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Monday Morning On The Bus

Mona sits on the school bus,
the noise of the other children
seems far away, she is indulging

in her thoughts. Lisa will get
on the bus soon. Her closeness
again. Sitting just here. Next to

me, Mona muses, patting the
seat next to her. The evening
before they had parted after

the tea. The bedroom romp
had filled her up. Each moment
seems to relive in her mind.

She looks out of the window,
passing countryside, cows in
fields, trees, birds. They had

almost drowned in the downpour
of rain from the woods to the
house the afternoon before.

Drenched to the skin. Get out
of those wet clothes, they had
been told by a parent. And they

did so. That started it all off.
Naked and drying. How had it
got that far? She thinks, watching

a girl on the other side of the
aisle of the bus talk about
watching such and such on TV.

She wonders how Lisa feels now.
The day after. After such things,
such sights, such deeds. The bus

draws to a stop. Others get on.
Lisa comes up the aisle and sits
beside her. She smiles and fiddles

with her school bag. Her fingers
nervous, like spiders on the run.
Sleep all right? Mona asks. Yes,

Lisa answers. Their eyes meet.
Mona feels a thump in her breast;

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Lisa Says

(reed)
V.u. version
------------------------------------------
Lisa says that its allright
When she needs to be alone at night
Lisa says that she has a fun
And shell do it with just about anyone.
Lisa says, lisa says, lisa says, lisa says
Lisa says that shes on the run
Looking for a special one
Lisa says that every time she makes his trip
She knows her heart will beat
Lisa says, lisa says, lisa says, lisa says
Looking for a part and some action
Going to make it feel okay
But what do you find
When the time has come on, now
Look at it run
Lisa says, lisa says, lisa says, lisa says
Lisa says, lisa says, lisa says...
1969 live version
--------------------------------------------
Lisa says on a night like this,
Itll be so nice if youd give me a kiss.
And lisa says for just one little smile,
Ill sit next to you for a little while.
Lisa says, lisa says, lisa says, lisa says
Lisa says you must be some kind of fool,
The way you treat everybody so cruel.
And lisa says you must be a funny kind of guy,
The way youre always staring at the sky.
Lisa says, lisa says, lisa says, lisa says
If youre lookin for a good-time charlie,
Well thats not really what I am.
You know a good-time charlies wastin time.
Cause the good-time charlie,
Thats not baby where I am.
You know that good times just seem to pass me by.
Lisa says on a night like this,
Itll be so nice if youd give me a kiss.
And lisa says for just one little smile,
Ill sit next to you for a little while.
Lisa says, lisa says, lisa says, lisa says
Why am I so shy, why am I so shy.
Good times you know they just seem to pass me by.
Why am I so shy.
First time I saw you I was talkin to myself
I said wow shes got such pretty pretty eyes
Such pretty eyes...
Now that you are next to me I just get so upset

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Lisa Says

Lisa says, on a night like this
Itd be so nice, if you gave me a great big kiss
And lisa says, honey, for just one little smile
Ill sing and play for you for the longest while
Lisa says
Lisa says
Lisa says, oh, no
Lisa says
Lisa says, honey, you must think -
- Im some kind of california fool
The way you treat me just like some kind of tool
Lisa says, hey baby, if you stick your tongue in my ear
Then the scene around here will become very clear
Lisa says, oh no
Lisa says, hey, dont you be a little baby
Lisa says, oh, no
Lisa says
Hey, if youre looking for a good time charlie
Well, thats not really what I am
You know, some good time charlie
Always out, having his fun
But if youre looking for some good, good lovin
Then sit yourself right over here
You know that those good, those good times
They just seem to pass me by, just like pie in the sky
And lisa says, on a night like this
Itd be so nice if you gave me a great big kiss
And lisa says, hey baby, for just one little smile
Ill sing and play for you for the longest while
Let me hear you now
Lisa says, oh, no, no
Lisa says, hey, dont you be a little baby
Lisa says, oh, no
Lisa says
Why am I so shy
Why am I so shy, gee, you know those
Good good times, they just seem to pass me by
Why am I so shy
First time I saw you I was talking to myself
I said, hey, you got such pretty, pretty eyes
(that pretty eyes)
Now that youre next to me I just get so upset
And lisa, will you tell me, why am I so shy
Why am I so shy
Why am I so shy, well, you know that those
Good, good times, they just seem to pass me by
Why am I so shy
And lisa says, on a night like this
Itd be so nice if you gave me a great big kiss
And lisa says, honey, for just one little smile

