The proportions, too, in which the capital that is to support labour, and the capital that is invested in tools, machinery and buildings, may be variously combined.
quote by David Ricardo
Added by Lucian Velea
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Related quotes
Too Busy In a Loop
Too busy in a loop,
Leaving snoopers for a scoop.
To pour upon a separate root,
To then loosen and use!
Too busy in a loop,
Leaving snoopers for a scoop.
To pour upon a root,
To then loosen and use!
Many busy in this loop have also been used as tools.
Many busy in this loop have also been used as tools.
Many busy in this loop have also been used as tools.
Many busy in this loop have also been...
Too busy in a loop,
Leaving snoopers for a scoop.
To pour upon a root,
To then loosen and use!
Although these loopers keep their cool,
No matter who could lose...
Positions in this loop,
To control...
And rule!
Ma-many busy in this loop have also been used as tools.
Too many busy in this loop have also been used as tools.
So many busy in this loop have also been used as tools.
Many busy in this loop have also been...
Too busy in a loop,
Leaving snoopers for a scoop.
To pour upon a separate root,
To then loosen and use!
But many busy in this loop have also been used as tools.
Ma-many busy in this loop have also been used as tools.
Too many busy in this loop have also been used as tools.
So many busy in this loop have also been used as tools.
Although these loopers keep their cool,
No matter who could lose...
Positions in this loop,
To control...
And rule!
Too many busy in this loop have also been used as tools.
Too many busy in this loop have also been used as tools.
Too many busy in this loop have also been used as tools.
[...] Read more
poem by Lawrence S. Pertillar
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The Minstrel ; Or, The Progress Of Genius - Book II.
I.
Of chance or change O let not man complain,
Else shall he never never cease to wail:
For, from the imperial dome, to where the swain
Rears the lone cottage in the silent dale,
All feel the assault of fortune's fickle gale;
Art, empire, earth itself to change are doom'd;
Earthquakes have raised to heaven the humble vale,
And gulphs the mountain's mighty mass entomb'd,
And where the Atlantic rolls wide continents have bloom'd.
II.
But sure to foreign climes we need not range,
Nor search the ancient records of our race,
To learn the dire effects of time and change,
Which in ourselves, alas! we daily trace.
Yet at the darken'd eye, the wither'd face,
Or hoary hair, I never will repine:
But spare, O Time, whate'er of mental grace,
Of candour, love, or sympathy divine,
Whate'er of fancy's ray, of friendship's flame is mine.
III.
So I, obsequious to Truth's dread command,
Shall here without reluctance change my lay,
And smile to the Gothic lyre with harsher hand;
Now when I leave that flowery path for aye
Of childhood, where I sported many a day,
Warbling and sauntering carelessly along;
Where every face was innocent and gay,
Each vale romantic, tuneful every tongue,
Sweet, wild, and artless all, as Edwin's infant song.
IV.
'Perish the lore that deadens young desire,'
Is the soft tenor of my song no more.
Edwin, though loved of Heaven, must not aspire
To bliss, which mortals never knew before.
On trembling wings let youthful fancy soar,
Nor always haunt the sunny realms of joy;
But now and then the shades of life explore;
Though many a sound and sight of wo annoy,
And many a qualm of care his rising hopes destroy.
V.
Vigour from toil, from trouble patience grows.
The weakly bosom, warm in summer bower,
Some tints of transient beauty may disclose;
But soon it withers in the chilling hour.
Mark yonder oak. Superior to the power
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poem by James Beattie
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At The Bar-Code Ranch
A stellar job in the bullpen
C.B.S. Baseball
I lie in a converted garage, sun coming up
and the chuck-chuck of unfamiliar birds
from Lake Mizell.
The lamp grows ineffectual
under a skylight; the great world
washes in, humid, composed of small numbered parts.
Sometime after nine, the classical music station stops
for the landing of a space shuttle
a sonic boom
shakes the bungalow
and Vladomir Horowitz
is abruptly terminated.
Yesterday, at New Smyrna, north of Canaveral:
knotted shoreline
looking out from a timbered interior
on the Atlantic;
driving inland on Local 40,
a two-lane, the Beach Boys on air,
to Winter Park, inches above the water table.
