Hope in the Lord
Fetters of discomfort may seem to settle
Fanning the embers of unease in us
That no exit is there, like in a sealed bottle
But, recall you: our Comforter is in us!
Wounds of poverty may seem incurable
Disrupting the veins of peace in our lives
That no bliss will in our hearts rumble
But, remember you: the Prince of Peace in us lives!
Blizzards of misfortune may seem eternal
Fluffing the ways of our potential bright day
That no grace on us will fall, these vibes are final
But, cheer you up: our Redeemer is the way!
poem by Stain Katuli (2012)
Added by anonym
Comment! | Vote! | Copy!
Related quotes
The Impact Of Poverty On Education
THE IMPACT OF POVERTY ON EDUCATION.
INTRODUCTION
There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.
Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.
Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’
METHODOLOGY
The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.
RESULTS
Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.
Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.
We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .
In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.
In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.
Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.
Negative impacts of poverty on education
Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.
Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.
Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.
This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.
It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.
As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.
In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .
In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.
In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.
[...] Read more
poem by Innocent Masina Nkhonyo
Added by Poetry Lover
Comment! | Vote! | Copy!
Settle Down
Album: Eternal (2001)
[Chorus]
Do you think you're ready
To settle down, settle down babe
Do you think you're ready
To settle down with me babe
Do you think you're ready
To settle down, settle down with me babe
Settle down with me, babe
Settle down
Would you like a house on the hill
Overlooking the ocean side
Tell me, would you like that baby
Or how about a high-rise apartment
In Manhattan on the east side
If that's what you need
I'm here to please
Won't you settle down with me, baby
[Chorus]
We could take a jet plane all the way to Spain
Just to buy you a wedding ring
Tell me, would you like that baby
Oh, talk to me girl
We could get married on Christmas day
On the shores of Montego Bay
If that's what you need
I'm here to please
Won't you settle down with me
If you're ready
Only if you're ready
To settle down, settle down babe
Tell me if you're ready, ready yeah
To settle down with me babe
Do you think you're ready
To settle down, settle down with me babe
Settle down, settle down
Settle down
I'm not trying to buy your love
Money ain't in it
You can't put a rpice on love
Tell me if I'm worthy of
Worthy of you're hand
Girl let's start making plans
You're shining like a star above
You're the light of my life
Oh girl, be my wife
Settle down baby
Oh but first
Do you think you're ready
To settle down, settle down babe
[...] Read more
song performed by Isley Brothers
Added by Lucian Velea
Comment! | Vote! | Copy!
Burning Embers
Fly through the glass of a window pane
fall through the sky feeling the rain
Walk on broken glass your tell-tale heart
Look through the bars of a dirty jail cell
soar to heaven dive to hell
Listen to your tell-tale heart
Setting fires in the ghost twilight
we see you dress we bolt with fright
You see an apparition disappear
Jump to the table, jump up the stairs
stand on the rooftop, looking out through the air
Walk on broken glass your tell-tale heart
Lenore, am I dreaming
How can death keep us apart, mmmm..
Lenore, I see you burning
And I'd walk on burning embers
walk on burning embers
Walk on burning embers your tell-tale heart
Walk on burning embers
walk on burning embers
Walk on burning embers your tell-tale heart
Walk on burning embers
walk on burning embers
Walk on burning embers your tell-tale heart
Heart
heart
Heart
heart
Walk on burning embers
walk on burning embers
Walk on burning embers your tell-tale heart
your tell-tale heart
Walk on burning embers
walk on burning embers
Walk on burning embers your tell-tale heart
Walk on burning embers
walk on burning embers
Walk on burning embers your tell-tale heart
Walk on burning embers
walk on burning embers
Walk on burning embers your tell-tale heart
song performed by Lou Reed
Added by Lucian Velea
Comment! | Vote! | Copy!
Pearl
Pearl of delight that a prince doth please
To grace in gold enclosed so clear,
I vow that from over orient seas
Never proved I any in price her peer.
So round, so radiant ranged by these,
So fine, so smooth did her sides appear
That ever in judging gems that please
Her only alone I deemed as dear.
Alas! I lost her in garden near:
Through grass to the ground from me it shot;
I pine now oppressed by love-wound drear
For that pearl, mine own, without a spot.
