Citatepedia^®.com

Barnyard Chorus

Poets in performance
various readings
bring your own... poems

waged four dollars
students unwaged
three dollars... participatory theatre

avant-garde
Aucklandisms

intellectuals artists
in feeding frenzy

Bohemianism
Ponsonby style
like-minded people

care to manicure
nail literary pursuits
urban artistic acceptable

Bullerite from sticks
wanderer adventurer vagabond
would not beg a bone

rejecting provincial
aucklandisms
contemporary herd mentality

no time
for provincial
kiwi poetry...

what’s happening
in Ponsonby
on exclusive marae

Maori models
therapeutic environment
inverted fables

popularism
promoted
guruism

pardon me
while I leave
farmyard mentality

[...] Read more

poem by Terence George Craddock
Added by Poetry Lover
Comment! | Vote! | Copy!

Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.

INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .

In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .

In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .

NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.

Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .

TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.

The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.

Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.

A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.

SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .

There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .

CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.

LIST OF REFERENCES.

Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.

Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139

Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14

Harris, S. (1999) . Careers education: contesting policy and practice. Sage

[...] Read more

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

Style

(style) style, uh!
(yeah, yeah, yeah, yeah)
Style, dig it
(style) style, come on
Uh, style
Style is not something that comes in a bottle
Style is more like jackie o. when she was doin aristotle
Style is not a logo that sticks 2 the roof of ones ass
Style is like a second cousin 2 class
U got it! - style, come on
U got it! - style, say what?
U got it! - style, come on
U got it! - style, check it
Style aint sittin court side with the owner of the team
Style is owning the court and charging em all a fee
Style is not lusting after someone because theyre cool
Style is loving yourself til everyone else does 2
U got it! - style, come on
U got it! - style, maybe
U got it! - style, well well
U got it! - style
Bridge:
Style dont get drunk on a saturday night
Try 2 dress up every sunday mornin bright
Style dont get married then break the vow in a year
Style is keepin a promise
Raise your hand yall if u hear me
(style) {x2}
Style is not biting style when u cant find the funk
Style is the face u make on a michael jordon dunk
Style aint the jeep u bought when u know your broke ass got bills
Style is lettin your lover drive while u talk on the phone and chill
U got it! - style
U got it! - style, maybe
U got it! - style, come on
U got it! - style
Bridge:
Style is a gold-tooth smile with an attitude
Style is a peaceful wild postin the rude
Style is growing your own food
Style is a non-violent march
Style is an accurate account of whats inside every heart (style)
Style is not a lie
Style is a man that cries
Style is the glow in a pregnant womans eyes
(style) {x4}
U got it! - style, come on
U got it! - style, do that, do that
U got it! - style, got it?
U got it! - style, mad, come on

[...] Read more

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

The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

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

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

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

METHODOLOGY

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

RESULTS

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

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

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

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

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

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

Negative impacts of poverty on education

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

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

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

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

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

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

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

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

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

[...] Read more

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

0005 Totally Boring Poem

I’m totally bored by:

poems that sound like other poems

poems that try to sound unlike any other poems

poets who never take risks

poets who think that taking risks
makes them good poets

poems with 'meaning'

poems with no meaning

poets who slag off other poets
as if that achieves something

poets that tell you that rhyme
is not for an age but for all time

poets that tell you that rhyme is outmoded and boring

poets who think that the poetry of 'the past'
is greater than that of 'the present'

poets who think that the poetry of 'the present'
is greater than that of 'the past'

poems that tell you the poet's the first to discover sex

poets that tell you they’re the best sex you’ll ever have
although you’ll never meet them to find out

poets that tell you they’ve been dumped

poets who've never known love and being dumped

poets who are ambitious

poets who are unambitious

poets who tell you all about higher things

poets who reject higher things

poets who think life’s just a joke

poets who think life’s no joke

[...] Read more

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

Urban Time vs. Rural Time

3 am:
Urban time: Alarm clocks, hoots and toots
Rural time: Cocks crow, cows moo and weavers beaker

4 am:
Urban time: Whoever snoozed the alarm? Dress up… very scarcely
Rural time: Dust the mat; grab yesterday’s very hard ugali and into overall

