The Village Education
I love village education more than alphabet education
In my cerebrum, its higher than mountains
In my vein, its deeper than Oceans
It doesn’t requires literacy and numeracy skills
Only a grandma grandpa – storyteller to sit with
Seeds around the fire in evening in wet season on mates
Skins in dry season and narrates fairy stories, legends, fables, proverbs, songs, riddles, taboos, rituals and customs.
At night this oral literature pierces the mind with bitterness
As sixteen inch thorn pierces the foot.
At daytime it penetrates out of mind with sweetness
As honey touch the tongue.
In this oral literature, the thoughts and actions of animals are
My torch at daytime.
In this oral education, the thoughts and actions of elders are walking stick of my youth.
An ignorant child of village education is short-shorter to him self / herself shorter to myself.
An ignorant adult of his/ her culture is short- short
To himself/ herself, shorter to other
poem by David Aoloch Bion
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poem by Rwetewrt Erwtwer
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Silver
Nirvana- Silver
Mom and dad went to a show
They dropped me off at Grandpa Joe's
I kicked and screamed, said please don't go
Grandma take me home
Grandma take me home
Grandma take me home
Grandma take me home
Grandma take me home
Grandma take me home
Grandma take me home
Grandma take me home
Had to eat my dinner there
Mashed potatoes and stuff like that
I couldn't chew my meats too good
Grandma take me home
Grandma take me home
Grandma take me home
Grandma take me home
Grandma take me home
Grandma take me home
Grandma take me home
Grandma take me home
She said, well, don't you start your crying
Go outside and ride your bike
That's what I did, I killed my toe
Grandma take me home
Grandma take me home
Grandma take me home
Grandma take me home
Grandma take me home
Grandma take me home
Grandma take me home
Grandma take me home
After dinner, I had ice cream
I fell asleep and watched TV
I woke up in my mother's arms
Grandma take me home
Grandma take me home
Grandma take me home
Grandma take me home
Grandma take me home
Grandma take me home
Grandma take me home
Grandma take me home
Grandma take me home
Grandma take me home
Grandma take me home
Grandma take me home
Grandma take me home
[...] Read more
song performed by Nirvana
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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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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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poem by Henry Wadsworth Longfellow
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The Pillage Hangman - Parody LONGFELLOW - The Village Blacksmith
Under a spreading chestnut tree
The village smithy stands;
The Smith, a mighty man is he,
With large and sinewy hands;
And the muscles of his brawny arms
Are strong as iron bands.
His hair is crisp, and black, and long,
His face is like the tan;
His brow is wet with honest sweat,
He earns whate'er he can
And looks the whole world in the face
For he owes not any man.
Week in, week out, from morn till night,
You can hear his bellows blow;
You can hear him swing his heavy sledge,
With measured beat and slow,
Like a sexton ringing the village bell,
When the evening sun is low.
And children coming home from school
Look in at the open door;
They love to see the flaming furge,
And hear the bellows roar,
And catch the burning sparks that fly
Like chaff from a threshing floor.
He goes on Sunday to the church
and sits among his boys;
He hears the parson pray and preach.
He hears his daughter's voice
singing in the village choir,
And it makes his heart rejoice.
It sounds to him like her mother's voice,
Singing in Paradise!
He needs must think of her once more,
How in the grave she lies;
And with his hard, rough hand he wipes
A tear out of his eyes.
Toiling, -rejoicing, -sorrowing,
Onward through life he goes;
Each morning sees some task begin,
Each evening sees it close;
Something attempted, something done,
Has earned a night's repose.
Thanks, thanks to thee, my worthy friend
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poem by Jonathan Robin
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I Wanna Take You Higher Again
Beat is getting stronger, feel it getting stronger
Sound is getting longer, too
Music is a thought to me
I want to, I want to..
I wanna take you higher (take you higher)
I wanna take you higher (take you higher)
Baby, baby, baby, light my fire (light my fire)
I wanna take you higher (take you higher)
Whoo!
