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A democracy is a volcano which conceals the fiery materials of its own destruction. These will produce an eruption and carry desolation in their way.

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The mud volcano Lusi

The world's largest mud dome, also called the mud volcano,
Is located in Sidoarjo, a regency in Indonesia and it is very active
It had erupted also on twenty nine May, only five years ago
Now it gushes forty Olympic pools each day being very emissive.

A mud dome emits helium, nitrogen, usually belches of flammable gas
Through a deepening lake of hydrocarbon fluids, acid water and sludge.
The temperature is as low as the freezing point for its fast-moving mass
It's associated with petroleum deposits looking like dark brown smudges.

The creeks transport amounts of sediment to rivers which flow into the ocean.
This time the Indonesian volcano displaced thirteen thousand families.
For saving their lives they had to leave their home being forced to run
They needed to escape, because the volcano showed an increased activity.

This volcano eruption will dropp to a manageable level in twenty six years,
And Lusi will continue to gush gray mud until it will turn into a bubbling volcano,
And the processes erosion will begin to bevel the mountain but until that the tears
Of people will not stop for those who were killed after Lusi erupted five years ago.

All these years the volcano Lusi, situated in Sidoarjo regency, East Java
Can become highly destructive, even it can sweep up almost everything
Even it is likely to gush gray cold or hot mud instead of usual lava
Thousands of people living there can die or live without saving anything.

Lusi's staying power and its lake of mud has now smothered twelve villages
To an incredible depth of up to fifty feet and just in the middle of this new lake
There is one hundred and sixty four feet real vent and it is not a mirage.
Even it wasn't specified this time that Yogyakarta was hit by another nearby earthquake.

The cause of the volcanic eruption which occurred five years ago was debatable.
Maybe an earthquake caused it, or maybe it was due to drilling a well in the zone.
The Indonesian government blamed the eruption on an earthquake which is contestable
Foreign experts said Lapindo Brantas didn't use the protective casing for its section.

Mud and gas accumulates when sea sediments are trapped in subduction zones.
The mud eruption is a hybrid between typical mud volcanoes and hydrothermal vents.
So, one tectonic plate slides under another, and can erupt out of volcanic cones
From a crack in the ground and this way mud volcanoes have burst on all continents.

Sixty six years ago an earthquake in Pakistan generated a tsunami very destructive
And caused the eruption of a mud volcano on the Makran Coast, in the Sindh region,
Which formed four islands, and everyone could see its gas flames while it was active
And could know about the petroleum deposits, methane, ethane and other hydrocarbons.

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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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Carry On

(eric beall)
Carry on
When the valleys deep
Ill be strong
With a mighty love to
Carry on
Never sleep til the new day dawns
Theres a new breeze blowin tonight
Clear away the past
Honey, free at last
Yes, Ive paid for the choices Ive made
No apologies from me
You know Ill never, no
Never lose my will
Never, never standin still
Ill carry on
When the valleys deep Ill be strong
With a mighty love to carry on
Never sleep til the new day dawns
I carry on
I stand alone in the eye of the storm
Pressures all around
Tryin to wear me down
But its all right
I wont give up the fight
I said, lord, lift me up!
Let me rise above
Ill never
Nobodys gonna take my pride
I wont stop
I will not be denied
Carry on
When the valleys deep Ill be strong
With a mighty love to carry on, carry on
Ill never sleep till the new day dawns
I carry on
I wont let, I wont let nothing hold me
No, no I wont let
Wont let nothing hold me back
I wont stop now
Carry on, Ill carry on
Yes, Ill carry
Ill carry on, yeah
Yes Ill carry
Carry on, Im gonna carry on
Yes, Ill carry
Carry on
Dont carry on without me
I said Ill never
Nobodys gonna take my pride

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Carry On (remix)

