St. Ann, Has Called Me Back
Upon my return
To an old torn and tattered grade school
With drab brown floor tiles
As worn as a dinosaurs bones
I stumbled into the custodians closet
The dusty, dirty mophead
Hung there, still
From five years gone by
Expeditiously, I rustled on a new head
Inserting a new handle, into action
My goal, a glossy sheen and satisfaction
Soaking the head, with fresh wax
I slipped and slithered a few new coats
On the old floor
Through all the cracks
A once depleted hall
Returned to glory
The students, need not worry
Cleanliness has returned
To a lady saints house
Quiet as a mouse
poem by Matt Mondschein
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Related quotes
Skeletons In The Closet
Woah-oh, woah-oh
Skeletons in my closet
Woah-oh, woah-oh yeah
Skeletons in my closet
Skeletons in my closet
Skeletons in my shoes
Skeletons I can only see
I said woah-oh, woah-oh
I got skeletons in my closet
I said woah-oh, woah-oh yeah
Skeletons in my closet
Skeletons I can lose
Skeletons in my basement
Loitering on my streets
Wearing my best pajamas
Sandwiched between my sheets
I said woah-oh, woah-oh yeah
Skeletons in my closet
I said woah-oh, woah-oh yeah
Skeletons in my closet
Ooh, I see bones
I see bones, icy bones
Ooh, I see bones
Say say bones - say boys don't you see them bones?
Rattle them bones at midnight
Shaking my bed, no sleep
I find fingers in my coat pocket
Skeletons from the deep
I said woah-oh, woah-oh
I got skeletons in my closet
I said woah-oh, woah woah-oh
I got skeletons in my closet
Ooh, I see bones
I see bones, s-see bones
Ooh, I see bones
I see bones
Say boys don't you see them bones?
No?
Heart bones, leg bones, ankle bones, arm bones,
finger bones, dogie bones, head bones
Skeletons in my closet
They even know when I'm in my closet
It's my.. my closet
Not your closet
My closet
You can have it though
Alice we want you
Alice
Alice
A-Alice
[...] Read more
song performed by Alice Cooper
Added by Lucian Velea
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Social Netowrking Of Robots
end of world war
end of world war 11
end of world scenarios
end of world thursday prophet
end of world wa rtwo
end of world war 2 france
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end of world war 1 effects
end of world vision
end of world songs
end of world war 2
end of world war 1
end of world wallpapers
end of world scenerio
end of world time clock
end of wortd
end of world wtf mate youtube
end of world west america
end of world war ii
end of world war iii
end of wrestling match signal
end of worlds
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end of world war two
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end of world war 2 wikipedia
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end of world war one
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end of worled war 2
end of world wide ii
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end of ww 2
end of ww2
end of ww1 treaty of versailles
end of ww1 treaty
end of ww ii
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end of ww 1
end of ww2 for japanese americans
end of ww-ii
end of ww2 battleship
end of wrold war 2
end of ww11
[...] Read more
poem by Rwetewrt Erwtwer
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Canto the First
I
I want a hero: an uncommon want,
When every year and month sends forth a new one,
Till, after cloying the gazettes with cant,
The age discovers he is not the true one;
Of such as these I should not care to vaunt,
I'll therefore take our ancient friend Don Juan—
We all have seen him, in the pantomime,
Sent to the devil somewhat ere his time.
II
Vernon, the butcher Cumberland, Wolfe, Hawke,
Prince Ferdinand, Granby, Burgoyne, Keppel, Howe,
Evil and good, have had their tithe of talk,
And fill'd their sign posts then, like Wellesley now;
Each in their turn like Banquo's monarchs stalk,
Followers of fame, "nine farrow" of that sow:
France, too, had Buonaparté and Dumourier
Recorded in the Moniteur and Courier.
III
Barnave, Brissot, Condorcet, Mirabeau,
Petion, Clootz, Danton, Marat, La Fayette,
Were French, and famous people, as we know:
And there were others, scarce forgotten yet,
Joubert, Hoche, Marceau, Lannes, Desaix, Moreau,
With many of the military set,
Exceedingly remarkable at times,
But not at all adapted to my rhymes.
