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Cary Elwes

There's a shortage of perfects breasts in this world. It would be a pity to damage yours.

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With A Pity That You Want

With a pity that you want,
To prove it.
With a pity that you want.

And with a pity that you want,
To prove it.
With a pity that you want.

You weep too deep,
With a pity that you want to prove it.
With a pity that you want.
To realize...
A pain you keep.
With a pity that you want,
To prove it.
With a pity that you want.

Other people who have less,
Do their best to not in public bleed.

But...
You're one of those,
With a pity that you want to prove it.
With a pity that you want.
Yes you're one of those,
With a pity that you want to prove it.
With a pity that you want.

You weep too deep,
With a pity that you want to prove it.
With a pity that you want.
And your wants are weak.
With a pity that you want to prove it.
With a pity that you want.

Other people who have less,
Do their best to not in public bleed.

But...
You're one of those,
With a pity that you want to prove it.
With a pity that you want.
Yes you're one of those,
With a pity that you want to prove it.
With a pity that you want.

You're one of those,
With a pity that you want to prove it.
With a pity that you want.
Yes you're one of those,

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Upwardly MobileBreasts

Upwardly mobile breasts
link together East and West,
occupying cyberspace
to tease, to please, as they unbrace -
spring feeding fantasy oppressed -
that gravity which, second-guessed,
would temper passions. These, apace,
grow, flow with honey, milk, chased chaste.

Man, mammal mammary obsessed,
manhandles, memory manifests
'I' level interest interface_
_sings [t]issues in both good, poor taste,
can't displace attention best
focused elsewhere, soul possessed
by magnet tandem ride, slim waist,

upwardly mobile, undepressed.
D stands for Double bubble laced,
succulence symetric spaced
to dot eyes until life’s digressed
by bridal bridle, dispossessed.

Upwardly mobile breasts -
down and out, or corset pressed,
pear or apple pair set pace.
Fancy free, corset compressed
holding out or, on request,
outstanding assets in life's quest.
'Eye...cons' which, since time, showcased,
imagination ever graced.

Man, mental midget, seems impressed
by mammoth mountains, curves which crest
from chest to rib-cage, touching base
with fancy's fables few detest.
Fun bags balloon 'bove Everest,
peak projections never rest,
[c]rush hour preoccupations taste
angst lest dream disintegrates.

Upwardly mobile breasts -
in the pink, admired with zest, -
swift soar above the commonplace,
'To wit' says one, 'To woo I'll case
the joint to free restraints! ' 'Obsessed! '
replies the other, 'feathered nest.'
Some, spread, taut drawn to taunt Time's haste,
lest silly cones should run to waste.

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That Pity B-Gone!

Let that pity b-gone!
No more from me you get pity.
That pity b-gone!
You indulged and had to rid of it.
That pity b-gone.
And also going are those benefits.
If you carry on...
Like you can't handle it!

Let that pity b-gone!
No more from me you get pity.
That pity b-gone!
You indulged and had to rid of it.
That pity b-gone.
And also going are those benefits.
If you carry on...
Like you can't handle it!

We knew that pity had to split!
B-gone.
We knew that our hearts would split, and soon...
B-gone.
If we let that pity sit,
Between us....
Both of us would have a fit.
If we let that pity sit,
Both of us would have a fit.
If we let that pity sit...
Between us!

And...
You'd believe,
That I could never love you.
To leave me feeling sorry,
And blue.

But...
I would know,
How deep inside my love goes.
And protecting what I love,
Before it overflows.

Let that pity b-gone!
No more from me you get pity.
That pity b-gone!
You indulged and had to rid of it.
That pity b-gone.
And also going are those benefits.
If you carry on...
Like you can't handle it!

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Don't Dip Yo Pity Here To Sit

Don't dip yo pity here to sit.
No permitted pity here can visit.
Don't dip yo pity here to sit.
No permitted pity here can visit.

When you tire of your weeping...
You can call on me.
But don't dip yo pity in a pit!
To leave it here to sit.

When you tire of your weeping...
You can call on me.
But don't dip yo pity in a pit!
To leave it here to sit.

