Everybody wants to eat at the government's table, but nobody wants to do the dishes.
quote by Werner Finck
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Related quotes
Eat It
How come youre always such a fussy young man?
Dont want no captain crunch, dont want no raison bran
Well, dont you know that other kids are starving in japan
So eat it, just eat it
Dont want to argue, I dont want to debate
Dont want to hear about what kind of food you hate
You wont get no dessert till you clean off your plate
So eat it
Dont you tell me youre full
Just eat it, eat it, eat it, eat it
Get yourself an egg and beat it
Have some more chicken, have some more pie
It doesnt matter if its boiled or fried
Just eat it, eat it, just eat it, eat it
Just eat it, eat it, just eat it, eat it, ooh
Your table manners are some cryin shame
Youre playin with your food, this aint some kind of game
Now, if you starve to death, youll just have yourself to blame
So eat it, just eat it
You better listen, better do what youre told
You havent even touched your tuna casserole
You better chow down or its gonna get cold
So eat it
I dont care if youre full
Just eat it, eat it, eat it, eat it
Open up your mouth and feed it
Have some more yogurt, have some more spam
It doesnt matter it its fresh or tanned
Just eat it, eat it, eat it, eat it
Dont you make me repeate it
Have a banana, have a whole bunch
It doesnt matter what you had for lunch
Just eat it, eat it, eat it, eat it
Eat it, eat it, eat it, eat it
Eat it, eat it, eat it, eat it
If its gettin cold, reheat it
Have a big dinner, have a light snack
If you dont like it, you cant send it back
Just eat it, eat it, eat it, eat it
Get yourself an egg and beat it (oh lord)
Have some more chicken, have some more pie
It doesnt matter if its boiled or fried
Just eat it, eat it, eat it, eat it
Dont you make me repeat it (oh no)
Have a banana, have a whole bunch
It doesnt matter what you had for lunch
Just eat it, eat it, eat it, eat it
song performed by Weird Al Yankovic
Added by Lucian Velea
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- quotes about food
- quotes about cleaning
- quotes about hate
- quotes about death
- quotes about youth
- quotes about seasons
- quotes about dance
- quotes about men
- quotes about peace
Dog Eat Dog
It’s a dog eat dog world, a dog eat dog world, a dog eat dog eat dog eat dog world.
Live like a dog die like a dog, as the old saying goes,
The plant you water is the plant that grows, everybody knows,
Give blows, get blows
Down’s how the water flows
Live like a dog die like a dog
It’s a dog eat dog eat dog eat dog world.
Dog bites matty dog for a piece of meat,
Child hits matty child for a taste of sweet,
Woman claws her matty because she looks so neat,
Man robs his matty man because he wants to eat,
Policeman kicks his matty thief because he likes to beat.
It’s a dog eat dog world, a dog eat dog world, a dog eat dog eat dog eat dog world.
Live like a dog die like a dog, as the old saying goes,
The plant you water is the plant that grows, as everybody knows,
Give blows, get blows
Down’s how the water flows
Live like a dog die like a dog
It’s a dog eat dog eat dog eat dog world.
Preacher lies to the congregation cos that comes naturally,
Shopman cheats his customer for maximum profitability,
Politician takes all the bribes he can, constitutionally,
Lawyer robs you with a pen completely legally
Country bombs its matty land nationalistically.
It’s a dog eat dog world, a dog eat dog world, a dog eat dog eat dog eat dog world.
Live like a dog die like a dog, as the old saying goes,
The plant you water is the plant that grows, everybody knows,
Give blows, get blows
Down’s how the water flows
Live like a dog die like a dog
It’s a dog eat dog eat dog eat dog world.
poem by Nim Lee
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The Impact Of Poverty On Education
THE IMPACT OF POVERTY ON EDUCATION.
INTRODUCTION
There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.
Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.
Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’
METHODOLOGY
The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.
RESULTS
Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.
Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.
We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .
In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.
In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.
Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.
Negative impacts of poverty on education
Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.
Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.
Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.
This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.
It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.
As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.
In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .
In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.
In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.
