As writers and readers, as sinners and citizens, our realism and our aesthetic sense make us wary of crediting the positive note.
quote by Seamus Heaney
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Through the eyes of a Field Coronet (Epic)
Introduction
In the kaki coloured tent in Umbilo he writes
his life’s story while women, children and babies are dying,
slowly but surely are obliterated, he see how his nation is suffering
while the events are notched into his mind.
Lying even heavier on him is the treason
of some other Afrikaners who for own gain
have delivered him, to imprisonment in this place of hatred
and thoughts go through him to write a book.
Prologue
The Afrikaner nation sprouted
from Dutchmen,
who fought decades without defeat
against the super power Spain
mixed with French Huguenots
who left their homes and belongings,
with the revocation of the Edict of Nantes.
Associate this then with the fact
that these people fought formidable
for seven generations
against every onslaught that they got
from savages en wild animals
becoming marksmen, riding
and taming wild horses
with one bullet per day
to hunt a wild antelope,
who migrated right across the country
over hills in mass protest
and then you have
the most formidable adversary
and then let them fight
in a natural wilderness
where the hunter,
the sniper and horseman excels
and any enemy is at a lost.
Let them then also be patriotic
into their souls,
believe in and read
out of the word of God
[...] Read more
poem by Gert Strydom
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The Believer's Principles : Chap. IV.
Faith and Sense Natural, compared and distinguished.
When Abram's body, Sarah's womb,
Were ripe for nothing but the tomb,
Exceeding old, and wholly dead,
Unlike to bear the promis'd seed:
Faith said, 'I shall an Isaac see;'
'No, no,' said Sense, 'it cannot be;'
Blind Reason, to augment the strife,
Adds, 'How can death engender life?'
My heart is like a rotten tomb,
More dead than ever Sarah's womb;
O! can the promis'd seed of grace
Spring forth from such a barren place?
Sense gazing but on flinty rocks,
My hope and expectation chokes:
But could I, skill'd in Abram's art,
O'erlook my dead and barren heart;
And build my hope on nothing less
That divine pow'r and faithfulness;
Soon would I find him raise up sons
To Abram, out of rocks and stones.
Faith acts as busy boatmen do,
Who backward look and forward row;
It looks intent to things unseen,
Thinks objects visible too mean.
Sense thinks it madness thus to steer,
And only trusts its eye and ear;
Into faith's boat dare thrust its oar,
And put it further from the shore.
Faith does alone the promise eye;
Sense won't believe unless it see;
Nor can it trust the divine guide,
Unless it have both wind and tide.
Faith thinks the promise sure and good;
Sense doth depend on likelihood;
Faith ev'n in storms believes the seers;
Sense calls all men, ev'n prophets, liars.
Faith uses means, but rests on none;
Sense sails when outward means are gone:
[...] Read more
poem by Ralph Erskine
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Saints An Sinners
(coverdale/lord/moody/marsden/murray/paice)
Get ready for judgement day
An the final curtain call,
Dont lie when you testify
cos the good lord know youre all
Saints an sinners, priests an thieves,
Saints an sinners, priests an thieves
When moses stood on the red sea shore
Laying the law on the line,
He said dont come knocking
On the pearly gates
If all you did was have a real good time
Saints an sinners, priests an thieves,
Saints an sinners, priests an thieves
For what we are about to receive
May the lord make us truly thankful.
Saints an sinners
I stand guilty of a thousand crimes,
An I suffer temptation still,
Show me a man who wont give it to his woman
An Ill show you somebody who will
Saints an sinners, priests an thieves,
Saints an sinners, priests an thieves
For what we are about to receive
May the lord make us truly thankful
Saints an sinners,
Saints an sinners, priests an thieves,
Get ready for judgement day
An the final curtain call,
Dont lie when you testify
cos the good lord know youre all
Saints an sinners, priests an thieves,
Saints an sinners, priests an thieves
For what we are about to receive
May the lord make us truly thankful
Saints an sinners, priests an thieves
Saints an sinners...
song performed by Whitesnake
Added by Lucian Velea
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An Essay On The Different Stiles Of Poetry
To Henry, Lord Viscount Bolingbroke.
