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One who has imagination without learning has wings without feet.

quote by Joseph Joubert
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An Essay on Criticism

Part I

INTRODUCTION. That it is as great a fault to judge ill as to write ill, and a more dangerous one to the public. That a true Taste is as rare to be found as a true Genius. That most men are born with some Taste, but spoiled by false education. The multitude of Critics, and causes of them. That we are to study our own Taste, and know the limits of it. Nature the best guide of judgment. Improved by Art and rules, which are but methodized Nature. Rules derived from the practice of the ancient poets. That therefore the ancients are necessary to be studied by a Critic, particularly Homer and Virgil. Of licenses, and the use of them by the ancients. Reverence due to the ancients, and praise of them.

'Tis hard to say if greater want of skill
Appear in writing or in judging ill;
But of the two less dangerous is th'offence
To tire our patience than mislead our sense:
Some few in that, but numbers err in this;
Ten censure wrong for one who writes amiss;
A fool might once himself alone expose;
Now one in verse makes many more in prose.

'Tis with our judgments as our watches, none
Go just alike, yet each believes his own.
In Poets as true Genius is but rare,
True Taste as seldom is the Critic's share;
Both must alike from Heav'n derive their light,
These born to judge, as well as those to write.
Let such teach others who themselves excel,
And censure freely who have written well;
Authors are partial to their wit, 'tis true,
But are not Critics to their judgment too?

Yet if we look more closely, we shall find
Most have the seeds of judgment in their mind:
Nature affords at least a glimm'ring light;
The lines, tho' touch'd but faintly, are drawn right:
But as the slightest sketch, if justly traced,
Is by ill col'ring but the more disgraced,
So by false learning is good sense defaced:
Some are bewilder'd in the maze of schools,
And some made coxcombs Nature meant but fools:
In search of wit these lose their common sense,
And then turn Critics in their own defence:
Each burns alike, who can or cannot write,
Or with a rival's or an eunuch's spite.
All fools have still an itching to deride,
And fain would be upon the laughing side.
If Mævius scribble in Apollo's spite,
There are who judge still worse than he can write.

Some have at first for Wits, then Poets pass'd;
Turn'd Critics next, and prov'd plain Fools at last.
Some neither can for Wits nor Critics pass,
As heavy mules are neither horse nor ass.
Those half-learn'd witlings, numerous in our isle,
As half-form'd insects on the banks of Nile;
Unfinish'd things, one knows not what to call,

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poem by Alexander Pope
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Hyperion

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

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

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

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poem by John Keats
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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 Loves of the Angels

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

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

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

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

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poem by Thomas Moore
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Cold Feet

There was a little boy once upon a time
Who in spite of his young age and small size knew his mind
For every copper penny and clover he would find
Make a wish for better days the end of hard times
For no more cold feet
Cold cold cold cold feet
His clothes were always clean
His face was always scrubbed
There was food on the table enough to fill him up
His house was full of life - his house was full of love
But when winter days arrived
There was never money enough to shod his cold feet
Cold cold cold cold feet
He grew up to be a worker determined to succeed
He made a life for himself, free from worldly wants or needs
But with nobody to share the life hed made
No body to keep him warm at night
When hed go to sleep hed sleep alone with his cold feet
Cold cold cold cold feet
One night he walked the street looking to the heavens above
Searching for a shooting star a benevolent god
When a woman passing by brushed his arm
He turned and found love
He then wished for the courage to ask this stranger
Who she was to not have cold feet
Cold cold cold cold feet
He thought shed like the party life and want the finer things
So he promised more than he could buy
And he promised her the sun and moon to not have cold feet
Cold cold cold cold feet
He worked day and night his fingers to the bone
Hi worried mind guilty conscience drive him on
He cant give her what she needs
He wants to give her what he thinks she wants
Her sad-eyed face, his empty pockets drive him on and his cold feet
Cold cold cold cold feet
Hed struggled all his life to be an honest man
Proud that the dirt on his palms was the soil of the land
But some guys he knew from high school days
Said they had a plan to get rich quick
And they could count him in if he dont have cold feet
Cold cold cold cold feet
He thought about their offer accepted it without qualms
Dreamt about the life hed buy
The comfort that would come without cold feet
Cold cold cold cold feet
He decided to tell his wife things would soon turn around
He said the little boy is dead
A man stands with you now without cold feet
Cold cold cold cold feet

