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There's something fundamentally wrong with a system where there's been 17 years of a Tory Government and the people of Scotland have voted Socialist for 17 years. That hardly seems democratic.

quote by Sean Connery
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An Appeal to Women

O ye women! WIMMIN! WEEMIN!!
See our tears repentant streamin'!
See the pearly drops a-gleamin',
Streamin' from our rheumy eye!
Mark our weskits palpitatin'.
Pray ye, be accommodation'.
Spare a thought commiseratin',
Say the Tory shall not die!
Spare him, who has been your master,
From political disaster.
Doom approaches fast and faster.
Save him - and the Marriage Tie!

Long ago, when, in the gloaming,
Hungry mastodons went roaming
With a view to seeking out what they might scoff.
There was little chance of spooning
In the park; and honey-mooning,
As a fashion, was most obviously 'off.'
For a honeymoon's a failure, and the gladness of it's gone
If you spend the latter end of it inside a mastodon.

So the troglodyte, new-married,
Cut his honeymoon, and tarried
In his cavern with his little bit of frock;
And instead of hugs and kisses,
He caressed his lawful missus
With a bit of cold, hard tertiary rock.
For the 'proper sphere' for women in that neolithic race
Was amongst the goods and chattels, and she had to keep her place.

But, as troglodytes expanded,
Rose a section that demanded
More consideration for the women-folk;
And the good old Tory faction
Met, and moved to 'take some action'
To oppose this foolish Socialistic joke.
But they had a way of dealing with such people in those days;
And, therefore, rocks gave way to clubs and other gentler ways.

Hark, O, woman! WOMMAN! WOOMAN!!
You would not be so inhuman
As to seal the Tory's doom an'
Join the Socialist hordes?
O, ye women of the classes!
Rise ye in your cultured masses!
Haste, before the Tory passes.
Be ye saviours of your lords.
Lo, have we not fought your battles!
(Hark! The foeman's armor rattles!)

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poem by Clarence Michael James Stanislaus Dennis
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U R Wrong

u were wrong... so wrong.. uh uh uh huh uh.
u were wrong dead wrong.. uh uh uh whoaaaaaaa
Girl U R said your wrong wrong said your wrong wrong
Girl U R said your wrong wrong said your wrong wrong
verse1: can i take you back to happy times..
oh oh oh uh oh
everyday was paradise.. dinner and candle lights
oh oh oh uh oh
i never thought you'd change i didn't expect no games
i wanted you to bare my child i wanted you to have my last name
now we was right we was wrong
i really don't care cuz i gotta move one
i'm gone be a man about it
the headache i can live without it
chorus: Girl (you act so shady) U (spend all of my paper R ( one heck of a lady) said ur wrong wrong said ur wrong wrong
Girl ( i don't codone it ) U ( and you can't erase it) R (one heck of a lady) said ur wrong wrong said your wrong wrong
Girl ( u tired to play) U (had a house and a baby) R ( one heck of a lady) said ur wrong wrong said ur wrong wrong
Girl ( u were wrong ) u( so wrong ) R (dead wrong said your wrong wrong wrong wrong wrong.
verse2: now i admit sometime i make mistakes..
oh oh oh mmmhmmmm
the responsibility of this household was your to take
"well"
i gave you the keys to the range.. broke you off a lil bit of change
ain't no need to explain.. your gonna miss a good thang
and when it's gone away i ain't got time to play
women you had a chance a chance to stay baby baby
chorus: Girl (you act so shady) U (spend all of my paper R ( one heck of a lady) said ur wrong wrong said ur wrong wrong
Girl ( i don't codone it ) U ( and you can't erase it) R (one heck of a lady) said ur wrong wrong said your wrong wrong
Girl ( u tired to play) U (had a house and a baby) R ( one heck of a lady) said ur wrong wrong said ur wrong wrong
Girl ( u were wrong ) u( so wrong ) R (dead wrong said your wrong wrong wrong wrong wrong.
i picked you up when you were down( when your luck ran out.. baby yes i did)
i took you in when theyput you out ( do you remember that cold monday morning?)
i treated you kids like they was mine( i ain't even they real damn daddynononnono )
when you were dim i made you shine( i was the diamond in your life baby)
chorus: Girl ( girl) u (u) R ( are) wrong wrong wrong wrong
Girl ( girl) u (u) R ( are) wrong wrong wrong wrong
Girl ( girl) u (u) R ( are) wrong wrong wrong wrong
Girl ( girl) u (u) R ( are) wrong wrong wrong wrong
can i break it down fora mineut baby
tell you.. why your wrong
you were wrong staying out all night
coming in sloppy drunk baby
and you were wrong for letting your friend direct your mind
and you were wrong for running up my credit card
and you were wrong for everything you've done to me.
(chorus)
ain't no explination this time.

