The Wrathful
O pupils of Gaza . .
Teach us . . .
A little of what you have
For we have forgotten . . .
Teach us . .
To be men
For we have men . .
dough they become . . .
Teach us . .
How the rocks become
in the children's hands,
precious diamond . .
How it becomes
The child's bicycle, a mine
And the silk ribbon . .
An ambush . .
How the feeding bottle nipple . .
If detained not
Turns into a knife . . . .
O pupils of Gaza
Care not . .
about our broadcasts . .
And hear us not . .
Strike . .
Strike . . .
With all your powers
And firmly in your hands take matters
And ask us not . .
We the people of arithmetic . .
And of addition . .
And of subtraction . .
Your wars do carry on
And abstain from us . .
We're the deserters
from the service,
Your ropes do bring
And hang us . . .
We're mortals . .
Who possess not tombs
And orphans . .
who possess not masters
We kept already to our rooms . .
And we asked you
To fight the dragon . .
We've diminished, before you
A thousand century . .
And you've grown
-Within a month-Centuries . .
O pupils of Gaza . .
Return not . .
[...] Read more
poem by Nizar Qabbani
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Related quotes
Song of Wink Star
The Song of Wink Star
a happy story for children of all ages
story and text © Raj Arumugam, June 2008
☼ ☼
☼ Preamble
Come…children all, children of all ages…sit close and listen…
Come and listen to this happy story of the stars and of life…
Come children of the universe, children of all nations and of all races, and of all climates and of all kinds of space and dimensions and universes…
Come, dearest children of all beings of the living universe, come and listen to The Song of Wink Star…
Come and listen to this story, this happy story…listen, as the story itself sings to you…
Sit close then, and listen to the story that was not made by any, or written by a poet, or fashioned by grandfathers and grandmothers warming themselves at the fire of burning stars…
O dearest children all, come and listen to the story that lives
of itself, and that glows bright and happy….
Come…children all, children of all ages, come and listen to this happy story, the story so natural and smooth as life, as it sings itself to you….
☼ The Song of Wink Star
a happy story for children of all ages
☼ 1
Night Child, always so light and gentle, slept on a flower.
And every night, before he went to sleep, he would look up at the sky.
He would look at the eastern corner, five o’clock.
And there he would see all the stars in near and distant galaxies that were only visible to the People of Star Eyes.
Night Child was one of the People of Star Eyes. And so he could see the stars. And of all the stars he could see, he loved to watch Wink Star.
Wink Star twinkled and winked and laughed.
Every night Wink Star did that. Winked and laughed.
[...] Read more
poem by Raj Arumugam
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Ambush
You're distant honey - Mr. Cool
You lock up your feelings - nobody's fool
You're facing the world
With your fist clenched tight
Tough guy - tough guy facing the fight
Don't forget to remember
She's coming up in back
Even you surrender
Surrender to her sweet attack
Ambush - ambush come from behind
Ambush - ambush capture your mind
Ambush - ambush I'm in disguise
Ambush - ambush take you by surprise
When you don't expect it
That's when she appear
Whisper your fancy - licking your ear
Put her arms around you - give a little squeeze
One little taste bring you to your knees
The way she touch - is almost too much
When she lay - lay that claim
You beg - begging her name
Ambush - ambush come from behind
Ambush - ambush capture your mind
Ambush - ambush I'm in disguise
Ambush - ambush take you by surprise
I'm telling you right up front
You're the prisoner
She do what she want
Ambush - ambush come from behind
Ambush - ambush capture your mind
Ambush - ambush I'm in disguise
Ambush - ambush take you by surprise
Ambush - ambush I'm in disguise
Ambush - ambush take you by surprise
song performed by Heart from Passion Works
Added by Lucian Velea
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Cleveland Rocks
(ian hunter)
Three! four!
Three! four!
Three! four!
