The best way of learning to be an independent sovereign state is to be an independent sovereign state.
quote by Kwame Nkrumah
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Hudibras: Part 3 - Canto II
THE ARGUMENT
The Saints engage in fierce Contests
About their Carnal interests;
To share their sacrilegious Preys,
According to their Rates of Grace;
Their various Frenzies to reform,
When Cromwel left them in a Storm
Till, in th' Effigy of Rumps, the Rabble
Burns all their Grandees of the Cabal.
THE learned write, an insect breeze
Is but a mungrel prince of bees,
That falls before a storm on cows,
And stings the founders of his house;
From whose corrupted flesh that breed
Of vermin did at first proceed.
So e're the storm of war broke out,
Religion spawn'd a various rout
Of petulant Capricious sects,
The maggots of corrupted texts,
That first run all religion down,
And after ev'ry swarm its own.
For as the Persian Magi once
Upon their mothers got their sons,
That were incapable t' enjoy
That empire any other way;
So PRESBYTER begot the other
Upon the good old Cause, his mother,
Then bore then like the Devil's dam,
Whose son and husband are the same.
And yet no nat'ral tie of blood
Nor int'rest for the common good
Cou'd, when their profits interfer'd,
Get quarter for each other's beard.
For when they thriv'd, they never fadg'd,
But only by the ears engag'd:
Like dogs that snarl about a bone,
And play together when they've none,
As by their truest characters,
Their constant actions, plainly appears.
Rebellion now began, for lack
Of zeal and plunders to grow slack;
The Cause and covenant to lessen,
And Providence to b' out of season:
For now there was no more to purchase
O' th' King's Revenue, and the Churches,
But all divided, shar'd, and gone,
That us'd to urge the Brethren on;
Which forc'd the stubborn'st for the Cause,
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poem by Samuel Butler
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The Hind And The Panther, A Poem In Three Parts : Part III.
Much malice, mingled with a little wit,
Perhaps may censure this mysterious writ;
Because the muse has peopled Caledon
With panthers, bears, and wolves, and beasts unknown,
As if we were not stocked with monsters of our own.
Let Æsop answer, who has set to view
Such kinds as Greece and Phrygia never knew;
And Mother Hubbard, in her homely dress,
Has sharply blamed a British lioness;
That queen, whose feast the factious rabble keep,
Exposed obscenely naked, and asleep.
Led by those great examples, may not I
The wonted organs of their words supply?
If men transact like brutes, 'tis equal then
For brutes to claim the privilege of men.
Others our Hind of folly will indite,
To entertain a dangerous guest by night.
Let those remember, that she cannot die,
Till rolling time is lost in round eternity;
Nor need she fear the Panther, though untamed,
Because the Lion's peace was now proclaimed;
The wary savage would not give offence,
To forfeit the protection of her prince;
But watched the time her vengeance to complete,
When all her furry sons in frequent senate met;
Meanwhile she quenched her fury at the flood,
And with a lenten salad cooled her blood.
Their commons, though but coarse, were nothing scant,
Nor did their minds an equal banquet want.
For now the Hind, whose noble nature strove
To express her plain simplicity of love,
Did all the honours of her house so well,
No sharp debates disturbed the friendly meal.
She turned the talk, avoiding that extreme,
To common dangers past, a sadly-pleasing theme;
Remembering every storm which tossed the state,
When both were objects of the public hate,
And dropt a tear betwixt for her own children's fate.
Nor failed she then a full review to make
Of what the Panther suffered for her sake;
Her lost esteem, her truth, her loyal care,
Her faith unshaken to an exiled heir,
Her strength to endure, her courage to defy,
Her choice of honourable infamy.
On these, prolixly thankful, she enlarged;
Then with acknowledgments herself she charged;
For friendship, of itself an holy tie,
Is made more sacred by adversity.
