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Moral indignation in most cases is, 2% moral, 48% indignation, and 50% envy.

quote by Vittorio De Sica
Added by Lucian Velea
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An Epistle To William Hogarth

Amongst the sons of men how few are known
Who dare be just to merit not their own!
Superior virtue and superior sense,
To knaves and fools, will always give offence;
Nay, men of real worth can scarcely bear,
So nice is jealousy, a rival there.
Be wicked as thou wilt; do all that's base;
Proclaim thyself the monster of thy race:
Let vice and folly thy black soul divide;
Be proud with meanness, and be mean with pride.
Deaf to the voice of Faith and Honour, fall
From side to side, yet be of none at all:
Spurn all those charities, those sacred ties,
Which Nature, in her bounty, good as wise,
To work our safety, and ensure her plan,
Contrived to bind and rivet man to man:
Lift against Virtue, Power's oppressive rod;
Betray thy country, and deny thy God;
And, in one general comprehensive line,
To group, which volumes scarcely could define,
Whate'er of sin and dulness can be said,
Join to a Fox's heart a Dashwood's head;
Yet may'st thou pass unnoticed in the throng,
And, free from envy, safely sneak along:
The rigid saint, by whom no mercy's shown
To saints whose lives are better than his own,
Shall spare thy crimes; and Wit, who never once
Forgave a brother, shall forgive a dunce.
But should thy soul, form'd in some luckless hour,
Vile interest scorn, nor madly grasp at power;
Should love of fame, in every noble mind
A brave disease, with love of virtue join'd,
Spur thee to deeds of pith, where courage, tried
In Reason's court, is amply justified:
Or, fond of knowledge, and averse to strife,
Shouldst thou prefer the calmer walk of life;
Shouldst thou, by pale and sickly study led,
Pursue coy Science to the fountain-head;
Virtue thy guide, and public good thy end,
Should every thought to our improvement tend,
To curb the passions, to enlarge the mind,
Purge the sick Weal, and humanise mankind;
Rage in her eye, and malice in her breast,
Redoubled Horror grining on her crest,
Fiercer each snake, and sharper every dart,
Quick from her cell shall maddening Envy start.
Then shalt thou find, but find, alas! too late,
How vain is worth! how short is glory's date!
Then shalt thou find, whilst friends with foes conspire,
To give more proof than virtue would desire,

[...] Read more

poem by Charles Churchill
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A Free Green Grass Of Home Towards

(1)
Free To Freedom To Indenpendence To Demoracy
The bsae line is 'Free' in the sense of financial cases and socio-political
fields
Greem grass of free mind-sets
Free To Freedom To Indenpendence To Demoracy
The bsae line is 'Free' in the sense of financial cases and socio-political
fields
Greem grass of free mind-sets

(2)

Free To Freedom To Indenpendence To Demoracy
The bsae line is 'Free' in the sense of financial cases and socio-political
fields
Greem grass of free mind-sets

(3)

Free To Freedom To Indenpendence To Demoracy
The bsae line is 'Free' in the sense of financial cases and socio-political
fields
Greem grass of free mind-sets

(4)

Free To Freedom To Indenpendence To Demoracy
The bsae line is 'Free' in the sense of financial cases and socio-political
fields
Greem grass of free mind-sets

(5)

Free To Freedom To Indenpendence To Demoracy
The bsae line is 'Free' in the sense of financial cases and socio-political
fields
Greem grass of free mind-sets

(6)

Free To Freedom To Indenpendence To Demoracy
The bsae line is 'Free' in the sense of financial cases and socio-political
fields
Greem grass of free mind-sets

(7)

Free To Freedom To Indenpendence To Demoracy
The bsae line is 'Free' in the sense of financial cases and socio-political

[...] Read more

poem by Nyein Way
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Vision Of Columbus - Book 8