[...] Read more
poem by Innocent Masina Nkhonyo
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Eat Em Up L Chill
Chill
(eat em up, l)
Chill
(eat em up, l)
Chill
(eat em up, l)
Chill
(eat em up, l)
[ verse 1 ]
Bring on the mos and hos
Dont snooze or doze
Cause Im rippin up shows
Hold your nose, dead bodies are around
I leave scratch marks under the tears of a clown
I write rhymes that shine like lipstick
So much material, but not materialistic
Imperial styles I use
When the mic is lifted the crowd is amused
Come with it, if you feel youre full-fledged
Or yell geronimo! and jump off the edge
Your e-n-d is near when I appear
The stage is yours, but wait until the smoke clears
Rhyme sayer, and Im here to lay a load
So watch a player when hes playin in player mode
Uncle ls bad, and youre soon to say
Cause I rip the mic until the toon decay
Chill
(eat em up, l)
Chill
(eat em up, l)
Chill
(eat em up, l)
Chill
(eat em up, l)
[ verse 2 ]
Mcs are dumb, I catch em in a dragnet
Youre not complete, Im battlin a fragment
So creative and witty and outstandin
And I be demandin that youre abondoned
In the desert or a wild west town
While Im at your crib on a cherry-go-round
Where will she stop? no one knows
Like I said before, bring on the mos and hos
I know my abcs and my ps and qs
Just chill and listen to the rhyme cruise
All aboard, the cod is a reward
Some were ignored when they toured for they bored
The crowd was aloud, lyrics werent endowed
Took a crack of the 40 and went to show em how
You like me now, but you didnt before
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song performed by LL Cool J
Added by Lucian Velea
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Through the eyes of a Field Coronet (Epic)
Introduction
In the kaki coloured tent in Umbilo he writes
his life’s story while women, children and babies are dying,
slowly but surely are obliterated, he see how his nation is suffering
while the events are notched into his mind.
Lying even heavier on him is the treason
of some other Afrikaners who for own gain
have delivered him, to imprisonment in this place of hatred
and thoughts go through him to write a book.
Prologue
The Afrikaner nation sprouted
from Dutchmen,
who fought decades without defeat
against the super power Spain
mixed with French Huguenots
who left their homes and belongings,
with the revocation of the Edict of Nantes.
Associate this then with the fact
that these people fought formidable
for seven generations
against every onslaught that they got
from savages en wild animals
becoming marksmen, riding
and taming wild horses
with one bullet per day
to hunt a wild antelope,
who migrated right across the country
over hills in mass protest
and then you have
the most formidable adversary
and then let them fight
in a natural wilderness
where the hunter,
the sniper and horseman excels
and any enemy is at a lost.
Let them then also be patriotic
into their souls,
believe in and read
out of the word of God
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poem by Gert Strydom
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Teach Me How to Eat
If you notice I stay hungry,
Teach me how to eat.
If you notice no baloney,
Teach me how to eat.
More discipline I may be needing.
Teach me how to eat.
More seriousness I may yet miss.
Teach me how to eat.
No medications do I take,
To keep a pace that irritates.
No longer young with dumb ideals.
Teach me how to eat.
I wish a peace that keeps me feeding.
So teach me how to eat.
I see in you more than in some.
The ones who can not overcome.
I see some stumble as others run.
But you,
Know how to eat.
Success you've reached and still you seek.
Teach me how to eat...
I'm hungry.
Teach me how to eat.
Success you've reached and still you seek.
Teach me how to eat...
I'm hungry.
Teach me how to eat.
If you notice I stay hungry,
Teach me how to eat.
If you notice no baloney,
Teach me how to eat.
I'm hungry.
Teach me how to eat.
Teach me how to eat.
I'm hungry.
Teach me how to eat.
poem by Lawrence S. Pertillar
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Finding Oneself......... [EXTREMELY LONG; Growing Up; Relationships; Humor
Part One
When Bri was 13 and in grade 8,
he noticed classmates beginning to date.
At school (other) boys got their way with the girls with a kiss.
But Bri didn't have the urge; he thought 'what's this? '
He decided he should give it a try,
but each time he tried, the girl would cry.
Not only would she cry; she would run away and hide.
Bri felt between himself and the other boys a great divide.
Back home after school he'd seclude himself in his room and cry.
Through his mind was repeated the question 'why? ' 'Why DO they cry? Why? '
Bri was a straight A+ student with no flubs.
He played football but (except for 'Cooking') he joined not clubs.
After a few months Bri gave up (on girls) . He had NO close friends to set him right;
his parents should have known the problem, but they weren't bright.
