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God has two families of children on this earth, the once-born and the twice-born.

quote by Francis W. Newman
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Satan Absolved

(In the antechamber of Heaven. Satan walks alone. Angels in groups conversing.)
Satan. To--day is the Lord's ``day.'' Once more on His good pleasure
I, the Heresiarch, wait and pace these halls at leisure
Among the Orthodox, the unfallen Sons of God.
How sweet in truth Heaven is, its floors of sandal wood,
Its old--world furniture, its linen long in press,
Its incense, mummeries, flowers, its scent of holiness!
Each house has its own smell. The smell of Heaven to me
Intoxicates and haunts,--and hurts. Who would not be
God's liveried servant here, the slave of His behest,
Rather than reign outside? I like good things the best,
Fair things, things innocent; and gladly, if He willed,
Would enter His Saints' kingdom--even as a little child.

[Laughs. I have come to make my peace, to crave a full amaun,
Peace, pardon, reconcilement, truce to our daggers--drawn,
Which have so long distraught the fair wise Universe,
An end to my rebellion and the mortal curse
Of always evil--doing. He will mayhap agree
I was less wholly wrong about Humanity
The day I dared to warn His wisdom of that flaw.
It was at least the truth, the whole truth, I foresaw
When He must needs create that simian ``in His own
Image and likeness.'' Faugh! the unseemly carrion!
I claim a new revision and with proofs in hand,
No Job now in my path to foil me and withstand.
Oh, I will serve Him well!
[Certain Angels approach. But who are these that come
With their grieved faces pale and eyes of martyrdom?
Not our good Sons of God? They stop, gesticulate,
Argue apart, some weep,--weep, here within Heaven's gate!
Sob almost in God's sight! ay, real salt human tears,
Such as no Spirit wept these thrice three thousand years.
The last shed were my own, that night of reprobation
When I unsheathed my sword and headed the lost nation.
Since then not one of them has spoken above his breath
Or whispered in these courts one word of life or death
Displeasing to the Lord. No Seraph of them all,
Save I this day each year, has dared to cross Heaven's hall
And give voice to ill news, an unwelcome truth to Him.
Not Michael's self hath dared, prince of the Seraphim.
Yet all now wail aloud.--What ails ye, brethren? Speak!
Are ye too in rebellion? Angels. Satan, no. But weak
With our long earthly toil, the unthankful care of Man.

Satan. Ye have in truth good cause.

Angels. And we would know God's plan,
His true thought for the world, the wherefore and the why
Of His long patience mocked, His name in jeopardy.

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poem by Wilfrid Scawen Blunt
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Poem: Will You Travel With Me To Heaven?

When you wake up in the morning
From a dream you think is okay
You see your spouse and family
Get ready for another day

The dream you saw, the things you see
The bed on which you soundly sleep
Your kids all grown up, your husband
And old memories that you keep

Who do you think created them?
Were they created from nothing?
If there is no god who made these
All, then what's the point of living?

D'you think we were made from nothing
Then from nothing we live for fun
To eat and drink, to love and hate
Then when we die, what comes is none?

The eyes with which your body sees
Those sockets that keep your eyeballs
The mouth you use for food and speech
The way you answer random calls

The languages you use to speak
And another –your mother tongue-
The way you carry yourself, and
How you breathe through your heart and lungs

The muscles that stretch when you smile
Your friends who often make you laugh
The words you try to understand
And how you sign your name so fast

Your kids who once stayed in your womb
The months you carried them in you
Your feelings when you saw their first
Walk and when they smile back at you

The food you eat and cook each day
The rainfalls that fall from above
The earth you walk on each night and

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poem by Miriam Mababaya
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Jubilate Agno: Fragment B, Part 3

For a Man is to be looked upon in that which he excells as on a prospect.

For there be twelve cardinal virtues -- three to the East -- Greatness, Valour, Piety.

For there be three to the West -- Goodness, Purity and Sublimity.

For there be three to the North -- Meditation, Happiness, Strength.

For there be three to the South -- Constancy, Pleasantry and Wisdom.

