A government that robs Peter to pay Paul can always depend on the support of Paul.
quote by George Bernard Shaw
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Peter Bell, A Tale
PROLOGUE
There's something in a flying horse,
There's something in a huge balloon;
But through the clouds I'll never float
Until I have a little Boat,
Shaped like the crescent-moon.
And now I 'have' a little Boat,
In shape a very crescent-moon
Fast through the clouds my boat can sail;
But if perchance your faith should fail,
Look up--and you shall see me soon!
The woods, my Friends, are round you roaring,
Rocking and roaring like a sea;
The noise of danger's in your ears,
And ye have all a thousand fears
Both for my little Boat and me!
Meanwhile untroubled I admire
The pointed horns of my canoe;
And, did not pity touch my breast,
To see how ye are all distrest,
Till my ribs ached, I'd laugh at you!
Away we go, my Boat and I--
Frail man ne'er sate in such another;
Whether among the winds we strive,
Or deep into the clouds we dive,
Each is contented with the other.
Away we go--and what care we
For treasons, tumults, and for wars?
We are as calm in our delight
As is the crescent-moon so bright
Among the scattered stars.
Up goes my Boat among the stars
Through many a breathless field of light,
Through many a long blue field of ether,
Leaving ten thousand stars beneath her:
Up goes my little Boat so bright!
The Crab, the Scorpion, and the Bull--
We pry among them all; have shot
High o'er the red-haired race of Mars,
Covered from top to toe with scars;
Such company I like it not!
[...] Read more
poem by William Wordsworth
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Peter Bell The Third
BY MICHING MALLECHO, Esq.
Is it a party in a parlour,
Crammed just as they on earth were crammed,
Some sipping punch-some sipping tea;
But, as you by their faces see,
All silent, and all-damned!
Peter Bell, by W. Wordsworth.
Ophelia.-What means this, my lord?
Hamlet.-Marry, this is Miching Mallecho; it means mischief.
~Shakespeare.
PROLOGUE
Pet er Bells, one, two and three,
O'er the wide world wandering be.-
First, the antenatal Peter,
Wrapped in weeds of the same metre,
The so-long-predestined raiment
Clothed in which to walk his way meant
The second Peter; whose ambition
Is to link the proposition,
As the mean of two extremes-
(This was learned from Aldric's themes)
Shielding from the guilt of schism
The orthodoxal syllogism;
The First Peter-he who was
Like the shadow in the glass
Of the second, yet unripe,
His substantial antitype.-
Then came Peter Bell the Second,
Who henceforward must be reckoned
The body of a double soul,
And that portion of the whole
Without which the rest would seem
Ends of a disjointed dream.-
And the Third is he who has
O'er the grave been forced to pass
To the other side, which is,-
Go and try else,-just like this.
Peter Bell the First was Peter
Smugger, milder, softer, neater,
Like the soul before it is
Born from that world into this.
The next Peter Bell was he,
Predevote, like you and me,
To good or evil as may come;
His was the severer doom,-
[...] Read more
poem by Percy Bysshe Shelley
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The peter-bird
Out of the woods by the creek cometh a calling for Peter,
And from the orchard a voice echoes and echoes it over;
Down in the pasture the sheep hear that strange crying for Peter,
Over the meadows that call is aye and forever repeated.
So let me tell you the tale, when, where, and how it all happened,
And, when the story is told, let us pay heed to the lesson.
Once on a time, long ago, lived in the State of Kentucky
One that was reckoned a witch--full of strange spells and devices;
Nightly she wandered the woods, searching for charms voodooistic--
Scorpions, lizards, and herbs, dormice, chameleons, and plantains!
Serpents and caw-caws and bats, screech-owls and crickets and adders--
These were the guides of that witch through the dank deeps of the forest.
Then, with her roots and her herbs, back to her cave in the morning
Ambled that hussy to brew spells of unspeakable evil;
And, when the people awoke, seeing that hillside and valley
Sweltered in swathes as of mist--"Look!" they would whisper in terror--
"Look! the old witch is at work brewing her spells of great evil!"
Then would they pray till the sun, darting his rays through the vapor,
Lifted the smoke from the earth and baffled the witch's intentions.
One of the boys at that time was a certain young person named Peter,
Given too little to work, given too largely to dreaming;
Fonder of books than of chores, you can imagine that Peter
Led a sad life on the farm, causing his parents much trouble.
