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And, one thing I definitely enjoyed personally, from a selfish point of view, was exploration and going to places that I had never been to before and learning, you know, meeting the people and getting to know, new sights and sounds, etc.

quote by Duane G. Carey
Added by Lucian Velea
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Selfish

Well, its too late for givin in
Ive been waitin for too long
Theres no way that I could lose
Givin me the love youve been holding back
Today Im not gonna wait
Not anymore, the time is now
Id give up everything
Just to have you for myself
Cuz when I think about it
Your love, your kiss
I never felt anything like this
Youre sent from above
Im so in love
When I think about it
Your touch, your smile
I never felt anything like this
And I know its real
Its just the way that I feel
Im just a little bit
Im selfish
I dont wanna share you with anybody else
Dont want them hugging you
Touching you, feeling you, kissing you
You could call me selfish
Im selfish
I dont want to share you with anybody else
I dont want no one around you
Calling you, paging you
You can call me selfish
Should I stop trippin and let it flow?
It happened a long time ago
Damn, boy you hurt me so
When you cheated on me with that other lady
Well, I felt embarassed and ashamed
And to top it, you called out her name
Keep thinking Im the one to blame
Still, I took you back
When I think about it
Your love, your kiss
I never felt anything like this
Youre sent from above
Im so in love
When I think about it
Your touch, your smile
I never felt anything like this
And I know its real
Its just the way that I feel
Im just a little bit
Im selfish
I dont wanna share you with anybody else

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song performed by Toni Braxton
Added by Lucian Velea
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Adored Exploration

My midnights are not spent,
In low tides.
Or staring at the stars,
That twinkle bright.
I might,
Decide...
To shake awake imaginations.

I don't stay up to wonder why...
Some people rather sleep,
Away their time!
I might,
Decide...
To shake awake imaginations.

Give me a chance to fly and soar.
Give me a reason to want more...
To fly off shores to me that bore.
In adored...
Exploration!

And dance on mountaintops without stop!
Or 'rock' with a beat I like until I drop.
And not be mocked by folks who try to rob,
My adored...
Exploration!

Give me a chance to fly and soar.
Give me a reason to want more...
To fly off shores to me that bore.
In adored...
Exploration!

My midnights are not spent,
In low tides.
Or staring at the stars,
That twinkle bright.
I might,
Decide...
To shake awake imaginations.

Give me a chance to fly and soar.
Give me a reason to want more...
To fly off shores to me that bore.
In adored...
Exploration!

Give me a chance to fly and soar.
In adored...
Exploration!

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poem by Lawrence S. Pertillar
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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

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poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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An Essay on Criticism

Part I

INTRODUCTION. That it is as great a fault to judge ill as to write ill, and a more dangerous one to the public. That a true Taste is as rare to be found as a true Genius. That most men are born with some Taste, but spoiled by false education. The multitude of Critics, and causes of them. That we are to study our own Taste, and know the limits of it. Nature the best guide of judgment. Improved by Art and rules, which are but methodized Nature. Rules derived from the practice of the ancient poets. That therefore the ancients are necessary to be studied by a Critic, particularly Homer and Virgil. Of licenses, and the use of them by the ancients. Reverence due to the ancients, and praise of them.

'Tis hard to say if greater want of skill
Appear in writing or in judging ill;
But of the two less dangerous is th'offence
To tire our patience than mislead our sense:
Some few in that, but numbers err in this;
Ten censure wrong for one who writes amiss;
A fool might once himself alone expose;
Now one in verse makes many more in prose.

'Tis with our judgments as our watches, none
Go just alike, yet each believes his own.
In Poets as true Genius is but rare,
True Taste as seldom is the Critic's share;
Both must alike from Heav'n derive their light,
These born to judge, as well as those to write.
Let such teach others who themselves excel,
And censure freely who have written well;
Authors are partial to their wit, 'tis true,
But are not Critics to their judgment too?

