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Research is the process of going up alleys to see if they are blind.

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

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!

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

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Blind

Signs
Signs are lost
Signs disappeared
Turn invisible
Got no sign
Somebody got busted
Got a face of stone
And a ghostwritten biography
Dogs start to run in,
Hungry for some food
Dogs start a-twitching
And theyre looking at you
It was light
By five
Torn all apart
All in the name of democracy
Hes hurt
Hes dying
Claimed he was a terrorist
Claimed to avert a catastrophe
Someone shoulda told him
That the buck stops here
No one ever said
That he was involved with thieves
And theyre blind, blind
Blind, blind, blind, blind, blind
Blind, blind
Blind, blind, blind, blind, blind
No sense of harmony, no sense of time,
Dont mention harmony,
Say: what is it? what is it? what is it?
Give a little shock, and he raises his hand
Somebody shouts out,
Says: what is it? what is it? what is it?
He was shot down in the night!
Peopple ride by but his bodys still alive
The girl in the window what has she done?
She looks down at me ...
Says: i dont want to die!
And Im blind, blind
Blind, blind, blind, blind, blind
Blind, blind
Blind, blind, blind, blind, blind
Somebody could have told us where they go
Crawling all around looking for foot, foot, footprints
Now tell me what the hell have we become?
Some dirty little bastards what the hell is going on? u
No sense of harmony, no sense of time,
Dont mention harmony,
Say: what is it? what is it? what is it?

[...] Read more

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The Alleys

I was welcome in a palace when the ball was at my feet,
I was petted in a garden and my triumph was complete.
But for me above the alleys there forever shone a star,
Where the third-rate public houses and the dens of Venus are.
Where the third-rate public houses
And the fourth-rate lodging houses,
And the rag-shops and the pawn-shops and the dens of Venus are.
I was born among the alleys, bred in darkness and in doubt,
And I wrote the truth in blindness and I struggled up and out;
And the world was fair before me and the way was wide and plain,
But the spirit of the alleys ever dragged me back again.
’Tis a madness I inherit
And a blind and reckless spirit.
Oh! the spirit of the alleys ever drags me down again!

There were fair girls in the garden where the spring came in a day,
But the barmaids in the alleys know a wider world than they.
There were wise men in the palace who were born to rule the earth,
But the wrecks amongst the alleys know the world for what it’s worth.
To the pewter from the chalice,
To the slum from the palace,
Aye! the wrecks sunk in the alleys know the world for what it’s worth!

Poets who have done with puzzling—men who talk but dare not think—
Men who might have moulded nations had it not been for the drink!
Wicked stories full of humour—shafts of wit that seldom miss,
Shot from blighted lips of women that the bravest dare not kiss?
Let the worst girl lead the revels
Of the reckless alley devils!—
Pure and virtuous women often, often drive men down to this.

In the days of mental torture when my life was all a hell,
It was down amongst the alleys that I learnt the tales I tell,
From the black-sheep out from England, from the boozer in from Bourke,
From the tired haggard women bending over needle-work:
Tales of wrongs, that fire the spirit,
Tales of more than human merit,
Told in quiet tones and measured, bending over needle-work.

Oh! the pathos and the humour of the shifts of poverty,
Oh! the sympathy of drunkards, wit and truth and charity,
Oh! the worn-out working women and the lives that they endure,
And the hard and callous kindness of the poor unto the poor!
(Where they blame not—those who labour—
And the prostitute’s a neighbour)
Ah! the humour and the courage and the kindness of the poor!

There is fire down in the alleys that has smouldered very long;
There is hatred in the alleys born of centuries of wrong;
And no prayer wins to heaven like a prayer from the slums,

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Walt Whitman

Salut Au Monde

O TAKE my hand, Walt Whitman!
Such gliding wonders! such sights and sounds!
Such join'd unended links, each hook'd to the next!
Each answering all--each sharing the earth with all.

What widens within you, Walt Whitman?
What waves and soils exuding?
What climes? what persons and lands are here?
Who are the infants? some playing, some slumbering?
Who are the girls? who are the married women?
Who are the groups of old men going slowly with their arms about each
other's necks?
What rivers are these? what forests and fruits are these?
What are the mountains call'd that rise so high in the mists?
What myriads of dwellings are they, fill'd with dwellers?

