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We must expect to fail...but fail in a learning posture, determined no to repeat the mistakes, and to maximize the benefits from what is learned in the process.

quote by Ted W. Engstrom
Added by Lucian Velea
Comment! | Vote! | Copy! | In Romanian

Consumed Within the Process

Consumed within the process
That process we call life.
Immuned? Not from this process.
It keeps the vision near yet uncompromised.
And far enough to become realized.

Consumed.
Within the process.
That process called life!
Don't assume...
This process,
Is a process you can't like!

Consumed.
Within the process.
That process called life!
Don't assume...
This process,
Is a process you can't like!

Consumed.
Within the process.
That process called life!
Don't assume...
This process,
Is a process you can't like!

Consumed within the process.
That process we call life.
Immuned?
Not from this process!

It keeps the vision near yet uncompromised.
And far enough to become realized.
Closing its eyes only when it wishes,
To call itself out!

Consumed.
Within the process.
That process called life!
Don't assume...
This process,
Is a process you can't like!

Consumed.
Within the process.
That process called life!
Don't assume...
This process,
Is a process you can't like!

[...] Read more

poem by Lawrence S. Pertillar
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Who Benefits From A Not Getting Of It?

No one's here to endure pain or suffering.
No one can explain to what gain pain brings.

Who benefits from sacrificing love?
Who benefits from sacrificing joy?
Who benefits from,
A not getting of it?
Who benefits from,
A missing of this?

Who benefits from sacrificing love?
Who benefits from,
A not getting of it.
Who benefits from,
A missing of this.

Who benefits from sacrificing joy.
Who benefits from,
Not getting it.
Who benefits from,
A missing of this.

People,
Are not getting...
What prophets are saying 'bout powers of love.
People,
Are not getting...
What prophets are saying 'bout powers of love.

No one's here to endure pain or suffering.
No one can explain to what gain pain brings.

People,
Are not getting...
What prophets are saying 'bout powers of love.
People,
Are not getting...
What prophets are saying 'bout powers of love.

Who benefits from a not getting of it.
People,
Are not getting...
What prophets are saying 'bout powers of love.
People,
Are not getting...
What prophets are saying 'bout powers of love.

Who benefits from a not getting of it.
Who benefits from a not getting of it.
People,

[...] Read more

poem by Lawrence S. Pertillar
Added by Poetry Lover
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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.

song performed by Nazareth
Added by Lucian Velea
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I've learned

Ive learned that to love someone doesnt have to involve pain,
Ive learned that to have a friend you must be a friend first,
Ive learned that in time youll see your mistakes and learn from them,
Ive learned that to be alone sometimes is the best thing for you,
Ive learned that in order to love a person you must feel loved,
Ive learned that if your wrong admit it or youll never forgive yourself,
Ive learned that your first love will be a part of you and you may never forget,
Ive learned that in order to move on you must fix what was first wrong,
Ive learned that if you ever mess up, you can always start over again,
Ive learned that to be 'cool' doesnt involve pressure,
Ive learned to accept what I have and be happy,
Ive learned that people will come and go so tell the ones you love how you feel,
Ive learned that to respect yourself you must respect others,
Ive learned that your actions always involve consequences whether it be good or bad,
Ive learned that priceless words can mean the world to someone,
Ive learned that sometimes being silent is the best solution,
Ive learned to expect the unexpected,
Ive learned that healing a broken heart involves tears and pain,
Ive learned to see the world in the eyes of others,
And Ive learned that each new day is a day to touch a life.

poem by Carly Almonde
Added by Poetry Lover
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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.