And now the Angel, from the trembling sight,
Veil'd the wide world–when sudden shades of night
Move o'er the ethereal vault; the starry train
Paint their dim forms beneath the placid main;
While earth and heaven, around the hero's eye,
Seem arch'd immense, like one surrounding sky.
Still, from the Power superior splendors shone,
The height emblazing like a radiant throne;
To converse sweet the soothing shades invite,
And on the guide the hero fix'd his sight.
Kind messenger of Heaven, he thus began,
Why this progressive labouring search of man?
If man by wisdom form'd hath power to reach
These opening truths that following ages teach,
Step after step, thro' devious mazes, wind,
And fill at last the measure of the mind,
Why did not Heaven, with one unclouded ray,
All human arts and reason's powers display?
That mad opinions, sects and party strife
Might find no place t'imbitter human life.
To whom the Angelic Power; to thee 'tis given,
To hold high converse, and enquire of heaven,
To mark uncircled ages and to trace
The unfolding truths that wait thy kindred race.
Know then, the counsels of th'unchanging Mind,
Thro' nature's range, progressive paths design'd,
Unfinish'd works th'harmonious system grace,
Thro' all duration and around all space;
Thus beauty, wisdom, power, their parts unroll,
Till full perfection joins the accordant whole.
So the first week, beheld the progress rise,
Which form'd the earth and arch'd th'incumbant skies.
Dark and imperfect first, the unbeauteous frame,
From vacant night, to crude existence came;
Light starr'd the heavens and suns were taught their bound,
Winds woke their force, and floods their centre found;
Earth's kindred elements, in joyous strife,
Warm'd the glad glebe to vegetable life,
Till sense and power and action claim'd their place,
And godlike reason crown'd the imperial race.
Progressive thus, from that great source above,
Flows the fair fountain of redeeming love.
Dark harbingers of hope, at first bestow'd,
Taught early faith to feel her path to God:
Down the prophetic, brightening train of years,
Consenting voices rose of different seers,
In shadowy types display'd the accomplish'd plan,
When filial Godhead should assume the man,
When the pure Church should stretch her arms abroad,
Fair as a bride and liberal as her God;

[...] Read more

poem by Joel Barlow
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They Are The Ones That Others Envy

I have issues with people who leave people...
Begging on the streets with nothing to eat.
Or treat others like they're not even human equals.
And then look disgusted like they are diseased

No human being can teach a cat hygiene.
Nor can you teach a grown up to be clean.
Nobody should be teaching who to respect.
That should be a given and not a pick to peck.

I have issues with the snots with turned up noses.
As if they have scents of champion roses.
Ooo I can't believe these people are the ones who stink.
And-they-believe,
They are the ones that others envy?

Who made them runner up for fresh sainthoods?
Who showed them evilness was anything good?
Who gave them rights to think they beam like light?
And who told them they approve the Sun that rises high!

Yes I have issues with the snots with turned up noses.
As if they have scents of champion roses.
Ooo I can't believe these people are the ones who stink.
And-they-believe,
They are the ones that others envy?

They believe,
They are the ones that others envy.
And they believe,
They are the ones that others envy.
They believe,
They are the ones that others envy.
And they believe,
They are the ones that others envy.

I have issues with the snots with turned up noses.
And they believe,
They are the ones that others envy.

I have issues with the snots with turned up noses.
And they believe,
They are the ones that others envy.
And they believe,
They are the ones that others envy.
And they believe,
They are the ones that others envy.

poem by Lawrence S. Pertillar
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Canto the First

I
I want a hero: an uncommon want,
When every year and month sends forth a new one,
Till, after cloying the gazettes with cant,
The age discovers he is not the true one;
Of such as these I should not care to vaunt,
I'll therefore take our ancient friend Don Juan—
We all have seen him, in the pantomime,
Sent to the devil somewhat ere his time.

II
Vernon, the butcher Cumberland, Wolfe, Hawke,
Prince Ferdinand, Granby, Burgoyne, Keppel, Howe,
Evil and good, have had their tithe of talk,
And fill'd their sign posts then, like Wellesley now;
Each in their turn like Banquo's monarchs stalk,
Followers of fame, "nine farrow" of that sow:
France, too, had Buonaparté and Dumourier
Recorded in the Moniteur and Courier.