Beat is nitty gritty, feel it nitty gritty
Sound is in your city, too
Musics been a thought to me
Dont you, dont you, dont, dont
Dont you wanna get higher (take you higher)
Dont you wanna get higher (take you higher)
Baby, baby, baby, light my fire (light my fire)
I wanna take you higher (take you higher)
Boom shaka-laka-laka! boom shaka-laka-laka!
Boom shaka-laka-laka!
(beat is nitty gritty...)
(I m gonna take you high...)
Beat is there, Im with you
Beating there to lose you
Sound is there to help you groove
Musics been a thought to me
Everybody, take your places
Im gonna take you higher (take you higher)
I wanna take you higher (take you higher)
Baby, baby, baby, light my fire (light my fire)
I wanna take you higher (take you higher)
Higher, higher, higher, hhmmm -
I wanna take you (take you higher)
I wanna take you higher (take you higher)
Baby, baby, baby, light my fire (light my fire)
Im gonna take you higher (take you higher)
Dont you wanna get higher (take you higher)
(take you higher)
Im gonna take you high (higher)
Im gonna take you high (take you higher)
Baby, baby, baby - baby, baby, baby (take you higher)
Baby, baby, baby, light my fire (take you higher)
Higher (take you higher)
(take you higher)
Baby, baby, baby - baby, baby, baby (take you higher)
Baby, baby, baby, light my fire (take you higher)
Higher (take you higher)
(take you higher)
Im gonna take you (take you higher)
Im gonna take you (take you higher)
Im gonna take, gonna take, gonna take you higher (light my fire)
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song performed by Duran Duran
Added by Lucian Velea
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Book VI - Part 02 - Great Meteorological Phenomena, Etc
And so in first place, then
With thunder are shaken the blue deeps of heaven,
Because the ethereal clouds, scudding aloft,
Together clash, what time 'gainst one another
The winds are battling. For never a sound there come
From out the serene regions of the sky;
But wheresoever in a host more dense
The clouds foregather, thence more often comes
A crash with mighty rumbling. And, again,
Clouds cannot be of so condensed a frame
As stones and timbers, nor again so fine
As mists and flying smoke; for then perforce
They'd either fall, borne down by their brute weight,
Like stones, or, like the smoke, they'd powerless be
To keep their mass, or to retain within
Frore snows and storms of hail. And they give forth
O'er skiey levels of the spreading world
A sound on high, as linen-awning, stretched
O'er mighty theatres, gives forth at times
A cracking roar, when much 'tis beaten about
Betwixt the poles and cross-beams. Sometimes, too,
Asunder rent by wanton gusts, it raves
And imitates the tearing sound of sheets
Of paper- even this kind of noise thou mayst
In thunder hear- or sound as when winds whirl
With lashings and do buffet about in air
A hanging cloth and flying paper-sheets.
For sometimes, too, it chances that the clouds
Cannot together crash head-on, but rather
Move side-wise and with motions contrary
Graze each the other's body without speed,
From whence that dry sound grateth on our ears,
So long drawn-out, until the clouds have passed
From out their close positions.
And, again,
In following wise all things seem oft to quake
At shock of heavy thunder, and mightiest walls
Of the wide reaches of the upper world
There on the instant to have sprung apart,
Riven asunder, what time a gathered blast
Of the fierce hurricane hath all at once
Twisted its way into a mass of clouds,
And, there enclosed, ever more and more
Compelleth by its spinning whirl the cloud
To grow all hollow with a thickened crust
Surrounding; for thereafter, when the force
And the keen onset of the wind have weakened
That crust, lo, then the cloud, to-split in twain,
Gives forth a hideous crash with bang and boom.
No marvel this; since oft a bladder small,
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poem by Lucretius
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Synergy of Love
'Were you honed from poetry? '
I asked your saddened smile.
For it seems to tell a longing tale -
One of words in oratory
That speaks in languid metaphors
From lips of mind in deep despair
And solitude from inner wars
That over time has rendered life so frail.
'Were you carved from doleful prose? '
I sought to ask your gaze,
For a pain lies deep within your eyes -
One of barren territory
Where no fair heart could ever drift
And hope to venture back content
With grateful memories in a gift -
A land of your affectional demise.
