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Shouldn't One Be Conscious of Losing Fat

Shouldn't one be conscious of losing fat?
Especially if one manages one's diet.
And is aware of that fact!

And yet one who manages another,
Where others are employed.
Has the audacity to say...
They had no idea,
How things turned out...
In the way they have.
But can account for a time,
Of having known some excess!

But yet can pocket and create excuses,
For the disappearance of missing funds!

Which one would you hold more accountable?
And why do all their relatives,
Manage to have Summer homes in Florida?

poem by Lawrence S. Pertillar
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Allegany Camp

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poem by Rwetewrt Erwtwer
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Veterinary Camps

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poem by Caasder Fronds
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Fat

Your butt is wide, well mine is too
Just watch your mouth or Ill sit on you
The word is out, better treat me right
cause Im the king of cellulite
Ham on, ham on, ham on whole wheat, all right
My zippers bust, my buckles break
Im too much man for you to take
The pavement cracks when I fall down
Ive got more chins than chinatown
Well, Ive never used a phone booth
And Ive never seen my toes
When Im goin to the movies
I take up seven rows
Because Im fat, Im fat, come on
(fat, fat, really really fat)
You know Im fat, Im fat, you know it
(fat, fat, really really fat)
You know Im fat, Im fat, come on you know
(fat, fat, really really fat)
Dontcha call me pudgy, portly or stout
Just now tell me once again whos fat
When I walk out to get my mail
It measures on the richter scale
Down at the beach Im a lucky man
Im the only one who gets a tan
If I have one more pie a la mode
Im gonna need my own zip code
When youre only having seconds
Im having twenty-thirds
When I go to get my shoes shined
I gotta take their word
Because Im fat, Im fat, sha mone
(fat, fat, really really fat)
You know Im fat, Im fat, you know it
(fat, fat, really really fat)
You know Im fat, Im fat, you know it you know
(fat, fat, really really fat)
And my shadow weighs forty-two pounds
Lemme tell you once again whos fat
If you see me comin your way
Better give me plenty space
If I tell you that Im hungry
Then wont you feed my face
Because Im fat, Im fat, come on
(fat, fat, really really fat)
You know Im fat, Im fat, you know it
(fat, fat, really really fat)
You know Im fat, Im fat, you know it, you know
(fat, fat, really really fat)
Woo woo woo, when I sit around the house

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song performed by Weird Al Yankovic
Added by Lucian Velea
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University Of Central Florida Volleyball

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poem by Caasder Fronds
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Twin State

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poem by Caasder Fronds
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Using Boot Camp

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poem by Caasder Fronds
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Excuses

Yo, whats up, this is Ginuwine
And I wanna tell you
It aint no time for excuses with your woman
You be right or you be out, ya heard
Do it right, check this is out
This is my story
Theres a time that comes in a mans life
When is real, want it all, when his mind is right
It could come at any time, morning, noon or night
You would know at the time, nothing more to fight
He might not, and I know cause Ive done the same
You know Im right there with you, dog, but she wont
play the game
She will be done packed your bags, sit em all there
right outside your door
Cause shes tired of the lyin s*** and she aint
takin no more, oh, no she aint
Excuses (Everybody has one)
Excuses (She dont wanna hear them no more, oh)
Excuses (She said take that s*** elsewhere)
Excuses (She dont wanna hear no), excuses {She dont}
Excuses (She aint got time for them)
Excuses (So dont fill her mind with them, no)
Excuses (She said take that s*** elsewhere)
Excuses (She dont wanna hear no), excuses {She dont}
Take her out, hold her hand, let her know youll die
for her
Cause thats your lady, yes, thats your baby
Shes a seed, feed her well, watch her blossom out
And only the real players out there can dig what Im
talkin bout
Be that man, be that one, do the things she loves
Pay attention, should I mention how it all was once
You broke your neck just to get her, dont you pull
back now
Cause sooner or later shell be gone, what youre
askin now
Excuses (Everybody has one)
Excuses (But she dont wanna hear them no more, oh, no
she dont)
Excuses (She said take that s*** elsewhere)
Excuses (Oh...), excuses {She dont}
Excuses (Yeah, she)
Excuses (Dont fill her mind)
Excuses (She said take that s*** else, oh, yes, she
did)
Excuses, excuses (Listen) {She dont}
Dont fake nor front, tell her now
Make your choice right now
Tell her where you stand

