If I felt we had alienated the Unionists, it would worry me because we've spent a great deal of time trying to open up discussion and dialogue with the Unionist Parties.
quote by Dick Spring
Added by Lucian Velea
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Related quotes
The Only Way To Control Things
The only way to control things is with an open hand.
Water on rock
a fist can't do anything to stop the rain
that keeps washing its bloody knuckles
by kissing the raw red buds
of the pain-killing poppies clean.
Anger grows ashamed of itself
in the presence of unopposable compassion
just as planets are humbled by their atmospheres.
The soft supple things of life insist
and the hard brittle ones comply.
Bullies are the broken toys of wimps.
Power limps.
But space is an open hand.
Mass may shape it
but it teaches matter how to move
just as the sky converts its openness
into a cloud and a bird
or the silence nurtures
the embryo of a blue word
in the empty womb of the dark mother
like the echo of something that can't be said.
The only way to control things is with an open hand.
Not a posture of giving.
Not a posture of receiving.
Not a posture of greeting or farewell.
Not hanging on or letting go
but the single bridge they both make
when they're both at peace with the flow.
It's not the branch it's not the trunk
it's not the root it's not the fruit
but the open handedness of its leaves
that is a tree's consummate passion.
Isis tattoos her star on their palms
like sailors and sails
to keep them from drowning
and into the valleys of their open hands
that lie at the foot of their crook-backed mountains
the aloof stars risk the intimacy of fireflies
and fate flows down like tributaries into the mindstream
as life roots its wildflowers on both shores
as if there were no sides to the flowing
of our binary lifelines.
The only way to control things is with an open hand.
You cannot bind the knower to the knowing
as if time had to know where eternity was going
before anything could change.
X marks the spot where all maps are born
[...] Read more
poem by Patrick White
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The Third Monarchy, being the Grecian, beginning under Alexander the Great in the 112. Olympiad.
Great Alexander was wise Philips son,
He to Amyntas, Kings of Macedon;
The cruel proud Olympias was his Mother,
She to Epirus warlike King was daughter.
This Prince (his father by Pausanias slain)
The twenty first of's age began to reign.
Great were the Gifts of nature which he had,
His education much to those did adde:
By art and nature both he was made fit,
To 'complish that which long before was writ.
The very day of his Nativity
To ground was burnt Dianaes Temple high:
An Omen to their near approaching woe,
Whose glory to the earth this king did throw.
His Rule to Greece he scorn'd should be confin'd,
The Universe scarce bound his proud vast mind.
This is the He-Goat which from Grecia came,
That ran in Choler on the Persian Ram,
That brake his horns, that threw him on the ground
To save him from his might no man was found:
Philip on this great Conquest had an eye,
But death did terminate those thoughts so high.
The Greeks had chose him Captain General,
Which honour to his Son did now befall.
(For as Worlds Monarch now we speak not on,
But as the King of little Macedon)
Restless both day and night his heart then was,
His high resolves which way to bring to pass;
Yet for a while in Greece is forc'd to stay,
Which makes each moment seem more then a day.
Thebes and stiff Athens both 'gainst him rebel,
Their mutinies by valour doth he quell.
This done against both right and natures Laws,
His kinsmen put to death, who gave no cause;
That no rebellion in in his absence be,
Nor making Title unto Sovereignty.
And all whom he suspects or fears will climbe,
Now taste of death least they deserv'd in time,
Nor wonder is t if he in blood begin,
For Cruelty was his parental sin,
Thus eased now of troubles and of fears,
Next spring his course to Asia he steers;
Leavs Sage Antipater, at home to sway,
And through the Hellispont his Ships made way.
Coming to Land, his dart on shore he throws,
Then with alacrity he after goes;
And with a bount'ous heart and courage brave,
His little wealth among his Souldiers gave.
And being ask'd what for himself was left,
Reply'd, enough, sith only hope he kept.
[...] Read more
poem by Anne Bradstreet
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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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III. The Other Half-Rome
Another day that finds her living yet,
Little Pompilia, with the patient brow
And lamentable smile on those poor lips,
And, under the white hospital-array,
A flower-like body, to frighten at a bruise
You'd think, yet now, stabbed through and through again,
Alive i' the ruins. 'T is a miracle.