(Eric Beall)
Carry on
When the valley's deep
I'll be strong
With a mighty love to
Carry on
Never sleep til' the new day dawns
There's a new breeze blowin' tonight
Clear away the past
Honey, free at last
Yes, I've paid for the choices I've made
No apologies from me
You know I'll never, no
Never lose my will
Never, never standin' still
I'll carry on
When the valley's deep I'll be strong
With a mighty love to carry on
Never sleep til' the new day dawns
I carry on
I stand alone in the eye of the storm
Pressures all around
Tryin' to wear me down
But it's all right
I won't give up the fight
I said, "Lord, lift me up!"
Let me rise above
I'll never
Nobody's gonna take my pride
I won't stop
I will not be denied
Carry on
When the valley's deep I'll be strong
With a mighty love to carry on, carry on
I'll never sleep till the new day dawns
I carry on
I won't let, I won't let nothing hold me
No, no I won't let
Won't let nothing hold me back
I won't stop now
Carry on, I'll carry on
Yes, I'll carry
I'll carry on, yeah
Yes I'll carry
Carry on, I'm gonna carry on
Yes, I'll carry
Carry on
Don't carry on without me
I said I'll never
Nobody's gonna take my pride

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Desolation Row

Theyre selling postcards of the hanging
Theyre painting the passports brown
The beauty parlor is filled with sailors
The circus is in town
Here comes the blind commissioner
Theyve got him in a trance
One hand is tied to the tight-rope walker
The other is in his pants
And the riot squad theyre restless
They need somewhere to go
As lady and I look out tonight
From desolation row
Cinderella, she seems so easy
It takes one to know one, she smiles
And puts her hands in her back pockets
Bette davis style
And in comes romeo, hes moaning
You belong to me I believe
And someone says, youre in the wrong place, my friend
You better leave
And the only sound thats left
After the ambulances go
Is cinderella sweeping up
On desolation row
Now the moon is almost hidden
The stars are beginning to hide
The fortunetelling lady
Has even taken all her things inside
All except for cain and abel
And the hunchback of notre dame
Everybody is making love
Or else expecting rain
And the good samaritan, hes dressing
Hes getting ready for the show
Hes going to the carnival tonight
On desolation row
Now ophelia, shes neath the window
For her I feel so afraid
On her twenty-second birthday
She already is an old maid
To her, death is quite romantic
She wears an iron vest
Her professions her religion
Her sin is her lifelessness
And though her eyes are fixed upon
Noahs great rainbow
She spends her time peeking
Into desolation row
Einstein, disguised as robin hood
With his memories in a trunk

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Volcano

Volcano
By: jimmy buffett, keith sykes, harry dailey
1979
Chorus:
Now i don't know
I don't know
I don't know where i'm a gonna go
When the volcano blow
Chorus:
Let me say now i don't know
I don't know
I don't know where i'm a gonna go
When the volcano blow
Ground she's movin' under me
Tidal waves out on the sea
Sulphur smoke up in the sky
Pretty soon we learn to fly
Chorus:
Let me hear ya now i don't know
I don't know
I don't know where i'm a gonna go
When the volcano blow
Now my girl quickly say to me
Mon you better watch your feet
Lava come down soft and hot
You better lava me now or lava me not
Chorus:
Let me say now i don't know
I don't know
I don't know where i'm a gonna go
When the volcano blow
-- spoken: "mr utley..."
No time to count what i'm worth
'cause i just left the planet earth
Where i go i hope there's rum
Not to worry mon soon come
Chorus:
Now i don't know
I don't know
I don't know where i'm a gonna go
When the volcano blow
Chorus:
One more now i don't know (ah he don't know)
I don't know (he don't know, mon)
I don't know where i'm a gonna go
When the volcano blow
But i don't want to land in new york city
Don't want to land in mexico (no no no)
Don't want to land on no three mile island
Don't want to see my skin aglow (no no no)