IV
Nelson was once Britannia's god of war,
And still should be so, but the tide is turn'd;
There's no more to be said of Trafalgar,
'T is with our hero quietly inurn'd;
Because the army's grown more popular,
At which the naval people are concern'd;
Besides, the prince is all for the land-service,
Forgetting Duncan, Nelson, Howe, and Jervis.
V
Brave men were living before Agamemnon
And since, exceeding valorous and sage,
A good deal like him too, though quite the same none;
But then they shone not on the poet's page,
And so have been forgotten:—I condemn none,
But can't find any in the present age
Fit for my poem (that is, for my new one);
So, as I said, I'll take my friend Don Juan.
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poem by Byron from Don Juan (1824)
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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
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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The Impact Of Poverty On Education
THE IMPACT OF POVERTY ON EDUCATION.
INTRODUCTION
There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.
Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.
Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’
METHODOLOGY
The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.
RESULTS
Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.
Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.
We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .
In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.
In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.
Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.
Negative impacts of poverty on education
Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.
Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.
Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.
This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.
It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.
As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.
In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .
In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.
In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.
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poem by Innocent Masina Nkhonyo
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Give Your Heart To The Hawks
1 he apples hung until a wind at the equinox,
That heaped the beach with black weed, filled the dry grass
Under the old trees with rosy fruit.
In the morning Fayne Fraser gathered the sound ones into a
basket,
The bruised ones into a pan. One place they lay so thickly
She knelt to reach them.
Her husband's brother passing
Along the broken fence of the stubble-field,
His quick brown eyes took in one moving glance
A little gopher-snake at his feet flowing through the stubble
To gain the fence, and Fayne crouched after apples
With her mop of red hair like a glowing coal
Against the shadow in the garden. The small shapely reptile
Flowed into a thicket of dead thistle-stalks
Around a fence-post, but its tail was not hidden.
The young man drew it all out, and as the coil
Whipped over his wrist, smiled at it; he stepped carefully
Across the sag of the wire. When Fayne looked up
His hand was hidden; she looked over her shoulder
And twitched her sunburnt lips from small white teeth
To answer the spark of malice in his eyes, but turned
To the apples, intent again. Michael looked down
At her white neck, rarely touched by the sun,
But now the cinnabar-colored hair fell off from it;
And her shoulders in the light-blue shirt, and long legs like a boy's
Bare-ankled in blue-jean trousers, the country wear;
He stooped quietly and slipped the small cool snake
Up the blue-denim leg. Fayne screamed and writhed,
Clutching her thigh. 'Michael, you beast.' She stood up
And stroked her leg, with little sharp cries, the slender invader
Fell down her ankle.
Fayne snatched for it and missed;
Michael stood by rejoicing, his rather small
Finely cut features in a dance of delight;
Fayne with one sweep flung at his face
All the bruised and half-spoiled apples in the pan,
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poem by Robinson Jeffers
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Dirty White Boy
Hey, baby, if youre feelin down
I know whats good for you all day
Are you worried what your friends see
Will it ruin your reputation lovin me
cause Im a dirty white boy
Yeah a dirty white boy
A dirty white boy
Dont drive no big black car
Dont like no hollywood movie star
You want me to be true to you
You dont give a damn what I do to you
Im just a dirty white boy
Dirty white boy, dirty white boy
Dirty white boy, dirty white boy
Dirty white boy
Well, Im a dirty white boy
Dirty white boy, dirty white boy
Dirty white boy, yeah, dirty white boy
A dirty white boy
Ive been in trouble since I dont know when
Im in trouble now and I now somehow Ill find trouble again
Im a loner, but Im never alone
Every night I get one step closer to the danger zone
cause Im a dirty white boy
Dirty white boy, yeah, dirty white boy
Dirty white boy, Im a dirty white boy
Dirty white boy
Cmon, cmon boy
Dirty white boy, white boy
Dirty white boy, Im a dirty white boy
Dirty white boy
Hey, Im a dirty white boy
Dirty white boy, yeah, Im a dirty white boy
Dirty white boy, dirty white boy, yeah
song performed by Foreigner
Added by Lucian Velea
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With Rose In Hand
Prayer is worth more than a rose
in my hand where love grows
for God and all he knows
The rose has a thorn
which Jesus felt on the crown he had worn.
the rose is red as the blood from his head
when he was crucifed before we were born.