5 am:
Urban time: Marikiti and Gikomba beat traffic – rush hour
Rural time: Milking and feeding; early bird catches the worm

6 am:
Urban time: Office not open, tarts hover at Koinange zonked with sleep
Rural time: Coffee farm supervisor calls out names – mine missing

7 am:
Urban time: Offspring sings national anthem in academy playfully
Rural time: Sibling barefoot sings “Yesu anipenda” without blasphemy

8 am:
Urban time: Yaaaawn! Hate work before it even begins – so monotonous
Rural time: Tea baskets at back, yard stick in hand, water jar on head

9 am:
Urban time: What took company tea so long? Was tea boy fired or what?
Rural time: Sing Mary oh, sing Mary oh… Market women return with empty baskets

10 am:
Urban time: Finally the tea is here… (Chit chat) I love this job!
Rural time: The sun’s scorching – take a breath beneath shade

11 am:
Urban time: Silence and whispered gossip, functional smiles and fake hugs
Rural time: Shout greeting from ridge to ridge and insults from bush to bush

12 pm:
Urban time: Yaaaaaawn! Bad date - fear the approach of the next hour
Rural time: Any one with a watch? The sun has hid beneath the cloud

1 pm:
Urban time: Extraordinary times call for extraordinary measures – am dieting…
Rural time: Carry produce to factory, take a nap in the wilderness, and water the livestock

2 pm:
Urban time: Oh how I hate this! Parliament session on, but ethics dictate TV without volume
Rural time: Women plot today’s chama as men discuss the local barmaid’s “possessions”

3 pm:
Urban time: Who tampered with the office clock? I can see some hawkers outside…

[...] Read more

poem by David Munene wa Kimberly
Added by Poetry Lover
Comment! | Vote! | Copy!

Hard Currency

Five thousand dollars
Five thousand dollars
Five thousand dollars
Take it, take it
Five thousand dollars
Five thousand dollars
Five thousand dollars in cash
One hundred thousand
Two hundred thousand
Three hundred thousand
Why? !?
One hundred thousand
Two hundred thousand
Three hundred thousand
Why? !?
Five thousand dollars
Five thousand dollars
Five thousand dollars
Take it, take it
Five thousand dollars
Five thousand dollars
Five thousand dollars in cash
One hundred thousand
Two hundred thousand
Three hundred thousand
Why? !?
One hundred thousand
Two hundred thousand
Three hundred thousand
Why? !?
A half, a million dollars
A million dollars
Fourteen million
Why?
Ten million
Fourteen million
Dont you ever think of money?
Five thousand dollars
Five thousand dollars
Five thousand dollars
Take it, take it
Five thousand dollars
Five thousand dollars
Five thousand dollars in cash
One hundred thousand
Two hundred thousand
Three hundred thousand
Why? !?
One hundred thousand
Two hundred thousand

[...] Read more

song performed by Information Society
Added by Lucian Velea
Comment! | Vote! | Copy!

Style (Pablo)

Now here comes a musical shack attack
Really on truly design to make you rock
Whether you white or black
In a pants or frock
Round a front or back
Down an bottom or on top
Is Pablo Ranks round the microphone a chat
On the musical shack attack seen (Dreadlocks)
Here them style ya now star
Ca me say if a don't Patton then a style
A me say is a don't Patton them a style (Smile)
A mi say if a don't patton them a style (Wicked on wile)
Say if a don't Patton them a style
Mi young a say strong Jah know mi well virile
True mi eant everything them a say that spwile
Man mi run way left mi yard them a say that mi wile
Say mi lock the education but mi versatile, true mi
Sell the callie weel on them mi collect the kile
Babylon want fi hold mi it is just for a while
Say mi break out a jail a man use a file
Say mi head in a the mountain - under low profile
Mi say if a don't Patton them a style (right)
A me say if a don't Patton them a style (Flashitta)
Ca me say if a don't Patton then a style (Bubble)
A mi say if a don't Patton then a style
But a true say Pablo cool Pablo wasn't hostile
Mi rub down fi mi skin yes in a coconut oil
Me rap ip fi mi weed in a bacofile
Mi chat the rub a dub fi make the girls them smile
The blood in a them body (man) me want it fi boil
With swet a run them back like a engine oil
With the lyrics them a fire like any missile
Pablo Ranks around the mic as your disciplin child
Well mi fire fi mi lyrics for a million mile
All the girls them in the dance say him dea under profile
Ca me say if a don't Patton them a style
A me say if a don't Patton them astyle (wicked and wile)
Say if a don't Patton then a style (Gwan)
Ca me say if a don't them a style
You know say Pablo Ranks him a you cullicked yard child
A tell you that Patton that a Patton
Me say style a style
But a snake on a lizard on a crocodile
But a them dea creature me say call reptile
But anywhere you go, you know those a pure style
But a Pablo Rankin dea ya cause him wicked and wile
Come fi run down the rubadub in a yard style
Make the girls them in the dance hall feel fi smile
Make the blood in a them body (just) starte fi boil
Make the swet a run them back like a engine oil