Today, flying north, from Florida’s eighty degrees
to Washington’s forty-something
a river far below
in South Carolina.
Salt-pork and black-eyed beans
“soul food” – and cheap – in D.C’s low
where U.S. presidents
fall like leaves . . .
Consume and Die!
Wednesday
under the pines
looking out over the waters of Potomac
a torn Bush-Quayle poster in the grass
the morning after the election,
and down on Canal St
a bag of crushed Busch beer cans
reminds me that poetry exists.
Up at 3040 R St N.W.
[...] Read more
poem by Laurence James Duggan
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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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A Voice From The Factories
WHEN fallen man from Paradise was driven,
Forth to a world of labour, death, and care;
Still, of his native Eden, bounteous Heaven
Resolved one brief memorial to spare,
And gave his offspring an imperfect share
Of that lost happiness, amid decay;
Making their first approach to life seem fair,
And giving, for the Eden past away,
CHILDHOOD, the weary life's long happy holyday.
II.
Sacred to heavenly peace, those years remain!
And when with clouds their dawn is overcast,
Unnatural seem the sorrow and the pain
(Which rosy joy flies forth to banish fast,
Because that season's sadness may not last).
Light is their grief! a word of fondness cheers
The unhaunted heart; the shadow glideth past;
Unknown to them the weight of boding fears,
And soft as dew on flowers their bright, ungrieving tears.
III.
See the Stage-Wonder (taught to earn its bread
By the exertion of an infant skill),
Forsake the wholesome slumbers of its bed,
And mime, obedient to the public will.
Where is the heart so cold that does not thrill
With a vexatious sympathy, to see
That child prepare to play its part, and still
With simulated airs of gaiety
Rise to the dangerous rope, and bend the supple knee?
IV.
Painted and spangled, trembling there it stands,
Glances below for friend or father's face,
Then lifts its small round arms and feeble hands
With the taught movements of an artist's grace:
Leaves its uncertain gilded resting-place--
Springs lightly as the elastic cord gives way--
And runs along with scarce perceptible pace--
Like a bright bird upon a waving spray,
Fluttering and sinking still, whene'er the branches play.
V.
Now watch! a joyless and distorted smile
Its innocent lips assume; (the dancer's leer!)
Conquering its terror for a little while:
Then lets the TRUTH OF INFANCY appear,
And with a stare of numbed and childish fear
Looks sadly towards the audience come to gaze
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poem by Caroline Elizabeth Sarah Norton
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At The West India Docks
(A Memory of August, 1883)
I STOOD in the ghastly gleaming night by the swollen, sullen flow
Of the dreadful river that rolls her tides through the City of Wealth and
Woe;
And mine eyes were heavy with sleepless hours, and dry with desperate
grief,
And my brain was throbbing and aching, and mine anguish had no relief.
For never a moment — no; not one — through all the dreary day,
And thro' all the weary night forlorn, would the pitiless pulses stay
Of the thundering great Machinery that such insistence had,
As it crushed out human hearts and souls, that it slowly drove me mad.
And there, in the dank and foetid mist, as I, silent and tearless, stood,
And the river's exhalations, sweating forth their muddy blood,
Breathed full on my face and poisoned me, like the slow, putrescent
drain
That carries away from the shambles the refuse of flesh and brain —
There rose up slowly before me, in the dome of the city's light,
A vast and shadowy Substance, with shafts and wheels of might,
Tremendous, ruthless, fatal; and I knew the visible shape
Of that thundering great Machinery from which there was no escape.
It stood there high in the heavens, fronting the face of God,
And the spray it sprinkled had blasted the green and flowery sod
All round where, through stony precincts, its Cyclopean pillars fell
To its adamantine foundations that were fixed in the womb of hell.
And the birds that, wild and whirling, and moth-like, flew to its glare
Were struck by the flying wheel-spokes, and maimed and murdered
there;
And the dust that swept about its black panoply overhead,
And the din of it seemed to shatter and scatter the sheeted dead.