'Do I hear a mournful hum? '
I wondered of your cry,
For it sings a song of deep lament -
One of quiet soliloquy
Recited on deserted strands
To waves that have no sense of song
And only wish to fight the sands -
A chant that cites emotional descent.
Do you know your face portrays
The colours of your soul?
It tells me at a single glance
Of how you burned your furnace whole
To stay the fire in our romance.
And see the prismic hues they bore!
I cherished all I ever saw:
Mauve of mystic; browns of rustic;
Reddened tones to match your blush;
Marine of passion, spending out your being,
Leaving you for ashen embers, fleeing
The dying light in hush of night.
And how you lay there empty.
So let me help re-grow the flowers
Once erect in fiery showers!
For now I've seen what love can do
When torn asunder - oh my catastrophic blunder!
But we must realise -
Our flaming want is meant to be!
We are the ocean and the sea;
[...] Read more
poem by Mark R Slaughter
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Alphabet Lost And Found
On this fateful day, in the history of whenever,
An epidemic of missing letters has swept the land.
Whatever the cause, for the sake of future generations,
In the limited time we have been permitted, these stories must be told.
There was an apple that lost his 'a'
There was a zebra that lost his 'z'
There was a chauffeur that left his 'auffer' on the dashboard
Of the car that lost its 'r'
Well, the car had lost its 'r' in a pothole
On a street that lost its 'e'
When the garbage collector with a missing 'ector' swept it up
With a broom that lost its 'oom'
Where they gonna go without their letters?
How could they survive without their letters?
Where they gonna go to find their letters?
They gonna have to get together-
At the alphabet lost and found (alphabet lost and found)
At the alphabet lost and found (alphabet lost and found)
There was a school that lost its 'cool'
when they tired to ring the bell that had no 'l'
With all the letters gone, the spelling bee was canceled
Science teachers had their hands full
English classes could not be complete
Where they gonna go without their letters?
How could they survive without their letters?
Where they gonna go to find their letters?
They gonna have to get together
Where they gonna go without their letters?
How could they survive without their letters?
Where they gonna go to find their letters?
They gonna have to get together
Crowds of people, animals, and incomplete words have been seen at a previously unknown place to be referred to as-
The alphabet lost and found (alphabet lost and found)
At the alphabet lost and found (alphabet lost and found)
At the alphabet lost and found (alphabet lost and found) (how could they survive without their letters)
At the alphabet lost and found (alphabet and lost found) (they gonna have to get together)
At the alphabet lost and found (alphabet and lost found) (they gonna have to get together)
At the alphabet lost and found (alphabet and lost found) (they gonna have to get together)
song performed by They Might Be Giants
Added by Lucian Velea
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Forsaking My Love
I hate you
I wish to tear you away from me
This tumor that clings to my chest
The thing that makes me ache
That haunts my dreams
And tears at my desires
You have brought me only pain
My untamed heart
That beast that gnaws at my soul
That pitifully whines
Bringing my mind into unwanted pain
Yet how can I blame you
How can I chastise you when I listen intently to your pleas
Why should I punish you for what my eyes feed upon
How can I blame my eyes for falling upon her
She who brings light to the eternal darkness of my soul
She whose eyes bring me to subjection
Whose smile leaves me in awe
How can I blame you when my ears are met with her laughter
How they submerge into her song
How they quiver at her voice
Why should I punish you for inclining my soul
Tempting it with the one sense that has been forsaken by her
How could I look over the thought of the brushing of lips
The touching of hands
The binding of the soul, mind, and body
O you wretched heart
What am I to do with this constant companion
How could I tear you away
When she is the cause of my agony
Or rather
It is the lack of her which brings me sorrow
It is the need for her that leaves my heart in pain
Yet she is not mine
She was never mine
She will never be mine
O my poor heart
How can I make you see reason
When all you do is show me the truth
love love love love love love love
love love love love love love love
love love love love love love love
love love love love love love love
love love love love love love love
love love love love love love love
love love love love love love love
love love love love love love love
[...] Read more
poem by Michael Silver
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Fire Ferocious
Fire! Fire! Ferocious fire!
You restless wall of flame.
Fire! Fire! Roaring higher!
Your fury to never tame.
