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Raising funds for my fourth expedition proved to be very difficult.

quote by Louis Leakey
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Easy and Difficult

Easy and Difficult

Easy to get a place in someone’s address book
Difficult is to get a place in someone’s heart
Easy is to judge the mistakes of others
Difficult is to recognize our own mistakes
Easy is to talk without thinking
Difficult is to control the tongue
Easy is to hurt someone who loves us
Difficult is to heal the wound
Easy is to forgive others
Difficult is to ask for forgiveness
Easy is to set rules
Difficult is to follow them
Easy is to dream every night
Difficult is to fight for a dream
Easy is to show victory
Difficult is to accommodate defeat with dignity
Easy is to admire a full moon
Difficult is to see the other side
Easy is to stumble on a stone
Difficult is to get up
Easy is to enjoy life every day
Difficult is to give its real value
Easy is to pray every night
Difficult is to find God in small things
Easy is to promise something to someone
Difficult is to fulfill the promise
Easy is to say we love
Difficult is to show it every day
Easy is to criticize others
Difficult is to improve oneself
Easy is to make mistakes
Difficult is to learn from them
Easy is to weep for lost love
Difficult is to take care of it so as not to lose it
Easy is to think about improving
Difficult is to stop thinking and putting it into action
Easy is to think bad of others
Difficult is to give them the benefit of doubt
Easy is to receive
Difficult is to give

poem by Bashyam Narayanan
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The Old, Old Story and the New Order

They proved we could not think nor see,
They proved we could not write,
They proved we drank the day away
And raved through half the night.
They proved our stars were never up,
They’ve proved our stars are set,
They’ve proved we ne’er saw sorrow’s cup,
And they’re not happy yet.
They proved that in the Southern Land
We all led vicious lives;
They’ve proved we starved our children, and—
They’ve proved we beat our wives.
They’ve proved we never worked, and we
Were never out of debt;
They’ve proved us bad as we can be
And they’re not happy yet.

The Daily Press, with paltry power—
For reasons understood—
Have aye sought to belittle our
Unhappy brotherhood.
Because we fought in days like these,
Where rule the upper tens—
Because we’d not write journalese,
Nor prostitute our pens.

They gave our rivals space to sneer—
Their mediocrities;
The drunkard’s mind is pure and clear
Compared with minds like these.
They sought to damn with pitying praise
Or the coward’s unsigned sneer,
For honour in the “critics’” ways
Had never virtue here.

They’ve proved our names shall not be known
A few short years ahead;
They hied them back through years of moan,
And damned our happy dead.
A newer tribe of scribes we’ve got,
Exclusive and alone,
To prove our work was childish rot,
And none of it our own.

The cultured cads of First Gem cells,
Of Mansion, Lawn and Club,
Not fit to clean the busted boots
Of “Poets of the Pub.”
They prove the partners of the part,
The wholeness of the whole,

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poem by Henry Lawson
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The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.

Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.

Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’

METHODOLOGY

The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.

RESULTS

Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.

Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.

We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .

In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.

In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.

Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.

Negative impacts of poverty on education

Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.

Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.

Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.

This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.

It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.

As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.

In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .

In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.

In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.

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poem by Innocent Masina Nkhonyo
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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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poem by Robert Browning from The Ring and the Book
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III. The Other Half-Rome

Another day that finds her living yet,
Little Pompilia, with the patient brow
And lamentable smile on those poor lips,
And, under the white hospital-array,
A flower-like body, to frighten at a bruise
You'd think, yet now, stabbed through and through again,
Alive i' the ruins. 'T is a miracle.
It seems that, when her husband struck her first,
She prayed Madonna just that she might live
So long as to confess and be absolved;
And whether it was that, all her sad life long
Never before successful in a prayer,
This prayer rose with authority too dread,—
Or whether, because earth was hell to her,
By compensation, when the blackness broke
She got one glimpse of quiet and the cool blue,
To show her for a moment such things were,—
Or else,—as the Augustinian Brother thinks,
The friar who took confession from her lip,—
When a probationary soul that moved
From nobleness to nobleness, as she,
Over the rough way of the world, succumbs,
Bloodies its last thorn with unflinching foot,
The angels love to do their work betimes,
Staunch some wounds here nor leave so much for God.
Who knows? However it be, confessed, absolved,
She lies, with overplus of life beside
To speak and right herself from first to last,
Right the friend also, lamb-pure, lion-brave,
Care for the boy's concerns, to save the son
From the sire, her two-weeks' infant orphaned thus,
And—with best smile of all reserved for him—
Pardon that sire and husband from the heart.
A miracle, so tell your Molinists!

