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One of the chief obstacles to intelligence is credulity, and credulity could be enormously diminished by instructions as to the prevalent forms of mendacity. Credulity is a greater evil in the present day than it ever was before, because, owing to the growth of education, it is much easier than it used to be to spread misinformation, and, owing to democracy, the spread of misinformation is more important than in former times to the holders of power.

quote by Bertrand Russell
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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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Recap:

Diminished to limits.
Recap:
Diminished to limits.
Recap:
Diminished to limits.
Recap:
Diminished to limits.
Diminished to limits.

Diminished to limits.
Recap:
Diminished to limits.
Recap:
Diminished to limits.
Recap:
Diminished to limits.
Diminished to limits.

Diminished to limits.
Recap:
Demographics had established,
The success and conditions...
Of a targeted marketing.
To direct effective hype,
Among those selected to be chosen.

Those days have faded away,
From the land of steady habits.
And drift as nomads depleted of funds,
Are those unable to repay for a credited feasting done.

And elimination of debits wished,
Increase and do not leave.
So those rush away in the kicking up of dust...
With tears from their eyes drippimg as they weep.

Recap:
Those enforced to be meek and weak,
Are solicited to exhaust their kept treasures.
In the hopes of prolonging,
The ones addicted to feeding themselves selfishly.

Recap:
Conditions for optimistic change gone ignored has past.
This can not be restored to those celebrating,
In the hopes to inflict upon others their will.
Closed are those doors.

Recap:
The ones found designing deceitful traps,

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poem by Lawrence S. Pertillar
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The Interpretation of Nature and

I.

MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.


II.

Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.

III.

Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.

IV.

Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.

V.

The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.

VI.

It would be an unsound fancy and self-contradictory to expect that things which have never yet been done can be done except by means which have never yet been tried.

VII.

The productions of the mind and hand seem very numerous in books and manufactures. But all this variety lies in an exquisite subtlety and derivations from a few things already known; not in the number of axioms.

VIII.

Moreover the works already known are due to chance and experiment rather than to sciences; for the sciences we now possess are merely systems for the nice ordering and setting forth of things already invented; not methods of invention or directions for new works.

IX.

The cause and root of nearly all evils in the sciences is this -- that while we falsely admire and extol the powers of the human mind we neglect to seek for its true helps.

X.

The subtlety of nature is greater many times over than the subtlety of the senses and understanding; so that all those specious meditations, speculations, and glosses in which men indulge are quite from the purpose, only there is no one by to observe it.

XI.

As the sciences which we now have do not help us in finding out new works, so neither does the logic which we now have help us in finding out new sciences.

XII.

The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search after truth. So it does more harm than good.

XIII.

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poem by Sir Francis Bacon
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Temora - Book I

ARGUMENT.

Cairbar, the son of Borbar-duthul, lord of Atha, in Connaught, the most Potent chief of the race of the Fir-bolg, having murdered, at Temora, the royal palace, Cormac, the son of Artho, the young king of Ireland, usurped the throne. Cormac was lineally descended from Conar, the son of Trenmor, the great-grandfather of Fingal, king of those Caledonians who inhabited the western coast of Scotland. Fingal resented the behavior of Cairbar, and resolved to pass over into Ireland with an army, to re-establish the royal family on the Irish throne. Early intelligence of his designs coming to Cairbar, he assembled some of his tribes in Ulster, and at the same time ordered his brother Cathmor to follow him speedily with an army from Temora. Such was the situation of affairs when the Caledonian invaders appeared on the coast of Ulster.

The poem opens in the morning. Cairbar is represented as retired from the rest of the army, when one of his scouts brought him news of the landing of Fingal. He assembles a council of his chiefs. Foldath, the chief of Moma, haughtily despises the enemy; and is reprimanded warmly by Malthos. Cairbar, after hearing their debate, orders a feast to be prepared, to which, by his bard Olla, he invites Oscar, the son of Ossian; resolving to pick a quarrel with that hero, and so have some pretext for killing him. Oscar came to the feast; the quarrel happened; the followers of both fought, and Cairbar and Oscar fell by mutual wounds. The noise of the battle reached Fingal's army. The king came on to the relief of Oscar, and the Irish fell back to the army of Cathmor, who was advanced to the banks of the river Lubar, on the heath of Moi-lena. Fingal, after mourning over his grandson, ordered Ullin, the chief of his bards, to carry his body to Morven, to be there interred. Night coming on, Althan, the son of Conachar, relates to the king the particulars of the murder of Cormac. Fillan, the son of Fingal, is sent to observe the motions of Cathmor, by night, which concludes the action of the first day. The scene of this book is a plain, near the hill of Mora, which rose on the borders of the heath of Moi-lena in Ulster.

THE blue waves of Erin roll in light. The mountains are covered with day. Trees shake their dusky heads in the breeze. Gray torrents pour their noisy streams. Two green hills, with aged oaks, surround a narrow plain. The blue course of a stream is there. On its banks stood Cairbar of Atha. His spear supports the king: the red eye of his fear is sad. Cormac rises in his soul, with all his ghastly wounds. The gray form of the youth appears in darkness. Blood pours from his airy side. Cairbar thrice threw his spear on earth. Thrice he stroked his beard. His steps are short. He often stops. He tosses his sinewy arms. He is like a cloud in the desert, varying its form to every blast. The valleys are sad around, and fear, by turns, the shower! The king at length resumed his soul. He took his pointed spear. He turned his eye to Moi-lena. The scouts of blue ocean came. They came with steps of fear, and often looked behind. Cairbar knew that the mighty were near. He called his gloomy chiefs.

The sounding steps of his warriors came. They drew at once their swords. There Morlath stood with darkened face. Hidalla's long hair sighs in the wind. Red-haired Cormar bends on his spear, and rolls his sidelong-looking eyes. Wild is the look of Malthos, from beneath two shaggy brows. Foldath stands, like an oozy rock, that covers its dark sides with foam. His spear is like Slimora's fir, that meets the wind of heaven. His shield is marked with the strokes of battle. His red eye despises danger. These, and a thousand other chiefs, surrounded the king of Erin, when the scout of ocean came, Mor-annal, from streamy Moi-lena, His eyes hang forward from his face. His lips are trembling pale!

"Do the chiefs of Erin stand," he said, "silent as the grove of evening? Stand they, like a silent wood, and Fingal on the coast? Fingal, who is terrible in battle, the king of streamy Morven!" "Hast thou seen the warrior?" said Cairbar with a sigh. "Are his heroes many on the coast? Lifts he the spear of battle? or comes the king in peace?" "In peace be comes not, king of Erin; I have seen his forward spear. It is a meteor of death. The blood of thousands is on its steel. He came first to the shore, strong in the gray hair of age. Full rose his sinewy limbs, as he strode in his might. That sword is by his side, which gives no second wound. His shield is terrible, like the bloody moon, ascending through a storm. Then came Ossian, king of songs. Then Morni's son, the first of men. Connal leaps forward on his spear. Dermid spreads his dark-brown locks. Fillan bends his bow, the young hunter of streamy Moruth. But who is that before them, like the terrible course of a stream? It is the son of Ossian, bright between his locks! His long hair falls on his back. His dark brows are half enclosed in steel. His sword hangs loose on his side. His spear glitters as he moves. I fled from his terrible eyes, king of high Temora!"

"Then fly, thou feeble man," said Foldath's gloomy wrath. "Fly to the gray streams of thy land, son of the little soul! Have not I seen that Oscar? I beheld the chief in war. He is of the mighty in danger: but there are others who lift the spear. Erin has many sons as brave, king of Temora of groves. Let Foldath meet him in his strength. Let me stop this mighty stream. My spear is covered with blood. My shield is like the wall of Tura!"

"Shall Foldath alone meet the foe?" replied the dark-browed Malthos? "Are they not on our coast, like the waters of many streams? Are not these the chiefs who vanquished Swaran, when the sons of green Erin fled? Shall Foldath meet their bravest hero? Foldath of the heart of pride! Take the strength of the people! and let Malthos come. My sword is red with slaughter, but who has heard my words?"

"Sons of green Erin," said Hidalla, "let not Fingal hear your words. The foe might rejoice, and his arm be strong in the land. Ye are brave, O warriors! Ye are tempests in war. Ye are like storms, which meet the rocks without fear, and overturn the woods! But let us move in our strength, slow as a gathered cloud! Then shall the mighty tremble; the spear shall fall from the hand of the valiant. We see the cloud of death, they will say, while shadows fly over their face. Fingal will mourn in his age. He shall behold his flying fame. The steps of his chiefs will cease in Morven. The moss of years shall grow in Selma!"

Cairbar heard their words in silence, like the cloud of a shower: it stands dark on Cromla, till the lightning bursts its side. The valley gleams with heaven's flame; the spirits of the storm rejoice. So stood the silent king of Temora; at length his words broke forth. "Spread the feast on Moi-lena. Let my hundred bards attend. Thou red-haired Olla, take the harp of the king. Go to Oscar, chief of swords. Bid Oscar to our joy. To-day we feast and hear the song; to-morrow break the spears! Tell him that I have raised the tomb of Cathol; that bards gave his friend to the winds. Tell him that Cairbar has heard of his fame, at the stream of resounding Carun. Cathmor, my brother, is not here. He is not here with his thousands, and our arms are weak. Cathmor is a foe to strife at the feast! His soul is bright as that sun! But Cairbar must fight with Oscar, chiefs of woody Temora, His words for Cathol were many! the wrath of Cairbar burns! He shall fall on Moi-lena. My fame shall rise in blood!"

