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When you lack expert knowledge in a field, and you can't understand the peculiarities of the words, it is better to keep your mouth shut. The risk of appearing ridiculous is directly proportional to the number of words you utter.

Paulo Coelho in interview in Época Magazine (1990), translated by Dan Costinaş
Added by Dan Costinaş
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Baby Blues

(bth australian version)
I wonder whats happening to me
Things are changing so dramatically
Ill search for you, youre not really there
Still I wonder knowing that you do care
I shut up, I shut up, I shut up, I shut up
I shut up, I shut up, I shut up now
I shut up, I shut up, I shut up, I shut up
I shut up, I shut up, I shut up now
I shut up now, I shut up now
I shut up now, I shut up now
He is the best thing to come my way
Perfect picture baby blues in my day
He is the best thing to come around
Sleeping in his cradle safe and sound
I shut up, I shut up, I shut up, I shut up
I shut up, I shut up, I shut up now
I shut up, I shut up, I shut up, I shut up
I shut up, I shut up, I shut up now
I shut up now, I shut up now
I shut up now, I shut up now
Baby blues, baby blues
Baby blues, baby blues
Baby baby, baby blues
Baby baby, baby blues
Sha la la, sha la la, sha la la, sha la la
Sha la la, sha la la, sha la la, sha la la
Sha la la, sha la la, sha la la, sha la la
Sha la la, sha la la, sha la la, sha la la
Sha la la, sha la la, sha la la, sha la la
Sha la la, sha la la, sha la la, sha la la

song performed by Cranberries
Added by Lucian Velea
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Crystal Ball

Expert lover, my baby
U ever had a crystal ball?
Expert lover, my baby
U ever had a crystal ball?
Ooh, expert lover, my baby
Ever had a crystal ball?
Expert lover, my baby
U ever had a crystal ball?
As bombs explode around us and hate advances on the right
The only thing that matters, baby, is the love that we make 2night
As little babies in make-up terrorize the western world
The only thing that matters, baby, is love between a boy and girl
Oh, expert lover, my baby
U ever had a crystal ball?
Undercover, no maybe
All 4 fun and fun 4 all
I cant remember my babys voice cuz she aint talkin no more
Only the sound of love and prayer echo from the yellow floor,
Yellow floor
Huh, shes sayin c dear jesus, save us from temptation
Dear jesus, save us from hell
Save us from the madness that threatens us all
Can u hear us? its hard 2 tell
In your name we pray
Expert lover, my baby
Ever had a crystal ball?
Undercover, no maybe
All 4 fun, fun 4 all
As soldiers draw swords of sorrow
My baby draws pictures of sex (yes, she does)
All over the walls in graphic detail - sex!
Everybody say it now
Expert lover, huh, my baby
Ever had a crystal ball?
Under undercover, ha, no maybe
All 4 fun and fun 4 all
Rip it, ouch! uh
Expert lover, my baby
Ever had a crystal ball?
Uh, expert lover, my baby (my baby)
Ever had a crystal ball?
Crystal ball
Expert
My baby, my baby, my baby, my baby
Kiss me, lick me, trick me, whoa!
Oh yeah, yeah
Come on, come on, come on, wont u come on?
Expert lover, huh, my baby
Have u ever had a crystal ball?
Dont u wanna?

[...] Read more

song performed by Prince
Added by Lucian Velea
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VI. Giuseppe Caponsacchi

Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Paradise Lost: Book 09

No more of talk where God or Angel guest
With Man, as with his friend, familiar us'd,
To sit indulgent, and with him partake
Rural repast; permitting him the while
Venial discourse unblam'd. I now must change
Those notes to tragick; foul distrust, and breach
Disloyal on the part of Man, revolt,
And disobedience: on the part of Heaven
Now alienated, distance and distaste,
Anger and just rebuke, and judgement given,
That brought into this world a world of woe,
Sin and her shadow Death, and Misery
Death's harbinger: Sad talk!yet argument
Not less but more heroick than the wrath
Of stern Achilles on his foe pursued
Thrice fugitive about Troy wall; or rage
Of Turnus for Lavinia disespous'd;
Or Neptune's ire, or Juno's, that so long
Perplexed the Greek, and Cytherea's son:

