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Most Americans, in their sweet innocence, think that class has to do with money. But a glance at Donald Trump and Leona Helmsley will indicate that it has very little to do with money. It has to do with taste and style, and it has to do with the development of those features by acts of character.

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Style

(style) style, uh!
(yeah, yeah, yeah, yeah)
Style, dig it
(style) style, come on
Uh, style
Style is not something that comes in a bottle
Style is more like jackie o. when she was doin aristotle
Style is not a logo that sticks 2 the roof of ones ass
Style is like a second cousin 2 class
U got it! - style, come on
U got it! - style, say what?
U got it! - style, come on
U got it! - style, check it
Style aint sittin court side with the owner of the team
Style is owning the court and charging em all a fee
Style is not lusting after someone because theyre cool
Style is loving yourself til everyone else does 2
U got it! - style, come on
U got it! - style, maybe
U got it! - style, well well
U got it! - style
Bridge:
Style dont get drunk on a saturday night
Try 2 dress up every sunday mornin bright
Style dont get married then break the vow in a year
Style is keepin a promise
Raise your hand yall if u hear me
(style) {x2}
Style is not biting style when u cant find the funk
Style is the face u make on a michael jordon dunk
Style aint the jeep u bought when u know your broke ass got bills
Style is lettin your lover drive while u talk on the phone and chill
U got it! - style
U got it! - style, maybe
U got it! - style, come on
U got it! - style
Bridge:
Style is a gold-tooth smile with an attitude
Style is a peaceful wild postin the rude
Style is growing your own food
Style is a non-violent march
Style is an accurate account of whats inside every heart (style)
Style is not a lie
Style is a man that cries
Style is the glow in a pregnant womans eyes
(style) {x4}
U got it! - style, come on
U got it! - style, do that, do that
U got it! - style, got it?
U got it! - style, mad, come on

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Donald Caird's Come Again

Chorus

Donald Caird's
come again!
Donald Caird's come again!
Tell the news in brugh and glen,
Donald Caird's come again!


Donald Caird can lilt and sing,
Blithely dance the Hieland fling,
Drink till the gudeman be blind,
Fleech till the gudewife be kind;
Hoop a leglin, clout a pan,
Or crack a pow wi' ony man;
Tell the news in brugh and glen,
Donald Caird's come again.


Donald Caird's come again!
Donald Caird's come again!
Tell the news in brugh and glen,
Donald Caird's come again!


Donald Caird can wire a maukin,
Kens the wiles o' dun-deer staukin',
Leisters kipper, makes a shift
To shoot a muir-fowl in the drift;
Water-bailiffs, rangers, keepers,
He can wauk when they are sleepers;
Not for bountith or reward
Dare ye mell wi' Donald Caird.


Donald Caird's come again!
Donald Caird's come again!
Gar the bagpipes hum amain,
Donald Caird's come again!


Donald Caird can drink a gill
Fast as hostler wife can fill;
Ilka ane that sells gude liquor
Kens how Donald bends a bicker;
When he's fou he's stout and saucy,
Keeps the cantle o' the cawsey;
Hieland chief and Lawland laird
Maun gie room to Donald Caird!

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Donald MacGillavry

Donald's gane up the hill hard and hungry
Donald comes down the hill wild and angry
Donald will clear the gouk's nest cleverly
Here's tae the king and Donald Macgillavry
Come like a weigh-bauk, Donald Macgillavry
Come like a weigh-bauk, Donald Macgillavry
Balance them fair, and balance them cleverly
Off wi' the counterfeit, Donald Macgillavry

Donald's run o'er the hill but his tether, man
As he were wud, or stang'd wi' an ether, man
When he comes back, there's some will look merrily
Here's tae King James and Donald Macgillavry
Come like a weaver, Donald Macgillavry
Come like a weaver, Donald Macgillavry
Pack on your back, an elwand sae cleverly
Gie them full measure, my Donald Macgillavry