You show no mercy – no regard:
A writhing army uncontrolled.
At least you don’t discriminate,
Selecting to exterminate:
All dealt with equal pain untold.
Fire! Fire! Ferocious fire!
You restless wall of flame.
Fire! Fire! Roaring higher!
Your fury to never tame.
In time of drought you run amok –
An open chimney of the land.
Prefer to scorch than suffocate:
In blinding zeal, incinerate
To blackened vista now unmanned.
Fire! Fire! Ferocious fire!
You restless wall of flame.
Fire! Fire! Roaring higher!
Your fury to never tame.
Destruction be your only goal
For you to vent your jealous wrath
On gentle life with caring soul
And human victims to console:
As you are none, but psychopath.
Fire! Fire! Ferocious fire!
You restless wall of flame.
Fire! Fire! Roaring higher!
Your fury to never tame.
So there it is – you are but flame:
Reacting gases to adorn –
With orange flicks of flailing arms,
You’re flaunting your demonic charms!
Now leave us for bereaved to mourn.
Fire! Fire! Ferocious fire!
You restless wall of flame.
Fire! Fire! Roaring higher!
Your fury to never tame.
So many lives to claim.
[...] Read more
poem by Mark R Slaughter
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Through the eyes of a Field Coronet (Epic)
Introduction
In the kaki coloured tent in Umbilo he writes
his life’s story while women, children and babies are dying,
slowly but surely are obliterated, he see how his nation is suffering
while the events are notched into his mind.
Lying even heavier on him is the treason
of some other Afrikaners who for own gain
have delivered him, to imprisonment in this place of hatred
and thoughts go through him to write a book.
Prologue
The Afrikaner nation sprouted
from Dutchmen,
who fought decades without defeat
against the super power Spain
mixed with French Huguenots
who left their homes and belongings,
with the revocation of the Edict of Nantes.
Associate this then with the fact
that these people fought formidable
for seven generations
against every onslaught that they got
from savages en wild animals
becoming marksmen, riding
and taming wild horses
with one bullet per day
to hunt a wild antelope,
who migrated right across the country
over hills in mass protest
and then you have
the most formidable adversary
and then let them fight
in a natural wilderness
where the hunter,
the sniper and horseman excels
and any enemy is at a lost.
Let them then also be patriotic
into their souls,
believe in and read
out of the word of God
[...] Read more
poem by Gert Strydom
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Inside My Head
This song will discuss four main parts of the brain, the cerebrum, the
cerebellum, the limbic system and the brain stem and one individual's use or
misuse of these parts.
Verse 1:
Inside my head, or inside my brain,
is that part of me which keeps me sane,
which helps me discern between right and wrong,
and other things I'm gonna talk about in this song,
It's time for the people to know, so now I tell 'em,
what goes in my cerebrum and my cerebellum,
the though process that helps me get dressed,
get up and go to school, sit down and take a test,
it helps me determine if a girl is fine,
and the steps necessary to make her mine,
it tells me if something is cold or hot,
and I don't mess it up with crack, coke, or pot,
it helps my hearing, taste, touch and sight,
and smell so that I can tell that everything's alright,
it tells me when to get up and when to go to bed,
this is some of what goes on inside my head,
inside my head, I wonder what might happen,
if the day came and I stopped rappin',
would I still have friends or be all alone,
do they like me for me or for the microphone,
and also, when I go on a date,
to a fancy resteraunt, a hundred dollars a plate,
and people stare, is it because they recognize me,
or are they knee-jerk reacting to what they see,
I'm sorry, let me make it somewhat clear,
do they look with joy or do they look with fear,
do they think 'oh wow, Young MC is near',
or do they think, 'yo, get that nigga out of here',
I don't know, it's an unfortuante case,
that I can't read your mind when I see your face,
but on the other hand, you can't read mine,
so I guess that the status quo's just fine,
for instance, say I'm in a tall building,
looking out the window, what if I illed and,
jumped out, would it really matter to some,
and if they had my funeral, just who would come,
would they cry for me after I was gone,
well don't worry, that's not how I'm gonna move on,
cause I wanna go to heaven after I am dead,
but this is what I goes on inside my head
Chours 2: (spoken)
the cerebrum is the part of the brain which is responsible for thinking,
reasoning, problem solving, and initiating resposes to external stimuli. It
is comprised of four lobes: the frontal, which is concerned with speach and
voluntary muscle activity, the partietal, which is concerned with the
interpetation of sensory stimuli, the temporal, which is concerned with
[...] Read more
song performed by Young MC
Added by Lucian Velea
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Venus and Adonis
Even as the sun with purple-colour'd face
Had ta'en his last leave of the weeping morn,
Rose-cheek'd Adonis tried him to the chase;
Hunting he lov'd, but love he laugh'd to scorn;
Sick-thoughted Venus makes amain unto him,
And like a bold-fac'd suitor 'gins to woo him.
