There are a range of associated impacts related to increasing temperatures which affect both evaporation rates and river systems, which are already over stressed, and these will hit farming communities and the health of crop lands.
quote by Peter Garrett
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Related quotes
Book Of The Duchesse
THE PROEM
I have gret wonder, be this lighte,
How that I live, for day ne nighte
I may nat slepe wel nigh noght,
I have so many an ydel thoght
Purely for defaute of slepe
That, by my trouthe, I take no kepe
Of no-thing, how hit cometh or goth,
Ne me nis no-thing leef nor loth.
Al is y-liche good to me --
Ioye or sorowe, wherso hyt be --
For I have feling in no-thinge,
But, as it were, a mased thing,
Alway in point to falle a-doun;
For sorwful imaginacioun
Is alway hoolly in my minde.
And wel ye wite, agaynes kynde
Hit were to liven in this wyse;
For nature wolde nat suffyse
To noon erthely creature
Not longe tyme to endure
Withoute slepe, and been in sorwe;
And I ne may, ne night ne morwe,
Slepe; and thus melancolye
And dreed I have for to dye,
Defaute of slepe and hevinesse
Hath sleyn my spirit of quiknesse,
That I have lost al lustihede.
Suche fantasies ben in myn hede
So I not what is best to do.
But men myght axe me, why soo
I may not slepe, and what me is?
But natheles, who aske this
Leseth his asking trewely.
My-selven can not telle why
The sooth; but trewely, as I gesse,
I holde hit be a siknesse
That I have suffred this eight yere,
And yet my bote is never the nere;
For ther is phisicien but oon,
That may me hele; but that is doon.
Passe we over until eft;
That wil not be, moot nede be left;
Our first matere is good to kepe.
So whan I saw I might not slepe,
Til now late, this other night,
Upon my bedde I sat upright
And bad oon reche me a book,
A romaunce, and he hit me took
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poem by Geoffrey Chaucer
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Cleanness
Clannesse who so kyndly cowþe comende
& rekken vp alle þe resounz þat ho by ri3t askez,
Fayre formez my3t he fynde in for[þ]ering his speche
& in þe contrare kark & combraunce huge.
For wonder wroth is þe Wy3þat wro3t alle þinges
Wyth þe freke þat in fylþe fol3es Hym after,
As renkez of relygioun þat reden & syngen
& aprochen to hys presens & prestez arn called;
Thay teen vnto his temmple & temen to hym seluen,
Reken with reuerence þay rychen His auter;
Þay hondel þer his aune body & vsen hit boþe.
If þay in clannes be clos þay cleche gret mede;
Bot if þay conterfete crafte & cortaysye wont,
As be honest vtwyth & inwith alle fylþez,
Þen ar þay synful hemself & sulped altogeder
Boþe God & His gere, & hym to greme cachen.
He is so clene in His courte, þe Kyng þat al weldez,
& honeste in His housholde & hagherlych serued
With angelez enourled in alle þat is clene,
Boþ withine & withouten in wedez ful bry3t;
Nif he nere scoymus & skyg & non scaþe louied,
Hit were a meruayl to much, hit mo3t not falle.
Kryst kydde hit Hymself in a carp onez,
Þeras He heuened a3t happez & hy3t hem her medez.
Me mynez on one amonge oþer, as Maþew recordez,
Þat þus clanness vnclosez a ful cler speche:
Þe haþel clene of his hert hapenez ful fayre,
For he schal loke on oure Lorde with a bone chere';
As so saytz, to þat sy3t seche schal he neuer
Þat any vnclannesse hatz on, auwhere abowte;
For He þat flemus vch fylþe fer fro His hert
May not byde þat burre þat hit His body ne3en.
Forþy hy3not to heuen in haterez totorne,
Ne in þe harlatez hod, & handez vnwaschen.
For what vrþly haþel þat hy3honour haldez
Wolde lyke if a ladde com lyþerly attyred,
When he were sette solempnely in a sete ryche,
Abof dukez on dece, with dayntys serued?
Þen þe harlot with haste helded to þe table,
With rent cokrez at þe kne & his clutte traschez,
& his tabarde totorne, & his totez oute,
Oþer ani on of alle þyse, he schulde be halden vtter,
With mony blame ful bygge, a boffet peraunter,
Hurled to þe halle dore & harde þeroute schowued,
& be forboden þat bor3e to bowe þider neuer,
On payne of enprysonment & puttyng in stokkez;
& þus schal he be schent for his schrowde feble,
Þa3neuer in talle ne in tuch he trespas more.
& if vnwelcum he were to a worþlych prynce,
3et hym is þe hy3e Kyng harder in her euen;
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poem by Anonymous Americas
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Steamheaters
She wants a love...
She can take into her arms.
Hold her with her charms.
And sing love songs,
To allure
And captivate!
Heating...
Without setting off the alarm!
He wants a love...
No other one has had.
