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Primary care must never be seen simply as a set of organisational structures.

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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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I Don't Care Anymore

Well you can tell ev'ryone I'm a down disgrace
So drag my name all over the place.
I don't care anymore. (I don't care)
You can tell ev'rybody 'bout the state I'm in
You won't catch me crying 'cos I just can't win.
I don't care anymore I don't care anymore
I don't care what you say
I don't play the same games you play.
'Cos I've been talking to the people that you call your friends
And it seems to me there's a means to and end.
They don't care anymore. (they don't care)
And as for me I can sit here and bide my time
I got nothing to lose if I speak my mind.
I don't care anymore I don't care no more
I don't care what you say
We never played by the same rules anyway.
I won't be there anymore
Get out of my way
Let me by
I got better things to do with my time
I don't care anymore I don't care anymore
I don't care anymore I don't care anymore
Well, I don't care now what you say (I don't care what you say)
'Cos ev'ry day (everyday)
I'm feeling fine with myself (I'm feeling fine with myself)
And I don't care now what you say (I don't care what you say)
Hey I'll do alright by myself (I'll be alright by myself)
I don't care (I don't care) anymore (anymore)
I don't care (I don't care) anymore (anymore)
I don't care (I don't care) anymore (anymore)
I don't care anymore
Do you care? Hell no!
Do you care? Hell no!
Do you care? Hell no!
What what?
Do you care? Hell no!
Do you care? Hell no!
Do you care? Hell no!
What what?
Do you care? Hell no!
Do you care? Hell no!
Do you care? Hell no!
What what?
Do you care? Hell no!
Do you care? Hell no!
Do you care? Hell no!
What what?
'Cos I remember all the times I tried so hard
And you laughed in my face 'cos ya held all the cards.
I don't care anymore.

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The greatest sin

Having supremely spell binding eyes was simply not a sin at all; but
pretending that you were gruesomely blind; unable to see a step
further even after possessing them right since innocent childhood;
was the greatest sin,

Having robust complexioned feet was simply not a sin at all; but
pretending that you couldn't walk even an inch forward; had not the
slightest of capacity to run even after possessing them right since
innocent childhood; was the greatest sin,

Having tenaciously knotted fingers projecting from the palm was
simply not a sin at all; but pretending that you had grave difficulty
in hoisting objects; didn't posses the most minuscule of power to
defend yourself even after possessing them right since innocent
childhood; was the greatest sin,

Having dangling earlobes delectably cascading from the periphery of
your rubicund cheek was simply not a sin at all; but pretending that
you couldn't bear the tiniest of sound; floundered miserably to
decipher the intricacy of voice even after possessing them right
since innocent childhood; was the greatest sin,

Having a perfectly throbbing heart palpitating in marvellous
synchrony inside your chest was simply not a sin at all; but
pretending that you just didn't have the power to love; the virtue to
embrace other humans of your kind even after possessing it right
since innocent childhood; was the greatest sin,

Having dual pairs of luscious lips was simply not a sin at all; but
pretending that you couldn't speak a single word; abysmally stuttered
to convey the most infinitesimal of message to your compatriots even
after possessing them right since innocent childhood; was the
greatest sin,

Having ravishing clusters of hair on your scalp was simply not a sin
at all; but pretending that God had kept you disdainfully bald; that
your head shivered uncontrollably in cold even after possessing them
right since innocent childhood; was the greatest sin,

Having boundless lines on your glowing palm was simply not a sin at
all; but pretending that your entire life was ruined; your progress
had come to an abrupt standstill even after possessing them right
since innocent childhood; was the greatest sin,

Having pompously bulging muscle in your arms was simply not a sin at
all; but pretending that you were as feeble as a mosquito; couldn't
lift your very own body even after having them right since innocent
childhood; was the greatest sin,