III
Barnave, Brissot, Condorcet, Mirabeau,
Petion, Clootz, Danton, Marat, La Fayette,
Were French, and famous people, as we know:
And there were others, scarce forgotten yet,
Joubert, Hoche, Marceau, Lannes, Desaix, Moreau,
With many of the military set,
Exceedingly remarkable at times,
But not at all adapted to my rhymes.

IV
Nelson was once Britannia's god of war,
And still should be so, but the tide is turn'd;
There's no more to be said of Trafalgar,
'T is with our hero quietly inurn'd;
Because the army's grown more popular,
At which the naval people are concern'd;
Besides, the prince is all for the land-service,
Forgetting Duncan, Nelson, Howe, and Jervis.

V
Brave men were living before Agamemnon
And since, exceeding valorous and sage,
A good deal like him too, though quite the same none;
But then they shone not on the poet's page,
And so have been forgotten:—I condemn none,
But can't find any in the present age
Fit for my poem (that is, for my new one);
So, as I said, I'll take my friend Don Juan.

[...] Read more

poem by Byron from Don Juan (1824)
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I Envy Nothing But One

I don’t envy the angels with wings who can fly
I’ve been soaring in the beautiful sky of your love
I don’t envy the beauty of the rainbow
You’ve made me the most beautiful woman in your love

I don’t envy the freedom of the dolphins swimming in the ocean
I’ve been swimming in the ocean of your loving eyes
I don’t envy Shakespeare for his love poems
I’ve become the greatest poet since I met you

I don’t envy Romeo’s faith to Juliet
You’ve never turned your heart from me, not even once
I don’t envy the softness of the dew the morning has
You’ve been kissing me gently with your tender lips

I don’t envy Monalisa’s wonderful smile Leonardo has
I’ve got one of mine on your face
I don’t envy the sweet sound a harp has
I’ve got a sweeter one when you whisper in my ears

I envy nothing but one
The way you love and make me feel this way

poem by Santi Dewi Sihombing
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then She bore Pale desire...

then She bore Pale desire father of Curiosity a Virgin ever
young. And after. Leaden Sloth from whom came Ignorance. who
brought forth wonder. These are the Gods which Came from fear.
for Gods like these. nor male nor female are but Single Pregnate
or if they list together mingling bring forth mighty powrs[.] She
knew them not yet they all war with Shame and Strengthen her weak
arm. But Pride awoke nor knew that Joy was born. and taking
Poisnous Seed from her own Bowels. in the Monster Shame infusd.
forth Came Ambition Crawling like a toad Pride Bears it in her
Bosom. and the Gods. all bow to it. So Great its Power. that
Pride inspird by it Prophetic Saw the Kingdoms of the World & all
their Glory. Giants of Mighty arm before the flood. Cains City.
built With Murder. Then Babel mighty Reard him to the Skies.
Babel with thousand tongues Confusion it was calld. and Givn to
Shame. this Pride observing inly Grievd. but knew not that.
the rest was Givn to Shame as well as this. Then Nineva &
Babylon & Costly tyre. And evn Jerusalem was Shewn. the holy
City. Then Athens Learning & the Pride of Greece. and further
from the Rising Sun. was Rome Seated on Seven hills the
mistress of the world. Emblem of Pride She Saw the Arts their
treasures Bring and luxury his bounteous table Spread. but now a
Cloud oercasts. and back to th'East. to Constantines Great City
Empire fled, Ere long to bleed & die a Sacrifice done by a
Priestly hand[.] So once the Sun his. Chariot drew. back. to
prolong a Good kings life.
The Cloud oer past & Rome now Shone again Miterd & Crown'd with
triple crown. Then Pride was better Pleasd She Saw the World fall
down in Adoration[.] But now full to the Setting Sun a Sun
arose out of the Sea. it rose & shed Sweet Influence oer the
Earth Pride feared for her City, but not long. for looking
Stedfastly She saw that Pride Reignd here. Now Direful Pains
accost her. and Still pregnant. so Envy came & Hate. twin progeny
Envy hath a Serpents head of fearful bulk hissing with hundred
tongues, her poisnous breath breeds Satire foul Contagion from
which none are free. oer whelmd by ever During Thirst She
Swalloweth her own Poison. which consumes her nether Parts.
from whence a River Springs. Most Black & loathsom through the
land it Runs Rolling with furious [p 3] Noise. but at the last it
Settles in a lake called Oblivion. tis at this Rivers fount where
evry mortals Cup is Mix't My Cup is fill'd with Envy's Rankest
Draught a miracle No less can set me Right. Desire Still
Pines but for

