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Intellectual honesty is the quality that the public in free countries always has expected of historians; much more than that it does not expect, nor often get.

quote by Samuel E. Morison
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Freedom Now

They throwed him in jail
And they kept him there
Hoping soo hed die
That his body and spirit would waste away
And soon after that his mind
But every day is born a fool
One who thinks that he can rule
One who says tomorrows mine
One who wakes one day to find
The prison doors open the shackles broken
And chaos in the street
Everybody sing were free free free free
Everybody sing were free free free free
Everybody sing were free free free free
They throwed him in jail
And they kept him there
Hoping his memoryd die
That the people forget how he once led
And fought for justice in their lives
But every day is born a man
Who hates what he cant understand
Who thinks the answer is to kill
Who thinks his actions are gods will
And he thinks hes free free free free
Yes he thinks hes free free free free
He thinks hes free free free free
Soon must come the day
Whe the righteous have their way
Unjustly tried are free
And people live in peace I say
Give the man release
Go on and set your conscience free
Right the wrongs you made
Even a fool can have his day
Let us all be free free free free
Let us all be free free free free
Let us all be free free free free
Free our bodies free our minds
Free our hearts
Freedom for everyone
And freedom now
Freedom now
Freedom now
Freedom now
Let us all be free free free free
Let us all be free free free free
Let us all be free free free free

song performed by Tracy Chapman
Added by Lucian Velea
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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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Expect No Mercy

If youre ready for the street
You wanna mix it in some fight
Let me tell you somethin
Now I dont wanna get you uptight
But if youre in a corner
And you cant find no way out
Dont look around for no help
No, no there wont be any around
Expect no mercy, expect no mercy
Expect no mercy, expect no mercy
So you think you got a case
And you think you know the score
No you dont wanna listen
You cant be told no more
But waitll you get out there
You better do it right
cause the streets are lined with things that kill
And theyre hidin in the night
Expect no mercy, expect no mercy
Expect no mercy, expect no mercy
Expect no mercy, expect no mercy
Expect no mercy, expect no mercy
Feel that you can cut it
You think you got the time
Theyll only give you one chance
Better get it right first time
And the game youre playing
If you lose you gotta pay
If you make just one wrong move
Youll get blown away
Expect no mercy, expect no mercy
Expect no mercy, expect no mercy
Expect no mercy, expect no mercy
Expect no mercy, expect no mercy
Words and music by dan mccafferty, manny charlton, pete agnew,
And darrell sweet
(copyright 1977 mtb music,inc. for canada and u.s.a.)
(copyright 1977 nazsongs/panache music ltd. for the rest of the world
International copyright secured
All rights reserved.

song performed by Nazareth
Added by Lucian Velea
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The quality of mercy (conditions apply)

The quality of mercy,
Portia declared,

the quality of mercy is
suspended during the present conflict

the quality of mercy is
not the business of a Minister of Justice

the quality of mercy is
not a matter of individual conscience

the quality of mercy is
too subtle for public discussion
or law

the quality of mercy is
only for Shakespeare and stuff

the quality of mercy is
less stimulating than revenge

the quality of mercy is
no business of yours

the quality of mercy is
no concern of religious authorities
who should stay silent

the quality of mercy is
an outdated concept

the quality of mercy is
nothing to do with forgiveness
or circumstantial evidence
or the remission of sins

the quality of mercy is
no longer a matter of pride

the quality of mercy is
no longer a mark of humanity

the quality of mercy
would be OK if Obama said so

the quality of mercy
is one hell of a hot potato
cooked in oil

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poem by Michael Shepherd
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Freedom Fighters

Today I heard what them people say
Dem want to live free greedily, with everyone to pay.
You play under the sun while others fight and dies away
but I say if you don't like it this way, then why stay? Go away
Freedom Fighters
Ignite Jah
Freedom Fighters
Shine Jah
Live free, Be free, Die free
Freedom Fighters
Live free, Be free, Die free
Ignite Jah
Live free, Be free, Die free
Freedom Fighters
Live free, Be free, Die free
Shine Jah
Today I heard what them people say
Them say "The Man came in and he took our choice away"
You portray selfishness and hate
While some prepare to die today
I say you fade away, appreciate life and liberate
Freedom Fighters
Ignite Jah
Freedom Fighters
Shine Jah
Live free, Be free, Die free
Freedom Fighters
Live free, Be free, Die free
Ignite Jah
Live free, Be free, Die free
Freedom Fighters
Live free, Be free, Die free
Shine Jah
We have the right - to live in peace
and you must fight - for what you keep
If what you keep - holds truth inside
Stand up, defend - lay down and die
We have the right to live in peace
You must fight for what you keep
If what you keep holds truth inside
Stand up, defend, or lay down and die
Freedom Fighters
Ignite Jah
Freedom Fighters
Shine Jah
Live free, Be free, Die free
Freedom Fighters
Live free, Be free, Die free
Ignite Jah
Live free, Be free, Die free

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song performed by P.O.D.
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V. Count Guido Franceschini

Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!