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song performed by Tracy Chapman
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It Must Be Imagination

by Kenny Loggins & Tom Snow
When the feeling isn't right
They say you see it in a lovers eye
But I'm wide awake tonight
'N I'm looking for a reason why
It doesn't show
Still somehow I know
Tell me that it just ain't so
Say I made the whole thing up
It must be imagination
Why can't I forget it
God, you'd think I'd know better
It must be imagination
Gone completely out of my mind
It must be imagination
Tearin' me apart
'N breakin' my heart
You can say what is real
You can tell me if I'm in a dream
'Cause I know what I feel
But I don't know what to believe
Turn on the night light
Even if it takes us all night
I gotta be sure by daylight
If I've made this whole thing up
It must be imagination
Tell me if I'm right
'Cause it's changing my life
It must be imagination
Everybody knows
There ain't no way to fight it
It must be imagination
Breakin' my heart
'N tearing me apart
If I'm only dreamin'
Then I'm cryin' in my sleep
You should be shakin' me
Why ain't you wakin' me up?
It must be imagination
God I must be losin' my mind
It must be imagination
Does anybody know
Is there anyway to fight it?
It must be imagination
All in my mind, all in my mind
It must be imagination
If you wanna go, I just got to know
It must be imagination
Oooh tell me what's the problem
Why you wanna go on breakin' my heart?

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song performed by Kenny Loggins
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Your Imagination

Lyrics & music: daryl hall
I remember when i used to be the jealous kind
I got over it, now you're taking over my old line
You're caring too much about what i say
You're wondering too much about what i do
And baby, your imagination
Imagination's got the best of you
I ain't doin' nothing that you could really say was wrong
Just one oversight and no that didn't last too long
Listen, you're caring too much about what i say
You're wondering too much about what i do
And baby, your imagination
Imagination's got the best of you
Don't know what you're looking for
What's this thing about "true blue"
You know i ain't no danger boy
You're the one i like to touch, touch you, you
When the mood is right, change the light and the moment's gone
Better turn around, 'cause the light doesn't last too long
You're caring too much about what i say
You're wondering too much about what i do
And baby, your imagination
Imagination's got the best of you
Imagination, your imagination
Imagination, use your imagination.

song performed by Hall & Oates
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Flap Your Wings

Drop down and get your eagle on, girl (flap your wings)
Drop down and get your eagle on, girl (flap your wings)
Hell naw, ain't leavin' me alone, girl (flap your wings)
Drop down and get your eagle on, girl (flap your wings)
Drop down and get your eagle on, girl (flap your wings)
Drop down and get your eagle on, girl (flap your wings)
Hell naw, ain't leavin' me alone, girl (flap your wings)
Drop down and get your eagle on, girl
She's got that sweat drippin' all over her body
[Girl] Do you like that sweat drippin' all over my body?
Yea, I like that
That sweat drippin' all over your body
[Girl] You like that sweat drippin' all over my body
[Nelly]
It's summertime, and I'm back again
And went to VA, oh, got my friends
Say what's up, Pharrell
[Pharrell] Look whats on the nail
Yeah but, let's show 'em what's above the nail, Bling
A hundred thou couldn't get you one of these (Not one of these)
I guarantee it ain't a flaw on one of these (One of these)
Two hundred thou, couldn't get you in the league
Get three hundred thou, you couldn't even buy the keys
I think you need to add 50 more G's
Now, shall I proceed?
[Ladies] Yes, indeed (Ho)
I need to see you take it down to the floor
Spread your wings, if you real, ma, fly real low
Pause for a second ma, grind real slow
And if you do it right
All day we'll go (Ho)
I talk a lil' Fred Seigal girl (Seigal, girl)
Bonnie and Judy Lee with your bag all beaded, girl
Apple bottom pair underneath it
You talkin' like you don't need it
I can tell you see it
I like that in you
I don't see nothin wrong
Drop down and get your eagle on (Whoa)
[Hook]
[Nelly] Now, what's next to trenscend up in this party
OPP time, now let's get naughty
You take babygirl, and I'ma take shorty
With the sweat drippin' all over her body
We gone move if you wanna (Oh)
Groove if you wanna (Oh)
Throw your nose up, ma, and get rude if you wanna
Ain't got nothin' to lose, nor to prove
Babygirl soaked like she just got out of the pool (Eh)
I know you're thirsty, ma