For the Argument A PRIORI is GOD in every man's CONSCIENCE.

For the Argument A POSTERIORI is God before every man's eyes.

For the Four and Twenty Elders of the Revelation are Four and Twenty Eternities.

For their Four and Twenty Crowns are their respective Consummations.

For a CHARACTER is the votes of the Worldlings, but the seal is of Almighty GOD alone.

For there is no musick in flats and sharps which are not in God's natural key.

For where Accusation takes the place of encouragement a man of Genius is driven to act the vices of a fool.

For the Devil can set a house on fire, when the inhabitants find combustibles.

For the old account of time is the true -- Decr 28th 1759-60 -- -- --

For Faith as a grain of mustard seed is to believe, as I do, that an Eternity is such in respect to the power and magnitude of Almighty God.

For a DREAM is a good thing from GOD.

For there is a dream from the adversary which is terror.

For the phenomenon of dreaming is not of one solution, but many.

For Eternity is like a grain of mustard as a growing body and improving spirit.

For the malignancy of fire is oweing to the Devil's hiding of light, till it became visible darkness.

For the Circle may be SQUARED by swelling and flattening.

For the Life of God is in the body of man and his spirit in the Soul.

For there was no rain in Paradise because of the delicate construction of the spiritual herbs and flowers.

For the Planet Mercury is the WORD DISCERNMENT.

For the Scotchman seeks for truth at the bottom of a well, the Englishman in the Heavn of Heavens.

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poem by Christopher Smart
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VII. Pompilia

I am just seventeen years and five months old,
And, if I lived one day more, three full weeks;
'T is writ so in the church's register,
Lorenzo in Lucina, all my names
At length, so many names for one poor child,
—Francesca Camilla Vittoria Angela
Pompilia Comparini,—laughable!
Also 't is writ that I was married there
Four years ago: and they will add, I hope,
When they insert my death, a word or two,—
Omitting all about the mode of death,—
This, in its place, this which one cares to know,
That I had been a mother of a son
Exactly two weeks. It will be through grace
O' the Curate, not through any claim I have;
Because the boy was born at, so baptized
Close to, the Villa, in the proper church:
A pretty church, I say no word against,
Yet stranger-like,—while this Lorenzo seems
My own particular place, I always say.
I used to wonder, when I stood scarce high
As the bed here, what the marble lion meant,
With half his body rushing from the wall,
Eating the figure of a prostrate man—
(To the right, it is, of entry by the door)
An ominous sign to one baptized like me,
Married, and to be buried there, I hope.
And they should add, to have my life complete,
He is a boy and Gaetan by name—
Gaetano, for a reason,—if the friar
Don Celestine will ask this grace for me
Of Curate Ottoboni: he it was
Baptized me: he remembers my whole life
As I do his grey hair.

All these few things
I know are true,—will you remember them?
Because time flies. The surgeon cared for me,
To count my wounds,—twenty-two dagger-wounds,
Five deadly, but I do not suffer much—
Or too much pain,—and am to die to-night.

Oh how good God is that my babe was born,
—Better than born, baptized and hid away
Before this happened, safe from being hurt!
That had been sin God could not well forgive:
He was too young to smile and save himself.
When they took two days after he was born,
My babe away from me to be baptized
And hidden awhile, for fear his foe should find,—

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poem by Robert Browning from The Ring and the Book
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Paradise Lost: Book X

