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When Lessons Are Learned

Hush.

'But...'

No 'buts'
Just hush.

'There is a...'

No there,
Just hush.
And hurry up.
I'm late enough as it is.
Hopefully,
I can catch up to the bus...
So I wont have to take you,
All the way to school.

'Good luck.
They came to tow the car away...
5 minutes ago.'

They WWWHHAATT?

'I tried to tell you...
But you told me to hush.'

When did you ever listen to me?

'Mommy?
How do I know when lessons are learned?
And which ones should I ignore? '

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VI. Giuseppe Caponsacchi

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

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What The Deal

Yeah yeah ohh ooehhh

[Verse One] - [Shawn ]
Incredible...
From your legs up to your mouth you look so edible
Don't have to speak your spirit it's just legible
And when you lick your lips I swear girl I go medical
Let the mystery unfold

[Chorus: ]
What the deal mommy
Can you make a deal
Let me show you mommy
That my love is for real
Got the goods baby
Make you wanna reveal your heart (yeahey yeahey)
So let me feel mommy
'Cause I got what you need
Girl I want you (yeaheeyhh yeaheeyhh)
Really close to me
Girl I promise
We will never be apart

[Verse Two] - [Nate ]
Naaauuhhh....
Paradise
Tonight I'll take you there
Lay back and close your eyes
I'll make this loving hurt so good
But you won't wanna cry
So let me put my love inside you
Make you tremble ever so
Gently baby don't let go

[Chorus ]
I want you feel mommy
Can you make the deal (uuohhh)
Let me show mommy
That my love is for real (uuohhh)
Got the goods baby (...yeaahh)
Make you wanna reveal your heart (make you wanna reveal your heart...)
So let me feel mommy
'Cause I got what you need
Girl I want you (girl I want you)
Really close to me (so bad...)
Girl I promise (ohh yeah)
We will never be apart (uuueeeyhhh...)
I want you feel mommy
Can you make the deal (ooehhh)
Let me show mommy

[...] Read more

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Virginia's Story

Elizabeth Gates-Wooten is my Grand mom.

She was born in Canada with her father and brothers.
They owned a Barber Shoppe.
I don't remember exactly where in Canada.
I believe it was right over the border like Windsor or Toronto.
I never knew exactly where it was.

When she was old enough she got married.

First, she married a man by the name of Frank Gates.
He was from Madagascar.
He fathered my mom and her brother and sister.
The boy's name was Frank Gates, Jr.
Two girls name were Anna and Agnes.

Agnes was my mother.

Frank Gates went crazy after the war
He drank a lot and died
Then grandma Elizabeth married a man by the name of Mr. Wooten.
He had a German name, but I don't think he was German.
She took his last name after they got married.

Then they moved to West Virginia in the United States.

Their son, Frank Gates Jr. Became a delegate in the democratic party.
He use to get into a lot of trouble because he liked to fight.
He was a delegate from the 1940's to 1970's.
He died of gout in the 1970's.

Anna was a maid and cook.

She baked cakes and stuff for people as a side line.
She had a hump on her back (scoliosis) .
She had to walk with a cane.
She could cook good though.
She did this kind of work all of her life, just like her mom, Elizabeth

They were both good cooks

They had a lot of money because they had these skills
Especially when people had parties.
Because they would make all of this food and then they would have left-overs.
We got to eat a lot of stuff we normally wouldn't get because of that.
When they cooked, they didn't use no measuring stuff, they would just use there hand.

My moms name was Agnes Barrie Gates.

She married James Wright and moved to Cleveland.

[...] Read more

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Better Luck Next Time

Black is for the nighttime
Preys upon the day
Red is for the blood that flows like rivers in our veins
Gray is for betrayal
What you did to me
White is for the blinding light
That I know Ill never see, know Ill never see
Found you in the gutter
You needed tenderness
I gave you everything I had
I gave you all my trust
Handed out so neatly
Caught me in your trap
When I needed you the most
You stab me in the back, stab me in the back
Better luck, better luck, better luck next time
If you do it once therell never be a second time
Better luck, better luck, better luck next time
Find somebody else, youre never gonna be mine
How do you find the nerve
To lie right to me face
How do you find the nerve
Black is for the nighttime
Preys upon the day
Red is for the blood that flows like rivers in our veins
I try and find excuses
For what you did to me
Cant forget that burning rage
When I wake up thinking of your face
For the blinding swiftness of revenge
That I know Ill never see, know Ill never see
Better luck, better luck, better luck next time
If you do it once therell never be a second time
Better luck, better luck, better luck next time
Find somebody else, youre never gonna be mine
Better luck, better luck, better luck next time (better luck, better luck)
Better luck, better luck, better luck next time (better luck, better luck)
How do you find the nerve
To lie right to me face
How did you find the nerve
Better luck, better luck, better luck next time (better luck, better luck)
Better luck, better luck, better luck next time (better luck, better luck)
Better luck, better luck, better luck next time (better luck, better luck)