If answerable style I can obtain
Of my celestial patroness, who deigns
Her nightly visitation unimplor'd,
And dictates to me slumbering; or inspires
Easy my unpremeditated verse:
Since first this subject for heroick song
Pleas'd me long choosing, and beginning late;
Not sedulous by nature to indite
Wars, hitherto the only argument
Heroick deem'd chief mastery to dissect
With long and tedious havock fabled knights
In battles feign'd; the better fortitude
Of patience and heroick martyrdom
Unsung; or to describe races and games,
Or tilting furniture, imblazon'd shields,
Impresses quaint, caparisons and steeds,
Bases and tinsel trappings, gorgeous knights
At joust and tournament; then marshall'd feast
Serv'd up in hall with sewers and seneshals;
The skill of artifice or office mean,
Not that which justly gives heroick name
To person, or to poem. Me, of these
Nor skill'd nor studious, higher argument
Remains; sufficient of itself to raise
That name, unless an age too late, or cold
Climate, or years, damp my intended wing
Depress'd; and much they may, if all be mine,
Not hers, who brings it nightly to my ear.
The sun was sunk, and after him the star
Of Hesperus, whose office is to bring

[...] Read more

poem by John Milton
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Self Is Grand Mother Of All!

Knowledge is mother of fear,
minion of mother,
Understands what is fear,
Knowledge of pain,
Knowledge of failure,
knowledge of action and reaction
and when grown up,
becomes minion of fears!

Soul in the growing body,
knowledge becomes mother of fear,
May be pain of a fall,
Or a bite of ants or wasps,
knowledge of things around us is mother of fear!

Knowledge of own capabilities and inabilities,
Knowledge of bondage and faults,
Old age and death,
knowledge of pain
strain,
failure or insult,
knowledge of fall is mother of all fears!

Body, mind and intelligence,
When glows with knowledge of world,
Every thought and action,
Orbits around unknown fear,
Spinning or rotating around axis of fear,
its cute pet name is carefullness!

Paradoxically,
Fear is mother of all Knowledge,
Fear of fall,
Makes one carefull on walk,
Fear of consequences,
Makes one to think right,
act right or walk straight,
Fear is mother of all Knowledge,
Takes one above the plane,
or takes one to man of knowledge,
Make one polite and flexible,
fear of death makes one to think of eternal,
Fear of law, may be law of land,
Law of divine or law of nature is mother of knowledge,
Everyone is comes with lesson,
Either to teach or to learn,
Every fear of consequences is mother of all Knowledge divine!

Fear of flaws of own,
or flaws in human laws is mother of all Knowledge!

[...] Read more

poem by Ramdas Bhandarkar
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Gareth And Lynette

The last tall son of Lot and Bellicent,
And tallest, Gareth, in a showerful spring
Stared at the spate. A slender-shafted Pine
Lost footing, fell, and so was whirled away.
'How he went down,' said Gareth, 'as a false knight
Or evil king before my lance if lance
Were mine to use--O senseless cataract,
Bearing all down in thy precipitancy--
And yet thou art but swollen with cold snows
And mine is living blood: thou dost His will,
The Maker's, and not knowest, and I that know,
Have strength and wit, in my good mother's hall
Linger with vacillating obedience,
Prisoned, and kept and coaxed and whistled to--
Since the good mother holds me still a child!
Good mother is bad mother unto me!
A worse were better; yet no worse would I.
Heaven yield her for it, but in me put force
To weary her ears with one continuous prayer,
Until she let me fly discaged to sweep
In ever-highering eagle-circles up
To the great Sun of Glory, and thence swoop
Down upon all things base, and dash them dead,
A knight of Arthur, working out his will,
To cleanse the world. Why, Gawain, when he came
With Modred hither in the summertime,
Asked me to tilt with him, the proven knight.
Modred for want of worthier was the judge.
Then I so shook him in the saddle, he said,
"Thou hast half prevailed against me," said so--he--
Though Modred biting his thin lips was mute,
For he is alway sullen: what care I?'

And Gareth went, and hovering round her chair
Asked, 'Mother, though ye count me still the child,
Sweet mother, do ye love the child?' She laughed,
'Thou art but a wild-goose to question it.'
'Then, mother, an ye love the child,' he said,
'Being a goose and rather tame than wild,
Hear the child's story.' 'Yea, my well-beloved,
An 'twere but of the goose and golden eggs.'