Thus they in lowliest plight repentant stood
Praying, for from the Mercie-seat above
Prevenient Grace descending had remov'd
The stonie from thir hearts, and made new flesh
Regenerat grow instead, that sighs now breath'd
Unutterable, which the Spirit of prayer
Inspir'd, and wing'd for Heav'n with speedier flight
Then loudest Oratorie: yet thir port
Not of mean suiters, nor important less
Seem'd thir Petition, then when th' ancient Pair
In Fables old, less ancient yet then these,
Deucalion and chaste Pyrrha to restore
The Race of Mankind drownd, before the Shrine
Of Themis stood devout. To Heav'n thir prayers
Flew up, nor missed the way, by envious windes
Blow'n vagabond or frustrate: in they passd
Dimentionless through Heav'nly dores; then clad
With incense, where the Golden Altar fum'd,
By thir great Intercessor, came in sight
Before the Fathers Throne: Them the glad Son
Presenting, thus to intercede began.
See Father, what first fruits on Earth are sprung
From thy implanted Grace in Man, these Sighs
And Prayers, which in this Golden Censer, mixt
With Incense, I thy Priest before thee bring,
Fruits of more pleasing savour from thy seed
Sow'n with contrition in his heart, then those
Which his own hand manuring all the Trees
Of Paradise could have produc't, ere fall'n
From innocence. Now therefore bend thine eare
To supplication, heare his sighs though mute;
Unskilful with what words to pray, let mee
Interpret for him, mee his Advocate
And propitiation, all his works on mee
Good or not good ingraft, my Merit those
Shall perfet, and for these my Death shall pay.
Accept me, and in mee from these receave
The smell of peace toward Mankinde, let him live
Before thee reconcil'd, at least his days
Numberd, though sad, till Death, his doom (which I
To mitigate thus plead, not to reverse)
To better life shall yeeld him, where with mee
All my redeemd may dwell in joy and bliss,
Made one with me as I with thee am one.
To whom the Father, without Cloud, serene.
All thy request for Man, accepted Son,
Obtain, all thy request was my Decree:
But longer in that Paradise to dwell,
The Law I gave to Nature him forbids:
Those pure immortal Elements that know

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poem by John Milton
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Yesterday, To-day, and For Ever: Book IV. - The Creation of Angels and of Men

O tears, ye rivulets that flow profuse
Forth from the fountains of perennial love,
Love, sympathy, and sorrow, those pure springs
Welling in secret up from lower depths
Than couch beneath the everlasting hills:
Ye showers that from the cloud of mercy fall
In drops of tender grief, - you I invoke,
For in your gentleness there lies a spell
Mightier than arms or bolted chains of iron.
When floating by the reedy banks of Nile
A babe of more than human beauty wept,
Were not the innocent dews upon its cheeks
A link in God's great counsels? Who knows not
The loves of David and young Jonathan,
When in unwitting rivalry of hearts
The son of Jesse won a nobler wreath
Than garlands pluck'd in war and dipp'd in blood?
And haply she, who wash'd her Saviour's feet
With the soft silent rain of penitence,
And wiped them with her tangled tresses, gave
A costlier sacrifice than Solomon,
What time he slew myriads of sheep and kine,
And pour'd upon the brazen altar forth
Rivers of fragrant oil. In Peter's woe,
Bitterly weeping in the darken'd street,
Love veils his fall. The traitor shed no tear.
But Magdalene's gushing grief is fresh
In memory of us all, as when it drench'd
The cold stone of the sepulchre. Paul wept,
And by the droppings of his heart subdued
Strong men by all his massive arguments
Unvanquish'd. And the loved Evangelist
Wept, though in heaven, that none in heaven were found
Worthy to loose the Apocalyptic seals.
No holy tear is lost. None idly sinks
As water in the barren sand: for God,
Let David witness, puts his children's tears
Into His cruse and writes them in His book; -
David, that sweetest lyrist, not the less
Sweet that his plaintive pleading tones ofttimes
Are tremulous with grief. For he and all
God's nightingales have ever learn'd to sing,
Pressing their bosom on some secret thorn.
In the world's morning it was thus: and, since
The evening shadows fell athwart mankind,
Thus hath it always been. Blind and bereft,
The minstrel of an Eden lost explored
Things all invisible to mortal eyes.
And he, who touch'd with a true poet's hand
The harp of prophecy, himself had learn'd

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poem by Edward Henry Bickersteth
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The Children Of The Lord's Supper. (From The Swedish Of Bishop Tegner)