Donald has foughten wi' reif and roguery
Donald has dinner'd wi' banes and beggery
Better it were for Whigs and Whiggery
Meeting the devil than Donald Macgillavry
Come like a tailor, Donald Macgillavry
Come like a tailor, Donald Macgillavry
Push about, in and out, thimble them cleverly
Here's tae King James and Donald Macgillavry

Donald's the callan that brooks nae tangleness
Whigging, and prigging, and a' newfangleness
They maun be gane; he winna be baukit, man
He maun hae justice, or faith he'll tak it, man
Come like a cobler, Donald Macgillavry
Come like a cobler, Donald Macgillavry
Beat them, and bore them, and lingel them cleverly
Up wi' King James and Donald Macgillavry

Donald was mumpit wi' mirds and mockery
Donald was blindid wi' blads o' property
Arles ran high, but makings war naething, man
Lord, how Donald is flyting and fretting, man
Come like the devil, Donald Macgillavry
Come like the devil, Donald Macgillavry
Skelp them an' scaud them that prov'd sae unbritherly
Up wi' King James and Donald Macgillavry

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My Innocence Killed Me

INNOCENCE, INNOCENCE OH WHY DO I CRY? INNOCENCE, INNOCENCE WHERE IS THE TRUTH OVER THE LIE? INNOCENCE, INNOCENCE CAN THE GROUND KEEP ME DOWN? INNOCENCE OH INNOCENCE, WHO KEEPS PULLING YOU DOWN?

FAIL TO THE SYSTEM MY INNOCENCE WAS TAKING AWAY
I WISH FOR IT BACK EACH AND EVERY DAY
AS I LIE SMOTHERED UNDERGROUND
I COULD HAVE SURVIVED IF INNOCENCE WOULD HAVE STAYED AROUND
MY SHELTER, MY GROUND, AND ALSO MY ROOF
WHICH WAS DESIGNED ONLY TO PROTECT MY PROOF
EVIDENCE IS SUBMITTED ONLY TO HELP
WHEN I TURNED TO LOOK INTO YOUR EYES YOU LEFT
SEEKING WEALTH
ONLY TO LEAVE ME INSIDE AN EMPTY CHAMBER
FILLED WITH SO MUCH MAINLY ANGER
MY DISAPPOINTMENT IS PERCEIVED AS RAGE
IT'S JUST A CRAZE
TO BE TAKEN OUT OF MY MISERY RELEASED FROM THIS CAGE


INNOCENCE, INNOCENCE OH WHY I CRY? INNOCENCE, INNOCENCE WHERE IS THE TRUTH OVER THE LIE? INNOCENCE, INNOCENCE CAN THE GREED KEEP ME DOWN? INNOCENCE OH INNOCENCE, WHO KEEPS PULLING YOU DOWN?

NEGATIVE INTERIOR EMOTIONALLY INFERIOR
WHY DOES MY FREEDOM HAVE TO BE DESTROYED OVER MATERIAL?
LOOKING AT INNOCENCE AND IT SEEMS SO STRANGE.
LOOKING AT MY SITUATION AND REALIZING NOTHING WILL CHANGE.
PURE INJUSTICE TRAIL IS NOT THE SAME.
TAKING MENTAL PICTURES PLACING THEM INSIDE A FRAME.
WHEN THEY ENTER HELL HOPELY THEY BURN IN FLAMES.
I WILL NEVER BE THE SAME.
TO DEATH WHAT IS GAIN?
TO BONDAGE WHAT IS A CHAIN?