I hate the Vulgar with untuneful Mind,
Hearts uninspir'd, and Senses unrefin'd.
Hence ye Prophane, I raise the sounding String,
And Bolingbroke descends to hear me sing.
When Greece cou'd Truth in Mystick Fable shroud,
And with Delight instruct the list'ning Crowd,
An ancient Poet (Time has lost his Name)
Deliver'd Strains on Verse to future Fame.
Still as he sung he touch'd the trembling Lyre,
And felt the Notes a rising Warmth inspire.
Ye sweet'ning Graces in the Musick Throng,
Assist my Genius, and retrieve the Song
From dark Oblivion. See, my Genius goes
To call it forth. 'Twas thus the Poem rose.
Wit is the Muses Horse, and bears on high
The daring Rider to the Muses Sky:
Who, while his strength to mount aloft he tries,
By Regions varying in their Nature, flies.
At first he riseth o'er a Land of Toil,
A barren, hard, and undeserving Soil,
Where only Weeds from heavy Labour grow,
Which yet the Nation prune, and keep for show.
Where Couplets jingling on their Accent run,
Whose point of Epigram is sunk to Pun.
Where Wings by Fancy never feather'd fly,
Where Lines by measure form'd in Hatchets lie;
Where Altars stand, erected Porches gape,
And Sense is cramp'd while Words are par'd to shape;
Where mean Acrosticks labour'd in a Frame,
On scatter'd Letters raise a painful Scheme;
And by Confinement in their Work controul
The great Enlargings of the boundless Soul.
Where if a Warriour's elevated Fire
Wou'd all the brightest Strokes of Verse require,
Then streight in Anagram a wretched Crew
Will pay their undeserving Praises too;
While on the rack his poor disjointed Name
Must tell its Master's Character to Fame.
And (if my Fire and Fears aright presage)
The lab'ring Writers of a future Age
Shall clear new ground, and Grotts and Caves repair,
To civilize the babbling Ecchoes there.
Then while a Lover treads a lonely Walk,
His Voice shall with its own Reflection talk,
[...] Read more
poem by Thomas Parnell
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An Essay on Criticism
Part I
INTRODUCTION. That it is as great a fault to judge ill as to write ill, and a more dangerous one to the public. That a true Taste is as rare to be found as a true Genius. That most men are born with some Taste, but spoiled by false education. The multitude of Critics, and causes of them. That we are to study our own Taste, and know the limits of it. Nature the best guide of judgment. Improved by Art and rules, which are but methodized Nature. Rules derived from the practice of the ancient poets. That therefore the ancients are necessary to be studied by a Critic, particularly Homer and Virgil. Of licenses, and the use of them by the ancients. Reverence due to the ancients, and praise of them.
'Tis hard to say if greater want of skill
Appear in writing or in judging ill;
But of the two less dangerous is th'offence
To tire our patience than mislead our sense:
Some few in that, but numbers err in this;
Ten censure wrong for one who writes amiss;
A fool might once himself alone expose;
Now one in verse makes many more in prose.
'Tis with our judgments as our watches, none
Go just alike, yet each believes his own.
In Poets as true Genius is but rare,
True Taste as seldom is the Critic's share;
Both must alike from Heav'n derive their light,
These born to judge, as well as those to write.
Let such teach others who themselves excel,
And censure freely who have written well;
Authors are partial to their wit, 'tis true,
But are not Critics to their judgment too?
Yet if we look more closely, we shall find
Most have the seeds of judgment in their mind:
Nature affords at least a glimm'ring light;
The lines, tho' touch'd but faintly, are drawn right:
But as the slightest sketch, if justly traced,
Is by ill col'ring but the more disgraced,
So by false learning is good sense defaced:
Some are bewilder'd in the maze of schools,
And some made coxcombs Nature meant but fools:
In search of wit these lose their common sense,
And then turn Critics in their own defence:
Each burns alike, who can or cannot write,
Or with a rival's or an eunuch's spite.
All fools have still an itching to deride,
And fain would be upon the laughing side.
If Mævius scribble in Apollo's spite,
There are who judge still worse than he can write.
Some have at first for Wits, then Poets pass'd;
Turn'd Critics next, and prov'd plain Fools at last.
