
When we were running and you weren't even half-way
you weren't half-way your weren't even half-way there
I'll never forget you, you're the only one who
has slept in my bed besides me, and that's really weird

O Joseph, you taught us to say chugaling
O Joseph, O Joseph, that makes us want to sing

Chorus x 2

HAPPY BIRTHDAY ^_^!

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The Columbiad: Book VII

The Argument


Coast of France rises in vision. Louis, to humble the British power, forms an alliance with the American states. This brings France, Spain and Holland into the war, and rouses Hyder Ally to attack the English in India. The vision returns to America, where the military operations continue with various success. Battle of Monmouth. Storming of Stonypoint by Wayne. Actions of Lincoln, and surrender of Charleston. Movements of Cornwallis. Actions of Greene, and battle of Eutaw. French army arrives, and joins the American. They march to besiege the English army of Cornwallis in York and Gloster. Naval battle of Degrasse and Graves. Two of their ships grappled and blown up. Progress of the siege. A citadel mined and blown up. Capture of Cornwallis and his army. Their banners furled and muskets piled on the field of battle.


Thus view'd the Pair; when lo, in eastern skies,
From glooms unfolding, Gallia's coasts arise.
Bright o'er the scenes of state a golden throne,
Instarr'd with gems and hung with purple, shone;
Young Bourbon there in royal splendor sat,
And fleets and moving armies round him wait.
For now the contest, with increased alarms,
Fill'd every court and roused the world to arms;
As Hesper's hand, that light from darkness brings,
And good to nations from the scourge of kings,
In this dread hour bade broader beams unfold,
And the new world illuminate the old.

In Europe's realms a school of sages trace
The expanding dawn that waits the Reasoning Race;
On the bright Occident they fix their eyes,
Thro glorious toils where struggling nations rise;
Where each firm deed, each new illustrious name
Calls into light a field of nobler fame:
A field that feeds their hope, confirms the plan
Of well poized freedom and the weal of man.
They scheme, they theorize, expand their scope,
Glance o'er Hesperia to her utmost cope;
Where streams unknown for other oceans stray,
Where suns unseen their waste of beams display,
Where sires of unborn nations claim their birth,
And ask their empires in those wilds of earth.
While round all eastern climes, with painful eye,
In slavery sunk they see the kingdoms lie,
Whole states exhausted to enrich a throne,
Their fruits untasted and their rights unknown;
Thro tears of grief that speak the well taught mind,
They hail the æra that relieves mankind.

Of these the first, the Gallic sages stand,
And urge their king to lift an aiding hand.
The cause of humankind their souls inspired,
Columbia's wrongs their indignation fired;
To share her fateful deeds their counsel moved,
To base in practice what in theme they proved:
That no proud privilege from birth can spring,
No right divine, nor compact form a king;
That in the people dwells the sovereign sway,
Who rule by proxy, by themselves obey;

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Byron

Oh, thou, in Hellas deemed of heavenly birth,
Muse, formed or fabled at the minstrel’s will!
Since shamed full oft by later lyres on earth,
Mine dares not call thee from thy sacred hill:
Yet there I’ve wandered by thy vaunted rill;
Yes! sighed o’er Delphi’s long-deserted shrine
Where, save that feeble fountain, all is still;
Nor mote my shell awake the weary Nine
To grace so plain a tale - this lowly lay of mine.

II.

Whilome in Albion’s isle there dwelt a youth,
Who ne in virtue’s ways did take delight;
But spent his days in riot most uncouth,
And vexed with mirth the drowsy ear of Night.
Ah, me! in sooth he was a shameless wight,
Sore given to revel and ungodly glee;
Few earthly things found favour in his sight
Save concubines and carnal companie,
And flaunting wassailers of high and low degree.

III.

Childe Harold was he hight: - but whence his name
And lineage long, it suits me not to say;
Suffice it, that perchance they were of fame,
And had been glorious in another day:
But one sad losel soils a name for aye,
However mighty in the olden time;
Nor all that heralds rake from coffined clay,
Nor florid prose, nor honeyed lines of rhyme,
Can blazon evil deeds, or consecrate a crime.

IV.

Childe Harold basked him in the noontide sun,
Disporting there like any other fly,
Nor deemed before his little day was done
One blast might chill him into misery.
But long ere scarce a third of his passed by,
Worse than adversity the Childe befell;
He felt the fulness of satiety:
Then loathed he in his native land to dwell,
Which seemed to him more lone than eremite’s sad cell.

V.