Yet if we look more closely, we shall find
Most have the seeds of judgment in their mind:
Nature affords at least a glimm'ring light;
The lines, tho' touch'd but faintly, are drawn right:
But as the slightest sketch, if justly traced,
Is by ill col'ring but the more disgraced,
So by false learning is good sense defaced:
Some are bewilder'd in the maze of schools,
And some made coxcombs Nature meant but fools:
In search of wit these lose their common sense,
And then turn Critics in their own defence:
Each burns alike, who can or cannot write,
Or with a rival's or an eunuch's spite.
All fools have still an itching to deride,
And fain would be upon the laughing side.
If Mævius scribble in Apollo's spite,
There are who judge still worse than he can write.

Some have at first for Wits, then Poets pass'd;
Turn'd Critics next, and prov'd plain Fools at last.
Some neither can for Wits nor Critics pass,
As heavy mules are neither horse nor ass.
Those half-learn'd witlings, numerous in our isle,
As half-form'd insects on the banks of Nile;
Unfinish'd things, one knows not what to call,

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poem by Alexander Pope
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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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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!

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poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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The Ghost - Book IV

Coxcombs, who vainly make pretence
To something of exalted sense
'Bove other men, and, gravely wise,
Affect those pleasures to despise,
Which, merely to the eye confined,
Bring no improvement to the mind,
Rail at all pomp; they would not go
For millions to a puppet-show,
Nor can forgive the mighty crime
Of countenancing pantomime;
No, not at Covent Garden, where,
Without a head for play or player,
Or, could a head be found most fit,
Without one player to second it,
They must, obeying Folly's call,
Thrive by mere show, or not at all
With these grave fops, who, (bless their brains!)
Most cruel to themselves, take pains
For wretchedness, and would be thought
Much wiser than a wise man ought,
For his own happiness, to be;
Who what they hear, and what they see,
And what they smell, and taste, and feel,
Distrust, till Reason sets her seal,
And, by long trains of consequences
Insured, gives sanction to the senses;
Who would not (Heaven forbid it!) waste
One hour in what the world calls Taste,
Nor fondly deign to laugh or cry,
Unless they know some reason why;
With these grave fops, whose system seems
To give up certainty for dreams,
The eye of man is understood
As for no other purpose good
Than as a door, through which, of course,
Their passage crowding, objects force,
A downright usher, to admit
New-comers to the court of Wit:
(Good Gravity! forbear thy spleen;
When I say Wit, I Wisdom mean)
Where (such the practice of the court,
Which legal precedents support)
Not one idea is allow'd
To pass unquestion'd in the crowd,
But ere it can obtain the grace
Of holding in the brain a place,
Before the chief in congregation
Must stand a strict examination.
Not such as those, who physic twirl,
Full fraught with death, from every curl;

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poem by Charles Churchill
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No Point

J. spinks
This aint working out
Its not worth the time I spent on it
When Ive been next to you
Its not the way you want it
And all I wanna do
Is get away and as far away from it
Theres no point cos Im not winning
Theres no point going back to the beginning
Theres no point to keep on waiting
Theres no point in talking it over
Theres no point in getting any closer
If it was up to you
Wed go around in circles forever
Theres nothing left to do
I go around - around in you
Ive tried to see it through
All Ive seen is the stormy weather
Theres no point in still pretending
Theres no point cos this is never ending
Theres no point in keep on trying
Theres no point to carry on lying
Theres no point acting like children
Theres no point cos this time Im gone
Theres no point in talking it over
Theres no point in getting any close
Theres no point in still pretending
Theres no point cos this is never ending
Theres no point in keep on trying
Theres no point to carry on lying
Theres no point in talking it over
Theres no point in getting any closer
Theres no point cos Im not winning
Theres no point going back to the beginning
Theres no point in hesitating
Theres no point tonight
Theres no point at all

song performed by Outfield
Added by Lucian Velea
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VI. Giuseppe Caponsacchi

Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,

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poem by Robert Browning from The Ring and the Book
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Point Blank

