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Marble is not alike in all countries.

quote by Marcus V. Pollio
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The Statues in the Block

“LOVE is the secret of the world,' he said;
'The cup we drain and still desire to drink.
The loadstone hungers for the steel; the steel,
Inert amid a million stones, responds to this.
So yearn and answer hearts that truly love:
Once touch their life-spring, it vibrates to death;
And twain athrill as one are nature-wed.'

But silent stood the three who heard, nor smiled
Nor looked agreement. Strangers these who stood
Within a Roman studio—still young,
But sobered each with that which follows joy
At life's fresh forenoon, and the eye of each
Held deep within a restless eager light,
As gleams a diamond in a darkened room
With radiance hoarded from the vanished sun.

'The meteor-stone is dense and dark in space,
But bursts in flame when through the air it rushes,
And our dull life is like an aerolite
That leaps to fire within the sphere of love.'
Unchecked his mood ran on: 'Sweet amorous hours
That lie in years as isles in tropic seas,
You spring to view as Art is born of Love,
And shape rich beauties in this marble block!'

Before them rose within the shaded light
A tall and shapely mass of Alp-white crystal
Fresh from the heart of a Carrara quarry.
'Opaque to you this marble; but to me,
Whose eyes the chrism of passion has anointed,
The stone is pregnant with a life of love.
Within this monolith there lives a form
Which I can see and would reveal to you,
Could hand and chisel swiftly follow sight.
From brow to foot her lissome form stands forth—
The ripe lips smiling reached; with nestling press,
As round the sailor frozen in the berg
The clear ice closes on the still dead face,
The marble, grown translucent, touches soft
Each comely feature—rippled hair, and chin,
And lily sweep of bust and hip and limb—
Ah, sweet mouth pouting for the lips that cling,
And white arms raised all quivering to the clasp—
Ah, rich throat made for .burning lover's kiss,
And reckless bodice open to the swell,
And deep eyes soft with love's suffusion—Love!
O Love! still living, memory and hope,
Beyond all sweets thy bosom, breath, and lips—
My jewel and the jewel of the world!'

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poem by John Boyle O'Reilly
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The Door Of Humility

ENGLAND
We lead the blind by voice and hand,
And not by light they cannot see;
We are not framed to understand
The How and Why of such as He;

But natured only to rejoice
At every sound or sign of hope,
And, guided by the still small voice,
In patience through the darkness grope;

Until our finer sense expands,
And we exchange for holier sight
The earthly help of voice and hands,
And in His light behold the Light.

I

Let there be Light! The self-same Power
That out of formless dark and void
Endued with life's mysterious dower
Planet, and star, and asteroid;

That moved upon the waters' face,
And, breathing on them His intent,
Divided, and assigned their place
To, ocean, air, and firmament;

That bade the land appear, and bring
Forth herb and leaf, both fruit and flower,
Cattle that graze, and birds that sing,
Ordained the sunshine and the shower;

That, moulding man and woman, breathed
In them an active soul at birth
In His own image, and bequeathed
To them dominion over Earth;

That, by whatever is, decreed
His Will and Word shall be obeyed,
From loftiest star to lowliest seed;-
The worm and me He also made.

And when, for nuptials of the Spring
With Summer, on the vestal thorn
The bridal veil hung flowering,
A cry was heard, and I was born.

II

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poem by Alfred Austin
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A Dream of Venice

NUMB, half asleep, and dazed with whirl of wheels,
And gasp of steam, and measured clank of chains,
I heard a blithe voice break a sudden pause,
Ringing familiarly through the lamp-lit night,
“Wife, here's your Venice!”
I was lifted down,
And gazed about in stupid wonderment,
Holding my little Katie by the hand—
My yellow-haired step-daughter. And again
Two strong arms led me to the water-brink,
And laid me on soft cushions in a boat,—
A queer boat, by a queerer boatman manned—
Swarthy-faced, ragged, with a scarlet cap—
Whose wild, weird note smote shrilly through the dark.
Oh yes, it was my Venice! Beautiful,
With melancholy, ghostly beauty—old,
And sorrowful, and weary—yet so fair,
So like a queen still, with her royal robes,
Full of harmonious colour, rent and worn!
I only saw her shadow in the stream,
By flickering lamplight,—only saw, as yet,
White, misty palace-portals here and there,
Pillars, and marble steps, and balconies,
Along the broad line of the Grand Canal;
And, in the smaller water-ways, a patch
Of wall, or dim bridge arching overhead.
But I could feel the rest. 'Twas Venice!—ay,
The veritable Venice of my dreams.

