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Surfers Rule

Its a genuine fact that the surfers rule
Its plastered on the walls all around the school now
(surfers rule, surfers rule)
Becoming just as common as a golden rule now
(surfers rule, surfers rule)
Take it or leave it but you better believe it
Surfers rule
They burnt it in the grass on the football field now
(surfers rule, surfers rule)
Just try to make them cool it and theyll never yield now
(surfers rule, surfers rule)
Take what youve heard now and go pass the word now
Surfers rule
Its a genuine fact that the surfers rule
A woody full of surfers pullin long side a wagon
(surfers rule, surfers rule)
The hodaddies sittin while the surfers are draggin
The surfers are winnin and they say as theyre grinnin
Surfers rule
Surfers rule
(four seasons you better believe it)
Surfers rule
(four seasons you better believe it)
Surfers rule
(four seasons you better believe it)
Surfers rule
(four seasons you better believe it)
Surfers rule
(four seasons you better believe it)
Surfers rule
(four seasons you better believe it)

song performed by Beach Boys
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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Veterinary Camps

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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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The Scripture of the Golden Eternity

1
Did I create that sky? Yes, for, if it was anything other than a conception in my mind I wouldnt have said 'Sky'-That is why I am the golden eternity. There are not two of us here, reader and writer, but one, one golden eternity, One-Which-It-Is, That-Which- Everything-Is.

2
The awakened Buddha to show the way, the chosen Messiah to die in the degradation of sentience, is the golden eternity. One that is what is, the golden eternity, or, God, or, Tathagata-the name. The Named One. The human God. Sentient Godhood. Animate Divine. The Deified One. The Verified One. The Free One. The Liberator. The Still One. The settled One. The Established One. Golden Eternity. All is Well. The Empty One. The Ready One. The Quitter. The Sitter. The Justified One. The Happy One.

3
That sky, if it was anything other than an illusion of my mortal mind I wouldnt have said 'that sky.' Thus I made that sky, I am the golden eternity. I am Mortal Golden Eternity.

4
I was awakened to show the way, chosen to die in the degradation of life, because I am Mortal Golden Eternity.

5
I am the golden eternity in mortal animate form.

6
Strictly speaking, there is no me, because all is emptiness. I am empty, I am non-existent. All is bliss.

7
This truth law has no more reality than the world.

8
You are the golden eternity because there is no me and no you, only one golden eternity.

9
The Realizer. Entertain no imaginations whatever, for the thing is a no-thing. Knowing this then is Human Godhood.

10
This world is the movie of what everything is, it is one movie, made of the same stuff throughout, belonging to nobody, which is what everything is.

11
If we were not all the golden eternity we wouldnt be here. Because we are here we cant help being pure. To tell man to be pure on account of the punishing angel that punishes the bad and the rewarding angel that rewards the good would be like telling the water 'Be Wet'-Never the less, all things depend on supreme reality, which is already established as the record of Karma earned-fate.

12
God is not outside us but is just us, the living and the dead, the never-lived and never-died. That we should learn it only now, is supreme reality, it was written a long time ago in the archives of universal mind, it is already done, there's no more to do.

13
This is the knowledge that sees the golden eternity in all things, which is us, you, me, and which is no longer us, you, me.

14
What name shall we give it which hath no name, the common eternal matter of the mind? If we were to call it essence, some might think it meant perfume, or gold, or honey. It is not even mind. It is not even discussible, groupable into words; it is not even endless, in fact it is not even mysterious or inscrutably inexplicable; it is what is; it is that; it is this. We could easily call the golden eternity 'This.' But 'what's in a name?' asked Shakespeare. The golden eternity by another name would be as sweet. A Tathagata, a God, a Buddha by another name, an Allah, a Sri Krishna, a Coyote, a Brahma, a Mazda, a Messiah, an Amida, an Aremedeia, a Maitreya, a Palalakonuh, 1 2 3 4 5 6 7 8 would be as sweet. The golden eternity is X, the golden eternity is A, the golden eternity is /\, the golden eternity is O, the golden eternity is [ ], the golden eternity is t-h-e-g-o-l-d-e-n-e-t-e-r- n-i-t-y. In the beginning was the word; before the beginning, in the beginningless infinite neverendingness, was the essence. Both the word 'god' and the essence of the word, are emptiness. The form of emptiness which is emptiness having taken the form of form, is what you see and hear and feel right now, and what you taste and smell and think as you read this. Wait awhile, close your eyes, let your breathing stop three seconds or so, listen to the inside silence in the womb of the world, let your hands and nerve-ends drop, re-recognize the bliss you forgot, the emptiness and essence and ecstasy of ever having been and ever to be the golden eternity. This is the lesson you forgot.

