Old Shirts...This reads like a woman wrote it
Old Shirts
I have not yet recovered from the potent
Memories of family outings.
They peal like the anniversary
Of a loved one’s departing.
On such occasions, it is the intimacy
Of other families.
That defines the negative space
of our separation.
Living in the old neighborhoods,
I am haunted by the old ghosts.
And now that your gone,
I shall wear your faults.
Like an old weather-beaten
shirt of yours;
Which warms me with everything I
Hated about you...
John Thomas Tansey 11/17/02
poem by John Tansey
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Related quotes
Your Old Shirts......
I have not, yet, recovered from the potent
Memories of family outings.
They peal like the anniversary
Of a loved one’s departing.
On such occasions, it is the intimacy
Of other families
That defines the negative space
of our seperation.
Living in the old neighborhood
I am haunted by ghosts.
And now that your gone, I
Wear your faults, I never forgave.
Like an old shirt of yours
Which warms me,
Still, with everything
I hated about you...
poem by John Tansey
Added by Poetry Lover
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Soccer Under 20
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soccer teams aurora co age 11
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poem by Rwetewrt Erwtwer
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The Impact Of Poverty On Education
THE IMPACT OF POVERTY ON EDUCATION.
INTRODUCTION
There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.
Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.
Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’
METHODOLOGY
The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.
RESULTS
Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.
Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.
We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .
In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.
In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.
Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.
Negative impacts of poverty on education
Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.
Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.
Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.
This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.
It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.
As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.
In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .
In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.
In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.
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poem by Innocent Masina Nkhonyo
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Loved
Loved
Written by Ricky Wilde & Terry Ronald
Take all your goodness and shiness away
I'll tell you the things I've been longing to say
I'll break it to you just so you understand
The force and control that you hold in your hands
Make me the beat of your heart
Then fall into mine
One step at a time
You have no reason for doubting your feelings
Love isn't always the same
You are loved
You are loved
You are loved
You I love
You
You are loved
You are loved
You are loved
You I love
You
(Ooh you are loved)
Live for the moment according to you
And so when the time comes you know what to do
Trust me, I'm giving no secret away
I'm drowning in you but I want it that way
Make me the beat of your heart
Then fall into mine
One step at a time
You have no reason for doubting your feelings
Love isn't always the same
You are loved
You are loved
You are loved
You I love
You
You are loved
You are loved
You are loved
You I love
You
You are loved
(Ooh you are loved)
You are loved
You are loved
You I love
You
You are loved
(Ooh you are loved)
You are loved
[...] Read more
song performed by Kim Wilde
Added by Lucian Velea
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Long Goodbye
You are always there for me.
When things are tough
When things are rough.
You always have that hidden smile
You can always see it a mile.
You can make me laugh
When all i want to do is cry
You make me change my mind
When all i want to do is die.
You carry my weight, on your shoulders.
You hold me, in your arms
You remember the good times,
You remember the bad times.
You smile at the good ones
Cry at the bad ones.
You are always there for me.
When i'm down,
You help me up
When i'm a fool,
you make up for it
When i'm sorry
You except my apology,
When everything in my world is crashing down, when there is nothing left around, when i can't hear a sound, your there for me.
When all i want to do is cry, when all i want to do is die, when all i want to do is fly, you hold me down to earth.
Thankyou, for smiling those gray clouds away
Thankyou for laughing my pain away
Thankyou for holding me close
Thankyou for choosing me of all people
Thankyou for excepting me
Thankyou for allowing me to be me
Thankyou for letting me cry on your shoulder.
Thankyou for being my bolder to life. Where u can roll away my problams or perhaps smoosh them.
Thankyou for making me laugh, even just for a little while.
Thankyou for being you.
I love who you are.
I love your face, i love your smile
I love your eyes i see awhile
I love your smell, i love your color
I love your toes, i love your fingers.
I love your heart, i love your chest
I love your legs, i love your arms.
I love your soul, so pure and white
I love your feathers and crown that shine bright.