I saw the grey dawn shimmer down the stream,
And all the city rise, new bathed in light,
With rose-red blooms on her decaying walls,
And gold tints quivering up her domes and spires—
Sharp-drawn, with delicate pencillings, on a sky
Blue as forget-me-nots in June. I saw
The broad day staring in her palace-fronts,
Pointing to yawning gap and crumbling boss,
And colonnades, time-stained and broken, flecked
With soft, sad, dying colours—sculpture-wreathed,
And gloriously proportioned; saw the glow
Light up her bright, harmonious, fountain'd squares,
And spread out on her marble steps, and pass
Down silent courts and secret passages,
Gathering up motley treasures on its way;—

Groups of rich fruit from the Rialto mart,
Scarlet and brown and purple, with green leaves—
Fragments of exquisite carving, lichen-grown,
Found, 'mid pathetic squalor, in some niche
Where wild, half-naked urchins lived and played—

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poem by Ada Cambridge
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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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Canto the Fourth

I.

I stood in Venice, on the Bridge of Sighs;
A palace and a prison on each hand:
I saw from out the wave her structures rise
As from the stroke of the enchanter’s wand:
A thousand years their cloudy wings expand
Around me, and a dying glory smiles
O’er the far times when many a subject land
Looked to the wingèd Lion’s marble piles,
Where Venice sate in state, throned on her hundred isles!

II.

She looks a sea Cybele, fresh from ocean,
Rising with her tiara of proud towers
At airy distance, with majestic motion,
A ruler of the waters and their powers:
And such she was; her daughters had their dowers
From spoils of nations, and the exhaustless East
Poured in her lap all gems in sparkling showers.
In purple was she robed, and of her feast
Monarchs partook, and deemed their dignity increased.

III.

In Venice, Tasso’s echoes are no more,
And silent rows the songless gondolier;
Her palaces are crumbling to the shore,
And music meets not always now the ear:
Those days are gone - but beauty still is here.
States fall, arts fade - but Nature doth not die,
Nor yet forget how Venice once was dear,
The pleasant place of all festivity,
The revel of the earth, the masque of Italy!

IV.

But unto us she hath a spell beyond
Her name in story, and her long array
Of mighty shadows, whose dim forms despond
Above the dogeless city’s vanished sway;
Ours is a trophy which will not decay
With the Rialto; Shylock and the Moor,
And Pierre, cannot be swept or worn away -
The keystones of the arch! though all were o’er,
For us repeopled were the solitary shore.

V.

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poem by Byron from Childe Harold's Pilgrimage (1818)
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Canto the Fourth

I
Nothing so difficult as a beginning
In poesy, unless perhaps the end;
For oftentimes when Pegasus seems winning
The race, he sprains a wing, and down we tend,
Like Lucifer when hurl'd from heaven for sinning;
Our sin the same, and hard as his to mend,
Being pride, which leads the mind to soar too far,
Till our own weakness shows us what we are.

II
But Time, which brings all beings to their level,
And sharp Adversity, will teach at last
Man, -- and, as we would hope, -- perhaps the devil,
That neither of their intellects are vast:
While youth's hot wishes in our red veins revel,
We know not this -- the blood flows on too fast;
But as the torrent widens towards the ocean,
We ponder deeply on each past emotion.

III
As boy, I thought myself a clever fellow,
And wish'd that others held the same opinion;
They took it up when my days grew more mellow,
And other minds acknowledged my dominion:
Now my sere fancy "falls into the yellow
Leaf," and Imagination droops her pinion,
And the sad truth which hovers o'er my desk
Turns what was once romantic to burlesque.

