The instinct to impersonate produces the actor; the desire to provide pleasure by impersonations produces the playwright; the desire to provide this pleasure with adequate characterization and dialogue memorable in itself produces dramatic literature.
quote by George P. Baker
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Related quotes
Stop Being So Dramatic
You tell me what you think and mean.
But why you don't,
Let it go!
When we're walking in the streets,
There's always a scene.
And under spotlight...
You begin your show.
Let it go.
Your past and those bitter things.
Let it go.
Why can't,
You let it go.
Does your happiness mean anything?
Then you've got to let stuff go!
Let it go.
Stop being so dramatic.
Let it go.
Stop being,
Those worst of fanatics.
Let it go.
Stop being so dramatic.
Let it go.
Stop being,
The worst of fanatics.
You spend your days fantasizing from your window.
Locked up tight without a social life.
And you tell 'me' I'm growing old.
But I'm not sitting with my eyes half closed.
Or watching my life pass by...
From a window.
Let it go.
Your past and those bitter things.
Let it go.
Why can't,
You let it go.
Let it go.
Stop being so dramatic.
Let it go.
Stop being,
The worst of fanatics.
Let it go.
[...] Read more
poem by Lawrence S. Pertillar
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Instinct
Pop
Standing on the borderline
Between joy and reason
Tending carefully my fire
Waiting for my season
I know who these people are
I know what they stand for
Corruptions built into this plan
Nothings under the other hand
Tricks and trials await the child
Instinct keeps me running
Running like a deer
Instinct keeps me running
Running through the grinning shadows
I have seen the sludgy beach
And the poisoned river
I have met the lordly rich
Theyre just getting stiffer
This whole place is like a maze
Or like some medusa
Let me out I cant accept
A certain read life story
Tricks and trials await the child
Instinct keeps me running
Running like a deer
Instinct keeps me running
Running where the sorrow bless me
Instinct keeps me running
Running like a moose
Instinct keeps me running
Running to keep one chance open
Marks on walls, the common outlet
Tell the truth and always will
Marks on wall destroy the thought
Of perfect sunny civilization
Tricks and trials await the child
Instinct keeps me running
Running like a deer
Instinct keeps me running
Running through the grinning shadows
Instinct keeps me running
Running like a bear
Instinct keeps me running
Running to keep one chance open
Instinct keeps me running
Running cause I dont believe it
Instinct keeps me running
Running through the bare emotion
Instinct keeps me running
Instinct keeps me running
[...] Read more
song performed by Iggy Pop
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Instinct, Emotional and Rational
The Instinct, the Emotional, and the Rational
Are the stages at which your mind functions,
Together or severally in variant degrees.
Hunger and survival: The Instinct springs.
Love and hate: The Emotional surges.
Right and wrong: The Rational decides.
In the game of chess, you are rational.
In the game of love, you are emotional.
In the game of sex, you are instinctual.
The Rational mind is your judge.
The Emotional mind is your advocate.
The Instinctual mind is your subject.
When judge fails, when advocate fails,
The subject spurts to save the self
Or feeds the self without fail.
The Rational abide by the codes.
The Emotional deviates from it.
The Instinct violates it.
The Rational decides how to face.
The Emotional positions the move.
But the Instinct accomplishes it.
Far sighted is the Rational.
Short sighted is the Emotional.
Blind is the Instinct.
The Instinct reels under the Emotional.
The Emotional trails behind the Rational.
The Rational strives to manage them both.
The child is more under the Instinct.
The adult is more under the Emotional.
The old is more under the Rational.
The Rational lacks vigour.
The Emotional lacks balance.
The Instinct lacks prudence.
The Rational has distant motive.
The Emotional has immediate motive.
The Instinct has instant motive.
Intellectuals are rational.
Poets and lovers are emotional.
[...] Read more
poem by Rm. Shanmugam Chettiar
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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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The Rosciad
Unknowing and unknown, the hardy Muse
Boldly defies all mean and partial views;
With honest freedom plays the critic's part,
And praises, as she censures, from the heart.
Roscius deceased, each high aspiring player
Push'd all his interest for the vacant chair.