15
The lesson was taught long ago in the other world systems that have naturally changed into the empty and awake, and are here now smiling in our smile and scowling in our scowl. It is only like the golden eternity pretending to be smiling and scowling to itself; like a ripple on the smooth ocean of knowing. The fate of humanity is to vanish into the golden eternity, return pouring into its hands which are not hands. The navel shall receive, invert, and take back what'd issued forth; the ring of flesh shall close; the personalities of long dead heroes are blank dirt.

16
The point is we're waiting, not how comfortable we are while waiting. Paleolithic man waited by caves for the realization of why he was there, and hunted; modern men wait in beautified homes and try to forget death and birth. We're waiting for the realization that this is the golden eternity.

17
It came on time.

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poem by Jack Kerouac
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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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The Aeneid of Virgil: Book 11

SCARCE had the rosy Morning rais’d her head
Above the waves, and left her wat’ry bed;
The pious chief, whom double cares attend
For his unburied soldiers and his friend,
Yet first to Heav’n perform’d a victor’s vows: 5
He bar’d an ancient oak of all her boughs;
Then on a rising ground the trunk he plac’d,
Which with the spoils of his dead foe he grac’d.
The coat of arms by proud Mezentius worn,
Now on a naked snag in triumph borne, 10
Was hung on high, and glitter’d from afar,
A trophy sacred to the God of War.
Above his arms, fix’d on the leafless wood,
Appear’d his plumy crest, besmear’d with blood:
His brazen buckler on the left was seen; 15
Truncheons of shiver’d lances hung between;
And on the right was placed his corslet, bor’d;
And to the neck was tied his unavailing sword.
A crowd of chiefs inclose the godlike man,
Who thus, conspicuous in the midst, began: 20
“Our toils, my friends, are crown’d with sure success;
The greater part perform’d, achieve the less.
Now follow cheerful to the trembling town;
Press but an entrance, and presume it won.
Fear is no more, for fierce Mezentius lies, 25
As the first fruits of war, a sacrifice.
Turnus shall fall extended on the plain,
And, in this omen, is already slain.
Prepar’d in arms, pursue your happy chance;
That none unwarn’d may plead his ignorance, 30
And I, at Heav’n’s appointed hour, may find
Your warlike ensigns waving in the wind.
Meantime the rites and fun’ral pomps prepare,
Due to your dead companions of the war:
The last respect the living can bestow, 35
To shield their shadows from contempt below.
That conquer’d earth be theirs, for which they fought,
And which for us with their own blood they bought;
But first the corpse of our unhappy friend
To the sad city of Evander send, 40
Who, not inglorious, in his age’s bloom,
Was hurried hence by too severe a doom.”
Thus, weeping while he spoke, he took his way,
Where, new in death, lamented Pallas lay.
Acoetes watch’d the corpse; whose youth deserv’d 45
The father’s trust; and now the son he serv’d
With equal faith, but less auspicious care.
Th’ attendants of the slain his sorrow share.
A troop of Trojans mix’d with these appear,
And mourning matrons with dishevel’d hair. 50

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poem by Publius Vergilius Maro
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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 Believe

Yeah
Uh, uh
Uh
Yeah
Yeah
There could be dark clouds up over me, yeah
Still I know I can stand tall, yeah
And I can be the only man in the middle of the sea
And still somehow I wouldn't feel small, no, no
Ever since I found you, baby, it's been my attitude,
yes, it has
I wouldn't trade you for the world, uh-uh
If I bet my money on you, baby, I would never lose, no
'Cause you're my inspiration, girl
With you by my side, I believe
(Oh, I believe) I believe
(Oh, I believe) Yes, I
(I believe) I believe
(Oh, I believe) Oh, I believe
(Oh, I believe) I believe
(I believe) Yes, I
Now there could be a roadblock right in front of me,
mmm
And it wouldn't be in my way, no
Even if they locked me up and threw away the key, yeah
Somehow I know it would be okay, yeah
'Cause ever since I met you, girl, I've been positive,
oh, yes
You gave me a reason why, yes, you did
I kinda gave up on life, but now I wanna live, yeah
'Cause in the tunnel you were my light
And with you by my side, I believe
(Oh, I believe) Oh, I believe
(Oh, I believe) Oh, I believe, yeah
(I believe) I believe
(Oh, I believe) Woo...I
(Oh, I believe) I believe
(I believe) Oh, ho, I believe
And I remember when I wrote this song
It was at a time when I, I couldn't go wrong
But since I met you
(Oh, I believe) I believe
(Oh, I believe) Said I
(I believe) I believe
(Oh, I believe) Oh, I believe
(Oh, I believe) Yeah
(I believe) Yes, I, when the clouds are hanging over
us, woo
(Oh, I believe) And the going's tough
(Oh, I believe) I