one Cooling Drop and tis Deny'd, while others in Contentments
downy Nest do sleep, it is the Cursed thorn wounding my breast
that makes me sing. however sweet tis Envy that Inspires my Song.
prickt. by the fame of others how I mourn and my complaints are
Sweeter than their Joys but O could I at Envy Shake my hands. my
notes Should Rise to meet the New born Day. Hate Meager hag Sets
Envy on unable to Do ought herself. but Worn away a Bloodless

[...] Read more

poem by William Blake (1903)
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The Wanderer: A Vision: Canto I

Fain would my verse, Tyrconnel, boast thy name,
Brownlow, at once my subject and my fame!
Oh! could that spirit, which thy bosom warms,
Whose strength surprises, and whose goodness charms!
That various worth! could that inspire my lays,
Envy should smile, and censure learn to praise:
Yet, tho' unequal to a soul like thine,
A generous soul, approaching to divine,
When bless'd beneath such patronage I write,
Great my attempt, tho' hazardous my flight.

O'er ample Nature I extend my views;
Nature to rural scenes invites the muse:
She flies all public care, all venal strife,
To try the still, compar'd with active life;
To prove, by these, the sons of men may owe
The fruits of bliss to bursting clouds of woe;
That e'en calamity, by thought refin'd,
Inspirits and adorns the thinking mind.

Come, Contemplation, whose unbounded gaze,
Swift in a glance, the course of things surveys;
Who in thyself the various view canst find
Of sea, land, air, and heav'n, and human kind;
What tides of passion in the bosom roll;
What thoughts debase, and what exalt the soul,
Whose pencil paints, obsequious to thy will,
All thou survey'st with a creative skill!
Oh, leave awhile thy lov'd, sequester'd shade!
Awhile in wint'ry wilds vouchsafe thy aid!
Then waft me to some olive, bow'ry green,
Where, cloath'd in white, thou shew'st a mind serene;
Where kind content from noise and courts retires,
And smiling sits, while muses tune their lyres:
Where zephyrs gently breathe, while sleep profound
To their soft fanning nods, with poppies crown'd;
Sleep, on a treasure of bright dreams reclines,
By thee bestow'd, whence Fancy colour'd shines,
And flutters round his brow a hov'ring flight,
Varying her plumes in visionary light.

The solar fires now faint and wat'ry burn,
Just where with ice Aquarius frets his urn!
If thaw'd, forth issue, from its mouth severe,
Raw clouds, that sadden all th' inverted year.

[...] Read more

poem by Richard Savage
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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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Envy Exposed

Green with Envy does not describe
The color worn by this foul Sin
For green is the color of living things
An Envious Heart has no life therein

The color Blue for Envy will not do
Blue is the sky where freedom sings
In skies so many dreams take flight
An Envious Heart has no wings

Envy cannot dress in Yellow or Gold
The warm colors of the life giving Sun
An Envious Heart is so bitterly cold
With no joie de vivre for all of life’s fun

Envy dare not wear any shade of Red
A color so linked to precious bloodshed
Blood is sacred not to be wantonly shed
An Envious Heart would bleed others till dead

Purple is the color of Passionate fire
An Envious Heart knows only Hate’s ire
Pink is a color where innocent youth may abide
An Envious Heart is tired and shriveled inside

Nor can Envy ‘s color be Black as night
For the star filled night is laced with light
Envy won’t wear Purity’s symbolic White
An Envious Heart does not own such a right

Envy cannot even lay its claim to Grey
(Muddled mix of color though be as it may)
Grey is the color of softness seen
An Envious Heart is hard and mean