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Carry You

Lay down your burden, I will carry you
I will carry you, my child
Lay down your burden, I will carry you
I will carry you, my child, my child
If I can walk on water
And calm a restless sea
I've done a thousand things you've never done
And I'm weary watchin'
While you struggle on your own
Call my name, I'll come
Lay down your burden, I will carry you
I will carry you, my child
Lay down your burden, I will carry you
I will carry you, my child, my child
I give vision to the blind
And I can raise the dead
I've seen the darker side of Hell
And I returned
And I see these sleepless nights
And I count every tear you cry
I know some lessons hurt to learn
Lay down your burden, I will carry you
I will carry you, my child
Lay down your burden, I will carry you
I will carry you, my child, my child
I will carry you, my child
I see these sleepless nights
And I count every tear you cry
And call my name, I'll come runnin'
Lay down your burden, I will carry you
I will carry you, my child
Lay down your burden, I will carry you
I will carry you, my child, my child
I will carry you, my child, my child
I will carry you
Hey-Yeah-Hey-Yeah Oh Oh Oh Oh Oh Oh
Hey-Yeah-Hey-Yeah Oh Oh Oh Oh Oh Oh
Hey-Yeah-Hey-Yeah Oh Oh Oh Oh Oh Oh
Hey-Yeah-Hey-Yeah Oh Oh Oh Oh Oh Oh

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M'Fingal - Canto IV

Now Night came down, and rose full soon
That patroness of rogues, the Moon;
Beneath whose kind protecting ray,
Wolves, brute and human, prowl for prey.
The honest world all snored in chorus,
While owls and ghosts and thieves and Tories,
Whom erst the mid-day sun had awed,
Crept from their lurking holes abroad.


On cautious hinges, slow and stiller,
Wide oped the great M'Fingal's cellar,
Where safe from prying eyes, in cluster,
The Tory Pandemonium muster.
Their chiefs all sitting round descried are,
On kegs of ale and seats of cider;
When first M'Fingal, dimly seen,
Rose solemn from the turnip-bin.
Nor yet his form had wholly lost
Th' original brightness it could boast,
Nor less appear'd than Justice Quorum,
In feather'd majesty before 'em.
Adown his tar-streak'd visage, clear
Fell glistening fast th' indignant tear,
And thus his voice, in mournful wise,
Pursued the prologue of his sighs.


"Brethren and friends, the glorious band
Of loyalty in rebel land!
It was not thus you've seen me sitting,
Return'd in triumph from town-meeting;
When blust'ring Whigs were put to stand,
And votes obey'd my guiding hand,
And new commissions pleased my eyes;
Blest days, but ah, no more to rise!
Alas, against my better light,
And optics sure of second-sight,
My stubborn soul, in error strong,
Had faith in Hutchinson too long.
See what brave trophies still we bring
From all our battles for the king;
And yet these plagues, now past before us,
Are but our entering wedge of sorrows!


"I see, in glooms tempestuous, stand
The cloud impending o'er the land;
That cloud, which still beyond their hopes
Serves all our orators with tropes;

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Carry On

It's easy to fight when everything's right,
And you're mad with the thrill and the glory;
It's easy to cheer when victory's near,
And wallow in fields that are gory.
It's a different song when everything's wrong,
When you're feeling infernally mortal;
When it's ten against one, and hope there is none,
Buck up, little soldier, and chortle:

Carry on! Carry on!
There isn't much punch in your blow.
You're glaring and staring and hitting out blind;
You're muddy and bloody, but never you mind.
Carry on! Carry on!
You haven't the ghost of a show.
It's looking like death, but while you've a breath,
Carry on, my son! Carry on!

And so in the strife of the battle of life
It's easy to fight when you're winning;
It's easy to slave, and starve and be brave,
When the dawn of success is beginning.
But the man who can meet despair and defeat
With a cheer, there's the man of God's choosing;
The man who can fight to Heaven's own height
Is the man who can fight when he's losing.

Carry on! Carry on!
Things never were looming so black.
But show that you haven't a cowardly streak,
And though you're unlucky you never are weak.
Carry on! Carry on!
Brace up for another attack.
It's looking like hell, but -- you never can tell:
Carry on, old man! Carry on!

There are some who drift out in the deserts of doubt,
And some who in brutishness wallow;
There are others, I know, who in piety go
Because of a Heaven to follow.
But to labour with zest, and to give of your best,
For the sweetness and joy of the giving;
To help folks along with a hand and a song;
Why, there's the real sunshine of living.

