Never cut a tree down in the wintertime. Never make a negative decision in the low time.
quote by Robert Schuller
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Related quotes
Go Cut Creator Go
[LL Cool J]
1, 2, 3 'o' clock 4 'o' clock ROCK
5, 6, 7 'o' clock 8 'o' clock ROCK
9, 10, 11 'o' clock 12 'o' clock ROCK
Gonna ROCK (What?) ROCK, ROCK around the clock
Three years ago in St. Albans, Queens
I was rockin at a park called one eighteen
Little kids stood and watched as I rocked the spot
Didn't know that years later I'll be standin on top
Livin near Farmers Boulevard I was born and base-shaw
Stopped the rich and shaked hands with the poor
And this is a story about a brother I know
Cut Creator on the fader no watch him go
[Chorus]
Go, go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
Go, go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
[LL Cool J]
When back in the days before I clocked some dough
I used to go to the show and sit in the front row
Hopin and prayin one day I'll get on the road
So I had a feeler and a summer and I meet when I'm stoned
Not fearin a thought, got stung like a horse
Don't make fun of my posse, cause each man is a boss
When his only damn way to pull a jam out the crate
One time for your mind
Check out the guitar break
[Chorus]
Go, go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
Go, go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
Go Cut Creator Go
[LL Cool J]
This jam just wasn't enough for Jimmy Hendrix to see
He could do lessons of mixin take you under his wing
Straight from the heart cause it ain't the money that we came here for
Ain't no thoughts in the room ain't breakin no roles
And in the Rock 'n' Roll land, a big strivin plan
Just my posse learn the vocals what little they had
It's all about us three: Eve, Phil & Jay
He heard Cut Creator cut now check it out to play
[...] Read more
song performed by LL Cool J
Added by Lucian Velea
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Cut You Down To Size
Dont you know theyre gonna cut you down to size
(they cut you down yeah theyll cut you down)
Youre gonna find out when you see it right in their eyes
(they cut you down yeah theyll cut you down)
How does it feel when you see through your disguise
(they cut you down yeah theyll cut you down)
And they cut you down, yeah they cut you down
They cut you down to size
How does it feel
Whatd you do with this fire inside
Where do you turn now that you realize
Where you go when you run out of alibis
Tell me
Dont you know theyre gonna cut you down to size
(they cut you down yeah theyll cut you down)
Youre gonna find out when you see it right in their eyes
(they cut you down yeah theyll cut you down)
How does it feel when you see through your disguise
(they cut you down yeah theyll cut you down)
And they cut you down to, they cut you down to
They cut you down to size
How does it feel
How does it feel
Youve been living with your own suspicion
Now youve got to believe
I know youve heard it said that only the strong survive
Dont you know theyre gonna cut you down to size
(they cut you down yeah theyll cut you down)
Youre gonna find out when you see it right in their eyes
(they cut you down yeah theyll cut you down)
How does it feel when you see through your disguise
(they cut you down yeah theyll cut you down)
And they cut you down to size
Dont you know theyre gonna
How does it feel when you see through your disguise
And they cut you down to, cut you down to
Cut you down to size
Get up stand up, come back for another round
And they cut you down to size
Cut you down to size
song performed by Starship
Added by Lucian Velea
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Tree Time Warriors Bliss
Tree … Tree … Tree … Tree Time
Tree … Tree … Tree … Tree Time
Tree … Tree … Tree … Tree Time
Tree … Tree … Tree Time Warriors
Tree … Tree … Tree Time Warriors
Blissssss ……
Blissssss ……
Sensual
Sensual touch …
Tree Time Warriors
In E flat
Tree Time Warriors
In E flat
Tree Time Warriors
In Spiritual Sensual Touch
Tree Time
Tree time
Tree … Tree … Tree … Tree Time
Tree … Tree … Tree … Tree Time
Tree … Tree … Tree … Tree Time
Tree Time Warriors
Tree Time Warriors
And
Bliss.