Now should they part, malicious tongues would say,
They met like chance companions on the way,
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poem by John Dryden
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An Essay on Criticism
Part I
INTRODUCTION. That it is as great a fault to judge ill as to write ill, and a more dangerous one to the public. That a true Taste is as rare to be found as a true Genius. That most men are born with some Taste, but spoiled by false education. The multitude of Critics, and causes of them. That we are to study our own Taste, and know the limits of it. Nature the best guide of judgment. Improved by Art and rules, which are but methodized Nature. Rules derived from the practice of the ancient poets. That therefore the ancients are necessary to be studied by a Critic, particularly Homer and Virgil. Of licenses, and the use of them by the ancients. Reverence due to the ancients, and praise of them.
'Tis hard to say if greater want of skill
Appear in writing or in judging ill;
But of the two less dangerous is th'offence
To tire our patience than mislead our sense:
Some few in that, but numbers err in this;
Ten censure wrong for one who writes amiss;
A fool might once himself alone expose;
Now one in verse makes many more in prose.
'Tis with our judgments as our watches, none
Go just alike, yet each believes his own.
In Poets as true Genius is but rare,
True Taste as seldom is the Critic's share;
Both must alike from Heav'n derive their light,
These born to judge, as well as those to write.
Let such teach others who themselves excel,
And censure freely who have written well;
Authors are partial to their wit, 'tis true,
But are not Critics to their judgment too?
Yet if we look more closely, we shall find
Most have the seeds of judgment in their mind:
Nature affords at least a glimm'ring light;
The lines, tho' touch'd but faintly, are drawn right:
But as the slightest sketch, if justly traced,
Is by ill col'ring but the more disgraced,
So by false learning is good sense defaced:
Some are bewilder'd in the maze of schools,
And some made coxcombs Nature meant but fools:
In search of wit these lose their common sense,
And then turn Critics in their own defence:
Each burns alike, who can or cannot write,
Or with a rival's or an eunuch's spite.
All fools have still an itching to deride,
And fain would be upon the laughing side.
If Mævius scribble in Apollo's spite,
There are who judge still worse than he can write.
Some have at first for Wits, then Poets pass'd;
Turn'd Critics next, and prov'd plain Fools at last.
Some neither can for Wits nor Critics pass,
As heavy mules are neither horse nor ass.
Those half-learn'd witlings, numerous in our isle,
As half-form'd insects on the banks of Nile;
Unfinish'd things, one knows not what to call,
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poem by Alexander Pope
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The Ghost - Book IV
Coxcombs, who vainly make pretence
To something of exalted sense
'Bove other men, and, gravely wise,
Affect those pleasures to despise,
Which, merely to the eye confined,
Bring no improvement to the mind,
Rail at all pomp; they would not go
For millions to a puppet-show,
Nor can forgive the mighty crime
Of countenancing pantomime;
No, not at Covent Garden, where,
Without a head for play or player,
Or, could a head be found most fit,
Without one player to second it,
They must, obeying Folly's call,
Thrive by mere show, or not at all
With these grave fops, who, (bless their brains!)
Most cruel to themselves, take pains
For wretchedness, and would be thought
Much wiser than a wise man ought,
For his own happiness, to be;
Who what they hear, and what they see,
And what they smell, and taste, and feel,
Distrust, till Reason sets her seal,
And, by long trains of consequences
Insured, gives sanction to the senses;
Who would not (Heaven forbid it!) waste
One hour in what the world calls Taste,
Nor fondly deign to laugh or cry,
Unless they know some reason why;
With these grave fops, whose system seems
To give up certainty for dreams,
The eye of man is understood
As for no other purpose good
Than as a door, through which, of course,
Their passage crowding, objects force,
A downright usher, to admit
New-comers to the court of Wit:
(Good Gravity! forbear thy spleen;
When I say Wit, I Wisdom mean)
Where (such the practice of the court,
Which legal precedents support)
Not one idea is allow'd
To pass unquestion'd in the crowd,
But ere it can obtain the grace
Of holding in the brain a place,
Before the chief in congregation
Must stand a strict examination.
