Citatepedia^®.com

0006 Weasel Words

It’s such fun spotting them –
this should be built into the syllabus
of every English class: to con the cons;
sharpens the mind, too –

those words that cloak deceit,
prevarication, ignorance,
evade the point of a discussion,
evade answering the vital question and questioner,
simplify the complex,
complicate the simple…

‘the real point is..’
say they, switching the agenda
to the home ground of their local thought,
‘more to the point is…’
‘more importantly…’ (that’s smart..)

said quickly (that's the trick
of weasel words - make them seem
more like an um or er or hello or throat-clear
or, just some punctuation mark) ..

and anyone who says
‘it’s absolutely clear…’
should be frogmarched off
to the Absolute, his, her, itself
to answer in person for their arrogance..
the rest of us left, of course, to guess that
if they say that… it just ain’t…

and now, there are ‘mission statements’ –
confronted with some cruel inhumanity
perpetrated on the innocent individual or group
by some institution, public, private -
a ‘spokesman’ solemnly reels off
the high ideals they stand by to deliver,
which just happen to be totally
at odds with the (often unmentioned)
suffering caused to some (better unmentioned...) human being..

pop goes a good old weasel in the football press
today: “We take this area of regulation
very seriously. When we find evidence
of breaches of rules and regulations,
we investigate thoroughly” – you bet they do;
but how about that ‘when we find’?
try ‘when we seek to find’…
I rest my case. And so would they too, if they could..

poem by Michael Shepherd
Added by Poetry Lover
Comment! | Vote! | Copy!

The White Cliffs

I
I have loved England, dearly and deeply,
Since that first morning, shining and pure,
The white cliffs of Dover I saw rising steeply
Out of the sea that once made her secure.
I had no thought then of husband or lover,
I was a traveller, the guest of a week;
Yet when they pointed 'the white cliffs of Dover',
Startled I found there were tears on my cheek.
I have loved England, and still as a stranger,
Here is my home and I still am alone.
Now in her hour of trial and danger,
Only the English are really her own.

II
It happened the first evening I was there.
Some one was giving a ball in Belgrave Square.
At Belgrave Square, that most Victorian spot.—
Lives there a novel-reader who has not
At some time wept for those delightful girls,
Daughters of dukes, prime ministers and earls,
In bonnets, berthas, bustles, buttoned basques,
Hiding behind their pure Victorian masks
Hearts just as hot - hotter perhaps than those
Whose owners now abandon hats and hose?
Who has not wept for Lady Joan or Jill
Loving against her noble parent's will
A handsome guardsman, who to her alarm
Feels her hand kissed behind a potted palm
At Lady Ivry's ball the dreadful night
Before his regiment goes off to fight;
And see him the next morning, in the park,
Complete in busbee, marching to embark.
I had read freely, even as a child,
Not only Meredith and Oscar Wilde
But many novels of an earlier day—
Ravenshoe, Can You Forgive Her?, Vivien Grey,
Ouida, The Duchess, Broughton's Red As a Rose,
Guy Livingstone, Whyte-Melville— Heaven knows
What others. Now, I thought, I was to see
Their habitat, though like the Miller of Dee,
I cared for none and no one cared for me.

III
A light blue carpet on the stair
And tall young footmen everywhere,
Tall young men with English faces
Standing rigidly in their places,
Rows and rows of them stiff and staid

[...] Read more

poem by Alice Duer Miller
Added by Poetry Lover
Comment! | Vote! | Copy!

The Avowyng of Arthur

He that made us on the mulde,
And fair fourmet the folde,
Atte His will, as He wold,
The see and the sande,
Giffe hom joy that will here
Of dughti men and of dere,
Of haldurs that before us were,
That lifd in this londe.
One was Arther the Kinge,
Wythowtun any letting;
Wyth him was mony lordinge
Hardi of honde.
Wice and war ofte thay were,
Bold undur banere,
And wighte weppuns wold were,
And stifly wold stond.