Their faces brightened round with joy. They spread over Moi-lena. The feast of shells is prepared. The songs of bards arise. The chiefs of Selma heard their joy. We thought that mighty Cathmor came. Cathmor, the friend of strangers! the brother of red-haired Cairbar. Their souls were not the same. The light of heaven was in the bosom of Cathmor. His towers rose on the banks of Atha: seven paths led to his halls. Seven chiefs stood on the paths, and called the stranger to the feast! But Cathmor dwelt in the wood, to shun the voice of praise!

Olla came with his songs. Oscar went to Cairbar's feast. Three hundred warriors strode along Moi-lena of the streams. The gray dogs bounded on the heath: their howling reached afar. Fingal saw the departing hero. The soul of the king was sad. He dreaded Cairbar's gloomy thoughts, amidst the feast of shells. My son raised high the spear of Cormac. A hundred bards met him with songs. Cairbar concealed, with smiles, the death that was dark in his soul. The feast is spread. The shells resound. Joy brightens the face of the host. But it was like the parting beam of the sun, when he is to hide his red head in a storm!

Cairbar rises in his arms. Darkness gathers on his brow. The hundred harps cease at once. The clang of shields is heard. Far distant on the heath Olla raised a song of wo. My son knew the sign of death; and rising seized his spear. "Oscar," said the dark-red Cairbar, "I behold the spear of Erin. The spear of Temora glitters in thy hand, son of woody Morven! It was the pride of a hundred kings. The death of heroes of old. Yield it, son of Ossian, yield it to car-borne Cairbar!"

"Shall I yield," Oscar replied, "the gift of Erin's injured king; the gift of fair-haired Cormac, when Oscar scattered his foes? I came to Cormac's halls of joy, when Swaran fled from Fingal. Gladness rose in the face of youth. He gave the spear of Temora. Nor did he give it to the feeble: neither to the weak in soul. The darkness of thy face is no storm to me: nor are thine eyes the flame of death. Do I fear thy clanging shield? Tremble I at Olla's song? No Cairbar, frighten the feeble; Oscar is a rock!"

"Wilt thou not yield the spear?" replied the rising pride of Cairbar." Are thy words so mighty, because Fingal is near? Fingal with aged locks, from Morven's hundred groves! He has fought with little men. But he must vanish before Cairbar, like a thin pillar of mist before the winds of Atha!" — "Were he who fought with little men, near Atha's haughty chief, Atha's chief would yield green Erin to avoid his rage! Speak not of the mighty, O Cairbar! Turn thy sword on me. Our strength is equal: but Fingal is renowned! the first of mortal men!"

Their people saw the darkening chiefs. Their crowding steps are heard. Their eyes roll in fire. A thousand swords are half unsheathed. Red-haired Olla raised the song of battle. The trembling joy of Oscar's soul arose: the wonted joy of his soul when Fingal's horn was heard. Dark as the swelling wave of ocean before the rising winds, when it bends its head near the coast, came on the host of Cairbar!

Daughter of Toscar! why that tear? He is not fallen yet. Many were the deaths of his arm before my hero fell!

Behold they fall before my son, like groves in the desert; when an angry ghost rushes through night, and takes their green heads in his hand! Morlath falls. Maronnan dies. Conachar trembles in his blood. Cairbar shrinks before Oscar's sword! He creeps in darkness behind a stone. He lifts the spear in secret, he pierces my Oscar's side! He falls forward on his shield, his knee sustains the chief. But still his spear is in his hand! See, gloomy Cairbar falls! The steel pierced his forehead, and divided his red hair behind. He lay like a shattered rock, which Cromla shakes from its shaggy side, when the green-valleyed Erin shakes its mountains from sea to sea!

But never more shall Oscar rise! He leans on his bossy shield. His spear is in his terrible hand. Erin's sons stand distant and dark. Their shouts arise, like crowded streams. Moi-lena echoes wide. Fingal heard the sound. He took the spear of Selma. His steps are before us on the heath. He spoke the words of wo. "I hear the noise of war. Young Oscar is alone. Rise, sons of Morven: join the hero's sword!"

Ossian rushed along the heath. Fillan bounded over Moi-lena. Fingal strode in his strength. The light of his shield is terrible. The sons of Erin saw it far distant. They trembled in their souls. They knew that the wrath of the king arose: and they foresaw their death. We first arrived. We fought. Erin's chiefs withstood our rage. But when the king came, in the sound of his course, what heart of steel could stand? Erin fled over Moi-lena. Death pursued their flight. We saw Oscar on his shield. We saw his blood around. Silence darkened on every face. Each turned his back and wept. The king strove to hide his tears. His gray beard whistled in the wind. He bends his head above the chief. His words are mixed with sighs.

"Art thou fallen, O Oscar! in the midst of thy course? the heart of the aged beats over thee! He sees thy coming wars! The wars which ought to come he sees! They are cut off from thy fame! When shall joy dwell at Selma? When shall grief depart from Morven? My sons fall by degrees: Fingal is the last of his race. My fame begins to pass away. Mine age will be without friends. I shall sit a gray cloud in my hall. I shall not hear the return of a son, in his sounding arms. Weep, ye heroes of Morven! never more shall Oscar rise!"

And they did weep, O Fingal! Dear was the hero to their souls. He went out to battle, and the foes vanished. He returned in peace, amidst their joy. No father mourned his son slain in youth: no brother his brother of love. They fell without tears, for the chief of the people is low! Bran is howling at his feet: gloomy Luath is sad; for he had often led them to the chase; to the bounding roe of the desert!

When Oscar saw his friends around, his heaving breast arose. "The groans," he said, "of aged chiefs; the howling of my dogs; the sudden bursts of the song of grief, have melted Oscar's soul. My soul, that never melted before. It was like the steel of my sword. Ossian, carry me to my hills! Raise the stones of my renown. Place the horn of a deer: place my sword by my side; The torrent hereafter may raise the earth: the hunter may find the steel, and say, 'This has been Oscar's sword, the pride of other years!'" "Fallest thou, son of my fame? shall I never see thee, Oscar? When others hear of their sons, shall I not hear of thee? The moss is on thy four gray stones. The mournful wind is there. The battle shall be fought without thee. Thou shalt not pursue the dark-brown hinds. When the warrior returns from battles, and tells of other lands; 'I have seen a tomb,' he will say, 'by the roaring stream, the dark dwelling of a chief. He fell by car-borne Oscar, the first of mortal men.' I, perhaps, shall hear his voice. A beam of joy will rise in my soul."

Night would have descended in sorrow, and morning returned in the shadow of grief. Our chiefs would have stood, like cold-dropping rocks on Moi-lena, and have forgot the war; did not the king disperse his grief, and raise his mighty voice. The chiefs, as new-wakened from dreams, lift up their heads around.

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poem by James Macpherson
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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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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.

INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .

In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .

In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .

NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.

Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .

TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.

The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.

Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.

A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.

SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .

There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .

CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.

LIST OF REFERENCES.

Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.

Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139

Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14

Harris, S. (1999) . Careers education: contesting policy and practice. Sage

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poem by Innocent Masina Nkhonyo
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Education

In a deep dark jungle long time ago
Lived a lonesome caveman
He was a solitary soul
And he spent his playtime
Chewing meat from bones.
He didnt know how to talk much
He only knew how to groan
Then he lifted up his hands and reached to the sky
Let out a yell and no one replied.
Frustration and torment tore him inside
Then he fell to the ground and he cried and he cried.
But then education saved the day.
He learned to speak and communicate
Education saved the day.
He thanked God for the friends he made.
cos everybody needs an education
Everybody needs an education.
Black skin, red skin, yellow or white,
Everybody needs to read and write
Everybody needs an education.
Thank the day when that primitive man
Learned to talk with his brothers
And live off the land.
He left his cave and he moved far away
And he lived with his friends in a house that theyd made
He learned to think and to work with his brain
And he astounded his friends with all the knowledge he gained
He wrote it down on a rock that he found
And he showed all his friends and they passed it around
And then education came that day.
The day it came was a sacred day.
Education came that day
He thanked God for the friends hed made.
Well man built a boat and he learned how to sail
And he travelled far and wide
Then he looked up above saw the stars in the sky
So he learned how to fly.
Thanks to all the mathematicians
And the inventors with their high i.q.s
And the professors in their colleges
Trying to feed me knowledge
That I know Ill never use.
Thank you sir for the millions of words
That youve handed me down and youve told me to learn
But Ive got words in my ears and my eyes
Ive got so many facts that I must memorize
Because educations doing me in
I want to stop but my heads in a swim
Education drives me insane
I cant recall all the facts on my brain.

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song performed by Kinks
Added by Lucian Velea
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Fingal - Book I

ARGUMENT.