(bunch of ah-ah-ahs here)
All this energy calling me
Back where it comes from
Its such a crude attitude
Its back where it belongs
All the little kids growing up on the skids are goin
Cleveland rocks, cleveland rocks
Jumpin (jean) gene genies, moody james deanies goin
Cleveland rocks, cleveland rocks, cleveland rocks, cleveland rocks
Cleveland rocks, cleveland rocks, cleveland rocks, cleveland rocks
Mama knows but she dont care
Shes got her worries too
Seven kids and a phony affair
And the rent is due
All the little chicks with the crimson lips go
Cleveland rocks, cleveland rocks
Shes livinin sin with a safety pin
Shes goin cleveland rocks, cleveland rocks, cleveland rocks, cleveland rocks
Cleveland rocks, cleveland rocks, cleveland rocks, cleveland rocks
I got some records from world war two
Ill play em just like me grand dad do
He was a rocker and I am too
Oh cleveland rocks, yeah cleveland rocks
So find a place
Grab a space
And yell and scream for more
Cleveland rocks, cleveland rocks, cleveland rocks, cleveland rocks
Cleveland rocks, cleveland rocks, cleveland rocks, cleveland rocks
Cleveland rocks, cleveland rocks, cleveland rocks, cleveland rocks
Cleveland rocks, cleveland rocks, cleveland rocks, cleveland rocks
Cleveland rocks, cleveland rocks, cleveland rocks, cleveland rocks
Cleveland rocks, cleveland rocks, cleveland rocks, cleveland rocks
(bunch of ah-ah-ahs here)
Three! four!
Three! four!
Three! four!
Ohio
song performed by Ian Hunter
Added by Lucian Velea
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Lancelot And Elaine
Elaine the fair, Elaine the loveable,
Elaine, the lily maid of Astolat,
High in her chamber up a tower to the east
Guarded the sacred shield of Lancelot;
Which first she placed where the morning's earliest ray
Might strike it, and awake her with the gleam;
Then fearing rust or soilure fashioned for it
A case of silk, and braided thereupon
All the devices blazoned on the shield
In their own tinct, and added, of her wit,
A border fantasy of branch and flower,
And yellow-throated nestling in the nest.
Nor rested thus content, but day by day,
Leaving her household and good father, climbed
That eastern tower, and entering barred her door,
Stript off the case, and read the naked shield,
Now guessed a hidden meaning in his arms,
Now made a pretty history to herself
Of every dint a sword had beaten in it,
And every scratch a lance had made upon it,
Conjecturing when and where: this cut is fresh;
That ten years back; this dealt him at Caerlyle;
That at Caerleon; this at Camelot:
And ah God's mercy, what a stroke was there!
And here a thrust that might have killed, but God
Broke the strong lance, and rolled his enemy down,
And saved him: so she lived in fantasy.
How came the lily maid by that good shield
Of Lancelot, she that knew not even his name?
He left it with her, when he rode to tilt
For the great diamond in the diamond jousts,
Which Arthur had ordained, and by that name
Had named them, since a diamond was the prize.
For Arthur, long before they crowned him King,
Roving the trackless realms of Lyonnesse,
Had found a glen, gray boulder and black tarn.
A horror lived about the tarn, and clave
Like its own mists to all the mountain side:
For here two brothers, one a king, had met
And fought together; but their names were lost;
And each had slain his brother at a blow;
And down they fell and made the glen abhorred:
And there they lay till all their bones were bleached,
And lichened into colour with the crags:
And he, that once was king, had on a crown
Of diamonds, one in front, and four aside.
And Arthur came, and labouring up the pass,
All in a misty moonshine, unawares
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poem by Alfred Lord Tennyson
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The Tower Beyond Tragedy
I
You'd never have thought the Queen was Helen's sister- Troy's
burning-flower from Sparta, the beautiful sea-flower
Cut in clear stone, crowned with the fragrant golden mane, she
the ageless, the uncontaminable-
This Clytemnestra was her sister, low-statured, fierce-lipped, not
dark nor blonde, greenish-gray-eyed,
Sinewed with strength, you saw, under the purple folds of the
queen-cloak, but craftier than queenly,
Standing between the gilded wooden porch-pillars, great steps of
stone above the steep street,
Awaiting the King.
Most of his men were quartered on the town;
he, clanking bronze, with fifty
And certain captives, came to the stair. The Queen's men were
a hundred in the street and a hundred
Lining the ramp, eighty on the great flags of the porch; she
raising her white arms the spear-butts
Thundered on the stone, and the shields clashed; eight shining
clarions
Let fly from the wide window over the entrance the wildbirds of
their metal throats, air-cleaving
Over the King come home. He raised his thick burnt-colored
beard and smiled; then Clytemnestra,
Gathering the robe, setting the golden-sandaled feet carefully,
stone by stone, descended
One half the stair. But one of the captives marred the comeliness
of that embrace with a cry
Gull-shrill, blade-sharp, cutting between the purple cloak and
the bronze plates, then Clytemnestra:
Who was it? The King answered: A piece of our goods out of
the snatch of Asia, a daughter of the king,
So treat her kindly and she may come into her wits again. Eh,
you keep state here my queen.