There she lies in the long white lazar-house.
Rome has besieged, these two days, never doubt,
Saint Anna's where she waits her death, to hear
Though but the chink o' the bell, turn o' the hinge
When the reluctant wicket opes at last,
Lets in, on now this and now that pretence,
Too many by half,—complain the men of art,—
For a patient in such plight. The lawyers first
Paid the due visit—justice must be done;
They took her witness, why the murder was.
Then the priests followed properly,—a soul
To shrive; 't was Brother Celestine's own right,
The same who noises thus her gifts abroad.
But many more, who found they were old friends,
Pushed in to have their stare and take their talk

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poem by Robert Browning from The Ring and the Book
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Day of the Refugios

  In Mexico and Latin America, celebrating one's
  Saint's day instead of one's birthday is common.

I was born in Nogales, Arizona,
On the border between
Mexico and the United States.

The places in between places
They are like little countries
Themselves, with their own holidays

Taken a little from everywhere.
My Fourth of July is from childhood,
Childhood itself a kind of country, too.

It's a place that's far from me now,
A place I'd like to visit again.
The Fourth of July takes me there.

In that childhood place and border place
The Fourth of July, like everything else,
It meant more than just one thing.

In the United States the Fourth of July
It was the United States.
In Mexico it was the día de los Refugios,

The saint's day of people named Refugio.
I come from a family of people with names,
Real names, not-afraid names, with colors

Like the fireworks: Refugio,
Margarito, Matilde, Alvaro, Consuelo,
Humberto, Olga, Celina, Gilberto.

Names that take a moment to say,
Names you have to practice.
These were the names of saints, serious ones,

And it was right to take a moment with them.
I guess that's what my family thought.
The connection to saints was strong:

Mu grandmother's name--here it comes--
Her name was Refugio,
And my great-grandmother's name was Refugio,

And my mother-in-law's name now,
It's another Refugio, Refugios everywhere,

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poem by Alberto Ríos
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Canto the Second

I
Oh ye! who teach the ingenuous youth of nations,
Holland, France, England, Germany, or Spain,
I pray ye flog them upon all occasions,
It mends their morals, never mind the pain:
The best of mothers and of educations
In Juan's case were but employ'd in vain,
Since, in a way that's rather of the oddest, he
Became divested of his native modesty.

II
Had he but been placed at a public school,
In the third form, or even in the fourth,
His daily task had kept his fancy cool,
At least, had he been nurtured in the north;
Spain may prove an exception to the rule,
But then exceptions always prove its worth -—
A lad of sixteen causing a divorce
Puzzled his tutors very much, of course.

III
I can't say that it puzzles me at all,
If all things be consider'd: first, there was
His lady-mother, mathematical,
A—never mind; his tutor, an old ass;
A pretty woman (that's quite natural,
Or else the thing had hardly come to pass);
A husband rather old, not much in unity
With his young wife—a time, and opportunity.

IV
Well—well, the world must turn upon its axis,
And all mankind turn with it, heads or tails,
And live and die, make love and pay our taxes,
And as the veering wind shifts, shift our sails;
The king commands us, and the doctor quacks us,
The priest instructs, and so our life exhales,
A little breath, love, wine, ambition, fame,
Fighting, devotion, dust,—perhaps a name.

V
I said that Juan had been sent to Cadiz -—
A pretty town, I recollect it well -—
'T is there the mart of the colonial trade is
(Or was, before Peru learn'd to rebel),
And such sweet girls—I mean, such graceful ladies,
Their very walk would make your bosom swell;
I can't describe it, though so much it strike,
Nor liken it—I never saw the like:

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poem by Byron from Don Juan (1824)
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IX. Juris Doctor Johannes-Baptista Bottinius, Fisci et Rev. Cam. Apostol. Advocatus