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The Great Hunger

I
Clay is the word and clay is the flesh
Where the potato-gatherers like mechanised scarecrows move
Along the side-fall of the hill - Maguire and his men.
If we watch them an hour is there anything we can prove
Of life as it is broken-backed over the Book
Of Death? Here crows gabble over worms and frogs
And the gulls like old newspapers are blown clear of the hedges, luckily.
Is there some light of imagination in these wet clods?
Or why do we stand here shivering?
Which of these men
Loved the light and the queen
Too long virgin? Yesterday was summer. Who was it promised marriage to himself
Before apples were hung from the ceilings for Hallowe'en?
We will wait and watch the tragedy to the last curtain,
Till the last soul passively like a bag of wet clay
Rolls down the side of the hill, diverted by the angles
Where the plough missed or a spade stands, straitening the way.
A dog lying on a torn jacket under a heeled-up cart,
A horse nosing along the posied headland, trailing
A rusty plough. Three heads hanging between wide-apart legs.
October playing a symphony on a slack wire paling.
Maguire watches the drills flattened out
And the flints that lit a candle for him on a June altar
Flameless. The drills slipped by and the days slipped by
And he trembled his head away and ran free from the world's halter,
And thought himself wiser than any man in the townland
When he laughed over pints of porter
Of how he came free from every net spread
In the gaps of experience. He shook a knowing head
And pretended to his soul
That children are tedious in hurrying fields of April
Where men are spanning across wide furrows.
Lost in the passion that never needs a wife
The pricks that pricked were the pointed pins of harrows.
Children scream so loud that the crows could bring
The seed of an acre away with crow-rude jeers.
Patrick Maguire, he called his dog and he flung a stone in the air
And hallooed the birds away that were the birds of the years.
Turn over the weedy clods and tease out the tangled skeins.
What is he looking for there?
He thinks it is a potato, but we know better
Than his mud-gloved fingers probe in this insensitive hair.
'Move forward the basket and balance it steady
In this hollow. Pull down the shafts of that cart, Joe,
And straddle the horse,' Maguire calls.
'The wind's over Brannagan's, now that means rain.
Graip up some withered stalks and see that no potato falls
Over the tail-board going down the ruckety pass -
And that's a job we'll have to do in December,

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The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

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

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

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

METHODOLOGY

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

RESULTS

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

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

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

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

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

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

Negative impacts of poverty on education

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

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

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

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

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

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

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

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

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

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[9] O, Moon, My Sweet-heart!

O, Moon, My Sweet-heart!
[LOVE POEMS]

POET: MAHENDRA BHATNAGAR

POEMS

1 Passion And Compassion / 1
2 Affection
3 Willing To Live
4 Passion And Compassion / 2
5 Boon
6 Remembrance
7 Pretext
8 To A Distant Person
9 Perception
10 Conclusion
10 You (1)
11 Symbol
12 You (2)
13 In Vain
14 One Night
15 Suddenly
16 Meeting
17 Touch
18 Face To Face
19 Co-Traveller
20 Once And Once only
21 Touchstone
22 In Chorus
23 Good Omens
24 Even Then
25 An Evening At ‘Tighiraa’ (1)
26 An Evening At ‘Tighiraa’ (2)
27 Life Aspirant
28 To The Condemned Woman
29 A Submission
30 At Midday
31 I Accept
32 Who Are You?
33 Solicitation
34 Accept Me
35 Again After Ages …
36 Day-Dreaming
37 Who Are You?
38 You Embellished In Song