'Thrice fairer than myself,' thus she began,
'The field's chief flower, sweet above compare,
Stain to all nymphs, more lovely than a man,
More white and red than doves or roses are;
Nature that made thee, with herself at strife,
Saith that the world hath ending with thy life.
'Vouchsafe, thou wonder, to alight thy steed,
And rein his proud head to the saddle-bow;
If thou wilt deign this favour, for thy meed
A thousand honey secrets shalt thou know:
Here come and sit, where never serpent hisses;
And being set, I'll smother thee with kisses:
'And yet not cloy thy lips with loath'd satiety,
But rather famish them amid their plenty,
Making them red and pale with fresh variety;
Ten kisses short as one, one long as twenty:
A summer's day will seem an hour but short,
Being wasted in such time-beguiling sport.'
With this she seizeth on his sweating palm,
The precedent of pith and livelihood,
And, trembling in her passion, calls it balm,
Earth's sovereign salve to do a goddess good:
Being so enrag'd, desire doth lend her force
Courageously to pluck him from his horse.
Over one arm the lusty courser's rein
Under her other was the tender boy,
Who blush'd and pouted in a dull disdain,
With leaden appetite, unapt to toy;
She red and hot as coals of glowing fire
He red for shame, but frosty in desire.
The studded bridle on a ragged bough
Nimbly she fastens;--O! how quick is love:--
The steed is stalled up, and even now
To tie the rider she begins to prove:
Backward she push'd him, as she would be thrust,
And govern'd him in strength, though not in lust.
So soon was she along, as he was down,
Each leaning on their elbows and their hips:
Now doth she stroke his cheek, now doth he frown,
And 'gins to chide, but soon she stops his lips;
And kissing speaks, with lustful language broken,
'If thou wilt chide, thy lips shall never open.'
He burns with bashful shame; she with her tears
Doth quench the maiden burning of his cheeks;
[...] Read more
poem by William Shakespeare (1593)
Added by Dan Costinaş
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Venus and Adonis
'Vilia miretur vulgus; mihi flavus Apollo
Pocula Castalia plena ministret aqua.'
To the right honorable Henry Wriothesly, Earl of Southampton, and Baron of Tichfield.
Right honorable.
I know not how I shall offend in dedicating my unpolished lines to your lordship, nor how the world will censure me for choosing so strong a prop to support so weak a burden only, if your honour seem but pleased, I account myself highly praised, and vow to take advantage of all idle hours, till I have honoured you with some graver labour. But if the first heir of my invention prove deformed, I shall be sorry it had so noble a god-father, and never after ear so barren a land, for fear it yield me still so bad a harvest. I leave it to your honourable survey, and your honour to your heart's content; which I wish may always answer your own wish and the world's hopeful expectation.
Your honour's in all duty.
Even as the sun with purple-colour'd face
Had ta'en his last leave of the weeping morn,
Rose-cheek'd Adonis hied him to the chase;
Hunting he loved, but love he laugh'd to scorn;
Sick-thoughted Venus makes amain unto him,
And like a bold-faced suitor 'gins to woo him.
'Thrice-fairer than myself,' thus she began,
'The field's chief flower, sweet above compare,
Stain to all nymphs, more lovely than a man,
More white and red than doves or roses are;
Nature that made thee, with herself at strife,
Saith that the world hath ending with thy life.
