Citatepedia^®.com

Occupy' Ghosts Of King Jackson Liberty Call

A strong nation
must be more
than an elite 1%

who own 30%
of the nation
favoured status

under George W. Bush
as his personal pals
exempt paid no taxes.

Zillions more hidden
in corporations slush funds
tax free back handers.

NYPD protecting clients who?
In force mob attacking a lone
female cyclist wearing a hoodie?

Watch NYPD baton
strike a protestor hit
on head with baton...

in Oakland at 14th and Broadway?
Bad cops hiding behind shield thugs?
Good citizens you pay their salary?

Sitting on the fence is not
empowerment path to freedom
is self determination not!

Democracy justice equality
will not miracle jump out of hat!
We are the nation people 99%.

Do you want your guaranteed
civil constitutional rights?
Mask your mouths as NYPD

tear gases peaceful protesters;
if your in danger on the side lines?
On the high moral ground we

few will stand unbowed
before NYPD armor guns shields.
Just as ancestors at Lexington

Massachusetts faced an unjust foe.
Faced fears to earn a land of the free.

[...] Read more

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

The Final Tax

Said Statesman A to Statesman Z:
'What can we tax that is not paying?
We’re taxing every blessed thing—
Here’s what our people are defraying:

'Tariff tax, income tax,
Tax on retail sales,
Club tax, school tax,
Tax on beers and ales,

'City tax, county tax,
Tax on obligations,
War tax. wine tax,
Tax on corporations,

'Brewer tax, sewer tax,
Tax on motor cars,
Bond tax, stock tax,
Tax on liquor bars,

'Bridge tax, check tax,
Tax on drugs and pills,
Gas tax, ticket tax,
Tax on gifts in wills,

'Poll tax, dog tax,
Tax on money loaned,
State tax, road tax,
Tax on all things owned,

'Stamp tax, land tax,
Tax on wedding ring,
High tax, low tax,
Tax on everything!'

Said Statesman A to Statesman Z:
'That is the list, a pretty bevy;
No thing or act that is untaxed;
There’s nothing more on which to levy.'

Said Statesman Z to Statesman A:
'The deficit each moment waxes;
This is no time for us to fail—
We will decree a tax on taxes.'

poem by Ellis Parker Butler
Added by Poetry Lover
Comment! | Vote! | Copy!

Personal

Anything you want from me
Ill do
But first
Lets get personal
Personal
Personal
Personal
Lets get personal
Personal
Personal
Personal
Personal with you
Were sittin havin dinner at your parents home
Some of the finest food Ive ever known
But I need some sweetness on my tongue
And it aint a type of sugar oh no
So maybe we can go somewhere
Neighbour room girl I dont care
Wheres the bedroom
(its upstairs)
Ill meet you there in a minute
Girl so we can get
Lets get personal (ooh yeah)
Personal (tight baby)
Personal (maybe we can get)
Personal (just a little, just a little bit)
Lets get personal (ooh yay)
Personal (I wanna get personal)
Personal (come on baby, just trust me)
Personal (I wanna get)
Personal with you
Im behind you in your bedroom with your hands against the wall
But keeping one eye on the door
Got your t-shirt and your panties on
Ooh I feel so right, cant be wrong, no
I know you like it when I touch you there
Girl just keep it quiet or theyll hear
Feel the tremblin all down your leg
Id love to head to your bed
So that we can get
Personal
Shhh
Should I take off my clothes (no)
Put the lock on the door
Let go of your deepest inhibitions
Let me fulfil your fantasies girl
Like me touching you there (yeah)
The way that I play with your hair
Emotions running wild until we stop
Yeah

[...] Read more

song performed by Craig David
Added by Lucian Velea
Comment! | Vote! | Copy!

Tale XX

THE BROTHERS.