Having thousands of voluptuously tantalizing eyelashes extruding from

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Dealing Dreams

Dont you feel so very pointless here
In the feelings of the rain
The violence of the sun?
I must confess that I feel graciously
To be of the rain
And hotter than the sun
What do you do?
What do you say
When the blood spill is of your loved one
And the kremlins of the world fall around you?
Were dealing dreams, yeah
Were dealing dreams
Were dealing structures that grow cold in our hearts
Oh fearful, crying people
Food is by the river
Watching, but not swimming
It takes energy not to get used to it
Fall into this place
Where everything rolls together and dies
This crying kingdom she is now
Forever will she be
The silence of a (? )
Were dealing dreams, yeah
Were dealing dreams
Were dealing structures that grow cold in our hearts, yeah
Were dealing dreams, yeah
Were dealing dreams
Were dealing structures that grow cold in our hearts
Were dealing dreams
Structures that grow cold in our hearts, yeah
Were dealing dreams
Were dealing dreams, ah yes, ah yes, dreams
Structures that grow cold
Structures that grow cold
Structures that grow cold in our hearts
Dont you feel so very pointless here
In the feelings of the rain
The violence of the sun?

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Set Me Free

You operate and motivate on synthetic fuel
you're Mother Nature and an atom bomb
As long as you're kept full of pretty bodies
your little secret will be safe with me
around again insane again
it somes again it sets me free
so set me free
set me free
'cause I think you need my soul
set me free
set me free
Your kept alive and polarized with one thing in mind,
metabolizin' everything that you see
but now and then or a little later
now I'm gonna take you down with me
Around again insane again
she comes again it sets me free
so set me free
set me free
'cause I think you need my soul
set me free
set me free
so set me free
set me free
'cuase I think you need my soul
set me free
set me free
So, take me down
take me down, down, down, down
take me down, take me down
So, take me down
take me down, down, down, down
take me down, take me down
So set me free
set me free
'cause I think you need my soul
set me free
set me free
So set me free
set me free
'cause I think you need my soul
set me free
set me free
So set me free
set me free
'cause I think you need my soul
set me free
set me free
So set me free
set me free

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Edward Lear

Teapots and Quails

Teapots and Quails,
Snuffers and Snails,
Set him a sailing
and see how he sails!
..
Mitres and Beams,
Thimbles and Creams,
Set him a screaming
and hark! how he screams!
..
Houses and Kings,
Whiskers and Swings,
Set him a stinging
and see how he stings!
..
Ribands and Pigs,
Helmets and Figs,
Set him a jigging
and see how he jigs!
..
Rainbows and Knives,
Muscles and Hives,
Set him a driving
and see how he drives!
..
Tadpoles and Tops,
Teacups and Mops,
Set him a hopping
and see how he hops!
..
Herons and Sweeps,
Turbans and Sheeps,
Set him a weeping
and see how he weeps!
Lobsters and Owls,
Scissors and Fowls,
Set him a howling
and hark how he howls!
..
Eagles and Pears,
Slippers and Bears,
Set him a staring
and see how he stares!
..
Sofas and Bees,
Camels and Keys,
Set him a sneezing
and see how he'll sneeze!
..
Wafers and Bears,

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II. Half-Rome

What, you, Sir, come too? (Just the man I'd meet.)
Be ruled by me and have a care o' the crowd:
This way, while fresh folk go and get their gaze:
I'll tell you like a book and save your shins.
Fie, what a roaring day we've had! Whose fault?
Lorenzo in Lucina,—here's a church
To hold a crowd at need, accommodate
All comers from the Corso! If this crush
Make not its priests ashamed of what they show
For temple-room, don't prick them to draw purse
And down with bricks and mortar, eke us out
The beggarly transept with its bit of apse
Into a decent space for Christian ease,
Why, to-day's lucky pearl is cast to swine.
Listen and estimate the luck they've had!
(The right man, and I hold him.)

Sir, do you see,
They laid both bodies in the church, this morn
The first thing, on the chancel two steps up,
Behind the little marble balustrade;
Disposed them, Pietro the old murdered fool
To the right of the altar, and his wretched wife
On the other side. In trying to count stabs,
People supposed Violante showed the most,
Till somebody explained us that mistake;
His wounds had been dealt out indifferent where,
But she took all her stabbings in the face,
Since punished thus solely for honour's sake,
Honoris causâ, that's the proper term.
A delicacy there is, our gallants hold,
When you avenge your honour and only then,
That you disfigure the subject, fray the face,
Not just take life and end, in clownish guise.
It was Violante gave the first offence,
Got therefore the conspicuous punishment:
While Pietro, who helped merely, his mere death
Answered the purpose, so his face went free.
We fancied even, free as you please, that face
Showed itself still intolerably wronged;
Was wrinkled over with resentment yet,
Nor calm at all, as murdered faces use,
Once the worst ended: an indignant air
O' the head there was—'t is said the body turned
Round and away, rolled from Violante's side
Where they had laid it loving-husband-like.
If so, if corpses can be sensitive,
Why did not he roll right down altar-step,
Roll on through nave, roll fairly out of church,
Deprive Lorenzo of the spectacle,

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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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Byron

Canto the Fourth

I.