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song performed by R. Kelly
Added by Lucian Velea
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The Aeneid of Virgil: Book 12

WHEN Turnus saw the Latins leave the field,
Their armies broken, and their courage quell’d,
Himself become the mark of public spite,
His honor question’d for the promis’d fight;
The more he was with vulgar hate oppress’d, 5
The more his fury boil’d within his breast:
He rous’d his vigor for the last debate,
And rais’d his haughty soul to meet his fate.
As, when the swains the Libyan lion chase,
He makes a sour retreat, nor mends his pace; 10
But, if the pointed jav’lin pierce his side,
The lordly beast returns with double pride:
He wrenches out the steel, he roars for pain;
His sides he lashes, and erects his mane:
So Turnus fares; his eyeballs flash with fire, 15
Thro’ his wide nostrils clouds of smoke expire.
Trembling with rage, around the court he ran,
At length approach’d the king, and thus began:
“No more excuses or delays: I stand
In arms prepar’d to combat, hand to hand, 20
This base deserter of his native land.
The Trojan, by his word, is bound to take
The same conditions which himself did make.
Renew the truce; the solemn rites prepare,
And to my single virtue trust the war. 25
The Latians unconcern’d shall see the fight;
This arm unaided shall assert your right:
Then, if my prostrate body press the plain,
To him the crown and beauteous bride remain.”
To whom the king sedately thus replied: 30
“Brave youth, the more your valor has been tried,
The more becomes it us, with due respect,
To weigh the chance of war, which you neglect.
You want not wealth, or a successive throne,
Or cities which your arms have made your own: 35
My towns and treasures are at your command,
And stor’d with blooming beauties is my land;
Laurentum more than one Lavinia sees,
Unmarried, fair, of noble families.
Now let me speak, and you with patience hear, 40
Things which perhaps may grate a lover’s ear,
But sound advice, proceeding from a heart
Sincerely yours, and free from fraudful art.
The gods, by signs, have manifestly shown,
No prince Italian born should heir my throne: 45
Oft have our augurs, in prediction skill’d,
And oft our priests, a foreign son reveal’d.
Yet, won by worth that cannot be withstood,
Brib’d by my kindness to my kindred blood,
Urg’d by my wife, who would not be denied, 50

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poem by Publius Vergilius Maro
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The Ballad of the White Horse

DEDICATION

Of great limbs gone to chaos,
A great face turned to night--
Why bend above a shapeless shroud
Seeking in such archaic cloud
Sight of strong lords and light?

Where seven sunken Englands
Lie buried one by one,
Why should one idle spade, I wonder,
Shake up the dust of thanes like thunder
To smoke and choke the sun?

In cloud of clay so cast to heaven
What shape shall man discern?
These lords may light the mystery
Of mastery or victory,
And these ride high in history,
But these shall not return.

Gored on the Norman gonfalon
The Golden Dragon died:
We shall not wake with ballad strings
The good time of the smaller things,
We shall not see the holy kings
Ride down by Severn side.

Stiff, strange, and quaintly coloured
As the broidery of Bayeux
The England of that dawn remains,
And this of Alfred and the Danes
Seems like the tales a whole tribe feigns
Too English to be true.

Of a good king on an island
That ruled once on a time;
And as he walked by an apple tree
There came green devils out of the sea
With sea-plants trailing heavily
And tracks of opal slime.

Yet Alfred is no fairy tale;
His days as our days ran,
He also looked forth for an hour
On peopled plains and skies that lower,
From those few windows in the tower
That is the head of a man.

But who shall look from Alfred's hood

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poem by Gilbert Keith Chesterton
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English Bards and Scotch Reviewers: A Satire

'I had rather be a kitten, and cry mew!
Than one of these same metre ballad-mongers'~Shakespeare

'Such shameless bards we have; and yet 'tis true,
There are as mad, abandon'd critics too,'~Pope.

