Quotes like Our democracy is not a...

Our democracy is not a product but a continual process. It is preserved not by monuments but deeds. Sometimes it needs refining; sometimes it needs amending; sometimes it needs defending. Always, it needs improving.

quote by Lee H. Hamilton
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Consumed Within the Process

Consumed within the process
That process we call life.
Immuned? Not from this process.
It keeps the vision near yet uncompromised.
And far enough to become realized.

Consumed.
Within the process.
That process called life!
Don't assume...
This process,
Is a process you can't like!

Consumed within the process.
That process we call life.
Immuned?
Not from this process!

It keeps the vision near yet uncompromised.
And far enough to become realized.
Closing its eyes only when it wishes,
To call itself out!

Consumed.
Within the process.
That process called life!
Don't assume...
This process,
Is a process you can't like!

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poem by Lawrence S. Pertillar
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Continual Praise

Ooh yeah,oooh yeah yeah yeah..... ooh yeah,yeah
Verse 1:
For all you done and what you gon do
For all your blessings we give praise to you
Mercy,loving,kindness and grace
For directing our steps and guiding our way
Channel:
So with thankful hearts and spirits and all of our hands raised we come to the throne of the father as we give you continual praise.
Chorus:
Continual praise let us all join together continual praise from the past to forever-
We were created like angels to praise him,to raise him and lift him high
So let us all just lift his name high to the sky as we sing shout with our might in continual praise
Verse 2:
The sun,the moon and all of the stars
Display the awesomeness of our god
His marvelous works and awesome display
His mighty acts we witness everyday
Channel:
So with thankful hearts and spirits and all of our hands raised we come to the throne of the father as we give you continual praise.
Chorus:
Continual praise let us all join together continual praise from the past to forever-
We were created like angels to praise him,to raise him and lift him high
So let us all just lift his name high to the sky as we sing shout with our might in continual praise
Continual praise let us all join together continual praise from the past to forever-
We were created like angels to praise him,to raise him and lift him high
So let us all just lift his name high to the sky as we sing shout with our might in continual praise
Brother can you help me sing
Vamp:
Let your praise go on(let your praise),praise go on-let you praise go on,praise go on(repeat till fade)
I love to praise him(praise go on)(repeat 5times)
Let ur praise go on(repeat till fade).....

song performed by Yolanda Adams
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Continual Praise

song performed by Yolanda Adams
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Social Netowrking Of Robots

end of world war
end of world war 11
end of world scenarios
end of world thursday prophet
end of world wa rtwo
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end of ww-ii
end of ww2 battleship
end of wrold war 2
end of ww11

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poem by Rwetewrt Erwtwer
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Beowulf

LO, praise of the prowess of people-kings
of spear-armed Danes, in days long sped,
we have heard, and what honor the athelings won!
Oft Scyld the Scefing from squadroned foes,
from many a tribe, the mead-bench tore,
awing the earls. Since erst he lay
friendless, a foundling, fate repaid him:
for he waxed under welkin, in wealth he throve,
till before him the folk, both far and near,
who house by the whale-path, heard his mandate,
gave him gifts: a good king he!
To him an heir was afterward born,
a son in his halls, whom heaven sent
to favor the folk, feeling their woe
that erst they had lacked an earl for leader
so long a while; the Lord endowed him,
the Wielder of Wonder, with world's renown.
Famed was this Beowulf: far flew the boast of him,
son of Scyld, in the Scandian lands.
So becomes it a youth to quit him well
with his father's friends, by fee and gift,
that to aid him, aged, in after days,
come warriors willing, should war draw nigh,
liegemen loyal: by lauded deeds
shall an earl have honor in every clan.
Forth he fared at the fated moment,
sturdy Scyld to the shelter of God.
Then they bore him over to ocean's billow,
loving clansmen, as late he charged them,
while wielded words the winsome Scyld,
the leader beloved who long had ruled….
In the roadstead rocked a ring-dight vessel,
ice-flecked, outbound, atheling's barge:
there laid they down their darling lord
on the breast of the boat, the breaker-of-rings,
by the mast the mighty one. Many a treasure
fetched from far was freighted with him.
No ship have I known so nobly dight
with weapons of war and weeds of battle,
with breastplate and blade: on his bosom lay
a heaped hoard that hence should go
far o'er the flood with him floating away.
No less these loaded the lordly gifts,
thanes' huge treasure, than those had done
who in former time forth had sent him
sole on the seas, a suckling child.
High o'er his head they hoist the standard,
a gold-wove banner; let billows take him,
gave him to ocean. Grave were their spirits,
mournful their mood. No man is able

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poem by Charles Baudelaire
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Committing Suicide is a Fad

We have met the enemy, and they are us.
—Walt Kelley, Pogo
†

In major national newspapers
very soon, you will see my ad:
thanks to years of research
and cutting-edge technology
a wonderful product, I’ve made,

for committing suicide.
And I say
“Committing suicide is a fad.”
I’m Dr. Bulggard.