I stood in Venice, on the Bridge of Sighs;
A palace and a prison on each hand:
I saw from out the wave her structures rise
As from the stroke of the enchanter’s wand:
A thousand years their cloudy wings expand
Around me, and a dying glory smiles
O’er the far times when many a subject land
Looked to the wingèd Lion’s marble piles,
Where Venice sate in state, throned on her hundred isles!

II.

She looks a sea Cybele, fresh from ocean,
Rising with her tiara of proud towers
At airy distance, with majestic motion,
A ruler of the waters and their powers:
And such she was; her daughters had their dowers
From spoils of nations, and the exhaustless East
Poured in her lap all gems in sparkling showers.
In purple was she robed, and of her feast
Monarchs partook, and deemed their dignity increased.

III.

In Venice, Tasso’s echoes are no more,
And silent rows the songless gondolier;
Her palaces are crumbling to the shore,
And music meets not always now the ear:
Those days are gone - but beauty still is here.
States fall, arts fade - but Nature doth not die,
Nor yet forget how Venice once was dear,
The pleasant place of all festivity,
The revel of the earth, the masque of Italy!

IV.

But unto us she hath a spell beyond
Her name in story, and her long array
Of mighty shadows, whose dim forms despond
Above the dogeless city’s vanished sway;
Ours is a trophy which will not decay
With the Rialto; Shylock and the Moor,
And Pierre, cannot be swept or worn away -
The keystones of the arch! though all were o’er,
For us repeopled were the solitary shore.

V.

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Ill Never Set You Free

Theres nothing I can say
Theres nothing I can do
To show you the love
That I got for you
Theres nothing in this world
That could ever take your place
When I look into your eyes
I see a sweet face
Ill never set you free
till you give your love to me
cos I love you (Ill never set, set you free)
And I need you (Ill never set, set you free)
Yes I want you (Ill never set, set you free)
cos I love you (Ill never set, set you free)
Will you open up your heart
So love could make a start
I know that if you do
Dreams will come true
Ill never set you free
till you give your love to me
cos I love you (Ill never set, set you free)
And I need you (Ill never set, set you free)
Yes I want you (Ill never set, set you free)
cos I love you (Ill never set, set you free)
Ill never set you free
till you give your love to me
Theres nothing you can do
To stop my love for you
cos I love you (Ill never set, set you free)
And I need you (Ill never set, set you free)
Yes I want you (Ill never set, set you free)
cos I love you (Ill never set, set you free)
[repeat / fade]

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The Court Of Love

With timerous hert and trembling hand of drede,
Of cunning naked, bare of eloquence,
Unto the flour of port in womanhede
I write, as he that non intelligence
Of metres hath, ne floures of sentence;
Sauf that me list my writing to convey,
In that I can to please her hygh nobley.


The blosmes fresshe of Tullius garden soote
Present thaim not, my mater for to borne:
Poemes of Virgil taken here no rote,
Ne crafte of Galfrid may not here sojorne:
Why nam I cunning? O well may I morne,
For lak of science that I can-not write
Unto the princes of my life a-right


No termes digne unto her excellence,
So is she sprong of noble stirpe and high:
A world of honour and of reverence
There is in her, this wil I testifie.
Calliope, thou sister wise and sly,
And thou, Minerva, guyde me with thy grace,
That langage rude my mater not deface.


Thy suger-dropes swete of Elicon
Distill in me, thou gentle Muse, I pray;
And thee, Melpomene, I calle anon,
Of ignoraunce the mist to chace away;
And give me grace so for to write and sey,
That she, my lady, of her worthinesse,
Accepte in gree this litel short tretesse,


That is entitled thus, 'The Court of Love.'
And ye that ben metriciens me excuse,
I you besech, for Venus sake above;
For what I mene in this ye need not muse:
And if so be my lady it refuse
For lak of ornat speche, I wold be wo,
That I presume to her to writen so.