poem by Stephen Karnaghan
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Cut It Out
Sitting in darwins theory
And youre down in the 48
Im practicing politics
Your practicing guitar and staying out late
Howd we get so turned around
Why did we make it so hard
Why cant we cut it out tender
Give us something good to remember
Hey my my my my rock star
Saw your feet leave the ground
You said all I wanted to be is loud
I was ushering your friends in
I was I was
I was trying to clear the aisles
Howd you get so turned around
Why did you make it so hard
Why cant you cut it out Im tender
Give me something good to remember
I said
Cut it out
Cut it all out
So its alaska in the summertime
In the wintertime Im free
The days are short cold and wasted
Nowhere is warm enough for me
Baby you tell me what happened
Why did I make it so hard
Cant I cut it our youre tender
Give you something good to remember
Baby you tell me what happened
(why did we make it so hard)
How did I make it so hard
(can you tell me what happened)
I wonder
Oh cut it out Im tender
(why did we make it so hard)
Give me something
Give me something good to remember
(why did we make it so hard)
(why did we make it so hard)
(can you tell me what happened)
(why did we make it so hard)
(can you tell me what happened)
(why did you make it so hard)
(can you tell me what happened)
(why did we make it so hard)
(can you tell me what happened)
I said
Cut it out
Cut it all out
[...] Read more
song performed by Indigo Girls
Added by Lucian Velea
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The Giving Tree
Once there was a tree....
and she loved a little boy.
And everyday the boy would come
and he would gather her leaves
and make them into crowns
and play king of the forest.
He would climb up her trunk
and swing from her branches
and eat apples.
And they would play hide-and-go-seek.
And when he was tired,
he would sleep in her shade.
And the boy loved the tree....
very much.
And the tree was happy.
But time went by.
And the boy grew older.
And the tree was often alone.
Then one day the boy came to the tree
and the tree said, 'Come, Boy, come and
climb up my trunk and swing from my
branches and eat apples and play in my
shade and be happy.'
'I am too big to climb and play' said
the boy.
'I want to buy things and have fun.
I want some money?'
'I'm sorry,' said the tree, 'but I
have no money.
I have only leaves and apples.
Take my apples, Boy, and sell them in
the city. Then you will have money and
you will be happy.'
And so the boy climbed up the
tree and gathered her apples
and carried them away.
And the tree was happy.
But the boy stayed away for a long time....
and the tree was sad.
And then one day the boy came back
and the tree shook with joy
and she said, 'Come, Boy, climb up my trunk
and swing from my branches and be happy.'
'I am too busy to climb trees,' said the boy.
'I want a house to keep me warm,' he said.
'I want a wife and I want children,
and so I need a house.
Can you give me a house ?'
' I have no house,' said the tree.
'The forest is my house,
[...] Read more
poem by Sheldon Allan Silverstein
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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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Dads Cherry Tree
There was a large cherry tree in my yard
This tree t’was my dad ‘s favorite
And as the cherry tree grew up to thy sky
He did have a decision
whether or not to chop the tree down
Or risk it falling and killing him
For you see this old cherry tree did
Stand right over his bed
So if the wind kick up or lightning did strike
Would be his end for
The tree would fall and he would go
So unfortunately with the tree
So he would make great decision
And hopefully make it right
It took him many years and many a time
He thought’s the did spite
Him for the year’s went by and the cherry tree
Got more demised, nearer to the bed
As he would lay and begin to wonder
Will this take off my head
So as the year the did expire
Then He finally said
I will take the old tree down
Above my own bed
And the so alas the cherry fell
The tree would breathe its last
And be cut down to stump and be
Safe for dad once again
The tree was made low and the branches did go
Right into the meat smoker
But out of the ash cloud grew another
through the thorns and choker
the tree did live on in another a tree that grew
and so the tree was reborn
from a cherry, the trees great fruit
and so this little sapling grew and it grew
and it grew 1,2,3 foot by the crowing of the year
and so it grew and it got taller
as a little sapling then might or would do
and the tree got no smaller
[...] Read more
poem by Timothy Young
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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)
Added by Veronica Serbanoiu
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Banyan Tree
Banyan tree, banyan tree
that century old banyan tree
standing grandeurly for us to see
banyan tree, banyan tree.
Cool breeze passing through
seeking blessings of banyan tree
branches shaking in approval
banyan tree, banyan tree.
Glassy green with majestic trunk
touching the earth, not breaking free
shelter home for different birds
banyan tree, banyan tree.
Yellowish streaks, some with reddish tinge
welcome every season with a glee
symbol of eternal life
banyan tree, banyan tree.
Shedding leaves, like tears falling
a grandfather lamenting on its knees
new plants cuddling around
banyan tree, banyan tree.
Lord Buddha became its buddy
meditation was the only key
peace you get underneath
that is why it is banyan tree.
Banyan tree, banyan tree
wish fullfilling, it is banyan tree
just pray here and let you see
Banyan tree, banyan tree.
A life giver and just for free
Banyan is my national pride
preserve these at any cost
don't commit a homicide?
God blessed us with banyan tree
heat absorbing banyan tree
has healing powers this banyan tree
banyan tree, banyan tree.