2
Since in that spot it sped from me,
I have looked and longed for that precious thing
That me once was wont from woe to free,
To uplift my lot and healing bring,
But my heart doth hurt now cruelly,
My breast with burning torment sting.
Yet in secret hour came soft to me
The sweetest song I e'er heard sing;
Yea, many a thought in mind did spring
To think that her radiance in clay should rot.
O mould! Thou marrest a lovely thing,
My pearl, mine own, without a spot.
3
In that spot must needs be spices spread
Where away such wealth to waste hath run;
Blossoms pale and blue and red
There shimmer shining in the sun;
No flower nor fruit their hue may shed
Where it down into darkling earth was done,
For all grass must grow from grains that are dead,
No wheat would else to barn be won.
From good all good is ever begun,
And fail so fair a seed could not,
So that sprang and sprouted spices none
From that precious pearl without a spot.
4
That spot whereof I speak I found
When I entered in that garden green,
As August's season high came round
When corn is cut with sickles keen.
There, where that pearl rolled down, a mound
With herbs was shadowed fair and sheen,
With gillyflower, ginger, and gromwell crowned,
And peonies powdered all between.
[...] Read more
poem by Anonymous Olde English
Added by Poetry Lover
Comment! | Vote! | Copy!
The Marriage Of Geraint
The brave Geraint, a knight of Arthur's court,
A tributary prince of Devon, one
Of that great Order of the Table Round,
Had married Enid, Yniol's only child,
And loved her, as he loved the light of Heaven.
And as the light of Heaven varies, now
At sunrise, now at sunset, now by night
With moon and trembling stars, so loved Geraint
To make her beauty vary day by day,
In crimsons and in purples and in gems.
And Enid, but to please her husband's eye,
Who first had found and loved her in a state
Of broken fortunes, daily fronted him
In some fresh splendour; and the Queen herself,
Grateful to Prince Geraint for service done,
Loved her, and often with her own white hands
Arrayed and decked her, as the loveliest,
Next after her own self, in all the court.
And Enid loved the Queen, and with true heart
Adored her, as the stateliest and the best
And loveliest of all women upon earth.
And seeing them so tender and so close,
Long in their common love rejoiced Geraint.
But when a rumour rose about the Queen,
Touching her guilty love for Lancelot,
Though yet there lived no proof, nor yet was heard
The world's loud whisper breaking into storm,
Not less Geraint believed it; and there fell
A horror on him, lest his gentle wife,
Through that great tenderness for Guinevere,
Had suffered, or should suffer any taint
In nature: wherefore going to the King,
He made this pretext, that his princedom lay
Close on the borders of a territory,
Wherein were bandit earls, and caitiff knights,
Assassins, and all flyers from the hand
Of Justice, and whatever loathes a law:
And therefore, till the King himself should please
To cleanse this common sewer of all his realm,
He craved a fair permission to depart,
And there defend his marches; and the King
Mused for a little on his plea, but, last,
Allowing it, the Prince and Enid rode,
And fifty knights rode with them, to the shores
Of Severn, and they past to their own land;
Where, thinking, that if ever yet was wife
True to her lord, mine shall be so to me,
He compassed her with sweet observances
And worship, never leaving her, and grew
Forgetful of his promise to the King,
[...] Read more
poem by Alfred Lord Tennyson
Added by Poetry Lover
Comment! | Vote! | Copy!
I remember, I remember - Past and Present after Thomas Hood and William Wordsworth - Lucy
I remember, I remember
the house where I was born
before foreclosure took away
the homestead I had sworn
in good faith, all attest 'tis true,
to leave grandchildren three: -
times change, leave little rest, I rue
that difference to me!
It seems so very long ago
the liberating Yanks
found welcome everywhere they'd go -
though some were pita swanks,
but since the Shah announced 'I ran'
our bearings all at sea
became - time reeled again would ban
all difference for me!
I remember, I remember
the sun porch, now in pawn,
proud flag a flying red, white, blue,
which now hangs so forlorn
Sun, moon spun round each priceless day,
or so I seemed to see,
four bucks a gallon gas I pay -
what difference to me!