song performed by 3pc
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The Lord of the Isles: Canto VI.

I.
O who, that shared them, ever shall forget
The emotions of the spirit-rousing time,
When breathless in the mart the couriers met,
Early and late, at evening and at prime;
When the loud cannon and the merry chime
Hail'd news on news, as field on field was won,
When Hope, long doubtful, soar'd at length sublime,
And our glad eyes, awake as day begun,
Watch'd Joy's broad banner rise, to meet the rising sun!
O these were hours, when thrilling joy repaid
A long, long course of darkness, doubts, and fears!
The heart-sick faintness of the hope delay'd,
The waste, the woe, the bloodshed, and the tears,
That track'd with terror twenty rolling years,
All was forgot in that blithe jubilee!
Her downcast eye even pale Affliction rears,
To sigh a thankful prayer, amid the glee,
That hail'd the Despot's fall, and peace and liberty!

Such news o'er Scotland's hills triumphant rode,
When 'gainst the invaders turn'd the battle's scale,
When Bruce's banner had victorious flow'd
O'er Loudoun's mountain, and in Ury's vale;
And fiery English blood oft deluged Douglas-dale,
And fiery Edward routed stout St. John,
When Randolph's war-cry swell'd the southern gale,
And many a fortress, town, and tower, was won,
And fame still sounded forth fresh deeds of glory done.

II.
Blithe tidings flew from baron's tower,
To peasant's cot, to forest-bower,
And waked the solitary cell,
Where lone Saint Bride's recluses dwell.
Princess no more, fair Isabel,
A vot'ress of the order now,
Say, did the rule that bid thee wear
Dim veil and wollen scapulare,
And reft thy locks of dark-brown hair,
That stern and rigid vow,
Did it condemn the transport high,
Which glisten'd in thy watery eye,
When minstrel or when palmer told
Each fresh exploit of Bruce the bold?-
And whose the lovely form, that shares
Thy anxious hopes, thy fears, thy prayers?
No sister she of convent shade;
So say these locks in lengthen'd braid,
So say the blushes and the sighs,

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poem by Sir Walter Scott
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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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M'Fingal - Canto II

The Sun, who never stops to dine,
Two hours had pass'd the mid-way line,
And driving at his usual rate,
Lash'd on his downward car of state.
And now expired the short vacation,
And dinner o'er in epic fashion,
While all the crew, beneath the trees,
Eat pocket-pies, or bread and cheese,
(Nor shall we, like old Homer, care
To versify their bill of fare)
Each active party, feasted well,
Throng'd in, like sheep, at sound of bell;
With equal spirit took their places,
And meeting oped with three Oh Yesses:
When first, the daring Whigs t' oppose,
Again the great M'Fingal rose,
Stretch'd magisterial arm amain,
And thus resumed th' accusing strain.

"Ye Whigs attend, and hear affrighted
The crimes whereof ye stand indicted;
The sins and follies past all compass,
That prove you guilty, or non compos.
I leave the verdict to your senses,
And jury of your consciences;
Which though they're neither good nor true,
Must yet convict you and your crew.

"Ungrateful sons! a factious band,
That rise against your parent land!
Ye viper race, that burst in strife
The genial womb that gave you life,
Tear with sharp fangs and forked tongue
The indulgent bowels whence ye sprung;
And scorn the debt and obligation,
You justly owe the British nation,
Which, since you cannot pay, your crew
Affect to swear was never due.