I'll call 9-1-1...
To rescue me.

Don't dip yo pity.
Don't dip yo pity here to sit!

I'll call 9-1-1...
To rescue me.

Don't dip yo pity.
Don't dip yo pity here to sit!

No tears on my pillow.
Unless they're mine to cry.

Everyday you bring me pity.
As if your pity thrives.

Don't dip yo pity.
Don't dip yo pity here to sit!
No yo...
Don't dip yo pity.
Don't dip yo pity here to sit!
No yo!

I'll call 9-1-1...
To rescue me.

Don't dip yo pity.
Don't dip yo pity here to sit!
No yo.

I'll call 9-1-1...
To rescue me.

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Get Up Off Your Pity Pot To Stop It

To wiggle out from under all doubts,
With a hanging them out to dry...
In front of passersby to eye,
Is intended to get attention.

Give those petty bits of pity,
To solicit empathy...
Away.
Today.
And...
Throw those doubts you've picked to pity,
With that selfishness that doesn't pay...
To get attention to gain.

Just get up off your pity pot to stop it.
And...
Get up off your pity pot to drop.

Just get up off your pity pot to stop it.
'Cause,
Believe this or not...
Very few are into pity.
And believe this or not...
Pity does not benefit.

Fight those doubts to stop and dropp them.
'Cause no pity benefits.
Fight those doubts to stop and dropp them.
'Cause no pity benefits.
And...
Believe this or not,
Very few are into pity.
And believe this or not...
Pity does not benefit.

Just get up off your pity pot to stop it.
'Cause,
Believe this or not...
Very few are into pity.
And believe this or not...
Pity does not benefit.

Give those petty bits of pity,
To solicit empathy...
Away.
Today.
And...
Throw those doubts you've picked to pity,
With that selfishness that doesn't pay...
To get attention to gain.

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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

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Bastards of Bastions

Orphaned are those,
Barely sitting in their nodded stupors.
Drifting back and forth through wishes.
With compositions of conditions,
That keep them weak.
In minds defined by a life lived,
On inner city streets.

These are bastards of bastions...
Raised to be defeated.
No one to encourage,
Made efforts to keep.

These are bastards of bastions...
Raised to be defeated.
No one to encourage,
Made efforts to keep.

So they,
Find uselessness as no crime!
As a pity rips them.
And this pity grips them.
As they validate a nonsense lived.

As a pity rips them.
And this pity grips them.
As they validate a nonsense lived.

So they,
Find uselessness as no crime!
As a pity rips them.
And this pity grips them.
As a pity rips them.
And this pity grips them.

Orphaned are those,
Barely sitting in their nodded stupors.
Drifting back and forth through wishes.
With compositions of conditions,
That keep them weak.
In minds defined by a life lived,
On inner city streets.

As a pity rips them.
And this pity grips them.
As they validate a nonsense lived.

Bastards of bastions!
As a pity rips them.
And this pity grips them.

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Isn't It A Pity

isn't it a pity
you don't know what i'm talking about yet
but i will tell you soon
it's a pity
isn't it a pity
isn't it a shame
yes, how we break each other's hearts
and cause each other pain
how we take each other's love
without thinking anymore
forgetting to give back
forgetting to remember
just forgetting and no thank you
isn't it a pity
some things take so long
but how do i explain
why not too many people can see
that we are all just the same
we're all guilty
because of all the tears
our eyes just can't hope to see
but i don't think it's applicable to me
the beauty that surrounds them
child, isn't it a pity
how we break each other's hearts
and cause each other pain
how we take each other's love
the most precious thing
without thinking anymore
forgetting to give back
forgetting to keep open our door
isn't it a pity
isn't it a pity
some things take so long
but how do i explain
isn't it a pity
why not too many people
can see we're all the same
because we cry so much
our eyes can't, can't hope to see
that's not quite true
the beauty that surrounds them
maybe that's why we cry
God, isn't it a pity
Lord knows it's a pity
mankind has been so programmed
that they don't care about nothin'
that has to do with care
c-a-r-e
how we take each other's love

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Tamar

I
A night the half-moon was like a dancing-girl,
No, like a drunkard's last half-dollar
Shoved on the polished bar of the eastern hill-range,
Young Cauldwell rode his pony along the sea-cliff;
When she stopped, spurred; when she trembled, drove
The teeth of the little jagged wheels so deep
They tasted blood; the mare with four slim hooves
On a foot of ground pivoted like a top,
Jumped from the crumble of sod, went down, caught, slipped;
Then, the quick frenzy finished, stiffening herself
Slid with her drunken rider down the ledges,
Shot from sheer rock and broke
Her life out on the rounded tidal boulders.

