Citatepedia^®.com

The Arrest

Jesus got arrested
down on fourth street
for taking in, and

associating with
whores, addicts, thieves,
and losers....

i didnt have the money
to go His bail...
so i sent Him a file,

a pack of Marlboro's,
and a tract from the
local Baptist Church....

complete with the address
for donations...

poem by Eric Cockrell
Added by Poetry Lover
Comment! | Vote! | Copy!

Water Closet

We are in the water closet
adjacent perpendicular mirrors
you sink ninety degrees on vertical
teeth brushing body bent axis horizontal

Mmmhhhh...
yes
oral hygiene stimulate arousal cleansing

You are bending brushing bristling
backside tattoo target inviting

I behind you lust limb salivating
stalk to sweep fine bristles beating
scrubbing swaying brushing
I sweep swayed toward for following

Your call mating instincts answer
spring pounce prey posterior
as I the deviant disciplinarian to wallop
my wonderful water closet trollop

How I so delight sight anticpatory
you bracing administration's imagining
whoop-wallop deviant deliciously
spontaneous training demented delivery

Pack! Pa-pack!
Pa-pack -a- pack PACT! !

Such a sweetest slapping rapping

Pa-pack! Pa-pack!
Pa-pack -a- pack PACT! !

Over the sink we are synching
gasping grinding sighing singing
punishing pummeling scrubbing stinging
squirming stealing squealings

Pa-pack! Pa-pack!
Pa-pack -a- pack PACT! !

Our eyes are fixed to mirror's pivot
gyro reflecting rocking reflex

Pa-pack! Pa-pack!
Pa-pack -a- pack PACT! !

Numb as our mouths' my hand toothbrushings'

[...] Read more

poem by Randy Resh
Added by Poetry Lover
Comment! | Vote! | Copy!

Jesus Power over Demons

Jesus' Power Over Demons
home » sermons » 06-24-07

June 24,2007 — The Fourth Sunday after Pentecost

“Jesus' Power Over Demons” — Pastor Lassman

Luke 8: 26-39

Listen

My Fellow Redeemed in Christ,

Do you believe in a real Satan? Do you believe that there are demons? I’m sure you do, but if you don’t you should. Of course, such things might seem strange in our scientific and technical world and many people don’t believe in Satan or evil spirits. And, being spirits, we cannot see Satan or demons. But the Bible talks a great deal about them. I’ve never seen Satan or a demon, but I believe in them not only because the Bible talks about them, but especially because Jesus Christ himself speaks about Satan and demons. In the church we often talk about sin and death, and rightly so. But we should never forget about Satan and his evil forces. For they go together: Satan, sin, and death as Martin Luther says in his Small Catechism about Jesus: “who has redeemed me a lost a condemned person, purchased and won me from all sin, from death….and from the power of the devil.” The power of the devil. That brings us to our gospel lesson where we see “Jesus’ Power Over Demons.”

I. In Jesus Christ the kingdom of God has come to attack and destroy the kingdom of Satan. When he began his public ministry at his baptism Jesus said: “repent, for the kingdom of God is at hand.”.

A. God, of course, had created a perfect world. This included what we would call the “good angels.” But some of those angels, led by their leader, Satan, were not happy with their position in God’s order: they wanted to be God. And in their evil rebellion against God they were transformed into demons who oppose God and all that he stands for. It was their leader, Satan, who showed up as a snake in the Garden of Eden to tempt Adam and Eve to also be like God. And so sin and death came into the world. Satan had invaded God’s world and trashed it. Demons are the source of the world’s superstitions and religions. Demons are the ones behind those who persecute and kill Christians. Demons are the ones behind all the false doctrines that divide the Christian church. With deception and lies they do all in their power to keep people from believing in Jesus Christ and to destroy the faith of those who already believe. Thus the Bible calls the devil our “enemy”. There is an underlying evil in the world that human beings are helpless to overcome. The demon possessed man in our text symbolizes all of this. But remember that every human being is born into this world under the influence of Satan and a member of his kingdom as the apostle John says in his first letter: ”the whole world is under the control of the Evil one.” When you and I were born in the world, we too were under the control of the evil one—enslaved to sin and death, under God’s wrath and damnation. Never forget that.

