Citatepedia^®.com

Excellence is the gradual result of always striving to do better.

quote by Pat Riley
Added by Lucian Velea
Comment! | Vote! | Copy!

Thunderbolt

I am the result of a thunderbolt,
That struck and stayed bold.
I am that result of a thunderbolt.
I'm that thunderbolt staying bold.

I'm the result of a thunderbolt,
That struck and stayed bold.
I am that result of a thunderbolt.
I'm that thunderbolt that remained bold.

You may decide to run and hide.
But I've learned throughout my life...
Those who run let life slip by,
And cry in denial.
Setting themselves up...
For struggles and trials.

When I was young I was often hushed,
I would question too much.
With unedited questions asked.
To connect in my mind to grasp.

I am the result of a thunderbolt,
That struck and stayed bold.
I'm that result of a thunderbolt.
I'm that thunderbolt that remained bold.

I am the result of a thunderbolt.
I'm that result of a thunderbolt.
And with a boldness I still hold.

When I was young I was often hushed,
I would question too much.
With unedited questions asked.
To connect in my mind to grasp.

Zip zap crack with answers due.
Answer my questions asked of you!

I'm the result of a thunderbolt,
That struck and stayed bold.
I'm that result of a thunderbolt.
I'm that thunderbolt that remained bold.

Zip zap crack with answers due.
Answer my questions asked of you!
I am the result of a thunderbolt,
That struck and stayed bold.
I am the result of a thunderbolt.
I'm that thunderbolt that remained bold.

[...] Read more

poem by Lawrence S. Pertillar
Added by Poetry Lover
Comment! | Vote! | Copy!

The Interpretation of Nature and

I.

MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.


II.

Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.

III.

Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.

IV.

Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.

V.

The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.

VI.

It would be an unsound fancy and self-contradictory to expect that things which have never yet been done can be done except by means which have never yet been tried.

VII.

The productions of the mind and hand seem very numerous in books and manufactures. But all this variety lies in an exquisite subtlety and derivations from a few things already known; not in the number of axioms.

VIII.

Moreover the works already known are due to chance and experiment rather than to sciences; for the sciences we now possess are merely systems for the nice ordering and setting forth of things already invented; not methods of invention or directions for new works.

IX.

The cause and root of nearly all evils in the sciences is this -- that while we falsely admire and extol the powers of the human mind we neglect to seek for its true helps.

X.

The subtlety of nature is greater many times over than the subtlety of the senses and understanding; so that all those specious meditations, speculations, and glosses in which men indulge are quite from the purpose, only there is no one by to observe it.

XI.

As the sciences which we now have do not help us in finding out new works, so neither does the logic which we now have help us in finding out new sciences.

XII.

The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search after truth. So it does more harm than good.

XIII.

[...] Read more

poem by Sir Francis Bacon
Added by Poetry Lover
Comment! | Vote! | Copy!

Queen Mab: Part IX.

'O happy Earth, reality of Heaven!
To which those restless souls that ceaselessly
Throng through the human universe, aspire!
Thou consummation of all mortal hope!
Thou glorious prize of blindly working will,
Whose rays, diffused throughout all space and time,
Verge to one point and blend forever there!
Of purest spirits thou pure dwelling-place
Where care and sorrow, impotence and crime,
Languor, disease and ignorance dare not come!
O happy Earth, reality of Heaven!

'Genius has seen thee in her passionate dreams;
And dim forebodings of thy loveliness,
Haunting the human heart, have there entwined
Those rooted hopes of some sweet place of bliss,
Where friends and lovers meet to part no more.
Thou art the end of all desire and will,
The product of all action; and the souls,
That by the paths of an aspiring change
Have reached thy haven of perpetual peace,
There rest from the eternity of toil
That framed the fabric of thy perfectness.

'Even Time, the conqueror, fled thee in his fear;
That hoary giant, who in lonely pride
So long had ruled the world that nations fell
Beneath his silent footstep. Pyramids,
That for millenniums had withstood the tide
Of human things, his storm-breath drove in sand
Across that desert where their stones survived
The name of him whose pride had heaped them there.
Yon monarch, in his solitary pomp,
Was but the mushroom of a summer day,
That his light-wingèd footstep pressed to dust;
Time was the king of earth; all things gave way
Before him but the fixed and virtuous will,
The sacred sympathies of soul and sense,
That mocked his fury and prepared his fall.