INNOCENCE WAS SLAINED AS THEY SCREAMED OUT MY NAME I'M ASKING FOR CHANGE GOT DEATH IN EXCHANGE PARDON MY SCREAM AND KICKS FORGET ABOUT MY INNOCENCE FREEDOM INVOLVE TRICKS AND I CAN'T HELP BUT LAUGH MY INNOCENCE IS THE ONLY REASON I GOT STABBED ON THIS SLAB AS I'M SLICED IN HALF REACHING FOR THE INNOCENCE THAT I HAVE BEEN TRYING TO GRAB YELLING OUT SO UNJUST VOICE YELLS OUT HUSH AND RUSH INTO MY EMBRACE AS THEY REVIVE MY SPIRIT AND TOUCH MY FACE. IS IT GOD OR INNOCENCE THAT I CHASE?


INNOCENCE, INNOCENCE WHY DO I CRY? INNOCENCE, INNOCENCE WHERE IS THE TRUTH OVER THE LIE? INNOCENCE, INNOCENCE CAN GREED KEEP ME DOWN?
INNOCENCE OH INNOCENCE, WHO KEEPS PULLING YOU DOWN.

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Style (Pablo)

Now here comes a musical shack attack
Really on truly design to make you rock
Whether you white or black
In a pants or frock
Round a front or back
Down an bottom or on top
Is Pablo Ranks round the microphone a chat
On the musical shack attack seen (Dreadlocks)
Here them style ya now star
Ca me say if a don't Patton then a style
A me say is a don't Patton them a style (Smile)
A mi say if a don't patton them a style (Wicked on wile)
Say if a don't Patton them a style
Mi young a say strong Jah know mi well virile
True mi eant everything them a say that spwile
Man mi run way left mi yard them a say that mi wile
Say mi lock the education but mi versatile, true mi
Sell the callie weel on them mi collect the kile
Babylon want fi hold mi it is just for a while
Say mi break out a jail a man use a file
Say mi head in a the mountain - under low profile
Mi say if a don't Patton them a style (right)
A me say if a don't Patton them a style (Flashitta)
Ca me say if a don't Patton then a style (Bubble)
A mi say if a don't Patton then a style
But a true say Pablo cool Pablo wasn't hostile
Mi rub down fi mi skin yes in a coconut oil
Me rap ip fi mi weed in a bacofile
Mi chat the rub a dub fi make the girls them smile
The blood in a them body (man) me want it fi boil
With swet a run them back like a engine oil
With the lyrics them a fire like any missile
Pablo Ranks around the mic as your disciplin child
Well mi fire fi mi lyrics for a million mile
All the girls them in the dance say him dea under profile
Ca me say if a don't Patton them a style
A me say if a don't Patton them astyle (wicked and wile)
Say if a don't Patton then a style (Gwan)
Ca me say if a don't them a style
You know say Pablo Ranks him a you cullicked yard child
A tell you that Patton that a Patton
Me say style a style
But a snake on a lizard on a crocodile
But a them dea creature me say call reptile
But anywhere you go, you know those a pure style
But a Pablo Rankin dea ya cause him wicked and wile
Come fi run down the rubadub in a yard style
Make the girls them in the dance hall feel fi smile
Make the blood in a them body (just) starte fi boil
Make the swet a run them back like a engine oil

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Taste So Good

[intro]
Please play at low volume
Preferably, while having sex
Can I taste you, can I taste you
(yes, you can)
Can I taste your body, girl
(of course you can)
Can I taste you, can I taste you
I just cant wait to
Can I taste you, can I taste you
(of course you can)
Can I taste your body, girl
(yes, you can)
Can I taste you, can I taste you
(oh, dont stop, until I tell you to)
Oh, baby whatcha doing
Got me feining like this
I wanna go to your valley
I wanna taste your lips, oh yeah
Never understood it
All my homies say dont do it
But baby when I tried it
Girl I couldnt help but like it
You taste so good
Baby you taste so good
You know you do girl
You taste so good
Baby do you like it when I taste your love, yeah
You taste so good
Baby, you taste so good
You know that it tastes so good
You taste so good
So good to me, my baby
So good to me, yeah
Sweeter than candy
Making my tongue so happy, oh
Loving down your backside
Girl, wont you take me on a thigh ride
Well go home
We;ll go around when we bounce
Youre giving me so much
Just swing and make you bounce
Your love is so delicious
Baby, I can tell by the smile on your face
Ya dont mind
If I have another taste
You taste so good
Baby, you taste so good
You taste so good
I cant get over this taste I found