But mine eyes were fixed on the people that sought this horrible den,
And they mounted in thronged battalions, children and women and men,
Right out from the low horizon, more far than eye could see,
From the north and the south and the east and the west, they came
perpetually —
Some silent, some raving, some sobbing, some laughing, some cursing,
some crying,
Some alone, some with others, some struggling, some dragging the dead
and the dying,
Up to the central Wheel enormous with its wild devouring breath
That winnowed the livid smoke-clouds and the sickening fume of death.
Then suddenly, as I watched it all, a keen wind blew amain,
And the air grew clearer and purer, and I could see it plain —
How under the central Wheel a black stone Altar stood,
And a great, gold Idol upon it was gleaming like fiery blood.
And there, in front of the Altar, was a huge, round lurid Pit,
And the thronged battalions were marching to the yawning mouth of it
In the clangour of the Machinery and the Wheel's devouring breath
That winnowed the livid smoke-clouds and the sickening fume of death.
And once again, as I gazed there, and the keen wind still blew on,
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poem by Francis William Lauderdale Adams
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The Four Seasons : Summer
From brightening fields of ether fair disclosed,
Child of the Sun, refulgent Summer comes,
In pride of youth, and felt through Nature's depth:
He comes attended by the sultry Hours,
And ever fanning breezes, on his way;
While, from his ardent look, the turning Spring
Averts her blushful face; and earth, and skies,
All-smiling, to his hot dominion leaves.
Hence, let me haste into the mid-wood shade,
Where scarce a sunbeam wanders through the gloom;
And on the dark-green grass, beside the brink
Of haunted stream, that by the roots of oak
Rolls o'er the rocky channel, lie at large,
And sing the glories of the circling year.
Come, Inspiration! from thy hermit-seat,
By mortal seldom found: may Fancy dare,
From thy fix'd serious eye, and raptured glance
Shot on surrounding Heaven, to steal one look
Creative of the Poet, every power
Exalting to an ecstasy of soul.
And thou, my youthful Muse's early friend,
In whom the human graces all unite:
Pure light of mind, and tenderness of heart;
Genius, and wisdom; the gay social sense,
By decency chastised; goodness and wit,
In seldom-meeting harmony combined;
Unblemish'd honour, and an active zeal
For Britain's glory, liberty, and Man:
O Dodington! attend my rural song,
Stoop to my theme, inspirit every line,
And teach me to deserve thy just applause.
With what an awful world-revolving power
Were first the unwieldy planets launch'd along
The illimitable void! thus to remain,
Amid the flux of many thousand years,
That oft has swept the toiling race of men,
And all their labour'd monuments away,
Firm, unremitting, matchless, in their course;
To the kind-temper'd change of night and day,
And of the seasons ever stealing round,
Minutely faithful: such the All-perfect hand!
That poised, impels, and rules the steady whole.
When now no more the alternate Twins are fired,
And Cancer reddens with the solar blaze,
Short is the doubtful empire of the night;
And soon, observant of approaching day,
The meek'd-eyed Morn appears, mother of dews,
At first faint-gleaming in the dappled east:
Till far o'er ether spreads the widening glow;
And, from before the lustre of her face,
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poem by James Thomson
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Prince Hohenstiel-Schwangau, Saviour of Society
Epigraph
Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.
I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.
You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:
[...] Read more
poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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Step Outside
Well the walls to wet to sit on
And theres a curtain right over my head
Stamp my feet waiting for a bus
But decide to walk instead
And the american saxophoner follows me
All the way from the tele to the public house
My fingers are always in my ears
But the reeds always in their mouth
And if youve ever crossed your heart and hoped to die
The voices in your head saying you must cry
Then theres more to you than meets the eye
But if you go about your business with capital b
Theyre sure to cut you up with a capital c
And then you will be dead with a capital d
Just step outside
Well we could stop for a conversasion
If we could think of anything to say
But you know youve got nothing to talk about
When nothing happened yesterday
And if I ever commited a murder
I think Id go about it this way
Never mine a rope or a dagger and a cloak
I could spend a week on this estate
And if youve ever crossed your heart and hoped to die
The voices in your head saying you must cry
Then theres more to you than meets the eye
But if you go about your business with capital b
Theyre sure to cut you up with a capital c
And then you will be dead with a capital a
Just step outside
What are you doing tomorrow
And the day after and the day after that
Got some money I can borrow?