Still must I hear? -- shall hoarse Fitzgerald bawl
His creaking couplets in a tavern hall,
And I not sing, lest, haply, Scotch reviews
Should dub me scribbler, and denounce my muse?
Prepare for rhyme -- I'll publish, right or wrong:
Fools are my theme, let satire be my song.

O nature's noblest gift -- my grey goose-quill!
Slave of my thoughts, obedient to my will,
Torn from thy parent bird to form a pen,
That mighty instrument of little men!
The pen! foredoom'd to aid the mental throes
Of brains that labour, big with verse or prose,
Though nymphs forsake, and critics may deride,
The lover's solace, and the author's pride.
What wits, what poets dost thou daily raise!
How frequent is thy use, how small thy praise!
Condemn'd at length to be forgotten quite,
With all the pages which 'twas thine to write.
But thou, at least, mine own especial pen!
Once laid aside, but now assumed again,
Our task complete, like Hamet's shall be free;
Though spurn'd by others, yet beloved by me:
Then let us soar today, no common theme,
No eastern vision, no distemper'd dream
Inspires -- our path, though full of thorns, is plain;
Smooth be the verse, and easy be the strain.

When Vice triumphant holds her sov'reign sway,
Obey'd by all who nought beside obey;
When Folly, frequent harbinger of crime,
Bedecks her cap with bells of every clime;
When knaves and fools combined o'er all prevail,
And weigh their justice in a golden scale;
E'en then the boldest start from public sneers,
Afraid of shame, unknown to other fears,
More darkly sin, by satire kept in awe,
And shrink from ridicule, though not from law.

Such is the force of wit! but not belong
To me the arrows of satiric song;
The royal vices of our age demand
A keener weapon, and a mightier hand.

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poem by Byron
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Allegany Camp

amazing grace circus camp
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amazon camp dutch lodge oven
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amazon lodge dutch oven camp
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ambassador camp inc
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amber bowers
amber camp lazlo
amber pow camp
amberg germany dp camp
ambition camp hockey pro
ambler baseball camp
ambleside scotland school camp
ambon pow camp
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ambulance bower
amc camp dodge
amc camp movie summer
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amc little lyford camps
amc movie camp
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amc north west camp bear mountain
amc pinkham notch camp
amc summer camp for s
amc summer camp for s 2007
amc summer camp movies
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amc summer movie camp 2008
amc summer movie camp arlington
amc summer movie camp ontario california
amc theater camp hill
amc theatres summer camp
amcmovie camps
amelia earhart in japanese war camp

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poem by Rwetewrt Erwtwer
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Would you ever believe

WOULD YOU EVER believe if I called a nondescript table of teakwood; as a vivacious bird soaring high in the sky,

Would you ever believe if I called a ruffled sheet of paper; as a chunk of glittering gold,

Would you ever believe if I called a grandiloquent watch embodied with diamonds; as a lump of bedraggled stone,

Would you ever believe if I called a mountain of compacted mud; as a switchboard of pugnacious electricity,

Would you ever believe if I called a resplendent rainbow in the sky; as a broomstick with incongruous bristles,

Would you ever believe if I called a rusty canister of dilapidated iron; as a mesmerizing rose growing in the garden,

Would you ever believe if I called a pink tablet of luxury soap; as a mosquito hovering acrimoniously in the cloistered room,

Would you ever believe if I called a boat rollicking merrily on the undulating waves; as a rustic jungle spider,

Would you ever believe if I called a valley profusely embedded with snow; as an unscrupulous dog on the street,

Would you ever believe if I called a pair of luscious lips; as a disdainfully fetid shoe,

Would you ever believe if I called a fluorescent rod of light; as a jagged bush of cactus growing in the sweltering desert,

Would you ever believe if I called the blazing sun; as a pudgy bar of delectable chocolate,
Would you ever believe if I called an angular sculptured bone; as acid bubbling in a swanky bottle,

Would you ever believe if I called a scintillating oyster; as an inarticulate matchstick coated with lead,

Would you ever believe if I called a cluster of bells jingling from the ceiling; as a sordid cockroach philandering beside the lavatory seat,

Would you ever believe if I called a fruit of succulent coconut; as a dead mans morbid tooth,

Would you ever believe If I called a steaming cup of filter coffee; as gaudily colored water emanating from the street fountains,

Would you ever believe if I called the majestic statue of a revered historian; as a slab of tangy peanut butter,