Not such as those, who physic twirl,
Full fraught with death, from every curl;
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poem by Charles Churchill
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The Impact Of Poverty On Education
THE IMPACT OF POVERTY ON EDUCATION.
INTRODUCTION
There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.
Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.
Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’
METHODOLOGY
The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.
RESULTS
Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.
Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.
We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .
In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.
In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.
Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.
Negative impacts of poverty on education
Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.
Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.
Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.
This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.
It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.
As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.
In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .
In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.
In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.
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poem by Innocent Masina Nkhonyo
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Attica State
-"it is my pleasure and privilige at this very solumn moment to introduce a young man and his wife.
Who saw fit to put down in music and lyrics so that it will never be forgotten in our country, by anyone, the tragedy of attica state.
There's no more that i can say, ladies and gentlemen. i would like to introduce you to john and yoko lennon."
-"i'd just like to say, it's an honour and a pleasure to be here at the apollo and for the reasons we're all here.
This song, yoko and i wrote, is called 'attica state'"
One, two, three, four!
What a waste of human power,
What a waste of human lives.
Shoot the pris'ners in the towers,
Forty-three poor widowed wives.
Attica state, attica state,
We're all mates with attica state.
Media blames it on the pris'ners,
But the pris'ners did not kill.
"rockefeller pulled the trigger,"
That is what the people feel.
Attica state, attica state,
We're all mates with attica state.
Free the pris'ners, jail the judges,
Free all pris'ners ev'rywhere.
All they need is truth and justice,
All the want is love and care.
Attica state, attica state,
We're all mates with attica state.
They all live in suffocation,
Let's not watch them die in sorrow.
Now's the time for revolution,
Give them all a chance to grow.
Attica state, attica state,
We're all mates with attica state.
Come together, join the movement,
Take a stand for human rights.
Fear and hatred clouds our judgement,
Free us all from endless night.
Attica state, attica state,
We're all mates with attica state.
Attica state, attica state,
We all live in attica state.
Attica state, attica state,
Attica, attica, attica state.
-"thank you, aah, thank you, thank you, aah,. some of you, eh, wonder what i'm doinh here with no drummers and no nothin' like that.
Well, you might know i lost my me old band, or i left it. i'm puttin' a, i'm puttin' an elecric band together, it's not ready yet.
Ah, things like this keep comin' up so, i just have to busk it. so i'm gonna sing you a song now you might know
It's called 'imagine'
song performed by Yoko Ono
Added by Lucian Velea
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Attica State
-"it is my pleasure and privilige at this very solumn moment to introduce a young man and his wife.
Who saw fit to put down in music and lyrics so that it will never be forgotten in our country, by anyone, the tragedy of attica state.
There's no more that i can say, ladies and gentlemen. i would like to introduce you to john and yoko lennon."
-"i'd just like to say, it's an honour and a pleasure to be here at the apollo and for the reasons we're all here.
This song, yoko and i wrote, is called 'attica state'"
One, two, three, four!
What a waste of human power,
What a waste of human lives.
Shoot the pris'ners in the towers,
Forty-three poor widowed wives.
Attica state, attica state,
We're all mates with attica state.
Media blames it on the pris'ners,
But the pris'ners did not kill.
"rockefeller pulled the trigger,"
That is what the people feel.
Attica state, attica state,
We're all mates with attica state.
Free the pris'ners, jail the judges,
Free all pris'ners ev'rywhere.
All they need is truth and justice,
All the want is love and care.
Attica state, attica state,
We're all mates with attica state.
They all live in suffocation,
Let's not watch them die in sorrow.
Now's the time for revolution,
Give them all a chance to grow.
Attica state, attica state,
We're all mates with attica state.
Come together, join the movement,
Take a stand for human rights.
Fear and hatred clouds our judgement,
Free us all from endless night.
Attica state, attica state,
We're all mates with attica state.
Attica state, attica state,
We all live in attica state.
Attica state, attica state,
Attica, attica, attica state.
-"thank you, aah, thank you, thank you, aah,. some of you, eh, wonder what i'm doinh here with no drummers and no nothin' like that.
