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That's what I think regions are about, making central government more accountable and fairer.

quote by John Prescott
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Death Of The Middle Class

Oligarchs and Banksters tighten financial screws
In a bold attempt to kill the global Middle Class
Heads of State unable/unwilling to halt this ruse
The “Great Depression of 1929” we soon surpass

ROTMS

By Andrew Gavin Marshall - Global Research

We now stand at the edge of the global financial abyss of a ‘Great Global Debt Depression, ’ where nations, mired in extreme debt, are beginning to implement ‘fiscal austerity’ measures to reduce their deficits, which will ultimately result in systematic global social genocide, as the middle classes vanish and the social foundations upon which our nations rest are swept away. How did we get here? Who brought us here? Where is this road leading? These are questions I will briefly attempt to answer.

At the heart of the global political economy is the central banking system. Central banks are responsible for printing a nation’s currency and setting interest rates, thus determining the value of the currency. This should no doubt be the prerogative of a national government, however, central banks are of a particularly deceptive nature, in which while being imbued with governmental authority, they are in fact privately owned by the world’s major global banks, and are thus profit-seeking institutions. How do central banks make a profit? The answer is simple: how do all banks make a profit? Interest on debt. Loans are made, interest rates are set, and profits are made. It is a system of debt, imperial economics at its finest.

In the United States, President Woodrow Wilson signed the Federal Reserve Act in 1913, creating the Federal Reserve System, with the Board located in Washington, appointed by the President, but where true power rested in the 12 regional banks, most notably among them, the Federal Reserve Bank of New York. The regional Fed banks were private banks, owned in shares by the major banks in each region, which elected the board members to represent them, and who would then share power with the Federal Reserve Board in Washington.

In the early 1920s, the Council on Foreign Relations was formed in the United States as the premier foreign policy think tank, dominated by powerful banking interests. In 1930, the Bank for International Settlements (BIS) was created to manage German reparations payments, but it also had another role, which was much less known, but much more significant. It was to act as a “coordinator of the operations of central banks around the world.” Essentially, it is the central bank for the world’s central banks, whose operations are kept ‘strictly confidential.’ As historian Carroll Quigley wrote:

'The powers of financial capitalism had another far-reaching aim, nothing less than to create a world system of financial control in private hands able to dominate the political system of each country and the economy of the world as a whole. This system was to be controlled in a feudalist fashion by the central banks of the world acting in concert, by secret agreements arrived at in frequent private meetings and conferences. The apex of the system was to be the Bank for International Settlements in Basel, Switzerland, a private bank owned and controlled by the world’s central banks which were themselves private corporations.'

In 1954, the Bilderberg Group was formed as a secretive global think tank, comprising intellectual, financial, corporate, political, military and media elites from Western Europe and North America, with prominent bankers such as David Rockefeller, as well as European royalty, such as the Dutch royal family, who are the largest shareholders in Royal Dutch Shell, whose CEO attends every meeting. This group of roughly 130 elites meets every year in secret to discuss and debate global affairs, and to set general goals and undertake broad agendas at various meetings. The group was initially formed to promote European integration. The 1956 meeting discussed European integration and a common currency. In fact, the current Chairman of the Bilderberg Group told European media last year that the euro was debated at the Bilderberg Group.

In 1973, David Rockefeller, Chairman and CEO of Chase Manhattan Bank, Chairman of the Council on Foreign Relations and a member of the Steering Committee of the Blderberg Group, formed the Trilateral Commission with CFR academic Zbigniew Brzezinski. That same year, the oil price shocks created a wealth of oil money, which was discussed at that years Bilderberg meeting 5 months prior to the oil shocks, and the money was funneled through western banks, which loaned it to ‘third world’ nations desperately in need of loans to finance industrialization.

When Jimmy Carter became President in 1977, he appointed over two dozen members of the Trilateral Commission into his cabinet, including himself, and of course, Zbigniew Brzezinski, who was his National Security Adviser. In 1979, Carter appointed David Rockefeller’s former aide and friend, Paul Volcker, who had held various positions at the Federal Reserve Bank of New York and the U.S. Treasury Department, and who also happened to be a member of the Trilateral Commission, as Chairman of the Federal Reserve. When another oil shock took place in 1979, Volcker decided to raise interest rates from 2% in the late 70s, to 18% in the early 80s. The effect this had was that the countries of the developing world suddenly had to pay enormous interest on their loans, and in 1982, Mexico announced it could no longer afford to pay its interest, and it defaulted on its debt, which set off the 1980s debt crisis – collapsing nations in debt across Latin America, Africa and parts of Asia.