Carry on! Carry on!
Fight the good fight and true;
Believe in your mission, greet life with a cheer;
There's big work to do, and that's why you are here.
Carry on! Carry on!

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John Milton

Paradise Lost: Book 06

All night the dreadless Angel, unpursued,
Through Heaven's wide champain held his way; till Morn,
Waked by the circling Hours, with rosy hand
Unbarred the gates of light. There is a cave
Within the mount of God, fast by his throne,
Where light and darkness in perpetual round
Lodge and dislodge by turns, which makes through Heaven
Grateful vicissitude, like day and night;
Light issues forth, and at the other door
Obsequious darkness enters, till her hour
To veil the Heaven, though darkness there might well
Seem twilight here: And now went forth the Morn
Such as in highest Heaven arrayed in gold
Empyreal; from before her vanished Night,
Shot through with orient beams; when all the plain
Covered with thick embattled squadrons bright,
Chariots, and flaming arms, and fiery steeds,
Reflecting blaze on blaze, first met his view:
War he perceived, war in procinct; and found
Already known what he for news had thought
To have reported: Gladly then he mixed
Among those friendly Powers, who him received
With joy and acclamations loud, that one,
That of so many myriads fallen, yet one
Returned not lost. On to the sacred hill
They led him high applauded, and present
Before the seat supreme; from whence a voice,
From midst a golden cloud, thus mild was heard.
Servant of God. Well done; well hast thou fought
The better fight, who single hast maintained
Against revolted multitudes the cause
Of truth, in word mightier than they in arms;
And for the testimony of truth hast borne
Universal reproach, far worse to bear
Than violence; for this was all thy care
To stand approved in sight of God, though worlds
Judged thee perverse: The easier conquest now
Remains thee, aided by this host of friends,
Back on thy foes more glorious to return,
Than scorned thou didst depart; and to subdue
By force, who reason for their law refuse,
Right reason for their law, and for their King
Messiah, who by right of merit reigns.
Go, Michael, of celestial armies prince,
And thou, in military prowess next,
Gabriel, lead forth to battle these my sons
Invincible; lead forth my armed Saints,
By thousands and by millions, ranged for fight,
Equal in number to that Godless crew
Rebellious: Them with fire and hostile arms

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Neuromancer

Age of destruction
Age of oblivion
Age of destruction
Age of oblivion
Discovered love,
In the rancid days of ruin
My bodys sweatin toxins,
Of my own demise
Only from space, can you see
How much earth is burning
Smokin out the innocense inside
The child
Its the age of destruction
In a world of corruption
Its the age of destruction
And they hand us oblivion
Neuromancer and Im trancing
Im the neuromancer--and Im trancing
Man wallows in his insatiable greed
More in the answer that sweats
From desparate palms
Turn on the lies, the secrets,
Of our desolation,
Or be smothered, by the red hot core
Its the age of destruction,
In a world of corruption
Its the age of destruction
And they hand us oblivion
The neuromancer and Im trancing
Im the neuromancer and Im trancing
Im the neuromancer--Im trancing
Trancing
Trancing
And Im trancing
Denied love in the age of ruin
Suicide toxins of my own demise
In cyberspace, you know how much
The earth aint learning
Smoking out the man, inside the child--yeah
Its the age of destruction
In a world of corruption
Its the age of destruction
And they hand us oblivion
The neuromancer and Im trancing
Im the neuromancer and Im trancing
Neuromancer--trancing
Neuromancer--trancing
Neuromancer--trancing
Neuromancer
Age of destruction