Pentecost, day of rejoicing, had come. The church of the village
Gleaming stood in the morning's sheen. On the spire of the bell
Decked with a brazen cock, the friendly flames of the Spring-sun
Glanced like the tongues of fire, beheld by Apostles aforetime.
Clear was the heaven and blue, and May, with her cap crowned with roses,
Stood in her holiday dress in the fields, and the wind and the brooklet
Murmured gladness and peace, God's-peace! with lips rosy-tinted
Whispered the race of the flowers, and merry on balancing branches
Birds were singing their carol, a jubilant hymn to the Highest.
Swept and clean was the churchyard. Adorned like a leaf-woven arbor
Stood its old-fashioned gate; and within upon each cross of iron
Hung was a fragrant garland, new twined by the hands of
affection.
Even the dial, that stood on a mound among the departed,
(There full a hundred years had it stood,) was embellished with blossoms
Like to the patriarch hoary, the sage of his kith and the hamlet,
Who on his birthday is crowned by children and children's children,
So stood the ancient prophet, and mute with his pencil of iron
Marked on the tablet of stone, and measured the time and its changes,
While all around at his feet, an eternity slumbered in quiet.
Also the church within was adorned, for this was the season
When the young, their parents' hope, and the loved-ones of heaven,
Should at the foot of the altar renew the vows of their
baptism.
Therefore each nook and corner was swept and cleaned, and the dust was
Blown from the walls and ceiling, and from the oil-painted benches.
There stood the church like a garden; the Feast of the Leafy Pavilions
Saw we in living presentment. From noble arms on the church wall
Grew forth a cluster of leaves, and the preacher's pulpit of oak-wood
Budded once more anew, as aforetime the rod before Aaron.
Wreathed thereon was the Bible with leaves, and the dove, washed with silver
Under its canopy fastened, had on it a necklace of wind-flowers.
But in front of the choir, round the altar-piece painted by
Horberg,
Crept a garland gigantic; and bright-curling tresses of
angels
Peeped, like the sun from a cloud, from out of the shadowy leaf-work.
Likewise the lustre of brass, new-polished, blinked from the ceiling,
And for lights there were lilies of Pentecost set in the sockets.

Loud rang the bells already; the thronging crowd was
assembled
Far from valleys and hills, to list to the holy preaching.
Hark! then roll forth at once the mighty tones of the organ,
Hover like voices from God, aloft like invisible spirits.
Like as Elias in heaven, when he cast from off him his
mantle,
So cast off the soul its garments of earth; and with one voice
Chimed in the congregation, and sang an anthem immortal
Of the sublime Wallin, of David's harp in the North-land

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poem by Henry Wadsworth Longfellow
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Jubilate Agno: Fragment B, Part 2

LET PETER rejoice with the MOON FISH who keeps up the life in the waters by night.

Let Andrew rejoice with the Whale, who is array'd in beauteous blue and is a combination of bulk and activity.

Let James rejoice with the Skuttle-Fish, who foils his foe by the effusion of his ink.

Let John rejoice with Nautilus who spreads his sail and plies his oar, and the Lord is his pilot.

Let Philip rejoice with Boca, which is a fish that can speak.

Let Bartholomew rejoice with the Eel, who is pure in proportion to where he is found and how he is used.

Let Thomas rejoice with the Sword-Fish, whose aim is perpetual and strength insuperable.

Let Matthew rejoice with Uranoscopus, whose eyes are lifted up to God.

Let James the less, rejoice with the Haddock, who brought the piece of money for the Lord and Peter.

Let Jude bless with the Bream, who is of melancholy from his depth and serenity.

Let Simon rejoice with the Sprat, who is pure and innumerable.

Let Matthias rejoice with the Flying-Fish, who has a part with the birds, and is sublimity in his conceit.

Let Stephen rejoice with Remora -- The Lord remove all obstacles to his glory.

Let Paul rejoice with the Scale, who is pleasant and faithful!, like God's good ENGLISHMAN.

Let Agrippa, which is Agricola, rejoice with Elops, who is a choice fish.

Let Joseph rejoice with the Turbut, whose capture makes the poor fisher-man sing.