What Envy wears best is Invisibility
So denuded of Soul none would wish to see
No color born of Heaven will suit it well
An Envious Heart will be naked in Hell

poem by Mary Havran
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I DON'T ENVY WOMEN 2...by talile ali

I DON'T ENVY WOMEN
NO I DON'T
THE STUFF THEY HAVE TO GO THRU

I DON'T ENVY WOMEN
NO I DON'T
HOW COULD REALITY BE SO CRUEL

I GOT A FRIEND
CUTE AS HELL
I'LL LOVE HER TILL THE BITTER END

BEEN RAPED SO MUCH
LOOKED TO GOOD TO TOUCH
MESSED UP PRICE FOR A PRETTY FACE, MY FRIEND

I DON'T ENVY WOMEN
NO I DON'T
THE SHIT THEY HAVE TO GO THRU HURTS SO MUCH

I DON'T ENVY WOMEN
NO I DON'T
HOW COULD REALITY BE SO CRUEL AND TRUE

I HAVE ANOTHER FRIEND
ALL OVER THE PLACE
AS IF SHE LOST HER MIND

WITH HEAVY FLOWS
AND HORMONE WOES
IT'S A MIRACLE SHE'S NOT DYIN

I DON'T ENVY WOMEN
NO I DON'T
THE STUFF THEY GO THRU BECAUSE WE JUST DON'T

I DON'T ENVY WOMEN
NO I DON'T
THE BRAINLESS CRUELTY JUST SIMPLY WON'T

THESE GIRLS I KNOW
THEY ALL OWN MY HEART
TO KNOW SUCH GREAT DESPAIR IS BEYOND JUST FAIR

NEVER KNOWING
A MOMENTS PEACE
AND UNTROUBLED LOVE THAT THEY CAN NEVER SHARE

I DON'T ENVY WOMEN
NO I DON'T

[...] Read more

poem by Talile Ali
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The Columbiad: Book X

The vision resumed, and extended over the whole earth. Present character of different nations. Future progress of society with respect to commerce; discoveries; inland navigation; philosophical, med and political knowledge. Science of government. Assimilation and final union of all languages. Its effect on education, and on the advancement of physical and moral science. The physical precedes the moral, as Phosphor precedes the Sun. View of a general Congress from all nations, assembled to establish the political harmony of mankind. Conclusion.

Hesper again his heavenly power display'd,
And shook the yielding canopy of shade.
Sudden the stars their trembling fires withdrew.
Returning splendors burst upon the view,
Floods of unfolding light the skies adorn,
And more than midday glories grace the morn.
So shone the earth, as if the sideral train,
Broad as full suns, had sail'd the ethereal plain;
When no distinguisht orb could strike the sight,
But one clear blaze of all-surrounding light
O'erflow'd the vault of heaven. For now in view
Remoter climes and future ages drew;
Whose deeds of happier fame, in long array,
Call'd into vision, fill the newborn day.

Far as seraphic power could lift the eye,
Or earth or ocean bend the yielding sky,
Or circling sutis awake the breathing gale,
Drake lead the way, or Cook extend the sail;
Where Behren sever'd, with adventurous prow,
Hesperia's headland from Tartaria's brow;
Where sage Vancouvre's patient leads were hurl'd,
Where Deimen stretch'd his solitary world;
All lands, all seas that boast a present name,
And all that unborn time shall give to fame,
Around the Pair in bright expansion rise,
And earth, in one vast level, bounds the skies.

They saw the nations tread their different shores,
Ply their own toils and wield their local powers,
Their present state in all its views disclose,
Their gleams of happiness, their shades of woes,
Plodding in various stages thro the range
Of man's unheeded but unceasing change.
Columbus traced them with experienced eye,
And class'd and counted all the flags that fly;
He mark'd what tribes still rove the savage waste,
What cultured realms the sweets of plenty taste;
Where arts and virtues fix their golden reign,
Or peace adorns, or slaughter dyes the plain.