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song performed by Nelly
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Youre Learning

(ira louvin/charlie louvin)
You are learning what its like to sit and cry
And wonder why your plans went wrong
You are learning how it feels when pain is real
To realize youre all alone
Yes youre learning
We had the chance to be happy
Nothing stood in our way
If only youd meant what you promised
We wouldnt crying today
You are learning that a lie can make you cry
For the truth your heart reveals
You are learning that a flirt can cause a hurt
Even though your love is real
Yes youre learning
We had the chance to be happy
Nothing stood in our way
If only youd meant what you promised
We wouldnt crying today
You are learning that a lie can make you cry
For the truth your heart reveals
You are learning that a flirt can cause a hurt
Even though your love is real
Yes youre learning
Yes youre learning

song performed by Emmylou Harris
Added by Lucian Velea
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Learning To Live

(without your love)
I still have your picture
By the bed where you used to lay
I still have the memories
That you aint goin from day to day
I still miss the little things
You used to do and say
Ill always believe in love
Come what may
Im learning to live
Without your love
All I can do is carry on
Living without you
Im learning to live
Without your love
Now that youre gone
Whatever the emptiness
Whatever the pain
I wont change my love for you
Ill always feel the same
Im learning to live
Without your love
All I can do is carry on
Living without you
Im learning to live
Without your love
Now that youre gone
Im learning to live
Im learning to live
Im learning to live
Im learning to live
I still call your number
Im still in love with you
I still believe in love
Maybe that will see me through
Im learning to live
Without your love
All I can do is carry on
Living without you
Im learning to live
Without your love
Now that youre gone
[repeat / fade]

song performed by Rick Astley
Added by Lucian Velea
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Christ at Carnival

THE hand of carnival was at my door,
I listened to its knocking, and sped down:
Faith was forgotten, Duty led no more:
I heard a wonton revelry in the town;
The Carnival ran in my veins like fire!
And some unfrustrable desire
Goaded me on to catch the roses thrown
From breast to breast, and with my own
Fugitive kiss to snatch the fugitive kiss;
I broke all faith for this
One wild and worthless hour,
To dance, to run, to beckon, as a flower
Maddens the bee with half-surrendering,
Then flies back in the air with petals shut.

Fainting with laughter and pursuit
I heard shrill winds leap out and sink again,
Tracking the green bed where the Spring hath lain,
And vanished from, whose feet made audible
Music among the tall trees on the hill.
Above me leaned a nightingale
Burdened and big with song, whose throat let fall
Long notes, so poignant and so musical,
I deemed his young mate, listening,
Heard him less passionately sing
Than I a-foot at Carnival!

Above the town, swart Night came rolling in
Upon her couch of heliotrope:
A new Moon, young and thin,
Lay like a Columbine
Teasing the spent hill, her old Harlequin,
She, who of late waned on the bitter sky,
Furtive and old, a woman without hope,
Begging in long-familiar streets, where Sin
Once seeking her, now shuddered and went by.