IV
And if I laugh at any mortal thing,
'T is that I may not weep; and if I weep,
'T is that our nature cannot always bring
Itself to apathy, for we must steep
Our hearts first in the depths of Lethe's spring,
Ere what we least wish to behold will sleep:
Thetis baptized her mortal son in Styx;
A mortal mother would on Lethe fix.

V
Some have accused me of a strange design
Against the creed and morals of the land,
And trace it in this poem every line:
I don't pretend that I quite understand
My own meaning when I would be very fine;
But the fact is that I have nothing plann'd,
Unless it were to be a moment merry,
A novel word in my vocabulary.

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

Nothing so difficult as a beginning
In poesy, unless perhaps the end;
For oftentimes when Pegasus seems winning
The race, he sprains a wing, and down we tend,
Like Lucifer when hurl'd from heaven for sinning;
Our sin the same, and hard as his to mend,
Being pride, which leads the mind to soar too far,
Till our own weakness shows us what we are.

But Time, which brings all beings to their level,
And sharp Adversity, will teach at last
Man,- and, as we would hope,- perhaps the devil,
That neither of their intellects are vast:
While youth's hot wishes in our red veins revel,
We know not this- the blood flows on too fast;
But as the torrent widens towards the ocean,
We ponder deeply on each past emotion.

As boy, I thought myself a clever fellow,
And wish'd that others held the same opinion;
They took it up when my days grew more mellow,
And other minds acknowledged my dominion:
Now my sere fancy 'falls into the yellow
Leaf,' and Imagination droops her pinion,
And the sad truth which hovers o'er my desk
Turns what was once romantic to burlesque.

And if I laugh at any mortal thing,
'T is that I may not weep; and if I weep,
'T is that our nature cannot always bring
Itself to apathy, for we must steep
Our hearts first in the depths of Lethe's spring,
Ere what we least wish to behold will sleep:
Thetis baptized her mortal son in Styx;
A mortal mother would on Lethe fix.

Some have accused me of a strange design
Against the creed and morals of the land,
And trace it in this poem every line:
I don't pretend that I quite understand
My own meaning when I would be very fine;
But the fact is that I have nothing plann'd,
Unless it were to be a moment merry,
A novel word in my vocabulary.

To the kind reader of our sober clime
This way of writing will appear exotic;
Pulci was sire of the half-serious rhyme,
Who sang when chivalry was more Quixotic,
And revell'd in the fancies of the time,

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poem by Byron
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Canto the Sixth

I
"There is a tide in the affairs of men
Which, -- taken at the flood," -- you know the rest,
And most of us have found it now and then;
At least we think so, though but few have guess'd
The moment, till too late to come again.
But no doubt every thing is for the best --
Of which the surest sign is in the end:
When things are at the worst they sometimes mend.

II
There is a tide in the affairs of women
Which, taken at the flood, leads -- God knows where:
Those navigators must be able seamen
Whose charts lay down its current to a hair;
Not all the reveries of Jacob Behmen
With its strange whirls and eddies can compare:
Men with their heads reflect on this and that --
But women with their hearts on heaven knows what!

III
And yet a headlong, headstrong, downright she,
Young, beautiful, and daring -- who would risk
A throne, the world, the universe, to be
Beloved in her own way, and rather whisk
The stars from out the sky, than not be free
As are the billows when the breeze is brisk --
Though such a she's a devil (if that there be one),
Yet she would make full many a Manichean.

IV
Thrones, worlds, et cetera, are so oft upset
By commonest ambition, that when passion
O'erthrows the same, we readily forget,
Or at the least forgive, the loving rash one.
If Antony be well remember'd yet,
'T is not his conquests keep his name in fashion,
But Actium, lost for Cleopatra's eyes,
Outbalances all Caesar's victories.

V
He died at fifty for a queen of forty;
I wish their years had been fifteen and twenty,
For then wealth, kingdoms, worlds are but a sport -- I
Remember when, though I had no great plenty
Of worlds to lose, yet still, to pay my court, I
Gave what I had -- a heart: as the world went, I
Gave what was worth a world; for worlds could never
Restore me those pure feelings, gone forever.