It was the IMF and the World Bank came to the ‘assistance’ of the Third World with their ‘structural adjustment programs’, which forced countries seeking assistance to privatize all state owned industries and resources, devalue their currencies, liberalize their economies, dismantle health, education and social services; ultimately resulting in the re-colonization of the ‘Third World’ as Western corporations and banks bought all their assets and resources, and ultimately created the conditions of social genocide, with the spread of mass poverty, and the emergence of corrupt national elites who were subservient to the interests of Western elites. The people in these nations would protest, riot and rebel, and the states would clamp down with the police and military.

In the West, corporations and banks saw rapid, record-breaking profits. This was the era in which the term ‘globalization’ emerged. While profits soared, wages for people in the West did not. Thus, to consume in an economy in which prices were rising, people had to go into debt. This is why this era marked the rise of credit cards fueling consumption, and the middle class became a class based entirely on debt.

In the 1990s, the ‘new world order’ was born, with America ruling the global economy, free trade agreements began integrating regional and global markets for the benefit of global banks and corporations, and speculation dominated the economy.

The global economic crisis arose as a result of decades of global imperialism – known recently as ‘globalization’ – and the reckless growth of– speculation, derivatives and an explosion of debt. As the economic crisis spread, nations of the world, particularly the United States, bailed out the major banks (which should have been made to fail and crumble under their own corruption and greed) , and now the West has essentially privatized profits for the banks, and socialized the risk. In other words, the nations bought the debt from the banks, and now the people have to pay for it. The people, however, are immersed in their own personal debt to such degrees that today, the average Canadian is $39,000 in debt, and students are graduating into a jobless market with tens to hundreds of thousands of dollars of student debt that they will never repay. Hence, we are now faced with a global debt crisis.

To manage the economic crisis, the G20 was established as the major international forum for cooperation among the 20 major economies of the world, including the major developing – or emerging – economies, such as India, Brazil, South Africa and China. At the onset of the financial crisis, China and Russia’s central banks began calling for the establishment of a global currency to replace the U.S. dollar as the world reserve currency. This proposal was backed by the UN and the IMF. It should be noted, however, that the Chinese and Russian central banks cooperate with the Western central banks through the Bank for International Settlements – which the President of the European Central Bank, Jean-Claude Trichet, recently said was the principle forum for “governance of central bank cooperation” and that the G20 is “the prime group for global economic governance.” In 2009, the IMF stated that the BIS “is the central and the oldest focal point for coordination of global governance arrangements.” The President of the European Union, appointed to the position after attending a Bilderberg meeting, declared 2009 as the “first year of global governance.” The 2009 Bilderberg meeting reported on the desire to create a global treasury, or global central bank, to manage the world economy. In 2009, prior to the Bilderberg meeting in fact, the G20 set in motion plans to make the IMF a global central bank of sorts, issuing and even printing its own currency – called Special Drawing Rights (SDRs) – which is valued against a basket of currencies. In May of 2010, the IMF Managing Director stated that “crisis is an opportunity, ” and while Special Drawing Rights are a step in the right direction, ultimately what is needed is “a new global currency issued by a global central bank, with robust governance and institutional features.” Thus, we see the emergence of a process towards the formation of a global central bank and a global currency, totally unaccountable to any nation or people, and totally controlled by global banking interests.

In 2010, Greece was plunged into a debt crisis, a crisis which is now spreading across Europe, to the U.K. and eventually to Japan and the United States. If we look at Greece, we see the nature of the global debt crisis. The debt is owed to major European and American banks. To pay the interest on the debt, Greece had to get a loan from the European Central Bank and the IMF, which forced the country to impose ‘fiscal austerity’ measures as a condition for the loans, pressuring Greece to commit social genocide. Meanwhile, the major banks of America and Europe speculate against the Greek debt, further plunging the country into economic and social crisis. The loan is granted, to pay the interest, yet simply has the effect of adding to the overall debt, as a new loan is new debt. Thus, Greece is caught in the same debt trap that re-colonized the Third World.

At the recent G20 meeting in Toronto, the major nations of the world agreed to impose fiscal austerity – or in other words, commit social genocide – within their nations, in a veritable global structural adjustment program. So now we will see the beginnings of the Great Global Debt Depression, in which major western and global nations cut social spending, create mass unemployment by dismantling health, education, and social services. Further, state infrastructure – such as roads, bridges, airports, ports, railways, prisons, hospitals, electric transmission lines and water – will be privatized, so that global corporations and banks will own the entirely of national assets. Simultaneously, of course, taxes will be raised dramatically to levels never before seen. The BIS said that interest rates should rise at the same time, meaning that interest payments on debt will dramatically increase at both the national and individual level, forcing governments to turn to the IMF for loans – likely in the form of its new global reserve currency – to simply pay the interest, and will thus be absorbing more debt. Simultaneously, of course, the middle class will in effect have its debts called in, and since the middle class exists only as an illusion, the illusion will vanish.