Ive become the person Ive admired
And if youve ever crossed your heart and hoped to die
The voices in your head saying you must cry
Then theres more to you than meets the eye
But if you go about your business with capital b
Theyre sure to cut you up with a capital c
And then you will be dead with a capital b
song performed by Housemartins
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The Village: Book I
The Village Life, and every care that reigns
O'er youthful peasants and declining swains;
What labour yields, and what, that labour past,
Age, in its hour of languor, finds at last;
What form the real picture of the poor,
Demand a song--the Muse can give no more.
Fled are those times, when, in harmonious strains,
The rustic poet praised his native plains:
No shepherds now, in smooth alternate verse,
Their country's beauty or their nymphs' rehearse;
Yet still for these we frame the tender strain,
Still in our lays fond Corydons complain,
And shepherds' boys their amorous pains reveal,
The only pains, alas! they never feel.
On Mincio's banks, in Caesar's bounteous reign,
If Tityrus found the Golden Age again,
Must sleepy bards the flattering dream prolong,
Mechanic echoes of the Mantuan song?
From Truth and Nature shall we widely stray,
Where Virgil, not where Fancy, leads the way?
Yes, thus the Muses sing of happy swains,
Because the Muses never knew their pains:
They boast their peasants' pipes; but peasants now
Resign their pipes and plod behind the plough;
And few, amid the rural-tribe, have time
To number syllables, and play with rhyme;
Save honest Duck, what son of verse could share
The poet's rapture, and the peasant's care?
Or the great labours of the field degrade,
With the new peril of a poorer trade?
From this chief cause these idle praises spring,
That themes so easy few forbear to sing;
For no deep thought the trifling subjects ask;
To sing of shepherds is an easy task:
The happy youth assumes the common strain,
A nymph his mistress, and himself a swain;
With no sad scenes he clouds his tuneful prayer
But all, to look like her, is painted fair.
I grant indeed that fields and flocks have charms
For him that grazes or for him that farms;
But when amid such pleasing scenes I trace
The poor laborious natives of the place,
And see the mid-day sun, with fervid ray,
On their bare heads and dewy temples play;
While some with feebler heads and fainter hearts,
[...] Read more
poem by George Crabbe
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The Child Of The Islands - Autumn
I.
BROWN Autumn cometh, with her liberal hand
Binding the Harvest in a thousand sheaves:
A yellow glory brightens o'er the land,
Shines on thatched corners and low cottage-eaves,
And gilds with cheerful light the fading leaves:
Beautiful even here, on hill and dale;
More lovely yet where Scotland's soil receives
The varied rays her wooded mountains hail,
With hues to which our faint and soberer tints are pale.
II.
For there the Scarlet Rowan seems to mock
The red sea coral--berries, leaves, and all;
Light swinging from the moist green shining rock
Which beds the foaming torrent's turbid fall;
And there the purple cedar, grandly tall,
Lifts its crowned head and sun-illumined stem;
And larch (soft drooping like a maiden's pall)
Bends o'er the lake, that seems a sapphire gem
Dropt from the hoary hill's gigantic diadem.
III.
And far and wide the glorious heather blooms,
Its regal mantle o'er the mountains spread;
Wooing the bee with honey-sweet perfumes,
By many a viewless wild flower richly shed;
Up-springing 'neath the glad exulting tread
Of eager climbers, light of heart and limb;
Or yielding, soft, a fresh elastic bed,
When evening shadows gather, faint and dim,
And sun-forsaken crags grow old, and gaunt, and grim.
IV.
Oh, Land! first seen when Life lay all unknown,
Like an unvisited country o'er the wave,
Which now my travelled heart looks back upon,
Marking each sunny path, each gloomy cave,
With here a memory, and there a grave:--
Land of romance and beauty; noble land
Of Bruce and Wallace; land where, vainly brave,
Ill-fated Stuart made his final stand,
Ere yet the shivered sword fell hopeless from his hand--
V.