This is no fantum ne no fabull;
Ye wote wele of the Rowun Tabull,
Of prest men and priveabull,
Was holdun in prise:
Chevetan of chivalry,
Kyndenesse and curtesy,
Hunting full warly,
As wayt men and wise.
To the forest thay fare
To hunte atte buk and atte bare,
To the herte and to the hare,
That bredus in the rise.
The King atte Carlele he lay;
The hunter cummys on a day -
Sayd, 'Sir, ther walkes in my way
A well grim gryse.
'He is a balefull bare -
Seche on segh I nevyr are:
He hase wroghte me mycull care
And hurte of my howundes,
Slayn hom downe slely
Wyth feghting full furcely.
Wasse ther none so hardi
Durste bide in his bandus.
On him spild I my spere
And mycull of my nothir gere.
Ther moue no dintus him dere,
Ne wurche him no wowundes.
He is masly made -
All offellus that he bade.
Ther is no bulle so brade
That in frith foundes.

[...] Read more

poem by Anonymous Olde English
Added by Poetry Lover
Comment! | Vote! | Copy!

Have Fun

(bernard edwards/nile rodgers)
Hey, everybody
Have fun again
I want you to have fun
Have fun again
I want you to have fun
Just like little children
Like the little children
Know how they have fun
Just like little children
Like the little children
Know how they have fun
Meanwhile back at the ranch
You're unhappy, now here's your chance
Don't you let the pressure appear
Make your lifestyle hectic all year
Have fun again
I want you to have fun
Have fun again
I want you to have fun
Just like little children
Like the little children
Know how they have fun
Just like little children
Like the little children
Know how they have fun
Money won't be enough
When the going gets tough, it's rough
Try to cuddle with your business
And you'll see that love is priceless
If you don't believe what i say
Just experiment one day
I think that you will agree
That we need some kind of relief
Relif, relief
Have fun again
I want you to have fun
Have fun again
I want you to have fun
Just like little children
Like the little children
Know how they have fun
Just like little children
Like the little children
Know how they have fun
Have fun again
Have fun
Have fun again
I want you to have fun
Just like little children

[...] Read more

song performed by Diana Ross
Added by Lucian Velea
Comment! | Vote! | Copy!

The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

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

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

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

METHODOLOGY

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

RESULTS

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

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

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

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

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

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

Negative impacts of poverty on education

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

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

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

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

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

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

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

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

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

[...] Read more

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

Con Voi

Mia cara, voglio farvi sapere

Qualcosa che è molto importante per me,

E qualcosa che può essere

Molto importante per lei,

Se apprezzi il mio amore solo

Come valore di tuo.

Mia cara, sono stato con voi per

Come posso ricordare.

Mi ricordo quando eravamo bambini,

E i nostri genitori erano vicini,

E siamo stati vicini, come pure,

Naturalmente

E i nostri genitori sarebbero pianificare 'gioco-date'

Come chiamati li allora e ancora adesso,

E c'era molto di più ad esso.

Si, tua sorella e tuo fratello sarebbe venuto sopra,

E potrebbe appendere fuori con mio fratello, mia sorella e me.

Ricordo che pensavo che le ragazze erano lorde,

E voi, vorrei evitare

E hai pensato che avevo una malattia,

Così sarebbe evitare me, troppo.

Ma, dopo un paio di settimane,

Siamo diventati amici,

[...] Read more

poem by James Roberts
Added by Poetry Lover
Comment! | Vote! | Copy!