The night you know accepted with no show of emotion the little
accident; grave Orion
Moved northwest from the naked shore, the moon moved to
meridian, the slow pulse of the ocean
Beat, the slow tide came in across the slippery stones; it drowned
the dead mare's muzzle and sluggishly
Felt for the rider; Cauldwell’s sleepy soul came back from the
blind course curious to know
What sea-cold fingers tapped the walls of its deserted ruin.
Pain, pain and faintness, crushing
Weights, and a vain desire to vomit, and soon again
die icy fingers, they had crept over the loose hand and lay in the
hair now. He rolled sidewise
Against mountains of weight and for another half-hour lay still.
With a gush of liquid noises
The wave covered him head and all, his body
Crawled without consciousness and like a creature with no bones,
a seaworm, lifted its face
Above the sea-wrack of a stone; then a white twilight grew about
the moon, and above
The ancient water, the everlasting repetition of the dawn. You
shipwrecked horseman
So many and still so many and now for you the last. But when it
grew daylight
He grew quite conscious; broken ends of bone ground on each
other among the working fibers
While by half-inches he was drawing himself out of the seawrack
up to sandy granite,
Out of the tide's path. Where the thin ledge tailed into flat cliff
he fell asleep. . . .
Far seaward
The daylight moon hung like a slip of cloud against the horizon.
The tide was ebbing
From the dead horse and the black belt of sea-growth. Cauldwell
seemed to have felt her crying beside him,

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The Sorcerer: Act II

DRAMATIS PERSONAE

Sir Marmaduke Pointdextre, an Elderly Baronet

Alexis, of the Grenadier Guards--His Son

Dr. Daly, Vicar of Ploverleigh

John Wellington Wells, of J. W. Wells & Co., Family Sorcerers

Lady Sangazure, a Lady of Ancient Lineage

Aline, Her Daughter--betrothed to Alexis

Mrs. Partlet, a Pew-Opener

Constance, her Daughter

Chorus of Villagers


(Twelve hours are supposed to elapse between Acts I and II)

ACT II-- Grounds of Sir Marmaduke's Mansion, Midnight


Scene--Exterior of Sir Marmaduke's mansion by moonlight. All the
peasantry are discovered asleep on the ground, as at the end
of Act I.

Enter Mr. Wells, on tiptoe, followed by Alexis and Aline. Mr. Wells
carries a dark lantern.

TRIO--ALEXIS, ALINE, and MR. WELLS

'Tis twelve, I think,
And at this mystic hour
The magic drink
Should manifest its power.
Oh, slumbering forms,
How little ye have guessed
That fire that warms
Each apathetic breast!

ALEXIS. But stay, my father is not here!

ALINE. And pray where is my mother dear?

MR. WELLS. I did not think it meet to see
A dame of lengthy pedigree,

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Satan Absolved

(In the antechamber of Heaven. Satan walks alone. Angels in groups conversing.)
Satan. To--day is the Lord's ``day.'' Once more on His good pleasure
I, the Heresiarch, wait and pace these halls at leisure
Among the Orthodox, the unfallen Sons of God.
How sweet in truth Heaven is, its floors of sandal wood,
Its old--world furniture, its linen long in press,
Its incense, mummeries, flowers, its scent of holiness!
Each house has its own smell. The smell of Heaven to me
Intoxicates and haunts,--and hurts. Who would not be
God's liveried servant here, the slave of His behest,
Rather than reign outside? I like good things the best,
Fair things, things innocent; and gladly, if He willed,
Would enter His Saints' kingdom--even as a little child.