Well, you might know i lost my me old band, or i left it. i'm puttin' a, i'm puttin' an elecric band together, it's not ready yet.
Ah, things like this keep comin' up so, i just have to busk it. so i'm gonna sing you a song now you might know
It's called 'imagine'
song performed by Yoko Ono
Added by Lucian Velea
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Attica State
What a waste of human power
What a waste of human lives
Shoot the prisoners in the towers
Forty-three poor widowed wives
Attica state, attica state,
Were all mates with attica state
Media blames it on the prisoners
But the prisoners did not kill
Rockefeller pulled the trigger
That is what the people feel
Attica state, attica state,
Were all mates with attica state
Free the prisoners, jail the judges
Free all prisoners everywhere
All they want is truth and justice
All they need is love and care
Attica state, attica state,
Were all mates with attica state
They all live in suffocation
Lets not watch them die in sorrow
Nows the time for revolution
Give them all a chance to grow
Attica state, attica state,
Were all mates with attica state
Come together join the movement
Take a stand for human rights
Fear and hatred clouds our judgement
Free us all from endless night
Attica state, attica state,
Were all mates with attica state
Attica state, attica state,
We all live in attica state
Attica state, attica state,
Attica, attica, attica state
song performed by Lennon John
Added by Lucian Velea
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Youre Learning
(ira louvin/charlie louvin)
You are learning what its like to sit and cry
And wonder why your plans went wrong
You are learning how it feels when pain is real
To realize youre all alone
Yes youre learning
We had the chance to be happy
Nothing stood in our way
If only youd meant what you promised
We wouldnt crying today
You are learning that a lie can make you cry
For the truth your heart reveals
You are learning that a flirt can cause a hurt
Even though your love is real
Yes youre learning
We had the chance to be happy
Nothing stood in our way
If only youd meant what you promised
We wouldnt crying today
You are learning that a lie can make you cry
For the truth your heart reveals
You are learning that a flirt can cause a hurt
Even though your love is real
Yes youre learning
Yes youre learning
song performed by Emmylou Harris
Added by Lucian Velea
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Learning To Live
(without your love)
I still have your picture
By the bed where you used to lay
I still have the memories
That you aint goin from day to day
I still miss the little things
You used to do and say
Ill always believe in love
Come what may
Im learning to live
Without your love
All I can do is carry on
Living without you
Im learning to live
Without your love
Now that youre gone
Whatever the emptiness
Whatever the pain
I wont change my love for you
Ill always feel the same
Im learning to live
Without your love
All I can do is carry on
Living without you
Im learning to live
Without your love
Now that youre gone
Im learning to live
Im learning to live
Im learning to live
Im learning to live
I still call your number
Im still in love with you
I still believe in love
Maybe that will see me through
Im learning to live
Without your love
All I can do is carry on
Living without you
Im learning to live
Without your love
Now that youre gone
[repeat / fade]
song performed by Rick Astley
Added by Lucian Velea
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State Of Mind
You don't need to hang around
You don't need to talk right now
Gotta feeling, it's a mistake
Gotta feeling, it's gonna break
Some days, sometimes just don't feel right
Too hot to touch
It's getting too much
You know it's just a state of mind
Driving you wild
You're torn up inside
You know it's just a state of mind
State of mind
All I need is to breathe
All I need is to believe
Gotta have it, now I know
Gotta have it, take it slow
Some days, sometimes it just goes right
Too hot to touch
It's getting too much
You know it's just a state of mind
Driving you wild
You're torn up inside
You know it's just a state of mind
State of mind
State of mind
State of mind
Ahhh
Too hot to touch (Yeah)
Ahhh
(It's my state of mind)
Driving you wild
(I was driving you wild)
Too hot to touch
It's getting too much
You know it's just a state of mind
Driving you wild
You're torn up inside
You know it's just a state of mind
State of mind
State of mind
State of mind
Too hot to touch
It's getting too much
You know it's just a state of mind
Driving you wild
You're torn up inside
You know it's just a state of mind
State of mind
State of mind
State of mind
[...] Read more
song performed by Holly Valance
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Vision of Columbus – Book 3
Now, twice twelve years, the children of the skies
Beheld in peace their growing empire rise;
O'er happy realms, display'd their generous care,
Diffused their arts and soothd the rage of war;
Bade yon tall temple grace the favourite isle.
