Citatepedia^®.com

Harpsong

Harpsong-
forbidden,
strummed in secret or plucked out
at the harper's peril, the strutting tunes, lyrical
lessons of musical hedge-schools; needed
treacle of weddings and funerals, '
thought Turlough O'Carolan,
gripping her mane
and bending his back to the back of the mare
bumpily trotting the bad roads
beside watery green
boglands and sea-lanes and fields of morraine
and peaks that, cloud dropping sheets on,
disappeared, to glimmer back into view;
Harpsong
plaintive water-patter
ceaseless as the dew-
lodged in the rains
and rising from rain-spatter;
To the west, the warmth of sunlight
lured to itself his crumbling vision:
light, viewed scratchily through blocks of blur-
minimal, miasmal;
light even a blindman could see:
sealight, genial and diffuse.
Harpsong
the poem-preceding tune come following after.
'Boy, ' he shouted, to the darkness ahead, 'BOY! '
they were late, but only a day or so-
late for the feast-but 'what so? '
folks would wait a week or more;
'Yes, sir? '
for they needed him, in his way,
as important as the bride. Needed him,
as people rarely need a blind man, to begin.
'So, ' he concluded, grinding his teeth,
snarkily, 'Let them wait, '
as the horse trotted on, repeating, repeated,
'Let them wait.'

poem by Morgan Michaels
Added by Poetry Lover
Comment! | Vote! | Copy!

Roan Stallion

The dog barked; then the woman stood in the doorway, and hearing
iron strike stone down the steep road
Covered her head with a black shawl and entered the light rain;
she stood at the turn of the road.
A nobly formed woman; erect and strong as a new tower; the
features stolid and dark
But sculptured into a strong grace; straight nose with a high bridge,
firm and wide eyes, full chin,
Red lips; she was only a fourth part Indian; a Scottish sailor had
planted her in young native earth,
Spanish and Indian, twenty-one years before. He had named her
California when she was born;
That was her name; and had gone north.
She heard the hooves and
wheels come nearer, up the steep road.
The buckskin mare, leaning against the breastpiece, plodded into
sight round the wet bank.
The pale face of the driver followed; the burnt-out eyes; they had
fortune in them. He sat twisted
On the seat of the old buggy, leading a second horse by a long
halter, a roan, a big one,
That stepped daintily; by the swell of the neck, a stallion. 'What
have you got, Johnny?' 'Maskerel's stallion.
Mine now. I won him last night, I had very good luck.' He was
quite drunk, 'They bring their mares up here now.
I keep this fellow. I got money besides, but I'll not show you.'
'Did you buy something, Johnny,
For our Christine? Christmas comes in two days, Johnny.' 'By
God, forgot,' he answered laughing.
'Don't tell Christine it's Christmas; after while I get her something,
maybe.' But California:
'I shared your luck when you lost: you lost me once, Johnny, remember?
Tom Dell had me two nights
Here in the house: other times we've gone hungry: now that
you've won, Christine will have her Christmas.
We share your luck, Johnny. You give me money, I go down to
Monterey to-morrow,
Buy presents for Christine, come back in the evening. Next day
Christmas.' 'You have wet ride,' he answered
Giggling. 'Here money. Five dollar; ten; twelve dollar. You
buy two bottles of rye whiskey for Johnny.'
A11 right. I go to-morrow.'
He was an outcast Hollander; not
old, but shriveled with bad living.
The child Christine inherited from his race blue eyes, from his
life a wizened forehead; she watched
From the house-door her father lurch out of the buggy and lead
with due respect the stallion
To the new corral, the strong one; leaving the wearily breathing
buckskin mare to his wife to unharness.

[...] Read more

poem by Robinson Jeffers
Added by Poetry Lover
Comment! | Vote! | Copy!

Turlough Carolan

He was blind and illiterate that much of him we know
And still his music is with us from centuries ago
He had creative genius and his genius still shine through
A rare gem Turlough Carolan one of the chosen few.

The harper of the county Meath in music live today
His music known around the World in Countries far away
And Carolan's concerto still very much alive
The only test of genius is when their work survive.

