Cricket World Cup
It is the greatest thrilling event
of our country,
The whole world may not take it seriously
But we take it,
All the activities come to standstill
Office, schools, business centres
Wear deserted look
People go crazy,
They forget everything in the storm of the event
Money flows like water and people are
Oblivious of the fact that three fourth of
Our population is still deprived of
The basic requirements of their life.
I can't understand why these people don't show
The same madness for the eradication of Poverty, corruption, illeteracy, and communalism,
They make so much hue and cry,
Their faces down cast,
when India suffers a defeat.
These elements also cause the country a massive defeat
But their same tongues turn mum
And they take everything as it is
This is not the sign of patriotism,
This is the sign of selfishness.
It shows that we are politically and socially immature,
If we can't show show our wrath at poverty, corruption, communalism and
illiteracy,
We are the most selfish men on the earth.
poem by Mohammad Akmal Nazir
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poem by Rwetewrt Erwtwer
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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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Prince Hohenstiel-Schwangau, Saviour of Society
Epigraph
Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.
I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.
You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:
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poem by Robert Browning (1871)
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Canto the Second
I
Oh ye! who teach the ingenuous youth of nations,
Holland, France, England, Germany, or Spain,
I pray ye flog them upon all occasions,
It mends their morals, never mind the pain:
The best of mothers and of educations
In Juan's case were but employ'd in vain,
Since, in a way that's rather of the oddest, he
Became divested of his native modesty.
II
Had he but been placed at a public school,
In the third form, or even in the fourth,
His daily task had kept his fancy cool,
At least, had he been nurtured in the north;
Spain may prove an exception to the rule,
But then exceptions always prove its worth -—
A lad of sixteen causing a divorce
Puzzled his tutors very much, of course.
III
I can't say that it puzzles me at all,
If all things be consider'd: first, there was
His lady-mother, mathematical,
A—never mind; his tutor, an old ass;
A pretty woman (that's quite natural,
Or else the thing had hardly come to pass);
A husband rather old, not much in unity
With his young wife—a time, and opportunity.
IV
Well—well, the world must turn upon its axis,
And all mankind turn with it, heads or tails,
And live and die, make love and pay our taxes,
And as the veering wind shifts, shift our sails;
The king commands us, and the doctor quacks us,
The priest instructs, and so our life exhales,
A little breath, love, wine, ambition, fame,
Fighting, devotion, dust,—perhaps a name.
V
I said that Juan had been sent to Cadiz -—
A pretty town, I recollect it well -—
'T is there the mart of the colonial trade is
(Or was, before Peru learn'd to rebel),
And such sweet girls—I mean, such graceful ladies,
Their very walk would make your bosom swell;
I can't describe it, though so much it strike,
Nor liken it—I never saw the like:
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poem by Byron from Don Juan (1824)
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VI. Giuseppe Caponsacchi
Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,
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poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Whose Country Is This?
Whose country is this?
It is a land full of snakes;
Whose country is this?
It is a land full of many waters;
Whose country is this?
It is a land full of thieves! !
Whose country is this?
It is a land full of people;
Whose country is this?
It is a land full of oil;
Whose country is this?
It is a land full of earthquakes!
Whose country is this?
it is a land full of lovers;
Whose country is this?
It is a land full of volcanoes!
Whose country is this?
It is a land full of beautiful flowers;
Whose country is this?
It is a land full of hansome men;
Whose country is this?
It is a land full of beautiful women;
Whose country is this?
It is a land full of roses;
Whose country is this?
it is a land ruled only by men;
Whose country is this?
It is a land without rainfall;
Whose country is this?
It is a land ruled by a woman;
Whose country is this?
It is a land full of corruption!
Whose country is this?
It is a land full of pirates! !
Whose country is this?
It is a land ruled by law;
Whose country is this?
It is a land controlled by rebels!
Whose country is this?
It is a land full of ice;
Whose country is this?
It is a land full of pregnant women;
Whose country is this?