Within me latitude widens, longitude lengthens;
Asia, Africa, Europe, are to the east--America is provided for in the
west;
Banding the bulge of the earth winds the hot equator,
Curiously north and south turn the axis-ends;
Within me is the longest day--the sun wheels in slanting rings--it
does not set for months;
Stretch'd in due time within me the midnight sun just rises above the
horizon, and sinks again;
Within me zones, seas, cataracts, plants, volcanoes, groups,
Malaysia, Polynesia, and the great West Indian islands.

What do you hear, Walt Whitman?

I hear the workman singing, and the farmer's wife singing;
I hear in the distance the sounds of children, and of animals early
in the day;
I hear quick rifle-cracks from the riflemen of East Tennessee and
Kentucky, hunting on hills;
I hear emulous shouts of Australians, pursuing the wild horse;
I hear the Spanish dance, with castanets, in the chestnut shade, to
the rebeck and guitar;
I hear continual echoes from the Thames;
I hear fierce French liberty songs;
I hear of the Italian boat-sculler the musical recitative of old
poems;
I hear the Virginia plantation-chorus of negroes, of a harvest night,
in the glare of pine-knots;
I hear the strong baritone of the 'long-shore-men of Mannahatta;
I hear the stevedores unlading the cargoes, and singing;
I hear the screams of the water-fowl of solitary north-west lakes;
I hear the rustling pattering of locusts, as they strike the grain
and grass with the showers of their terrible clouds;
I hear the Coptic refrain, toward sundown, pensively falling on the

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We Can Create A Modern International Community

And I wonder when Congress will allow public nationwide schools...
in the United States to set aside time for children again to pray?
To pray for, or quietly reflect on behalf of, their once great Nation!

To pray for their nation during this proclaimed danger time...
of struggle against the forces of evil dark international terrorism!
But in the White House lurks a dark soul of 100% fetus murder!

Barack against murder international terrorism with Pro-Abortion Record!
Like Pharaoh in the time of the birth of Moses, like King Harold at the birth of Jesus, killing innocent children based on state law is ok in America today!

Why? How can this be? On 9th of March 2008 Barack proclaimed “We were once were, we are no longer a Christian nation, at least not just....”
No Ten Commandments, No God’s law displayed in government buildings!

15th April 2009 Barack proclaimed “We can create a modern international community that is respectful that is secure that is prosperous....
(in an aside to himself) and like Baal Worshippers we will support propagate

State Policies funding killing innocent children against the will of the majority of Americans and I Barack will use tax payer dollars to kill innocent unborn! We will fill White House high office with Pro Abortion all! Yes We Can!

Darth Vader will create a universal New World Order!

And in the on going baby killing sweepstakes infant killer Obama selects: -

Pro-Abortion Sen. Joe Biden as Obama’s vice-presidential running mate. Pro-Abortion Rep. Rahm Emanuel as Obama’s White House Chief of Staff.
Pro-Abortion former Sen. Tom Daschle as Obama’s Health and Human Services Secretary.

Former NARAL legal director Dawn Johnsen to serve as a member of Obama’s Department of Justice Review Team. Next appointed Assistant Attorney General for the Office of the Legal Counsel.

Betta check Obama’s rap sheet Pro-Abortion Record, for the rest of his all star elite baby killing machine selections.

'President Barack Obama's Pro-Abortion Record: A Pro-Life Compilation

Washington, DC (LifeNews.com) - The following is a compilation of bill signings, speeches, appointments and other actions that President Barack Obama has engaged in that have promoted abortion before and during his presidency. While Obama has promised to reduce abortions and some of his supporters believe that will happen, this long list proves his only agenda is promoting more abortions.

During the presidential election, Obama selected pro-abortion Sen. Joe Biden as his vice-presidential running mate.

Post-Election / Pre-Inauguration
November 5,2008 - Obama selects pro-abortion Rep. Rahm Emanuel as his White House Chief of Staff. Emanuel has a 0% pro-life voting record according to National Right to Life.

November 19,2008 - Obama picks pro-abortion former Sen. Tom Daschle as his Health and Human Services Secretary. Daschle has a long pro-abortion voting record according to National Right to Life.