The gardens bloom, the cultured valleys smile,
The aspiring hills their spacious mines unfold.
Fair structures blaze, and altars burn, in gold,
Those broad foundations bend their arches high,
And heave imperial Cusco to the sky;
From that fair stream that mark'd their northern sway,
Where Apurimac leads his lucid way,
To yon far glimmering lake, the southern bound,
The growing tribes their peaceful dwellings found;
While wealth and grandeur bless'd the extended reign,
From the bold Andes to the western main.
When, fierce from eastern wilds, the savage bands
Lead war and slaughter o'er the happy lands;
Thro' fertile fields the paths of culture trace,
And vow destruction to the Incan race.
While various fortune strow'd the embattled plain,
And baffled thousands still the strife maintain,
The unconquer'd Inca wakes the lingering war,
Drives back their host and speeds their flight afar;
Till, fired with rage, they range the wonted wood,
And feast their souls on future scenes of blood.
Where yon blue summits hang their cliffs on high;
Frown o'er the plains and lengthen round the sky;
Where vales exalted thro' the breaches run;
And drink the nearer splendors of the sun,
From south to north, the tribes innumerous wind,
By hills of ice and mountain streams confined;
Rouse neighbouring hosts, and meditate the blow,
To blend their force and whelm the world below.
Capac, with caution, views the dark design,
From countless wilds what hostile myriads join;
And greatly strives to bid the discord cease,
By profferd compacts of perpetual peace.
His eldest hope, young Rocha, at his call,
Leaves the deep confines of the temple wall;
In whose fair form, in lucid garments drest,
Began the sacred function of the priest.
In early youth, ere yet the genial sun
Had twice six changes o'er his childhood run,
The blooming prince, beneath his parents' hand,
Learn'd all the laws that sway'd the sacred land;
With rites mysterious served the Power divine,
Prepared the altar and adorn'd the shrine,
Responsive hail'd, with still returning praise,
Each circling season that the God displays,
[...] Read more
poem by Joel Barlow
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Gotham - Book II
How much mistaken are the men who think
That all who will, without restraint may drink,
May largely drink, e'en till their bowels burst,
Pleading no right but merely that of thirst,
At the pure waters of the living well,
Beside whose streams the Muses love to dwell!
Verse is with them a knack, an idle toy,
A rattle gilded o'er, on which a boy
May play untaught, whilst, without art or force,
Make it but jingle, music comes of course.
Little do such men know the toil, the pains,
The daily, nightly racking of the brains,
To range the thoughts, the matter to digest,
To cull fit phrases, and reject the rest;
To know the times when Humour on the cheek
Of Mirth may hold her sports; when Wit should speak,
And when be silent; when to use the powers
Of ornament, and how to place the flowers,
So that they neither give a tawdry glare,
'Nor waste their sweetness in the desert air;'
To form, (which few can do, and scarcely one,
One critic in an age, can find when done)
To form a plan, to strike a grand outline,
To fill it up, and make the picture shine
A full and perfect piece; to make coy Rhyme
Renounce her follies, and with Sense keep time;
To make proud Sense against her nature bend,
And wear the chains of Rhyme, yet call her friend.
Some fops there are, amongst the scribbling tribe,
Who make it all their business to describe,
No matter whether in or out of place;
Studious of finery, and fond of lace,
Alike they trim, as coxcomb Fancy brings,
The rags of beggars, and the robes of kings.
Let dull Propriety in state preside
O'er her dull children, Nature is their guide;
Wild Nature, who at random breaks the fence
Of those tame drudges, Judgment, Taste, and Sense,
Nor would forgive herself the mighty crime
Of keeping terms with Person, Place, and Time.