It seems that, when her husband struck her first,
She prayed Madonna just that she might live
So long as to confess and be absolved;
And whether it was that, all her sad life long
Never before successful in a prayer,
This prayer rose with authority too dread,—
Or whether, because earth was hell to her,
By compensation, when the blackness broke
She got one glimpse of quiet and the cool blue,
To show her for a moment such things were,—
Or else,—as the Augustinian Brother thinks,
The friar who took confession from her lip,—
When a probationary soul that moved
From nobleness to nobleness, as she,
Over the rough way of the world, succumbs,
Bloodies its last thorn with unflinching foot,
The angels love to do their work betimes,
Staunch some wounds here nor leave so much for God.
Who knows? However it be, confessed, absolved,
She lies, with overplus of life beside
To speak and right herself from first to last,
Right the friend also, lamb-pure, lion-brave,
Care for the boy's concerns, to save the son
From the sire, her two-weeks' infant orphaned thus,
And—with best smile of all reserved for him—
Pardon that sire and husband from the heart.
A miracle, so tell your Molinists!
There she lies in the long white lazar-house.
Rome has besieged, these two days, never doubt,
Saint Anna's where she waits her death, to hear
Though but the chink o' the bell, turn o' the hinge
When the reluctant wicket opes at last,
Lets in, on now this and now that pretence,
Too many by half,—complain the men of art,—
For a patient in such plight. The lawyers first
Paid the due visit—justice must be done;
They took her witness, why the murder was.
Then the priests followed properly,—a soul
To shrive; 't was Brother Celestine's own right,
The same who noises thus her gifts abroad.
But many more, who found they were old friends,
Pushed in to have their stare and take their talk
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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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.
[...] Read more
poem by Innocent Masina Nkhonyo
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Open Your Box
Open your box,
Open your box,
Open your trousers,
Open your thighs,
Open your legs,
Open, open, open, open, oooh.
Open, open, open, open,
Open your legs,
Open your flies,
Open your ears,
Open your nose,
Open your mouth,
Open, open, open, open, oooh.
Open.
Open your cold feet,
Open, open,
Open, open, open, let's open, let's open the cities.
Open the cities,
Open, open, open the world,
Open, let's open the world.
Open, open, oooh -
Open, open, ooh!
song performed by Yoko Ono
Added by Lucian Velea
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Open Your Box
Open your box,
Open your box,
Open your trousers,
Open your thighs,
Open your legs,
Open, open, open, open, oooh.
Open, open, open, open,
Open your legs,
Open your flies,
Open your ears,
Open your nose,
Open your mouth,
Open, open, open, open, oooh.
Open.
Open your cold feet,
Open, open,
Open, open, open, let's open, let's open the cities.
Open the cities,
Open, open, open the world,
Open, let's open the world.
Open, open, oooh -
Open, open, ooh!
song performed by Yoko Ono
Added by Lucian Velea
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Canto the First
I
I want a hero: an uncommon want,
When every year and month sends forth a new one,
Till, after cloying the gazettes with cant,
The age discovers he is not the true one;
Of such as these I should not care to vaunt,
I'll therefore take our ancient friend Don Juan—
We all have seen him, in the pantomime,
Sent to the devil somewhat ere his time.
II
Vernon, the butcher Cumberland, Wolfe, Hawke,
Prince Ferdinand, Granby, Burgoyne, Keppel, Howe,
Evil and good, have had their tithe of talk,
And fill'd their sign posts then, like Wellesley now;
Each in their turn like Banquo's monarchs stalk,
Followers of fame, "nine farrow" of that sow:
France, too, had Buonaparté and Dumourier
Recorded in the Moniteur and Courier.
III
Barnave, Brissot, Condorcet, Mirabeau,
Petion, Clootz, Danton, Marat, La Fayette,
Were French, and famous people, as we know:
And there were others, scarce forgotten yet,
Joubert, Hoche, Marceau, Lannes, Desaix, Moreau,
With many of the military set,
Exceedingly remarkable at times,
But not at all adapted to my rhymes.
IV
Nelson was once Britannia's god of war,
And still should be so, but the tide is turn'd;
There's no more to be said of Trafalgar,
'T is with our hero quietly inurn'd;
Because the army's grown more popular,
At which the naval people are concern'd;
Besides, the prince is all for the land-service,
Forgetting Duncan, Nelson, Howe, and Jervis.
V
Brave men were living before Agamemnon
And since, exceeding valorous and sage,
A good deal like him too, though quite the same none;
But then they shone not on the poet's page,
And so have been forgotten:—I condemn none,
But can't find any in the present age
Fit for my poem (that is, for my new one);
So, as I said, I'll take my friend Don Juan.
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poem by Byron from Don Juan (1824)
Added by Veronica Serbanoiu
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Can You Deal With It?