My mind thought then nostalgic ease
eternally could last,
all my desires, priorities
seemed sated very fast,
The fever on my brow shoots higher
now Sheiks of Araby,
up ante for crude imports, tire -
what difference to me!
I remember, I remember
before Alaskan oil
had spilled upon once pristine shore,
polluting fauna, soil.
With climate change I'm feeling sore,
note each commodity
continues rising more and more -
what difference to me!
Back then I'd travel aimlessly,
cared not I ran Iraq,
from dawn till dark, from sea to sea
could, rising with the lark,
ignore the cost of gasoline
[...] Read more
poem by Jonathan Robin
Added by Poetry Lover
Comment! | Vote! | Copy!
Settle Down My Boy
Settle down, an eat your peas and gravy, my boy
Settle down, settle down my boy settle down
Stop wasting all your time with running around the town
Settle down, settle down my boy settle down
Knuckle down and find a job and take some responsibility
Settle down, settle down my boy settle down
The futures something you should be thinking about
Settle down, settle down my boy settle down
Look around for a wife to start a family, my boy
Settle down, settle down my boy settle down
Listen toy our father and hell tell you the same as me
Settle down, settle down my boy settle down
Your words would go in one ear and out the other side
Dont say my head was empty and I had things to hide
And you better put something away for your old age
So settle down, settle down my boy settle down
Settle down, settle down my boy settle down uh huh huh
song performed by Men At Work
Added by Lucian Velea
Comment! | Vote! | Copy!
The Cenci : A Tragedy In Five Acts
DRAMATIS PERSONÆ
Count Francesco Cenci.
Giacomo, his Son.
Bernardo, his Son.
Cardinal Camillo.
Orsino, a Prelate.
Savella, the Pope's Legate.
Olimpio, Assassin.
Marzio, Assassin.
Andrea, Servant to Cenci.
Nobles, Judges, Guards, Servants.
Lucretia, Wife of Cenci, and Step-mother of his children.
Beatrice, his Daughter.
The Scene lies principally in Rome, but changes during the Fourth Act to Petrella, a castle among the Apulian Apennines.
Time. During the Pontificate of Clement VIII.
ACT I
Scene I.
-An Apartment in the Cenci Palace.
Enter Count Cenci, and Cardinal Camillo.
Camillo.
That matter of the murder is hushed up
If you consent to yield his Holiness
Your fief that lies beyond the Pincian gate.-
It needed all my interest in the conclave
To bend him to this point: he said that you
Bought perilous impunity with your gold;
That crimes like yours if once or twice compounded
Enriched the Church, and respited from hell
An erring soul which might repent and live:-
But that the glory and the interest
Of the high throne he fills, little consist
With making it a daily mart of guilt
As manifold and hideous as the deeds
Which you scarce hide from men's revolted eyes.
Cenci.
The third of my possessions-let it go!
Ay, I once heard the nephew of the Pope
Had sent his architect to view the ground,
Meaning to build a villa on my vines
The next time I compounded with his uncle:
I little thought he should outwit me so!
[...] Read more
poem by Percy Bysshe Shelley
Added by Poetry Lover
Comment! | Vote! | Copy!
Settle Down
Settle down, dont settle down without me, no, no
Settle down, Ill settle down for good, yeah
Settle down, Ill settle down around you, yeah, yeah
Settle down, Ill settle down for sure, yeah
Whatever I can do, I will
cause Im good like that
For seven years, seven days, and seven hours
I took my chances, yeah
Whatever I can do, I will
cause I want
Never lose that feeling
Never lose that feeling
Settle down, Ill settle down around you, yeah, yeah
Settle down, Ill settle down for good, yeah
Settle down, dont settle down without me, no, no
Settle down, Ill settle down for sure, yeah
Never lose that feeling
Never, no, no
Never lose your feelings
Never, thats for sure
Never lose that feeling
Never lose that feeling
Never lose that feeling
Never lose that feeling
Never lose that feeling
Never lose that feeling
Whatever I can do, I will
cause I want to, and what I want I get
Seven years, seven days, and seven hours
I took my chances, yeah
Settle down, dont settle down without me, no, no
Settle down, Ill settle down for good, yeah
Settle down, Ill settle down around you, yeah, yeah
Settle down, Ill settle down for sure, yeah
Never lose that feeling
Never, no, no, no
song performed by Zwan
Added by Lucian Velea
Comment! | Vote! | Copy!