'Vouchsafe, thou wonder, to alight thy steed,
And rein his proud head to the saddle-bow;
If thou wilt deign this favour, for thy meed
A thousand honey secrets shalt thou know:
Here come and sit, where never serpent hisses,
And being set, I'll smother thee with kisses;
'And yet not cloy thy lips with loathed satiety,
But rather famish them amid their plenty,
Making them red and pale with fresh variety,
Ten kisses short as one, one long as twenty:
A summer's day will seem an hour but short,
Being wasted in such time-beguiling sport.'
With this she seizeth on his sweating palm,
The precedent of pith and livelihood,
And trembling in her passion, calls it balm,
Earth's sovereign salve to do a goddess good:
Being so enraged, desire doth lend her force
Courageously to pluck him from his horse.
Over one arm the lusty courser's rein,
Under her other was the tender boy,
Who blush'd and pouted in a dull disdain,
With leaden appetite, unapt to toy;
She red and hot as coals of glowing fire,
He red for shame, but frosty in desire.
The studded bridle on a ragged bough
Nimbly she fastens:--O, how quick is love!--
The steed is stalled up, and even now
To tie the rider she begins to prove:
[...] Read more
poem by William Shakespeare
Added by Veronica Serbanoiu
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It's a Feeling Deeper
There is a certain meaning to it.
For people who are born to do this.
It's not on the surface to depict.
With an easy category to assign to it.
It's a feeling deeper.
There is a certain meaning to it.
For people who are born to do this.
It's just not what it appears to exist.
This 'thing' is deeper.
Below a surface reached for 'it'.
It's a feeling deeper.
That's deep.
Deeper,
And from below a surface that must be exposed.
This 'thing' gets deeper,
And those knowing it want it shown not kept unknown.
It's a feeling deeper that's deep.
Deeper that's deep.
It's a feeling deeper.
It's not on the surface to depict.
With an easy category to assign to it.
It's a feeling deeper that's deep.
Deeper that's deep.
It's just not what it appears to exist.
This 'thing' is deeper.
Below a surface reached for 'it'.
It's a feeling deeper that's deep.
Deeper that's deep.
It's a feeling deeper.
That's deep.
Deeper that's deep.
Deeper.
Deeper.
It's a feeling deeper.
That's deep.
Deeper that's deep.
Much deeper.
How can anyone connect it.
Deeper.
How can anyone connect it.
Deeper!
[...] Read more
poem by Lawrence S. Pertillar
Added by Poetry Lover
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The Four Seasons : Winter
See, Winter comes, to rule the varied year,
Sullen and sad, with all his rising train;
Vapours, and clouds, and storms. Be these my theme,
These! that exalt the soul to solemn thought,
And heavenly musing. Welcome, kindred glooms,
Congenial horrors, hail! with frequent foot,
Pleased have I, in my cheerful morn of life,
When nursed by careless Solitude I lived,
And sung of Nature with unceasing joy,
Pleased have I wander'd through your rough domain;
Trod the pure virgin-snows, myself as pure;
Heard the winds roar, and the big torrent burst;
Or seen the deep-fermenting tempest brew'd,
In the grim evening sky. Thus pass'd the time,
Till through the lucid chambers of the south
Look'd out the joyous Spring, look'd out, and smiled.
To thee, the patron of her first essay,
The Muse, O Wilmington! renews her song.
Since has she rounded the revolving year:
Skimm'd the gay Spring; on eagle-pinions borne,
Attempted through the Summer-blaze to rise;
Then swept o'er Autumn with the shadowy gale;
And now among the wintry clouds again,
Roll'd in the doubling storm, she tries to soar;
To swell her note with all the rushing winds;
To suit her sounding cadence to the floods;
As is her theme, her numbers wildly great:
Thrice happy could she fill thy judging ear
With bold description, and with manly thought.
Nor art thou skill'd in awful schemes alone,
And how to make a mighty people thrive;
But equal goodness, sound integrity,
A firm, unshaken, uncorrupted soul,
Amid a sliding age, and burning strong,
Not vainly blazing for thy country's weal,
A steady spirit regularly free;
These, each exalting each, the statesman light
Into the patriot; these, the public hope
And eye to thee converting, bid the Muse
Record what envy dares not flattery call.