(words and music: duran duran)
There must be somebody
Wholl make love to me.
Blow the rules away
And trash these yesterdays.
Live in simpathy
Use psychology.
To find the twist in me (ah-ha)
Can you deal with it?
Recent enquiry
Showed now boundry.
Loves the only way
Can you handle it?
Can you deal with it? (oowa)
Can you deal with it?
Can you deal with it? (oowa)
Can you deal with it?
Can you deal with it?
When you aint sorry? (can you deal with it? )
For all that you appologise (can you deal with it? )
Working up to something,
I know youre up to something...
Yeahhhh...
Can you deal with it? (somethings got to happen)
Can you deal with it? (somethings got to get me up)
Say you deal with it? (but nothing never happens)
Can you deal with it? (cos nothings ever good enough)
Say you deal with it?
Can you deal with it? (somethings got to happen)
Can you deal with it? (somethings got to get me up)
Say you deal with it? (but nothings gonna happen)
Can you deal with it? (cos nothings ever good enough)
Say you deal with it?
song performed by Duran Duran
Added by Lucian Velea
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VII. Pompilia
I am just seventeen years and five months old,
And, if I lived one day more, three full weeks;
'T is writ so in the church's register,
Lorenzo in Lucina, all my names
At length, so many names for one poor child,
—Francesca Camilla Vittoria Angela
Pompilia Comparini,—laughable!
Also 't is writ that I was married there
Four years ago: and they will add, I hope,
When they insert my death, a word or two,—
Omitting all about the mode of death,—
This, in its place, this which one cares to know,
That I had been a mother of a son
Exactly two weeks. It will be through grace
O' the Curate, not through any claim I have;
Because the boy was born at, so baptized
Close to, the Villa, in the proper church:
A pretty church, I say no word against,
Yet stranger-like,—while this Lorenzo seems
My own particular place, I always say.
I used to wonder, when I stood scarce high
As the bed here, what the marble lion meant,
With half his body rushing from the wall,
Eating the figure of a prostrate man—
(To the right, it is, of entry by the door)
An ominous sign to one baptized like me,
Married, and to be buried there, I hope.
And they should add, to have my life complete,
He is a boy and Gaetan by name—
Gaetano, for a reason,—if the friar
Don Celestine will ask this grace for me
Of Curate Ottoboni: he it was
Baptized me: he remembers my whole life
As I do his grey hair.
All these few things
I know are true,—will you remember them?
Because time flies. The surgeon cared for me,
To count my wounds,—twenty-two dagger-wounds,
Five deadly, but I do not suffer much—
Or too much pain,—and am to die to-night.
Oh how good God is that my babe was born,
—Better than born, baptized and hid away
Before this happened, safe from being hurt!
That had been sin God could not well forgive:
He was too young to smile and save himself.
When they took two days after he was born,
My babe away from me to be baptized
And hidden awhile, for fear his foe should find,—
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Dont Worry Baby
Well its been building up inside of me
For oh I dont know how long
I dont know why
But I keep thinking
Somethings bound to go wrong
But she looks in my eyes
And makes me realize
And she says dont worry baby
Dont worry baby
Dont worry baby
Everything will turn out alright
Dont worry baby
Dont worry baby
Dont worry baby
I guess I shouldve kept my mouth shut
When I started to brag about my car
But I cant back down now
I pushed the other guys too far
She makes me come alive
And makes me wanna drive
When she says dont worry baby
Dont worry baby
Dont worry baby
Everything will turn out alright
Dont worry baby
Dont worry baby
Dont worry baby
She told me baby, when you race today
Just take along my love with you
And if you know how much I loved you
Baby nothing could go wrong with you
Oh what she does to me
When she makes love to me
And she says dont worry baby
Dont worry baby
Dont worry baby
Everything will turn out alright
Dont worry baby
Dont worry baby
Dont worry baby
song performed by Beach Boys
Added by Lucian Velea
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The Ballad of the White Horse
DEDICATION
Of great limbs gone to chaos,
A great face turned to night--
Why bend above a shapeless shroud
Seeking in such archaic cloud
Sight of strong lords and light?
Where seven sunken Englands
Lie buried one by one,
Why should one idle spade, I wonder,
Shake up the dust of thanes like thunder
To smoke and choke the sun?
In cloud of clay so cast to heaven
What shape shall man discern?
These lords may light the mystery
Of mastery or victory,
And these ride high in history,
But these shall not return.