[...] Read more

poem by Lawrence S. Pertillar
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Any Soldier To His Son

What did I do, sonny, in the Great World War?
Well, I learned to peel potatoes and to scrub the barrack floor.
I learned to push a barrow and I learned to swing a pick,
I learned to turn my toes out, and to make my eyeballs click.
I learned the road to Folkestone, and I watched the English shore,
Go down behind the skyline, as I thought, for evermore.
And the Blighty boats went by us and the harbour hove in sight,
And they landed us and sorted us and marched us "by the right".
"Quick march!" across the cobbles, by the kids who rang along
Singing "Appoo?" "Spearmant" "Shokolah?" through dingy old Boulogne;
By the widows and the nurses and the niggers and Chinese,
And the gangs of smiling Fritzes, as saucy as you please.

I learned to ride as soldiers ride from Etaps to the Line,
For days and nights in cattle trucks, packed in like droves of swine.
I learned to curl and kip it on a foot of muddy floor,
And to envy cows and horses that have beds of beaucoup straw.
I learned to wash in shell holes and to shave myself in tea,
While the fragments of a mirror did a balance on my knee.
I learned to dodge the whizz-bangs and the flying lumps of lead,
And to keep a foot of earth between the sniper and my head.
I learned to keep my haversack well filled with buckshee food,
To take the Army issue and to pinch what else I could.
I learned to cook Maconochie with candle-ends and string,
With "four-by-two" and sardine-oil and any God-dam thing.
I learned to use my bayonet according as you please
For a breadknife or a chopper or a prong for toasting cheese.
I learned "a first field dressing" to serve my mate and me
As a dish-rag and a face-rag and a strainer for our tea.
I learned to gather souvenirs that home I hoped to send,
And hump them round for months and months and dump them in the end.
I learned to hunt for vermin in the lining of my shirt,
To crack them with my finger-nail and feel the beggars spirt;
I learned to catch and crack them by the dozen and the score
And to hunt my shirt tomorrow and to find as many more.

I learned to sleep by snatches on the firestep of a trench,
And to eat my breakfast mixed with mud and Fritz's heavy stench.
I learned to pray for Blighty ones and lie and squirm with fear,
When Jerry started strafing and the Blighty ones were near.
I learned to write home cheerful with my heart a lump of lead
With the thought of you and mother, when she heard that I was dead.
And the only thing like pleasure over there I ever knew,
Was to hear my pal come shouting, "There's a parcel, mate, for you."

So much for what I did do - now for what I have not done:
Well, I never kissed a French girl and I never killed a Hun,
I never missed an issue of tobacco, pay, or rum,
I never made a friend and yet I never lacked a chum.
I never borrowed money, and I never lent - but once

[...] Read more

poem by Anonymous English
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The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.

Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.

Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’

METHODOLOGY

The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.

RESULTS

Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.

Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.

We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .

In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.

In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.

Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.

Negative impacts of poverty on education

Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.

Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.

Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.

This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.

It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.

As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.

In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .

In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.

In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.

[...] Read more

poem by Innocent Masina Nkhonyo
Added by Poetry Lover
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We must expect to fail... but fail in a learning posture, determined no to repeat the mistakes, and to maximize the benefits from what is learned in the process.

quote by Ted W. Engstrom
Added by Lucian Velea
Comment! | Vote! | Copy!

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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So Judge Me Not For Mistakes I've Made

Judge me not,
For...
Mistakes I've made,
Because...
I had to grow up too.
One day you will discover...
Growing up is not a thing,
Easy to do.

No one living can ever escape,
From mistakes everyday made.
And no one living can ever replace,
A time long gone.

Judge me not,
For...
Mistakes I've made,
Because...
I had to grow up too.
One day you will discover...
Growing up is not a thing,
Easy to do.

No one living can ever escape,
From mistakes everyday made.
And no one living can ever replace,
A time long gone.

No one living can ever escape,
From mistakes everyday made.
And no one living can ever replace,
A time long gone.

Judge me not for mistakes I've made.
A yesterday lived can not be erased.
Judge me not for mistakes I've made.
Look at me for who I am and today!

Judge me not for mistakes I've made.
A yesterday lived can not be erased.
So judge me not for mistakes I've made.
Look at me for who I am and today!