'Yet slow and gradual dawned the morn of love;
Long lay the clouds of darkness o'er the scene,
Till from its native heaven they rolled away:
First, crime triumphant o'er all hope careered
Unblushing, undisguising, bold and strong,
Whilst falsehood, tricked in virtue's attributes,
Long sanctified all deeds of vice and woe,
Till, done by her own venomous sting to death,
She left the moral world without a law,
No longer fettering passion's fearless wing,

[...] Read more

poem by Percy Bysshe Shelley
Added by Poetry Lover
Comment! | Vote! | Copy!

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
Added by Poetry Lover
Comment! | Vote! | Copy!

Consistent Excellence

Go...
Ask anyone of your neighbors,
How difficult it is...
To produce consistent excellence.
With a doing done you do,
To ensure your life...
Is lived to make sense.
With the best from yourself,
To show those your excellence...
Is not some luck that has been sent.
Your excellence is what is meant.

Go...
Ask anyone of your neighbors,
And when you are done...
Ask your friends and family too,
If consistent excellence with a bit of sweat...
Is something done you know they do,
For themselves.
And nothing from them to you to prove.

poem by Lawrence S. Pertillar
Added by Poetry Lover
Comment! | Vote! | Copy!

First Book

OF writing many books there is no end;
And I who have written much in prose and verse
For others' uses, will write now for mine,–
Will write my story for my better self,
As when you paint your portrait for a friend,
Who keeps it in a drawer and looks at it
Long after he has ceased to love you, just
To hold together what he was and is.

I, writing thus, am still what men call young;
I have not so far left the coasts of life
To travel inland, that I cannot hear
That murmur of the outer Infinite
Which unweaned babies smile at in their sleep
When wondered at for smiling; not so far,
But still I catch my mother at her post
Beside the nursery-door, with finger up,
'Hush, hush–here's too much noise!' while her sweet eyes
Leap forward, taking part against her word
In the child's riot. Still I sit and feel
My father's slow hand, when she had left us both,
Stroke out my childish curls across his knee;
And hear Assunta's daily jest (she knew
He liked it better than a better jest)
Inquire how many golden scudi went
To make such ringlets. O my father's hand,
Stroke the poor hair down, stroke it heavily,–
Draw, press the child's head closer to thy knee!
I'm still too young, too young to sit alone.

I write. My mother was a Florentine,
Whose rare blue eyes were shut from seeing me
When scarcely I was four years old; my life,
A poor spark snatched up from a failing lamp
Which went out therefore. She was weak and frail;
She could not bear the joy of giving life–
The mother's rapture slew her. If her kiss
Had left a longer weight upon my lips,
It might have steadied the uneasy breath,
And reconciled and fraternised my soul
With the new order. As it was, indeed,
I felt a mother-want about the world,
And still went seeking, like a bleating lamb
Left out at night, in shutting up the fold,–
As restless as a nest-deserted bird
Grown chill through something being away, though what
It knows not. I, Aurora Leigh, was born
To make my father sadder, and myself
Not overjoyous, truly. Women know
The way to rear up children, (to be just,)

[...] Read more

poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
Comment! | Vote! | Copy!

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
Added by Poetry Lover
Comment! | Vote! | Copy!

The Loves of the Angels

'Twas when the world was in its prime,
When the fresh stars had just begun
Their race of glory and young Time
Told his first birth-days by the sun;
When in the light of Nature's dawn
Rejoicing, men and angels met
On the high hill and sunny lawn,-
Ere sorrow came or Sin had drawn
'Twixt man and heaven her curtain yet!
When earth lay nearer to the skies
Than in these days of crime and woe,
And mortals saw without surprise
In the mid-air angelic eyes
Gazing upon this world below.

Alas! that Passion should profane
Even then the morning of the earth!
That, sadder still, the fatal stain
Should fall on hearts of heavenly birth-
And that from Woman's love should fall
So dark a stain, most sad of all!