Cuthullin (general of the Irish tribes, in the minority of Cormac, king of Ireland) sitting alone beneath a tree, at the gate of Tura, a castle of Ulster (the other chiefs having gone on a hunting party to Cromla, a neighboring hill,) is informed of the landing of Swaran, king of Lochlin, by Moran, the son of Fithil, one of his scouts. He convenes the chiefs; a council is held, and disputes run high about giving battle to the enemy. Connal, the petty king of Togorma, and an intimate friend of Cuthullin, was for retreating, till Fingal, king of those Caledonians who inhabited the north-west coast of Scotland, whose aid had been previously solicited, should arrive; but Calmar, the son of Matha, lord of Lara, a country in Connaught, was for engaging the enemy immediately. Cuthullin, of himself willing to fight, went into the opinion of Calmar. Marching towards the enemy, he missed three of his bravest heroes, Fergus, Duchômar, and Cáthba. Fergus arriving, tells Cuthullin of the death of the two other chiefs: which introduces the affecting episode of Morna, the daughter of Cormac. The army of Cuthullin is descried at a distance by Swaran, who sent the son of Arno to observe the motions of the enemy, while he himself ranged his forces in order of battle. The son of Arno returning to Swaran, describes to him Cuthullin's chariot, and the terrible appearance of that hero. The armies engage, but night coming on, leaves the victory undecided. Cuthullin, according to the hospitality of the times, sends to Swaran a formal invitation to a feast, by his bard Carril, the son of Kinfena. Swaran refuses to come. Carril relates to Cuthullin the story of Grudar and Brassolis. A party, by Connal's advice, is sent to observe the enemy; which closes the action of the first day.

CUTHULLIN sat by Tura's wall; by the tree of the rustling sound. His spear leaned against the rock. His shield lay on the grass by his side. Amid his thoughts of mighty Cairbar, a hero slain by the chief in war; the scout of ocean comes, Moran the son of Fithil!

"Arise," said the youth, "Cuthullin, arise. I see the ships of the north! Many, chief of men, are the foe. Many the heroes of the sea-borne Swaran!" — "Moran!" replied the blue-eyed chief "thou ever tremblest, son of Fithil! Thy fears have increased the foe. It is Fingal, king of deserts, with aid to green Erin of streams." — "I beheld their chief," says Moran, "tall as a glittering rock. His spear is a blasted pine. His shield the rising moon! He sat on the shore! like a cloud of mist on the silent hill! Many, chief of heroes! I said, many are our hands of war. Well art thou named, the mighty man; but many mighty men are seen from Tura's windy walls.

"He spoke, like a wave on a rock, 'Who in this land appears like me? Heroes stand not in my presence: they fall to earth from my hand. Who can meet Swaran in fight? Who but Fingal, king of Selma of storms? Once we wrestled on Malmor; our heels overturned the woods. Rocks fell from their place; rivulets, changing their course, fled murmuring from our side. Three days we renewed the strife; heroes stood at a distance and trembled. On the fourth, Fingal says, that the king of the ocean fell! but Swaran says he stood! Let dark Cuthullin yield to him, that is strong as the storms of his land!'

"No!" replied the blue-eyed chief, "I never yield to mortal man! Dark Cuthullin shall be great or dead! Go, son of Fithil, take my spear. Strike the sounding shield of Semo. It hangs at Tura's rustling gale. The sound of peace is not its voice! My heroes shall hear and obey." He went. He struck the bossy shield. The hills, the rocks reply. The sound spreads along the wood: deer start by the lake of roes. Curach leaps from the sounding rock! and Connal of the bloody spear! Crugal's breast of snow beats high. The son of Favi leaves the dark-brown hind. It is the shield of war, said Ronnart; the spear of Cuthullin, said Lugar! Son of the sea, put on thy arms! Calmar, lift thy sounding steel! Puno! dreadful hero, arise! Cairbar, from thy red tree of Cromla! Bend thy knee, O Eth! descend from the streams of Lena Caolt, stretch thy side as thou movest along the whistling heath of Mora: thy side that is white as the foam of the troubled sea, when the dark winds pour it on rocky Cuthon.

Now I behold the chiefs, in the pride of their former deeds! Their souls are kindled at the battles of old; at the actions of other times. Their eyes are flames of fire. They roll in search of the foes of the land. Their mighty hands are on their swords. Lightning pours from their sides of steel. They come like streams from the mountains; each rushes roaring from the hill. Bright are the chiefs of battle, in the armor of their fathers. Gloomy and dark, their heroes follow like the gathering of the rainy clouds behind the red meteors of heaven. The sounds of crashing arms ascend. The gray dogs howl between. Unequal bursts the song of battle. Rocking Cromla echoes round. On Lena's dusky heath they stand, like mist that shades the hills of autumn; when broken and dark it settles high, and lifts its head to heaven.

"Hail," said Cuthullin, "Sons of the narrow vales! hail, hunters of the deer! Another sport is drawing near: it is like the dark rolling of that wave on the coast! Or shall we fight, ye sons of war! or yield green Erin to Lochlin? O Connal! speak, thou first of men! thou breaker of the shields! thou hast often fought with Lochlin: wilt thou lift thy father's spear?"

"Cuthullin!" calm the chief replied, "the spear of Connal is keen. it delights to shine in battle, to mix with the blood of thousands. But though my hand is bent on fight, my heart is for the peace of Erin. Behold, thou first in Cormac's war, the sable fleet of Swaran. His masts are many on our coasts, like reeds on the lake of Lego. His ships are forests clothed with mists, when the trees yield by turns to the squally wind. Many are his chiefs in battle. Connal is for peace! Fingal would shun his arm, the first of mortal men! Fingal who scatters the mighty, as stormy winds the echoing Cona; and night settles with all her clouds on the hill!"

"Fly, thou man of peace!" said Colmar, "fly," said the son of Matha; "go, Connal, to thy silent hills, where the spear never brightens in war! Pursue the dark-brown deer of Cromla: stop with thine arrows the bounding roes of Lena. But blue-eyed son of Semo, Cuthullin, ruler of the field, scatter thou the Sons of Lochlin! roar through the ranks of their pride. Let no vessel of the kingdom of snow bound on the dark-rolling waves of Inistore. Rise, ye dark winds of Erin, rise! roar, whirlwinds of Lara of hinds! Amid the tempest let me die, torn, in a cloud, by angry ghosts of men; amid the tempest let Calmar die, if ever chase was sport to him, so much as the battle of shields!

"Calmar!" Connal slow replied, "I never fled, young son of Matha! I was swift with my friends in fight; but small is the fame of Connal! The battle was won in my presence! the valiant overcame! But, son of Semo, hear my voice, regard the ancient throne of Cormac. Give wealth and half the land for peace, till Fingal shall arrive on our coast. Or, if war be thy choice, I lift the sword and spear. My joy shall be in midst of thousands; my soul shall alighten through the gloom of the fight!"

"To me," Cuthullin replies, "pleasant is the noise of arms! pleasant as the thunder of heaven, before the shower of spring! But gather all the shining tribes, that I may view the sons of war! Let then pass along the heath, bright as the sunshine before a storm; when the west wind collects the clouds, and Morven echoes over all her oaks! But where are my friends in battle? the supporters of my arm in danger? Where art thou, white-bosomed Câthba? Where is that cloud in war, Duchômar? Hast thou left me, O Fergus! in the day of the storm? Fergus, first in our joy at the feast! son of Rossa! arm of death!

comest thou like a roe from Malmor? like a hart from thy echoing hills? Hall, thou son of Rossa! what shades the soul of war?"

"Four stones," replied the chief, "rise on the grave of Câthba. These hands have laid in earth Duchômar, that cloud in war! Câthba, son of Torman! thou wert a sunbeam in Erin. And thou, O valiant Duchômar! a mist of the marshy Lano; when it moves on the plains of autumn, bearing the death of thousands along. Morna! fairest of maids! calm is thy sleep in the cave of the rock! Thou hast fallen in darkness, like a star, that shoots across the desert; when the traveller is alone, and mourns the transient beam!"

"Say," said Semo's blue-eyed son, "say how fell the chiefs of Erin. Fell they by the sons of Lochlin, striving in the battle of heroes? Or what confines the strong in arms to the dark and narrow house?"

"Câthba," replied the hero, " fell by the sword of Duchômar at the oak of the noisy streams. Duchômar came to Tura's cave; he spoke to the lovely Morna. 'Morna, fairest among women, lovely daughter of strong-armed Cormac! Why in the circle of stones: in the cave of the rock alone? The stream murmurs along. The old tree groans in the wind. The lake is troubled before thee: dark are the clouds of the sky! But thou art snow on the heath; thy hair is the mist of Cromla; when it curls on the hill, when it shines to the beam of the west! Thy breasts are two smooth rocks seen from Branno of streams. Thy arms, like two white pillars in the halls of the great Fingal.'

"'From whence,' the fair-haired maid replied, 'from whence Duchômar, most gloomy of men? Dark are thy brows and terrible! Red are thy rolling eyes! Does Swaran appear on the sea? What of the foe, Duchômar?' 'From the hill I return, O Morna, from the hill of the dark-brown hinds. Three have I slain with my bended yew. Three with my long-bounding dogs of the chase. Lovely daughter of Cormac, I love thee as my soul: I have slain one stately deer for thee. High was his branchy head-and fleet his feet of wind.' 'Duchômar!' calm the maid replied, 'I love thee not, thou gloomy man! hard is thy heart of rock; dark is thy terrible brow. But Câthba, young son of Torman, thou art the love of Morna. Thou art a sunbeam, in the day of the gloomy storm. Sawest thou the son of Torman, lovely on the hill of his hinds? Here the daughter of Cormac waits the coming of Câthba!"