And Gareth answered her with kindling eyes,
'Nay, nay, good mother, but this egg of mine
Was finer gold than any goose can lay;
For this an Eagle, a royal Eagle, laid
Almost beyond eye-reach, on such a palm
As glitters gilded in thy Book of Hours.
And there was ever haunting round the palm
A lusty youth, but poor, who often saw

[...] Read more

poem by Alfred Lord Tennyson
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Give Your Heart To The Hawks

1 he apples hung until a wind at the equinox,

That heaped the beach with black weed, filled the dry grass

Under the old trees with rosy fruit.

In the morning Fayne Fraser gathered the sound ones into a

basket,

The bruised ones into a pan. One place they lay so thickly
She knelt to reach them.

Her husband's brother passing
Along the broken fence of the stubble-field,
His quick brown eyes took in one moving glance
A little gopher-snake at his feet flowing through the stubble
To gain the fence, and Fayne crouched after apples
With her mop of red hair like a glowing coal
Against the shadow in the garden. The small shapely reptile
Flowed into a thicket of dead thistle-stalks
Around a fence-post, but its tail was not hidden.
The young man drew it all out, and as the coil
Whipped over his wrist, smiled at it; he stepped carefully
Across the sag of the wire. When Fayne looked up
His hand was hidden; she looked over her shoulder
And twitched her sunburnt lips from small white teeth
To answer the spark of malice in his eyes, but turned
To the apples, intent again. Michael looked down
At her white neck, rarely touched by the sun,
But now the cinnabar-colored hair fell off from it;
And her shoulders in the light-blue shirt, and long legs like a boy's
Bare-ankled in blue-jean trousers, the country wear;
He stooped quietly and slipped the small cool snake
Up the blue-denim leg. Fayne screamed and writhed,
Clutching her thigh. 'Michael, you beast.' She stood up
And stroked her leg, with little sharp cries, the slender invader
Fell down her ankle.

Fayne snatched for it and missed;

Michael stood by rejoicing, his rather small

Finely cut features in a dance of delight;

Fayne with one sweep flung at his face

All the bruised and half-spoiled apples in the pan,

[...] Read more

poem by Robinson Jeffers
Added by Poetry Lover
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If It's Love!

It's important that unshown love,
Comes directly shown from you.
To say it...
Doesn't make,
That-love-be-true!

It's important that unshown love,
Is a thing one wants to do...
Just to prove what is said,
Is absolutely true.

A hug,
And maybe a kiss.
A touch,
That has been missed.
A show of thoughtfulness...
Can go a very long distance.

A call,
Every once in a while...
Will go further than a mile.
If love is there to be shared...
Show someone they are cared for!
And doubts will come no more.

It's important that unshown love,
Comes directly shown from you.
To say it...
Doesn't make,
That-love-be-true!

It's important it's directly shown,
If it's love.
Yes!

It's important it's directly shown,
If it's love.
Yes!

It's important it's directly shown.
It's important it's directly shown.
It's important it's directly shown,
If it's love!

It shoos a boo-hooin'...
Known.

It's important it's directly shown.
It's important it's directly shown.
It's important it's directly shown,

[...] Read more

poem by Lawrence S. Pertillar
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Lining Track

This song was first released on the all aboard! album. it is the only album it has been released on.
Mo boys, is you right
Done got it right
All I hate about linin track
These ol boys are gonna break my back
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
See eloise gonna line em track
Down in the holler below the fleld
Angels working on the chariot wheel
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
See eloise gonna line em track
Mary and the babe was a sittin in the shade
Thinking on the money that I aint made
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
See eloise gonna line em track
Moses stood on the red sea shore
Gotta batten down the waves with a 2 by 4
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
See eloise gonna line em track
Now if I could I surely would
Stand on the rock where moses stood
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
See eloise gonna line em track
Matthew, mark, luke and john
All them disciples dead and gone
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
See eloise gonna line em track
Mo boys, is you right
Done got it right
All I hate about lining track
These ol boys about to break my back
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
See eloise gonna line em track
Words and music by huddie ledbetter

song performed by John Denver
Added by Lucian Velea
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Pharsalia - Book VII: The Battle

Ne'er to the summons of the Eternal laws
More slowly Titan rose, nor drave his steeds,
Forced by the sky revolving, up the heaven,
With gloomier presage; wishing to endure
The pangs of ravished light, and dark eclipse;
And drew the mists up, not to feed his flames,
But lest his light upon Thessalian earth
Might fall undimmed.

