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If guns are outlawed, only the government will have guns. Only the police, the secret police, the military, the hired servants of our rulers. Only the government --and a few outlaws. I intend to be among the outlaws.

quote by Edward Abbey
Added by Lucian Velea
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Melt The Guns

(andy partridge)
Programmes of violence,
As entertainment,
Brings the disease into your room.
We know the germ,
Which is man-made in metal,
Is really a key to your own tomb.
Prevention is better than cure,
Bad apples affecting the pure,
Youll gather your senses Im sure
Then agree to,
Melt the guns,
Melt the guns,
Melt the guns,
And never more to fire them.
Melt the guns,
Melt the guns,
Melt the guns,
And never more desire them.
Children will want them,
Mothers supply them,
As long as your killers are heroes.
And all the media
Will fiddle while rome burns,
Acting like modern-time neros.
Prevention is better than cure,
Bad apples affecting the pure,
Youll gather your senses Im sure
Then agree to,
Melt the guns,
Melt the guns,
Melt the guns,
And never more to fire them.
Melt the guns,
Melt the guns,
Melt the guns,
And never more desire them.
Im speaking to the justice league of america.
The u s of a,
Hey you,
Yes you in particular!
When it comes to the judgement day and youre standing at the gates with your weaponry,
You dead go down on one knee,
Clasp your hands in prayer and start quoting me,
cos we say...
Our father weve managed to contain the epidemic in one place, now,
Lets hope they shoot themselves instead of others,
Help to civilize the race now.
Weve trapped the cause of the plague,
In the land of the free and the home of the brave.

[...] Read more

song performed by Xtc
Added by Lucian Velea
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Melt The Guns

(andy partridge)
Programmes of violence,
As entertainment,
Brings the disease into your room.
We know the germ,
Which is man-made in metal,
Is really a key to your own tomb.
Prevention is better than cure,
Bad apples affecting the pure,
Youll gather your senses Im sure
Then agree to,
Melt the guns,
Melt the guns,
Melt the guns,
And never more to fire them.
Melt the guns,
Melt the guns,
Melt the guns,
And never more desire them.
Children will want them,
Mothers supply them,
As long as your killers are heroes.
And all the media
Will fiddle while rome burns,
Acting like modern-time neros.
Prevention is better than cure,
Bad apples affecting the pure,
Youll gather your senses Im sure
Then agree to,
Melt the guns,
Melt the guns,
Melt the guns,
And never more to fire them.
Melt the guns,
Melt the guns,
Melt the guns,
And never more desire them.
Im speaking to the justice league of america.
The u s of a,
Hey you,
Yes you in particular!
When it comes to the judgement day and youre standing at the gates with your weaponry,
You dead go down on one knee,
Clasp your hands in prayer and start quoting me,
cos we say...
Our father weve managed to contain the epidemic in one place, now,
Lets hope they shoot themselves instead of others,
Help to civilize the race now.
Weve trapped the cause of the plague,
In the land of the free and the home of the brave.

[...] Read more

song performed by Xtc
Added by Lucian Velea
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The Secret Life Of Arabia

The secret life of arabia
Secret secrets never seen
Secret secrets ever green
I was running at the speed of life
Through mornings thoughts and fantasies
Then I saw your eyes at the cross fades
Secret secrets never seen
Secret secrets ever green
The secret life of arabia
Never here never seen
Secret life ever green
The secret life of arabia
You must see the movie the sand in my eyes
I walk through a desert song when the heroine dies
Arabia (secret secret)
Arabia (secret)
Arabia (secret secret)
Arabia
Arabia (secret secret)
Arabia
Arabia (secret secret)
Arabia
Arabia (secret secret)
Arabia
Arabia (secret secret)
The secret life of arabia
Never here never seen
Secret life ever green

song performed by David Bowie
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HIRED GUNS (For The Lone Ranger)

HIRED GUNS
(For The Lone Ranger)
by Steven A. J. Drake
January 28,2012

1) Fighting a war with words out of
The deep, dark recesses of my mind.
According to my bloodline. I'm related
To Joaquin Murrieta. California.
Robin Hood of the old west.
He got with an Indian woman.
Apache. Geronimo. Arizona.
Perhaps parts of New Mexico.

