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I like doing accents and I like learning as much as I can learn.

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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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Learn

when broken
learn
when happy
learn
when bored
learn
when you float and does not know what to do
learn just the same
when filled with idealism
learn
when fed with what you cannot swallow
learn again
when the times get rough and you want to kill yourself
learn, learn, learn
you still have many things to learn
faces of life
bodies of life
learn, learn, learn everything
do not surrender

for in truth, you do not do what you only want
you will also do what you are told to do
no questions asked
or you will be left out
or you will be not a part of the picture
this life
learn, learn, learn, always learn
do not surrender
live, learn, live, learn
you will soon do all that others will tell you
learn, learn and learn again

and sooner you will have learned everything
and then do what you want to do
with firm conviction
you know now what is right
and that is what you will do,

now without even being told
you have become yourself

but still learn, learn, and learn again
because

you might be wrong,
try thinking some more, learn
relearn, learn, learn, learn, forevermore....

poem by Ric S. Bastasa
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You Learn

I recommend getting your heart trampled on to anyone
I recommend walking around naked in your living room
Swallow it down (what a jagged little pill)
It feels so good (swimming in your stomach)
Wait until the dust settles

You live you learn
You love you learn
You cry you learn
You lose you learn
You bleed you learn
You scream you learn

I recommend biting off more then you can chew to anyone
I certainly do
I recommend sticking your foot in your mouth at any time
Feel free
Throw it down (the caution blocks you from the wind)
Hold it up (to the rays)
You wait and see when the smoke clears

You live you learn
You love you learn
You cry you learn
You lose you learn
You bleed you learn
You scream you learn

Wear it out (the way a three-year-old would do)
Melt it down (you're gonna have to eventually anyway)
The fire trucks are coming up around the bend

You live you learn
You love you learn
You cry you learn
You lose you learn
You bleed you learn
You scream you learn

You grieve you learn
You choke you learn
You laugh you learn
You choose you learn
You pray you learn
You ask you learn
You live you learn

song performed by Alanis Morissette from Jagged Little Pill
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Learn

Learn, learn, learn,—
Our beautiful world is not a field for sheep;
Not just a place wherein to laugh and weep,
To eat and drink, to dance and sigh and sleep,
And then to moulder into senseless dust.

Learn, learn, learn,—
Look up and learn—you cannot look too high!
Not for the earthly wealth which brains can buy,
Not for the sake of gold and luxury—
Treasures corrupted by the moth and rust.

Learn, learn, learn,—
As one in whom the Lord has breathed His breath,
And aye redeemèd from the power of death—
Not as the dumb brute-beast that perisheth,
Not as a soulless, thoughtless, thankless clod.

Learn, learn, learn,—
With love and awe and patience—not in haste;
Drink deeply,—do not pass by with a taste;
O make your land a garden, not a waste!—
Your mind bright, to reflect the face of God.

Learn, learn, learn,—
The mystic beauty and the truth of life;
Search out the treasures whereof earth is rife,
Search on all sides, with pain and prayer and strife;
Search even into darkness. Do not fear.

Learn, learn, learn,—
With a true, steadfast heart, lay up your hoard;
God will sort out the treasures you have stored,
And set them in His bright light, afterward.
He will make all your difficulties clear.

Learn, learn, learn,—
Death is no breaking at a certain place;
We only pause there for a little space.
And then—you would not shame Him to His face?—
You, in His Image and own Likeness made!