[Laughs. I have come to make my peace, to crave a full amaun,
Peace, pardon, reconcilement, truce to our daggers--drawn,
Which have so long distraught the fair wise Universe,
An end to my rebellion and the mortal curse
Of always evil--doing. He will mayhap agree
I was less wholly wrong about Humanity
The day I dared to warn His wisdom of that flaw.
It was at least the truth, the whole truth, I foresaw
When He must needs create that simian ``in His own
Image and likeness.'' Faugh! the unseemly carrion!
I claim a new revision and with proofs in hand,
No Job now in my path to foil me and withstand.
Oh, I will serve Him well!
[Certain Angels approach. But who are these that come
With their grieved faces pale and eyes of martyrdom?
Not our good Sons of God? They stop, gesticulate,
Argue apart, some weep,--weep, here within Heaven's gate!
Sob almost in God's sight! ay, real salt human tears,
Such as no Spirit wept these thrice three thousand years.
The last shed were my own, that night of reprobation
When I unsheathed my sword and headed the lost nation.
Since then not one of them has spoken above his breath
Or whispered in these courts one word of life or death
Displeasing to the Lord. No Seraph of them all,
Save I this day each year, has dared to cross Heaven's hall
And give voice to ill news, an unwelcome truth to Him.
Not Michael's self hath dared, prince of the Seraphim.
Yet all now wail aloud.--What ails ye, brethren? Speak!
Are ye too in rebellion? Angels. Satan, no. But weak
With our long earthly toil, the unthankful care of Man.

Satan. Ye have in truth good cause.

Angels. And we would know God's plan,
His true thought for the world, the wherefore and the why
Of His long patience mocked, His name in jeopardy.

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The Tower Beyond Tragedy

I
You'd never have thought the Queen was Helen's sister- Troy's
burning-flower from Sparta, the beautiful sea-flower
Cut in clear stone, crowned with the fragrant golden mane, she
the ageless, the uncontaminable-
This Clytemnestra was her sister, low-statured, fierce-lipped, not
dark nor blonde, greenish-gray-eyed,
Sinewed with strength, you saw, under the purple folds of the
queen-cloak, but craftier than queenly,
Standing between the gilded wooden porch-pillars, great steps of
stone above the steep street,
Awaiting the King.
Most of his men were quartered on the town;
he, clanking bronze, with fifty
And certain captives, came to the stair. The Queen's men were
a hundred in the street and a hundred
Lining the ramp, eighty on the great flags of the porch; she
raising her white arms the spear-butts
Thundered on the stone, and the shields clashed; eight shining
clarions
Let fly from the wide window over the entrance the wildbirds of
their metal throats, air-cleaving
Over the King come home. He raised his thick burnt-colored
beard and smiled; then Clytemnestra,
Gathering the robe, setting the golden-sandaled feet carefully,
stone by stone, descended
One half the stair. But one of the captives marred the comeliness
of that embrace with a cry
Gull-shrill, blade-sharp, cutting between the purple cloak and
the bronze plates, then Clytemnestra:
Who was it? The King answered: A piece of our goods out of
the snatch of Asia, a daughter of the king,
So treat her kindly and she may come into her wits again. Eh,
you keep state here my queen.
You've not been the poorer for me.- In heart, in the widowed
chamber, dear, she pale replied, though the slaves
Toiled, the spearmen were faithful. What's her name, the slavegirl's?
AGAMEMNON Come up the stair. They tell me my kinsman's
Lodged himself on you.
CLYTEMNESTRA Your cousin Aegisthus? He was out of refuge,
flits between here and Tiryns.
Dear: the girl's name?
AGAMEMNON Cassandra. We've a hundred or so other
captives; besides two hundred
Rotted in the hulls, they tell odd stories about you and your
guest: eh? no matter: the ships
Ooze pitch and the August road smokes dirt, I smell like an
old shepherd's goatskin, you'll have bath-water?
CLYTEMNESTRA
They're making it hot. Come, my lord. My hands will pour it.