I love your innocence, i love your happiness
I love your laugh, i love your cry
I love how, you don't want me to die
I love how you care, i love how you hold me
I love your infedelity. I love your inner-self most being
I love who you are. I love how you are.
I love how you act. I love you.
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poem by Dakota Waggerman
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Who’ll Wear the Beaten Colours?
Who’ll wear the beaten colours—and cheer the beaten men?
Who’ll wear the beaten colours, till our time comes again?
Where sullen crowds are densest, and fickle as the sea,
Who’ll wear the beaten colours, and wear them home with me?
We closed the bars and gambling dens and voted straight and clean,
Our women walked while motor cars were whirling round the scene,
The Potts Point Vote was one for Greed and Ease and Luxury
With all to hold, and coward gold, and beaten folk are we.
Who’ll wear the beaten colours, with hands and pockets clean?
(I wore the beaten colours since I was seventeen)
I wore them up, and wore them down, Outback and across the sea—
Who’ll wear the beaten colours, and wear them home with me?
We wore them back from Ladysmith to where the peace was signed,
And wore them through the London streets where Jingoes howled behind.
We wore them to the Queen’s Hall, while England yelled “Pro-Boers!”
And sat them over victory while London banged the doors.1
We wore them from Port Arthur round till all sunk in the sea—
(Who’ll wear the white man’s colours, and wear them home with me?)
I’ve worn them through with gentlemen, with work-slaves and alone—
Who’ll wear the beaten colours, boys, and wear them on his own?
There’s one would look with startled eyes and shrink while I caressed,
Came I not with the colours of the conquered on my breast.
And twenty thousand Bushmen would stand with hands behind
And scorn in all their faces for the coward of his kind.
Who’ll wear the beaten colours and raise the voice they drowned—
It may be when we march again, they’ll bear some other sound—
Who’ll pin the beaten colours on and drive the beaten pen—
It may be other steel and ink when we march out again.
poem by Henry Lawson
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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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poem by Mahendra Bhatnagar
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Canto the Eighth
I
Oh blood and thunder! and oh blood and wounds!
These are but vulgar oaths, as you may deem,
Too gentle reader! and most shocking sounds:
And so they are; yet thus is Glory's dream
Unriddled, and as my true Muse expounds
At present such things, since they are her theme,
So be they her inspirers! Call them Mars,
Bellona, what you will -- they mean but wars.
II
All was prepared -- the fire, the sword, the men
To wield them in their terrible array.
The army, like a lion from his den,
March'd forth with nerve and sinews bent to slay, --
A human Hydra, issuing from its fen
To breathe destruction on its winding way,
Whose heads were heroes, which cut off in vain
Immediately in others grew again.
III
History can only take things in the gross;
But could we know them in detail, perchance
In balancing the profit and the loss,
War's merit it by no means might enhance,
To waste so much gold for a little dross,
As hath been done, mere conquest to advance.
The drying up a single tear has more
Of honest fame, than shedding seas of gore.
IV
And why? -- because it brings self-approbation;
Whereas the other, after all its glare,
Shouts, bridges, arches, pensions from a nation,
Which (it may be) has not much left to spare,
A higher title, or a loftier station,
Though they may make Corruption gape or stare,
Yet, in the end, except in Freedom's battles,
Are nothing but a child of Murder's rattles.
V
And such they are -- and such they will be found:
Not so Leonidas and Washington,
Whose every battle-field is holy ground,
Which breathes of nations saved, not worlds undone.
How sweetly on the ear such echoes sound!
While the mere victor's may appal or stun
The servile and the vain, such names will be
A watchword till the future shall be free.