When it is 'his' booty...
He likes it slow not fast!
And he's glad no one has had,
To touch his booty's ass!
If that has to happen,
He knew he would be sad!
And...
'What' they want...
Maybe a bit too soon.
They need more memory moments.
Before beginning to cast eyes on that 'fullmoon'!
As they lay naked on the basement floor...
Sighing and grinding in lovebird swoons!
'WHAT? '
Steamheaters drip...
Just 'getting it'!
They both are wet,
From the basement water!
Steamheaters kiss...
With sexiness.
He sucked her tits,
'Til her husband caught her,
With his best friend...
'getin' it! '
'Uh...
For clarification,
Will you say that again, please? '
You want it sung?
'No,
I just want it heard.
I may have misunderstood!
What I thought your blurted,
[...] Read more
poem by Lawrence S. Pertillar
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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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Hit Me With A Rock
When I was a little boy
(when I was just a boy)
And my mother would call my name
(when I was just a boy)
Shed say I had to be in the house by seven
(when I was just a boy)
But Id stay out late at night
(when I was just a boy)
And when Id finally get back in
Oh, I know shed hit me, shed hit me
Shed sit me on her knees and whip me
Oh, shed hit me with a rock
Shed whip me with a rock, oh baby
Shed hit me (hit me with a rock)
Shed hit me, hit me, hit me, hit me
(hit me with a rock)
And when I was grown to be a man
(grown to be a man)
The minute the boss would call my name
(grown to be a man)
And say I had to be in the office by seven
(grown to be a man)
Im a constipated man
(grown to be a man)
And when Id finally get back in
Oh, my bossd hit me, hed hit me
Hed tie me to a chair and whip me
Oh hed hit me with a rock
Hed whip me with a rock, oh baby
Hed hit me (hit me with a rock)
Hed hit me, hit me, hit me, hit me
(hit me with a rock)
When I was grown to be president
(was the president)
The minute the congressd call my name
(was the president)
And said some papers had to be signed by thursday
(had to be signed by thursday)
Id fly away to pakistan
(was the president)
And the second that Id get back home
Oh, I know theyd hit me, theyd hit me
With leather and chains theyd whip me
Oh, theyd hit me with a rock
Theyd whip me with a rock, oh baby
Theyd hit me. (hit me with a rock)
Theyd hit me, hit me, hit me, hit me
(hit me with a rock)
Hit me, hit me, hit me
(hit me with a rock)
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song performed by Weird Al Yankovic
Added by Lucian Velea
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The Avowyng of Arthur
He that made us on the mulde,
And fair fourmet the folde,
Atte His will, as He wold,
The see and the sande,
Giffe hom joy that will here
Of dughti men and of dere,
Of haldurs that before us were,
That lifd in this londe.
One was Arther the Kinge,
Wythowtun any letting;
Wyth him was mony lordinge
Hardi of honde.
Wice and war ofte thay were,
Bold undur banere,
And wighte weppuns wold were,
And stifly wold stond.
This is no fantum ne no fabull;
Ye wote wele of the Rowun Tabull,
Of prest men and priveabull,
Was holdun in prise:
Chevetan of chivalry,
Kyndenesse and curtesy,
Hunting full warly,
As wayt men and wise.
To the forest thay fare
To hunte atte buk and atte bare,
To the herte and to the hare,
That bredus in the rise.
The King atte Carlele he lay;
The hunter cummys on a day -
Sayd, 'Sir, ther walkes in my way
A well grim gryse.
'He is a balefull bare -
Seche on segh I nevyr are:
He hase wroghte me mycull care
And hurte of my howundes,
Slayn hom downe slely
Wyth feghting full furcely.
Wasse ther none so hardi
Durste bide in his bandus.
On him spild I my spere
And mycull of my nothir gere.
Ther moue no dintus him dere,
Ne wurche him no wowundes.
He is masly made -
All offellus that he bade.
Ther is no bulle so brade
That in frith foundes.
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poem by Anonymous Olde English
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The Iliad: Book 21
Now when they came to the ford of the full-flowing river Xanthus,
begotten of immortal Jove, Achilles cut their forces in two: one
half he chased over the plain towards the city by the same way that
the Achaeans had taken when flying panic-stricken on the preceding day
with Hector in full triumph; this way did they fly pell-mell, and Juno
sent down a thick mist in front of them to stay them. The other half
were hemmed in by the deep silver-eddying stream, and fell into it
with a great uproar. The waters resounded, and the banks rang again,
as they swam hither and thither with loud cries amid the whirling
eddies. As locusts flying to a river before the blast of a grass fire-
the flame comes on and on till at last it overtakes them and they
huddle into the water- even so was the eddying stream of Xanthus
filled with the uproar of men and horses, all struggling in
confusion before Achilles.