"'Long shall Morna wait,' Duchômar said, 'long shall Morna wait for Câthba! Behold this sword unsheathed! Here wanders the blood of Câthba. Long shall Morna wait. He fell by the stream of Branno. On Croma I will raise his tomb, daughter of blue-shielded Cormac! Turn on Duchômar thine eyes; his arm is strong as a storm.' 'Is the son of Torman fallen?' said the wildly-bursting voice of the maid; 'is he fallen on his echoing hills, the youth with the breast of snow? the first in the chase of hinds! the foe of the strangers of ocean! Thou art dark to me, Duchômar; cruel is thine arm to Morna! Give me that sword, my foe! I loved the wandering blood of Câthba!'

"He gave the sword to her tears. She pierced his manly breast! He fell, like the bank of a mountain stream, and stretching forth his hand, he spoke: 'Daughter of blue-shielded Cormac! Thou hast slain me in youth! the sword is cold in my breast! Morna; I feel it cold. Give me to Moina the maid. Duchômar was the dream of her night! She will raise my tomb; the hunter shall raise my fame. But draw the sword from my breast, Morna, the steel is cold!' She came, in all her tears she came; she drew the sword from his breast. He pierced her white side! He spread her fair locks on the ground! Her bursting blood sounds from her side: her white arm is stained with red. Rolling in death she lay. The cave re-echoed to her sighs."

"Peace," said Cuthullin, "to the souls of the heroes! their deeds were great in fight. Let them ride around me on clouds. Let them show their features of war. My soul shall then be firm in danger; mine arm like the thunder of heaven! But be thou on a moonbeam, O Morna! near the window of my rest; when my thoughts are of peace; when the din of arms is past. Gather the strength of the tribes! Move to the wars of Erin! Attend the car of my battles! Rejoice in the noise of my course! Place three spears by my side: follow the bounding of my steeds! that my soul may be strong in my friends, when battle darken around the beams of my steel!

As rushes a stream of foam from the dark shady deep of Cromla, when the thunder is traveling above, and dark-brown night sits on half the hill. Through the breaches of the tempest look forth the dim faces of ghosts. So fierce, so vast, so terrible rushed on the sons of Erin. The chief, like a whale of ocean, whom all his billows pursue, poured valor forth, as a stream, rolling his might along the shore. The sons of Lochlin heard the noise, as the sound of a winter storm. Swaran struck his bossy shield: he called the son of Arno. "What murmur rolls along the hill, like the gathered flies of the eve? The sons of Erin descend, or rustling winds roar in the distant wood! Such is the noise of Gormal, before the white tops of my waves arise. O son of Arno! ascend the hill; view the dark face of the heath!"

He went. He trembling swift returned. His eyes rolled wildly round. His heart beat high against his side. His words were faltering, broken, slow. "Arise, son of ocean, arise, chief of the dark-brown shields! I see the dark, the mountain-stream of battle! the deep. moving strength of the sons of Erin! the car of war comes on, like the flame of death! the rapid car of Cuthullin, the noble son of Semo! It bends behind like a wave near a rock; like a sun-streaked mist of the heath. Its sides are embossed with stones, and sparkle like the sea round the boat of night. Of polished yew is its beam; its seat of the smoothest bone. The sides are replenished with spears; the bottom is the foot-stool of heroes! Before the right side of the car is seen the snorting horse! the high-maned, broad-breasted, proud, wide-leaping strong steed of the hill. Loud and resounding is his hoof: the spreading of his mane above is like a stream of smoke on a ridge of rocks. Bright are the sides of his steed! his name Sulin-Sifadda!

"Before the left side of the car is seen the snorting horse! The thin-maned, high-headed, strong-hoofed fleet-bounding son of the hill: His name is Dusronnal, among the stormy sons of the sword! A thousand thongs bind the car on high. Hard polished bits shine in wreath of foam. Thin thongs, bright studded with gems, bend on the stately necks of the steeds. The steeds, that like wreaths of mist fly over the streamy vales! The wildness of deer is in their course, the strength of eagles descending on the prey. Their noise is like the blast of winter, on the sides of the snow-headed Gormal.

"Within the car is seen the chief; the strong-armed son of the sword. The hero's name is Cuthullin, son of Semo, king of shells. His red cheek is like my polished yew. The look of his blue-rolling eye is wide, beneath the dark arch of his brow. His hair flies from his head like a flame, as bending forward he wields the spear. Fly, king of ocean, fly! He comes, like a storm along the streamy vale!

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poem by James Macpherson
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Pharsalia - Book VII: The Battle

Ne'er to the summons of the Eternal laws
More slowly Titan rose, nor drave his steeds,
Forced by the sky revolving, up the heaven,
With gloomier presage; wishing to endure
The pangs of ravished light, and dark eclipse;
And drew the mists up, not to feed his flames,
But lest his light upon Thessalian earth
Might fall undimmed.

Pompeius on that morn,
To him the latest day of happy life,
In troubled sleep an empty dream conceived.
For in the watches of the night he heard
Innumerable Romans shout his name
Within his theatre; the benches vied
To raise his fame and place him with the gods;
As once in youth, when victory was won
O'er conquered tribes where swift Iberus flows,
And where Sertorius' armies fought and fled,
The west subdued, with no less majesty
Than if the purple toga graced the car,
He sat triumphant in his pure white gown
A Roman knight, and heard the Senate's cheer.
Perhaps, as ills drew near, his anxious soul,
Shunning the future wooed the happy past;
Or, as is wont, prophetic slumber showed
That which was not to be, by doubtful forms
Misleading; or as envious Fate forbade
Return to Italy, this glimpse of Rome
Kind Fortune gave. Break not his latest sleep,
Ye sentinels; let not the trumpet call
Strike on his ear: for on the morrow's night
Shapes of the battle lost, of death and war
Shall crowd his rest with terrors. Whence shalt thou
The poor man's happiness of sleep regain?
Happy if even in dreams thy Rome could see
Once more her captain! Would the gods had given
To thee and to thy country one day yet
To reap the latest fruit of such a love:
Though sure of fate to come! Thou marchest on
As though by heaven ordained in Rome to die;
She, conscious ever of her prayers for thee
Heard by the gods, deemed not the fates decreed
Such evil destiny, that she should lose
The last sad solace of her Magnus' tomb.
Then young and old had blent their tears for thee,
And child unbidden; women torn their hair
And struck their bosoms as for Brutus dead.
But now no public woe shall greet thy death
As erst thy praise was heard: but men shall grieve

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poem by Marcus Annaeus Lucanus
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Pharsalia - Book IX: Cato

Yet in those ashes on the Pharian shore,
In that small heap of dust, was not confined
So great a shade; but from the limbs half burnt
And narrow cell sprang forth and sought the sky
Where dwells the Thunderer. Black the space of air
Upreaching to the poles that bear on high
The constellations in their nightly round;
There 'twixt the orbit of the moon and earth
Abide those lofty spirits, half divine,
Who by their blameless lives and fire of soul
Are fit to tolerate the pure expanse
That bounds the lower ether: there shall dwell,
Where nor the monument encased in gold,
Nor richest incense, shall suffice to bring
The buried dead, in union with the spheres,
Pompeius' spirit. When with heavenly light
His soul was filled, first on the wandering stars
And fixed orbs he bent his wondering gaze;
Then saw what darkness veils our earthly day
And scorned the insults heaped upon his corse.
Next o'er Emathian plains he winged his flight,
And ruthless Caesar's standards, and the fleet
Tossed on the deep: in Brutus' blameless breast
Tarried awhile, and roused his angered soul
To reap the vengeance; last possessed the mind
Of haughty Cato.

He while yet the scales
Were poised and balanced, nor the war had given
The world its master, hating both the chiefs,
Had followed Magnus for the Senate's cause
And for his country: since Pharsalia's field
Ran red with carnage, now was all his heart
Bound to Pompeius. Rome in him received
Her guardian; a people's trembling limbs
He cherished with new hope and weapons gave
Back to the craven hands that cast them forth.
Nor yet for empire did he wage the war
Nor fearing slavery: nor in arms achieved
Aught for himself: freedom, since Magnus fell,
The aim of all his host. And lest the foe
In rapid course triumphant should collect
His scattered bands, he sought Corcyra's gulfs
Concealed, and thence in ships unnumbered bore
The fragments of the ruin wrought in Thrace.
Who in such mighty armament had thought
A routed army sailed upon the main
Thronging the sea with keels? Round Malea's cape
And Taenarus open to the shades below
And fair Cythera's isle, th' advancing fleet

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poem by Marcus Annaeus Lucanus
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The Death Of Carthullin

ARGUMENT.