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

'There is a tide in the affairs of men
Which,--taken at the flood,'--you know the rest,
And most of us have found it now and then;
At least we think so, though but few have guess'd
The moment, till too late to come again.
But no doubt every thing is for the best-
Of which the surest sign is in the end:
When things are at the worst they sometimes mend.

There is a tide in the affairs of women
Which, taken at the flood, leads- God knows where:
Those navigators must be able seamen
Whose charts lay down its current to a hair;
Not all the reveries of Jacob Behmen
With its strange whirls and eddies can compare:
Men with their heads reflect on this and that-
But women with their hearts on heaven knows what!

And yet a headlong, headstrong, downright she,
Young, beautiful, and daring- who would risk
A throne, the world, the universe, to be
Beloved in her own way, and rather whisk
The stars from out the sky, than not be free
As are the billows when the breeze is brisk-
Though such a she 's a devil (if that there be one),
Yet she would make full many a Manichean.

Thrones, worlds, et cetera, are so oft upset
By commonest ambition, that when passion
O'erthrows the same, we readily forget,
Or at the least forgive, the loving rash one.
If Antony be well remember'd yet,
'T is not his conquests keep his name in fashion,
But Actium, lost for Cleopatra's eyes,
Outbalances all Caesar's victories.

He died at fifty for a queen of forty;
I wish their years had been fifteen and twenty,
For then wealth, kingdoms, worlds are but a sport- I
Remember when, though I had no great plenty
Of worlds to lose, yet still, to pay my court, I
Gave what I had- a heart: as the world went, I
Gave what was worth a world; for worlds could never
Restore me those pure feelings, gone forever.

'T was the boy's 'mite,' and, like the 'widow's,' may
Perhaps be weigh'd hereafter, if not now;
But whether such things do or do not weigh,
All who have loved, or love, will still allow
Life has nought like it. God is love, they say,

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poem by Byron
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Canto the Second

I.

Come, blue-eyed maid of heaven! - but thou, alas,
Didst never yet one mortal song inspire -
Goddess of Wisdom! here thy temple was,
And is, despite of war and wasting fire,
And years, that bade thy worship to expire:
But worse than steel, and flame, and ages slow,
Is the drear sceptre and dominion dire
Of men who never felt the sacred glow
That thoughts of thee and thine on polished breasts bestow.

II.

Ancient of days! august Athena! where,
Where are thy men of might, thy grand in soul?
Gone - glimmering through the dream of things that were:
First in the race that led to Glory’s goal,
They won, and passed away - is this the whole?
A schoolboy’s tale, the wonder of an hour!
The warrior’s weapon and the sophist’s stole
Are sought in vain, and o’er each mouldering tower,
Dim with the mist of years, grey flits the shade of power.

III.

Son of the morning, rise! approach you here!
Come - but molest not yon defenceless urn!
Look on this spot - a nation’s sepulchre!
Abode of gods, whose shrines no longer burn.
E’en gods must yield - religions take their turn:
’Twas Jove’s - ’tis Mahomet’s; and other creeds
Will rise with other years, till man shall learn
Vainly his incense soars, his victim bleeds;
Poor child of Doubt and Death, whose hope is built on reeds.

IV.

Bound to the earth, he lifts his eyes to heaven -
Is’t not enough, unhappy thing, to know
Thou art? Is this a boon so kindly given,
That being, thou wouldst be again, and go,
Thou know’st not, reck’st not to what region, so
On earth no more, but mingled with the skies!
Still wilt thou dream on future joy and woe?
Regard and weigh yon dust before it flies:
That little urn saith more than thousand homilies.

V.

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poem by Byron from Childe Harold's Pilgrimage (1818)
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Childe Harold's Pilgrimage: A Romaunt. Canto II.