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poem by Meg Harrison
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Thurso’s Landing
I
The coast-road was being straightened and repaired again,
A group of men labored at the steep curve
Where it falls from the north to Mill Creek. They scattered and hid
Behind cut banks, except one blond young man
Who stooped over the rock and strolled away smiling
As if he shared a secret joke with the dynamite;
It waited until he had passed back of a boulder,
Then split its rock cage; a yellowish torrent
Of fragments rose up the air and the echoes bumped
From mountain to mountain. The men returned slowly
And took up their dropped tools, while a banner of dust
Waved over the gorge on the northwest wind, very high
Above the heads of the forest.
Some distance west of the road,
On the promontory above the triangle
Of glittering ocean that fills the gorge-mouth,
A woman and a lame man from the farm below
Had been watching, and turned to go down the hill. The young
woman looked back,
Widening her violet eyes under the shade of her hand. 'I think
they'll blast again in a minute.'
And the man: 'I wish they'd let the poor old road be. I don't
like improvements.' 'Why not?' 'They bring in the world;
We're well without it.' His lameness gave him some look of age
but he was young too; tall and thin-faced,
With a high wavering nose. 'Isn't he amusing,' she said, 'that
boy Rick Armstrong, the dynamite man,
How slowly he walks away after he lights the fuse. He loves to
show off. Reave likes him, too,'
She added; and they clambered down the path in the rock-face,
little dark specks
Between the great headland rock and the bright blue sea.
II
The road-workers had made their camp
North of this headland, where the sea-cliff was broken down and
sloped to a cove. The violet-eyed woman's husband,
Reave Thurso, rode down the slope to the camp in the gorgeous
autumn sundown, his hired man Johnny Luna
Riding behind him. The road-men had just quit work and four
or five were bathing in the purple surf-edge,
The others talked by the tents; blue smoke fragrant with food
and oak-wood drifted from the cabin stove-pipe
And slowly went fainting up the vast hill.
Thurso drew rein by
a group of men at a tent door
And frowned at them without speaking, square-shouldered and
heavy-jawed, too heavy with strength for so young a man,
He chose one of the men with his eyes. 'You're Danny Woodruff,
[...] Read more
poem by Robinson Jeffers
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Tattered & Torn
Tattered and torn
Tattered and torn
Thats where my soul is worn
Tattered and torn
Thats when I was born
Tattered and torn
I broke away from me
Tattered and torn
I knocked me to my knees
Tattered and torn
I drink my own cells
Tattered and torn
A decomposing well
Tattered and torn
Roaches in my head
Tattered and torn
I become the living dead
Tattered and torn
Tearing myself apart from the
Things that make me hurt
song performed by Slipknot
Added by Lucian Velea
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Skeletons
(ian hunter/darrel bath/honest john plain)
(transcribed by adrian perkins; corrections by colin ford)
Bimbo, flirts, sluts in skirts - muscles brightly glisten
Conversation's full of filth - let's all have a listen
Oh dear oh dear we live in fear
Media bulbs a poppin'
If you're bent, they're on your scent
There can be no stoppin'
Peroxide blondes, vagabonds, into 'eavy metal
Your hair looks like its been done by a dyke with a score to settle
Mud needs raking, photos taken of your murky past
Haunts you, taunts you, love it don't you
Hey hey the gang's all here
Pimps 'n' pervs, straights 'n' queers
Enquiring minds want to sneer at the skeletons in your closet
Sunday morning in the park,
Down the pub or in the bath
We'll all have a good old laugh
At the skeletons in your closet
Skeletons in your, skeletons in your, skeletons in your closet
Skeletons in your, skeletons in your, skeletons in your closet
It's bloody marvellous - innit?
