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And those are the Rich, who transmit what they have to their Posterity; whereby particular Families become rich; and of such are compounded Cities, Countries, Nations, etc.

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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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The Columbiad: Book II

The Argument

Natives of America appear in vision. Their manners and characters. Columbus demands the cause of the dissimilarity of men in different countries, Hesper replies, That the human body is composed of a due proportion of the elements suited to the place of its first formation; that these elements, differently proportioned, produce all the changes of health, sickness, growth and decay; and may likewise produce any other changes which occasion the diversity of men; that these elemental proportions are varied, not more by climate than temperature and other local circumstances; that the mind is likewise in a state of change, and will take its physical character from the body and from external objects: examples. Inquiry concerning the first peopling of America. View of Mexico. Its destruction by Cortez. View of Cusco and Quito, cities of Peru. Tradition of Capac and Oella, founders of the Peruvian empire. Columbus inquires into their real history. Hesper gives an account of their origin, and relates the stratagems they used in establishing that empire.

High o'er his world as thus Columbus gazed,
And Hesper still the changing scene emblazed,
Round all the realms increasing lustre flew,
And raised new wonders to the Patriarch's view.

He saw at once, as far as eye could rove,
Like scattering herds, the swarthy people move
In tribes innumerable; all the waste,
Wide as their walks, a varying shadow cast.
As airy shapes, beneath the moon's pale eye,
People the clouds that sail the midnight sky,
Dance thro the grove and flit along the glade,
And cast their grisly phantoms on the shade;
So move the hordes, in thickets half conceal'd,
Or vagrant stalking thro the fenceless field,
Here tribes untamed, who scorn to fix their home,
O'er shadowy streams and trackless deserts roam;
While others there in settled hamlets rest,
And corn-clad vales a happier state attest.

The painted chiefs, in guise terrific drest,
Rise fierce to war, and beat their savage breast;
Dark round their steps collecting warriors pour,
Some fell revenge begins the hideous roar;
From hill to hill the startling war-song flies,
And tribes on tribes in dread disorder rise,
Track the mute foe and scour the howling wood,
Loud as a storm, ungovern'd as a flood;
Or deep in groves the silent ambush lay,
Lead the false flight, decoy and seize their prey,
Their captives torture, butcher and devour,
Drink the warm blood and paint their cheeks with gore.

Awhile he paused, with dubious thoughts opprest,
And thus to Hesper's ear his doubts addrest:
Say, to what class of nature's sons belong
The countless tribes of this untutor'd throng?
Where human frames and brutal souls combine,
No force can tame them, and no arts refine.
Can these be fashion'd on the social plan,
Or boast a lineage with the race of man?
When first we found them in yon hapless isle,
They seem'd to know and seem'd to fear no guile;
A timorous herd, like harmless roes, they ran,

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poem by Joel Barlow
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Canto the Fourth

I.

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

II.

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

III.

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

IV.

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

V.

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poem by Byron from Childe Harold's Pilgrimage (1818)
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Pharsalia - Book VII: The Battle

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

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

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poem by Marcus Annaeus Lucanus
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A poem, on the rising glory of America

LEANDER.
No more of Memphis and her mighty kings,
Or Alexandria, where the Ptolomies.
Taught golden commerce to unfurl her falls,
And bid fair science smile: No more of Greece
Where learning next her early visit paid,
And spread her glories to illume the world,
No more of Athens, where she flourished,
And saw her sons of mighty genius rise
Smooth flowing Plato, Socrates and him
Who with resistless eloquence reviv'd
The Spir't of Liberty, and shook the thrones
Of Macedon and Persia's haughty king.
No more of Rome enlighten'd by her beams,
Fresh kindling there the fire of eloquence,
And poesy divine; imperial Rome!
Whose wide dominion reach'd o'er half the globe;
Whose eagle flew o'er Ganges to the East,
And in the West far to the British isles.
No more of Britain, and her kings renown'd,
Edward's and Henry's thunderbolts of war;
Her chiefs victorious o'er the Gallic foe;
Illustrious senators, immortal bards,
And wise philosophers, of these no more.
A Theme more new, tho' not less noble claims
Our ev'ry thought on this auspicious day
The rising glory of this western world,
Where now the dawning light of science spreads
Her orient ray, and wakes the muse's song;
Where freedom holds her sacred standard high,
And commerce rolls her golden tides profuse
Of elegance and ev'ry joy of life.

ACASTO.
Since then Leander you attempt a strain
So new, so noble and so full of fame;
And since a friendly concourse centers here
America's own sons, begin O muse!
Now thro' the veil of ancient days review
The period fam'd when first Columbus touch'd
The shore so long unknown, thro' various toils,
Famine and death, the hero made his way,
Thro' oceans bestowing with eternal storms.
But why, thus hap'ly found, should we resume
The tale of Cortez, furious chief, ordain'd
With Indian blood to dye the sands, and choak
Fam'd Amazonia's stream with dead! Or why,
Once more revive the story old in fame,

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poem by Hugh Henry Brackenridge
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Annals of Assur-Nasir-Pal column I

