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You understand, of course, that I can only get you access.

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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!

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The Columbiad: Book I

The Argument


Natives of America appear in vision. Their manners and characters. Columbus demands the cause of the dissimilarity of men in different countries, Hesper replies, That the human body is composed of a due proportion of the elements suited to the place of its first formation; that these elements, differently proportioned, produce all the changes of health, sickness, growth and decay; and may likewise produce any other changes which occasion the diversity of men; that these elemental proportions are varied, not more by climate than temperature and other local circumstances; that the mind is likewise in a state of change, and will take its physical character from the body and from external objects: examples. Inquiry concerning the first peopling of America. View of Mexico. Its destruction by Cortez. View of Cusco and Quito, cities of Peru. Tradition of Capac and Oella, founders of the Peruvian empire. Columbus inquires into their real history. Hesper gives an account of their origin, and relates the stratagems they used in establishing that empire.

I sing the Mariner who first unfurl'd
An eastern banner o'er the western world,
And taught mankind where future empires lay
In these fair confines of descending day;
Who sway'd a moment, with vicarious power,
Iberia's sceptre on the new found shore,
Then saw the paths his virtuous steps had trod
Pursued by avarice and defiled with blood,
The tribes he foster'd with paternal toil
Snatch'd from his hand, and slaughter'd for their spoil.

Slaves, kings, adventurers, envious of his name,
Enjoy'd his labours and purloin'd his fame,
And gave the Viceroy, from his high seat hurl'd.
Chains for a crown, a prison for a world
Long overwhelm'd in woes, and sickening there,
He met the slow still march of black despair,
Sought the last refuge from his hopeless doom,
And wish'd from thankless men a peaceful tomb:
Till vision'd ages, opening on his eyes,
Cheer'd his sad soul, and bade new nations rise;
He saw the Atlantic heaven with light o'ercast,
And Freedom crown his glorious work at last.

Almighty Freedom! give my venturous song
The force, the charm that to thy voice belong;
Tis thine to shape my course, to light my way,
To nerve my country with the patriot lay,
To teach all men where all their interest lies,
How rulers may be just and nations wise:
Strong in thy strength I bend no suppliant knee,
Invoke no miracle, no Muse but thee.

Night held on old Castile her silent reign,
Her half orb'd moon declining to the main;
O'er Valladolid's regal turrets hazed
The drizzly fogs from dull Pisuerga raised;
Whose hovering sheets, along the welkin driven,
Thinn'd the pale stars, and shut the eye from heaven.
Cold-hearted Ferdinand his pillow prest,
Nor dream'd of those his mandates robb'd of rest,
Of him who gemm'd his crown, who stretch'd his reign
To realms that weigh'd the tenfold poise of Spain;
Who now beneath his tower indungeon'd lies,
Sweats the chill sod and breathes inclement skies.

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Jumper

I wish you would step back from that ledge my friend
You could cut ties with all the lies that youve been living in
And if you do not want to see me again I would understand
I would understand
The angry boy a bit too insane
Icing over a secret pain
You know you dont belong
Youre the first to fight
Youre way too loud
Youre the flash of light on a burial shroud
I know somethings wrong
Well everyone I know has got a reason
To say put the past away
I wish you would step back from that ledge my friend
You could cut ties with all the lies that youve been living in
And if you do not want to see me again I would understand
I would understand
Well hes on the table and hes gone to code
And I do not think anyone knows
What theyre doing here
And your friends have left you
Youve been dismissed
I never thought it would come to this
And i, I want you to know
Everyones got to face down the demons
Maybe today
You could put the past away
I wish you would step back from that ledge my friend
You could cut ties with all the lies that youve been living in
And if you do not want to see me again I would understand
I would understand
I would understand
I would understand
I would understand
I would understand
Understand
Yeah yeah yeah yeah yeah
Can you put the past away
I wish you would step back from that ledge my friend
I would understand
I wish you would step back from that ledge my friend
I would understand
I wish you would step back from that ledge my friend
And I would understand
I wish you would step back from that ledge my friend
I would understand
I wish you would step back from that ledge my friend
I would understand