---- X -----
copyright/Children of Lost God/Tribhawan Kaul
All rights reserved
poem by Tribhawan Kaul
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Dead-Maid's-Pool
Oh water, water-water deep and still,
In this hollow of the hill,
Thou helenge well o'er which the long reeds lean,
Here a stream and there a stream,
And thou so still, between,
Thro' thy coloured dream,
Thro' the drownèd face
Of this lone leafy place,
Down, down, so deep and chill,
I see the pebbles gleam!
Ash-tree, ash-tree,
Bending o'er the well,
Why there thou bendest,
Kind hearts can tell.
'Tis that the pool is deep,
'Tis that-a single leap,
And the pool closes:
And in the solitude
Of this wild mountain wood,
None, none, would hear her cry,
From this bank where she stood
To that peak in the sky
Where the cloud dozes.
Ash-tree, ash-tree,
That art so sweet and good,
If any creeping thing
Among the summer games in the wild roses
Fall from its airy swing,
(While all its pigmy kind
Watch from some imminent rose-leaf half uncurled)-
I know thou hast it full in mind
(While yet the drowning minim lives,
And blots the shining water where it strives),
To touch it with a finger soft and kind,
As when the gentle sun, ere day is hot,
Feels for a little shadow in a grot,
And gives it to the shades behind the world.
And oh! if some poor fool
Should seek the fatal pool,
Thine arms-ah, yes! I know
For this thou watchest days, and months, and years,
For this dost bend beside
The lone and lorn well-side,
The guardian angel of the doom below,
[...] Read more
poem by Sydney Thompson Dobell
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Definite Maybe
Got a letter through the post that says I dont exist.
Apparently the new computer thinks I wont be missed.
We need more facts, perhaps you would find out and forward them.
Theres no proof or trace or date or place or where or when.
Central informations got no news today (today).
Is there a change in my position?
No decision, no decision.
All I ever get is a definite maybe.
Head office thinks Im dead,
But Im not even ill.
How do I get attention,
Tell me who I have to kill.
Is there a change in my condition?
Not today.
The answer comes with repetition,
No decision, no decision.
round and round the circle goes,
Stood in line but the counter was closed.
And when I ask who is responsible,
Nobody knows, try one of those.
All I want is a yes or a no,
(all he wants is a yes or a no).
But all I ever get is a definite maybe.
Tried to make my life a misery,
But they dont want to know,
They dont want to know,
They dont want to know.
And all I ever get is a definite maybe.
No decision, no decision.
Surely there must be a way to open all the doors,
And wade through all the petty bureaucratic little laws.
Frustration everywhere I turn, I just get more and more.
Everyones got problems and theyve heard all mine before.
Oh, Im tired of making endless calls.
(somebody help this poor man.)
Banging my head against the wall.
I walk along an endless corridor,
Then I knock on the door, then I realize
That Ive been there before.
No one here can hear my case.
So all I ever get is a definite maybe.
When they say, no news today, get back in the queue,
What can I do? what can I do? what can I do?
No decision, no decision.
No decision.
All I ever get (no decision) is a definite maybe (no decision).
song performed by Kinks
Added by Lucian Velea
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The Ballad of the White Horse
DEDICATION
Of great limbs gone to chaos,
A great face turned to night--
Why bend above a shapeless shroud
Seeking in such archaic cloud
Sight of strong lords and light?
Where seven sunken Englands
Lie buried one by one,
Why should one idle spade, I wonder,
Shake up the dust of thanes like thunder
To smoke and choke the sun?
In cloud of clay so cast to heaven
What shape shall man discern?
These lords may light the mystery
Of mastery or victory,
And these ride high in history,
But these shall not return.
Gored on the Norman gonfalon
The Golden Dragon died:
We shall not wake with ballad strings
The good time of the smaller things,
We shall not see the holy kings
Ride down by Severn side.
Stiff, strange, and quaintly coloured
As the broidery of Bayeux
The England of that dawn remains,
And this of Alfred and the Danes
Seems like the tales a whole tribe feigns
Too English to be true.
Of a good king on an island
That ruled once on a time;
And as he walked by an apple tree
There came green devils out of the sea
With sea-plants trailing heavily
And tracks of opal slime.
Yet Alfred is no fairy tale;
His days as our days ran,
He also looked forth for an hour
On peopled plains and skies that lower,
From those few windows in the tower
That is the head of a man.