Than old George Fletcher, on the British coast
Dwelt not a seaman who had more to boast:
Kind, simple and sincere--he seldom spoke,
But sometimes sang and chorus'd--'Hearts of Oak:'
In dangers steady, with his lot content,
His days in labour and in love were spent.
He left a Son so like him, that the old
With joy exclaim'd, ''Tis Fletcher we behold;'
But to his Brother, when the kinsmen came
And view'd his form, they grudged the father's

name.
George was a bold, intrepid, careless lad,
With just the failings that his father had;
Isaac was weak, attentive, slow, exact,
With just the virtues that his father lack'd.
George lived at sea: upon the land a guest -
He sought for recreation, not for rest;
While, far unlike, his brother's feebler form
Shrank from the cold, and shudder'd at the storm;
Still with the Seaman's to connect his trade,
The boy was bound where blocks and ropes were made.
George, strong and sturdy, had a tender mind,
And was to Isaac pitiful and kind;
A very father, till his art was gain'd,
And then a friend unwearied he remain'd;
He saw his brother was of spirit low,
His temper peevish, and his motions slow;
Not fit to bustle in a world, or make
Friends to his fortune for his merit's sake;
But the kind sailor could not boast the art
Of looking deeply in the human heart;
Else had he seen that this weak brother knew
What men to court--what objects to pursue;
That he to distant gain the way discern'd,
And none so crooked but his genius learn'd.
Isaac was poor, and this the brother felt;
He hired a house, and there the Landman dwelt,
Wrought at his trade, and had an easy home,
For there would George with cash and comforts come;
And when they parted, Isaac look'd around
Where other friends and helpers might be found.
He wish'd for some port-place, and one might

fall,
He wisely thought, if he should try for all;
He had a vote--and were it well applied,
Might have its worth--and he had views beside;

[...] Read more

poem by George Crabbe
Added by Poetry Lover
Comment! | Vote! | Copy!

A Man

George was lying in his trailer, flat on his back, watching a small portable T.V. His
dinner dishes were undone, his breakfast dishes were undone, he needed a shave, and ash
from his rolled cigarettes dropped onto his undershirt. Some of the ash was still burning.
Sometimes the burning ash missed the undershirt and hit his skin, then he cursed, brushing
it away. There was a knock on the trailer door. He got slowly to his feet and answered the
door. It was Constance. She had a fifth of unopened whiskey in a bag.
"George, I left that son of a bitch, I couldn't stand that son of a bitch
anymore."
"Sit down."
George opened the fifth, got two glasses, filled each a third with whiskey, two thirds
with water. He sat down on the bed with Constance. She took a cigarette out of her purse
and lit it. She was drunk and her hands trembled.
"I took his damn money too. I took his damn money and split while he was at work.
You don't know how I've suffered with that son of a bitch." "
Lemme have a smoke," said George. She handed it to him and as she leaned near,
George put his arm around her, pulled her over and kissed her.
"You son of a bitch," she said, "I missed you."
"I miss those good legs of yours , Connie. I've really missed those good
legs."
"You still like 'em?"
"I get hot just looking."
"I could never make it with a college guy," said Connie. "They're too
soft, they're milk toast. And he kept his house clean. George , it was like having a maid.
He did it all. The place was spotless. You could eat beef stew right off the crapper. He
was antiseptic, that's what he was."
"Drink up, you'll feel better."
"And he couldn't make love."
"You mean he couldn't get it up?"
"Oh he got it up, he got it up all the time. But he didn't know how to make a
woman happy, you know. He didn't know what to do. All that money, all that education, he
was useless."
"I wish I had a college education."
"You don't need one. You have everything you need, George."
"I'm just a flunky. All the shit jobs."
"I said you have everything you need, George. You know how to make a woman
happy."
"Yeh?"
"Yes. And you know what else? His mother came around! His mother! Two or three
times a week. And she'd sit there looking at me, pretending to like me but all the time
she was treating me like I was a whore. Like I was a big bad whore stealing her son away
from her! Her precious Wallace! Christ! What a mess!" "He claimed he loved me.
And I'd say, 'Look at my pussy, Walter!' And he wouldn't look at my pussy. He said, 'I
don't want to look at that thing.' That thing! That's what he called it! You're not afraid
of my pussy, are you, George?"
"It's never bit me yet." "But you've bit it, you've nibbled it, haven't
you George?"
"I suppose I have."
"And you've licked it , sucked it?"
"I suppose so."
"You know damn well, George, what you've done."

[...] Read more

poem by Charles Bukowski
Added by Dan Costinaş
Comment! | Vote! | Copy!

V. Count Guido Franceschini

Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!