Griselda: A Society Novel In Verse - Chapter III
Who has not seen the falls of Tivoli,
The rocks, the foam--white water, and the three
Fair ruined temples which adorn the hill?
Who has not sat and listened to the shrill
Sweet melody of blackbirds, and the roar
Of Anio's voice rebounding from the shore,
Nor would have given his very soul to greet
Some passing vision of a white nymph's feet,
And waving arms, as the wild chasm's spray
Beat on his face, for ever answering ``Nay''?
Who has not turned away with sadder face,
Abashed before the genius of the place,
A wiser man, and owned upon his knees,
The dull transmontane Goth and boor he is?
Who that was born to feel? What sons of clay
Are these that stand among your shrines to--day,
Gods of the ancient rivers! and who set
The heavy impress of barbarian feet
Upon your classic shores, and dare to love
Your ruined homes in temple, rock, and grove!
What new rude sons of Japhet! What mad crew,
Whose only creed is what it dares to do
Through lack of knowledge, whose undoubting heart,
Here in the very temples of old art,
Brings out its little tribute, builds its shrines,
Wreathes its sad garlands of untutored lines,
Writes, paints, professes, sculptures its new gods,
And dares to have its home in your abodes!
Oh, if I had a soul oppressed with song,
A tongue on fire to prophesy among
My brother prophets, if I had a hand
Which needs must write its legend on life's sand
With brush or chisel, I at least would choose
Some soil less fair, less sacred to the Muse,
Some younger, wilder land, where no sad voice
Had ever stammered forth its tale of joys
And loves and sorrows, or in tones less rude
Than the brute pulsing of its human blood;
If I would build a temple, it should be
At least not here, not here in Italy,
Where all these temples stand. My thought should shape
Its fancies in rough granite on some cape
O'erlooking the Atlantic, from whose foam
No goddess ever leaped, and not in Rome,
Beneath the mockery of immortal eyes,
Gazing in marble down, so coldly wise!
Such was Griselda's thought, which, half aloud,
She uttered one May morning 'mid a crowd
[...] Read more
poem by Wilfrid Scawen Blunt
Added by Poetry Lover
Comment! | Vote! | Copy!
The Golden Legend: II. A Farm In The Odenwald
A garden; morning;_ PRINCE HENRY _seated, with a
book_. ELSIE, _at a distance, gathering flowers._
_Prince Henry (reading)._ One morning, all alone,
Out of his convent of gray stone,
Into the forest older, darker, grayer,
His lips moving as if in prayer,
His head sunken upon his breast
As in a dream of rest,
Walked the Monk Felix. All about
The broad, sweet sunshine lay without,
Filling the summer air;
And within the woodlands as he trod,
The twilight was like the Truce of God
With worldly woe and care;
Under him lay the golden moss;
And above him the boughs of hemlock-tree
Waved, and made the sign of the cross,
And whispered their Benedicites;
And from the ground
Rose an odor sweet and fragrant
Of the wild flowers and the vagrant
Vines that wandered,
Seeking the sunshine, round and round.
These he heeded not, but pondered
On the volume in his hand,
A volume of Saint Augustine;
Wherein he read of the unseen
Splendors of God's great town
In the unknown land,
And, with his eyes cast down
In humility, he said:
'I believe, O God,
What herein I have read,
But alas! I do not understand!'
And lo! he heard
The sudden singing of a bird,
A snow-white bird, that from a cloud
Dropped down,
And among the branches brown
Sat singing
So sweet, and clear, and loud,
It seemed a thousand harp strings ringing.
And the Monk Felix closed his book,
And long, long,
With rapturous look,
He listened to the song,
And hardly breathed or stirred,
Until he saw, as in a vision,
[...] Read more
poem by Henry Wadsworth Longfellow
Added by Poetry Lover
Comment! | Vote! | Copy!
Beowulf
LO, praise of the prowess of people-kings
of spear-armed Danes, in days long sped,
we have heard, and what honor the athelings won!