I love you! I remember you! though years
Have fleeted o'er the hills my spirit knew,
Whose wild uncultured heights the plough forbears,
Whose broomy hollows glisten in the dew.
[...] Read more
poem by Caroline Elizabeth Sarah Norton
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English Bards and Scotch Reviewers: A Satire
'I had rather be a kitten, and cry mew!
Than one of these same metre ballad-mongers'~Shakespeare
'Such shameless bards we have; and yet 'tis true,
There are as mad, abandon'd critics too,'~Pope.
Still must I hear? -- shall hoarse Fitzgerald bawl
His creaking couplets in a tavern hall,
And I not sing, lest, haply, Scotch reviews
Should dub me scribbler, and denounce my muse?
Prepare for rhyme -- I'll publish, right or wrong:
Fools are my theme, let satire be my song.
O nature's noblest gift -- my grey goose-quill!
Slave of my thoughts, obedient to my will,
Torn from thy parent bird to form a pen,
That mighty instrument of little men!
The pen! foredoom'd to aid the mental throes
Of brains that labour, big with verse or prose,
Though nymphs forsake, and critics may deride,
The lover's solace, and the author's pride.
What wits, what poets dost thou daily raise!
How frequent is thy use, how small thy praise!
Condemn'd at length to be forgotten quite,
With all the pages which 'twas thine to write.
But thou, at least, mine own especial pen!
Once laid aside, but now assumed again,
Our task complete, like Hamet's shall be free;
Though spurn'd by others, yet beloved by me:
Then let us soar today, no common theme,
No eastern vision, no distemper'd dream
Inspires -- our path, though full of thorns, is plain;
Smooth be the verse, and easy be the strain.
When Vice triumphant holds her sov'reign sway,
Obey'd by all who nought beside obey;
When Folly, frequent harbinger of crime,
Bedecks her cap with bells of every clime;
When knaves and fools combined o'er all prevail,
And weigh their justice in a golden scale;
E'en then the boldest start from public sneers,
Afraid of shame, unknown to other fears,
More darkly sin, by satire kept in awe,
And shrink from ridicule, though not from law.
Such is the force of wit! but not belong
To me the arrows of satiric song;
The royal vices of our age demand
A keener weapon, and a mightier hand.
[...] Read more
Paradise Lost: Book 09
No more of talk where God or Angel guest
With Man, as with his friend, familiar us'd,
To sit indulgent, and with him partake
Rural repast; permitting him the while
Venial discourse unblam'd. I now must change
Those notes to tragick; foul distrust, and breach
Disloyal on the part of Man, revolt,
And disobedience: on the part of Heaven
Now alienated, distance and distaste,
Anger and just rebuke, and judgement given,
That brought into this world a world of woe,
Sin and her shadow Death, and Misery
Death's harbinger: Sad talk!yet argument
Not less but more heroick than the wrath
Of stern Achilles on his foe pursued
Thrice fugitive about Troy wall; or rage
Of Turnus for Lavinia disespous'd;
Or Neptune's ire, or Juno's, that so long
Perplexed the Greek, and Cytherea's son:
If answerable style I can obtain
Of my celestial patroness, who deigns
Her nightly visitation unimplor'd,
And dictates to me slumbering; or inspires
Easy my unpremeditated verse:
Since first this subject for heroick song
Pleas'd me long choosing, and beginning late;
Not sedulous by nature to indite
Wars, hitherto the only argument
Heroick deem'd chief mastery to dissect
With long and tedious havock fabled knights
In battles feign'd; the better fortitude
Of patience and heroick martyrdom
Unsung; or to describe races and games,
Or tilting furniture, imblazon'd shields,
Impresses quaint, caparisons and steeds,
Bases and tinsel trappings, gorgeous knights
At joust and tournament; then marshall'd feast
Serv'd up in hall with sewers and seneshals;
The skill of artifice or office mean,
Not that which justly gives heroick name
To person, or to poem. Me, of these
Nor skill'd nor studious, higher argument
Remains; sufficient of itself to raise
That name, unless an age too late, or cold
Climate, or years, damp my intended wing
Depress'd; and much they may, if all be mine,
Not hers, who brings it nightly to my ear.