In high school he took AP courses, and took 3 courses at a nearby college.
He ignored girls and sports and concentrated on gaining knowledge.
He got a full scholarship to Harvard, but his advisor looked at him funny.
By age 26 he had his PhD in psychology and started making money.
But he still asked 'why? '
It still bothered him and at times he'd cry.
Then waking up one day from a dream, Bri suddenly asked himself 'were they shy?
And if so, why with ME and not the other boys? Why DID they cry? '
The answer could be that his brain and looks were superior.
Were those girls only uncomfortable with boys that were inferior (to him) ?
If that really was the answer, he could now save face,
and could pursue women with HIS high level of brains, looks, and grace.
(But WAS it the answer? He was still not SURE why they did cry.)
For now he would work hard, avoid girls, and try to keep his eyes dry.
In two more years would be a second high school reunion. Thoughts of attending gave Bri a fright. (He'd skipped the first,5 year, reunion.)
But by going this time he might find out if his answer to his 'why? ' was right.
PART TWO
For two more years he waited anxiously for invitation he was dreading.
At times he'd awaken at night from a 'reunion dream', profusely sweating.
Finally it arrived in mail; it would be in June, before it got TOO warm.
He kept his calendar free for the whole month, doubting, at work, he could perform.
He got out the yearbooks his Mom had bought, and he studied each girl's name.
Would he have the nerve to ask them 'why? ' ….OR would he be too scared and lame?
He lived on sedatives for a week. He picked his favorite tie, and a light grey business suit.
Would he find out if the girls had just been shy, or would they give him 'the boot'?
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poem by Bri Edwards
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Work - the cycle
Wake, work, home, eat sleep
This cycle keeps on and on
As the time it takes is so long
Wake, work, home, eat sleep
Wake work home eat sleep
This cycle don’t seem at all to end
All your life in work you seem to spend
Wake work home eat sleep
Wake work home eat sleep
You start to see your life is slipping away
As people no longer around you stay
Wake work home eat sleep
Wake work home eat sleep
I’m surprised now I’m even getting time to eat
It would be bliss to stop rest my feet
Wake work home eat sleep
Wake work home eat sleep
You doing so many hours you feel ill
And you keep doing the cycle still
Wake work home eat sleep
Wake work home eat sleep
People bosses customers just keep adding more
You start to long for sleep and to snore
Wake work home eat sleep
Wake work home eat sleep
Something drastic happens the cycle breaks
And that all that it really takes
Wake work home eat sleep no more., ….
See more quotes about work, quotes about home, quotes about beginning, or quotes about time
Mirrors Of Our Time
THE ECONOMY is a hose.
The Government collects water from the people
and pours it into the top of the hose
and gives it back to the people.
Near the top of the hose is a hole.
A lot of the water pours out of this into a tank
marked Government which is always empty.
The rest flows down towards the people.
It passes other holes marked
Government Agencies
Government buildings
Government contingencies
Government perks
There are also holes marked
Lawyers
Accountants
Criminals.
The Government is always trying
to stop these last three holes.
Finally what is left of the water
reaches people at the end of the hose.
The people fight over it
(it is never enough) .
When they get very thirsty they start
to throw stones at the government
and threaten to sack them.
The government then reluctantly
pours more water into the top of the hose
(which they get from the people) .
Finally when the people are very thirsty indeed,
under the leadership of the
Lawyers
Accountants
and other Criminals,
they attack the tank marked Government
and break it open.
It is always empty.
Then many of the people die
(except for the Lawyers, Accountants
and other Criminals.)
The survivors go off and look for a new well,
drink as much as they can
as quickly as they can
and wait for a new Government to find them.
poem by Brian Taylor
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Oxymoron
Oxymoron:
fresh fish
*********
JBO:
'The beach at Sanibel... an Arlington Cemetery of shells.'
*
Every suffocated or strangled fish is first given
waterboarding sensations.
*
Fishes more frequently than
mammals or birds are cut open
alive, while their eyes watch
the knifing of others and their
gills struggle for absent air.
Fish cannot scream.
