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Frequently the more trifling the subject, the more animated and protracted the discussion.

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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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The Subject On This Love

The subject on this love is an object,
And the object is very sound and beautiful;
The subject on this love is a valley,
And the valley is very quiet and lovely;
The subject on this love is a fruit,
And the fruit is very sound and attractive;
The subject on this love is a mountain,
And the mountain is very high and lonely;
The subject on this love is a river,
And the river is very smooth and slippery;
The subject on this love is a seed,
And the seed is very fruitful and sweet;
The subject on this love is your milk,
And your milk is very thick and sweet;
The subject on this love is your lake,
And your lake is very fresh and aromantic;
The subject on this love is a garden,
And the garden is very thick and bushy;
The subject on this love is a room,
And that room is very romantic and peaceful;
The subject on this love is your apples,
And your apples are very passinate and emotional;
The subject on this love is a tree,
And that tree is very tall and bushy;
But the peace of this subject brings is like,
Two lovers swimming across the blue sea of love and blues.

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Tale XIV

THE STRUGGLES OF CONSCIENCE.

A serious Toyman in the city dwelt,
Who much concern for his religion felt;
Reading, he changed his tenets, read again,
And various questions could with skill maintain;
Papist and Quaker if we set aside,
He had the road of every traveller tried;
There walk'd a while, and on a sudden turn'd
Into some by-way he had just discern'd:
He had a nephew, Fulham: --Fulham went
His Uncle's way, with every turn content;
He saw his pious kinsman's watchful care,
And thought such anxious pains his own might spare,
And he the truth obtain'd, without the toil, might

share.
In fact, young Fulham, though he little read,
Perceived his uncle was by fancy led;
And smiled to see the constant care he took,
Collating creed with creed, and book with book.
At length the senior fix'd; I pass the sect
He call'd a Church, 'twas precious and elect;
Yet the seed fell not in the richest soil,
For few disciples paid the preacher's toil;
All in an attic room were wont to meet,
These few disciples, at their pastor's feet;
With these went Fulham, who, discreet and grave,
Follow'd the light his worthy uncle gave;
Till a warm Preacher found the way t'impart
Awakening feelings to his torpid heart:
Some weighty truths, and of unpleasant kind,
Sank, though resisted, in his struggling mind:
He wish'd to fly them, but, compell'd to stay,
Truth to the waking Conscience found her way;
For though the Youth was call'd a prudent lad,
And prudent was, yet serious faults he had -
Who now reflected--'Much am I surprised;
I find these notions cannot be despised:
No! there is something I perceive at last,
Although my uncle cannot hold it fast;
Though I the strictness of these men reject,
Yet I determine to be circumspect:
This man alarms me, and I must begin
To look more closely to the things within:
These sons of zeal have I derided long,
But now begin to think the laugher's wrong!
Nay, my good uncle, by all teachers moved,
Will be preferr'd to him who none approved; -
Better to love amiss than nothing to have loved.'

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Mister Fix It

I need to be there.
And not subject myself to riddles.
Just be there,
And put to rest...
My need to split!

I...
Need,
To be there!
And not subject myself to riddles.
Or feel I'm in the middle of something misfit!

I need to be there.
And not subject myself to riddles.
Just be there,
And put to rest...
My need to split!

I...
Need,
To be there!
And not subject myself to riddles.
Or feel I'm in the middle of something misfit!

Whenever I am called to play Mister Fix-It...
I need to be there.
To give time to it.

Whenever I am called to play Mister Fix-It...
I need to be there.
To give time to it.

I've never give up on a love,
I could not keep before we split.
It seems as if we've gotten use to getting a bit!
I need to be there.

Never give up on loving it,
Once a week.
Just...
To keep it secret!

B-b-b-be there.
And not subject myself to riddles.
Just be there,
And put to rest...
My need to split!

Just be there,
Whenever I am called to play Fix-It Quick.

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Allegany Camp

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Schooling Relationship

you are the subject which i study
understanding and getting to know you psychologically
learning new ways to do right
ways to out do the wrong
you are the subject which i study
practicing and testing the goods and bads
you are the subject which i study
the time has come graduation is here
learn the subject by studing its psychology
understanding is the only way for success
now we move on to the next step
you are the subject which i study to major
as i take hold of your hand
guide you through rough times throughout this life
you are the subject which i study to major
as time goes by ticking away
i studied you all those days
i understand your past history life
your psychology means alot to me
mentally physically emotionally speaking
you are the subject which i study to major...