[...] Read more

song performed by Ub40
Added by Lucian Velea
Comment! | Vote! | Copy!

Good Poets and Bad Poets

Some poets get awards and think they are good poets.

Some poets never get awards and think they are bad poets.

Some poets think they are good poets only in their own mind

Some poets think they are bad poets in somebody's else mind.

Some poets think they are good poets in somebody else mind.

Some poets think others think they are good poets but they don't in their hearts.

Some poets think they are good poets in their hearts but not in anyone else's mind.

All are insecure, except those who get security from the opinions of others and that, alas, doesn't last and isn't real.

Some poets have left the entire scene and live only in their mind.

Some poets take criticism and don't mind.

Some poets avoid criticism and do mind.

Some poets write poetry to get love.

Some poets love to write poetry.

Some poets are ahead of their time, in their mind

Some poets spend a lifetime feeling like failures in their mind

Some poets live only after they die.

Some poets have much to say but can't articulate

Some poets retreat, believing others don't understand

So which one of these am I?

I guess I am all of these and none of these

and no matter what my description

I intend to keep doing what I do:

Write. Right

poem by Lonnie Hicks
Added by Poetry Lover
Comment! | Vote! | Copy!

Tooth And Nail

I'm tired of all this cheap talk
When you walk next to me
They say I ain't good enough for you
Why don't they come and tell me
When they see us out in the night
They can't wait to tear us apart
Now I hear them saying lovin' you ain't right
Well they'd better be ready 'cause honey I'll be there
I will fight tooth and nail
Count on me, I will not fail you
I will fight tooth and nail
They say I'm always breaking promises
And I'm just fooling with you
Then they try and come between the two of us
Man, that's a bad thing to do
I can say I had more than enough
But I ain't gonna take it too hard
I said hey, they want to play rough
Well let's see who backs down when the trouble starts
I will fight tooth and nail
Count on me, I will not fail you
I will fight tooth and nail
Come on try me, I won't give in
They take advantage, but they can't win
I'll be your man, baby, wait and see
Ain't nobody, nobody take your love from me
I will fight tooth and nail
I was wrong, I will not fail you
I will fight tooth and nail
I'll be your man, baby, wait and see
Ain't nobody, nowhere take your love away from me
I will fight tooth and nail
Count on me, I will not fail you
I will fight tooth and nail
Right now, tooth and nail
I am waiting for the fight
Tooth and nail
Right now, c'mon, tooth and nail
Right now, tooth and nail
C'mon, tooth and nail
Ah fight
Tooth and nail
Right now, c'mon, tooth and nail
C'mon, right now, tooth and nail

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

Tooth & Nail

Im tired of all this cheap talk
When you walk next to me
They say I aint good enough for you
Why dont they come and tell me
When they see us out in the night
They cant wait to tear us apart
Now I hear them saying lovin you aint right
Well theyd better be ready cause honey Ill be there
I will fight tooth and nail
Count on me, I will not fail you
I will fight tooth and nail
They say Im always breaking promises
And Im just fooling with you
Then they try and come between the two of us
Man, thats a bad thing to do
I can say I had more than enough
But I aint gonna take it too hard
I said hey, they want to play rough
Well lets see who backs down when the trouble starts
I will fight tooth and nail
Count on me, I will not fail you
I will fight tooth and nail
Come on try me, I wont give in
They take advantage, but they cant win
Ill be your man, baby, wait and see
Aint nobody, nobody take your love from me
I will fight tooth and nail
I was wrong, I will not fail you
I will fight tooth and nail
Ill be your man, baby, wait and see
Aint nobody, nowhere take your love away from me
I will fight tooth and nail
Count on me, I will not fail you
I will fight tooth and nail
Right now, tooth and nail
I am waiting for the fight
Tooth and nail
Right now, cmon, tooth and nail
Right now, tooth and nail
Cmon, tooth and nail
Ah fight
Tooth and nail
Right now, cmon, tooth and nail
Cmon, right now, tooth and nail