Now when the cheerless empire of the sky
To Capricorn the Centaur Archer yields,
And fierce Aquarius stains the inverted year;
Hung o'er the farthest verge of Heaven, the sun
Scarce spreads through ether the dejected day.
Faint are his gleams, and ineffectual shoot
His struggling rays, in horizontal lines,
Through the thick air; as clothed in cloudy storm,
Weak, wan, and broad, he skirts the southern sky;
And, soon-descending, to the long dark night,
[...] Read more
poem by James Thomson
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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;
[...] Read more
poem by Percy Bysshe Shelley
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Deeper
I cant even look at this skin tonight
Knowing that our time here is on a while
Hold me in your arms and breathe me through
Like I know that you can only do
In your horizon, no, nothing truly dies
Never tremble with fear
Youre just married to the sun
And every second only makes it deeper
Flower pushes through the dune (? ) and blooms
It doesnt have the faintest(? ) that it is due
A virginity is making loss an open wound
In your horizon, no, nothing truly dies
Never tremble with fear
Youre just married to the sun
And every second only makes it deeper
Deeper, deeper, deeper, deeper
I was alone in my room
And all I can hear
And all I can hear
Was the sound of my heart beating away
But I will follow you
Deep into the light
Beyond the death of love
Love
In your horizon, no, you will be together
Faith(? ) from this hell
Ill be married to the sun
And every second
Will only make it deeper
Deeper, deeper, deeper, deeper
Deeper, deeper
Deeper, deeper
There is a light
Deeper, light
Its deeper than the difference of light
Deeper, light
There is a light
Deeper, light
Its deeper than (..) light
Deeper, light
And I will follow you
Deeper than the death of love
Deeper than the (..) seen(? ) to the light
Its deeper than this flesh and blood
I will follow you
I will follow you
Deeper
song performed by Live
Added by Lucian Velea
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The Four Seasons : Autumn
Crown'd with the sickle and the wheaten sheaf,
While Autumn, nodding o'er the yellow plain,
Comes jovial on; the Doric reed once more,
Well pleased, I tune. Whate'er the wintry frost
Nitrous prepared; the various blossom'd Spring
Put in white promise forth; and Summer-suns
Concocted strong, rush boundless now to view,
Full, perfect all, and swell my glorious theme.
Onslow! the Muse, ambitious of thy name,
To grace, inspire, and dignify her song,
Would from the public voice thy gentle ear
A while engage. Thy noble cares she knows,
The patriot virtues that distend thy thought,
Spread on thy front, and in thy bosom glow;
While listening senates hang upon thy tongue,
Devolving through the maze of eloquence
A roll of periods, sweeter than her song.
But she too pants for public virtue, she,
Though weak of power, yet strong in ardent will,
Whene'er her country rushes on her heart,
Assumes a bolder note, and fondly tries
To mix the patriot's with the poet's flame.
When the bright Virgin gives the beauteous days,
And Libra weighs in equal scales the year;
From Heaven's high cope the fierce effulgence shook
Of parting Summer, a serener blue,
With golden light enliven'd, wide invests
The happy world. Attemper'd suns arise,
Sweet-beam'd, and shedding oft through lucid clouds
A pleasing calm; while broad, and brown, below
Extensive harvests hang the heavy head.
Rich, silent, deep, they stand; for not a gale
Rolls its light billows o'er the bending plain:
A calm of plenty! till the ruffled air
Falls from its poise, and gives the breeze to blow.
Rent is the fleecy mantle of the sky;
The clouds fly different; and the sudden sun
By fits effulgent gilds the illumined field,
And black by fits the shadows sweep along.
A gaily chequer'd heart-expanding view,
Far as the circling eye can shoot around,
Unbounded tossing in a flood of corn.
These are thy blessings, Industry! rough power!
Whom labour still attends, and sweat, and pain;
Yet the kind source of every gentle art,
And all the soft civility of life:
Raiser of human kind! by Nature cast,
Naked, and helpless, out amid the woods
And wilds, to rude inclement elements;
With various seeds of art deep in the mind
[...] Read more
poem by James Thomson
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