Let Mary rejoice with the Maid -- blessed be the name of the immaculate CONCEPTION.

Let John, the Baptist, rejoice with the Salmon -- blessed be the name of the Lord Jesus for infant Baptism.

Let Mark rejoice with the Mullet, who is John Dore, God be gracious to him and his family.

Let Barnabus rejoice with the Herring -- God be gracious to the Lord's fishery.

Let Cleopas rejoice with the Mackerel, who cometh in a shoal after a leader.

Let Abiud of the Lord's line rejoice with Murex, who is good and of a precious tincture.

Let Eliakim rejoice with the Shad, who is contemned in his abundance.

Let Azor rejoice with the Flounder, who is both of the sea and of the river,

Let Sadoc rejoice with the Bleak, who playeth upon the surface in the Sun.

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poem by Christopher Smart
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Through the eyes of a Field Coronet (Epic)

Introduction

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

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

Prologue

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

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

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

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

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

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

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

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poem by Gert Strydom
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Metamorphoses: Book The First

OF bodies chang'd to various forms, I sing:
Ye Gods, from whom these miracles did spring,
Inspire my numbers with coelestial heat;
'Till I my long laborious work compleat:
And add perpetual tenour to my rhimes,
Deduc'd from Nature's birth, to Caesar's times.
The Creation of Before the seas, and this terrestrial ball,
the World And Heav'n's high canopy, that covers all,
One was the face of Nature; if a face:
Rather a rude and indigested mass:
A lifeless lump, unfashion'd, and unfram'd,
Of jarring seeds; and justly Chaos nam'd.
No sun was lighted up, the world to view;
No moon did yet her blunted horns renew:
Nor yet was Earth suspended in the sky,
Nor pois'd, did on her own foundations lye:
Nor seas about the shores their arms had thrown;
But earth, and air, and water, were in one.
Thus air was void of light, and earth unstable,
And water's dark abyss unnavigable.
No certain form on any was imprest;
All were confus'd, and each disturb'd the rest.
For hot and cold were in one body fixt;
And soft with hard, and light with heavy mixt.
But God, or Nature, while they thus contend,
To these intestine discords put an end:
Then earth from air, and seas from earth were
driv'n,
And grosser air sunk from aetherial Heav'n.
Thus disembroil'd, they take their proper place;
The next of kin, contiguously embrace;
And foes are sunder'd, by a larger space.
The force of fire ascended first on high,
And took its dwelling in the vaulted sky:
Then air succeeds, in lightness next to fire;
Whose atoms from unactive earth retire.
Earth sinks beneath, and draws a num'rous throng
Of pondrous, thick, unwieldy seeds along.
About her coasts, unruly waters roar;
And rising, on a ridge, insult the shore.
Thus when the God, whatever God was he,
Had form'd the whole, and made the parts agree,
That no unequal portions might be found,
He moulded Earth into a spacious round:
Then with a breath, he gave the winds to blow;
And bad the congregated waters flow.
He adds the running springs, and standing lakes;
And bounding banks for winding rivers makes.
Some part, in Earth are swallow'd up, the most
In ample oceans, disembogu'd, are lost.

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poem by Ovid
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Let The Children Speak

Time - way out of line
A whole nation waits outside
The rhythm of tomorrow
They can dance away their sorrows tonight
Lost - broken and scarred
Prisoner waits outside with his lone heart beating
Let the children, let the children
Let the children, let the children speak
Let the children - let the children speak
Aims - dangerous games
Their mother says one false move and we all get hurt
I feel this sense of power I feel it every hour tonight
Lets not get lazy tonight
Things could get crazy cos
One more kick and the door cracks open
Let the children, let the children
Let the children, let the children speak
Let the children, let the children
Let the children, let the children
Power to the powerless strength unto the weak
Let the children, let the children
Let the children, let the children speak
Im begging you now let the children, let the children
Let the children, let the children
Power to the powerless, strength unto the weak
Let the children, let the children
Let the children, let the children speak
Lets not get lazy tonight
Things could get crazy cos
One last kick and the door cracks open
Let the children, let the children
Let the children, let the children speak
Power to the powerless, strength unto the weak
Let the children, let the children
Let the children, let the children speak
Things could get crazy tonight
Lets not get lazy cos
One last kick and the door cracks open
Let the children, let the children
Let the children, let the children speak
Im begging you now
Let the children, let the children
Let the children, let the children
Power to the powerless, strength unto the weak
Let the children, let the children
Let the children, let the children speak
The language of this world
Lets not get lazy cos
One false move and we all get hurt
Let the children, let the children