Already, towns, cities, and states across America are resorting to drastic actions to reduce their debts, such as closing fire stations, scaling back trash collection, turning off street lights, ending bus services and public transportation, cutting back on library hours or closing them altogether, school districts cutting down the school day, week or year. Simultaneously, this is occurring with a dramatic increase in the rate of privatizations or “public-private partnerships” in which even libraries are being privatized.

No wonder then, that this month, the Managing Director of the IMF warned that America and Europe, in the midst of the worst jobs crisis since the Great Depression, face an “explosion of social unrest.” Just yesterday, Europe experienced a wave of mass protests and social unrest in opposition to ‘austerity measures’, with a general strike in Spain involving millions of people, and a march on the EU headquarters in Brussels of nearly 100,000 people. As social unrest spreads, governments will likely react – as we saw in the case of the G20 in Toronto – with oppressive police state measures. Here, we see the true relevance of the emergence of ‘Homeland Security States’, designed not to protect people from terrorists, but to protect the powerful from the people.

So while things have never seemed quite so bleak, there is a dim and growing beacon of hope, in what Zbigniew Brzezinski has termed as the greatest threat to elite interests everywhere – the ‘global political awakening’. The global political awakening is representative of the fact that for the first time in all of human history, mankind is politically awakened and stirring, activated and aware, and that generally – as Zbigniew Brzezinski explains – generally is aware of global inequalities, exploitation, and disrespect. This awakening is largely the result of the information revolution – thus revealing the contradictory nature of the globalization project – as while it globalizes power and oppression, so too does it globalize awareness and opposition. This awakening is the greatest threat to entrenched elite interests everywhere. The awakening, while having taken root in the global south – already long subjected to exploitation and devastation – is now stirring in the west, and will grow as the economy crumbles. As the middle classes realize their consumption was an illusion of wealth, they will seek answers and demand true change, not the Wall Street packaged ‘brand-name’ change of Obama Inc., but true, inspired, and empowering change.

In 1967, Martin Luther King delivered a speech in which he spoke out against the Vietnam War and the American empire, and he stated that, “It seems as if we are on the wrong side of a world revolution.” So now it seems to me that the time has come for that to change.

Andrew Gavin Marshall is a Research Associate with the Centre for Research on Globalization (CRG) .

poem by Ray Lucero
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Celtic Spring

Gotta spread the news in the regions again
Im gonna sing my blues in the regions again
Gonna blow my fuse cause I wanna cut loose
In the regions again
Wanna dance by you by the light of the moon
I wanna see you there on a bright afternoon
I wanna sing my song, wont you play me the tune
In the regions again
In the celtic spring
In the celtic spring
Wont you come and go
Wanna go to the regions again
Wanna go to the regions again
I gotta go to the regions again
In the celtic spring
In the celtic spring
Wont you come and go
Gotta spread the news in the regions again
Im gonna sing my blues in the regions again
I wanna blow my fuse cause I wanna cut loose
In the regions again
Gonna dance with you by the light of the moon
Wanna see you there on a bright afternoon
I wanna sing my song, wont you play me the tune
In the regions again
In the regions again
In the regions again
In the regions again
In the regions again
In the regions again
In the regions again
In the celtic spring
In the celtic spring
Wont you come and go

song performed by Van Morrison
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Spring Gathering

I'm wondering with my soul prepared feeling off and on
breeze within the springtime glare.I have met in my
mind a woman more fair-fairer than the bending green
of brooks, rare is her beauty never misunderstood.
Fairer than the mist over hills and mountains.
Fairer than sunshine on water when it sparkles.
Fairer than the sound of birds calling, mating.
Fairer than rapture of rivers running full force.
Fairer than trees with leaves of gold.
Fairer inside those dark brown eyes.
Fairer than raindrops falling from rooftops.
Fairer than a breathing bed of flowers.
Fairer than the most enchanting pools of the jungle.
Fairer than the sky in a radiant blue.
Fairer in heart than I could have ever imagined.

poem by William Blackman
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The Columbiad: Book I

The Argument

Natives of America appear in vision. Their manners and characters. Columbus demands the cause of the dissimilarity of men in different countries, Hesper replies, That the human body is composed of a due proportion of the elements suited to the place of its first formation; that these elements, differently proportioned, produce all the changes of health, sickness, growth and decay; and may likewise produce any other changes which occasion the diversity of men; that these elemental proportions are varied, not more by climate than temperature and other local circumstances; that the mind is likewise in a state of change, and will take its physical character from the body and from external objects: examples. Inquiry concerning the first peopling of America. View of Mexico. Its destruction by Cortez. View of Cusco and Quito, cities of Peru. Tradition of Capac and Oella, founders of the Peruvian empire. Columbus inquires into their real history. Hesper gives an account of their origin, and relates the stratagems they used in establishing that empire.