November 20,2008 - Obama chooses former NARAL legal director Dawn Johnsen to serve as a member of his Department of Justice Review Team. Later, he finalizes her appointment as the Assistant Attorney General for the Office of the Legal Counsel in the Obama administration.

November 24,2008 - Obama appoints Ellen Moran, the former director of the pro-abortion group Emily's List as his White House communications director. Emily's List only supports candidates who favored taxpayer funded abortions and opposed a partial-birth abortion ban.

November 24,2008 - Obama puts former Emily's List board member Melody Barnes in place as his director of the Domestic Policy Council.

November 30,2008 - Obama named pro-abortion Sen. Hillary Clinton as the Secretary of State. Clinton has an unblemished pro-abortion voting record and has supported making unlimited abortions an international right.

December 10,2008 - Obama selects pro-abortion former Clinton administration official Jeanne Lambrew to become the deputy director of the White House Office of Health Reform. Planned Parenthood is 'excited' about the selection.

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Blind Love

Words and music by tom waits
Now youre gone
And its hotels and whiskey and sad luck days
And I dont care if they miss me
I never remember their names
They say if you get far enough away
Youll be on your way back home
Well Im at the station
And I cant get on the train
Must be blind love
The only kind of love is stone blind love
The only kind of love is stone blind love
The only kind of love is stone blind love
Oh blind love
Blind love
Stone blind love
Stone blind love
Well the streets turning blue
The dogs are barking and the night has come
And its tears that are falling
From these brown eyes now
And I wonder where you are
And I whisper your name
(I whisper your name)
And the only way to find you
Is if I close my eyes
And find you with my blind love
The only kind of love is stone blind love
The only kind of love is stone blind love
The only kind of love is stone blind love
Oh blind love
Blind love
Stone blind love
Stone blind love
Oh its blind love
The only kind of love is stone blind love
The only kind of love is stone blind love
The only kind of love is stone blind love
Oh blind love
Blind love
Stone blind love

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The Libelle of Englyshe Polycye

Here beginneth the Prologe of the processe of the Libelle of Englyshe polycye, exhortynge alle Englande to kepe the see enviroun and namelye the narowe see, shewynge whate profete commeth thereof and also whate worshype and salvacione to Englande and to alle Englyshe menne.

The trewe processe of Englysh polycye
Of utterwarde to kepe thys regne in rest
Of oure England, that no man may denye
Ner say of soth but it is one the best,
Is thys, as who seith, south, north, est and west
Cheryshe marchandyse, kepe thamyralte,
That we bee maysteres of the narowe see.


For Sigesmonde the grete Emperoure,
Whyche yet regneth, whan he was in this londe
Wyth kynge Herry the vte, prince of honoure,
Here moche glorye, as hym thought, he founde,
A myghty londe, whyche hadde take on honde
To werre in Fraunce and make mortalite,
And ever well kept rounde aboute the see.


And to the kynge thus he seyde, 'My brothere',
Whan he perceyved too townes, Calys and Dovere,
'Of alle youre townes to chese of one and other
To kepe the see and sone for to come overe,
To werre oughtwardes and youre regne to recovere,
Kepe these too townes sure to youre mageste
As youre tweyne eyne to kepe the narowe see'.


For if this see be kepte in tyme of werre,
Who cane here passe withought daunger and woo?
Who may eschape, who may myschef dyfferre?
What marchaundy may forby be agoo?
For nedes hem muste take truse every foo,
Flaundres and Spayne and othere, trust to me,
Or ellis hyndered alle for thys narowe see.


Therfore I caste me by a lytell wrytinge
To shewe att eye thys conclusione,
For concyens and for myne acquytynge
Ayenst God, and ageyne abusyon
And cowardyse and to oure enmyes confusione;
For iiij. thynges oure noble sheueth to me,
Kyng, shype and swerde and pouer of the see.


Where bene oure shippes, where bene oure swerdes become?
Owre enmyes bid for the shippe sette a shepe.
Allas, oure reule halteth, hit is benome.