Learn, learn, learn,—
Walk with wide-open eyes and reverent heart.
Worship as God the beautiful in art.
Though you see now but dimly, and in part,
All shall be clear in time. Be not afraid.

poem by Ada Cambridge
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The Corsair

'O'er the glad waters of the dark blue sea,
Our thoughts as boundless, and our soul's as free
Far as the breeze can bear, the billows foam,
Survey our empire, and behold our home!
These are our realms, no limits to their sway-
Our flag the sceptre all who meet obey.
Ours the wild life in tumult still to range
From toil to rest, and joy in every change.
Oh, who can tell? not thou, luxurious slave!
Whose soul would sicken o'er the heaving wave;
Not thou, vain lord of wantonness and ease!
whom slumber soothes not - pleasure cannot please -
Oh, who can tell, save he whose heart hath tried,
And danced in triumph o'er the waters wide,
The exulting sense - the pulse's maddening play,
That thrills the wanderer of that trackless way?
That for itself can woo the approaching fight,
And turn what some deem danger to delight;
That seeks what cravens shun with more than zeal,
And where the feebler faint can only feel -
Feel - to the rising bosom's inmost core,
Its hope awaken and Its spirit soar?
No dread of death if with us die our foes -
Save that it seems even duller than repose:
Come when it will - we snatch the life of life -
When lost - what recks it but disease or strife?
Let him who crawls enamour'd of decay,
Cling to his couch, and sicken years away:
Heave his thick breath, and shake his palsied head;
Ours - the fresh turf; and not the feverish bed.
While gasp by gasp he falters forth his soul,
Ours with one pang - one bound - escapes control.
His corse may boast its urn and narrow cave,
And they who loath'd his life may gild his grave:
Ours are the tears, though few, sincerely shed,
When Ocean shrouds and sepulchres our dead.
For us, even banquets fond regret supply
In the red cup that crowns our memory;
And the brief epitaph in danger's day,
When those who win at length divide the prey,
And cry, Remembrance saddening o'er each brow,
How had the brave who fell exulted now!'

II.
Such were the notes that from the Pirate's isle
Around the kindling watch-fire rang the while:
Such were the sounds that thrill'd the rocks along,
And unto ears as rugged seem'd a song!
In scatter'd groups upon the golden sand,
They game-carouse-converse-or whet the brand:

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poem by Byron
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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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Lara

LARA. [1]

CANTO THE FIRST.

I.

The Serfs are glad through Lara's wide domain, [2]
And slavery half forgets her feudal chain;
He, their unhoped, but unforgotten lord —
The long self-exiled chieftain is restored:
There be bright faces in the busy hall,
Bowls on the board, and banners on the wall;
Far chequering o'er the pictured window, plays
The unwonted fagots' hospitable blaze;
And gay retainers gather round the hearth,
With tongues all loudness, and with eyes all mirth.

II.

The chief of Lara is return'd again:
And why had Lara cross'd the bounding main?
Left by his sire, too young such loss to know,
Lord of himself; — that heritage of woe,
That fearful empire which the human breast
But holds to rob the heart within of rest! —
With none to check, and few to point in time
The thousand paths that slope the way to crime;
Then, when he most required commandment, then
Had Lara's daring boyhood govern'd men.
It skills not, boots not, step by step to trace
His youth through all the mazes of its race;
Short was the course his restlessness had run,
But long enough to leave him half undone.

III.

And Lara left in youth his fatherland;
But from the hour he waved his parting hand
Each trace wax'd fainter of his course, till all
Had nearly ceased his memory to recall.
His sire was dust, his vassals could declare,
'Twas all they knew, that Lara was not there;
Nor sent, nor came he, till conjecture grew
Cold in the many, anxious in the few.
His hall scarce echoes with his wonted name,
His portrait darkens in its fading frame,
Another chief consoled his destined bride,
The young forgot him, and the old had died;
"Yet doth he live!" exclaims the impatient heir,
And sighs for sables which he must not wear.

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poem by Byron
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Lara. A Tale

The Serfs are glad through Lara's wide domain,
And slavery half forgets her feudal chain;
He, their unhoped, but unforgotten lord--
The long self-exiled chieftain is restored:
There be bright faces in the busy hall,
Bowls on the board, and banners on the wall;
Far chequering o'er the pictured window, plays
The unwonted fagots' hospitable blaze;
And gay retainers gather round the hearth,
With tongues all loudness, and with eyes all mirth.