No one living can ever escape,
From mistakes everyday made.
And no one living can ever replace,
A time long gone.

So judge me not for mistakes I've made.
A yesterday lived can not be erased.

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poem by Lawrence S. Pertillar
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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.

poem by John Celes
Added by Poetry Lover
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She's Determined and a Strong Willed Woman

When her mind's made up,
She doesn't fuss...
Or cry!

She's not the kind to mope around,
Or one to criticize.
With eyes that sigh.

She's not one weak who weeps.
She stands on her own two feet,
And defies,
Anyone who tries...
To fault the way she gets by.

She's determined and a strong willed woman.
And I like it that she's on my side.
She is determined and a strong willed woman...
Who knows what she does when it's done.
She's determined and a strong willed woman.
And I like it that she's on my side.
And there to sleep with me at night.

She's not one weak who weeps.
She stands on her own two feet,
And defies,
Anyone who tries...
To fault the way she gets by.

She's determined and a strong willed woman.
And I like it that she's on my side.
Yes she's determined and a strong willed woman.
And I like it that she's on my side.
And there to sleep with me at night.

When her mind's made up,
She doesn't fuss...
Or cry!
And defies,
Anyone who tries...
To fault the way she gets by.

She is determined and a strong willed woman...
Who knows what she does when it's done.
She's determined and a strong willed woman.
And I like it that she's on my side.
And there to sleep with me at night.

She's determined and a strong willed woman.
And I like it that she's on my side.
She is determined and a strong willed woman...

[...] Read more

poem by Lawrence S. Pertillar
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Don't Nick To Chip It When It Benefits

You can forget it when the getting has gone.
But you can't forget when you get it.
You can't forget when you get it.

You can forget it when the getting has gone.
But you can't forget when you get it.
You can't forget when you get it.

When the feeling is strong,
It belongs.
Don't nick to chip it when it fits.
When something given is a benefit.

You can forget it when the getting has gone.
But you can't forget when you get it.
You can't forget when you get it.

When the feeling is strong,
It belongs.
Don't nick to chip it when it fits.
When something given is a benefit.

When the feeling is strong,
It belongs.
Don't nick to chip it when it benefits!
Don't nick to chip it when it benefits!

When that feeling's with you all day,
And night long.
Don't nick to chip it when it benefits!
No don't nick to chip it when it benefits!
No don't nick to chip it when it benefits!
Don't, don't, don't-don't no don't,
Nick to chip it when it benefits!
No don't nick to chip it when it benefits!
No don't nick to chip it when it benefits!

poem by Lawrence S. Pertillar
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Soboba

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soccer camp fall 2007 dallas tx

[...] Read more

poem by Rwetewrt Erwtwer
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First Year University Expereinces

I learned why it is not wise to skip class often

I learned that skipping homework in university is not the same as skipping homework in high school

I learned what it feels like to be awake for over 2 days

I learned how to smoke pot from a bong

I learned how to compose an essay the day before it's due

I learned that the Freshman 15 is no joke

I learned how to do laundry

I learned to pretend to be happy

I learned to multitask

I learned to be more sociable

I learned why my parents and teachers warned me about the difficulty of university

I learned that failing is expensive

I learned small things, like freshly washed bed sheets, make me happy
I learned to lie

I learned how expensive alcohol is

I learned what it feels like to be a failure

I type this rant while skipping my business ethics class as I further delay the composition of my psychology term paper

poem by Michelle Cow
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The Sound Of Wings.....

from the bars of the cell,
i learned freedom from the body.
from the underside of the bridge,
i learned home has not a house.
from forty years of working,
i learned the bitterness of the slave.
from the political lies,
i learned that truth cant be bought.
from the books i read,
i learned to reason and question.
from the heroin needle,
i learned the value of life.
from love lost,
i learned how to love.
from doubt i learned seeking,
in seeking i found god to be more.
from the scars on my heart,
i learned to be a man.
from battles fought and lost,
i learned the need for peace.
from discrimination i learned equality,
from anger i learned forgiveness.
from the mirror i learned responsibility...
from the bars of the cell,
i learned the sound of wings!