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Aspirin Damage

I get these killer headaches
I get one everyday
I wake up with a migraine
Since you ran away
Got a load of tension
Burnin' up my neck
Something is wrong with my suspension
So pass those tablets to this wreck
Aspirin damage, Aspirin damage
Kills the pain, destroys the brain
No one told me 'bout Aspirin damage
Sometimes I find myself shakin'
From the medication taken
Oh yeah.
I balance my Excedrin
And Anacins in stacks
I'm a pain reliever junkie
I got a Bayer on my back.
I went to see the doctor
He walked me down the hall
Said "Strip down 'til you're naked
Your suit, your tie and all."
Aspirin damage, Aspirin damage
Kills the pain, destroys the brain
Aspirin damage, my disadvantage
Sometimes I find myself shakin'
From the medication taken
Oh yeah.
Aspirin damage, Aspirin damage
Kills the pain, destroys the brain
No one told me 'bout Aspirin damage
Sometimes I find myself shakin'
From the medication taken
Oh yeah

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Charles Baudelaire

The Litanies Of Satan

O you, the most knowing, and loveliest of Angels,
a god fate betrayed, deprived of praises,
O Satan, take pity on my long misery!
O, Prince of exile to whom wrong has been done,
who, vanquished, always recovers more strongly,
O Satan, take pity on my long misery!
You who know everything, king of the underworld,
the familiar healer of human distress,
O Satan, take pity on my long misery!
You who teach even lepers, accursed pariahs,
through love itself the taste for Paradise,
O Satan, take pity on my long misery!
O you who on Death, your ancient true lover,
engendered Hope – that lunatic charmer!
O Satan, take pity on my long misery!
You who grant the condemned that calm, proud look
that damns a whole people crowding the scaffold,
O Satan, take pity on my long misery!
You who know in what corners of envious countries
a jealous God hid those stones that are precious,
O Satan, take pity on my long misery!
You whose clear eye knows the deep caches
where, buried, the race of metals slumbers,
O Satan, take pity on my long misery!
You whose huge hands hide the precipice,
from the sleepwalker on the sky-scraper’s cliff,
O Satan, take pity on my long misery!
You who make magically supple the bones
of the drunkard, out late, who’s trampled by horses,
O Satan, take pity on my long misery!
You who taught us to mix saltpetre with sulphur
to console the frail human being who suffers,
O Satan, take pity on my long misery!
You who set your mark, o subtle accomplice,
on the forehead of Croesus, the vile and pitiless,
O Satan, take pity on my long misery!
You who set in the hearts and eyes of young girls
the cult of the wound, adoration of rags,
O Satan, take pity on my long misery!
The exile’s staff, the light of invention,
confessor to those to be hanged, to conspirators,
O Satan, take pity on my long misery!
Father, adopting those whom God the Father
drove in dark anger from the earthly paradise,
O Satan, take pity on my long misery!

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Pity, pity, pity

Look at to the unwanted child
Look at to the divorced wife
Look at to the homeless man
What people do other than saying
Pity, pity, pity

Look at to the tragic hero
Look at to the sympathized villain
Look at to the clueless victim
What witnesses do other than staring
Pity, pity, pity

Look at to the crazy dreamer
Look at to the unlucky gambler
Look at to the stubborn fighter
What friends do other than whispering
Pity, pity, pity

Look at to the withering flower
Look at to the starving animal
Look at to the extinct nature
What human do other than howling
Pity, pity, pity

Look at to the empty spaces
Look at to the blank faces
Look at to the lost traces
What devils do other than laughing
Pity, pity, pity

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The Punk, The Monk, And The World

My friends and my family scattered across
the land of America; land of the Lost
there's a shortage of love - a shortage of water
a shortage of food - the temperatures hotter
the strangers i've felt for
have shortage of shelter
a shortage of smiles
-the bodies are piled
These are the bodies the monks have knelt for...

worldwide there's chaos -
a small child, a thief
says 'more they must pay us!
my family's in grief! '

the flaw in this system? it encourages greed-
TV says 'Cash over people! '; 'Wants before needs! '
And the monk in his solitude grips to his prayer beads...
all actions have consequence - there are no private deeds

He says 'I pray for the Peace of all living beings-
forgive the dog that bites - and the bee when it stings...'
'False sense of fulfillment in material things';
'The song is for sings - the Gong is for dings.'
When the Sun rises be grateful for the light that it brings
Everything is Everything
Everything...is Everything

I said,
'Monk, my hearts a dumpster! My soul, a gutter, needs freed!
from the plagues of the world - from the utter poverty!
He said, 'be quiet - sit - drink some tea...'