My idea’s going to shake the world.
Since many people seem to commit suicide
of one sort or another, I thought,
there must be a big demand out there.
So I commissioned a marketing survey
and the stats we got were astounding;
nothing fell within the gray.

And all companies in this business
had only but one thing in common:
ever-rising growth!
Cigarettes, junk food, or the like,
that makes them each multibillionaires.

I say my product compares,
at anytime is better than theirs!

I wonder in this rapid age of technology,
we do everything faster,
why then does suicide remain so neglected?
In the matter of efficiency and fastness,
it seems sheer carelessness!

Let’s examine the inefficient ways
of committing suicide we see at present.
People smoke,
and know they may get cancer.
They take drugs
and know they may end up worse than dead.
They eat junk food
and know they may have a heart attack.
They don’t walk or exercise
although they’re forty pounds overweight.
Just keep counting…

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poem by Amrit Rathi
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The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.

Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.

Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’

METHODOLOGY

The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.

RESULTS

Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.

Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.

We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .

In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.

In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.

Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.

Negative impacts of poverty on education

Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.

Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.

Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.

This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.

It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.

As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.

In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .

In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.

In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.

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poem by Innocent Masina Nkhonyo
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The Four Seasons : Autumn

Crown'd with the sickle and the wheaten sheaf,
While Autumn, nodding o'er the yellow plain,
Comes jovial on; the Doric reed once more,
Well pleased, I tune. Whate'er the wintry frost
Nitrous prepared; the various blossom'd Spring
Put in white promise forth; and Summer-suns
Concocted strong, rush boundless now to view,
Full, perfect all, and swell my glorious theme.
Onslow! the Muse, ambitious of thy name,
To grace, inspire, and dignify her song,
Would from the public voice thy gentle ear
A while engage. Thy noble cares she knows,
The patriot virtues that distend thy thought,
Spread on thy front, and in thy bosom glow;
While listening senates hang upon thy tongue,
Devolving through the maze of eloquence
A roll of periods, sweeter than her song.
But she too pants for public virtue, she,
Though weak of power, yet strong in ardent will,
Whene'er her country rushes on her heart,
Assumes a bolder note, and fondly tries
To mix the patriot's with the poet's flame.
When the bright Virgin gives the beauteous days,
And Libra weighs in equal scales the year;
From Heaven's high cope the fierce effulgence shook
Of parting Summer, a serener blue,
With golden light enliven'd, wide invests
The happy world. Attemper'd suns arise,
Sweet-beam'd, and shedding oft through lucid clouds
A pleasing calm; while broad, and brown, below
Extensive harvests hang the heavy head.
Rich, silent, deep, they stand; for not a gale
Rolls its light billows o'er the bending plain:
A calm of plenty! till the ruffled air
Falls from its poise, and gives the breeze to blow.
Rent is the fleecy mantle of the sky;
The clouds fly different; and the sudden sun
By fits effulgent gilds the illumined field,
And black by fits the shadows sweep along.
A gaily chequer'd heart-expanding view,
Far as the circling eye can shoot around,
Unbounded tossing in a flood of corn.
These are thy blessings, Industry! rough power!
Whom labour still attends, and sweat, and pain;
Yet the kind source of every gentle art,
And all the soft civility of life:
Raiser of human kind! by Nature cast,
Naked, and helpless, out amid the woods
And wilds, to rude inclement elements;
With various seeds of art deep in the mind

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poem by James Thomson
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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!

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poem by James Thomson
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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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Lathmon

ARGUMENT.

Lathmon, a British prince, taking advantage of Fingal's absence on an expedition to Ireland, made a descent on Morven, and advanced within sight of Selma, the royal residence. Fingal arrived in the mean time, and Lathmon retreated to a hill, where his army was surprised by night, and himself taken prisoner by Ossian and Gaul the son of Morni. The poem opens with the first appearance of Fingal on the coast of Morven, and ends, it may be supposed, about noon the next day.