To Ninip most powerful hero, great, chief of the gods, warrior, powerful Lord, whose onset in battle has not been opposed, eldest son,

crusher of opponents, first-born son of Nukimmut, supporter of the seven, noble ruler, King of the gods the producers, governor, he who rolls along the mass

of heaven and earth, opener of canals, treader of the wide earth, the god who in his divinity nourishes heaven and earth, the beneficent,

the exalted, the powerful, who has not lessened the glory of his face, head of nations, bestower of sceptres, glorious, over all cities a ruler,

valiant, the renown of whose sceptre is not approached, chief of widespread influence, great among the gods, shading from the southern sun, Lord of Lords, whose hand the vault of heaven

(and) earth has controlled, a King in battle mighty who has vanquished opposition, victorious, powerful, Lord of water-courses and seas,

strong, not yielding, whose onset brings down the green corn, smiting the land of the enemy, like the cutting of reeds, the deity who changes not his purposes,

the light of heaven and earth, a bold leader on the waters, destroyer of them that hate (him), a spoiler (and) Lord of the disobedient, dividing enemies, whose name in the speech of the gods

no god has ever disregarded, the gatherer of life, the god(?) whose prayers are good, whose abode is in the city of Calah, a great Lord, my Lord - (who am) Assur-nasir-pal, the mighty King,

King of multitudes, a Prince unequalled, Lord of all the four countries, powerful over hosts of men, the possession of Bel and Ninip the exalted and Anu

and of Dakan, a servant of the great gods in the lofty shrine for great (O Ninip) is thy heart; a worshipper of Bel whose might upon

thy great deity is founded, and thou makest righteous his life, valiant, warrior, who in the service of Assur his Lord hath proceeded, and among the Kings

of the four regions who has not his fellow, a Prince for admiration, not sparing opponents, mighty leader, who an equal

has not, a Prince reducing to order his disobedient ones, who has subdued whole multitudes of men, a strong worker, treading down

the heads of his enemies, trampling on all foes, crushing assemblages of rebels, who in the service of the great gods his Lords

marched vigorously and the lands of all of them his hand captured, caused the forests of all of them to fall, and received their tribute, taking

securities, establishing laws over all lands, when Assur the Lord who proclaims my name and augments my Royalty

laid hold upon his invincible power for the forces of my Lordship, for Assur-nasir-pal, glorious Prince, worshipper of the great gods

the generous, the great, the powerful, acquirer of cities and forests and the territory of all of them, King of Lords, destroying the wicked, strengthening

the peaceful, not sparing opponents, a Prince of firm will(?) one who combats oppression, Lord of all Kings,

Lord of Lords, the acknowledged, King of Kings, seated gloriously, the renown of Ninip the warrior, worshipper of the great gods, prolonging the benefits (conferred by) his fathers:

a Prince who in the service of Assur and the Sun-god, the gods in whom he trusted, royally marched to turbulent lands, and Kings who had rebelled against him

[he cut off like grass, all their lands to his feet he subjected, restorer of the worship of the goddesses and that of the great gods,

Chief unwavering, who for the guidance of the heads (and) elders of his land is a steadfast guardian, the work of whose hands and

the gift of whose finger the great gods of heaven and earth have exalted, and his steps over rulers have they established forever;

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poem by King Assur-Bani-Pal
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The Four Seasons : Autumn

Crown'd with the sickle and the wheaten sheaf,
While Autumn, nodding o'er the yellow plain,
Comes jovial on; the Doric reed once more,
Well pleased, I tune. Whate'er the wintry frost
Nitrous prepared; the various blossom'd Spring
Put in white promise forth; and Summer-suns
Concocted strong, rush boundless now to view,
Full, perfect all, and swell my glorious theme.
Onslow! the Muse, ambitious of thy name,
To grace, inspire, and dignify her song,
Would from the public voice thy gentle ear
A while engage. Thy noble cares she knows,
The patriot virtues that distend thy thought,
Spread on thy front, and in thy bosom glow;
While listening senates hang upon thy tongue,
Devolving through the maze of eloquence
A roll of periods, sweeter than her song.
But she too pants for public virtue, she,
Though weak of power, yet strong in ardent will,
Whene'er her country rushes on her heart,
Assumes a bolder note, and fondly tries
To mix the patriot's with the poet's flame.
When the bright Virgin gives the beauteous days,
And Libra weighs in equal scales the year;
From Heaven's high cope the fierce effulgence shook
Of parting Summer, a serener blue,
With golden light enliven'd, wide invests
The happy world. Attemper'd suns arise,
Sweet-beam'd, and shedding oft through lucid clouds
A pleasing calm; while broad, and brown, below
Extensive harvests hang the heavy head.
Rich, silent, deep, they stand; for not a gale
Rolls its light billows o'er the bending plain:
A calm of plenty! till the ruffled air
Falls from its poise, and gives the breeze to blow.
Rent is the fleecy mantle of the sky;
The clouds fly different; and the sudden sun
By fits effulgent gilds the illumined field,
And black by fits the shadows sweep along.
A gaily chequer'd heart-expanding view,
Far as the circling eye can shoot around,
Unbounded tossing in a flood of corn.
These are thy blessings, Industry! rough power!
Whom labour still attends, and sweat, and pain;
Yet the kind source of every gentle art,
And all the soft civility of life:
Raiser of human kind! by Nature cast,
Naked, and helpless, out amid the woods
And wilds, to rude inclement elements;
With various seeds of art deep in the mind