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song performed by Ginuwine
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Grapefruit Diet

Whos that waddlin down the street
Its just me cause I love to eat
Fudge and twinkies and deviled ham
Whos real flabby? yes, I am!
Every picture of mes
Gotta be an aerial view
Now my doctor tells me
Theres just one thing left to do
Grapefruit diet (diet!)
Throw out the pizza and beer
Grapefruit diet (diet!)
Oh, get those jelly donuts out of here
Grapefruit diet (diet!)
Might seem a little sever
Grapefruit diet (diet!)
Im gettin tired of my big fat rear
Blow, fatty!
Well, I used to live on chocolate sauce
Made sumo wrestlers look like kate moss
Walked down an alley and I got stuck
I got more rolls than a pastry truck
When Im all done eating
I eat a little more
When I leave a room
First I gotta grease the door
Grapefruit diet (diet!)
Cant have another eclair
Grapefruit diet (diet!)
I gotta decrease my derriere
Im on a grapefruit diet
Im on a grapefruit diet
Im on a grapefruit diet
No more pie now
No more creme brulee
Lay off the gravy
And souffle
No french fri-yi-yies now
No ice cream parfait
Mr. cheese nacho
Stay away
Oh I think Id sell my soul
For a triple patty melt
But I need a boomerang
When I put on my belt
Grapefruit diet (diet!)
Lay off the 3 musketeers
Grapefruit diet (diet!)
Until my big booty disappears
Grapefruit diet (diet!)
Eat em till theyre comin out of my ears

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song performed by Weird Al Yankovic
Added by Lucian Velea
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Fat Lenny

Fat lennys gonna walk right into myself
Fat lennys gonna see myself (reflect it back on myself)
Fat lennys gonna lick the shellack off the window sill
And I say fat lennys gonna lick my head off
Stop by my friend fat lenny, I like him a lot (tell him about my buddy)
Hes fat lenny - what
Fat lennys gonna lick the shellack off the window sill
And I said now fat lennys gonna jump up and down (run back down the hill)
And I said now fat lenny knows what he is (to be fat lenny) cause he is fat lenny (hes my buddy)
Hes fat lenny (I know what he is to be fat lenny) cause hes my friend fat lenny
I like fat lenny, I like cause hes my friend fat lenny - fat lenny
What - you know - hes fat lenny - you know
You know hes fat lenny
Fat lennys gonna lick my brain today
Fat lenny doesnt like me anyway
Fat lenny said (my friend) today
Fat lenny
Fat lenny, fat lenny,
Fat lenny, fat lenny, fat fat fat lenny
Fat lenny, fat lenny
Fat lenny, fat lenny, fat fat fat lenny

song performed by Ween
Added by Lucian Velea
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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

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poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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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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I. The Ring and the Book

Do you see this Ring?
'T is Rome-work, made to match
(By Castellani's imitative craft)
Etrurian circlets found, some happy morn,
After a dropping April; found alive
Spark-like 'mid unearthed slope-side figtree-roots
That roof old tombs at Chiusi: soft, you see,
Yet crisp as jewel-cutting. There's one trick,
(Craftsmen instruct me) one approved device
And but one, fits such slivers of pure gold
As this was,—such mere oozings from the mine,
Virgin as oval tawny pendent tear
At beehive-edge when ripened combs o'erflow,—
To bear the file's tooth and the hammer's tap:
Since hammer needs must widen out the round,
And file emboss it fine with lily-flowers,
Ere the stuff grow a ring-thing right to wear.
That trick is, the artificer melts up wax
With honey, so to speak; he mingles gold
With gold's alloy, and, duly tempering both,
Effects a manageable mass, then works:
But his work ended, once the thing a ring,
Oh, there's repristination! Just a spirt
O' the proper fiery acid o'er its face,
And forth the alloy unfastened flies in fume;
While, self-sufficient now, the shape remains,
The rondure brave, the lilied loveliness,
Gold as it was, is, shall be evermore:
Prime nature with an added artistry—
No carat lost, and you have gained a ring.
What of it? 'T is a figure, a symbol, say;
A thing's sign: now for the thing signified.