B. And that’s why Jesus came into the world: to attack and destroy the kingdom of Satan and save his people. He trashed the kingdom of Satan, defeating him and giving mankind victory over sin and death. You can hear the fear in the evil spirit’s voice: “what have you to do with me, Jesus, Son of the most high God.” They are filled with terror because they know that Jesus is stronger than they are. They are afraid of Jesus: “I beg you do not torment me.” They know that on the judgment day Jesus Christ will cast them into the fires of hell as we read in revelation: “and the devil..was thrown into the lake of burning sulpher, where the beast and the false prophet had been thrown. They will be tormented day and night.” And so the spirits begged Jesus not to send them “into the abyss.” The demon was afraid that that day had come. But it had not. So Jesus told them to leave the man and enter the pigs. And they had no choice but to do what he said. Now in our gospel Jesus only delivered one man from demon possession. But on the cross he delivered all of humanity, you and me, from Satan and his forces by dying for our sins. Because of Jesus Christ we never have to fear being possessed by a demon—for our bodies are the temple of God. Because of Jesus Christ we can resist the devil and his temptations—for in baptism we have been united to Jesus Christ. Because of Jesus Christ the devil cannot scare us with death or damnation—for all our sins are forgiven and we will be raised from the dead. Because of Jesus Christ the devil cannot deceive us with his lies because we know the truth. Paul says it all when he writes in Colossians: “for he has rescued us from the dominion of darkness and brought us into the kingdom of the Son he loves, in whom we have redemption, the forgiveness of sins.” (Col.1: 13) you and I have been rescued from Satan and his kingdom—he has no power over us.

II. But as always there are two responses to Jesus.

A. Regardless of the evidence, some people just won’t believe. We see this in our text. There were eyewitnesses to what had happened—the herdsmen who tended the pigs. And they went and told the city and the whole country-side what they had seen. Indeed, they created such a stir that many people went out to the spot where it happened to see for themselves. And there was Jesus- and the man sitting at his feet. And they saw with their own eyes the difference in him. He was no longer naked, but clothed; no longer out of his mind and violent, but calm and in his right mind. He was normal. Clearly, something profound and wonderful had happened. And now comes the strange response: “then all the people of the surrounding country…asked him to depart from them, for they were seized with fear.” What? ! Why did they say that? ! Couldn’t they see that Jesus had done something good, something kind, something merciful, something wonderful? Why did they ask him to leave? Did they care more about the pigs that were destroyed than they did for the well-being of this man? We are not told. But all through the gospels we hear of people who do not believe in Jesus even though they saw him doing miracles and wonderful acts of kindness. Perhaps we get a clue when just fourteen verses before our text Jesus says: “[these] are the ones who hear, and then the devil comes and takes away the words from their hearts so that they may not believe and be saved.” Many people prefer the kingdom of Satan. They like the darkness more than the light

B. But that wasn’t the response of the man from whom the demons left! He believed and was thankful for what Jesus had done for him. As a matter of fact, he was so grateful that he begged Jesus to go with him. But here’s another little surprise- Jesus said “no”. Instead he told him to return to his home and tell everyone what God had done for him. And that’s exactly what he did: he went home and told everyone what Jesus had done for him. I imagine that took a lot of faith. His emotions told him he wanted to be with Jesus. But he denied his emotions and instead did what Jesus told him to do. And so it is with us. We too are thankful for what Jesus has done for us. Every Sunday through the forgiveness of sins he gives us victory over sin and death and the power of Satan and the forces of evil. Such is the power of god’s forgiveness. We love coming here on Sunday mornings and being with Jesus and receiving his salvation. And yet as important as it is, we cannot sit in church all the time. Jesus wants us to return to our homes, our work, our schools—our communities and tell everyone what he has done.

Conclusion: when Jesus drove the demons out of that man Jesus attacked the kingdom of Satan. But when he died for the sins of the world Jesus destroyed Satan’s kingdom. And through faith in him we share in his victory. For Satan’s only weapons are lies, sin, and death. But in Jesus Christ we know the truth; in Jesus Christ our sin has been forgiven, and in Jesus Christ death has been defeated and we have life. Satan has no power over us. Indeed, we can resist him. And how do we know this is true? Well, we see Jesus casting out helpless demons who fear him and must obey him. But the main proof is the empty tomb. When Jesus was raised from the dead God’s hand was raised in victory over Satan and his kingdom. Everywhere the gospel of Jesus Christ is preached and taught the kingdom of Satan is trashed. And one day Jesus will return and cast Satan and all demons into the abyss that they fear so much. Amen!