2) Hard pressed with guns and saddle.
Raised myself up with a bow and arrows.
Slipping back over time's of treacherous
Deep, dark secret shadows. Government stealing
Indian land. Gold and silver.
The white of their eyes. Over the crest
Of mountains. No fair gains for a free ride,
Across the western plains, disguised.

Chorus:
Hired guns to steal your cattle.
Drawing your marksmanship.
Without a medal. Mixed, to even the score.
After the facts at the rue morgue.
Ravens knocking down your door.
Sleep with one eye open. Stars
With a mask for the Lone Ranger.

3) Sky was the limit. Talk to eagles.
Bare down the punches. Wearing a mask for
Zorro. Clearing your head. Broken treaties.
Wiping out the buffalo. Trade fairs that come
Down to zero. No peace of mind.
Stealing your heroes. Gifts of labor
Sought after the facts of tomorrow...
Raising questions up out of the dead.

Bridge:
A whole lot has changed. Stagecoaches. 
Wells Fargo. Pinkerton hired to break up
The Unions. Where are the bodies buried?
In the graves at the O.K. Corral.
Horses prancing in the arena.
Clowns taking the bulls by the horns.
In crowds of desperados.

[...] Read more

poem by Steven Drake
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O. R. R.

(gary rossington -- johnny vanzant -- hughie thomasson -- rickey medlocke)
Theres a story to tell about days of old
A man and his gun, a street fighter Im told
Theres one in every town, tryin to make himself a name
If hes quicker on the draw, comes glory and fame
They say hes always alone, he rides a horse with no name
His only friend was the devil by his side but it caused him so much pain
If his guns could talk, oh, the stories they would tell
Of all the men who tried and lost, all the ones he sent to hell
(chorus)
They are outlaws, renegades, rebels on the run
They pay the price every day they live like the wrong end of a gun
Move around from town to town cant stay in any place to long
Outlaws, renegades... rebels on the run
Things havent changed much these days
Faces are younger, but still they keep playing the deadliest game
Brothers and sisters, what are we fightin for
Its not for the fame or the glory anymore
I hear the mothers cryin
Too many children dyin
How many tears have to fall to bring this to an end
They are outlaws, renegades, rebels on the run
They pay the price every day they live like the wrong end of a gun
Move around from town to town cant stay in any place to long
Outlaws, renegades... oh
Theyre all outlaws, renegades, rebels on the run
They pay the price every day they live like the wrong end of a gun
Move around from town to town cant stay in any place to long
Outlaws, renegades... rebels on the run

song performed by Lynyrd Skynyrd
Added by Lucian Velea
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The Hired Man And Floretty

The Hired Man's supper, which he sat before,
In near reach of the wood-box, the stove-door
And one leaf of the kitchen-table, was
Somewhat belated, and in lifted pause
His dextrous knife was balancing a bit
Of fried mush near the port awaiting it.

At the glad children's advent--gladder still
To find _him_ there--'Jest tickled fit to kill
To see ye all!' he said, with unctious cheer.--
'I'm tryin'-like to he'p Floretty here
To git things cleared away and give ye room
Accordin' to yer stren'th. But I p'sume
It's a pore boarder, as the poet says,
That quarrels with his victuals, so I guess
I'll take another wedge o' that-air cake,
Florett', that you're a-_learnin_' how to bake.'
He winked and feigned to swallow painfully.--

'Jest 'fore ye all come in, Floretty she
Was boastin' 'bout her _biscuits_--and they _air_
As good--sometimes--as you'll find anywhere.--
But, women gits to braggin' on their _bread_,
I'm s'picious 'bout their _pie_--as Danty said.'
This raillery Floretty strangely seemed
To take as compliment, and fairly beamed
With pleasure at it all.