SELMA, thy halls are silent. There is no sound in the woods of Morven. The wave tumbles along on the coast. The silent beam of the sun is on the field. The daughters of Morven come forth, like the bow of the shower; they look towards green Erin for the white sails of the king. He had promised to return, but the winds of the north arose!

Who pours from the eastern hill, like a stream of darkness? It is the host of Lathmon. He has heard of the absence of Fingal. He trusts in the winds of the north. His soul brightens with joy. Why dost thou come, O Lathmon? The mighty are not in Selma. Why comest thou with thy forward spear? Will the daughters of Morven fight? But stop, O mighty stream, in thy course! Does not Lathmon behold these sails? Why dost thou vanish, Lathmon, like the mist of the lake? But the squally storm is behind thee; Fingal pursues thy steps!

The king of Morven had started from sleep, as we rolled on the dark-blue wave. He stretched his hand to his spear, his heroes rose around. We knew that he had seen his fathers, for they often descended to his dreams, when the sword of the foe rose over the land and the battle darkened before us. "Whither hast thou fled, O wind?" said the king of Morven. "Dost thou rustle in the chambers of the south? pursuest thou the shower in other lands? Why dost thou not come to my sails? to the blue face of my seas? The foe is in the land of Morven, and the king is absent far. But let each bind on his mail, and each assume his shield. Stretch every spear over the wave; let every sword be unsheathed. Lathmon is before us with his host; he that fled from Fingal on the plains of Lona. But he returns like a collected stream, and his roar is between our hills."

Such were the words of Fingal. We rushed into Carmon's bay. Ossian ascended the hill! he thrice struck his bossy shield. The rock of Morven replied: the bounding roes came forth. The foe was troubled in my presence: he collected his darkened host. I stood like a cloud on the hill, rejoicing in the arms of my youth.

Morni sat beneath a tree on the roaring waters of Strumon: his locks of age are gray: he leans forward on his staff; young Gaul is near the hero, hearing the battles of his father. Often did he rise in the fire of his soul, at the mighty deeds of Morni. The aged heard the sound of Ossian's shield; he knew the sign of war. He started at once from his place. His gray hair parted on his back. lie remembered the deeds of other years.

"My son," he said, to fair-haired Gaul, "I hear the sound of war. The king of Morven is returned; his signals are spread on the wind. Go to the halls of Strumon; bring his arms to Morni. Bring the shield of my father's latter years, for my arm begins to fail. Take thou thy armor, O Gaul! and rush to the first of thy battles. Let thine arm reach to the renown of thy fathers. Be thy course in the field like the eagle's wing. Why shouldst thou fear death, my son? the valiant fall with fame; their shields turn the dark stream of danger away; renown dwells on their aged hairs. Dost thou not see, O Gaul! low the steps of my age are honored? Morni moves forth. and the young men meet him, with silent joy, on his course. But I never fled from danger, my son! my sword lightened through the darkness of war. The stranger melted before me; the mighty were blasted in my presence."

Gaul brought the arms to Morni: the aged warrior is covered with steel. He took the spear in his hand, which was stained with the blood of the valiant. He came towards Fingal; his son attended his steps. The son of Comhal arose before him with joy, when he came in his locks of age.

"Chief of the roaring Strumon!" said the rising soul of Fingal; "do I behold thee in arms, after thy strength has failed? Often has Morni shone in fight, like the beam of the ascending sun; when he disperses the storms of the hill, and brings peace to the glittering fields. But why didst thou not rest in thine age? Thy renown is in the song. The people behold thee, and bless the departure of mighty Morni. Why didst thou not rest in thine age? The foe will vanish before Fingal!"

"Son of Comhal," replied the chief, "the strength of Morni's arm has failed. I attempt to draw the sword of my youth, but it remains in its place. I throw the spear, but it falls short of the mark. I feel the weight of my shield. We decay like the grass of the hill; our strength returns no more. I have a son, O Fingal! his soul has delighted in Morni's deeds; but his sword has not been lifted against a foe, neither has his fame begun. I come with him to the war; to direct his arm in fight. His renown will be a light to my soul in the dark hour of my departure. O that the name of Morni were forgot among the people! that the heroes would only say, 'Behold the father of Gaul!'"