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poem by James Thomson
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Vision Of Columbus - Book 4

In one dark age, beneath a single hand,
Thus rose an empire in the savage land.
Her golden seats, with following years, increase,
Her growing nations spread the walks of peace,
Her sacred rites display the purest plan,
That e'er adorn'd the unguided mind of man.
Yet all the pomp, the extended climes unfold,
The fields of verdure and the towers of gold,
Those works of peace, and sovereign scenes of state,
In short-lived glory, hasten to their fate.
Thy followers, rushing like an angry flood,
Shall whelm the fields and stain the shrines in blood;
Nor thou, Las Casas, best of men, shalt stay
The ravening legions from their guardless prey.
Oh! hapless prelate, hero, saint and sage,
Doom'd with hard guilt a fruitless war to wage,
To see, with grief (thy life of virtues run)
A realm unpeopled and a world undone.
While impious Valverde, mock of priesthood, stands,
Guilt in his heart, the gospel in his hands,
Bids, in one field, unnumber'd squadrons bleed,
Smiles o'er the scene and sanctifies the deed.
And thou, brave Gasca, with thy virtuous train,
Shalt lift the sword and urge thy power in vain;
Vain, the late task, the sinking land to save,
Or call her slaughter'd millions from the grave.
The Seraph spoke. Columbus, with a sigh,
Cast o'er the hapless climes his moisten'd eye,
And thus return'd: Oh, hide me in the tomb;
Why should I live to view the impending doom?
If such dread scenes the scheme of heaven compose,
And virtuous toils induce redoubled woes,
Unfold no more; but grant a kind release,
Give me, 'tis all I ask, to rest in peace.
Thy soul shall rest in peace, the Power rejoin'd,
Ere these conflicting shades involve mankind:
But nobler views shall first thy mind engage,
Beyond the bounds of this destructive age;
Where happier fruits of thy unwearied toil,
Thro' future years, and other empires, smile.
Europe's contending realms shall soon behold
These fruitful plains and hills of opening gold,
Fair in the path of thy adventurous fail,
Their countless navies float in every gale,
For wealth and commerce, sweep the extended shore,
And load the ocean with the shining ore.
As, up the orient heaven, the dawning ray
Smiles o'er the world and gives the promised day;
Drives fraud and rapine from their nightly spoil,
And social nature wakes to peaceful toil;

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poem by Joel Barlow
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Vision of Columbus – Book 2

High o'er the changing scene, as thus he gazed,
The indulgent Power his arm sublimely raised;
When round the realms superior lustre flew,
And call'd new wonders to the hero's view.
He saw, at once, as far as eye could rove,
Like scattering herds, the swarthy people move,
In tribes innumerable; all the waste,
Beneath their steps, a varying shadow cast.
As airy shapes, beneath the moon's pale eye,
When broken clouds sail o'er the curtain'd sky,
Spread thro' the grove and flit along the glade,
And cast their grisly phantoms thro' the shade;
So move the hordes, in thickers half conceal'd,
Or vagrant stalking o'er the open field.
Here ever-restless tribes, despising home,
O'er shadowy streams and trackless deserts roam;
While others there, thro' downs and hamlets stray,
And rising domes a happier state display.
The painted chiefs, in death's grim terrors drest,
Rise fierce to war, and beat the savage breast;
Dark round their steps collecting warriors pour,
And dire revenge begins the hideous roar;
While to the realms around the signal flies,
And tribes on tribes, in dread disorder, rise,
Track the mute foe and scour the distant wood,
Wide as a storm, and dreadful as a flood;
Now deep in groves the silent ambush lay,
Or wing the flight or sweep the prize away,
Unconscious babes and reverend sires devour,
Drink the warm blood and paint their cheeks with gore.
While all their mazy movements fill the view.
Where'er they turn his eager eyes pursue;
He saw the same dire visage thro' the whole,
And mark'd the same fierce savageness of soul:
In doubt he stood, with anxious thoughts oppress'd,
And thus his wavering mind the Power address'd.
Say, from what source, O Voice of wisdom, sprung
The countless tribes of this amazing throng?
Where human frames and brutal souls combine,
No force can tame them and no arts refine.
Can these be fashion'd on the social plan?
Or boast a lineage with the race of man?
In yon fair isle, when first my wandering view
Ranged the glad coast and met the savage crew;
A timorous herd, like harmless roes, they ran,
Hail'd us as Gods from whom their race began,
Supply'd our various wants, relieved our toil,
And oped the unbounded treasures of their isle.
But when, their fears allay'd, in us they trace
The well-known image of a mortal race;

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poem by Joel Barlow
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The Columbiad: Book IX

The Argument

Vision suspended. Night scene, as contemplated from the mount of vision. Columbus inquires the reason of the slow progress of science, and its frequent interruptions. Hesper answers, that all things in the physical as well as the moral and intellectual world are progressive in like manner. He traces their progress from the birth of the universe to the present state of the earth and its inhabitants; asserts the future advancement of society, till perpetual peace shall be established. Columbus proposes his doubts; alleges in support of them the successive rise and downfal of ancient nations; and infers future and periodical convulsions. Hesper, in answer, exhibits the great distinction between the ancient and modern state of the arts and of society. Crusades. Commerce. Hanseatic League. Copernicus. Kepler. Newton, Galileo. Herschel. Descartes. Bacon. Printing Press. Magnetic Needle. Geographical discoveries. Federal system in America. A similar system to be extended over the whole earth. Columbus desires a view of this.