Pompeius on that morn,
To him the latest day of happy life,
In troubled sleep an empty dream conceived.
For in the watches of the night he heard
Innumerable Romans shout his name
Within his theatre; the benches vied
To raise his fame and place him with the gods;
As once in youth, when victory was won
O'er conquered tribes where swift Iberus flows,
And where Sertorius' armies fought and fled,
The west subdued, with no less majesty
Than if the purple toga graced the car,
He sat triumphant in his pure white gown
A Roman knight, and heard the Senate's cheer.
Perhaps, as ills drew near, his anxious soul,
Shunning the future wooed the happy past;
Or, as is wont, prophetic slumber showed
That which was not to be, by doubtful forms
Misleading; or as envious Fate forbade
Return to Italy, this glimpse of Rome
Kind Fortune gave. Break not his latest sleep,
Ye sentinels; let not the trumpet call
Strike on his ear: for on the morrow's night
Shapes of the battle lost, of death and war
Shall crowd his rest with terrors. Whence shalt thou
The poor man's happiness of sleep regain?
Happy if even in dreams thy Rome could see
Once more her captain! Would the gods had given
To thee and to thy country one day yet
To reap the latest fruit of such a love:
Though sure of fate to come! Thou marchest on
As though by heaven ordained in Rome to die;
She, conscious ever of her prayers for thee
Heard by the gods, deemed not the fates decreed
Such evil destiny, that she should lose
The last sad solace of her Magnus' tomb.
Then young and old had blent their tears for thee,
And child unbidden; women torn their hair
And struck their bosoms as for Brutus dead.
But now no public woe shall greet thy death
As erst thy praise was heard: but men shall grieve

[...] Read more

poem by Marcus Annaeus Lucanus
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The Aeneid of Virgil: Book 11

SCARCE had the rosy Morning rais’d her head
Above the waves, and left her wat’ry bed;
The pious chief, whom double cares attend
For his unburied soldiers and his friend,
Yet first to Heav’n perform’d a victor’s vows: 5
He bar’d an ancient oak of all her boughs;
Then on a rising ground the trunk he plac’d,
Which with the spoils of his dead foe he grac’d.
The coat of arms by proud Mezentius worn,
Now on a naked snag in triumph borne, 10
Was hung on high, and glitter’d from afar,
A trophy sacred to the God of War.
Above his arms, fix’d on the leafless wood,
Appear’d his plumy crest, besmear’d with blood:
His brazen buckler on the left was seen; 15
Truncheons of shiver’d lances hung between;
And on the right was placed his corslet, bor’d;
And to the neck was tied his unavailing sword.
A crowd of chiefs inclose the godlike man,
Who thus, conspicuous in the midst, began: 20
“Our toils, my friends, are crown’d with sure success;
The greater part perform’d, achieve the less.
Now follow cheerful to the trembling town;
Press but an entrance, and presume it won.
Fear is no more, for fierce Mezentius lies, 25
As the first fruits of war, a sacrifice.
Turnus shall fall extended on the plain,
And, in this omen, is already slain.
Prepar’d in arms, pursue your happy chance;
That none unwarn’d may plead his ignorance, 30
And I, at Heav’n’s appointed hour, may find
Your warlike ensigns waving in the wind.
Meantime the rites and fun’ral pomps prepare,
Due to your dead companions of the war:
The last respect the living can bestow, 35
To shield their shadows from contempt below.
That conquer’d earth be theirs, for which they fought,
And which for us with their own blood they bought;
But first the corpse of our unhappy friend
To the sad city of Evander send, 40
Who, not inglorious, in his age’s bloom,
Was hurried hence by too severe a doom.”
Thus, weeping while he spoke, he took his way,
Where, new in death, lamented Pallas lay.
Acoetes watch’d the corpse; whose youth deserv’d 45
The father’s trust; and now the son he serv’d
With equal faith, but less auspicious care.
Th’ attendants of the slain his sorrow share.
A troop of Trojans mix’d with these appear,
And mourning matrons with dishevel’d hair. 50

[...] Read more

poem by Publius Vergilius Maro
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The Teacher Of Wisdom

From his childhood he had been as one filled with the perfect
knowledge of God, and even while he was yet but a lad many of the
saints, as well as certain holy women who dwelt in the free city of
his birth, had been stirred to much wonder by the grave wisdom of
his answers.