Messiah Lutheran Church Seattle - Missouri Synod
7050 35th Avenue NE | Seattle, WA 98115 | (206) 524-0024
Questions or comments about this site can be sent to webmaster@messiahseattle.org
Copyright © 2008. Messiah Lutheran Church. All rights reserved.

poem by Mthokozisi Ntokozo Maphumulo
Added by Poetry Lover
Comment! | Vote! | Copy!

I Saw It Myself (Short Verse Drama)

Dramatis Personae: Adrian, his wife Ester, his sisters Rebecca and Johanna, his mother Elizabeth, the high priest Chiapas, the disciple Simon Peter, the disciple John, Mary Magdalene, worshipers, priests, two angels and Jesus Christ.

Act I

Scene I.- Adrian’s house in Jerusalem. Adrian has just returned home after a business journey in Galilee, in time to attend the Passover feast. He sits at the table with his wife Ester and his sisters, Rebecca and Johanna. It’s just before sunset on the Friday afternoon.

Adrian. (Somewhat puzzled) Strange things are happening,
some say demons dwell upon the earth,
others angelic beings, miracles take place
and all of this when they had put a man to death,
had crucified a criminal. Everybody knows
the cross is used for degenerates only!

Rebecca. (With a pleasant voice) Such harsh words used,
for a good, a great man brother?
They say that without charge
he healed the sick, brought back sight,
cured leprosy, even made some more food,
from a few fishes and loafs of bread…

Adrian. (Somewhat harsh) They say many things!
That he rode into Jerusalem
to be crowned as the new king,
was a rebel against the state,
even claimed to be
the very Son of God,
now that is blasphemy
if there is no truth to it!

Johanna. I met him once.
He’s not the man
that you make him, brother.
There was a strange tranquilly to Him.
Some would say a divine presence,
while He spoke of love that is selfless,
visited the sick, the poor
and even the destitute, even harlots.

Adrian. (Looks up) There you have it!
Harlots! Tax collecting thieves!
A man is know by his friends,
or so they say and probably
there is some truth to it.

Ester. Husband, do not be so quick to judge.
I have seen Him myself, have seen
Roman soldiers marching Him to the hill
to take His life, with a angry crowd
following and mocking Him.

[...] Read more

poem by Gert Strydom
Added by Poetry Lover
Comment! | Vote! | Copy!

The Hind And The Panther, A Poem In Three Parts : Part II.

“Dame,” said the Panther, “times are mended well,
Since late among the Philistines you fell.
The toils were pitched, a spacious tract of ground
With expert huntsmen was encompassed round;
The inclosure narrowed; the sagacious power
Of hounds and death drew nearer every hour.
'Tis true, the younger lion 'scaped the snare,
But all your priestly calves lay struggling there,
As sacrifices on their altars laid;
While you, their careful mother, wisely fled,
Not trusting destiny to save your head.
For, whate'er promises you have applied
To your unfailing Church, the surer side
Is four fair legs in danger to provide;
And whate'er tales of Peter's chair you tell,
Yet, saving reverence of the miracle,
The better luck was yours to 'scape so well.”
“As I remember,” said the sober Hind,
“Those toils were for your own dear self designed,
As well as me; and with the selfsame throw,
To catch the quarry and the vermin too,—
Forgive the slanderous tongues that called you so.
Howe'er you take it now, the common cry
Then ran you down for your rank loyalty.
Besides, in Popery they thought you nurst,
As evil tongues will ever speak the worst,
Because some forms, and ceremonies some
You kept, and stood in the main question dumb.
Dumb you were born indeed; but, thinking long,
The test, it seems, at last has loosed your tongue:
And to explain what your forefathers meant,
By real presence in the sacrament,
After long fencing pushed against a wall,
Your salvo comes, that he's not there at all:
There changed your faith, and what may change may fall.
Who can believe what varies every day,
Nor ever was, nor will be at a stay?”
“Tortures may force the tongue untruths to tell,
And I ne'er owned myself infallible,”
Replied the Panther: “grant such presence were,
Yet in your sense I never owned it there.
A real virtue we by faith receive,
And that we in the sacrament believe.”
“Then,” said the Hind, “as you the matter state,
Not only Jesuits can equivocate;
For real, as you now the word expound,
From solid substance dwindles to a sound.
Methinks, an Æsop's fable you repeat;
You know who took the shadow for the meat:
Your Church's substance thus you change at will,

