Why waste time learning, when ignorance is instantaneous - Calvin
quote by Bill Watterson
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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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Wasting My Hate
Ain't gonna waste my hate
Ain't gonna waste my hate on you
I think I'll keep it for myself
Ain't gonna kill no more
Ain't got the time to help you score
I think it's time you pleased yourself
Yourself
Good day how 'ya doing
And I send a smile to you
Don't waste
Waste your breath
Now I will waste my hate on you
Waste my hate on you
You think your worthy now
You think enough to even raise the brow
And to life that tip that you belong
When I see my hate I see my feet
I feel that blood that pumps in me
Where the hell's my mind
Don't know
Don't know now
Good day how 'ya doing
And I send a smile to you
Don't waste
Waste your breath
Now I will waste my hate on you
Waste my hate on you
Then I'll keep it for myself
Hey
Ain't gonna waste my hate
But I don't clean it when they say
Better to give then to recieve
Ain't gonna waste my hate
Ain't got time to waste my hate on you
I think I'll keep it all for myself
For myself
Good day how 'ya doing
And I send a smile to you
Don't waste
Waste your breath
Now I will waste my hate on you
Waste my hate on you
Think I'll keep it for myself
Yeah
Hate
song performed by Metallica from Load
Added by Lucian Velea
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The Four Seasons : Winter
See, Winter comes, to rule the varied year,
Sullen and sad, with all his rising train;
Vapours, and clouds, and storms. Be these my theme,
These! that exalt the soul to solemn thought,
And heavenly musing. Welcome, kindred glooms,
Congenial horrors, hail! with frequent foot,
Pleased have I, in my cheerful morn of life,
When nursed by careless Solitude I lived,
And sung of Nature with unceasing joy,
Pleased have I wander'd through your rough domain;
Trod the pure virgin-snows, myself as pure;
Heard the winds roar, and the big torrent burst;
Or seen the deep-fermenting tempest brew'd,
In the grim evening sky. Thus pass'd the time,
Till through the lucid chambers of the south
Look'd out the joyous Spring, look'd out, and smiled.
To thee, the patron of her first essay,
The Muse, O Wilmington! renews her song.
Since has she rounded the revolving year:
Skimm'd the gay Spring; on eagle-pinions borne,
Attempted through the Summer-blaze to rise;
Then swept o'er Autumn with the shadowy gale;
And now among the wintry clouds again,
Roll'd in the doubling storm, she tries to soar;
To swell her note with all the rushing winds;
To suit her sounding cadence to the floods;
As is her theme, her numbers wildly great:
Thrice happy could she fill thy judging ear
With bold description, and with manly thought.
Nor art thou skill'd in awful schemes alone,
And how to make a mighty people thrive;
But equal goodness, sound integrity,
A firm, unshaken, uncorrupted soul,
Amid a sliding age, and burning strong,
Not vainly blazing for thy country's weal,
A steady spirit regularly free;
These, each exalting each, the statesman light
Into the patriot; these, the public hope
And eye to thee converting, bid the Muse
Record what envy dares not flattery call.
Now when the cheerless empire of the sky
To Capricorn the Centaur Archer yields,
And fierce Aquarius stains the inverted year;
Hung o'er the farthest verge of Heaven, the sun
Scarce spreads through ether the dejected day.
Faint are his gleams, and ineffectual shoot
His struggling rays, in horizontal lines,
Through the thick air; as clothed in cloudy storm,
Weak, wan, and broad, he skirts the southern sky;
And, soon-descending, to the long dark night,
[...] Read more
poem by James Thomson
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A Dismissing of the Time They Get
For those who wish were given,
More time to find.
Is it easier,
When they get it.
And when they get it is it,
Found to be more waste of time.
For those who wish were given,
More time to find.
Is it easier,
When they get it.
And when they get it is it,
Found to be more waste of time.
Specific duties,
Are found to be more waste of time.
Priorities,
Are found to be more waste of time.
Those doings to be done,
Are found to be more waste of time.
And nobody admits it,
A dismissing of the time they get.
Specific duties,
Are found to be more waste of time.