One evening, in that primal hour,
On a hill's side where hung the ray
Of sunset brightening rill and bower,
Three noble youths conversing lay;
And, as they lookt from time to time
To the far sky where Daylight furled
His radiant wing, their brows sublime
Bespoke them of that distant world-
Spirits who once in brotherhood
Of faith and bliss near ALLA stood,
And o'er whose cheeks full oft had blown
The wind that breathes from ALLA'S throne,
Creatures of light such as still play,
Like motes in sunshine, round the Lord,
And thro' their infinite array
Transmit each moment, night and day,
The echo of His luminous word!

Of Heaven they spoke and, still more oft,
Of the bright eyes that charmed them thence;
Till yielding gradual to the soft
And balmy evening's influence-
The silent breathing of the flowers-
The melting light that beamed above,
As on their first, fond, erring hours,-
Each told the story of his love,
The history of that hour unblest,
When like a bird from its high nest

[...] Read more

poem by Thomas Moore
Added by Poetry Lover
Comment! | Vote! | Copy!

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
Added by Poetry Lover
Comment! | Vote! | Copy!

Soccer–Passion Song

Soccer–Passion Song

Soccer in the evening;
Soccer in the morning;
Soccer in spring and fall.

Soccer in the raining;
Soccer in the snowing;
Soccer in winter and summer.

Soccer in between my feet,
where I walk;
Soccer in my heart and mind,
how I live;
Soccer my love and life.

Soccer I wake up and play;
Soccer I hold it to sleep;
Soccer my work and rest.

Soccer I sing a new song;
Soccer I dance the magic steps;
Soccer my tears and joy.

Soccer my Mom buys it for me to play;
Soccer my Dad brings me to the game;
Soccer my dear Love watches me to score.

Soccer I dribble and shoot;
Soccer I pass and fall;
Soccer my glory and downfall.

Soccer I strike to attack;
Soccer I tackle to defend;
Soccer my struggle and survival.

Soccer I receive the flags and the whistles;
Soccer I get the yellow and red card;
Soccer my moves and stop.

Soccer I meet my friends;
Soccer I make my enemies;
Soccer my conflict and peace.

Soccer I play and watch;
Soccer I watch but cannot play;
Soccer my dream and reality.

Soccer I learn the rights;
Soccer I confess the fouls;

[...] Read more

poem by Laijon Liu
Added by Poetry Lover
Comment! | Vote! | Copy!

Gotham - Book III

Can the fond mother from herself depart?
Can she forget the darling of her heart,
The little darling whom she bore and bred,
Nursed on her knees, and at her bosom fed;
To whom she seem'd her every thought to give,
And in whose life alone she seem'd to live?
Yes, from herself the mother may depart,
She may forget the darling of her heart,
The little darling whom she bore and bred,
Nursed on her knees, and at her bosom fed,
To whom she seem'd her every thought to give,
And in whose life alone she seem'd to live;
But I cannot forget, whilst life remains,
And pours her current through these swelling veins,
Whilst Memory offers up at Reason's shrine;
But I cannot forget that Gotham's mine.
Can the stern mother, than the brutes more wild,
From her disnatured breast tear her young child,
Flesh of her flesh, and of her bone the bone,
And dash the smiling babe against a stone?
Yes, the stern mother, than the brutes more wild,
From her disnatured breast may tear her child,
Flesh of her flesh, and of her bone the bone,
And dash the smiling babe against a stone;
But I, (forbid it, Heaven!) but I can ne'er
The love of Gotham from this bosom tear;
Can ne'er so far true royalty pervert
From its fair course, to do my people hurt.
With how much ease, with how much confidence--
As if, superior to each grosser sense,
Reason had only, in full power array'd,
To manifest her will, and be obey'd--
Men make resolves, and pass into decrees
The motions of the mind! with how much ease,
In such resolves, doth passion make a flaw,
And bring to nothing what was raised to law!
In empire young, scarce warm on Gotham's throne,
The dangers and the sweets of power unknown,
Pleased, though I scarce know why, like some young child,
Whose little senses each new toy turns wild,
How do I hold sweet dalliance with my crown,
And wanton with dominion, how lay down,
Without the sanction of a precedent,
Rules of most large and absolute extent;
Rules, which from sense of public virtue spring,
And all at once commence a Patriot King!
But, for the day of trial is at hand,
And the whole fortunes of a mighty land
Are staked on me, and all their weal or woe
Must from my good or evil conduct flow,

[...] Read more

poem by Charles Churchill
Added by Poetry Lover
Comment! | Vote! | Copy!