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poem by Byron from Don Juan (1824)
Added by Veronica Serbanoiu
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Haunted
(jeff barry / bobby bloom)
Ooh, hoo
I cant eat right
I cant sleep nights
Oh, honey look at what youve done to me
Life is nowhere
And its no fair
cause youve got me by the memory
Oh, now I feel you near me
And see your face
In my dreams
Every hour all night through
Oh, Im haunted
Yes Im haunted, haunted by you
There aint no doubt
I cant get out
Of this trouble that youve got me in
If I hurt you
Didnt mean to
Oh, and Im sorry
Aint the word Ive been
And if you dont come back to me pretty soon
I dont know what Im gonna do
cause Im haunted
Yes Im haunted, haunted by you, woah, oh
Oh, I just cant forget you
cause you haunt me everywhere I go
Oh Im begging you
Dont say no
No, no, no, no, no, no, no, no, no, no, no, no
And if you dont come back to me pretty soon
I dont know what Im gonna do
cause Im haunted
Said Im haunted,ooh, haunted by you
Oh, haunted by you
Haunted by you
Haunted by you-hoo
Haunted by you
Oh, haunted by you
Baby, haunted by you
Ooh, by you
song performed by Dusty Springfield
Added by Lucian Velea
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Stream Line Consciousness
Big brother voyeur blimps unidentified spies
uncle sam peeping toms patrolling skies
bird brain police intelligence
remote viewing homeland pest control
pentagon private eye monitoring the public's every move
mass produced micro chips intercepting prayers patrolling citizens from heaven
Bentham's Panopticon NSA
super computer surveillance cameras
world police spying Manhattan streets
'Athens plummets Euro death spiral
suicide rates soar deepening into despair'
haaretz..the post.. the times
blogs tribunes dailies all in a mad gab
headlong headline attention grabbing scramble
'Yugoslavia - Iraq - Egypt - Yemen - Iran - Syria - United States'
bilderberg building blocks New American Century post apocalyptic prophecy
'foreign mercenaries …national guard...DOD
homeland security to amass covert munitions stockpile
Americans on guard anxieties mounting surrounding
the stripping of amendments 1st if you swing to your left
2nd if you stand on the right
whispers of martial law circulate Anarchical reverberations
emanate from internet Alt culture epicenters
bottle necking global tensions'
'common feeling of deepening disappointment...
heightened expectations...
people expecting an explosive situation over the
next few weeks'
...riot police respond 'to preserve public order'
public roads barricaded to 'protect security of citizens'
'blatant act of censorship
western mainstream media staying away
from Myanmar massacres of Mohammedan Angels
further showing strong anti Muslim bias'
'Media blackout Burmese army
seeking coverage under propaganda blankets'
from the middle east throughout the western world
planet consciousness blurring lines between conspiracy/reality
conflicting global network narratives multiply violent scenarios daily
Victims in a world wide scramble
Government Banking Military
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poem by Gregory Allen Uhan
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Space
T-minus 60 seconds and counting
Arm light on
Switching command 2 internal
Switching command 2 internal
[missile..internal..]
Affirmative
Ready
Check
Affirmative
Affirmative
Space
I never been 1 2 hide my feelings
Baby, u blow my mind
I painted your face upon my ceiling
I stare at it all the time
I imagine myself inside your bedroom
Oh I imagine myself in your sky
(u) u are the reason theres bass in my boom
(oh u) u are the reason Im high
If u and I were just ten feet closer
Then Id make u understand
That everything I wanna do 2 your body, baby
I would do 2 your head
Then ud be hip 2 the deep rush
Deeper than the boom of the bass
With every other flick of the pink plush
The closer we get 2 the space (the closer we get 2 the space)
(the space)
(the space)
(the space)
Dont u want 2 go? (the space)
Where the souls go (the space)
Where the tears flow (the space)
Where the love grows
Do u want 2 go?
I never been 1 4 this thing obsession
But just keep your eye on my hips
The circles they may be my confession
Just say the word and Ill strip
Ive had dreams of us cuddling on the planet mars
Then when I wake up, Im all covered in sex
With eyes that fall somewhere between rubies and stars
Dont look at me baby or Ill flex
If u and I were just ten feet closer
Then Id make u understand
That everything I wanna do 2 your body, baby
I would do 2 your head
Then ud be hip 2 the deep rush
Deeper than the boom of the bass
With every other flick of the pink plush
[...] Read more
song performed by Prince
Added by Lucian Velea
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Canto the Second
I
Oh ye! who teach the ingenuous youth of nations,
Holland, France, England, Germany, or Spain,
I pray ye flog them upon all occasions,
It mends their morals, never mind the pain:
The best of mothers and of educations
In Juan's case were but employ'd in vain,
Since, in a way that's rather of the oddest, he
Became divested of his native modesty.