The only test of genius is when their work live on
For centuries and centuries when they are dead and gone
And Carolan has passed that test a name to celebrate
His music live three hundred years the genius of the great.

A son of peasant parents and destined to be poor
And though addicted to alcohol his genius remained pure
I like that saying it says it all 'can't keep a good man down'
And the name of Turlough Carolan was destined for renown.

I just switched on the radio to hear the D.J. say
This is a tune from Ireland from Ireland far away
Carolan's farewell to music, oh let the music play
The music of the harper the harper lives today.

poem by Francis Duggan
Added by Poetry Lover
Comment! | Vote! | Copy!

The Music Of O Carolan

The music of O Carolan I have loved for many years
So sad and yet so beautiful it reduces one to tears
The poor blind harper of the County Meath is one many tend to under-rate
As a composer of beautiful music he is one we ought to celebrate
Carolan's Concerto and A Farewell To Music pieces of enduring fame
Just two that will live forever in Turlough O Carolan's name
Music composed by O Carolan easy to recognize
That he is not more famous is a bit of a surprise
The facts are true greatness is born of longevity and facts do never lie
And the music of O Carolan is not destined to die
For as long as people enjoy music his compositions will live on
Though physically he himself as a mortal to the ways of time have gone
The music of O Carolan I loved it as a boy
And in my early sixties it I do still enjoy.

poem by Francis Duggan
Added by Poetry Lover
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!

Rokeby: Canto V.

I.
The sultry summer day is done,
The western hills have hid the sun,
But mountain peak and village spire
Retain reflection of his fire.
Old Barnard's towers are purple still,
To those that gaze from Toller-hill;
Distant and high, the tower of Bowes
Like steel upon the anvil glows;
And Stanmore's ridge, behind that lay,
Rich with the spoils of parting day,
In crimson and in gold array'd,
Streaks yet awhile the closing shade,
Then slow resigns to darkening heaven
The tints which brighter hours had given.
Thus aged men, full loth and slow,
The vanities of life forego,
And count their youthful follies o'er,
Till Memory lends her light no more.

II.
The eve, that slow on upland fades,
Has darker closed on Rokeby's glades,
Where, sunk within their banks profound,
Her guardian streams to meeting wound.
The stately oaks, whose sombre frown
Of noontide made a twilight brown,
Impervious now to fainter light,
Of twilight make an early night.
Hoarse into middle air arose
The vespers of the roosting crows,
And with congenial, murmurs seem
To wake the Genii of the stream;
For louder clamour'd Greta's tide,
And Tees in deeper voice replied,
And fitful waked the evening wind,
Fitful in sighs its breath resign'd.
Wilfrid, whose fancy-nurtured soul
Felt in the scene a soft control,
With lighter footstep press'd the ground,
And often paused to look around;
And, though his path was to his love,
Could not but linger in the grove,
To drink the thrilling interest dear,
Of awful pleasure check'd by fear.
Such inconsistent moods have we,
Even when our passions strike the key.

III.
Now, through the wood's dark mazes past,

[...] Read more

poem by Sir Walter Scott
Added by Poetry Lover
Comment! | Vote! | Copy!

It Was Love That We Needed

It was love that we needed
(Hmm, hmm)
We needed love (it was love)
It was love that we needed (oh, yeah)
(Yeah, yeah)
Love
It was love (it was love)
It was love (that we needed)
We needed love, darlin'
Yeah, yeah-eh
(We needed love)
Somewhat impossible
No idea what was happenin' to me
All of my life, things were cool till now
Then the feelin', the strangest feelin' came over me
(Ooh, oh, na, na, na, na, na, na, na)
My happiness just came with such surprise
The water just swelled up in my eyes
An all I could see was your pretty, pretty face (pretty face)
Jumpin' up and down
All around (round) the place
It was love (it was love)
It was love (that we needed) that we needed
It was love, it was love, it was love, it was love
We needed love
It was love (it was love)
It was love (that we needed) that we needed, oh, yeah
Yeah, yeah
We needed love
Never, never, never did I know till now
My deep, deep feelings for another
When just romancin' in the world
Dancin' with you, girl
I knew we'd soon discover, soon discover
(Ooh, oh, na, na, na, na, na, na, na)
My happiness just came with such surprise
The water just swelled up in my eyes
An all I could see was your pretty, pretty face (pretty face)
Jumpin' up and down
All around (round) the place
It was love (it was love)
It was love (that we needed) that we needed
It was love, it was love, it was love, it was love
We needed love
It was love (it was love)
It was love (that we needed) that we needed, yeah, yeah-eh
We needed love
Sing it, girl
Loves, merry go round, goes around and round (whoo, ooh)
Loves, merry go round, goes round (round)