Priorities,
Are found to be more waste of time.
Those doings to be done,
Are found to be more waste of time.
And nobody admits it,
A dismissing of the time they get.
For those who wish were given,
More time to find.
Is it easier,
When they get it.
And when they get it is it,
Found to be more waste of time.
Specific duties,
Are found to be more waste of time.
Priorities,
Are found to be more waste of time.
And nobody admits it,
A dismissing of the time they get.
Those doings to be done,
Are found to be more waste of time.
And nobody admits it,
A dismissing of the time they get.
[...] Read more
poem by Lawrence S. Pertillar
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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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Man o War
Why u screaming?
U know Im not a man of war
Break the gold chain that I gave u
Throw it down on the floor
Instead of this 7 page letter
I wish I had piece of mind
My friends tell me: u should go get her
But loving u, loving u, loving u
Is a waste of time
Oh yes it is, a waste of time - ooh
I need 2 get out of this city
I need 2 get u out of my head
I need 2 get away from the words that u said 2 me
Why u screaming? (ooh)
U know Im not a man of war
How could u think that i
Could put something inside of someone
That I put inside u, inside u?
Even if I tried 2 (tried 2), tried 2 (tried 2)
I couldnt cuz I still smell like the last time that we ...
Loving u, loving u, loving u
Is a waste of time (a waste of time)
Oh, yes it is
Loving u - a waste of time (ooh-oh)
I need 2 feel wanted again
I need 2 feel love is alive, yeah
I need 2 hear u say
That u aint looking 4 another reason 2 make me cry
Why u screaming? (ooh)
U know Im not a man of war
Ive been trying 2 make u happy, baby
Ever since we were sophomores
(but loving u, loving u, loving u)
Is a waste of time, oh yes it is
Oh, is a waste of time, waste of time, waste of time...
If theres no future
Then there is no past
And all weve got is right now
Lets make it last
Make it last, make it last (ooh)
Why u screaming?
U know Im not a man of war
Break the gold chain (break the gold chain that I gave u)
Throw it down on the floor - oh baby
Instead of this 7 page letter
I wish I had piece of mind
(my friends tell me: u should go get her)
Tell me: u should go get her
(but loving u) loving u, loving u, loving u
Is a waste of time (a waste of time)
[...] Read more
song performed by Prince
Added by Lucian Velea
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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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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 Teares of the Muses
Rehearse to me ye sacred Sisters nine:
The golden brood of great Apolloes wit,
Those piteous plaints and sorrowful sad tine,
Which late ye powred forth as ye did sit
Beside the siluer Springs of Helicone,
Making your musick of hart-breaking mone.
For since the time that Phoebus foolish sonne
Ythundered through Ioues auengefull wrath,
For trauersing the charret of the Sunne
Beyond the compasse of his pointed path,
Of you his mournfull Sisters was lamented,
Such mournfull tunes were neuer since inuented.
Nor since that faire Calliope did lose
Her loued Twinnes, the dearlings of her ioy,
Her Palici, whom her vnkindly foes
The fatall Sisters, did for spight destroy,
Whom all the Muses did bewaile long space;
Was euer heard such wayling in this place.
For all their groues, which with the heauenly noyses,
Of their sweete instruments were wont to sound,
And th' hollow hills, from which their siluer voyces
Were wont redoubled Echoes to rebound,
Did now rebound with nought but rufull cries,
And yelling shrieks throwne vp into the skies.
The trembling streames, which wont in chanels cleare
To romble gently downe with murmur soft,
And were by them right tunefull taught to beare
A Bases part amongst their consorts oft;
Now forst to ouerflowe with brackish teares,
With troublous noyse did dull their daintie eares.
The ioyous Nymphes and lightfoote Faeries
Which thether came to heare their musick sweet,
And to the measure of their melodies
Did learne to moue their nimble shifting feete;
Now hearing them so heauily lament,
Like heauily lamenting from them went.
And all that els was wont to worke delight
Through the diuine infusion of their skill,
And all that els seemd faire and fresh in sight,
So made by nature for to serue their will,
Was turned now to dismall heauinesse,
Was turned now to dreadfull vglinesse.