Gored on the Norman gonfalon
The Golden Dragon died:
We shall not wake with ballad strings
The good time of the smaller things,
We shall not see the holy kings
Ride down by Severn side.
Stiff, strange, and quaintly coloured
As the broidery of Bayeux
The England of that dawn remains,
And this of Alfred and the Danes
Seems like the tales a whole tribe feigns
Too English to be true.
Of a good king on an island
That ruled once on a time;
And as he walked by an apple tree
There came green devils out of the sea
With sea-plants trailing heavily
And tracks of opal slime.
Yet Alfred is no fairy tale;
His days as our days ran,
He also looked forth for an hour
On peopled plains and skies that lower,
From those few windows in the tower
That is the head of a man.
But who shall look from Alfred's hood
[...] Read more
poem by Gilbert Keith Chesterton
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II. Half-Rome
What, you, Sir, come too? (Just the man I'd meet.)
Be ruled by me and have a care o' the crowd:
This way, while fresh folk go and get their gaze:
I'll tell you like a book and save your shins.
Fie, what a roaring day we've had! Whose fault?
Lorenzo in Lucina,—here's a church
To hold a crowd at need, accommodate
All comers from the Corso! If this crush
Make not its priests ashamed of what they show
For temple-room, don't prick them to draw purse
And down with bricks and mortar, eke us out
The beggarly transept with its bit of apse
Into a decent space for Christian ease,
Why, to-day's lucky pearl is cast to swine.
Listen and estimate the luck they've had!
(The right man, and I hold him.)
Sir, do you see,
They laid both bodies in the church, this morn
The first thing, on the chancel two steps up,
Behind the little marble balustrade;
Disposed them, Pietro the old murdered fool
To the right of the altar, and his wretched wife
On the other side. In trying to count stabs,
People supposed Violante showed the most,
Till somebody explained us that mistake;
His wounds had been dealt out indifferent where,
But she took all her stabbings in the face,
Since punished thus solely for honour's sake,
Honoris causâ, that's the proper term.
A delicacy there is, our gallants hold,
When you avenge your honour and only then,
That you disfigure the subject, fray the face,
Not just take life and end, in clownish guise.
It was Violante gave the first offence,
Got therefore the conspicuous punishment:
While Pietro, who helped merely, his mere death
Answered the purpose, so his face went free.
We fancied even, free as you please, that face
Showed itself still intolerably wronged;
Was wrinkled over with resentment yet,
Nor calm at all, as murdered faces use,
Once the worst ended: an indignant air
O' the head there was—'t is said the body turned
Round and away, rolled from Violante's side
Where they had laid it loving-husband-like.
If so, if corpses can be sensitive,
Why did not he roll right down altar-step,
Roll on through nave, roll fairly out of church,
Deprive Lorenzo of the spectacle,
[...] Read more
poem by Robert Browning from The Ring and the Book
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Canto the Eighth
I
Oh blood and thunder! and oh blood and wounds!
These are but vulgar oaths, as you may deem,
Too gentle reader! and most shocking sounds:
And so they are; yet thus is Glory's dream
Unriddled, and as my true Muse expounds
At present such things, since they are her theme,
So be they her inspirers! Call them Mars,
Bellona, what you will -- they mean but wars.
II
All was prepared -- the fire, the sword, the men
To wield them in their terrible array.
The army, like a lion from his den,
March'd forth with nerve and sinews bent to slay, --
A human Hydra, issuing from its fen
To breathe destruction on its winding way,
Whose heads were heroes, which cut off in vain
Immediately in others grew again.
III
History can only take things in the gross;
But could we know them in detail, perchance
In balancing the profit and the loss,
War's merit it by no means might enhance,
To waste so much gold for a little dross,
As hath been done, mere conquest to advance.
The drying up a single tear has more
Of honest fame, than shedding seas of gore.
IV
And why? -- because it brings self-approbation;
Whereas the other, after all its glare,
Shouts, bridges, arches, pensions from a nation,
Which (it may be) has not much left to spare,
A higher title, or a loftier station,
Though they may make Corruption gape or stare,
Yet, in the end, except in Freedom's battles,
Are nothing but a child of Murder's rattles.
V
And such they are -- and such they will be found:
Not so Leonidas and Washington,
Whose every battle-field is holy ground,
Which breathes of nations saved, not worlds undone.
How sweetly on the ear such echoes sound!
While the mere victor's may appal or stun
The servile and the vain, such names will be
A watchword till the future shall be free.