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On the Prospect of Peace

______ Sacerdos
Fronde super mitram, & felici comptus oliva.
Virg.


To the Lord Privy Seal

Contending kings, and fields of death, too long
Have been the subject of the British song.
Who hath not read of fam'd Ramillia's plain,
Bavaria's fall, and Danube choak'd with slain!
Exhausted themes! a gentler note I raise,
And sing returning peace in softer lays.
Their fury quell'd, and martial rage allay'd,
I wait our heroes in the sylvan shade:
Disbanding hosts are imag'd to my mind,
And warring powers in friendly leagues combin'd,
While ease and pleasure make the nations smile,
And Heaven and Anna bless Britannia's isle.
Well sends our queen her mitred Bristol forth,
For early counsels fam'd, and long-try'd worth;
Who, thirty rolling years, had oft withheld
The Swede and Saxon from the dusty field;
Completely form'd to heal the Christian wounds,
To name the kings, and give each kingdom bounds;
The face of ravag'd Nature to repair,
By leagues to soften Earth, and Heaven by prayer,

To gain by love, where rage and slaughter fail,
And make the crosier o'er the sword prevail.
So when great Moses, with Jehovah's wand,
Had scatter'd plagues o'er stubborn Pharaoh's land,
Now spread an host of locusts round the shore,
Now turn'd Nile's fattening streams to putrid gore;
Plenty and gladness mark'd the priest of God,
And sudden almonds shot from Aaron's rod.

O thou, from whom these bounteous blessings flow,
To whom, as chief, the hopes of peace we owe,

(For next to thee, the man whom kings contend
To style companion, and to make their friend,
Great Strafford, rich in every courtly grace,
With joyful pride accepts the second place)
From Britain's isle, and Isis' sacred spring,
One hour, oh! listen while the Muses sing.
Though ministers of mighty monarchs wait,
With beating hearts to learn their masters' fate,
One hour forbear to speak thy queen's commands,
Nor think the world, thy charge, neglected stands;

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The Ghost,

There stands a City,-- neither large nor small,
Its air and situation sweet and pretty;
It matters very little -- if at all --
Whether its denizens are dull or witty,
Whether the ladies there are short or tall,
Brunettes or blondes, only, there stands a city!--
Perhaps 'tis also requisite to minute
That there's a Castle and a Cobbler in it.

A fair Cathedral, too, the story goes,
And kings and heroes lie entomb'd within her;
There pious Saints, in marble pomp repose,
Whose shrines are worn by knees of many a Sinner;
There, too, full many an Aldermanic nose
Roll'd its loud diapason after dinner;
And there stood high the holy sconce of Becket,
-- Till four assassins came from France to crack it.

The Castle was a huge and antique mound,
Proof against all th' artillery of the quiver,
Ere those abominable guns were found
To send cold lead through gallant warrior's liver.
It stands upon a gently rising ground,
Sloping down gradually to the river,
Resembling (to compare great things with smaller),
A well-scooped, mouldy Stilton cheese,-- but taller.

The Keep, I find, 's been sadly alter'd lately,
And, 'stead of mail-clad knights, of honour jealous,
In martial panoply so grand and stately,
Its walls are fill'd with money-making fellows,
And stuff'd, unless I'm misinformed greatly,
With leaden pipes, and coke, and coals, and bellows;
In short, so great a change has come to pass,
'Tis now a manufactory of Gas.

But to my tale.-- Before this profanation,
And ere its ancient glories were cut short all,
A poor hard-working Cobbler took his station
In a small house, just opposite the portal;
His birth, his parentage, and education,
I know but little of -- a strange, odd mortal;
His aspect, air, and gait, were all ridiculous;
His name was Mason -- he'd been christen'd Nicholas.

Nick had a wife possessed of many a charm,
And of the Lady Huntingdon persuasion;
But, spite of all her piety, her arm
She'd sometimes exercise when in a passion;
And, being of a temper somewhat warm,