II.
The chief of Lara is return'd again:
And why had Lara cross'd the bounding main?
Left by his sire, too young such loss to know,
Lord of himself;--that heritage of woe,
That fearful empire which the human breast
But holds to rob the heart within of rest!--
With none to check, and few to point in time
The thousand paths that slope the way to crime;
Then, when he most required commandment, then
Had Lara's daring boyhood govern'd men.
It skills not, boots not, step by step to trace
His youth through all the mazes of its race;
Short was the course his restlessness had run,
But long enough to leave him half undone.

III.
And Lara left in youth his fatherland;
But from the hour he waved his parting hand
Each trace wax'd fainter of his course, till all
Had nearly ceased his memory to recall.
His sire was dust, his vassals could declare,
'Twas all they knew, that Lara was not there;
Nor sent, nor came he, till conjecture grew
Cold in the many, anxious in the few.
His hall scarce echoes with his wonted name,
His portrait darkens in its fading frame,
Another chief consoled his destined bride,
The young forgot him, and the old had died;
'Yet doth he live!' exclaims the impatient heir,
And sighs for sables which he must not wear.
A hundred scutcheons deck with gloomy grace
The Laras' last and longest dwelling-place;
But one is absent from the mouldering file,
That now were welcome to that Gothic pile.

IV.
He comes at last in sudden loneliness,
And whence they know not, why they need not guess;

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poem by Byron
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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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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 Borough. Letter XXIV: Schools

To every class we have a School assign'd,
Rules for all ranks and food for every mind:
Yet one there is, that small regard to rule
Or study pays, and still is deem'd a School:
That, where a deaf, poor, patient widow sits,
And awes some thirty infants as she knits;
Infants of humble, busy wives, who pay
Some trifling price for freedom through the day:
At this good matron's hut the children meet,
Who thus becomes the mother of the street:
Her room is small they cannot widely stray, -
Her threshold high they cannot run away:
Though deaf, she sees the rebel-heroes shout, -
Though lame, her white rod nimbly walks about;
With band of yarn she keeps offenders in,
And to her gown the sturdiest rogue can pin:
Aided by these, and spells, and tell-tale birds,
Her power they dread and reverence her words.
To Learning's second seats we now proceed,
Where humming students gilded primers read;
Or books with letters large and pictures gay,
To make their reading but a kind of play -
'Reading made easy,' so the titles tell;
But they who read must first begin to spell:
There may be profit in these arts, but still
Learning is labour, call it what you will;
Upon the youthful mind a heavy load,
Nor must we hope to find the royal road.
Some will their easy steps to science show,
And some to heav'n itself their by-way know;
Ah! trust them not,--who fame or bliss would share,
Must learn by labour, and must live by care.
Another matron, of superior kind,
For higher schools prepares the rising mind;
Preparatory she her Learning calls,
The step first made to colleges and halls.
She early sees to what the mind will grow,
Nor abler judge of infant-powers I know:
She sees what soon the lively will impede,
And how the steadier will in turn succeed;
Observes the dawn of wisdom, fancy, taste,
And knows what parts will wear, and what will

waste:
She marks the mind too lively, and at once
Sees the gay coxcomb and the rattling dunce.
Long has she lived, and much she loves to trace
Her former pupils, now a lordly race;
Whom when she sees rich robes and furs bedeck,
She marks the pride which once she strove to check.

[...] Read more

poem by George Crabbe
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Euterpe: A Cantanta

Argument.
Hail to thee, Sound!—The power of Euterpe in all the scenes of life—
in religion; in works of charity; in soothing troubles by means of music;
in all humane and high purposes; in war; in grief; in the social circle;
the children’s lullaby; the dance; the ballad; in conviviality;
when far from home; at evening—the whole ending with an allegorical chorus,
rejoicing at the building of a mighty hall erected for the recreation
of a nation destined to take no inconsiderable part in the future history
of the world.

Overture

No. 1 Chorus

All hail to thee, Sound! Since the time
Calliope’s son took the lyre,
And lulled in the heart of their clime
The demons of darkness and fire;
Since Eurydice’s lover brought tears
To the eyes of the Princes of Night,
Thou hast been, through the world’s weary years,
A marvellous source of delight—
Yea, a marvellous source of delight!