But now had Hesper from the Hero's sight
Veil'd the vast world with sudden shades of night.
Earth, sea and heaven, where'er he turns his eye,
Arch out immense, like one surrounding sky
Lamp'd with reverberant fires. The starry train
Paint their fresh forms beneath the placid main;
Fair Cynthia here her face reflected laves,
Bright Venus gilds again her natal waves,
The Bear redoubling foams with fiery joles,
And two dire dragons twine two arctic poles.
Lights o'er the land, from cities lost in shade,
New constellations, new galaxies spread,
And each high pharos double flames provides,
One from its fires, one fainter from the tides.

Centred sublime in this bivaulted sphere,
On all sides void, unbounded, calm and clear,
Soft o'er the Pair a lambent lustre plays,
Their seat still cheering with concentred rays;
To converse grave the soothing shades invite.
And on his Guide Columbus fixt his sight:
Kind messenger of heaven, he thus began,
Why this progressive laboring search of man?
If men by slow degrees have power to reach
These opening truths that long dim ages teach,
If, school'd in woes and tortured on to thought,
Passion absorbing what experience taught,
Still thro the devious painful paths they wind,
And to sound wisdom lead at last the mind,
Why did not bounteous nature, at their birth,
Give all their science to these sons of earth,
Pour on their reasoning powers pellucid day,
Their arts, their interests clear as light display?
That error, madness and sectarian strife
Might find no place to havock human life.

To whom the guardian Power: To thee is given
To hold high converse and inquire of heaven,
To mark untraversed ages, and to trace
Whate'er improves and what impedes thy race.
Know then, progressive are the paths we go
In worlds above thee, as in thine below
Nature herself (whose grasp of time and place
Deals out duration and impalms all space)

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poem by Joel Barlow
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Rock n Roll Cities

Rock n roll cities, look out here we come
From buffalo to the gulf of mexico
Rock n roll cities, look out for our bus
Does anybody know the way to idaho?
Well its good to be back
Had some trouble on the way
I never thought wed get here
But we made it just the same
The flight over was real rough
So could you lead me to a beer
I see the pretty girls getting younger
Every year
Rock n roll cities, look out here we come
From new york state to the gulf of mexico
Rock n roll cities, look out for our bus
Does anybody know the way to idaho?
Wcvr konk, wsos, are we still on that playlist?
Well, its anybodys guess
But what does it matter when youre out on the town
Rock n roll cities, with a pizza to go
Rock n roll cities, philadelphia p.a.
I got my radio
Promo for mtv
Whats next on the itinerary? can anybody tell?
Whats the hotel like? is there cable t.v. as well?
Get up with a headache, fall asleep on the plane
And we get there, start all over again
Rock n roll cities, look out were coming through
Kansas city, fresno, san diego
Rock n roll cities, look out here we come
Richmond, cleveland, ohio, nebraska, st. paul
Rock n roll cities, look out here we come
From buffalo to the gulf of mexico
Rock n roll cities, watch out for our bus
Does anybody know the way to idaho?
Flight 62 now leaving for memphis stopping at boston
Washington d.c. with continuing service to los angeles
Seattle, portland... etc...
Rock n roll cities, look out here we come
90 miles on highway 61
Rock n roll ladies, watch out here we come
Does anybody know the way to madison?
Rock n roll cities look out here we come
Rock n roll cities

song performed by Kinks
Added by Lucian Velea
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The Columbiad: Book IV

The Argument

Destruction of Peru foretold. Grief of Columbus. He is comforte the promise of a vision of future ages. All Europe appears in vision. Effect of the discovery of America upon the affairs of Europe. Improvement in commerce; government. Revival of letters. Order of the Jesuits. Religious persecution. Inquisition. Rise and progress of more liberal principles. Character of Raleigh; who plans the settlement of North America. Formation of the coast by the gulph stream. Nature of the colonial establishments, the first great asylum and infant empire of Liberty. Liberty the necessary foundation of morals. Delaware arrives with a reinforcement of new settlers, to consolidate the colony of Virginia. Night scene, as contemplated by these patriarchs, while they are sailing up the Chesapeak, and are saluted by the river gods. Prophetic speech of Potowmak. Fleets of settlers from seyeral parts of Europe steering for America.

In one dark age, beneath a single hand,
Thus rose an empire in the savage land.
Its wealth and power with following years increase,
Its growing nations spread the walks of peace;
Religion here, that universal name,
Man's proudest passion, most ungovern'd flame,
Erects her altars on the same bright base,
That dazzled erst, and still deludes the race;
Sun, moon, all powers that forceful strike his eyes,
Earth-shaking storms and constellated skies.

