Bows & Bangles
Born and raised in wilderness
Of suburban shops and schools
How she tried and tried to be satisfied
With a job on the typing pool
She hated the smell of carbon paper
The office so smoky and dry
How she longed for the day she would make her get away
And say her last goodbye
Bows and bangles on her fingers
And silver bells on her toes
That lady has music where she wonders
That lady has music where she goes
Married a guy with prospects
And so became his wife
And that my friend is the end of the story
cos that was the rest of his life
She could have been a movie star
She could have made the scene
Right or wrong she still hangs on
Each night to her favourite dream
Bows and bangles on her fingers
And silver bells on her toes
That lady has music where she wonders
That lady has music where she goes
song performed by Chris Rea
Added by Lucian Velea
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Related quotes
The Bells
I
Hear the sledges with the bells-
Silver bells!
What a world of merriment their melody foretells!
How they tinkle, tinkle, tinkle,
In the icy air of night!
While the stars that oversprinkle
All the heavens, seem to twinkle
With a crystalline delight;
Keeping time, time, time,
In a sort of Runic rhyme,
To the tintinnabulation that so musically wells
From the bells, bells, bells, bells,
Bells, bells, bells-
From the jingling and the tinkling of the bells.
II
Hear the mellow wedding bells,
Golden bells!
What a world of happiness their harmony foretells!
Through the balmy air of night
How they ring out their delight!
From the molten-golden notes,
And an in tune,
What a liquid ditty floats
To the turtle-dove that listens, while she gloats
On the moon!
Oh, from out the sounding cells,
What a gush of euphony voluminously wells!
How it swells!
How it dwells
On the Future! how it tells
Of the rapture that impels
To the swinging and the ringing
Of the bells, bells, bells,
Of the bells, bells, bells,bells,
Bells, bells, bells-
To the rhyming and the chiming of the bells!
III
Hear the loud alarum bells-
Brazen bells!
What a tale of terror, now, their turbulency tells!
In the startled ear of night
How they scream out their affright!
Too much horrified to speak,
They can only shriek, shriek,
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poem by Edgar Allan Poe
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The House Of Dust: Complete
I.
The sun goes down in a cold pale flare of light.
The trees grow dark: the shadows lean to the east:
And lights wink out through the windows, one by one.
A clamor of frosty sirens mourns at the night.
Pale slate-grey clouds whirl up from the sunken sun.
And the wandering one, the inquisitive dreamer of dreams,
The eternal asker of answers, stands in the street,
And lifts his palms for the first cold ghost of rain.
The purple lights leap down the hill before him.
The gorgeous night has begun again.
'I will ask them all, I will ask them all their dreams,
I will hold my light above them and seek their faces.
I will hear them whisper, invisible in their veins . . .'
The eternal asker of answers becomes as the darkness,
Or as a wind blown over a myriad forest,
Or as the numberless voices of long-drawn rains.
We hear him and take him among us, like a wind of music,
Like the ghost of a music we have somewhere heard;
We crowd through the streets in a dazzle of pallid lamplight,
We pour in a sinister wave, ascend a stair,
With laughter and cry, and word upon murmured word;
We flow, we descend, we turn . . . and the eternal dreamer
Moves among us like light, like evening air . . .
Good-night! Good-night! Good-night! We go our ways,
The rain runs over the pavement before our feet,
The cold rain falls, the rain sings.
We walk, we run, we ride. We turn our faces
To what the eternal evening brings.
Our hands are hot and raw with the stones we have laid,
We have built a tower of stone high into the sky,
We have built a city of towers.
Our hands are light, they are singing with emptiness.
Our souls are light; they have shaken a burden of hours . . .
What did we build it for? Was it all a dream? . . .
Ghostly above us in lamplight the towers gleam . . .
And after a while they will fall to dust and rain;
Or else we will tear them down with impatient hands;
And hew rock out of the earth, and build them again.
II.