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We Understand Each Other

We understand each other
Bull!
You hear some distant drummer play
I think we understand each other
Have you no else to offer?
Poor boy!
I have expenses to defray
I hope we understand each other
We have a problem
Yes, but its not that we
Dont understand each other
Oh brother!
When they say understand
They gotta mean fairyland
For twenty tons of silver
She sold him into stir
And when it gets his freedom back
He throws it away over her
When he says understand
He must mean some other girl
Ill never comprehend
My putrid taste in men
Its not fair I love
Each little hair and he
Dont even care about me
When she says understand
Must mean some other man
Our preconceptions to retain
Were obliged to exclaim
We understand each other
We hear some distant drummer play
Must mean we understand each other
Oh brother!
If theres a problem
Well admit it
Not that we dont understand each other
Each other
When they say understand
Its like wendy and peter pan
Have you ever met somebody
More self-involved than he?
This has got to be a miracle
The man has divine empathy
What could be wrong with me?
I know his repartee
Insincere
Hes down
There, Im up here
But whenever hes near
Its some kind of divine empathy

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William Cowper

The Task: Book VI. -- The Winter Walk at Noon

There is in souls a sympathy with sounds;
And as the mind is pitch’d the ear is pleased
With melting airs, or martial, brisk, or grave:
Some chord in unison with what we hear
Is touch’d within us, and the heart replies.
How soft the music of those village bells,
Falling at intervals upon the ear
In cadence sweet, now dying all away,
Now pealing loud again, and louder still,
Clear and sonorous, as the gale comes on!
With easy force it opens all the cells
Where Memory slept. Wherever I have heard
A kindred melody, the scene recurs,
And with it all its pleasures and its pains.
Such comprehensive views the spirit takes,
That in a few short moments I retrace
(As in a map the voyager his course)
The windings of my way through many years.
Short as in retrospect the journey seems,
It seem’d not always short; the rugged path,
And prospect oft so dreary and forlorn,
Moved many a sigh at its disheartening length.
Yet, feeling present evils, while the past
Faintly impress the mind, or not at all,
How readily we wish time spent revoked,
That we might try the ground again, where once
(Through inexperience, as we now perceive)
We miss’d that happiness we might have found!
Some friend is gone, perhaps his son’s best friend,
A father, whose authority, in show
When most severe, and mustering all its force,
Was but the graver countenance of love:
Whose favour, like the clouds of spring, might lower,
And utter now and then an awful voice,
But had a blessing in its darkest frown,
Threatening at once and nourishing the plant.
We loved, but not enough, the gentle hand
That rear’d us. At a thoughtless age, allured
By every gilded folly, we renounced
His sheltering side, and wilfully forewent
That converse, which we now in vain regret.
How gladly would the man recall to life
The boy’s neglected sire! a mother too,
That softer friend, perhaps more gladly still,
Might he demand them at the gates of death.
Sorrow has, since they went, subdued and tamed
The playful humour; he could now endure
(Himself grown sober in the vale of tears)
And feel a parent’s presence no restraint.
But not to understand a treasure’s worth

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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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Samuel Butler

Hudibras: Part 3 - Canto III

THE ARGUMENT

The Knight and squire's prodigious Flight
To quit th' inchanted Bow'r by Night.
He plods to turn his amorous Suit
T' a Plea in Law, and prosecute
Repairs to Counsel, to advise
'Bout managing the Enterprise;
But first resolves to try by Letter,
And one more fair Address, to get her.