Yet all the pomp his labors here unfold,
The vales of verdure and the towers of gold,
Those infant arts and sovereign seats of state,
In short-lived glory hasten to their fate.
Thy followers, rushing like an angry flood,
Too soon shall drench them in the nation's blood;
Nor thou, Las Casas, best of men, shalt stay
The ravening legions from their guardless prey.
O hapless prelate! hero, saint and sage,
Foredoom'd with crimes a fruitless war to wage,
To see at last (thy life of virtue run)
A realm unpeopled and a world undone!
While pious Valverde mock of priesthood stands,
Guilt in his heart, the gospel in his hands,
Bids, in one field, their unarm'd thousands bleed,
Smiles o'er the scene and sanctifies the deed.
And thou, brave Gasca, with persuasive strain,
Shalt lift thy voice and urge thy power in vain;
Vain are thy hopes the sinking land to save,
Or call her slaughter'd millions from the grave.

Here Hesper paused. Columbus with a sigh
Cast o'er the continent his moisten'd eye,
And thus replied: Ah, hide me in the tomb;
Why should I live to see the impending doom?
If such foul deeds the scheme of heaven compose,
And virtue's toils induce redoubled woes,
Unfold no more; but grant a kind release;
Give me, tis all I ask, to rest in peace.

And thou shalt rest in peace, the Saint rejoin'd,
Ere these conflicting shades involve mankind.
But broader views shall first thy mind engage,

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poem by Joel Barlow
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Make Me Rich

Purchase purchase buy buy
Purchase purchase buy buy
Purchase purchase buy buy
Purchase purchase buy buy.

Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)

'Horns and tambourines'

Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)

'Congas'

Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)

' And to the bridge'

Purchase purchase buy buy
Purchase purchase buy buy

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poem by Lawrence S. Pertillar
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The Third Monarchy, being the Grecian, beginning under Alexander the Great in the 112. Olympiad.

Great Alexander was wise Philips son,
He to Amyntas, Kings of Macedon;
The cruel proud Olympias was his Mother,
She to Epirus warlike King was daughter.
This Prince (his father by Pausanias slain)
The twenty first of's age began to reign.
Great were the Gifts of nature which he had,
His education much to those did adde:
By art and nature both he was made fit,
To 'complish that which long before was writ.
The very day of his Nativity
To ground was burnt Dianaes Temple high:
An Omen to their near approaching woe,
Whose glory to the earth this king did throw.
His Rule to Greece he scorn'd should be confin'd,
The Universe scarce bound his proud vast mind.
This is the He-Goat which from Grecia came,
That ran in Choler on the Persian Ram,
That brake his horns, that threw him on the ground
To save him from his might no man was found:
Philip on this great Conquest had an eye,
But death did terminate those thoughts so high.
The Greeks had chose him Captain General,
Which honour to his Son did now befall.
(For as Worlds Monarch now we speak not on,
But as the King of little Macedon)
Restless both day and night his heart then was,
His high resolves which way to bring to pass;
Yet for a while in Greece is forc'd to stay,
Which makes each moment seem more then a day.
Thebes and stiff Athens both 'gainst him rebel,
Their mutinies by valour doth he quell.
This done against both right and natures Laws,
His kinsmen put to death, who gave no cause;
That no rebellion in in his absence be,
Nor making Title unto Sovereignty.
And all whom he suspects or fears will climbe,
Now taste of death least they deserv'd in time,
Nor wonder is t if he in blood begin,
For Cruelty was his parental sin,
Thus eased now of troubles and of fears,
Next spring his course to Asia he steers;
Leavs Sage Antipater, at home to sway,
And through the Hellispont his Ships made way.
Coming to Land, his dart on shore he throws,
Then with alacrity he after goes;
And with a bount'ous heart and courage brave,
His little wealth among his Souldiers gave.
And being ask'd what for himself was left,
Reply'd, enough, sith only hope he kept.

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poem by Anne Bradstreet
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The Columbiad: Book I

The Argument

Natives of America appear in vision. Their manners and characters. Columbus demands the cause of the dissimilarity of men in different countries, Hesper replies, That the human body is composed of a due proportion of the elements suited to the place of its first formation; that these elements, differently proportioned, produce all the changes of health, sickness, growth and decay; and may likewise produce any other changes which occasion the diversity of men; that these elemental proportions are varied, not more by climate than temperature and other local circumstances; that the mind is likewise in a state of change, and will take its physical character from the body and from external objects: examples. Inquiry concerning the first peopling of America. View of Mexico. Its destruction by Cortez. View of Cusco and Quito, cities of Peru. Tradition of Capac and Oella, founders of the Peruvian empire. Columbus inquires into their real history. Hesper gives an account of their origin, and relates the stratagems they used in establishing that empire.

I sing the Mariner who first unfurl'd
An eastern banner o'er the western world,
And taught mankind where future empires lay
In these fair confines of descending day;
Who sway'd a moment, with vicarious power,
Iberia's sceptre on the new found shore,
Then saw the paths his virtuous steps had trod
Pursued by avarice and defiled with blood,
The tribes he foster'd with paternal toil
Snatch'd from his hand, and slaughter'd for their spoil.