[...] Read more

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

Hudibras: Part 3 - Canto II

THE ARGUMENT

The Saints engage in fierce Contests
About their Carnal interests;
To share their sacrilegious Preys,
According to their Rates of Grace;
Their various Frenzies to reform,
When Cromwel left them in a Storm
Till, in th' Effigy of Rumps, the Rabble
Burns all their Grandees of the Cabal.

THE learned write, an insect breeze
Is but a mungrel prince of bees,
That falls before a storm on cows,
And stings the founders of his house;
From whose corrupted flesh that breed
Of vermin did at first proceed.
So e're the storm of war broke out,
Religion spawn'd a various rout
Of petulant Capricious sects,
The maggots of corrupted texts,
That first run all religion down,
And after ev'ry swarm its own.
For as the Persian Magi once
Upon their mothers got their sons,
That were incapable t' enjoy
That empire any other way;
So PRESBYTER begot the other
Upon the good old Cause, his mother,
Then bore then like the Devil's dam,
Whose son and husband are the same.
And yet no nat'ral tie of blood
Nor int'rest for the common good
Cou'd, when their profits interfer'd,
Get quarter for each other's beard.
For when they thriv'd, they never fadg'd,
But only by the ears engag'd:
Like dogs that snarl about a bone,
And play together when they've none,
As by their truest characters,
Their constant actions, plainly appears.
Rebellion now began, for lack
Of zeal and plunders to grow slack;
The Cause and covenant to lessen,
And Providence to b' out of season:
For now there was no more to purchase
O' th' King's Revenue, and the Churches,
But all divided, shar'd, and gone,
That us'd to urge the Brethren on;
Which forc'd the stubborn'st for the Cause,

[...] Read more

poem by Samuel Butler
Added by Poetry Lover
Comment! | Vote! | Copy!

Women Is Losers

Women is losers
Women is losers
Women is losers
Women is losers.
Well, i know you must have heard it all,
Lord, ev'rywhere
Men always seem to end up on top.
I said, if they told you that they want you
Say they come around and wind up your door.
Whoa i say now, if they don't desert you,
They'll leave you and never be here for more!
Women is losers
Women is losers
Women is losers, lord, lord, lord, lord!!!!!
I said i know you must have heard it all,
Lord, everywhere
Men always seem to end up on top.
I say they wear a nice shiny armor
Until there is a dragon for to slay.
Now baby,
Course with men beggin' to pay 'em
I'll say they're bound to run away, oh!
Women is losers
Women is losers
Women is losers, lord, lord, lord, lord!!!!!!
I said, i know you must have heard it all
Lord, ev'rywhere
Men almost seem to end up on top, oh!
Women is losers
Women is losers
Women is losers, lord, lord, lord, lord,
Well, i know you must have heard it all,
Men always seem to end up on top.
Oh yeah, they'll use you and confuse you
They'll leave you when no one has thought to play.
They might say to watch out after your conduct
Why the hell there ain't another way, oh!
Women is losers
Women is losers
Women is losers, lord, lord, lord, lord!!!!!!
So now i know you must have heard it all,
Ev'rywhere
Men always seem to end up on top.

song performed by Janis Joplin
Added by Lucian Velea
Comment! | Vote! | Copy!

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!

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
Comment! | Vote! | Copy!

The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

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

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

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

METHODOLOGY

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

RESULTS

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

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

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

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

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

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

Negative impacts of poverty on education

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

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

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

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

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

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

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

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

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

[...] Read more

poem by Innocent Masina Nkhonyo
Added by Poetry Lover
Comment! | Vote! | Copy!

Ballad Of Jesus Of Nazareth

I.

It matters not what place he drew
At first life's mortal breath,
Some say it was in Bethlehem,
And some in Nazareth.
But shame and sorrow were his lot
And shameful was his death.