Let liquid gold emblaze the sun at noon,
With borrow'd beams let silver pale the moon;
Let surges hoarse lash the resounding shore,
Let streams meander, and let torrents roar;
Let them breed up the melancholy breeze,
To sigh with sighing, sob with sobbing trees;
Let vales embroidery wear; let flowers be tinged
With various tints; let clouds be laced or fringed,
They have their wish; like idle monarch boys,
Neglecting things of weight, they sigh for toys;
[...] Read more
poem by Charles Churchill
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Palamon And Arcite; Or, The Knight's Tale. From Chaucer. In Three Books. Book III.
The day approached when Fortune should decide
The important enterprise, and give the bride;
For now the rivals round the world had sought,
And each his number, well appointed, brought.
The nations far and near contend in choice,
And send the flower of war by public voice;
That after or before were never known
Such chiefs, as each an army seemed alone:
Beside the champions, all of high degree,
Who knighthood loved, and deeds of chivalry,
Thronged to the lists, and envied to behold
The names of others, not their own, enrolled.
Nor seems it strange; for every noble knight
Who loves the fair, and is endued with might,
In such a quarrel would be proud to fight.
There breathes not scarce a man on British ground
(An isle for love and arms of old renowned)
But would have sold his life to purchase fame,
To Palamon or Arcite sent his name;
And had the land selected of the best,
Half had come hence, and let the world provide the rest.
A hundred knights with Palamon there came,
Approved in fight, and men of mighty name;
Their arms were several, as their nations were,
But furnished all alike with sword and spear.
Some wore coat armour, imitating scale,
And next their skins were stubborn shirts of mail;
Some wore a breastplate and a light juppon,
Their horses clothed with rich caparison;
Some for defence would leathern bucklers use
Of folded hides, and others shields of Pruce.
One hung a pole-axe at his saddle-bow,
And one a heavy mace to stun the foe;
One for his legs and knees provided well,
With jambeux armed, and double plates of steel;
This on his helmet wore a lady's glove,
And that a sleeve embroidered by his love.
With Palamon above the rest in place,
Lycurgus came, the surly king of Thrace;
Black was his beard, and manly was his face
The balls of his broad eyes rolled in his head,
And glared betwixt a yellow and a red;
He looked a lion with a gloomy stare,
And o'er his eyebrows hung his matted hair;
Big-boned and large of limbs, with sinews strong,
Broad-shouldered, and his arms were round and long.
Four milk-white bulls (the Thracian use of old)
Were yoked to draw his car of burnished gold.
[...] Read more
poem by John Dryden
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Adam: A Sacred Drama. Act 1.
CHORUS OF ANGELS, Singing the Glory of God.
To Heaven's bright lyre let Iris be the bow,
Adapt the spheres for chords, for notes the stars;
Let new-born gales discriminate the bars,
Nor let old Time to measure times be slow.
Hence to new Music of the eternal Lyre
Add richer harmony and praise to praise;
For him who now his wondrous might displays,
And shows the Universe its awful Sire.
O Thou who ere the World or Heaven was made,
Didst in thyself, that World, that Heaven enjoy,
How does thy bounty all its powers employ;
What inexpressive good hast thou displayed!
O Thou of sovereign love almighty source,
Who knowest to make thy works thy love express,
Let pure devotion's fire the soul possess,
And give the heart and hand a kindred force.
Then shalt thou hear how, when the world began,
Thy life-producing voice gave myriads birth,
Called forth from nothing all in Heaven and Earth
Blessed in thy light Eagles in the Sun.
ACT I.
Scene I. -- God The Father. -- Chorus of Angels.
Raise from this dark abyss thy horrid visage,
O Lucifer! aggrieved by light so potent,
Shrink from the blaze of these refulgent planets
And pant beneath the rays of no fierce sun;
Read in the sacred volumes of the sky,
The mighty wonders of a hand divine.
Behold, thou frantic rebel,
How easy is the task,
To the great Sire of Worlds,
To raise his his empyrean seat sublime:
Lifting humility
Thither whence pride hath fallen.