Ay me, what thing on earth that all thing breeds,
Might be the cause of so impatient plight?
[...] Read more
poem by Edmund Spenser
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A Kiss Is A Terrible Thing To Waste
(andrew lloyd webber/ jim steinman)
Producer for meatloaf & bonnie: jim steinman
Recorded in 1998 as part of the 'songs from whistle down the wind' project. bonnie duets with meatloaf on a reprise of 'tire tracks and broken hearts' at the end of the song. the lyrics are from careful listening.
(ooh if only, ooh if only)
If you listen to the night you can hear the darkness fall
I can barely stand the wait, i can barely stand at all
Come on closer to me now, like we're sharing the same skin
We gotta get out of this jail, we gotta let the future in
So many things in your life that you're bound to regret
Why didn't i do that? why didn't i do this?
So many chances you've lost that you never forget
Why didn't i make it? why didn't i take it right then?
The loneliest words you'll ever know if only, if only it was so
The emptiest words that there'll ever be
It could've been me, it could've been me
The loneliest words you'll ever know if only, if only it was so
The emptiest words that there'll ever be
It could've been me, it could've been me
You'll have to pay for it later
If you don't get it while it's going for free
Believe me, believe me
A kiss is a terrible thing to waste
A kiss is a terrible thing to waste
It's something that's always been so
A kiss is a terrible thing to waste
A kiss is a terrible thing to waste
And one of these nights i'm gonna show you that you already know
There's a feast waiting for you and you've never even gotten a taste
It's later than you think and a kiss is a terrible thing to waste
You shouldn't tremble when they touch there's no reason for these fears
It's a promise that was made, we've been promised this for years
I want to show you it all, what to do and where and how
'cause we'll never be as young as we are right now
Never be as young as we are right now
So many cries in the night that you try to ignore
Why didn't i do this? why didn't i do that?
So many un-answered prayers, so many un-opened doors
Why didn't i take it? why didn't i make it come true?
The loneliest words you'll ever know if only, if only it was so
The emptiest words that there'll ever be
It could've been me, it could've been me
The loneliest words you'll ever know if only, if only it was so
The emptiest words that there'll ever be
It could've been me, it could've been me
You'll have to pay for it later
If you don't get it while it's going for free
Believe me, believe me
A kiss is a terrible thing to waste
A kiss is a terrible thing to waste
It's something that's always been so
[...] Read more
song performed by Bonnie Tyler
Added by Lucian Velea
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The Four Seasons : Spring
Come, gentle Spring! ethereal Mildness! come,
And from the bosom of yon dropping cloud,
While music wakes around, veil'd in a shower
Of shadowing roses, on our plains descend.
O Hertford, fitted or to shine in courts
With unaffected grace, or walk the plain
With innocence and meditation join'd
In soft assemblage, listen to my song,
Which thy own Season paints; when Nature all
Is blooming and benevolent, like thee.
And see where surly Winter passes off,
Far to the north, and calls his ruffian blasts:
His blasts obey, and quit the howling hill,
The shatter'd forest, and the ravaged vale;
While softer gales succeed, at whose kind touch,
Dissolving snows in livid torrents lost,
The mountains lift their green heads to the sky.
As yet the trembling year is unconfirm'd,
And Winter oft at eve resumes the breeze,
Chills the pale morn, and bids his driving sleets
Deform the day delightless: so that scarce
The bittern knows his time, with bill ingulf'd,
To shake the sounding marsh; or from the shore
The plovers when to scatter o'er the heath,
And sing their wild notes to the listening waste
At last from Aries rolls the bounteous sun,
And the bright Bull receives him. Then no more
The expansive atmosphere is cramp'd with cold
But, full of life and vivifying soul,
Lifts the light clouds sublime, and spreads then thin,
Fleecy, and white, o'er all-surrounding heaven.
Forth fly the tepid airs: and unconfined,
Unbinding earth, the moving softness strays.
Joyous, the impatient husbandman perceives
Relenting Nature, and his lusty steers
Drives from their stalls, to where the well used plough
Lies in the furrow, loosen'd from the frost.