Greed for suffocated fish flesh causes seals to be clubbed in Canada, Norway, S Africa etc., dolphins to be knifed in Japan, whales to be murdered by
Norwegian Japanese Icelandic and American Inuit fishermen, bears
to be murdered in Alaska, untold thousands of fishermen to
be lost in tsunamis,700 Bangladesh fishermen lost in just 1 storm, Thai fishermen working for slave wages, tens of millions around
the world to die of stomach cancer, food poisoning etc.**
What's in fish? unreported Mad Fish
Disease, nuclear toxins a million
times more concentrated than in
sea water, AIDS from unprocessed
human waste dumped into
the oceans, hepatitis, anaphylactic shock, ecoli,
and other food poisoning,
throat, stomach and other cancers,
mercury, lead, cadmium, arsenic, pbb's, pcb's, thousands
of carcinogenic industrial waste products, and heavy metal sired
brain damage, pfiesteria (red tide) which poisons the fishes
FISH CAN'T SCREAM, FISH TOXINS, FISH STORIES
Are all anglers stranglers?
Dick Gregory: Eating fish liver oil is like eating the filter out of a car.
[...] Read more
poem by O. Anna Niemus
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Paradise Regained
THE FIRST BOOK
I, WHO erewhile the happy Garden sung
By one man's disobedience lost, now sing
Recovered Paradise to all mankind,
By one man's firm obedience fully tried
Through all temptation, and the Tempter foiled
In all his wiles, defeated and repulsed,
And Eden raised in the waste Wilderness.
Thou Spirit, who led'st this glorious Eremite
Into the desert, his victorious field
Against the spiritual foe, and brought'st him thence 10
By proof the undoubted Son of God, inspire,
As thou art wont, my prompted song, else mute,
And bear through highth or depth of Nature's bounds,
With prosperous wing full summed, to tell of deeds
Above heroic, though in secret done,
And unrecorded left through many an age:
Worthy to have not remained so long unsung.
Now had the great Proclaimer, with a voice
More awful than the sound of trumpet, cried
Repentance, and Heaven's kingdom nigh at hand 20
To all baptized. To his great baptism flocked
With awe the regions round, and with them came
From Nazareth the son of Joseph deemed
To the flood Jordan--came as then obscure,
Unmarked, unknown. But him the Baptist soon
Descried, divinely warned, and witness bore
As to his worthier, and would have resigned
To him his heavenly office. Nor was long
His witness unconfirmed: on him baptized
Heaven opened, and in likeness of a Dove 30
The Spirit descended, while the Father's voice
From Heaven pronounced him his beloved Son.
That heard the Adversary, who, roving still
About the world, at that assembly famed
Would not be last, and, with the voice divine
Nigh thunder-struck, the exalted man to whom
Such high attest was given a while surveyed
With wonder; then, with envy fraught and rage,
Flies to his place, nor rests, but in mid air
To council summons all his mighty Peers, 40
Within thick clouds and dark tenfold involved,
A gloomy consistory; and them amidst,
With looks aghast and sad, he thus bespake:--
"O ancient Powers of Air and this wide World
(For much more willingly I mention Air,
This our old conquest, than remember Hell,
Our hated habitation), well ye know
How many ages, as the years of men,
[...] Read more
poem by John Milton
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The Odyssey: Book 17
When the child of morning, rosy-fingered Dawn, appeared,
Telemachus bound on his sandals and took a strong spear that suited
his hands, for he wanted to go into the city. "Old friend," said he to
the swineherd, "I will now go to the town and show myself to my
mother, for she will never leave off grieving till she has seen me. As
for this unfortunate stranger, take him to the town and let him beg
there of any one who will give him a drink and a piece of bread. I
have trouble enough of my own, and cannot be burdened with other
people. If this makes him angry so much the worse for him, but I
like to say what I mean."
Then Ulysses said, "Sir, I do not want to stay here; a beggar can
always do better in town than country, for any one who likes can
give him something. I am too old to care about remaining here at the
beck and call of a master. Therefore let this man do as you have
just told him, and take me to the town as soon as I have had a warm by
the fire, and the day has got a little heat in it. My clothes are
wretchedly thin, and this frosty morning I shall be perished with
cold, for you say the city is some way off."
On this Telemachus strode off through the yards, brooding his
revenge upon the When he reached home he stood his spear against a
bearing-post of the cloister, crossed the stone floor of the
cloister itself, and went inside.
