I got in the school band and the school choir. It all hit me like a ton of bricks, everything just came out. I played percussion for a while, and stayed after school forever just tinkering around with different things, the clarinets and the violins.
quote by Quincy Jones
Added by Veronica Serbanoiu
Comment! | Vote! | Copy!
Related quotes
Book Of The Duchesse
THE PROEM
I have gret wonder, be this lighte,
How that I live, for day ne nighte
I may nat slepe wel nigh noght,
I have so many an ydel thoght
Purely for defaute of slepe
That, by my trouthe, I take no kepe
Of no-thing, how hit cometh or goth,
Ne me nis no-thing leef nor loth.
Al is y-liche good to me --
Ioye or sorowe, wherso hyt be --
For I have feling in no-thinge,
But, as it were, a mased thing,
Alway in point to falle a-doun;
For sorwful imaginacioun
Is alway hoolly in my minde.
And wel ye wite, agaynes kynde
Hit were to liven in this wyse;
For nature wolde nat suffyse
To noon erthely creature
Not longe tyme to endure
Withoute slepe, and been in sorwe;
And I ne may, ne night ne morwe,
Slepe; and thus melancolye
And dreed I have for to dye,
Defaute of slepe and hevinesse
Hath sleyn my spirit of quiknesse,
That I have lost al lustihede.
Suche fantasies ben in myn hede
So I not what is best to do.
But men myght axe me, why soo
I may not slepe, and what me is?
But natheles, who aske this
Leseth his asking trewely.
My-selven can not telle why
The sooth; but trewely, as I gesse,
I holde hit be a siknesse
That I have suffred this eight yere,
And yet my bote is never the nere;
For ther is phisicien but oon,
That may me hele; but that is doon.
Passe we over until eft;
That wil not be, moot nede be left;
Our first matere is good to kepe.
So whan I saw I might not slepe,
Til now late, this other night,
Upon my bedde I sat upright
And bad oon reche me a book,
A romaunce, and he hit me took
[...] Read more
poem by Geoffrey Chaucer
Added by Poetry Lover
Comment! | Vote! | Copy!
Cleanness
Clannesse who so kyndly cowþe comende
& rekken vp alle þe resounz þat ho by ri3t askez,
Fayre formez my3t he fynde in for[þ]ering his speche
& in þe contrare kark & combraunce huge.
For wonder wroth is þe Wy3þat wro3t alle þinges
Wyth þe freke þat in fylþe fol3es Hym after,
As renkez of relygioun þat reden & syngen
& aprochen to hys presens & prestez arn called;
Thay teen vnto his temmple & temen to hym seluen,
Reken with reuerence þay rychen His auter;
Þay hondel þer his aune body & vsen hit boþe.
If þay in clannes be clos þay cleche gret mede;
Bot if þay conterfete crafte & cortaysye wont,
As be honest vtwyth & inwith alle fylþez,
Þen ar þay synful hemself & sulped altogeder
Boþe God & His gere, & hym to greme cachen.
He is so clene in His courte, þe Kyng þat al weldez,
& honeste in His housholde & hagherlych serued
With angelez enourled in alle þat is clene,
Boþ withine & withouten in wedez ful bry3t;
Nif he nere scoymus & skyg & non scaþe louied,
Hit were a meruayl to much, hit mo3t not falle.
Kryst kydde hit Hymself in a carp onez,
Þeras He heuened a3t happez & hy3t hem her medez.
Me mynez on one amonge oþer, as Maþew recordez,
Þat þus clanness vnclosez a ful cler speche:
Þe haþel clene of his hert hapenez ful fayre,
For he schal loke on oure Lorde with a bone chere';
As so saytz, to þat sy3t seche schal he neuer
Þat any vnclannesse hatz on, auwhere abowte;
For He þat flemus vch fylþe fer fro His hert
May not byde þat burre þat hit His body ne3en.
Forþy hy3not to heuen in haterez totorne,
Ne in þe harlatez hod, & handez vnwaschen.
For what vrþly haþel þat hy3honour haldez
Wolde lyke if a ladde com lyþerly attyred,
When he were sette solempnely in a sete ryche,
Abof dukez on dece, with dayntys serued?
Þen þe harlot with haste helded to þe table,
With rent cokrez at þe kne & his clutte traschez,
& his tabarde totorne, & his totez oute,
Oþer ani on of alle þyse, he schulde be halden vtter,
With mony blame ful bygge, a boffet peraunter,
Hurled to þe halle dore & harde þeroute schowued,
& be forboden þat bor3e to bowe þider neuer,
On payne of enprysonment & puttyng in stokkez;
& þus schal he be schent for his schrowde feble,
Þa3neuer in talle ne in tuch he trespas more.