For he through Sin’s long labyrinth had run,
Nor made atonement when he did amiss,

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Byron

Canto the First

Oh, thou, in Hellas deemed of heavenly birth,
Muse, formed or fabled at the minstrel’s will!
Since shamed full oft by later lyres on earth,
Mine dares not call thee from thy sacred hill:
Yet there I’ve wandered by thy vaunted rill;
Yes! sighed o’er Delphi’s long-deserted shrine
Where, save that feeble fountain, all is still;
Nor mote my shell awake the weary Nine
To grace so plain a tale - this lowly lay of mine.

II.

Whilome in Albion’s isle there dwelt a youth,
Who ne in virtue’s ways did take delight;
But spent his days in riot most uncouth,
And vexed with mirth the drowsy ear of Night.
Ah, me! in sooth he was a shameless wight,
Sore given to revel and ungodly glee;
Few earthly things found favour in his sight
Save concubines and carnal companie,
And flaunting wassailers of high and low degree.

III.

Childe Harold was he hight: - but whence his name
And lineage long, it suits me not to say;
Suffice it, that perchance they were of fame,
And had been glorious in another day:
But one sad losel soils a name for aye,
However mighty in the olden time;
Nor all that heralds rake from coffined clay,
Nor florid prose, nor honeyed lines of rhyme,
Can blazon evil deeds, or consecrate a crime.

IV.

Childe Harold basked him in the noontide sun,
Disporting there like any other fly,
Nor deemed before his little day was done
One blast might chill him into misery.
But long ere scarce a third of his passed by,
Worse than adversity the Childe befell;
He felt the fulness of satiety:
Then loathed he in his native land to dwell,
Which seemed to him more lone than eremite’s sad cell.

V.

For he through Sin’s long labyrinth had run,
Nor made atonement when he did amiss,

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Byron

Childe Harold's Pilgrimage: A Romaunt. Canto I.

To Ianthe:

Not in those climes where I have late been straying,
Though Beauty long hath there been matchless deem'd;
Not in those visions to the heart displaying
Forms which it sighs but to have only dream'd,
Hath aught like thee in truth or fancy seem'd:
Nor, having seen thee, shall I vainly seek
To paint those charms which varied as they beam'd --
To such as see thee not my words were weak;
To those who gaze on thee what language could they speak?
Ah! may'st thou ever be what now thou art,
Nor unbeseem the promise of thy spring,
As fair in form, as warm yet pure in heart,
Love's image upon earth without his wing,
And guileless beyond Hope's imagining!
And surely she who now so fondly rears
Thy youth, in thee, thus hourly brightening,
Beholds the rainbow of her future years,
Before whose heavenly hues all sorrow disappears.

Young Peri of the West!-'tis well for me
My years already doubly number thine;
My loveless eye unmov'd may gaze on thee,
And safely view thy ripening beauties shine;
Happy, I ne'er shall see them in decline,
Happier, that while all younger hearts shall bleed,
Mine shall escape the doom thine eyes assign
To those whose admiration shall succeed,
But mixed with pangs to Love's even loveliest hours decreed.

Oh! let that eye, which, wild as the Gazelle's,
Now brightly bold or beautifully shy,
Wins as it wanders, dazzles where it dwells,
Glance o'er this page; nor to my verse deny
That smile for which my breast might vainly sigh,
Could I to thee be ever more than friend:
This much, dear maid, accord; nor question why
To one so young my strain I would commend,
But bid me with my wreath one matchless lily blend.

Such is thy name with this my verse entwin'd;
And long as kinder eyes a look shall cast
On Harold's page, Ianthe's here enshrin'd
Shall thus be first beheld, forgotten last:
My days once number'd, should this homage past
Attract thy fairy fingers near the lyre
Of him who hail'd thee, loveliest as thou wast,
Such is the most my memory may desire;
Though more than Hope can claim, could Friendship less require?