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Tastes So Good

Please play at low volume
Preferably while havin sex
can i taste you can i taste you
(yes you can)
Can i taste your body girl
(of course you can)
Can i taste you can i taste you
I just cant wait to
Can i taste you can i taste you
( of course you can)
Can i taste your body Girl
(yes you can)
can i taste you can i taste you
( oh dont stop until i tell you to)
Oh baby whatcha doin
got me feining like this
I wanna go to your valley
I wanna taste your lips oh yeah
Never understood it
All my homies say dont do it
But baby when i tried it
Girl i couldnt help but like it
You taste so good
baby you tase so good
you know you do girl
you taste so good
Baby do you like it when i taste your love yeah
you taste so good
Baby you taste so good
you know that it tastes so good
you taste so good
so good to me my baby
so good to me yeah
Sweeter than candy
makin my tongue so happy oh
Lovin down your backside
Girl wont you take me on a thigh ride
we'll go home
we'll go areound when we bounce
your givin me so much
just swing and make you bounce
your love is so delicious
baby i can tell by the smile on your face
ya dont mind
if i have another taste
You taste so good
baby you taste so good
you taste so good
I cant get over this taste i found
when i go downtown down

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John Milton

Paradise Lost: Book 09

No more of talk where God or Angel guest
With Man, as with his friend, familiar us'd,
To sit indulgent, and with him partake
Rural repast; permitting him the while
Venial discourse unblam'd. I now must change
Those notes to tragick; foul distrust, and breach
Disloyal on the part of Man, revolt,
And disobedience: on the part of Heaven
Now alienated, distance and distaste,
Anger and just rebuke, and judgement given,
That brought into this world a world of woe,
Sin and her shadow Death, and Misery
Death's harbinger: Sad talk!yet argument
Not less but more heroick than the wrath
Of stern Achilles on his foe pursued
Thrice fugitive about Troy wall; or rage
Of Turnus for Lavinia disespous'd;
Or Neptune's ire, or Juno's, that so long
Perplexed the Greek, and Cytherea's son:

If answerable style I can obtain
Of my celestial patroness, who deigns
Her nightly visitation unimplor'd,
And dictates to me slumbering; or inspires
Easy my unpremeditated verse:
Since first this subject for heroick song
Pleas'd me long choosing, and beginning late;
Not sedulous by nature to indite
Wars, hitherto the only argument
Heroick deem'd chief mastery to dissect
With long and tedious havock fabled knights
In battles feign'd; the better fortitude
Of patience and heroick martyrdom
Unsung; or to describe races and games,
Or tilting furniture, imblazon'd shields,
Impresses quaint, caparisons and steeds,
Bases and tinsel trappings, gorgeous knights
At joust and tournament; then marshall'd feast
Serv'd up in hall with sewers and seneshals;
The skill of artifice or office mean,
Not that which justly gives heroick name
To person, or to poem. Me, of these
Nor skill'd nor studious, higher argument
Remains; sufficient of itself to raise
That name, unless an age too late, or cold
Climate, or years, damp my intended wing
Depress'd; and much they may, if all be mine,
Not hers, who brings it nightly to my ear.
The sun was sunk, and after him the star
Of Hesperus, whose office is to bring

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The Rosciad

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

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

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The Plea Of The Midsummer Fairies

I

'Twas in that mellow season of the year
When the hot sun singes the yellow leaves
Till they be gold,—and with a broader sphere
The Moon looks down on Ceres and her sheaves;
When more abundantly the spider weaves,
And the cold wind breathes from a chillier clime;—
That forth I fared, on one of those still eves,
Touch'd with the dewy sadness of the time,
To think how the bright months had spent their prime,


II

So that, wherever I address'd my way,
I seem'd to track the melancholy feet
Of him that is the Father of Decay,
And spoils at once the sour weed and the sweet;—
Wherefore regretfully I made retreat
To some unwasted regions of my brain,
Charm'd with the light of summer and the heat,
And bade that bounteous season bloom again,
And sprout fresh flowers in mine own domain.