The buskin'd heroes of the mimic stage
No longer whine in love, and rant in rage;
The monarch quits his throne, and condescends
Humbly to court the favour of his friends;
For pity's sake tells undeserved mishaps,
And, their applause to gain, recounts his claps.
Thus the victorious chiefs of ancient Rome,
To win the mob, a suppliant's form assume;
In pompous strain fight o'er the extinguish'd war,
And show where honour bled in every scar.
But though bare merit might in Rome appear
The strongest plea for favour, 'tis not here;
We form our judgment in another way;
And they will best succeed, who best can pay:
Those who would gain the votes of British tribes,
Must add to force of merit, force of bribes.
What can an actor give? In every age
Cash hath been rudely banish'd from the stage;
Monarchs themselves, to grief of every player,
Appear as often as their image there:
They can't, like candidate for other seat,
Pour seas of wine, and mountains raise of meat.
Wine! they could bribe you with the world as soon,
And of 'Roast Beef,' they only know the tune:
But what they have they give; could Clive do more,
Though for each million he had brought home four?
Shuter keeps open house at Southwark fair,
And hopes the friends of humour will be there;
In Smithfield, Yates prepares the rival treat
For those who laughter love, instead of meat;
Foote, at Old House,--for even Foote will be,
In self-conceit, an actor,--bribes with tea;
Which Wilkinson at second-hand receives,
And at the New, pours water on the leaves.
The town divided, each runs several ways,
As passion, humour, interest, party sways.
Things of no moment, colour of the hair,
Shape of a leg, complexion brown or fair,
A dress well chosen, or a patch misplaced,
Conciliate favour, or create distaste.
From galleries loud peals of laughter roll,
And thunder Shuter's praises; he's so droll.
Embox'd, the ladies must have something smart,
[...] Read more
poem by Charles Churchill
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Magnificently enchanting night
The calm which the stringent day miserably dithered to provide; was profoundly imparted by the chilly breeze of the dark night,
The tumultuous passion which the austerely acerbic day failed to provide; was profoundly imparted by the agony of the resplendent night,
The ocean of dreams which the acrimonious day floundered every second to provide; was profoundly imparted by the mesmerizing fantasy of the velvety night,
The cloud of tingling sensations which the sultry day stumbled to provide; was profoundly imparted by the tantalizing charisma of the moonlit night,
The poignant aroma of romance which the brilliantly sweltering day tripped to provide; was profoundly imparted by the overwhelmingly silvery night,
The delectably sweet flavor which the harshly perspiring day dawdled to provide; was profoundly imparted by the surreal and stormy night,
The stupendous congeniality which the monstrously illuminated day succumbed to provide; was profoundly imparted by the superlatively friendly and voluptuous night,
The tunnel of unrelenting adventure which the monotonous day ludicrously refrained to provide; was profoundly imparted by the spell binding and exotically perfumed night,
The astoundingly fragrant aura which the nondescript day faltered to provide; was profoundly imparted by the piquantly pepped up night,
The enigmatic tales of fascinating mystery which the day abysmally shirked to provide; was profoundly imparted by the enticing and profusely titillating night,
The vivacious rainbow of colors which the incorrigibly boring day fluttered to provide; was profoundly imparted by the gorgeously whispering night,
The flamboyant rays of fire which the cloudy day horrendously nictitated to provide; was profoundly imparted by the vividly vibrant night,
The dreary trail of incredulous sedation that the day obnoxiously dwindled to provide; was profoundly imparted by the incomprehensibly seductive night,
The magical wave of longing that the stoical day irrevocably refused to provide; was profoundly imparted by the mystically simmering night,
The cold beads of unprecedented exhilaration that the abysmally hot day pathetically slithered to provide; was profoundly imparted by the majestic and princely night,
The ardently milky aroma which the intractably bright day disastrously shivered to provide; was profoundly imparted by the ravishingly dainty night,
The unparalleled tremors of ecstasy which the brutal beams of day insurmountably struggled to provide; was profoundly imparted by the stringently spicy winds of night,
The opulent showers of nostalgia which the murderously blazing day wavered to provide; was profoundly imparted by the opalescent shades of the night,
And the celestial stupor which the savagely bubbling day thoroughly failed to provide; was profoundly imparted by the magnificently enchanting night…
poem by Nikhil Parekh
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Duality
(I push my fingers into my) eyes
It's the only thing that slowly stops the ache
But it's made of all the things I have to take
Jesus it never ends it pushes it's way inside
If the pain goes on...