There, unrefusing, to the harness'd yoke
They lend their shoulder, and begin their toil,
Cheer'd by the simple song and soaring lark.
Meanwhile incumbent o'er the shining share
The master leans, removes the obstructing clay,
Winds the whole work, and sidelong lays the glebe
While through the neighbouring fields the sowe stalks,
With measured step, and liberal throws the grain
Into the faithful bosom of the ground;
The harrow follows harsh, and shuts the scene.
Be gracious, Heaven! for now laborious Man
Has done his part. Ye fostering breezes, blow!
Ye softening dews, ye tender showers, descend!
[...] Read more
poem by James Thomson
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VII. Pompilia
I am just seventeen years and five months old,
And, if I lived one day more, three full weeks;
'T is writ so in the church's register,
Lorenzo in Lucina, all my names
At length, so many names for one poor child,
—Francesca Camilla Vittoria Angela
Pompilia Comparini,—laughable!
Also 't is writ that I was married there
Four years ago: and they will add, I hope,
When they insert my death, a word or two,—
Omitting all about the mode of death,—
This, in its place, this which one cares to know,
That I had been a mother of a son
Exactly two weeks. It will be through grace
O' the Curate, not through any claim I have;
Because the boy was born at, so baptized
Close to, the Villa, in the proper church:
A pretty church, I say no word against,
Yet stranger-like,—while this Lorenzo seems
My own particular place, I always say.
I used to wonder, when I stood scarce high
As the bed here, what the marble lion meant,
With half his body rushing from the wall,
Eating the figure of a prostrate man—
(To the right, it is, of entry by the door)
An ominous sign to one baptized like me,
Married, and to be buried there, I hope.
And they should add, to have my life complete,
He is a boy and Gaetan by name—
Gaetano, for a reason,—if the friar
Don Celestine will ask this grace for me
Of Curate Ottoboni: he it was
Baptized me: he remembers my whole life
As I do his grey hair.
All these few things
I know are true,—will you remember them?
Because time flies. The surgeon cared for me,
To count my wounds,—twenty-two dagger-wounds,
Five deadly, but I do not suffer much—
Or too much pain,—and am to die to-night.
Oh how good God is that my babe was born,
—Better than born, baptized and hid away
Before this happened, safe from being hurt!
That had been sin God could not well forgive:
He was too young to smile and save himself.
When they took two days after he was born,
My babe away from me to be baptized
And hidden awhile, for fear his foe should find,—
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Wonderful Waste Of Time
(Jeff Cook/Lisa Cook/Rocko Heermance)
It's almost summer you know and I can't wait to go
Diggin' my toes in the sand
Spendin' long summer days soakin' up some rays
To the sound of a reggae band
My baby looks so good but I knew she would
And I'm so glad she's mine
I'm gonna kiss her again while the waves roll in
It's just a wonderful waste of time
Oooh, put all our cares behind us
Wrapped in each others arms is where you'll find us
Kickin' back on a beach with my lover in reach
Holdin' her hand in mine
Crazy things that we do may not matter to you
It's just a wonderful waste of time
Ooooh, we're dancin' a hole to China
Even though we're on a beach in Carolina
Ooooh, moonlight walks by the ocean
Ooooh, there's no need to control our emotions
I wanna tell you my friend I'd like to do it again
There's no reason or rhyme
Spendin' time on the shore, I'd like to do it some more
It's just a wonderful waste of time
Yes, it's just a wonderful waste of time, just a wonderful waste of time
A wonderful waste of time, it's a wonderful waste of time
A wonderful waste of time, a wonderful waste of time
A wonderful waste of time, a wonderful waste of time
song performed by Alabama
Added by Lucian Velea
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A Kiss Is A Terrible Thing To Waste
If you listen, to the night
You can hear the darkness call
I can barely stand to wait
I can barely stand at all
Cmon closer to me now
Its like were sharing the same skin
We gotta get out of this jail
We gotta let the future in
So many things in your life
That your bound to regret
Why didnt I do that?
Why didnt I do this?
So many chances you lost
That youll never forget
Why didnt I make it?