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Little Drummer Boy

Come, they told me, pa-romp-pa-pom-pom,
The newborn king youll see, pa-romp-pa-pom-pom.
Our finest gifts we bring, pa-romp-pa-pom-pom,
To lay before the king, pa-romp-pa-pom-pom,
Pa-romp-pa-pom-pom, pa-romp-pa-pom-pom,
So to honor him, pa-romp-pa-pom-pom, when we come.
Little baby, pa-romp-pa-pom-pom,
I am a poor boy too, pa-romp-pa-pom-pom,
I have no gift to bring, pa-romp-pa-pom-pom,
That fit to give our king, pa-romp-pa-pom-pom,
Pa-romp-pa-pom-pom, pa-romp-pa-pom-pom,
So to honor him, pa-romp-pa-pom-pom, Ill play my drum.
Come, they....
Little baby....

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Little Sister

Lisa says that it's allright
When she needs to be alone at night
Lisa says that she has a fun
And she'll do it with just about anyone.
Lisa says, Lisa says, Lisa says, Lisa says
Lisa says that she's on the run
Looking for a special one
Lisa says that every time she makes his trip
She knows her heart will beat
Lisa says, Lisa says, Lisa says, Lisa says
Looking for a part and some action
Going to make it feel okay
But what do you find
When the time has come on, now
Look at it run
Lisa says, Lisa says, Lisa says, Lisa says
Lisa says, Lisa says, Lisa says...

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Oh! Lisa With These Lovely Eyes

Lisa with the dark brown eyes
So please tell my soul to sympathize,
We shall cry forever in overcast skies
Lisa with the dark brown eyes,

Lisa with the dark brown eyes
Heartbroken heart spoken, not taken back
To change a mind so is lifes dream
Lisa with the dark brown eyed

Lisa with the dark brown eyes
That blends your butter scotch face insight
Smiles which brings sparkles to my mind
Lisa with the dark brown eyes

Lisa with the dark brown eyes
Many pre thoughts of your strays hypnotize
French, African, English culture dies
Lisa with the dark brown eyes

Lisa with the dark brown eyes
She dabbles her life in fiction trash
her soul with curious follies
Lisa with the dark brown eyes

Lisa with the dark brown eyes
Loneliness, has come far a sad. sad day
Emptiness in your mind and heart pay
Lisa with the dark brown eyes

Lisa with the dark, dark, brown eyes
You walk the world in beauty forgotten
They speak about you something forbidden
Lisa with the dark, dark, brown eyes

Lisa with the dark, dark, brown eyes
Your body your mind so whole same so
Your gave birth and I wish I could understand, understand
Lisa with the dark dark raven eyes

Lisa with the dark dark brown eyes
Curiosity is so special time flies, my sighs
Persuaded a fool to be wise, so wise how wise
Lisa with the dark dark brown eyes.

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Henry Wadsworth Longfellow

Evangeline: A Tale of Acadie

This is the forest primeval. The murmuring pines and the hemlocks,
Bearded with moss, and in garments green, indistinct in the twilight,
Stand like Druids of eld, with voices sad and prophetic,
Stand like harpers hoar, with beards that rest on their bosoms.
Loud from its rocky caverns, the deep-voiced neighboring ocean
Speaks, and in accents disconsolate answers the wail of the forest.

This is the forest primeval; but where are the hearts that beneath it
Leaped like the roe, when he hears in the woodland the voice of the huntsman
Where is the thatch-roofed village, the home of Acadian farmers,--
Men whose lives glided on like rivers that water the woodlands,
Darkened by shadows of earth, but reflecting an image of heaven?
Waste are those pleasant farms, and the farmers forever departed!
Scattered like dust and leaves, when the mighty blasts of October
Seize them, and whirl them aloft, and sprinkle them far o'er the ocean
Naught but tradition remains of the beautiful village of Grand-Pre.