Would you ever believe if I called a vibrant shirt; as a protuberant pigeon discerningly pecking its beak at grains scattered on the floor,

Would you ever believe if I called a flocculent bud of cotton; as a camouflaged lizard transgressing through wild projections of grass,

Would you ever believe if I called a photograph depicting the steep gorges; as a gutter inundated with obnoxious sewage,

Would you ever believe if I called a lanky giraffe; as a convict nefariously lurking through solitary streets of the city,

Would you ever believe if I called a pair of flamboyant sunglasses; as a weird tattoo to be adhered to the chest,

Would you ever believe if I called a chicken’s egg; as logs of sooty charcoal abundantly stashed in the colossal warehouse,

Would you ever believe if I called a biscuit replete with golden honey; as a ominously slithering reptile in the jungles,

Would you ever believe if I called a bald man possessing a profoundly tonsured scalp; as a gas balloon floating in insipid air,

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poem by Nikhil Parekh
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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
Added by Veronica Serbanoiu
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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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Pharsalia - Book VII: The Battle

Ne'er to the summons of the Eternal laws
More slowly Titan rose, nor drave his steeds,
Forced by the sky revolving, up the heaven,
With gloomier presage; wishing to endure
The pangs of ravished light, and dark eclipse;
And drew the mists up, not to feed his flames,
But lest his light upon Thessalian earth
Might fall undimmed.

Pompeius on that morn,
To him the latest day of happy life,
In troubled sleep an empty dream conceived.
For in the watches of the night he heard
Innumerable Romans shout his name
Within his theatre; the benches vied
To raise his fame and place him with the gods;
As once in youth, when victory was won
O'er conquered tribes where swift Iberus flows,
And where Sertorius' armies fought and fled,
The west subdued, with no less majesty
Than if the purple toga graced the car,
He sat triumphant in his pure white gown
A Roman knight, and heard the Senate's cheer.
Perhaps, as ills drew near, his anxious soul,
Shunning the future wooed the happy past;
Or, as is wont, prophetic slumber showed
That which was not to be, by doubtful forms
Misleading; or as envious Fate forbade
Return to Italy, this glimpse of Rome
Kind Fortune gave. Break not his latest sleep,
Ye sentinels; let not the trumpet call
Strike on his ear: for on the morrow's night
Shapes of the battle lost, of death and war
Shall crowd his rest with terrors. Whence shalt thou
The poor man's happiness of sleep regain?
Happy if even in dreams thy Rome could see
Once more her captain! Would the gods had given
To thee and to thy country one day yet
To reap the latest fruit of such a love:
Though sure of fate to come! Thou marchest on
As though by heaven ordained in Rome to die;
She, conscious ever of her prayers for thee
Heard by the gods, deemed not the fates decreed
Such evil destiny, that she should lose
The last sad solace of her Magnus' tomb.
Then young and old had blent their tears for thee,
And child unbidden; women torn their hair
And struck their bosoms as for Brutus dead.
But now no public woe shall greet thy death
As erst thy praise was heard: but men shall grieve

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poem by Marcus Annaeus Lucanus
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The Columbiad: Book VII

The Argument

Coast of France rises in vision. Louis, to humble the British power, forms an alliance with the American states. This brings France, Spain and Holland into the war, and rouses Hyder Ally to attack the English in India. The vision returns to America, where the military operations continue with various success. Battle of Monmouth. Storming of Stonypoint by Wayne. Actions of Lincoln, and surrender of Charleston. Movements of Cornwallis. Actions of Greene, and battle of Eutaw. French army arrives, and joins the American. They march to besiege the English army of Cornwallis in York and Gloster. Naval battle of Degrasse and Graves. Two of their ships grappled and blown up. Progress of the siege. A citadel mined and blown up. Capture of Cornwallis and his army. Their banners furled and muskets piled on the field of battle.

Thus view'd the Pair; when lo, in eastern skies,
From glooms unfolding, Gallia's coasts arise.
Bright o'er the scenes of state a golden throne,
Instarr'd with gems and hung with purple, shone;
Young Bourbon there in royal splendor sat,
And fleets and moving armies round him wait.
For now the contest, with increased alarms,
Fill'd every court and roused the world to arms;
As Hesper's hand, that light from darkness brings,
And good to nations from the scourge of kings,
In this dread hour bade broader beams unfold,
And the new world illuminate the old.