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

Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

[...] Read more

poem by Robert Browning (1871)
Added by Veronica Serbanoiu
Comment! | Vote! | Copy!

Fresh Air

I

At the Poem Society a black-haired man stands up to say
“You make me sick with all your talk about restraint and mature talent!
Haven’t you ever looked out the window at a painting by Matisse,
Or did you always stay in hotels where there were too many spiders crawling on your visages?
Did you ever glance inside a bottle of sparkling pop,
Or see a citizen split in two by the lightning?
I am afraid you have never smiled at the hibernation
Of bear cubs except that you saw in it some deep relation
To human suffering and wishes, oh what a bunch of crackpots!”
The black-haired man sits down, and the others shoot arrows at him.
A blond man stands up and says,
“He is right! Why should we be organized to defend the kingdom
Of dullness? There are so many slimy people connected with poetry,
Too, and people who know nothing about it!
I am not recommending that poets like each other and organize to fight them,
But simply that lightning should strike them.”
Then the assembled mediocrities shot arrows at the blond-haired man.
The chairman stood up on the platform, oh he was physically ugly!
He was small-limbed and –boned and thought he was quite seductive,
But he was bald with certain hideous black hairs,
And his voice had the sound of water leaving a vaseline bathtub,
And he said, “The subject for this evening’s discussion is poetry
On the subject of love between swans.” And everyone threw candy hearts
At the disgusting man, and they stuck to his bib and tucker,
And he danced up and down on the platform in terrific glee
And recited the poetry of his little friends—but the blond man stuck his head
Out of a cloud and recited poems about the east and thunder,
And the black-haired man moved through the stratosphere chanting
Poems of the relationships between terrific prehistoric charcoal whales,
And the slimy man with candy hearts sticking all over him
Wilted away like a cigarette paper on which the bumblebees have urinated,
And all the professors left the room to go back to their duty,
And all that were left in the room were five or six poets
And together they sang the new poem of the twentieth century
Which, though influenced by Mallarmé, Shelley, Byron, and Whitman,
Plus a million other poets, is still entirely original
And is so exciting that it cannot be here repeated.
You must go to the Poem Society and wait for it to happen.
Once you have heard this poem you will not love any other,
Once you have dreamed this dream you will be inconsolable,
Once you have loved this dream you will be as one dead,
Once you have visited the passages of this time’s great art!

2

“Oh to be seventeen years old
Once again,” sang the red-haired man, “and not know that poetry

[...] Read more

poem by Kenneth Koch
Added by Poetry Lover
Comment! | Vote! | Copy!

Fifth Book

AURORA LEIGH, be humble. Shall I hope
To speak my poems in mysterious tune
With man and nature,–with the lava-lymph
That trickles from successive galaxies
Still drop by drop adown the finger of God,
In still new worlds?–with summer-days in this,
That scarce dare breathe, they are so beautiful?–
With spring's delicious trouble in the ground
Tormented by the quickened blood of roots.
And softly pricked by golden crocus-sheaves
In token of the harvest-time of flowers?–
With winters and with autumns,–and beyond,
With the human heart's large seasons,–when it hopes
And fears, joys, grieves, and loves?–with all that strain
Of sexual passion, which devours the flesh
In a sacrament of souls? with mother's breasts,
Which, round the new made creatures hanging there,
Throb luminous and harmonious like pure spheres?–
With multitudinous life, and finally
With the great out-goings of ecstatic souls,
Who, in a rush of too long prisoned flame,
Their radiant faces upward, burn away
This dark of the body, issuing on a world
Beyond our mortal?–can I speak my verse
So plainly in tune to these things and the rest,
That men shall feel it catch them on the quick,
As having the same warrant over them
To hold and move them, if they will or no,
Alike imperious as the primal rhythm
Of that theurgic nature? I must fail,
Who fail at the beginning to hold and move
One man,–and he my cousin, and he my friend,
And he born tender, made intelligent,
Inclined to ponder the precipitous sides
Of difficult questions; yet, obtuse to me,–
Of me, incurious! likes me very well,
And wishes me a paradise of good,
Good looks, good means, and good digestion!–ay,
But otherwise evades me, puts me off
With kindness, with a tolerant gentleness,–
Too light a book for a grave man's reading! Go,
Aurora Leigh: be humble.
There it is;
We women are too apt to look to one,
Which proves a certain impotence in art.
We strain our natures at doing something great,
Far less because it's something great to do,
Than, haply, that we, so, commend ourselves
As being not small, and more appreciable
To some one friend. We must have mediators