[...] Read more

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

IV. Tertium Quid

True, Excellency—as his Highness says,
Though she's not dead yet, she's as good as stretched
Symmetrical beside the other two;
Though he's not judged yet, he's the same as judged,
So do the facts abound and superabound:
And nothing hinders that we lift the case
Out of the shade into the shine, allow
Qualified persons to pronounce at last,
Nay, edge in an authoritative word
Between this rabble's-brabble of dolts and fools
Who make up reasonless unreasoning Rome.
"Now for the Trial!" they roar: "the Trial to test
"The truth, weigh husband and weigh wife alike
"I' the scales of law, make one scale kick the beam!"
Law's a machine from which, to please the mob,
Truth the divinity must needs descend
And clear things at the play's fifth act—aha!
Hammer into their noddles who was who
And what was what. I tell the simpletons
"Could law be competent to such a feat
"'T were done already: what begins next week
"Is end o' the Trial, last link of a chain
"Whereof the first was forged three years ago
"When law addressed herself to set wrong right,
"And proved so slow in taking the first step
"That ever some new grievance,—tort, retort,
"On one or the other side,—o'ertook i' the game,
"Retarded sentence, till this deed of death
"Is thrown in, as it were, last bale to boat
"Crammed to the edge with cargo—or passengers?
"'Trecentos inseris: ohe, jam satis est!
"'Huc appelle!'—passengers, the word must be."
Long since, the boat was loaded to my eyes.
To hear the rabble and brabble, you'd call the case
Fused and confused past human finding out.
One calls the square round, t' other the round square—
And pardonably in that first surprise
O' the blood that fell and splashed the diagram:
But now we've used our eyes to the violent hue
Can't we look through the crimson and trace lines?
It makes a man despair of history,
Eusebius and the established fact—fig's end!
Oh, give the fools their Trial, rattle away
With the leash of lawyers, two on either side—
One barks, one bites,—Masters Arcangeli
And Spreti,—that's the husband's ultimate hope
Against the Fisc and the other kind of Fisc,
Bound to do barking for the wife: bow—wow!
Why, Excellency, we and his Highness here
Would settle the matter as sufficiently

[...] Read more

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

M'Fingal - Canto IV

Now Night came down, and rose full soon
That patroness of rogues, the Moon;
Beneath whose kind protecting ray,
Wolves, brute and human, prowl for prey.
The honest world all snored in chorus,
While owls and ghosts and thieves and Tories,
Whom erst the mid-day sun had awed,
Crept from their lurking holes abroad.

On cautious hinges, slow and stiller,
Wide oped the great M'Fingal's cellar,
Where safe from prying eyes, in cluster,
The Tory Pandemonium muster.
Their chiefs all sitting round descried are,
On kegs of ale and seats of cider;
When first M'Fingal, dimly seen,
Rose solemn from the turnip-bin.
Nor yet his form had wholly lost
Th' original brightness it could boast,
Nor less appear'd than Justice Quorum,
In feather'd majesty before 'em.
Adown his tar-streak'd visage, clear
Fell glistening fast th' indignant tear,
And thus his voice, in mournful wise,
Pursued the prologue of his sighs.

"Brethren and friends, the glorious band
Of loyalty in rebel land!
It was not thus you've seen me sitting,
Return'd in triumph from town-meeting;
When blust'ring Whigs were put to stand,
And votes obey'd my guiding hand,
And new commissions pleased my eyes;
Blest days, but ah, no more to rise!
Alas, against my better light,
And optics sure of second-sight,
My stubborn soul, in error strong,
Had faith in Hutchinson too long.
See what brave trophies still we bring
From all our battles for the king;
And yet these plagues, now past before us,
Are but our entering wedge of sorrows!

"I see, in glooms tempestuous, stand
The cloud impending o'er the land;
That cloud, which still beyond their hopes
Serves all our orators with tropes;

[...] Read more

poem by John Trumbull
Added by Poetry Lover
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!

The Rosciad

Unknowing and unknown, the hardy Muse
Boldly defies all mean and partial views;
With honest freedom plays the critic's part,
And praises, as she censures, from the heart.