I.
Come, blue-eyed maid of heaven!-but thou, alas!
Didst never yet one mortal song inspire-
Goddess of Wisdom! here thy temple was,
And is, despite of war and wasting fire,
And years, that bade thy worship to expire:
But worse than steel, and flame, and ages slow,
Is the dread sceptre and dominion dire
Of men who never felt the sacred glow
That thoughts of thee and thine on polish'd breasts bestow.

II.
Ancient of days! august Athena! where,
Where are thy men of might? thy grand in soul?
Gone-glimmering through the dream of things that were:
First in the race that led to Glory's goal,
They won, and pass'd away-is this the whole?
A school-boy's tale, the wonder of an hour!
The warrior's weapon and the sophist's stole
Are sought in vain, and o'er each mouldering tower,
Dim with the mist of years, grey flits the shade of power.

III.
Son of the morning, rise! approach you here!
Come-but molest not yon defenceless urn:
Look on this spot-a nation's sepulchre!
Abode of gods, whose shrines no longer burn.
Even gods must yield-religions take their turn:
'Twas Jove's--2tis Mahomet's-and other creeds
Will rise with other years, till man shall learn
Vainly his incense soars, his victim bleeds;
Poor child of Doubt and Death, whose hope is built on reeds.

IV.
Bound to the earth, he lifts his eye to heaven-
Is't not enough, unhappy thing! to know
Thou art? Is this a boon so kindly given,
That being, thou wouldst be again, and go,
Thou know'st not, reck'st not to what region, so
On earth no more, but mingled with the skies?
Still wilt thou dream on future joy and woe?
Regard and weigh yon dust before it flies:
That little urn saith more than thousand homilies.

V.
Or burst the vanish'd Hero's lofty mound;
Far on the solitary shore he sleeps:
He fell, and falling nations mourn'd around;
But now not one of saddening thousands weeps,
Nor warlike-worshipper his vigil keeps

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poem by Byron
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Metamorphoses: Book The Fifth

WHILE Perseus entertain'd with this report
His father Cepheus, and the list'ning court,
Within the palace walls was heard aloud
The roaring noise of some unruly crowd;
Not like the songs which chearful friends prepare
For nuptial days, but sounds that threaten'd war;
And all the pleasures of this happy feast,
To tumult turn'd, in wild disorder ceas'd:
So, when the sea is calm, we often find
A storm rais'd sudden by some furious wind.
The Story of Chief in the riot Phineus first appear'd,
Perseus The rash ringleader of this boist'rous herd,
continu'd And brandishing his brazen-pointed lance,
Behold, he said, an injur'd man advance,
Stung with resentment for his ravish'd wife,
Nor shall thy wings, o Perseus, save thy life;
Nor Jove himself; tho' we've been often told
Who got thee in the form of tempting gold.
His lance was aim'd, when Cepheus ran, and said,
Hold, brother, hold; what brutal rage has made
Your frantick mind so black a crime conceive?
Are these the thanks that you to Perseus give?
This the reward that to his worth you pay,
Whose timely valour sav'd Andromeda?
Nor was it he, if you would reason right,
That forc'd her from you, but the jealous spight
Of envious Nereids, and Jove's high decree;
And that devouring monster of the sea,
That ready with his jaws wide gaping stood
To eat my child, the fairest of my blood.
You lost her then, when she seem'd past relief,
And wish'd perhaps her death, to ease your grief
With my afflictions: not content to view
Andromeda in chains, unhelp'd by you,
Her spouse, and uncle; will you grieve that he
Expos'd his life the dying maid to free?
And shall you claim his merit? Had you thought
Her charms so great, you shou'd have bravely sought
That blessing on the rocks, where fix'd she lay:
But now let Perseus bear his prize away,
By service gain'd, by promis'd faith possess'd;
To him I owe it, that my age is bless'd
Still with a child: Nor think that I prefer
Perseus to thee, but to the loss of her.
Phineus on him, and Perseus, roul'd about
His eyes in silent rage, and seem'd to doubt
Which to destroy; 'till, resolute at length,
He threw his spear with the redoubled strength
His fury gave him, and at Perseus struck;
But missing Perseus, in his seat it stuck.