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poem by Conrad Potter Aiken
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Bows And Bangles
Born and raised in wilderness
Of suburban shops and schools
How she tried and tried to be satisfied
With a job on the typing pool
She hated the smell of carbon paper
The office so smoky and dry
How she longed for the day she would make her get away
And say her last goodbye
Bows and bangles on her fingers
And silver bells on her toes
That lady has music where she wonders
That lady has music where she goes
Married a guy with prospects
And so became his wife
And that my friend is the end of the story
'Cos that was the rest of his life
She could have been a movie star
She could have made the scene
Right or wrong she still hangs on
Each night to her favourite dream
Bows and bangles on her fingers
And silver bells on her toes
That lady has music where she wonders
That lady has music where she goes
song performed by Chris Rea
Added by Lucian Velea
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Paradise Regained
THE FIRST BOOK
I, WHO erewhile the happy Garden sung
By one man's disobedience lost, now sing
Recovered Paradise to all mankind,
By one man's firm obedience fully tried
Through all temptation, and the Tempter foiled
In all his wiles, defeated and repulsed,
And Eden raised in the waste Wilderness.
Thou Spirit, who led'st this glorious Eremite
Into the desert, his victorious field
Against the spiritual foe, and brought'st him thence 10
By proof the undoubted Son of God, inspire,
As thou art wont, my prompted song, else mute,
And bear through highth or depth of Nature's bounds,
With prosperous wing full summed, to tell of deeds
Above heroic, though in secret done,
And unrecorded left through many an age:
Worthy to have not remained so long unsung.
Now had the great Proclaimer, with a voice
More awful than the sound of trumpet, cried
Repentance, and Heaven's kingdom nigh at hand 20
To all baptized. To his great baptism flocked
With awe the regions round, and with them came
From Nazareth the son of Joseph deemed
To the flood Jordan--came as then obscure,
Unmarked, unknown. But him the Baptist soon
Descried, divinely warned, and witness bore
As to his worthier, and would have resigned
To him his heavenly office. Nor was long
His witness unconfirmed: on him baptized
Heaven opened, and in likeness of a Dove 30
The Spirit descended, while the Father's voice
From Heaven pronounced him his beloved Son.
That heard the Adversary, who, roving still
About the world, at that assembly famed
Would not be last, and, with the voice divine
Nigh thunder-struck, the exalted man to whom
Such high attest was given a while surveyed
With wonder; then, with envy fraught and rage,
Flies to his place, nor rests, but in mid air
To council summons all his mighty Peers, 40
Within thick clouds and dark tenfold involved,
A gloomy consistory; and them amidst,
With looks aghast and sad, he thus bespake:--
"O ancient Powers of Air and this wide World
(For much more willingly I mention Air,
This our old conquest, than remember Hell,
Our hated habitation), well ye know
How many ages, as the years of men,
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poem by John Milton
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The Impact Of Poverty On Education
THE IMPACT OF POVERTY ON EDUCATION.
INTRODUCTION
There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.
Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.
Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’
METHODOLOGY
The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.
RESULTS
Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.
Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.
We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .
In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.
In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.
Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.
Negative impacts of poverty on education
Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.
Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.
Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.
This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.
It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.
As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.
In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .
In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.
In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.
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poem by Innocent Masina Nkhonyo
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Apocalypse
Volcanic aerosols tend to block the needed sunlight
And contribute to short term cooling, but it's not perfect.
Volcanoes emit carbon dioxide, which is not alright..
It's a greenhouse gas, which has a warming effect.
Moreover, its level is already more higher than usual
And it determines to increase the global temperature.
When temperatures become warmer, it's not normal,
And carbon is released from the oceans., for sure.
The volume of this gas has increased, exceeding
The thirty five percent in the last three hundred years.
This increase is due to human being induced burning
]From fossil fuels, deforestation and industry, with no fears.
Carbon dioxide is an important greenhouse gas.
The human caused an increase in its concentration
And the atmosphere has strengthened the greenhouse
Effect, contributing to global warming without salvation.
Carbon dioxide is also naturally exchanged between
The air and life through the processes of photosynthesis.