Slaves, kings, adventurers, envious of his name,
Enjoy'd his labours and purloin'd his fame,
And gave the Viceroy, from his high seat hurl'd.
Chains for a crown, a prison for a world
Long overwhelm'd in woes, and sickening there,
He met the slow still march of black despair,
Sought the last refuge from his hopeless doom,
And wish'd from thankless men a peaceful tomb:
Till vision'd ages, opening on his eyes,
Cheer'd his sad soul, and bade new nations rise;
He saw the Atlantic heaven with light o'ercast,
And Freedom crown his glorious work at last.

Almighty Freedom! give my venturous song
The force, the charm that to thy voice belong;
Tis thine to shape my course, to light my way,
To nerve my country with the patriot lay,
To teach all men where all their interest lies,
How rulers may be just and nations wise:
Strong in thy strength I bend no suppliant knee,
Invoke no miracle, no Muse but thee.

Night held on old Castile her silent reign,
Her half orb'd moon declining to the main;
O'er Valladolid's regal turrets hazed
The drizzly fogs from dull Pisuerga raised;
Whose hovering sheets, along the welkin driven,
Thinn'd the pale stars, and shut the eye from heaven.
Cold-hearted Ferdinand his pillow prest,
Nor dream'd of those his mandates robb'd of rest,
Of him who gemm'd his crown, who stretch'd his reign
To realms that weigh'd the tenfold poise of Spain;
Who now beneath his tower indungeon'd lies,
Sweats the chill sod and breathes inclement skies.

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poem by Joel Barlow
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Death Of The Middle Class

Oligarchs and Banksters tighten financial screws
In a bold attempt to kill the global Middle Class
Heads of State unable/unwilling to halt this ruse
The “Great Depression of 1929” we soon surpass

ROTMS

By Andrew Gavin Marshall - Global Research

We now stand at the edge of the global financial abyss of a ‘Great Global Debt Depression, ’ where nations, mired in extreme debt, are beginning to implement ‘fiscal austerity’ measures to reduce their deficits, which will ultimately result in systematic global social genocide, as the middle classes vanish and the social foundations upon which our nations rest are swept away. How did we get here? Who brought us here? Where is this road leading? These are questions I will briefly attempt to answer.

At the heart of the global political economy is the central banking system. Central banks are responsible for printing a nation’s currency and setting interest rates, thus determining the value of the currency. This should no doubt be the prerogative of a national government, however, central banks are of a particularly deceptive nature, in which while being imbued with governmental authority, they are in fact privately owned by the world’s major global banks, and are thus profit-seeking institutions. How do central banks make a profit? The answer is simple: how do all banks make a profit? Interest on debt. Loans are made, interest rates are set, and profits are made. It is a system of debt, imperial economics at its finest.

In the United States, President Woodrow Wilson signed the Federal Reserve Act in 1913, creating the Federal Reserve System, with the Board located in Washington, appointed by the President, but where true power rested in the 12 regional banks, most notably among them, the Federal Reserve Bank of New York. The regional Fed banks were private banks, owned in shares by the major banks in each region, which elected the board members to represent them, and who would then share power with the Federal Reserve Board in Washington.

In the early 1920s, the Council on Foreign Relations was formed in the United States as the premier foreign policy think tank, dominated by powerful banking interests. In 1930, the Bank for International Settlements (BIS) was created to manage German reparations payments, but it also had another role, which was much less known, but much more significant. It was to act as a “coordinator of the operations of central banks around the world.” Essentially, it is the central bank for the world’s central banks, whose operations are kept ‘strictly confidential.’ As historian Carroll Quigley wrote:

'The powers of financial capitalism had another far-reaching aim, nothing less than to create a world system of financial control in private hands able to dominate the political system of each country and the economy of the world as a whole. This system was to be controlled in a feudalist fashion by the central banks of the world acting in concert, by secret agreements arrived at in frequent private meetings and conferences. The apex of the system was to be the Bank for International Settlements in Basel, Switzerland, a private bank owned and controlled by the world’s central banks which were themselves private corporations.'

In 1954, the Bilderberg Group was formed as a secretive global think tank, comprising intellectual, financial, corporate, political, military and media elites from Western Europe and North America, with prominent bankers such as David Rockefeller, as well as European royalty, such as the Dutch royal family, who are the largest shareholders in Royal Dutch Shell, whose CEO attends every meeting. This group of roughly 130 elites meets every year in secret to discuss and debate global affairs, and to set general goals and undertake broad agendas at various meetings. The group was initially formed to promote European integration. The 1956 meeting discussed European integration and a common currency. In fact, the current Chairman of the Bilderberg Group told European media last year that the euro was debated at the Bilderberg Group.

In 1973, David Rockefeller, Chairman and CEO of Chase Manhattan Bank, Chairman of the Council on Foreign Relations and a member of the Steering Committee of the Blderberg Group, formed the Trilateral Commission with CFR academic Zbigniew Brzezinski. That same year, the oil price shocks created a wealth of oil money, which was discussed at that years Bilderberg meeting 5 months prior to the oil shocks, and the money was funneled through western banks, which loaned it to ‘third world’ nations desperately in need of loans to finance industrialization.