I sing the Mariner who first unfurl'd
An eastern banner o'er the western world,
And taught mankind where future empires lay
In these fair confines of descending day;
Who sway'd a moment, with vicarious power,
Iberia's sceptre on the new found shore,
Then saw the paths his virtuous steps had trod
Pursued by avarice and defiled with blood,
The tribes he foster'd with paternal toil
Snatch'd from his hand, and slaughter'd for their spoil.

Slaves, kings, adventurers, envious of his name,
Enjoy'd his labours and purloin'd his fame,
And gave the Viceroy, from his high seat hurl'd.
Chains for a crown, a prison for a world
Long overwhelm'd in woes, and sickening there,
He met the slow still march of black despair,
Sought the last refuge from his hopeless doom,
And wish'd from thankless men a peaceful tomb:
Till vision'd ages, opening on his eyes,
Cheer'd his sad soul, and bade new nations rise;
He saw the Atlantic heaven with light o'ercast,
And Freedom crown his glorious work at last.

Almighty Freedom! give my venturous song
The force, the charm that to thy voice belong;
Tis thine to shape my course, to light my way,
To nerve my country with the patriot lay,
To teach all men where all their interest lies,
How rulers may be just and nations wise:
Strong in thy strength I bend no suppliant knee,
Invoke no miracle, no Muse but thee.

Night held on old Castile her silent reign,
Her half orb'd moon declining to the main;
O'er Valladolid's regal turrets hazed
The drizzly fogs from dull Pisuerga raised;
Whose hovering sheets, along the welkin driven,
Thinn'd the pale stars, and shut the eye from heaven.
Cold-hearted Ferdinand his pillow prest,
Nor dream'd of those his mandates robb'd of rest,
Of him who gemm'd his crown, who stretch'd his reign
To realms that weigh'd the tenfold poise of Spain;
Who now beneath his tower indungeon'd lies,
Sweats the chill sod and breathes inclement skies.

[...] Read more

poem by Joel Barlow
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Vision Of Columbus - Book 1

Long had the Sage, the first who dared to brave
The unknown dangers of the western wave,
Who taught mankind where future empires lay
In these fair confines of descending day,
With cares o'erwhelm'd, in life's distressing gloom,
Wish'd from a thankless world a peaceful tomb;
While kings and nations, envious of his name,
Enjoy'd his toils and triumph'd o'er his fame,
And gave the chief, from promised empire hurl'd,
Chains for a crown, a prison for a world.
Now night and silence held their lonely reign,
The half-orb'd moon declining to the main;
Descending clouds, o'er varying ether driven,
Obscured the stars and shut the eye from heaven;
Cold mists through opening grates the cell invade,
And deathlike terrors haunt the midnight shade;
When from a visionary, short repose,
That raised new cares and temper'd keener woes,
Columbus woke, and to the walls address'd
The deep-felt sorrows of his manly breast.

Here lies the purchase, here the wretched spoil,
Of painful years and persevering toil:
For these dread walks, this hideous haunt of pain,
I traced new regions o'er the pathless main,
Dared all the dangers of the dreary wave,
Hung o'er its clefts and topp'd the surging grave,
Saw billowy seas, in swelling mountains roll,
And bursting thunders rock the reddening pole,
Death rear his front in every dreadful form,
Gape from beneath and blacken in the storm;
Till, tost far onward to the skirts of day,
Where milder suns dispens'd a smiling ray,
Through brighter skies my happier sails descry'd
The golden banks that bound the western tide,
And gave the admiring world that bounteous shore
Their wealth to nations and to kings their power

Oh land of transport! dear, delusive coast,
To these fond, aged eyes forever lost!
No more thy gladdening vales I travel o'er,
For me thy mountains rear the head no more,
For me thy rocks no sparkling gems unfold,
Or streams luxuriant wear their paths in gold;
From realms of promised peace forever borne,
I hail dread anguish, and in secret mourn

But dangers past, fair climes explored in vain,
And foes triumphant shew but half my pain
Dissembling friends, each earlier joy who gave,

[...] Read more

poem by Joel Barlow
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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.