The respiration of organism and levels of ozone have been
Decreasing due to the buildup of human chlorofluorocarbons.
Scientists have noticed the development of severe large holes
In the ozone layer very dramatically and it's not very strange
That they have noticed the plate tectonics movements and volcanoes
Eruption, the carbon cycle having a major effect on the climate change.
The stages of Snowball Earth are an example of this imbalances.
The effects snowball earth is characterized by large areas of glaciation,
Were they countered when volcanic activity and tectonic forces
Allowed carbon dioxide to build up big further concentrations.
The plate tectonics, through the formation of volcanoes with their action
Works with the carbon cycle, it is the tectonic forces which release
Carbon through degassing and entrap carbon during subduction.
This relationship has occurred most in the break up and increase
The formation of continents having on climate the resulting effect.
The breakup of Pangea left many small continents so scattered
On the globe and the broken land became surrounded by suspect
Sources of moisture and carbon dioxide is taken by rainfall, so red,
Out of the air, making the erosion and weathering of continental rocks
To occur at a faster rate and this, in turn, reduces the amount of carbon
Dioxide in the atmosphere resulting in a fall of temperature, which blocks
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poem by Marieta Maglas
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Christabel
PART I
'Tis the middle of night by the castle clock
And the owls have awakened the crowing cock;
Tu-whit!- Tu-whoo!
And hark, again! the crowing cock,
How drowsily it crew.
Sir Leoline, the Baron rich,
Hath a toothless mastiff, which
From her kennel beneath the rock
Maketh answer to the clock,
Four for the quarters, and twelve for the hour;
Ever and aye, by shine and shower,
Sixteen short howls, not over loud;
Some say, she sees my lady's shroud.
Is the night chilly and dark?
The night is chilly, but not dark.
The thin gray cloud is spread on high,
It covers but not hides the sky.
The moon is behind, and at the full;
And yet she looks both small and dull.
The night is chill, the cloud is gray:
'T is a month before the month of May,
And the Spring comes slowly up this way.
The lovely lady, Christabel,
Whom her father loves so well,
What makes her in the wood so late,
A furlong from the castle gate?
She had dreams all yesternight
Of her own betrothed knight;
And she in the midnight wood will pray
For the weal of her lover that's far away.
She stole along, she nothing spoke,
The sighs she heaved were soft and low,
And naught was green upon the oak,
But moss and rarest mistletoe:
She kneels beneath the huge oak tree,
And in silence prayeth she.
The lady sprang up suddenly,
The lovely lady, Christabel!
It moaned as near, as near can be,
But what it is she cannot tell.-
On the other side it seems to be,
Of the huge, broad-breasted, old oak tree.
The night is chill; the forest bare;
Is it the wind that moaneth bleak?
There is not wind enough in the air
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poem by Samuel Taylor Coleridge
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Sixth Book
THE English have a scornful insular way
Of calling the French light. The levity
Is in the judgment only, which yet stands;
For say a foolish thing but oft enough,
(And here's the secret of a hundred creeds,–
Men get opinions as boys learn to spell,
By re-iteration chiefly) the same thing
Shall pass at least for absolutely wise,
And not with fools exclusively. And so,
We say the French are light, as if we said
The cat mews, or the milch-cow gives us milk:
Say rather, cats are milked, and milch cows mew,
For what is lightness but inconsequence,
Vague fluctuation 'twixt effect and cause,
Compelled by neither? Is a bullet light,
That dashes from the gun-mouth, while the eye
Winks, and the heart beats one, to flatten itself
To a wafer on the white speck on a wall
A hundred paces off? Even so direct,
So sternly undivertible of aim,
Is this French people.
All idealists
Too absolute and earnest, with them all
The idea of a knife cuts real flesh;
And still, devouring the safe interval
Which Nature placed between the thought and act,
They threaten conflagration to the world
And rush with most unscrupulous logic on
Impossible practice. Set your orators
To blow upon them with loud windy mouths
Through watchword phrases, jest or sentiment,
Which drive our burley brutal English mobs
Like so much chaff, whichever way they blow,–
This light French people will not thus be driven.