Cuthullin, after the arms of Fingal had expelled Swaran from Ireland, continued to manage the affairs of that kingdom as the guardian of Cormac the young king. In the third year of Cuthullin's administration, Torlath, the son of Cantela, rebelled in Connaught: and advanced to Temora to dethrone Cormac. Cuthullin marched against him, came up with him at the lake of Lego, and totally defeated his forces. Torlath fell in battle by Cuthullin's hand; but as he too eagerly pressed on the enemy, he was mortally wounded. The affairs of Cormac, though for some time supported by Nathos, as mentioned in the preceding poem, fell into confusion at the death of Cuthullin. Cormac himself was slain by the rebel Cairbar; and the re-establishment of the royal family of Ireland, by Fingal, furnishes the subject of the epic poem of Temora.

Is the wind on the shield of Fingal? Or is the voice of past times in my hall? Sing on, sweet voice! for thou art pleasant. Thou carriest away my night with joy. Sing on, O Bragéla, daughter of car-borne Sorglan!

"It is the white wave of the rock, and not Cuthullin's sails. Often do the mists deceive me for the ship of my love! when they rise round some ghost, and spread their gray skirts on the wind. Why dost thou delay thy coming, son of the generous Semo? Four times has autumn returned with its winds, and raised the seas of Togorma, since thou hast been in the roar of battles, and Bragéla distant far! Hills of the isle of mist! when will ye answer to his hounds? But ye are dark in your clouds. Sad Bragéla calls in vain! Night comes rolling down. The face of ocean falls. The heath-cock's head is beneath his wing. The hind sleeps with the hart of the desert. They shall rise with morning's light, and feed by the mossy stream. But my tears return with the sun. My sighs come on with the night. When wilt thou come in thine arms, O chief of Erin's wars?"

Pleasant is thy voice in Ossian's ear, daughter of car-borne Sorglan! But retire to the hall of shells, to the beam of the burning oak. Attend to the murmur of the sea: it rolls at Dunscäi's walls: let sleep descend on thy blue eyes. Let the hero arise in thy dreams!

Cuthullin sits at Lego's lake, at the dark rolling of waters. Night is around the hero. His thousands spread on the heath. A hundred oaks burn in the midst. The feast of shells is smoking wide. Carril strikes the harp beneath a tree. His gray locks glitter in the beam. The rustling blast of night is near, and lifts his aged hair. His song is of the blue Togorma, and of its chief, Cuthullin's friend! "Why art thou absent, Connal, in the days of the gloomy storm? The chiefs of the south have convened against the car-borne Cormac. The winds detain thy sails. Thy blue waters roll around thee. But Cormac is not alone. The son of Semo fights his wars! Semo's son his battles fights! the terror of the stranger! He that is like the vapor of death, slowly borne by sultry winds. The sun reddens in its presence; the people fall around."

Such was the song of Carril, when a son of the foe appeared. He threw down his pointless spear. He spoke the words of Torlath; Torlath chief of heroes, from Lego's sable surge! He that led his thousands to battle, against car-borne Cormac. Cormac, who was distant far, in Temora's echoing halls: he learned to bend the bow of his fathers; and to lift the spear. Nor long didst thou lift the spear, mildly-shining beam of youth! death stands dim behind thee, like the darkened half of the moon behind its growing light. Cuthullin rose before the bard, that came from generous Torlath. He offered him the shell of joy. He honored the son of songs. "Sweet voice of Lego!" he said, "what are the words of Torlath? Comes he to our feast or battle, the car-borne son of Cantela?"

"He comes to thy battle," replied the bard, "to the sounding strife of spears. When morning is gray on Lego, Torlath will fight on the plain. Wilt thou meet him, in thine arms, king of the isle of mist? Terrible is the spear of Torlath! it is a meteor of night. He lifts it, and the people fall! death sits in the lightning of his sword!" — "Do I fear," replied Cuthullin, "the spear of car-borne Torlath? He is brave as a thousand heroes: but my soul delights in war! The sword rests not by the side of Cuthullin, bard of the times of old! Morning shall meet me on the plain, and gleam on the blue arms of Semo's son. But sit thou on the heath, O bard, and let us hear thy voice. Partake of the joyful shell: and hear the songs of Temora!"

"This is no time," replied the bard, "to hear the song of joy: when the mighty are to meet in battle, like the strength of the waves of Lego. Why art thou so dark, Slimora! with all thy silent woods? No star trembles on thy top. No moonbeam on thy side. But the meteors of death are there: the gray watery forms of ghosts. Why art thou dark, Slimora! why thy silent woods?" He retired, in the sound of his song. Carril joined his voice. The music was like the memory of joys that are past, pleasant and mournful to the soul. The ghosts of departed bards heard on Slimora's side. Soft sounds spread along the wood. The silent valleys of night rejoice. So when he sits in the silence of the day, in the valley of his breeze, the humming of the mountain bee comes to Ossian's ear: the gale drowns it in its course: but the pleasant sound returns again! Slant looks the sun on the field! gradual grows the shade of the hill!

"Raise," said Cuthullin to his hundred bards, "the song of the noble Fingal: that song which he hears at night, when the dreams of his rest descend; when the bards strike the distant harp, and the faint light gleams on Selma's walls. Or let the grief of Lara rise: the sighs of the mother of Calmar, when he was sought, in vain, on his hills; when she beheld his bow in the hall. Carril, place the shield of Caithbat on that branch. Let the spear of Cuthullin be near; that the sound of my battle may rise, with the gray beam of the east."

The hero leaned on his father's shield: the song of Lara rose! The hundred bards were distant far: Carril alone is near the chief. The words of the song were his: the sound of his harp was mournful.

"Alcletha with the aged locks! mother of car-borne Calmar! why dost thou look towards the desert, to behold the return of thy son? These are not his heroes, dark on the heath: nor is that the voice of Calmar. It is but the distant grove, Alcletha! but the roar of the mountain-wind — [Alcletha speaks] 'Who bounds over Lara's stream, sister of the noble Calmar? Does not Alcletha behold his spear? But her eyes are dim! Is it not the son of Matha, daughter of my love?'

"'It is but an aged oak, Alcletha!' replied the lovely weeping Alona. 'It is but an oak, Alcletha, bent over Lara's stream. But who comes along the plain? sorrow is in his speed. He lifts high the spear of Calmar. Alcletha, it is covered with blood!' —

"[Alcletha speaks] 'But it is covered with the blood of foes, sister of car-borne Calmar! His spear never returned unstained with blood: nor his bow from the strife of the mighty. The battle is consumed in his presence: he is a flame of death, Alona! — Youth of the mournful speed! where is the son of Alcletha! Does he return with his fame, in the midst of his echoing shields? Thou art dark and silent! Calmar is then no more! Tell me not, warrior, how he fell. I must not hear of his wound!' Why dost thou look towards the desert, mother of low-laid Calmar?"

Such was the song of Carril, when Cuthullin lay on his shield. The bards rested on their harps. Sleep fell softly around. The son of Semo was awake alone. His soul fixed on war. The burning oaks began to decay. Faint red light is spread around. A feeble voice is heard! The ghost of Calmar came! He stalked dimly along the beam. Dark is the wound in his side. His hair is disordered and loose. Joy sits pale on his face. He seems to invite Cuthullin to his cave.

"Son of the cloudy night!" said the rising chief of Erin; "why dost thou bend thy dark eyes on me, ghost of the noble Calmar? wouldst thou frighten me, O Matha's son! from the battles of Cormac? Thy hand was not feeble in war: neither was thy voice for peace. How art thou changed, chief of Lara! if thou now dost advise to fly! But, Calmar, I never fled. I never feared the ghosts of night. Small is their knowledge, weak their hands; their dwelling is in the wind. But my soul grows in danger, and rejoices in the noise of steel. Retire thou to thy cave. Thou art not Calmar's ghost. He delighted in battle. His arm was like the thunder of heaven! He retired in his blast with joy, for he had heard the voice of his praise."

The faint beam of the morning rose. The sound of Caithbat's buckler spread. Green Erin's warriors convened, like the roar of many streams. The horn of war is heard over Lego. The mighty Torlath came! "Why dost thou come with thy thousands, Cuthullin," said the chief of Lego." I know the strength of thy arm. Thy soul is an unextinguished fire. Why fight we not on the plain, and let our hosts behold our deeds? Let them behold us like roaring waves, that tumble round a rock; the mariners hasten away, and look on their strife with fear."

"Thou risest like the sun, on my soul, replied the son of Semo. Thine arm is mighty, O Torlath! and worthy of my wrath. Retire, ye men of Ullin, to Slimora's shady side. Behold the chief of Erin, in the day of his fame. Carril, tell to mighty Connal, if Cuthullin must fall, tell him I accused the winds, which roar on Togorma's waves. Never was he absent in battle, when the strife of my fame arose. Let his sword be before Cormac, like the beam of heaven. Let his counsel sound in Temora, in the day of danger!"

He rushed, in the sound of his arms, like the terrible spirit of Loda, when he comes, in the roar of a thousand storms, and scatters battles from his eyes. He sits on a cloud over Lochlin's seas. His mighty hand is on his sword. Winds lift his flaming locks! The waning moon half lights his dreadful face. His features blended in darkness arise to view. So terrible was Cuthullin in the day of his fame. Torlath fell by his hand. Lego's heroes mourned. They gather around the chief, like the clouds of the desert. A thousand swords rose at once; a thousand arrows flew; but he stood like a rock in the midst of a roaring sea. They fell around. He strode in blood. Dark Slimora echoed wide. The sons of Ullin came on. The battle spread over Lego. The chief of Erin overcame. He returned over the field with his fame. But pale he returned! The joy of his face was dark. He rolled his eyes in silence. The sword hung, unsheathed, in his hand. His spear bent at every step!