Caught in the meshes of a merry throng,
I stumbled through the lighted Market Place;
The lanterns swung an undetermined rose
In Night's convulsive face
As we were swept along
In crazy dance and song,--
On through the mirth-mad alleys of the town,
With shrill loud laughter tumbled roughly down,
Whirled up in swift embrace.
All, all went swinging, swaying in the revel,
Laughing and reeling, kissing each and all--
A crowd that wildest jesting did dishevel--
O mad night of Carnival!

[...] Read more

poem by Muriel Stuart
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About My Imagination

I kept my eyes open and tried to see
The point of what went on in front of me
I kept what moved me, forgot about the rest
And took my young imagination to the acid test
And it was easy then to say what love could do
It's so easy when your world is new
It's been so hard sometimes to find my way
I let my pleasure lead my little world astray
And if I'm truthful I'll say that I was blind
To everything about this life but what I had in mind
And it was easy then to say where love could go
It's so easy when there's so much you don't know
About my imagination, it got me through somehow
Without my imagination, I wouldn't be here now
And it was easy then when love was guaranteed
It's so easy when love is all you need
About my imagination
I'm making this investigation
Into my imagination
According to my computations
We're overdue for a transformation
Or is it my imagination?
I keep my eyes open and try to see
This life in terms of possibility
With so much changing, and changing for the worse
You got to keep your head up, Baby
From the cradle to the hearse
And it was easy then to say where love could go
It's so easy when love is all you know
About my imagination
I'm getting ready for the celebration
I'm bringing my imagination
Taking charge of my elevation
No fear, no trepidation
Register my affirmation
No doubt, no hesitation
People get ready for the embarkation
About my imagination
Calling out across the nation
It's time for some kind of re-dedication
Not talking 'bout just my generation
I'm sending out this invocation
I keep getting these excitations
More light, more love
More truth, and more innovation
Lyrics by Jackson Browne
Music by Jackson Browne, Kevin McCormick, Mark Goldenberg, Mauricio Lewak, Jeff Young
(Swallow Turn Music, ASCAP; Eye Cue Music, ASCAP; Bossypants Music/Songs of Windswept Pacific, BMI; Bateria Music, ASCAP; Glad Brad Music, Inc., ASCAP)

song performed by Jackson Browne
Added by Lucian Velea
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Learning To Fly

Well I started out down a dirty r oad
Started out all alone
And the sun went down as I crossed the hill
The town lit up the world got still
Im learning to fly but I aint got wings
Comin down is the hardest thing
Well the good old days may not return
And the rocks might melt, and the sea may burn
Im learning to fly but I aint got wings
Comin down is the hardest thing
Well some say life will beat you down
Break your heart, steal your crown
So I started out for God kno ws where
But I guess Ill know when I get there
Im learning to fly around the clouds
But what goes up must come down
Im learning to fly but I aint got wings
Comin down is the hardest thing
Im learning to fly around the clouds
But what goes up must come down
Im learning to fly
Im learning to fly

song performed by Tom Petty
Added by Lucian Velea
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The Child Of The Islands - Winter

I.

ERE the Night cometh! On how many graves
Rests, at this hour, their first cold winter's snow!
Wild o'er the earth the sleety tempest raves;
Silent, our Lost Ones slumber on below;
Never to share again the genial glow
Of Christmas gladness round the circled hearth;
Never returning festivals to know,
Or holidays that mark some loved one's birth,
Or children's joyous songs, and loud delighted mirth.
II.

The frozen tombs are sheeted with one pall,--
One shroud for every churchyard, crisp and bright,--
One foldless mantle, softly covering all
With its unwrinkled width of spotless white.
There, through the grey dim day and starlit night,
It rests, on rich and poor, and young and old,--
Veiling dear eyes,--whose warm homne-cheering light
Our pining hearts can never more behold,--
With an unlifting veil,--that falleth blank and cold.
III.