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Sweet & Low

Compliments and condiments added to the rest.
The sense of taste.
Delicious.
Only on request.
Say goodbye.
Sayonara, sugar.
If youre so hot to go, well, hit the road.
Ciao, bello.
Sweet and low, thats the way I like it.
Sweet and low, thats the way I like it when you say my name.
Sweet and low, sweet chariot.
Baby wont you carry me, baby wont you carry me home.
Count me out
Scream and shout.
Put me to the test.
Sense of risk.
Synthetic. only on request.
Say goodbye.
Sayonara, sugar.
If youre so hot to go, well, you can hit the road.
Ciao, bello.
Sweet and low, thats the way I like it.
Sweet and low, thats the way I like it when you say my name.
Sweet and low, baby I cant fight it.
Sweet and low.
Baby I cant fight it when you say my name sweet and low.
Sweet chariot.
Baby wont you carry me.
Sweet and low.
Sweet chariot.
Baby wont you carry me.
Baby wont you carry me home.
Time to fly.
Sayonara, sugar.
If youre so hot to go, well, you can hit the road.
Ciao, bello.
Sweet and low, thats the way I like it.
Sweet and low, baby I cant fight it when you say my name.
Sweet and low.
Make me feel delightful.
Sweet and low.
Make me feel delightful, Ill make you feel the same.
Say goodbye.
Baby wont you carry me home. baby wont you carry me home. say bye bye.
Baby wont you carry me home. sweet and low. say goodbye.
Baby wont you carry me home. baby wont you carry me.
Baby wont you carry me home. sayonara, sugar.
Baby wont you carry me home. baby wont you carry me.
Baby wont you carry me home. sweet and low. say bye bye.
Baby wont you carry me home. baby wont you carry me home. sweet and low.

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Weapons of Mass Destruction

The Holy Roman Empire and Alexander The Great
Exterminate the globe, with extreme prejudice,
A Weapon of Mass Destruction

The European Inquisition, A Weapon of Mass Destruction
The Holy Christian Crusades, A Weapon of Mass Destruction
The Manifest Destiny and land expansion, A Weapon of Mass Destruction

Globalization and commercialization of the many rain forests,
A Weapon of Mass Destruction
Comprehensive sanctions is economic violence,
A Weapon of Mass Destruction

The procreation of religion and God, A Weapon of Mass Destruction
Democratizing the whole world, A Weapon of Mass Destruction
The extermination of The Iroquois Confederation, A Weapon of Mass Destruction
World domination the salvation of, A Weapon of Mass Destruction

War, is the greatest Weapon of Mass Destruction
The justification for annihilation of, The Constitution

The constitution of retribution, the absolution of, A Weapon of Mass Destruction.

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John Milton

Paradise Lost: Book 01

Of Man's first disobedience, and the fruit
Of that forbidden tree whose mortal taste
Brought death into the World, and all our woe,
With loss of Eden, till one greater Man
Restore us, and regain the blissful seat,
Sing, Heavenly Muse, that, on the secret top
Of Oreb, or of Sinai, didst inspire
That shepherd who first taught the chosen seed
In the beginning how the heavens and earth
Rose out of Chaos: or, if Sion hill
Delight thee more, and Siloa's brook that flowed
Fast by the oracle of God, I thence
Invoke thy aid to my adventurous song,
That with no middle flight intends to soar
Above th' Aonian mount, while it pursues
Things unattempted yet in prose or rhyme.
And chiefly thou, O Spirit, that dost prefer
Before all temples th' upright heart and pure,
Instruct me, for thou know'st; thou from the first
Wast present, and, with mighty wings outspread,
Dove-like sat'st brooding on the vast Abyss,
And mad'st it pregnant: what in me is dark
Illumine, what is low raise and support;
That, to the height of this great argument,
I may assert Eternal Providence,
And justify the ways of God to men.
Say first--for Heaven hides nothing from thy view,
Nor the deep tract of Hell--say first what cause
Moved our grand parents, in that happy state,
Favoured of Heaven so highly, to fall off
From their Creator, and transgress his will
For one restraint, lords of the World besides.
Who first seduced them to that foul revolt?
Th' infernal Serpent; he it was whose guile,
Stirred up with envy and revenge, deceived
The mother of mankind, what time his pride
Had cast him out from Heaven, with all his host
Of rebel Angels, by whose aid, aspiring
To set himself in glory above his peers,
He trusted to have equalled the Most High,
If he opposed, and with ambitious aim
Against the throne and monarchy of God,
Raised impious war in Heaven and battle proud,
With vain attempt. Him the Almighty Power
Hurled headlong flaming from th' ethereal sky,
With hideous ruin and combustion, down
To bottomless perdition, there to dwell
In adamantine chains and penal fire,
Who durst defy th' Omnipotent to arms.
Nine times the space that measures day and night