The angels sang, and o'er the barn
Wherein the infant lay,
They hung a star, for they foresaw
The sad world's better day,
But well God knew what thyme and rue
Were planted by his way.

The children of the Pharisees
In hymn and orison
Worshipped the prophets, whom their sires
To cruel death had done,
And said, 'had we been there their death
We had not looked upon.'

While the star shone the angels saw
The tombs these children built
For those the world had driven out,
And smitten to the hilt,
God knew these wretched sons would bear
The self-same bloody guilt.

Always had he who strives for men
But done some other thing,
If he had not led a hermit life,
Or had not had his fling,
We would have followed him, they say,
And made him lord and King.

For John was clothed in camel's hair
And lived among the brutes;
But Jesus fared where the feast was spread
To the sound of shawms and lutes,
Where gathered knaves and publicans
And hapless prostitutes.

Like children in the market place
Who sullen sat and heard,
With John they would not mourn, nor yet
Rejoice at Jesus' word;
Had Jesus mourned, or John rejoiced,
He had been King and lord.

[...] Read more

poem by Edgar Lee Masters
Added by Poetry Lover
Comment! | Vote! | Copy!

I Didnt Mean To Stay All Night

My love is drifting in a sweet dream
And my heart is beatin like a drum
And my words dont make a sound
And Im dancin but my feet aint on the ground
Chorus:
I am flyin, forever within your arms
Oh Im flyin, forever within your heart, I am flyin
I didnt mean to stay all night, oh no, but baby you hold so tight
I didnt mean to turn you loose, oh no, but baby you wont refuse
I didnt mean to turn you on, oh no, its heaven it cant be wrong
I didnt mean to stay all night
My thoughts are runnin in a race
And my mind is slippin into space
Cause your world is all around
So Im dancing but my feet aint on the ground
I am flyin, forever within your arms
Oh Im flyin, forever within your heart, I am flyin
I didnt mean to stay all night, oh no, but baby you hold so tight
I didnt mean to turn you loose, oh no, but baby you wont refuse
I didnt mean to turn you on, oh no, its heaven it cant be wrong
(guitar solo)
I am flyin, forever within your arms
Oh Im flyin, forever within your heart
I didnt mean - I didnt mean to make you stay, oh but baby you got your way
I didnt mean - I didnt mean to fool around, but baby you held me down
I didnt mean to stay all night
I didnt mean - I didnt mean to make you stay - oh no
I didnt mean to let you get your way
I didnt mean - I didnt mean to fool around - oh no
I didnt mean to let you hold me down
I didnt mean - to turn you on baby - oh no
To make you fall in love, I didnt mean
I didnt mean - to turn you loose honey - oh no
But you just cant refuse, and I didnt mean
I didnt mean - to stay all night, oh no, but you wont let go
I didnt mean - I didnt mean to make you stay - oh no
I didnt mean to let you get your way
I didnt mean - I didnt mean to fool around - oh no...

song performed by Starship
Added by Lucian Velea
Comment! | Vote! | Copy!

VI. Giuseppe Caponsacchi

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

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
Comment! | Vote! | Copy!

Bible in Poetry: Gospel of St. Matthew (Chapter 26)

Then Jesus told His disciples,
‘’Twill be Pass-ov’r in two days’ time;
The Son of Man will handed be
Over to them who crucify! ’

So, chief priests and all elders there
Assembled in Caiaphas’ palace.
They consulted with the high priest
On how to arrest Jesus by
Treachery and put Him to death.
They decided not to do so,
During the festival-time as
A riot, people could then cause.

In Bethany, while Jesus was
Within Simon, the leper’s house,
There came a woman with a jar
Of costly, perfumed oil and poured
It on his head while he reclined.

His disciples grew indignant
And asked, ‘Why waste such costly oil?
The money could have been given
Better to poor as charity! ’

As Jesus knew this, He told them,
‘Don’t you trouble the woman as,
A good thing for me, done, she has! ’

‘The poor can always have you but
You’ll not have me with you always.
By pouring oil on my body,
She prepared it for burial! ’

‘Amen, amen, I say to you,
Wherever this gospel is proclaimed
On earth, her act will be retold,
And lauded in her memory.’

Then one amongst the Twelve, Judas
Iscariot went to the chief priests
And asked, ‘What will you give to me,
If I hand him over to you? ’
They paid him thirty silver coins.
From that time onwards, he looked for
A chance to hand Jesus over.