The only result of our present system - unless we reverse the drift - must be the gradual extension of the fascist sector and the gradual disappearance of the system of free enterprise under a free representative government.

quote by John T. Flynn
Added by Lucian Velea
Comment! | Vote! | Copy!

Hyperion

BOOK I
DEEP in the shady sadness of a vale
Far sunken from the healthy breath of morn,
Far from the fiery noon, and eve's one star,
Sat gray-hair'd Saturn, quiet as a stone,
Still as the silence round about his lair;
Forest on forest hung above his head
Like cloud on cloud. No stir of air was there,
Not so much life as on a summer's day
Robs not one light seed from the feather'd grass,
But where the dead leaf fell, there did it rest.
A stream went voiceless by, still deadened more
By reason of his fallen divinity
Spreading a shade: the Naiad 'mid her reeds
Press'd her cold finger closer to her lips.

Along the margin-sand large foot-marks went,
No further than to where his feet had stray'd,
And slept there since. Upon the sodden ground
His old right hand lay nerveless, listless, dead,
Unsceptred; and his realmless eyes were closed;
While his bow'd head seem'd list'ning to the Earth,
His ancient mother, for some comfort yet.

It seem'd no force could wake him from his place;
But there came one, who with a kindred hand
Touch'd his wide shoulders, after bending low
With reverence, though to one who knew it not.
She was a Goddess of the infant world;
By her in stature the tall Amazon
Had stood a pigmy's height: she would have ta'en
Achilles by the hair and bent his neck;
Or with a finger stay'd Ixion's wheel.
Her face was large as that of Memphian sphinx,
Pedestal'd haply in a palace court,
When sages look'd to Egypt for their lore.
But oh! how unlike marble was that face:
How beautiful, if sorrow had not made
Sorrow more beautiful than Beauty's self.
There was a listening fear in her regard,
As if calamity had but begun;
As if the vanward clouds of evil days
Had spent their malice, and the sullen rear
Was with its stored thunder labouring up.
One hand she press'd upon that aching spot
Where beats the human heart, as if just there,
Though an immortal, she felt cruel pain:
The other upon Saturn's bended neck
She laid, and to the level of his ear
Leaning with parted lips, some words she spake

[...] Read more

poem by John Keats
Added by Poetry Lover
Comment! | Vote! | Copy!

Hyperion. Book I

Deep in the shady sadness of a vale
Far sunken from the healthy breath of morn,
Far from the fiery noon, and eve's one star,
Sat gray-hair'd Saturn, quiet as a stone,
Still as the silence round about his lair;
Forest on forest hung above his head
Like cloud on cloud. No stir of air was there,
Not so much life as on a summer's day
Robs not one light seed from the feather'd grass,
But where the dead leaf fell, there did it rest.
A stream went voiceless by, still deadened more
By reason of his fallen divinity
Spreading a shade: the Naiad 'mid her reeds
Press'd her cold finger closer to her lips.

Along the margin-sand large foot-marks went,
No further than to where his feet had stray'd,
And slept there since. Upon the sodden ground
His old right hand lay nerveless, listless, dead,
Unsceptred; and his realmless eyes were closed;
While his bow'd head seem'd list'ning to the Earth,
His ancient mother, for some comfort yet.

It seem'd no force could wake him from his place;
But there came one, who with a kindred hand
Touch'd his wide shoulders, after bending low
With reverence, though to one who knew it not.
She was a Goddess of the infant world;
By her in stature the tall Amazon
Had stood a pigmy's height: she would have ta'en
Achilles by the hair and bent his neck;
Or with a finger stay'd Ixion's wheel.
Her face was large as that of Memphian sphinx,
Pedestal'd haply in a palace court,
When sages look'd to Egypt for their lore.
But oh! how unlike marble was that face:
How beautiful, if sorrow had not made
Sorrow more beautiful than Beauty's self.
There was a listening fear in her regard,
As if calamity had but begun;
As if the vanward clouds of evil days
Had spent their malice, and the sullen rear
Was with its stored thunder labouring up.
One hand she press'd upon that aching spot
Where beats the human heart, as if just there,
Though an immortal, she felt cruel pain:
The other upon Saturn's bended neck
She laid, and to the level of his ear
Leaning with parted lips, some words she spake
In solemn tenor and deep organ tone:

[...] Read more

poem by John Keats
Added by Poetry Lover
Comment! | Vote! | Copy!