--'Speakin' o' _bread_--
When she come here to live,' The Hired Man said,--
'Never ben out o' _Freeport_ 'fore she come
Up here,--of course she needed '_sperience_ some.--
So, one day, when yer Ma was goin' to set
The risin' fer some bread, she sent Florett
To borry _leaven_, 'crost at Ryans'--So,
She went and asked fer _twelve_.--She didn't _know_,
But thought, _whatever_ 'twuz, that she could keep
_One_ fer _herse'f_, she said. O she wuz deep!'

Some little evidence of favor hailed
The Hired Man's humor; but it wholly failed
To touch the serious Susan Loehr, whose air
And thought rebuked them all to listening there
To her brief history of the _city_-man
And his pale wife--'A sweeter woman than
_She_ ever saw!'--So Susan testified,--
And so attested all the Loehrs beside.--
So entertaining was the history, that
The Hired Man, in the corner where he sat
In quiet sequestration, shelling corn,

[...] Read more

poem by James Whitcomb Riley
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American Skin

41 shots
41 shots
41 shots
41 shots
41 shots
41 shots
41 shots
41 shots
41 shots, and we'll take that ride
Across this bloody river to the other side
41 shots, they cut through the night
You're kneeling over his body in the vestibule
Praying for his life
Is it a gun?
Is it a knife?
Is it a wallet?
This is your life
It ain't no secret (it ain't no secret)
It ain't no secret (it ain't no secret)
Ain't no secret my friend
You can get killed just for living in your american skin
41 shots
41 shots
41 shots
41 shots
41 shots, lena gets her son ready for school
She says now on these streets charles
You got to understand the rules
Promise me if an officer stops you'll always be polite
Never ever run away and promise mama you'll keep your hands in sight
Cause is it a gun?
Is it a knife?
Is it a wallet?
This is your life
It ain't no secret (it ain't no secret)
It ain't no secret (it ain't no secret)
No secret my friend
You can get killed just for living in your american skin
41 shots
41 shots
41 shots
41 shots
Is it a gun?
Is it a knife?
Is it a wallet?
This is your life
It ain't no secret (it ain't no secret)
It ain't no secret (it ain't no secret)
It ain't no secret (it ain't no secret)
41 shots and we'll take that ride

[...] Read more

song performed by Bruce Springsteen
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Absalom and Achitophel

In pious times, e'er Priest-craft did begin,
Before Polygamy was made a sin;
When man, on many, multiply'd his kind,
E'r one to one was, cursedly, confind:
When Nature prompted, and no law deny'd
Promiscuous use of Concubine and Bride;
Then, Israel's monarch, after Heaven's own heart,
His vigorous warmth did, variously, impart
To Wives and Slaves; And, wide as his Command,
Scatter'd his Maker's Image through the Land.
Michal, of Royal blood, the Crown did wear,
A Soyl ungratefull to the Tiller's care;
Not so the rest; for several Mothers bore
To Godlike David, several Sons before.
But since like slaves his bed they did ascend,
No True Succession could their seed attend.
Of all this Numerous Progeny was none
So Beautifull, so brave as Absalon:
Whether, inspir'd by some diviner Lust,
His father got him with a greater Gust;
Or that his Conscious destiny made way
By manly beauty to Imperiall sway.
Early in Foreign fields he won Renown,
With Kings and States ally'd to Israel's Crown
In Peace the thoughts of War he could remove,
And seem'd as he were only born for love.
What e'er he did was done with so much ease,
In him alone, 'twas Natural to please.
His motions all accompanied with grace;
And Paradise was open'd in his face.
With secret Joy, indulgent David view'd
His Youthfull Image in his Son renew'd:
To all his wishes Nothing he deny'd,
And made the Charming Annabel his Bride.
What faults he had (for who from faults is free?)
His Father could not, or he would not see.
Some warm excesses, which the Law forbore,
Were constru'd Youth that purg'd by boyling o'r:
And Amnon's Murther, by a specious Name,
Was call'd a Just Revenge for injur'd Fame.
Thus Prais'd, and Lov'd, the Noble Youth remain'd,
While David, undisturb'd, in Sion raign'd.
But Life can never be sincerely blest:
Heaven punishes the bad, and proves the best.
The Jews, a Headstrong, Moody, Murmuring race,
As ever try'd th' extent and stretch of grace;
God's pamper'd people whom, debauch'd with ease,
No King could govern, nor no God could please;
(Gods they had tri'd of every shape and size
That Gods-smiths could produce, or Priests devise.)