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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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William Blake

Tiriel

1

And Aged Tiriel. stood before the Gates of his beautiful palace
With Myratana. once the Queen of all the western plains
But now his eyes were darkned. & his wife fading in death
They stood before their once delightful palace. & thus the Voice
Of aged Tiriel. arose. that his sons might hear in their gates
Accursed race of Tiriel. behold your father
Come forth & look on her that bore you. come you accursed sons.
In my weak arms. I here have borne your dying mother
Come forth sons of the Curse come forth. see the death of Myratana
His sons ran from their gates. & saw their aged parents stand
And thus the eldest son of Tiriel raisd his mighty voice
Old man unworthy to be calld. the father of Tiriels race
For evry one of those thy wrinkles. each of those grey hairs
Are cruel as death. & as obdurate as the devouring pit
Why should thy sons care for thy curses thou accursed man
Were we not slaves till we rebeld. Who cares for Tiriels curse
His blessing was a cruel curse. His curse may be a blessing
He ceast the aged man raisd up his right hand to the heavens
His left supported Myratana shrinking in pangs of death
The orbs of his large eyes he opend. & thus his voice went forth
Serpents not sons. wreathing around the bones of Tiriel
Ye worms of death feasting upon your aged parents flesh
Listen & hear your mothers groans. No more accursed Sons
She bears. she groans not at the birth of Heuxos or Yuva
These are the groans of death ye serpents These are the groans of death
Nourishd with milk ye serpents. nourishd with mothers tears & cares
Look at my eyes blind as the orbless scull among the stones
Look at my bald head. Hark listen ye serpents listen
What Myratana. What my wife. O Soul O Spirit O fire
What Myratana. art thou dead. Look here ye serpents look
The serpents sprung from her own bowels have draind her dry as this[.]
Curse on your ruthless heads. for I will bury her even here
So saying he began to dig a grave with his aged hands
But Heuxos calld a son of Zazel. to dig their mother a grave
Old cruelty desist & let us dig a grave for thee
Thou hast refusd our charity thou hast refusd our food
Thou hast refusd our clothes our beds our houses for thy dwelling
Chusing to wander like a Son of Zazel in the rocks
Why dost thou curse. is not the curse now come upon your head
Was it not you enslavd the sons of Zazel. & they have cursd
And now you feel it. Dig a grave & let us bury our mother
There take the body. cursed sons. & may the heavens rain wrath
As thick as northern fogs. around your gates. to choke you up
That you may lie as now your mother lies. like dogs. cast out
The stink. of your dead carcases. annoying man & beast
Till your white bones are bleachd with age for a memorial.
No your remembrance shall perish. for when your carcases
Lie stinking on the earth. the buriers shall arise from the east

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Running Blind

Cant find the answers
Ive been crawling on my knees
Looking for anything
To keep me from drowning
Promises have been turned to lies
Can't even be honest inside
Now Im running backward
Watching my life wave me goodbye
Running blind
Im running blind
Somebody help me see Im running blind
Searching for nothing
Wondering if I'll change
Im trying everything
But everything still stays the same
I thought if I showed you I could fly
Wouldn't need anyone by my side
Now I'm running backward
With broken wings I know Ill die
Running blind
Im running blind
Somebody help me see Im running blind
Running blind
Running blind
Running blind
I can't find the answers
I've been crawling on my knees
Looking for anything
To keep me from drowning
I'm running blind
Running blind
Running blind
Running blind
Running blind
Running blind
Running blind
Running blind
Running blind

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Blind Rage

Who's that peeping through my door
sneaking up and down the hall
I can't stand it anymore
I can't stand it anymore
Who's that peeping through my door
sneaking up and down the hall
I can't stand it anymore
I can't stand it anymore
Blind rage
I'm in a blind rage
Blind rage
blind rage
Blind rage
Who's that creeping in my room
blocking out the stars and moon
I fear you will attack me soon
who goes there
Who's that creeping in my room
blocking out the stars and moon
I fear you will attack me soon
who goes there
Blind rage
blind rage
Blind rage
blind rage
I'm in a blind rage
Blind rage
you're making me scared
blind rage
make me scared
Blind rage
Blind rage
blind rage
Blind rage
Blind rage
blind rage

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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

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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:

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VI. Giuseppe Caponsacchi

Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,

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Henry Wadsworth Longfellow

The Blind Girl Of Castel-Cuille. (From The Gascon of Jasmin)

At the foot of the mountain height
Where is perched Castel Cuille,
When the apple, the plum, and the almond tree
In the plain below were growing white,
This is the song one might perceive
On a Wednesday morn of Saint Joseph's Eve:

'The roads should blossom, the roads should bloom,
So fair a bride shall leave her home!
Should blossom and bloom with garlands gay,
So fair a bride shall pass to-day!'