But who shall look from Alfred's hood
[...] Read more
poem by Gilbert Keith Chesterton
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Paradise Lost: Book 09
No more of talk where God or Angel guest
With Man, as with his friend, familiar us'd,
To sit indulgent, and with him partake
Rural repast; permitting him the while
Venial discourse unblam'd. I now must change
Those notes to tragick; foul distrust, and breach
Disloyal on the part of Man, revolt,
And disobedience: on the part of Heaven
Now alienated, distance and distaste,
Anger and just rebuke, and judgement given,
That brought into this world a world of woe,
Sin and her shadow Death, and Misery
Death's harbinger: Sad talk!yet argument
Not less but more heroick than the wrath
Of stern Achilles on his foe pursued
Thrice fugitive about Troy wall; or rage
Of Turnus for Lavinia disespous'd;
Or Neptune's ire, or Juno's, that so long
Perplexed the Greek, and Cytherea's son:
If answerable style I can obtain
Of my celestial patroness, who deigns
Her nightly visitation unimplor'd,
And dictates to me slumbering; or inspires
Easy my unpremeditated verse:
Since first this subject for heroick song
Pleas'd me long choosing, and beginning late;
Not sedulous by nature to indite
Wars, hitherto the only argument
Heroick deem'd chief mastery to dissect
With long and tedious havock fabled knights
In battles feign'd; the better fortitude
Of patience and heroick martyrdom
Unsung; or to describe races and games,
Or tilting furniture, imblazon'd shields,
Impresses quaint, caparisons and steeds,
Bases and tinsel trappings, gorgeous knights
At joust and tournament; then marshall'd feast
Serv'd up in hall with sewers and seneshals;
The skill of artifice or office mean,
Not that which justly gives heroick name
To person, or to poem. Me, of these
Nor skill'd nor studious, higher argument
Remains; sufficient of itself to raise
That name, unless an age too late, or cold
Climate, or years, damp my intended wing
Depress'd; and much they may, if all be mine,
Not hers, who brings it nightly to my ear.
The sun was sunk, and after him the star
Of Hesperus, whose office is to bring
[...] Read more
poem by John Milton
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A Time To Feel Forlorn and Reconstruct What's Torn
There's a designated time in the universe for everything:
A time to limit, a time to expand.
A time to rise, time to lower and lend a hand.
A time to maintain, a time to abandon.
A time to develop, a time to rest at random.
A time to communicate, a time for silence.
A time to kiss your enemy, a time to concede wins.
A time to spite, a time to please.
A time for respite, a time to tease.
A time to process, a time to confess.
A time to do more. A time to do less.
A time to dominate. A time to captivate.
A time to plunge. A time to resurface straight.
A time to maximise. A time to minimise.
A time to diminish. A time to optimise.
A time to sacrifice. time to insist on rights.
A time to be selfish. A time to be concerned about plights.
A time to be big. A time to be small.
A time to care for a special one. A time to love all.
A time to add dimension. A time to simplify.
A time to advocate egalitarianism.
A time to exult.
A time to default.
A time to be accepting of imperfect humanism.
A time to enhance. A time to simplify.
A time to criticise. A time to dignify.
A time to produce. A time to use.
A time to relent. A time to refuse.
A time to demand. A time to give.
A time to die. a time to live.
A time to survive. A time to admit defeat.
A time to lie. A time to walk on your feet.
A time to compete. A time to not.
A time to remember. A time to concede you forgot.
[...] Read more
poem by Hercolena Oliver
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The Georgics
GEORGIC I
What makes the cornfield smile; beneath what star
Maecenas, it is meet to turn the sod
Or marry elm with vine; how tend the steer;
What pains for cattle-keeping, or what proof
Of patient trial serves for thrifty bees;-
Such are my themes.
O universal lights
Most glorious! ye that lead the gliding year
Along the sky, Liber and Ceres mild,
If by your bounty holpen earth once changed
Chaonian acorn for the plump wheat-ear,
And mingled with the grape, your new-found gift,
The draughts of Achelous; and ye Fauns
To rustics ever kind, come foot it, Fauns
And Dryad-maids together; your gifts I sing.