You've not been the poorer for me.- In heart, in the widowed
chamber, dear, she pale replied, though the slaves
Toiled, the spearmen were faithful. What's her name, the slavegirl's?
AGAMEMNON Come up the stair. They tell me my kinsman's
Lodged himself on you.
CLYTEMNESTRA Your cousin Aegisthus? He was out of refuge,
flits between here and Tiryns.
Dear: the girl's name?
AGAMEMNON Cassandra. We've a hundred or so other
captives; besides two hundred
Rotted in the hulls, they tell odd stories about you and your
guest: eh? no matter: the ships
Ooze pitch and the August road smokes dirt, I smell like an
old shepherd's goatskin, you'll have bath-water?
CLYTEMNESTRA
They're making it hot. Come, my lord. My hands will pour it.
[...] Read more
poem by Robinson Jeffers
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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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Sixth Book
THE English have a scornful insular way
Of calling the French light. The levity
Is in the judgment only, which yet stands;
For say a foolish thing but oft enough,
(And here's the secret of a hundred creeds,–
Men get opinions as boys learn to spell,
By re-iteration chiefly) the same thing
Shall pass at least for absolutely wise,
And not with fools exclusively. And so,
We say the French are light, as if we said
The cat mews, or the milch-cow gives us milk:
Say rather, cats are milked, and milch cows mew,
For what is lightness but inconsequence,
Vague fluctuation 'twixt effect and cause,
Compelled by neither? Is a bullet light,
That dashes from the gun-mouth, while the eye
Winks, and the heart beats one, to flatten itself
To a wafer on the white speck on a wall
A hundred paces off? Even so direct,
So sternly undivertible of aim,
Is this French people.
All idealists
Too absolute and earnest, with them all
The idea of a knife cuts real flesh;
And still, devouring the safe interval
Which Nature placed between the thought and act,
They threaten conflagration to the world
And rush with most unscrupulous logic on
Impossible practice. Set your orators
To blow upon them with loud windy mouths
Through watchword phrases, jest or sentiment,
Which drive our burley brutal English mobs
Like so much chaff, whichever way they blow,–
This light French people will not thus be driven.
They turn indeed; but then they turn upon
Some central pivot of their thought and choice,
And veer out by the force of holding fast.
–That's hard to understand, for Englishmen
Unused to abstract questions, and untrained
To trace the involutions, valve by valve,
In each orbed bulb-root of a general truth,
And mark what subtly fine integument
Divides opposed compartments. Freedom's self
Comes concrete to us, to be understood,
Fixed in a feudal form incarnately
To suit our ways of thought and reverence,
The special form, with us, being still the thing.
With us, I say, though I'm of Italy
My mother's birth and grave, by father's grave
And memory; let it be,–a poet's heart
[...] Read more
poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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bean bags inexpensive
bean bag shotgun pics
bedouin bag by radley
b ean bags bulk
bean bag toss tailgate games
bella animal print bag
beresford packaging plastic bags
bean bag store toronto
ben sherman messenger bags
bejui bags
beijo bags
[...] Read more
poem by Rwetewrt Erwtwer
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Diamond In The Back
Gangsta whitewalls, TV antennas in the back (the back, the back...)
[Chorus]
I wanna (diamond in the back)
I wanna (sunroof top)
I wanna (diggin' the scene with a gangsta lean)
I wanna (diamond in the back)
I wanna (sunroof top)
I wanna (diggin' the scene with a gangsta lean)
I wanna (diamond in the back)
I wanna (sunroof top)
I wanna (diggin' the scene with a gangsta lean)
I wanna (diamond in the back)
And I wanna (sunroof top)
I wanna (diggin' the scene with a gangsta lean)
diamond in the, diamond in the, diamond in the...