But myn entent and all my besy cure
Is for to write this tretesse, as I can,
Unto my lady, stable, true, and sure,
Feithfull and kind, sith first that she began
Me to accept in service as her man:

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We Deal In Dreams

Don't you feel so very pointless
In the feelings of the rain
And the violence of the sun
I must confess that I feel graciously
Bigger than the rain
And hotter than the sun
What did you do
What do you say
When the blood spilled is of your loved one
And the kremlins of the world fall around you
We deal in dreams, yeah
We deal in dreams
We deal in structures that grow cold in our hearts
Oh fearful, crying people
The fool is by the river
Watching, but not swimming
It takes energy not to get used to it
And fall into this place
Where everything runs together and dies
This quiet kingdom she is now
Forever will she be, in silent celebration
We deal in dreams, yeah
We deal in dreams
We deal in structures that grow cold in our hearts, yeah
We deal in dreams
We deal in dreams
We deal in structures that grow cold in our hearts, yeah
We deal in dreams
We deal in dreams, silent silent dreams
Structures that grow cold
Structures that grow cold
Structures that grow cold in our hearts, yeah
Don't you feel so very pointless
In the feelings of the rain
And the violence of the sun

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Byron

Canto the Eleventh

I
When Bishop Berkeley said "there was no matter,"
And proved it -- 't was no matter what he said:
They say his system 't is in vain to batter,
Too subtle for the airiest human head;
And yet who can believe it? I would shatter
Gladly all matters down to stone or lead,
Or adamant, to find the world a spirit,
And wear my head, denying that I wear it.

II
What a sublime discovery 't was to make the
Universe universal egotism,
That all's ideal -- all ourselves! -- I'll stake the
World (be it what you will) that that's no schism.
Oh Doubt! -- if thou be'st Doubt, for which some take thee;
But which I doubt extremely -- thou sole prism
Of the Truth's rays, spoil not my draught of spirit!
Heaven's brandy, though our brain can hardly bear it.

III
For ever and anon comes Indigestion,
(Not the most "dainty Ariel") and perplexes
Our soarings with another sort of question:
And that which after all my spirit vexes,
Is, that I find no spot where man can rest eye on,
Without confusion of the sorts and sexes,
Of beings, stars, and this unriddled wonder,
The world, which at the worst's a glorious blunder --

IV
If it be chance; or if it be according
To the old text, still better: -- lest it should
Turn out so, we'll say nothing 'gainst the wording,
As several people think such hazards rude.
They're right; our days are too brief for affording
Space to dispute what no one ever could
Decide, and everybody one day will
Know very clearly -- or at least lie still.

V
And therefore will I leave off metaphysical
Discussion, which is neither here nor there:
If I agree that what is, is; then this I call
Being quite perspicuous and extremely fair;
The truth is, I've grown lately rather phthisical:
I don't know what the reason is -- the air
Perhaps; but as I suffer from the shocks
Of illness, I grow much more orthodox.

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Byron

Don Juan: Canto the Eleventh

I
When Bishop Berkeley said "there was no matter,"
And proved it--'twas no matter what he sald:
They say his system 'tis in vain to batter,
Too subtle for the airiest human head;
And yet who can believe it! I would shatter
Gladly all matters down to stone or lead,
Or adamant, to find the World a spirit,
And wear my head, denying that I wear it.II
What a sublime discovery 'twas to make the
Universe universal egotism,
That all's ideal--all ourselves: I'll stake the
World (be it what you will) that that's no schism.
Oh Doubt!--if thou be'st Doubt, for which some take thee,
But which I doubt extremely--thou sole prism
Of the Truth's rays, spoil not my draught of spirit!
Heaven's brandy, though our brain can hardly bear it.III

For ever and anon comes Indigestion
(Not the most "dainty Ariel") and perplexes
Our soarings with another sort of question:
And that which after all my spirit vexes,
Is, that I find no spot where Man can rest eye on,
Without confusion of the sorts and sexes,
Of beings, stars, and this unriddled wonder,
The World, which at the worst's a glorious blunder--IV