& if vnwelcum he were to a worþlych prynce,
3et hym is þe hy3e Kyng harder in her euen;
[...] Read more
poem by Anonymous Americas
Added by Poetry Lover
Comment! | Vote! | Copy!
Steamheaters
She wants a love...
She can take into her arms.
Hold her with her charms.
And sing love songs,
To allure
And captivate!
Heating...
Without setting off the alarm!
He wants a love...
No other one has had.
When it is 'his' booty...
He likes it slow not fast!
And he's glad no one has had,
To touch his booty's ass!
If that has to happen,
He knew he would be sad!
And...
'What' they want...
Maybe a bit too soon.
They need more memory moments.
Before beginning to cast eyes on that 'fullmoon'!
As they lay naked on the basement floor...
Sighing and grinding in lovebird swoons!
'WHAT? '
Steamheaters drip...
Just 'getting it'!
They both are wet,
From the basement water!
Steamheaters kiss...
With sexiness.
He sucked her tits,
'Til her husband caught her,
With his best friend...
'getin' it! '
'Uh...
For clarification,
Will you say that again, please? '
You want it sung?
'No,
I just want it heard.
I may have misunderstood!
What I thought your blurted,
[...] Read more
poem by Lawrence S. Pertillar
Added by Poetry Lover
Comment! | Vote! | Copy!
A qui la faute?
Tu viens d'incendier la Bibliothèque ?
- Oui.
J'ai mis le feu là.
- Mais c'est un crime inouï !
Crime commis par toi contre toi-même, infâme !
Mais tu viens de tuer le rayon de ton âme !
C'est ton propre flambeau que tu viens de souffler !
Ce que ta rage impie et folle ose brûler,
C'est ton bien, ton trésor, ta dot, ton héritage
Le livre, hostile au maître, est à ton avantage.
Le livre a toujours pris fait et cause pour toi.
Une bibliothèque est un acte de foi
Des générations ténébreuses encore
Qui rendent dans la nuit témoignage à l'aurore.
Quoi! dans ce vénérable amas des vérités,
Dans ces chefs-d'oeuvre pleins de foudre et de clartés,
Dans ce tombeau des temps devenu répertoire,
Dans les siècles, dans l'homme antique, dans l'histoire,
Dans le passé, leçon qu'épelle l'avenir,
Dans ce qui commença pour ne jamais finir,
Dans les poètes! quoi, dans ce gouffre des bibles,
Dans le divin monceau des Eschyles terribles,
Des Homères, des jobs, debout sur l'horizon,
Dans Molière, Voltaire et Kant, dans la raison,
Tu jettes, misérable, une torche enflammée !
De tout l'esprit humain tu fais de la fumée !
As-tu donc oublié que ton libérateur,
C'est le livre ? Le livre est là sur la hauteur;
Il luit; parce qu'il brille et qu'il les illumine,
Il détruit l'échafaud, la guerre, la famine
Il parle, plus d'esclave et plus de paria.
Ouvre un livre. Platon, Milton, Beccaria.
Lis ces prophètes, Dante, ou Shakespeare, ou Corneille
L'âme immense qu'ils ont en eux, en toi s'éveille ;
Ébloui, tu te sens le même homme qu'eux tous ;
Tu deviens en lisant grave, pensif et doux ;
Tu sens dans ton esprit tous ces grands hommes croître,
Ils t'enseignent ainsi que l'aube éclaire un cloître
À mesure qu'il plonge en ton coeur plus avant,
Leur chaud rayon t'apaise et te fait plus vivant ;
Ton âme interrogée est prête à leur répondre ;
Tu te reconnais bon, puis meilleur; tu sens fondre,
Comme la neige au feu, ton orgueil, tes fureurs,
Le mal, les préjugés, les rois, les empereurs !
Car la science en l'homme arrive la première.
Puis vient la liberté. Toute cette lumière,
C'est à toi comprends donc, et c'est toi qui l'éteins !
Les buts rêvés par toi sont par le livre atteints.
[...] Read more
poem by Victor Hugo
Added by Poetry Lover
Comment! | Vote! | Copy!