In the wind, in the wave, in the fall
Of the water, each note of thine dwells;
But Euterpe hath gathered from all
The sweetest to weave into spells.
She makes a miraculous power
Of thee with her magical skill;
And gives us, for bounty or dower,
The accents that soothe us or thrill!
Yea, the accents that soothe us or thrill!

All hail to thee, Sound! Let us thank
The great Giver of light and of life
For the music divine that we’ve drank,
In seasons of peace and of strife,
Let us gratefully think of the balm
That falls on humanity tired,
At the tones of the song or the psalm
From lips and from fingers inspired—
Yea, from lips and from fingers inspired.

No. 2 Quartette and Chorus

When, in her sacred fanes
God’s daughter, sweet Religion, prays,

[...] Read more

poem by Henry Kendall
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Mahabharata, Book V - Overtaken by Fate

Twelve-month in the darksome forest by her true and chosen lord,
Sweet Savitri served his parents by her thought and deed and word,

Bark of tree supplied her garments draped upon her bosom fair,
Or the red cloth as in asrams holy women love to wear.

And the aged queen she tended with a fond and filial pride,
Served the old and sightless monarch like a daughter by his side,

And with love and gentle sweetness pleased her husband and her lord,
But in secret, night and morning, pondered still on Narad's word!

Nearer came the fatal morning by the holy Narad told,
Fair Savitri reckoned daily and her heart was still and cold,

Three short days remaining only! and she took a vow severe
Of triratra, three nights' penance, holy fasts and vigils drear.

Of Savitri's rigid penance heard the king with anxious woe,
Spake to her in loving accents, so the vow she might forgo:

'Hard the penance, gentle daughter, and thy woman's limbs are frail,
After three nights' fasts and vigils sure thy tender health may fail,'

'Be not anxious, loving father,' meekly this Savitri prayed,
'Penance I have undertaken, will unto the gods be made.'

Much misdoubting then the monarch gave his sad and slow assent.
Pale with fast and unseen tear-drops, lonesome nights Savitri spent,

Nearer came the fatal morning, and to-morrow he shall die,
Dark, lone hours of nightly silence! Tearless, sleepless is her eye!

Dawns that dread and fated morning! ' said Savitri, bloodless, brave,
Prayed her fervent prayers in silence, to the Fire oblations gave,

Bowed unto the forest Brahmans, to the parents kind and good,
Joined her hands in salutation and in reverent silence stood.

With the usual morning blessing, 'Widow may'st thou never be,'
Anchorites and agéd Brahmans blessed Savitri fervently,

O! that blessing fell upon her like the rain on thirsty air,
Struggling hope inspired her bosom as she drank those accents fair,

But returned the dark remembrance of the rishi Narad's word,
Pale she watched the creeping sunbeams, mused upon. her fated lord!

'Daughter, now thy fast is over,' so the loving parents said,
'Take thy diet after penance, for thy morning prayers are prayed,'

[...] Read more

poem by Veda Vyasa
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Live And Learn

Live and Learn
by Michael W. Smith & Wayne Kirkpatrick
on i 2 (EYE) (1988)
Never should have tasted that forbidden fruit
Tell me why do I always do
What I don't want to do
Now, I'm the only reaper of the seeds that I sow
And when I walk the field of my stubborn will
It's a hard row to hoe
There's a price for getting smarter
So I pay what I owe
While bridges burn
Let the shadow fall behind me
I am wiser I know
We live and learn
Always living and learning
Always living and learning
Is it out of the fire, back into the pan
Is once enough to let it all sink in - or will I do it again
A time for understanding has now come of age
So I heed the word of the counselor and the voice of the sage
Try to see the meaning
Read between every line
When pages turn
There'll be no room for explaining what has been well defined
We live and learn
Always living and learning
Always living and learning
An engaging temptation had me doing time
'Cause when it starts a fire under strong desire
We are partners in crime
But hindsight is clearer
I can see where I've gone and never return
It's a new man in the mirror
It's a new freedom song to live and learn
Always living and learning
Always living and learning
Excerpt from "Mortality" by Willim Knox
recited by Chris Harris
(ed: recited before the song
"'Tis the wink of an eye
'Tis the draught of a breath
From the blossoms of health
To the pales of death
From the gilded saloon
To the burr in the shroud
Oh, why should the spirit of mortal be proud

song performed by Michael W. Smith
Added by Lucian Velea
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A Man Could Get Arrested

