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The income from sales now covers the expense of materials but I expect this to improve.

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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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Expect No Mercy

If youre ready for the street
You wanna mix it in some fight
Let me tell you somethin
Now I dont wanna get you uptight
But if youre in a corner
And you cant find no way out
Dont look around for no help
No, no there wont be any around
Expect no mercy, expect no mercy
Expect no mercy, expect no mercy
So you think you got a case
And you think you know the score
No you dont wanna listen
You cant be told no more
But waitll you get out there
You better do it right
cause the streets are lined with things that kill
And theyre hidin in the night
Expect no mercy, expect no mercy
Expect no mercy, expect no mercy
Expect no mercy, expect no mercy
Expect no mercy, expect no mercy
Feel that you can cut it
You think you got the time
Theyll only give you one chance
Better get it right first time
And the game youre playing
If you lose you gotta pay
If you make just one wrong move
Youll get blown away
Expect no mercy, expect no mercy
Expect no mercy, expect no mercy
Expect no mercy, expect no mercy
Expect no mercy, expect no mercy
Words and music by dan mccafferty, manny charlton, pete agnew,
And darrell sweet
(copyright 1977 mtb music,inc. for canada and u.s.a.)
(copyright 1977 nazsongs/panache music ltd. for the rest of the world
International copyright secured
All rights reserved.

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I Don't Expect Respect

I don't expect...
Understanding from anyone selfish.
I don't expect...
A comprehension from someone among,
Those who have not sacrificed.
Or...
Those who live self-centered lives.

I don't expect...
Understanding from anyone selfish.
I don't expect...
A comprehension from someone among,
Those who have not sacrificed.
Or...
Those who live self-centered lives.

I don't expect...
Respect,
From them to get.

I don't expect...
Respect,
From them to get.

I don't expect...
Understanding from anyone selfish.
I don't expect...
A comprehension from someone among,
Those who have not sacrificed.
Or...
Those who live self-centered lives.

I don't expect...
Respect,
From them to get.
I don't expect...
Understanding from anyone selfish.
I don't expect...
Respect,
From them to get.

I don't expect...
A comprehension from someone among,
Those who have not sacrificed.
Or...
Those who live self-centered lives.

I don't expect...
Respect,
From them to get.

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Economy, A Rhapsody, Addressed to Young Poets

Insanis; omnes gelidis quaecunqne lacernis
Sunt tibi, Nasones Virgiliosque vides.
~Mart.
Imitation.

--Thou know'st not what thou say'st;
In garments that scarce fence them from the cold
Our Ovids and our Virgils you behold.

Part first.

To you, ye Bards! whose lavish breast requires
This monitory lay, the strains belong;
Nor think some miser vents his sapient saw,
Or some dull cit, unfeeling of the charms
That tempt profusion, sings; while friendly Zeal,
To guard from fatal ills the tribe he loves,
Inspires the meanest of the Muse's train!
Like you I loathe the grovelling progeny,
Whose wily arts, by creeping time matured,
Advance them high on Power's tyrannic throne,
To lord it there in gorgeous uselessness,
And spurn successless Worth that pines below!
See the rich churl, amid the social sons
Of wine and wit, regaling! hark, he joins
In the free jest delighted! seems to show
A meliorated heart! he laughs, he sings!
Songs of gay import, madrigals of glee,
And drunken anthems, set agape the board,
Like Demea, in the play, benign and mild,
And pouring forth benevolence of soul,
Till Micio wonder; or, in Shakspeare's line,
Obstreperous Silence, drowning Shallow's voice,
And startling Falstaff, and his mad compeers.
He owns 'tis prudence, ever and anon
To smooth his careful brow, to let his purse
Ope to a sixpence's diameter!
He likes our ways; he owns the ways of wit
Are ways of pleasance, and deserve regard.
True, we are dainty good society,
But what art thou? Alas! consider well,
Thou bane of social pleasure, know thyself:
Thy fell approach, like some invasive damp
Breathed through the pores of earth from Stygian caves
Destroys the lamp of mirth; the lamp which we,
Its flamens, boast to guard: we know not how,
But at thy sight the fading flame assumes
A ghastly blue, and in a stench expires.
True, thou seem'st changed; all sainted, all enskied:
The trembling tears that charge thy melting eyes