Do you still say your prayers little darlin do you go to bed at night
Prayin that tomorrow, everything will be alright
But tommorows fall in number in number one by one
You wake up and youre dying you dont even know what from
Well they shot you point blank you been shot in the back
Baby point blank you been fooled this time little girl thats a fact
Right between the eyes baby, point blank right between the pretty lies that
They tell
Little girl you fell
You grew up where young girls they grow up fast
You took what you were handed and left behind what was asked
But what they asked baby wasnt right you didnt have to live that life,
I was gonna be your romeo you were gonna be my juliet
These days you dont wait on romeos you wait on that welfare check and on all the pretty things that you cant ever have and on all the promises
That always end up point blank, shot between the eyes
Point blank like little white lies you tell to ease the pain
Youre walkin in the sights, girl of point blank
And its one false move and baby the lights go out
Once I dreamed we were together again baby you and me
Back home in those old clubs the way we used to be
We were standin at the bar it was hard to hear
The band was playin loud and you were shoutin somethin in my ear
You pulled my jacket off and as the drummer counted four
You grabbed my hand and pulled me out on the floor
You just stood there and held me, then you started dancin slow
And as I pulled you tighter I swore Id never let you go
Well I saw you last night down on the avenue
Your face was in the shadows but I knew that it was you
You were standin in the doorway out of the rain
You didnt answer when I called out your name
You just turned, and then you looked away like just another stranger waitin to get blown away
Point blank, right between the eyes
Point blank, right between the pretty lies you fell
Point blank, shot right through the heart
Yea point blank, youve been twisted up till youve become just another part of it
Point blank, youre walkin in the sights
Point blank, livin one false move just one false move away
Point blank, they caught you in their sights
Point blank, did you forget how to love, girl, did you forget how to fight.
Point blank they must have shot you in the head
Cause point blank, bang bang baby youre dead.

song performed by Bruce Springsteen
Added by Lucian Velea
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M'Fingal - Canto IV

Now Night came down, and rose full soon
That patroness of rogues, the Moon;
Beneath whose kind protecting ray,
Wolves, brute and human, prowl for prey.
The honest world all snored in chorus,
While owls and ghosts and thieves and Tories,
Whom erst the mid-day sun had awed,
Crept from their lurking holes abroad.

On cautious hinges, slow and stiller,
Wide oped the great M'Fingal's cellar,
Where safe from prying eyes, in cluster,
The Tory Pandemonium muster.
Their chiefs all sitting round descried are,
On kegs of ale and seats of cider;
When first M'Fingal, dimly seen,
Rose solemn from the turnip-bin.
Nor yet his form had wholly lost
Th' original brightness it could boast,
Nor less appear'd than Justice Quorum,
In feather'd majesty before 'em.
Adown his tar-streak'd visage, clear
Fell glistening fast th' indignant tear,
And thus his voice, in mournful wise,
Pursued the prologue of his sighs.

"Brethren and friends, the glorious band
Of loyalty in rebel land!
It was not thus you've seen me sitting,
Return'd in triumph from town-meeting;
When blust'ring Whigs were put to stand,
And votes obey'd my guiding hand,
And new commissions pleased my eyes;
Blest days, but ah, no more to rise!
Alas, against my better light,
And optics sure of second-sight,
My stubborn soul, in error strong,
Had faith in Hutchinson too long.
See what brave trophies still we bring
From all our battles for the king;
And yet these plagues, now past before us,
Are but our entering wedge of sorrows!

"I see, in glooms tempestuous, stand
The cloud impending o'er the land;
That cloud, which still beyond their hopes
Serves all our orators with tropes;

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poem by John Trumbull
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Through the eyes of a Field Coronet (Epic)

Introduction

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

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

Prologue

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

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

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

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

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

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

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

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poem by Gert Strydom
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The Iliad: Book 2