They turn indeed; but then they turn upon
Some central pivot of their thought and choice,
And veer out by the force of holding fast.
–That's hard to understand, for Englishmen
Unused to abstract questions, and untrained
To trace the involutions, valve by valve,
In each orbed bulb-root of a general truth,
And mark what subtly fine integument
Divides opposed compartments. Freedom's self
Comes concrete to us, to be understood,
Fixed in a feudal form incarnately
To suit our ways of thought and reverence,
The special form, with us, being still the thing.
With us, I say, though I'm of Italy
My mother's birth and grave, by father's grave
And memory; let it be,–a poet's heart
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poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
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Tirocinium; or, a Review of Schools
It is not from his form, in which we trace
Strength join'd with beauty, dignity with grace,
That man, the master of this globe, derives
His right of empire over all that lives.
That form, indeed, the associate of a mind
Vast in its powers, ethereal in its kind,
That form, the labour of Almighty skill,
Framed for the service of a freeborn will,
Asserts precedence, and bespeaks control,
But borrows all its grandeur from the soul.
Hers is the state, the splendour, and the throne,
An intellectual kingdom, all her own.
For her the memory fills her ample page
With truths pour’d down from every distant age;
For her amasses an unbounded store,
The wisdom of great nations, now no more;
Though laden, not encumber’d with her spoil;
Laborious, yet unconscious of her toil;
When copiously supplied, then most enlarged;
Still to be fed, and not to be surcharged.
For her the Fancy, roving unconfined,
The present muse of every pensive mind,
Works magic wonders, adds a brighter hue
To Nature’s scenes than Nature ever knew.
At her command winds rise and waters roar,
Again she lays them slumbering on the shore;
With flower and fruit the wilderness supplies,
Or bids the rocks in ruder pomp arise.
For her the Judgment, umpire in the strife
That Grace and Nature have to wage through life,
Quick-sighted arbiter of good and ill,
Appointed sage preceptor to the Will,
Condemns, approves, and, with a faithful voice,
Guides the decision of a doubtful choice.
Why did the fiat of a God give birth
To yon fair Sun and his attendant Earth?
And, when descending he resigns the skies,
Why takes the gentler Moon her turn to rise,
Whom Ocean feels through all his countless waves,
And owns her power on every shore he laves?
Why do the seasons still enrich the year,
Fruitful and young as in their first career?
Spring hangs her infant blossoms on the trees,
Rock’d in the cradle of the western breeze:
Summer in haste the thriving charge receives
Beneath the shade of her expanded leaves,
Till Autumn’s fiercer heats and plenteous dews
Dye them at last in all their glowing hues.—
‘Twere wild profusion all, and bootless waste,
Power misemploy’d, munificence misplaced,
[...] Read more
poem by William Cowper
Added by Poetry Lover
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Flight Of The Duchess, The
I.
You're my friend:
I was the man the Duke spoke to;
I helped the Duchess to cast off his yoke, too;
So here's the tale from beginning to end,
My friend!
II.
Ours is a great wild country:
If you climb to our castle's top,
I don't see where your eye can stop;
For when you've passed the cornfield country,
Where vineyards leave off, flocks are packed,
And sheep-range leads to cattle-tract,
And cattle-tract to open-chase,
And open-chase to the very base
Of the mountain where, at a funeral pace,
Round about, solemn and slow,
One by one, row after row,
Up and up the pine-trees go,
So, like black priests up, and so
Down the other side again
To another greater, wilder country,
That's one vast red drear burnt-up plain,
Branched through and through with many a vein
Whence iron's dug, and copper's dealt;
Look right, look left, look straight before,---
Beneath they mine, above they smelt,
Copper-ore and iron-ore,
And forge and furnace mould and melt,
And so on, more and ever more,
Till at the last, for a bounding belt,
Comes the salt sand hoar of the great sea-shore,
---And the whole is our Duke's country.