[...] Read more

poem by John Dryden
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Screw-Guns

Smokin' my pipe on the mountings, sniffin' the mornin' cool,
I walks in my old brown gaiters along o' my old brown mule,
With seventy gunners be'ind me, an' never a beggar forgets
It's only the pick of the Army
that handles the dear little pets -- 'Tss! 'Tss!
For you all love the screw-guns -- the screw-guns they all love you!
So when we call round with a few guns,
o' course you will know what to do -- hoo! hoo!
Jest send in your Chief an' surrender --
it's worse if you fights or you runs:
You can go where you please, you can skid up the trees,
but you don't get away from the guns!

They sends us along where the roads are, but mostly we goes where they ain't:
We'd climb up the side of a sign-board an' trust to the stick o' the paint:
We've chivied the Naga an' Looshai, we've give the Afreedeeman fits,
For we fancies ourselves at two thousand,
we guns that are built in two bits -- 'Tss! 'Tss!
For you all love the screw-guns . . .

If a man doesn't work, why, we drills 'im an' teaches 'im 'ow to behave;
If a beggar can't march, why, we kills 'im an' rattles 'im into 'is grave.
You've got to stand up to our business an' spring without snatchin' or fuss.
D'you say that you sweat with the field-guns?
By God, you must lather with us -- 'Tss! 'Tss!
For you all love the screw-guns . . .

The eagles is screamin' around us, the river's a-moanin' below,
We're clear o' the pine an' the oak-scrub,
we're out on the rocks an' the snow,
An' the wind is as thin as a whip-lash what carries away to the plains
The rattle an' stamp o' the lead-mules --
the jinglety-jink o' the chains -- 'Tss! 'Tss!
For you all love the screw-guns . . .

There's a wheel on the Horns o' the Mornin',
an' a wheel on the edge o' the Pit,
An' a drop into nothin' beneath you as straight as a beggar can spit:
With the sweat runnin' out o' your shirt-sleeves,
an' the sun off the snow in your face,
An' 'arf o' the men on the drag-ropes
to hold the old gun in 'er place -- 'Tss! 'Tss!
For you all love the screw-guns . . .

Smokin' my pipe on the mountings, sniffin' the mornin' cool,
I climbs in my old brown gaiters along o' my old brown mule.
The monkey can say what our road was --
the wild-goat 'e knows where we passed.
Stand easy, you long-eared old darlin's!
Out drag-ropes! With shrapnel! Hold fast -- 'Tss! 'Tss!

[...] Read more

poem by Rudyard Kipling
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In Heat

Too many get their guns ready,
When they get in heat.
Just too many get their guns ready,
When they get in the heat.

Too many get their guns ready,
When they get in heat.
Just too many get their guns ready,
When they get in the heat.

And a slow compassioned passion,
Flows all over the place.
Begins to,
Flows all over the place.
Begins to,
Flows all over the place.

Just too many get their guns ready,
When they get in heat.
Just,
Too...
Many get their guns ready,
When they get in the heat.

Just,
Too...
Many get their guns ready,
When they get in heat.