Some neither can for Wits nor Critics pass,
As heavy mules are neither horse nor ass.
Those half-learn'd witlings, numerous in our isle,
As half-form'd insects on the banks of Nile;
Unfinish'd things, one knows not what to call,
[...] Read more
poem by Alexander Pope
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Execute The Sounds
I'm on a mad style
Underground, we come cool and deadly
With that natural sound
It make you feel so free, you no turn it down
Vibe 6-19 from the Southtown
And Jah know, what I and I wanna do
Because Jah know, I am man stay true
You know Jah know, the real who is who
Ain't no time to fake it, make ya feel brand new
It goes 1,2,3. The crew is called P.O.D.
And if you wanna go to the tip top
Break it down, with that one drop - Whyoo
Execute the sounds, and positive come around
Impact the sounds, positive all around
Execute the sounds, and positive come around
Impact the sounds, positive all around
Now why mess me, try to take his crown.
Babylon test me, we gonna smash em down
Original O.G. this is my playground
Don't take me seriously, you gonna feel it now
I man, you know the harder they come
Because I man, I'm gonna get the job done
You know I man, no they don't want none
Me never have to cheat cause me already won.
19'04, home to the real hardcore.
And you don't wanna sleep, don't talk
I'll break you down with that one drop - Whyoo
Execute the sounds, and positive come around
Impact the sounds, positive all around
Execute the sounds, and positive come around
Impact the sounds, positive all around
Execute the sounds, and positive come around
Impact the sounds, positive all around
Execute the sounds, and positive come around
Impact the sounds, positive all around
song performed by P.O.D.
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The Ghost - Book IV
Coxcombs, who vainly make pretence
To something of exalted sense
'Bove other men, and, gravely wise,
Affect those pleasures to despise,
Which, merely to the eye confined,
Bring no improvement to the mind,
Rail at all pomp; they would not go
For millions to a puppet-show,
Nor can forgive the mighty crime
Of countenancing pantomime;
No, not at Covent Garden, where,
Without a head for play or player,
Or, could a head be found most fit,
Without one player to second it,
They must, obeying Folly's call,
Thrive by mere show, or not at all
With these grave fops, who, (bless their brains!)
Most cruel to themselves, take pains
For wretchedness, and would be thought
Much wiser than a wise man ought,
For his own happiness, to be;
Who what they hear, and what they see,
And what they smell, and taste, and feel,
Distrust, till Reason sets her seal,
And, by long trains of consequences
Insured, gives sanction to the senses;
Who would not (Heaven forbid it!) waste
One hour in what the world calls Taste,
Nor fondly deign to laugh or cry,
Unless they know some reason why;
With these grave fops, whose system seems
To give up certainty for dreams,
The eye of man is understood
As for no other purpose good
Than as a door, through which, of course,
Their passage crowding, objects force,
A downright usher, to admit
New-comers to the court of Wit:
(Good Gravity! forbear thy spleen;
When I say Wit, I Wisdom mean)
Where (such the practice of the court,
Which legal precedents support)
Not one idea is allow'd
To pass unquestion'd in the crowd,
But ere it can obtain the grace
Of holding in the brain a place,
Before the chief in congregation
Must stand a strict examination.
Not such as those, who physic twirl,
Full fraught with death, from every curl;
[...] Read more
poem by Charles Churchill
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It Makes More Sense
It makes more sense,
Stopping something not to start.
Yes it makes more sense,
Not to tear things all apart.
Or bring up filthy garbage,
Knowing it is just a farce.
It makes more sense,
To walk away than to be petty.
And it makes more sense,
To prevent a thumping headache.
And it makes more sense,
Not to argue with a fool.
Knowing this is something done,
Many fools love to do.
And it makes more sense,
Stopping something not to start.
Yes it makes more sense,
Not to tear things all apart.
Or bring up filthy garbage,
Knowing it is just a farce.
And it makes more sense,
Not to argue with a fool.
Knowing this is something done,
Fools love to do.
And it makes more sense,
To keep the peace with every neighbor.
And it makes more sense,
To chase all bitterness away.
And it makes more sense,
To say, 'You're right' than build a hate.