"Did not the deeds of England's primate
First drive your fathers to this climate,
Whom jails and fines and every ill
Forced to their good against their will?
Ye owe to their obliging temper
The peopling your new-fangled empire,
While every British act and canon
Stood forth your causa sine qua non.

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poem by John Trumbull
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You Are In My System

Day by day and night by night
I feel you in my mind
It happens all the time
You know the day dreams stop
My heart beats on
I cant take it any more
It's you I live for
You are in my system
You are in my system
I just want you to know that,
You are in my system
You oooohhhh youre in my system, system
Dont you, Dont you, dont you know that, babe.
I will keep on pushing, pushing, pushing
Until I get through
My main objective baby is to get to you
To turn your mind around
I know will take time
But you know I can wait, now
Youre on my mind
You are in my system
I just want you to know that,
You are in my system
Got me burning, Im on fire
You, youre in my system
Youre everything I need
You, oooohhhh, youre in my system, system
Dont you, Dont you, dont you know that, babe.
Its a romantic vision of me and you
It happens all the time
My dreams are filled with you
Theres no doubt in my mind
That Ill be true baby
You know Ill take you out
And Ill keep lovin you
Oh baby you are in my system,
I just want you to know that
You are in my system
Cut me right down to the wire
You, ooohh, youre in my system
Got me burning Im on fire
You, youre in my system
Cant make believe
You, youre in my system
Youre everything I need
You, Ooohh, youre in my system
I just want you to know that
You, youre my system
Got me burning Im on fire
You, youre in my system

song performed by Robert Palmer
Added by Lucian Velea
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The Holy Constitution

Read ye here the song as sung
By a chief named, briefly, Ung.
In the days when arguments were manly axes:
'O my people, this my Law
Is without defect or flaw,
And it governs ways and means and rates and taxes.
To amend it were unwise;
And if any tribesman tries,
He will meet with swift unerring retribution.
'Tis omnipotent, infallible, as all may recognise;
In short, it is out Noble Constitution.'

When this Neolithic man
Gave the world his early plan
Of tribal laws to bind his nascent nation,
He opined, with fine conceit,
That his System was complete,
And the acme of all human legislation.
'For all time this Law shall stand!'
He decreed with manner grand
And a splendid disregard for evolution;
And the Tory crowd that followed, bore this tenet in its hand:
'You must never touch the Sacred Constitution.'

So the Party then in power,
To improve the shining hour,
Contracted quite a pleasing little habit:
Safely guarded in their 'right,'
If they fancied aught in sight,
Being 'constitutionally safe,' they'd grab it.
And they told the rank and file,
With a patronising smile,
When the People talked of 'wrongs' and 'persecution,'
'It is very, very sad, and, no doubt, your case is bad;
But we cannot tamper with the Constitution.'

But meat-winners of the day
(Rabid Socialists were they)
By slow degrees arrived at this conclusion:
That the hide-bound Tory joss
Totalled mainly bluff and dross,
And its 'sacredness' was wholly an illusion.
Then with yells and growlings vile,
In their quaint primeval style
They planned a prehistoric revolution;
And with bits of tertiary rock they wrecked the Torries' smile
And, incidentally, the Constitution.

All this happened, as you know,
Quite a long, long time ago;

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poem by Clarence Michael James Stanislaus Dennis
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Marmion: Canto IV. - The Camp

I.

Eustace, I said, did blithely mark
The first notes of the merry lark.
The lark sang shrill, the cock he crew,
And loudly Marmion's bugles blew,
And with their light and lively call,
Brought groom and yeoman to the stall.
Whistling they came, and free of heart,
But soon their mood was changed;
Complaint was heard on every part,
Of something disarranged.
Some clamoured loud for armour lost;
Some brawled and wrangled with the host;
'By Becket's bones,' cried one, 'I fear
That some false Scot has stol'n my spear!'
Young Blount, Lord Marmion's second squire,
Found his steed wet with sweat and mire;
Although the rated horse-boy sware,
Last night he dressed him sleek and fair.
While chafed the impatient squire like thunder,
Old Hubert shouts, in fear and wonder,
'Help, gentle Blount! help, comrades all!
Bevis lies dying in his stall:
To Marmion who the plight dare tell,
Of the good steed he loves so well?'
Gaping for fear and ruth, they saw
The charger panting on his straw;
Till one who would seem wisest, cried,
'What else but evil could betide,
With that cursed Palmer for our guide?
Better we had through mire and bush
Been lantern-led by Friar Rush.'