When Jimmy Carter became President in 1977, he appointed over two dozen members of the Trilateral Commission into his cabinet, including himself, and of course, Zbigniew Brzezinski, who was his National Security Adviser. In 1979, Carter appointed David Rockefeller’s former aide and friend, Paul Volcker, who had held various positions at the Federal Reserve Bank of New York and the U.S. Treasury Department, and who also happened to be a member of the Trilateral Commission, as Chairman of the Federal Reserve. When another oil shock took place in 1979, Volcker decided to raise interest rates from 2% in the late 70s, to 18% in the early 80s. The effect this had was that the countries of the developing world suddenly had to pay enormous interest on their loans, and in 1982, Mexico announced it could no longer afford to pay its interest, and it defaulted on its debt, which set off the 1980s debt crisis – collapsing nations in debt across Latin America, Africa and parts of Asia.

It was the IMF and the World Bank came to the ‘assistance’ of the Third World with their ‘structural adjustment programs’, which forced countries seeking assistance to privatize all state owned industries and resources, devalue their currencies, liberalize their economies, dismantle health, education and social services; ultimately resulting in the re-colonization of the ‘Third World’ as Western corporations and banks bought all their assets and resources, and ultimately created the conditions of social genocide, with the spread of mass poverty, and the emergence of corrupt national elites who were subservient to the interests of Western elites. The people in these nations would protest, riot and rebel, and the states would clamp down with the police and military.

In the West, corporations and banks saw rapid, record-breaking profits. This was the era in which the term ‘globalization’ emerged. While profits soared, wages for people in the West did not. Thus, to consume in an economy in which prices were rising, people had to go into debt. This is why this era marked the rise of credit cards fueling consumption, and the middle class became a class based entirely on debt.

In the 1990s, the ‘new world order’ was born, with America ruling the global economy, free trade agreements began integrating regional and global markets for the benefit of global banks and corporations, and speculation dominated the economy.

The global economic crisis arose as a result of decades of global imperialism – known recently as ‘globalization’ – and the reckless growth of– speculation, derivatives and an explosion of debt. As the economic crisis spread, nations of the world, particularly the United States, bailed out the major banks (which should have been made to fail and crumble under their own corruption and greed) , and now the West has essentially privatized profits for the banks, and socialized the risk. In other words, the nations bought the debt from the banks, and now the people have to pay for it. The people, however, are immersed in their own personal debt to such degrees that today, the average Canadian is $39,000 in debt, and students are graduating into a jobless market with tens to hundreds of thousands of dollars of student debt that they will never repay. Hence, we are now faced with a global debt crisis.

To manage the economic crisis, the G20 was established as the major international forum for cooperation among the 20 major economies of the world, including the major developing – or emerging – economies, such as India, Brazil, South Africa and China. At the onset of the financial crisis, China and Russia’s central banks began calling for the establishment of a global currency to replace the U.S. dollar as the world reserve currency. This proposal was backed by the UN and the IMF. It should be noted, however, that the Chinese and Russian central banks cooperate with the Western central banks through the Bank for International Settlements – which the President of the European Central Bank, Jean-Claude Trichet, recently said was the principle forum for “governance of central bank cooperation” and that the G20 is “the prime group for global economic governance.” In 2009, the IMF stated that the BIS “is the central and the oldest focal point for coordination of global governance arrangements.” The President of the European Union, appointed to the position after attending a Bilderberg meeting, declared 2009 as the “first year of global governance.” The 2009 Bilderberg meeting reported on the desire to create a global treasury, or global central bank, to manage the world economy. In 2009, prior to the Bilderberg meeting in fact, the G20 set in motion plans to make the IMF a global central bank of sorts, issuing and even printing its own currency – called Special Drawing Rights (SDRs) – which is valued against a basket of currencies. In May of 2010, the IMF Managing Director stated that “crisis is an opportunity, ” and while Special Drawing Rights are a step in the right direction, ultimately what is needed is “a new global currency issued by a global central bank, with robust governance and institutional features.” Thus, we see the emergence of a process towards the formation of a global central bank and a global currency, totally unaccountable to any nation or people, and totally controlled by global banking interests.

In 2010, Greece was plunged into a debt crisis, a crisis which is now spreading across Europe, to the U.K. and eventually to Japan and the United States. If we look at Greece, we see the nature of the global debt crisis. The debt is owed to major European and American banks. To pay the interest on the debt, Greece had to get a loan from the European Central Bank and the IMF, which forced the country to impose ‘fiscal austerity’ measures as a condition for the loans, pressuring Greece to commit social genocide. Meanwhile, the major banks of America and Europe speculate against the Greek debt, further plunging the country into economic and social crisis. The loan is granted, to pay the interest, yet simply has the effect of adding to the overall debt, as a new loan is new debt. Thus, Greece is caught in the same debt trap that re-colonized the Third World.

At the recent G20 meeting in Toronto, the major nations of the world agreed to impose fiscal austerity – or in other words, commit social genocide – within their nations, in a veritable global structural adjustment program. So now we will see the beginnings of the Great Global Debt Depression, in which major western and global nations cut social spending, create mass unemployment by dismantling health, education, and social services. Further, state infrastructure – such as roads, bridges, airports, ports, railways, prisons, hospitals, electric transmission lines and water – will be privatized, so that global corporations and banks will own the entirely of national assets. Simultaneously, of course, taxes will be raised dramatically to levels never before seen. The BIS said that interest rates should rise at the same time, meaning that interest payments on debt will dramatically increase at both the national and individual level, forcing governments to turn to the IMF for loans – likely in the form of its new global reserve currency – to simply pay the interest, and will thus be absorbing more debt. Simultaneously, of course, the middle class will in effect have its debts called in, and since the middle class exists only as an illusion, the illusion will vanish.