Roscius deceased, each high aspiring player
Push'd all his interest for the vacant chair.
The buskin'd heroes of the mimic stage
No longer whine in love, and rant in rage;
The monarch quits his throne, and condescends
Humbly to court the favour of his friends;
For pity's sake tells undeserved mishaps,
And, their applause to gain, recounts his claps.
Thus the victorious chiefs of ancient Rome,
To win the mob, a suppliant's form assume;
In pompous strain fight o'er the extinguish'd war,
And show where honour bled in every scar.
But though bare merit might in Rome appear
The strongest plea for favour, 'tis not here;
We form our judgment in another way;
And they will best succeed, who best can pay:
Those who would gain the votes of British tribes,
Must add to force of merit, force of bribes.
What can an actor give? In every age
Cash hath been rudely banish'd from the stage;
Monarchs themselves, to grief of every player,
Appear as often as their image there:
They can't, like candidate for other seat,
Pour seas of wine, and mountains raise of meat.
Wine! they could bribe you with the world as soon,
And of 'Roast Beef,' they only know the tune:
But what they have they give; could Clive do more,
Though for each million he had brought home four?
Shuter keeps open house at Southwark fair,
And hopes the friends of humour will be there;
In Smithfield, Yates prepares the rival treat
For those who laughter love, instead of meat;
Foote, at Old House,--for even Foote will be,
In self-conceit, an actor,--bribes with tea;
Which Wilkinson at second-hand receives,
And at the New, pours water on the leaves.
The town divided, each runs several ways,
As passion, humour, interest, party sways.
Things of no moment, colour of the hair,
Shape of a leg, complexion brown or fair,
A dress well chosen, or a patch misplaced,
Conciliate favour, or create distaste.
From galleries loud peals of laughter roll,
And thunder Shuter's praises; he's so droll.
Embox'd, the ladies must have something smart,

[...] Read more

poem by Charles Churchill
Added by Poetry Lover
Comment! | Vote! | Copy!

My Friend George

Read in the paper bout a man killed with a sword
And that made my think of my friend george
People said the man was five foot six
Sounds like george with his killing stick
Hey bro, whats the word
Talkin bout my friend george
Hey bro, whats the word
Talkin bout my friend george
You talkin bout my friend george
I knew george since hes eight
I always thought that he was great
And anything that george would do
You know that I would do it too
George liked music and george liked to fight
He worked out in a downtown gym every night
Id spar with him when work was done
We split lips but it was all in fun
Hey bro, whats the word
You talkin bout my friend george
Hey bro, whats the word
Talkin bout my friend george
Talkin bout my friend george
Next thing I hear georges got this stick
Hes using it for more than kicks
I seen him down at smalleys bar
He was wired up, I tried to calm him down
Avenge yourself he says to me
Avenge yourself for humanity
Avenge yourself for the weak and the poor
Stick it to these guys right through their heads
Well, the fight is my music, the stick is my sword
And you know that I love you, so please dont say a word
Cant you hear the music playing, the anthem, its my call
And the last I seen of george was him
Running through the door, I says -
Hey bro, whats the word
Talkin bout my friend george
Hey bro, whats the word
You talkin bout my friend george
Talkin bout my friend george
Hey bro, whats the word
You talkin bout my friend george
Hey bro, whats the word
What me saying bout my friend george
Hey bro, whats the word
Hear you talkin bout my friend george
Hey bro, whats the word
I hear talkin bout my friend george

song performed by Lou Reed
Added by Lucian Velea
Comment! | Vote! | Copy!

Twin State

university of chicago summer basketball
university of chicago summer camp
university of cincinati baseball camp
university of cincinnati basketball camp
university of cincinnati football camp
university of cincinnati lacrosse camp
university of cincinnati soccer camp
university of cincinnati youth basketbal
university of cinncinati football camp
university of colorado basketball camp
university of colorado basketball camps
university of colorado cross country cam
university of colorado football camp
university of colorado soccer camp
university of colorado soccer camps
university of colorado sports camps
university of colorado summer camp
university of colorado summer camps
university of colorado team lacrosse cam
university of connecticut basketball cam
university of connecticut football camp
university of connecticut girls volleyba
university of connecticut soccer camp
university of connecticut volleyball sum
university of ct summer volleyball camp
university of dallas cross country camps
university of dayton and goalkeeper camp
university of dayton baseball camp
university of dayton basketball camp
university of dayton camps
university of dayton ohio atheletic camp
university of dayton socccer camp
university of dayton soccer camp
university of dayton summer soccer camp
university of dayton volleyball camp
university of delaware 4h camp
university of delaware 4h camp applicati
university of delaware baseball camp
university of delaware camps
university of delaware field hockey camp
university of delaware football camps
university of delaware girls lacrosse ca
university of delaware lacrosse camp
university of delaware soccer camp
university of delaware tiina martin camp
university of delaware volleyball camp
university of delaware youth camps
university of delware soccer camp
university of denver and lacrosse camp
university of denver swimming summer cam

[...] Read more

poem by Caasder Fronds
Added by Poetry Lover
Comment! | Vote! | Copy!