It's bloody marvellous - innit?
Juicy bits, saucy snips, there's gold in them there gutters
Blue rinse mob on the job, curtains all a-flutter
It's cheapo culture, bleeding ulcers, burnt out by the score
Lurid tales never fails to shock you to the core
Kinky boots 'n' rubbber suits,
It's all going on next door!
Caught you, taught you, love it don't you
If you've had your face re-done
If you spank your girlfriend's bum
We can all join in the fun
At the skeletons in your closet
What's the world coming to?
Ain't we got nothin' better to do?
To spend all day sifting through
The skeletons in your closet
Hey hey the gang's all here
Pimps 'n' pervs, straights 'n' queers
Enquiring minds want to sneer
At the skeletons in your closet
Skeletons in your, skeletons in your, skeletons in your closet
Skeletons in your, skeletons in your, skeletons in your closet
Skeletons in your, skeletons in your, skeletons in your closet
Skeletons in your, skeletons in your, skeletons in your closet
Skeletons in your, skeletons in your, skeletons in your closet
Skeletons in your, skeletons in your, skeletons in your closet
Skeletons in your, skeletons in your, skeletons in your closet
Skeletons in your, skeletons in your, skeletons in your closet
song performed by Ian Hunter
Added by Lucian Velea
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Skeletons (In Your Closet)
(ian hunter/darrel bath/honest john plain)
(transcribed by adrian perkins; corrections by colin ford)
Bimbo, flirts, sluts in skirts - muscles brightly glisten
Conversations full of filth - lets all have a listen
Oh dear oh dear we live in fear
Media bulbs a poppin
If youre bent, theyre on your scent
There can be no stoppin
Peroxide blondes, vagabonds, into eavy metal
Your hair looks like its been done by a dyke with a score to settle
Mud needs raking, photos taken of your murky past
Haunts you, taunts you, love it dont you
Hey hey the gangs all here
Pimps n pervs, straights n queers
Enquiring minds want to sneer at the skeletons in your closet
Sunday morning in the park,
Down the pub or in the bath
Well all have a good old laugh
At the skeletons in your closet
Skeletons in your, skeletons in your, skeletons in your closet
Skeletons in your, skeletons in your, skeletons in your closet
Its bloody marvellous - innit?
Its bloody marvellous - innit?
Juicy bits, saucy snips, theres gold in them there gutters
Blue rinse mob on the job, curtains all a-flutter
Its cheapo culture, bleeding ulcers, burnt out by the score
Lurid tales never fails to shock you to the core
Kinky boots n rubbber suits,
Its all going on next door!
Caught you, taught you, love it dont you
If youve had your face re-done
If you spank your girlfriends bum
We can all join in the fun
At the skeletons in your closet
Whats the world coming to?
Aint we got nothin better to do?
To spend all day sifting through
The skeletons in your closet
Hey hey the gangs all here
Pimps n pervs, straights n queers
Enquiring minds want to sneer
At the skeletons in your closet
Skeletons in your, skeletons in your, skeletons in your closet
Skeletons in your, skeletons in your, skeletons in your closet
Skeletons in your, skeletons in your, skeletons in your closet
Skeletons in your, skeletons in your, skeletons in your closet
Skeletons in your, skeletons in your, skeletons in your closet
Skeletons in your, skeletons in your, skeletons in your closet
Skeletons in your, skeletons in your, skeletons in your closet
Skeletons in your, skeletons in your, skeletons in your closet
song performed by Ian Hunter
Added by Lucian Velea
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Tannhauser
The Landgrave Hermann held a gathering
Of minstrels, minnesingers, troubadours,
At Wartburg in his palace, and the knight,
Sir Tannhauser of France, the greatest bard,
Inspired with heavenly visions, and endowed
With apprehension and rare utterance
Of noble music, fared in thoughtful wise
Across the Horsel meadows. Full of light,
And large repose, the peaceful valley lay,
In the late splendor of the afternoon,
And level sunbeams lit the serious face
Of the young knight, who journeyed to the west,
Towards the precipitous and rugged cliffs,
Scarred, grim, and torn with savage rifts and chasms,
That in the distance loomed as soft and fair
And purple as their shadows on the grass.