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poem by Ovid
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Cry Freedom

How can I turn away
Brother/sister go dancing
Through my head
Human as to human
The future is no place
To place your better days
Cry freedom, cry
From a crowd 10,000 wide
Hope laid upon hope
That this crowd will not subside
Let this flag burn to dust
And a new a fair design be raised
While we wait head in hands,
Hands in prayer
And fall into a dreamless sleep again
And we wave our hands
Hands and feet are all alike
But gold between divide us
Hands and feet are all alike
But fear between divide us
All slip away
There was a window and by it stood
A mirror in which
He could see himself
He thought of something
Something he had never had but
Hoped would come along
Cry freedom, cry
From deep inside
Where we are all confined
While we wave hands in fire
Wave our hands
Hands and feet are all alike
But gold between divide us
Hands and feet are all alike
But fear between divide us,
Slip away
In this room stood a little child
And in this room this little child
She would remain
Until someone might decide
To dance this little child
Across this hall
Into a cold, dark, space
Where she might never trace her
Way across this crooked mile
Across this crooked page
Cry freedom, cry
From deep inside where
We are all confined

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song performed by Dave Matthews Band
Added by Lucian Velea
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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)
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An Essay on Criticism

Part I

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

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

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

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

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

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poem by Alexander Pope
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Picture Picture by Tanya Markova

Picture picture ohh...
Picture picture ohh...

Picture picture ohh...
Picture picture ohh...

Picture picture ohh...
Picture picture
Picture picture ohh...
Picture picture ohh...
Picture picture

Picture picture ohh...

Nang gabing masilayan ka...
Dala-dala ko pa
Ang aking lumang camera

Picture picture ohh...
Picture picture

Picture picture ohh...
Picture picture ohh...
Picture picture

Picture picture ohh...

Campus gig noon at nag-aya ang tropa
Maraming bebot ang nagsasayaw
Nang biglang mapansin kita

What a beautiful face
At kinunan kita
What a beautiful face
Angat ka sa iba

Picture picture ohh...
Picture picture

Picture picture ohh...
Picture picture

What a beautiful
What a beautiful face

I saw her face
Mukha syang taga-a a outerspace
Si Mang Roger ako'y kinalabit
Ang sabi
Halika na balot muna

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poem by Shi Yelami
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The Hammers

I

Frindsbury, Kent, 1786

Bang!
Bang!
Tap!
Tap-a-tap! Rap!
All through the lead and silver Winter days,
All through the copper of Autumn hazes.
Tap to the red rising sun,
Tap to the purple setting sun.
Four years pass before the job is done.
Two thousand oak trees grown and felled,
Two thousand oaks from the hedgerows of the Weald,
Sussex had yielded two thousand oaks
With huge boles
Round which the tape rolls
Thirty mortal feet, say the village folks.
Two hundred loads of elm and Scottish fir;
Planking from Dantzig.
My! What timber goes into a ship!
Tap! Tap!
Two years they have seasoned her ribs on the ways,
Tapping, tapping.
You can hear, though there's nothing where you gaze.
Through the fog down the reaches of the river,
The tapping goes on like heart-beats in a fever.
The church-bells chime
Hours and hours,
Dropping days in showers.
Bang! Rap! Tap!
Go the hammers all the time.
They have planked up her timbers
And the nails are driven to the head;
They have decked her over,
And again, and again.
The shoring-up beams shudder at the strain.
Black and blue breeches,
Pigtails bound and shining:
Like ants crawling about,
The hull swarms with carpenters, running in and out.
Joiners, calkers,
And they are all terrible talkers.
Jem Wilson has been to sea and he tells some wonderful tales
Of whales, and spice islands,
And pirates off the Barbary coast.
He boasts magnificently, with his mouth full of nails.
Stephen Pibold has a tenor voice,
He shifts his quid of tobacco and sings:

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poem by Amy Lowell
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The Death of Magnus Kep

It was ages since I'd seen him,
So I felt quite out of step
With the old Etruscan sculptor
That I knew as Magnus Kep,
He was brooding in an alley
By an old Byzantine store,
Then he saw me, and he beckoned,
And we walked along the shore.