Knowing that tomorrow promises another day.
And it makes more sense,
To keep the peace with every neighbor.
And it makes more sense,
To chase all bitterness away.
And it makes more sense,
To say, 'You're right' than build a hate.
Knowing that tomorrow promises another day.
Yes it makes more sense,
To keep the peace with every neighbor.
And it makes more sense,
To say, 'You're right' than build a hate.
Knowing that tomorrow promises another day.
Yes it makes more sense,
To keep the peace with every neighbor.
[...] Read more
poem by Lawrence S. Pertillar
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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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Essay on Psychiatrists
I. Invocation
It‘s crazy to think one could describe them—
Calling on reason, fantasy, memory, eves and ears—
As though they were all alike any more
Than sweeps, opticians, poets or masseurs.
Moreover, they are for more than one reason
Difficult to speak of seriously and freely,
And I have never (even this is difficult to say
Plainly, without foolishness or irony)
Consulted one for professional help, though it happens
Many or most of my friends have—and that,
Perhaps, is why it seems urgent to try to speak
Sensibly about them, about the psychiatrists.
II. Some Terms
“Shrink” is a misnomer. The religious
Analogy is all wrong, too, and the old,
Half-forgotten jokes about Viennese accents
And beards hardly apply to the good-looking woman
In boots and a knit dress, or the man
Seen buying the Sunday Times in mutton-chop
Whiskers and expensive running shoes.
In a way I suspect that even the terms “doctor”
And “therapist” are misnomers; the patient
Is not necessarily “sick.” And one assumes
That no small part of the psychiatrist’s
Role is just that: to point out misnomers.
III. Proposition
These are the first citizens of contingency.
Far from the doctrinaire past of the old ones,
They think in their prudent meditations
Not about ecstasy (the soul leaving the body)
Nor enthusiasm (the god entering one’s person)
Nor even about sanity (which means
Health, an impossible perfection)
But ponder instead relative truth and the warm
[...] Read more
poem by Robert Pinsky
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The Power Of Positive Drinking
Some like wine and some like hops
But what I really love is my scotch
Its the power, the power of positive drinking
Some people ruin their drinks with ice
And then they, they ask you for advice
They tell you, Ive never told anyone else before
They say, candy is dandy but liquor makes quipsters
And I dont like mixers, or sippers or sob sisters
You know, you have to be real careful where you sit down
In a bar these days
And then some people drink to unleash their libidos
And other people drink to prop up their egos
Its my burdon, man, people say
I have the kind of face you can trust
The pow-pow-pow-pow-power of positive drinking
The pow-pow-pow-pow-power of positive
The pow-pow-pow-pow-power of positive
The pow-pow-pow-pow-power of positive
The pow-pow-pow-pow-power of positive drinking
Some people say, alcohol makes you less lucid
And think thats true if youre kind of stupid
Im not that kind that gets himself burned twice
And some say liquor kills the cells in your head
And for that matter so does getting out of bed
When I exit, Ill go out gracefully, shot in my hand
The pow-pow-pow-pow-power of positive drinking
The pow-pow-pow-pow-power of positive
The pow-pow-pow-pow-power of positive
The pow-pow-pow-pow-power of positive
The pow-pow-pow-pow-power of positive drinking
song performed by Lou Reed
Added by Lucian Velea
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Stream Line Consciousness
Big brother voyeur blimps unidentified spies
uncle sam peeping toms patrolling skies
bird brain police intelligence
remote viewing homeland pest control
pentagon private eye monitoring the public's every move
mass produced micro chips intercepting prayers patrolling citizens from heaven
Bentham's Panopticon NSA
super computer surveillance cameras
world police spying Manhattan streets
'Athens plummets Euro death spiral
suicide rates soar deepening into despair'
haaretz..the post.. the times
blogs tribunes dailies all in a mad gab
headlong headline attention grabbing scramble
'Yugoslavia - Iraq - Egypt - Yemen - Iran - Syria - United States'
bilderberg building blocks New American Century post apocalyptic prophecy
'foreign mercenaries …national guard...DOD
homeland security to amass covert munitions stockpile
Americans on guard anxieties mounting surrounding
the stripping of amendments 1st if you swing to your left
2nd if you stand on the right
whispers of martial law circulate Anarchical reverberations
emanate from internet Alt culture epicenters
bottle necking global tensions'
'common feeling of deepening disappointment...