Figli Di Pitagora

Siamo figli di Pitagora e di Casadei
Di Macchiavelli e di Tot
Cresciuti con una morale cattolica
E con i Depeche Mode
Siamo figli di Pitagora e di Trinit
Di Michelangelo e Dario Fo
cresciuti con una morale cattolica
E con i Depeche Mode
E con i Depeche Mode...
Everywhere
we have been everywhere
we 've broken barricades
thanks to the fathers we've had
Who knows how many men
will go along our way
We're living every day
Never forgetting where we're from
Siamo figli di Pitagora e di Casadei
Di Macchiavelli e di Tot
Cresciuti con una morale cattolica
E con i Depeche Mode
Siamo figli di Pitagora e di Trinit
Di Michelangelo e Dario Fo
cresciuti con una morale cattolica
E con i Depeche Mode
E con i Depeche Mode...
Motherland
As well as fatherland
Some say godfatherland
But that's the land that we have
Who knows how many men
Will go along our way
We're living every day
Never forgetting where we're from
Siamo figli di Pitagora e di Casadei
Di Macchiavelli e di Tot
Cresciuti con una morale cattolica
E con i Depeche Mode
Siamo figli di Pitagora e di Trinit
Di Michelangelo e Dario Fo
cresciuti con una morale cattolica
E con i Depeche Mode
E con i Depeche Mode...
Siamo figli di Pitagora e di Casadei
Di Macchiavelli e di Tot
Cresciuti con una morale cattolica
E con i Depeche Mode
Siamo figli di Pitagora e di Trinit
Di Michelangelo e Dario Fo
cresciuti con una morale cattolica

[...] Read more

song performed by Eiffel 65
Added by Lucian Velea
Comment! | Vote! | Copy!

Para De Jugar

Tres de la maana
Y no me puedo dormir.
Ojal te tuviera aqu junto a m.
Una voz por dentro
Me dice ten cuidado,
Esta chica es peligrosa
Cuando est a tu lado, s.
Para de jugar con mi corazn.
Para de jugar con mi corazn.
Para de jugar con mi corazn.
Para de jugar con mi corazn,
Porque yo ya no quiero sufrir,
Porque yo ya no quiero sufrir.
No s si es tu sonrisa,
No s si es tu mirada,
O lo que t me haces
Cuando las luces se apagan.
Tres de la maana
Y no me puedo dormir.
Ojal supiera qu pretendes
De m.
Para de jugar con mi corazn.
Para de jugar con mi corazn.
Para de jugar con mi corazn.
Para de jugar con mi corazn,
Porque yo ya no quiero sufrir,
Porque yo ya no quiero sufrir.
Una voz por dentro
Me dice ten cuidado,
Esta chica es peligrosa
Cuando est a tu lado, s.
Para de jugar con mi corazn.
Para de jugar con mi corazn.
Para de jugar con mi corazn.
Para de jugar con mi corazn,
Porque yo ya no quiero sufrir,
Porque yo ya no quiero sufrir.
Hey you, cant you see?
Shes playing with your heart.
Shes playing with your heart.
Hey you cant you see?
Shes playing with your heart.
Shes playing with your heart.
Para de jugar con mi corazn.
Para de jugar con mi corazn.
Para de jugar con mi corazn.
Para de jugar con mi corazn,
Porque yo ya no quiero sufrir,
Porque yo ya no quiero sufrir.
Para de jugar con mi corazn.

[...] Read more

song performed by Enrique Iglesias
Added by Lucian Velea
Comment! | Vote! | Copy!

Piedra de Sol

La treizième revient...c’est encor la première;
et c’est toujours la seule-ou c’est le seul moment;
car es-tu reine, ô toi, la première ou dernière?
es-tu roi, toi le seul ou le dernier amant?
Gérard de Nerval, Arthèmis
Un sauce de cristal, un chopo de agua,
un alto surtidor que el viento arquea,
un árbol bien plantado mas danzante,
un caminar de río que se curva,
avanza, retrocede, da un rodeo
y llega siempre:
un caminar tranquilo
de estrella o primavera sin premura,
agua que con los párpados cerrados
mana toda la noche profecías,
unánime presencia en oleaje,
ola tras ola hasta cubrirlo todo,
verde soberanía sin ocaso
como el deslumbramiento de las alas
cuando se abren en mitad del cielo,
un caminar entre las espesuras
de los días futuros y el aciago
fulgor de la desdicha como un ave
petrificando el bosque con su canto
y las felicidades inminentes
entre las ramas que se desvanecen,
horas de luz que pican ya los pájaros,
presagios que se escapan de la mano,