[...] Read more

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

The Canterbury Tales; the Seconde Nonnes Tale

The Prologe of the Seconde Nonnes Tale.

The ministre and the norice unto vices,
Which that men clepe in Englissh ydelnesse,
That porter of the gate is of delices,
To eschue, and by hir contrarie hir oppresse,
(That is to seyn by leveful bisynesse),
Wel oghten we to doon al oure entente,
Lest that the feend thurgh ydelnesse us shente.

For he, that with hise thousand cordes slye
Continuelly us waiteth to biclappe,
Whan he may man in ydelnesse espye,
He kan so lightly cacche hym in his trappe,
Til that a man be hent right by the lappe,
He nys nat war the feend hath hym in honde.
Wel oghte us werche, and ydelnesse withstonde.

And though men dradden nevere for to dye,
Yet seen men wel by resoun, doutelees,
That ydelnesse is roten slogardye,
Of which ther nevere comth no good encrees;
And seen that slouthe hir holdeth in a lees,
Oonly to slepe, and for to ete and drynke,
And to devouren al that othere swynke.

And for to putte us fro swich ydelnesse,
That cause is of so greet confusioun,
I have heer doon my feithful bisynesse,
After the legende, in translacioun
Right of thy glorious lyf and passioun,
Thou with thy gerland wroght with rose and lilie,
Thee meene I, mayde and martir, seint Cecilie.

Invocacio ad Mariam.

And thow that flour of virgines art alle,
Of whom that Bernard list so wel to write,
To thee at my bigynnyng first I calle,
Thou confort of us wrecches, do me endite
Thy maydens deeth, that wan thurgh hir merite

The eterneel lyf, and of the feend victorie,
As man may after reden in hir storie.

Thow mayde and mooder, doghter of thy sone,
Thow welle of mercy, synful soules cure,
In whom that God for bountee chees to wone,
Thow humble and heigh, over every creature
Thow nobledest so ferforth oure nature,

[...] Read more

poem by Geoffrey Chaucer
Added by Poetry Lover
Comment! | Vote! | Copy!

Social Netowrking Of Robots

end of world war
end of world war 11
end of world scenarios
end of world thursday prophet
end of world wa rtwo
end of world war 2 france
end of world video
end of world war 1 effects
end of world vision
end of world songs
end of world war 2
end of world war 1
end of world wallpapers
end of world scenerio
end of world time clock
end of wortd
end of world wtf mate youtube
end of world west america
end of world war ii
end of world war iii
end of wrestling match signal
end of worlds
end of worldwar 2
end of world war i
end of world war two
end of wrestling match indicator
end of world war 2 wikipedia
end of world war 21945
end of world war one
end of world wite web
end of worled war 2
end of world wide ii
end of world war 2 info
end of world war two date
end of wow
end of ww 2
end of ww2
end of ww1 treaty of versailles
end of ww1 treaty
end of ww ii
end of ww2 in czechoslovakia
end of ww2 date
end of ww1 ghost photos
end of ww1 treaty of vers
end of ww 1
end of ww2 for japanese americans
end of ww-ii
end of ww2 battleship
end of wrold war 2
end of ww11

[...] Read more

poem by Rwetewrt Erwtwer
Added by Poetry Lover
Comment! | Vote! | Copy!