From thence with bitter grief,
Inhabitant of fire, and mole of darkness,
Let the perverse behold,
Despairing his escape and my compassion,
His own perdition in another's good,
And Heaven now closed to him, to others opened;
And sighing from the bottom of his heart,
Let him in homage to my power exclaim,
Ah, this creative Sire,
(Wretch as I am) I see,
Hath need of nothing but himself alone
To re-establish all.
[...] Read more
poem by William Cowper
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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.
[...] Read more
poem by William Cowper
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Absalom and Achitophel
In pious times, e'er Priest-craft did begin,
Before Polygamy was made a sin;
When man, on many, multiply'd his kind,
E'r one to one was, cursedly, confind:
When Nature prompted, and no law deny'd
Promiscuous use of Concubine and Bride;
Then, Israel's monarch, after Heaven's own heart,
His vigorous warmth did, variously, impart
To Wives and Slaves; And, wide as his Command,
Scatter'd his Maker's Image through the Land.
Michal, of Royal blood, the Crown did wear,
A Soyl ungratefull to the Tiller's care;
Not so the rest; for several Mothers bore
To Godlike David, several Sons before.
But since like slaves his bed they did ascend,
No True Succession could their seed attend.
Of all this Numerous Progeny was none
So Beautifull, so brave as Absalon:
Whether, inspir'd by some diviner Lust,
His father got him with a greater Gust;
Or that his Conscious destiny made way
By manly beauty to Imperiall sway.
Early in Foreign fields he won Renown,
With Kings and States ally'd to Israel's Crown
In Peace the thoughts of War he could remove,
And seem'd as he were only born for love.
What e'er he did was done with so much ease,
In him alone, 'twas Natural to please.
His motions all accompanied with grace;
And Paradise was open'd in his face.
With secret Joy, indulgent David view'd
His Youthfull Image in his Son renew'd:
To all his wishes Nothing he deny'd,
And made the Charming Annabel his Bride.
What faults he had (for who from faults is free?)
His Father could not, or he would not see.
Some warm excesses, which the Law forbore,
Were constru'd Youth that purg'd by boyling o'r:
And Amnon's Murther, by a specious Name,
Was call'd a Just Revenge for injur'd Fame.
Thus Prais'd, and Lov'd, the Noble Youth remain'd,
While David, undisturb'd, in Sion raign'd.
But Life can never be sincerely blest:
Heaven punishes the bad, and proves the best.
The Jews, a Headstrong, Moody, Murmuring race,
As ever try'd th' extent and stretch of grace;
God's pamper'd people whom, debauch'd with ease,
No King could govern, nor no God could please;
(Gods they had tri'd of every shape and size
That Gods-smiths could produce, or Priests devise.)
[...] Read more
poem by John Dryden
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Learning To Love Him
Im learning to love him
To love and forgive
Im learning to trust him
To let the man live
Im learning to see him
To see who he is
Im learning to love
The beauty he is
Im learning to love him
To love and forgive
Im learning to trust him
To let the man live
Im learning to hold
His life in my hands
Im learning to love
Me just as I am
song performed by Waterboys
Added by Lucian Velea
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Learning To Love Him
Im learning to love him
To love and forgive
Im learning to trust him
To let the man live
Im learning to see him
To see who he is
Im learning to love
The beauty he is
Im learning to love him
To love and forgive
Im learning to trust him
To let the man live
Im learning to hold
His life in my hands
Im learning to love
Me just as I am
song performed by Waterboys
Added by Lucian Velea
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Learning
I'm learning to say thank you.
And I'm learning to say please.
And I'm learning to use Kleenex,
Not my sweater, when I sneeze.
And I'm learning not to dribble.
And I'm learning not to slurp.
And I'm learning (though it sometimes really hurts me)
Not to burp.
And I'm learning to chew softer
When I eat corn on the cob.
And I'm learning that it's much
Much easier to be a slob.
poem by Judith Viorst
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