[Verse 1]
It's hard growin' up lookin' at drug dealers wit' all this paper
Wonderin' how I can get me some
My family's strugglin', I'm buggin', sittin' on my porch
So confused, chewin' on some bubblegum
I was always taught to use my manners with the misses
But please, stay away from the hoes and snithes
And I was always reached for the sky, I dont know why
Ima little bitty kid wit' a whole buncha gangsta wishes
When I grow up, you just wait, Ima be so straight
And everything's gonna be so marvelous
No more borrowin' from the neighbors, no more haters
No more blowin' Nintendo cartridges
Ima have it made in the shade, Ima be so paid
And my fam, get 'em off that payin' them bills
Matta fact Im schemin' my way on up out this hood, I'll be good
When I ditch these trainin' wheels
[Chorus]
Diamond in the back
I wanna (sunroof top)
I wanna (diggin' in the scene with a gangsta lean)
I wanna (diamond in the back)
I wanna (sunroof top)
I wanna (diggin' in the scene with a gangsta lean)
I wanna (diamond in the back)
And I wanna (sunroof top)
I wanna (diggin' in the scene with a gangsta lean)
I wanna (diamond in the back)
I wanna (sunroof top)
I wanna (diggin' in the scene with a gangsta lean)
Diamond in the, diamond in the, diamond in the...
[Verse 2]
I'm sick and tired of ridin' public transportation
Been patient waitin' on my set of wheels
I'm willin' to do what it takes, whatever the stakes
[...] Read more
song performed by Ludacris
Added by Lucian Velea
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Luggage Canada
b ean bag stoer
bed liner motorcycle bags
bern aby bag
bed in a bag ty pennington
beetle bags roadstar midnight star
bean bag chairs burbank
bedroom in a bag justine
bean bag guns for purchase
berto bag
bed in a bag pink paisley
belt bag tool belt
biasia byoux bags
beer corn hole bags
beg borrow steal bags
bennington golf travel bag
bible verse shoulder hand bags
bean bag stuffing material
bean bag plastic pellets
beijo business bags pastel blue
belkin messenger bag
b ean bag simba
bean bag toss game specifications
bean bag chairs reno nv
bean bag herb alpert
bean bag forgame
bella hand bags
bean bag chair video
bean bag door stops
beretta nra approved gun bag
ben hogan kapalua golf bag
bes pak freezer bags
bean bag furniture paypal
bean bags chair ladybug
bean bag tossing game
betty boop gift bags
bean bag tic tac toe
bettz designs knitting tote bags
bean bag toss rules
beth any bag
bean bag chair indigo denim print
bean bag pillows microfiber
be an foam bag
bible buy loaf bag
bebe handbag bag
beverage delivery bags
betty boop harley bag
bichon frise gift bags
ben hogan golf mystique stand bag
bicyce crossbar bag
bean bag shells shotgun
[...] Read more
poem by Rwetewrt Erwtwer
Added by Poetry Lover
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Diamond Dogs
This aint rocknroll. this is genocide!
As they pulled you out of the oxygen tent
You asked for the latest party
With your silicone hump and your ten inch stump
Dressed like a priest you was
Tod brownings freak you was
Crawling down the alley on your hands and knee
Im sure youre not protected, for its plain to see
The diamond dogs are poachers and they hide behind trees
Hunt you to the ground they will, mannequins with kill appeal
(will they come? )
Ill keep a friend serene
(will they come? )
Oh baby, come unto me
(will they come? )
Well, shes come, been and gone.
Come out of the garden, baby
Youll catch your death in the fog
Young girl, they call them the diamond dogs
Young girl, they call them the diamond dogs
The halloween jack is a real cool cat
And he lives on top of manhattan chase
The elevators broke, so he slides down a rope
Onto the street below, oh tarzie, go man go
Meet his little hussy with his ghost town approach
Her face is sans feature, but she wears a dali brooch
Sweetly reminiscent, something mother used to bake
Wrecked up and paralyzed, diamond dogs are sableized
(will they come? )
Ill keep a friend serene
(will they come? )
Oh baby, come unto me
(will they come? )
Well, shes come, been and gone.
Come out of the garden, baby
Youll catch your death in the fog
Young girl, they call them the diamond dogs
Young girl, they call them the diamond dogs
Oo-oo-ooh, call them the diamond dogs
Oo-oo-ooh, call them the diamond dogs
In the year of the scavenger, the season of the bitch
Sashay on the boardwalk, scurry to the ditch
Just another future song, lonely little kitsch
(theres gonna be sorrow) try and wake up tomorrow
(will they come? )
Ill keep a friend serene
(will they come? )
Oh baby, come unto me
(will they come? )
Well, shes come, been and gone.