Had I God's leave, how I would alter things!
If I might read instead of print my speech,—
Ay, and enliven speech with many a flower
Refuses obstinate to blow in print,
As wildings planted in a prim parterre,—
This scurvy room were turned an immense hall;
Opposite, fifty judges in a row;
This side and that of me, for audience—Rome:
And, where yon window is, the Pope should hide—
Watch, curtained, but peep visibly enough.
A buzz of expectation! Through the crowd,
Jingling his chain and stumping with his staff,
Up comes an usher, louts him low, "The Court
"Requires the allocution of the Fisc!"
I rise, I bend, I look about me, pause
O'er the hushed multitude: I count—One, two—

Have ye seen, Judges, have ye, lights of law,—
When it may hap some painter, much in vogue
Throughout our city nutritive of arts,
Ye summon to a task shall test his worth,
And manufacture, as he knows and can,
A work may decorate a palace-wall,
Afford my lords their Holy Family,—
Hath it escaped the acumen of the Court
How such a painter sets himself to paint?
Suppose that Joseph, Mary and her Babe
A-journeying to Egypt, prove the piece:
Why, first he sedulously practiseth,
This painter,—girding loin and lighting lamp,—
On what may nourish eye, make facile hand;
Getteth him studies (styled by draughtsmen so)
From some assistant corpse of Jew or Turk
Or, haply, Molinist, he cuts and carves,—
This Luca or this Carlo or the like.
To him the bones their inmost secret yield,
Each notch and nodule signify their use:
On him the muscles turn, in triple tier,
And pleasantly entreat the entrusted man
"Familiarize thee with our play that lifts
"Thus, and thus lowers again, leg, arm and foot!"
—Ensuring due correctness in the nude.
Which done, is all done? Not a whit, ye know!
He,—to art's surface rising from her depth,—
If some flax-polled soft-bearded sire be found,
May simulate a Joseph, (happy chance!)—
Limneth exact each wrinkle of the brow,
Loseth no involution, cheek or chap,
Till lo, in black and white, the senior lives!
Is it a young and comely peasant-nurse

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poem by Robert Browning from The Ring and the Book
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VIII. Dominus Hyacinthus de Archangelis, Pauperum Procurator

Ah, my Giacinto, he's no ruddy rogue,
Is not Cinone? What, to-day we're eight?
Seven and one's eight, I hope, old curly-pate!
—Branches me out his verb-tree on the slate,
Amo-as-avi-atum-are-ans,
Up to -aturus, person, tense, and mood,
Quies me cum subjunctivo (I could cry)
And chews Corderius with his morning crust!
Look eight years onward, and he's perched, he's perched
Dapper and deft on stool beside this chair,
Cinozzo, Cinoncello, who but he?
—Trying his milk-teeth on some crusty case
Like this, papa shall triturate full soon
To smooth Papinianian pulp!

It trots
Already through my head, though noon be now,
Does supper-time and what belongs to eve.
Dispose, O Don, o' the day, first work then play!
—The proverb bids. And "then" means, won't we hold
Our little yearly lovesome frolic feast,
Cinuolo's birth-night, Cinicello's own,
That makes gruff January grin perforce!
For too contagious grows the mirth, the warmth
Escaping from so many hearts at once—
When the good wife, buxom and bonny yet,
Jokes the hale grandsire,—such are just the sort
To go off suddenly,—he who hides the key
O' the box beneath his pillow every night,—
Which box may hold a parchment (someone thinks)
Will show a scribbled something like a name
"Cinino, Ciniccino," near the end,
"To whom I give and I bequeath my lands,
"Estates, tenements, hereditaments,
"When I decease as honest grandsire ought."
Wherefore—yet this one time again perhaps—
Shan't my Orvieto fuddle his old nose!
Then, uncles, one or the other, well i' the world,
May—drop in, merely?—trudge through rain and wind,
Rather! The smell-feasts rouse them at the hint
There's cookery in a certain dwelling-place!
Gossips, too, each with keepsake in his poke,
Will pick the way, thrid lane by lantern-light,
And so find door, put galligaskin off
At entry of a decent domicile
Cornered in snug Condotti,—all for love,
All to crush cup with Cinucciatolo!

Well,
Let others climb the heights o' the court, the camp!

[...] Read more

poem by Robert Browning from The Ring and the Book
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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.