[...] Read more

song performed by Rod Stewart
Added by Lucian Velea
Comment! | Vote! | Copy!

Harper Valley Pta

I want to tell you all a story bout a harper valley widow wife
Who had a teenage daughter that attended harper valley junior high
Well her daughter came home one afternoon and didnt even stop to play
And she said, mama, Ive got a note here from the harper valley pta
Well the note says mrs. johnson, youre wearing your dresses way too high
Its been reported youve been drinkin and a runnin round with men and goin wild
Now we dont believe you ought to be a bringin up your little girl this way
And it was signed by the secretary, harper valley pta
Well it happened that the pta was gonna meet that very afternoon
And boy, were they surprised as mrs. johnson wore her miniskirt into the room
And as she walked up to the blackboard I can still recall the word she had to say
She said Id like to address this meeting of the harper valley pta
Now theres bobby taylor sittin there and seven times hes asked me for a date
And mrs. taylor sure seems to use a lot of ice whenever hes away
And mr. baker can you tell us why your secretary had to leave this town
And shouldnt widow jones be told to keep her window shades all pulled completely down
Now mr. harper couldnt be here cause hes stayed too long in kellys bar again
And if you smell shirley thompsons breath youll find shes had a little nip of gin
And then you have the nerve to tell me as a mother you think that I aint fit
Well this is just a little payton place and youre all harper valley hypocrits
Now I wouldnt put you on because it really did, it happened just this way
That day my mama socked it to the harper valley pta
That day my mama socked it to em at the harper valley pta

song performed by Dolly Parton
Added by Lucian Velea
Comment! | Vote! | Copy!

Happy Happy birthday Sasha

Happy Happy birthday Sasha'

To the 'LOVELIEST SUPER MODEL IN THE WORLD'
with the most~
'DEFINED FLAWLESS FRAME'
let me say ~
happy happy birthday to you ~
i lift up my glass with a~
'LYRICAL Toast'
Just as 'SWEETLY WHOLESOME'
and 'NICELY GIVEN'
as to say to you ~
i hope you have a ~
happy happy birthday~
that only a 'FASCINATING MODEL'
like you can do ~
happy happy birthday ~
to a 'PERFECT BEAUTY'
as 'ONE OF A KIND, Attractive'
and 'EXQUISITELY LOVEY'
as 'Sasha Lace You'
-----------
'Happy Happy birthday JC'

To the 'SMOOTH, TALKING Chief'
with the most~
'HANDLE ON WHAT A WOMAN WANTS'
let me say ~
happy happy birthday to you ~
i lift up my glass with a~
'LYRICAL Toast'
just as 'DREAMY'
and 'CUTE'
as to say to you ~
i hope you have a ~
happy happy birthday~
that only a 'REAL, YOUNG MAN'
like you can do ~
happy happy birthday ~
to a 'LADY'S MAN'
as 'MAGNET' and 'CHARMING'
as 'JC THE BEST MAN FOR You'
-----------
Happy Happy Birthday ஐ ~•° VaLentiNe°•~ஐ '

To the 'LOVELY YOUNG LADY'
with the most~
'BEAUTIFUL, SWEET FACE'
let me say ~
happy happy birthday to you ~

[...] Read more

poem by Verlecia fields
Added by Poetry Lover
Comment! | Vote! | Copy!