It is a land full of the sins of Sodom and Gomorrah!
Whose country is this?
It is a land full of singers;
Whose country is this?
It is a land full of troubles;
Whose country is this?
It is a land full of war! !
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poem by Edward Kofi Louis
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Tom Zart's 52 Best Of The Rest America At War Poems
SONS AND DAUGHTERS OF WORLD WAR III
The White House
Washington
Tom Zart's Poems
March 16,2007
Ms. Lillian Cauldwell
President and Chief Executive Officer
Passionate Internet Voices Radio
Ann Arbor Michigan
Dear Lillian:
Number 41 passed on the CDs from Tom Zart. Thank you for thinking of me. I am thankful for your efforts to honor our brave military personnel and their families. America owes these courageous men and women a debt of gratitude, and I am honored to be the commander in chief of the greatest force for freedom in the history of the world.
Best Wishes.
Sincerely,
George W. Bush
SONS AND DAUGHTERS OF WORLD WAR III
Our sons and daughters serve in harm's way
To defend our way of life.
Some are students, some grandparents
Many a husband or wife.
They face great odds without complaint
Gambling life and limb for little pay.
So far away from all they love
Fight our soldiers for whom we pray.
The plotters and planners of America's doom
Pledge to murder and maim all they can.
From early childhood they are taught
To kill is to become a man.
They exploit their young as weapons of choice
Teaching in heaven, virgins will await.
Destroying lives along with their own
To learn of their falsehoods too late.
The fearful cry we must submit
And find a way to soothe them.
Where defenders worry if we stand down
The future for America is grim.
[...] Read more
poem by Tom Zart
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Maybe I'm crazy
I am not Emo
I’m not a Goth
I’m perfectly normal
But I know what it feels to be lost
Stuck in the crowd
Can’t hear a sound
Feels like I’m pushed back in the distance
Can’t come out
Do people see?
Do they believe?
Or am I just crazy from being lonely?
The words burst from my lips as I scream
But the people around me don’t seem to hear a thing
Am I invisible? Am I going crazy?
The world is acting like they don’t know about me
Am I forgotten? Am I just crazy?
Am I just lost? Am I just lonely?
Somebody hear me
Somebody save me
I check my phone, nobody calls
I can’t help, but feeling so forgot
I put on a show, nobody knows
Where did all the people I used to love, go?
I see a face, forgot its name
But they don’t seem to recognize me, anyway
All of my friends are with somebody else
And now I’m sitting here all by myself
(All by myself)
The words burst from my lips as I scream
(From my lips, as I scream)
But the people around me don’t seem to hear a thing
(But the people, don’t hear a thing)
Am I invisible? Am I going crazy?
(Am I invisible? Am I going crazy?)
The world is acting like they don’t know about me
(Acting like, don’t know about me)
Am I forgotten? Am I going crazy?
(Am I forgotten? Am I going crazy?)
Am I just lost? Am I just lonely?
(Am I just lost, maybe I’m lonely)
Somebody hear me
(Somebody near me)
Somebody save me
(Somebody save me)
Or am I just crazy?
Or am I just crazy?