Endymion: Book II

O Sovereign power of love! O grief! O balm!
All records, saving thine, come cool, and calm,
And shadowy, through the mist of passed years:
For others, good or bad, hatred and tears
Have become indolent; but touching thine,
One sigh doth echo, one poor sob doth pine,
One kiss brings honey-dew from buried days.
The woes of Troy, towers smothering o'er their blaze,
Stiff-holden shields, far-piercing spears, keen blades,
Struggling, and blood, and shrieks--all dimly fades
Into some backward corner of the brain;
Yet, in our very souls, we feel amain
The close of Troilus and Cressid sweet.
Hence, pageant history! hence, gilded cheat!
Swart planet in the universe of deeds!
Wide sea, that one continuous murmur breeds
Along the pebbled shore of memory!
Many old rotten-timber'd boats there be
Upon thy vaporous bosom, magnified
To goodly vessels; many a sail of pride,
And golden keel'd, is left unlaunch'd and dry.
But wherefore this? What care, though owl did fly
About the great Athenian admiral's mast?
What care, though striding Alexander past
The Indus with his Macedonian numbers?
Though old Ulysses tortured from his slumbers
The glutted Cyclops, what care?--Juliet leaning
Amid her window-flowers,--sighing,--weaning
Tenderly her fancy from its maiden snow,
Doth more avail than these: the silver flow
Of Hero's tears, the swoon of Imogen,
Fair Pastorella in the bandit's den,
Are things to brood on with more ardency
Than the death-day of empires. Fearfully
Must such conviction come upon his head,
Who, thus far, discontent, has dared to tread,
Without one muse's smile, or kind behest,
The path of love and poesy. But rest,
In chaffing restlessness, is yet more drear
Than to be crush'd, in striving to uprear
Love's standard on the battlements of song.
So once more days and nights aid me along,
Like legion'd soldiers.

Brain-sick shepherd-prince,
What promise hast thou faithful guarded since
The day of sacrifice? Or, have new sorrows
Come with the constant dawn upon thy morrows?
Alas! 'tis his old grief. For many days,
Has he been wandering in uncertain ways:

[...] Read more

poem by John Keats
Added by Poetry Lover
Comment! | Vote! | Copy!

Isabella or The Pot of Basil

I.
Fair Isabel, poor simple Isabel!
Lorenzo, a young palmer in Love's eye!
They could not in the self-same mansion dwell
Without some stir of heart, some malady;
They could not sit at meals but feel how well
It soothed each to be the other by;
They could not, sure, beneath the same roof sleep
But to each other dream, and nightly weep.

II.
With every morn their love grew tenderer,
With every eve deeper and tenderer still;
He might not in house, field, or garden stir,
But her full shape would all his seeing fill;
And his continual voice was pleasanter
To her, than noise of trees or hidden rill;
Her lute-string gave an echo of his name,
She spoilt her half-done broidery with the same.

III.
He knew whose gentle hand was at the latch,
Before the door had given her to his eyes;
And from her chamber-window he would catch
Her beauty farther than the falcon spies;
And constant as her vespers would he watch,
Because her face was turn'd to the same skies;
And with sick longing all the night outwear,
To hear her morning-step upon the stair.

IV.
A whole long month of May in this sad plight
Made their cheeks paler by the break of June:
"To morrow will I bow to my delight,
"To-morrow will I ask my lady's boon."--
"O may I never see another night,
"Lorenzo, if thy lips breathe not love's tune."--
So spake they to their pillows; but, alas,
Honeyless days and days did he let pass;

V.
Until sweet Isabella's untouch'd cheek
Fell sick within the rose's just domain,
Fell thin as a young mother's, who doth seek
By every lull to cool her infant's pain:
"How ill she is," said he, "I may not speak,
"And yet I will, and tell my love all plain:
"If looks speak love-laws, I will drink her tears,
"And at the least 'twill startle off her cares."