I'm Bad

bad bad bad bad bad
bad bad bad bad bad
bad bad bad bad
I was bas born
I'd be badder when I die
I'm bad when I am sober
I'm badder when I'm high
I'm when I feel good
I'm bad when I'm blue
I'm bad to myself
So I'll be bad to you
So I'll be bad to you
I should've been good
Look at the trouble I've had
I would if I could
But I'm just bad
bad bad bad bad bad
bad bad bad bad
I'm, bad and I'm alive
I'll be badder when I'm dead
I'm bad in my body
man I'm badder in the head
I'm bad in the bed
Something wrong from the start
Guilt in my mind
Evil in my heart
Evil in my heart
I don't need to be happy
I don't care if I'm sad
I don't care about nothin'
Cause I'm bad bad bad bad bad
bad bad bad bad
Don't lend me a dollar
Don't lend me a dime
Don't lend me your wife
She'll have a good time
I'm bad in my car
I'm badder when I'm home
I'm bad when I'm with you
And I'm badder all alone
I'm a low down worm
I'm a conquering worm
I'm a blood-suckin' worm
I'm a slime baitin' worm
I'll put you on the hook
And I'll watch you squirm
I could never learn
Any young turks new tricks
I could never learn
Not to kick against the pricks

[...] Read more

song performed by Violent Femmes
Added by Lucian Velea
Comment! | Vote! | Copy!

Instant Tunes

Instant tunes only just been made
Instant songs never to be played
Instant tunes hanging out to dry
Let me try to introduce you to
Instant tunes
Instant tunes
Instant tunes
Instant tunes
Ever and ever will they give us pleasure
Their instant, still instant
Like mother used to make it -- oh!
Instant tunes give instant cash
Make me want to start a backlash
Let me have the recipe
And make me some lovely, lovely
Instant tunes
Instant tunes
Instant tunes
Instant tunes
Ever and ever will they give us pleasure
Their instant, still instant
Like mother used to make it -- oh!
Ever and ever will they give us pleasure
Their instant, still instant
Like mother used to make it -- oh!
Instant tunes give instant cash
Make me want to start a backlash
Let me have the recipe
And make me some lovely, lovely
Instant tunes
Instant tunes
Instant tunes
Instant tunes

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

Strutting All Your Stuff On Main Street

On that avenue where your heartbreak is chased,
I follow you with wishes,
All your bitter kept feelings from you...
Fades away.
And I would see you,
Strutting all your stuff on Main Street.
I'd like to see you,
Strutting all your stuff on Main Street.

And with your head down like its been really tough,
Looking as if you're about to give life up...
But I wish,
You would 'dis' this to strut on Main Street.
Oh yes I miss you...
Strutting all your stuff on Main Street.

Just know I've done a boo-hoo too!
And that didn't do a thing to prove,
Anybody noticing would rescue...
Me from my grief to free it.

A public boo-hooing is not cool.
Since nobody will undo,
Your heartbreak that is felt.
Nobody else but..
Yourself to get over.

On that avenue where your heartbreak is chased,
I follow you with wishes to replace,
All those bitter feelings that you face...
To fade them away from your mind to stay,
And I'd see you...
Strutting all your stuff on Main Street.
Oh yes I miss you,
Strutting all your stuff on Main Street.
And I really want to see you,
Just strutting all your stuff on Main Street.

I'd like to see you,
Just strutting all your stuff.
With an attitude,
That you can't flaunt enough.
And doing that with a strutting that you do,
On Main Street.

I'd like to see you...
Strutting all your stuff on Main Street

poem by Lawrence S. Pertillar
Added by Poetry Lover
Comment! | Vote! | Copy!

Seasonable Retour-Knell

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

Author notes

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

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

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

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

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

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

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

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

AUTUMN WINTER

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

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

[...] Read more

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

Dat Ol' Mare O' Mine

Want to trade me, do you, mistah? Oh, well, now, I reckon not,
W'y you could n't buy my Sukey fu' a thousan' on de spot.
Dat ol' mare o' mine?
Yes, huh coat ah long an' shaggy, an' she ain't no shakes to see;
Dat's a ring-bone, yes, you right, suh, an' she got a on'ry knee,
But dey ain't no use in talkin', she de only hoss fu' me,
Dat ol' mare o' mine.