If it be chance--or, if it be according
To the Old Text, still better: lest it should
Turn out so, we'll say nothing 'gainst the wording,
As several people think such hazards rude.
They're right; our days are too brief for affording
Space to dispute what no one ever could
Decide, and everybody one day will
Know very clearly--or at least lie still.V

And therefore will I leave off metaphysical
Discussion, which is neither here nor there:
If I agree that what is, is; then this I call
Being quite perspicuous and extremely fair.
The truth is, I've grown lately rather phthisical:
I don't know what the reason is--the air
Perhaps; but as I suffer from the shocks
Of illness, I grow much more orthodox.VI

The first attack at once prov'd the Divinity
(But that I never doubted, nor the Devil);
The next, the Virgin's mystical virginity;
The third, the usual Origin of Evil;
The fourth at once establish'd the whole Trinity

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The Holy Grail

From noiseful arms, and acts of prowess done
In tournament or tilt, Sir Percivale,
Whom Arthur and his knighthood called The Pure,
Had passed into the silent life of prayer,
Praise, fast, and alms; and leaving for the cowl
The helmet in an abbey far away
From Camelot, there, and not long after, died.

And one, a fellow-monk among the rest,
Ambrosius, loved him much beyond the rest,
And honoured him, and wrought into his heart
A way by love that wakened love within,
To answer that which came: and as they sat
Beneath a world-old yew-tree, darkening half
The cloisters, on a gustful April morn
That puffed the swaying branches into smoke
Above them, ere the summer when he died
The monk Ambrosius questioned Percivale:

`O brother, I have seen this yew-tree smoke,
Spring after spring, for half a hundred years:
For never have I known the world without,
Nor ever strayed beyond the pale: but thee,
When first thou camest--such a courtesy
Spake through the limbs and in the voice--I knew
For one of those who eat in Arthur's hall;
For good ye are and bad, and like to coins,
Some true, some light, but every one of you
Stamped with the image of the King; and now
Tell me, what drove thee from the Table Round,
My brother? was it earthly passion crost?'

`Nay,' said the knight; `for no such passion mine.
But the sweet vision of the Holy Grail
Drove me from all vainglories, rivalries,
And earthly heats that spring and sparkle out
Among us in the jousts, while women watch
Who wins, who falls; and waste the spiritual strength
Within us, better offered up to Heaven.'

To whom the monk: `The Holy Grail!--I trust
We are green in Heaven's eyes; but here too much
We moulder--as to things without I mean--
Yet one of your own knights, a guest of ours,
Told us of this in our refectory,
But spake with such a sadness and so low
We heard not half of what he said. What is it?
The phantom of a cup that comes and goes?'

`Nay, monk! what phantom?' answered Percivale.

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IV. Tertium Quid

True, Excellency—as his Highness says,
Though she's not dead yet, she's as good as stretched
Symmetrical beside the other two;
Though he's not judged yet, he's the same as judged,
So do the facts abound and superabound:
And nothing hinders that we lift the case
Out of the shade into the shine, allow
Qualified persons to pronounce at last,
Nay, edge in an authoritative word
Between this rabble's-brabble of dolts and fools
Who make up reasonless unreasoning Rome.
"Now for the Trial!" they roar: "the Trial to test
"The truth, weigh husband and weigh wife alike
"I' the scales of law, make one scale kick the beam!"
Law's a machine from which, to please the mob,
Truth the divinity must needs descend
And clear things at the play's fifth act—aha!
Hammer into their noddles who was who
And what was what. I tell the simpletons
"Could law be competent to such a feat
"'T were done already: what begins next week
"Is end o' the Trial, last link of a chain
"Whereof the first was forged three years ago
"When law addressed herself to set wrong right,
"And proved so slow in taking the first step
"That ever some new grievance,—tort, retort,
"On one or the other side,—o'ertook i' the game,
"Retarded sentence, till this deed of death
"Is thrown in, as it were, last bale to boat
"Crammed to the edge with cargo—or passengers?
"'Trecentos inseris: ohe, jam satis est!
"'Huc appelle!'—passengers, the word must be."
Long since, the boat was loaded to my eyes.
To hear the rabble and brabble, you'd call the case
Fused and confused past human finding out.
One calls the square round, t' other the round square—
And pardonably in that first surprise
O' the blood that fell and splashed the diagram:
But now we've used our eyes to the violent hue
Can't we look through the crimson and trace lines?
It makes a man despair of history,
Eusebius and the established fact—fig's end!
Oh, give the fools their Trial, rattle away
With the leash of lawyers, two on either side—
One barks, one bites,—Masters Arcangeli
And Spreti,—that's the husband's ultimate hope
Against the Fisc and the other kind of Fisc,
Bound to do barking for the wife: bow—wow!
Why, Excellency, we and his Highness here
Would settle the matter as sufficiently