Using Boot Camp
twink boot camp
twink camp
twink summer camps
twinks at camp pics
twinks camp
twinlakes camp florence ms
twinlow camp
twinlow camp idaho
twinlow umc summer camp
twinrocks friends boys camp
twinrocks friends camp
twinrocks friends twin camp
twins in concentration camps
twins spring training camp
twinsburg day camp
twinsburg day summer camp
twirl camp
twirling camps
twirling camps and texas
twisp horse camp
twisted wakeboard camp
twister baseball camp in torrington ct
twisters gymnastics camp in lakewood
twitchings holiday camp
twlight camp atlanta
two brothers lacrosse camp
two burner camp stove
two burner camp stoves
two can camp orlando fl
two cousins and camp hill pa
two cousins pizza camp hill
two cousins pizza camp hill pa
two day camp del valle
two day camp lake del valle
two day camp livermore
two dog lodge chalets vt
two door camp tent
two from tarzana escaped nazi camps
two girls in a camp
two harbors camp
two harbors camp ground
two lakes chalets
two lakes retreat chalets
two mountains camp nh
two person folding camp chairs
two rivers camp ground minnesota
two rivers camp tennesse
two rivers soccer camp
two rivers soccer camp tahoe
two room suite camp verde az
[...] Read more
poem by Caasder Fronds
Added by Poetry Lover
Comment! | Vote! | Copy!
Hit Me With A Rock
When I was a little boy
(when I was just a boy)
And my mother would call my name
(when I was just a boy)
Shed say I had to be in the house by seven
(when I was just a boy)
But Id stay out late at night
(when I was just a boy)
And when Id finally get back in
Oh, I know shed hit me, shed hit me
Shed sit me on her knees and whip me
Oh, shed hit me with a rock
Shed whip me with a rock, oh baby
Shed hit me (hit me with a rock)
Shed hit me, hit me, hit me, hit me
(hit me with a rock)
And when I was grown to be a man
(grown to be a man)
The minute the boss would call my name
(grown to be a man)
And say I had to be in the office by seven
(grown to be a man)
Im a constipated man
(grown to be a man)
And when Id finally get back in
Oh, my bossd hit me, hed hit me
Hed tie me to a chair and whip me
Oh hed hit me with a rock
Hed whip me with a rock, oh baby
Hed hit me (hit me with a rock)
Hed hit me, hit me, hit me, hit me
(hit me with a rock)
When I was grown to be president
(was the president)
The minute the congressd call my name
(was the president)
And said some papers had to be signed by thursday
(had to be signed by thursday)
Id fly away to pakistan
(was the president)
And the second that Id get back home
Oh, I know theyd hit me, theyd hit me
With leather and chains theyd whip me
Oh, theyd hit me with a rock
Theyd whip me with a rock, oh baby
Theyd hit me. (hit me with a rock)
Theyd hit me, hit me, hit me, hit me
(hit me with a rock)
Hit me, hit me, hit me
(hit me with a rock)
[...] Read more
song performed by Weird Al Yankovic
Added by Lucian Velea
Comment! | Vote! | Copy!
Turn The Beat Around (Def Classic Mix)
Turn it up, turn it up, turn it upside down
Turn it up, turn it up, turn it upside down
Turn it up, turn it up, turn it upside down
Turn it up, turn it up, turn it upside down
Turn the beat around
Love to hear the percussion
Turn it upside down
Love to hear the percussion
Love to hear it
Blow horns you sure sound pretty
Your violins keep movin' to the nitty gritty
When you hear the scratch of the guitars scratchin'
Then you'll know that rhythm carries all the action, so
Woah yeah
Turn the beat around
Love to hear the percussion
Turn it upside down
Love to hear the percussion
Love to hear it
Turn the beat around
Love to hear the percussion
Turn it upside down
Love to hear the percussion
Love to hear it
Flute player play your flute 'cause
I know that you want to get your thing off
But you see I've made up my mind about it
It's got to be the rhythm, no doubt about it, woah woah
'Cause when the guitar player start playing
With the syncopated rhythm, with the scratch, scratch, scratch
Makes me wanna move my body yeah, yeah, yeah
And when the drummer starts beating that beat
He nails that beat with the syncopated rhythm
With the rat, tat, tat, tat, tat, tat on the drums, hey
Turn the beat around
Love to hear the percussion
Turn it upside down
Love to hear the percussion
Love to hear it
Love to hear it
Love to hear it
Love to hear it
Turn it up, turn it up, turn it upside down
Turn it up, turn it up, turn it upside down
Turn it up, turn it up, turn it upside down
Turn it up, turn it up, turn it upside down
Turn the beat around
Love to hear the percussion
Turn it upside down
Love to hear the percussion
[...] Read more
song performed by Gloria Estefan
Added by Lucian Velea
Comment! | Vote! | Copy!