[...] Read more
song performed by David Bowie
Added by Lucian Velea
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XI. Guido
You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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The Odyssey: Book 12
"After we were clear of the river Oceanus, and had got out into
the open sea, we went on till we reached the Aeaean island where there
is dawn and sunrise as in other places. We then drew our ship on to
the sands and got out of her on to the shore, where we went to sleep
and waited till day should break.
"Then, when the child of morning, rosy-fingered Dawn, appeared, I
sent some men to Circe's house to fetch the body of Elpenor. We cut
firewood from a wood where the headland jutted out into the sea, and
after we had wept over him and lamented him we performed his funeral
rites. When his body and armour had been burned to ashes, we raised
a cairn, set a stone over it, and at the top of the cairn we fixed the
oar that he had been used to row with.
"While we were doing all this, Circe, who knew that we had got
back from the house of Hades, dressed herself and came to us as fast
as she could; and her maid servants came with her bringing us bread,
meat, and wine. Then she stood in the midst of us and said, 'You
have done a bold thing in going down alive to the house of Hades,
and you will have died twice, to other people's once; now, then,
stay here for the rest of the day, feast your fill, and go on with
your voyage at daybreak tomorrow morning. In the meantime I will
tell Ulysses about your course, and will explain everything to him
so as to prevent your suffering from misadventure either by land or
sea.'
"We agreed to do as she had said, and feasted through the livelong
day to the going down of the sun, but when the sun had set and it came
on dark, the men laid themselves down to sleep by the stern cables
of the ship. Then Circe took me by the hand and bade me be seated away
from the others, while she reclined by my side and asked me all
about our adventures.
"'So far so good,' said she, when I had ended my story, 'and now pay
attention to what I am about to tell you- heaven itself, indeed,
will recall it to your recollection. First you will come to the Sirens
who enchant all who come near them. If any one unwarily draws in too
close and hears the singing of the Sirens, his wife and children
will never welcome him home again, for they sit in a green field and
warble him to death with the sweetness of their song. There is a great
heap of dead men's bones lying all around, with the flesh still
rotting off them. Therefore pass these Sirens by, and stop your
men's ears with wax that none of them may hear; but if you like you
can listen yourself, for you may get the men to bind you as you
stand upright on a cross-piece half way up the mast, and they must
lash the rope's ends to the mast itself, that you may have the
pleasure of listening. If you beg and pray the men to unloose you,
then they must bind you faster.
"'When your crew have taken you past these Sirens, I cannot give you
coherent directions as to which of two courses you are to take; I will
lay the two alternatives before you, and you must consider them for
yourself. On the one hand there are some overhanging rocks against
which the deep blue waves of Amphitrite beat with terrific fury; the
blessed gods call these rocks the Wanderers. Here not even a bird
[...] Read more
poem by Homer, translated by Samuel Butler
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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,
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Nipple To The Bottle
Colour and warmth came into your world,
It makes me crazy,
When you dont get what you want,
You scream and you shout,
Youre still a baby.
Dont give me a line,
Keep the lid on the bottle this time,
Im still a lady,
I wont do it tonight,
I wont do it tonight,
No way baby,
I wont give in and I wont feel guilty.
Rant and rave to manipulate me,
From the nipple to the bottle,
Never satisfied,
From the nipple to the bottle,
Now the cow must die.
Power and wealth surrendering myself,
It aint easy,
Embarassing my store by opening up my door,
When its breezy.
You showed me your force,
Exaggerated stamina and energy,
No place for that,
No place for that,
Its not that easy.
Rant and rave to manipulate me,
From the nipple to the bottle,
Never satisfied,
From the nipple to the bottle,
Now the cow must die.
You aint gon get it, I aint gon give it,
You aint gon get it, I aint gon give it.
Colour and warmth came into your world,
It makes me crazy,
When you dont get what you want,
You scream and you shout,
Youre still a lady.
Dont give me a line,
Keep the lid on the bottle this time,
Im still a lady,
I wont do it tonight,
I wont do it tonight,
No where baby,
I wont give in and I wont feel guilty.
Rant and rave to manipulate me,
From the nipple to the bottle,
Never satisfied
From the nipple to the bottle,
Now the cow must die.