II
Had he but been placed at a public school,
In the third form, or even in the fourth,
His daily task had kept his fancy cool,
At least, had he been nurtured in the north;
Spain may prove an exception to the rule,
But then exceptions always prove its worth -—
A lad of sixteen causing a divorce
Puzzled his tutors very much, of course.
III
I can't say that it puzzles me at all,
If all things be consider'd: first, there was
His lady-mother, mathematical,
A—never mind; his tutor, an old ass;
A pretty woman (that's quite natural,
Or else the thing had hardly come to pass);
A husband rather old, not much in unity
With his young wife—a time, and opportunity.
IV
Well—well, the world must turn upon its axis,
And all mankind turn with it, heads or tails,
And live and die, make love and pay our taxes,
And as the veering wind shifts, shift our sails;
The king commands us, and the doctor quacks us,
The priest instructs, and so our life exhales,
A little breath, love, wine, ambition, fame,
Fighting, devotion, dust,—perhaps a name.
V
I said that Juan had been sent to Cadiz -—
A pretty town, I recollect it well -—
'T is there the mart of the colonial trade is
(Or was, before Peru learn'd to rebel),
And such sweet girls—I mean, such graceful ladies,
Their very walk would make your bosom swell;
I can't describe it, though so much it strike,
Nor liken it—I never saw the like:
[...] Read more
poem by Byron from Don Juan (1824)
Added by Veronica Serbanoiu
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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,
[...] Read more
poem by Robinson Jeffers
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You Wear It So Well
All of those things
Yeah, that you got to give
Yeah, you wear it so well
Hey, you wear it so well
All of those stories
Honey, that i know you could tell
Yeah, you wear it so well
And your face hides it so we can't tell
That you knew we would wear it so well
You wear it so well
Yeah darling, you wear it so well
(you wear it so well)
Yeah baby, you wear it so well
(you wear it so well)
Yeah now baby, you wear it so well
(you wear it so well)
Hey now darling now, yeah, you wear it so well
(you wear it so well)
All of those things
That make poets sing
You wear it so well
Yeah, you hide it so well
And all of those pain
That you used to tell
You hide it so well
Can't tell from your face that you knew it so well
Hey, now that you have such a story to tell
Yeah, you got style and grace and you wear it so well
You wear it so well
And you got, you got such a story to tell
Yeah, yeah, yeah, you wear it so well
Grace and style equals you so well
Yeah, yeah, yeah, you wear it so well, well, yeah, so well
Yeah, you wear it, wear it, wear it now, wear it now, baby
Yeah, now you wear it so well
And you got such a story to tell
(ooohhh, ooohhh, ooohhh)
(ooohhh, you wear it so well)
(you wear it so well)
(you wear it so well)
song performed by Lou Reed
Added by Lucian Velea
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The Odyssey: Book 11
Then, when we had got down to the sea shore we drew our ship into
the water and got her mast and sails into her; we also put the sheep
on board and took our places, weeping and in great distress of mind.
Circe, that great and cunning goddess, sent us a fair wind that blew
dead aft and stayed steadily with us keeping our sails all the time
well filled; so we did whatever wanted doing to the ship's gear and
let her go as the wind and helmsman headed her. All day long her sails
were full as she held her course over the sea, but when the sun went
down and darkness was over all the earth, we got into the deep
waters of the river Oceanus, where lie the land and city of the
Cimmerians who live enshrouded in mist and darkness which the rays
of the sun never pierce neither at his rising nor as he goes down
again out of the heavens, but the poor wretches live in one long
melancholy night. When we got there we beached the ship, took the
sheep out of her, and went along by the waters of Oceanus till we came
to the place of which Circe had told us.