WHO wou'd believe what strange bugbears
Mankind creates itself of fears
That spring like fern, that insect weed,
Equivocally, without seed;
And have no possible foundation,
But merely in th' imagination;
And yet can do more dreadful feats
Than hags, with all their imps and teats
Make more bewitch and haunt themselves
Than all their nurseries of elves?
For fear does things so like a witch,
'Tis hard t' unriddle which is which:
Sets up Communities of senses,
To chop and change intelligences;
As Rosicrucian virtuosos
Can see with ears, and hear with noses;
And when they neither see nor hear,
Have more than both supply'd by fear
That makes 'em in the dark see visions,
And hag themselves with apparitions;
And when their eyes discover least,
Discern the subtlest objects best
Do things not contrary, alone,
To th' course of nature, but its own;
The courage of the bravest daunt,
And turn poltroons as valiant:
For men as resolute appear
With too much as too little fear
And when they're out of hopes of flying,
Will run away from death by dying;
Or turn again to stand it out,
And those they fled, like lions, rout.

This HUDIBRAS had prov'd too true,
Who, by the furies left perdue,
And haunted with detachments, sent
From Marshal Legion's regiment,
Was by a fiend, as counterfeit,
Reliev'd and rescu'd with a cheat;

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They don't understand

They don't understand,
What its like to be me.
They don't understand,
Why school is hard for me.
They don't understand,
Why I'm so skinny.
They don't understand,
Why I have no friends.

They don't understand,
What I need.
They don't understand,
Why I lie.
They don't understand,
Why life is hard.
They don't understand,
What life is like for me.
They don't understand,
Why I hurt.
They don't understand,
Why I have fears.
They don't understand,
Why I'm different.

I don't understand,
Why they don't like me.
I don't understand,
Why they don't except me.
I don't understand,
What they say.
I don't understand,
Why they don't undersatnd,
Me...

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Fingertips

Everything is catching
Yes, everything is catching on fire
(everythings catching on fire)
Everything is catching on fire (everythings catching on fire)
Fingertips
Fingertips
Fingertips
I hear the wind blow
I hear the wind blow
It seems to say, hello, hello,
Im the one who loves you so.
Hey now everybody now
Hey now everybody
Hey now everybody now
Whos that standing out my window?
I found a new friend
Underneath my pillow
Come on and wreck my car (come on)
Come on and wreck my car (come on)
Come on and wreck my car (come on)
Come on and wreck my car (come on)
Arent you the guy who hit me in the eye?
Arent you the guy who hit me in the eye?
Please pass the milk, please
Please pass the milk, please
Please pass the milk, please
Leave me alone, leave me alone
Whos knocking on the wall?
All alone all alone
All by myself
Whats that blue thing doing here?
Something grabbed ahold of my hand
I didnt know what had my hand
But thats when all my troubles began
I dont understand you (I dont understand you)
I just dont understand you (I dont understand you)
I dont understand the things you say
I cant understand a single word
I dont understand you (I dont understand you)
I just dont understand you (I dont understand you)
I cannot understand you (I dont understand you)
I dont understand you (I dont understand you)
I heard a sound, I turned around
I turned around to find the thing
That made the sound
Mysterious whisper
Mysterious whisper
Mysterious whisper
Mysterious whisper
The day that love came to play