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Patrick White

Everybody Knows Why The Children Are Hungry

Everybody knows why the children are hungry.
Everybody knows why the poor give up dreaming
and the rich can't sleep without surveillance.
Everybody knows why this young girl can't read
and the Taliban throw acid in her face.
Everybody knows why this young boy
at twelve years old
feels about as heroic as a statistic
and looks at the future as if
he were already a has-been.
Everybody knows why there's a rifle in his hand.
Everybody knows why
there are people washed up
on the streets of our cities
as if a great ship of state had gone down
like a garbage barge off the coast of New Jersey.
Everybody knows why
women are being sexually colonized
in the Democratic Republic of the mineral-rich Congo.
Everybody knows their atrocities
like serial killers and baseball cards.
You read a lot of existentialism
that prefers existence to essence
but you still find it hard to picture the abyss
that defines being as a special case of nothingness:
look into a dead child's eyes
look into a dead child's mind
look at what she cherished about life
like a cosmology all of her own
a myth of origin
a reason for stars
rejected by the metaphysics of the flies
that gather like punctuation marks all over her eyes.
Everybody knows
why the truth is veiled in spider-webs
that are maintained like political systems
who let the few who know how to spin silk out of their ass
eat everyone.
New eyes for old lamps
here comes this year's candidates
like autumn to the ballot-box
like worms to a windfall of apples
to improve the lives of illegal immigrants
by privatizing concentration camps.
Everybody wants to stick their thumb in plum pudding
and say what a good boy am I
and everybody forgets who they stole it from
and everybody regrets that they didn't get caught
in time to do it all over again
as they address themselves like greed

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James Russell Lowell

A Fable For Critics

Phoebus, sitting one day in a laurel-tree's shade,
Was reminded of Daphne, of whom it was made,
For the god being one day too warm in his wooing,
She took to the tree to escape his pursuing;
Be the cause what it might, from his offers she shrunk,
And, Ginevra-like, shut herself up in a trunk;
And, though 'twas a step into which he had driven her,
He somehow or other had never forgiven her;
Her memory he nursed as a kind of a tonic,
Something bitter to chew when he'd play the Byronic,
And I can't count the obstinate nymphs that he brought over
By a strange kind of smile he put on when he thought of her.
'My case is like Dido's,' he sometimes remarked;
'When I last saw my love, she was fairly embarked
In a laurel, as _she_ thought-but (ah, how Fate mocks!)
She has found it by this time a very bad box;
Let hunters from me take this saw when they need it,-
You're not always sure of your game when you've treed it.
Just conceive such a change taking place in one's mistress!
What romance would be left?-who can flatter or kiss trees?
And, for mercy's sake, how could one keep up a dialogue
With a dull wooden thing that will live and will die a log,-
Not to say that the thought would forever intrude
That you've less chance to win her the more she is wood?
Ah! it went to my heart, and the memory still grieves,
To see those loved graces all taking their leaves;
Those charms beyond speech, so enchanting but now,
As they left me forever, each making its bough!
If her tongue _had_ a tang sometimes more than was right,
Her new bark is worse than ten times her old bite.'

Now, Daphne-before she was happily treeified-
Over all other blossoms the lily had deified,
And when she expected the god on a visit
('Twas before he had made his intentions explicit),
Some buds she arranged with a vast deal of care,
To look as if artlessly twined in her hair,
Where they seemed, as he said, when he paid his addresses,
Like the day breaking through, the long night of her tresses;
So whenever he wished to be quite irresistible,
Like a man with eight trumps in his hand at a whist-table
(I feared me at first that the rhyme was untwistable,
Though I might have lugged in an allusion to Cristabel),-
He would take up a lily, and gloomily look in it,
As I shall at the--, when they cut up my book in it.

Well, here, after all the bad rhyme I've been spinning,
I've got back at last to my story's beginning:
Sitting there, as I say, in the shade of his mistress,
As dull as a volume of old Chester mysteries,

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A Free Green Grass Of Home Towards

(1)
Free To Freedom To Indenpendence To Demoracy
The bsae line is 'Free' in the sense of financial cases and socio-political
fields
Greem grass of free mind-sets
Free To Freedom To Indenpendence To Demoracy
The bsae line is 'Free' in the sense of financial cases and socio-political
fields
Greem grass of free mind-sets

(2)

Free To Freedom To Indenpendence To Demoracy
The bsae line is 'Free' in the sense of financial cases and socio-political
fields
Greem grass of free mind-sets

(3)

Free To Freedom To Indenpendence To Demoracy
The bsae line is 'Free' in the sense of financial cases and socio-political
fields
Greem grass of free mind-sets

(4)

Free To Freedom To Indenpendence To Demoracy
The bsae line is 'Free' in the sense of financial cases and socio-political
fields
Greem grass of free mind-sets

(5)


Free To Freedom To Indenpendence To Demoracy
The bsae line is 'Free' in the sense of financial cases and socio-political
fields
Greem grass of free mind-sets

(6)

Free To Freedom To Indenpendence To Demoracy
The bsae line is 'Free' in the sense of financial cases and socio-political
fields
Greem grass of free mind-sets

(7)

Free To Freedom To Indenpendence To Demoracy
The bsae line is 'Free' in the sense of financial cases and socio-political

[...] Read more

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