The Spring shall melt that snow,--but kindly eyes
Return not with the Sun's returning powers,--
Nor to the clay-cold cheek, that buried lies,
The living blooms that flush perennial flowers,--
Nor, with the song-birds, vocal in the bowers,
The sweet familiar tones! In silence drear
We pass our days,--and oft in midnight hours
Call madly on their names who cannot hear,--
Names graven on the tombs of the departed year!
IV.

There lies the tender Mother, in whose heart
So many claimed an interest and a share!
Humbly and piously she did her part
In every task of love and household care:
And mournfully, with sad abstracted air,
The Father-Widower, on his Christmas Eve,
Strokes down his youngest child's long silken hair,
And, as the gathering sobs his bosom heave,
Goes from that orphaned group, unseen to weep and grieve.
V.

Feeling his loneliness the more this day
Because SHE kept it with such gentle joy,
Scarce can he brook to see his children play,
Remembering how her love it did employ

[...] Read more

poem by Caroline Elizabeth Sarah Norton
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The Tree of Laughing Bells

[A Poem for Aviators]

How the Wings Were Made

From many morning-glories
That in an hour will fade,
From many pansy buds
Gathered in the shade,
From lily of the valley
And dandelion buds,
From fiery poppy-buds
Are the Wings of the Morning made.

The Indian Girl Who Made Them

These, the Wings of the Morning,
An Indian Maiden wove,
Intertwining subtilely
Wands from a willow grove
Beside the Sangamon —
Rude stream of Dreamland Town.
She bound them to my shoulders
With fingers golden-brown.
The wings were part of me;
The willow-wands were hot.
Pulses from my heart
Healed each bruise and spot
Of the morning-glory buds,
Beginning to unfold
Beneath her burning song of suns untold.

The Indian Girl Tells the Hero Where to Go to Get the Laughing Bell

"To the farthest star of all,
Go, make a moment's raid.
To the west — escape the earth
Before your pennons fade!
West! west! o'ertake the night
That flees the morning sun.
There's a path between the stars —
A black and silent one.
O tremble when you near
The smallest star that sings:
Only the farthest star
Is cool for willow wings.

"There's a sky within the west —

[...] Read more

poem by Vachel Lindsay
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The Golden Age

Long ere the Muse the strenuous chords had swept,
And the first lay as yet in silence slept,
A Time there was which since has stirred the lyre
To notes of wail and accents warm with fire;
Moved the soft Mantuan to his silvery strain,
And him who sobbed in pentametric pain;
To which the World, waxed desolate and old,
Fondly reverts, and calls the Age of Gold.

Then, without toil, by vale and mountain side,
Men found their few and simple wants supplied;
Plenty, like dew, dropped subtle from the air,
And Earth's fair gifts rose prodigal as prayer.
Love, with no charms except its own to lure,
Was swiftly answered by a love as pure.
No need for wealth; each glittering fruit and flower,
Each star, each streamlet, made the maiden's dower.
Far in the future lurked maternal throes,
And children blossomed painless as the rose.
No harrowing question `why,' no torturing `how,'
Bent the lithe frame or knit the youthful brow.
The growing mind had naught to seek or shun;
Like the plump fig it ripened in the sun.
From dawn to dark Man's life was steeped in joy,
And the gray sire was happy as the boy.
Nature with Man yet waged no troublous strife,
And Death was almost easier than Life.
Safe on its native mountains throve the oak,
Nor ever groaned 'neath greed's relentless stroke.
No fear of loss, no restlessness for more,
Drove the poor mariner from shore to shore.
No distant mines, by penury divined,
Made him the sport of fickle wave or wind.
Rich for secure, he checked each wish to roam,
And hugged the safe felicity of home.

Those days are long gone by; but who shall say
Why, like a dream, passed Saturn's Reign away?
Over its rise, its ruin, hangs a veil,
And naught remains except a Golden Tale.
Whether 'twas sin or hazard that dissolved
That happy scheme by kindly Gods evolved;
Whether Man fell by lucklessness or pride,-
Let jarring sects, and not the Muse, decide.
But when that cruel Fiat smote the earth,
Primeval Joy was poisoned at its birth.
In sorrow stole the infant from the womb,
The agëd crept in sorrow to the tomb.
The ground, so bounteous once, refused to bear
More than was wrung by sower, seed, and share.