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William Cowper

The Task: Book V. -- The Winter Morning Walk

‘Tis morning; and the sun, with ruddy orb
Ascending, fires the horizon; while the clouds,
That crowd away before the driving wind,
More ardent as the disk emerges more,
Resemble most some city in a blaze,
Seen through the leafless wood. His slanting ray
Slides ineffectual down the snowy vale,
And, tinging all with his own rosy hue,
From every herb and every spiry blade
Stretches a length of shadow o’er the field.
Mine, spindling into longitude immense,
In spite of gravity, and sage remark
That I myself am but a fleeting shade,
Provokes me to a smile. With eye askance
I view the muscular proportion’d limb
Transform’d to a lean shank. The shapeless pair
As they design’d to mock me, at my side
Take step for step; and as I near approach
The cottage, walk along the plaster’d wall,
Preposterous sight! the legs without the man.
The verdure of the plain lies buried deep
Beneath the dazzling deluge; and the bents
And coarser grass, upspearing o’er the rest,
Of late unsightly and unseen, now shine
Conspicuous, and in bright apparel clad,
And fledged with icy feathers, nod superb.
The cattle mourn in corners, where the fence
Screens them, and seem half petrified to sleep
In unrecumbent sadness. There they wait
Their wonted fodder; not like hungering man,
Fretful if unsupplied; but silent, meek,
And patient of the slow-paced swain’s delay.
He from the stack carves out the accustom’d load,
Deep plunging, and again deep plunging oft,
His broad keen knife into the solid mass:
Smooth as a wall the upright remnant stands,
With such undeviating and even force
He severs it away: no needless care,
Lest storms should overset the leaning pile
Deciduous, or its own unbalanced weight.
Forth goes the woodman, leaving unconcern’d
The cheerful haunts of man; to wield the axe
And drive the wedge in yonder forest drear,
From morn to eve his solitary task.
Shaggy, and lean, and shrewd, with pointed ears
And tail cropp’d short, half lurcher and half cur,
His dog attends him. Close behind his heel
Now creeps he slow; and now, with many a frisk
Wide scampering, snatches up the driften snow
With ivory teeth, or ploughs it with his snout;

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The Apology

ADDRESSED TO THE CRITICAL REVIEWERS.

Tristitiam et Metus.--HORACE.

Laughs not the heart when giants, big with pride,
Assume the pompous port, the martial stride;
O'er arm Herculean heave the enormous shield,
Vast as a weaver's beam the javelin wield;
With the loud voice of thundering Jove defy,
And dare to single combat--what?--A fly!
And laugh we less when giant names, which shine
Establish'd, as it were, by right divine;
Critics, whom every captive art adores,
To whom glad Science pours forth all her stores;
Who high in letter'd reputation sit,
And hold, Astraea-like, the scales of wit,
With partial rage rush forth--oh! shame to tell!--
To crush a bard just bursting from the shell?
Great are his perils in this stormy time
Who rashly ventures on a sea of rhyme:
Around vast surges roll, winds envious blow,
And jealous rocks and quicksands lurk below:
Greatly his foes he dreads, but more his friends;
He hurts me most who lavishly commends.
Look through the world--in every other trade
The same employment's cause of kindness made,
At least appearance of good will creates,
And every fool puffs off the fool he hates:
Cobblers with cobblers smoke away the night,
And in the common cause e'en players unite;
Authors alone, with more than savage rage,
Unnatural war with brother authors wage.
The pride of Nature would as soon admit
Competitors in empire as in wit;
Onward they rush, at Fame's imperious call,
And, less than greatest, would not be at all.
Smit with the love of honour,--or the pence,--
O'errun with wit, and destitute of sense,
Should any novice in the rhyming trade
With lawless pen the realms of verse invade,
Forth from the court, where sceptred sages sit,
Abused with praise, and flatter'd into wit,
Where in lethargic majesty they reign,
And what they won by dulness, still maintain,
Legions of factious authors throng at once,
Fool beckons fool, and dunce awakens dunce.
To 'Hamilton's the ready lies repair--
Ne'er was lie made which was not welcome there--
Thence, on maturer judgment's anvil wrought,
The polish'd falsehood's into public brought.