heightened expectations...
people expecting an explosive situation over the
next few weeks'
...riot police respond 'to preserve public order'
public roads barricaded to 'protect security of citizens'
'blatant act of censorship
western mainstream media staying away
from Myanmar massacres of Mohammedan Angels
further showing strong anti Muslim bias'
'Media blackout Burmese army
seeking coverage under propaganda blankets'
from the middle east throughout the western world
planet consciousness blurring lines between conspiracy/reality
conflicting global network narratives multiply violent scenarios daily
Victims in a world wide scramble
Government Banking Military
[...] Read more
poem by Gregory Allen Uhan
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Positive Vibes
[chorus]
We need some positive vibes for these rainy days
Let the sun come out keep push these clouds away
We need some positive vibes lifes for fun so go and play
Let the sunlight in, brighten up your day
[richter]
Let the vibes blow like the ocean breeze
Mamma always told me thered be days like these
Keep your head right, just do as you please
Never interfere with an evil mans schemes
Keep your head pure, conceive your own dreams
Respect your fellow man, the earth with the trees
The air that we breathe and the highest mountain peak
Bring truth from your soul to your mouth when you speak
No need to get loud .. messin with others, stressin your brother, its time to uncover
Time to choose another path you see
Cause the road most traveleds negativity
Put your fist down (fist down), throw your hands in the air
Respect yourself, be somebody who cares
Dont let life get you down, dont feel abused
Keep a positive view unto yourself be true
[chorus]
[loc]
Everydays a new adventure you got to keep what you got
Livin life in a studio bustin rhymes in my socks
I got to keep my head up and always do what I feel
Avoidin all the evil and just keeping it real
(I need some positive vibes)
All these situations I keep hearin about
People dyin in planes and buildings crumbling down
This world goes round for no apparent reason
People robbin and theavin just to feel good for the evening
(I need some positive vibes)
What happen to everybodys peace and love
Throw your drinks the sky, raise your hands up above
Get yo hand out of the gutter and be respectful
We need some positive vibes for these rainy days so let it go
Dont never get it twisted when Im on this track
D-loc the kind kid that be kickin it back
Of the class everyday I was high
Goin to school in 95 easy that how we ride
[chorus]
Its time to leave this rat race chant down babylon
Keep my head straight, keep my family movin on
Find my own pace, create my own space
Detach my whole scene from this wicked rat race
The two-faced friends, the snakes in the grass
Daddy always told me thered be men like that
So watch your own back keep your eye on your stacks
Dont ever write a check that that ass cant cash
[...] Read more
song performed by Kottonmouth Kings
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Hudibras: Part 3 - Canto II
THE ARGUMENT
The Saints engage in fierce Contests
About their Carnal interests;
To share their sacrilegious Preys,
According to their Rates of Grace;
Their various Frenzies to reform,
When Cromwel left them in a Storm
Till, in th' Effigy of Rumps, the Rabble
Burns all their Grandees of the Cabal.
THE learned write, an insect breeze
Is but a mungrel prince of bees,
That falls before a storm on cows,
And stings the founders of his house;
From whose corrupted flesh that breed
Of vermin did at first proceed.
So e're the storm of war broke out,
Religion spawn'd a various rout
Of petulant Capricious sects,
The maggots of corrupted texts,
That first run all religion down,
And after ev'ry swarm its own.
For as the Persian Magi once
Upon their mothers got their sons,
That were incapable t' enjoy
That empire any other way;
So PRESBYTER begot the other
Upon the good old Cause, his mother,
Then bore then like the Devil's dam,
Whose son and husband are the same.
And yet no nat'ral tie of blood
Nor int'rest for the common good
Cou'd, when their profits interfer'd,
Get quarter for each other's beard.
For when they thriv'd, they never fadg'd,
But only by the ears engag'd:
Like dogs that snarl about a bone,
And play together when they've none,
As by their truest characters,
Their constant actions, plainly appears.