In Europe's realms a school of sages trace
The expanding dawn that waits the Reasoning Race;
On the bright Occident they fix their eyes,
Thro glorious toils where struggling nations rise;
Where each firm deed, each new illustrious name
Calls into light a field of nobler fame:
A field that feeds their hope, confirms the plan
Of well poized freedom and the weal of man.
They scheme, they theorize, expand their scope,
Glance o'er Hesperia to her utmost cope;
Where streams unknown for other oceans stray,
Where suns unseen their waste of beams display,
Where sires of unborn nations claim their birth,
And ask their empires in those wilds of earth.
While round all eastern climes, with painful eye,
In slavery sunk they see the kingdoms lie,
Whole states exhausted to enrich a throne,
Their fruits untasted and their rights unknown;
Thro tears of grief that speak the well taught mind,
They hail the æra that relieves mankind.

Of these the first, the Gallic sages stand,
And urge their king to lift an aiding hand.
The cause of humankind their souls inspired,
Columbia's wrongs their indignation fired;
To share her fateful deeds their counsel moved,
To base in practice what in theme they proved:
That no proud privilege from birth can spring,
No right divine, nor compact form a king;
That in the people dwells the sovereign sway,
Who rule by proxy, by themselves obey;

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poem by Joel Barlow
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Palamon And Arcite; Or, The Knight's Tale. From Chaucer. In Three Books. Book III.

The day approached when Fortune should decide
The important enterprise, and give the bride;
For now the rivals round the world had sought,
And each his number, well appointed, brought.
The nations far and near contend in choice,
And send the flower of war by public voice;
That after or before were never known
Such chiefs, as each an army seemed alone:
Beside the champions, all of high degree,
Who knighthood loved, and deeds of chivalry,
Thronged to the lists, and envied to behold
The names of others, not their own, enrolled.
Nor seems it strange; for every noble knight
Who loves the fair, and is endued with might,
In such a quarrel would be proud to fight.
There breathes not scarce a man on British ground
(An isle for love and arms of old renowned)
But would have sold his life to purchase fame,
To Palamon or Arcite sent his name;
And had the land selected of the best,
Half had come hence, and let the world provide the rest.
A hundred knights with Palamon there came,
Approved in fight, and men of mighty name;
Their arms were several, as their nations were,
But furnished all alike with sword and spear.

Some wore coat armour, imitating scale,
And next their skins were stubborn shirts of mail;
Some wore a breastplate and a light juppon,
Their horses clothed with rich caparison;
Some for defence would leathern bucklers use
Of folded hides, and others shields of Pruce.
One hung a pole-axe at his saddle-bow,
And one a heavy mace to stun the foe;
One for his legs and knees provided well,
With jambeux armed, and double plates of steel;
This on his helmet wore a lady's glove,
And that a sleeve embroidered by his love.

With Palamon above the rest in place,
Lycurgus came, the surly king of Thrace;
Black was his beard, and manly was his face
The balls of his broad eyes rolled in his head,
And glared betwixt a yellow and a red;
He looked a lion with a gloomy stare,
And o'er his eyebrows hung his matted hair;
Big-boned and large of limbs, with sinews strong,
Broad-shouldered, and his arms were round and long.
Four milk-white bulls (the Thracian use of old)
Were yoked to draw his car of burnished gold.

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poem by John Dryden
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Believe It...Or Not

I Believe

I believe, that life is likened to, a
piece of fine crystal. It can be
beautiful, or in a moments notice,
be shattered, beyond repair.

If you do not believe in love at
first sight, believe...that perhaps,
your vision is impaired.

It matters not your age in life,
I believe love, should be
welcomed and treasured.

I believe, that many of our unanswered
questions, are only answered, when
we are no longer, of earthly matter.

I believe that some things are better
kept to ones self.

I believe that there are rooms in life's
experience, that should not be entered.

Do you believe in your God? Do you
believe, that your religion is the right
religion? What do you believe of the
billions of people who do not believe,
as you believe?

I believe, it could not be, that one religion,
is the true way to worship.
I believe, that there is one Supreme Being.
I believe this Supreme Being, is by-lingual,
multi-colored and of all ethnic races.
I believe He loves and blesses us all.

I believe, in order for this to be a better
world, it must begin with each
of us trying to be better.

I believe that the billions, upon billions
of dollars spent on the machine of war,
could better be used for poor and
disenfranchised.

I believe in a new days discovery.
I believe, in the beauty of nature.
I believe, in the kiss of the rain.

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poem by Joe Fazio
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