[...] Read more

poem by Innocent Masina Nkhonyo
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Heartache Central Time

Thought you were one who wouldnt run
Who wouldnt do me wrong
But the song that you were singing
Was the same old heartache song
You treat me fine and you wined and dined
And I believed you when you said
I love you babe, but your only aim
Was to get me in your bed
Now I dont even like you no more
But I cant get you off of my mind
Baby youve got me livin in
Heartache central time
Heartache central
Heartache central
Heartache central time
Anytime is a hurting time
With a hurting heart like mine
God knows Id get over you
If only I could find
A way to get my hurtin heart
Off heartache central time
Remember last september
When you looked into my eyes
I should have known that the love youd shown
Was nothing more than lies
I fell for you and I know its true
That I should have stopped myself
But my lonely heart was too alone
To hurt all by itself
Now I dont even like you no more
But I cant get you off of my mind
Baby youve got me livin in
Heartache central time
Heartache central
Heartache central
Heartache central time
Anytime is a hurting time
With a hurting heart like mine
God knows Id get over you
If only I could find
A way to get this hurtin heart
Off heartache central time

song performed by Indigo Girls
Added by Lucian Velea
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Halley's Comet

Halley's Comet, I-said-a Halley's Comet
How could you know that I lived in a desperate world?
How could you dream that we were all made out of stone?
What is the truth, what is the faithful lasting proof?
What is the central theme to this everlasting spoof?
Knock on my windows, link up the chains
It's gotta be easy, no splinters no pain
It's Cadillac rainbows and lots of spaghetti
And I love meatballs so you better be ready
I'm going down to the central part of town
I'm going down to the central part of town
Central part of town, I'm going down
I'm going down to the central part of town
["Halley's Comet" over doo-wop]
What did I do?
And don't be blamin' eat my cashew
For everything I do to get the story
And everything I do to pull me in
And everything I say to get the title
But when they use it on me I reject it
What would you do if you ate my daddy's shoes?
What would you say if it was naturally for you?
How would you feel if it rained on ???
How would you like to have your thick strawberry goo?
I'm sinking down, it's a glorious feeling
To make a big difference, my body is reeling
Even Carl Sagan can't shine my shoes
'Cause I know deep inside it's got to ???
(mighty fine something)
I'm going down to the central part of town
I'm going down to the central part of town
I'm going down to the central part of town
I'm going down to the central part of town

song performed by Phish
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University Of Central Florida Volleyball

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poem by Caasder Fronds
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The Drug's Not Working

I was shooting in the back of the car
When the windows smashed on the police cars
I was swimming through the streets of New York
With my cocaine dagger and throats to cut
And it was making her cry
And it was making her cry
And it was making her cry
But it was making me high
She was a hooker at the age of 16
All she wanted was the money
She didn't need an I.D.
She was a junkie and I know its clich
But then so was her life
I mean, she lived in L.A.
And it was making her cry
And it was making her cry
And it was making her cry
But it was making her high
And it was making her cry
And it was making her cry
And it was making her cry
But it was making her high
And it was making her cry
And it was making her cry
(Riot in my skull, demons are coming)
And it was making her cry
(Los Angeles is dead, the drugs ain't working)
And it was making her cry
(Painted it all black, the chains are jerking)
And it was making her cry
(Los Angeles is dead, the drugs ain't working)
And it was making her cry
(Riot in my skull, demons are coming)
And it was making her cry
(Los Angeles is dead, the drugs ain't working)
And it was making her cry
(Los Angeles is dead, the drugs ain't working)
Riot in my skull, demons are coming
L.A. your dead, the drugs ain't working
Painted it all black, the chains are jerking
L.A. is dead, the drugs ain't working
L.A. your dead, the drugs ain't working
L.A. your dead, the drugs ain't working
The drugs ain't working
The drugs ain't working

song performed by Ryan Adams
Added by Lucian Velea
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Central Park N West

(ian hunter)
The gulf and western garbage
Just aint the prettiest smell
When youre sleeping on the 4th floor up
Its like a living hell
New yorks finest rounding up the bums
The firemen get no rest,
And ambulances signal death, on central park n west.
Now there aint no sheets upon my bed,
Just a mattress and some wine.
The rain is pouring through the night
And Im glad my life is mine.
When frank carillo plays guitar
Trying to get it off his chest.
He gets the words he needs tonight
On central park n west.
And I think, I think, I think, I think, I think its the best,
When Im locked in the middle of new york city on central park n west
And I know, I know, I know, I know, I know its a mess,
But youve got to be crazy to live in the city, and new york citys the best.
And we all want just someone just like me
In the city we call home.
She leaves me sometimes when I write,
cause I write better on my own.
Bag ladies take my dollars)
Put my conscience to the test.
But waitresses give me coffee free
On central park n west.
So sing soul woman, sing the songs)
Its time to sing them now.
Im getting more than high from hearin em
Dont sing them quiet, sing them loud.
For you sang with the best of them
But now youre just a guest.
I tell you well get a hotel room
On central park n west.
cause I think, I think, I think, I think, I think its the best,
When Im locked in the middle of new york city on central park n west
And I know, I know, I know, I know, I know its a mess,
But youve got to be crazy to live in the city, and new york citys the best.
I know, I know, I know, I know, I know, oh yeah.
I think, I think, I think, I think, I think its the best,
When Im locked in the middle of new york city on central park n west.
I know, I know, I know, I know, I know its a mess,
But youve got to be crazy to live in the city, and new york citys the best.