He saw the restless Tartar, proud to roam,
Move with his herds and pitch a transient home;
Tibet's long tracts and China's fixt domain,
Dull as their despots, yield their cultured grain;
Cambodia, Siam, Asia's myriad isles
And old Indostan, with their wealthy spoils

[...] Read more

poem by Joel Barlow
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Social Netowrking Of Robots

end of world war
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end of ww1 treaty of versailles
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end of ww2 in czechoslovakia
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end of ww2 for japanese americans
end of ww-ii
end of ww2 battleship
end of wrold war 2
end of ww11

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poem by Rwetewrt Erwtwer
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Paradise Lost: Book 09

No more of talk where God or Angel guest
With Man, as with his friend, familiar us'd,
To sit indulgent, and with him partake
Rural repast; permitting him the while
Venial discourse unblam'd. I now must change
Those notes to tragick; foul distrust, and breach
Disloyal on the part of Man, revolt,
And disobedience: on the part of Heaven
Now alienated, distance and distaste,
Anger and just rebuke, and judgement given,
That brought into this world a world of woe,
Sin and her shadow Death, and Misery
Death's harbinger: Sad talk!yet argument
Not less but more heroick than the wrath
Of stern Achilles on his foe pursued
Thrice fugitive about Troy wall; or rage
Of Turnus for Lavinia disespous'd;
Or Neptune's ire, or Juno's, that so long
Perplexed the Greek, and Cytherea's son:

If answerable style I can obtain
Of my celestial patroness, who deigns
Her nightly visitation unimplor'd,
And dictates to me slumbering; or inspires
Easy my unpremeditated verse:
Since first this subject for heroick song
Pleas'd me long choosing, and beginning late;
Not sedulous by nature to indite
Wars, hitherto the only argument
Heroick deem'd chief mastery to dissect
With long and tedious havock fabled knights
In battles feign'd; the better fortitude
Of patience and heroick martyrdom
Unsung; or to describe races and games,
Or tilting furniture, imblazon'd shields,
Impresses quaint, caparisons and steeds,
Bases and tinsel trappings, gorgeous knights
At joust and tournament; then marshall'd feast
Serv'd up in hall with sewers and seneshals;
The skill of artifice or office mean,
Not that which justly gives heroick name
To person, or to poem. Me, of these
Nor skill'd nor studious, higher argument
Remains; sufficient of itself to raise
That name, unless an age too late, or cold
Climate, or years, damp my intended wing
Depress'd; and much they may, if all be mine,
Not hers, who brings it nightly to my ear.
The sun was sunk, and after him the star
Of Hesperus, whose office is to bring

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poem by John Milton
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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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The Candidate

Ye idler things, that soothed my hours of care,
Where would ye wander, triflers, tell me where?
As maids neglected, do ye fondly dote,
On the tair type, or the embroider'd coat;
Detest my modest shelf, and long to fly
Where princely Popes and mighty Miltons lie?
Taught but to sing, and that in simple style,
Of Lycia's lip, and Musidora's smile; -
Go then! and taste a yet unfelt distress,
The fear that guards the captivating press;
Whose maddening region should ye once explore,
No refuge yields my tongueless mansion more.
But thus ye'll grieve, Ambition's plumage stript,
'Ah, would to Heaven, we'd died in manuscript!'
Your unsoil'd page each yawning wit shall flee,
- For few will read, and none admire like me. -
Its place, where spiders silent bards enrobe,
Squeezed betwixt Cibber's Odes and Blackmore's Job;
Where froth and mud, that varnish and deform,
Feed the lean critic and the fattening worm;
Then sent disgraced--the unpaid printer's bane -
To mad Moorfields, or sober Chancery Lane,
On dirty stalls I see your hopes expire,
Vex'd by the grin of your unheeded sire,
Who half reluctant has his care resign'd,
Like a teased parent, and is rashly kind.
Yet rush not all, but let some scout go forth,
View the strange land, and tell us of its worth;
And should he there barbarian usage meet,
The patriot scrap shall warn us to retreat.
And thou, the first of thy eccentric race,
A forward imp, go, search the dangerous place,
Where Fame's eternal blossoms tempt each bard,
Though dragon-wits there keep eternal guard;
Hope not unhurt the golden spoil to seize,
The Muses yield, as the Hesperides;
Who bribes the guardian, all his labour's done,
For every maid is willing to be won.
Before the lords of verse a suppliant stand,
And beg our passage through the fairy land:
Beg more--to search for sweets each blooming field,
And crop the blossoms woods and valleys yield,
To snatch the tints that beam on Fancy's bow;
And feel the fires on Genius' wings that glow;
Praise without meanness, without flattery stoop,
Soothe without fear, and without trembling, hope.