Ye who believe in affection that hopes, and endures, and is patient,
Ye who believe in the beauty and strength of woman's devotion,
List to the mournful tradition still sung by the pines of the forest;
List to a Tale of Love in Acadie, home of the happy.

PART THE FIRST

I

In the Acadian land, on the shores of the Basin of Minas,
Distant, secluded, still, the little village of Grand-Pre
Lay in the fruitful valley. Vast meadows stretched to the eastward,
Giving the village its name, and pasture to flocks without number.
Dikes, that the hands of the farmers had raised with labor incessant,
Shut out the turbulent tides; but at stated seasons the flood-gates
Opened, and welcomed the sea to wander at will o'er the meadows.
West and south there were fields of flax, and orchards and cornfields
Spreading afar and unfenced o'er the plain; and away to the northward
Blomidon rose, and the forests old, and aloft on the mountains
Sea-fogs pitched their tents, and mists from the mighty Atlantic
Looked on the happy valley, but ne'er from their station descended
There, in the midst of its farms, reposed the Acadian village.
Strongly built were the houses, with frames of oak and of hemlock,
Such as the peasants of Normandy built in the reign of the Henries.
Thatched were the roofs, with dormer-windows; and gables projecting
Over the basement below protected and shaded the doorway.
There in the tranquil evenings of summer, when brightly the sunset
Lighted the village street and gilded the vanes on the chimneys,
Matrons and maidens sat in snow-white caps and in kirtles
Scarlet and blue and green, with distaffs spinning the golden
Flax for the gossiping looms, whose noisy shuttles within doors

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Lisa

Oh yeah, yeah (1 2 3 4)
Lisa, let's go 2 the movie
Lisa, let's go
Lisa, let's go 2 the village
Lisa, let's go
Tell your man, he'll understand
Lisa, let's go
Lisa, we're going 2 the movie
Lisa, let's go
It's alright, I don't care
Long as U know, somewhere
Some day, we'll be 2gether
Lisa, I don't care, oh
Lisa, I don't care
Lisa, let's go get blasted
Lisa, let's go
Lisa, I know U're nasty
Lisa, let's go
It's alright, it's OK
Long as U know, some day
Some way, we'll be 2gether
Lisa, it's OK
Yeah, let's go, yeah
Lisa, oh yeah
Yeah, yeah
It's alright, it's OK
Lisa, let's play
Alright
Are U ready, yeah yeah?
Yeah, oh yeah
Yeah yeah
Let's go {x2}
It's alright, it's OK
Long as U know, some day
Some way, we'll be 2gether
Lisa, it's OK, oh {x3}
Lisa, it's O.. it's O.. it's OK

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Mona Lisa

-artist: nat king cole
-peak billboard position # 1 for 8 weeks in 1950
-words and music by jay livingston and ray evans
-academy award winner from the film captain carey, u.s.a starring alan ladd
Mona lisa, mona lisa, men have named you
Youre so like the lady with the mystic smile
Is it only cause youre lonely they have blamed you?
For that mona lisa strangeness in your smile?
Do you smile to tempt a lover, mona lisa?
Or is this your way to hide a broken heart?
Many dreams have been brought to your doorstep
They just lie there and they die there
Are you warm, are you real, mona lisa?
Or just a cold and lonely lovely work of art?