I Don't Care Anymore

Well you can tell ev'ryone I'm a down disgrace
So drag my name all over the place.
I don't care anymore. (I don't care)
You can tell ev'rybody 'bout the state I'm in
You won't catch me crying 'cos I just can't win.
I don't care anymore I don't care anymore
I don't care what you say
I don't play the same games you play.
'Cos I've been talking to the people that you call your friends
And it seems to me there's a means to and end.
They don't care anymore. (they don't care)
And as for me I can sit here and bide my time
I got nothing to lose if I speak my mind.
I don't care anymore I don't care no more
I don't care what you say
We never played by the same rules anyway.
I won't be there anymore
Get out of my way
Let me by
I got better things to do with my time
I don't care anymore I don't care anymore
I don't care anymore I don't care anymore
Well, I don't care now what you say (I don't care what you say)
'Cos ev'ry day (everyday)
I'm feeling fine with myself (I'm feeling fine with myself)
And I don't care now what you say (I don't care what you say)
Hey I'll do alright by myself (I'll be alright by myself)
I don't care (I don't care) anymore (anymore)
I don't care (I don't care) anymore (anymore)
I don't care (I don't care) anymore (anymore)
I don't care anymore
Do you care? Hell no!
Do you care? Hell no!
Do you care? Hell no!
What what?
Do you care? Hell no!
Do you care? Hell no!
Do you care? Hell no!
What what?
Do you care? Hell no!
Do you care? Hell no!
Do you care? Hell no!
What what?
Do you care? Hell no!
Do you care? Hell no!
Do you care? Hell no!
What what?
'Cos I remember all the times I tried so hard
And you laughed in my face 'cos ya held all the cards.
I don't care anymore.

[...] Read more

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

The History Poems Have Not Been Written

The history poems have not been written
The poems after Milosz
The Wallace Stevens poems will never be written
I can’t come close
I have tried the Blake poems
But of course I am not near them either
I would like to the ironic intellectual poems
I might be able to do them
I could do a kind of surrealistic association mind poem a prose poem
But I don’t like that very much
The poems of Jerusalem have not been good enough
Poems of propaganda are awkward and unacceptable
The small poems that tell of my life
They are for me the chance at real poetry
And I will continue as best I can with them
The American poems I have not yet found the idiom for
I can be epigrammatic in Emerson Thoreau fashion
But not with the hard New England observing eye
Borges poems I love
And the stories of mind and literature
Making the drama of a life of a storyteller
Interest me
But I doubt I could truly do them well
Imitation can only take one so far
And through it one may lose one’s way entirely
I can really do only what I am
Not the Dickinson poems nor the Hopkins poems nor the Wordsworth poems nor the Keats poems nor the Amichai poems nor the poems of many others whose poetry I love
The Biblical poems have been tried
The poems of cosmic and scientific reflection
I could try to improve them
There are too many different kinds of poems to write
And I cannot write almost all of them
This is another poem about poems and poetry
I have written many for a long time now
Perhaps I need to go elsewhere and write in a new way
A way I have not dreamed or even remotely understood possible before.
The poems of the unknown poetry await me
I will go on but I am not sure now I know in which wa

poem by Shalom Freedman
Added by Poetry Lover
Comment! | Vote! | Copy!

As I Sat Alone By Blue Ontario's Shores

AS I sat alone, by blue Ontario's shore,
As I mused of these mighty days, and of peace return'd, and the dead
that return no more,
A Phantom, gigantic, superb, with stern visage, accosted me;
Chant me the poem, it said, that comes from the soul of America--
chant me the carol of victory;
And strike up the marches of Libertad--marches more powerful yet;
And sing me before you go, the song of the throes of Democracy.

(Democracy--the destin'd conqueror--yet treacherous lip-smiles
everywhere,
And Death and infidelity at every step.)

A Nation announcing itself,
I myself make the only growth by which I can be appreciated, 10
I reject none, accept all, then reproduce all in my own forms.

A breed whose proof is in time and deeds;
What we are, we are--nativity is answer enough to objections;
We wield ourselves as a weapon is wielded,
We are powerful and tremendous in ourselves,
We are executive in ourselves--We are sufficient in the variety of
ourselves,
We are the most beautiful to ourselves, and in ourselves;
We stand self-pois'd in the middle, branching thence over the world;
From Missouri, Nebraska, or Kansas, laughing attacks to scorn.