The Avowyng of Arthur
He that made us on the mulde,
And fair fourmet the folde,
Atte His will, as He wold,
The see and the sande,
Giffe hom joy that will here
Of dughti men and of dere,
Of haldurs that before us were,
That lifd in this londe.
One was Arther the Kinge,
Wythowtun any letting;
Wyth him was mony lordinge
Hardi of honde.
Wice and war ofte thay were,
Bold undur banere,
And wighte weppuns wold were,
And stifly wold stond.
This is no fantum ne no fabull;
Ye wote wele of the Rowun Tabull,
Of prest men and priveabull,
Was holdun in prise:
Chevetan of chivalry,
Kyndenesse and curtesy,
Hunting full warly,
As wayt men and wise.
To the forest thay fare
To hunte atte buk and atte bare,
To the herte and to the hare,
That bredus in the rise.
The King atte Carlele he lay;
The hunter cummys on a day -
Sayd, 'Sir, ther walkes in my way
A well grim gryse.
'He is a balefull bare -
Seche on segh I nevyr are:
He hase wroghte me mycull care
And hurte of my howundes,
Slayn hom downe slely
Wyth feghting full furcely.
Wasse ther none so hardi
Durste bide in his bandus.
On him spild I my spere
And mycull of my nothir gere.
Ther moue no dintus him dere,
Ne wurche him no wowundes.
He is masly made -
All offellus that he bade.
Ther is no bulle so brade
That in frith foundes.
[...] Read more
poem by Anonymous Olde English
Added by Poetry Lover
Comment! | Vote! | Copy!
University Of Central Florida Volleyball
universoty of fl youth summer camp
universtiy of cincinnati basketball camp
universtiy of colorado soccer camps
universtiy of louisville football traini
universtiy of utah summer camps
universtiy of washington basketball summ
universty of florida baseball camps
univerty of florida baseball camps
univesity of georgia basketball camp
univiersity of minnesota speech camp
unix certification training boot camp
unix or linux boot camp
unk basketball camp
unk basketball camps
unk loper youth basketball camps 2008
unk summer wrestling camp
unk wrestleing camp
unk wrestling camp
unk youth basketball camps
unk youth basketball camps 2008
unknown camp sites
unl basketball camp
unl equestrian camp
unl football camp
unl football camp 2007
unl football camps
unl forensics camp
unl forensics summer camp
unl speech camp
unl summer boys basketball camps
unl summer volleyball camps
unl swim camp
unl volleyball camp
unl volleyball camps
unl youth football camps 07
unlicensed day camp
unlimited enthusiasm camp jump and yell
unlv band camp
unlv baseball camp
unlv basketball camp
unlv basketball camps
unlv boys basketball camp
unlv football camp
unlv football camps
unlv girls basketball camp
unlv middle school band camp
unlv national youth camp
unlv soccer camps
unlv summer camps for s
unlv summer football camp 2008
[...] Read more
poem by Caasder Fronds
Added by Poetry Lover
Comment! | Vote! | Copy!
Two Different Worlds
You know I dont understand why you treat me like this
Its almost like you feel like youre from two different worlds
well, we are todd I dont think so
You should have a listen to me right now
I can feel it now baby I can feel it now, I can feel that
Even though youre a queen and Im only a prince
I felt the magical between us ever since
The first time that I laid eyes on you
I want you to be my girl, so I can hold you
Caress you and let you know that I love you
And day by day my love grows
Heres where I stand, I gotta be your man
I dont care if were from two different worlds
But were from
Two different, two different, were from two different worlds
Two different, two different worlds
I dont understand the way you feel
But its just a dream and it could never be real
So face to face I cant love you
Were from two, different worlds
Two different, two different, were from two different worlds
Two different, two different worlds
Man things are different, birds and bees
Flowers and trees, you and me
But it really doesnt matter, it makes us stronger
Theres more to talk about, well be together longer
Trustin me, have faith in my love
It goes so deep, girl youre so sweet
As a matter of fact, I want you for my wife
Please be a part of my life
I cant believe you wont give up
Your love is strong but boy, so what so what
You cant love me, I cant love you
Were from two, different worlds it doesnt matter
Two different, two different two different,
Were from two different worlds i dont care
Two different so what two different worlds
It could never make a difference in my heart
it could never make a difference
Never could keep us apart
Hold on hold on who cares what the world is sayin?
i do my love goes so deep, mmm, baby hold on
I know baby, lets take it to the climax
Two different, two different two different so different
Were from two different worlds i dont care
Two different so what, two different worlds
So whats it gonna be, you wanna be with me?