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William Cowper

Tirocinium; or, a Review of Schools

It is not from his form, in which we trace
Strength join'd with beauty, dignity with grace,
That man, the master of this globe, derives
His right of empire over all that lives.
That form, indeed, the associate of a mind
Vast in its powers, ethereal in its kind,
That form, the labour of Almighty skill,
Framed for the service of a freeborn will,
Asserts precedence, and bespeaks control,
But borrows all its grandeur from the soul.
Hers is the state, the splendour, and the throne,
An intellectual kingdom, all her own.
For her the memory fills her ample page
With truths pour’d down from every distant age;
For her amasses an unbounded store,
The wisdom of great nations, now no more;
Though laden, not encumber’d with her spoil;
Laborious, yet unconscious of her toil;
When copiously supplied, then most enlarged;
Still to be fed, and not to be surcharged.
For her the Fancy, roving unconfined,
The present muse of every pensive mind,
Works magic wonders, adds a brighter hue
To Nature’s scenes than Nature ever knew.
At her command winds rise and waters roar,
Again she lays them slumbering on the shore;
With flower and fruit the wilderness supplies,
Or bids the rocks in ruder pomp arise.
For her the Judgment, umpire in the strife
That Grace and Nature have to wage through life,
Quick-sighted arbiter of good and ill,
Appointed sage preceptor to the Will,
Condemns, approves, and, with a faithful voice,
Guides the decision of a doubtful choice.
Why did the fiat of a God give birth
To yon fair Sun and his attendant Earth?
And, when descending he resigns the skies,
Why takes the gentler Moon her turn to rise,
Whom Ocean feels through all his countless waves,
And owns her power on every shore he laves?
Why do the seasons still enrich the year,
Fruitful and young as in their first career?
Spring hangs her infant blossoms on the trees,
Rock’d in the cradle of the western breeze:
Summer in haste the thriving charge receives
Beneath the shade of her expanded leaves,
Till Autumn’s fiercer heats and plenteous dews
Dye them at last in all their glowing hues.—
‘Twere wild profusion all, and bootless waste,
Power misemploy’d, munificence misplaced,

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Expect Your ………….You!

Expect your friend to be not better than you;
Expect your neighbor to not forgive you;
Expect your country not to goad you;
Expect your siblings to but discourage you;
Expect your children to not care for you;
Expect your spouse to rather hinder you;
Expect your love to always forget you;
Expect your home sometimes to ignore you;
Expect your native place to not honor you;
Expect the world to disregard you;
Expect your enemy to well hate you;
Expect your Maker to much love you;
Expect your God to never forsake you;
Expect your Lord and God to never abandon you.

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Byron

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

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Snowball In Hell

Avalanche or roadblock
I was a snowball in hell
Avalanche or roadblock
A jailer trapped in his cell
Moneys all broke, and foods going hungry
If it wasnt for disappointment
I wouldnt have any appointments
Side effect or drug trip
Dont tease me with all of your might
Side effect or drug trip
My panaceas in a xerox shop
Have a nice day, you want it when?
Have a nice day, have a nice day
I didnt expect to find a salesman drinking coffee this late in the morning. how long you been here, joe?
Oh, I dont know, I guess thirty, forty-five minutes maybe. why do you ask?
You must be making a lot of sales, piling up good income.
Oh... uh... Im doing all right. I could do better, but... ohahaha I get it paul. back on that old time is money kick, right?
Not back on it, joe, still on it.
Avalanche or roadblock
I was a snowball in hell
Avalanche or roadblock
A jailer trapped in his cell
Money I owe, money-iy-ay
Money I owe, money-iy-ay
Avalanche or roadblock
I was a snowball in hell
Notes
The frank otoole demo version adds more of the spoken dialogue ad nauseum as follows:
Okay, okay
Okay, okay, okay lets
Okay, okay
Okay, okay, okay lets
Okay, okay
Okay, okay, okay lets
Avalanche or roadblock
I was a snowball in hell
Avalanche or roadblock
A jailer trapped in his cell
Moneys all broke, and foods going hungry
If it wasnt for disappointment
I wouldnt have any appointments
Did I affect your drug trip
Dont tease me with all of your might
Did I affect your drug trip
You threw my wallet in the wishing well
Have a nice day, you want it when?
Have a nice day, have a nice day
I didnt expect to find a salesman drinking coffee this late in the morning. how long you been here, joe?
Oh, I dont know, I guess thirty, forty-five minutes maybe. why do you ask?
You must be making a lot of sales, piling up good income.