[...] Read more

poem by Byron from Don Juan (1824)
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XI. Guido

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

[...] Read more

poem by Robert Browning from The Ring and the Book
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Satan Absolved

(In the antechamber of Heaven. Satan walks alone. Angels in groups conversing.)
Satan. To--day is the Lord's ``day.'' Once more on His good pleasure
I, the Heresiarch, wait and pace these halls at leisure
Among the Orthodox, the unfallen Sons of God.
How sweet in truth Heaven is, its floors of sandal wood,
Its old--world furniture, its linen long in press,
Its incense, mummeries, flowers, its scent of holiness!
Each house has its own smell. The smell of Heaven to me
Intoxicates and haunts,--and hurts. Who would not be
God's liveried servant here, the slave of His behest,
Rather than reign outside? I like good things the best,
Fair things, things innocent; and gladly, if He willed,
Would enter His Saints' kingdom--even as a little child.

[Laughs. I have come to make my peace, to crave a full amaun,
Peace, pardon, reconcilement, truce to our daggers--drawn,
Which have so long distraught the fair wise Universe,
An end to my rebellion and the mortal curse
Of always evil--doing. He will mayhap agree
I was less wholly wrong about Humanity
The day I dared to warn His wisdom of that flaw.
It was at least the truth, the whole truth, I foresaw
When He must needs create that simian ``in His own
Image and likeness.'' Faugh! the unseemly carrion!
I claim a new revision and with proofs in hand,
No Job now in my path to foil me and withstand.
Oh, I will serve Him well!
[Certain Angels approach. But who are these that come
With their grieved faces pale and eyes of martyrdom?
Not our good Sons of God? They stop, gesticulate,
Argue apart, some weep,--weep, here within Heaven's gate!
Sob almost in God's sight! ay, real salt human tears,
Such as no Spirit wept these thrice three thousand years.
The last shed were my own, that night of reprobation
When I unsheathed my sword and headed the lost nation.
Since then not one of them has spoken above his breath
Or whispered in these courts one word of life or death
Displeasing to the Lord. No Seraph of them all,
Save I this day each year, has dared to cross Heaven's hall
And give voice to ill news, an unwelcome truth to Him.
Not Michael's self hath dared, prince of the Seraphim.
Yet all now wail aloud.--What ails ye, brethren? Speak!
Are ye too in rebellion? Angels. Satan, no. But weak
With our long earthly toil, the unthankful care of Man.

Satan. Ye have in truth good cause.

Angels. And we would know God's plan,
His true thought for the world, the wherefore and the why
Of His long patience mocked, His name in jeopardy.

[...] Read more

poem by Wilfrid Scawen Blunt
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Dusty's Trail

Dusty's Trail is about…
Hiking up to Laban Rata at 11,000 feet,
Climbing up to Low's Peak at 4,095.2 meters,
Of majestic Mount Kinabalu.

Mount Kinabalu here we come,
Here we hike and we climb,
To explore and conquer
The beauty of the Mount Kinabalu.

Mount Kinabalu located in Sabah,
Land Below the Wind,
Mount Kinabalu, a World Heritage Site,
An oasis of calm and tranquility.

To discover true meaning of life,
Of a world in motion;
To create global awareness of Duchenne,
Let the trail Mount Kinabalu begins the journey.

Challenging climb yet achievable,
To help the Duchenne victims
In fulfilling their dreams,
Becoming healthy children.

This expedition will
build confidence and give hope
Among the Duchenne victims
Among victim's families.

Dusty's Trail is about…
Finding a cure one day,
Finding drugs to ease their sufferings,
Painful relieves among victims.

Let Mount Kinabalu expedition
To create Dusty trail,
To create unity and strength,
To create friendship among climbers from different countries.

Coalition Duchenne's spirit continues
To search funds for Research & Development of new drug,
To provide supports and ultimately find a cure,
For the victims and family members.

May this expedition
Bring hope, inspiration and aspiration.
May the victims continue
to live life to the fullest.

poem by Lawrence Hiung
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The Hind And The Panther, A Poem In Three Parts : Part II.