"Peter!" his mother would call, "the cream is a'ready for churning!"
"Peter!" his father would cry, "go grub at the weeds in the garden!"
So it was "Peter!" all day--calling, reminding, and chiding--
Peter neglected his work; therefore that nagging at Peter!
Peter got hold of some books--how, I'm unable to tell you;
Some have suspected the witch--this is no place for suspicions!
It is sufficient to stick close to the thread of the legend.
Nor is it stated or guessed what was the trend of those volumes;
What thing soever it was--done with a pen and a pencil,
Wrought with a brain, not a hoe--surely 't was hostile to farming!
"Fudge on all readin'!" they quoth; or "that's what's the ruin of
Peter!"
So, when the mornings were hot, under the beech or the maple,
Cushioned in grass that was blue, breathing the breath of the blossoms,
Lulled by the hum of the bees, the coo of the ring-doves a-mating,
Peter would frivol his time at reading, or lazing, or dreaming.
"Peter!" his mother would call, "the cream is a'ready for churning!"
"Peter!" his father would cry, "go grub at the weeds in the garden!"
"Peter!" and "Peter!" all day--calling, reminding, and chiding--
Peter neglected his chores; therefore that outcry for Peter;
Therefore the neighbors allowed evil would surely befall him--
Yes, on account of these things, ruin would come upon Peter!
[...] Read more
poem by Eugene Field
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Sir Peter Harpdon's End
In an English Castle in Poictou. Sir Peter Harpdon, a Gascon knight in the English service, and John Curzon, his lieutenant.
John Curzon
Of those three prisoners, that before you came
We took down at St. John's hard by the mill,
Two are good masons; we have tools enough,
And you have skill to set them working.
Sir Peter
So-
What are their names?
John Curzon
Why, Jacques Aquadent,
And Peter Plombiere, but-
Sir Peter
What colour'd hair
Has Peter now? has Jacques got bow legs?
John Curzon
Why, sir, you jest: what matters Jacques' hair,
Or Peter's legs to us?
Sir Peter
O! John, John, John!
Throw all your mason's tools down the deep well,
Hang Peter up and Jacques; they're no good,
We shall not build, man.
John Curzon
going.
Shall I call the guard
To hang them, sir? and yet, sir, for the tools,
We'd better keep them still; sir, fare you well.
[...] Read more
poem by William Morris
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I Saw It Myself (Short Verse Drama)
Dramatis Personae: Adrian, his wife Ester, his sisters Rebecca and Johanna, his mother Elizabeth, the high priest Chiapas, the disciple Simon Peter, the disciple John, Mary Magdalene, worshipers, priests, two angels and Jesus Christ.
Act I
Scene I.- Adrian’s house in Jerusalem. Adrian has just returned home after a business journey in Galilee, in time to attend the Passover feast. He sits at the table with his wife Ester and his sisters, Rebecca and Johanna. It’s just before sunset on the Friday afternoon.
Adrian. (Somewhat puzzled) Strange things are happening,
some say demons dwell upon the earth,
others angelic beings, miracles take place
and all of this when they had put a man to death,
had crucified a criminal. Everybody knows
the cross is used for degenerates only!
Rebecca. (With a pleasant voice) Such harsh words used,
for a good, a great man brother?
They say that without charge
he healed the sick, brought back sight,
cured leprosy, even made some more food,
from a few fishes and loafs of bread…
Adrian. (Somewhat harsh) They say many things!
That he rode into Jerusalem
to be crowned as the new king,
was a rebel against the state,
even claimed to be
the very Son of God,
now that is blasphemy
if there is no truth to it!
Johanna. I met him once.
He’s not the man
that you make him, brother.
There was a strange tranquilly to Him.
Some would say a divine presence,
while He spoke of love that is selfless,
visited the sick, the poor
and even the destitute, even harlots.
Adrian. (Looks up) There you have it!
Harlots! Tax collecting thieves!
A man is know by his friends,
or so they say and probably
there is some truth to it.
Ester. Husband, do not be so quick to judge.
I have seen Him myself, have seen
Roman soldiers marching Him to the hill
to take His life, with a angry crowd
following and mocking Him.
[...] Read more
poem by Gert Strydom
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The Borough. Letter XXII: Peter Grimes
Old Peter Grimes made fishing his employ,
His wife he cabin'd with him and his boy,
And seem'd that life laborious to enjoy:
To town came quiet Peter with his fish,
And had of all a civil word and wish.