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We Carry On

He hasn't seen a drop of rain for months it seems
Rollin river is nothing; but a tricklin' stream
The crops are dyin' in the harsh sun light
The dust on his tongue is dry
The fatted calf is down to skin and bones
We carry on
Alone in the city and she's only seventeen
The boy left her black and blue on the streets so mean
Just twelve weeks along and she's got a life inside
Said shes never ever felt so alone
She walks in the shelter, they say welcome home
And we carry on
When our lives come undone...we carry on
Cause there's promise in the morning sun...we carry on
As the dark surrenders to the dawn
We were born to overcome
We carry on
Beyond the picket fences and the oil wells
The happy endings and the fairy tales
Is the reality of shattered lives and broken dreams
We carry on
Carry on
It's the family that grieves for a lost loved one
It's the soldier who won't leave till the job is done
It's the addict trying to turn his life around
It's pickin' yourself up off the ground when you've been knocked down
We carry on
When our lives come undone...we carry on
Cause there's promise in the morning sun...we carry on
As the dark surrenders to the dawn
We were born to overcome
We carry on
When our lives come undone...we carry on
Cause there's promise in the morning sun...we carry on
As the dark surrenders to the dawn
We were born to overcome
We carry on
Carry on
We carry on
He stands in the field, cooled by the winds of change
She smiles as her baby moves and it starts to rain

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Henry Wadsworth Longfellow

Hiawatha And The Pearl-Feather

On the shores of Gitche Gumee,
Of the shining Big-Sea-Water,
Stood Nokomis, the old woman,
Pointing with her finger westward,
O'er the water pointing westward,
To the purple clouds of sunset.
Fiercely the red sun descending
Burned his way along the heavens,
Set the sky on fire behind him,
As war-parties, when retreating,
Burn the prairies on their war-trail;
And the moon, the Night-sun, eastward,
Suddenly starting from his ambush,
Followed fast those bloody footprints,
Followed in that fiery war-trail,
With its glare upon his features.
And Nokomis, the old woman,
Pointing with her finger westward,
Spake these words to Hiawatha:
"Yonder dwells the great Pearl-Feather,
Megissogwon, the Magician,
Manito of Wealth and Wampum,
Guarded by his fiery serpents,
Guarded by the black pitch-water.
You can see his fiery serpents,
The Kenabeek, the great serpents,
Coiling, playing in the water;
You can see the black pitch-water
Stretching far away beyond them,
To the purple clouds of sunset!
"He it was who slew my father,
By his wicked wiles and cunning,
When he from the moon descended,
When he came on earth to seek me.
He, the mightiest of Magicians,
Sends the fever from the marshes,
Sends the pestilential vapors,
Sends the poisonous exhalations,
Sends the white fog from the fen-lands,
Sends disease and death among us!
"Take your bow, O Hiawatha,
Take your arrows, jasper-headed,
Take your war-club, Puggawaugun,
And your mittens, Minjekahwun,
And your birch-canoe for sailing,
And the oil of Mishe-Nahma,
So to smear its sides, that swiftly
You may pass the black pitch-water;
Slay this merciless magician,
Save the people from the fever