And when his parents had given him the robe and the ring of manhood
he kissed them, and left them and went out into the world, that he
might speak to the world about God. For there were at that time
many in the world who either knew not God at all, or had but an
incomplete knowledge of Him, or worshipped the false gods who dwell
in groves and have no care of their worshippers.

And he set his face to the sun and journeyed, walking without
sandals, as he had seen the saints walk, and carrying at his girdle
a leathern wallet and a little water-bottle of burnt clay.

And as he walked along the highway he was full of the joy that
comes from the perfect knowledge of God, and he sang praises unto
God without ceasing; and after a time he reached a strange land in
which there were many cities.

And he passed through eleven cities. And some of these cities were
in valleys, and others were by the banks of great rivers, and
others were set on hills. And in each city he found a disciple who
loved him and followed him, and a great multitude also of people
followed him from each city, and the knowledge of God spread in the
whole land, and many of the rulers were converted, and the priests
of the temples in which there were idols found that half of their
gain was gone, and when they beat upon their drums at noon none, or
but a few, came with peacocks and with offerings of flesh as had
been the custom of the land before his coming.

Yet the more the people followed him, and the greater the number of
his disciples, the greater became his sorrow. And he knew not why
his sorrow was so great. For he spake ever about God, and out of
the fulness of that perfect knowledge of God which God had Himself
given to him.

And one evening he passed out of the eleventh city, which was a
city of Armenia, and his disciples and a great crowd of people
followed after him; and he went up on to a mountain and sat down on
a rock that was on the mountain, and his disciples stood round him,
and the multitude knelt in the valley.

And he bowed his head on his hands and wept, and said to his Soul,
'Why is it that I am full of sorrow and fear, and that each of my
disciples is an enemy that walks in the noonday?' And his Soul
answered him and said, 'God filled thee with the perfect knowledge
of Himself, and thou hast given this knowledge away to others. The

[...] Read more

poem by Oscar Wilde
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Zero Covers All

Lately I realize.
I am a numb number,
living through life.
First child.
Date of birth.
Sixth star of twenty-seven.
Scorpio numbers six of twelve.
Studied tenth class,
Then 5-year’s graduation,
Every class I had a scroll number.
Exams written on id number.
Studied law.
Head churning three years,
with numbered sections.
Penal code, constitution.
Clauses of law in numbered sects.
Registered in bar council.
Legal practice.
Case files are numbered.
Subsequently I got,
House number, door number.
Phone number.
Mobile number.
Account numbers.
Credit card number.
Pan card number,
Folio numbers,
Car number,
License number,
Policy number,
Health card number,
Election card number,
Passport number,
Ration card number,
Ultimately, when you put me in morgue,
allotted me a number.
Which, I do no know.
However, I know a number.
I am a big zero.
It covers all my life
Yes, we discovered zero.
What a relief?
Does it not cover all?
fulfill all values!
By the way your number please?
X number or N number?
Infinite numbers.
________________

poem by Satheesan Rangorath
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God Save The South

It was a red hot night night in mobile
Sweat glistened on the reverends chin
His mohair suit was shinin
He told us all about sin
It could be wall to wall in wall street
We could be livin hand to mouth
Jesus loved a yankee
But God saved the south
Across the street in the pool hall
Bubba put the eight ball down
Its a high five celebration
They passed the jack around
Its wall to wall in wall street
Were livin hand to mouth
Jesus loved a yankee
But God saved the south
God saved the south
Yankee boy shut your mouth
Yes, God saved the south
Yankee boy shut your mouth
Shut your mouth
Some long haired boys with guitars
Playin behind the chicken wire
Theyre goin up to new york city
Gonna sing about atlantas fire
It could be wall to wall in wall street
We could be livin hand to mouth
Jesus loved a yankee
But God saved the south
And God saved the south
Yankee boy shut your mouth
Yes, God saved the south
Yankee boy shut your mouth
Yes, God saved the south
Yankee boy shut your mouth
And God saved the south
So,yankee boy shut your mouth
And God saved the south
Yankee boy shut your mouth
Yes, God saved the south
So, yankee boy shut your mouth
God saved the south
So, yankee boy shut your mouth

song performed by Nazareth
Added by Lucian Velea
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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.

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poem by Innocent Masina Nkhonyo
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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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poem by Joel Barlow
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OBIIT MDCCCXXXIII (Entire)

Strong Son of God, immortal Love,
Whom we, that have not seen thy face,
By faith, and faith alone, embrace,
Believing where we cannot prove;
Thine are these orbs of light and shade;
Thou madest Life in man and brute;
Thou madest Death; and lo, thy foot
Is on the skull which thou hast made.