I wanna be witchu, my love is true
All you gotta do is get into love
Its like a blessin in disguise, sent from up above
[...] Read more
song performed by LL Cool J
Added by Lucian Velea
Comment! | Vote! | Copy!
Reminders
Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As word
s confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.
song performed by Feeder
Added by Lucian Velea
Comment! | Vote! | Copy!
Le Mendiant
C'était quand le printemps a reverdi les prés.
La fille de Lycus, vierge aux cheveux dorés,
Sous les monts Achéens, non loin de Cérynée,
Errait à l'ombre, aux bords du faible et pur Crathis,
Car les eaux du Crathis, sous des berceaux de frêne,
Entouraient de Lycus le fertile domaine.
Soudain, à l'autre bord,
Du fond d'un bois épais, un noir fantôme sort,
Tout pâle, demi-nu, la barbe hérissée:
Il remuait à peine une lèvre glacée,
Des hommes et des dieux implorait le secours,
Et dans la forêt sombre errait depuis deux jours;
Il se traîne, il n'attend qu'une mort douloureuse;
Il succombe. L'enfant, interdite et peureuse,
A ce hideux aspect sorti du fond des bois,
Veut fuir; mais elle entend sa lamentable voix.
Il tend les bras, il tombe à genoux; il lui crie
Qu'au nom de tous les dieux il la conjure, il prie,
Et qu'il n'est point à craindre, et qu'une ardente faim
L'aiguillonne et le tue, et qu'il expire enfin.
'Si, comme je le crois, belle dès ton enfance,
C'est le dieu de ces eaux qui t'a donné naissance,
Nymphe, souvent les voeux des malheureux humains
Ouvrent des immortels les bienfaisantes mains,
Ou si c'est quelque front porteur d'une couronne
Qui te nomme sa fille et te destine au trône,
Souviens-toi, jeune enfant, que le ciel quelquefois
Venge les opprimés sur la tête des rois.
Belle vierge, sans doute enfant d'une déesse,
Crains de laisser périr l'étranger en détresse:
L'étranger qui supplie est envoyé des dieux.'
Elle reste. A le voir, elle enhardit ses yeux,
. . . . . . . . et d'une voix encore
Tremblante: 'Ami, le ciel écoute qui l'implore.
Mais ce soir, quand la nuit descend sur l'horizon,
Passe le pont mobile, entre dans la maison;
J'aurai soin qu'on te laisse entrer sans méfiance.
Pour la douzième fois célébrant ma naissance,
Mon père doit donner une fête aujourd'hui.
Il m'aime, il n'a que moi: viens t'adresser à lui,
C'est le riche Lycus. Viens ce soir; il est tendre,
Il est humain: il pleure aux pleurs qu'il voit répandre.'
Elle achève ces mots, et, le coeur palpitant,
S'enfuit; car l'étranger sur elle, en l'écoutant,
Fixait de ses yeux creux l'attention avide.
Elle rentre, cherchant dans le palais splendide
L'esclave près de qui toujours ses jeunes ans
[...] Read more
poem by Andre Marie de Chenier
Added by Poetry Lover
Comment! | Vote! | Copy!
Patience
Pacience is a poynt, þa33e,
& quo for þro may no3t þole, þe þikker he sufferes.
&Thorn;en is better to abyde þe bur vmbestoundes
&Thorn;en ay þrow forth my þro, þa33e masse,
How Mathew melede þat his Mayster His meyny con teche.
A3t happes He hem hy3t & vcheon a mede,
Sunderlupes, for hit dissert, vpon a ser wyse:
Thay arn happen þat han in hert pouerte,
For hores is þe heuen-ryche to holde for euer;
&Thorn;ay ar happen also þat haunte mekenesse,
For þay schal welde þis worlde & alle her wylle haue;
Thay ar happen also þat for her harme wepes,
For þay schal comfort encroche in kythes ful mony;
&Thorn;ay ar happen also þat hungeres after ry3t,
For þay schal frely be refete ful of alle gode;
Thay ar happen also þat han in hert rauþe,
For mercy in alle maneres her mede schal worþe;
&Thorn;ay ar happen also þat arn of hert clene,
For þay her Sauyour in sete schal se with her y3en;
Thay ar happen also þat halden her pese,
For þay þe gracious Godes sunes schal godly be called;
&Thorn;ay ar happen also þat con her hert stere,
For hores is þe heuen-ryche, as I er sayde.