una presencia como un canto súbito,
como el viento cantando en el incendio,
una mirada que sostiene en vilo
al mundo con sus mares y sus montes,
cuerpo de luz filtrado por un ágata,
piernas de luz, vientre de luz, bahías,
roca solar, cuerpo color de nube,
color de día rápido que salta,
la hora centellea y tiene cuerpo,
el mundo ya es visible por tu cuerpo,
es transparente por tu transparencia,

voy entre galerías de sonidos,
fluyo entre las presencias resonantes,
voy por las transparencias como un ciego,
un reflejo me borra, nazco en otro,
oh bosque de pilares encantados,
bajo los arcos de la luz penetro
los corredores de un otoño diáfano,

voy por tu cuerpo como por el mundo,

[...] Read more

poem by Octavio Paz
Added by Poetry Lover
Comment! | Vote! | Copy!

We Built This City

Chorus:
We built this city, we built this city on rock and roll
Built this city, we built this city on rock and roll
Say you dont know me or recognize my face
Say you dont care who goes to that kind of place
Knee deep in the hoopla sinking in your fight
Too many runaways eating up the night
Marconi plays the mamba, listen to the radio, dont you remember
We built this city, we built this city on rock and roll
Chorus:
We built this city, we built this city on rock and roll
Built this city, we built this city on rock and roll
Someone always playing corporation games
Who cares theyre always changing corporation names
We just want to dance here someone stole the stage
They call us irresponsible write us off the page
Marconi plays the mamba, listen to the radio, dont you remember
We built this city, we built this city on rock and roll
We built this city, we built this city on rock and roll
Built this city, we built this city on rock and roll
Its just another sunday, in a tired old street
Police have got the choke hold, oh then we just lost the beat
Who counts the money underneath the bar
Who rides the wrecking ball in two rock guitars
Dont tell us you need us, cos were the ship of fools
Looking for america, coming through your schools
(Im looking out over that golden gate bridge
Out on another gorgeous sunny saturday, not seein that bumper to bumper traffic)
Dont you remember (member)(member)
(whats your favorite radio station, in your favorite radio city
The city by the bay, the city that rocks, the city that never sleeps)
Marconi plays the mamba, listen to the radio, dont you remember
We built this city, we built this city on rock and roll
We built this city, we built this city on rock and roll
Built this city, we built this city on rock and roll
Built this city, we built this city on rock and roll
Built this city, we built this city on rock and roll
(we built, we built this city) built this city (we built, we built this city)
(repeats out)

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

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
Comment! | Vote! | Copy!

Third Book

'TO-DAY thou girdest up thy loins thyself,
And goest where thou wouldest: presently
Others shall gird thee,' said the Lord, 'to go
Where thou would'st not.' He spoke to Peter thus,
To signify the death which he should die
When crucified head downwards.
If He spoke
To Peter then, He speaks to us the same;
The word suits many different martyrdoms,
And signifies a multiform of death,
Although we scarcely die apostles, we,
And have mislaid the keys of heaven and earth.

For tis not in mere death that men die most;
And, after our first girding of the loins
In youth's fine linen and fair broidery,
To run up hill and meet the rising sun,
We are apt to sit tired, patient as a fool,
While others gird us with the violent bands
Of social figments, feints, and formalisms,
Reversing our straight nature, lifting up
Our base needs, keeping down our lofty thoughts,
Head downward on the cross-sticks of the world.
Yet He can pluck us from the shameful cross.
God, set our feet low and our forehead high,
And show us how a man was made to walk!

Leave the lamp, Susan, and go up to bed.
The room does very well; I have to write
Beyond the stroke of midnight. Get away;
Your steps, for ever buzzing in the room,
Tease me like gnats. Ah, letters! throw them down
At once, as I must have them, to be sure,
Whether I bid you never bring me such
At such an hour, or bid you. No excuse.
You choose to bring them, as I choose perhaps
To throw them in the fire. Now, get to bed,
And dream, if possible, I am not cross.

Why what a pettish, petty thing I grow,–
A mere, mere woman,–a mere flaccid nerve,-
A kerchief left out all night in the rain,
Turned soft so,–overtasked and overstrained
And overlived in this close London life!
And yet I should be stronger.
Never burn
Your letters, poor Aurora! for they stare
With red seals from the table, saying each,
'Here's something that you know not.' Out alas,
'Tis scarcely that the world's more good and wise

[...] Read more

poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
Comment! | Vote! | Copy!