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Never, Ever And Luck

never, ever and luck never, ever and luck never, ever and luck never, ever and luck
never, ever and luck never, ever and luck never, ever and luck never, ever and luck
never, ever and luck never, ever and luck never, ever and luck never, ever and luck
never, ever and luck never, ever and luck never, ever and luck never, ever and luck
never, ever and luck never, ever and luck never, ever and luck never, ever and luck
never, ever and luck never, ever and luck never, ever and luck never, ever and luck
never, ever and luck never, ever and luck never, ever and luck never, ever and luck
never, ever and luck never, ever and luck never, ever and luck never, ever and luck
never, ever and luck never, ever and luck never, ever and luck never, ever and luck

prayers are answered

need repetitions

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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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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,—

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XI. Guido

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

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Mommy & Daddy

Ask your mommy and daddy, what happened to the indian?
How come theyre all living in places
With too much snow or too much sand?
Tell your mommy, I got a funny feeling deep inside of me
Ask your daddy, is it really as bad as people make it seem?
Wa ta tick it ta too too..
Ask your mommy why everybody swallows all those little pills
Ask your daddy why that soldier doesnt care who he kills
After theyve put you to sleep and tucked you safely down in your bed
Whisper, mommy and daddy would you rather that
I learned it from my friends, instead?
Do you think Im to young to know, to see, to feel, or hear
My questions need an answer or a vaccuum will appear
Dont be surprised if they turn and walk away
And tell your mommy and daddy that you love them anyway
That you love them anyway...
Give them a kiss
Love will set you free
Kings of emi
Mommy and daddy (alt.)
Ask your mommy and daddy, what happened to the indian?
Ask your mommy and daddy to tell you where you really came from
Then mommy and daddy will probably turn and quickly walk away
Then ask your mommy and daddy who really killed j.f.k
Wa ta tick it ta too too...
Ask your mommy if she really gets off on all her - all her pills
Ask your daddy, why doesnt that soldier care who he kills?
After theyve put you to sleep and tucked you safely down in your bed
Whisper mommy and daddy,
Would it matter if the bullet went through my head?
If it was my blood spilling on the kitchen floor
If it was my blood, mommy, would you care a little more?
Dont be surprised when they turn and start to cry
And tell your mommy and daddy, tell your mommy and daddy
Scream it to your mommy and daddy
Theyre living in a lie, a lie, a lie
Its all a lie, a lie, a lie
A lie, a lie...

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Magic Bus

Every day I get in the queue (too much, magic bus)
To get on the bus that takes me to you (too much, magic bus)
Im so nervous, I just sit and smile (too much, magic bus)
You house is only another mile (too much, magic bus)
Thank you, driver, for getting me here (too much, magic bus)
Youll be an inspector, have no fear (too much, magic bus)
I dont want to cause no fuss (too much, magic bus)
But can I buy your magic bus? (too much, magic bus)
Nooooooooo!
I dont care how much I pay (too much, magic bus)
I wanna drive my bus to my baby each day (too much, magic bus)
I want it, I want it, I want it, I want it ... (you cant have it!)
Thruppence and sixpence every day
Just to drive to my baby
Thruppence and sixpence each day
cause I drive my baby every way
Magic bus, magic bus, magic bus ...
I said, now Ive got my magic bus (too much, magic bus)
I said, now Ive got my magic bus (too much, magic bus)
I drive my baby every way (too much, magic bus)
Each time I go a different way (too much, magic bus)
I want it, I want it, I want it, I want it ...
Every day youll see the dust (too much, magic bus)
As I drive my baby in my magic bus (too much, magic bus)