“Dame,” said the Panther, “times are mended well,
Since late among the Philistines you fell.
The toils were pitched, a spacious tract of ground
With expert huntsmen was encompassed round;
The inclosure narrowed; the sagacious power
Of hounds and death drew nearer every hour.
'Tis true, the younger lion 'scaped the snare,
But all your priestly calves lay struggling there,
As sacrifices on their altars laid;
While you, their careful mother, wisely fled,
Not trusting destiny to save your head.
For, whate'er promises you have applied
To your unfailing Church, the surer side
Is four fair legs in danger to provide;
And whate'er tales of Peter's chair you tell,
Yet, saving reverence of the miracle,
The better luck was yours to 'scape so well.”
“As I remember,” said the sober Hind,
“Those toils were for your own dear self designed,
As well as me; and with the selfsame throw,
To catch the quarry and the vermin too,—
Forgive the slanderous tongues that called you so.
Howe'er you take it now, the common cry
Then ran you down for your rank loyalty.
Besides, in Popery they thought you nurst,
As evil tongues will ever speak the worst,
Because some forms, and ceremonies some
You kept, and stood in the main question dumb.
Dumb you were born indeed; but, thinking long,
The test, it seems, at last has loosed your tongue:
And to explain what your forefathers meant,
By real presence in the sacrament,
After long fencing pushed against a wall,
Your salvo comes, that he's not there at all:
There changed your faith, and what may change may fall.
Who can believe what varies every day,
Nor ever was, nor will be at a stay?”
“Tortures may force the tongue untruths to tell,
And I ne'er owned myself infallible,”
Replied the Panther: “grant such presence were,
Yet in your sense I never owned it there.
A real virtue we by faith receive,
And that we in the sacrament believe.”
“Then,” said the Hind, “as you the matter state,
Not only Jesuits can equivocate;
For real, as you now the word expound,
From solid substance dwindles to a sound.
Methinks, an Æsop's fable you repeat;
You know who took the shadow for the meat:
Your Church's substance thus you change at will,

[...] Read more

poem by John Dryden
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Twenty Four

Twenty four oceans
Twenty four skies
Twenty four failures
Twenty four tries
Twenty four finds me
In twenty-fourth place
Twenty four drop outs
At the end of the day
Life is not what I thought it was
Twenty four hours ago
Still I'm singing Spirit take me up in arms with You
And I'm not who I thought I was twenty four hours ago
Still I'm singing Spirit take me up in arms with You
Twenty four reasons to admit that Im wrong
With all my excuses still twenty four strong
See I'm not copping out not copping out not copping out
When You're raising the dead in me
Oh, oh I am the second man
Oh, oh I am the second man now
Oh, oh I am the second man now
And You're raising these twenty four voices
With twenty four hearts
With all of my symphonies
In twenty four parts
But I wan to be one today
Centered and true
I'm singing Spirit take me up in arms with You
You're raising the dead in me
Oh, oh I am the second man
Oh, oh I am the second man now
Oh, oh I am the second man now
And You're raising the dead in me
I want to see miracles, see the world change
Wrestled the angel, for more than a name
For more than a feeling
For more than a cause
I'm singing Spirit take me up in arms with You
And You're raising the dead in me
Twenty four voices
With twenty four hearts
With all of my symphonies
In twenty four parts.
I'm not copping out. Not copping out. Not copping out.

song performed by Switchfoot
Added by Lucian Velea
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The Hunting of the Snark: An Agony in Eight Fits

Fit the First.
THE LANDING

"Just the place for a Snark!" the Bellman cried,
As he landed his crew with care;
Supporting each man on the top of the tide

By a finger entwined in his hair.
"Just the place for a Snark! I have said it twice:
That alone should encourage the crew.
Just the place for a Snark! I have said it thrice:

What I tell you three times is true."
The crew was complete: it included a Boots—
A maker of Bonnets and Hoods—
A Barrister, brought to arrange their disputes—

And a Broker, to value their goods.
A Billiard-marker, whose skill was immense,
Might perhaps have won more than his share—
But a Banker, engaged at enormous expense,

Had the whole of their cash in his care.
There was also a Beaver, that paced on the deck,
Or would sit making lace in the bow:
And had often (the Bellman said) saved them from wreck,

Though none of the sailors knew how.
There was one who was famed for the number of things
He forgot when he entered the ship:
His umbrella, his watch, all his jewels and rings,

And the clothes he had bought for the trip.
He had forty-two boxes, all carefully packed,
With his name painted clearly on each:
But, since he omitted to mention the fact,
They were all left behind on the beach.

The loss of his clothes hardly mattered, because
He had seven coats on when he came,
With three pairs of boots—but the worst of it was,
He had wholly forgotten his name.