Thou wilt not leave us in the dust:
Thou madest man, he knows not why,
He thinks he was not made to die;
And thou hast made him: thou art just.

Thou seemest human and divine,
The highest, holiest manhood, thou:
Our wills are ours, we know not how;
Our wills are ours, to make them thine.

Our little systems have their day;
They have their day and cease to be:
They are but broken lights of thee,
And thou, O Lord, art more than they.

We have but faith: we cannot know;
For knowledge is of things we see;
And yet we trust it comes from thee,
A beam in darkness: let it grow.

Let knowledge grow from more to more,
But more of reverence in us dwell;
That mind and soul, according well,
May make one music as before,

But vaster. We are fools and slight;
We mock thee when we do not fear:
But help thy foolish ones to bear;
Help thy vain worlds to bear thy light.

Forgive what seem’d my sin in me;
What seem’d my worth since I began;
For merit lives from man to man,
And not from man, O Lord, to thee.

Forgive my grief for one removed,
Thy creature, whom I found so fair.
I trust he lives in thee, and there
I find him worthier to be loved.

Forgive these wild and wandering cries,

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poem by Alfred Lord Tennyson
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The Aeneid of Virgil: Book 12

WHEN Turnus saw the Latins leave the field,
Their armies broken, and their courage quell’d,
Himself become the mark of public spite,
His honor question’d for the promis’d fight;
The more he was with vulgar hate oppress’d, 5
The more his fury boil’d within his breast:
He rous’d his vigor for the last debate,
And rais’d his haughty soul to meet his fate.
As, when the swains the Libyan lion chase,
He makes a sour retreat, nor mends his pace; 10
But, if the pointed jav’lin pierce his side,
The lordly beast returns with double pride:
He wrenches out the steel, he roars for pain;
His sides he lashes, and erects his mane:
So Turnus fares; his eyeballs flash with fire, 15
Thro’ his wide nostrils clouds of smoke expire.
Trembling with rage, around the court he ran,
At length approach’d the king, and thus began:
“No more excuses or delays: I stand
In arms prepar’d to combat, hand to hand, 20
This base deserter of his native land.
The Trojan, by his word, is bound to take
The same conditions which himself did make.
Renew the truce; the solemn rites prepare,
And to my single virtue trust the war. 25
The Latians unconcern’d shall see the fight;
This arm unaided shall assert your right:
Then, if my prostrate body press the plain,
To him the crown and beauteous bride remain.”
To whom the king sedately thus replied: 30
“Brave youth, the more your valor has been tried,
The more becomes it us, with due respect,
To weigh the chance of war, which you neglect.
You want not wealth, or a successive throne,
Or cities which your arms have made your own: 35
My towns and treasures are at your command,
And stor’d with blooming beauties is my land;
Laurentum more than one Lavinia sees,
Unmarried, fair, of noble families.
Now let me speak, and you with patience hear, 40
Things which perhaps may grate a lover’s ear,
But sound advice, proceeding from a heart
Sincerely yours, and free from fraudful art.
The gods, by signs, have manifestly shown,
No prince Italian born should heir my throne: 45
Oft have our augurs, in prediction skill’d,
And oft our priests, a foreign son reveal’d.
Yet, won by worth that cannot be withstood,
Brib’d by my kindness to my kindred blood,
Urg’d by my wife, who would not be denied, 50

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poem by Publius Vergilius Maro
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Divorced from Dumb Reality - Number Lesson on Numb Pointless Love

DIVORCED FROM DUMB REALITY
My fun begun with number one,
swore to be true to number two,
happy to be with number three,
then to adore fair number four.
No more alive is number five,
mix stones and sticks Styx number six,
who’s in heaven, number seven?
its now too late for number eight.
Another line for number nine,
begin again with number ten.

13 May 1982 revised 20 January 2009

robi03_0199_robi03_0000 WXX_LXX

for previous version entitled Numbers see below

Numbers

My fun begun with number one,
swore to be true to number two,
happy to be with number three,
then to adore sweet number four.
No more alive is number five,
beset by tics was number six,
she’s in heaven, number seven,
its now too late for number eight.
Another line for number nine,
begin again for number ten.

13 May 1982

poem by Jonathan Robin
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