II.

Fitz-Eustace, who the cause but guessed,
Nor wholly understood,
His comrades' clamorous plaints suppressed;
He knew Lord Marmion's mood.
Him, ere he issued forth, he sought,
And found deep plunged in gloomy thought,
And did his tale display
Simply, as if he knew of nought
To cause such disarray.
Lord Marmion gave attention cold,
Nor marvelled at the wonders told -
Passed them as accidents of course,
And bade his clarions sound to horse.

[...] Read more

poem by Sir Walter Scott
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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:

[...] Read more

poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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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

[...] Read more

poem by Gert Strydom
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For Scotland

Beyond the Cheviots and the Tweed,
Beyond the Firth of Forth,
My memory returns at speed
To Scotland and the North.

For still I keep, and ever shall,
A warm place in my heart for Scotland,
Scotland, Scotland,
A warm place in my heart for Scotland.

Oh, cruel off St. Andrew's Bay
The winds are wont to blow!
They either rest or gently play,
When there in dreams I go.

And there I wander, young again,
With limbs that do not tire,
Along the coast to Kittock's Den,
With whinbloom all afire.

I climb the Spindle Rock, and lie
And take my doubtful ease,
Between the ocean and the sky,
Derided by the breeze.

Where coloured mushrooms thickly grow,
Like flowers of brittle stalk,
To haunted Magus Muir I go,
By Lady Catherine's Walk.

In dreams the year I linger through,
In that familiar town,
Where all the youth I ever knew,
Burned up and flickered down.

There's not a rock that fronts the sea,
There's not an inland grove,
But has a tale to tell to me
Of friendship or of love.

And so I keep, and ever shall,
The best place in my heart for Scotland,
Scotland, Scotland,
The best place in my heart for Scotland!

poem by Robert Fuller Murray
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Right The Wrong

An indian woman buried her grampa in the black hills
When she was young he used to tell her
That these hills belonged to her still
And even though injustice took them hills away
One day well get them back, he said
And the suns gonna shine that day
When we say, right the wrong
Before she laid him down to rest
She heard his voice in the wilderness
Sayin I got six feet of it back
And now we can right the wrong
Right the wrong
Hear the song
Before long u wont hear nothin but the crackle of flames
Right the wrong
Hear the song
Would u rather die knowing that u did or keep living in shame
Did you hear the one about the boy just 17
Three years hard time for stealing ice cream
First offence and all his dreams are gone
How long before they right the wrong?
Right the wrong
Hear the song
Before long u wont hear nothin but the crackle of flames
Right the wrong
Hear the song
Would u rather die knowing that u did or keep living in shame
Right the wrong
2, 3, uh
1, 2, 1-2, come on
(right the wrong baby)
Far be it from me to say
It seem like we could stop the flow of snow in the sky today
But I guess the weather man he likes the rain
Aint that insane
Now sing
Right the wrong
Hear the song
Before long u wont hear nothin but the crackle of flames
Right the wrong
Hear the song
Would u rather die knowing that u did or keep living in shame?
(come on, come on, come on)
Did you hear me baby?
Right the wrong
Im 6 feet in the grave
Im 6 feet in the grave
(right right, right right)
(right the wrong right the wrong)
(right the wrong right the wrong)

[...] Read more

song performed by Prince
Added by Lucian Velea
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System Of Life