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Listen To The Rain

(Rain)
Listen listen
Listen listen
Listen listen
Listen listen
Listen (listen) listen (listen)
Listen (listen) listen (listen)
Listen (listen) listen (listen)
Listen listen
Listen to each drop of rain (listen listen)
Aaah
Whispering secrets in rain (listen listen)
Aaah
Frantically searching for someone to hear
That story be more than it hides
Please don't let go
Can't we stay for a while?
It's just to hard to say goodbye
Listen to the rain
Aa...ah
Listen listen listen listen listen listen to the rain
Weeping
Oo...ooh oooh ooh oo...ooh
Oo...ooh oooh oh oh
Listen (listen) listen (listen)
Listen (listen) listen
I stand alone in the storm (listen listen)
Suddenly sweet words take hold
(Listen listen)
Hurry they stay for you haven't much time
Open your eyes to the love around you
You can feel youre alone
But I'm here still with you
You can do what you dream
Just remember to listen to the rain
oo...ooh oh oh oh oh
ooh ooh oh oh oooh
Listen

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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

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25 Minutes To Go

They're buildin' the gallows outside my cell.
I got 25 minutes to go.

And in 25 minutes I'll be in Hell.
I got 24 minutes to go.

Well, they give me some beans for my last meal.
23 minutes to go.

And you know... nobody asked me how I feel.
I got 22 minutes to go.

So, I wrote to the Gov'nor... the whole damned bunch.
Ahhh... 21 minutes to go.

And I call up the Mayor, and he's out to lunch.

I got 20 more minutes to go.

Well, the Sheriff says, 'Boy, I wanna watch you die'.
19 minutes to go.

I laugh in his face... and I spit in his eye.
I got 18 minutes to go.

Well...I call out to the Warden to hear my plea.
17 minute to go.

He says, 'Call me back in a week or three.
You've got 16 minutes to go.'

Well, my lawyer says he's sorry he missed my case.
Mmmm....15 minutes to go.

Yeah, well if you're so sorry, come up and take my place.
I got 14 minutes to go.

Well, now here comes the padre to save my soul
With 13 minutes to go.

And he's talkin' about burnin', but I'm so damned cold.
I got 12 more minutes to go.

Now they're testin' the trap. It chills my spine.
I got 11 minutes to go.

'Cuz the goddamned thing it works just fine.
I got 10 more minutes to go.

I'm waitin' for the pardon... gonna set me free

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Edmund Spenser

The Teares of the Muses

Rehearse to me ye sacred Sisters nine:
The golden brood of great Apolloes wit,
Those piteous plaints and sorrowful sad tine,
Which late ye powred forth as ye did sit
Beside the siluer Springs of Helicone,
Making your musick of hart-breaking mone.
For since the time that Phoebus foolish sonne
Ythundered through Ioues auengefull wrath,
For trauersing the charret of the Sunne
Beyond the compasse of his pointed path,
Of you his mournfull Sisters was lamented,
Such mournfull tunes were neuer since inuented.

Nor since that faire Calliope did lose
Her loued Twinnes, the dearlings of her ioy,
Her Palici, whom her vnkindly foes
The fatall Sisters, did for spight destroy,
Whom all the Muses did bewaile long space;
Was euer heard such wayling in this place.

For all their groues, which with the heauenly noyses,
Of their sweete instruments were wont to sound,
And th' hollow hills, from which their siluer voyces
Were wont redoubled Echoes to rebound,
Did now rebound with nought but rufull cries,
And yelling shrieks throwne vp into the skies.

The trembling streames, which wont in chanels cleare
To romble gently downe with murmur soft,
And were by them right tunefull taught to beare
A Bases part amongst their consorts oft;
Now forst to ouerflowe with brackish teares,
With troublous noyse did dull their daintie eares.

The ioyous Nymphes and lightfoote Faeries
Which thether came to heare their musick sweet,
And to the measure of their melodies
Did learne to moue their nimble shifting feete;
Now hearing them so heauily lament,
Like heauily lamenting from them went.

And all that els was wont to worke delight
Through the diuine infusion of their skill,
And all that els seemd faire and fresh in sight,
So made by nature for to serue their will,
Was turned now to dismall heauinesse,
Was turned now to dreadfull vglinesse.

Ay me, what thing on earth that all thing breeds,
Might be the cause of so impatient plight?