Co'se, I knows dat Suke 's contra'y, an' she moughty ap' to vex;
But you got to mek erlowance fu' de nature of huh sex;
Dat ol' mare o' mine.
Ef you pull her on de lef han'; she plum 'termined to go right,
A cannon could n't skeer huh, but she boun' to tek a fright
At a piece o' common paper, or anyt'ing whut's white,
Dat ol' mare o' mine.

Wen my eyes commence to fail me, dough, I trus'es to huh sight,
An' she 'll tote me safe an' hones' on de ve'y da'kes' night,
Dat ol' mare o' mine.
Ef I whup huh, she jes' switch huh tail, an' settle to a walk,
Ef I whup huh mo', she shek huh haid, an' lak ez not, she balk.
But huh sense ain't no ways lackin', she do evah t'ing but talk,
Dat ol' mare o' mine.

But she gentle ez a lady w'en she know huh beau kin see.
An' she sholy got mo' gumption any day den you or me,
Dat ol' mare o' mine.
She's a leetle slow a-goin,' an' she moughty ha'd to sta't,
But we 's gittin' ol' togathah, an' she 's closah to my hea't,
An' I does n't reckon, mistah, dat she 'd sca'cely keer to pa't;
Dat ol' mare o' mine.

W'y I knows de time dat cidah 's kin' o' muddled up my haid,
Ef it had n't been fu' Sukey hyeah, I reckon I 'd been daid;
Dat ol' mare o' mine.
But she got me in de middle o' de road an' tuk me home,
An' she would n't let me wandah, ner she would n't let me roam,
Dat's de kin' o' hoss to tie to w'en you 's seed de cidah's foam,
Dat ol' mare o' mine.

You kin talk erbout yo' heaven, you kin talk erbout yo' hell,
Dey is people, dey is hosses, den dey's cattle, den dey's--well--
Dat ol' mare o' mine;
She de beatenes' t'ing dat evah struck de medders o' de town,
An' aldough huh haid ain't fittin' fu' to waih no golden crown,
D' ain't a blessed way fu' Petah fu' to tu'n my Sukey down,
Dat ol' mare o' mine.

poem by Paul Laurence Dunbar
Added by Poetry Lover
Comment! | Vote! | Copy!

The Iliad: Book 23

Thus did they make their moan throughout the city, while the
Achaeans when they reached the Hellespont went back every man to his
own ship. But Achilles would not let the Myrmidons go, and spoke to
his brave comrades saying, "Myrmidons, famed horsemen and my own
trusted friends, not yet, forsooth, let us unyoke, but with horse
and chariot draw near to the body and mourn Patroclus, in due honour
to the dead. When we have had full comfort of lamentation we will
unyoke our horses and take supper all of us here."
On this they all joined in a cry of wailing and Achilles led them in
their lament. Thrice did they drive their chariots all sorrowing round
the body, and Thetis stirred within them a still deeper yearning.
The sands of the seashore and the men's armour were wet with their
weeping, so great a minister of fear was he whom they had lost.
Chief in all their mourning was the son of Peleus: he laid his
bloodstained hand on the breast of his friend. "Fare well," he
cried, "Patroclus, even in the house of Hades. I will now do all
that I erewhile promised you; I will drag Hector hither and let dogs
devour him raw; twelve noble sons of Trojans will I also slay before
your pyre to avenge you."
As he spoke he treated the body of noble Hector with contumely,
laying it at full length in the dust beside the bier of Patroclus. The
others then put off every man his armour, took the horses from their
chariots, and seated themselves in great multitude by the ship of
the fleet descendant of Aeacus, who thereon feasted them with an
abundant funeral banquet. Many a goodly ox, with many a sheep and
bleating goat did they butcher and cut up; many a tusked boar
moreover, fat and well-fed, did they singe and set to roast in the
flames of Vulcan; and rivulets of blood flowed all round the place
where the body was lying.
Then the princes of the Achaeans took the son of Peleus to
Agamemnon, but hardly could they persuade him to come with them, so
wroth was he for the death of his comrade. As soon as they reached
Agamemnon's tent they told the serving-men to set a large tripod
over the fire in case they might persuade the son of Peleus 'to wash
the clotted gore from this body, but he denied them sternly, and swore
it with a solemn oath, saying, "Nay, by King Jove, first and mightiest
of all gods, it is not meet that water should touch my body, till I
have laid Patroclus on the flames, have built him a barrow, and shaved
my head- for so long as I live no such second sorrow shall ever draw
nigh me. Now, therefore, let us do all that this sad festival demands,
but at break of day, King Agamemnon, bid your men bring wood, and
provide all else that the dead may duly take into the realm of
darkness; the fire shall thus burn him out of our sight the sooner,
and the people shall turn again to their own labours."
Thus did he speak, and they did even as he had said. They made haste
to prepare the meal, they ate, and every man had his full share so
that all were satisfied. As soon as they had had had enough to eat and
drink, the others went to their rest each in his own tent, but the son
of Peleus lay grieving among his Myrmidons by the shore of the
sounding sea, in an open place where the waves came surging in one