TO THE AUTHORS OF THE MONTHLY REVIEW.

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poem by George Crabbe
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Verses on the Death of Dr. Swift, D.S.P.D.

As Rochefoucauld his maxims drew
From Nature, I believe 'em true:
They argue no corrupted mind
In him; the fault is in mankind.
This maxim more than all the rest
Is thought too base for human breast:
'In all distresses of our friends,
We first consult our private ends;
While Nature, kindly bent to ease us,
Points out some circumstance to please us.'

If this perhaps your patience move,
Let reason and experience prove.

We all behold with envious eyes
Our equal rais'd above our size.
Who would not at a crowded show
Stand high himself, keep others low?
I love my friend as well as you
But would not have him stop my view.
Then let him have the higher post:
I ask but for an inch at most.

If in a battle you should find
One, whom you love of all mankind,
Had some heroic action done,
A champion kill'd, or trophy won;
Rather than thus be overtopt,
Would you not wish his laurels cropt?

Dear honest Ned is in the gout,
Lies rack'd with pain, and you without:
How patiently you hear him groan!
How glad the case is not your own!

What poet would not grieve to see
His brethren write as well as he?
But rather than they should excel,
He'd wish his rivals all in hell.

Her end when emulation misses,
She turns to envy, stings and hisses:
The strongest friendship yields to pride,
Unless the odds be on our side.

Vain human kind! fantastic race!
Thy various follies who can trace?
Self-love, ambition, envy, pride,
Their empire in our hearts divide.
Give others riches, power, and station,

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poem by Jonathan Swift
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The Judgement of Hercules

While blooming Spring descends from genial skies,
By whose mild influence instant wonders rise;
From whose soft breath Elysian beauties flow;
The sweets of Hagley, or the pride of Stowe;
Will Lyttleton the rural landscape range,
Leave noisy fame, and not regret the change?
Pleased will he tread the garden's early scenes,
And learn a moral from the rising greens?
There, warm'd alike by Sol's enlivening power,
The weed, aspiring, emulates the flower;
The drooping flower, its fairer charms display'd,
Invites, from grateful hands, their generous aid:
Soon, if none check'd the invasive foe's designs,
The lively lustre of these scenes declines!

'Tis thus the spring of youth, the morn of life,
Rears in our minds the rival seeds of strife:
Then passion riots, reason then contends,
And on the conquest every bliss depends:
Life from the nice decision takes its hue,
And blest those judges who decide like you!
On worth like theirs shall every bliss attend,
The world their favourite, and the world their friend.

There are, who, blind to Thought's fatiguing ray,
As Fortune gives examples, urge their way;
Not Virtue's foes, though they her paths decline,
And scarce her friends, though with her friends they join;
In hers or Vice's casual road advance,
Thoughtless, the sinners or the saints of Chance!
Yet some more nobly scorn the vulgar voice,
With judgment fix, with zeal pursue their choice,
When ripen'd thought, when Reason, born to reign,
Checks the wild tumults of the youthful vein;
While passion's lawless tides, at their command,
Glide through more useful tracks, and bless the land.

Happiest of these is he whose matchless mind,
By learning strengthen'd, and by taste refined,
In Virtue's cause essay'd its earliest powers,
Chose Virtue's paths, and strew'd her paths with flowers.
The first alarm'd, if Freedom waves her wings,
The fittest to adorn each art she brings;
Loved by that prince whom every virtue fires,
Praised by that bard whom every Muse inspires;
Blest in the tuneful art, the social flame;
In all that wins, in all that merits, fame!