When on the first day of the Feast
Of Unleavened Bread, disciples
Asked, ‘Where do you want us to prepare

[...] Read more

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

Sex & The Church

Though the idea of compassion
Is said to be
The union of christ
And his bride, the christian
Its all very puzzling
Sex and the church
Sex and the church
Sex and the church
And the church
And the church
All the great mystic religions
Put strong emphasis, on
Redeame this spiritual qualities
Of sex of sex
Chrstianity
Has been pretty modern
About sex
Of sex of sex of sex of sex
Sex and the church
Sex and the church
Sex and the church
Sex sex
I think there is a union
Between the flesh and the spirit
Its sex and the church
Sex and the church
All religions mother
Give me youre freedom of spirit
And the joys of the flesh
Of sex sex sex and the church
Give me youre freedom of spirit
And the joys of the flesh
Of sex sex sex and the church
Sex and the church
Sex and the church
Sex and the church
And the church
And the church
Sex sex
Sex and the church
Sex and the church
Sex and the church
Sex sex
Sex and the church
Sex and the church
Sex and the church
And the church
And the church
Sex sex
Sex and the church

[...] Read more

song performed by David Bowie
Added by Lucian Velea
Comment! | Vote! | Copy!

VII. Pompilia

I am just seventeen years and five months old,
And, if I lived one day more, three full weeks;
'T is writ so in the church's register,
Lorenzo in Lucina, all my names
At length, so many names for one poor child,
—Francesca Camilla Vittoria Angela
Pompilia Comparini,—laughable!
Also 't is writ that I was married there
Four years ago: and they will add, I hope,
When they insert my death, a word or two,—
Omitting all about the mode of death,—
This, in its place, this which one cares to know,
That I had been a mother of a son
Exactly two weeks. It will be through grace
O' the Curate, not through any claim I have;
Because the boy was born at, so baptized
Close to, the Villa, in the proper church:
A pretty church, I say no word against,
Yet stranger-like,—while this Lorenzo seems
My own particular place, I always say.
I used to wonder, when I stood scarce high
As the bed here, what the marble lion meant,
With half his body rushing from the wall,
Eating the figure of a prostrate man—
(To the right, it is, of entry by the door)
An ominous sign to one baptized like me,
Married, and to be buried there, I hope.
And they should add, to have my life complete,
He is a boy and Gaetan by name—
Gaetano, for a reason,—if the friar
Don Celestine will ask this grace for me
Of Curate Ottoboni: he it was
Baptized me: he remembers my whole life
As I do his grey hair.

All these few things
I know are true,—will you remember them?
Because time flies. The surgeon cared for me,
To count my wounds,—twenty-two dagger-wounds,
Five deadly, but I do not suffer much—
Or too much pain,—and am to die to-night.

Oh how good God is that my babe was born,
—Better than born, baptized and hid away
Before this happened, safe from being hurt!
That had been sin God could not well forgive:
He was too young to smile and save himself.
When they took two days after he was born,
My babe away from me to be baptized
And hidden awhile, for fear his foe should find,—

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
Comment! | Vote! | Copy!

Seasonable Retour-Knell

SEASONABLE RETOUR KNELL
Variations on a theme...
SEASONABLE ROUND ROBIN ROLE REVERSALS

Author notes

A mirrored Retourne may not only be read either from first line to last or from last to first as seen in the mirrors, but also by inverting the first and second phrase of each line, either rhyming AAAA or ABAB for each verse. thus the number of variations could be multiplied several times.- two variations on the theme have been included here but could have been extended as in SEASONABLE ROUND ROBIN ROLE REVERSALS robi03_0069_robi03_0000

In respect of SEASONABLE ROUND ROBIN ROLE REVERSALS
This composition has sought to explore linguistic potential. Notes and the initial version are placed before rather than after the poem.
Six variations on a theme have been selected out of a significant number of mathematical possibilities using THE SAME TEXT and a reverse mirror for each version. Mirrors repeat the seasons with the lines in reverse order.

For the second roll the first four syllables of each line are reversed, and sense is retained both in the normal order of seasons and the reversed order as well... The 3rd and 4th variations offer ABAB rhyme schemes retaining the original text. The 5th and 6th variations modify the text into rhyming couplets.