[...] Read more

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

VI. Giuseppe Caponsacchi

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

[...] Read more

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

The Lady of the Lake: Canto II. - The Island

I.
At morn the black-cock trims his jetty wing,
'T is morning prompts the linnet's blithest lay,
All Nature's children feel the matin spring
Of life reviving, with reviving day;
And while yon little bark glides down the bay,
Wafting the stranger on his way again,
Morn's genial influence roused a minstrel gray,
And sweetly o'er the lake was heard thy strain,
Mixed with the sounding harp, O white-haired Allan-bane!

II.
Song.

'Not faster yonder rowers' might
Flings from their oars the spray,
Not faster yonder rippling bright,
That tracks the shallop's course in light,
Melts in the lake away,
Than men from memory erase
The benefits of former days;
Then, stranger, go! good speed the while,
Nor think again of the lonely isle.

'High place to thee in royal court,
High place in battled line,
Good hawk and hound for sylvan sport!
Where beauty sees the brave resort,
The honored meed be thine!
True be thy sword, thy friend sincere,
Thy lady constant, kind, and dear,
And lost in love's and friendship's smile
Be memory of the lonely isle!

III.
Song Continued.

'But if beneath yon southern sky
A plaided stranger roam,
Whose drooping crest and stifled sigh,
And sunken cheek and heavy eye,
Pine for his Highland home;
Then, warrior, then be thine to show
The care that soothes a wanderer's woe;
Remember then thy hap erewhile,
A stranger in the lonely isle.

'Or if on life's uncertain main
Mishap shall mar thy sail;
If faithful, wise, and brave in vain,

[...] Read more

poem by Sir Walter Scott
Added by Poetry Lover
Comment! | Vote! | Copy!

Mulligan's Mare

Oh, Mulligan's bar was the deuce of a place
To drink, and to fight, and to gamble and race;
The height of choice spirits from near and from far
Were all concentrated on Mulligan's bar.

There was "Jerry the Swell", and the jockey-boy Ned,
"Dog-bite-me" -- so called from the shape of his head --
And a man whom the boys, in their musical slang,
Designated the "Gaffer of Mulligan's Gang".

Now Mulligan's Gang had a racer to show,
A bad un to look at, a good un to go;
Whenever they backed her you safely might swear
She'd walk in a winner, would Mulligan's mare.

But Mulligan, having some radical views,
Neglected his business and got on the booze;
He took up with runners -- a treacherous troop --
Who gave him away, and he "fell in the soup".

And so it turned out on a fine summer day,
A bailiff turned up with a writ of "fi. fa.";
He walked to the bar with a manner serene,
"I levy," said he, "in the name of the Queen."