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Avon's Harvest

Fear, like a living fire that only death
Might one day cool, had now in Avon’s eyes
Been witness for so long of an invasion
That made of a gay friend whom we had known
Almost a memory, wore no other name
As yet for us than fear. Another man
Than Avon might have given to us at least
A futile opportunity for words
We might regret. But Avon, since it happened,
Fed with his unrevealing reticence
The fire of death we saw that horribly
Consumed him while he crumbled and said nothing.

So many a time had I been on the edge,
And off again, of a foremeasured fall
Into the darkness and discomfiture
Of his oblique rebuff, that finally
My silence honored his, holding itself
Away from a gratuitous intrusion
That likely would have widened a new distance
Already wide enough, if not so new.
But there are seeming parallels in space
That may converge in time; and so it was
I walked with Avon, fought and pondered with him,
While he made out a case for So-and-so,
Or slaughtered What’s-his-name in his old way,
With a new difference. Nothing in Avon lately
Was, or was ever again to be for us,
Like him that we remembered; and all the while
We saw that fire at work within his eyes
And had no glimpse of what was burning there.

So for a year it went; and so it went
For half another year—when, all at once,
At someone’s tinkling afternoon at home
I saw that in the eyes of Avon’s wife
The fire that I had met the day before
In his had found another living fuel.
To look at her and then to think of him,
And thereupon to contemplate the fall
Of a dim curtain over the dark end
Of a dark play, required of me no more
Clairvoyance than a man who cannot swim
Will exercise in seeing that his friend
Off shore will drown except he save himself.
To her I could say nothing, and to him
No more than tallied with a long belief
That I should only have it back again
For my chagrin to ruminate upon,
Ingloriously, for the still time it starved;

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Wont Be Long

(j. l. mcfarland)
Baby, here I am
A-by the railroad track
Oh, waitin for my baby
Hes a-comin back
A-comin back to me
On 5:03, eah
And it wont be long, no, no
It wont a-be long
I get so lonesome
Since hes been gone
There aint a thing worth mentioning
No, a-been goin on
And thats a-why I know
When the whistle blows, yeah
And it wont be long, no, no
It wont be long
My daddy told me
When he said goodbye, yes he did
Ill be back, baby
Oh, baby, bye and bye
Thats why Ive waited
So doggone long, yeah
A-cant you see how happy I am
Because my man is a-comin back?
So now here Ill be
A-by the railroad track
Oh, waitin for my baby, yeah
Hes a-comin back
A-comin back to me
On 5:03, hey
And it wont be long, no, no
It wont a-be long
I aint had no lovin
Since you know when
Hes a lonesome old rooster
And Im a lonesome hen
Thats a-why I know, yeah
When the whistle blows, yeah
And it wont a-be long, no, no
It wont be long
Mmm, Im so excited
My knees are shakin, yeah
Mr. engineer, oh, dont you keep me waitin
Hear me tellin you
Hurry, hurry, hurry, hurry, hurry, hurry, hurry, hurry
A-baby, here I am
Oh, by the railroad track, yeah
Waitin for my baby
Hes a-comin back

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IX. Juris Doctor Johannes-Baptista Bottinius, Fisci et Rev. Cam. Apostol. Advocatus

Had I God's leave, how I would alter things!
If I might read instead of print my speech,—
Ay, and enliven speech with many a flower
Refuses obstinate to blow in print,
As wildings planted in a prim parterre,—
This scurvy room were turned an immense hall;
Opposite, fifty judges in a row;
This side and that of me, for audience—Rome:
And, where yon window is, the Pope should hide—
Watch, curtained, but peep visibly enough.
A buzz of expectation! Through the crowd,
Jingling his chain and stumping with his staff,
Up comes an usher, louts him low, "The Court
"Requires the allocution of the Fisc!"
I rise, I bend, I look about me, pause
O'er the hushed multitude: I count—One, two—