I Paid The Price

See notes below
Well Im sick and tired
Of your alibis,
And your indiscreet lies
Just wont get you by,
Over and over and over and over again.
And your family,
Your forced superiority,
Your azure delusions of grandeur,
Are gonna cut you free,
Over and over and over and over again.
Youre as cold as ice.
Ahh, youre not miss nice,
And I paid the price.
Ahh, you can count me out.
Oh, without a doubt,
I paid the price.
And up and down, round, round you go,
But you know one monkey
Dont stop no show.
Its plain to see
Youre in need of help,
But I just cant go on
And whip myself
Over and over and over, over again.
Ahh, you can count me out.
Ahh, without a doubt,
You know, I paid the price.
Ahh, youre not miss nice.
Youre as cold as ice,
And I paid the price.
Yes I did.
You know I did.
And I just wanna know
Whos your sponsor.
I just wanna know, oh,
I just a-wanna know, oh,
I just a-wanna know, oh,
Whos your angel.
{backup singers} [i paid the price.]
Sing the song.
[i paid the price.]
[i paid the price.]
[i paid the price.]
And dont discriminate your angel.
[i paid the price.]
And dont discriminate your sponsor.
[i paid the price.]
And be good to your angel.
[i paid the price.]

[...] Read more

song performed by Van Morrison
Added by Lucian Velea
Comment! | Vote! | Copy!

Always The Mob

Jesus emptied the devils of one man into forty hogs and the hogs took the edge of a high rock and dropped off and down into the sea: a mob.

The sheep on the hills of Australia, blundering fourfooted in the sunset mist to the dark, they go one way, they hunt one sleep, they find one pocket of grass for all.

Karnak? Pyramids? Sphinx paws tall as a coolie? Tombs kept for kings and sacred cows? A mob.

Young roast pigs and naked dancing girls of Belshazzar, the room where a thousand sat guzzling when a hand wrote: Mene, mene, tekel, upharsin? A mob.

The honeycomb of green that won the sun as the Hanging Gardens of Nineveh, flew to its shape at the hands of a mob that followed the fingers of Nebuchadnezzar: a mob of one hand and one plan.

Stones of a circle of hills at Athens, staircases of a mountain in Peru, scattered clans of marble dragons in China: each a mob on the rim of a sunrise: hammers and wagons have them now.

Locks and gates of Panama? The Union Pacific crossing deserts and tunneling mountains? The Woolworth on land and the Titanic at sea? Lighthouses blinking a coast line from Labrador to Key West? Pig iron bars piled on a barge whistling in a fog off Sheboygan? A mob: hammers and wagons have them to-morrow.

The mob? A typhoon tearing loose an island from thousand-year moorings and bastions, shooting a volcanic ash with a fire tongue that licks up cities and peoples. Layers of worms eating rocks and forming loam and valley floors for potatoes, wheat, watermelons.

The mob? A jag of lightning, a geyser, a gravel mass loosening…

The mob … kills or builds … the mob is Attila or Ghengis Khan, the mob is Napoleon, Lincoln.

I am born in the mob—I die in the mob—the same goes for you—I don’t care who you are.

I cross the sheets of fire in No Man’s land for you, my brother—I slip a steel tooth into your throat, you my brother—I die for you and I kill you—It is a twisted and gnarled thing, a crimson wool:
One more arch of stars,
In the night of our mist,
In the night of our tears.

poem by Carl Sandburg
Added by Poetry Lover
Comment! | Vote! | Copy!

Through the eyes of a Field Coronet (Epic)

Introduction

In the kaki coloured tent in Umbilo he writes
his life’s story while women, children and babies are dying,
slowly but surely are obliterated, he see how his nation is suffering
while the events are notched into his mind.

Lying even heavier on him is the treason
of some other Afrikaners who for own gain
have delivered him, to imprisonment in this place of hatred
and thoughts go through him to write a book.

Prologue

The Afrikaner nation sprouted
from Dutchmen,
who fought decades without defeat
against the super power Spain

mixed with French Huguenots
who left their homes and belongings,
with the revocation of the Edict of Nantes.
Associate this then with the fact

that these people fought formidable
for seven generations
against every onslaught that they got
from savages en wild animals

becoming marksmen, riding
and taming wild horses
with one bullet per day
to hunt a wild antelope,

who migrated right across the country
over hills in mass protest
and then you have
the most formidable adversary
and then let them fight

in a natural wilderness
where the hunter,
the sniper and horseman excels
and any enemy is at a lost.