Rebellion now began, for lack
Of zeal and plunders to grow slack;
The Cause and covenant to lessen,
And Providence to b' out of season:
For now there was no more to purchase
O' th' King's Revenue, and the Churches,
But all divided, shar'd, and gone,
That us'd to urge the Brethren on;
Which forc'd the stubborn'st for the Cause,
[...] Read more
poem by Samuel Butler
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Four Main Types of Writers (personal opinion)
The Lonely Writer
Some writings tell me
This person is lonely
And is reaching out
For the touch of a friendly comment
These writers are sad, solitary,
Isolated, but good persons
And quite often very good writers
The needy juvenile writer
Some writings contain words
Or language meant to shock
And to offend.
These writers are lonely also
But in a different way.
These writers are simply saying
Like a little child
“hey! I exist! Someone better
Acknowledge me! ”
These writers can often write well
But usually don’t, can’t, or choose not to
The Spite Writer
This writer can be of either gender
But seems to be in a female majority
They’ve been spurned or rejected
Two-timed or lied to.
And they are going to vent their ire
In the most public way they can.
These writers can also be very good writers
But too often let their anger get in the way.
The Religious Writer
These writers show people passionate
And zealously devoted to singing the praises
Of the Lord and goodness and charity.
They’re probably austere, honest people
Who almost always write very well.
For the most part these writers seem
To want to spread the word and
At the same time tend to be rather singular
In the subject matter of their writings,
Rarely attempting other genres.
poem by David Whalen
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A Fable For Critics
Phoebus, sitting one day in a laurel-tree's shade,
Was reminded of Daphne, of whom it was made,
For the god being one day too warm in his wooing,
She took to the tree to escape his pursuing;
Be the cause what it might, from his offers she shrunk,
And, Ginevra-like, shut herself up in a trunk;
And, though 'twas a step into which he had driven her,
He somehow or other had never forgiven her;
Her memory he nursed as a kind of a tonic,
Something bitter to chew when he'd play the Byronic,
And I can't count the obstinate nymphs that he brought over
By a strange kind of smile he put on when he thought of her.
'My case is like Dido's,' he sometimes remarked;
'When I last saw my love, she was fairly embarked
In a laurel, as _she_ thought-but (ah, how Fate mocks!)
She has found it by this time a very bad box;
Let hunters from me take this saw when they need it,-
You're not always sure of your game when you've treed it.
Just conceive such a change taking place in one's mistress!
What romance would be left?-who can flatter or kiss trees?
And, for mercy's sake, how could one keep up a dialogue
With a dull wooden thing that will live and will die a log,-
Not to say that the thought would forever intrude
That you've less chance to win her the more she is wood?
Ah! it went to my heart, and the memory still grieves,
To see those loved graces all taking their leaves;
Those charms beyond speech, so enchanting but now,
As they left me forever, each making its bough!
If her tongue _had_ a tang sometimes more than was right,
Her new bark is worse than ten times her old bite.'
Now, Daphne-before she was happily treeified-
Over all other blossoms the lily had deified,
And when she expected the god on a visit
('Twas before he had made his intentions explicit),
Some buds she arranged with a vast deal of care,
To look as if artlessly twined in her hair,
Where they seemed, as he said, when he paid his addresses,
Like the day breaking through, the long night of her tresses;
So whenever he wished to be quite irresistible,
Like a man with eight trumps in his hand at a whist-table
(I feared me at first that the rhyme was untwistable,
Though I might have lugged in an allusion to Cristabel),-
He would take up a lily, and gloomily look in it,
As I shall at the--, when they cut up my book in it.