"King of Strumon," Fingal replied, "Gaul shall lift the sword in fight. But he shall lift it before Fingal; my arm shall defend his youth. But rest thou in the halls of Selma, and hear of our renown. Bid the harp to be strung, and the voice of the bard to arise, that those who fall may rejoice in their fame, and the soul of Morni brighten with joy. Ossian, thou hast fought in battles: the blood of strangers is on thy spear: thy course be with Gaul in the strife; but depart not from the side of Fingal, lest the foe should find you alone, and your fame fail in my presence."

[Ossian speaks ] "I saw Gaul in his arms; my soul was mixed with his. The fire of the battle was in his eyes! he looked to the foe with joy. We spoke the words of friendship in secret; the lightning of our swords poured together; for we drew them behind the wood, and tried the strength of our arms on the empty air!"

Night came down on Morven. Fingal sat at the beam of the oak. Morni sat by his side with all his gray-waving locks. Their words were of other times, of the mighty deeds of their fathers. Three bards, at times, touched the harp: Ullin was near with his song. He sung of the mighty Comhal; but darkness gathered on Morni's brow. He rolled his red eye on Ullin: at once ceased the song of the bard. Fingal observed the aged hero, and he mildly spoke: "Chief of Strumon, why that darkness? Let the days of other years be forgot. Our fathers contended in war; but we meet together at the feast. Our swords are turned on the foe of our land: he melts before us on the field. Let the days of our fathers be forgot, hero of mossy Strumon!"

King of Morven," replied the chief, "I remember thy father with joy. He was terrible in battle, the rage of the chief was deadly. My eyes were full of tears when the king of heroes fell. The valiant fall, O Fingal! the feeble remain on the hills! How many heroes have passed away in the days of Morni! Yet I did not shun the battle; neither did I fly from the strife of the valiant. Now let the friends of Fingal rest, for the night is around, that they may rise with strength to battle against car-borne Lathmon. I hear the sound of his host, like thunder moving on the hills. Ossian! and fair-haired Gaul! ye are young and swift in the race. Observe the foes of Fingal from that woody hill. But approach them not: your fathers are near to shield you. Let not your fame fall at once. The valor of youth may fail!"

We heard the words of the chief with joy. We moved in the clang of our arms. Our steps are on the woody hill. Heaven burns with all its stars. The meteors of death fly over the field. The distant noise of the foe reached our ears. It was than Gaul spoke, in his valor: his hand half unsheathed his sword.

"Son of Fingal!" he said, "why burns the soul of Gaul? my heart beats high. My steps are disordered; my hand trembles on my sword. When I look towards the foe, my soul lightens before me. I see their sleeping host. Tremble thus the souls of the valiant in battles of the spear? How would the soul of Morni rise if we should rush on the foe? Our renown should grow in song: our steps would be stately in the eyes of the brave."

"Son of Morni," I replied, "my soul delights in war. I delight to shine in battle alone, to give my name to the bards. But what if the foe should prevail? can I behold the eyes of the king? They are terrible in his displeasure, and like the flames of death. But I will not behold them in his wrath! Ossian shall prevail or fall. But shall the fame of the vanquished rise? They pass like a shade away. But the fame of Ossian shall rise! His deeds shall be like his father's. Let us rush in our arms; son of Morni, let us rush to fight. Gaul, if thou shouldst return, go to Selma's lofty hall. Tell to Everallin that I fell with fame; carry this sword to Branno's daughter. Let her give it to Oscar, when the years of his youth shall arise."

"Son of Fingal," Gaul replied with a sigh, "shall I return after Ossian is low? What would my father say? what Fingal, the king of men? The feeble would turn their eyes and say, 'Behold Gaul, who left his friend in his blood!' Ye shall not behold me, ye feeble, but in the midst of my renown! Ossian, I have heard from my father the mighty deeds of heroes; their mighty deeds when alone! for the soul increases in danger!"

"Son of Morni," I replied, and strode before him on the heath, "our fathers shall praise our valor when they mourn our fall. A beam of gladness shall rise on their souls, when their eyes are full of tears. They will, say, 'Our sons have not fallen unknown: they spread death around them.' But why should we think of the narrow house? The sword defends the brave. But death pursues the flight of the feeble; their renown is never heard."