I have screamed until my veins collapsed
I've waited as my time's elapsed
Now all I do is live with so much fate
I've wished for this, I've bitched at that
I've left behind this little fact
You cannot kill what you did not create
I've gotta say what I've gotta say
And then I swear I'll go away
But I can't promise you'll enjoy the noise
I guess I'll save the best for last
My future seems like one big past
Your left with me 'cause you left me no choice
I push my fingers into my eyes
It's the only thing that slowly stops the ache
If the pain goes on, I'm not gonna make it!
Leave me all the pieces, then you can leave me alone
Tell me the reality is better than the dream
But I found out the hard way - nothing is what it seems
I push my fingers into my eyes
It's the only thing that slowly stops the ache
But it's made of all the things I have to take
Jesus it never ends it works it's way inside
If the pain goes on, I'm not gonna make it!
All I've got - All I've got is instinct!
All I've got - All I've got is instinct!
All I've got - All I've got is instinct!
All I've got - All I've got is instinct!
All I've got - All I've got is instinct!
All I've got - All I've got is instinct!
I push my fingers into my eyes
It's the only thing that slowly stops the ache
But it's made of all the things I have to take
Jesus it never ends it works it's way inside
If the pain goes on, I'm not gonna make it!
All I've got - All I've got is instinct!
All I've got - All I've got is instinct!
All I've got - All I've got is instinct!
All I've got - All I've got is instinct!
song performed by Slipknot
Added by Lucian Velea
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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
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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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.
[...] Read more
poem by Wilfrid Scawen Blunt
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The Marriage of Heaven and Hell
THE ARGUMENT
RINTRAH roars and shakes his
fires in the burdenM air,
Hungry clouds swag on the deep.
Once meek, and in a perilous path
The just man kept his course along
The Vale of Death.
Roses are planted where thorns grow,
And on the barren heath
Sing the honey bees.
Then the perilous path was planted,
And a river and a spring
On every cliff and tomb;
5
THE MARRIAGE OF
And on the bleached bones
Red clay brought forth:
Till the villain left the paths of ease
To walk in perilous paths, and drive
The just man into barren climes.
Now the sneaking serpent walks
In mild humility ;
And the just man rages in the wilds
Where Uons roam.
Rintrah roars and shakes his fires in
the burdened air,
Hungry clouds swag on the deep.
As a new heaven is begun, and it is
now thirty-three years since its advent,
the Eternal Hell revives. And lo!
Swedenborg is the angel sitting at
the tomb: his writings are the Unen
[...] Read more
poem by William Blake
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VIII. Dominus Hyacinthus de Archangelis, Pauperum Procurator
Ah, my Giacinto, he's no ruddy rogue,
Is not Cinone? What, to-day we're eight?
Seven and one's eight, I hope, old curly-pate!
—Branches me out his verb-tree on the slate,
Amo-as-avi-atum-are-ans,
Up to -aturus, person, tense, and mood,
Quies me cum subjunctivo (I could cry)
And chews Corderius with his morning crust!
Look eight years onward, and he's perched, he's perched
Dapper and deft on stool beside this chair,
Cinozzo, Cinoncello, who but he?
—Trying his milk-teeth on some crusty case
Like this, papa shall triturate full soon
To smooth Papinianian pulp!
It trots
Already through my head, though noon be now,
Does supper-time and what belongs to eve.
Dispose, O Don, o' the day, first work then play!
—The proverb bids. And "then" means, won't we hold
Our little yearly lovesome frolic feast,
Cinuolo's birth-night, Cinicello's own,
That makes gruff January grin perforce!
For too contagious grows the mirth, the warmth
Escaping from so many hearts at once—
When the good wife, buxom and bonny yet,
Jokes the hale grandsire,—such are just the sort
To go off suddenly,—he who hides the key
O' the box beneath his pillow every night,—
Which box may hold a parchment (someone thinks)
Will show a scribbled something like a name
"Cinino, Ciniccino," near the end,
"To whom I give and I bequeath my lands,
"Estates, tenements, hereditaments,
"When I decease as honest grandsire ought."