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William Cowper

Table Talk

A. You told me, I remember, glory, built
On selfish principles, is shame and guilt;
The deeds that men admire as half divine,
Stark naught, because corrupt in their design.
Strange doctrine this! that without scruple tears
The laurel that the very lightning spares;
Brings down the warrior’s trophy to the dust,
And eats into his bloody sword like rust.
B. I grant that, men continuing what they are,
Fierce, avaricious, proud, there must be war,
And never meant the rule should be applied
To him that fights with justice on his side.
Let laurels drench’d in pure Parnassian dews
Reward his memory, dear to every muse,
Who, with a courage of unshaken root,
In honour’s field advancing his firm foot,
Plants it upon the line that Justice draws,
And will prevail or perish in her cause.
‘Tis to the virtues of such men man owes
His portion in the good that Heaven bestows.
And, when recording History displays
Feats of renown, though wrought in ancient days,
Tells of a few stout hearts, that fought and died,
Where duty placed them, at their country’s side;
The man that is not moved with what he reads,
That takes not fire at their heroic deeds,
Unworthy of the blessings of the brave,
Is base in kind, and born to be a slave.
But let eternal infamy pursue
The wretch to nought but his ambition true,
Who, for the sake of filling with one blast
The post-horns of all Europe, lays her waste.
Think yourself station’d on a towering rock,
To see a people scatter’d like a flock,
Some royal mastiff panting at their heels,
With all the savage thirst a tiger feels;
Then view him self-proclaim’d in a gazette
Chief monster that has plagued the nations yet.
The globe and sceptre in such hands misplaced,
Those ensigns of dominion how disgraced!
The glass, that bids man mark the fleeting hour,
And Death’s own scythe, would better speak his power;
Then grace the bony phantom in their stead
With the king’s shoulder-knot and gay cockade;
Clothe the twin brethren in each other’s dress,
The same their occupation and success.
A. ‘Tis your belief the world was made for man;
Kings do but reason on the self-same plan:
Maintaining yours, you cannot theirs condemn,
Who think, or seem to think, man made for them.

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William Cowper

Adam: A Sacred Drama. Act 2.

SCENE I. -- CHORUS OF ANGELS Singing.

Now let us garlands weave
Of all the fairest flowers,
Now at this early dawn,
For new-made man, and his companion dear;
Let all with festive joy,
And with melodious song,
Of the great Architect
Applaud this noblest work,
And speak the joyous sound,
Man is the wonder both of Earth and Heaven.

FIRST Angel.

Your warbling now suspend,
You pure angelic progeny of God,
Behold the labour emulous of Heaven!
Behold the woody scene,
Decked with a thousand flowers of grace divine;
Here man resides, here ought he to enjoy
In his fair mate eternity of bliss.

SECOND Angel.

How exquisitely sweet
This rich display of flowers,
This airy wild of fragrance,
So lovely to the eye,
And to the sense so sweet.

THIRD Angel.

O the sublime Creator,
How marvellous his works, and more his power!
Such is the sacred flame
Of his celestial love,
Not able to confine it in himself,
He breathed, as fruitful sparks
From his creative breast,
The Angels, Heaven, Man, Woman, and the World.

FOURTH Angel.

Yes, mighty Lord! yes, hallowed love divine!
Who, ever in thyself completely blest,
Unconscious of a want,
Who from thyself alone, and at thy will,
Bright with beignant flames,
Without the aid of matter or of form,

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A Bunch Of Triolets

You like the trifling triolet:
Well, here are three or four.
Unless your likings I forget,
You like the trifling triolet.
Against my conscience I abet
A taste which I deplore;
You like the trifling triolet:
Well, here are three or four.

Have you ever met with a pretty girl
Walking along the street,
With a nice new dress and her hair in curl?
Have you ever met with a pretty girl,
When her hat blew off and the wind with a whirl
Wafted it right to your feet?
Have you ever met with a pretty girl
Walking along the street?

I ran into a lady's arms,
Turning a corner yesterday.
To my confusion, her alarms,
I ran into a lady's arms.
So close a vision of her charms
Left me without a word to say.
I ran into a lady's arms,
Turning a corner yesterday.

How many maids you love,
How many maids love you!
Your conscious blushes prove
How many maids you love.
Each trusts you like a dove,
But would she, if she knew
How many maids you love,
How many maids love you?

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Rescue

I rode a western wind with a girl over to her mothers
In the backyard stars shone brighter than the others
That I rarely see through the smog through the haze that covers
The home that I used to live in
Well I kind of sort of knew what was going to happen
When she put her number down on a restaurant napkin
She said goodbye I think the words were when youre back in
Town lets have each other again Ill come around and see you again
Like jessica rabbit she collects bad habits gets her drinks for free
Animated vixen stole cupids arrow and came to rescue me
In the blink of an eyelid my lid opened up and I could see
That shed come to rescue me
I tasted southern sin with a girl who was just perfection
Had a two room condo back in a wealthy section
Of the florida flatlands where she had me kept in
A wicked trance for a day
Well I kind of sort of knew what was going to happen
When she and a friend came and met me in atlanta
I professed my love in an animalistic manner
Like an endless foreign flick my subtitles were sick
Like jessica rabbit she collects bad habits gets her drinks for free
Animated vixen stole cupids arrow and came to rescue me
In the blink of an eyelid my lid opened up and I could see
That shed come to rescue me
Well I kind of sort of saw the sirens coming
She was running toward me wearing almost nothing
And my heart beat skipped when she bent down at the hip
And her lips pressed against mine
Like jessica rabbit she collects bad habits gets her drinks for free
Animated vixen stole cupids arrow and came to rescue me
In the blink of an eyelid my lid opened up and I could see
That shed come to rescue me
Here she comes to rescue me
Im not gonna blink cause I wanna see
I wanna see her come
Here she comes