We rushed forward through night; we came to the roar of a stream, which bent its blue course round the foe, through trees that echoed to its sound. We came to the bank of the stream, and saw the sleeping host. Their fires were decayed on the plain: the lonely steps of their scouts were distant far. I stretched my spear before me, to support my steps over the stream. But Gaul took my hand, and spoke the words of the brave. "Shall the son of Fingal rush on the sleeping foe? Shall he come like a blast by night, when it overturns the young trees in secret? Fingal did no receive his fame, nor dwells renown on the gray hairs of Morni, for actions like these. Strike, Ossian, strike the shield, and let their thousands rise! Let them meet Gaul in his first battle, that he may try the strength of his arm."

My soul rejoiced over the warrior; my bursting tears came down. "And the foe shall meet thee, Gaul," I said: "the fame of Morni's son shall arise. But rush not too far, my hero: let the gleam of thy steel be near to Ossian. Let our hands join in slaughter. Gaul! dost thou not behold that rock? Its gray side dimly gleams to the stars. Should the foe prevail, let our back be towards the rock. Then shall they fear to approach our spears; for death is in our hands!"

I struck thrice my echoing shield. The startling foe arose. We rushed on in the sound of our arms. Their crowded steps fly over the heath. They thought that the mighty Fingal was come. The strength of their arms withered away. The sound of their flight was like that of flame, when it rushes through the blasted groves. It was then the spear of Gaul flew in its strength; it was then his sword arose. Cramo fell; and mighty Leth! Dunthormo struggled in his blood. The steel rushed through Crotho's side, as bent he rose on his spear; the black stream poured from the wound, and hissed on the half-extinguished oak. Cathmin saw the steps of the hero behind him: he ascended a blasted tree; but the spear pierced him from behind. Shrieking, panting, he fell. Moss and withered branches pursue his fall, and strew the blue arms of Gaul.

Such were thy deeds, son of Morni, in the first of thy battles. Nor slept the sword by thy side, thou last of Fingal's race! Ossian rushed forward in his strength; the people fell before him; as the grass by the stall of the boy, when he whistles along the field, and the gray beard of the thistle falls. But careless the youth moves on; his steps are towards the desert. Gray morning rose around us; the winding streams are bright along the heath. The foe gathered on a bill; and the rage of Lathmon rose. He bent the red eye of his wrath: he is silent in his rising grief. He often struck his bossy shield: and his steps are unequal on the heath. I saw the distant darkness of the hero, and I spoke to Morni's son.

[...] Read more

poem by James Macpherson
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Democracy v Liberty

The fathers of democracy.
The ancient Greek philosophers
were dependent on slavery.

Which leaves me in a quandary.
How can it be democracy
to have such inequality?

I think democracy should be
a universal human right.
Though it is not quite obviously.

An ideal to aspire to.
Which one day might be possible.
The time has come now to review.

What we mean by democracy.
If everybody has their say.
It might well lead to anarchy.

When we elect a government.
The will of the majority
is what they’re meant to represent..

But it seems they rarely do.
This cannot be democracy.
the many are ruled by the few.

Who gain control quite legally
because their wealth allows them to
encouraged by our apathy.

The systems open to abuse
The people have the power to
insist on change; which we don’t use.

We vote or not just as we choose.
A facet of democracy.
I would be hesitant to lose.

It seems to me democracy
is something which we can’t achieve
and still retain our liberty.

There is no way that I can see
which will be fair to everyone.
I must admit despondently.

A partial democracy
is what we have and will retain

[...] Read more

poem by Ivor Or Ivor.e Hogg
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Everybody Needs A 303

Check this out
This out
This out
This out
This out
This out
This out
This out
This out
This out
Check this out
This out
This out
This out
This out
This out
This out
This out
This out
This out
Everybody needs love
Everybody needs love
Check this out
This out
This out
This out
This out
This out
This out
This out
This out
This out
Everybody needs love
Everybody needs love
Check this out
This out
This out
This out
This out
This out
This out
This out
This out
This out
Everybody needs love
Everybody needs love
Everybody needs love
Everybody needs love
Needs love
Needs love

[...] Read more

song performed by Fatboy Slim
Added by Lucian Velea
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The Four Seasons : Summer