He would answer to "Hi!" or to any loud cry,
Such as "Fry me!" or "Fritter my wig!"
To "What-you-may-call-um!" or "What-was-his-name!"
But especially "Thing-um-a-jig!"

While, for those who preferred a more forcible word,
He had different names from these:

[...] Read more

poem by Lewis Carroll (1876)
Added by Veronica Serbanoiu
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The Hunting of the Snark

Fit the First
THE LANDING

'Just the place for a Snark!' the Bellman cried,
As he landed his crew with care;
Supporting each man on the top of the tide
By a finger entwined in his hair.

'Just the place for a Snark! I have said it twice:
That alone should encourage the crew.
Just the place for a Snark! I have said it thrice:
What i tell you three times is true.'

The crew was complete: it included a Boots--
A maker of Bonnets and Hoods--
A Barrister, brought to arrange their disputes--
And a Broker, to value their goods.

A Billiard-maker, whose skill was immense,
Might perhaps have won more than his share--
But a Banker, engaged at enormous expense,
Had the whole of their cash in his care.

There was also a Beaver, that paced on the deck,
Or would sit making lace in the bow:
And had often (the Bellman said) saved them from wreck,
Though none of the sailors knew how.

There was one who was famed for the number of things
He forgot when he entered the ship:
His umbrella, his watch, all his jewels and rings,
And the clothes he had bought for the trip.

He had forty-two boxes, all carefully packed,
With his name painted clearly on each:
But, since he omitted to mention the fact,
They were all left behind on the beach.

The loss of his clothes hardly mattered, because
He had seven coats on when he came,
With three pairs of boots--but the worst of it was,
He had wholly forgotten his name.

He would answer to 'Hi!' or to any loud cry,
Such as 'Fry me!' or 'Fritter my wig!'
To 'What-you-may-call-um!' or 'What-was-his-name!'
But especially 'Thing-um-a-jig!'

While, for those who preferred a more forcible word,
He had different names from these:

[...] Read more

poem by Lewis Carroll
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Miss Fourth Of July

I used to live but now I survive
I used to believe but now it's just one day at a time
The circus is gone, it's all packed away
The clown's hat, the makeup's been packed in his case
Chorus:
So we wave goodbye to Miss Fourth of July
The queen of the roses has left us with nothing but thorns
Don't say we never tried, Miss Fourth of July
The stars that we reached for left us with nothing but dawn
I used to laugh but I've learned to cry
For I ain't too proud to let you see tears fall from these eyes
For all of my hopes, my heartaches and fears
For a night I just watched and you walked out of here
Chorus:
I just waved goodbye to Miss Fourth of July
The queen of the roses has left us with nothing but thorns
Don't say we never tried, Miss Fourth of July
The crown that we reached for left us with nothing
But your thorns left me wounded not unlike the truth
When innocence sang his last song
He'd tell me that it's all gone
Just look me in the eyes and say man, nothing at all
- solo -
I used to live, now I've learned to die
And I used to dream I used to dream
Chorus:
So now we wave goodbye to Miss Fourth of July
The queen of the roses has left us with nothing but thorns
Don't say we've never tried, Miss Fourth of July
The stars that we reached for, they've left us with nothing but dawn
Oh, yeah
Nothing but a heavy hit of heartbreak
A handful of blues..
Oh, yeah

song performed by Bon Jovi
Added by Lucian Velea
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Saturday In The Park

Saturday in the park
I think it was the fourth of july
Saturday in the park
I think it was the fourth of july
People dancing, people laughing
A man selling ice cream
Singing italian songs
(fake italian lyric)
Can you dig it (yes, I can)
And Ive been waiting such a long time
For saturday
Saturday in the park
Youd think it was the fourth of july
Saturday in the park
Youd think it was the fourth of july
People talking, really smiling
A man playing guitar
Singing for us all
Will you help him change the world
Can you dig it (yes, I can)
And Ive been waiting such a long time
For today
Slow motion riders fly the colors of the day
A bronze man still can tell stories his own way
Listen children all is not lost
All is not lost
Funny days in the park
Every days the fourth of july
Funny days in the park
Every days the fourth of july
People reaching, people touching
A real celebration
Waiting for us all
If we want it, really want it
Can you dig it (yes, I can)
And Ive been waiting such a long time
For the day

song performed by Chicago
Added by Lucian Velea
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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

[...] Read more

poem by Byron
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