Too many get their guns ready,
When they get in heat.
Just too many get their guns ready,
When they get in heat.

And...
When heat like this is felt and seen,
That passion flows all over...
The place.
That passion flows all over...
The place.

Just too many get their guns ready,
When they get in heat.
Just too many get their guns ready,
When they get in heat.
Just just too many get their guns ready,
When they get in heat.
Just too many get their guns ready,
When they get in heat.

poem by Lawrence S. Pertillar
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The Odyssey: Book 16

Meanwhile Ulysses and the swineherd had lit a fire in the hut and
were were getting breakfast ready at daybreak for they had sent the
men out with the pigs. When Telemachus came up, the dogs did not bark,
but fawned upon him, so Ulysses, hearing the sound of feet and
noticing that the dogs did not bark, said to Eumaeus:
"Eumaeus, I hear footsteps; I suppose one of your men or some one of
your acquaintance is coming here, for the dogs are fawning urn him and
not barking."
The words were hardly out of his mouth before his son stood at the
door. Eumaeus sprang to his feet, and the bowls in which he was mixing
wine fell from his hands, as he made towards his master. He kissed his
head and both his beautiful eyes, and wept for joy. A father could not
be more delighted at the return of an only son, the child of his old
age, after ten years' absence in a foreign country and after having
gone through much hardship. He embraced him, kissed him all over as
though he had come back from the dead, and spoke fondly to him saying:
"So you are come, Telemachus, light of my eyes that you are. When
I heard you had gone to Pylos I made sure I was never going to see you
any more. Come in, my dear child, and sit down, that I may have a good
look at you now you are home again; it is not very often you come into
the country to see us herdsmen; you stick pretty close to the town
generally. I suppose you think it better to keep an eye on what the
suitors are doing."
"So be it, old friend," answered Telemachus, "but I am come now
because I want to see you, and to learn whether my mother is still
at her old home or whether some one else has married her, so that
the bed of Ulysses is without bedding and covered with cobwebs."
"She is still at the house," replied Eumaeus, "grieving and breaking
her heart, and doing nothing but weep, both night and day
continually."
As spoke he took Telemachus' spear, whereon he crossed the stone
threshold and came inside. Ulysses rose from his seat to give him
place as he entered, but Telemachus checked him; "Sit down, stranger."
said he, "I can easily find another seat, and there is one here who
will lay it for me."
Ulysses went back to his own place, and Eumaeus strewed some green
brushwood on the floor and threw a sheepskin on top of it for
Telemachus to sit upon. Then the swineherd brought them platters of
cold meat, the remains from what they had eaten the day before, and he
filled the bread baskets with bread as fast as he could. He mixed wine
also in bowls of ivy-wood, and took his seat facing Ulysses. Then they
laid their hands on the good things that were before them, and as soon
as they had had enough to eat and drink Telemachus said to Eumaeus,
"Old friend, where does this stranger come from? How did his crew
bring him to Ithaca, and who were they?-for assuredly he did not
come here by land"'
To this you answered, O swineherd Eumaeus, "My son, I will tell
you the real truth. He says he is a Cretan, and that he has been a
great traveller. At this moment he is running away from a
Thesprotian ship, and has refuge at my station, so I will put him into

[...] Read more

poem by Homer, translated by Samuel Butler
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Night The City Cried