This old Te Deum, rustic rites attending,
Seemed from the clouds descending;
When lo! a merry company
Of rosy village girls, clean as the eye,
Each one with her attendant swain,
Came to the cliff, all singing the same strain;
Resembling there, so near unto the sky,
Rejoicing angels, that kind Heaven has sent
For their delight and our encouragement.
Together blending,
And soon descending
The narrow sweep
Of the hillside steep,
They wind aslant
Towards Saint Amant,
Through leafy alleys
Of verdurous valleys
With merry sallies
Singing their chant:

'The roads should blossom, the roads should bloom,
So fair a bride shall leave her home!
Should blossom and bloom with garlands gay,
So fair a bride shall pass to-day!

It is Baptiste, and his affianced maiden,
With garlands for the bridal laden!

The sky was blue; without one cloud of gloom,
The sun of March was shining brightly,
And to the air the freshening wind gave lightly
Its breathings of perfume.

When one beholds the dusky hedges blossom,
A rustic bridal, oh! how sweet it is!
To sounds of joyous melodies,
That touch with tenderness the trembling bosom,
A band of maidens

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Lets See Action

Lets see action, lets see people,
Lets see action, lets see people,
Lets see freedom, lets see who cares,
Lets see freedom, lets see who cares,
Take me with you when you leave me
Take me with you when you leave me
And my shell behind us there.
And my shell behind us there.
I have learned it, known who burned me,
I have learned it, known who burned me,
Avatar has warmed my feet,
Avatar has warmed my feet,
Take me with you, let me see you,
Take me with you, let me see you,
Time and life can meet.
Time and life can meet.
Nothing is everything, everything is, nothing is,
Nothing is everything, everything is, nothing is,
Please the people, audiences,
Please the people, audiences,
Break the fences,
Break the fences,
Nothing is.
Nothing is.
Lets see action, lets see people,
Lets see action, lets see people,
Lets see freedom up in the air,
Lets see freedom up in the air,
Lets see action, lets see people,
Lets see action, lets see people,
Lets be free, lets see who cares.
Lets be free, lets see who cares.
Lets see action, lets see people,
Lets see action, lets see people,
Lets see freedom up in the air,
Lets see freedom up in the air,
Lets see action, lets see people,
Lets see action, lets see people,
Lets be free, lets see who cares.
Lets be free, lets see who cares.
Give me a drink boy, wash my feet,
Give me a drink boy, wash my feet,
Im so tired of running from my own heat,
Im so tired of running from my own heat,
Take this package and heres what you do,
Take this package and heres what you do,
Gonna get this information through.
Gonna get this information through.
I dont know where Im going,
I dont know where Im going,

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Too Blind To Recognize

Too blind to recognize.
No one really knew,
Who they saw on a regular basis.
And this was not encouraged,
To be expected to accept.
Yet discussing other people,
Was what they did best.
Too blind to recognize.

Too blind to recognize.
Disrespecting was all they knew.
And this they did with a full effect.
No one knew who did what.
Or who had experiences to share,
That would provide benefits all would get.
So no one saw to see to receive opportunities,
They would meet but too blind to recognize.

Too blind to recognize,
Gifts given as a prize!
Gifts given they should pride.

Too blind to recognize,
Gifts given as a prize!
Gifts given they should pride.

Just too blind to recognize.
Just too blind to recognize.
Just too blind to recognize...
Gifts given as a prize!
Gifts given they should pride.
Too blind to recognize.
Just too blind to recognize.
Too blind to recognize.
Just too blind to recognize...
Gifts given as a prize!
Gifts given they should pride.
Too blind to recognize.