The sun was sunk, and after him the star
Of Hesperus, whose office is to bring
[...] Read more
poem by John Milton
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On The Front Line
I am a fireman here at home
And I put my life on the front line everyday
To save the people from burning buildings
Or from car accidents
Someday I am very lucky because I am able to save people from burning
Buildings and car accidents
But other days I am not so lucky because it depends where the fire is on The building
Sometimes I have to climb all the way to the top of the buildings
Very fast to save the people from the burning buildings here at home
Other times the fire on the buildings happened on the lower floor
Yes there had been times that I could not save the people from the
Buildings here at home because the buildings here at home had been Engulfed with smoke and all the people that live there died
Yes that was a very bad scene to see
At the end of the night I go home for my kids and my wife
When I arrive home my kids and my wife are already sleeping in bed
I don't have very much time to spend with my children
Because of my work
I don't enjoy being a fireman but the pay is good
So I don't have anything to complain about
I never talk about my work at home
At home I talk about different things to my wife and kids
But I know that my day starts very early everyday
poem by Aldo Kraas
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Introduction To Post-conceprual Poetics(3)
post-conceptual poetics is a redefination of being a robotics in digital age, humanity in the conceptual frame of digital machinery, a machinery of reflection on the machinery set ut by I-machinery in the operation of social and intellectual capital.A dead butterfly knowing that she can fly over death with language of conceptual networks growing out of the mixture of digitalization and socialization-intellectualization process.WOW.
poem by Nyein Way
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Annus Mirabilis, The Year Of Wonders, 1666
1
In thriving arts long time had Holland grown,
Crouching at home and cruel when abroad:
Scarce leaving us the means to claim our own;
Our King they courted, and our merchants awed.
2
Trade, which, like blood, should circularly flow,
Stopp'd in their channels, found its freedom lost:
Thither the wealth of all the world did go,
And seem'd but shipwreck'd on so base a coast.
3
For them alone the heavens had kindly heat;
In eastern quarries ripening precious dew:
For them the Idumaean balm did sweat,
And in hot Ceylon spicy forests grew.
4
The sun but seem'd the labourer of the year;
Each waxing moon supplied her watery store,
To swell those tides, which from the line did bear
Their brimful vessels to the Belgian shore.
5
Thus mighty in her ships, stood Carthage long,
And swept the riches of the world from far;
Yet stoop'd to Rome, less wealthy, but more strong:
And this may prove our second Punic war.
6
What peace can be, where both to one pretend?
(But they more diligent, and we more strong)
Or if a peace, it soon must have an end;
For they would grow too powerful, were it long.
7
Behold two nations, then, engaged so far
That each seven years the fit must shake each land:
Where France will side to weaken us by war,
Who only can his vast designs withstand.
8
See how he feeds the Iberian with delays,
To render us his timely friendship vain:
And while his secret soul on Flanders preys,
He rocks the cradle of the babe of Spain.
9
Such deep designs of empire does he lay
[...] Read more
poem by John Dryden
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Labour Of Love
Marriage is a two-headed transplant,
Sometimes thats how it seems.
When the sex wears off its all give and take,
And its good-bye to all your dreams.
One head wants to go to a movie
While the other wants to stay at home,
And just like a two-headed transplant
You get the feeling that youre never alone.
Mr. and mrs. horrible are an example of what I say.
They used to be so in love, now they fight so much
That theyve frightened all their friends away.
They never get visits from neighbors,
Theyve alienated everyone.
And what started off as all cuddles and kisses
Has finally become
A labour of love, labour of love.
The torment, the worry and woe,
Loves full of fears, bruises and tears,
Thats the way that a true love grows.
Its a labour of love, labour of love.
Its a struggle, without a doubt,
But if they keep on trying, screaming and crying,
Somehow theyre gonna work it all out.
It turned into a two-headed transplant,
But it started off with here comes the bride.
But cut off one of the heads and youll soon find out
That the other just couldnt survive.
Because they couldnt stand to be separated
They still each others to have and hold.
Anyone who thinks the transplant is easy
Really ought to be told
Its a labour of love, labour of love.