*police radio* (humming)
(u-god)
Night falling, red dawn, without warning or beef
Late night city life, in the dark manhattan fog, creep
Wit cats and dogs become meat
All that is sacred
My body lay naked
Aching for some weeks, maybe it was a hostage taken
Some money making jamaican
High for thuggery disgrace on did him ugly, kicked his bloody face in
Maybe he was mistaken for some great man
In a dirty place he lay in a gray basement
Shaking his scabs, crack bag, stabbed up four times, strong!
With a long rusty jason
Dumped the smoldering corpse in a dumpster truck of garbage
In this mad man hell he laid in
Logical was hatred
Some replacement killer came through, left small traces
Engraved his chest
Left him for death
Left him on his last breath
Crawling, just to make a statement (hu hu huh)
In this matrix
Subconsciously gazing the soft shell of a man
Somehow found, amazing!
By the department of sanitation
Under city lights to the hospital
Hit him with the chest rockers, shockers
Pop him open just to keep his heart racing (clear)
(chorus)
Will he make it?
Will he survive?
Terror in his eyes
Night the city cries
Payback is crime
He damn near died
Banished my wounds not mine
The city cries, drama ride
Guns out the window, slide
Before me now the city cries
(u-god)
Unconscious for months (beep beep)
Deep in coma shock
When you awoke, it was hope
Dry throat
Choking off tools, being fed ice cubes
Pain in you head
Change of the bed
Doped up and soaking while police on top
Doctors monitor your heart (heart beating)

[...] Read more

song performed by U-god
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Sigismond And Guiscardo. From Boccace

While Norman Tancred in Salerno reigned,
The title of a gracious Prince he gained;
Till turned a tyrant in his latter days,
He lost the lustre of his former praise,
And from the bright meridian where he stood
Descending dipped his hands in lovers' blood.

This Prince, of Fortune's favour long possessed,
Yet was with one fair daughter only blessed;
And blessed he might have been with her alone,
But oh! how much more happy had he none!
She was his care, his hope, and his delight,
Most in his thought, and ever in his sight:
Next, nay beyond his life, he held her dear;
She lived by him, and now he lived in her.
For this, when ripe for marriage, he delayed
Her nuptial bands, and kept her long a maid,
As envying any else should share a part
Of what was his, and claiming all her heart.
At length, as public decency required,
And all his vassals eagerly desired,
With mind averse, he rather underwent
His people's will than gave his own consent.
So was she torn, as from a lover's side,
And made, almost in his despite, a bride.

Short were her marriage joys; for in the prime
Of youth, her lord expired before his time;
And to her father's court in little space
Restored anew, she held a higher place;
More loved, and more exalted into grace.
This Princess, fresh and young, and fair and wise,
The worshipped idol of her father's eyes,
Did all her sex in every grace exceed,
And had more wit beside than women need.

Youth, health, and ease, and most an amorous mind,
To second nuptials had her thoughts inclined;
And former joys had left a secret string behind.
But, prodigal in every other grant,
Her sire left unsupplied her only want,
And she, betwixt her modesty and pride,
Her wishes, which she could not help, would hide.

Resolved at last to lose no longer time,
And yet to please her self without a crime,
She cast her eyes around the court, to find
A worthy subject suiting to her mind,
To him in holy nuptials to be tied,
A seeming widow, and a secret bride.

[...] Read more

poem by John Dryden
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The House Of Dust: Complete

I.

The sun goes down in a cold pale flare of light.
The trees grow dark: the shadows lean to the east:
And lights wink out through the windows, one by one.
A clamor of frosty sirens mourns at the night.
Pale slate-grey clouds whirl up from the sunken sun.

And the wandering one, the inquisitive dreamer of dreams,
The eternal asker of answers, stands in the street,
And lifts his palms for the first cold ghost of rain.
The purple lights leap down the hill before him.
The gorgeous night has begun again.

'I will ask them all, I will ask them all their dreams,
I will hold my light above them and seek their faces.
I will hear them whisper, invisible in their veins . . .'
The eternal asker of answers becomes as the darkness,
Or as a wind blown over a myriad forest,
Or as the numberless voices of long-drawn rains.

We hear him and take him among us, like a wind of music,
Like the ghost of a music we have somewhere heard;
We crowd through the streets in a dazzle of pallid lamplight,
We pour in a sinister wave, ascend a stair,
With laughter and cry, and word upon murmured word;
We flow, we descend, we turn . . . and the eternal dreamer
Moves among us like light, like evening air . . .