Why didnt I take it right there?
The loneliest words youll ever know
If only-if only it was so
The emptiest words that therell ever be:
It could have been me. it could have been me
The loneliest words youll ever know
If only-if only it was so
The emptiest words that therell ever be:
It could have been me. it could have been me
Youll have to pay for it later
If you dont get it when its going for free
Believe me -! believe me -!
A kiss is a terrible thing to waste
A kiss is a terrible thing to waste
Its something thats always been so
A kiss is a terrible thing to waste
A kiss is a terrible thing to waste
And one of these nights
Youre gonna show me that you already know
Theres a feast waiting for you
And youve never even gotten a taste
Its later than you think and
A kiss is a terrible thing to waste!
You shouldnt tremble when we touch
Theres no reason for these fears
Its a promise that was made
Weve been promised this for years
I wanna show you it all
What to do and where and how!
Cause well never be as young as we are right now
Well never be as young as we are right now!
So many cries in the night
That you try to ignore
Why didnt I do this?
Why didnt I do that?
[...] Read more
song performed by Meat Loaf
Added by Lucian Velea
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Plain Truth and Blind Ignorance
Truth
'God speed you, ancient father,
And give you a good daye;
What is the cause, I praye you,
So sadly here you staye?
And that you keep such gazing
On this decayed place,
The which, for superstition,
Good princes down did raze?'
Ignorance
'Chill tell thee, by my vazen,
That zometimes che have knowne
A vair and goodly abbey
Stand here of bricke and stone;
And many a holy vrier,
As ich may say to thee,
Within these goodly cloysters
Che did full often zee.'
Truth.
'Then I must tell thee, father,
In truthe and veritie,
A sorte of greater hypocrites
Thou couldst not likely see;
Deceiving of the simple
With false and feigned lies:
But such an order truly
Christ never did devise.'
Ignorance.
'Ah! ah! che zmell the enow, man;
Che know well what thou art;
A vellow of mean learning,
Thee was not worth a vart;
Vor when we had the old lawe,
A merry world was then,
And every thing was plenty
Among all zorts of men.'
Truth.
'Thou givest me an answer,
As did the Jewes sometimes
Unto the prophet Jeremye,
When he accus'd their crimes:
' 'Twas mercy,' sayd the people,
'And joyfull in our rea'me,
When we did offer spice-cakes
Unto the queen of hea'n.''
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poem by Anonymous Olde English
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Youre Learning
(ira louvin/charlie louvin)
You are learning what its like to sit and cry
And wonder why your plans went wrong
You are learning how it feels when pain is real
To realize youre all alone
Yes youre learning
We had the chance to be happy
Nothing stood in our way
If only youd meant what you promised
We wouldnt crying today
You are learning that a lie can make you cry
For the truth your heart reveals
You are learning that a flirt can cause a hurt
Even though your love is real
Yes youre learning
We had the chance to be happy
Nothing stood in our way
If only youd meant what you promised
We wouldnt crying today
You are learning that a lie can make you cry
For the truth your heart reveals
You are learning that a flirt can cause a hurt
Even though your love is real
Yes youre learning
Yes youre learning
song performed by Emmylou Harris
Added by Lucian Velea
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Learning To Live
(without your love)
I still have your picture
By the bed where you used to lay
I still have the memories
That you aint goin from day to day
I still miss the little things
You used to do and say
Ill always believe in love
Come what may
Im learning to live
Without your love
All I can do is carry on
Living without you
Im learning to live
Without your love
Now that youre gone
Whatever the emptiness
Whatever the pain
I wont change my love for you
Ill always feel the same
Im learning to live
Without your love
All I can do is carry on
Living without you
Im learning to live
Without your love
Now that youre gone
Im learning to live
Im learning to live
Im learning to live
Im learning to live
I still call your number
Im still in love with you
I still believe in love
Maybe that will see me through
Im learning to live
Without your love
All I can do is carry on
Living without you
Im learning to live
Without your love
Now that youre gone
[repeat / fade]
song performed by Rick Astley
Added by Lucian Velea
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The Borough. Letter XXIV: Schools
To every class we have a School assign'd,
Rules for all ranks and food for every mind:
Yet one there is, that small regard to rule
Or study pays, and still is deem'd a School:
That, where a deaf, poor, patient widow sits,
And awes some thirty infants as she knits;
Infants of humble, busy wives, who pay
Some trifling price for freedom through the day:
At this good matron's hut the children meet,
Who thus becomes the mother of the street:
Her room is small they cannot widely stray, -
Her threshold high they cannot run away:
Though deaf, she sees the rebel-heroes shout, -
Though lame, her white rod nimbly walks about;
With band of yarn she keeps offenders in,
And to her gown the sturdiest rogue can pin:
Aided by these, and spells, and tell-tale birds,
Her power they dread and reverence her words.