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poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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I Don't Expect Respect

I don't expect...
Understanding from anyone selfish.
I don't expect...
A comprehension from someone among,
Those who have not sacrificed.
Or...
Those who live self-centered lives.

I don't expect...
Understanding from anyone selfish.
I don't expect...
A comprehension from someone among,
Those who have not sacrificed.
Or...
Those who live self-centered lives.

I don't expect...
Respect,
From them to get.

I don't expect...
Respect,
From them to get.

I don't expect...
Understanding from anyone selfish.
I don't expect...
A comprehension from someone among,
Those who have not sacrificed.
Or...
Those who live self-centered lives.

I don't expect...
Respect,
From them to get.
I don't expect...
Understanding from anyone selfish.
I don't expect...
Respect,
From them to get.

I don't expect...
A comprehension from someone among,
Those who have not sacrificed.
Or...
Those who live self-centered lives.

I don't expect...
Respect,
From them to get.

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poem by Lawrence S. Pertillar
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Your Honesty

It's Your honesty
With you I have no
choice When you talk to me
I can make love to your voice
It's the things I see
when I look into your eyes
It's your honesty
Pulling me closer to u baby
You know you drive me crazy
You are one of a kind
And i want you to be mine,
oh oh mine Pulling me closer to you
You have a special quality
You're bringing out the best in me
You have a special quality
You are pulling me closer to you
It's Your honesty
With you I have no choice
When u talk to me
I can make love to your voice
It's the things I see
when I look into your eyes
It's your honesty
Pulling me closer to you baby
You know it just gets better
This is the way it should be
You know the truth will set you free,
so free Pulling me closer to you
You have a special quality
You're bringing out the best in me
You have a special quality
You are pulling me closer to you
It's Your honesty
With you I have no choice
When u talk to me
I can make love to your voice
It's the things i see
when i look into your eyes
It's your honesty
Pulling me closer to u baby
Touch my little body
Embrasse moi mon amour
pour ce soir, pour toujours
Keeping touch my little body
dis-moi la vrite
oui je sais toujours.
You have a special quality
You're bringing out the very best in me
You have a special quality
You are pulling me closer to you Honesty

song performed by Madonna
Added by Lucian Velea
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Wild n Free

(ian hunter)
Wild n free wild n free
Wild n free wild n free
Oh! Id never known what it was like to free
I always thought it was never true
I got a feeling I was lost in space
Did not like my face
Just wanted to be
Wild n free wild n free
Like a hurricane
Wild n free wild n free
Oh insanitys so insane
Wild n free wild n free
I aint got no got no got no name
Wild n free wild n free
Dont want no ball and chain
Damn people telling me that I was thinking bad
Had me believing they was right
All they wanted was another slob
In some stinking job
That just aint me I just want to be
W w w wild n free wild n free
Like a hurricane
Wild n free wild n free
Oh insanitys so in so insane
Wild n free wild n free
I aint got no name
Wild n free wild n free
I dont I dont want to know a ball and chain
Just then I found out I was too broke to get out
So I took to the road no one was having me
I said dont want no handouts
Cause Im making out
You aint like me I just want to be
Uh uh uh wild n free
I tried to tell you babe but you never understood
I always tried to make you see
But you believed just what your old man said
He had you chained to his head
And its on tv tv tv tv
Want to be want to be want to be
Wild n free wild n free
Like a hurricane
Wild n free wild n free
Oh insanitys so insane
Wild n free wild n free
I aint got no got no got no name
Wild n free wild n free
Dont want no ball and chain
Wild n free wild n free

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song performed by Ian Hunter
Added by Lucian Velea
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VIII. Dominus Hyacinthus de Archangelis, Pauperum Procurator

Ah, my Giacinto, he's no ruddy rogue,
Is not Cinone? What, to-day we're eight?
Seven and one's eight, I hope, old curly-pate!
—Branches me out his verb-tree on the slate,
Amo-as-avi-atum-are-ans,
Up to -aturus, person, tense, and mood,
Quies me cum subjunctivo (I could cry)
And chews Corderius with his morning crust!
Look eight years onward, and he's perched, he's perched
Dapper and deft on stool beside this chair,
Cinozzo, Cinoncello, who but he?
—Trying his milk-teeth on some crusty case
Like this, papa shall triturate full soon
To smooth Papinianian pulp!