[...] Read more
song performed by Grace Jones
Added by Lucian Velea
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South Carolina
The other day my neighbor has a dented bike
Second day he called me from intensive care
Says he needs a picture of the dented bike
For the evidence of what a wreck he had
Accident
Accident
Lift that fork, eat that snail
Garcon summoned, have a new cocktail
Lift that fork, eat that snail
Garcon summoned, have a new cocktail
Crash my bicycle
Crash my bicycle
In a big south carolina wreck
I crash my bicyle
Crash my bicycle
Crash my bicycle
In a big south carolina wreck
I crash my bicyle
And I won some damages and they were punitive
By which I mean the punishment was damaging
It crushed my head
It crushed my head
Garcon, wheres my drink?
Wreck!
Observe the front wheel spinning upside down
Wreck!
The red reflector fragments strewn around
Wreck!
The back wheels o is now a letter d
Wreck!
I was an i and now I am a v
Lift that fork, eat that snail
Garcon summoned, have a new cocktail
Lift that fork, eat that snail
Garcon summoned, have a new cocktail
Crash my bicycle
Crash my bicycle
In a big south carolina wreck
I crash my bicyle
Crash my bicycle
Crash my bicycle
In a big south carolina wreck
I crash my bicyle
If I had to do it all again, buy* bicycle
If I had to do it, I would crash my bicycle
Id crush my head
Collect the bread
Crash my bicycle
Move along folks
Push her back there, move along
[...] Read more
song performed by They Might Be Giants
Added by Lucian Velea
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Tamar
I
A night the half-moon was like a dancing-girl,
No, like a drunkard's last half-dollar
Shoved on the polished bar of the eastern hill-range,
Young Cauldwell rode his pony along the sea-cliff;
When she stopped, spurred; when she trembled, drove
The teeth of the little jagged wheels so deep
They tasted blood; the mare with four slim hooves
On a foot of ground pivoted like a top,
Jumped from the crumble of sod, went down, caught, slipped;
Then, the quick frenzy finished, stiffening herself
Slid with her drunken rider down the ledges,
Shot from sheer rock and broke
Her life out on the rounded tidal boulders.
The night you know accepted with no show of emotion the little
accident; grave Orion
Moved northwest from the naked shore, the moon moved to
meridian, the slow pulse of the ocean
Beat, the slow tide came in across the slippery stones; it drowned
the dead mare's muzzle and sluggishly
Felt for the rider; Cauldwell’s sleepy soul came back from the
blind course curious to know
What sea-cold fingers tapped the walls of its deserted ruin.
Pain, pain and faintness, crushing
Weights, and a vain desire to vomit, and soon again
die icy fingers, they had crept over the loose hand and lay in the
hair now. He rolled sidewise
Against mountains of weight and for another half-hour lay still.
With a gush of liquid noises
The wave covered him head and all, his body
Crawled without consciousness and like a creature with no bones,
a seaworm, lifted its face
Above the sea-wrack of a stone; then a white twilight grew about
the moon, and above
The ancient water, the everlasting repetition of the dawn. You
shipwrecked horseman
So many and still so many and now for you the last. But when it
grew daylight
He grew quite conscious; broken ends of bone ground on each
other among the working fibers
While by half-inches he was drawing himself out of the seawrack
up to sandy granite,
Out of the tide's path. Where the thin ledge tailed into flat cliff
he fell asleep. . . .
Far seaward
The daylight moon hung like a slip of cloud against the horizon.
The tide was ebbing
From the dead horse and the black belt of sea-growth. Cauldwell
seemed to have felt her crying beside him,
[...] Read more
poem by Robinson Jeffers
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Give Your Heart To The Hawks
1 he apples hung until a wind at the equinox,
That heaped the beach with black weed, filled the dry grass
Under the old trees with rosy fruit.
In the morning Fayne Fraser gathered the sound ones into a
basket,
The bruised ones into a pan. One place they lay so thickly
She knelt to reach them.
Her husband's brother passing
Along the broken fence of the stubble-field,
His quick brown eyes took in one moving glance
A little gopher-snake at his feet flowing through the stubble
To gain the fence, and Fayne crouched after apples
With her mop of red hair like a glowing coal
Against the shadow in the garden. The small shapely reptile
Flowed into a thicket of dead thistle-stalks
Around a fence-post, but its tail was not hidden.