Forthwith the hero left his spear upon the bank, leaning it
against a tamarisk bush, and plunged into the river like a god,
armed with his sword only. Fell was his purpose as he hewed the
Trojans down on every side. Their dying groans rose hideous as the
sword smote them, and the river ran red with blood. As when fish fly
scared before a huge dolphin, and fill every nook and corner of some
fair haven- for he is sure to eat all he can catch- even so did the
Trojans cower under the banks of the mighty river, and when
Achilles' arms grew weary with killing them, he drew twelve youths
alive out of the water, to sacrifice in revenge for Patroclus son of
Menoetius. He drew them out like dazed fawns, bound their hands behind
them with the girdles of their own shirts, and gave them over to his
men to take back to the ships. Then he sprang into the river,
thirsting for still further blood.
There he found Lycaon, son of Priam seed of Dardanus, as he was
escaping out of the water; he it was whom he had once taken prisoner
when he was in his father's vineyard, having set upon him by night, as
he was cutting young shoots from a wild fig-tree to make the wicker
sides of a chariot. Achilles then caught him to his sorrow unawares,
and sent him by sea to Lemnos, where the son of Jason bought him.
But a guest-friend, Eetion of Imbros, freed him with a great sum,
and sent him to Arisbe, whence he had escaped and returned to his
father's house. He had spent eleven days happily with his friends
after he had come from Lemnos, but on the twelfth heaven again
delivered him into the hands of Achilles, who was to send him to the
house of Hades sorely against his will. He was unarmed when Achilles
caught sight of him, and had neither helmet nor shield; nor yet had he
any spear, for he had thrown all his armour from him on to the bank,
and was sweating with his struggles to get out of the river, so that
his strength was now failing him.
Then Achilles said to himself in his surprise, "What marvel do I see
here? If this man can come back alive after having been sold over into
Lemnos, I shall have the Trojans also whom I have slain rising from
the world below. Could not even the waters of the grey sea imprison
him, as they do many another whether he will or no? This time let
him taste my spear, that I may know for certain whether mother earth
[...] Read more
poem by Homer, translated by Samuel Butler
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We Can Create A Modern International Community
And I wonder when Congress will allow public nationwide schools...
in the United States to set aside time for children again to pray?
To pray for, or quietly reflect on behalf of, their once great Nation!
To pray for their nation during this proclaimed danger time...
of struggle against the forces of evil dark international terrorism!
But in the White House lurks a dark soul of 100% fetus murder!
Barack against murder international terrorism with Pro-Abortion Record!
Like Pharaoh in the time of the birth of Moses, like King Harold at the birth of Jesus, killing innocent children based on state law is ok in America today!
Why? How can this be? On 9th of March 2008 Barack proclaimed “We were once were, we are no longer a Christian nation, at least not just....”
No Ten Commandments, No God’s law displayed in government buildings!
15th April 2009 Barack proclaimed “We can create a modern international community that is respectful that is secure that is prosperous....
(in an aside to himself) and like Baal Worshippers we will support propagate
State Policies funding killing innocent children against the will of the majority of Americans and I Barack will use tax payer dollars to kill innocent unborn! We will fill White House high office with Pro Abortion all! Yes We Can!
Darth Vader will create a universal New World Order!
And in the on going baby killing sweepstakes infant killer Obama selects: -
Pro-Abortion Sen. Joe Biden as Obama’s vice-presidential running mate. Pro-Abortion Rep. Rahm Emanuel as Obama’s White House Chief of Staff.
Pro-Abortion former Sen. Tom Daschle as Obama’s Health and Human Services Secretary.
Former NARAL legal director Dawn Johnsen to serve as a member of Obama’s Department of Justice Review Team. Next appointed Assistant Attorney General for the Office of the Legal Counsel.
Betta check Obama’s rap sheet Pro-Abortion Record, for the rest of his all star elite baby killing machine selections.
'President Barack Obama's Pro-Abortion Record: A Pro-Life Compilation
Washington, DC (LifeNews.com) - The following is a compilation of bill signings, speeches, appointments and other actions that President Barack Obama has engaged in that have promoted abortion before and during his presidency. While Obama has promised to reduce abortions and some of his supporters believe that will happen, this long list proves his only agenda is promoting more abortions.
During the presidential election, Obama selected pro-abortion Sen. Joe Biden as his vice-presidential running mate.
Post-Election / Pre-Inauguration
November 5,2008 - Obama selects pro-abortion Rep. Rahm Emanuel as his White House Chief of Staff. Emanuel has a 0% pro-life voting record according to National Right to Life.
November 19,2008 - Obama picks pro-abortion former Sen. Tom Daschle as his Health and Human Services Secretary. Daschle has a long pro-abortion voting record according to National Right to Life.
November 20,2008 - Obama chooses former NARAL legal director Dawn Johnsen to serve as a member of his Department of Justice Review Team. Later, he finalizes her appointment as the Assistant Attorney General for the Office of the Legal Counsel in the Obama administration.