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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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Wonderful Christmas

The moon is right
The spirits up
We're here tonight
And that's enough
Simply having a wonderful christmastime
Simply having a wonderful christmastime
The party's on
The feelin's here
That only comes
This time of year
Simply having a wonderful christmastime
Simply having a wonderful christmastime
The choir of children sing their song
Ding dong, ding dong
Ding dong, ding Ohhhh
Ohhhhhhh
Simply having a wonderful christmastime
Simply having a wonderful christmastime
The word is out
About the town
To lift a glass
Ahhh don't look down
Simply having a wonderful christmastime
Simply having a wonderful christmastime
The choir of children sing their song
They practiced all year long
Ding dong, ding dong
Ding dong, ding dong
Ding dong, ding dong
The party's on
The spirits up
We're here tonight
And that's enough
Simply having a wonderful christmastime
Simply having a wonderful christmastime
The moon is right
The spirits up
We're here tonight
And that's enough
Simply having a wonderful christmastime
Simply having a wonderful christmastime
Simply having a wonderful christmastime
Simply having a wonderful christmastime
Ohhhhhhhhh
Christmastime

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Wonderful Christmastime

The moon is right
The spirits up
Were here tonight
And thats enough
Simply having a wonderful christmastime
Simply having a wonderful christmastime
The partys on
The feelins here
That only comes
This time of year
Simply having a wonderful christmastime
Simply having a wonderful christmastime
The choir of children sing their song
Ding dong, ding dong
Ding dong, ding ohhhh
Ohhhhhhh
Simply having a wonderful christmastime
Simply having a wonderful christmastime
The word is out
About the town
To lift a glass
Ahhh dont look down
Simply having a wonderful christmastime
Simply having a wonderful christmastime
The choir of children sing their song
They practiced all year long
Ding dong, ding dong
Ding dong, ding dong
Ding dong, ding dong
The partys on
The spirits up
Were here tonight
And thats enough
Simply having a wonderful christmastime
Simply having a wonderful christmastime
The moon is right
The spirits up
Were here tonight
And thats enough
Simply having a wonderful christmastime
Simply having a wonderful christmastime
Simply having a wonderful christmastime
Simply having a wonderful christmastime
Ohhhhhhhhhhhhhh
Christmastime

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Simply Irresistable

How can it be permissible
She compromised my principle, yeah yeah
That kind of love is mythical
She's anything but typical
She's a craze you'd endorse, she's a powerful force
You're obliged to conform when there's no other course
She used to look good to me, but now I find her
Simply irresistible
Simply irresistible
Her loving is so powerful, huh
It's simply unavoidable
The trend is irreversible
The woman is invincible
She's a natural law, and she leaves me in awe
She deserves the applause, I surrender because
She used to look good to me, but now I find her
Simply irresistible
Simply irresistible
(Simply irresistible) She's so fine, there's no tellin' where the money went
(Simply irresistible) She's all mine, there's no other way to go
She's unavoidable, I'm backed against the wall
She gives me feelings like I never felt before
I'm breaking promises, she's breaking every law
She used to look good to me, but now I find her
Simply irresistible
She's so fine, there's no tellin' where the money went
(Simply irresistible) She's all mine, there's no other way to go
Her methods are inscrutable
The proof is irrefutable, Ooh-ooh-ooh-ooh-ooh-ooh-ooh
She's so completely kissable, huh
Our lives are indivisible
She's a craze you'd endorse, she's a powerful force
You're obliged to conform when there's no other course
She used to look good to me, but now I find her
Simply irresistible
Simply irresistible
She's so fine, there's no tellin' where the money went
(Simply irresistible) She's all mine, there's no other way to go
She's so fine, there's no tellin' where the money went
(Simply irresistible) She's all mine, there's no other way to go
Simply irresistible

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