Annus Mirabilis, The Year Of Wonders, 1666

1
In thriving arts long time had Holland grown,
Crouching at home and cruel when abroad:
Scarce leaving us the means to claim our own;
Our King they courted, and our merchants awed.

2
Trade, which, like blood, should circularly flow,
Stopp'd in their channels, found its freedom lost:
Thither the wealth of all the world did go,
And seem'd but shipwreck'd on so base a coast.

3
For them alone the heavens had kindly heat;
In eastern quarries ripening precious dew:
For them the Idumaean balm did sweat,
And in hot Ceylon spicy forests grew.

4
The sun but seem'd the labourer of the year;
Each waxing moon supplied her watery store,
To swell those tides, which from the line did bear
Their brimful vessels to the Belgian shore.

5
Thus mighty in her ships, stood Carthage long,
And swept the riches of the world from far;
Yet stoop'd to Rome, less wealthy, but more strong:
And this may prove our second Punic war.

6
What peace can be, where both to one pretend?
(But they more diligent, and we more strong)
Or if a peace, it soon must have an end;
For they would grow too powerful, were it long.

7
Behold two nations, then, engaged so far
That each seven years the fit must shake each land:
Where France will side to weaken us by war,
Who only can his vast designs withstand.

8
See how he feeds the Iberian with delays,
To render us his timely friendship vain:
And while his secret soul on Flanders preys,
He rocks the cradle of the babe of Spain.

9
Such deep designs of empire does he lay

[...] Read more

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

S, Seor!

S SEOR, S SEOR, ES MI SON. CMO NO, CMO NO.
BAILADOR, BAILADOR, VEN, GOZA EL SON. S SEOR, CMO NO (BIS)
Tengo este son que es fruto de inspiracin,
que viene del monte y del campo de caa.
Un canto alegre lleno de tradicin,
como sol que asoma tras de la montaa.
Que nace del alma, lleno de cielo azul y palmas, s seor.
Yo tengo mi Son.
S SEOR, .....
Caf y tabaco es el corazn del Son.
Con el ritmo del galope de un caballo.
Cgele el paso y coge la entonacin.
Grita tu alegra como el canto de un gallo.
Comenz la verbena,y aroma de albahaca y hierbabuena siento ya.
Quin baila mi Son?.
S SEOR, ....
Ritmo de alborozo, de risa y de gozo.
Msica de vida y fiesta, con mi son sabrosn. S seor, cmo no!.
Cgele el vaivn con sabrosura.
Dale bien, dale bien, bailador, bailador.
Cgele el vaivn con sabrosura (bis)
Yo le canto a todo el mundo, y les brindo mi alegra
con el cario profundo que en mi tierra es garanta, dice as:
Dale bien, dale bien, bailador, bailador.
Cgele el vaivn con sabrosura (bis)
Una sola humanidad con un slo corazn,
con una sola piedad que al fin nos traiga paz y amor, quiera Dios.
Dale bien, dale bien, bailador, bailador.
Cgele el vaivn con sabrosura (bis)
Ritmo de alborozo, de risa y de gozo.
Msica de vida y fiesta, con mi son sabrosn. S seor, cmo no!.
Cgele el vaivn con sabrosura.
Dale bien, dale bien, bailador, bailador.
Cgele el vaivn con sabrosura (bis)
Yo le canto a todo el mundo, y les brindo mi alegra
con el cario profundo que en mi tierra es garanta, dice as:
Dale bien, dale bien, bailador, bailador.
Cgele el vaivn con sabrosura (bis)
Una sola humanidad con un slo corazn,
con una sola piedad que al fin nos traiga paz y amor, quiera Dios.
Dale bien, dale bien, bailador, bailador.
Cgele el vaivn con sabrosura (bis)

song performed by Gloria Estefan
Added by Lucian Velea
Comment! | Vote! | Copy!

Que Es La Que Hay?