"Here Perimedes and Eurylochus held the victims, while I drew my
sword and dug the trench a cubit each way. I made a drink-offering
to all the dead, first with honey and milk, then with wine, and
thirdly with water, and I sprinkled white barley meal over the
whole, praying earnestly to the poor feckless ghosts, and promising
them that when I got back to Ithaca I would sacrifice a barren
heifer for them, the best I had, and would load the pyre with good
things. I also particularly promised that Teiresias should have a
black sheep to himself, the best in all my flocks. When I had prayed
sufficiently to the dead, I cut the throats of the two sheep and let
the blood run into the trench, whereon the ghosts came trooping up
from Erebus- brides, young bachelors, old men worn out with toil,
maids who had been crossed in love, and brave men who had been
killed in battle, with their armour still smirched with blood; they
came from every quarter and flitted round the trench with a strange
kind of screaming sound that made me turn pale with fear. When I saw
them coming I told the men to be quick and flay the carcasses of the
two dead sheep and make burnt offerings of them, and at the same
time to repeat prayers to Hades and to Proserpine; but I sat where I
was with my sword drawn and would not let the poor feckless ghosts
come near the blood till Teiresias should have answered my questions.
"The first ghost 'that came was that of my comrade Elpenor, for he
had not yet been laid beneath the earth. We had left his body
unwaked and unburied in Circe's house, for we had had too much else to
do. I was very sorry for him, and cried when I saw him: 'Elpenor,'
said I, 'how did you come down here into this gloom and darkness?
You have here on foot quicker than I have with my ship.'
"'Sir,' he answered with a groan, 'it was all bad luck, and my own
unspeakable drunkenness. I was lying asleep on the top of Circe's
house, and never thought of coming down again by the great staircase
but fell right off the roof and broke my neck, so my soul down to
the house of Hades. And now I beseech you by all those whom you have
left behind you, though they are not here, by your wife, by the father
who brought you up when you were a child, and by Telemachus who is the
[...] Read more
poem by Homer, translated by Samuel Butler
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Henry And Emma. A Poem.
Upon the Model of The Nut-Brown Maid. To Cloe.
Thou, to whose eyes I bend, at whose command
(Though low my voice, though artless be my hand.
I take the sprightly reed, and sing and play,
Careless of what the censuring world may say;
Bright Cloe! object of my constant vow,
Wilt thou a while unbend thy serious brow?
Wilt thou with pleasure hear thy lover's strains,
And with one heavenly smile o'erpay his pains?
No longer shall the Nut-brown Maid be old,
Though since her youth three hundred years have roll'd:
At thy desire she shall again be raised,
And her reviving charms in lasting verse be praised.
No longer man of woman shall complain,
That he may love and not be loved again;
That we in vain the fickle sex pursue,
Who change the constant lover for the new.
Whatever has been writ, whatever said
Henceforth shall in my verse refuted stand,
Be said to winds, or writ upon the sand:
And while my notes to future times proclaim
Unconquer'd love and ever-during flame,
O, fairest of the sex, be thou my muse;
Deign on my work thy influence to diffuse:
Let me partake the blessings I rehearse,
And grant me love, the just reward of verse.
As beauty's potent queen with every grace
That once was Emma's has adorn'd thy face,
And as her son has to my bosom dealt
That constant flame which faithful Henry felt,
O let the story with thy life agree,
Let men once more the bright example see;
What Emma was to him be thou to me:
Nor send me by thy frown from her I love,
Distant and sad, a banish'd man to rove:
But, oh! with pity long entreated crown
My pains and hopes: and when thou say'st that one
Of all mankind thou lovest, oh! think on me alone.
Where beauteous Isis and her husband Thame
With mingled waves for ever flow the same,
In times of yore an ancient baron lived,
Great gifts bestowed, and great respect received.