Oft Scyld the Scefing from squadroned foes,
from many a tribe, the mead-bench tore,
awing the earls. Since erst he lay
friendless, a foundling, fate repaid him:
for he waxed under welkin, in wealth he throve,
till before him the folk, both far and near,
who house by the whale-path, heard his mandate,
gave him gifts: a good king he!
To him an heir was afterward born,
a son in his halls, whom heaven sent
to favor the folk, feeling their woe
that erst they had lacked an earl for leader
so long a while; the Lord endowed him,
the Wielder of Wonder, with world's renown.
Famed was this Beowulf: far flew the boast of him,
son of Scyld, in the Scandian lands.
So becomes it a youth to quit him well
with his father's friends, by fee and gift,
that to aid him, aged, in after days,
come warriors willing, should war draw nigh,
liegemen loyal: by lauded deeds
shall an earl have honor in every clan.
Forth he fared at the fated moment,
sturdy Scyld to the shelter of God.
Then they bore him over to ocean's billow,
loving clansmen, as late he charged them,
while wielded words the winsome Scyld,
the leader beloved who long had ruled….
In the roadstead rocked a ring-dight vessel,
ice-flecked, outbound, atheling's barge:
there laid they down their darling lord
on the breast of the boat, the breaker-of-rings,
by the mast the mighty one. Many a treasure
fetched from far was freighted with him.
No ship have I known so nobly dight
with weapons of war and weeds of battle,
with breastplate and blade: on his bosom lay
a heaped hoard that hence should go
far o'er the flood with him floating away.
No less these loaded the lordly gifts,
thanes' huge treasure, than those had done
who in former time forth had sent him
sole on the seas, a suckling child.
High o'er his head they hoist the standard,
a gold-wove banner; let billows take him,
gave him to ocean. Grave were their spirits,
mournful their mood. No man is able
[...] Read more
poem by Charles Baudelaire
Added by Poetry Lover
Comment! | Vote! | Copy!
Peace
Peace (it's what I prayer for)
Peace (oh my)
Peace
Peace (all around the world)
Peace (it's what I pray for)
Peace (oh my)
Peace
Peace (hurry)
Come on in this house children
The war has started
Light the candles right now
It's about to be darkness, oh yeah
There's no telling when the sun will shine again, no
When it's over there's a question asked
Who wins? Who wins?
Spirit (ooh)
Through the land (ooh)
Spirit of peace (ooh)
Oh yeah (ooh)
Spirit move (ooh)
Oh move (ooh)
Oh yeah (ooh)
Heaven send down (ooh)
Peace (it's what I prayer for)
Peace (oh my)
Peace
Peace (all around the world)
Peace (it's what I pray for)
Peace (oh my)
Peace
Peace (hurry)
Turn your head, close your eyes
There's people out there dying, oh
With so much wealth in the land
Why is this thing staving? Oh
As I look over this place
There's so much hatred
If I could I'd pack my bags
And hitch hike to heaven, yeah
Spirit move (ooh)
Oh move (ooh)
Spirit move (ooh)
All through the land (ooh)
Won't you move (ooh)
Oh move, oh move, oh move (ooh)
Oh move, yeah (ooh)
This is what I prayer for (ooh)
Peace (for peace)
Peace (all around the world)
Peace (whoa)
[...] Read more
song performed by R. Kelly
Added by Lucian Velea
Comment! | Vote! | Copy!
Vision of Columbus – Book 3
Now, twice twelve years, the children of the skies
Beheld in peace their growing empire rise;
O'er happy realms, display'd their generous care,
Diffused their arts and soothd the rage of war;
Bade yon tall temple grace the favourite isle.
The gardens bloom, the cultured valleys smile,
The aspiring hills their spacious mines unfold.
Fair structures blaze, and altars burn, in gold,
Those broad foundations bend their arches high,
And heave imperial Cusco to the sky;
From that fair stream that mark'd their northern sway,
Where Apurimac leads his lucid way,
To yon far glimmering lake, the southern bound,
The growing tribes their peaceful dwellings found;
While wealth and grandeur bless'd the extended reign,
From the bold Andes to the western main.
When, fierce from eastern wilds, the savage bands
Lead war and slaughter o'er the happy lands;
Thro' fertile fields the paths of culture trace,
And vow destruction to the Incan race.