Let them then also be patriotic
into their souls,
believe in and read
out of the word of God

[...] Read more

poem by Gert Strydom
Added by Poetry Lover
Comment! | Vote! | Copy!

The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

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

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

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

METHODOLOGY

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

RESULTS

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

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

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

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

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

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

Negative impacts of poverty on education

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

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

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

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

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

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

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

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

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

[...] Read more

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

Wat Tyler - Act II

ACT II.

SCENE— BLACKHEATH.

TYLER, HOB, &c.

SONG.

' When Adam delv'd, and Eve span,
' Who was then the gentleman?'

Wretched is the infant's lot,
Born within the straw-roof'd cot!
Be he generous, wise, or brave,
He must only be a slave.
Long, long labour, little rest,
Still to toil to be oppress'd;
Drain'd by taxes of his store,
Punish'd next for being poor;
This is the poor wretch's lot,
Born within the straw-roof'd cot.

While the peasant works— to sleep;
What the peasant sows— to reap;
On the couch of ease to lie,
Rioting in revelry;
Be he villain, be he fool,
Still to hold despotic rule,
Trampling on his slaves with scorn;
This is to be nobly born.

' When Adam delv'd, and Eve span,
' Who was then the gentleman?'

JACK STRAW.

The mob are up in London— the proud courtiers
Begin to tremble.

TOM MILLER.

Aye, aye, 'tis time to tremble;
Who'll plow their fields, who'll do their drudgery now?
And work like horses, to give them the harvest?

JACK STRAW.

[...] Read more

poem by Robert Southey
Added by Poetry Lover
Comment! | Vote! | Copy!

Wat Tyler - Act I

ACT I.

SCENE, A BLACKSMITH'S-SHOP

Wat Tyler at work within. A May-pole
before the Door.

ALICE, PIERS, &c.

SONG.

CHEERFUL on this holiday,
Welcome we the merry May.

On ev'ry sunny hillock spread,
The pale primrose rears her head;
Rich with sweets the western gale
Sweeps along the cowslip'd dale.
Every bank with violets gay,
Smiles to welcome in the May.

The linnet from the budding grove,
Chirps her vernal song of love.
The copse resounds the throstle's notes,
On each wild gale sweet music floats;
And melody from every spray,
Welcomes in the merry May.

Cheerful on this holiday,
Welcome we the merry May.

[Dance.

During the Dance, Tyler lays down his
Hammer, and sits mournfully down before
his Door.

[To him.

HOB CARTER.

Why so sad, neighbour?—do not these gay sports,
This revelry of youth, recall the days
When we too mingled in the revelry;
And lightly tripping in the morris dance
Welcomed the merry month?

TYLER.

[...] Read more

poem by Robert Southey
Added by Poetry Lover
Comment! | Vote! | Copy!

Metamorphoses: Book The Thirteenth

THE chiefs were set; the soldiers crown'd the
field:
To these the master of the seven-fold shield
Upstarted fierce: and kindled with disdain.
Eager to speak, unable to contain
His boiling rage, he rowl'd his eyes around
The shore, and Graecian gallies hall'd a-ground.
The Then stretching out his hands, O Jove, he cry'd,
Speeches of Must then our cause before the fleet be try'd?
Ajax and And dares Ulysses for the prize contend,
Ulysses In sight of what he durst not once defend?
But basely fled that memorable day,
When I from Hector's hands redeem'd the flaming
prey.
So much 'tis safer at the noisie bar
With words to flourish, than ingage in war.
By diff'rent methods we maintain our right,
Nor am I made to talk, nor he to fight.
In bloody fields I labour to be great;
His arms are a smooth tongue, and soft deceit:
Nor need I speak my deeds, for those you see,
The sun, and day are witnesses for me.
Let him who fights unseen, relate his own,
And vouch the silent stars, and conscious moon.
Great is the prize demanded, I confess,
But such an abject rival makes it less;
That gift, those honours, he but hop'd to gain,
Can leave no room for Ajax to be vain:
Losing he wins, because his name will be
Ennobled by defeat, who durst contend with me.
Were my known valour question'd, yet my blood
Without that plea wou'd make my title good:
My sire was Telamon, whose arms, employ'd
With Hercules, these Trojan walls destroy'd;
And who before with Jason sent from Greece,
In the first ship brought home the golden fleece.
Great Telamon from Aeacus derives
His birth (th' inquisitor of guilty lives
In shades below; where Sisyphus, whose son
This thief is thought, rouls up the restless heavy
stone),
Just Aeacus, the king of Gods above
Begot: thus Ajax is the third from Jove.
Nor shou'd I seek advantage from my line,
Unless (Achilles) it was mix'd with thine:
As next of kin, Achilles' arms I claim;
This fellow wou'd ingraft a foreign name
Upon our stock, and the Sisyphian seed
By fraud, and theft asserts his father's breed:
Then must I lose these arms, because I came