(Noriega!)
(DJ Rafy Mercenario!)
Que es la que hay
Que es la que buscas
Ve y dile a tu amiga que conmigo no se luzca
Se esta buscando que se active mi guerrilla
Y que le demos duro por meterse con la diva
Que es la que hay
Que es la que buscas
Ve y dile a tu amiga que conmigo no se luzca
Se esta buscando que se active mi guerrilla
Y que le demos duro por meterse con la diva
Ve y dile a tu amiga que no joda con la perra
Se esta equivocando, y se esta buscando la guerra
Dile que bien duro vamo'a darle
Yo ando con mi combo, y estan locas por soltarse
Yo me voy a to'as
Si, me voy a todas
Saco los metales
Y demuestro que soy de cora'
Ando con mis socias para darte duro ahora
Mama, no te esboques o te damos lo que te toca
Mis socias, ellas piden
Que te luzcas pa' que se activen
Que te esmandes pa' que te azoten
Andamos con los cocorotes
Mis socias, ellas piden
Que te luzcas pa' que se activen
Que te esmandes pa' que te azoten
Andamos con los cocorotes
Que es la que hay
Que es la que buscas
Ve y dile a tu amiga que conmigo no se luzca
Se esta buscando que se active mi guerrilla
Y que le demos duro por meterse con la diva
Que es la que hay
Que es la que buscas
Ve y dile a tu amiga que conmigo no se luzca
Se esta buscando que se active mi guerrilla
Y que le demos duro por meterse con la diva
Y si joden conmigo
Tu andas con los tuyos
Y yo ando con los amio
Faltame el respeto, y veras lo que te digo
En la tierra no existe quien pueda conmigo
Vamos a darle duro castigo
Ven, prueba
Quien tiene babilla
Vamos, dile, Noriega
Me llaman "La Perra" porque soy una fiera

[...] Read more

song performed by Ivy Queen
Added by Lucian Velea
Comment! | Vote! | Copy!

Ellas Danzan Solas (Cueca Solas)

? por qu estn aqu, danzando solas?
? por qu hay tristeza en sus miradas?
Hay soldados tambin
Ignoran su dolor
Porque desprecian el amor
Danzan con los muertos
Los que y no estn
Amores invisibles
No dejan de danzar
Danzan con sus padres
Sus ni? os tambin
Y con sus esposos
En soledad, en soledad
Yo las vi, en silencio gritar
No hay otra manera de protestar
Si dijeran algo ms
Solo un poco ms
Otra mujer seria torturada
Con seguridad
Danzan con los muertos
Los que y no estn
Amores invisibles
No dejan de danzar
Danzan con sus padres
Sus ni? os tambin
Y con sus esposos
En soledad, en soledad
Un dia danzaremos
Sobre sus tumbas, libres
Un dia cantaremos
Al danzar
Un dia danzaremos
Sobre sus tumbas, libres
Un dia cantaremos
Al danzar
Ellas danzan con los desaparecidos
Danzan con los muertos
Danzan con amores invisibles
Con silenciosa anustia
Danzan con sus padres
Con sus hijos
Con sus esposos
Ellas danzan solas
Danzan solas
Hey mr pinochet
Su siembra huele mal
Y ese dinero que recibe
Pronto se terminar
No podr comprar mas armas
Ni a sus verdugos pagar

[...] Read more

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

Ellas Danzan Solas

? por qu estn aqu, danzando solas?
? por qu hay tristeza en sus miradas?
Hay soldados tambin
Ignoran su dolor
Porque desprecian el amor
Danzan con los muertos
Los que y no estn
Amores invisibles
No dejan de danzar
Danzan con sus padres
Sus ni? os tambin
Y con sus esposos
En soledad, en soledad
Yo las vi, en silencio gritar
No hay otra manera de protestar
Si dijeran algo ms
Solo un poco ms
Otra mujer seria torturada
Con seguridad
Danzan con los muertos
Los que y no estn
Amores invisibles
No dejan de danzar
Danzan con sus padres
Sus ni? os tambin
Y con sus esposos
En soledad, en soledad
Un dia danzaremos
Sobre sus tumbas, libres
Un dia cantaremos
Al danzar
Un dia danzaremos
Sobre sus tumbas, libres
Un dia cantaremos
Al danzar
Ellas danzan con los desaparecidos
Danzan con los muertos
Danzan con amores invisibles
Con silenciosa anustia
Danzan con sus padres
Con sus hijos
Con sus esposos
Ellas danzan solas
Danzan solas
Hey mr pinochet
Su siembra huele mal
Y ese dinero que recibe
Pronto se terminar
No podr comprar mas armas
Ni a sus verdugos pagar