While various fortune strow'd the embattled plain,
And baffled thousands still the strife maintain,
The unconquer'd Inca wakes the lingering war,
Drives back their host and speeds their flight afar;
Till, fired with rage, they range the wonted wood,
And feast their souls on future scenes of blood.
Where yon blue summits hang their cliffs on high;
Frown o'er the plains and lengthen round the sky;
Where vales exalted thro' the breaches run;
And drink the nearer splendors of the sun,
From south to north, the tribes innumerous wind,
By hills of ice and mountain streams confined;
Rouse neighbouring hosts, and meditate the blow,
To blend their force and whelm the world below.
Capac, with caution, views the dark design,
From countless wilds what hostile myriads join;
And greatly strives to bid the discord cease,
By profferd compacts of perpetual peace.
His eldest hope, young Rocha, at his call,
Leaves the deep confines of the temple wall;
In whose fair form, in lucid garments drest,
Began the sacred function of the priest.
In early youth, ere yet the genial sun
Had twice six changes o'er his childhood run,
The blooming prince, beneath his parents' hand,
Learn'd all the laws that sway'd the sacred land;
With rites mysterious served the Power divine,
Prepared the altar and adorn'd the shrine,
Responsive hail'd, with still returning praise,
Each circling season that the God displays,
[...] Read more
poem by Joel Barlow
Added by Poetry Lover
Comment! | Vote! | Copy!
Seasonable Retour-Knell
SEASONABLE RETOUR KNELL
Variations on a theme...
SEASONABLE ROUND ROBIN ROLE REVERSALS
Author notes
A mirrored Retourne may not only be read either from first line to last or from last to first as seen in the mirrors, but also by inverting the first and second phrase of each line, either rhyming AAAA or ABAB for each verse. thus the number of variations could be multiplied several times.- two variations on the theme have been included here but could have been extended as in SEASONABLE ROUND ROBIN ROLE REVERSALS robi03_0069_robi03_0000
In respect of SEASONABLE ROUND ROBIN ROLE REVERSALS
This composition has sought to explore linguistic potential. Notes and the initial version are placed before rather than after the poem.
Six variations on a theme have been selected out of a significant number of mathematical possibilities using THE SAME TEXT and a reverse mirror for each version. Mirrors repeat the seasons with the lines in reverse order.
For the second roll the first four syllables of each line are reversed, and sense is retained both in the normal order of seasons and the reversed order as well... The 3rd and 4th variations offer ABAB rhyme schemes retaining the original text. The 5th and 6th variations modify the text into rhyming couplets.
Given the linguistical structure of this symphonic composition the score could be read in inversing each and every line and each and every hemistitch. There are minor punctuation differences between versions.
One could probably attain sonnet status for each of the four seasons and through partioning in 3 groups of 4 syllables extend the possibilites ad vitam.
Seasonable Round Robin Roll Reversals
robi03_0069_robi03_0000 QXX_DNZ
Seasonable Retour-Knell
robi03_0070_robi03_0069 QXX_NXX
26 March 1975 rewritten 20070123
lllllllllllllllllllllllllllllllllllll lllllllllllllllllll
For previous version see below
_______________________________________
SPRING SUMMER
Life is at ease Young lovers long
Land under plough; To hold their dear;
Whispering trees, Dewdrops among,
Answering cow. Bold, know no fear.
Blossom, the bees, Life full of song,
Burgeoning bough; Cloudless and clear;
Soft-scented breeze, Days fair and long,
Spring warms life now. Summer sends cheer.
AUTUMN WINTER
Each leaf decays, Harvested sheaves
Each life must bow; And honeyed hives;
Our salad days Trees stripped of leaves,
Are ending now. Jack Frost has knives.
Fruit heavy lays Time, Prince of thieves,
Bending the bough, - Onward he drives,
[...] Read more
poem by Jonathan Robin
Added by Poetry Lover
Comment! | Vote! | Copy!
The Golden Legend: VI. The School Of Salerno
A traveling Scholastic affixing his Theses to the gate
of the College.
_Scholastic._ There, that is my gauntlet, my banner, my shield,
Hung up as a challenge to all the field!