These arn þe happes alle a3t þat vus bihy3t weren,
If we þyse ladyes wolde lof in lyknyng of þewes:
Dame Pouert, Dame Pitee, Dame Penaunce þe þrydde,
Dame Mekenesse, Dame Mercy, & miry Clannesse,
& þenne Dame Pes, & Pacyence put in þerafter.
He were happen þat hade one; alle were þe better.
Bot [s]yn I am put to a poynt þat pouerte hatte,
I schal me poruay pacyence & play me with boþe,
For in þe tyxte þere þyse two arn in teme layde,
Hit arn fettled in on forme, þe forme & þe laste,
& by quest of her quoyntyse enquylen on mede.
& als, in myn vpynyoun, hit arn of on kynde:
For þeras pouert hir proferes ho nyl be put vtter,
Bot lenge wheresoeuer hir lyst, lyke oþer greme;
& þereas pouert enpresses, þa33tloker hit lyke & her lotes prayse,
&Thorn;enne wyþer wyth & be wroth & þe wers haue.
3if me be dy3t a destyne due to haue,
What dowes me þe dedayn, oþer dispit make?
Oþer 3if my lege lorde lyst on lyue me to bidde
Oþer to ryde oþer to renne to Rome in his ernde,
What grayþed me þe grychchyng bot grame more seche?
Much 3if he me ne made, maugref my chekes,
& þenne þrat moste I þole & vnþonk to mede,
&Thorn;e had bowed to his bode bongre my hyure.
Did not Jonas in Jude suche jape sumwhyle?
To sette hym to sewrte, vnsounde he hym feches.
Wyl 3e tary a lyttel tyne & tent me a whyle,
[...] Read more
poem by Anonymous Americas
Added by Poetry Lover
Comment! | Vote! | Copy!
God Needs Antonio
Your soul was lifted by the wings today
Hearing the master of the violin:
You praised him, praised the great Sabastian too
Who made that fine Chaconne; but did you think
Of old Antonio Stradivari?--him
Who a good century and a half ago
Put his true work in that brown instrument
And by the nice adjustment of its frame
Gave it responsive life, continuous
With the master's finger-tips and perfected
Like them by delicate rectitude of use.
That plain white-aproned man, who stood at work
Patient and accurate full fourscore years,
Cherished his sight and touch by temperance,
And since keen sense is love of perfectness
Made perfect violins, the needed paths
For inspiration and high mastery.
No simpler man than he; he never cried,
"why was I born to this monotonous task
Of making violins?" or flung them down
To suit with hurling act well-hurled curse
At labor on such perishable stuff.
Hence neighbors in Cremona held him dull,
Called him a slave, a mill-horse, a machine.
Naldo, a painter of eclectic school,
Knowing all tricks of style at thirty-one,
And weary of them, while Antonio
At sixty-nine wrought placidly his best,
Making the violin you heard today--
Naldo would tease him oft to tell his aims.
"Perhaps thou hast some pleasant vice to feed-
the love of louis d'ors in heaps of four,
Each violin a heap--I've naught to blame;
My vices waste such heaps. But then, why work
With painful nicety?"
Antonio then:
"I like the gold--well, yes--but not for meals.
And as my stomach, so my eye and hand,
And inward sense that works along with both,
Have hunger that can never feed on coin.
Who draws a line and satisfies his soul,
Making it crooked where it should be straight?
Antonio Stradivari has an eye
That winces at false work and loves the true."
Then Naldo: "'Tis a petty kind of fame
At best, that comes of making violins;
And saves no masses, either. Thou wilt go
[...] Read more
poem by George Eliot
Added by Veronica Serbanoiu
Comment! | Vote! | Copy!
Anelida and Arcite
Thou ferse god of armes, Mars the rede,
That in the frosty contre called Trace,
Within thy grisly temple ful of drede
Honoured art as patroun of that place;
With thy Bellona, Pallas, ful of grace,
Be present and my song contynue and guye;
At my begynnyng thus to the I crye.
For hit ful depe is sonken in my mynde,
With pitous hert in Englyssh to endyte
This olde storie, in Latyn which I fynde,
Of quene Anelida and fals Arcite,
That elde, which that al can frete and bite,
As hit hath freten mony a noble storie,
Hath nygh devoured out of oure memorie.
Be favorable eke, thou Polymya,
On Parnaso that with thy sustres glade,
By Elycon, not fer from Cirrea,
Singest with vois memorial in the shade,
Under the laurer which that may not fade,
And do that I my ship to haven wynne.
First folowe I Stace, and after him Corynne.
The Story.