To Learning's second seats we now proceed,
Where humming students gilded primers read;
Or books with letters large and pictures gay,
To make their reading but a kind of play -
'Reading made easy,' so the titles tell;
But they who read must first begin to spell:
There may be profit in these arts, but still
Learning is labour, call it what you will;
Upon the youthful mind a heavy load,
Nor must we hope to find the royal road.
Some will their easy steps to science show,
And some to heav'n itself their by-way know;
Ah! trust them not,--who fame or bliss would share,
Must learn by labour, and must live by care.
Another matron, of superior kind,
For higher schools prepares the rising mind;
Preparatory she her Learning calls,
The step first made to colleges and halls.
She early sees to what the mind will grow,
Nor abler judge of infant-powers I know:
She sees what soon the lively will impede,
And how the steadier will in turn succeed;
Observes the dawn of wisdom, fancy, taste,
And knows what parts will wear, and what will
waste:
She marks the mind too lively, and at once
Sees the gay coxcomb and the rattling dunce.
Long has she lived, and much she loves to trace
Her former pupils, now a lordly race;
Whom when she sees rich robes and furs bedeck,
She marks the pride which once she strove to check.
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poem by George Crabbe
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Tirocinium; or, a Review of Schools
It is not from his form, in which we trace
Strength join'd with beauty, dignity with grace,
That man, the master of this globe, derives
His right of empire over all that lives.
That form, indeed, the associate of a mind
Vast in its powers, ethereal in its kind,
That form, the labour of Almighty skill,
Framed for the service of a freeborn will,
Asserts precedence, and bespeaks control,
But borrows all its grandeur from the soul.
Hers is the state, the splendour, and the throne,
An intellectual kingdom, all her own.
For her the memory fills her ample page
With truths pour’d down from every distant age;
For her amasses an unbounded store,
The wisdom of great nations, now no more;
Though laden, not encumber’d with her spoil;
Laborious, yet unconscious of her toil;
When copiously supplied, then most enlarged;
Still to be fed, and not to be surcharged.
For her the Fancy, roving unconfined,
The present muse of every pensive mind,
Works magic wonders, adds a brighter hue
To Nature’s scenes than Nature ever knew.
At her command winds rise and waters roar,
Again she lays them slumbering on the shore;
With flower and fruit the wilderness supplies,
Or bids the rocks in ruder pomp arise.
For her the Judgment, umpire in the strife
That Grace and Nature have to wage through life,
Quick-sighted arbiter of good and ill,
Appointed sage preceptor to the Will,
Condemns, approves, and, with a faithful voice,
Guides the decision of a doubtful choice.
Why did the fiat of a God give birth
To yon fair Sun and his attendant Earth?
And, when descending he resigns the skies,
Why takes the gentler Moon her turn to rise,
Whom Ocean feels through all his countless waves,
And owns her power on every shore he laves?
Why do the seasons still enrich the year,
Fruitful and young as in their first career?
Spring hangs her infant blossoms on the trees,
Rock’d in the cradle of the western breeze:
Summer in haste the thriving charge receives
Beneath the shade of her expanded leaves,
Till Autumn’s fiercer heats and plenteous dews
Dye them at last in all their glowing hues.—
‘Twere wild profusion all, and bootless waste,
Power misemploy’d, munificence misplaced,
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poem by William Cowper
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VI. Giuseppe Caponsacchi
Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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