"Carril," said the chief in secret, "the strength of Cuthullin fails. My days are with the years that are past. No morning of mine shall arise. They shall seek me at Temora, but I shall not be found. Cormac will weep in his hall, and say, Where is Erin's chief? But my name is renowned! my fame in the song of bards. The youth will say, in secret, O let me die as Cuthullin died! Renown clothed him like a robe. The light of his fame is great. — Draw the arrow from my side. Lay Cuthullin beneath that oak. Place the shield of Caithbat near, that they may behold me amidst the arms of my fathers!"

"And is the son of Semo fallen?" said Carril with a sigh." Mournful are Tura's walls. Sorrow dwells at Dunscäi. Thy spouse is left alone in her youth. The son of thy love is alone! He shall come to Bragéla and ask her why she weeps! He shalt lift his eyes to the wall, and see his father's sword. Whose sword is that? he will say. The soul of his mother is sad. Who is that, like the hart of the desert, in the murmur of his course? His eyes look wildly round in search of his friend. Connal, son of Colgar, where hast thou been, when the mighty fell? Did the seas of Togorma roll around thee? Was the wind of the south in thy sails? The mighty have fallen in battle, and thou wast not there. Let none tell it in Selma, nor in Morven's woody land. Fingal will be sad, and the sons of the desert mourn!"

By the dark-rolling waves of Lego they raised the hero's tomb. Luath, at a distance, lies. The song of bards rose over the dead.

Blest be thy soul, son of Semo! Thou wert mighty in battle. Thy strength was like the strength of a stream; thy speed like the eagle's wing. Thy path in battle was terrible: the steps of death were behind thy sword. Blest be thy soul, son of Semo, car-borne chief of Dunscäi! Thou hast not fallen by the sword of the mighty, neither was thy blood on the spear of the brave. The arrow came, like the sting of death in a blast: nor did the feeble hand, which drew the bow, perceive it. Peace to thy soul, in thy cave, chief of the isle of mist!

"The mighty are dispersed at Temora; there is none in Cormac's hall. The king mourns in his youth. He does not behold thy return. The sound of thy shield is ceased: his foes are gathering round. Soft be thy rest in thy cave, chief of Erin's wars! Bragéla will not hope for thy return, or see thy sails in ocean's foam. Her steps are not on the shore: nor her ear open to the voice of thy rowers. She sits in the hall of shells. She sees the arms of him that is no more. Thine eyes are full of tears, daughter of car-borne Sorglan! Blest be thy soul in death, O chief of shady Tura!"

poem by James Macpherson
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Up! Education

Education is important
Right from when an infant

Education is not about college
It entails a wider range of knowledge
Supplying a market of skills shortage

Education is great
It creates and decides upon ones fate
Never leave it too late

Education makes it a priority
To provide you with opportunities

So I say
OK! Up! Education
Feed the Nations
Up! Education

Education is in abundance
A constituent of importance
As we humans advance
It offers us life’s insurance

Education is the key to set you free
From joblessness condemnation

Education is the key to flee
From endless financial frustration

Education provides you with ammunition
To tackle any country, state or nation

Education gives you immunisation
Against surviving global frustration

Education relieves you
From absurd ignorance

Education exempts you and me
From parental allowance
For most adults
It is usually a concerning disturbance

So I say
OK! Up! Education
Feed the Nations
Up! Education

I take my time to stress once more

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poem by Sylvia Chidi
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The Aeneid of Virgil: Book 10

THE GATES of heav’n unfold: Jove summons all
The gods to council in the common hall.
Sublimely seated, he surveys from far
The fields, the camp, the fortune of the war,
And all th’ inferior world. From first to last, 5
The sov’reign senate in degrees are plac’d.
Then thus th’ almighty sire began: “Ye gods,
Natives or denizens of blest abodes,
From whence these murmurs, and this change of mind,
This backward fate from what was first design’d? 10
Why this protracted war, when my commands
Pronounc’d a peace, and gave the Latian lands?
What fear or hope on either part divides
Our heav’ns, and arms our powers on diff’rent sides?
A lawful time of war at length will come, 15
(Nor need your haste anticipate the doom),
When Carthage shall contend the world with Rome,
Shall force the rigid rocks and Alpine chains,
And, like a flood, come pouring on the plains.
Then is your time for faction and debate, 20
For partial favor, and permitted hate.
Let now your immature dissension cease;
Sit quiet, and compose your souls to peace.”
Thus Jupiter in few unfolds the charge;
But lovely Venus thus replies at large: 25
“O pow’r immense, eternal energy,
(For to what else protection can we fly?)
Seest thou the proud Rutulians, how they dare
In fields, unpunish’d, and insult my care?
How lofty Turnus vaunts amidst his train, 30
In shining arms, triumphant on the plain?
Ev’n in their lines and trenches they contend,
And scarce their walls the Trojan troops defend:
The town is fill’d with slaughter, and o’erfloats,
With a red deluge, their increasing moats. 35
Æneas, ignorant, and far from thence,
Has left a camp expos’d, without defense.
This endless outrage shall they still sustain?
Shall Troy renew’d be forc’d and fir’d again?
A second siege my banish’d issue fears, 40
And a new Diomede in arms appears.
One more audacious mortal will be found;
And I, thy daughter, wait another wound.
Yet, if with fates averse, without thy leave,
The Latian lands my progeny receive, 45
Bear they the pains of violated law,
And thy protection from their aid withdraw.
But, if the gods their sure success foretell;
If those of heav’n consent with those of hell,
To promise Italy; who dare debate 50

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poem by Publius Vergilius Maro
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Palamon And Arcite; Or, The Knight's Tale. From Chaucer. In Three Books. Book III.

The day approached when Fortune should decide
The important enterprise, and give the bride;
For now the rivals round the world had sought,
And each his number, well appointed, brought.
The nations far and near contend in choice,
And send the flower of war by public voice;
That after or before were never known
Such chiefs, as each an army seemed alone:
Beside the champions, all of high degree,
Who knighthood loved, and deeds of chivalry,
Thronged to the lists, and envied to behold
The names of others, not their own, enrolled.
Nor seems it strange; for every noble knight
Who loves the fair, and is endued with might,
In such a quarrel would be proud to fight.
There breathes not scarce a man on British ground
(An isle for love and arms of old renowned)
But would have sold his life to purchase fame,
To Palamon or Arcite sent his name;
And had the land selected of the best,
Half had come hence, and let the world provide the rest.
A hundred knights with Palamon there came,
Approved in fight, and men of mighty name;
Their arms were several, as their nations were,
But furnished all alike with sword and spear.

Some wore coat armour, imitating scale,
And next their skins were stubborn shirts of mail;
Some wore a breastplate and a light juppon,
Their horses clothed with rich caparison;
Some for defence would leathern bucklers use
Of folded hides, and others shields of Pruce.
One hung a pole-axe at his saddle-bow,
And one a heavy mace to stun the foe;
One for his legs and knees provided well,
With jambeux armed, and double plates of steel;
This on his helmet wore a lady's glove,
And that a sleeve embroidered by his love.

With Palamon above the rest in place,
Lycurgus came, the surly king of Thrace;
Black was his beard, and manly was his face
The balls of his broad eyes rolled in his head,
And glared betwixt a yellow and a red;
He looked a lion with a gloomy stare,
And o'er his eyebrows hung his matted hair;
Big-boned and large of limbs, with sinews strong,
Broad-shouldered, and his arms were round and long.
Four milk-white bulls (the Thracian use of old)
Were yoked to draw his car of burnished gold.

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poem by John Dryden
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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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Dar-Thula

ARGUMENT.

It may not be improper here to give the story which is the foundation of this poem, as it is handed down by tradition. Usnoth, lord of Etha, which is probably that part of Argyleshire which is near Loch Eta, an arm of the sea in Lorn, had three sons, Nathos, Althos, and Ardan, by Slissáma, the daughter of Semo, and sister to the celebrated Cuthullin. The three brothers, when very young, were sent over to Ireland by their father, to learn the use of arms under their uncle Cuthullin, who made a great figure in that kingdom. They were just landed in Ulster, when the news of Cuthullin's death arrived. Nathos, though very young, took the command of Cuthullin's army, made head against Cairbar the usurper, and defeated him in several battles. Cairbar at last, having found means to murder Cormac, the lawful king, the army of Nathos shifted sides, and he himself was obliged to return into Ulster, in order to pass over into Scotland.

Dar-thula, the daughter of Colla, with whom Cairbar was in love, resided at that time in Seláma, a castle in Ulster. She saw, fell in love, and fled with Nathos; but a storm rising at sea, they were unfortunately driven back on that part of the coast of Ulster, where Cairbar was encamped with his army. The three brothers, after having defended themselves for some time with great bravery, were overpowered and slain, and the unfortunate Dar-thula killed herself upon the body of her beloved Nathos.