Wherefore—yet this one time again perhaps—
Shan't my Orvieto fuddle his old nose!
Then, uncles, one or the other, well i' the world,
May—drop in, merely?—trudge through rain and wind,
Rather! The smell-feasts rouse them at the hint
There's cookery in a certain dwelling-place!
Gossips, too, each with keepsake in his poke,
Will pick the way, thrid lane by lantern-light,
And so find door, put galligaskin off
At entry of a decent domicile
Cornered in snug Condotti,—all for love,
All to crush cup with Cinucciatolo!
Well,
Let others climb the heights o' the court, the camp!
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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An Alliterative Amorous Answer
Alliterative Love Letter
Adored and angelic Amelia. Accept an ardent and artless amourist’s affections, alleviate an anguished admirer’s alarms, and answer an amorous applicant’s avowed ardour. Ah, Amelia! all appears an awful aspect! Ambition, avarice and arrogance, alas are attractive allurements, and abase an ardent attachement. Appease an aching and affectionate adorer’s alarms, and anon acknowledge affianced Albert’s alliance as agreeable and acceptable.
Anxiously awaiting an affectionate and affirmative answer, accept an ardent admirer’s aching adieu. Always angelic and admirable Amelia’s admiring and affectionate amourist, Albert
Wit and Wisdom 1826
An Alliterative Answer
Artless Amelia Acme’s answer adamantly admonishing artful Albert Acne’s announced amorous ambitions, and assertive advances, actively advocates appropriate alternatives. Also, attesting abhorrent Albert’s attempted abduction, Amelia asks an adequate aureate award. Advance “ amical ” arrangements are altogether abjured.
Adieu Albert!
Abused Amelia, an adorable angel, aghast and askance, acknowledges agile apostate Albert’s apparently avuncular, albeit astonishingly audacious application, and, as alleged affiancement alliances and anticipations are absent, appends an acceptable, accurate answer.
Aggressively accosted, Amelia acts advisedly, asking an acceptably authentic apology affirming all Albert’s avowed affiancement allegations as archetypal authoritarian autocratic attempts at annulling Amelia’s autonomy. Also, Albert’s absolutely alarmingly acquisitive ambitions afford anguish, anxiety, and, afterall, acute anger. All are anathema, as Albert, an adder, assumed angelic approbation after an abject attempt at abrogating and appropriating all Amelia’s assets.
Agamous Albert’s age, adiposity, and abnormally abrasive accents also argued against amorous agglutination. Agamy appeared advisable as Amelia always aspired at attaining an absolute amour, assiduously avoiding ambiguity. Ardent admiration activated Albert’s appetite as Amelia’s allure and accomplishments attracted all-round applause.
Amelia and Albert are at an apogee. Alliance anticipations are antilogical as Amelia’s aplomb and articulateness, and Albert ’s anthropomorphic antics are as antipodes apart as Aphrodite and an anthropoid ape. Acataleptic Albert, Amelia’s antithesis, acting almost as an aggressive animal, abused Amelia’s adolescent acquaintance, Anabelle, an alluring afro actress, - actually auditionning as an aria alto, - adventuring affront abruptly abbreviated.
Albert’s apologists are accomplices aiding and abetting an attack (after anticipating advantages agreed aforehand) .... At Ashcloth Abbey altar agnostic Albert asked Assyriac Abyssinian Archdeacon Ahasuerus and Arabian acolyte Abdul abn Abdulaziz abn Abdullah Abu an aboveboard absolution although Abbott Abraham Allsaints’ anterior abjuration altered all accomodating actions.
Apprehending arrogant acquiline Albert’s arbitrary approach, Amelia appositely acted appropriately, adjusting apparel. Applause and approbation are apropos.
Albert abusively alledges aristocratic alabaster Amelia’s assent - an assumption as absurd as an ass astride an advocate assiduously assembling an ascorbic acid apparatus!
Abstemious Amelia’s abilities attract acclaim - above all admirable administrative aptitudes, artistic aims, analytical assurance, amiability and amenability. Altruistic Amelia amalgamating agreeableness and authority, always assists aliens.