And thou, for whose delight the war-horse first
Sprang from earth's womb at thy great trident's stroke,
Neptune; and haunter of the groves, for whom
Three hundred snow-white heifers browse the brakes,
The fertile brakes of Ceos; and clothed in power,
Thy native forest and Lycean lawns,
Pan, shepherd-god, forsaking, as the love
Of thine own Maenalus constrains thee, hear
And help, O lord of Tegea! And thou, too,
Minerva, from whose hand the olive sprung;
And boy-discoverer of the curved plough;
And, bearing a young cypress root-uptorn,
Silvanus, and Gods all and Goddesses,
Who make the fields your care, both ye who nurse
The tender unsown increase, and from heaven
Shed on man's sowing the riches of your rain:
And thou, even thou, of whom we know not yet
What mansion of the skies shall hold thee soon,
Whether to watch o'er cities be thy will,
Great Caesar, and to take the earth in charge,
That so the mighty world may welcome thee
Lord of her increase, master of her times,
Binding thy mother's myrtle round thy brow,
Or as the boundless ocean's God thou come,
Sole dread of seamen, till far Thule bow
Before thee, and Tethys win thee to her son
With all her waves for dower; or as a star
Lend thy fresh beams our lagging months to cheer,
Where 'twixt the Maid and those pursuing Claws
A space is opening; see! red Scorpio's self
His arms draws in, yea, and hath left thee more
Than thy full meed of heaven: be what thou wilt-
For neither Tartarus hopes to call thee king,
[...] Read more
Reverse Reality
when one becomes somebody, it is actually nobody
when one happens naturally to be nobody, it is a real somebody by decision
when one becomes somebody, it is actually nobody
when one happens naturally to be nobody, it is a real somebody by decision
when one becomes somebody, it is actually nobody
when one happens naturally to be nobody, it is a real somebody by decision
when one becomes somebody, it is actually nobody
when one happens naturally to be nobody, it is a real somebody by decision
when one becomes somebody, it is actually nobody
when one happens naturally to be nobody, it is a real somebody by decision
when one becomes somebody, it is actually nobody
when one happens naturally to be nobody, it is a real somebody by decision
when one becomes somebody, it is actually nobody
when one happens naturally to be nobody, it is a real somebody by decision
when one becomes somebody, it is actually nobody
when one happens naturally to be nobody, it is a real somebody by decision
when one becomes somebody, it is actually nobody
when one happens naturally to be nobody, it is a real somebody by decision
when one becomes somebody, it is actually nobody
when one happens naturally to be nobody, it is a real somebody by decision
poem by Nyein Way
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They Fuss It to Be Cut Up
Some just can't let it be!
With a letting go.
They want to beat it to then leave it.
Come back,
To again...
Service it with lip.
As if 'whatever' it is...
Exists in their minds,
Breathes...
As if it lives.
They cuss it to be cut up.
They fuss it to be cut up.
People aren't grateful to receive a gift.
Or appreciate it without examining the value of it.
They cuss it to be cut up.
They fuss it to be cut up.
Whining without restraint!
They cuss it to be cut up.
They fuss it to be cut up.
Complaining and showing no shame.
They cuss it to be cut up.
They fuss it to be cut up.
Some just can't let it be!
With a letting go.
They want to beat it to then leave it.
Come back,
To again...
Service it with lip.
As if 'whatever' it is...
Exists in their minds,
Breathes...
As if it lives.
They cuss it to be cut up.
People are bold.
They fuss it to be cut up.
People are cold.
Whining without restraint!
They cuss it to be cut up.
People are bold.
[...] Read more
poem by Lawrence S. Pertillar
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Wintertime Love
Wintertime winds blow cold the season
Fallen in love, Im hopin to be
Wind is so cold, is that the reason?
Keeping you warm, your hands touching me
Come with me dance, my dear
Winters so cold this year
You are so warm
My wintertime love to be
Winter time winds blue and freezin
Comin from northern storms in the sea
Love has been lost, is that the reason?
Trying desperately to be free
Come with me dance, my dear
Winters so cold this year
And you are so warm
My wintertime love to be
La, la, la, la
Come with me dance, my dear
Winters so cold this year
You are so warm
My wintertime love to be
song performed by Doors
Added by Lucian Velea
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Trust A Fox
Dolly leans on perfect display
This fox is a vulture make no mistake
The day's are gone when I should come to this
End of my day nothing but grey
You'd cut your face up as soon as say hello
You'd cut your face as soon as say hello
I'd cut your face up as soon as say hello
I'll cut your face as soon as say as soon as say as soon as say
Hello
Dolly leans on perfect display
Now I need no excuse up and away
Trust me trust a fox a silly thing to do
I want your blood I'm an Englishman
You'll cut your face up as soon as say hello
I'll cut your face as soon as say hello
You'll cut your face up as soon as say hello
I cut your face as soon as say as soon as say as soon as say
Hello
Ha!
I'll cut your face up as soon as say hello
I cut your face as soon as say hello
I'll cut your face up as soon as say hello
I cut your face as soon as say as soon as say as soon as say
Hello
As soon as say hello
As soon as say hello
As soon as say hello
As soon as say hello
You'd cut your face up as soon as say hello
You'd cut your face as soon as say hello
I'll cut your face up as soon as say hello
I cut your face as soon as say as soon as say as soon as say
Hello
song performed by The Stone Roses from Garage Flower
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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