The poem opens, on the night preceding the death of the sons of Usnoth, and brings in, by way of episode, what passed before. it relates the death of Dar-thula differently from the common tradition. This account, is the most probable, as suicide seems to have been unknown in those early times, for no traces of it are found in the old poetry.

DAUGHTER of heaven, fair art thou! the silence of thy face is pleasant! Thou comest forth in loveliness. The stars attend thy blue course in the east. The clouds rejoice in thy presence, O moon! They brighten their dark-brown sides. Who is like thee in heaven, light of the silent night? The stars are shamed in thy presence. They turn away their sparkling eyes. Whither dost thou retire from thy course when the darkness of thy countenance grows? Hast thou thy hall, like Ossian? Dwellest thou in the shadow of grief? Have thy sisters fallen from heaven? Are they who rejoiced with thee, at night, no more? Yes, they have fallen, fair light! and thou dost often retire to mourn. But thou thyself shalt fail one night and leave thy blue path in heaven. The stars will then lift their heads: they who were ashamed in thy presence, will rejoice. Thou art now clothed with thy brightness. Look from thy gates in the sky. Burst the cloud, O wind! that the daughters of night may look forth; that the shaggy mountains may brighten, and the ocean roll its white waves in light!

Nathos is on the deep, and Althos, that beam of youth! Ardan is near his brothers. They move in the gloom of their course. The sons of Usnoth move in darkness, from the wrath of Cairbar of Erin. Who is that, dim by their side? The night has covered her beauty! Her hair sighs on ocean's wind. Her robe streams in dusky wreaths. She is like the fair spirit of heaven in the midst of the shadowy mist. Who is it but Dar-thula, the first of Erin's maids? She has fled from the love of Cairbar, with blue-shielded Nathos. But the winds deceive thee, O Dar-thula! They deny the woody Etha to thy sails. These are not the mountains of Nathos; nor is that the roar of his climbing waves. The halls of Cairbar are near: the towers of the foe lift their heads! Erin stretches its green head into the sea. Tura's bay receives the ship. Where have ye been, ye southern Winds, when the sons of my love were deceived? But ye have been sporting on the plains, pursuing the thistle's beard. O that ye had been rustling in the sails of Nathos, till the hills of Etha arose! till they arose in their clouds, and saw their returning chief! Long hast thou been absent, Nathos! the day of thy return is past!

But the land of strangers saw thee lovely! thou wast lovely in the eyes of Dar-thula. Thy face was like the light of the morning. Thy hair like the raven's wing. Thy soul was generous and mild, like tho hour of the setting sun. Thy words were the gale of the reeds; the gliding stream of Lora! But when the rage of battle rose, thou wast a sea in a storm. The clang of thy arms was terrible: the host vanished at the sound of thy course. It was then Dar-thula beheld thee, from the top of her mossy tower; from the tower of Seláma, where her fathers dwelt.

"Lovely art thou, O stranger!" she said, for her trembling soul arose. "Fair art thou in thy battles, friend of the fallen Cormac! Why dost thou rush on in thy valor, youth of the ruddy look? Few are thy hands in fight against the dark-brown Cairbar! O that I might be freed from his love, that I might rejoice in the presence of Nathos! Blest are the rocks of Etha! they will behold his steps at the chase; they will see his white bosom, when the winds lift his flowing hair!" Such were thy words, Dar-thula, in Seláma's mossy towers. But now the night is around thee. The winds have deceived thy sails- — the winds have deceived thy sails, Dar-thula! Their blustering sound is high. Cease a little while, O north wind! Let me hear the voice of the lovely. Thy voice is lovely, Dar-thula, between the rustling blasts!

"Are these the rocks of Nathos?" she said, "this the roaring of his mountain streams? Comes that beam of light from Usnoth's nightly hall? The mist spreads around; the beam is feeble and distant far. But the light of Dar-thula's soul dwells in the chief of Etha! Son of the generous Usnoth, why that broken sigh? Are we in the land of strangers, chief of echoing Etha?"

"These are not the rocks of Nathos," he replied, "nor this the roar of his stream. No light comes from Etha's hall, for they are distant far. We are in the land of strangers, in the land of cruel Cairbar. The winds have deceived us, Dar-thula. Erin lifts here her hills. Go towards the north, Althos: be thy steps, Ardan, along the coast; that the foe may not come in darkness, and our hopes of Etha fail. I will go towards that mossy tower, to see who dwells about the beam. Rest, Dar-thula, on the shore! rest in peace, thou lovely light! the sword of Nathos is around thee, like the lightning of heaven!"

He went. She sat alone: she heard the roiling of the wave. The big tear is in her eye. She looks for returning Nathos. Her soul trembles at the bast. She turns her ear towards the tread of his feet. The tread of his feet is not heard. "Where art thou, son of my love! The roar of the blast is around me. Dark is the cloudy night. But Nathos does not return. What detains thee, chief of Etha? Have the foes met the hero in the strife of the night?"

He returned; but his face was dark. He had seen his departed friend! it was the wall of Tura. The ghost of Cuthullin stalked there alone; the sighing of his breast was frequent. The decayed flame of his eyes was terrible! His spear was a column of mist. The stars looked dim through his form. His voice was like hollow wind in a cave: his eye a light seen afar. He told the tale of grief. The soul of Nathos was sad, like the sun in the day of mist, when his face watery and dim.

"Why art thou sad, O Nathos!" said the lovely daughter of Colla. "Thou art a pillow of light to Dar-thula. The joy of her eyes is in Etha's chief. Where is my friend, but Nathos? My father, my brother is fallen! Silence dwells on Seláma. Sadness spreads on the blue streams of my land. My friends have fallen with Cormac. The mighty were slain in the battles of Erin. Hear, son of Usnoth! hear, O Nathos! my tale of grief.

"Evening darkened on the plain. The blue streams failed before mine eyes. The unfrequent blast came rustling in the tops of Seláma's groves. My seat was beneath a tree, on the walls of my fathers. Truthil past before my soul; the brother of my love: he that was absent in battle against the haughty Cairbar! Bending on his spear, the gray-haired Colla came. His downcast face is dark, and sorrow dwells in his soul. His sword is on the side of the hero; the helmet of his fathers on his head. The battle grows in his breast. He strives to hide the tear.

"'Dar-thula, my daughter,' he said, 'thou art the last of Colla's race! Truthil is fallen in battle. The chief of Seláma is no more! Cairbar comes, with his thousands, towards Seláma's walls. Colla will meet his pride, and revenge his son. But where shall I find thy safety, Dar-thula with the dark-brown hair! thou art lovely as the sunbeam of heaven, and thy friends are low!' 'Is the son of battle fallen?' I said, with a bursting sigh. 'Ceased the generous soul of Truthil to lighten through the field? My safety, Colla, is in that bow. I have learned to pierce the deer. Is not Cairbar like the hart of the desert, father of fallen Truthil?'

"The face of age brightened with joy. The crowded tears of his eyes poured down. The lips of Colla trembled. His gray beard whistled in the blast. 'Thou art the sister of Truthil,' he said; 'thou burnest in the fire of his soul. Take, Dar-thula, take that spear, that brazen shield, that burnished helm; they are the spoils of a warrior, a son of early youth! When the light rises on Seláma, we go to meet the car-borne Cairbar. But keep thou near the arm of Colla, beneath the shadow of my shield. Thy father, Dar-thula, could once defend thee; but age is trembling On his hand. The strength of his arm has failed. His soul is darkened with grief.'

"We passed the night in sorrow. The light of morning rose. I shone in the arms of battle. The gray haired hero moved before. The sons of Seláma convened around the sounding shield of Colla. But few were they in the plain, and their locks were gray. The youths had fallen with Truthil, in the battle of car-borne Cormac. 'Friends of my youth,' said Colla, 'it was not thus you have seen me in arms. It was not thus I strode to battle when the great Confaden fell. But ye are laden with grief. The darkness of age comes like the mist of the desert. My shield is worn with years! my sword is fixed in its place! I said to my soul, Thy evening shall be calm; thy departure like a fading light. But the storm has returned. I bend like an aged oak. My boughs are fallen on Seláma. I tremble in my place. Where art thou, with thy fallen heroes, O my beloved Truthil! Thou answerest not from thy rushing blast. The soul of thy father is sad. But I will be sad no more! Cairbar or Colla must fall! I feel the returning strength of my arm. My heart leaps at the sound of war.'

"The hero drew his sword. The gleaming blades of his people rose. They moved along the plain. Their gray hair streamed in the wind. Cairbar sat at the feast, in the silent plain of Lena. He saw the coming of the heroes. He called his chiefs to war. Why should I tell to Nathos how the strife of battle grew? I have seen thee in the midst of thousands, like the beam of heaven's fire: it is beautiful, but terrible; the people fall in its dreadful course. The spear of Colla flew. He remembered the battles of his youth. An arrow came with its sound. It pierced the hero's side. He fell on his echoing shield. My soul started with fear. I stretched my buckler over him: but my heaving breast was seen! Cairbar came with his spear. He beheld Seláma's maid. Joy rose on his dark-brown Taco. He stayed his lifted steel. He raised the tomb of Colla. He brought me weeping to Seláma. He spoke the words of love, but my soul was sad. I saw the shields of my fathers; the sword of car-borne Truthil. I saw the arms of the dead; the tear was on my cheek! Then thou didst come, O Nathos! and gloomy Cairbar fled. He fled like the ghost of the desert before the morning's beam. His host was not near; and feeble was his arm against thy steel! Why art thou sad, O Nathos?" said the lovely daughter of Colla.