[...] Read more

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

Himno A Los Voluntarios De La República

Voluntario de España, miliciano
de huesos fidedignos, cuando marcha a morir tu corazón,
cuando marcha a matar con su agonía
mundial, no sé verdaderamente
qué hacer, dónde ponerme; corro, escribo, aplaudo,
lloro, atisbo, destrozo, apagan, digo
a mi pecho que acabe, al que bien, que venga,
y quiero desgraciarme;
descúbrome la frente impersonal hasta tocar
el vaso de la sangre, me detengo,
detienen mi tamaño esas famosas caídas de arquitecto
con las que se honra el animal que me honra;
refluyen mis instintos a sus sogas,
humea ante mi tumba la alegría
y, otra vez, sin saber qué hacer, sin nada, déjame,
desde mi piedra en blanco, déjame,
solo,
cuadrumano, más acá, mucho más lejos,
al no caber entre mis manos tu largo rato extático,
quiebro con tu rapidez de doble filo
mi pequeñez en traje de grandeza!

Un día diurno, claro, atento, fértil
¡oh bienio, el de los lóbregos semestres suplicantes,
por el que iba la pólvora mordiéndose los codos!
¡oh dura pena y más duros pedernales!
!oh frenos los tascados por el pueblo!
Un día prendió el pueblo su fósforo cautivo, oró de cólera
y soberanamente pleno, circular,
cerró su natalicio con manos electivas;
arrastraban candado ya los déspotas
y en el candado, sus bacterias muertas...

¿Batallas? ¡No! Pasiones. Y pasiones precedidas
de dolores con rejas de esperanzas,
de dolores de pueblos con esperanzas de hombres!
¡Muerte y pasión de paz, las populares!

¡Muerte y pasión guerreras entre olivos, entendámosnos!
Tal en tu aliento cambian de agujas atmosféricas los vientos
y de llave las tumbas en tu pecho,
tu frontal elevándose a primera potencia de martirio.

El mundo exclama: '¡Cosas de españoles!' Y es verdad.
Consideremos,
durante una balanza, a quema ropa,
a Calderon, dormido sobre la cola de un anfibio muerto
o a Cervantes, diciendo: 'Mi reino es de este mundo, pero
también del otro': ¡punta y filo en dos papeles!
Contemplemos a Goya, de hinojos y rezando ante un espejo,

[...] Read more

poem by Cesar Vallejo
Added by Poetry Lover
Comment! | Vote! | Copy!

Fun, Fun, Fun

Well she got her daddys car
And she cruised through the hamburger stand now
Seems she forgot all about the library
Like she told her old man now
And with the radio blasting
Goes cruising just as fast as she can now
And shell have fun fun fun
til her daddy takes the t-bird away
(fun fun fun til her daddy takes the t-bird away)
Well the girls cant stand her
cause she walks looks and drives like an ace now
(you walk like an ace now you walk like an ace)
She makes the indy 500 look like a roman chariot race now
(you look like an ace now you look like an ace)
A lotta guys try to catch her
But she leads them on a wild goose chase now
(you drive like an ace now you drive like an ace)
And shell have fun fun fun
til her daddy takes the t-bird away
(fun fun fun til her daddy takes the t-bird away)
Well you knew all along
That your dad was gettin wise to you now
(you shouldnt have lied now you shouldnt have lied)
And since he took your set of keys
Youve been thinking that your fun is all through now
(you shouldnt have lied now you shouldnt have lied)
But you can come along with me
cause we gotta a lot of things to do now
(you shouldnt have lied now you shouldnt have lied)
And well have fun fun fun now that daddy took the t-bird away
(fun fun fun now that daddy took the t-bird away)
And well have fun fun fun now that daddy took the t-bird away
(fun fun fun now that daddy took the t-bird away)
(fun fun now that daddy took the t-bird away)
(fun fun now that daddy took the t-bird away)
(fun fun now that daddy took the t-bird away)
(fun fun now that daddy took the t-bird away)
(fun fun now that daddy took the t-bird away)
(fun fun now that daddy took the t-bird away)