(tennant/lowe)
--------------
Do it (do it do it do it do it do it...)
Do it do it do it do it do it do it do it do it...
Do it now do it now do it now do it now do it now do it now do it now
Do it (do it do it do it do it...)
Late on tuesday evening, such a commotion in the street
Someone broke a window, and someones head got beat
A wave of breaking bottles, crashed across the city street
And someone got arrested, for the breach of the peace
If you wanna walk (walk walk walk walk)
Dont talk (talk talk talk talk)
Do it! (do it do it do it do it do it do it do it)
If you wanna earn (earn earn earn earn)
Learn (learn learn learn)
How to do it! (do it do it do it do it do it do it do it)
And if you wanna ride (ride ride ride ride)
Dont hide (dont hide)
Do it! (do it do it do it do it do it do it do it do it)
If you wanna stay (stay stay stay)
Dont say (say say say)
Prove it! (prove it prove it prove it prove it prove it prove it)
How much longer are you gonna sit and talk to me?
You got so many problems and a split personality
You want to see a doctor before our love is tested
How much longer a man could get arrested?
If you wanna walk (walk walk walk walk)
Dont talk (talk talk talk talk)
Do it! (do it do it do it do it do it do it do it)
If you wanna earn (earn earn earn earn)
Learn (learn learn learn learn)
How to do it! (do it do it do it do it do it)
And if you wanna ride (ride ride ride ride)
Dont hide (hide hide hide hide hide)
Do it! (do it do it do it do it do it do it)
And if you wanna stay (stay stay stay)
Dont say (say say say)
Prove it! (prove it prove it prove it prove it prove it prove it)
Youve got your health, youve got everything, thats what my doctor said
You may not have much cash, but youve got a roof over your head
Of course I said I loved you, not just cause you insisted
How much longer a man could get arrested?
If you wanna walk (walk walk walk walk)
Dont talk (talk talk talk talk)
Do it! (do it do it do it do it do it do it do it)
If you wanna earn (earn earn earn earn)
Learn (learn learn learn learn)
How to do it! (do it do it do it do it do it do it)
If you wanna ride
Dont hide

[...] Read more

song performed by Pet Shop Boys
Added by Lucian Velea
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~ Newton ~ Einstein ~ Marx ~ Derrida ~

~ Newton ~ Einstein ~ Marx ~ Derrida ~
Ms. Nivedita
UK
June 6,2010

Bunkum to burn
Edit ill learn. ~ [A]

Creation ~ Destruction
Learn ~ Relearn. ~ [B]

Unlearn
Profiles learn. ~ [C]

Deconstruction
Reconstruction
In maze of confusion. ~ [D]

Bunk pseudo learn. ~ [E]

Paradigm shift of
En-Learn
Anchor to U-Turn
Is it Perfect Learn? ~ [F]

Half learn
Quasi-Queasy learn
Obscures cognition. ~ [G]

Wises confirm
To learn
Be not stern. ~ [H]

Pundits affirm
Verity learn
Else are
Hazy learn. ~ [I]

Neurotic Newton: Quips Learn Knowledge Is Vast
Enigmatic Einstein: Puzzling What You Learn Is Relative But
Materialist Marx: Thesis Antithesis Synthesis Is But Dialectical Tact
Delver Derrida: Deconstruction Is New Fuzzy Fact. ~ [J]

Wander I what
Do I accept but? ~ [K]

Burn in Learn
It’s my culmination! ~ [L]

[...] Read more

poem by Ms. Nivedita Bagchi Spc. Uk.
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Canto the First

I.