song performed by Ian Hunter
Added by Lucian Velea
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Mirrors Of Our Time

THE ECONOMY is a hose.
The Government collects water from the people
and pours it into the top of the hose
and gives it back to the people.
Near the top of the hose is a hole.
A lot of the water pours out of this into a tank
marked Government which is always empty.
The rest flows down towards the people.
It passes other holes marked
Government Agencies
Government buildings
Government contingencies
Government perks
There are also holes marked
Lawyers
Accountants
Criminals.
The Government is always trying
to stop these last three holes.
Finally what is left of the water
reaches people at the end of the hose.
The people fight over it
(it is never enough) .
When they get very thirsty they start
to throw stones at the government
and threaten to sack them.
The government then reluctantly
pours more water into the top of the hose
(which they get from the people) .
Finally when the people are very thirsty indeed,
under the leadership of the
Lawyers
Accountants
and other Criminals,
they attack the tank marked Government
and break it open.
It is always empty.
Then many of the people die
(except for the Lawyers, Accountants
and other Criminals.)
The survivors go off and look for a new well,
drink as much as they can
as quickly as they can
and wait for a new Government to find them.

poem by Brian Taylor
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Soccer–Passion Song

Soccer–Passion Song

Soccer in the evening;
Soccer in the morning;
Soccer in spring and fall.

Soccer in the raining;
Soccer in the snowing;
Soccer in winter and summer.

Soccer in between my feet,
where I walk;
Soccer in my heart and mind,
how I live;
Soccer my love and life.

Soccer I wake up and play;
Soccer I hold it to sleep;
Soccer my work and rest.

Soccer I sing a new song;
Soccer I dance the magic steps;
Soccer my tears and joy.

Soccer my Mom buys it for me to play;
Soccer my Dad brings me to the game;
Soccer my dear Love watches me to score.

Soccer I dribble and shoot;
Soccer I pass and fall;
Soccer my glory and downfall.

Soccer I strike to attack;
Soccer I tackle to defend;
Soccer my struggle and survival.

Soccer I receive the flags and the whistles;
Soccer I get the yellow and red card;
Soccer my moves and stop.

Soccer I meet my friends;
Soccer I make my enemies;
Soccer my conflict and peace.

Soccer I play and watch;
Soccer I watch but cannot play;
Soccer my dream and reality.

Soccer I learn the rights;
Soccer I confess the fouls;

[...] Read more

poem by Laijon Liu
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A Hymn Of Heavenly Beauty

Rapt with the rage of mine own ravish'd thought,
Through contemplation of those goodly sights,
And glorious images in heaven wrought,
Whose wondrous beauty, breathing sweet delights
Do kindle love in high-conceited sprights;
I fain to tell the things that I behold,
But feel my wits to fail, and tongue to fold.

Vouchsafe then, O thou most Almighty Spright,
From whom all gifts of wit and knowledge flow,
To shed into my breast some sparkling light
Of thine eternal truth, that I may show
Some little beams to mortal eyes below
Of that immortal beauty, there with thee,
Which in my weak distraughted mind I see;

That with the glory of so goodly sight
The hearts of men, which fondly here admire
Fair seeming shews, and feed on vain delight,
Transported with celestial desire
Of those fair forms, may lift themselves up higher,
And learn to love, with zealous humble duty,
Th' eternal fountain of that heavenly beauty.

Beginning then below, with th' easy view
Of this base world, subject to fleshly eye,
From thence to mount aloft, by order due,
To contemplation of th' immortal sky;
Of the soare falcon so I learn to fly,
That flags awhile her fluttering wings beneath,
Till she herself for stronger flight can breathe.

Then look, who list thy gazeful eyes to feed
With sight of that is fair, look on the frame
Of this wide universe, and therein reed
The endless kinds of creatures which by name
Thou canst not count, much less their natures aim;
All which are made with wondrous wise respect,
And all with admirable beauty deckt.

First th' earth, on adamantine pillars founded,
Amid the sea engirt with brazen bands;
Then th' air still flitting, but yet firmly bounded
On every side, with piles of flaming brands,
Never consum'd, nor quench'd with mortal hands;
And last, that mighty shining crystal wall,
Wherewith he hath encompassed this All.