November 24,2008 - Obama appoints Ellen Moran, the former director of the pro-abortion group Emily's List as his White House communications director. Emily's List only supports candidates who favored taxpayer funded abortions and opposed a partial-birth abortion ban.
November 24,2008 - Obama puts former Emily's List board member Melody Barnes in place as his director of the Domestic Policy Council.
November 30,2008 - Obama named pro-abortion Sen. Hillary Clinton as the Secretary of State. Clinton has an unblemished pro-abortion voting record and has supported making unlimited abortions an international right.
December 10,2008 - Obama selects pro-abortion former Clinton administration official Jeanne Lambrew to become the deputy director of the White House Office of Health Reform. Planned Parenthood is 'excited' about the selection.
[...] Read more
poem by Terence George Craddock
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The Interpretation of Nature and
I.
MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.
II.
Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.
III.
Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.
IV.
Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.
V.
The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.
VI.
It would be an unsound fancy and self-contradictory to expect that things which have never yet been done can be done except by means which have never yet been tried.
VII.
The productions of the mind and hand seem very numerous in books and manufactures. But all this variety lies in an exquisite subtlety and derivations from a few things already known; not in the number of axioms.
VIII.
Moreover the works already known are due to chance and experiment rather than to sciences; for the sciences we now possess are merely systems for the nice ordering and setting forth of things already invented; not methods of invention or directions for new works.
IX.
The cause and root of nearly all evils in the sciences is this -- that while we falsely admire and extol the powers of the human mind we neglect to seek for its true helps.
X.
The subtlety of nature is greater many times over than the subtlety of the senses and understanding; so that all those specious meditations, speculations, and glosses in which men indulge are quite from the purpose, only there is no one by to observe it.
XI.
As the sciences which we now have do not help us in finding out new works, so neither does the logic which we now have help us in finding out new sciences.
XII.
The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search after truth. So it does more harm than good.
XIII.
[...] Read more
poem by Sir Francis Bacon
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Song Of The Broad-Axe
WEAPON, shapely, naked, wan!
Head from the mother's bowels drawn!
Wooded flesh and metal bone! limb only one, and lip only one!
Gray-blue leaf by red-heat grown! helve produced from a little seed
sown!
Resting the grass amid and upon,
To be lean'd, and to lean on.
Strong shapes, and attributes of strong shapes--masculine trades,
sights and sounds;
Long varied train of an emblem, dabs of music;
Fingers of the organist skipping staccato over the keys of the great
organ.
Welcome are all earth's lands, each for its kind; 10
Welcome are lands of pine and oak;
Welcome are lands of the lemon and fig;
Welcome are lands of gold;
Welcome are lands of wheat and maize--welcome those of the grape;
Welcome are lands of sugar and rice;
Welcome the cotton-lands--welcome those of the white potato and sweet
potato;
Welcome are mountains, flats, sands, forests, prairies;
Welcome the rich borders of rivers, table-lands, openings;
Welcome the measureless grazing-lands--welcome the teeming soil of
orchards, flax, honey, hemp;
Welcome just as much the other more hard-faced lands; 20
Lands rich as lands of gold, or wheat and fruit lands;
Lands of mines, lands of the manly and rugged ores;
Lands of coal, copper, lead, tin, zinc;
LANDS OF IRON! lands of the make of the axe!
The log at the wood-pile, the axe supported by it;
The sylvan hut, the vine over the doorway, the space clear'd for a
garden,
The irregular tapping of rain down on the leaves, after the storm is
lull'd,
The wailing and moaning at intervals, the thought of the sea,
The thought of ships struck in the storm, and put on their beam ends,
and the cutting away of masts;
The sentiment of the huge timbers of old-fashion'd houses and
barns; 30
The remember'd print or narrative, the voyage at a venture of men,
families, goods,
The disembarkation, the founding of a new city,
The voyage of those who sought a New England and found it--the outset
anywhere,
The settlements of the Arkansas, Colorado, Ottawa, Willamette,
[...] Read more
poem by Walt Whitman
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Patience
Pacience is a poynt, þa33e,
& quo for þro may no3t þole, þe þikker he sufferes.
&Thorn;en is better to abyde þe bur vmbestoundes
&Thorn;en ay þrow forth my þro, þa33e masse,
How Mathew melede þat his Mayster His meyny con teche.
A3t happes He hem hy3t & vcheon a mede,
Sunderlupes, for hit dissert, vpon a ser wyse:
Thay arn happen þat han in hert pouerte,
For hores is þe heuen-ryche to holde for euer;
&Thorn;ay ar happen also þat haunte mekenesse,
For þay schal welde þis worlde & alle her wylle haue;
Thay ar happen also þat for her harme wepes,
For þay schal comfort encroche in kythes ful mony;
&Thorn;ay ar happen also þat hungeres after ry3t,
For þay schal frely be refete ful of alle gode;
Thay ar happen also þat han in hert rauþe,
For mercy in alle maneres her mede schal worþe;
&Thorn;ay ar happen also þat arn of hert clene,
For þay her Sauyour in sete schal se with her y3en;
Thay ar happen also þat halden her pese,
For þay þe gracious Godes sunes schal godly be called;
&Thorn;ay ar happen also þat con her hert stere,
For hores is þe heuen-ryche, as I er sayde.