Given the linguistical structure of this symphonic composition the score could be read in inversing each and every line and each and every hemistitch. There are minor punctuation differences between versions.

One could probably attain sonnet status for each of the four seasons and through partioning in 3 groups of 4 syllables extend the possibilites ad vitam.

Seasonable Round Robin Roll Reversals
robi03_0069_robi03_0000 QXX_DNZ
Seasonable Retour-Knell
robi03_0070_robi03_0069 QXX_NXX
26 March 1975 rewritten 20070123
lllllllllllllllllllllllllllllllllllll lllllllllllllllllll
For previous version see below
_______________________________________
SPRING SUMMER

Life is at ease Young lovers long
Land under plough; To hold their dear;
Whispering trees, Dewdrops among,
Answering cow. Bold, know no fear.

Blossom, the bees, Life full of song,
Burgeoning bough; Cloudless and clear;
Soft-scented breeze, Days fair and long,
Spring warms life now. Summer sends cheer.

AUTUMN WINTER

Each leaf decays, Harvested sheaves
Each life must bow; And honeyed hives;
Our salad days Trees stripped of leaves,
Are ending now. Jack Frost has knives.

Fruit heavy lays Time, Prince of thieves,
Bending the bough, - Onward he drives,

[...] Read more

poem by Jonathan Robin
Added by Poetry Lover
Comment! | Vote! | Copy!

The Ballad of the Carpet Bag

Ho! Darkies, don't you hear dose voters cryin'
Pack dat carpet bag!
You must get to de Poll, you must get there flyin';
Pack dat carpet bag!
You must travel by de road, you must travel by de train,
And the things what you've done you will have to explain,
And the things what you've promised, you must promise 'em again.
Pack dat carpet bag!
Hear dem voters callin!
Pack de clean boiled rag.
For there's grass in the west, and the rain am fallin'.
Pack dat carpet bag!

You must pack up a volume of Coghlan's Figures,
Pack dat carpet bag!
And a lot o' little jokes to amuse those niggers.
Pack dat carpet bag!
You must wheedle all de gals with a twinkle of your eye,
You must bob down your head when de eggs begin to fly.
Oh! those eggs what they're saving, and they'll throw 'em by and by.
Pack dat carpet bag!

Hear dem voters callin'!
Pack de clean boiled rag.
For there's grass in the west, and the rain am fallin'.
Pack dat carpet bag!

You must get upon a stump, you must practise speakin',
Pack dat carpet bag!
You must follow Georgie Reid or Alfred Deakin.
Pack dat carpet bag!
You must come to de scratch, or you're bound to fail,
For it ain't any time to be sittin' on de rail,
Or de votes that you'll get -- they won't keep you out o' jail.
Pack dat carpet bag!

Hear dem voters callin'!
Pack de clean boiled rag.
For there's grass in the west, and the rain am fallin'.
Pack dat carpet bag!

And supposin' that you're beat, and you feel like cryin',
Pack dat carpet bag!
You must hustle back to work -- just to keep from dyin'.
Pack dat carpet bag!
You must travel second-class when you travel by de train,
For you haven't got a pass on de end of your chain,
While the other fellow's packing for de great campaign.
Pack dat carpet bag!

[...] Read more

poem by Andrew Barton Paterson
Added by Poetry Lover
Comment! | Vote! | Copy!

Bible in Poetry: Gospel of St. John (Chapter 6)

When Jesus went across the Sea
Of Galilee, a crowd followed;
They saw His miracles on sick;
He ascended the mountain-slope
And sat down with His disciples;
The Feast of Passover was near.

Then Jesus saw a large crowd come;
He asked Philip, ‘Where to buy food? ’
He asked this just to test Philip.
He knew what He’as going to do.
Then Philip replied, ‘Two hundred
Days’ wages worth food wouldn’t suffice.’

Andrew told Jesus, ‘There’s a boy
With barley loaves five and fish two.
It wouldn’t do well for such a crowd.’

Then Jesus told the crowd to rest.
Five thousand people sat on grass.
Then Jesus took the loaves, gave thanks
And had it shared along with fish.
When all had eaten indeed well,
Jesus told, ‘Gather all fragments.’
It was twelve wicker basketsful.