"I have met," replied the hero, "the battle in my youth. My arm could not lift the spear when danger first arose. My soul brightened in the presence of war, as the green narrow vale, when the sun pours his streamy beams, before he hides his head in a storm. The lonely traveller feels a mournful joy. He sees the darkness that slowly comes. My soul brightened in danger before I saw Seláma's fair; before I saw thee, like a star that shines on the hill at night; the cloud advances, and threatens the lovely light! We are in the land of foes. The winds have deceived us, Dar-thula! The strength of our friends is not near, nor the mountains of Etha. Where shall I find thy peace, daughter of mighty Colla! The brothers of Nathos are brave, and his own sword has shone in fight. But what are the sons of Usnoth to the host of dark-brown Cairbar! O that the winds had brought thy sails, Oscar king of men! Thou didst promise to come to the battles of fallen Cormac! Then would my hand be strong as the flaming arm of death. Cairbar would tremble in his halls, and peace dwell round the lovely Dar-thula. But why dost thou fall, my soul? The sons of Usnoth may prevail!"

"And they will prevail, O Nathos!" said the rising soul of the maid. "Never shall Dar-thula behold the halls of gloomy Cairbar. Give me those arms of brass, that glitter to the passing meteor. I see them dimly in the dark-bosomed ship. Dar-thula will enter the battles of steel. Ghost of the noble Colla! do I behold thee on that cloud! Who is that dim beside thee? Is it the car-borne Truthil? Shall I behold the halls of him that slew Seláma's chief? No: I will not behold them, spirits of my love!"

Joy rose in the face of Nathos when he heard the white-bosomed maid. "Daughter of Seláma! thou shinest along my soul. Come, with thy thousands, Cairbar! the strength of Nathos is returned! Thou O aged Usnoth! shalt not hear that thy son has fled. I remembered thy words on Etha, when my sails began to rise: when I spread them towards Erin, towards the mossy walls of Tura! 'Thou goest,' he said, 'O Nathos, to the king of shields! Thou goest to Cuthullin, chief of men, who never fled from danger. Let not thine arm be feeble: neither be thy thoughts of flight; lest the son of Semo should say that Etha's race are weak. His words may come to Usnoth, and sadden his soul in the hall.' The tear was on my father's cheek. He gave this shining sword!

"I came to Tura's bay; but the halls of Tara were silent. I looked around, and there was none to tell of the son of generous Semo. I went to the hall of shells, where the arms of his fathers hung. But the arms were gone, and aged Lamhor sat in tears. 'Whence are the arms of steel?' said the rising Lamhor. 'The light of the spear has long been absent from Tura's dusky walls. Come ye from the rolling sea? or from Temora's mournful halls?'

"'We come from the sea,' I said, 'from Usnoth's rising towers. We are the sons of Slissáma, the daughter of car-borne Semo. Where is Tura's chief, son of the silent hall? But why should Nathos ask? for I behold thy tears. How did the mighty fall, son of the lonely Tura?' 'He fell not,' Lamhor replied, 'like the silent star of night, when it flies through darkness and is no more. But he was like a meteor that shoots into a distant land. Death attends its dreary course. Itself is the sign of wars. Mournful are the banks of Lego; and the roar of streamy Lara! There the hero fell, son of the noble Usnoth!' 'The hero fell in the midst of slaughter,' I said with a bursting sigh. 'His hand was strong in war. Death dimly sat behind his sword.'

"We came to Lego's sounding banks. We found his rising tomb. His friends in battle are there: his bards of many songs. Three days we mourned over the hero: on the fourth I struck the shield of Caithbat. The heroes gathered around with joy, and shook their beamy spears. Corlath was near with his host, the friend of car-borne Cairbar. We came like a stream by night. His heroes fell before us. When the people of the valley rose, they saw their blood with morning's light. But we rolled away, like wreaths of mist, to Cormac's echoing hall. Our swords rose to defend the king. But Temora's halls were empty. Cormac had fallen in his youth. The king of Erin was no more!

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poem by James Macpherson
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Canto the Fifth

I
When amatory poets sing their loves
In liquid lines mellifluously bland,
And pair their rhymes as Venus yokes her doves,
They little think what mischief is in hand;
The greater their success the worse it proves,
As Ovid's verse may give to understand;
Even Petrarch's self, if judged with due severity,
Is the Platonic pimp of all posterity.

II
I therefore do denounce all amorous writing,
Except in such a way as not to attract;
Plain -- simple -- short, and by no means inviting,
But with a moral to each error tack'd,
Form'd rather for instructing than delighting,
And with all passions in their turn attack'd;
Now, if my Pegasus should not be shod ill,
This poem will become a moral model.

III
The European with the Asian shore
Sprinkled with palaces; the ocean stream
Here and there studded with a seventy-four;
Sophia's cupola with golden gleam;
The cypress groves; Olympus high and hoar;
The twelve isles, and the more than I could dream,
Far less describe, present the very view
Which charm'd the charming Mary Montagu.

IV
I have a passion for the name of "Mary,"
For once it was a magic sound to me;
And still it half calls up the realms of fairy,
Where I beheld what never was to be;
All feelings changed, but this was last to vary,
A spell from which even yet I am not quite free:
But I grow sad -- and let a tale grow cold,
Which must not be pathetically told.

V
The wind swept down the Euxine, and the wave
Broke foaming o'er the blue Symplegades;
'T is a grand sight from off the Giant's Grave
To watch the progress of those rolling seas
Between the Bosphorus, as they lash and lave
Europe and Asia, you being quite at ease;
There's not a sea the passenger e'er pukes in,
Turns up more dangerous breakers than the Euxine.

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poem by Byron from Don Juan (1824)
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Don Juan: Canto The Fifth

When amatory poets sing their loves
In liquid lines mellifluously bland,
And pair their rhymes as Venus yokes her doves,
They little think what mischief is in hand;
The greater their success the worse it proves,
As Ovid's verse may give to understand;
Even Petrarch's self, if judged with due severity,
Is the Platonic pimp of all posterity.

I therefore do denounce all amorous writing,
Except in such a way as not to attract;
Plain- simple- short, and by no means inviting,
But with a moral to each error tack'd,
Form'd rather for instructing than delighting,
And with all passions in their turn attack'd;
Now, if my Pegasus should not be shod ill,
This poem will become a moral model.

The European with the Asian shore
Sprinkled with palaces; the ocean stream
Here and there studded with a seventy-four;
Sophia's cupola with golden gleam;
The cypress groves; Olympus high and hoar;
The twelve isles, and the more than I could dream,
Far less describe, present the very view
Which charm'd the charming Mary Montagu.

I have a passion for the name of 'Mary,'
For once it was a magic sound to me;
And still it half calls up the realms of fairy,
Where I beheld what never was to be;
All feelings changed, but this was last to vary,
A spell from which even yet I am not quite free:
But I grow sad- and let a tale grow cold,
Which must not be pathetically told.

The wind swept down the Euxine, and the wave
Broke foaming o'er the blue Symplegades;
'T is a grand sight from off 'the Giant's Grave
To watch the progress of those rolling seas
Between the Bosphorus, as they lash and lave
Europe and Asia, you being quite at ease;
There 's not a sea the passenger e'er pukes in,
Turns up more dangerous breakers than the Euxine.

'T was a raw day of Autumn's bleak beginning,
When nights are equal, but not so the days;
The Parcae then cut short the further spinning
Of seamen's fates, and the loud tempests raise
The waters, and repentance for past sinning

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poem by Byron
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Paradise Lost: Book 09

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

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

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poem by John Milton
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Tom Zart's 52 Best Of The Rest America At War Poems

SONS AND DAUGHTERS OF WORLD WAR III

The White House
Washington
Tom Zart's Poems

March 16,2007
Ms. Lillian Cauldwell
President and Chief Executive Officer
Passionate Internet Voices Radio
Ann Arbor Michigan

Dear Lillian:
Number 41 passed on the CDs from Tom Zart. Thank you for thinking of me. I am thankful for your efforts to honor our brave military personnel and their families. America owes these courageous men and women a debt of gratitude, and I am honored to be the commander in chief of the greatest force for freedom in the history of the world.
Best Wishes.

Sincerely,

George W. Bush

SONS AND DAUGHTERS OF WORLD WAR III

Our sons and daughters serve in harm's way
To defend our way of life.
Some are students, some grandparents
Many a husband or wife.

They face great odds without complaint
Gambling life and limb for little pay.
So far away from all they love
Fight our soldiers for whom we pray.

The plotters and planners of America's doom
Pledge to murder and maim all they can.
From early childhood they are taught
To kill is to become a man.

They exploit their young as weapons of choice
Teaching in heaven, virgins will await.
Destroying lives along with their own
To learn of their falsehoods too late.

The fearful cry we must submit
And find a way to soothe them.
Where defenders worry if we stand down
The future for America is grim.

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poem by Tom Zart
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