The torments, the worries and whoas,
The battles, the fights, the bruises and bites,
Thats the way that a true love grows.
They took the vows, for better or worse,
And they had it blessed by heaven above,
But what started so brightly as a tender romance
Turned into a labour of love.
Turned into a labour of love.
song performed by Kinks
Added by Lucian Velea
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Those Glory Days
Those glory days...
Come to be lived and meant for seekers of adventure.
Those glory days...
Do not support the liniment impotent people.
Those glory days...
Will not be felt that way for those who are in pain.
The ones complaining everyday and that remains the same.
Those glory days...
Come to be lived and meant for seekers of adventure.
Those glory days...
Do not support the liniment impotent people.
Those glory days...
Are for those who reach and seek an energy.
The ones who stand up straight to get up off of their knees.
The ones not looking for someone to convince and please.
The ones who choose to live their lives happily in ease.
Those glory days...
Do not support the liniment impotent people.
Those glory days...
Will not be felt that way for those who are in pain.
The ones complaining everyday and that remains the same.
Those glory days...
Do not support the liniment impotent people.
Those glory days...
Will not be felt that way for those who are in pain.
The ones complaining everyday and that remains the same.
Those glory days...
Are for those who reach and seek an energy.
The ones who stand up straight to get up off of their knees.
The ones not looking for someone to convince and please.
The ones who choose to live their lives happily in ease.
Those glory days...
Do not support the liniment impotent people.
Those glory days...
Do not support the liniment impotent people.
Those glory days...
Do not support the liniment impotent people.
Those glory days...
Will not be felt that way for those who are in pain.
[...] Read more
poem by Lawrence S. Pertillar
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The Task: Book III. -- The Garden
As one who, long in thickets and in brakes
Entangled, winds now this way and now that
His devious course uncertain, seeking home;
Or, having long in miry ways been foil’d,
And sore discomfited, from slough to slough
Plunging, and half despairing of escape;
If chance at length he finds a greensward smooth
And faithful to the foot, his spirits rise,
He chirrups brisk his ear-erecting steed,
And winds his way with pleasure and with ease:
So I, designing other themes, and call’d
To adorn the Sofa with eulogium due,
To tell its slumbers, and to paint its dreams,
Have rambled wide. In country, city, seat
Of academic fame (howe’er deserved),
Long held, and scarcely disengaged at last.
But now with pleasant pace a cleanlier road
I mean to tread. I feel myself at large,
Courageous, and refresh’d for future toil,
If toil awaits me, or if dangers new.
Since pulpits fail, and sounding boards reflect
Most part an empty ineffectual sound,
What chance that I, to fame so little known,
Nor conversant with men or manners much,
Should speak to purpose, or with better hope
Crack the satiric thong? ‘Twere wiser far
For me, enamour’d of sequester’d scenes,
And charm’d with rural beauty, to repose,
Where chance may throw me, beneath elm or vine,
My languid limbs, when summer sears the plains;
Or, when rough winter rages, on the soft
And shelter’d Sofa, while the nitrous air
Feeds a blue flame, and makes a cheerful hearth;
There, undisturb’d by Folly, and apprised
How great the danger of disturbing her,
To muse in silence, or at least confine
Remarks that gall so many to the few,
My partners in retreat. Disgust conceal’d
Is ofttimes proof of wisdom, when the fault
Is obstinate, and cure beyond our reach.
Domestic Happiness, thou only bliss
Of Paradise that has survived the fall!
Though few now taste thee unimpair’d and pure,
Or tasting long enjoy thee! too infirm,
Or too incautious, to preserve thy sweets
Unmix’d with drops of bitter, which neglect
Or temper sheds into thy crystal cup;
Thou art the nurse of Virtue, in thine arms
[...] Read more
poem by William Cowper
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Capital of Change
Beyond- capital capital, capital of change
realizing energy through social capital
energizing capital through intellectual and emotional capital
capitalizing energy through death in post-conceptual realities
beyond trust
beyond relationship
beyond law of Karma
post-framed mind-set in the ecological mind of spiritual freedom
capital of change
the end of ideology
you see/you the sea
poem by Nyein Way
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