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song performed by Simple Minds
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Paradise Lost: Book 07

Descend from Heaven, Urania, by that name
If rightly thou art called, whose voice divine
Following, above the Olympian hill I soar,
Above the flight of Pegasean wing!
The meaning, not the name, I call: for thou
Nor of the Muses nine, nor on the top
Of old Olympus dwellest; but, heavenly-born,
Before the hills appeared, or fountain flowed,
Thou with eternal Wisdom didst converse,
Wisdom thy sister, and with her didst play
In presence of the Almighty Father, pleased
With thy celestial song. Up led by thee
Into the Heaven of Heavens I have presumed,
An earthly guest, and drawn empyreal air,
Thy tempering: with like safety guided down
Return me to my native element:
Lest from this flying steed unreined, (as once
Bellerophon, though from a lower clime,)
Dismounted, on the Aleian field I fall,
Erroneous there to wander, and forlorn.
Half yet remains unsung, but narrower bound
Within the visible diurnal sphere;
Standing on earth, not rapt above the pole,
More safe I sing with mortal voice, unchanged
To hoarse or mute, though fallen on evil days,
On evil days though fallen, and evil tongues;
In darkness, and with dangers compassed round,
And solitude; yet not alone, while thou
Visitest my slumbers nightly, or when morn
Purples the east: still govern thou my song,
Urania, and fit audience find, though few.
But drive far off the barbarous dissonance
Of Bacchus and his revellers, the race
Of that wild rout that tore the Thracian bard
In Rhodope, where woods and rocks had ears
To rapture, till the savage clamour drowned
Both harp and voice; nor could the Muse defend
Her son. So fail not thou, who thee implores:
For thou art heavenly, she an empty dream.
Say, Goddess, what ensued when Raphael,
The affable Arch-Angel, had forewarned
Adam, by dire example, to beware
Apostasy, by what befel in Heaven
To those apostates; lest the like befall
In Paradise to Adam or his race,
Charged not to touch the interdicted tree,
If they transgress, and slight that sole command,
So easily obeyed amid the choice
Of all tastes else to please their appetite,
Though wandering. He, with his consorted Eve,

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poem by John Milton
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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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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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Easter-Day

HOW very hard it is to be
A Christian! Hard for you and me,
—Not the mere task of making real
That duty up to its ideal,
Effecting thus complete and whole,
A purpose or the human soul—
For that is always hard to do;
But hard, I mean, for me and you
To realise it, more or less,
With even the moderate success
Which commonly repays our strife
To carry out the aims of life.
“This aim is greater,” you may say,
“And so more arduous every way.”
—But the importance of the fruits
Still proves to man, in all pursuits,
Proportional encouragement.
“Then, what if it be God’s intent
“That labour to this one result
“Shall seem unduly difficult?”
—Ah, that’s a question in the dark—
And the sole thing that I remark
Upon the difficulty, this;
We do not see it where it is,
At the beginning of the race:
As we proceed, it shifts its place,
And where we looked for palms to fall,
We find the tug’s to come,—that’s all.

II.
At first you say, “The whole, or chief
“Of difficulties, is Belief.
“Could I believe once thoroughly,
“The rest were simple. What? Am I
“An idiot, do you think? A beast?
“Prove to me only that the least
“Command of God is God’s indeed,
“And what injunction shall I need
“To pay obedience? Death so nigh
“When time must end, eternity
“Begin,—and cannot I compute?
“Weigh loss and gain together? suit
“My actions to the balance drawn,
“And give my body to be sawn
“Asunder, hacked in pieces, tied
“To horses, stoned, burned, crucified,
“Like any martyr of the list?
“How gladly,—if I made acquist,
“Through the brief minutes’ fierce annoy,
“Of God’s eternity of joy.”