[...] Read more

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Exhuming Mccarthy

Youre beautiful more beautiful than me
Youre honorable more honorable than me
Loyal to the bank of america
Its a sign of the times
Its a sign of the times
Youre sharpening stones, walking on coals
To improve your business acumen.
Sharpening stones, walking on coals,
To improve your business acumen.
Vested interest united ties, landed gentry rationalize
Look who bought the myth, by jingo, buy america
Its a sign of the times
Its a sign of the times
Youre sharpening stones, walking on coals
To improve your business acumen.
Sharpening stones, walking on coals,
To improve your business acumen.
Enemy sighted, enemy met, Im addressing the realpolitik
Look who bought the myth, by jingo, buy america
let us not assassinate this man further senator,
Youve done enough. have you no sense of decency, sir?
At long last, have you left no sense of decency?
Youre sharpening stones, walking on coals
To improve your business acumen.
Sharpening stones, walking on coals,
To improve your business acumen.
Enemy sighted, enemy met, Im addressing the realpolitik
Youve seen start and youve seen quit
(Im addressing the table of content)
I always thought of you as quick
Exhuming mccarthy
(meet me at the book burning)
Exhuming mccarthy
(meet me at the book burning)

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It's Cool

It's cool,
If there's no content...
In what you say or do.
It's cool,
If no one comprehends,
With a meaning that's approved.

No one carries a single thought
To improve a life so screwed.

It's cool,
If there's no content...
In what you say or do.
It's cool,
If no one comprehends,
With a meaning that's approved.

No one carries a single thought
No one carries a single thought
No one carries a single thought
To improve a life so screwed.

It's cool,
If there's no content...
In what you say or do.
It's cool,
If no one comprehends,
With a meaning that's approved.

No one carries a single thought
No one carries a single thought
No one carries a single thought
To improve a life so screwed.

No one carries a single thought
No one carries a single thought
No one carries a single thought
To improve a life so screwed.

It's cool
No one has a single thought
It's cool
No one has a single thought
It's cool
No one has a single thought
To improve a life so screwed.

It's cool,
If there's no content...
In what you say or do.

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Addiction Free

Don't come to me when you aint got nothing.
Begging for something from me.
I've given you too many shirts off my back.
Now I'm going to help you,
Get addiction free.

What you expect has been to my expense.
Both physical and spiritually.
My goodwill and nature you've taken.
And not a worthless dime,
Have you offer to give...
Or attempted to leave.

Don't come to me when you aint got nothing.
Begging for something from me.
I've given you too many shirts off my back.
Now I'm going to help you,
Get addiction free.

What you expect has been to my expense.
Both physical and spiritually.
My goodwill and nature you've taken.
And not a worthless dime,
Have you offer to give...
Or attempted to leave.

What I mean and what was meant,
Are conditions that inspired past arguments.

But now I'm heated and there's no need,
For us to discuss anything any longer.
There's been too much blood shed.
And your empathy bleeding ways,
I've seen more than I wish to see.

What I know and expect from you,
Is more of the same game...
With nothing changed,
And too redundant to believe.

What you expect has been to my expense.
Both physical and spiritually.
My goodwill and nature you've taken.
And not a worthless dime,
Have you offer to give...
Or attempted to leave.

Don't come to me when you aint got nothing.
Begging for something from me.
I've given you too many shirts off my back.

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Walt Whitman

Starting From Paumanok

STARTING from fish-shape Paumanok, where I was born,
Well-begotten, and rais'd by a perfect mother;
After roaming many lands--lover of populous pavements;
Dweller in Mannahatta, my city--or on
southern savannas;
Or a soldier camp'd, or carrying my knapsack and gun--or a miner in
California;
Or rude in my home in Dakota's woods, my diet meat, my drink from the
spring;
Or withdrawn to muse and meditate in some deep recess,
Far from the clank of crowds, intervals passing, rapt and happy;
Aware of the fresh free giver, the flowing Missouri--aware of mighty
Niagara;
Aware of the buffalo herds, grazing the plains--the hirsute and
strong-breasted bull; 10
Of earth, rocks, Fifth-month flowers, experienced--stars, rain, snow,
my amaze;
Having studied the mocking-bird's tones, and the mountainhawk's,
And heard at dusk the unrival'd one, the hermit thrush from the
swamp-cedars,
Solitary, singing in the West, I strike up for a New World.


Victory, union, faith, identity, time,
The indissoluble compacts, riches, mystery,
Eternal progress, the kosmos, and the modern reports.

This, then, is life;
Here is what has come to the surface after so many throes and
convulsions.

How curious! how real! 20
Underfoot the divine soil--overhead the sun.

See, revolving, the globe;
The ancestor-continents, away, group'd together;
The present and future continents, north and south, with the isthmus
between.