Then Mulligan wanted, in spite of the law,
To pay out the bailiff with "one on the jaw";
He drew out to hit him; but ere you could wink,
He changed his intention and stood him a drink.

A great consultation there straightway befell
'Twixt jockey-boy Neddy and Jerry the Swell,
And the man with the head, who remarked "Why, you bet!
Dog-bite-me!" said he, "but we'll diddle 'em yet.

"We'll slip out the mare from her stall in a crack,
And put in her place the old broken-down hack;
The hack is so like her, I'm ready to swear
The bailiff will think he has Mulligan's mare.

"So out with the racer and in with the screw,
We'll show him what Mulligan's talent can do;
And if he gets nasty and dares to say much,
I'll knock him as stiff as my grandfather's crutch."

Then off to the town went the mare and the lad;
The bailiff came out, never dreamt he was "had";
But marched to the stall with a confident air --
"I levy," said he, "upon Mulligan's mare."

[...] Read more

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

The Ballad Of East And West

Oh, East is East, and West is West, and never the twain shall meet,
Till Earth and Sky stand presently at God's great Judgment Seat;
But there is neither East nor West, Border, nor Breed, nor Birth,
When two strong men stand face to face,
tho' they come from the ends of the earth!

Kamal is out with twenty men to raise the Border-side,
And he has lifted the Colonel's mare that is the Colonel's pride:
He has lifted her out of the stable-door between the dawn and the day,
And turned the calkins upon her feet, and ridden her far away.
Then up and spoke the Colonel's son that led a troop of the Guides:
"Is there never a man of all my men can say where Kamal hides?"
Then up and spoke Mahommed Khan, the son of the Ressaldar:
"If ye know the track of the morning-mist, ye know where his pickets are.
At dusk he harries the Abazai -- at dawn he is into Bonair,
But he must go by Fort Bukloh to his own place to fare,
So if ye gallop to Fort Bukloh as fast as a bird can fly,
By the favour of God ye may cut him off ere he win to the Tongue of Jagai.
But if he be past the Tongue of Jagai, right swiftly turn ye then,
For the length and the breadth of that grisly plain is sown with Kamal's men.
There is rock to the left, and rock to the right, and low lean thorn between,
And ye may hear a breech-bolt snick where never a man is seen."
The Colonel's son has taken a horse, and a raw rough dun was he,
With the mouth of a bell and the heart of Hell
and the head of the gallows-tree.
The Colonel's son to the Fort has won, they bid him stay to eat --
Who rides at the tail of a Border thief, he sits not long at his meat.
He's up and away from Fort Bukloh as fast as he can fly,
Till he was aware of his father's mare in the gut of the Tongue of Jagai,
Till he was aware of his father's mare with Kamal upon her back,
And when he could spy the white of her eye, he made the pistol crack.
He has fired once, he has fired twice, but the whistling ball went wide.
"Ye shoot like a soldier," Kamal said. "Show now if ye can ride."
It's up and over the Tongue of Jagai, as blown dustdevils go,
The dun he fled like a stag of ten, but the mare like a barren doe.
The dun he leaned against the bit and slugged his head above,
But the red mare played with the snaffle-bars, as a maiden plays with a glove.
There was rock to the left and rock to the right, and low lean thorn between,
And thrice he heard a breech-bolt snick tho' never a man was seen.
They have ridden the low moon out of the sky, their hoofs drum up the dawn,
The dun he went like a wounded bull, but the mare like a new-roused fawn.
The dun he fell at a water-course -- in a woful heap fell he,
And Kamal has turned the red mare back, and pulled the rider free.
He has knocked the pistol out of his hand -- small room was there to strive,
"'Twas only by favour of mine," quoth he, "ye rode so long alive:
There was not a rock for twenty mile, there was not a clump of tree,
But covered a man of my own men with his rifle cocked on his knee.
If I had raised my bridle-hand, as I have held it low,
The little jackals that flee so fast were feasting all in a row:
If I had bowed my head on my breast, as I have held it high,

[...] Read more

poem by Rudyard Kipling
Added by Poetry Lover
Comment! | Vote! | Copy!