Iamque domos patrias Cithice post aspera gentis
Prelia laurigero subeunte Thesea curru
Letifici plausus missusque ad sidera vulgi
When Theseus with werres longe and grete
The aspre folk of Cithe had overcome,
With laurer corouned, in his char gold-bete,
Hom to his contre-houses is he come,
For which the peple, blisful al and somme,
So cry{:e}den that to the sterres hit wente,
And him to honouren dide al her entente.
Beforn this duk, in signe of victorie,
The trompes come, and in his baner large
The ymage of Mars, and in tokenyng of glorie
Men myghte sen of tresour many a charge,
Many a bright helm, and many a spere and targe,
Many a fresh knyght, and many a blysful route,
On hors, on fote, in al the feld aboute.
Ipolita his wif, the hardy quene
Of Cithia, that he conquered hadde,
With Emelye her yonge suster shene,
[...] Read more
poem by Geoffrey Chaucer
Added by Poetry Lover
Comment! | Vote! | Copy!
The Parliament Of Fowles
Here begynyth the Parlement of Foulys
THE PROEM
The lyf so short, the craft so long to lerne,
Thassay so hard, so sharp the conquering,
The dredful Ioy, that alwey slit so yerne,
Al this mene I by love, that my feling
Astonyeth with his wonderful worching
So sore y-wis, that whan I on him thinke,
Nat wot I wel wher that I wake or winke.
For al be that I knowe nat love in dede,
Ne wot how that he quyteth folk hir hyre,
Yet happeth me ful ofte in bokes rede
Of his miracles, and his cruel yre;
Ther rede I wel he wol be lord and syre,
I dar not seyn, his strokes been so sore,
But God save swich a lord! I can no more.
Of usage, what for luste what for lore,
On bokes rede I ofte, as I yow tolde.
But wherfor that I speke al this? not yore
Agon, hit happed me for to beholde
Upon a boke, was write with lettres olde;
And ther-upon, a certeyn thing to lerne,
The longe day ful faste I radde and yerne.
For out of olde feldes, as men seith,
Cometh al this newe corn fro yeer to yere;
And out of olde bokes, in good feith,
Cometh al this newe science that men lere.
But now to purpos as of this matere --
To rede forth hit gan me so delyte,
That al the day me thoughte but a lyte.
This book of which I make of mencioun,
Entitled was al thus, as I shal telle,
`Tullius of the dreme of Scipioun.';
Chapitres seven hit hadde, of hevene and helle,
And erthe, and soules that therinnr dwelle,
Of whiche, as shortly as I can hit trete,
Of his sentence I wol you seyn the grete.
First telleth hit, whan Scipion was come
In Afrik, how he mette Massinisse,
That him for Ioye in armes hath y nome.
Than telleth hit hir speche and al the blisse
That was betwix hem, til the day gan misse;
And how his auncestre, African so dere,
[...] Read more
poem by Geoffrey Chaucer
Added by Poetry Lover
Comment! | Vote! | Copy!
La chance
En tes rêves, en tes pensées,
En ta main souple, en ton bras fort,
En chaque élan tenace où s'exerce ton corps
La chance active est ramassée.
Dis, la sens-tu, prête à bondir
Jusques au bout de ton désir ?
La sens-tu qui t'attend, et te guette et s'entête
A éprouver quand même, et toujours, et encor
Pour ton courage et pour ton réconfort
Le sort ?
Ceux qui confient aux flots et leurs biens et leurs vies
N'ignorent pas qu'elle dévie
De tout chemin trop régulier ;
Ils se gardent de la lier
Avec des liens trop durs au mât de leur fortune ;
Ils savent tous que, pareille à la lune,
Elle s'éclaire et s'obscurcit à tout moment
Et qu'il faut en aimer la joie et le tourment.
En tes rêves, en tes pensées,
En ta main souple, en ton bras fort,
En chaque élan tenace où s'exerce ton corps
La chance active est ramassée.
Et tu l'aimes d'autant qu'elle est risque et danger,
Que balançant l'espoir comme un levier léger
Elle va, vient et court au long d'un fil qui danse.
Il n'importe que le calcul et la prudence
Te soient chemins plus sûrs pour approcher du but.
Tu veux l'effort ardent qui ne biffe et n'exclut
Aucune affre crédule au seuil de la victoire
Et tu nourris ainsi comme malgré toi
Ce qui demeure encor de ton ancienne foi
En ton vieux coeur contradictoire.
La chance est comme un bond qui s'ajoute à l'élan
Et soudain le redresse au moment qu'il s'affaisse.
Elle règne au delà, de la stricte sagesse
Et de l'ordre précis, minutieux et lent.