He left his trade upon the sabbath-day,
And took young Peter in his hand to pray:
But soon the stubborn boy from care broke loose,
At first refused, then added his abuse:
His father's love he scorn'd, his power defied,
But being drunk, wept sorely when he died.
Yes! then he wept, and to his mind there came
Much of his conduct, and he felt the shame,--
How he had oft the good old man reviled,
And never paid the duty of a child;
How, when the father in his Bible read,
He in contempt and anger left the shed:
"It is the word of life," the parent cried;
--"This is the life itself," the boy replied;
And while old Peter in amazement stood,
Gave the hot spirit to his boiling blood:--
How he, with oath and furious speech, began
To prove his freedom and assert the man;
And when the parent check'd his impious rage,
How he had cursed the tyranny of age,--
Nay, once had dealt the sacrilegious blow
On his bare head, and laid his parent low;
The father groan'd--"If thou art old," said he,
"And hast a son--thou wilt remember me:
Thy mother left me in a happy time,
Thou kill'dst not her--Heav'n spares the double-crime."
On an inn-settle, in his maudlin grief,
This he revolved, and drank for his relief.
Now lived the youth in freedom, but debarr'd
From constant pleasure, and he thought it hard;
Hard that he could not every wish obey,
But must awhile relinquish ale and play;
Hard! that he could not to his cards attend,
But must acquire the money he would spend.
With greedy eye he look'd on all he saw,
He knew not justice, and he laugh'd at law;
On all he mark'd he stretch'd his ready hand;
He fish'd by water, and he filch'd by land:
Oft in the night has Peter dropp'd his oar,
Fled from his boat and sought for prey on shore;
Oft up the hedge-row glided, on his back
[...] Read more
poem by George Crabbe
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Peter Anderson And Co.
He had offices in Sydney, not so many years ago,
And his shingle bore the legend `Peter Anderson and Co.',
But his real name was Careless, as the fellows understood --
And his relatives decided that he wasn't any good.
'Twas their gentle tongues that blasted any `character' he had --
He was fond of beer and leisure -- and the Co. was just as bad.
It was limited in number to a unit, was the Co. --
'Twas a bosom chum of Peter and his Christian name was Joe.
'Tis a class of men belonging to these soul-forsaken years:
Third-rate canvassers, collectors, journalists and auctioneers.
They are never very shabby, they are never very spruce --
Going cheerfully and carelessly and smoothly to the deuce.
Some are wanderers by profession, `turning up' and gone as soon,
Travelling second-class, or steerage (when it's cheap they go saloon);
Free from `ists' and `isms', troubled little by belief or doubt --
Lazy, purposeless, and useless -- knocking round and hanging out.
They will take what they can get, and they will give what they can give,
God alone knows how they manage -- God alone knows how they live!
They are nearly always hard-up, but are cheerful all the while --
Men whose energy and trousers wear out sooner than their smile!
They, no doubt, like us, are haunted by the boresome `if' or `might',
But their ghosts are ghosts of daylight -- they are men who live at night!
Peter met you with the comic smile of one who knows you well,
And is mighty glad to see you, and has got a joke to tell;
He could laugh when all was gloomy, he could grin when all was blue,
Sing a comic song and act it, and appreciate it, too.
Only cynical in cases where his own self was the jest,
And the humour of his good yarns made atonement for the rest.
Seldom serious -- doing business just as 'twere a friendly game --
Cards or billiards -- nothing graver. And the Co. was much the same.
They tried everything and nothing 'twixt the shovel and the press,
And were more or less successful in their ventures -- mostly less.
Once they ran a country paper till the plant was seized for debt,
And the local sinners chuckle over dingy copies yet.
They'd been through it all and knew it in the land of Bills and Jims --
Using Peter's own expression, they had been in `various swims'.
Now and then they'd take an office, as they called it, -- make a dash
Into business life as `agents' -- something not requiring cash.
(You can always furnish cheaply, when your cash or credit fails,
With a packing-case, a hammer, and a pound of two-inch nails --
And, maybe, a drop of varnish and sienna, too, for tints,
And a scrap or two of oilcloth, and a yard or two of chintz).
They would pull themselves together, pay a week's rent in advance,
But it never lasted longer than a month by any chance.
The office was their haven, for they lived there when hard-up --
[...] Read more
poem by Henry Lawson
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How the Boy Stole Christmas
Based on 'How the Grinch Stole Christmas', by Dr. Seuss.
