kelly english

The Countess of Lisburne (1926). Gerald Festus Kelly (English, 1879-1972). Oil on canvas. Ferens Art Gallery.

Kelly was educated at Cambridge University and studied drawing and painting in Paris, in the academic style of art. The painter Whistler was an early influence. Kelly gained a reputation as a technically accomplished exponent of academic portrait art. Here the Countess is depicted with leather bound books, writing materials, and figurines, suggesting that she was a well educated intellectual woman.

Davey and Jack are the mom friends

• Davey is probably more of a mom friend than Jack

• but Jack is the kind of mom that’s like

• “listen here boys, everything I do is because I love you but I’m nOt your real mother”

• “so don’t get cocky” *kisses their forehead*

• and Davey is like

• “I have accepted all of you as my legitimate children and I will take care of you now”

• “but don’t worry it’s my choice, I love every single one of you” *licks his finger and cleans some dirt off Romeo’s cheek*

• also, jack is part of Davey’s kids.

• but with his he’s more like

• “jack, you’re the big brother I shouldn’t be worrying this much about you.”

• but anyway

•the boys love their mom friends and enjoy being taken care of

•those little attention seekers

(not mad tho they deserve the attention)

Clarissa. Sir Gerald Festus Kelly (English, 1879-1972). Oil on canvas.

A large, original female portrait of Clarissa. It depicts actress Olive Groves as Clarissa in Lionel and Clarissa at the Lyric Thearte in Hammersmith in 1926. Given to Olive Groves in 1966 by Sir Gerald Festus Kelly PRA. It is a fine portrait which was exhibited at The Royal Academy in the late 1960’s.

in the shadows

Chuuya’s food source has been compromised again, and to make matters worse he’s being followed around by a very annoying guy who keeps begging Chuuya to kill him.

Author: TheGreatCatsby
Rating: Teen - Language: English - Words: 3,835 - Chapters: 1/1

oneshot, AU - Vampire, light angst

Notes: I really like the dynamic between Dazai and Chuuya and this fic. Both of them are not quite alive and not quite dead. The description of Chuuya as he slowly loses control helps to build the tension throughout the story. The contrast between Chuuya’s own negtive feelings towards what he is and Dazai’s morbid curiosity is interesting to read. It’s great to see how Dazai ends up being a friend to Chuuya, and sees the humanity left in him.

Read this fic on AO3

Dylan’s Creative Writing Story - Dylan’s English Teacher vs. Dylan’s Parents. Who is telling the truth?

Excerpt from the Columbine Report, 10401 – 10500, page 63

“Kelly [Dylan’s English teacher] stated that the paper did not mention the Trenchcoat Mafia but remembers that it was about a man arriving in a town with guns who kills the popular type kids. The end of the story portrays this man or implys that this man is a God  like figure. Kelly stated that it was very well written, “literary and ghastly.” She believes it was written in late February or early March of 1999. Kelly discussed the paper with Klebold stating its cruel and disturbing. She advised that Klebold replied that its just a story. She advised him she found it offensive. Kelly stated that she spoke to Klebold’s parents at length about him handling a disturbing story. Kelly stated that they did not seem worried and made a comment about trying to understand kids today. Kelly advised that her classroom is LA-8 (Language and Arts).”

Excerpt from “A Mother’s Reckoning: Living in the Aftermath of the Tragedy”

We sat down with Dylan’s English teacher next. She’d taught both of my sons, and I felt a comfortable familiarity with her. I was relieved to hear Dylan had turned in some missing assignments after she’d sent out the midterm report, and his grade had moved from a D to a B. His teacher also praised Dylan’s writing abilities. Tom and I were happily surprised. We’d always thought of Dylan as a math kid, and Byron as the son with the talent for language.

After this praise, the tone of the conversation shifted, and she told us Dylan had turned in a disturbing paper. (Tom remembers the word she used as shocking, because he wondered if it was a reference to sexual content.) We asked for details, but she only said the paper contained dark themes and some bad language. To illustrate the inappropriateness of Dylan’s composition, she told us about a paper Eric had written, from the first-person perspective of a bullet being shot from a gun. Eric’s story, she told us, could have been violent, but when it was read aloud the class was amused. Dylan’s story, on the other hand, was dark. It had no humor in it at all.

Her comments on the paper, which I did not see until a year later, read as follows: “I’m offended by your use of profanity. In class we had discussed the approach of using $!?* Also, I’d like to talk to you about your story before I give you a grade. You are an excellent writer/storyteller, but I have some problems with this one.”

During our conference, Tom asked, “Is this something we should be concerned about?” Dylan’s teacher said she thought it was under control. She’d asked Dylan to do a rewrite, and planned to show the original to Dylan’s guidance counselor. Since I never wanted to leave a meeting without an action plan, I asked, “So, one of you will call us if you think this is a problem?” She confirmed they would.

She did show the paper to Dylan’s counselor, who chided him about the language. I had the opportunity to meet with the counselor after the tragedy; he was understandably stricken by his failure to recognize an incipient threat. The professionals I have spoken with are divided on whether Dylan’s paper (and possibly Eric’s) would today qualify him for a screening in a public school system with a threat assessment protocol. It’s entirely possible that both would have gone unremarked: teenage boys often write disturbingly about guns and violence. True threat assessment, though, is all about assembling disparate clues to arrive at a full picture, and it’s likely that Dylan’s arrest, his suspension in junior year, and the disturbing paper would together have added up to a red flag.

We did not perceive the paper to be a red flag, though, and the events of the rest of the night contributed to diminish the relative importance of it. Since no one else was waiting to talk to the English teacher, we continued to visit with her. I mentioned a presentation I’d seen about the differences between Generations X and Y children. We chatted about the district’s language arts curriculum and one of the required reading books, A Prayer for Owen Meany.

Someone requested I make a masterlist of those who are Ashkenazi Jewish and over thirty. Some of these face claims could play young or older parents of others. Some might be able to get away with playing an early twenty year old. Be aware some of those listed are mixed race, however it will be mentioned what other ethnicity they are. This list is useful if ever you need a face claim who is of this ethnicity. To search for someone’s ethnicity if biracial, just press CTRL+F on your keyboard and search for that ethnicity.

Some may not have gif hunts, but that is just an incentive for someone to do one. I have not listed politicians, those who work behind the scenes in things, a businessperson and those who have died,

  • Ashkenazi Jewish -  A Jew of central or eastern European descent
  • Other ethnicity masterlists: Under 30 (Filipino, E Asian etc), over 30.

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Ellsworth Kelly, Colors for a Large Wall, 1951.