Now the other gods and the armed warriors on the plain slept
soundly, but Jove was wakeful, for he was thinking how to do honour to
Achilles, and destroyed much people at the ships of the Achaeans. In
the end he deemed it would be best to send a lying dream to King
Agamemnon; so he called one to him and said to it, "Lying Dream, go to
the ships of the Achaeans, into the tent of Agamemnon, and say to
him word to word as I now bid you. Tell him to get the Achaeans
instantly under arms, for he shall take Troy. There are no longer
divided counsels among the gods; Juno has brought them to her own
mind, and woe betides the Trojans."
The dream went when it had heard its message, and soon reached the
ships of the Achaeans. It sought Agamemnon son of Atreus and found him
in his tent, wrapped in a profound slumber. It hovered over his head
in the likeness of Nestor, son of Neleus, whom Agamemnon honoured
above all his councillors, and said:-
"You are sleeping, son of Atreus; one who has the welfare of his
host and so much other care upon his shoulders should dock his
sleep. Hear me at once, for I come as a messenger from Jove, who,
though he be not near, yet takes thought for you and pities you. He
bids you get the Achaeans instantly under arms, for you shall take
Troy. There are no longer divided counsels among the gods; Juno has
brought them over to her own mind, and woe betides the Trojans at
the hands of Jove. Remember this, and when you wake see that it does
not escape you."
The dream then left him, and he thought of things that were,
surely not to be accomplished. He thought that on that same day he was
to take the city of Priam, but he little knew what was in the mind
of Jove, who had many another hard-fought fight in store alike for
Danaans and Trojans. Then presently he woke, with the divine message
still ringing in his ears; so he sat upright, and put on his soft
shirt so fair and new, and over this his heavy cloak. He bound his
sandals on to his comely feet, and slung his silver-studded sword
about his shoulders; then he took the imperishable staff of his
father, and sallied forth to the ships of the Achaeans.
The goddess Dawn now wended her way to vast Olympus that she might
herald day to Jove and to the other immortals, and Agamemnon sent
the criers round to call the people in assembly; so they called them
and the people gathered thereon. But first he summoned a meeting of
the elders at the ship of Nestor king of Pylos, and when they were
assembled he laid a cunning counsel before them.
"My friends," said he, "I have had a dream from heaven in the dead
of night, and its face and figure resembled none but Nestor's. It
hovered over my head and said, 'You are sleeping, son of Atreus; one
who has the welfare of his host and so much other care upon his
shoulders should dock his sleep. Hear me at once, for I am a messenger
from Jove, who, though he be not near, yet takes thought for you and
pities you. He bids you get the Achaeans instantly under arms, for you
shall take Troy. There are no longer divided counsels among the
gods; Juno has brought them over to her own mind, and woe betides
the Trojans at the hands of Jove. Remember this.' The dream then

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poem by Homer, translated by Samuel Butler
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The Wanderer: A Vision: Canto V

We left the cave. Be Fear (said I) defy'd!
Virtue (for thou art Virtue) is my guide.

By time-worn steps a steep ascent we gain,
Whose summit yields a prospect o'er the plain.
There, bench'd with turf, an oak our seat extends,
Whose top, a verdant, branch'd pavilion bends.
Vistas, with leaves, diversify the scene,
Some pale, some brown, and some of lively green.

Now, from the full-grown day a beamy show'r
Gleams on the lake, and gilds each glossy flow'r.
Gay insects sparkle in the genial blaze,
Various as light, and countless as its rays:
They dance on every stream, and pictur'd play,
'Till, by the wat'ry racer, snatch'd away.

Now, from yon range of rocks, strong rays rebound,
Doubling the day on flow'ry plains around:
King-cups beneath far-striking colours glance,
Bright as th' etherial glows the green expanse.
Gems of the field!-the topaz charms the sight,
Like these, effulging yellow streams of light.
From the same rocks, fall rills with soften'd force,
Meet in yon mead, and well a river's source.
Thro' her clear channel, shine her finny shoals,
O'er sands, like gold, the liquid crystal rolls.
Dimm'd in yon coarser moor, her charms decay,
And shape, thro' rustling reeds, a ruffled way.
Near willows short and bushy shadows throw:
Now lost, she seems thro' nether tracts to flow;
Yet, at yon point, winds out in silver state,
Like Virtue from a labyrinth of fate.
In length'ning rows, prone from the mountains, run
The flocks:-their fleeces glist'ning in the sun;
Her streams they seek, and, 'twixt her neighb'ring trees,
Recline in various attitudes of ease.
Where the herds sip, the little scaly fry,
Swift from the shore, in scatt'ring myriads fly.