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poem by Robert Browning
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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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Our God is a God of mercy and of grace. (Gerald Albright's Kicking it up #6)

God, I just do not understand why
You treat me so good everyday.
In spite of all of my sins and all of my mistakes,
You are still good to me.
Yes, you are; my God really is.

My God is so wonderful.
He has provided for all of my needs.
He created the sun to shine brightly everyday.
God has supplied the very air that I breathe.
Yes, He does.

My God is so good to me each day.
He has provided for all of my needs.
God sends out the cooling invisible breeze.
He produced all of the food that I eat.
Yes he does; now help me say it.

Our God is a God of mercy.
He truly deserves all of our praise.
Our God is a God of mercy and of grace.
O’ Yes, I know that our God is.

Our God is a God of mercy.
He wakes us up every single day.
Our God is a God of mercy and of grace.
O’ Yes, I know that our God is.

My God is so wonderful.
He provides me with His grace each day.
All I need to do is confess my sins to Him,
He has promised to forgive every one.
Yes, He does.
All that God has ask me to do
Is give to Him all of my praise every day.
By the life that I have chosen to live
I must show the world that my God is.
Now open your mouth and help me praise Him.

Our God is a God of mercy.
He truly deserves all of our praise.
Our God is a God of mercy and of grace.
O’ Yes, I know that our God is.

Our God is a God of mercy.
He wakes us up every single day.
Our God is a God of mercy and of grace.
O’ Yes, I know that our God is.

Our God is a God of mercy and of grace.

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poem by Reginald Walker
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Paradise Regained

THE FIRST BOOK

I, WHO erewhile the happy Garden sung
By one man's disobedience lost, now sing
Recovered Paradise to all mankind,
By one man's firm obedience fully tried
Through all temptation, and the Tempter foiled
In all his wiles, defeated and repulsed,
And Eden raised in the waste Wilderness.
Thou Spirit, who led'st this glorious Eremite
Into the desert, his victorious field
Against the spiritual foe, and brought'st him thence 10
By proof the undoubted Son of God, inspire,
As thou art wont, my prompted song, else mute,
And bear through highth or depth of Nature's bounds,
With prosperous wing full summed, to tell of deeds
Above heroic, though in secret done,
And unrecorded left through many an age:
Worthy to have not remained so long unsung.
Now had the great Proclaimer, with a voice
More awful than the sound of trumpet, cried
Repentance, and Heaven's kingdom nigh at hand 20
To all baptized. To his great baptism flocked
With awe the regions round, and with them came
From Nazareth the son of Joseph deemed
To the flood Jordan--came as then obscure,
Unmarked, unknown. But him the Baptist soon
Descried, divinely warned, and witness bore
As to his worthier, and would have resigned
To him his heavenly office. Nor was long
His witness unconfirmed: on him baptized
Heaven opened, and in likeness of a Dove 30
The Spirit descended, while the Father's voice
From Heaven pronounced him his beloved Son.
That heard the Adversary, who, roving still
About the world, at that assembly famed
Would not be last, and, with the voice divine
Nigh thunder-struck, the exalted man to whom
Such high attest was given a while surveyed
With wonder; then, with envy fraught and rage,
Flies to his place, nor rests, but in mid air
To council summons all his mighty Peers, 40
Within thick clouds and dark tenfold involved,
A gloomy consistory; and them amidst,
With looks aghast and sad, he thus bespake:--
"O ancient Powers of Air and this wide World
(For much more willingly I mention Air,
This our old conquest, than remember Hell,
Our hated habitation), well ye know
How many ages, as the years of men,

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poem by John Milton
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The Cenci : A Tragedy In Five Acts

DRAMATIS PERSONÆ

Count Francesco Cenci.
Giacomo, his Son.
Bernardo, his Son.
Cardinal Camillo.
Orsino, a Prelate.
Savella, the Pope's Legate.
Olimpio, Assassin.
Marzio, Assassin.
Andrea, Servant to Cenci.
Nobles, Judges, Guards, Servants.
Lucretia, Wife of Cenci, and Step-mother of his children.
Beatrice, his Daughter.