Good-night! Good-night! Good-night! We go our ways,
The rain runs over the pavement before our feet,
The cold rain falls, the rain sings.
We walk, we run, we ride. We turn our faces
To what the eternal evening brings.

Our hands are hot and raw with the stones we have laid,
We have built a tower of stone high into the sky,
We have built a city of towers.

Our hands are light, they are singing with emptiness.
Our souls are light; they have shaken a burden of hours . . .
What did we build it for? Was it all a dream? . . .
Ghostly above us in lamplight the towers gleam . . .
And after a while they will fall to dust and rain;
Or else we will tear them down with impatient hands;
And hew rock out of the earth, and build them again.

II.

[...] Read more

poem by Conrad Potter Aiken
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The Songs of the Lathes

The fans and the beltings they roar round me.
The power is shaking the floor round me
Till the lathes pick up their duty and the midnight-shift takes over.
It is good for me to be here!

Guns in Flanders--Flanders guns!
(I had a man that worked 'em once!)
Shells for guns in Flanders, Flanders!
Shells for guns in Flanders, Flanders!
Shells for guns in Flanders! Feeds the guns!

The cranes and the carriers they boom over me,
The bays and the galleries they loom over me,
With their quarter-mile of pillars growing little in the distance--
It is good for me to be here!

The Zeppelins and Gothas they raid over us.
Our lights give warning, and fade over us.
(Seven thousand women keeping quiet in the darkness!)
Oh, it's good for me to be here.

The roofs and the buildings they grow round me,
Eating up the fields I used to know round me;
And the shed that I began in is a sub-inspector's office--
So long have I been here!

I've seen six hundred mornings make our lamps grow dim,
Through the bit that isn't painted round our sky-light rim,
And the sunshine through the window slope according to the seasons,
Twice since I've been here.

The trains on the sidings they call to us
With the hundred thousand blanks that they haul to us;
And we send 'em what we've finished, and they take it where it's wanted,
For that is why we are here!

Man's hate passes as his love will pass.
God made Woman what she always was.
Them that bear the burden they will never grant forgiveness
So long as they are here!

Once I was a woman, but that's by with me.
All I loved and looked for, it must die with me;
But the Lord has left me over for a servant of the Judgment,
And I serve His Judgments here!

Guns in Flanders--Flanders guns!
(I had a son that worked 'em once!)
Shells for guns in Flanders, Flanders!
Shells for guns in Flanders, Flanders!

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poem by Rudyard Kipling
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The Odyssey: Book 17

When the child of morning, rosy-fingered Dawn, appeared,
Telemachus bound on his sandals and took a strong spear that suited
his hands, for he wanted to go into the city. "Old friend," said he to
the swineherd, "I will now go to the town and show myself to my
mother, for she will never leave off grieving till she has seen me. As
for this unfortunate stranger, take him to the town and let him beg
there of any one who will give him a drink and a piece of bread. I
have trouble enough of my own, and cannot be burdened with other
people. If this makes him angry so much the worse for him, but I
like to say what I mean."
Then Ulysses said, "Sir, I do not want to stay here; a beggar can
always do better in town than country, for any one who likes can
give him something. I am too old to care about remaining here at the
beck and call of a master. Therefore let this man do as you have
just told him, and take me to the town as soon as I have had a warm by
the fire, and the day has got a little heat in it. My clothes are
wretchedly thin, and this frosty morning I shall be perished with
cold, for you say the city is some way off."
On this Telemachus strode off through the yards, brooding his
revenge upon the When he reached home he stood his spear against a
bearing-post of the cloister, crossed the stone floor of the
cloister itself, and went inside.
Nurse Euryclea saw him long before any one else did. She was putting
the fleeces on to the seats, and she burst out crying as she ran up to
him; all the other maids came up too, and covered his head and
shoulders with their kisses. Penelope came out of her room looking
like Diana or Venus, and wept as she flung her arms about her son. She
kissed his forehead and both his beautiful eyes, "Light of my eyes,"
she cried as she spoke fondly to him, "so you are come home again; I
made sure I was never going to see you any more. To think of your
having gone off to Pylos without saying anything about it or obtaining
my consent. But come, tell me what you saw."
"Do not scold me, mother,' answered Telemachus, "nor vex me,
seeing what a narrow escape I have had, but wash your face, change
your dress, go upstairs with your maids, and promise full and
sufficient hecatombs to all the gods if Jove will only grant us our
revenge upon the suitors. I must now go to the place of assembly to
invite a stranger who has come back with me from Pylos. I sent him
on with my crew, and told Piraeus to take him home and look after
him till I could come for him myself."
She heeded her son's words, washed her face, changed her dress,
and vowed full and sufficient hecatombs to all the gods if they
would only vouchsafe her revenge upon the suitors.
Telemachus went through, and out of, the cloisters spear in hand-
not alone, for his two fleet dogs went with him. Minerva endowed him
with a presence of such divine comeliness that all marvelled at him as
he went by, and the suitors gathered round him with fair words in
their mouths and malice in their hearts; but he avoided them, and went
to sit with Mentor, Antiphus, and Halitherses, old friends of his
father's house, and they made him tell them all that had happened to