He was hunting there for marble,
For his studio in Graz,
But we stopped in at a wine bar
And we sampled their Shiraz,
And he told me things he'd never said
To anyone before,
About why he searched the Holy Land,
And ruins, by the score.

'I can see their shapes within each block
Of marble, ' he had said,
'And I know that they are waiting
To be freed, because they're dead,
But they lived so long ago that they
Are patient, in despair,
Though their limbs are still as supple,
And there's fragrance in their hair.'

I was sure the heat had got to him,
His eyes had fairly gleamed,
And I thought his mind disordered,
But I listened to his theme,
He was looking for the marble
That contained the wanton form
Of a pornographic priestess
He had glimpsed the year before.

'She was lying in the harbour,
At the bottom of the sea,
Only fifteen feet of water
Separated her from me,
She had lived a thousand years
Before the walls had tumbled in
To the harbour, where she frolicked
In the service of the king.'

Then we stopped and peered over
At the slight and gentle swell,
Down and through the clear water,
There were pillars, where they fell,
There were blackened slabs of marble lying

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poem by David Lewis Paget
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A Monument For The Soldiers

A monument for the Soldiers!
And what will ye build it of?
Can ye build it of marble, or brass, or bronze,
Outlasting the Soldiers' love?
Can ye glorify it with legends
As grand as their blood hath writ
From the inmost shrine of this land of thine
To the outermost verge of it?

And the answer came: We would build it
Out of our hopes made sure,
And out of our purest prayers and tears,
And out of our faith secure:
We would build it out of the great white truths
Their death hath sanctified,
And the sculptured forms of the men in arms,
And their faces ere they died.

And what heroic figures
Can the sculptor carve in stone?
Can the marble breast be made to bleed,
And the marble lips to moan?
Can the marble brow be fevered?
And the marble eyes be graved
To look their last, as the flag floats past,
On the country they have saved?

And the answer came: The figures
Shall all be fair and brave,
And, as befitting, as pure and white
As the stars above their grave!
The marble lips, and breast and brow
Whereon the laurel lies,
Bequeath us right to guard the flight
Of the old flag in the skies!

A monument for the Soldiers!
Built of a people's love,
And blazoned and decked and panoplied
With the hearts ye build it oft
And see that ye build it stately,
In pillar and niche and gate,
And high in pose as the souls of those
It would commemorate!

poem by James Whitcomb Riley
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The Two Swans (A Fairy Tale)

I

Immortal Imogen, crown'd queen above
The lilies of thy sex, vouchsafe to hear
A fairy dream in honor of true love—
True above ills, and frailty, and all fear,—
Perchance a shadow of his own career
Whose youth was darkly prison'd and long-twined
By serpent-sorrow, till white Love drew near,
And sweetly sang him free, and round his mind
A bright horizon threw, wherein no grief may wind.

II

I saw a tower builded on a lake,
Mock'd by its inverse shadow, dark and deep—
That seem'd a still intenser night to make,
Wherein the quiet waters sank to sleep,—
And, whatso'er was prison'd in that keep,
A monstrous Snake was warden:—round and round
In sable ringlets I beheld him creep
Blackest amid black shadows to the ground,
Whilst his enormous head, the topmost turret crown'd.

III

From whence he shot fierce light against the stars,
Making the pale moon paler with affright;
And with his ruby eye out-threaten'd Mars—
That blaz'd in the mid-heavens, hot and bright—
Nor slept, nor wink'd, but with a steadfast spite
Watch'd their wan looks and tremblings in the skies;
And that he might not slumber in the night,
The curtain-lids were pluck'd from his large eyes,
So he might never drowse, but watch his secret prize.

IV

Prince or princess in dismal durance pent,
Victims of old Enchantment's love or hate,
Their lives must all in painful sighs be spent,
Watching the lonely waters soon and late,
And clouds that pass and leave them to their fate,
Or company their grief with heavy tears:—
Meanwhile that Hope can spy no golden gate
For sweet escapement, but in darksome fears
They weep and pine away as if immortal years.

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poem by Thomas Hood
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