III.
I was born the day this present Duke was---
(And O, says the song, ere I was old!)
In the castle where the other Duke was---
(When I was happy and young, not old!)
I in the kennel, he in the bower:
We are of like age to an hour.
My father was huntsman in that day;
Who has not heard my father say
That, when a boar was brought to bay,
Three times, four times out of five,
With his huntspear he'd contrive
[...] Read more
poem by Robert Browning
Added by Poetry Lover
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The Flight of the Duchess
I
You're my friend:
I was the man the Duke spoke to;
I helped the Duchess to cast off his yoke, too;
So here's the tale from beginning to end,
My friend!
II
Ours is a great wild country:
If you climb to our castle's top,
I don't see where your eye can stop;
For when you've passed the cornfield country,
Where vineyards leave off, flocks are packed,
And sheep-range leads to cattle-tract,
And cattle-tract to open-chase,
And open-chase to the very base
Of the mountain where, at a funeral pace,
Round about, solemn and slow,
One by one, row after row,
Up and up the pine-trees go,
So, like black priests up, and so
Down the other side again
To another greater, wilder country,
That's one vast red drear burnt-up plain,
Branched through and through with many a vein
Whence iron's dug, and copper's dealt;
Look right, look left, look straight before—
Beneath they mine, above they smelt,
Copper-ore and iron-ore,
And forge and furnace mould and melt,
And so on, more and ever more,
Till at the last, for a bounding belt,
Comes the salt sand hoar of the great sea shore
—And the whole is our Duke's country.
III
I was born the day this present Duke was—
(And O, says the song, ere I was old!)
In the castle where the other Duke was—
(When I was happy and young, not old!)
I in the kennel, he in the bower:
We are of like age to an hour.
My father was huntsman in that day;
Who has not heard my father say
That, when a boar was brought to bay,
[...] Read more
poem by Robert Browning from Dramatic Romances and Lyrics (1845)
Added by Veronica Serbanoiu
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Long Goodbye
You are always there for me.
When things are tough
When things are rough.
You always have that hidden smile
You can always see it a mile.
You can make me laugh
When all i want to do is cry
You make me change my mind
When all i want to do is die.
You carry my weight, on your shoulders.
You hold me, in your arms
You remember the good times,
You remember the bad times.
You smile at the good ones
Cry at the bad ones.
You are always there for me.
When i'm down,
You help me up
When i'm a fool,
you make up for it
When i'm sorry
You except my apology,
When everything in my world is crashing down, when there is nothing left around, when i can't hear a sound, your there for me.
When all i want to do is cry, when all i want to do is die, when all i want to do is fly, you hold me down to earth.
Thankyou, for smiling those gray clouds away
Thankyou for laughing my pain away
Thankyou for holding me close
Thankyou for choosing me of all people
Thankyou for excepting me
Thankyou for allowing me to be me
Thankyou for letting me cry on your shoulder.
Thankyou for being my bolder to life. Where u can roll away my problams or perhaps smoosh them.
Thankyou for making me laugh, even just for a little while.
Thankyou for being you.
I love who you are.
I love your face, i love your smile
I love your eyes i see awhile
I love your smell, i love your color
I love your toes, i love your fingers.
I love your heart, i love your chest
I love your legs, i love your arms.
I love your soul, so pure and white
I love your feathers and crown that shine bright.
I love your innocence, i love your happiness
I love your laugh, i love your cry
I love how, you don't want me to die
I love how you care, i love how you hold me
I love your infedelity. I love your inner-self most being
I love who you are. I love how you are.
I love how you act. I love you.
[...] Read more
poem by Dakota Waggerman
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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
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VI. Giuseppe Caponsacchi
Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Never Say Goodbye
Never say goodbye,
Never say goodbye,
You say tomorrow's another day,
All i know is we're here today.
I've got nightmares i could never share with you,
The kind that keeps me up all night.
So hold me tight till the room is light
And tell me that it's all right.