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The Ghost - Book IV

Coxcombs, who vainly make pretence
To something of exalted sense
'Bove other men, and, gravely wise,
Affect those pleasures to despise,
Which, merely to the eye confined,
Bring no improvement to the mind,
Rail at all pomp; they would not go
For millions to a puppet-show,
Nor can forgive the mighty crime
Of countenancing pantomime;
No, not at Covent Garden, where,
Without a head for play or player,
Or, could a head be found most fit,
Without one player to second it,
They must, obeying Folly's call,
Thrive by mere show, or not at all
With these grave fops, who, (bless their brains!)
Most cruel to themselves, take pains
For wretchedness, and would be thought
Much wiser than a wise man ought,
For his own happiness, to be;
Who what they hear, and what they see,
And what they smell, and taste, and feel,
Distrust, till Reason sets her seal,
And, by long trains of consequences
Insured, gives sanction to the senses;
Who would not (Heaven forbid it!) waste
One hour in what the world calls Taste,
Nor fondly deign to laugh or cry,
Unless they know some reason why;
With these grave fops, whose system seems
To give up certainty for dreams,
The eye of man is understood
As for no other purpose good
Than as a door, through which, of course,
Their passage crowding, objects force,
A downright usher, to admit
New-comers to the court of Wit:
(Good Gravity! forbear thy spleen;
When I say Wit, I Wisdom mean)
Where (such the practice of the court,
Which legal precedents support)
Not one idea is allow'd
To pass unquestion'd in the crowd,
But ere it can obtain the grace
Of holding in the brain a place,
Before the chief in congregation
Must stand a strict examination.
Not such as those, who physic twirl,
Full fraught with death, from every curl;

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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

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How Can It Hurt

(music: marillion lyrics: steve hogarth)
Maybe youre just too upset inside to give it to me straight
Maybe youve become too angry and too close to crying to say anything I can understand
Or maybe youre just coming in over my head
Maybe youre just too upset inside too upset inside
How can it hurt if I dont understand
How can it hurt if I dont understand
How can it hurt if I dont understand
How can it hurt if I dont understand
Youre never gonna square with me I know so what is there to say?
Theres a million words that we could share tonight
Why do you walk away?
And I could write you off and its over with like a damaged car I cant afford to fix
But everything inside me wants to heal your pain
You wont explain
You wont explain
How can it hurt if I dont understand
How can it hurt if I dont understand
How can it hurt if I dont understand
How can it hurt if I dont understand
How can it hurt, how can it hurt
Well I dont understand
Well I dont understand
Tell me how can it hurt
Well I dont understand
Tell me how can it hurt
Well I dont understand

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Amours de Voyage, Canto II

Is it illusion? or does there a spirit from perfecter ages,
Here, even yet, amid loss, change, and corruption abide?
Does there a spirit we know not, though seek, though we find, comprehend not,
Here to entice and confuse, tempt and evade us, abide?
Lives in the exquisite grace of the column disjointed and single,
Haunts the rude masses of brick garlanded gaily with vine,
E'en in the turret fantastic surviving that springs from the ruin,
E'en in the people itself? is it illusion or not?
Is it illusion or not that attracteth the pilgrim transalpine,
Brings him a dullard and dunce hither to pry and to stare?
Is it illusion or not that allures the barbarian stranger,
Brings him with gold to the shrine, brings him in arms to the gate?

I. Claude to Eustace.

What do the people say, and what does the government do?--you
Ask, and I know not at all. Yet fortune will favour your hopes; and
I, who avoided it all, am fated, it seems, to describe it.
I, who nor meddle nor make in politics,--I who sincerely
Put not my trust in leagues nor any suffrage by ballot,
Never predicted Parisian millenniums, never beheld a
New Jerusalem coming down dressed like a bride out of heaven
Right on the Place de la Concorde,--I, nevertheless, let me say it,
Could in my soul of souls, this day, with the Gaul at the gates shed
One true tear for thee, thou poor little Roman Republic;
What, with the German restored, with Sicily safe to the Bourbon,
Not leave one poor corner for native Italian exertion?
France, it is foully done! and you, poor foolish England,--
You, who a twelvemonth ago said nations must choose for themselves, you
Could not, of course, interfere,--you, now, when a nation has chosen----
Pardon this folly! The Times will, of course, have announced the occasion,
Told you the news of to-day; and although it was slightly in error
When it proclaimed as a fact the Apollo was sold to a Yankee,
You may believe when it tells you the French are at Civita Vecchia.