Already, towns, cities, and states across America are resorting to drastic actions to reduce their debts, such as closing fire stations, scaling back trash collection, turning off street lights, ending bus services and public transportation, cutting back on library hours or closing them altogether, school districts cutting down the school day, week or year. Simultaneously, this is occurring with a dramatic increase in the rate of privatizations or “public-private partnerships” in which even libraries are being privatized.

No wonder then, that this month, the Managing Director of the IMF warned that America and Europe, in the midst of the worst jobs crisis since the Great Depression, face an “explosion of social unrest.” Just yesterday, Europe experienced a wave of mass protests and social unrest in opposition to ‘austerity measures’, with a general strike in Spain involving millions of people, and a march on the EU headquarters in Brussels of nearly 100,000 people. As social unrest spreads, governments will likely react – as we saw in the case of the G20 in Toronto – with oppressive police state measures. Here, we see the true relevance of the emergence of ‘Homeland Security States’, designed not to protect people from terrorists, but to protect the powerful from the people.

So while things have never seemed quite so bleak, there is a dim and growing beacon of hope, in what Zbigniew Brzezinski has termed as the greatest threat to elite interests everywhere – the ‘global political awakening’. The global political awakening is representative of the fact that for the first time in all of human history, mankind is politically awakened and stirring, activated and aware, and that generally – as Zbigniew Brzezinski explains – generally is aware of global inequalities, exploitation, and disrespect. This awakening is largely the result of the information revolution – thus revealing the contradictory nature of the globalization project – as while it globalizes power and oppression, so too does it globalize awareness and opposition. This awakening is the greatest threat to entrenched elite interests everywhere. The awakening, while having taken root in the global south – already long subjected to exploitation and devastation – is now stirring in the west, and will grow as the economy crumbles. As the middle classes realize their consumption was an illusion of wealth, they will seek answers and demand true change, not the Wall Street packaged ‘brand-name’ change of Obama Inc., but true, inspired, and empowering change.

In 1967, Martin Luther King delivered a speech in which he spoke out against the Vietnam War and the American empire, and he stated that, “It seems as if we are on the wrong side of a world revolution.” So now it seems to me that the time has come for that to change.

Andrew Gavin Marshall is a Research Associate with the Centre for Research on Globalization (CRG) .

poem by Ray Lucero
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Childe Harold's Pilgrimage: A Romaunt. Canto IV.

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

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

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

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

V.
The beings of the mind are not of clay;
Essentially immortal, they create
And multiply in us a brighter ray
And more belov'd existence: that which Fate
Prohibits to dull life, in this our state

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poem by Byron
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Paradise Lost: Book X

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

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poem by John Milton
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David

My thought, on views of admiration hung,
Intently ravish'd and depriv'd of tongue,
Now darts a while on earth, a while in air,
Here mov'd with praise and mov'd with glory there;
The joys entrancing and the mute surprize
Half fix the blood, and dim the moist'ning eyes;
Pleasure and praise on one another break,
And Exclamation longs at heart to speak;
When thus my Genius, on the work design'd
Awaiting closely, guides the wand'ring mind.

If while thy thanks wou'd in thy lays be wrought,
A bright astonishment involve the thought,
If yet thy temper wou'd attempt to sing,
Another's quill shall imp thy feebler wing;
Behold the name of royal David near,
Behold his musick and his measures here,
Whose harp Devotion in a rapture strung,
And left no state of pious souls unsung.

Him to the wond'ring world but newly shewn,
Celestial poetry pronounc'd her own;
A thousand hopes, on clouds adorn'd with rays,
Bent down their little beauteous forms to gaze;
Fair-blooming Innocence with tender years,
And native Sweetness for the ravish'd ears,
Prepar'd to smile within his early song,
And brought their rivers, groves, and plains along;
Majestick Honour at the palace bred,
Enrob'd in white, embroider'd o'er with red,
Reach'd forth the scepter of her royal state,
His forehead touch'd, and bid his lays be great;
Undaunted Courage deck'd with manly charms,
With waving-azure plumes, and gilded arms,
Displaid the glories, and the toils of fight,
Demanded fame, and call'd him forth to write.
To perfect these the sacred spirit came,
By mild infusion of celestial flame,
And mov'd with dove-like candour in his breast,
And breath'd his graces over all the rest.
Ah! where the daring flights of men aspire
To match his numbers with an equal fire;
In vain they strive to make proud Babel rise,
And with an earth-born labour touch the skies.
While I the glitt'ring page resolve to view,
That will the subject of my lines renew;
The Laurel wreath, my fames imagin'd shade,
Around my beating temples fears to fade;
My fainting fancy trembles on the brink,
And David's God must help or else I sink.

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poem by Thomas Parnell
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Paradise Regained

THE FIRST BOOK

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

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poem by John Milton
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