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poem by Homer, translated by Samuel Butler
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Johnny Goes To War

At the age of eighteen
just after writing his final matriculation exam,
Johnny is called up to do military service
and when the pickup on the farm
have two flat tyres
and Johnny cannot get to the station in time,

he is fetched by three broad shouldered
military policemen who initially
want to arrest him
and shove him into a waiting military pickup van.

In the army he receives food
that gives him stomach flue
and for the first week
is almost stuck to the loo
and the mash potatoes
coming from a packet as powder,
runs into everything and has no salt in it

while the Colonel, the officers
and non-commissioned officers
have a feast in their mess,
having roasted beef and chicken
and eat as if they are truly blessed

and his hair is cut just above the scull,
he’s forced into an overall,
feels and looks like a criminal
while the instructors, the officers
and commanders wear normal uniforms

and he is chased up and down,
has to run to some trees
three kilometres far and back,
to bring a leave
and every time it’s not the right one

and the passing black citizens
at the railway tracks and on the road
shake their heads
and think that white men are nuts.

Day and night the instructor
slanders and curses at him,
he is put on duty
to guard armoured cars and trucks,
forced to run with poles and truck tyres
and to be just like his fellow military men,
even his girlfriend’s love letters,

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poem by Gert Strydom
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Through the eyes of a Field Coronet (Epic)

Introduction

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

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

Prologue

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

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

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

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

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

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

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

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poem by Gert Strydom
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The 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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ACT: Love

Guy: One, put the mask on
Two, set up the charm
Three, pick the one
I’m searching for a girl
That I could have fun
I don’t intend to fall
Because love is a silly thing
You will act like a fool
And lose control

Girl: One, wear the gown
Two, wave the smile
Three, trap the one
I’m searching for a guy
That I could get fund
I don’t intend to feel
Because love is mischief thing
No matter what your plan
It will destroy all

Guy: I have a pride I should stand for
Girl: Don’t fail and make it crumble
Guy: In front of me I see the danger
Girl: It’s too late escape from fire

Guy: One, say the name
Two, give no damn
Three, start the game
I found a girl
That I can’t understand
I don’t intend to care
But love is anonymous
Though you avoid anything
You stuck with unexpected person

Girl: One, close the frame
Two, blame the lame
Three, spark the flame
I found a guy
That I can’t turn down
I don’t intend to be known
But love is pathetic
I say I don’t want you
You show me I’m liar

Guy: I’m used to be lonely
Girl: But now I can not bear anymore
Guy: The comforting warmth is alluring me
Girl: But do I dare to reach the hand

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poem by Maria Sudibyo
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