song performed by Beach Boys
Added by Lucian Velea
Comment! | Vote! | Copy!

The Interpretation of Nature and

I.

MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.


II.

Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.

III.

Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.

IV.

Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.

V.

The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.

VI.

It would be an unsound fancy and self-contradictory to expect that things which have never yet been done can be done except by means which have never yet been tried.

VII.

The productions of the mind and hand seem very numerous in books and manufactures. But all this variety lies in an exquisite subtlety and derivations from a few things already known; not in the number of axioms.

VIII.

Moreover the works already known are due to chance and experiment rather than to sciences; for the sciences we now possess are merely systems for the nice ordering and setting forth of things already invented; not methods of invention or directions for new works.

IX.

The cause and root of nearly all evils in the sciences is this -- that while we falsely admire and extol the powers of the human mind we neglect to seek for its true helps.

X.

The subtlety of nature is greater many times over than the subtlety of the senses and understanding; so that all those specious meditations, speculations, and glosses in which men indulge are quite from the purpose, only there is no one by to observe it.

XI.

As the sciences which we now have do not help us in finding out new works, so neither does the logic which we now have help us in finding out new sciences.

XII.

The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search after truth. So it does more harm than good.

XIII.

[...] Read more

poem by Sir Francis Bacon
Added by Poetry Lover
Comment! | Vote! | Copy!

VIII. Dominus Hyacinthus de Archangelis, Pauperum Procurator

Ah, my Giacinto, he's no ruddy rogue,
Is not Cinone? What, to-day we're eight?
Seven and one's eight, I hope, old curly-pate!
—Branches me out his verb-tree on the slate,
Amo-as-avi-atum-are-ans,
Up to -aturus, person, tense, and mood,
Quies me cum subjunctivo (I could cry)
And chews Corderius with his morning crust!
Look eight years onward, and he's perched, he's perched
Dapper and deft on stool beside this chair,
Cinozzo, Cinoncello, who but he?
—Trying his milk-teeth on some crusty case
Like this, papa shall triturate full soon
To smooth Papinianian pulp!

It trots
Already through my head, though noon be now,
Does supper-time and what belongs to eve.
Dispose, O Don, o' the day, first work then play!
—The proverb bids. And "then" means, won't we hold
Our little yearly lovesome frolic feast,
Cinuolo's birth-night, Cinicello's own,
That makes gruff January grin perforce!
For too contagious grows the mirth, the warmth
Escaping from so many hearts at once—
When the good wife, buxom and bonny yet,
Jokes the hale grandsire,—such are just the sort
To go off suddenly,—he who hides the key
O' the box beneath his pillow every night,—
Which box may hold a parchment (someone thinks)
Will show a scribbled something like a name
"Cinino, Ciniccino," near the end,
"To whom I give and I bequeath my lands,
"Estates, tenements, hereditaments,
"When I decease as honest grandsire ought."
Wherefore—yet this one time again perhaps—
Shan't my Orvieto fuddle his old nose!
Then, uncles, one or the other, well i' the world,
May—drop in, merely?—trudge through rain and wind,
Rather! The smell-feasts rouse them at the hint
There's cookery in a certain dwelling-place!
Gossips, too, each with keepsake in his poke,
Will pick the way, thrid lane by lantern-light,
And so find door, put galligaskin off
At entry of a decent domicile
Cornered in snug Condotti,—all for love,
All to crush cup with Cinucciatolo!

Well,
Let others climb the heights o' the court, the camp!

[...] Read more

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