Done for a school project=)
Once, upon a falling snowflake,
In a land far, far away,
There lived all the Whats,
Preparing for Christmas day.
There was one What that stuck out,
The richest What of them all,
He had light brown hair, and big brown eyes
His given name was Paul.
Paul was a greedy boy,
His best friend was Ebenezer Scrooge
And anytime Paul lied,
His little nose turned huge!
Paul was the only What in Whattown,
That really hated this time of the year,
He ruined all the children’s fun,
His pranks were in full gear.
Paul thought Christmas was just trouble,
He only thought of himself,
He thought that Santa Claus was stupid,
And hurt the feelings of every single elf.
He hated everybody that liked Christmas,
There was only one exception of his,
A beautiful What named Rachel,
Whom he never wanted to diss.
Now every story has a problem,
And this one’s is pretty big,
Paul crushed on the Christmas-lover Rachel,
But Rachel thought Paul was a pig.
You see, Rachel was an EXTREME Christmas fanatic,
Loving every aspect of it,
She volunteered everywhere that she could,
And her money? Donated every bit.
She helped out at school and Church,
Sang carols at the old folks’ home,
Baked cookies with younger children,
Made ornaments out of foam.
Rachel hated anybody that hated Christmas,
She was like a packaged deal,
[...] Read more
poem by Selina Marie
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Busload Of Faith
You cant depend on your family
You cant depend on your friends
You cant depend on a beginning
You cant depend on an end
You cant depend on intelligence
Ooohhh, you cant depend on god
You can only depend on one thing
You need a busload of faith to get by, watch, baby
Busload of faith to get by
Busload of faith to get by
Busload of faith to get by
You need a busload of faith to get by
You can depend on the worst always happening
You can depend on a murderers drive
You can bet that if he rapes somebody
Therell be no trouble having a child
You can bet that if she aborts it
Pro-lifers will attack her with rage
You can depend on the worst always happening
You need a busload of faith to get by, yeah
Busload of faith to get by
Busload of faith to get by
Busload of faith to get by, baby
Busload of faith to get by
You cant depend on the goodly hearted
The goodly hearted made lamp-shades and soap
You cant depend on the sacrament
No father, no holy ghost
You cant depend on any churches
Unless theres real estate you want to buy
You cant depend on a lot of things
You need a busload of faith to get by, woh
Busload of faith to get by
Busload of faith to get by
Busload of faith to get by
Busload of faith to get by
You cant depend on no miracle
You cant depend on the air
You cant depend on a wise man
You cant find em because theyre not there
You can depend on cruelty
Crudity of thought and sound
You can depend on the worst always happening
You need a busload of faith to get by, ha
Busload of faith to get by
Busload of faith to get by
Busload of faith to get by
Busload of faith to get by
song performed by Lou Reed
Added by Lucian Velea
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The Shadow
Paul Jannes was working very late,
For this watch must be done by eight
To-morrow or the Cardinal
Would certainly be vexed. Of all
His customers the old prelate
Was the most important, for his state
Descended to his watches and rings,
And he gave his mistresses many things
To make them forget his age and smile
When he paid visits, and they could while
The time away with a diamond locket
Exceedingly well. So they picked his pocket,
And he paid in jewels for his slobbering kisses.
This watch was made to buy him blisses
From an Austrian countess on her way
Home, and she meant to start next day.
Paul worked by the pointed, tulip-flame
Of a tallow candle, and became
So absorbed, that his old clock made him wince
Striking the hour a moment since.
Its echo, only half apprehended,
Lingered about the room. He ended
Screwing the little rubies in,
Setting the wheels to lock and spin,
Curling the infinitesimal springs,
Fixing the filigree hands. Chippings
Of precious stones lay strewn about.
The table before him was a rout
Of splashes and sparks of coloured light.
There was yellow gold in sheets, and quite
A heap of emeralds, and steel.
Here was a gem, there was a wheel.
And glasses lay like limpid lakes
Shining and still, and there were flakes
Of silver, and shavings of pearl,
And little wires all awhirl
With the light of the candle. He took the watch
And wound its hands about to match
The time, then glanced up to take the hour
From the hanging clock.
Good, Merciful Power!
How came that shadow on the wall,
No woman was in the room! His tall
Chiffonier stood gaunt behind
His chair. His old cloak, rabbit-lined,
Hung from a peg. The door was closed.