The tinkling chimes ran out athwart the air,
Proclaiming sunset, ushering evening in,
Although the sky yet glowed with yellow light.
The ploughboy, ere he led his cattle home,
In the near meadow, reverently knelt,
And doffed his cap, and duly crossed his breast,
Whispering his 'Ave Mary,' as he heard
The pealing vesper-bell. But still the knight,
Unmindful of the sacred hour announced,
Disdainful or unconscious, held his course.
'Would that I also, like yon stupid wight,
Could kneel and hail the Virgin and believe!'
He murmured bitterly beneath his breath.
'Were I a pagan, riding to contend
For the Olympic wreath, O with what zeal,
What fire of inspiration, would I sing
The praises of the gods! How may my lyre
Glorify these whose very life I doubt?
The world is governed by one cruel God,
Who brings a sword, not peace. A pallid Christ,
Unnatural, perfect, and a virgin cold,
They give us for a heaven of living gods,
Beautiful, loving, whose mere names were song;
A creed of suffering and despair, walled in
On every side by brazen boundaries,
That limit the soul's vision and her hope
To a red hell or and unpeopled heaven.
Yea, I am lost already,-even now
Am doomed to flaming torture for my thoughts.
O gods! O gods! where shall my soul find peace?'
He raised his wan face to the faded skies,
Now shadowing into twilight; no response
Came from their sunless heights; no miracle,
As in the ancient days of answering gods.
[...] Read more
poem by Emma Lazarus
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These Old Bones
Writer Dolly Parton
These old bones will tell your story
These old bones will never lie
These old bones will tell you surely
What you cant see with your eye
These old bones, I shake and rattle
These old bones, I toss and roll
And its all in where they scatter
Tells you what the future holds
Oh, she lived up on the mountain
Eleven miles or so from town
With a one-eyed cat named Wink,
A billy goat and a blue tick hound
Her graying hair was braided
And wrapped around her head
And her dress was long and faded
And her home a rusty shed
In a little pouch of burlap
Tied with a piece of twine
There were bones all shapes and sizes
Gathered through the course of time
Shed throw them out before you
She swore that she could see
The present, past and future
She could ready your destiny
Everybody knew about her
Came to get their fortune read
Concerning health and wealth and power
Who to love and when to wed
Well, I just like helpin people
Im just glad that I could help
Why, I know everybodys secrets
But I keep it to myself
These old bones will tell your story
These old bones will never lie
These old bones will tell you surely
What you cant see with your eye
These old bones, I shake and rattle
These old bones, I toss and roll
And its all in where they scatter
Tells you what the future holds
Some called her witchy woman
Some said she was insane
Some said she was a prophet
Still everybody came
Just because a bodys different
Well, that dont make em mad
Well, theyve crucified a many
For the special gifts theyve had
I had often heard about her,
[...] Read more
song performed by Dolly Parton
Added by Lucian Velea
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Dirty Dancing
Muevele, muevele, muevele, muevele, muevele, asi asi
Bailar, yo quiero baila lalalalalalala bailar
Mueve las nalgas (shake your ass girl)
A la musica, we'll be dancing, dancing, dancing up in Havana
And we gon' shake it, shake it, shake it, gon' shake it
Hips start shakin' and movin' all around
Hips start shakin' and movin' all around
Hips start shakin' and movin' all around
Get them hips shakin' around
I like to dirty dance, I like to do my thang
So Mami, get a little loose and make your hips swing
It's like we're making love when I am dancing with you
It's like you climax Mami, when I dip you (ah)
So let's just dirty dance, yeah, let's salsa
Let's do that on the floor and make it hot now (ha)
And Mami, move your culo to the Conga