[...] Read more
poem by Sugar Bear
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The Greatest
[Intro]
(The the, the the, the the, the the)
Don't throw no roses on my grave, boo
That's not a soldier, it's more like an angel
You got no where to run, no one to pray to
Jesus and Moses ain't comin' to save you
(The greatest, the the the greatest)
I flow like a butterfly, I sting like a hornet
They won't let me have it
Not even if no one else want it
And if I try to take it
They wanna break me down and strip me naked
They write a brand new rule and break it
They lie, they cheat, they steal, they fake it
But I'mma make it, Lord I can take it
I'm the (The greatest man alive)
Cut the drama boy, save it for your mama
I'm the (The greatest man alive)
I can't sweat it, know I got to get it
I'm the (The greatest man alive)
Without no doubt, my name will survive
(The greatest the the greatest man alive)
(The greatest man)
(The greatest, the the)
I'mma make it, Lord I can take it
I'm the (The greatest man alive)
Cut the drama boy, save it for your mama
I'm the (The gratest man alive)
I can't sweat it, I know I got to get it
I'm the (The greatest man alive)
Without no doubt, my name will survive
(The, the greatest man alive)
(The greatest, the the greatest man)
(The the, the greatest man alive)
(The, the the greatest, the the the greatest man)
(The greatest man alive)
I'mma make it, know that I can take it
I'm the (The greatest man alive)
Cut the drama boy, save it for your mama
I'm the (The greatest man alive)
I can't sweat it, I know I gotta get it
I'm the (The greatest man alive)
Without no doubt my name will survive
(The greatest man, the greatest man alive)
It only gets harder
It always seems so far away
The sky's getting darker
Another storm is on the way
(The the greatest, the the the greatest,the the)
Another storm is on the way
[...] Read more
song performed by Everlast
Added by Lucian Velea
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Mind Your Own Business
Mind Your Own Business
(Words and music by Hank Williams, Sr.)
If the wife and I was fussin', brother that's our right
Me and that ole woman bought a license to fight
Why don't you mind your own business(Mind your own business)
Yeah,mind your own business(Mind your own business)
If youmind your own business, you won't be mindin' mine.
Well, the woman on the party line's a nosey thing
She picks up her receiver when she knows it's my ring
Why don't you mind your own business(Mind your own business)
Yeah, mind your own business(Mind your own business)
If you mind your own business, you won't be mindin' mine.
--- Instrumental with ad libs ---
Well, I got a little girl that wears her hair up high
The boys all hollar when she walks by
Why don't you mind your own business(Mind your own business)
Yeah, mind your own business(Mind your own business)
Just mind your own business, you wont be mindin' mine.
--- Instrumental with ad libs ---
I may tell a lot of stories that may not be true
But I can get to Heaven just as easy as you
Why don't you mind your own business(Mind your own business)
Yeah, will you mind your own business(Mind your own business)
Mind your business, and you won't be mindin' mine.
--- Instrumental with ad libs ---
Now, If I want to honky tonk 'til around two or three
Darlin' that's my headache, don't you worry 'bout me.
Why don't you mind your own business(Mind your own business)
Go on and mind your own business(Mind your own business)
If you're mindin' your business, you won't be mindin' mine.
--- Instrumental---
Mindin' other people's business seems to be high-toned
Well, I got all that I can do just to mind my own
Mind your own business(Mind your own business)
Yeah, mind your own business(Mind your own business)
If you mind your businessmyou won't be mindin' mine.
Dear Lord, If you mind your business, you'll be busy all the time...
song performed by Alan Jackson
Added by Lucian Velea
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[9] O, Moon, My Sweet-heart!
O, Moon, My Sweet-heart!
[LOVE POEMS]
POET: MAHENDRA BHATNAGAR
POEMS
1 Passion And Compassion / 1
2 Affection
3 Willing To Live
4 Passion And Compassion / 2
5 Boon
6 Remembrance
7 Pretext
8 To A Distant Person
9 Perception
10 Conclusion
10 You (1)
11 Symbol
12 You (2)
13 In Vain
14 One Night
15 Suddenly
16 Meeting
17 Touch
18 Face To Face
19 Co-Traveller
20 Once And Once only
21 Touchstone
22 In Chorus
23 Good Omens
24 Even Then
25 An Evening At ‘Tighiraa’ (1)
26 An Evening At ‘Tighiraa’ (2)
27 Life Aspirant
28 To The Condemned Woman
29 A Submission
30 At Midday
31 I Accept
32 Who Are You?
33 Solicitation
34 Accept Me
35 Again After Ages …
36 Day-Dreaming
37 Who Are You?
38 You Embellished In Song
[...] Read more
poem by Mahendra Bhatnagar
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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
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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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Tirocinium; or, a Review of Schools
It is not from his form, in which we trace
Strength join'd with beauty, dignity with grace,
That man, the master of this globe, derives
His right of empire over all that lives.