From brightening fields of ether fair disclosed,
Child of the Sun, refulgent Summer comes,
In pride of youth, and felt through Nature's depth:
He comes attended by the sultry Hours,
And ever fanning breezes, on his way;
While, from his ardent look, the turning Spring
Averts her blushful face; and earth, and skies,
All-smiling, to his hot dominion leaves.
Hence, let me haste into the mid-wood shade,
Where scarce a sunbeam wanders through the gloom;
And on the dark-green grass, beside the brink
Of haunted stream, that by the roots of oak
Rolls o'er the rocky channel, lie at large,
And sing the glories of the circling year.
Come, Inspiration! from thy hermit-seat,
By mortal seldom found: may Fancy dare,
From thy fix'd serious eye, and raptured glance
Shot on surrounding Heaven, to steal one look
Creative of the Poet, every power
Exalting to an ecstasy of soul.
And thou, my youthful Muse's early friend,
In whom the human graces all unite:
Pure light of mind, and tenderness of heart;
Genius, and wisdom; the gay social sense,
By decency chastised; goodness and wit,
In seldom-meeting harmony combined;
Unblemish'd honour, and an active zeal
For Britain's glory, liberty, and Man:
O Dodington! attend my rural song,
Stoop to my theme, inspirit every line,
And teach me to deserve thy just applause.
With what an awful world-revolving power
Were first the unwieldy planets launch'd along
The illimitable void! thus to remain,
Amid the flux of many thousand years,
That oft has swept the toiling race of men,
And all their labour'd monuments away,
Firm, unremitting, matchless, in their course;
To the kind-temper'd change of night and day,
And of the seasons ever stealing round,
Minutely faithful: such the All-perfect hand!
That poised, impels, and rules the steady whole.
When now no more the alternate Twins are fired,
And Cancer reddens with the solar blaze,
Short is the doubtful empire of the night;
And soon, observant of approaching day,
The meek'd-eyed Morn appears, mother of dews,
At first faint-gleaming in the dappled east:
Till far o'er ether spreads the widening glow;
And, from before the lustre of her face,

[...] Read more

poem by James Thomson
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Get Over the Hump

Take your bumps and get those lumps,
Although some days you'll be grumpy.
You may also feel crunchy.
But you will get over the hump.

Take your medicine unsweetened,
It is suggested that you do.
Keep yourself from being beatened.
Or you will always feel screwed.

Why do you overwork and welcome ruin?
What is this that you're doing?
There's nothing you're improving!

Take your bumps and get those lumps,
Although some days you'll be grumpy.
You may also feel crunchy.
But you will get over the hump.

Why do you overwork and welcome ruin?
What is this that you're doing?
There's nothing you're improving!

Take your medicine unsweetened,
It is suggested that you do.
Keep yourself from being beatened.
Or you will always feel screwed.

Why do you overwork and welcome ruin?
To feel crunchy?
What is this that you think that you are doing?
To feel grumpy?
What is it that you're seeking.
A beating that is treating? ? ?

Take your medicine unsweetened,
It is suggested that you do.
Keep yourself from being beatened.
Or you will always feel screwed.

[...] Read more

poem by Lawrence S. Pertillar
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The Word Before Last

Television : you will notice that very appropriately Im left-handed
This man I saw
Was happy then
And then loved
And on tv well
But now he cried
And he cried
And of course he had to want to die
But he watched him
Which made it worse
Of course, of course, of course, of course
You understand
He didnt know
That it was someone else
Who looked the same
A similar voice taken
The clothes changed
But the face retained
Surrounded by
Old imagery
His brain bypassed
The eternal moment laid bare
No time to heal
Continual pain, continual pain, continual pain, continual pain
I spent a bad day yesterday
With a man and a picture of himself
The tape was running and the tv turned
Television : ...and described mrs thatchers first three months in power as disastrous

song performed by Human League
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The Columbiad: Book VII

The Argument

Coast of France rises in vision. Louis, to humble the British power, forms an alliance with the American states. This brings France, Spain and Holland into the war, and rouses Hyder Ally to attack the English in India. The vision returns to America, where the military operations continue with various success. Battle of Monmouth. Storming of Stonypoint by Wayne. Actions of Lincoln, and surrender of Charleston. Movements of Cornwallis. Actions of Greene, and battle of Eutaw. French army arrives, and joins the American. They march to besiege the English army of Cornwallis in York and Gloster. Naval battle of Degrasse and Graves. Two of their ships grappled and blown up. Progress of the siege. A citadel mined and blown up. Capture of Cornwallis and his army. Their banners furled and muskets piled on the field of battle.