Just for a moment he must have dozed.
He looked again, and saw it plain.
[...] Read more
poem by Amy Lowell
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If You Just Give Me Freedom
If you just give me freedom,
On me you know you can depend,
On me...
You can depend.
If you just give me freedom,
On me you know you can depend,
On me...
You can depend.
With your love,
Give me freedom and you'll see...
On me,
You can depend.
On me you can depend.
Your faith in me will never end.
Give me freedom and you'll see...
On me,
You can depend.
On me you can depend.
A lover like no other lover.
Give me freedom and you'll see...
On me,
You can depend.
On me you can depend.
But I'm not the kind you think,
You can settle down to overload.
I'm not that ready.
And on 'that' you can depend.
If you just give me freedom,
On me you know you can depend,
On me...
You can depend.
If you just give me freedom,
On me you know you can depend,
On me...
You can depend.
But I'm not the kind you think,
You can settle down to overload.
I'm not that ready.
And on 'that' you can depend.
poem by Lawrence S. Pertillar
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The Perils of Invisibility
Old PETER led a wretched life -
Old PETER had a furious wife;
Old PETER too was truly stout,
He measured several yards about.
The little fairy PICKLEKIN
One summer afternoon looked in,
And said, "Old PETER, how de do?
Can I do anything for you?
"I have three gifts - the first will give
Unbounded riches while you live;
The second health where'er you be;
The third, invisibility."
"O little fairy PICKLEKIN,"
Old PETER answered with a grin,
"To hesitate would be absurd, -
Undoubtedly I choose the third."
"'Tis yours," the fairy said; "be quite
Invisible to mortal sight
Whene'er you please. Remember me
Most kindly, pray, to MRS. P."
Old MRS. PETER overheard
Wee PICKLEKIN'S concluding word,
And, jealous of her girlhood's choice,
Said, "That was some young woman's voice:
Old PETER let her scold and swear -
Old PETER, bless him, didn't care.
"My dear, your rage is wasted quite -
Observe, I disappear from sight!"
A well-bred fairy (so I've heard)
Is always faithful to her word:
Old PETER vanished like a shot,
Put then - HIS SUIT OF CLOTHES DID NOT!
For when conferred the fairy slim
Invisibility on HIM,
She popped away on fairy wings,
Without referring to his "things."
So there remained a coat of blue,
A vest and double eyeglass too,
His tail, his shoes, his socks as well,
His pair of - no, I must not tell.
[...] Read more
poem by William Schwenck Gilbert
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Gimme The Light Remix,
[Intro]
[Busta Rhymes:] Ay yo Sean Paul!!!
[Sean Paul:] Yo yo
[Busta Rhymes:] A Busta Rhymes this yuh know
[Sean Paul:] Wah gwaan
[Busta Rhymes]
Pass me the blow torch let me light up this big head nigga
[Sean Paul:] No doubt
[Busta Rhymes:] Bring dat come rudebwoy
[Sean Paul:] A Dutty Yeah!!!
[Busta Rhymes:] Flipmode check it!!!
[Chorus (Busta Rhymes):]
Just gimme the light and pass the dro! Buss anotha bokkle a moe
(Huh huh huh huh huh come on)
Gal dem inna mi sight and I got to know (Yeah, yeah)
Which one is gonna catch my flow (Busta Bus now)
Cause I'm inna di vibe and I got my dough! (Yeah, Sean Paul now)
Buss anotha bokkle a moe
(Remix, remix, remix) Gal dem lookin hype and I got to know!!!
[Verse 1: Busta Rhymes]
Yeah yeah check it, clap oonu hand oonu fi clap oonu hand
Busta Bus inna di place oonu fi clap oonu hand
Seh mi and Sean Paul link up come fi create a plan
To go a dancehall buss it up and mek couple grand
Run the streets you never move without the rest of the clan
With a nine in the door panel in the side of the van
Despite the hate that be always comin for you and your man
It's Flipmode and Sean Paul nigga, understand
[Sean Paul]
Tell dem nuh ready fi di level weh di Dutty deh pon
Turn up di bass and di treble music a di weopen
Gal a whine up dem waist like a phenomenom
All over di world oonu fi sing this a song yo
[Chorus]
Just gimme the light and pass the dro! Buss anotha bottle a moe
Gal dem inna mi sight and I got to know (Yo, yo, yo yo yo)
Which one is gonna catch my flow
Cause mi inna di vibe and I got my dough! (Flipmode baby!!!)