[...] Read more
poem by Byron from Don Juan (1824)
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Canto the Fifth
I
When amatory poets sing their loves
In liquid lines mellifluously bland,
And pair their rhymes as Venus yokes her doves,
They little think what mischief is in hand;
The greater their success the worse it proves,
As Ovid's verse may give to understand;
Even Petrarch's self, if judged with due severity,
Is the Platonic pimp of all posterity.
II
I therefore do denounce all amorous writing,
Except in such a way as not to attract;
Plain -- simple -- short, and by no means inviting,
But with a moral to each error tack'd,
Form'd rather for instructing than delighting,
And with all passions in their turn attack'd;
Now, if my Pegasus should not be shod ill,
This poem will become a moral model.
III
The European with the Asian shore
Sprinkled with palaces; the ocean stream
Here and there studded with a seventy-four;
Sophia's cupola with golden gleam;
The cypress groves; Olympus high and hoar;
The twelve isles, and the more than I could dream,
Far less describe, present the very view
Which charm'd the charming Mary Montagu.
IV
I have a passion for the name of "Mary,"
For once it was a magic sound to me;
And still it half calls up the realms of fairy,
Where I beheld what never was to be;
All feelings changed, but this was last to vary,
A spell from which even yet I am not quite free:
But I grow sad -- and let a tale grow cold,
Which must not be pathetically told.
V
The wind swept down the Euxine, and the wave
Broke foaming o'er the blue Symplegades;
'T is a grand sight from off the Giant's Grave
To watch the progress of those rolling seas
Between the Bosphorus, as they lash and lave
Europe and Asia, you being quite at ease;
There's not a sea the passenger e'er pukes in,
Turns up more dangerous breakers than the Euxine.
[...] Read more
poem by Byron from Don Juan (1824)
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Don Juan: Canto The Fifth
When amatory poets sing their loves
In liquid lines mellifluously bland,
And pair their rhymes as Venus yokes her doves,
They little think what mischief is in hand;
The greater their success the worse it proves,
As Ovid's verse may give to understand;
Even Petrarch's self, if judged with due severity,
Is the Platonic pimp of all posterity.
I therefore do denounce all amorous writing,
Except in such a way as not to attract;
Plain- simple- short, and by no means inviting,
But with a moral to each error tack'd,
Form'd rather for instructing than delighting,
And with all passions in their turn attack'd;
Now, if my Pegasus should not be shod ill,
This poem will become a moral model.
The European with the Asian shore
Sprinkled with palaces; the ocean stream
Here and there studded with a seventy-four;
Sophia's cupola with golden gleam;
The cypress groves; Olympus high and hoar;
The twelve isles, and the more than I could dream,
Far less describe, present the very view
Which charm'd the charming Mary Montagu.
I have a passion for the name of 'Mary,'
For once it was a magic sound to me;
And still it half calls up the realms of fairy,
Where I beheld what never was to be;
All feelings changed, but this was last to vary,
A spell from which even yet I am not quite free:
But I grow sad- and let a tale grow cold,
Which must not be pathetically told.
The wind swept down the Euxine, and the wave
Broke foaming o'er the blue Symplegades;
'T is a grand sight from off 'the Giant's Grave
To watch the progress of those rolling seas
Between the Bosphorus, as they lash and lave
Europe and Asia, you being quite at ease;
There 's not a sea the passenger e'er pukes in,
Turns up more dangerous breakers than the Euxine.
'T was a raw day of Autumn's bleak beginning,
When nights are equal, but not so the days;
The Parcae then cut short the further spinning
Of seamen's fates, and the loud tempests raise
The waters, and repentance for past sinning
[...] Read more
V. Count Guido Franceschini
Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Salmacis and Hermaphroditus.
MY wanton lines doe treate of amorous loue,
Such as would bow the hearts of gods aboue:
Then Venus, thou great Citherean Queene,
That hourely tript on the Idalian greene,
Thou laughing Erycina, daygne to see
The verses wholly consecrate to thee;
Temper them so within thy Paphian shrine,
That euery Louers eye may melt a line;
Commaund the god of Loue that little King,
To giue each verse a sleight touch with his wing,
That as I write, one line may draw the tother,
And euery word skip nimbly o're another.
There was a louely boy the Nymphs had kept,
That on the Idane mountains oft had slept,
Begot and borne by powers that dwelt aboue,
By learned Mercury of the Queene of loue:
A face he had that shew'd his parents fame,
And from them both conioynd, he drew his name:
So wondrous fayre he was that (as they say)
Diana being hunting on a day,
Shee saw the boy vpon a greene banke lay him,
And there the virgin-huntresse meant to slay him,
Because no Nymphes did now pursue the chase:
For all were strooke blind with the wanton's face.