Do you smile to tempt a lover, mona lisa?
Or is this your way to hide a broken heart?
Many dreams have been brought to your doorstep
They just lie there and they die there
Are you warm, are you real, mona lisa?
Or just a cold and lonely lovely work of art?
Mona lisa, mona lisa

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Mona Lisa

Mona Lisa, Mona Lisa men have named you
You're so like the lady with the mystic smile
Is it only cause you're lonely they have blamed you
Or that Mona Lisa strangeness in your style
Do you smile to tempt a lover Mona Lisa
Or is this your way to hide a broken heart
Many dreams have been brought to your door step
They just lie there and they die there
Are you warm? Are you real Mona Lisa?
Or just a cold and lonely, lovely work of art
- Musical Interlude -
Do you smile to tempt a lover Mona Lisa
Or is this your way to hide a broken heart
Many dreams have been brought to your door step
They just lie there and they die there
Are you warm? Are you real Mona Lisa?
Or just a cold and lonely, lovely work of art
Mona Lisa, Mona Lisa

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Noise

Dads stuck in the factory, machines are banging all around.
Mommas in the kitchen, she got the radio on all the time.
My little sisters screaming, and stamping on the ground.
And the radio keeps pumping out the same old boring sound.
All I hear is noise.
Cant get away from the noise.
Can you hear me above the noise?
Can you, can you, can you, can you, can you, can you hear me?
Can you hear the noise? (noise)
Cant get away from the noise. (noise)
Can you hear me above the noise? (noise)
Can you, can you, can you, can you, can you, can you hear me?
Banging in my ears, in every direction.
Listen to the roar, hear that city[? ], poundin, poundin.
There oughta be a law, hey buddy, turn that radio down.
Sometimes I get used to it and I forget that its around.
But all I hear is noise. (noise)
Cant get away from noise. (noise)
Can you hear me above the noise? (noise)
All of this confusion is ruining my day.
Let the noise be like the sunset, and slowly fade away.
Fading, fade.
Girl, I want to build a better world for me and you.
I wanna pull out all the plugs before I finally blow my fuse.
Wish all the confusion would slowly fade away.
Id tell you that I love you, but you dont hear what I way.
All you hear is noise. (noise)
Cant get away from noise. (noise)
Can you hear me above the noise? (noise)
Can you, can you, can you, can you, can you, can you hear me?
Noise in the street, theyre digging up the pavement.
Noise in the air, those traffic jams are everywhere.
Noise on noise, to cover up the noise.
The pressures building up because theres no way to avoid,
All the noise. (noise)
Cant get away from noise. (noise)
Can you hear me above the noise? (noise)
All of this confusion is ruining my day.
Let the noise be like the sunset, and slowly fade away.
Fading, fading.

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Mona Lisa

(words & music by j. livingston - r. evans)
Mona lisa, mona lisa, man have named you
Youre so like the lady with the mystic smile
Is it only cause youre lonely man have blamed you
For that mona lisa strangeness in your smile
Do you smile to tempt a lover mona lisa
Or is it your way to hide a broken heart
Many dreams have been brought to your doorstep
They just lie there and they die there
Are you warm, are you real mona lisa
Or just a cold and lonely lovely work of art
La la la la......
For that mona lisa strangeness in your smile
Do you smile to tempt a lover mona lisa
Or is it your way to hide a broken heart
Many dreams have been brought to your doorstep
They just lie there and they die there
Are you warm, are you real mona lisa
Or just a cold and lonely lovely work of art

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Grits Aint Groceries

If I dont love you baby,
Grits aint groceries,
Eggs aint poultry,
And mona lisa was a man.
All around the world
Id rather be a fly
And light on my babys head,
Ill stay with that
Woman til I die.
A toothpick in my hand,
I dig a 10-foot ditch
And ride through the jungle
Fightin lions with a switch,
Because ya know I love ya baby,
Well, you know I love you baby,
And if I dont love you baby,
Grits aint groceries,
Eggs aint poultry,
And mona lisa must-a been a man.
Well, its all around the world and I got
Blisters on my feet
A-tryin to find my baby,
A-bring her back to me.
If you see my baby,
I know shell be convinced.
If it dont send her back to me,
It just
Dont make no sense,
Because ya know I love ya baby,
Well, you know I love you baby.
If I dont love you baby,
Grits aint groceries and eggs aint poultry,
And mona lisa must-a been a man.
Well,
All around the world
I never will forget
I lost all my money, my woman and my pet,
But I got to have you baby,
I got to settle for nothin less,
Give up all my good time for the sake of happiness,
Because ya know I love ya baby,
You know,
You know I love you baby.
If I dont love you baby,
Grits aint groceries,
Eggs aint poultry,
And mona lisa must-a been a man.
I said, if I dont love you baby,
Grits aint groceries,
Eggs aint poultry,