[...] Read more

poem by Alfred Austin
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Tennants Anster Fair

I.

'TIS the middle watch of a summer's night -
The earth is dark, but the heavens are bright;
Nought is seen in the vault on high
But the moon, and the stars, and the cloudless sky,
And the flood which rolls its milky hue,
A river of light on the welkin blue.
The moon looks down on old Cronest,
She mellows the shades on his shaggy breast,
And seems his huge gray form to throw
In a sliver cone on the wave below;

His sides are broken by spots of shade,
By the walnut bough and the cedar made,
And through their clustering branches dark
Glimmers and dies the fire-fly's spark -
Like starry twinkles that momently break
Through the rifts of the gathering tempest's rack.

II.

The stars are on the moving stream,
And fling, as its ripples gently flow,
A burnished length of wavy beam
In an eel-like, spiral line below;
The winds are whist, and the owl is still,
The bat in the shelvy rock is hid,
And nought is heard on the lonely hill
But the cricket's chirp, and the answer shrill
Of the gauze-winged katy-did;
And the plaint of the wailing whip-poor-will,
Who moans unseen, and ceaseless sings,
Ever a note of wail and wo,
Till morning spreads her rosy wings,
And earth and sky in her glances glow.

III.

'Tis the hour of fairy ban and spell:
The wood-tick has kept the minutes well;
He has counted them all with click and stroke,
Deep in the heart of the mountain oak,
And he has awakened the sentry elve
Who sleeps with him in the haunted tree,
To bid him ring the hour of twelve,
And call the fays to their revelry;
Twelve small strokes on his tinkling bell -
('Twas made of the white snail's pearly shell:- )
"Midnight comes, and all is well!

[...] Read more

poem by Joseph Rodman Drake
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The Culprit Fay

'TIS the middle watch of a summer's night -
The earth is dark, but the heavens are bright;
Nought is seen in the vault on high
But the moon, and the stars, and the cloudless sky,
And the flood which rolls its milky hue,
A river of light on the welkin blue.
The moon looks down on old Cronest,
She mellows the shades on his shaggy breast,
And seems his huge gray form to throw
In a sliver cone on the wave below;

His sides are broken by spots of shade,
By the walnut bough and the cedar made,
And through their clustering branches dark
Glimmers and dies the fire-fly's spark -
Like starry twinkles that momently break
Through the rifts of the gathering tempest's rack.

II.

The stars are on the moving stream,
And fling, as its ripples gently flow,
A burnished length of wavy beam
In an eel-like, spiral line below;
The winds are whist, and the owl is still,
The bat in the shelvy rock is hid,
And nought is heard on the lonely hill
But the cricket's chirp, and the answer shrill
Of the gauze-winged katy-did;
And the plaint of the wailing whip-poor-will,
Who moans unseen, and ceaseless sings,
Ever a note of wail and wo,
Till morning spreads her rosy wings,
And earth and sky in her glances glow.

III.

'Tis the hour of fairy ban and spell:
The wood-tick has kept the minutes well;
He has counted them all with click and stroke,
Deep in the heart of the mountain oak,
And he has awakened the sentry elve
Who sleeps with him in the haunted tree,
To bid him ring the hour of twelve,
And call the fays to their revelry;
Twelve small strokes on his tinkling bell -
('Twas made of the white snail's pearly shell:- )
'Midnight comes, and all is well!
Hither, hither, wing your way!
'Tis the dawn of the fairy day.'