Nurse Euryclea saw him long before any one else did. She was putting
the fleeces on to the seats, and she burst out crying as she ran up to
him; all the other maids came up too, and covered his head and
shoulders with their kisses. Penelope came out of her room looking
like Diana or Venus, and wept as she flung her arms about her son. She
kissed his forehead and both his beautiful eyes, "Light of my eyes,"
she cried as she spoke fondly to him, "so you are come home again; I
made sure I was never going to see you any more. To think of your
having gone off to Pylos without saying anything about it or obtaining
my consent. But come, tell me what you saw."
"Do not scold me, mother,' answered Telemachus, "nor vex me,
seeing what a narrow escape I have had, but wash your face, change
your dress, go upstairs with your maids, and promise full and
sufficient hecatombs to all the gods if Jove will only grant us our
revenge upon the suitors. I must now go to the place of assembly to
invite a stranger who has come back with me from Pylos. I sent him
on with my crew, and told Piraeus to take him home and look after
him till I could come for him myself."
She heeded her son's words, washed her face, changed her dress,
and vowed full and sufficient hecatombs to all the gods if they
would only vouchsafe her revenge upon the suitors.
Telemachus went through, and out of, the cloisters spear in hand-
not alone, for his two fleet dogs went with him. Minerva endowed him
with a presence of such divine comeliness that all marvelled at him as
he went by, and the suitors gathered round him with fair words in
their mouths and malice in their hearts; but he avoided them, and went
to sit with Mentor, Antiphus, and Halitherses, old friends of his
father's house, and they made him tell them all that had happened to
[...] Read more
poem by Homer, translated by Samuel Butler
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Ito Eats
(words & music by sid tepper - roy bennett)
Ito eat like teeth are out of style
Ito eat like teeth are out of style
Ito eating all the while
Eat ito eat all the night and the day
Eat ito eat all the night and the day
Ito is an eating boy
He never get enough from fish and poi
He eat everything he dont care what
He even eat the shell from the coconut
Eat ito eat all the night and the day
Eat ito eat all the night and the day
Hey, ito little faster
Ito little slower
Ito eat like teeth are out of style
Ito eat like teeth are out of style
When you say that stranger smile
Oh, oh, oh, oh, oh
song performed by Elvis Presley
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Dog Eat Dog
Dog eat dog
Its dog eat dog--Im just waking up
The dove is in the dungeon
And the white-washed hawks pedal hate and call it love
Dog eat dog
Holy hope in the hands of
Snakebite evangelists and racketeers
And big wig financiers
Dog eat dog
On prime time crime the victim begs
Money is the road to justice
And power walks it on crooked legs
Prime--time--crime
Holy hope in the hands of
Snakebite evangelists and racketeers
And big wig financiers
Where the wealths displayed
Thieves and sycophants parade
And where its made--
The slaves will be taken
Some are treated well
In these games of buy and sell
And some like poor beast
Are burdened down to breaking
Dog eat dog
Its dog eat dog, aint it flim flam man
Dog eat dog, you can lie, cheat, skim, scam
Beatem any way you can
Dog eat dog
Youll do well in this land of
Snakebite evangelists and racketeers
You could get to be
A big wig financier
Land of snap decisions
Land of short attention spans
Nothing is savored
Long enough to really understand
In every culture in decline
The watchful ones among the slaves
Know all that is genuine will be
Scorned and conned and cast away
Dog eat dog
People looking, seeing nothing
Dog eat dog
People listening, hearing nothing
Dog eat dog
People lusting, loving nothing
Dog eat dog
People stroking, touching nothing
Dog eat dog
[...] Read more
song performed by Joni Mitchell
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Geraint And Enid
O purblind race of miserable men,
How many among us at this very hour
Do forge a life-long trouble for ourselves,
By taking true for false, or false for true;
Here, through the feeble twilight of this world
Groping, how many, until we pass and reach
That other, where we see as we are seen!
So fared it with Geraint, who issuing forth
That morning, when they both had got to horse,
Perhaps because he loved her passionately,
And felt that tempest brooding round his heart,
Which, if he spoke at all, would break perforce
Upon a head so dear in thunder, said:
'Not at my side. I charge thee ride before,
Ever a good way on before; and this
I charge thee, on thy duty as a wife,
Whatever happens, not to speak to me,
No, not a word!' and Enid was aghast;
And forth they rode, but scarce three paces on,
When crying out, 'Effeminate as I am,
I will not fight my way with gilded arms,
All shall be iron;' he loosed a mighty purse,
Hung at his belt, and hurled it toward the squire.