III

It was a shady and sequester'd scene,
Like those famed gardens of Boccaccio,
Planted with his own laurels evergreen,
And roses that for endless summer blow;
And there were fountain springs to overflow
Their marble basins,—and cool green arcades
Of tall o'erarching sycamores, to throw
Athwart the dappled path their dancing shades,—
With timid coneys cropping the green blades.


IV

And there were crystal pools, peopled with fish,
Argent and gold; and some of Tyrian skin,
Some crimson-barr'd;—and ever at a wish
They rose obsequious till the wave grew thin
As glass upon their backs, and then dived in,
Quenching their ardent scales in watery gloom;
Whilst others with fresh hues row'd forth to win
My changeable regard,—for so we doom
Things born of thought to vanish or to bloom.

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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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The Undying One- Canto III

'THERE is a sound the autumn wind doth make
Howling and moaning, listlessly and low:
Methinks that to a heart that ought to break
All the earth's voices seem to murmur so.
The visions that crost
Our path in light--
The things that we lost
In the dim dark night--
The faces for which we vainly yearn--
The voices whose tones will not return--
That low sad wailing breeze doth bring
Borne on its swift and rushing wing.
Have ye sat alone when that wind was loud,
And the moon shone dim from the wintry cloud?
When the fire was quench'd on your lonely hearth,
And the voices were still which spoke of mirth?

If such an evening, tho' but one,
It hath been yours to spend alone--
Never,--though years may roll along
Cheer'd by the merry dance and song;
Though you mark'd not that bleak wind's sound before,
When louder perchance it used to roar--
Never shall sound of that wintry gale
Be aught to you but a voice of wail!
So o'er the careless heart and eye
The storms of the world go sweeping by;
But oh! when once we have learn'd to weep,
Well doth sorrow his stern watch keep.
Let one of our airy joys decay--
Let one of our blossoms fade away--
And all the griefs that others share
Seem ours, as well as theirs, to bear:
And the sound of wail, like that rushing wind
Shall bring all our own deep woe to mind!

'I went through the world, but I paused not now
At the gladsome heart and the joyous brow:
I went through the world, and I stay'd to mark
Where the heart was sore, and the spirit dark:
And the grief of others, though sad to see,
Was fraught with a demon's joy to me!

'I saw the inconstant lover come to take
Farewell of her he loved in better days,
And, coldly careless, watch the heart-strings break--
Which beat so fondly at his words of praise.
She was a faded, painted, guilt-bow'd thing,
Seeking to mock the hues of early spring,
When misery and years had done their worst

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Ella Wheeler Wilcox

Three Women

My love is young, so young;
Young is her cheek, and her throat,
And life is a song to be sung
With love the word for each note.

Young is her cheek and her throat;
Her eyes have the smile o' May.
And love is the word for each note
In the song of my life to-day.

Her eyes have the smile o' May;
Her heart is the heart of a dove,
And the song of my life to-day
Is love, beautiful love.


Her heart is the heart of a dove,
Ah, would it but fly to my breast
Where love, beautiful love,
Has made it a downy nest.


Ah, would she but fly to my breast,
My love who is young, so young;
I have made her a downy nest
And life is a song to be sung.


1
I.
A dull little station, a man with the eye
Of a dreamer; a bevy of girls moving by;
A swift moving train and a hot Summer sun,
The curtain goes up, and our play is begun.
The drama of passion, of sorrow, of strife,
Which always is billed for the theatre Life.
It runs on forever, from year unto year,
With scarcely a change when new actors appear.
It is old as the world is-far older in truth,
For the world is a crude little planet of youth.
And back in the eras before it was formed,
The passions of hearts through the Universe stormed.