Alcoholic Albert’s abominations abound, as aforementioned as all adults agree, admonishing an aggressive ambiance........Albert apes affability!
Abusive adulation appalls, accelerates aversion and attracts adverse acknowledgements alienating affirmative adhesions. Allegorical accolades, artificially addressed, accumulate absurdities. although amiable acolytes are acceptable additions. Argot argues against acceptance as avid adventurers assume affected accents -, acquiring added artificial accomplishments.
Addressing amoral Albert, and apprehending amorphous arrangements, Amelia advises acrimonious Albert’s accepting any alternative Abigail, Alice and Anabella, as affianced amourette. Auburns are also admired as are armed assegaie’d ashanti, andalousian, algonquin, anabaptist and amerindian amours:
Abigail, Ada, Adrienne, Adriana, Adelaide, Agatha, Aglaë, Alice, Aliette, await Albert,
Aline, Alison, Amy Amanda, Amandine Andrea, Angela, Angelica, Ann, anticipate Albert
Anna, Annabelle, Anne, Annette, Angelina, Annick, Annie, Andrée, Anthea, alleviate Albert
April, Ariane, Ariane, Arlette, Armande, Armelle, Ashley, Astarte, Ava, appreciate Albert
.....And Albert annoys Amelia! - aggravating!
[...] Read more
poem by Jonathan Robin
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The Growth of Love
1
They that in play can do the thing they would,
Having an instinct throned in reason's place,
--And every perfect action hath the grace
Of indolence or thoughtless hardihood--
These are the best: yet be there workmen good
Who lose in earnestness control of face,
Or reckon means, and rapt in effort base
Reach to their end by steps well understood.
Me whom thou sawest of late strive with the pains
Of one who spends his strength to rule his nerve,
--Even as a painter breathlessly who stains
His scarcely moving hand lest it should swerve--
Behold me, now that I have cast my chains,
Master of the art which for thy sake I serve.
2
For thou art mine: and now I am ashamed
To have uséd means to win so pure acquist,
And of my trembling fear that might have misst
Thro' very care the gold at which I aim'd;
And am as happy but to hear thee named,
As are those gentle souls by angels kisst
In pictures seen leaving their marble cist
To go before the throne of grace unblamed.
Nor surer am I water hath the skill
To quench my thirst, or that my strength is freed
In delicate ordination as I will,
Than that to be myself is all I need
For thee to be most mine: so I stand still,
And save to taste my joy no more take heed.
3
The whole world now is but the minister
Of thee to me: I see no other scheme
But universal love, from timeless dream
Waking to thee his joy's interpreter.
I walk around and in the fields confer
Of love at large with tree and flower and stream,
And list the lark descant upon my theme,
Heaven's musical accepted worshipper.
Thy smile outfaceth ill: and that old feud
'Twixt things and me is quash'd in our new truce;
And nature now dearly with thee endued
No more in shame ponders her old excuse,
But quite forgets her frowns and antics rude,
So kindly hath she grown to her new use.
4
[...] Read more
poem by Robert Seymour Bridges
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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:
[...] Read more
poem by Robert Browning (1871)
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Orpheus
ORPHEUS.
LAUGHTER and dance, and sounds of harp and lyre,
Piping of flutes, singing of festal songs,
Ribbons of flame from flaunting torches, dulled
By the broad summer sunshine, these had filled
Since the high noon the pillared vestibules,
The peristyles and porches, in the house
Of the bride's father. Maidens, garlanded
With rose and myrtle dedicate to Love,
Adorned with chaplets fresh the bride, and veiled
The shining head and wistful, girlish face,
Ineffable sweetness of divided lips,
Large light of clear, gray eyes, low, lucid brows,
White as a cloud, beneath pale, clustering gold.
When sunless skies uncertain twilight cast,
That makes a friend's face as an alien's strange,
Investing with a foreign mystery
The dear green fields about our very home.
Then waiting stood the gilded chariot
Before the porch, and from the vine-wreathed door,
Issued the white-veiled bride, while jocund youths
And mænads followed her with dance and song.