But when that beauteous face Diana saw,
Her armes were nummed, & shee could not draw;
Yet she did striue to shoot, but all in vaine,
Shee bent her bow, and loos'd it streight againe.
Then she began to chide her wanton eye,
And fayne would shoot, but durst not see him die,
She turnd and shot, and did of purpose misse him,
Shee turnd againe, and did of purpose kisse him.
Then the boy ran: for (some say) had he stayd,
Diana had no longer bene a mayd.
Phoebus so doted on this rosiat face,
That he hath oft stole closely from his place,
When he did lie by fayre Leucothoes side,
To dally with him in the vales of Ide:
And euer since this louely boy did die,
Phoebus each day about the world doth flie,
And on the earth he seekes him all the day,
And euery night he seekes him in the sea:
His cheeke was sanguine, and his lip as red
As are the blushing leaues of the Rose spred:
And I haue heard, that till this boy was borne,
Rose grew white vpon the virgin thorne,
Till one day walking to a pleasant spring,
To heare how cunningly the birds could sing,
Laying him downe vpon a flowry bed,
The Roses blush'd and turn'd themselues to red.
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poem by Francis Beaumont
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Canto the Second
I
Oh ye! who teach the ingenuous youth of nations,
Holland, France, England, Germany, or Spain,
I pray ye flog them upon all occasions,
It mends their morals, never mind the pain:
The best of mothers and of educations
In Juan's case were but employ'd in vain,
Since, in a way that's rather of the oddest, he
Became divested of his native modesty.
II
Had he but been placed at a public school,
In the third form, or even in the fourth,
His daily task had kept his fancy cool,
At least, had he been nurtured in the north;
Spain may prove an exception to the rule,
But then exceptions always prove its worth -—
A lad of sixteen causing a divorce
Puzzled his tutors very much, of course.
III
I can't say that it puzzles me at all,
If all things be consider'd: first, there was
His lady-mother, mathematical,
A—never mind; his tutor, an old ass;
A pretty woman (that's quite natural,
Or else the thing had hardly come to pass);
A husband rather old, not much in unity
With his young wife—a time, and opportunity.
IV
Well—well, the world must turn upon its axis,
And all mankind turn with it, heads or tails,
And live and die, make love and pay our taxes,
And as the veering wind shifts, shift our sails;
The king commands us, and the doctor quacks us,
The priest instructs, and so our life exhales,
A little breath, love, wine, ambition, fame,
Fighting, devotion, dust,—perhaps a name.
V
I said that Juan had been sent to Cadiz -—
A pretty town, I recollect it well -—
'T is there the mart of the colonial trade is
(Or was, before Peru learn'd to rebel),
And such sweet girls—I mean, such graceful ladies,
Their very walk would make your bosom swell;
I can't describe it, though so much it strike,
Nor liken it—I never saw the like:
[...] Read more
poem by Byron from Don Juan (1824)
Added by Veronica Serbanoiu
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Three Women
My love is young, so young;
Young is her cheek, and her throat,
And life is a song to be sung
With love the word for each note.
Young is her cheek and her throat;
Her eyes have the smile o' May.
And love is the word for each note
In the song of my life to-day.
Her eyes have the smile o' May;
Her heart is the heart of a dove,
And the song of my life to-day
Is love, beautiful love.
Her heart is the heart of a dove,
Ah, would it but fly to my breast
Where love, beautiful love,
Has made it a downy nest.
Ah, would she but fly to my breast,
My love who is young, so young;
I have made her a downy nest
And life is a song to be sung.
1
I.
A dull little station, a man with the eye
Of a dreamer; a bevy of girls moving by;
A swift moving train and a hot Summer sun,
The curtain goes up, and our play is begun.
The drama of passion, of sorrow, of strife,
Which always is billed for the theatre Life.
It runs on forever, from year unto year,
With scarcely a change when new actors appear.
It is old as the world is-far older in truth,
For the world is a crude little planet of youth.
And back in the eras before it was formed,
The passions of hearts through the Universe stormed.
Maurice Somerville passed the cluster of girls
Who twisted their ribbons and fluttered their curls
In vain to attract him; his mind it was plain
Was wholly intent on the incoming train.
That great one eyed monster puffed out its black breath,
Shrieked, snorted and hissed, like a thing bent on death,
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poem by Ella Wheeler Wilcox
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