Now its time to look in your eyes
Youre so much better its no surprise
Its like a mirror is watching you
Maybe the words been broken - dont be no fool
Following the lights you see like a rolling train
Yesterday is gone - tomorrows in your hands
Something youve had is gone - dont wish it back
Let it go - dont run away - its nothing youll forget
You know the rules dont need no warning
Theres only one way to find the clue
Inside you so let it go
System of life - be the hunted or the hunter
System of life
System of life - its always by your side
System of life - the one and only way to live in harmony
Dont paint a picture full of love and hate
Paradise is here - but exceptions prove the rules
Sometimes it feels just like a dream becoming true
Close your eyes - look inside - it will never be the same
cause for your life there aint no warning
So stand up and fight to find the clue
So watch out you live and learn
Its the
System of life - be the broken or the breaker
System of life
Its the
System of life - its always real and true
System of life - the one and only way to live in harmony
Yeah - yeah
Oh, its the
System of life - be the hunted or the hunter
System of life
Its the
System of life - its always by your side
System of life - the one and only way to live in harmony
Its the
System of life - be the taken or the taker
System of life
Its the
System of life - its always real and true
System of life

song performed by U. D. O.
Added by Lucian Velea
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Its Wrong Apartheid

The wretchedness of satans wrath
Will come to seize you at last
cause even he frowns upon the deeds you are doing
And you know deep in your heart
Youve no covenant with god
cause he would never countenance people abusing
You know apartheids wrong (qha), wrong (qha)
Like slavery was wrong (qha), wrong (qha)
Like the holocaust was wrong (qha), wrong (qha)
Apartheid is wrong (qha), wrong (qha), wrong
Its wrong (qha), wrong (qha), wrong (qha), wrong (qha)
Wrong (qha), wrong (qha), wrong (qha), wrong (qha)
The pain you cause in gods name
Points only to yourself to blame
For the negative karma you will be receiving
cause when people are oppressed
With atrocities that test
The future of all mankind we, the world wont stand seeing
You know apartheids wrong (qha), wrong (qha)
Like slavery was wrong (qha), wrong (qha)
Like the holocaust was wrong (qha), wrong (qha)
Apartheid is wrong (qha), its wrong (qha), wrong
Its wrong (qha), its wrong (qha), wrong (qha), wrong (qha)
Wrong (qha), wrong (qha), wrong (qha), wrong (qha)
Ubuqaba babo bucacile
Woqamba kuze kucace
Ngoba nosathane uyabugxeka
Lobuqaba
Oh, freedom is coming
(inkululeko iyeza)
Say it again
(inkululeko iyeza)
Hold on tight, its coming
(qinisani inkululeko iyeza)
(inkululeko iyeza)
Oh, the whole world is with us
(qinisani umhlaba wonke unathi)
Say it again
(umhlaba wonke unathi)
Hold on tight, cause were with you
(qinisani umhlaba wonke unathi)
(umhlaba wonke unathi)
Oh, oh, oh, freedom is coming, yeah, yeah, yeah,
(qinisani inkululeko iyeza)
(inkululeko iyeza)
Hold on tight, yeah
(qinisani inkululeko iyeza)
Freedom is coming
(inkululeko iyeza)
Hold on tight

[...] Read more

song performed by Stevie Wonder
Added by Lucian Velea
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M'Fingal - Canto III

Now warm with ministerial ire,
Fierce sallied forth our loyal 'Squire,
And on his striding steps attends
His desperate clan of Tory friends.
When sudden met his wrathful eye
A pole ascending through the sky,
Which numerous throngs of whiggish race
Were raising in the market-place.
Not higher school-boy's kites aspire,
Or royal mast, or country spire;
Like spears at Brobdignagian tilting,
Or Satan's walking-staff in Milton.
And on its top, the flag unfurl'd
Waved triumph o'er the gazing world,
Inscribed with inconsistent types
Of Liberty and thirteen stripes.
Beneath, the crowd without delay
The dedication-rites essay,
And gladly pay, in antient fashion,
The ceremonies of libation;
While briskly to each patriot lip
Walks eager round the inspiring flip:
Delicious draught! whose powers inherit
The quintessence of public spirit;
Which whoso tastes, perceives his mind
To nobler politics refined;
Or roused to martial controversy,
As from transforming cups of Circe;
Or warm'd with Homer's nectar'd liquor,
That fill'd the veins of gods with ichor.
At hand for new supplies in store,
The tavern opes its friendly door,
Whence to and fro the waiters run,
Like bucket-men at fires in town.
Then with three shouts that tore the sky,
'Tis consecrate to Liberty.
To guard it from th' attacks of Tories,
A grand Committee cull'd of four is;
Who foremost on the patriot spot,
Had brought the flip, and paid the shot.