II. Claude to Eustace.

Dulce it is, and decorum, no doubt, for the country to fall,--to
Offer one's blood an oblation to Freedom, and die for the Cause; yet
Still, individual culture is also something, and no man
Finds quite distinct the assurance that he of all others is called on,
Or would be justified even, in taking away from the world that
Precious creature, himself. Nature sent him here to abide here;
Else why send him at all? Nature wants him still, it is likely;
On the whole, we are meant to look after ourselves; it is certain
Each has to eat for himself, digest for himself, and in general

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Something Happened

Something happened
I just don't understand
Something happened
It's making me feel mad
Something happened, you don't hear about
Oh, please that never did before
Something happened
I just don't understand
Something happened
I just don't understand
Something happened
It's making me feel mad, oh
I never saw this on TV
I never read it in no book
ahh
Something happened
I just don't understand
hey, baby, something happened
I just don't understand
something happened
I just don't understand
something happened
I just don't understand
something happened
I just don't understand
something happened
Something happened
I just don't understand
Something happened
It's making me feel mad
I thought I knew a lot of things
but I don't know a thing, oh, oh, oh
Something happened
I just don't understand
The things I hear and see
don't seem the same
The things I touch and feel
are forever changed
I've never felt this way before
and I hope I never do again
Something happened
I don't know why or when
oh, something happened
I just don't understand
something happened
I just don't understand
Doo, doo-doo, doo-doo, doo-doo-doo-doo
something happened
Doo, doo-doo, doo-doo, doo-doo-doo-doo
something happened

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History

I wander lonely streets
I wander lonely streets
Behind where the old thames does flow
Behind where the old thames does flow
And in every face I meet
And in every face I meet
Reminds me of what I have run from
Reminds me of what I have run from
In every man, in every hand
In every man, in every hand
In every kiss, you understand
In every kiss, you understand
That living is for other men
That living is for other men
I hope you two will understand
I hope you two will understand
Ive got to tell you my tale
Of how I loved and how I failed
Ive got to tell you my tale
I hope you understand
Of how I loved and how I failed
I hope you understand
Ive got to tell you my tale
Of how I loved and how I failed
I hope you understand
Ive got to tell you my tale
These feelings should not be in the man
Of how I loved and how I failed
I hope you understand
In every child, in every eye
These feelings should not be in the man
In every sky, above my head
I hope that I know
So come with me in bed
In every child, in every eye
Because its you and me, were history
In every sky, above my head
There aint nothing left to say
I hope that I know
When I will get you alone
So come with me in bed
Because its you and me, were history
Maybe we could find a room
There aint nothing left to say
Where we could see what we should do
When I will get you alone
Maybe you know its true
Living with me is like keeping a fool
Maybe we could find a room
In every man, in every hand

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Samuel Butler

An Heroic Epistle of Hudibras To His Lady

I who was once as great as Caesar,
Am now reduc'd to Nebuchadnezzar;
And from as fam'd a conqueror
As ever took degree in war,
Or did his exercise in battle,
By you turn'd out to grass with cattle:
For since I am deny'd access
To all my earthly happiness
Am fallen from the paradise
Of your good graces, and fair eyes;
Lost to the world, and you, I'm sent
To everlasting banishment;
Where all the hopes I had t' have won
Your heart, b'ing dash'd, will break my own.

Yet if you were not so severe
To pass your doom before you hear,
You'd find, upon my just defence,
How much y' have wrong'd my innocence.
That once I made a vow to you,
Which yet is unperformed, 'tis true:
But not because it is unpaid,
'Tis violated, though delay'd;
Or, if it were, it is no fau't,
So heinous as you'd have it thought;
To undergo the loss of ears,
Like vulgar hackney perjurers
For there's a diff'rence in the case,
Between the noble and the base,
Who always are observ'd t' have done't
Upon as different an account:
The one for great and weighty cause,
To salve in honour ugly flaws;
For none are like to do it sooner
Than those who are nicest of their honour:
The other, for base gain and pay,
Forswear, and perjure by the day;
And make th' exposing and retailing
Their souls and consciences a calling.