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Stress and Headache Free

I am stress and headache free.
To peace I'm dedicated.
Stress and headache free.
To peace I'm dedicated.
I am stress and headache free.
To peace I'm dedicated.
No more nodding medicated.
Or allowing to berated.

I am stress and headache free.
To peace I'm dedicated.
Stress and headache free.
To peace I'm dedicated.
I am stress and headache free.
To peace I'm dedicated.
Dues I had I paid it.
I feel today elated.

I am stress and headache free.
To peace I'm dedicated.
Stress and headache free.
To peace I'm dedicated.
I am stress and headache free.
To peace I'm dedicated.
I'm happy that I've made it.
And there's nothing complicated!

Oh, I'm stressing headache free.
To peace I'm dedicated.
Yes I'm stress and headache free.
To peace I'm dedicated.
I am stress and headache free.
To peace I'm dedicated.
I am happy that I've made it.
There is nothing complicated!
No more nodding medicated.
Or allowing to berated.
Dues I had I paid it.
I feel today elated.
I'm now more animated.
I'm now more animated.
I'm now more animated.
And my life can be paraded.
Since inside I'm illuminated!
Since inside I'm illuminated!
Since inside I'm illuminated!
Since inside I'm illuminated!

I am stress and headache free.
To peace I'm dedicated.

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Lewis Carroll

The Hunting of the Snark: An Agony in Eight Fits

Fit the First.
THE LANDING

"Just the place for a Snark!" the Bellman cried,
As he landed his crew with care;
Supporting each man on the top of the tide

By a finger entwined in his hair.
"Just the place for a Snark! I have said it twice:
That alone should encourage the crew.
Just the place for a Snark! I have said it thrice:

What I tell you three times is true."
The crew was complete: it included a Boots—
A maker of Bonnets and Hoods—
A Barrister, brought to arrange their disputes—

And a Broker, to value their goods.
A Billiard-marker, whose skill was immense,
Might perhaps have won more than his share—
But a Banker, engaged at enormous expense,

Had the whole of their cash in his care.
There was also a Beaver, that paced on the deck,
Or would sit making lace in the bow:
And had often (the Bellman said) saved them from wreck,

Though none of the sailors knew how.
There was one who was famed for the number of things
He forgot when he entered the ship:
His umbrella, his watch, all his jewels and rings,

And the clothes he had bought for the trip.
He had forty-two boxes, all carefully packed,
With his name painted clearly on each:
But, since he omitted to mention the fact,
They were all left behind on the beach.

The loss of his clothes hardly mattered, because
He had seven coats on when he came,
With three pairs of boots—but the worst of it was,
He had wholly forgotten his name.

He would answer to "Hi!" or to any loud cry,
Such as "Fry me!" or "Fritter my wig!"
To "What-you-may-call-um!" or "What-was-his-name!"
But especially "Thing-um-a-jig!"

While, for those who preferred a more forcible word,
He had different names from these:

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Lewis Carroll

The Hunting of the Snark

Fit the First
THE LANDING

'Just the place for a Snark!' the Bellman cried,
As he landed his crew with care;
Supporting each man on the top of the tide
By a finger entwined in his hair.

'Just the place for a Snark! I have said it twice:
That alone should encourage the crew.
Just the place for a Snark! I have said it thrice:
What i tell you three times is true.'

The crew was complete: it included a Boots--
A maker of Bonnets and Hoods--
A Barrister, brought to arrange their disputes--
And a Broker, to value their goods.

A Billiard-maker, whose skill was immense,
Might perhaps have won more than his share--
But a Banker, engaged at enormous expense,
Had the whole of their cash in his care.

There was also a Beaver, that paced on the deck,
Or would sit making lace in the bow:
And had often (the Bellman said) saved them from wreck,
Though none of the sailors knew how.