Maurice Somerville passed the cluster of girls
Who twisted their ribbons and fluttered their curls
In vain to attract him; his mind it was plain
Was wholly intent on the incoming train.
That great one eyed monster puffed out its black breath,
Shrieked, snorted and hissed, like a thing bent on death,

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Sweet Ride

(lee hazlewood)
Sweet ride
Give up, you wont survive
Youll never get out alive
This world wont let you
I bet you
And if it did
Whats it gonna get you?
What counts is a-how you feel inside
Girls, loves the sweet ride, mmm
Sweet, sweet, sweet, sweet, sweet, sweet, sweet, sweet, sweet ride
Youd better hang loose
Dont come undone
Its better to walk than run
Each day is just something to glide on
And each nights made to slip and slide on
What counts is a-how you feel inside
Girls, loves the sweet ride
Its such a sweet, sweet ride
Yeah, sweet, sweet, sweet, sweet, sweet, sweet, sweet, sweet, sweet ride
Sweet, its such a sweet, sweet ride, yeah
Hang loose
Dont come undone
Its better to walk than run
Each day is just something to glide on
And each nights made to slip and a-slide on
What counts is a-how you feel inside
Girls, loves the sweet ride
Loves such a sweet, sweet ride
Mmm, sweet, sweet, sweet, sweet, sweet, sweet, sweet , sweet, sweet ride
Sweet, such a sweet, sweet ride
Yeah, its such a sweet, sweet ride
Youd better hang lose
Youll never survive
cause love is such a sweet, sweet ride
Sweet, such a sweet, sweet ride
Sweet

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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!

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IX. Juris Doctor Johannes-Baptista Bottinius, Fisci et Rev. Cam. Apostol. Advocatus

Had I God's leave, how I would alter things!
If I might read instead of print my speech,—
Ay, and enliven speech with many a flower
Refuses obstinate to blow in print,
As wildings planted in a prim parterre,—
This scurvy room were turned an immense hall;
Opposite, fifty judges in a row;
This side and that of me, for audience—Rome:
And, where yon window is, the Pope should hide—
Watch, curtained, but peep visibly enough.
A buzz of expectation! Through the crowd,
Jingling his chain and stumping with his staff,
Up comes an usher, louts him low, "The Court
"Requires the allocution of the Fisc!"
I rise, I bend, I look about me, pause
O'er the hushed multitude: I count—One, two—

Have ye seen, Judges, have ye, lights of law,—
When it may hap some painter, much in vogue
Throughout our city nutritive of arts,
Ye summon to a task shall test his worth,
And manufacture, as he knows and can,
A work may decorate a palace-wall,
Afford my lords their Holy Family,—
Hath it escaped the acumen of the Court
How such a painter sets himself to paint?
Suppose that Joseph, Mary and her Babe
A-journeying to Egypt, prove the piece:
Why, first he sedulously practiseth,
This painter,—girding loin and lighting lamp,—
On what may nourish eye, make facile hand;
Getteth him studies (styled by draughtsmen so)
From some assistant corpse of Jew or Turk
Or, haply, Molinist, he cuts and carves,—
This Luca or this Carlo or the like.
To him the bones their inmost secret yield,
Each notch and nodule signify their use:
On him the muscles turn, in triple tier,
And pleasantly entreat the entrusted man
"Familiarize thee with our play that lifts
"Thus, and thus lowers again, leg, arm and foot!"
—Ensuring due correctness in the nude.
Which done, is all done? Not a whit, ye know!
He,—to art's surface rising from her depth,—
If some flax-polled soft-bearded sire be found,
May simulate a Joseph, (happy chance!)—
Limneth exact each wrinkle of the brow,
Loseth no involution, cheek or chap,
Till lo, in black and white, the senior lives!
Is it a young and comely peasant-nurse

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Byron

Canto the First

I
I want a hero: an uncommon want,
When every year and month sends forth a new one,
Till, after cloying the gazettes with cant,
The age discovers he is not the true one;
Of such as these I should not care to vaunt,
I'll therefore take our ancient friend Don Juan—
We all have seen him, in the pantomime,
Sent to the devil somewhat ere his time.