[...] Read more

poem by Ovid
Added by Poetry Lover
Comment! | Vote! | Copy!

The Aeneid of Virgil: Book 12

WHEN Turnus saw the Latins leave the field,
Their armies broken, and their courage quell’d,
Himself become the mark of public spite,
His honor question’d for the promis’d fight;
The more he was with vulgar hate oppress’d, 5
The more his fury boil’d within his breast:
He rous’d his vigor for the last debate,
And rais’d his haughty soul to meet his fate.
As, when the swains the Libyan lion chase,
He makes a sour retreat, nor mends his pace; 10
But, if the pointed jav’lin pierce his side,
The lordly beast returns with double pride:
He wrenches out the steel, he roars for pain;
His sides he lashes, and erects his mane:
So Turnus fares; his eyeballs flash with fire, 15
Thro’ his wide nostrils clouds of smoke expire.
Trembling with rage, around the court he ran,
At length approach’d the king, and thus began:
“No more excuses or delays: I stand
In arms prepar’d to combat, hand to hand, 20
This base deserter of his native land.
The Trojan, by his word, is bound to take
The same conditions which himself did make.
Renew the truce; the solemn rites prepare,
And to my single virtue trust the war. 25
The Latians unconcern’d shall see the fight;
This arm unaided shall assert your right:
Then, if my prostrate body press the plain,
To him the crown and beauteous bride remain.”
To whom the king sedately thus replied: 30
“Brave youth, the more your valor has been tried,
The more becomes it us, with due respect,
To weigh the chance of war, which you neglect.
You want not wealth, or a successive throne,
Or cities which your arms have made your own: 35
My towns and treasures are at your command,
And stor’d with blooming beauties is my land;
Laurentum more than one Lavinia sees,
Unmarried, fair, of noble families.
Now let me speak, and you with patience hear, 40
Things which perhaps may grate a lover’s ear,
But sound advice, proceeding from a heart
Sincerely yours, and free from fraudful art.
The gods, by signs, have manifestly shown,
No prince Italian born should heir my throne: 45
Oft have our augurs, in prediction skill’d,
And oft our priests, a foreign son reveal’d.
Yet, won by worth that cannot be withstood,
Brib’d by my kindness to my kindred blood,
Urg’d by my wife, who would not be denied, 50

[...] Read more

poem by Publius Vergilius Maro
Added by Poetry Lover
Comment! | Vote! | Copy!

Tom Zart's 52 Best Of The Rest America At War Poems

SONS AND DAUGHTERS OF WORLD WAR III

The White House
Washington
Tom Zart's Poems

March 16,2007
Ms. Lillian Cauldwell
President and Chief Executive Officer
Passionate Internet Voices Radio
Ann Arbor Michigan

Dear Lillian:
Number 41 passed on the CDs from Tom Zart. Thank you for thinking of me. I am thankful for your efforts to honor our brave military personnel and their families. America owes these courageous men and women a debt of gratitude, and I am honored to be the commander in chief of the greatest force for freedom in the history of the world.
Best Wishes.

Sincerely,

George W. Bush

SONS AND DAUGHTERS OF WORLD WAR III

Our sons and daughters serve in harm's way
To defend our way of life.
Some are students, some grandparents
Many a husband or wife.

They face great odds without complaint
Gambling life and limb for little pay.
So far away from all they love
Fight our soldiers for whom we pray.

The plotters and planners of America's doom
Pledge to murder and maim all they can.
From early childhood they are taught
To kill is to become a man.

They exploit their young as weapons of choice
Teaching in heaven, virgins will await.
Destroying lives along with their own
To learn of their falsehoods too late.

The fearful cry we must submit
And find a way to soothe them.
Where defenders worry if we stand down
The future for America is grim.

[...] Read more

poem by Tom Zart
Added by Poetry Lover
Comment! | Vote! | Copy!