By view whereof it plainly may appear,
That still as every thing doth upward tend,

[...] Read more

poem by Edmund Spenser
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An Hymn Of Heavenly Beauty

Rapt with the rage of mine own ravish'd thought,
Through contemplation of those goodly sights,
And glorious images in heaven wrought,
Whose wondrous beauty, breathing sweet delights
Do kindle love in high-conceited sprights;
I fain to tell the things that I behold,
But feel my wits to fail, and tongue to fold.

Vouchsafe then, O thou most Almighty Spright,
From whom all gifts of wit and knowledge flow,
To shed into my breast some sparkling light
Of thine eternal truth, that I may show
Some little beams to mortal eyes below
Of that immortal beauty, there with thee,
Which in my weak distraughted mind I see;

That with the glory of so goodly sight
The hearts of men, which fondly here admire
Fair seeming shews, and feed on vain delight,
Transported with celestial desire
Of those fair forms, may lift themselves up higher,
And learn to love, with zealous humble duty,
Th' eternal fountain of that heavenly beauty.

Beginning then below, with th' easy view
Of this base world, subject to fleshly eye,
From thence to mount aloft, by order due,
To contemplation of th' immortal sky;
Of the soare falcon so I learn to fly,
That flags awhile her fluttering wings beneath,
Till she herself for stronger flight can breathe.

Then look, who list thy gazeful eyes to feed
With sight of that is fair, look on the frame
Of this wide universe, and therein reed
The endless kinds of creatures which by name
Thou canst not count, much less their natures aim;
All which are made with wondrous wise respect,
And all with admirable beauty deckt.

First th' earth, on adamantine pillars founded,
Amid the sea engirt with brazen bands;
Then th' air still flitting, but yet firmly bounded
On every side, with piles of flaming brands,
Never consum'd, nor quench'd with mortal hands;
And last, that mighty shining crystal wall,
Wherewith he hath encompassed this All.

By view whereof it plainly may appear,
That still as every thing doth upward tend,

[...] Read more

poem by Edmund Spenser
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The Artists

How gracefully, O man, with thy palm-bough,
Upon the waning century standest thou,
In proud and noble manhood's prime,
With unlocked senses, with a spirit freed,
Of firmness mild,--though silent, rich in deed,
The ripest son of Time,
Through meekness great, through precepts strong,
Through treasures rich, that time had long
Hid in thy bosom, and through reason free,--
Master of Nature, who thy fetters loves,
And who thy strength in thousand conflicts proves,
And from the desert soared in pride with thee!

Flushed with the glow of victory,
Never forget to prize the hand
That found the weeping orphan child
Deserted on life's barren strand,
And left a prey to hazard wild,--
That, ere thy spirit-honor saw the day,
Thy youthful heart watched over silently,
And from thy tender bosom turned away
Each thought that might have stained its purity;
That kind one ne'er forget who, as in sport,
Thy youth to noble aspirations trained,
And who to thee in easy riddles taught
The secret how each virtue might be gained;
Who, to receive him back more perfect still,
E'en into strangers' arms her favorite gave--
Oh, may'st thou never with degenerate will,
Humble thyself to be her abject slave!
In industry, the bee the palm may bear;
In skill, the worm a lesson may impart;
With spirits blest thy knowledge thou dost share,
But thou, O man, alone hast art!

Only through beauty's morning gate
Didst thou the land of knowledge find.
To merit a more glorious fate,
In graces trains itself the mind.
What thrilled thee through with trembling blessed,
When erst the Muses swept the chord,
That power created in thy breast,
Which to the mighty spirit soared.

When first was seen by doting reason's ken,
When many a thousand years had passed away,
A symbol of the fair and great e'en then,
Before the childlike mind uncovered lay.
Its blessed form bade us honor virtue's cause,--
The honest sense 'gainst vice put forth its powers,

[...] Read more

poem by Friedrich Schiller
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Government

The Government -- I heard about the Government and
I went out to find it. I said I would look closely at
it when I saw it.
Then I saw a policeman dragging a drunken man to
the callaboose. It was the Government in action.
I saw a ward alderman slip into an office one morning
and talk with a judge. Later in the day the judge
dismissed a case against a pickpocket who was a
live ward worker for the alderman. Again I saw
this was the Government, doing things.
I saw militiamen level their rifles at a crowd of
workingmen who were trying to get other workingmen
to stay away from a shop where there was a strike
on. Government in action.
Everywhere I saw that Government is a thing made of
men, that Government has blood and bones, it is
many mouths whispering into many ears, sending
telegrams, aiming rifles, writing orders, saying
"yes" and "no."
Government dies as the men who form it die and are laid
away in their graves and the new Government that
comes after is human, made of heartbeats of blood,
ambitions, lusts, and money running through it all,
money paid and money taken, and money covered
up and spoken of with hushed voices.
A Government is just as secret and mysterious and sensitive
as any human sinner carrying a load of germs,
traditions and corpuscles handed down from
fathers and mothers away back.