Do you see this square old yellow Book, I toss
I' the air, and catch again, and twirl about
By the crumpled vellum covers,—pure crude fact
Secreted from man's life when hearts beat hard,
And brains, high-blooded, ticked two centuries since?
Examine it yourselves! I found this book,
Gave a lira for it, eightpence English just,
(Mark the predestination!) when a Hand,
Always above my shoulder, pushed me once,
One day still fierce 'mid many a day struck calm,
Across a Square in Florence, crammed with booths,
Buzzing and blaze, noontide and market-time,
Toward Baccio's marble,—ay, the basement-ledge
O' the pedestal where sits and menaces
John of the Black Bands with the upright spear,
'Twixt palace and church,—Riccardi where they lived,
His race, and San Lorenzo where they lie.

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poem by Robert Browning from The Ring and the Book
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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,

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poem by Robert Browning from The Ring and the Book
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Put Yourself On a Diet of Love

Put yourself on a diet of love.
And recognize the meaning of forgiveness.
To strengthen and not weaken.

Put yourself on a diet of love.
And recognize the meaning of forgiveness.
Through the week and over the weekend...
No matter who may think you're freaking!

Put yourself on a diet of love.
And recognize the meaning of forgiveness.
Recognize the benefit,
Of a happiness exisiting.

Put yourself on a diet of love.
And recognize the meaning of forgiveness.
Only you can testify of Sunlight on the horizon.

Put yourself on a diet of love.
And recognize the meaning of forgiveness.
To strengthen and not weaken.
And declare your peace of mind,
Has come to satisfy your needs.

Put yourself on a diet of love.
And recognize the meaning of forgiveness.
You will find a peace of mind,
Has no time to search for enemies.

Put yourself on a diet of love.
Get rid of nitpick nibbling.
Put yourself on a diet of love.
Get rid of nitpick nibbling.

You will find a peace of mind,
Has no time to search for enemies.
So...
Put yourself on a diet of love.
Get rid of nitpick nibbling.
Put yourself on a diet of love.
Get rid of nitpick nibbling.

Put yourself on a diet of love.
Through the week and over the weekend...
To strengthen and not weaken,
Your needs.

You will find a peace of mind,
Has no time to search for enemies.
So...

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poem by Lawrence S. Pertillar
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Slow Summer Dancin'

I'll set the stage while she's still dancing
I'll make the music soft and slow
Then i'll turn down the lights
Make things just right
For every slow song that we know
Over and over again
One summer night
(do do do)
We fell in love
One summer night
I held you tight
(one summer, one summer)
You and i
(one summer, one summer)
Under the moon for love
(ooo one summer, one summer)
We'll spin around this room together
I'll treat my angel really nice
We'll fall in love, we'll fall forever
Thank god for lazy summer nights
Over and over again
One summer night
(do do do)
(one summer, one summer)
I kissed your lips
(one summer, one summer)
One summer night
(one summer, one summer)
I held you close
(one summer, one summer)
You and i
(one summer, one summer)
Under the moon of love
(ooo one summer, one summer)
(one summer, one summer)
One summer night
(one summer, one summer)
(one summer, one summer)
(one summer, one summer)
(one summer, one summer)
(one summer, one summer)
(one summer, one summer)
One summer night
(one summer, one summer)
Under the moon of love
(ooo one summer, one summer)
Under the moon of love
(ooo one summer, one summer)
Under the moon of
Love

song performed by Beach Boys
Added by Lucian Velea
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Slow Summer Dancin' (One Summer Night)