[...] Read more

poem by Joseph Rodman Drake
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The Four Seasons : Spring

Come, gentle Spring! ethereal Mildness! come,
And from the bosom of yon dropping cloud,
While music wakes around, veil'd in a shower
Of shadowing roses, on our plains descend.
O Hertford, fitted or to shine in courts
With unaffected grace, or walk the plain
With innocence and meditation join'd
In soft assemblage, listen to my song,
Which thy own Season paints; when Nature all
Is blooming and benevolent, like thee.
And see where surly Winter passes off,
Far to the north, and calls his ruffian blasts:
His blasts obey, and quit the howling hill,
The shatter'd forest, and the ravaged vale;
While softer gales succeed, at whose kind touch,
Dissolving snows in livid torrents lost,
The mountains lift their green heads to the sky.
As yet the trembling year is unconfirm'd,
And Winter oft at eve resumes the breeze,
Chills the pale morn, and bids his driving sleets
Deform the day delightless: so that scarce
The bittern knows his time, with bill ingulf'd,
To shake the sounding marsh; or from the shore
The plovers when to scatter o'er the heath,
And sing their wild notes to the listening waste
At last from Aries rolls the bounteous sun,
And the bright Bull receives him. Then no more
The expansive atmosphere is cramp'd with cold
But, full of life and vivifying soul,
Lifts the light clouds sublime, and spreads then thin,
Fleecy, and white, o'er all-surrounding heaven.
Forth fly the tepid airs: and unconfined,
Unbinding earth, the moving softness strays.
Joyous, the impatient husbandman perceives
Relenting Nature, and his lusty steers
Drives from their stalls, to where the well used plough
Lies in the furrow, loosen'd from the frost.
There, unrefusing, to the harness'd yoke
They lend their shoulder, and begin their toil,
Cheer'd by the simple song and soaring lark.
Meanwhile incumbent o'er the shining share
The master leans, removes the obstructing clay,
Winds the whole work, and sidelong lays the glebe
While through the neighbouring fields the sowe stalks,
With measured step, and liberal throws the grain
Into the faithful bosom of the ground;
The harrow follows harsh, and shuts the scene.
Be gracious, Heaven! for now laborious Man
Has done his part. Ye fostering breezes, blow!
Ye softening dews, ye tender showers, descend!

[...] Read more

poem by James Thomson
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Christmas-Eve

I.
OUT of the little chapel I burst
Into the fresh night air again.
I had waited a good five minutes first
In the doorway, to escape the rain
That drove in gusts down the common’s centre,
At the edge of which the chapel stands,
Before I plucked up heart to enter:
Heaven knows how many sorts of hands
Reached past me, groping for the latch
Of the inner door that hung on catch,
More obstinate the more they fumbled,
Till, giving way at last with a scold
Of the crazy hinge, in squeezed or tumbled
One sheep more to the rest in fold,
And left me irresolute, standing sentry
In the sheepfold’s lath-and-plaster entry,
Four feet long by two feet wide,
Partitioned off from the vast inside—
I blocked up half of it at least.
No remedy; the rain kept driving:
They eyed me much as some wild beast,
The congregation, still arriving,
Some of them by the mainroad, white
A long way past me into the night,
Skirting the common, then diverging;
Not a few suddenly emerging
From the common’s self thro’ the paling-gaps,—
—They house in the gravel-pits perhaps,
Where the road stops short with its safeguard border
Of lamps, as tired of such disorder;—
But the most turned in yet more abruptly
From a certain squalid knot of alleys,
Where the town’s bad blood once slept corruptly,
Which now the little chapel rallies
And leads into day again,—its priestliness
Lending itself to hide their beastliness
So cleverly (thanks in part to the mason),
And putting so cheery a whitewashed face on
Those neophytes too much in lack of it,
That, where you cross the common as I did,
And meet the party thus presided,
“Mount Zion,” with Love-lane at the back of it,
They front you as little disconcerted,
As, bound for the hills, her fate averted
And her wicked people made to mind him,
Lot might have marched with Gomorrah behind him.

II.
Well, from the road, the lanes or the common,

[...] Read more

poem by Robert Browning
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