Buss anotha bottle a moe (Come on, Sean Paul baby!!!)
Gal dem lookin hype and I got to know!!!
(Come on, yeah, yeah, Busta Bus now!!!)
[Verse 2: Busta Rhymes]
We be blazin cellular phones in wire or cingular
And still gotta connect to smoke a piece of the rizla
See if you could in a philly or a chalice I'm givin you
The chance to smoke up until a ugly chick look like Vivica Fox
Clap oonu hand oonu fi clap oonu hand
Busta Bus inna di place oonu fi clap oonu hand
Seh mi and Sean Paul link up come fi create a plan
To go a dancehall buss it up and mek couple grand
[...] Read more
song performed by Sean Paul
Added by Lucian Velea
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Depend On Me
When you're losin' direction
Baby you can depend on me
For a little love and affection
You can depend on me
If ya feel brokenhearted and you just can't get started
You can depend on me
Ya know it's never easy and when you're feelin' blue
There'll be times you feel so empty
Ya sometimes I feel it too
Like sister to brother - father to mother
We live for each other - we're lover to lover
As deep as an ocean - filled with emotion
I'm forever open - can't you see
Baby you can depend on me
Depend on me - depend on me
For someone to rely on and a shoulder to cry on
You can depend on me
If you're in need of some kindness
And you can't seem to find it
You can depend on me
Well there ain't no need to worry you know we'll get along
Those dark clouds may surround you
But together we'll be strong
Like sister to brother - father to mother
We live for each other - we're lover to lover
As deep as an ocean - filled with emotion
I'm forever open - can't you see
Baby you can depend on me
Depend on me - depend on me
Your love is a guiding light
I've been watchin' it shine - shine on baby
When hard times are all around
And there's miles and miles of dirty road - depend on me
There's no need to carry that heavy load - depend on me
When hope is gone and all is lost
Just reach out - take my hand
I'll be there - I'll be your man
Depend on me
song performed by Bryan Adams from Waking Up The Neighbours
Added by Lucian Velea
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V. Count Guido Franceschini
Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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The Vision of Judgment
I
Saint Peter sat by the celestial gate:
His keys were rusty, and the lock was dull,
So little trouble had been given of late;
Not that the place by any means was full,
But since the Gallic era 'eight-eight'
The devils had ta'en a longer, stronger pull,
And 'a pull altogether,' as they say
At sea — which drew most souls another way.
II
The angels all were singing out of tune,
And hoarse with having little else to do,
Excepting to wind up the sun and moon,
Or curb a runaway young star or two,
Or wild colt of a comet, which too soon
Broke out of bounds o'er th' ethereal blue,
Splitting some planet with its playful tail,
As boats are sometimes by a wanton whale.
III
The guardian seraphs had retired on high,
Finding their charges past all care below;
Terrestrial business fill'd nought in the sky
Save the recording angel's black bureau;
Who found, indeed, the facts to multiply
With such rapidity of vice and woe,
That he had stripp'd off both his wings in quills,
And yet was in arrear of human ills.
IV
His business so augmented of late years,
That he was forced, against his will no doubt,
(Just like those cherubs, earthly ministers,)
For some resource to turn himself about,
And claim the help of his celestial peers,
To aid him ere he should be quite worn out
By the increased demand for his remarks:
Six angels and twelve saints were named his clerks.
V
This was a handsome board — at least for heaven;
And yet they had even then enough to do,
So many conqueror's cars were daily driven,
So many kingdoms fitted up anew;
[...] Read more
Vision of Judgment, The
I
Saint Peter sat by the celestial gate:
His keys were rusty, and the lock was dull,
So little trouble had been given of late;
Not that the place by any means was full,
But since the Gallic era 'eight-eight'
The devils had ta'en a longer, stronger pull,
And 'a pull altogether,' as they say
At sea — which drew most souls another way.
II
The angels all were singing out of tune,
And hoarse with having little else to do,
Excepting to wind up the sun and moon,
Or curb a runaway young star or two,
Or wild colt of a comet, which too soon
Broke out of bounds o'er th' ethereal blue,
Splitting some planet with its playful tail,
As boats are sometimes by a wanton whale.