When people saw the miracle,
They accepted Jesus, Prophet-
The one who had come to the world!
They wanted to make Him the king.
So, Jesus withdrew to mountain.

When evening came, they went by boat,
Across the sea to Capernaum.
While traveling, it turned quite dark;
The sea was rough with fierce a wind.

When they had gone three miles off-shore,
They saw Jesus come walk on sea
Towards the boat, and grew afraid.
But Jesus said, ‘It’s I, Don’t fear! ’
They thought Jesus would come aboard;
But suddenly, the boat reached shore!

They realized the next day that
The disciples had come by boat
But Jesus did not come by same!
From Tiberias, other boats came.

As Jesus had not arrived still,

[...] Read more

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

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

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
Comment! | Vote! | Copy!

I. The Ring and the Book

Do you see this Ring?
'T is Rome-work, made to match
(By Castellani's imitative craft)
Etrurian circlets found, some happy morn,
After a dropping April; found alive
Spark-like 'mid unearthed slope-side figtree-roots
That roof old tombs at Chiusi: soft, you see,
Yet crisp as jewel-cutting. There's one trick,
(Craftsmen instruct me) one approved device
And but one, fits such slivers of pure gold
As this was,—such mere oozings from the mine,
Virgin as oval tawny pendent tear
At beehive-edge when ripened combs o'erflow,—
To bear the file's tooth and the hammer's tap:
Since hammer needs must widen out the round,
And file emboss it fine with lily-flowers,
Ere the stuff grow a ring-thing right to wear.
That trick is, the artificer melts up wax
With honey, so to speak; he mingles gold
With gold's alloy, and, duly tempering both,
Effects a manageable mass, then works:
But his work ended, once the thing a ring,
Oh, there's repristination! Just a spirt
O' the proper fiery acid o'er its face,
And forth the alloy unfastened flies in fume;
While, self-sufficient now, the shape remains,
The rondure brave, the lilied loveliness,
Gold as it was, is, shall be evermore:
Prime nature with an added artistry—
No carat lost, and you have gained a ring.
What of it? 'T is a figure, a symbol, say;
A thing's sign: now for the thing signified.

Do you see this square old yellow Book, I toss
I' the air, and catch again, and twirl about
By the crumpled vellum covers,—pure crude fact
Secreted from man's life when hearts beat hard,
And brains, high-blooded, ticked two centuries since?
Examine it yourselves! I found this book,
Gave a lira for it, eightpence English just,
(Mark the predestination!) when a Hand,
Always above my shoulder, pushed me once,
One day still fierce 'mid many a day struck calm,
Across a Square in Florence, crammed with booths,
Buzzing and blaze, noontide and market-time,
Toward Baccio's marble,—ay, the basement-ledge
O' the pedestal where sits and menaces
John of the Black Bands with the upright spear,
'Twixt palace and church,—Riccardi where they lived,
His race, and San Lorenzo where they lie.

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
Comment! | Vote! | Copy!

Marlboro Man

The Marlboro Man is dead
long live the Marlboro Man
in our dreams he remains the hero
of a thousand billboards,
the ultimate salesman
for the sexy macho flame of death.
yes, the original Marlboro Man is gone,
but his son, the Marlboro Man, Jr., lives on--
going boldly where his father
never dared to go...
the Marlboro Man has come again
his kingdom has no end
this time around he's selling something new
it's called the Spiral Slam Dance Fever
and it's like therapy
it's guaranteed to make you act the fool
proud Americans do your holy dances
(make a fool of yourself)
strange Americans do what you must do
(put the broomstick between your legs)
wild Americans tear down your defenses
(make a fool of yourself)
proud Americans do your HOLY HOLY
the Marlboro Man understands
what dancing's all about
he learned it from the ancient astronauts
he makes a fool of himself
in the biggest proudest way
he gives it all he's got
he takes it all away again
breathe into the feeling...1...2...
(ride the broomstick
in the Spiral Slam Dance Fever)
the Marlboro Man can spit into the wind
and not get sprayed
he smokes and smokes and smokes
but he never coughs
he loves martinis with his brown rice
and sex with his TV
committing crimes that don't break any laws
no truth or consequences
holy dances...Holy dances...Holy dances

song performed by Blink 182
Added by Lucian Velea
Comment! | Vote! | Copy!