Sweat dripping down your body is how I want ya
And muy caliente is how you makin' me (ha)
To paradise Mami, is where you taking me
And all we really doing is moving our feet
Dancing really close and creating some body heat
But I remain elegant, you say elegant
That is is so irrelevant, so let's keep on dancing, cause look
I speak English and you speak Spanish
And music is the only thing that we be understanding
I just wanna be dancin'
Dirty, dirty, dirty dancin'
I just wanna be dancin'
Dirty, dirty, dirty
Bailar, yo quiero baila lalalalalalala bailar
Mueve las nalgas (shake your ass girl)
A la musica, we'll be dancing, dancing, dancing up in Havana
And we gon' shake it, shake it, shake it, gon' shake it
Hips start shakin' and movin' all around
Hips start shakin' and movin' all around
Hips start shakin' and movin' all around
Get the hips shakin' around
[Will]
Let's dirty dance right here on the floor, girl
Let's do our thang, let's give them a show, girl
[Fergie]
But I don't know, don't think they're ready for this (uh huh)
Let's give it to them, I hope they're ready for this
You put your hands on my hips
[Will]
I put my hand on your hip
[Fergie]
Baby, I'll follow your lead
[Will]
Check it goes like this
[...] Read more
song performed by Black Eyed Peas
Added by Lucian Velea
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The Undying One- Canto III
'THERE is a sound the autumn wind doth make
Howling and moaning, listlessly and low:
Methinks that to a heart that ought to break
All the earth's voices seem to murmur so.
The visions that crost
Our path in light--
The things that we lost
In the dim dark night--
The faces for which we vainly yearn--
The voices whose tones will not return--
That low sad wailing breeze doth bring
Borne on its swift and rushing wing.
Have ye sat alone when that wind was loud,
And the moon shone dim from the wintry cloud?
When the fire was quench'd on your lonely hearth,
And the voices were still which spoke of mirth?
If such an evening, tho' but one,
It hath been yours to spend alone--
Never,--though years may roll along
Cheer'd by the merry dance and song;
Though you mark'd not that bleak wind's sound before,
When louder perchance it used to roar--
Never shall sound of that wintry gale
Be aught to you but a voice of wail!
So o'er the careless heart and eye
The storms of the world go sweeping by;
But oh! when once we have learn'd to weep,
Well doth sorrow his stern watch keep.
Let one of our airy joys decay--
Let one of our blossoms fade away--
And all the griefs that others share
Seem ours, as well as theirs, to bear:
And the sound of wail, like that rushing wind
Shall bring all our own deep woe to mind!
'I went through the world, but I paused not now
At the gladsome heart and the joyous brow:
I went through the world, and I stay'd to mark
Where the heart was sore, and the spirit dark:
And the grief of others, though sad to see,
Was fraught with a demon's joy to me!
'I saw the inconstant lover come to take
Farewell of her he loved in better days,
And, coldly careless, watch the heart-strings break--
Which beat so fondly at his words of praise.
She was a faded, painted, guilt-bow'd thing,
Seeking to mock the hues of early spring,
When misery and years had done their worst
[...] Read more
poem by Caroline Elizabeth Sarah Norton
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Tamar
I
A night the half-moon was like a dancing-girl,
No, like a drunkard's last half-dollar
Shoved on the polished bar of the eastern hill-range,
Young Cauldwell rode his pony along the sea-cliff;
When she stopped, spurred; when she trembled, drove
The teeth of the little jagged wheels so deep
They tasted blood; the mare with four slim hooves
On a foot of ground pivoted like a top,
Jumped from the crumble of sod, went down, caught, slipped;
Then, the quick frenzy finished, stiffening herself
Slid with her drunken rider down the ledges,
Shot from sheer rock and broke
Her life out on the rounded tidal boulders.