Each liv'ry'd cloud, that round th' horizon glows,
Shifts in odd scenes, like earth, from whence it rose.
The bee hums wanton in yon jasmine bow'r,
And circling settles, and despoils the flow'r.
Melodious there the plumy songsters meet,
And call charm'd Echo from her arch'd retreat.

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poem by Richard Savage
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The Borough. Letter XXIV: Schools

To every class we have a School assign'd,
Rules for all ranks and food for every mind:
Yet one there is, that small regard to rule
Or study pays, and still is deem'd a School:
That, where a deaf, poor, patient widow sits,
And awes some thirty infants as she knits;
Infants of humble, busy wives, who pay
Some trifling price for freedom through the day:
At this good matron's hut the children meet,
Who thus becomes the mother of the street:
Her room is small they cannot widely stray, -
Her threshold high they cannot run away:
Though deaf, she sees the rebel-heroes shout, -
Though lame, her white rod nimbly walks about;
With band of yarn she keeps offenders in,
And to her gown the sturdiest rogue can pin:
Aided by these, and spells, and tell-tale birds,
Her power they dread and reverence her words.
To Learning's second seats we now proceed,
Where humming students gilded primers read;
Or books with letters large and pictures gay,
To make their reading but a kind of play -
'Reading made easy,' so the titles tell;
But they who read must first begin to spell:
There may be profit in these arts, but still
Learning is labour, call it what you will;
Upon the youthful mind a heavy load,
Nor must we hope to find the royal road.
Some will their easy steps to science show,
And some to heav'n itself their by-way know;
Ah! trust them not,--who fame or bliss would share,
Must learn by labour, and must live by care.
Another matron, of superior kind,
For higher schools prepares the rising mind;
Preparatory she her Learning calls,
The step first made to colleges and halls.
She early sees to what the mind will grow,
Nor abler judge of infant-powers I know:
She sees what soon the lively will impede,
And how the steadier will in turn succeed;
Observes the dawn of wisdom, fancy, taste,
And knows what parts will wear, and what will

waste:
She marks the mind too lively, and at once
Sees the gay coxcomb and the rattling dunce.
Long has she lived, and much she loves to trace
Her former pupils, now a lordly race;
Whom when she sees rich robes and furs bedeck,
She marks the pride which once she strove to check.

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poem by George Crabbe
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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,

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poem by Charles Churchill
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Soboba

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poem by Rwetewrt Erwtwer
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Tale XIII

JESSE AND COLIN.

A Vicar died and left his Daughter poor -
It hurt her not, she was not rich before:
Her humble share of worldly goods she sold,
Paid every debt, and then her fortune told;
And found, with youth and beauty, hope and health,
Two hundred guineas was her worldly wealth;
It then remain'd to choose her path in life,
And first, said Jesse, 'Shall I be a wife? -
Colin is mild and civil, kind and just,
I know his love, his temper I can trust;
But small his farm, it asks perpetual care,
And we must toil as well as trouble share:
True, he was taught in all the gentle arts
That raise the soul and soften human hearts;
And boasts a parent, who deserves to shine
In higher class, and I could wish her mine;
Nor wants he will his station to improve,
A just ambition waked by faithful love;
Still is he poor--and here my Father's Friend
Deigns for his Daughter, as her own, to send:
A worthy lady, who it seems has known
A world of griefs and troubles of her own:
I was an infant when she came a guest
Beneath my father's humble roof to rest;
Her kindred all unfeeling, vast her woes,
Such her complaint, and there she found repose;
Enrich'd by fortune, now she nobly lives,
And nobly, from the bless'd abundance, gives;
The grief, the want, of human life she knows,
And comfort there and here relief bestows:
But are they not dependants?--Foolish pride!
Am I not honour'd by such friend and guide?
Have I a home' (here Jesse dropp'd a tear),
'Or friend beside?'--A faithful friend was near.
Now Colin came, at length resolved to lay
His heart before her, and to urge her stay:
True, his own plough the gentle Colin drove,
An humble farmer with aspiring love;
Who, urged by passion, never dared till now,
Thus urged by fears, his trembling hopes avow:
Her father's glebe he managed; every year
The grateful Vicar held the youth more dear;
He saw indeed the prize in Colin's view,
And wish'd his Jesse with a man so true:
Timid as true, he urged with anxious air
His tender hope, and made the trembling prayer,
When Jesse saw, nor could with coldness see,
Such fond respect, such tried sincerity;