I'll set the stage while she's still dancing
I'll make the music soft and slow
Then I'll turn down the lights
Make things just right
For every slow song that we know
Over and over again
One summer night
(Do do do)
We fell in love
One summer night
I held you tight
(One summer, one summer)
You and I
(One summer, one summer)
Under the moon for love
(Ooo one summer, one summer)
We'll spin around this room together
I'll treat my angel really nice
We'll fall in love, we'll fall forever
Thank God for lazy summer nights
Over and over again
One summer night
(Do do do)
(One summer, one summer)
I kissed your lips
(One summer, one summer)
One summer night
(One summer, one summer)
I held you close
(One summer, one summer)
You and I
(One summer, one summer)
Under the moon of love
(Ooo one summer, one summer)
(One summer, one summer)
One summer night
(One summer, one summer)
(One summer, one summer)
(One summer, one summer)
(One summer, one summer)
(One summer, one summer)
(One summer, one summer)
One summer night
(One summer, one summer)
Under the moon of love
(Ooo one summer, one summer)
Under the moon of love
(Ooo one summer, one summer)
Under the moon of
Love

song performed by Beach Boys
Added by Lucian Velea
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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

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poem by Robert Browning from The Ring and the Book
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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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poem by Robert Browning from The Ring and the Book
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Keepin The Summer Alive

When its ice cream weather get the gang back together
Roll down your windows and ride
Theyll be sleepin in the sand dunes dancin in the streets
Theyre just tryin to keep the summer alive
Theyre just tryin to keep the summer alive
(sum sum summer ah live)
Theyre just tryin to keep the summer alive
(ah keep the summer)
Theyre just tryin to keep the summer alive
(sum sum summer alive)
Theyre just tryin to keep the summer alive
(try to keep the summer)
When its ice cream weather all the girls will look better
The boys try to give them a ride
To the one last party fore the school bell rings
Theyre just tryin to keep the summer alive
Theyre just tryin to keep the summer alive
(sum sum summer)
Theyre just tryin to keep the summer alive
(sum sum summer)
Theyre just tryin to keep t alive)
Theyre just tryin to keep the summer alive
(alive)
Lay down in the sun
And watch the clouds roll by
And bein with the one you love
In the summertime
When its last september back in school well remember
The cure for the wintertime blues
Grab your girl hit the road head on down to the beach
Youll be comin home with sand in your shoes
Theyre just tryin to keep the summer alive
(sum sum summer )
Theyre just tryin to keep the summer alive
(sum sum summer)
Theyre just tryin to keep the summer alive
(sum sum summer)
Theyre just tryin to keep the summer alive
(alive)
Theyre just tryin to keep the summer alive
(yeah yeah uh huh I know well keep the summer)
Were just tryin to keep the summer alive
(yeah yeah uh huh I know well keep the summer)
Just tryin to keep the summer alive
(yeah yeah uh huh I know well keep the summer)
Just tryin to keep the summer alive
(yeah yeah uh huh I know well keep the summer)
Keep the summer alive
(yeah yeah uh huh I know well keep the summer)
Well just

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song performed by Beach Boys
Added by Lucian Velea
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The Interpretation of Nature and

I.

MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.


II.

Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.

III.

Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.

IV.

Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.

V.

The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.

VI.

It would be an unsound fancy and self-contradictory to expect that things which have never yet been done can be done except by means which have never yet been tried.

VII.

The productions of the mind and hand seem very numerous in books and manufactures. But all this variety lies in an exquisite subtlety and derivations from a few things already known; not in the number of axioms.

VIII.

Moreover the works already known are due to chance and experiment rather than to sciences; for the sciences we now possess are merely systems for the nice ordering and setting forth of things already invented; not methods of invention or directions for new works.

IX.

The cause and root of nearly all evils in the sciences is this -- that while we falsely admire and extol the powers of the human mind we neglect to seek for its true helps.

X.

The subtlety of nature is greater many times over than the subtlety of the senses and understanding; so that all those specious meditations, speculations, and glosses in which men indulge are quite from the purpose, only there is no one by to observe it.

XI.

As the sciences which we now have do not help us in finding out new works, so neither does the logic which we now have help us in finding out new sciences.

XII.

The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search after truth. So it does more harm than good.

XIII.

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poem by Sir Francis Bacon
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