See, vast, trackless spaces;
As in a dream, they change, they swiftly fill;
Countless masses debouch upon them;
They are now cover'd with the foremost people, arts, institutions,
known.

See, projected, through time,
For me, an audience interminable. 30

With firm and regular step they wend--they never stop,
Successions of men, Americanos, a hundred millions;

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Wind In Our Sales

One day we will have what we need
To build an extremely big neon sign
For people who dont know who we are
Five guys in a band
We have the wind in our sales
Why quit when we are this close to a dream?
We have the wind in our sales
The heat is waiting for us to be turned on
One day we will have what we need
To build an extremely big iron cage
For people who show us no respect
Five lives in their hands
We have the wind in our sales
Why quit when we are this close to a dream?
We have the wind in our sales
The heat is waiting for us to be turned on
Laugh about the irony, we become who we tried not to be
Music falls back to second place in this commercial race

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On The Rails

Phew! This department if so unbearably stifling,
The whole populace is frantically rifling,
Through loads of clothes, hanging up for inspection,
Either for your acceptance, or for your rejection,
On the rails,
At the Sales!

The available sizes left, are eight's and eighteen's,
In shirts, blouses, jumpers and denim blue jeans,
Bra cups in E's and F's and G's.
Skirts so short, they ride way above the knees,
What sort of 'shapes' are these stores expecting,
What choice, have we, when it comes to selecting,
From the rails,
At the Sales!

It's a manic crush, and there's really no mistaking,
Fighting over, items' that aren't worth the taking,
Like that half price dress, that was less than you thought,
But that someone else has just grabbed and has bought,
So quick, and you being just a little bit too slack,
You have lost it, and it won't now be yours, with diamante in black,
Off the rails,
At the Sales!

Oh! It's a battle, and such a mad struggle to survive,
And in the end, it takes so many hours to revive,
Your senses, and days like this one can be so tiring,
When buying these bargains, which you have stood there admiring,
Hung on rails,
At the Sales!

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A Wool Fleet Chorus

Fare you well, you Sydney girls, time for us to go!
The Peter's at the fore truck, and five thousand bales below,
We've a dozen shellbacks forrard, and a skipper hard as nails,
And we're bound for old England and the January sales!

Soon we'll leave the Snares behind, blusterous and strong
Up'll come the Westerlies and hustle her along:
Running like a driven deer through the thundering gales,
Racing under royals for the January Sales!

Old Cape Stiff 'll drop astern, like a blinking dream,
Sleet and snow and crashing seas, fog and ice'll seem,
Snoring through the Tropics with a Trade that never fails,
Nor'ard on a bowline for the January sales!

Then the girls'll get her towrope, and she'll smell the land again,
And she'll reel the knots off steady as a blessed railway train,
Till seventy days from Sydney Heads the Lizard light she hails -
First to the Channel for the January sales!

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Social Netowrking Of Robots

end of world war
end of world war 11
end of world scenarios
end of world thursday prophet
end of world wa rtwo
end of world war 2 france
end of world video
end of world war 1 effects
end of world vision
end of world songs
end of world war 2
end of world war 1
end of world wallpapers
end of world scenerio
end of world time clock
end of wortd
end of world wtf mate youtube
end of world west america
end of world war ii
end of world war iii
end of wrestling match signal
end of worlds
end of worldwar 2
end of world war i
end of world war two
end of wrestling match indicator
end of world war 2 wikipedia
end of world war 21945
end of world war one
end of world wite web
end of worled war 2
end of world wide ii
end of world war 2 info
end of world war two date
end of wow
end of ww 2
end of ww2
end of ww1 treaty of versailles
end of ww1 treaty
end of ww ii
end of ww2 in czechoslovakia
end of ww2 date
end of ww1 ghost photos
end of ww1 treaty of vers
end of ww 1
end of ww2 for japanese americans
end of ww-ii
end of ww2 battleship
end of wrold war 2
end of ww11

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Expect More

Expect more,
From yourself...
Before your self respect,
becomes enclosed
Behind shut doors.

Expect more,
Not less.
When your best,
Has been ignored.

Expect more,
Or you'll be next...
Left when your intentions,
Begin to bore.

Expect more,
From those awake.
But the exchange makes them snore.

Expect more,
If a game played becomes too straight.
And you must be that whore!
To gain the attention,
Some express you adore.

Expect more...
From them and yourself to win.
In this life expect more.
Don't accept what is suspected.
Don't throw tantrums and fits...
Just to keep limits explored!

Expect more!