'To change the whole world you first change your thoughts
-your suffering has tied your mind in quite some tight knots
you may find Enlightenment - and maybe might not...'

We sat and we drank
we thought and we thank
i went in a trance;
i went in the tank
and when i came out, i danced
for my mind had been Blank

I walked away - went back to the world from which i came
Everything was different...yet exactly the same

Cops still beat the innocent blind with their bats
cats still ate mice - and dogs still chased cats
i was on the other side of town, far from my home

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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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Quatrains Of Life

What has my youth been that I love it thus,
Sad youth, to all but one grown tedious,
Stale as the news which last week wearied us,
Or a tired actor's tale told to an empty house?

What did it bring me that I loved it, even
With joy before it and that dream of Heaven,
Boyhood's first rapture of requited bliss,
What did it give? What ever has it given?

'Let me recount the value of my days,
Call up each witness, mete out blame and praise,
Set life itself before me as it was,
And--for I love it--list to what it says.

Oh, I will judge it fairly. Each old pleasure
Shared with dead lips shall stand a separate treasure.
Each untold grief, which now seems lesser pain,
Shall here be weighed and argued of at leisure.

I will not mark mere follies. These would make
The count too large and in the telling take
More tears than I can spare from seemlier themes
To cure its laughter when my heart should ache.

Only the griefs which are essential things,
The bitter fruit which all experience brings;
Nor only of crossed pleasures, but the creed
Men learn who deal with nations and with kings.

All shall be counted fairly, griefs and joys,
Solely distinguishing 'twixt mirth and noise,
The thing which was and that which falsely seemed,
Pleasure and vanity, man's bliss and boy's.

So I shall learn the reason of my trust
In this poor life, these particles of dust
Made sentient for a little while with tears,
Till the great ``may--be'' ends for me in ``must.''

My childhood? Ah, my childhood! What of it
Stripped of all fancy, bare of all conceit?
Where is the infancy the poets sang?
Which was the true and which the counterfeit?

I see it now, alas, with eyes unsealed,
That age of innocence too well revealed.
The flowers I gathered--for I gathered flowers--
Were not more vain than I in that far field.

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Upwardly Mobile Breasts Current Version

Upwardly mobile breasts
link together East and West,
occupying cyberspace
to tease, to please, as they unbrace,
spring feeding fantasy oppressed,
that gravity which, second-guessed,
would temper passions. These, apace,
grow, flow with honey, milk, chased chaste.

Upwardly mobile breasts
time time. Against time each protests,
the morals of the marketplace,
reject as callous, coarse, misplaced
manipulative maladress.
By tenderness they're more impressed.
Pneumatic cushions chaste encase
chased goals which souls should not debase.

Man, mammal mammary obsessed,
manhandles, memory manifests
'I' level interest interface
_sings [t]issues in both good, poor taste,
can't displace attention best
focused elsewhere, soul possessed
by magnet tandem ride, slim waist,
upwardly mobile, undepressed.
D stands for Double bubble laced,
succulence asymetric spaced
to dot eyes until life's digressed
by bridal bridle dispossesed.

Upwardly mobile breasts,
down and out, or corset pressed,
pear or apple pair set pace.
Fancy free, corset compressed
holding out or, on request,
outstanding assets in life's quest.
'Eye...cons' which, since time, showcased,
imagination ever graced.

Mental midgets, men molest
magnificence, soft curves that crest,
mammoth mounts, lose sense as, stressed,
off limits spend cents, joy joints case
from chest to rib-cage, touching base
with fancy's fables few detest.
Fun bags balloon 'bove Everest,
peak projections never rest,
fun to strum or to digest,
[c]rush hour preoccupations taste

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