That form, indeed, the associate of a mind
Vast in its powers, ethereal in its kind,
That form, the labour of Almighty skill,
Framed for the service of a freeborn will,
Asserts precedence, and bespeaks control,
But borrows all its grandeur from the soul.
Hers is the state, the splendour, and the throne,
An intellectual kingdom, all her own.
For her the memory fills her ample page
With truths pour’d down from every distant age;
For her amasses an unbounded store,
The wisdom of great nations, now no more;
Though laden, not encumber’d with her spoil;
Laborious, yet unconscious of her toil;
When copiously supplied, then most enlarged;
Still to be fed, and not to be surcharged.
For her the Fancy, roving unconfined,
The present muse of every pensive mind,
Works magic wonders, adds a brighter hue
To Nature’s scenes than Nature ever knew.
At her command winds rise and waters roar,
Again she lays them slumbering on the shore;
With flower and fruit the wilderness supplies,
Or bids the rocks in ruder pomp arise.
For her the Judgment, umpire in the strife
That Grace and Nature have to wage through life,
Quick-sighted arbiter of good and ill,
Appointed sage preceptor to the Will,
Condemns, approves, and, with a faithful voice,
Guides the decision of a doubtful choice.
Why did the fiat of a God give birth
To yon fair Sun and his attendant Earth?
And, when descending he resigns the skies,
Why takes the gentler Moon her turn to rise,
Whom Ocean feels through all his countless waves,
And owns her power on every shore he laves?
Why do the seasons still enrich the year,
Fruitful and young as in their first career?
Spring hangs her infant blossoms on the trees,
Rock’d in the cradle of the western breeze:
Summer in haste the thriving charge receives
Beneath the shade of her expanded leaves,
Till Autumn’s fiercer heats and plenteous dews
Dye them at last in all their glowing hues.—
‘Twere wild profusion all, and bootless waste,
Power misemploy’d, munificence misplaced,
[...] Read more
poem by William Cowper
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Hudibras: Part 3 - Canto I
THE ARGUMENT
The Knight and Squire resolve, at once,
The one the other to renounce.
They both approach the Lady's Bower;
The Squire t'inform, the Knight to woo her.
She treats them with a Masquerade,
By Furies and Hobgoblins made;
From which the Squire conveys the Knight,
And steals him from himself, by Night.
'Tis true, no lover has that pow'r
T' enforce a desperate amour,
As he that has two strings t' his bow,
And burns for love and money too;
For then he's brave and resolute,
Disdains to render in his suit,
Has all his flames and raptures double,
And hangs or drowns with half the trouble,
While those who sillily pursue,
The simple, downright way, and true,
Make as unlucky applications,
And steer against the stream their passions.
Some forge their mistresses of stars,
And when the ladies prove averse,
And more untoward to be won
Than by CALIGULA the Moon,
Cry out upon the stars, for doing
Ill offices to cross their wooing;
When only by themselves they're hindred,
For trusting those they made her kindred;
And still, the harsher and hide-bounder
The damsels prove, become the fonder.
For what mad lover ever dy'd
To gain a soft and gentle bride?
Or for a lady tender-hearted,
In purling streams or hemp departed?
Leap'd headlong int' Elysium,
Through th' windows of a dazzling room?
But for some cross, ill-natur'd dame,
The am'rous fly burnt in his flame.