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People Expect Too Much From Me

aug,11,2010


people expect me to be perfect,
because i'm smart,
people expect me to get good grades,
because of all the hard work i put in,
people expect me to have my own business,
because i can be talented and creative,
people expect me to be a push over,
rather than a girl who speaks her mind,
people expect me to be something i'm not,
but all i can be is only myself,
people expect me to deal with life,
i can only deal with it the best i can,
people expect me to handle more than i can,
but who is it really for or what do i have to prove?
people expect me to be who they want,
but did they ever stop to think of what i wanted?

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William Cowper

Retirement

Hackney'd in business, wearied at that oar,
Which thousands, once fast chain'd to, quit no more,
But which, when life at ebb runs weak and low,
All wish, or seem to wish, they could forego;
The statesman, lawyer, merchant, man of trade,
Pants for the refuge of some rural shade,
Where, all his long anxieties forgot
Amid the charms of a sequester'd spot,
Or recollected only to gild o'er
And add a smile to what was sweet before,
He may possess the joys he thinks he sees,
Lay his old age upon the lap of ease,
Improve the remnant of his wasted span,
And, having lived a trifler, die a man.
Thus conscience pleads her cause within the breast,
Though long rebell'd against, not yet suppress'd,
And calls a creature form'd for God alone,
For Heaven's high purposes, and not his own,
Calls him away from selfish ends and aims,
From what debilitates and what inflames,
From cities humming with a restless crowd,
Sordid as active, ignorant as loud,
Whose highest praise is that they live in vain,
The dupes of pleasure, or the slaves of gain,
Where works of man are cluster'd close around,
And works of God are hardly to be found,
To regions where, in spite of sin and woe,
Traces of Eden are still seen below,
Where mountain, river, forest, field, and grove,
Remind him of his Maker’s power and love.
'Tis well, if look’d for at so late a day,
In the last scene of such a senseless play,
True wisdom will attend his feeble call,
And grace his action ere the curtain fall.
Souls, that have long despised their heavenly birth,
Their wishes all impregnated with earth,
For threescore years employ’d with ceaseless care,
In catching smoke, and feeding upon air,
Conversant only with the ways of men,
Rarely redeem the short remaining ten.
Inveterate habits choke the unfruitful heart,
Their fibres penetrate its tenderest part,
And, draining its nutritious power to feed
Their noxious growth, starve every better seed.
Happy, if full of days—but happier far,
If, ere we yet discern life’s evening star,
Sick of the service of a world that feeds
Its patient drudges with dry chaff and weeds,
We can escape from custom’s idiot sway,
To serve the sovereign we were born to obey.

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Walt Whitman

Song Of The Broad-Axe

WEAPON, shapely, naked, wan!
Head from the mother's bowels drawn!
Wooded flesh and metal bone! limb only one, and lip only one!
Gray-blue leaf by red-heat grown! helve produced from a little seed
sown!
Resting the grass amid and upon,
To be lean'd, and to lean on.

Strong shapes, and attributes of strong shapes--masculine trades,
sights and sounds;
Long varied train of an emblem, dabs of music;
Fingers of the organist skipping staccato over the keys of the great
organ.


Welcome are all earth's lands, each for its kind; 10
Welcome are lands of pine and oak;
Welcome are lands of the lemon and fig;
Welcome are lands of gold;
Welcome are lands of wheat and maize--welcome those of the grape;
Welcome are lands of sugar and rice;
Welcome the cotton-lands--welcome those of the white potato and sweet
potato;
Welcome are mountains, flats, sands, forests, prairies;
Welcome the rich borders of rivers, table-lands, openings;
Welcome the measureless grazing-lands--welcome the teeming soil of
orchards, flax, honey, hemp;
Welcome just as much the other more hard-faced lands; 20
Lands rich as lands of gold, or wheat and fruit lands;
Lands of mines, lands of the manly and rugged ores;
Lands of coal, copper, lead, tin, zinc;
LANDS OF IRON! lands of the make of the axe!


The log at the wood-pile, the axe supported by it;
The sylvan hut, the vine over the doorway, the space clear'd for a
garden,
The irregular tapping of rain down on the leaves, after the storm is
lull'd,
The wailing and moaning at intervals, the thought of the sea,
The thought of ships struck in the storm, and put on their beam ends,
and the cutting away of masts;
The sentiment of the huge timbers of old-fashion'd houses and
barns; 30
The remember'd print or narrative, the voyage at a venture of men,
families, goods,
The disembarkation, the founding of a new city,
The voyage of those who sought a New England and found it--the outset
anywhere,
The settlements of the Arkansas, Colorado, Ottawa, Willamette,

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