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Thurso’s Landing

I
The coast-road was being straightened and repaired again,
A group of men labored at the steep curve
Where it falls from the north to Mill Creek. They scattered and hid
Behind cut banks, except one blond young man
Who stooped over the rock and strolled away smiling
As if he shared a secret joke with the dynamite;
It waited until he had passed back of a boulder,
Then split its rock cage; a yellowish torrent
Of fragments rose up the air and the echoes bumped
From mountain to mountain. The men returned slowly
And took up their dropped tools, while a banner of dust
Waved over the gorge on the northwest wind, very high
Above the heads of the forest.
Some distance west of the road,
On the promontory above the triangle
Of glittering ocean that fills the gorge-mouth,
A woman and a lame man from the farm below
Had been watching, and turned to go down the hill. The young
woman looked back,
Widening her violet eyes under the shade of her hand. 'I think
they'll blast again in a minute.'
And the man: 'I wish they'd let the poor old road be. I don't
like improvements.' 'Why not?' 'They bring in the world;
We're well without it.' His lameness gave him some look of age
but he was young too; tall and thin-faced,
With a high wavering nose. 'Isn't he amusing,' she said, 'that
boy Rick Armstrong, the dynamite man,
How slowly he walks away after he lights the fuse. He loves to
show off. Reave likes him, too,'
She added; and they clambered down the path in the rock-face,
little dark specks
Between the great headland rock and the bright blue sea.

II
The road-workers had made their camp
North of this headland, where the sea-cliff was broken down and
sloped to a cove. The violet-eyed woman's husband,
Reave Thurso, rode down the slope to the camp in the gorgeous
autumn sundown, his hired man Johnny Luna
Riding behind him. The road-men had just quit work and four
or five were bathing in the purple surf-edge,
The others talked by the tents; blue smoke fragrant with food
and oak-wood drifted from the cabin stove-pipe
And slowly went fainting up the vast hill.
Thurso drew rein by
a group of men at a tent door
And frowned at them without speaking, square-shouldered and
heavy-jawed, too heavy with strength for so young a man,
He chose one of the men with his eyes. 'You're Danny Woodruff,

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The House Of Dust: Complete

I.

The sun goes down in a cold pale flare of light.
The trees grow dark: the shadows lean to the east:
And lights wink out through the windows, one by one.
A clamor of frosty sirens mourns at the night.
Pale slate-grey clouds whirl up from the sunken sun.

And the wandering one, the inquisitive dreamer of dreams,
The eternal asker of answers, stands in the street,
And lifts his palms for the first cold ghost of rain.
The purple lights leap down the hill before him.
The gorgeous night has begun again.

'I will ask them all, I will ask them all their dreams,
I will hold my light above them and seek their faces.
I will hear them whisper, invisible in their veins . . .'
The eternal asker of answers becomes as the darkness,
Or as a wind blown over a myriad forest,
Or as the numberless voices of long-drawn rains.

We hear him and take him among us, like a wind of music,
Like the ghost of a music we have somewhere heard;
We crowd through the streets in a dazzle of pallid lamplight,
We pour in a sinister wave, ascend a stair,
With laughter and cry, and word upon murmured word;
We flow, we descend, we turn . . . and the eternal dreamer
Moves among us like light, like evening air . . .

Good-night! Good-night! Good-night! We go our ways,
The rain runs over the pavement before our feet,
The cold rain falls, the rain sings.
We walk, we run, we ride. We turn our faces
To what the eternal evening brings.