It trots
Already through my head, though noon be now,
Does supper-time and what belongs to eve.
Dispose, O Don, o' the day, first work then play!
—The proverb bids. And "then" means, won't we hold
Our little yearly lovesome frolic feast,
Cinuolo's birth-night, Cinicello's own,
That makes gruff January grin perforce!
For too contagious grows the mirth, the warmth
Escaping from so many hearts at once—
When the good wife, buxom and bonny yet,
Jokes the hale grandsire,—such are just the sort
To go off suddenly,—he who hides the key
O' the box beneath his pillow every night,—
Which box may hold a parchment (someone thinks)
Will show a scribbled something like a name
"Cinino, Ciniccino," near the end,
"To whom I give and I bequeath my lands,
"Estates, tenements, hereditaments,
"When I decease as honest grandsire ought."
Wherefore—yet this one time again perhaps—
Shan't my Orvieto fuddle his old nose!
Then, uncles, one or the other, well i' the world,
May—drop in, merely?—trudge through rain and wind,
Rather! The smell-feasts rouse them at the hint
There's cookery in a certain dwelling-place!
Gossips, too, each with keepsake in his poke,
Will pick the way, thrid lane by lantern-light,
And so find door, put galligaskin off
At entry of a decent domicile
Cornered in snug Condotti,—all for love,
All to crush cup with Cinucciatolo!

Well,
Let others climb the heights o' the court, the camp!

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Expect Your ………….You!

Expect your friend to be not better than you;
Expect your neighbor to not forgive you;
Expect your country not to goad you;
Expect your siblings to but discourage you;
Expect your children to not care for you;
Expect your spouse to rather hinder you;
Expect your love to always forget you;
Expect your home sometimes to ignore you;
Expect your native place to not honor you;
Expect the world to disregard you;
Expect your enemy to well hate you;
Expect your Maker to much love you;
Expect your God to never forsake you;
Expect your Lord and God to never abandon you.

poem by John Celes
Added by Poetry Lover
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Some Prefer To Keep It Frozen

Honesty can be that one gift received,
To be quickly unwrapped to wear.
With a daring that is flaunted.
And exposing it to everyone,
To prove a truth living within...
Exists and is shown everywhere.

Unfortunately...
Not everyone welcomes this gift to receive.
With a keeping it under wraps.
To pack away in one's attic.
Or...
Stored in one's basement.
To leave it frozen in a freezer,
With a thawing no one will ever see at all.

A shocking honesty and truth can awe.
A shocking honesty and truth can awe.
A shocking honesty and truth can awe.
Some prefer to keep frozen,
Never to thaw.

Honesty can be that one gift received,
To be quickly unwrapped to wear.
With a daring that is flaunted.
And exposing it to everyone,
To prove a truth living within...
Exists and is shown everywhere.

But,
Left corrupted...
A shocking honesty can awe.
To be abducted.
Shocking honesty can awe.
With none conducted.
A shocking honesty can awe.
And...
Leaving it to freeze,
Never to thaw.

A shocking honesty and truth can awe.
A shocking honesty and truth can awe.
A shocking honesty and truth can awe.
Some prefer to keep frozen,
Never to thaw.

poem by Lawrence S. Pertillar
Added by Poetry Lover
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Of Public Spirit In Regard To Public Works: An Epistle, To His Royal Highness Frederick Prince of Wa

Great Hope of Britain!-Here the Muse essays
A theme, which, to attempt alone, is praise.
Be Her's a zeal of Public Spirit known!
A princely zeal!-a spirit all your own!

Where never science beam'd a friendly ray,
Where one vast blank neglected Nature lay;
From Public Spirit there, by arts employ'd,
Creation, varying, glads the cheerless void.
Hail arts, where safety, treasure and delight,
On land, on wave, in wond'rous works unite!
Those wond'rous works, O Muse, successive raise,
And point their worth, their dignity and praise!

What tho' no streams, magnificently play'd,
Rise a proud column, fall a grand cascade;
Thro' nether pipes, which nobler use renowns,
Lo! ductile riv'lets visit distant towns!
Now vanish fens, whence vapours rise no more,
Whose agueish influence tainted heav'n before.
The solid isthmus sinks a wat'ry space,
And wonders, in new state, at naval grace.
Where the flood, deep'ning, rolls, or wide extends,
From road to road, yon arch, connective, bends.
Where ports were choak'd where mounds, in vain, arose;
There harbours open, and there breaches close;
To keels, obedient, spreads each liquid plain,
And bulwark moles repel the bost'rous main.
When the sunk sun no homeward sail befriends,
On the rock's brow the light-house kind ascends,
And from the shoaly, o'er the gulfy way,
Points to the pilot's eye the warning ray.

Count still, my Muse (to count what Muse can cease?)
The works of Public Spirit, freedom, peace!
By the mshall plants, in forests, reach the skies;
Then lose their leafy pride, and navies rise:
(Navies, which to invasive foes explain,
Heav'n throws not round us rocks and seas in vain,)
The sail of commerce in each sky aspires,
And property assures what toil acquires.