Nothing is sinful to us outside of ourselves, 20
Whatever appears, whatever does not appear, we are beautiful or
sinful in ourselves only.

(O mother! O sisters dear!
If we are lost, no victor else has destroy'd us;
It is by ourselves we go down to eternal night.)

Have you thought there could be but a single Supreme?
There can be any number of Supremes--One does not countervail
another, any more than one eyesight countervails another, or
one life countervails another.

All is eligible to all,
All is for individuals--All is for you,
No condition is prohibited--not God's, or any.

All comes by the body--only health puts you rapport with the
universe. 30

Produce great persons, the rest follows.

[...] Read more

poem by Walt Whitman
Added by Poetry Lover
Comment! | Vote! | Copy!

Night Bring Me My Lover

Night bring me my lover, night
Bring me my lover, night
The night has brought me you, ooooh
Night bring me my lover, night
Bring me my lover, night
The night has brought me you, ooh
Night, bring me my lover
Baby, night is sweet?
To each other thats the way we meet
I went all day for night to come
When I ? so easy
Do you want my lover, baby
Exchanging smiles and glances,
Just by to take my chances
Night bring me my lover, night
Bring me my lover, night
The night has brought me you, ooooh
Night bring me my lover, night
Bring me my lover, night
The night has brought me you, ooh
Night, bring me my lover
Youre the living cruel
To satisfy each other, thats the loving truth
One day is all I want belong to ? baby
Thats the way I found you, lover?
Each other
Nights brought us one another
Night bring me my lover, night
Bring me my lover, night
The night has brought me you, ooooh
Night bring me my lover, night
Bring me my lover, night
The night has brought me you, ooh
(Im so high) Im in love tonight
(so high) I think our love is so right
(so high) ? tomorrow-morrow
Night (bring me my lover)
Bring me my lover,
Night
(bring me my lover)
Bring me my lover, night
The night has brought me you, ooooh
Night (bring me my lover)
Bring me my lover, night
(bring me my lover)
Bring me my lover, night
The night has brought me you, ooh
Night (bring me my lover)
Bring me my lover, night
(bring me my lover)

[...] Read more

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

Canto the First

I
I want a hero: an uncommon want,
When every year and month sends forth a new one,
Till, after cloying the gazettes with cant,
The age discovers he is not the true one;
Of such as these I should not care to vaunt,
I'll therefore take our ancient friend Don Juan—
We all have seen him, in the pantomime,
Sent to the devil somewhat ere his time.

II
Vernon, the butcher Cumberland, Wolfe, Hawke,
Prince Ferdinand, Granby, Burgoyne, Keppel, Howe,
Evil and good, have had their tithe of talk,
And fill'd their sign posts then, like Wellesley now;
Each in their turn like Banquo's monarchs stalk,
Followers of fame, "nine farrow" of that sow:
France, too, had Buonaparté and Dumourier
Recorded in the Moniteur and Courier.

III
Barnave, Brissot, Condorcet, Mirabeau,
Petion, Clootz, Danton, Marat, La Fayette,
Were French, and famous people, as we know:
And there were others, scarce forgotten yet,
Joubert, Hoche, Marceau, Lannes, Desaix, Moreau,
With many of the military set,
Exceedingly remarkable at times,
But not at all adapted to my rhymes.

IV
Nelson was once Britannia's god of war,
And still should be so, but the tide is turn'd;
There's no more to be said of Trafalgar,
'T is with our hero quietly inurn'd;
Because the army's grown more popular,
At which the naval people are concern'd;
Besides, the prince is all for the land-service,
Forgetting Duncan, Nelson, Howe, and Jervis.

V
Brave men were living before Agamemnon
And since, exceeding valorous and sage,
A good deal like him too, though quite the same none;
But then they shone not on the poet's page,
And so have been forgotten:—I condemn none,
But can't find any in the present age
Fit for my poem (that is, for my new one);
So, as I said, I'll take my friend Don Juan.

[...] Read more

poem by Byron from Don Juan (1824)
Added by Veronica Serbanoiu
Comment! | Vote! | Copy!