The night you know accepted with no show of emotion the little
accident; grave Orion
Moved northwest from the naked shore, the moon moved to
meridian, the slow pulse of the ocean
Beat, the slow tide came in across the slippery stones; it drowned
the dead mare's muzzle and sluggishly
Felt for the rider; Cauldwell’s sleepy soul came back from the
blind course curious to know
What sea-cold fingers tapped the walls of its deserted ruin.
Pain, pain and faintness, crushing
Weights, and a vain desire to vomit, and soon again
die icy fingers, they had crept over the loose hand and lay in the
hair now. He rolled sidewise
Against mountains of weight and for another half-hour lay still.
With a gush of liquid noises
The wave covered him head and all, his body
Crawled without consciousness and like a creature with no bones,
a seaworm, lifted its face
Above the sea-wrack of a stone; then a white twilight grew about
the moon, and above
The ancient water, the everlasting repetition of the dawn. You
shipwrecked horseman
So many and still so many and now for you the last. But when it
grew daylight
He grew quite conscious; broken ends of bone ground on each
other among the working fibers
While by half-inches he was drawing himself out of the seawrack
up to sandy granite,
Out of the tide's path. Where the thin ledge tailed into flat cliff
he fell asleep. . . .
Far seaward
The daylight moon hung like a slip of cloud against the horizon.
The tide was ebbing
From the dead horse and the black belt of sea-growth. Cauldwell
seemed to have felt her crying beside him,
[...] Read more
poem by Robinson Jeffers
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Tattered and Torn
Tattered and Torn
That's where my soul is worn
Tattered and Torn
That's when I was born
Tattered and Torn
I broke away from me
Tattered and Torn
I knocked me to my knees
Tattered and Torn
I drink my own cells
Tattered and Torn
A decomposing well
Tattered and Torn
Roaches in my head
Tattered and Torn
I become the living dead
Tattered and Torn
Tearing myself apart from the
things that make me hurt
song performed by Slipknot from Slipknot
Added by Lucian Velea
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Prince Hohenstiel-Schwangau, Saviour of Society
Epigraph
Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.
I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.
You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:
[...] Read more
poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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The King of the Vasse
A LEGEND OF THE BUSH.
MY tale which I have brought is of a time
Ere that fair Southern land was stained with crime,
Brought thitherward in reeking ships and cast
Like blight upon the coast, or like a blast
From angry levin on a fair young tree,
That stands thenceforth a piteous sight to see.
So lives this land to-day beneath the sun,—
A weltering plague-spot, where the hot tears run,
And hearts to ashes turn, and souls are dried
Like empty kilns where hopes have parched and died.
Woe's cloak is round her,—she the fairest shore
In all the Southern Ocean o'er and o'er.
Poor Cinderella! she must bide her woe,
Because an elder sister wills it so.
Ah! could that sister see the future day
When her own wealth and strength are shorn away,
A.nd she, lone mother then, puts forth her hand
To rest on kindred blood in that far land;
Could she but see that kin deny her claim
Because of nothing owing her but shame,—
Then might she learn 'tis building but to fall,
If carted rubble be the basement-wall.
But this my tale, if tale it be, begins
Before the young land saw the old land's sins
Sail up the orient ocean, like a cloud
Far-blown, and widening as it neared,—a shroud
Fate-sent to wrap the bier of all things pure,
And mark the leper-land while stains endure.
In the far days, the few who sought the West
Were men all guileless, in adventurous quest
Of lands to feed their flocks and raise their grain,
And help them live their lives with less of pain
Than crowded Europe lets her children know.
From their old homesteads did they seaward go,
As if in Nature's order men must flee
As flow the streams,—from inlands to the sea.
In that far time, from out a Northern land,
With home-ties severed, went a numerous band
Of men and wives and children, white-haired folk:
Whose humble hope of rest at home had broke,
As year was piled on year, and still their toil
Had wrung poor fee from -Sweden's rugged soil.
One day there gathered from the neighboring steads,
In Jacob Eibsen's, five strong household heads,—
Five men large-limbed and sinewed, Jacob's sons,
[...] Read more
poem by John Boyle O'Reilly
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