These arn þe happes alle a3t þat vus bihy3t weren,
If we þyse ladyes wolde lof in lyknyng of þewes:
Dame Pouert, Dame Pitee, Dame Penaunce þe þrydde,
Dame Mekenesse, Dame Mercy, & miry Clannesse,
& þenne Dame Pes, & Pacyence put in þerafter.
He were happen þat hade one; alle were þe better.
Bot [s]yn I am put to a poynt þat pouerte hatte,
I schal me poruay pacyence & play me with boþe,
For in þe tyxte þere þyse two arn in teme layde,
Hit arn fettled in on forme, þe forme & þe laste,
& by quest of her quoyntyse enquylen on mede.
& als, in myn vpynyoun, hit arn of on kynde:
For þeras pouert hir proferes ho nyl be put vtter,
Bot lenge wheresoeuer hir lyst, lyke oþer greme;
& þereas pouert enpresses, þa33tloker hit lyke & her lotes prayse,
&Thorn;enne wyþer wyth & be wroth & þe wers haue.
3if me be dy3t a destyne due to haue,
What dowes me þe dedayn, oþer dispit make?
Oþer 3if my lege lorde lyst on lyue me to bidde
Oþer to ryde oþer to renne to Rome in his ernde,
What grayþed me þe grychchyng bot grame more seche?
Much 3if he me ne made, maugref my chekes,
& þenne þrat moste I þole & vnþonk to mede,
&Thorn;e had bowed to his bode bongre my hyure.
Did not Jonas in Jude suche jape sumwhyle?
To sette hym to sewrte, vnsounde he hym feches.
Wyl 3e tary a lyttel tyne & tent me a whyle,
[...] Read more
poem by Anonymous Americas
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The Parliament Of Fowles
Here begynyth the Parlement of Foulys
THE PROEM
The lyf so short, the craft so long to lerne,
Thassay so hard, so sharp the conquering,
The dredful Ioy, that alwey slit so yerne,
Al this mene I by love, that my feling
Astonyeth with his wonderful worching
So sore y-wis, that whan I on him thinke,
Nat wot I wel wher that I wake or winke.
For al be that I knowe nat love in dede,
Ne wot how that he quyteth folk hir hyre,
Yet happeth me ful ofte in bokes rede
Of his miracles, and his cruel yre;
Ther rede I wel he wol be lord and syre,
I dar not seyn, his strokes been so sore,
But God save swich a lord! I can no more.
Of usage, what for luste what for lore,
On bokes rede I ofte, as I yow tolde.
But wherfor that I speke al this? not yore
Agon, hit happed me for to beholde
Upon a boke, was write with lettres olde;
And ther-upon, a certeyn thing to lerne,
The longe day ful faste I radde and yerne.
For out of olde feldes, as men seith,
Cometh al this newe corn fro yeer to yere;
And out of olde bokes, in good feith,
Cometh al this newe science that men lere.
But now to purpos as of this matere --
To rede forth hit gan me so delyte,
That al the day me thoughte but a lyte.
This book of which I make of mencioun,
Entitled was al thus, as I shal telle,
`Tullius of the dreme of Scipioun.';
Chapitres seven hit hadde, of hevene and helle,
And erthe, and soules that therinnr dwelle,
Of whiche, as shortly as I can hit trete,
Of his sentence I wol you seyn the grete.
First telleth hit, whan Scipion was come
In Afrik, how he mette Massinisse,
That him for Ioye in armes hath y nome.
Than telleth hit hir speche and al the blisse
That was betwix hem, til the day gan misse;
And how his auncestre, African so dere,
[...] Read more
poem by Geoffrey Chaucer
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Anelida and Arcite
Thou ferse god of armes, Mars the rede,
That in the frosty contre called Trace,
Within thy grisly temple ful of drede
Honoured art as patroun of that place;
With thy Bellona, Pallas, ful of grace,
Be present and my song contynue and guye;
At my begynnyng thus to the I crye.
For hit ful depe is sonken in my mynde,
With pitous hert in Englyssh to endyte
This olde storie, in Latyn which I fynde,
Of quene Anelida and fals Arcite,
That elde, which that al can frete and bite,
As hit hath freten mony a noble storie,
Hath nygh devoured out of oure memorie.
Be favorable eke, thou Polymya,
On Parnaso that with thy sustres glade,
By Elycon, not fer from Cirrea,
Singest with vois memorial in the shade,
Under the laurer which that may not fade,
And do that I my ship to haven wynne.
First folowe I Stace, and after him Corynne.
The Story.