There was one who was famed for the number of things
He forgot when he entered the ship:
His umbrella, his watch, all his jewels and rings,
And the clothes he had bought for the trip.

He had forty-two boxes, all carefully packed,
With his name painted clearly on each:
But, since he omitted to mention the fact,
They were all left behind on the beach.

The loss of his clothes hardly mattered, because
He had seven coats on when he came,
With three pairs of boots--but the worst of it was,
He had wholly forgotten his name.

He would answer to 'Hi!' or to any loud cry,
Such as 'Fry me!' or 'Fritter my wig!'
To 'What-you-may-call-um!' or 'What-was-his-name!'
But especially 'Thing-um-a-jig!'

While, for those who preferred a more forcible word,
He had different names from these:

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Byron

Canto the Fourth

I.

I stood in Venice, on the Bridge of Sighs;
A palace and a prison on each hand:
I saw from out the wave her structures rise
As from the stroke of the enchanter’s wand:
A thousand years their cloudy wings expand
Around me, and a dying glory smiles
O’er the far times when many a subject land
Looked to the wingèd Lion’s marble piles,
Where Venice sate in state, throned on her hundred isles!

II.

She looks a sea Cybele, fresh from ocean,
Rising with her tiara of proud towers
At airy distance, with majestic motion,
A ruler of the waters and their powers:
And such she was; her daughters had their dowers
From spoils of nations, and the exhaustless East
Poured in her lap all gems in sparkling showers.
In purple was she robed, and of her feast
Monarchs partook, and deemed their dignity increased.

III.

In Venice, Tasso’s echoes are no more,
And silent rows the songless gondolier;
Her palaces are crumbling to the shore,
And music meets not always now the ear:
Those days are gone - but beauty still is here.
States fall, arts fade - but Nature doth not die,
Nor yet forget how Venice once was dear,
The pleasant place of all festivity,
The revel of the earth, the masque of Italy!

IV.

But unto us she hath a spell beyond
Her name in story, and her long array
Of mighty shadows, whose dim forms despond
Above the dogeless city’s vanished sway;
Ours is a trophy which will not decay
With the Rialto; Shylock and the Moor,
And Pierre, cannot be swept or worn away -
The keystones of the arch! though all were o’er,
For us repeopled were the solitary shore.

V.

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Solomon on the Vanity of the World, A Poem. In Three Books. - Pleasure. Book II.

The Argument


Solomon, again seeking happiness, inquires if wealth and greatness can produce it: begins with the magnificence of gardens and buildings; the luxury of music and feasting; and proceeds to the hopes and desires of love. In two episodes are shown the follies and troubles of that passion. Solomon, still disappointed, falls under the temptations of libertinism and idolatry; recovers his thought; reasons aright; and concludes that, as to the pursuit of pleasure and sensual delight, All Is Vanity and Vexation of Spirit.


Try then, O man, the moments to deceive
That from the womb attend thee to the grave:
For wearied Nature find some apter scheme;
Health be thy hope, and pleasure be thy theme;
From the perplexing and unequal ways
Where Study brings thee from the endless maze
Which Doubt persuades o run, forewarn'd, recede
To the gay field, and flowery path, that lead
To jocund mirth, soft joy, and careless ease:
Forsake what my instruct for what may please:
Essay amusing art and proud expense,
And make thy reason subject to thy sense.

I communed thus: the power of wealth I tried,
And all the various luxe of costly pride;
Artists and plans relieved my solemn hours:
I founded palaces and planted bowers,
Birds, fishes, beasts, of exotic kind
I to the limits of my court confined,
To trees transferr'd I gave a second birth,
And bade a foreign shade grace Judah's earth.
Fish-ponds were made where former forests grew
And hills were levell'd to extend the view.
Rivers, diverted from their native course,
And bound with chains of artificial force,
From large cascades in pleasing tumult roll'd,
Or rose through figured stone or breathing gold.
From furthest Africa's tormented womb
The marble brought, erects the spacious dome,
Or forms the pillars' long-extended rows,
On which the planted grove and pensile garden grows.

The workmen here obey the master's call,
To gild the turret and to paint the wall;
To mark the pavement there with various stone,
And on the jasper steps to rear the throne:
The spreading cedar, that an age had stood,
Supreme of trees, and mistress of the wood,
Cut down and carved, my shining roof adorns,
And Lebanon his ruin'd honour mourns.

A thousand artists show their cunning powers
To raise the wonders of the ivory towers:
A thousand maidens ply the purple loom

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