[...] Read more

poem by John Keats
Added by Poetry Lover
Comment! | Vote! | Copy!

Isabella; Or, The Pot Of Basil: A Story From Boccaccio

I.
Fair Isabel, poor simple Isabel!
Lorenzo, a young palmer in Love's eye!
They could not in the self-same mansion dwell
Without some stir of heart, some malady;
They could not sit at meals but feel how well
It soothed each to be the other by;
They could not, sure, beneath the same roof sleep
But to each other dream, and nightly weep.

II.
With every morn their love grew tenderer,
With every eve deeper and tenderer still;
He might not in house, field, or garden stir,
But her full shape would all his seeing fill;
And his continual voice was pleasanter
To her, than noise of trees or hidden rill;
Her lute-string gave an echo of his name,
She spoilt her half-done broidery with the same.

III.
He knew whose gentle hand was at the latch,
Before the door had given her to his eyes;
And from her chamber-window he would catch
Her beauty farther than the falcon spies;
And constant as her vespers would he watch,
Because her face was turn'd to the same skies;
And with sick longing all the night outwear,
To hear her morning-step upon the stair.

IV.
A whole long month of May in this sad plight
Made their cheeks paler by the break of June:
'To morrow will I bow to my delight,
'To-morrow will I ask my lady's boon.'-
'O may I never see another night,
'Lorenzo, if thy lips breathe not love's tune.'-
So spake they to their pillows; but, alas,
Honeyless days and days did he let pass;

V.
Until sweet Isabella's untouch'd cheek
Fell sick within the rose's just domain,
Fell thin as a young mother's, who doth seek
By every lull to cool her infant's pain:
'How ill she is,' said he, 'I may not speak,
'And yet I will, and tell my love all plain:
'If looks speak love-laws, I will drink her tears,
'And at the least 'twill startle off her cares.'

[...] Read more

poem by John Keats
Added by Poetry Lover
Comment! | Vote! | Copy!

The Flower Of Flame

I
AS round the cliff I came alone
The whole bay bared its blaze to me;
Loud sang the wind, the wild sun shone
The tumbled clouds fled scattering on,
Light shattered on wave and winking stone,
And in the glassy midst stood one
Brighter than sun or cloud or sea.

She with flame-vehement hair untied,
Virginal in her fluttering dress,
Watched, deafened and all dazzle-eyed,
Each opulent breaker's crash and glide
And now flung arms up high and wide
As if, possessing all, she cried
Her beauty, youth and happiness.

Loud rang the waves and higher, higher
The surge in chains of light was flung,
The wind as in a wild desire
Licked round her form—she seemed a spire
Of sunny drift ! a fount of fire!
The hymn of some triumphant lyre
Which sounded when the world was young!

Purified by the scalding glare,
Swept clear by the salty sea-wind's flow,
My eyes knew you for what you are—
The daemon thing for which we dare,
Which breaks us, which we bid not spare.
The life, the light, the heavenly snare,
The turretted city's overthrow,
Helen, I knew you standing there!

II
The long, low wavelets of summer
Glide in and glitter along the sand;
The fitful breezes of summer
Blow fragrantly from the land.

Side by side we lie silent
Between sunned cliffs and blown seas:
Our eyes more bright than sea ripples,
Our breaths more light than the breeze.

When a gust meets a wave that advances
The wave leaps, flames, falls with a hiss
So lightly, so brightly each heart leaps
When our dumb lips touch in a kiss.

[...] Read more

poem by Robert Nichols
Added by Poetry Lover
Comment! | Vote! | Copy!

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
Comment! | Vote! | Copy!

Excellence is an art won by training and habituation. We do not act rightly because we have virtue or excellence, but we rather have those because we have acted rightly. We are what we repeatedly do. Excellence, then, is not an act but a habit.

quote by Aristotle
Added by Lucian Velea
Comment! | Vote! | Copy!