II
Vernon, the butcher Cumberland, Wolfe, Hawke,
Prince Ferdinand, Granby, Burgoyne, Keppel, Howe,
Evil and good, have had their tithe of talk,
And fill'd their sign posts then, like Wellesley now;
Each in their turn like Banquo's monarchs stalk,
Followers of fame, "nine farrow" of that sow:
France, too, had Buonaparté and Dumourier
Recorded in the Moniteur and Courier.

III
Barnave, Brissot, Condorcet, Mirabeau,
Petion, Clootz, Danton, Marat, La Fayette,
Were French, and famous people, as we know:
And there were others, scarce forgotten yet,
Joubert, Hoche, Marceau, Lannes, Desaix, Moreau,
With many of the military set,
Exceedingly remarkable at times,
But not at all adapted to my rhymes.

IV
Nelson was once Britannia's god of war,
And still should be so, but the tide is turn'd;
There's no more to be said of Trafalgar,
'T is with our hero quietly inurn'd;
Because the army's grown more popular,
At which the naval people are concern'd;
Besides, the prince is all for the land-service,
Forgetting Duncan, Nelson, Howe, and Jervis.

V
Brave men were living before Agamemnon
And since, exceeding valorous and sage,
A good deal like him too, though quite the same none;
But then they shone not on the poet's page,
And so have been forgotten:—I condemn none,
But can't find any in the present age
Fit for my poem (that is, for my new one);
So, as I said, I'll take my friend Don Juan.

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Wild Honey

B. wilson
Mama Im tellin you as sure as Im standin here
Shes my girl and thats the way Im keepin it my mama dear
No good will it do you to stand there and frown at me
The girls got my heart and my loves comin down on me
Last time I met her since I got a taste of wild honey
(sweet, sweet, my honey bee)
You know shes got the sweetness of the honey bee
(sweet, sweet, my honey)
Honey, (sweet, sweet, my honey bee) she got me all and stung me good, oh, yesiree
(sweet, sweet, my honey)
Before he even stung bees buzzin around her hive
She singled me out, single handed took me alive
Im gonna take her home and spend my life
Eatin up the wild honey
(sweet, sweet, my honey bee)
(sweet, sweet, my honey)
(sweet, sweet, my honey bee)
(sweet, sweet, my honey)
(sweet, sweet, my honey)
Oh mama shes sweeter (sweeter) and sweeter (sweeter) and sweeter, sweeter
Yaaaa, honey (sweet, sweet, my honey bee)
Let me tell you how she really got to my soul (sweet,sweet my honey)
It aint funny, (sweet, sweet, my honey bee) the way she made me want to sing a little rock and
Roll (sweet, sweet, my honey)
Theres nothing quite as good as the taste of wild honey
Break my back workin just to save me some money
I can spend my life with her eatin up her wild honey
(sweet, sweet, my honey bee)
Oh honey shes sweeter (sweeter) and sweeter (sweeter) and sweeter, sweeter
Now
(sweet, sweet, my honey bee)
(sweet, sweet, my honey)
(sweet, sweet, my honey bee)
(sweet, sweet, my honey)
Gimme some gimme some
(sweet, sweet, my honey)
Gimme some gimme some(shes the one)
(sweet, sweet, my honey)
Gimme some wild honey
Gimme some gimme some..........