III
The guardian seraphs had retired on high,
Finding their charges past all care below;
Terrestrial business fill'd nought in the sky
Save the recording angel's black bureau;
Who found, indeed, the facts to multiply
With such rapidity of vice and woe,
That he had stripp'd off both his wings in quills,
And yet was in arrear of human ills.
IV
His business so augmented of late years,
That he was forced, against his will no doubt,
(Just like those cherubs, earthly ministers,)
For some resource to turn himself about,
And claim the help of his celestial peers,
To aid him ere he should be quite worn out
By the increased demand for his remarks:
Six angels and twelve saints were named his clerks.
V
This was a handsome board — at least for heaven;
And yet they had even then enough to do,
So many conqueror's cars were daily driven,
So many kingdoms fitted up anew;
[...] Read more
poem by George Gordon Byron
Added by Poetry Lover
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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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Reach Out, Ill Be There
(brian holland/lamont dozier/edward holland,jr.)
If you feel that you cant go on
cause all your hope is gone
And your life is filled with confusion
And hapiness is just an illusion
And your world around is tumblin down
Darling, reach out
Reach out, reach out
Ill give you all the love you need
Ill be there
You can always depend on me
I can tell by the way you hang your head
Your with out of love, now youre afraid
And through your tears you look around
But theres no peace of mind to be found
I know what youre thinking
Youre alone now, no love of your own
Darling, reach out
Reach out for me boy
Ill give you all the love you need
Ill be there
Hey baby, Im gonna be right there
You can always depend on me
You can always, depend on me
You can always, when things get tough
You can always, cuddle mee, see you through
You can always, depend on me
Whatever else you do
You can always, ring my phone
Yeah, you can always catch me at home
You can always cuddle me
You can always depend on me
You can always depend on me
You can always depend on me
You can always depend on me
You can always depend on me
You can always depend on me
You can always depend on me
You can always depend on me
You can always depend on me
When youre lost and about to give up
cause your best aint good enough
And you feel the world has grown cold
And youre driftin on your own
When you need a hand to hold
When you need a little love
Reach out, Ill be there
Reach out, Ill be there
Reach out, Ill be there
To give you all the love you need
[...] Read more
song performed by Diana Ross
Added by Lucian Velea
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Etiquette
The BALLYSHANNON foundered off the coast of Cariboo,
And down in fathoms many went the captain and the crew;
Down went the owners - greedy men whom hope of gain allured:
Oh, dry the starting tear, for they were heavily insured.
Besides the captain and the mate, the owners and the crew,
The passengers were also drowned excepting only two:
Young PETER GRAY, who tasted teas for BAKER, CROOP, AND CO.,
And SOMERS, who from Eastern shores imported indigo.
These passengers, by reason of their clinging to a mast,
Upon a desert island were eventually cast.
They hunted for their meals, as ALEXANDER SELKIRK used,
But they couldn't chat together - they had not been introduced.
For PETER GRAY, and SOMERS too, though certainly in trade,
Were properly particular about the friends they made;
And somehow thus they settled it without a word of mouth -
That GRAY should take the northern half, while SOMERS took the south.
On PETER'S portion oysters grew - a delicacy rare,
But oysters were a delicacy PETER couldn't bear.
On SOMERS' side was turtle, on the shingle lying thick,
Which SOMERS couldn't eat, because it always made him sick.
GRAY gnashed his teeth with envy as he saw a mighty store
Of turtle unmolested on his fellow-creature's shore.
The oysters at his feet aside impatiently he shoved,
For turtle and his mother were the only things he loved.
And SOMERS sighed in sorrow as he settled in the south,
For the thought of PETER'S oysters brought the water to his mouth.
He longed to lay him down upon the shelly bed, and stuff:
He had often eaten oysters, but had never had enough.
How they wished an introduction to each other they had had
When on board the BALLYSHANNON! And it drove them nearly mad
To think how very friendly with each other they might get,
If it wasn't for the arbitrary rule of etiquette!
One day, when out a-hunting for the MUS RIDICULUS,
GRAY overheard his fellow-man soliloquizing thus:
"I wonder how the playmates of my youth are getting on,
M'CONNELL, S. B. WALTERS, PADDY BYLES, and ROBINSON?"
These simple words made PETER as delighted as could be,
Old chummies at the Charterhouse were ROBINSON and he!
He walked straight up to SOMERS, then he turned extremely red,
Hesitated, hummed and hawed a bit, then cleared his throat, and said:
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poem by William Schwenck Gilbert
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