The young man drew it all out, and as the coil
Whipped over his wrist, smiled at it; he stepped carefully
Across the sag of the wire. When Fayne looked up
His hand was hidden; she looked over her shoulder
And twitched her sunburnt lips from small white teeth
To answer the spark of malice in his eyes, but turned
To the apples, intent again. Michael looked down
At her white neck, rarely touched by the sun,
But now the cinnabar-colored hair fell off from it;
And her shoulders in the light-blue shirt, and long legs like a boy's
Bare-ankled in blue-jean trousers, the country wear;
He stooped quietly and slipped the small cool snake
Up the blue-denim leg. Fayne screamed and writhed,
Clutching her thigh. 'Michael, you beast.' She stood up
And stroked her leg, with little sharp cries, the slender invader
Fell down her ankle.
Fayne snatched for it and missed;
Michael stood by rejoicing, his rather small
Finely cut features in a dance of delight;
Fayne with one sweep flung at his face
All the bruised and half-spoiled apples in the pan,
[...] Read more
poem by Robinson Jeffers
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Fourth Book
THEY met still sooner. 'Twas a year from thence
When Lucy Gresham, the sick semptress girl,
Who sewed by Marian's chair so still and quick,
And leant her head upon the back to cough
More freely when, the mistress turning round,
The others took occasion to laugh out,–
Gave up a last. Among the workers, spoke
A bold girl with black eyebrows and red lips,–
'You know the news? Who's dying, do you think?
Our Lucy Gresham. I expected it
As little as Nell Hart's wedding. Blush not, Nell,
Thy curls be red enough without thy cheeks;
And, some day, there'll be found a man to dote
On red curls.–Lucy Gresham swooned last night,
Dropped sudden in the street while going home;
And now the baker says, who took her up
And laid her by her grandmother in bed,
He'll give her a week to die in. Pass the silk.
Let's hope he gave her a loaf too, within reach,
For otherwise they'll starve before they die,
That funny pair of bedfellows! Miss Bell,
I'll thank you for the scissors. The old crone
Is paralytic–that's the reason why
Our Lucy's thread went faster than her breath,
Which went too quick, we all know. Marian Erle!
Why, Marian Erle, you're not the fool to cry?
Your tears spoil Lady Waldemar's new dress,
You piece of pity!'
Marian rose up straight,
And, breaking through the talk and through the work,
Went outward, in the face of their surprise,
To Lucy's home, to nurse her back to life
Or down to death. She knew by such an act,
All place and grace were forfeit in the house,
Whose mistress would supply the missing hand
With necessary, not inhuman haste,
And take no blame. But pity, too, had dues:
She could not leave a solitary soul
To founder in the dark, while she sate still
And lavished stitches on a lady's hem
As if no other work were paramount.
'Why, God,' thought Marian, 'has a missing hand
This moment; Lucy wants a drink, perhaps.
Let others miss me! never miss me, God!'
So Marian sat by Lucy's bed, content
With duty, and was strong, for recompense,
To hold the lamp of human love arm-high
To catch the death-strained eyes and comfort them,
Until the angels, on the luminous side
[...] Read more
poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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Diamond As Big As The Ritz
Hidden in the mountains
Under the earth and stone
A cubic mile of perfection
Treasure no one has known
One man came upon this motherlode
Built himself a thousand room chateau
Hes the emperor of diamonds
Master of the prize
Hes got the hold on happiness
And all that money can buy
Everyday he lives in fascination
This is not an everyday temptation, no
Its the diamond as big as the ritz
What you gonna do with this
Tell me whos goin to save you
When youre a slave to the
Diamond as big as the ritz
A blessing can become a curse
If you keep it to yourself
Our own exaggeration
Is not so good for your health
Its the prophecy of the unattainable dream
If you take one look behind the shine
It doesnt always gleam
Everyday he lives in fascination
This is not an everyday temptation, no
Its the diamond as big as the ritz
What you gonna do with this
Tell me, whos goin to save you
When youre a slave to a
Diamond as big as the ritz
(diamond. diamond. diamond. diamond. diamond)
Coal under pressure (diamond)
Sparkle of treasure (diamond)
Crystaline measure (diamond)
On a mental pleasure (diamond)
In the corner of your eye (diamond)
Make a grown man cry (diamond)
All the seeds youve sown (diamond)
Greed can crumble your castle walls
Greed can purchase you thrills
Power is a dangerous drug
It can maim, it can kill
Its the prophecy of the unattainable dream
If you take one look behind the shine
It doesnt always gleam
It was a diamond as big as the ritz
What you gonna do with this
Tell me, whos goin to save you
When youre a slave to a
[...] Read more
song performed by Jimmy Buffett
Added by Lucian Velea
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