Iamque domos patrias Cithice post aspera gentis
Prelia laurigero subeunte Thesea curru
Letifici plausus missusque ad sidera vulgi
When Theseus with werres longe and grete
The aspre folk of Cithe had overcome,
With laurer corouned, in his char gold-bete,
Hom to his contre-houses is he come,
For which the peple, blisful al and somme,
So cry{:e}den that to the sterres hit wente,
And him to honouren dide al her entente.
Beforn this duk, in signe of victorie,
The trompes come, and in his baner large
The ymage of Mars, and in tokenyng of glorie
Men myghte sen of tresour many a charge,
Many a bright helm, and many a spere and targe,
Many a fresh knyght, and many a blysful route,
On hors, on fote, in al the feld aboute.
Ipolita his wif, the hardy quene
Of Cithia, that he conquered hadde,
With Emelye her yonge suster shene,
[...] Read more
poem by Geoffrey Chaucer
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Now Im A Farmer
Ive got a spade and a pick-axe
Ive got a spade and a pick-axe
And a hundred miles square of land to churn about
And a hundred miles square of land to churn about
My old horse is weary but sincerely
My old horse is weary but sincerely
I believe that he can pull a plough
I believe that he can pull a plough
Well Ive moved into the jungle of the agriculture rumble,
Well Ive moved into the jungle of the agriculture rumble,
To grow my own food
To grow my own food
And Ill dig and plough and scrape the weeds
And Ill dig and plough and scrape the weeds
Till I succeed in seeing cabbage growing through
Till I succeed in seeing cabbage growing through
Now Im a farmer, and Im digging, digging, digging, digging, digging
Now Im a farmer, and Im digging, digging, digging, digging, digging
Now Im a farmer, and Im digging, digging, digging, digging, digging
Now Im a farmer, and Im digging, digging, digging, digging, digging
Its alarming how charming it is to be a-farming
Its alarming how charming it is to be a-farming
How calming and balming the effect of the air
How calming and balming the effect of the air
Well, I farmed for a year and grew a crop of corn
Well, I farmed for a year and grew a crop of corn
That stretched as far as the eye can see
That stretched as far as the eye can see
Thats a whole lot of cornflakes,
Thats a whole lot of cornflakes,
Near enough to feed new york till 1973
Near enough to feed new york till 1973
Cultivation is my station and the nation
Cultivation is my station and the nation
Buys my corn from me immediately
Buys my corn from me immediately
And holding sixty thousand bucks, I watch as dumper trucks
And holding sixty thousand bucks, I watch as dumper trucks
Tip new yorks corn flakes in the sea
Tip new yorks corn flakes in the sea
Now Im a farmer, and Im digging, digging, digging, digging, digging
Now Im a farmer, and Im digging, digging, digging, digging, digging
Now Im a farmer, and Im digging, digging, digging, digging, digging
Now Im a farmer, and Im digging, digging, digging, digging, digging
Its alarming how charming it is to be a-farming
Its alarming how charming it is to be a-farming
How calming and balming the effect of the air
How calming and balming the effect of the air
Now look here son
Now look here son
[...] Read more
song performed by Who
Added by Lucian Velea
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Rejected
She says she’s very sorry, as she sees you to the gate;
You calmly say ‘Good-bye’ to her while standing off a yard,
Then you lift your hat and leave her, walking mighty stiff and straight—
But you’re hit, old man—hit hard.
In your brain the words are burning of the answer that she gave,
As you turn the nearest corner and you stagger just a bit;
But you pull yourself together, for a man’s strong heart is brave
When it’s hit, old man—hard hit.
You might try to drown the sorrow, but the drink has no effect;
You cannot stand the barmaid with her coarse and vulgar wit;
And so you seek the street again, and start for home direct,
When you’re hit, old man—hard hit.
You see the face of her you lost, the pity in her smile—
Ah! she is to the barmaid as is snow to chimney grit;
You’re a better man and nobler in your sorrow, for a while,
When you’re hit, old man—hard hit.
And, arriving at your lodgings, with a face of deepest gloom,
You shun the other boarders and your manly brow you knit;
You take a light and go upstairs directly to your room—
But the whole house knows you’re hit.
You clutch the scarf and collar, and you tear them from your throat,
You rip your waistcoat open like a fellow in a fit;
And you fling them in a corner with the made-to-order coat,
When you’re hit, old man—hard hit.
You throw yourself, despairing, on your narrow little bed,
Or pace the room till someone starts with ‘Skit! cat!—skit!’
And then lie blindly staring at the plaster overhead—
You are hit, old man—hard hit.
It’s doubtful whether vanity or love has suffered worst,
So neatly in our nature are those feelings interknit,
Your heart keeps swelling up so bad, you wish that it would burst,
When you’re hit, old man—hard hit.
You think and think, and think, and think, till you go mad almost;
Across your sight the spectres of the bygone seem to flit;
The very girl herself seems dead, and comes back as a ghost,
When you’re hit, like this—hard hit.