Thus view'd the Pair; when lo, in eastern skies,
From glooms unfolding, Gallia's coasts arise.
Bright o'er the scenes of state a golden throne,
Instarr'd with gems and hung with purple, shone;
Young Bourbon there in royal splendor sat,
And fleets and moving armies round him wait.
For now the contest, with increased alarms,
Fill'd every court and roused the world to arms;
As Hesper's hand, that light from darkness brings,
And good to nations from the scourge of kings,
In this dread hour bade broader beams unfold,
And the new world illuminate the old.

In Europe's realms a school of sages trace
The expanding dawn that waits the Reasoning Race;
On the bright Occident they fix their eyes,
Thro glorious toils where struggling nations rise;
Where each firm deed, each new illustrious name
Calls into light a field of nobler fame:
A field that feeds their hope, confirms the plan
Of well poized freedom and the weal of man.
They scheme, they theorize, expand their scope,
Glance o'er Hesperia to her utmost cope;
Where streams unknown for other oceans stray,
Where suns unseen their waste of beams display,
Where sires of unborn nations claim their birth,
And ask their empires in those wilds of earth.
While round all eastern climes, with painful eye,
In slavery sunk they see the kingdoms lie,
Whole states exhausted to enrich a throne,
Their fruits untasted and their rights unknown;
Thro tears of grief that speak the well taught mind,
They hail the æra that relieves mankind.

Of these the first, the Gallic sages stand,
And urge their king to lift an aiding hand.
The cause of humankind their souls inspired,
Columbia's wrongs their indignation fired;
To share her fateful deeds their counsel moved,
To base in practice what in theme they proved:
That no proud privilege from birth can spring,
No right divine, nor compact form a king;
That in the people dwells the sovereign sway,
Who rule by proxy, by themselves obey;

[...] Read more

poem by Joel Barlow
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In democracy

In democracy
Writ of the peole runs.
In democracy
Repesentatives should not
Called leaders.
In democracy
Representatives must not
Act as er whim.
In democracy
Representative should not
Show dictatorial style.
In democracy
Representative should not have
Arrogance of power.
In democracy
Treachery and
Ruthless decisions
Not good.
In democracy
The representatives
Should be sensitives
Towards sensitive issues.

poem by Gajanan Mishra
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Natures Democracy

Democracy is at America's heart
You lead while others follow
And your citizens bear the right to be free
With freedom comes responsibility
And democracy applies
To all who inhabit this earth?

Within this premise Kyoto speaks
That sound which disturbs
The majority of a wider democracy

You deny their global solution
In favour of the American way
But there are whispers in the wind
For nature too believes in democracy
And nature will make the agreement for you

For she is omnipotent to unleash her democracy
You can deny your future, but your ghosts will deny you
This way of life feeds a changing climate
And nature gathers her strength
Slowly rising to give you her answer

The Hurricane and tornado
The desert and the flood
Her democracy to maintain
A balance within the hemispheres

Your Freedom is a noble thing
For freedom lies in every beast.
But only humans carry the burden of democracy
This is the price we pay for freedom

But freedom is worthless
When all you grow is destroyed
When all you build is washed away
When all that you hold dear is taken without mercy

Look over the fence America
Look beyond your borders
Look at your planet
And look at this baby born
For it may never grow up to remember you

poem by Steven Cooke
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Natural Beauty

On the roller coaster ride
That my emotions have to take me on
I heard a newborn baby cry
Through the night.
I heard a perfect echo die
Into an anonymous wall of digital sound
Somewhere deep inside
Of my soul.
A natural beauty should be preserved like a monument to nature
Dont judge yourself too harsh, my love
Or someday you might find your soul endangered
A natural beauty should be preserved like a monument to nature.
Amazon
You had so much and now so much is gone
What are you gonna do
With your life?
What a lucky man.
To see the earth before it touched his hand
What an angry fool
To condemn.
One more night to go
One more sleep upon your burning banks
A greedy man never knows
What hes done.
A natural beauty should be preserved like a monument to nature
Dont start yourself too short, my love
Or someday you might find your soul endangered
A natural beauty should be preserved like a monument to nature.
Went to the rodeo today
I saw the cowgirls lined up on the fence
A brand new chevrolet
A brand new pair of seamless pants.
We watched the moment of defeat
Played back over on the video screen
Somewhere deep inside
Of my soul.
A natural beauty should be preserved like a monument to nature.

song performed by Neil Young
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