One hundred and twenty-five propositions,
Which I will maintain with the sword of the tongue
Against all disputants, old and young.
Let us see if doctors or dialecticians
Will dare to dispute my definitions,
Or attack any one of my learned theses.
Here stand I; the end shall be as God pleases.
I think I have proved, by profound research
The error of all those doctrines so vicious
Of the old Areopagite Dionysius,
That are making such terrible work in the churches,
By Michael the Stammerer sent from the East,
And done into Latin by that Scottish beast,
Erigena Johannes, who dares to maintain,
In the face of the truth, the error infernal,
That the universe is and must be eternal;
At first laying down, as a fact fundamental,
That nothing with God can be accidental;
Then asserting that God before the creation
Could not have existed, because it is plain
That, had he existed, he would have created;
Which is begging the question that should be debated,
And moveth me less to anger than laughter.
All nature, he holds, is a respiration
Of the Spirit of God, who, in breathing, hereafter
Will inhale it into his bosom again,
So that nothing but God alone will remain.
And therein he contradicteth himself;
For he opens the whole discussion by stating,
That God can only exist in creating.
That question I think I have laid on the shelf!
(_He goes out. Two Doctors come in disputing, and
followed by pupils._)
_Doctor Serafino._ I, with the Doctor Seraphic, maintain,
That a word which is only conceived in the brain
Is a type of eternal Generation;
The spoken word is the Incarnation.
_Doctor Cherubino._ What do I care for the Doctor Seraphic,
With all his wordy chaffer and traffic?
_Doctor Serafino._ You make but a paltry show of resistance;
Universals have no real existence!
[...] Read more
poem by Henry Wadsworth Longfellow
Added by Poetry Lover
Comment! | Vote! | Copy!
The Aeneid of Virgil: Book 7
AND thou, O matron of immortal fame,
Here dying, to the shore hast left thy name;
Cajeta still the place is call’d from thee,
The nurse of great Æneas’ infancy.
Here rest thy bones in rich Hesperia’s plains; 5
Thy name (’t is all a ghost can have) remains.
Now, when the prince her fun’ral rites had paid,
He plow’d the Tyrrhene seas with sails display’d.
From land a gentle breeze arose by night,
Serenely shone the stars, the moon was bright, 10
And the sea trembled with her silver light.
Now near the shelves of Circe’s shores they run,
(Circe the rich, the daughter of the Sun,)
A dang’rous coast: the goddess wastes her days
In joyous songs; the rocks resound her lays: 15
In spinning, or the loom, she spends the night,
And cedar brands supply her father’s light.
From hence were heard, rebellowing to the main,
The roars of lions that refuse the chain,
The grunts of bristled boars, and groans of bears, 20
And herds of howling wolves that stun the sailors’ ears.
These from their caverns, at the close of night,
Fill the sad isle with horror and affright.
Darkling they mourn their fate, whom Circe’s pow’r,
(That watch’d the moon and planetary hour,) 25
With words and wicked herbs from humankind
Had alter’d, and in brutal shapes confin’d.
Which monsters lest the Trojans’ pious host
Should bear, or touch upon th’ inchanted coast,
Propitious Neptune steer’d their course by night 30
With rising gales that sped their happy flight.
Supplied with these, they skim the sounding shore,
And hear the swelling surges vainly roar.
Now, when the rosy morn began to rise,
And wav’d her saffron streamer thro’ the skies; 35
When Thetis blush’d in purple not her own,
And from her face the breathing winds were blown,
A sudden silence sate upon the sea,
And sweeping oars, with struggling, urge their way.
The Trojan, from the main, beheld a wood, 40
Which thick with shades and a brown horror stood:
Betwixt the trees the Tiber took his course,
With whirlpools dimpled; and with downward force,
That drove the sand along, he took his way,
And roll’d his yellow billows to the sea. 45
About him, and above, and round the wood,
The birds that haunt the borders of his flood,
That bath’d within, or basked upon his side,
To tuneful songs their narrow throats applied.
The captain gives command; the joyful train 50
[...] Read more
poem by Publius Vergilius Maro
Added by Poetry Lover
Comment! | Vote! | Copy!
V. Count Guido Franceschini
Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
Comment! | Vote! | Copy!