When dreadful Edward, with successful care
Led his free Britons to the Gallic war,
[...] Read more
poem by Matthew Prior
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The Moat House
PART I
I
UNDER the shade of convent towers,
Where fast and vigil mark the hours,
From childhood into youth there grew
A maid as fresh as April dew,
And sweet as May's ideal flowers,
Brighter than dawn in wind-swept skies,
Like children's dreams most pure, unwise,
Yet with a slumbering soul-fire too,
That sometimes shone a moment through
Her wondrous unawakened eyes.
The nuns, who loved her coldly, meant
The twig should grow as it was bent;
That she, like them, should watch youth's bier,
Should watch her day-dreams disappear,
And go the loveless way they went.
The convent walls were high and grey;
How could Love hope to find a way
Into that citadel forlorn,
Where his dear name was put to scorn,
Or called a sinful thing to say?
Yet Love did come; what need to tell
Of flowers downcast, that sometimes fell
Across her feet when dreamily
She paced, with unused breviary,
Down paths made still with August's spell--
Of looks cast through the chapel grate,
Of letters helped by Love and Fate,
That to cold fingers did not come
But lay within a warmer home,
Upon her heart inviolate?
Somehow he loved her--she loved him:
Then filled her soul's cup to the brim,
And all her daily life grew bright
With such a flood of rosy light
As turned the altar candles dim.
[...] Read more
poem by Edith Nesbit
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Hold On Lynette The Horses Are Coming
Lynette was a beautiful baby
A true joy to her ma and pa
Free from oriningal sin she was
The whole family was in awe
She was loved loved loved
She was loved loved loved
One day she woke with fever
There was snow and wind and cold
The car was stuck at the end of the drive
To the doctor they could not go
She was loved loved loved
She was loved loved loved
Quick hook-up the team and the sleigh
By horse she'll surely make it
Hold on Lynette the horses are coming
Let's take some time to say how much we love you
She was loved loved loved
She was loved loved loved
Manes a flyin' tales a whippin'
The horse's plowed right through
Muscles a bulgin' and hides a sweating
Let's take some time to say how much we love you
She was loved loved loved
She was loved loved loved
Well by horse they surely made it
By horse they surely did
Just in time to tell them
There was nothing they could do for her
She was loved loved loved
She was loved loved loved
She was loved loved loved
She was loved loved loved
Well, for all those ma's and pa's out there
Who've lost their little ones
This songs not about a child dying
It's of a parent's love
One day on earth is just the same
as one year or fifty or a hundred
The only difference my friends
[...] Read more
poem by Atty Davis
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Song of Wink Star
The Song of Wink Star
a happy story for children of all ages
story and text © Raj Arumugam, June 2008
☼ ☼
☼ Preamble
Come…children all, children of all ages…sit close and listen…
Come and listen to this happy story of the stars and of life…
Come children of the universe, children of all nations and of all races, and of all climates and of all kinds of space and dimensions and universes…
Come, dearest children of all beings of the living universe, come and listen to The Song of Wink Star…
Come and listen to this story, this happy story…listen, as the story itself sings to you…
Sit close then, and listen to the story that was not made by any, or written by a poet, or fashioned by grandfathers and grandmothers warming themselves at the fire of burning stars…
O dearest children all, come and listen to the story that lives
of itself, and that glows bright and happy….
Come…children all, children of all ages, come and listen to this happy story, the story so natural and smooth as life, as it sings itself to you….
☼ The Song of Wink Star
a happy story for children of all ages
☼ 1
Night Child, always so light and gentle, slept on a flower.
And every night, before he went to sleep, he would look up at the sky.
He would look at the eastern corner, five o’clock.
And there he would see all the stars in near and distant galaxies that were only visible to the People of Star Eyes.
Night Child was one of the People of Star Eyes. And so he could see the stars. And of all the stars he could see, he loved to watch Wink Star.
Wink Star twinkled and winked and laughed.
Every night Wink Star did that. Winked and laughed.
[...] Read more
poem by Raj Arumugam
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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.
[...] Read more
poem by Conrad Potter Aiken
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