So the last sight that Enid had of home
Was all the marble threshold flashing, strown
With gold and scattered coinage, and the squire
Chafing his shoulder: then he cried again,
'To the wilds!' and Enid leading down the tracks
Through which he bad her lead him on, they past
The marches, and by bandit-haunted holds,
Gray swamps and pools, waste places of the hern,
And wildernesses, perilous paths, they rode:
Round was their pace at first, but slackened soon:
A stranger meeting them had surely thought
They rode so slowly and they looked so pale,
That each had suffered some exceeding wrong.
For he was ever saying to himself,
'O I that wasted time to tend upon her,
To compass her with sweet observances,
To dress her beautifully and keep her true'--
And there he broke the sentence in his heart
Abruptly, as a man upon his tongue
May break it, when his passion masters him.
And she was ever praying the sweet heavens
To save her dear lord whole from any wound.
And ever in her mind she cast about
For that unnoticed failing in herself,
Which made him look so cloudy and so cold;
Till the great plover's human whistle amazed
[...] Read more
poem by Alfred Lord Tennyson
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Government
The Government -- I heard about the Government and
I went out to find it. I said I would look closely at
it when I saw it.
Then I saw a policeman dragging a drunken man to
the callaboose. It was the Government in action.
I saw a ward alderman slip into an office one morning
and talk with a judge. Later in the day the judge
dismissed a case against a pickpocket who was a
live ward worker for the alderman. Again I saw
this was the Government, doing things.
I saw militiamen level their rifles at a crowd of
workingmen who were trying to get other workingmen
to stay away from a shop where there was a strike
on. Government in action.
Everywhere I saw that Government is a thing made of
men, that Government has blood and bones, it is
many mouths whispering into many ears, sending
telegrams, aiming rifles, writing orders, saying
"yes" and "no."
Government dies as the men who form it die and are laid
away in their graves and the new Government that
comes after is human, made of heartbeats of blood,
ambitions, lusts, and money running through it all,
money paid and money taken, and money covered
up and spoken of with hushed voices.
A Government is just as secret and mysterious and sensitive
as any human sinner carrying a load of germs,
traditions and corpuscles handed down from
fathers and mothers away back.
poem by Carl Sandburg
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Paradise Regained: The Second Book
Meanwhile the new-baptized, who yet remained
At Jordan with the Baptist, and had seen
Him whom they heard so late expressly called
Jesus Messiah, Son of God, declared,
And on that high authority had believed,
And with him talked, and with him lodged—I mean
Andrew and Simon, famous after known,
With others, though in Holy Writ not named—
Now missing him, their joy so lately found,
So lately found and so abruptly gone,
Began to doubt, and doubted many days,
And, as the days increased, increased their doubt.
Sometimes they thought he might be only shewn,
And for a time caught up to God, as once
Moses was in the Mount and missing long,
And the great Thisbite, who on fiery wheels
Rode up to Heaven, yet once again to come.
Therefore, as those young prophets then with care
Sought lost Eliah, so in each place these
Nigh to Bethabara—in Jericho
The city of palms, AEnon, and Salem old,
Machaerus, and each town or city walled
On this side the broad lake Genezaret,
Or in Peraea—but returned in vain.
Then on the bank of Jordan, by a creek,
Where winds with reeds and osiers whispering play,
Plain fishermen (no greater men them call),
Close in a cottage low together got,
Their unexpected loss and plaints outbreathed:—
"Alas, from what high hope to what relapse
Unlooked for are we fallen! Our eyes beheld
Messiah certainly now come, so long
Expected of our fathers; we have heard
His words, his wisdom full of grace and truth.
'Now, now, for sure, deliverance is at hand;
The kingdom shall to Israel be restored:'
Thus we rejoiced, but soon our joy is turned
Into perplexity and new amaze.
For whither is he gone? what accident
Hath rapt him from us? will he now retire
After appearance, and again prolong
Our expectation? God of Israel,
Send thy Messiah forth; the time is come.
Behold the kings of the earth, how they oppress
Thy Chosen, to what highth their power unjust
They have exalted, and behind them cast
All fear of Thee; arise, and vindicate
Thy glory; free thy people from their yoke!