Elle est force légère et sa présence allie
On ne sait quelle intense et subtile folie
Au travail ponctuel et chercheur des cerveaux.
Elle indique d'un coup le miracle nouveau.
Les hommes que la gloire aux clairs destins convie
Ont tous, gràce à son aide, incendié leur vie
De la flamme volante et rouge des exploits.
Ils ont crié que la fortune était leur droit
Et l'ont crié si fort qu'ils ont fini par croire
[...] Read more
poem by Emile Verhaeren
Added by Poetry Lover
Comment! | Vote! | Copy!
The Impact Of Poverty On Education
THE IMPACT OF POVERTY ON EDUCATION.
INTRODUCTION
There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.
Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.
Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’
METHODOLOGY
The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.
RESULTS
Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.
Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.
We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .
In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.
In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.
Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.
Negative impacts of poverty on education
Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.
Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.
Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.
This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.
It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.
As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.
In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .
In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.
In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.
[...] Read more
poem by Innocent Masina Nkhonyo
Added by Poetry Lover
Comment! | Vote! | Copy!
Allegany Camp
amazing grace circus camp
amazing grace day camp
amazing grace hallelujah jeremy camp
amazing grace jeremy camp
amazing love jeremy camp
amazing place chalet pigeon forge
amazing race church camp
amazing race games for camps
amazing race girl scout camp
amazon camp dutch lodge oven
amazon camp in sweetwater missouri
amazon cast iron dutch lodge camp
amazon dutch oven camp
amazon lodge dutch oven camp
ambassador camp at lake waccamaw nc
ambassador camp inc
ambassador chalet
ambassador chalet at doral
ambassador chalet wgc
amber bowers
amber camp lazlo
amber pow camp
amberg germany dp camp
ambition camp hockey pro
ambler baseball camp
ambleside scotland school camp
ambon pow camp
ambor island pow camp
ambor pow camp
ambulance bower
amc camp dodge
amc camp movie summer
amc camp summer theater
amc little lyford camps
amc movie camp
amc movie camps
amc north west camp bear mountain
amc pinkham notch camp
amc summer camp for s
amc summer camp for s 2007
amc summer camp movies
amc summer movie camp
amc summer movie camp 2007
amc summer movie camp 2008
amc summer movie camp arlington
amc summer movie camp ontario california
amc theater camp hill
amc theatres summer camp
amcmovie camps
amelia earhart in japanese war camp
[...] Read more
poem by Rwetewrt Erwtwer
Added by Poetry Lover
Comment! | Vote! | Copy!
The Vision of Don Roderick
Introduction.
I.
Lives there a strain, whose sounds of mounting fire
May rise distinguished o'er the din of war;
Or died it with yon Master of the Lyre
Who sung beleaguered Ilion's evil star?
Such, WELLINGTON, might reach thee from afar,
Wafting its descant wide o'er Ocean's range;
Nor shouts, nor clashing arms, its mood could mar,
All, as it swelled 'twixt each loud trumpet-change,
That clangs to Britain victory, to Portugal revenge!
II.
Yes! such a strain, with all o'er-pouring measure,
Might melodise with each tumultuous sound
Each voice of fear or triumph, woe or pleasure,
That rings Mondego's ravaged shores around;
The thundering cry of hosts with conquest crowned,
The female shriek, the ruined peasant's moan,
The shout of captives from their chains unbound,
The foiled oppressor's deep and sullen groan,
A Nation's choral hymn, for tyranny o'erthrown.
III.
But we, weak minstrels of a laggard day
Skilled but to imitate an elder page,
Timid and raptureless, can we repay
The debt thou claim'st in this exhausted age?
Thou givest our lyres a theme, that might engage
Those that could send thy name o'er sea and land,
While sea and land shall last; for Homer's rage
A theme; a theme for Milton's mighty hand -
How much unmeet for us, a faint degenerate band!
IV.
Ye mountains stern! within whose rugged breast
The friends of Scottish freedom found repose;
Ye torrents! whose hoarse sounds have soothed their rest,
Returning from the field of vanquished foes;
Say, have ye lost each wild majestic close
That erst the choir of Bards or Druids flung,
What time their hymn of victory arose,
And Cattraeth's glens with voice of triumph rung,
And mystic Merlin harped, and grey-haired Llywarch sung?
V.
Oh! if your wilds such minstrelsy retain,
As sure your changeful gales seem oft to say,
When sweeping wild and sinking soft again,
[...] Read more
poem by Sir Walter Scott
Added by Poetry Lover
Comment! | Vote! | Copy!