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IV. Tertium Quid

True, Excellency—as his Highness says,
Though she's not dead yet, she's as good as stretched
Symmetrical beside the other two;
Though he's not judged yet, he's the same as judged,
So do the facts abound and superabound:
And nothing hinders that we lift the case
Out of the shade into the shine, allow
Qualified persons to pronounce at last,
Nay, edge in an authoritative word
Between this rabble's-brabble of dolts and fools
Who make up reasonless unreasoning Rome.
"Now for the Trial!" they roar: "the Trial to test
"The truth, weigh husband and weigh wife alike
"I' the scales of law, make one scale kick the beam!"
Law's a machine from which, to please the mob,
Truth the divinity must needs descend
And clear things at the play's fifth act—aha!
Hammer into their noddles who was who
And what was what. I tell the simpletons
"Could law be competent to such a feat
"'T were done already: what begins next week
"Is end o' the Trial, last link of a chain
"Whereof the first was forged three years ago
"When law addressed herself to set wrong right,
"And proved so slow in taking the first step
"That ever some new grievance,—tort, retort,
"On one or the other side,—o'ertook i' the game,
"Retarded sentence, till this deed of death
"Is thrown in, as it were, last bale to boat
"Crammed to the edge with cargo—or passengers?
"'Trecentos inseris: ohe, jam satis est!
"'Huc appelle!'—passengers, the word must be."
Long since, the boat was loaded to my eyes.
To hear the rabble and brabble, you'd call the case
Fused and confused past human finding out.
One calls the square round, t' other the round square—
And pardonably in that first surprise
O' the blood that fell and splashed the diagram:
But now we've used our eyes to the violent hue
Can't we look through the crimson and trace lines?
It makes a man despair of history,
Eusebius and the established fact—fig's end!
Oh, give the fools their Trial, rattle away
With the leash of lawyers, two on either side—
One barks, one bites,—Masters Arcangeli
And Spreti,—that's the husband's ultimate hope
Against the Fisc and the other kind of Fisc,
Bound to do barking for the wife: bow—wow!
Why, Excellency, we and his Highness here
Would settle the matter as sufficiently

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Bishop Blougram's Apology

No more wine? then we'll push back chairs and talk.
A final glass for me, though: cool, i' faith!
We ought to have our Abbey back, you see.
It's different, preaching in basilicas,
And doing duty in some masterpiece
Like this of brother Pugin's, bless his heart!
I doubt if they're half baked, those chalk rosettes,
Ciphers and stucco-twiddlings everywhere;
It's just like breathing in a lime-kiln: eh?
These hot long ceremonies of our church
Cost us a little—oh, they pay the price,
You take me—amply pay it! Now, we'll talk.

So, you despise me, Mr. Gigadibs.
No deprecation—nay, I beg you, sir!
Beside 't is our engagement: don't you know,
I promised, if you'd watch a dinner out,
We'd see truth dawn together?—truth that peeps
Over the glasses' edge when dinner's done,
And body gets its sop and holds its noise
And leaves soul free a little. Now's the time:
Truth's break of day! You do despise me then.
And if I say, "despise me"—never fear!
1 know you do not in a certain sense—
Not in my arm-chair, for example: here,
I well imagine you respect my place
(Status, entourage, worldly circumstance)
Quite to its value—very much indeed:
Are up to the protesting eyes of you
In pride at being seated here for once—
You'll turn it to such capital account!
When somebody, through years and years to come,
Hints of the bishop—names me—that's enough:
"Blougram? I knew him"—(into it you slide)
"Dined with him once, a Corpus Christi Day,
All alone, we two; he's a clever man:
And after dinner—why, the wine you know—
Oh, there was wine, and good!—what with the wine . . .
'Faith, we began upon all sorts of talk!
He's no bad fellow, Blougram; he had seen
Something of mine he relished, some review:
He's quite above their humbug in his heart,
Half-said as much, indeed—the thing's his trade.
I warrant, Blougram's sceptical at times:
How otherwise? I liked him, I confess!"
Che che, my dear sir, as we say at Rome,
Don't you protest now! It's fair give and take;
You have had your turn and spoken your home-truths:
The hand's mine now, and here you follow suit.

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V. Count Guido Franceschini

Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!

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