poem by Carl Sandburg
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Through the eyes of a Field Coronet (Epic)

Introduction

In the kaki coloured tent in Umbilo he writes
his life’s story while women, children and babies are dying,
slowly but surely are obliterated, he see how his nation is suffering
while the events are notched into his mind.

Lying even heavier on him is the treason
of some other Afrikaners who for own gain
have delivered him, to imprisonment in this place of hatred
and thoughts go through him to write a book.

Prologue

The Afrikaner nation sprouted
from Dutchmen,
who fought decades without defeat
against the super power Spain

mixed with French Huguenots
who left their homes and belongings,
with the revocation of the Edict of Nantes.
Associate this then with the fact

that these people fought formidable
for seven generations
against every onslaught that they got
from savages en wild animals

becoming marksmen, riding
and taming wild horses
with one bullet per day
to hunt a wild antelope,

who migrated right across the country
over hills in mass protest
and then you have
the most formidable adversary
and then let them fight

in a natural wilderness
where the hunter,
the sniper and horseman excels
and any enemy is at a lost.

Let them then also be patriotic
into their souls,
believe in and read
out of the word of God

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poem by Gert Strydom
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Central Station

The lady with the faint moustache
She's out of face from smoking hash
She says she's on the game for cash
She tells it to lads yesterday
Both liked it the normal way
And tells me of a usual pay
Down in central station
Waiting on my friend
The girl who works at Casey Jones
She's making meat from broken bones
And answers all the telephones
The old boy who's been on the wine
He reads aloud his broken lines
And tells me that his sun don't shine
Down in central station
Waiting on my friend
Down in central station
This day will never end
The lady's off to pay her rent
And bitch about the government
With every hour that heaven sent
Casey Jones has closed its doors
They've cleaned the tables
Bleached the floors
And the old boy's off to drink some more
Down in central station
Waiting on my friend
Down in central station
This day will never end
This day will never end

song performed by Travis
Added by Lucian Velea
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Absalom and Achitophel

In pious times, e'er Priest-craft did begin,
Before Polygamy was made a sin;
When man, on many, multiply'd his kind,
E'r one to one was, cursedly, confind:
When Nature prompted, and no law deny'd
Promiscuous use of Concubine and Bride;
Then, Israel's monarch, after Heaven's own heart,
His vigorous warmth did, variously, impart
To Wives and Slaves; And, wide as his Command,
Scatter'd his Maker's Image through the Land.
Michal, of Royal blood, the Crown did wear,
A Soyl ungratefull to the Tiller's care;
Not so the rest; for several Mothers bore
To Godlike David, several Sons before.
But since like slaves his bed they did ascend,
No True Succession could their seed attend.
Of all this Numerous Progeny was none
So Beautifull, so brave as Absalon:
Whether, inspir'd by some diviner Lust,
His father got him with a greater Gust;
Or that his Conscious destiny made way
By manly beauty to Imperiall sway.
Early in Foreign fields he won Renown,
With Kings and States ally'd to Israel's Crown
In Peace the thoughts of War he could remove,
And seem'd as he were only born for love.
What e'er he did was done with so much ease,
In him alone, 'twas Natural to please.
His motions all accompanied with grace;
And Paradise was open'd in his face.
With secret Joy, indulgent David view'd
His Youthfull Image in his Son renew'd:
To all his wishes Nothing he deny'd,
And made the Charming Annabel his Bride.
What faults he had (for who from faults is free?)
His Father could not, or he would not see.
Some warm excesses, which the Law forbore,
Were constru'd Youth that purg'd by boyling o'r:
And Amnon's Murther, by a specious Name,
Was call'd a Just Revenge for injur'd Fame.
Thus Prais'd, and Lov'd, the Noble Youth remain'd,
While David, undisturb'd, in Sion raign'd.
But Life can never be sincerely blest:
Heaven punishes the bad, and proves the best.
The Jews, a Headstrong, Moody, Murmuring race,
As ever try'd th' extent and stretch of grace;
God's pamper'd people whom, debauch'd with ease,
No King could govern, nor no God could please;
(Gods they had tri'd of every shape and size
That Gods-smiths could produce, or Priests devise.)

[...] Read more

poem by John Dryden
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