It is no scandal, nor aspersion,
Upon a great and noble person,
To say he nat'rally abhorr'd
Th' old-fashion'd trick, To keep his word;
Though 'tis perfidiousness and shame
In meaner men to do the same:
For to be able to forget,
Is found more useful to the great,
Than gout, or deafness, or bad eyes,
To make 'em pass for wond'rous wise.

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Access Me

The first time I came over I was bitten by your dog
You weren't even there 'cause you were walking in the fog
I call you up and plead and beg and talk to your machine
My friends say not to bother when you're acting pretty mean
But I don't need to botehr you, no I won't play that part
I just want access to the inside of your heart
Access to your thoughts on the way that I should be
So I could start to cvhange and maybe you could access me
Access me
You could tell me all about all the things you did at work
The guy who sits beside you and how he's acting like a jerk
And if you don't have to open up the secrets of your soul
But if that's the place you want me I'd be glad to pay the toll

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Keys To The Kingdom

The keys to Heaven’s Kingdom, open up eternal things to come,
They’re keys that you do receive, when in Christ you do believe.
A Truth revealed to us from, The God of Heaven about His Son,
That His Son is indeed The Christ, and in The Son we have life.
Christ dear friend is The Key, to open hearts and minds to see,

This Truth will help you to see, that God’s Kingdom is in Eternity,
Eternal truth of God from above, the Truth of God’s Eternal Love.
Keys that open up Truth of God, on this earth we presently trod.
To reach men of every nation, with the keys to God’s Salvation.
With the Keys we will enter in, His Eternal Kingdom with no sin.

He will build His Church with us, as in Christ men place their trust,
Living stones upon one foundation, Christ our Rock and Salvation.
All Authority is given to the Son, to build the Church and Kingdom.
His Authority gives men power, to live for Him each day and hour.
To share this access with others, bringing to Christ many brothers.

Access we receive from Christ, is used by God through every life,
With access comes responsibility, helping other men come to see,
It’s His Name we must confess, the name of Christ to gain access.
Whatever you bind on this earth, will become for you eternal worth,
And whatever you do not bind, upon this earth, shall be left behind.

You must deny your earthly plan, when you follow The Son of Man,
Dying to our worldly needs, to share with men The Kingdom’s Keys,
Becoming for Him a living sacrifice, to gain New Life in Jesus Christ.
Leading men from the dark of night, into the Kingdom’s Eternal Light,
This by passing on the only Keys, to His Kingdom that will not cease.

(07/2006)

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Baidoo

To gain access to the forest is like,
To gain access to your love;
And, you are like one of the smart waiters around me!
But, let me break the jink.

Of the forest of love that muses with my heart!
For, my mind is now set on you like the eternal blues of love;
And i will always wait for you my sweet one,
Because, you are the very one that my heart had been searching for.

Baidoo my lover!
receive my muse and take in my message;
For, to gain access to your love is like,
To gain access to the thick forest!
And, i will always do my best to wait for you always.

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No Access To Fast Food, Branded Clothes And

The creation of nations,
that have passion,
for money and power,
is the absolute poverty.

Not having the access,
to shelter, food and clothing,
to have a healthy living.

Fifteen percent Americans,
fall under poverty line,
and they earn,
less than,
ONLY 22K American dollar,
per year.

In other parts of the world,
people live,
in appropriate poverty,
and they live on,
2 dollars a day,
six hundred dollars a year,
five people can eat,
have shelter and simple clothing,
still they are healthy.
slim and fit.

Europeans are clever,
to make the people to believe,
that they are poor,
earning only 800 Euro a month,
Which is above,
the average annual income,
of many developing nations,
where people have,
no access to any wealth and health.

All of us stay in the same earth,
but the value of properties,
and the rental acquired,
through the properties,
differ substantially.
Politicians of the poor nations,
have abysmal knowledge on economics.
To be a rich nation,
we should have values,
but these clowns are short sighted,
to look at the value,
of their own properties!

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