Have ye seen, Judges, have ye, lights of law,—
When it may hap some painter, much in vogue
Throughout our city nutritive of arts,
Ye summon to a task shall test his worth,
And manufacture, as he knows and can,
A work may decorate a palace-wall,
Afford my lords their Holy Family,—
Hath it escaped the acumen of the Court
How such a painter sets himself to paint?
Suppose that Joseph, Mary and her Babe
A-journeying to Egypt, prove the piece:
Why, first he sedulously practiseth,
This painter,—girding loin and lighting lamp,—
On what may nourish eye, make facile hand;
Getteth him studies (styled by draughtsmen so)
From some assistant corpse of Jew or Turk
Or, haply, Molinist, he cuts and carves,—
This Luca or this Carlo or the like.
To him the bones their inmost secret yield,
Each notch and nodule signify their use:
On him the muscles turn, in triple tier,
And pleasantly entreat the entrusted man
"Familiarize thee with our play that lifts
"Thus, and thus lowers again, leg, arm and foot!"
—Ensuring due correctness in the nude.
Which done, is all done? Not a whit, ye know!
He,—to art's surface rising from her depth,—
If some flax-polled soft-bearded sire be found,
May simulate a Joseph, (happy chance!)—
Limneth exact each wrinkle of the brow,
Loseth no involution, cheek or chap,
Till lo, in black and white, the senior lives!
Is it a young and comely peasant-nurse

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Ten Minutes Aint Enough

Ten minutes aint enough,
No!
To have my needs satisfactorily pleased.
Ten minutes aint enough.

Ten minutes aint enough!

Ten minutes aint enough,
No!
To know what I want before it leaves.
Ten minutes aint enough.

Ten minutes aint enough!

There has to be a bit of teased acquaintance.
With a chat that sits.
There has to be a bit of teased acquaintance.
With eyes that are fixed.
And not drifting.

Ten minutes aint enough,
No!
To have my needs satisfactorily pleased.
Ten minutes aint enough.

Ten minutes aint enough!

Ten minutes aint enough,
No!
To know what I want before it leaves.
Ten minutes aint enough.

Ten minutes aint enough!

Some may wish a quick...
Beginning that swiftly ends.
With nothing to explore.
But an exit out a door!

Ten minutes aint enough,
No!
To know what I want before it leaves.
Ten minutes aint enough.

Ten minutes aint enough!

There has to be a bit of teased acquaintance.
With a chat that sits.
There has to be a bit of teased acquaintance.
With eyes that are fixed.

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What Children Worry About

Mommy

Mommy, mommy
what’s going on in the world today?
Mommy am I going to be OK?
I heard some kids were wearing bombs
and blowing people up..
Mommy their world is very far away.
They can’t come here, right mommy?
Am I going to be OK.

Written: July 17,2007

Daddy

Daddy, daddy

I asked mommy some questions yesterday,
and tears were in her eyes.
She’s really scared daddy,
I know the reason why.
The kids with bombs,
might be here in our schools.
They won’t listen to the rules.
Mommy is really scared that one day,
you’ll both have no choice but to send me away

Written: July 17,2007


Mommy, Daddy

Mommy, Daddy, there’s no reason to fear
I figured it out late last night.
I said the words for God to hear.
I know He knows all things
and will do what’s right,
sooo… we say the words for God to hear,
everyday and every night.
Guess what Mommy, Daddy
everything will be alright.
Mommy, why are you still crying? ? ?

Written: July 17,2007

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The Bus to Nevermore

The snow lay deep on the countryside
When they left to catch the bus,
Heading out to Milwaukee, first
They left New York in their dust,
The guys were happy and laughing then
To be off on the winter tour,
The pickers picked and the jokers joked
On the bus to Nevermore.

They'd had a couple of hits or three
And they'd topped the charts with one,
The kids were mad for their rock 'n roll
At each auditorium,
The towns they travelled were tiny towns
But the audiences roared,
They rocked Kenosha, then headed out
On the bus to Nevermore.

The heater failed and the bus, it froze
And the smiles then died away,
They huddled up in the cold and dark
But they played each town by day,
They switched their buses, more than once
When the diesel ceased its roar,
But every bus in its turn was just
The bus to Nevermore.

The bus broke down on a lonely road
As the snow fell through the night,
The fields were a winter wonderland
But the cold began to bite,
By the time that a roving patrolman
Found the bus, they were more than sore,
The drummer suffered from frostbite
On the bus to Nevermore.

The tour was running in circles
From Wisconsin to Iowa,
To Minnesota and back again
But nobody seemed to care,
Except the fellows that rode the bus,
Each day they cursed and swore,
'This bus is part of the Devil's fleet!
The bus to Nevermore.'

Tired and dirty and cold they drove
To Appleton, Green Bay,
Then overnight they had huddled up
For the trip to Clear Lake,
They played the show in their crumpled clothes

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