'Twas youth's perplexing stage his doubts inspired,
When great Alcides to a grove retired:

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poem by William Shenstone
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The Example of Vertu : Cantos I.-VII.

Here begynneth the boke called the example of vertu.

The prologe.

Whan I aduert in my remembraunce
The famous draughtes of poetes eloquent
Whiche theyr myndes dyd well enhaunce
Bokes to contryue that were expedyent
To be remembred without Impedyment
For the profyte of humanyte
This was the custume of antyquyte.
I now symple and moost rude
And naked in depured eloquence
For dulnes rethoryke doth exclude
Wherfore in makynge I lake intellygence
Also consyderynge my grete neglygence
It fereth me sore for to endyte
But at auenture I wyll now wryte.
As very blynde in the poetys art
For I therof can no thynge skyll
Wherfore I lay it all a part
But somwhat accordynge to my wyll
I wyll now wryte for to fulfyll
Saynt Powles wordes and true sentement
All that is wryten is to oure document
O prudent Gower in langage pure
Without corrupcyon moost facundyous
O noble Chauser euer moost sure
Of frutfull sentence ryght delycyous
O vertuous Lydgat moche sentencyous
Unto you all I do me excuse
Though I your connynge do now vse
Explicit prologus.

Capitulum Primsi.
In Septembre in fallynge of the lefe
Whan phebus made his declynacyon
And all the whete gadred was in the shefe
By radyaunt hete and operacyon
Whan the vyrgyn had full domynacyon
And Dyane entred was one degre
Into the sygne of Gemyne
Whan the golden sterres clere were splendent
In the firmament puryfyed clere as crystall
By imperyall course without incombrement
As Iuppyter and Mars that be celestyall
With Saturne and Mercury that wer supernall
Myxt with venus that was not retrograte
That caused me to be well fortunate
In a slombrynge slepe with slouth opprest

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poem by Stephen Hawes
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The Hind And The Panther, A Poem In Three Parts : Part III.

Much malice, mingled with a little wit,
Perhaps may censure this mysterious writ;
Because the muse has peopled Caledon
With panthers, bears, and wolves, and beasts unknown,
As if we were not stocked with monsters of our own.
Let Æsop answer, who has set to view
Such kinds as Greece and Phrygia never knew;
And Mother Hubbard, in her homely dress,
Has sharply blamed a British lioness;
That queen, whose feast the factious rabble keep,
Exposed obscenely naked, and asleep.
Led by those great examples, may not I
The wonted organs of their words supply?
If men transact like brutes, 'tis equal then
For brutes to claim the privilege of men.
Others our Hind of folly will indite,
To entertain a dangerous guest by night.
Let those remember, that she cannot die,
Till rolling time is lost in round eternity;
Nor need she fear the Panther, though untamed,
Because the Lion's peace was now proclaimed;
The wary savage would not give offence,
To forfeit the protection of her prince;
But watched the time her vengeance to complete,
When all her furry sons in frequent senate met;
Meanwhile she quenched her fury at the flood,
And with a lenten salad cooled her blood.
Their commons, though but coarse, were nothing scant,
Nor did their minds an equal banquet want.
For now the Hind, whose noble nature strove
To express her plain simplicity of love,
Did all the honours of her house so well,
No sharp debates disturbed the friendly meal.
She turned the talk, avoiding that extreme,
To common dangers past, a sadly-pleasing theme;
Remembering every storm which tossed the state,
When both were objects of the public hate,
And dropt a tear betwixt for her own children's fate.
Nor failed she then a full review to make
Of what the Panther suffered for her sake;
Her lost esteem, her truth, her loyal care,
Her faith unshaken to an exiled heir,
Her strength to endure, her courage to defy,
Her choice of honourable infamy.
On these, prolixly thankful, she enlarged;
Then with acknowledgments herself she charged;
For friendship, of itself an holy tie,
Is made more sacred by adversity.
Now should they part, malicious tongues would say,
They met like chance companions on the way,

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poem by John Dryden
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