The Scene lies principally in Rome, but changes during the Fourth Act to Petrella, a castle among the Apulian Apennines.
Time. During the Pontificate of Clement VIII.

ACT I

Scene I.
-An Apartment in the Cenci Palace.
Enter Count Cenci, and Cardinal Camillo.

Camillo.
That matter of the murder is hushed up
If you consent to yield his Holiness
Your fief that lies beyond the Pincian gate.-
It needed all my interest in the conclave
To bend him to this point: he said that you
Bought perilous impunity with your gold;
That crimes like yours if once or twice compounded
Enriched the Church, and respited from hell
An erring soul which might repent and live:-
But that the glory and the interest
Of the high throne he fills, little consist
With making it a daily mart of guilt
As manifold and hideous as the deeds
Which you scarce hide from men's revolted eyes.

Cenci.
The third of my possessions-let it go!
Ay, I once heard the nephew of the Pope
Had sent his architect to view the ground,
Meaning to build a villa on my vines
The next time I compounded with his uncle:
I little thought he should outwit me so!

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poem by Percy Bysshe Shelley
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The Columbiad: Book III

The Argument

Actions of the Inca Capac. A general invasion of his dominions threatened by the mountain savages. Rocha, the Inca's son, sent with a few companions to offer terms of peace. His embassy. His adventure with the worshippers of the volcano. With those of the storm, on the Andes. Falls in with the savage armies. Character and speech of Zamor, their chief. Capture of Rocha and his companions. Sacrifice of the latter. Death song of Azonto. War dance. March of the savage armies down the mountains to Peru. Incan army meets them. Battle joins. Peruvians terrified by an eclipse of the sun, and routed. They fly to Cusco. Grief of Oella, supposing the darkness to be occasioned by the death of Rocha. Sun appears. Peruvians from the city wall discover Roch an altar in the savage camp. They march in haste out of the city and engage the savages. Exploits of Capac. Death of Zamor. Recovery of Rocha, and submission of the enemy.

Now twenty years these children of the skies
Beheld their gradual growing empire rise.
They ruled with rigid but with generous care,
Diffused their arts and sooth'd the rage of war,
Bade yon tall temple grace their favorite isle,
The mines unfold, the cultured valleys smile,
Those broad foundations bend their arches high,
And rear imperial Cusco to the sky;
Wealth, wisdom, force consolidate the reign
From the rude Andes to the western main.

But frequent inroads from the savage bands
Lead fire and slaughter o'er the labor'd lands;
They sack the temples, the gay fields deface,
And vow destruction to the Incan race.
The king, undaunted in defensive war,
Repels their hordes, and speeds their flight afar;
Stung with defeat, they range a wider wood,
And rouse fresh tribes for future fields of blood.

Where yon blue ridges hang their cliffs on high,
And suns infulminate the stormful sky,
The nations, temper'd to the turbid air,
Breathe deadly strife, and sigh for battle's blare;
Tis here they meditate, with one vast blow,
To crush the race that rules the plains below.
Capac with caution views the dark design,
Learns from all points what hostile myriads join.
And seeks in time by proffer'd leagues to gain
A bloodless victory, and enlarge his reign.

His eldest hope, young Rocha, at his call,
Resigns his charge within the temple wall;
In whom began, with reverend forms of awe,
The functions grave of priesthood and of law,

In early youth, ere yet the ripening sun
Had three short lustres o'er his childhood run,
The prince had learnt, beneath his father's hand,
The well-framed code that sway'd the sacred land;
With rites mysterious served the Power divine,
Prepared the altar and adorn'd the shrine,
Responsive hail'd, with still returning praise,
Each circling season that the God displays,

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poem by Joel Barlow
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