The Aeneid of Virgil: Book 12
WHEN Turnus saw the Latins leave the field,
Their armies broken, and their courage quell’d,
Himself become the mark of public spite,
His honor question’d for the promis’d fight;
The more he was with vulgar hate oppress’d, 5
The more his fury boil’d within his breast:
He rous’d his vigor for the last debate,
And rais’d his haughty soul to meet his fate.
As, when the swains the Libyan lion chase,
He makes a sour retreat, nor mends his pace; 10
But, if the pointed jav’lin pierce his side,
The lordly beast returns with double pride:
He wrenches out the steel, he roars for pain;
His sides he lashes, and erects his mane:
So Turnus fares; his eyeballs flash with fire, 15
Thro’ his wide nostrils clouds of smoke expire.
Trembling with rage, around the court he ran,
At length approach’d the king, and thus began:
“No more excuses or delays: I stand
In arms prepar’d to combat, hand to hand, 20
This base deserter of his native land.
The Trojan, by his word, is bound to take
The same conditions which himself did make.
Renew the truce; the solemn rites prepare,
And to my single virtue trust the war. 25
The Latians unconcern’d shall see the fight;
This arm unaided shall assert your right:
Then, if my prostrate body press the plain,
To him the crown and beauteous bride remain.”
To whom the king sedately thus replied: 30
“Brave youth, the more your valor has been tried,
The more becomes it us, with due respect,
To weigh the chance of war, which you neglect.
You want not wealth, or a successive throne,
Or cities which your arms have made your own: 35
My towns and treasures are at your command,
And stor’d with blooming beauties is my land;
Laurentum more than one Lavinia sees,
Unmarried, fair, of noble families.
Now let me speak, and you with patience hear, 40
Things which perhaps may grate a lover’s ear,
But sound advice, proceeding from a heart
Sincerely yours, and free from fraudful art.
The gods, by signs, have manifestly shown,
No prince Italian born should heir my throne: 45
Oft have our augurs, in prediction skill’d,
And oft our priests, a foreign son reveal’d.
Yet, won by worth that cannot be withstood,
Brib’d by my kindness to my kindred blood,
Urg’d by my wife, who would not be denied, 50
[...] Read more
poem by Publius Vergilius Maro
Added by Poetry Lover
Comment! | Vote! | Copy!
The Child Of The Islands - Winter
I.
ERE the Night cometh! On how many graves
Rests, at this hour, their first cold winter's snow!
Wild o'er the earth the sleety tempest raves;
Silent, our Lost Ones slumber on below;
Never to share again the genial glow
Of Christmas gladness round the circled hearth;
Never returning festivals to know,
Or holidays that mark some loved one's birth,
Or children's joyous songs, and loud delighted mirth.
II.
The frozen tombs are sheeted with one pall,--
One shroud for every churchyard, crisp and bright,--
One foldless mantle, softly covering all
With its unwrinkled width of spotless white.
There, through the grey dim day and starlit night,
It rests, on rich and poor, and young and old,--
Veiling dear eyes,--whose warm homne-cheering light
Our pining hearts can never more behold,--
With an unlifting veil,--that falleth blank and cold.
III.
The Spring shall melt that snow,--but kindly eyes
Return not with the Sun's returning powers,--
Nor to the clay-cold cheek, that buried lies,
The living blooms that flush perennial flowers,--
Nor, with the song-birds, vocal in the bowers,
The sweet familiar tones! In silence drear
We pass our days,--and oft in midnight hours
Call madly on their names who cannot hear,--
Names graven on the tombs of the departed year!
IV.
There lies the tender Mother, in whose heart
So many claimed an interest and a share!
Humbly and piously she did her part
In every task of love and household care:
And mournfully, with sad abstracted air,
The Father-Widower, on his Christmas Eve,
Strokes down his youngest child's long silken hair,
And, as the gathering sobs his bosom heave,
Goes from that orphaned group, unseen to weep and grieve.
V.
Feeling his loneliness the more this day
Because SHE kept it with such gentle joy,
Scarce can he brook to see his children play,
Remembering how her love it did employ
[...] Read more
poem by Caroline Elizabeth Sarah Norton
Added by Poetry Lover
Comment! | Vote! | Copy!