By this, M'Fingal with his train
Advanced upon th' adjacent plain,
And full with loyalty possest,
Pour'd forth the zeal, that fired his breast.

"What mad-brain'd rebel gave commission,
To raise this May-pole of sedition?

[...] Read more

poem by John Trumbull
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The Brus Book I

This book the true story of King Robert and Sir James Douglas

Storys to rede ar delatibill
Suppos that thai be nocht bot fabill,
Than suld storys that suthfast wer
And thai war said on gud maner
5 Have doubill plesance in heryng.
The first plesance is the carpyng,
And the tother the suthfastnes
That schawys the thing rycht as it wes,
And suth thyngis that ar likand
10 Till mannys heryng ar plesand.
Tharfor I wald fayne set my will
Giff my wyt mycht suffice thartill
To put in wryt a suthfast story
That it lest ay furth in memory
15 Swa that na tyme of lenth it let
Na ger it haly be foryet.
For auld storys that men redys
Representis to thaim the dedys
Of stalwart folk that lyvyt ar
20 Rycht as thai than in presence war.
And certis thai suld weill have prys
That in thar tyme war wycht and wys
And led thar lyff in gret travaill,
And oft in hard stour off bataill
25 Wan gret price off chevalry
And war voydyt off cowardy,
As wes King Robert off Scotland
That hardy wes off hart and hand,
And gud Schir James off Douglas
30 That in his tyme sa worthy was
That off hys price and hys bounte
In ser landis renownyt wes he.
Off thaim I thynk this buk to ma,
Now God gyff grace that I may swa
35 Tret it and bryng till endyng
That I say nocht bot suthfast thing.

[Alexander III's death; the dispute over the succession
submitted to Edward I's arbitration]

Quhen Alexander the king wes deid
That Scotland haid to steyr and leid,
The land sex yer and mayr perfay
40 Lay desolat eftyr hys day
Till that the barnage at the last
Assemblyt thaim and fayndyt fast
To cheys a king thar land to ster

[...] Read more

poem by John Barbour
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Virginia's Story

Elizabeth Gates-Wooten is my Grand mom.

She was born in Canada with her father and brothers.
They owned a Barber Shoppe.
I don't remember exactly where in Canada.
I believe it was right over the border like Windsor or Toronto.
I never knew exactly where it was.

When she was old enough she got married.

First, she married a man by the name of Frank Gates.
He was from Madagascar.
He fathered my mom and her brother and sister.
The boy's name was Frank Gates, Jr.
Two girls name were Anna and Agnes.

Agnes was my mother.

Frank Gates went crazy after the war
He drank a lot and died
Then grandma Elizabeth married a man by the name of Mr. Wooten.
He had a German name, but I don't think he was German.
She took his last name after they got married.

Then they moved to West Virginia in the United States.

Their son, Frank Gates Jr. Became a delegate in the democratic party.
He use to get into a lot of trouble because he liked to fight.
He was a delegate from the 1940's to 1970's.
He died of gout in the 1970's.

Anna was a maid and cook.

She baked cakes and stuff for people as a side line.
She had a hump on her back (scoliosis) .
She had to walk with a cane.
She could cook good though.
She did this kind of work all of her life, just like her mom, Elizabeth

They were both good cooks

They had a lot of money because they had these skills
Especially when people had parties.
Because they would make all of this food and then they would have left-overs.
We got to eat a lot of stuff we normally wouldn't get because of that.
When they cooked, they didn't use no measuring stuff, they would just use there hand.

My moms name was Agnes Barrie Gates.

She married James Wright and moved to Cleveland.

[...] Read more

poem by Talile Ali
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There Is Something Really Wrong About That

There's something really wrong about that!
Those facts you ration.
There is something really wrong about that!
They're not based in truth of action.
Something really wrong about that!
Those facts you ration.
Absent is the truth of action.
Nothing is said about that.

There is something really wrong about that!
Those facts you ration.
There's something really wrong about that!
They're not based in truth of action.
Something really wrong about that!
Those facts you ration.
Absent is the truth of action.
Nothing is said about that.