This to the Knight could be no news,
With all mankind so much in use;
Who therefore took the wiser course,
To make the most of his amours,
Resolv'd to try all sorts of ways,
As follows in due time and place
No sooner was the bloody fight,
Between the Wizard, and the Knight,
[...] Read more
poem by Samuel Butler
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Power Junkie
Im out of control
I think Im goin crazy
Im out of my mind
You can see it in my eyes
Im lookin for love
In all of your faces
Im lookin for love
I think Im goin crazy
I feel tonight
Were bought and sold
Ah yeah
Think Ill overload
Think Ill overload
Im talkin about crazy
Im talkin about crazy
Im a mad man
I shook up the world
Im a crazy man
Aint that right
This ball of confusion
Too big for the both of us
Get out of my town tonight
Im a mad man
I wanna shake up the world
Im a crazy man
Im goin crazy
Im goin crazy
Suck on my love meat
Now suck on my steed
I gotta go crazy
If you know what I mean
Im goin crazy
Im goin crazy
Im a mad man
Crazy
Im looking for you
Through all of these faces
Waiting so long
I think Im going crazy
Im lookin at you
Feel my direction
A yeah
No reason to survive
Yeah Im talkin bout crazy
Ha ha ha think Im gonna blow
Im a mad man
I shook up the world
Im a crazy man
Aint that right
This ball of confusion
[...] Read more
song performed by Billy Idol
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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.
[...] Read more
poem by Byron from Don Juan (1824)
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V. Count Guido Franceschini
Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!
[...] Read more
poem by Robert Browning from The Ring and the Book
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IX. Juris Doctor Johannes-Baptista Bottinius, Fisci et Rev. Cam. Apostol. Advocatus
Had I God's leave, how I would alter things!
If I might read instead of print my speech,—
Ay, and enliven speech with many a flower
Refuses obstinate to blow in print,
As wildings planted in a prim parterre,—
This scurvy room were turned an immense hall;
Opposite, fifty judges in a row;
This side and that of me, for audience—Rome:
And, where yon window is, the Pope should hide—
Watch, curtained, but peep visibly enough.
A buzz of expectation! Through the crowd,
Jingling his chain and stumping with his staff,
Up comes an usher, louts him low, "The Court
"Requires the allocution of the Fisc!"
I rise, I bend, I look about me, pause
O'er the hushed multitude: I count—One, two—
Have ye seen, Judges, have ye, lights of law,—
When it may hap some painter, much in vogue
Throughout our city nutritive of arts,
Ye summon to a task shall test his worth,
And manufacture, as he knows and can,
A work may decorate a palace-wall,
Afford my lords their Holy Family,—
Hath it escaped the acumen of the Court
How such a painter sets himself to paint?
Suppose that Joseph, Mary and her Babe
A-journeying to Egypt, prove the piece:
Why, first he sedulously practiseth,
This painter,—girding loin and lighting lamp,—
On what may nourish eye, make facile hand;
Getteth him studies (styled by draughtsmen so)
From some assistant corpse of Jew or Turk
Or, haply, Molinist, he cuts and carves,—
This Luca or this Carlo or the like.
To him the bones their inmost secret yield,
Each notch and nodule signify their use:
On him the muscles turn, in triple tier,
And pleasantly entreat the entrusted man
"Familiarize thee with our play that lifts
"Thus, and thus lowers again, leg, arm and foot!"
—Ensuring due correctness in the nude.
Which done, is all done? Not a whit, ye know!
He,—to art's surface rising from her depth,—
If some flax-polled soft-bearded sire be found,
May simulate a Joseph, (happy chance!)—
Limneth exact each wrinkle of the brow,
Loseth no involution, cheek or chap,
Till lo, in black and white, the senior lives!
Is it a young and comely peasant-nurse
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Sobre Horizontes
soccer az youth
soccer babes nude
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soccer babes porn
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soccer babes paint
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soccer babes painted
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soccer back flip
soccer babes uk
soccer babies from disney
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soccer babes renee
soccer baby bedding
soccer backgrounds html
soccer backetball shoes
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soccer background for myspace
soccer backgrounds myspace
soccer background pic
soccer backgrounds for soccer
soccer backpack adidas copa
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soccer back kick
soccer backpack with mesh ball pocket
soccer backpack with embroidered name
soccer back pack
soccer backgrounds for myspace
soccer back injury
soccer background net
soccer background codes
soccer back packs
soccer background graphics
soccer back pack bags
[...] Read more
poem by Rwetewrt Erwtwer
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