(oh-oh-oh-oh-oh - oh-oh-oh)
Never say goodbye,
Never say goodbye,
We may go our separate ways some day,
But we know we shared our dreams today.
I've got nightmares i would never wish on you,
The kind that keeps me down all day.
So hold me tight till the sky is light
And tell me that it's all right.
(oh-oh-oh-oh-oh - oh-oh-oh)
Never say goodbye,
Never say goodbye.
Yoko!!
(it's getting light)
Mummy, mummy.
(oh-oh-oh-oh-oh - oh-oh-oh)
Never say goodbye,
Never say goodbye,
Never say goodbye,
(never say) goodbye,
Never say goodbye,
(never say) goodbye,
Never say goodbye,
(never say) goodbye,
Never say goodbye,
(never say) goodbye,
Never say goodbye,
(never say) goodbye,
Never say goodbye,
(never say) goodbye,
Never say goodbye,
(never say) goodbye,
Never say goodbye,
(never say) goodbye,
Never say goodbye,
(never say) goodbye,
Never say goodbye,
(never say) goodbye,
Never say goodbye,
(never say) goodbye,
Never say goodbye,
(never)
song performed by Yoko Ono
Added by Lucian Velea
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Never Say Goodbye
Never say goodbye,
Never say goodbye,
You say tomorrow's another day,
All i know is we're here today.
I've got nightmares i could never share with you,
The kind that keeps me up all night.
So hold me tight till the room is light
And tell me that it's all right.
(oh-oh-oh-oh-oh - oh-oh-oh)
Never say goodbye,
Never say goodbye,
We may go our separate ways some day,
But we know we shared our dreams today.
I've got nightmares i would never wish on you,
The kind that keeps me down all day.
So hold me tight till the sky is light
And tell me that it's all right.
(oh-oh-oh-oh-oh - oh-oh-oh)
Never say goodbye,
Never say goodbye.
Yoko!!
(it's getting light)
Mummy, mummy.
(oh-oh-oh-oh-oh - oh-oh-oh)
Never say goodbye,
Never say goodbye,
Never say goodbye,
(never say) goodbye,
Never say goodbye,
(never say) goodbye,
Never say goodbye,
(never say) goodbye,
Never say goodbye,
(never say) goodbye,
Never say goodbye,
(never say) goodbye,
Never say goodbye,
(never say) goodbye,
Never say goodbye,
(never say) goodbye,
Never say goodbye,
(never say) goodbye,
Never say goodbye,
(never say) goodbye,
Never say goodbye,
(never say) goodbye,
Never say goodbye,
(never say) goodbye,
Never say goodbye,
(never)
song performed by Yoko Ono
Added by Lucian Velea
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Narrative And Dramatic The Wanderings Of Oisin
BOOK I
S. Patrick. You who are bent, and bald, and blind,
With a heavy heart and a wandering mind,
Have known three centuries, poets sing,
Of dalliance with a demon thing.
Oisin. Sad to remember, sick with years,
The swift innumerable spears,
The horsemen with their floating hair,
And bowls of barley, honey, and wine,
Those merry couples dancing in tune,
And the white body that lay by mine;
But the tale, though words be lighter than air.
Must live to be old like the wandering moon.
Caoilte, and Conan, and Finn were there,
When we followed a deer with our baying hounds.
With Bran, Sceolan, and Lomair,
And passing the Firbolgs' burial-motmds,
Came to the cairn-heaped grassy hill
Where passionate Maeve is stony-still;
And found On the dove-grey edge of the sea
A pearl-pale, high-born lady, who rode
On a horse with bridle of findrinny;
And like a sunset were her lips,
A stormy sunset on doomed ships;
A citron colour gloomed in her hair,
But down to her feet white vesture flowed,
And with the glimmering crimson glowed
Of many a figured embroidery;
And it was bound with a pearl-pale shell
That wavered like the summer streams,
As her soft bosom rose and fell.
S. Patrick. You are still wrecked among heathen dreams.
Oisin. 'Why do you wind no horn?' she said
'And every hero droop his head?