She came with double glory; for her lord,
Son of Apollo and Calliope,
Towered beside her, beautiful in limb
And feature, as though formed to magic strains,
Like the Bœotian city, that arose
In airy structures to Amphion's lute.
The light serene shone from his brow and eyes,
Of one whose lofty thoughts keep consonance
With the celestial music of the spheres.
His smile was fluent, and his speech outsang
The cadences of soft-stringed instruments.
He to the chariot led Eurydice,
And these twain, mounting with their paranymph,
Drove onward through the dusky twilit fields,
Preceded by the nymphs and singing youths,
And boys diffusing light and odors warm,
With flaming brands of aromatic woods,
And matrons bearing symbols of the life
Of careful wives, the distaff and the sieve;
And followed by the echoes of their songs,
The fragrance crushed from moist and trodden grass,
The blessing of the ever-present gods,
Whom they invoked with earnest hymns and prayer.
From Orpheus' portico, festooned with vines,
Issued a flood of rare, ambrosial light,
As though Olympian portals stood ajar,
And Hymen, radiant by his torch's flame,
Mystic with saffron vest and purple, stood
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poem by Emma Lazarus
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Actor Of Love
Hold on
I have found something I longing for
To fill the hollowness of my heart
But why I'm feeling more of sorrow
Before
I am the one who said: 'Oh, I'll control'
But now I realize you are my world
And it's waiting to break apart
I'm an actor of love
I'm trying to perfect
But I'm just fooling around
I'm an actor of love
I want to be your hero
But I've made myself a clown
I'm an actor of love
I need you by my side
But now you leave me alone
I'm an actor of love
I beg your forgiveness
But you refuse me so cold
Sometimes
We wonder why we should be together
Do we really dream of love forever?
Or we afraid to be alone
I'm an actor of love
I want to protect you
But I always hurt you bad
I'm an actor of love
I want to be your shield
But may turn someone you hate
I'm an actor of love
We kiss in the morning
But in night we have a war
I'm an actor of love
We care for each other
But we only circle round
If this love only makes me crazy
Take the story and just let it be
Tragedy or comedy
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poem by Maria Sudibyo
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The literature
A novel must have a theme,
A plot, characterization and style.
A fiction can forgo characterization.
A poem need to have a thought and style.
Thought and style are soul and body
Of the one to be called a literature.
20.05.2006
poem by Rm. Shanmugam Chettiar
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Nine Voices
Anderson/squire/howe/white/sherwood/khoroshev
On a beach
North africa
Nine tribesmen stand alone
Waiting for a distant call
Waiting for the world to answer
Thru' the night of a thousand stars
Encircled by the light
They began to sing a new song
Of forces that surround us
Nine voices
This dialogue
Nine voices
Singing as one
Nine voices
This dialogue
Nine voices
When the sun came up they sang
As the perfect calendar says
Each had the power of people
Speaking new languages
They gave forgiveness meaning
New ways of letting go
Each child is born for greatness
With forces that surround them
This voice
This dialogue
This voice
Singing as one
Nine voices
This dialogue
Nine voices
Singing as one
His voices
This dialogue
This voices
Singing as one
Nine voices
Nine voices
Nine voices
Nine voices
song performed by Yes
Added by Lucian Velea
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Nine Voices
Anderson/squire/howe/white/sherwood/khoroshev
On a beach
North africa
Nine tribesmen stand alone
Waiting for a distant call
Waiting for the world to answer
Thru' the night of a thousand stars
Encircled by the light
They began to sing a new song
Of forces that surround us
Nine voices
This dialogue
Nine voices
Singing as one
Nine voices
This dialogue
Nine voices
When the sun came up they sang
As the perfect calendar says
Each had the power of people
Speaking new languages
They gave forgiveness meaning
New ways of letting go
Each child is born for greatness
With forces that surround them
This voice
This dialogue
This voice
Singing as one
Nine voices
This dialogue
Nine voices
Singing as one
His voices
This dialogue
This voices
Singing as one
Nine voices
Nine voices
Nine voices
Nine voices
song performed by Yes
Added by Lucian Velea
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When the drama attains a characterization which makes the play a revelation of human conduct and a dialogue which characterizes yet pleases for itself, we reach dramatic literature.
quote by George P. Baker
Added by Lucian Velea
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