Rokeby: Canto IV.

I.
When Denmark's raven soar'd on high,
Triumphant through Northumbrian sky,
Till, hovering near, her fatal croak
Bade Reged's Britons dread the yoke,
And the broad shadow of her wing
Blacken'd each cataract and spring,
Where Tees in tumult leaves his source,
Thundering o'er Caldron and High-Force;
Beneath the shade the Northmen came,
Fix'd on each vale a Runic name,
Rear'd high their altar's rugged stone,
And gave their Gods the land they won.
Then, Balder, one bleak garth was thine,
And one sweet brooklet's silver line,
And Woden's Croft did title gain
From the stern Father of the Slain;
But to the Monarch of the Mace,
That held in fight the foremost place,
To Odin's son, and Sifia's spouse,
Near Stratforth high they paid their vows,
Remember'd Thor's victorious fame,
And gave the dell the Thunderer's name.

II.
Yet Scald or Kemper err'd, I ween,
Who gave that soft and quiet scene,
With all its varied light and shade,
And every little sunny glade,
And the blithe brook that strolls along
Its pebbled bed with summer song,
To the grim God of blood and scar,
The grisly King of Northern War.
O, better were its banks assign'd
To spirits of a gentler kind!
For where the thicket-groups recede,
And the rath primrose decks the mead,
The velvet grass seems carpet meet
For the light fairies' lively feet.
Yon tufted knoll, with daisies strown,
Might make proud Oberon a throne,
While, hidden in the thicket nigh,
Puck should brood o'er his frolic sly;
And where profuse the wood-vetch clings
Round ash and elm, in verdant rings,
Its pale and azure-pencill'd flower
Should canopy Titania's bower.

III.
Here rise no cliffs the vale to shade;

[...] Read more

poem by Sir Walter Scott
Added by Poetry Lover
Comment! | Vote! | Copy!

Tamar

I
A night the half-moon was like a dancing-girl,
No, like a drunkard's last half-dollar
Shoved on the polished bar of the eastern hill-range,
Young Cauldwell rode his pony along the sea-cliff;
When she stopped, spurred; when she trembled, drove
The teeth of the little jagged wheels so deep
They tasted blood; the mare with four slim hooves
On a foot of ground pivoted like a top,
Jumped from the crumble of sod, went down, caught, slipped;
Then, the quick frenzy finished, stiffening herself
Slid with her drunken rider down the ledges,
Shot from sheer rock and broke
Her life out on the rounded tidal boulders.

The night you know accepted with no show of emotion the little
accident; grave Orion
Moved northwest from the naked shore, the moon moved to
meridian, the slow pulse of the ocean
Beat, the slow tide came in across the slippery stones; it drowned
the dead mare's muzzle and sluggishly
Felt for the rider; Cauldwell’s sleepy soul came back from the
blind course curious to know
What sea-cold fingers tapped the walls of its deserted ruin.
Pain, pain and faintness, crushing
Weights, and a vain desire to vomit, and soon again
die icy fingers, they had crept over the loose hand and lay in the
hair now. He rolled sidewise
Against mountains of weight and for another half-hour lay still.
With a gush of liquid noises
The wave covered him head and all, his body
Crawled without consciousness and like a creature with no bones,
a seaworm, lifted its face
Above the sea-wrack of a stone; then a white twilight grew about
the moon, and above
The ancient water, the everlasting repetition of the dawn. You
shipwrecked horseman
So many and still so many and now for you the last. But when it
grew daylight
He grew quite conscious; broken ends of bone ground on each
other among the working fibers
While by half-inches he was drawing himself out of the seawrack
up to sandy granite,
Out of the tide's path. Where the thin ledge tailed into flat cliff
he fell asleep. . . .
Far seaward
The daylight moon hung like a slip of cloud against the horizon.
The tide was ebbing
From the dead horse and the black belt of sea-growth. Cauldwell
seemed to have felt her crying beside him,

[...] Read more

poem by Robinson Jeffers
Added by Poetry Lover
Comment! | Vote! | Copy!