You know that it’s all over—you’re an older man by years,
In the future not a twinkle, in your black sky not a split.
Ah! you’ll think it well that women have the privilege of tears,
When you’re hit, old man—hard hit.
You long and hope for nothing but the rest that sleep can bring,
[...] Read more
poem by Henry Lawson
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The Georgics
GEORGIC I
What makes the cornfield smile; beneath what star
Maecenas, it is meet to turn the sod
Or marry elm with vine; how tend the steer;
What pains for cattle-keeping, or what proof
Of patient trial serves for thrifty bees;-
Such are my themes.
O universal lights
Most glorious! ye that lead the gliding year
Along the sky, Liber and Ceres mild,
If by your bounty holpen earth once changed
Chaonian acorn for the plump wheat-ear,
And mingled with the grape, your new-found gift,
The draughts of Achelous; and ye Fauns
To rustics ever kind, come foot it, Fauns
And Dryad-maids together; your gifts I sing.
And thou, for whose delight the war-horse first
Sprang from earth's womb at thy great trident's stroke,
Neptune; and haunter of the groves, for whom
Three hundred snow-white heifers browse the brakes,
The fertile brakes of Ceos; and clothed in power,
Thy native forest and Lycean lawns,
Pan, shepherd-god, forsaking, as the love
Of thine own Maenalus constrains thee, hear
And help, O lord of Tegea! And thou, too,
Minerva, from whose hand the olive sprung;
And boy-discoverer of the curved plough;
And, bearing a young cypress root-uptorn,
Silvanus, and Gods all and Goddesses,
Who make the fields your care, both ye who nurse
The tender unsown increase, and from heaven
Shed on man's sowing the riches of your rain:
And thou, even thou, of whom we know not yet
What mansion of the skies shall hold thee soon,
Whether to watch o'er cities be thy will,
Great Caesar, and to take the earth in charge,
That so the mighty world may welcome thee
Lord of her increase, master of her times,
Binding thy mother's myrtle round thy brow,
Or as the boundless ocean's God thou come,
Sole dread of seamen, till far Thule bow
Before thee, and Tethys win thee to her son
With all her waves for dower; or as a star
Lend thy fresh beams our lagging months to cheer,
Where 'twixt the Maid and those pursuing Claws
A space is opening; see! red Scorpio's self
His arms draws in, yea, and hath left thee more
Than thy full meed of heaven: be what thou wilt-
For neither Tartarus hopes to call thee king,
[...] Read more
Vision Of Columbus - Book 9
Now, round the yielding canopy of shade,
Again the Guide his heavenly power display'd.
Sudden, the stars their trembling fires withdrew,
Returning splendors burst upon the view;
Floods of unfolding light the skies adorn,
And more than midday glories grace the morn.
So shone the earth, as all the starry train,
Broad as full suns, had sail'd the ethereal plain;
When no distinguish'd orb could strike the sight,
But one clear blaze of all-surrounding light
O'erflow'd the vault of heaven. For now, in view
Remoter climes and future ages drew;
While deeds of happier fame, in long array,
Call'd into vision, fill the new-born day.
Far as the Angelic Power could lift the eye,
Or earth, or ocean bend the yielding sky;
Or circling suns awake the breathing gale,
Drake lead the way, or Cook extend the sail;
All lands, all seas, that boast a present name,
And all that unborn time shall give to fame,
Around the chief in fair expansion rise,
And earth's whole circuit bounds the level'd skies.
He saw the nations tread their different shores,
Ply their own toils and claim their local powers.
He mark'd what tribes still rove the savage waste,
What happier realms the sweets of plenty taste;
Where arts and virtues fix their golden reign,
Or peace adorns, or slaughter dyes the plain.
He saw the restless Tartar, proud to roam,
Move with his herds, and spread his transient home;
Thro' the vast tracts of China's fixt domain,
The sons of dull contentment plough the plain;
The gloomy Turk ascends the blood-stain'd car,
And Russian banners shade the plains of war;
Brazilia's wilds and Afric's burning sands
With bickering strife inflame the furious bands;
On blest Atlantic isles, and Europe's shores,
Proud wealth and commerce heap their growing stores,
While his own western world, in prospect fair,
Calms her brave sons, now breathing from the war,
Unfolds her harbours, spreads the genial soil,
And welcomes freemen to the cheerful toil.
When thus the Power. In this extended view,
Behold the paths thy changing race pursue.