Well, here, after all the bad rhyme I've been spinning,
I've got back at last to my story's beginning:
Sitting there, as I say, in the shade of his mistress,
As dull as a volume of old Chester mysteries,
[...] Read more
poem by James Russell Lowell
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Three Minute Positive Not Too Country Up-temp Love Song
This is a three minute song
To tell her that I love her
And how wonderful we get along
A sweet sentiment that's borderline slick
A lotta right and not much wrong
It's a little bit edgy, but softer than spaghetti
Weak yet redundantly strong
It's a three minute positive
Not too country up-tempo love song
Yeah, it's a three minute positive
Not to country up-tempo love song
It's a way to tell her that I love her
But it can't be too long
There'll be no drinkin', no cheatin',
No lyin', no leavin'
That stuff it just don't belong
In a three minute positive
Not too country up-tempo love song
You won't hear four-letter words
Just me tellin' her
That she's the every breath I draw
And how I can't live without her
And I could never doubt her
'Cause she could never do no wrong
Well it's the right amount of timin'
The proper form of rhymin'
A little guitar then it's gone
It's a three minute positive
Not too country up-tempo love song
Yeah, it's a three minute positive
Not to country up-tempo love song
It's a way to tell her that I love her
But it can't be too long
There'll be no drinkin', no cheatin',
No lyin', no leavin'
That stuff it just don't belong
In a three minute positive
Not too county up-tempo love song
Yeah in a three minute positive
Not too country up-tempo love song
There'll be no drinkin', no cheatin',
No lyin', no leavin'
That stuff it just don't belong
In a three minute positive
Not too country up-tempo love song
Yeah in a three minute positive
Not too country up-tempo love song
song performed by Alan Jackson
Added by Lucian Velea
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Be Positive
'No matter what the others do,
Be and think positive...
If only for you.'
Tell me why,
Should I...
Give that a try?
'Be positive.'
Tell me why...
When,
People negative...
Seem very proud of it,
With a showing of a negativity...
In the midst.
And,
Within their grip!
'Be positive.'
Tell me why,
Should I...
Give that a try?
When people negative,
Seem very proud of it.
'Forget what others do,
Be true to you.
And think positive.'
Tell me why?
'Don't let them beat you,
Just be positive.'
Tell me why?
'Don't let them beat you,
Just be positive.'
Tell me why?
'Forget what others do,
Be true to only you.
And think positive.'
Tell me why?
'Don't let them beat you,
[...] Read more
poem by Lawrence S. Pertillar
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Third Book
'TO-DAY thou girdest up thy loins thyself,
And goest where thou wouldest: presently
Others shall gird thee,' said the Lord, 'to go
Where thou would'st not.' He spoke to Peter thus,
To signify the death which he should die
When crucified head downwards.
If He spoke
To Peter then, He speaks to us the same;
The word suits many different martyrdoms,
And signifies a multiform of death,
Although we scarcely die apostles, we,
And have mislaid the keys of heaven and earth.
For tis not in mere death that men die most;
And, after our first girding of the loins
In youth's fine linen and fair broidery,
To run up hill and meet the rising sun,
We are apt to sit tired, patient as a fool,
While others gird us with the violent bands
Of social figments, feints, and formalisms,
Reversing our straight nature, lifting up
Our base needs, keeping down our lofty thoughts,
Head downward on the cross-sticks of the world.
Yet He can pluck us from the shameful cross.
God, set our feet low and our forehead high,
And show us how a man was made to walk!
Leave the lamp, Susan, and go up to bed.
The room does very well; I have to write
Beyond the stroke of midnight. Get away;
Your steps, for ever buzzing in the room,
Tease me like gnats. Ah, letters! throw them down
At once, as I must have them, to be sure,
Whether I bid you never bring me such
At such an hour, or bid you. No excuse.
You choose to bring them, as I choose perhaps
To throw them in the fire. Now, get to bed,
And dream, if possible, I am not cross.
Why what a pettish, petty thing I grow,–
A mere, mere woman,–a mere flaccid nerve,-
A kerchief left out all night in the rain,
Turned soft so,–overtasked and overstrained
And overlived in this close London life!
And yet I should be stronger.
Never burn
Your letters, poor Aurora! for they stare
With red seals from the table, saying each,
'Here's something that you know not.' Out alas,
'Tis scarcely that the world's more good and wise
[...] Read more
poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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The Impact Of Poverty On Education
THE IMPACT OF POVERTY ON EDUCATION.
INTRODUCTION
There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.
Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.
Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’
METHODOLOGY
The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.
RESULTS
Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.
Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.
We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .
In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.
In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.
Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.
Negative impacts of poverty on education
Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.
Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.
Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.
This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.
It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.
As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.
In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .
In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.
In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.
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poem by Innocent Masina Nkhonyo
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