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Henry Wadsworth Longfellow

The Song Of Hiawatha IX: Hiawatha And The Pearl-Feather

On the shores of Gitche Gumee,
Of the shining Big-Sea-Water,
Stood Nokomis, the old woman,
Pointing with her finger westward,
O'er the water pointing westward,
To the purple clouds of sunset.
Fiercely the red sun descending
Burned his way along the heavens,
Set the sky on fire behind him,
As war-parties, when retreating,
Burn the prairies on their war-trail;
And the moon, the Night-sun, eastward,
Suddenly starting from his ambush,
Followed fast those bloody footprints,
Followed in that fiery war-trail,
With its glare upon his features.
And Nokomis, the old woman,
Pointing with her finger westward,
Spake these words to Hiawatha:
'Yonder dwells the great Pearl-Feather,
Megissogwon, the Magician,
Manito of Wealth and Wampum,
Guarded by his fiery serpents,
Guarded by the black pitch-water.
You can see his fiery serpents,
The Kenabeek, the great serpents,
Coiling, playing in the water;
You can see the black pitch-water
Stretching far away beyond them,
To the purple clouds of sunset!
'He it was who slew my father,
By his wicked wiles and cunning,
When he from the moon descended,
When he came on earth to seek me.
He, the mightiest of Magicians,
Sends the fever from the marshes,
Sends the pestilential vapors,
Sends the poisonous exhalations,
Sends the white fog from the fen-lands,
Sends disease and death among us!
'Take your bow, O Hiawatha,
Take your arrows, jasper-headed,
Take your war-club, Puggawaugun,
And your mittens, Minjekahwun,
And your birch-canoe for sailing,
And the oil of Mishe-Nahma,
So to smear its sides, that swiftly
You may pass the black pitch-water;
Slay this merciless magician,
Save the people from the fever

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Byron

Canto the Second

I
Oh ye! who teach the ingenuous youth of nations,
Holland, France, England, Germany, or Spain,
I pray ye flog them upon all occasions,
It mends their morals, never mind the pain:
The best of mothers and of educations
In Juan's case were but employ'd in vain,
Since, in a way that's rather of the oddest, he
Became divested of his native modesty.

II
Had he but been placed at a public school,
In the third form, or even in the fourth,
His daily task had kept his fancy cool,
At least, had he been nurtured in the north;
Spain may prove an exception to the rule,
But then exceptions always prove its worth -—
A lad of sixteen causing a divorce
Puzzled his tutors very much, of course.

III
I can't say that it puzzles me at all,
If all things be consider'd: first, there was
His lady-mother, mathematical,
A—never mind; his tutor, an old ass;
A pretty woman (that's quite natural,
Or else the thing had hardly come to pass);
A husband rather old, not much in unity
With his young wife—a time, and opportunity.

IV
Well—well, the world must turn upon its axis,
And all mankind turn with it, heads or tails,
And live and die, make love and pay our taxes,
And as the veering wind shifts, shift our sails;
The king commands us, and the doctor quacks us,
The priest instructs, and so our life exhales,
A little breath, love, wine, ambition, fame,
Fighting, devotion, dust,—perhaps a name.

V
I said that Juan had been sent to Cadiz -—
A pretty town, I recollect it well -—
'T is there the mart of the colonial trade is
(Or was, before Peru learn'd to rebel),
And such sweet girls—I mean, such graceful ladies,
Their very walk would make your bosom swell;
I can't describe it, though so much it strike,
Nor liken it—I never saw the like:

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Carry On

(track 11 - time 3:22)
(even stevens/hillary kanter/mark collie)
Mama went to sleep one night and never woke up
Daddy cried a tear into her old coffee cup
Now all he wants to do is drink the hurt all away
But if mama was here I know what mama would say
Carry on
Carry on
What dont kill us makes us strong
Carry on
Little sisters husband ran off with her best friend
Left her and the babies all alone again
It hurts to know the hurt that shes going through
But I know that shell do what shes gotta do
Carry on
Carry on
What dont kill us makes us strong
Carry on
Nobody ever said that life was gonna be fair
Youre never gonna get nowhere by running scared
If you look down deep inside youll find the faith to make you strong
Oh carry on
I try to walk the sunny side of the street
Dont let no shadows tangle up my feet
There aint no troubles that we cant rise above
With a handful of faith and a heartful of love
Carry on
Carry on
What dont kill us makes us strong
Carry on
Carry on
What dont kill us makes us strong
Carry on
Carry on
Carry on
Carry on

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Walt Whitman

Starting From Paumanok

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


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

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

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

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

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

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

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

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