See, thro' the whole, the same progressive plan,
That draws, for mutual succour, man to man,
From friends to tribes, from tribes to realms ascend,
Their powers, their interests and their passions blend;
Adorn their manners, social virtues spread,
Enlarge their compacts and extend their trade;
[...] Read more
poem by Joel Barlow
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Drinking my own anger
I couldn’t hit the earth in my bouts of anger; as it
was the one which grew the food necessary for my
survival,
I couldn’t hit the wall in my bouts of anger; as it
was the one which sequestered my scalp against
tumultuous storm and rain; it was the one which constituted and
fortified my dwelling,
I couldn't hit the tree in my bouts of anger; as it
was laden with the fruits I nibbled in my times of
relish; imparted me with velvety breeze in the
sweltering night,
I couldn’t hit the mirror in my bouts of anger; as it
magnificently portrayed to me my pellucid and candid
reflection; and doing so I knew would exacerbate the
situation further; would make my own hand bleed,
I couldn’t hit mothers stomach in my bouts of anger;
for it was the singular pouch which had bore me for 9
months unrelentingly; the very sacred sac which was
responsible for my existence today,
I couldn’t hit the snake in my bouts of anger; for it
guarded my treasury of wealth unflinchingly all night
and day; and would viciously retort back the instant I
raised my fingers to strike,
I couldn’t hit the Sun in my bouts of anger; for it
was the sole source of light which maneuvered me in
the day; lit up my every morning with an enchanting
smile,
I couldn’t hit the child in my bouts of anger; for it
was all the energy I possessed; was the sweetest
little form of God running gleefully on this earth,
I couldn’t hit the waters in my bouts of anger; for
they were the ones who pacified my thirst several
times a day; blended my life with loads of mesmerizing
cool and shade,
I couldn’t hit the silver plate in my bouts of anger;
for it was the one in which I actually consumed my
food three times in a day; and insulting it could
probably result in not getting food even three times a
year,
I couldn’t hit the car in my bouts of anger; for it
was the one which transported me marathon distances;
[...] Read more
poem by Nikhil Parekh
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A Health To The Queen
While the thistle bears
Spears,
And the shamrock is green,
And the English rose
Blows,
A health to the Queen!
A health to the Queen, a health to the Queen!
Fill high, boys, drain dry, boys,
A health to the Queen!
The thistle bears spears round its blossom,
Round its blossom the shamrock is green,
The rose grows and glows round the rose in its bosom,
We stand sword in hand round the Queen!
Our glory is green round the Queen!
We close round the rose, round the Queen!
The Queen, boys, the Queen! a health to the Queen!
Fill high, boys, drain dry, boys,
A health to the Queen!
Last post I'd a note from that old aunt of mine,
'T was meant for a hook, but she called it a line;
She says, I don't know why we're going to fight,
She's sure I don't know-and I'm sure she's quite right;
She swears I haven't looked at one sole protocol;
Tantara! tantara! I haven't, 'pon my soul!
Soho, blow trumpeter,
Trumpeter, trumpeter!
Soho, blow trumpeter, onward's the cry!
Fall, tyrants, fall-the devil care why!
A health to the Queen; a health to the Queen!
Fill high, boys, drain dry, boys,
A health to the Queen!
My granny came down-'pour vous voir, mon barbare,'
She brought in her pocket a map-du Tartare-
Drawn up, so she vowed, 'par un homme ah! si bon!'
With a plan for campaigning old Hal, en haut ton.
With here you may trick him, and here you may prick him,
And here-if you do it en roi-you may lick him,
But there he is sacred, and yonder-Oh, la!
He's as dear a sweet soul as your late grandpapa!
Soho, blow trumpeter,
Trumpeter, trumpeter!
Blow the charge, trumpeter, blare, boy, blare!
Fall, tyrants, fall-the devil care where!
A health to the Queen, a health to the Queen!
Fill high, boys, drain dry, boys,
A health to the Queen!
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poem by Sydney Thompson Dobell
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Beautiful River
And he showed me a pure River of Water of Life, clear as crystal, proceeding out of the Throne of God and of the Lamb." -- Rev. xxii. 1
Shall we gather at the river
Where bright angel feet have trod;
With its crystal tide forever
Flowing by the throne of God?
CHORUS.
Yes, we'll gather at the river,
The beautiful, the beautiful river --
Gather with the saints at the river
That flows by the throne of God.
On the margin of the river,
Washing up its silver spray,
We will walk and worship ever,
All the happy, golden day.
Yes, we'll gather at the river,
The beautiful, the beautiful river --
Gather with the saints at the river
That flows by the throne of God.
On the bosom of the river,
Where the Saviour-king we own,
We shall meet, and sorrow never
'Neath the glory of the throne. Cho.
Yes, we'll gather at the river,
The beautiful, the beautiful river --
Gather with the saints at the river
That flows by the throne of God.
Ere we reach the shining river,
Lay we every burden down;
Grace our spirits will deliver,
And provide a robe and crown. Cho.
Yes, we'll gather at the river,
The beautiful, the beautiful river --
Gather with the saints at the river
That flows by the throne of God.
At the smiling of the river,
Rippling with the Saviour's face,
Saints, whom death will never sever,
Lift their songs of saving grace. Cho.
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poem by Robert Wadsworth Lowry
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