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poem by George Crabbe
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Christmas-Eve

I.
OUT of the little chapel I burst
Into the fresh night air again.
I had waited a good five minutes first
In the doorway, to escape the rain
That drove in gusts down the common’s centre,
At the edge of which the chapel stands,
Before I plucked up heart to enter:
Heaven knows how many sorts of hands
Reached past me, groping for the latch
Of the inner door that hung on catch,
More obstinate the more they fumbled,
Till, giving way at last with a scold
Of the crazy hinge, in squeezed or tumbled
One sheep more to the rest in fold,
And left me irresolute, standing sentry
In the sheepfold’s lath-and-plaster entry,
Four feet long by two feet wide,
Partitioned off from the vast inside—
I blocked up half of it at least.
No remedy; the rain kept driving:
They eyed me much as some wild beast,
The congregation, still arriving,
Some of them by the mainroad, white
A long way past me into the night,
Skirting the common, then diverging;
Not a few suddenly emerging
From the common’s self thro’ the paling-gaps,—
—They house in the gravel-pits perhaps,
Where the road stops short with its safeguard border
Of lamps, as tired of such disorder;—
But the most turned in yet more abruptly
From a certain squalid knot of alleys,
Where the town’s bad blood once slept corruptly,
Which now the little chapel rallies
And leads into day again,—its priestliness
Lending itself to hide their beastliness
So cleverly (thanks in part to the mason),
And putting so cheery a whitewashed face on
Those neophytes too much in lack of it,
That, where you cross the common as I did,
And meet the party thus presided,
“Mount Zion,” with Love-lane at the back of it,
They front you as little disconcerted,
As, bound for the hills, her fate averted
And her wicked people made to mind him,
Lot might have marched with Gomorrah behind him.

II.
Well, from the road, the lanes or the common,

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poem by Robert Browning
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Book IV - Part 03 - The Senses And Mental Pictures

Bodies that strike the eyes, awaking sight.
From certain things flow odours evermore,
As cold from rivers, heat from sun, and spray
From waves of ocean, eater-out of walls
Around the coasts. Nor ever cease to flit
The varied voices, sounds athrough the air.
Then too there comes into the mouth at times
The wet of a salt taste, when by the sea
We roam about; and so, whene'er we watch
The wormword being mixed, its bitter stings.
To such degree from all things is each thing
Borne streamingly along, and sent about
To every region round; and Nature grants
Nor rest nor respite of the onward flow,
Since 'tis incessantly we feeling have,
And all the time are suffered to descry
And smell all things at hand, and hear them sound.
Besides, since shape examined by our hands
Within the dark is known to be the same
As that by eyes perceived within the light
And lustrous day, both touch and sight must be
By one like cause aroused. So, if we test
A square and get its stimulus on us
Within the dark, within the light what square
Can fall upon our sight, except a square
That images the things? Wherefore it seems
The source of seeing is in images,
Nor without these can anything be viewed.

Now these same films I name are borne about
And tossed and scattered into regions all.
But since we do perceive alone through eyes,
It follows hence that whitherso we turn
Our sight, all things do strike against it there
With form and hue. And just how far from us
Each thing may be away, the image yields
To us the power to see and chance to tell:
For when 'tis sent, at once it shoves ahead
And drives along the air that's in the space
Betwixt it and our eyes. And thus this air
All glides athrough our eyeballs, and, as 'twere,
Brushes athrough our pupils and thuswise
Passes across. Therefore it comes we see
How far from us each thing may be away,
And the more air there be that's driven before,
And too the longer be the brushing breeze
Against our eyes, the farther off removed
Each thing is seen to be: forsooth, this work
With mightily swift order all goes on,
So that upon one instant we may see

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poem by Lucretius
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