Our hands are hot and raw with the stones we have laid,
We have built a tower of stone high into the sky,
We have built a city of towers.

Our hands are light, they are singing with emptiness.
Our souls are light; they have shaken a burden of hours . . .
What did we build it for? Was it all a dream? . . .
Ghostly above us in lamplight the towers gleam . . .
And after a while they will fall to dust and rain;
Or else we will tear them down with impatient hands;
And hew rock out of the earth, and build them again.


II.

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Rosalind and Helen: a Modern Eclogue

ROSALIND, HELEN, and her Child.

SCENE. The Shore of the Lake of Como.

HELEN
Come hither, my sweet Rosalind.
'T is long since thou and I have met;
And yet methinks it were unkind
Those moments to forget.
Come, sit by me. I see thee stand
By this lone lake, in this far land,
Thy loose hair in the light wind flying,
Thy sweet voice to each tone of even
United, and thine eyes replying
To the hues of yon fair heaven.
Come, gentle friend! wilt sit by me?
And be as thou wert wont to be
Ere we were disunited?
None doth behold us now; the power
That led us forth at this lone hour
Will be but ill requited
If thou depart in scorn. Oh, come,
And talk of our abandoned home!
Remember, this is Italy,
And we are exiles. Talk with me
Of that our land, whose wilds and floods,
Barren and dark although they be,
Were dearer than these chestnut woods;
Those heathy paths, that inland stream,
And the blue mountains, shapes which seem
Like wrecks of childhood's sunny dream;
Which that we have abandoned now,
Weighs on the heart like that remorse
Which altered friendship leaves. I seek
No more our youthful intercourse.
That cannot be! Rosalind, speak,
Speak to me! Leave me not! When morn did come,
When evening fell upon our common home,
When for one hour we parted,--do not frown;
I would not chide thee, though thy faith is broken;
But turn to me. Oh! by this cherished token
Of woven hair, which thou wilt not disown,
Turn, as 't were but the memory of me,
And not my scornèd self who prayed to thee!

ROSALIND
Is it a dream, or do I see
And hear frail Helen? I would flee
Thy tainting touch; but former years
Arise, and bring forbidden tears;

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VI. Giuseppe Caponsacchi

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

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Give Your Heart To The Hawks

1 he apples hung until a wind at the equinox,

That heaped the beach with black weed, filled the dry grass

Under the old trees with rosy fruit.

In the morning Fayne Fraser gathered the sound ones into a

basket,

The bruised ones into a pan. One place they lay so thickly
She knelt to reach them.

Her husband's brother passing
Along the broken fence of the stubble-field,
His quick brown eyes took in one moving glance
A little gopher-snake at his feet flowing through the stubble
To gain the fence, and Fayne crouched after apples
With her mop of red hair like a glowing coal
Against the shadow in the garden. The small shapely reptile
Flowed into a thicket of dead thistle-stalks
Around a fence-post, but its tail was not hidden.
The young man drew it all out, and as the coil
Whipped over his wrist, smiled at it; he stepped carefully
Across the sag of the wire. When Fayne looked up
His hand was hidden; she looked over her shoulder
And twitched her sunburnt lips from small white teeth
To answer the spark of malice in his eyes, but turned
To the apples, intent again. Michael looked down
At her white neck, rarely touched by the sun,
But now the cinnabar-colored hair fell off from it;
And her shoulders in the light-blue shirt, and long legs like a boy's
Bare-ankled in blue-jean trousers, the country wear;
He stooped quietly and slipped the small cool snake
Up the blue-denim leg. Fayne screamed and writhed,
Clutching her thigh. 'Michael, you beast.' She stood up
And stroked her leg, with little sharp cries, the slender invader
Fell down her ankle.

Fayne snatched for it and missed;


Michael stood by rejoicing, his rather small

Finely cut features in a dance of delight;

Fayne with one sweep flung at his face

All the bruised and half-spoiled apples in the pan,

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