The hornless deer is not more sad
That many a peaceful moment had,
More sleek than any granary mouse,
In his own leafy forest house
Among the waving fields of fern:
The hunting of heroes should be glad.'
'O pleasant woman,' answered Finn,
'We think on Oscar's pencilled urn,
And on the heroes lying slain
[...] Read more
poem by William Butler Yeats
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ACT: Goodbye
Girl: Goodbye
I always want to say it in front of you
Goodbye
And there would be no more “I love you”
Goodbye
But why though I really meant to
The pain is still haunting my soul
Guy: Goodbye
You don’t know there’s a mystery inside
Goodbye
You are a fool to quickly decide
Goodbye
When you say something you don’t want to
It will affect you most with regret
Girl: Goodbye means leaving
Guy: Goodbye means nothing
Girl: Goodbye means releasing
Guy: Goodbye means waiting
Girl: And will you forget me after
Guy: Or will I love you forever
Girl: And how if I miss you in the lonely night
Guy: I will torture you to see my face
Girl: It’s over!
Guy: Not yet
Girl: Why are you so stubborn?
Guy: Because you make it complicated
Girl: But there’s no future for us
Guy: There’s always a hope
Girl: Goodbye
I will definitely cry
Goodbye
But the tears are not going to show
Goodbye
I don’t ask to be forgiven
Because I’m the one who put this misery
Guy: Goodbye
You can’t beat me with just that
Goodbye
Don’t judge me because I have the power of
Goodbye
Though I let my beloved go
Someday I’ll bring you to my arm again
Girl: Goodbye means separate
[...] Read more
poem by Maria Sudibyo
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The Moat House
PART I
I
UNDER the shade of convent towers,
Where fast and vigil mark the hours,
From childhood into youth there grew
A maid as fresh as April dew,
And sweet as May's ideal flowers,
Brighter than dawn in wind-swept skies,
Like children's dreams most pure, unwise,
Yet with a slumbering soul-fire too,
That sometimes shone a moment through
Her wondrous unawakened eyes.
The nuns, who loved her coldly, meant
The twig should grow as it was bent;
That she, like them, should watch youth's bier,
Should watch her day-dreams disappear,
And go the loveless way they went.
The convent walls were high and grey;
How could Love hope to find a way
Into that citadel forlorn,
Where his dear name was put to scorn,
Or called a sinful thing to say?
Yet Love did come; what need to tell
Of flowers downcast, that sometimes fell
Across her feet when dreamily
She paced, with unused breviary,
Down paths made still with August's spell--
Of looks cast through the chapel grate,
Of letters helped by Love and Fate,
That to cold fingers did not come
But lay within a warmer home,
Upon her heart inviolate?
Somehow he loved her--she loved him:
Then filled her soul's cup to the brim,
And all her daily life grew bright
With such a flood of rosy light
As turned the altar candles dim.
[...] Read more
poem by Edith Nesbit
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Goodbuy (Paul McCartney)
Please don't wake me up too late.
Tomorrow comes and I will not be late.
Late today when it becomes
Tomorrow I
Will leave and go away.
Goodbye. Goodbye.
Goodbye. Goodbye.
Goodbye. Goodbye.
My love, goodbye.
Songs that linger on my lips
Excite me now and linger on my mind.
Leave your flowers at my door;
I leave them for
The one who waits behind.
Goodbye. Goodbye.
Goodbye. Goodbye.
Goodbye. Goodbye.
My love, goodbye.
(ad lib)
Goodbye. Goodbye.
Goodbye. Goodbye.
Goodbye. Goodbye.
My love, goodbye.
Far away my lover sings
A lonely song and calls me to his side
Where the sound of lonely drums
Invited me on.
I must be by his side.
Goodbye. Goodbye.
Goodbye. Goodbye.
Goodbye. Goodbye.
My love, goodbye.
Goodbye.
Ah, ha, ha, hi.
Goodbye
song performed by Beatles
Added by Lucian Velea
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