poem by Eric Cockrell
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IV. Tertium Quid

True, Excellency—as his Highness says,
Though she's not dead yet, she's as good as stretched
Symmetrical beside the other two;
Though he's not judged yet, he's the same as judged,
So do the facts abound and superabound:
And nothing hinders that we lift the case
Out of the shade into the shine, allow
Qualified persons to pronounce at last,
Nay, edge in an authoritative word
Between this rabble's-brabble of dolts and fools
Who make up reasonless unreasoning Rome.
"Now for the Trial!" they roar: "the Trial to test
"The truth, weigh husband and weigh wife alike
"I' the scales of law, make one scale kick the beam!"
Law's a machine from which, to please the mob,
Truth the divinity must needs descend
And clear things at the play's fifth act—aha!
Hammer into their noddles who was who
And what was what. I tell the simpletons
"Could law be competent to such a feat
"'T were done already: what begins next week
"Is end o' the Trial, last link of a chain
"Whereof the first was forged three years ago
"When law addressed herself to set wrong right,
"And proved so slow in taking the first step
"That ever some new grievance,—tort, retort,
"On one or the other side,—o'ertook i' the game,
"Retarded sentence, till this deed of death
"Is thrown in, as it were, last bale to boat
"Crammed to the edge with cargo—or passengers?
"'Trecentos inseris: ohe, jam satis est!
"'Huc appelle!'—passengers, the word must be."
Long since, the boat was loaded to my eyes.
To hear the rabble and brabble, you'd call the case
Fused and confused past human finding out.
One calls the square round, t' other the round square—
And pardonably in that first surprise
O' the blood that fell and splashed the diagram:
But now we've used our eyes to the violent hue
Can't we look through the crimson and trace lines?
It makes a man despair of history,
Eusebius and the established fact—fig's end!
Oh, give the fools their Trial, rattle away
With the leash of lawyers, two on either side—
One barks, one bites,—Masters Arcangeli
And Spreti,—that's the husband's ultimate hope
Against the Fisc and the other kind of Fisc,
Bound to do barking for the wife: bow—wow!
Why, Excellency, we and his Highness here
Would settle the matter as sufficiently

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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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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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,

[...] Read more

poem by William Cowper
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The Recumbent Posture

The day after Christmas, young Albert
Were what's called, confined to his bed,
With a tight kind of pain in his stummick
And a light feeling up in his head.

His parents were all in a fluster
When they saw little lad were so sick,
They said, 'Put out your tongue!', When they'd seen it
They said, 'Put it back again - quick!'

Ma made him a basin of gruel,
But that were a move for the worse;
Though the little lad tried hard to eat it,
At the finish he did the reverse.

The pain showed no signs of abating,
So at last they got Doctor to call.
He said it were in the ab-domain
And not in the stummick at all.

He sent up a bottle of physick,
With instructions on t' label to say,
'To be taken in a recumbent posture,
One teaspoon, three times a day.'

As Ma stood there reading the label
Pa started to fidget about.
He said 'Get a teaspoon and dose him,
Before he gets better without.'

'I can manage the teaspoon' said Mother
A look of distress on her face.
'It's this 'ere recumbent posture...
I haven't got one in the place.'

Said Pa, 'What about Mrs Lupton?..
Next door 'ere - you'd better ask her;
A woman who's buried three husbands
Is sure to have one of them there.'

So they went round and asked Mrs Lupton,
'Aye, I know what you mean,' she replied,
'I 'ad one on order for 'Orace,
But poor dear got impatient and died.'

She said, 'You'd best try the Co-Op shop,
They'll have one in stock I dare say;
' Fact I think I saw one in the winder
Last time I was passing that way.'

[...] Read more

poem by Marriott Edgar
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