The Serfs are glad through Lara's wide domain,
And slavery half forgets her feudal chain;
He, their unhoped, but unforgotten lord —
The long self-exiled chieftain is restored:
There be bright faces in the busy hall,
Bowls on the board, and banners on the wall;
Far chequering o'er the pictured window, plays
The unwonted fagots' hospitable blaze;
And gay retainers gather round the hearth,
With tongues all loudness, and with eyes all mirth.

II.

The chief of Lara is return'd again:
And why had Lara cross'd the bounding main?
Left by his sire, too young such loss to know,
Lord of himself; — that heritage of woe,
That fearful empire which the human breast
But holds to rob the heart within of rest! —
With none to check, and few to point in time
The thousand paths that slope the way to crime;
Then, when he most required commandment, then
Had Lara's daring boyhood govern'd men.
It skills not, boots not, step by step to trace
His youth through all the mazes of its race;
Short was the course his restlessness had run,
But long enough to leave him half undone.

III.

And Lara left in youth his fatherland;
But from the hour he waved his parting hand
Each trace wax'd fainter of his course, till all
Had nearly ceased his memory to recall.
His sire was dust, his vassals could declare,
'Twas all they knew, that Lara was not there;
Nor sent, nor came he, till conjecture grew
Cold in the many, anxious in the few.
His hall scarce echoes with his wonted name,
His portrait darkens in its fading frame,
Another chief consoled his destined bride,
The young forgot him, and the old had died;
"Yet doth he live!" exclaims the impatient heir,
And sighs for sables which he must not wear.
A hundred scutcheons deck with gloomy grace
The Laras' last and longest dwelling-place;
But one is absent from the mouldering file,
That now were welcome to that Gothic pile.

[...] Read more

poem by Byron from Lara (1815)
Added by Veronica Serbanoiu
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David

My thought, on views of admiration hung,
Intently ravish'd and depriv'd of tongue,
Now darts a while on earth, a while in air,
Here mov'd with praise and mov'd with glory there;
The joys entrancing and the mute surprize
Half fix the blood, and dim the moist'ning eyes;
Pleasure and praise on one another break,
And Exclamation longs at heart to speak;
When thus my Genius, on the work design'd
Awaiting closely, guides the wand'ring mind.

If while thy thanks wou'd in thy lays be wrought,
A bright astonishment involve the thought,
If yet thy temper wou'd attempt to sing,
Another's quill shall imp thy feebler wing;
Behold the name of royal David near,
Behold his musick and his measures here,
Whose harp Devotion in a rapture strung,
And left no state of pious souls unsung.

Him to the wond'ring world but newly shewn,
Celestial poetry pronounc'd her own;
A thousand hopes, on clouds adorn'd with rays,
Bent down their little beauteous forms to gaze;
Fair-blooming Innocence with tender years,
And native Sweetness for the ravish'd ears,
Prepar'd to smile within his early song,
And brought their rivers, groves, and plains along;
Majestick Honour at the palace bred,
Enrob'd in white, embroider'd o'er with red,
Reach'd forth the scepter of her royal state,
His forehead touch'd, and bid his lays be great;
Undaunted Courage deck'd with manly charms,
With waving-azure plumes, and gilded arms,
Displaid the glories, and the toils of fight,
Demanded fame, and call'd him forth to write.
To perfect these the sacred spirit came,
By mild infusion of celestial flame,
And mov'd with dove-like candour in his breast,
And breath'd his graces over all the rest.
Ah! where the daring flights of men aspire
To match his numbers with an equal fire;
In vain they strive to make proud Babel rise,
And with an earth-born labour touch the skies.
While I the glitt'ring page resolve to view,
That will the subject of my lines renew;
The Laurel wreath, my fames imagin'd shade,
Around my beating temples fears to fade;
My fainting fancy trembles on the brink,
And David's God must help or else I sink.

[...] Read more

poem by Thomas Parnell
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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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