Truth has been manipulated.
Something is wrong about that!

And people now themselves they hate.
Something is wrong about that!

Racism is the indicator.
Something is wrong about that!

And how one lives is too debated.
Something is wrong about that!

There is something really wrong about that!
Those facts you ration.
There's something really wrong about that!
They're not based in truth of action.
Something really wrong about that!
Those facts you ration.
Absent is the truth of action.
Nothing is said about that.

We've all been underestimated.
Something is wrong about that!
The thoughts of people are degraded.
Something is wrong about that!
Deceivers seem too much elated.
Something is wrong about that!
And truth for us has been created...
With an ease that's made..

Oh there's something really wrong about that!
Those facts you ration.

[...] Read more

poem by Lawrence S. Pertillar
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The Lord of the Isles: Canto IV.

I.
Stranger! if e'er thine ardent step hath traced
The northern realms of ancient Caledon,
Where the proud Queen of Wilderness hath placed,
By lake and cataract, her lonely throne;
Sublime but sad delight thy soul hath known,
Gazing on pathless glen and mountain high,
Listing where from the cliffs the torrents thrown
Mingle their echoes with the eagle's cry,
And with the sounding lake, and with the moaning sky.

Yes! 'twas sublime, but sad. - The loneliness
Loaded thy heart, the desert tired thine eye;
And strange and awful fears began to press
Thy bosom with a stern solemnity.
Then hast thou wish'd some woodman's cottage nigh,
Something that show'd of life, though low and mean;
Glad sight, its curling wreath of smoke to spy,
Glad sound, its cock's blithe carol would have been,
Or children whooping wild beneath the willows green.

Such are the scenes, where savage grandeur wakes
An awful thrill that softens into sighs;
Such feelings rouse them by dim Rannoch's lakes,
In dark Glencoe such gloomy raptures rise:
Or farther, where, beneath the northern skies,
Chides wild Loch-Eribol his caverns hoar-
But, be the minstrel judge, they yield the prize
Of desert dignity to that dread shore,
That sees grim Coolin rise, and hears Coriskin roar.

II.
Through such wild scenes the champion pass'd,
When bold halloo and bugle blast
Upon the breeze came loud and fast.
'There,' said the Bruce, 'rung Edward's horn!
What can have caused such brief return?
And see, brave Ronald,- see him dart
O'er stock and stone like hunted hart,
Precipitate, as is the use,
In war or sport, or Edward Bruce.
- He marks us, and his eager cry
Will tell his news ere he be nigh.'

III.
Loud Edward shouts, 'What make ye here,
Warring upon the mountain-deer,
When Scotland wants her King?
A bark from Lennox cross'd our track,
With her in speed I hurried back,

[...] Read more

poem by Sir Walter Scott
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The Premier and the Socialist

The Premier and the Socialist
Were walking through the State:
They wept to see the Savings Bank
Such funds accumulate.
"If these were only cleared away,"
They said, "it would be great."
"If three financial amateurs
Controlled them for a year,
Do you suppose," the Premier said,
"That they would get them clear?"
"I think so," said the Socialist;
"They would -- or very near!"

"If we should try to raise some cash
On assets of our own,
Do you suppose," the Premier said,
"That we could float a loan?"
"I doubt it," said the Socialist,
And groaned a doleful groan.

"Oh, Savings, come and walk with us!"
The Premier did entreat;
"A little walk, a little talk,
Away from Barrack Street;
My Socialistic friend will guide
Your inexperienced feet."

"We do not think," the Savings said,
"A socialistic crank,
Although he chance just now to hold
A legislative rank,
Can teach experienced Banking men
The way to run a Bank."

The Premier and the Socialist
They passed an Act or so
To take the little Savings out
And let them have a blow.
"We'll teach the Banks," the Premier said,
"The way to run the show.

"There's Tom Waddell -- in Bank finance
Can show them what is what.
I used to prove not long ago
His Estimates were rot.
But that -- like many other things --
I've recently forgot.

"Advances on a dried-out farm
Are what we chiefly need,

[...] Read more

poem by Andrew Barton Paterson
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