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John Milton

Paradise Lost: Book 05

Now Morn, her rosy steps in the eastern clime
Advancing, sowed the earth with orient pearl,
When Adam waked, so customed; for his sleep
Was aery-light, from pure digestion bred,
And temperate vapours bland, which the only sound
Of leaves and fuming rills, Aurora's fan,
Lightly dispersed, and the shrill matin song
Of birds on every bough; so much the more
His wonder was to find unwakened Eve
With tresses discomposed, and glowing cheek,
As through unquiet rest: He, on his side
Leaning half raised, with looks of cordial love
Hung over her enamoured, and beheld
Beauty, which, whether waking or asleep,
Shot forth peculiar graces; then with voice
Mild, as when Zephyrus on Flora breathes,
Her hand soft touching, whispered thus. Awake,
My fairest, my espoused, my latest found,
Heaven's last best gift, my ever new delight!
Awake: The morning shines, and the fresh field
Calls us; we lose the prime, to mark how spring
Our tender plants, how blows the citron grove,
What drops the myrrh, and what the balmy reed,
How nature paints her colours, how the bee
Sits on the bloom extracting liquid sweet.
Such whispering waked her, but with startled eye
On Adam, whom embracing, thus she spake.
O sole in whom my thoughts find all repose,
My glory, my perfection! glad I see
Thy face, and morn returned; for I this night
(Such night till this I never passed) have dreamed,
If dreamed, not, as I oft am wont, of thee,
Works of day past, or morrow's next design,
But of offence and trouble, which my mind
Knew never till this irksome night: Methought,
Close at mine ear one called me forth to walk
With gentle voice; I thought it thine: It said,
'Why sleepest thou, Eve? now is the pleasant time,
'The cool, the silent, save where silence yields
'To the night-warbling bird, that now awake
'Tunes sweetest his love-laboured song; now reigns
'Full-orbed the moon, and with more pleasing light
'Shadowy sets off the face of things; in vain,
'If none regard; Heaven wakes with all his eyes,
'Whom to behold but thee, Nature's desire?
'In whose sight all things joy, with ravishment
'Attracted by thy beauty still to gaze.'
I rose as at thy call, but found thee not;
To find thee I directed then my walk;
And on, methought, alone I passed through ways

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Gertrude of Wyoming

PART I

On Susquehanna's side, fair Wyoming!
Although the wild-flower on thy ruin'd wall,
And roofless homes, a sad remembrance bring,
Of what thy gentle people did befall;
Yet thou wert once the loveliest land of all
That see the Atlantic wave their morn restore.
Sweet land! may I thy lost delights recall,
And paint thy Gertrude in her bowers of yore,
Whose beauty was the love of Pennsylvania's shore!

Delightful Wyoming! beneath thy skies,
The happy shepherd swains had nought to do
But feed their flocks on green declivities,
Or skim perchance thy lake with light canoe,
From morn till evening's sweeter pastimes grew,
With timbrel, when beneath the forests brown,
Thy lovely maidens would the dance renew;
And aye those sunny mountains half-way down
Would echo flageolet from some romantic town.

Then, where of Indian hills the daylight takes
His leave, how might you the flamingo see
Disporting like a meteor on the lakes--
And playful squirrel on his nut-grown tree:
And every sound of life was full of glee,
From merry mock-bird's song, or hum of men;
While hearkening, fearing naught their revelry,
The wild deer arch'd his neck from glades, and then,
Unhunted, sought his woods and wilderness again.

And scarce had Wyoming of war or crime
Heard, but in transatlantic story rung,
For here the exile met from every clime,
And spoke in friendship every distant tongue:
Men from the blood of warring Europe sprung
Were but divided by the running brook;
And happy where no Rhenish trumpet sung,
On plains no sieging mine's volcano shook,
The blue-eyed German changed his sword to pruning-hook.

Nor far some Andalusian saraband
Would sound to many a native roundelay--
But who is he that yet a dearer land
Remembers, over hills and far away?
Green Albin! what though he no more survey
Thy ships at anchor on the quiet shore,
Thy pelloch's rolling from the mountain bay,
Thy lone sepulchral cairn upon the moor,

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