But let us wait; thus far He hath performed—
Sent his Anointed, and to us revealed him
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poem by John Milton
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About Beets
~A VERY TRUE STORY~
I’d rather eat snails with some raw lizard tails!
I’d rather eat soap scum and witch’s toenails!
I’d rather eat fungus, black and humungous,
In fact I’m sure I would rather eat fungus!
I’d rather eat bugs and the shells of three crabs,
Sticky alien brains all covered in scabs!
I’d rather eat rocks in a giant brown box!
I’d rather eat chickens that have chicken pox!
I’d rather eat cacti that make me scream 'OUCH! '
I’d rather eat hair-balls from under the couch!
I’d rather eat bread that has turned grossly green,
Or the biggest earth worm that you’ve ever seen!
I’d rather eat ear wax and slimy eel skin,
I wish that the church would say 'BEETS are a SIN! '
I’d rather eat garbage, a cockroach or TEN…
Than to EVER-EVER eat BEETS Again!
From the book: 'A Woolly Mammoth on Amelia Street: Read Aloud Poems4Kids' By: Todd St. Pierre
www.LouisianaBoy.com
poem by ToddMichael St. Pierre
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Eat Or Be Eaten
Pop/du prey
I got nothin to eat in this old house
I gotta go out and catch a mouse
I cant be wrong so I gotta be right
Its eat or be eaten
Somethings hungry like a hunter
And its probing like a fingerrr
As the drumbeat keeps things hurrying
Thats the part thats so appealing
Its the beat that dominates
Each breath you draw
Each step you take
Strike or be stncken
Eat or be eaten yum yum yum yum
Eat or be eaten
Your skills are highly specialized
But still that giri can magnetize
You sense the hunger in her eyes
Its beat or be beaten
Theres no softness in her eyes
A weird dull glint is in her eyes
With a stubborn will to tantalize
Like some cheap devil in disguise
And its troubling me
Hell its nervy thats what it is
Eat or be eaten
Beat or be beaten
Strike or be stricken
The night is dark the night is pulp
Tilt back your head and take a gul
Of air thats screamed a thousand times
The main thing is to victimize
Its just the night for a conquenng tribe
Oh, its just the night for a conquering tribe
Eat or be eaten
Beat or be beaten
Faster than the arrow flies
Or the man who smiles while he lies
Its just the night for a conquering tribe
And the girls are calling in a yellow dress
That girl is calling in a yellow dress
She says eat eat eat here boys
Eat eat eat here boys
And then a bop a doo ba doop ba abop
A dooba ba bop bohma bop a doo bop bohm
A doopee dee a dop adoop
A bum bayo bayum bohmbayumbohm ooooohh..
song performed by Iggy Pop
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I saw the heaven
Last night I slept, was drowned in dream
Angels came, played and danced with me.
A child angel wanted to take me together
But senior angels refused to accept his prayer.
Lastly, they agreed to take me for a day
Saying after visiting heaven, at once go back.
On the way, first door came was of the hell
Show me this also, with curiosity I did tell.
There, on a big table, kept variety of dishes
Inter continental, Indian and delicious fishes.
People sitting around, tied with long spoons
So long in both hands taking away the boon.
No one could eat, hands going here and there
Food was spread on table, floor, everywhere.
Kingdom of flies and germs was spread over
Anarchy, disorder, battle for food was to hover.
Habitats of Hell fighting and hurting each other
Snatching food as have been starving for ever
No one could eat properly, remained hungry
It’s a madhouse planet, for the reasons sundry.
In act of selfishness they were doing more sin
Terrified by demons and Devil was punishing.
Now I shall take you to heaven, the angel said
We reached the heaven that was just ahead.
In heaven also variety of dishes on a big table
People had their hands tied with long ladle
But there was, I noticed the scene different
Habitats not giving themselves any preference.
They had made a system instead of himself
Each member was feeding some one else
Orderly system kept, place was nice and neat
It was amazing every one was able to eat.
By co-operation they easily fulfilled their needs
Happy angels helped and hopped for their deeds
No fight, no battle and no hotchpotch situation
Every one was enjoying, in the God’s heaven.
(C) S.D. Tiwari
poem by S.D. Tiwari
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