Who digs the mine or quarry, digs with glee;
No slave!-His option and his gain are free:
Him the same laws the same protection yield,
Who plows the furrow, as who owns the field.

[...] Read more

poem by Richard Savage
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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

[...] Read more

poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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Got To Be Free

(malik pendelton/nicole johnson)
Ive got to be free
Gotta be, gotta be free
Ive got to be free
Gotta be, gotta be free
Long goodbyes, stolen glances
Cant explain all thats happened in our past
Im tired of creating lies to be alone
Im living wrong, were living wrong
More and more you make me
Afraid to come around
You take the pleasure out of being in love
And being down and down and down and down and down
For the one whos there for me
All I really want to be is free, yeah
Ive got to be free, got to be free
Gotta be, gotta be free
Ive got to be free, got to be free
Gotta be, gotta be free
You dont know why, havent got a clue
In the dark about why I am leaving you
You cant expect me to go on this way
No, I cannot stay, I will not stay
More and more you make me
Realize what I have home
Whats taboos exciting
But sometimes it just gets old
Sometimes it just gets old
For as long as I am me, boy
All I really want to be is free
Ive got to be free, got to be free
Gotta be, gotta be free
Ive got to be free, got to be free
Gotta be, gotta be free
Ive got to be free, got to be free
Gotta be, gotta be free
Ive got to be free, got to be free
Gotta be, gotta be free
Ive got to be free, got to be free
Gotta be, gotta be free
Ive got to be free, got to be free
Gotta be, gotta be free

song performed by Diana Ross
Added by Lucian Velea
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Public Animal #9

Me and G.B.
We ain't never gonna confess
We cheated at the math test
We carved some dirty words in our desk
Well now it's time for recess
Old man waitin by the monkey bars
Tradin all his ball cards
And they promised him a gold star
And they told him he could go far
Hey Mr. Bluelegs
Where are you takin me?
I'm like a lifer
In the state penitentiary
If I keep my nose clean
I won't get my eyes shined
But I'm proud to be
Public Animal Number Nine
License plates are runnin
Out of my ears
I'd give a month of cigarettes
For just a couple of lousy beers
Or even a bottle of
Real cheap wi-hine
But that's the price you pay to be
Public Animal Number Nine, Number Nine
Hey Mrs. Cranston
Where are you takin me?
I feel like a lifer
In the state penitentiary
She wanted an Einstein
But she got a Frankenstein
Yeah, I'm proud to be
Public Animal Number Niiiirrrrrgh
Public Animal Number Nine
Public Animal Number Nine
Public Animal Number Nine Nine
Public Animal Number Nine Number Nine
Number Nine Number Nine
Number, Number Nine Animal Number Nine
Public Animal Number Nine Nine
Public Animal Numbergh Niiiirrrrrgh
Public Animal Nurrrgh Nirrrgh
Errrrrrrrrrrrgh
Public Animal Number Ni-yine
Public Animal Number Ni-yine
Public Animal Number Number Nine Nine
Public Animal Naaaaaaaagh

song performed by Alice Cooper
Added by Lucian Velea
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Give and Free It Up On The Rough Stuff

When I was hard,
It wasn't enough.
The sensitive and warm nice guy,
I had to give with no hint of the tough stuff.

I was the one who supplied the tenderness,
With touches.
Supplied I did the sweet kisses too!
You want it tough and rough and ready,
Through the weekends.
And all week until we get through too!

The sensitive and warm nice guy,
I had to be with no hint of the tough stuff.
You want it tough and rough and ready,
Through the weekends.
And all week until we get through too!

You've got to give and free it up on the rough stuff.
I like to get it and receive it with a tender touch.
I like to feel it getting heated with a whispered love.
I like to get it and receive it with a tender touch.
I like to feel it getting heated with a whispered love.
You've got to give and free it up on the rough stuff.

Free it up to give it up!
That rough stuff.
Free it up to give it up!
That rough stuff.
Free it up to give it up!
That rough stuff.
That rough stuff.
That rough stuff.

You've got to give and free it up on the rough stuff.
I like to get it and receive it with a tender touch.
I like to feel it getting heated with a whispered love.
I like to get it and receive it with a tender touch.
I like to feel it getting heated with a whispered love.
You've got to give and free it up on the rough stuff.

I was the one who supplied the tenderness,
With touches.
Supplied I did sweet kisses too!
You want it tough and rough and ready,
Through the weekends.
And all week until we get through too!

You've got to give and free it up on the rough stuff.
You've got to give and free it up on the rough stuff.

[...] Read more

poem by Lawrence S. Pertillar
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Tirocinium; or, a Review of Schools

It is not from his form, in which we trace
Strength join'd with beauty, dignity with grace,
That man, the master of this globe, derives
His right of empire over all that lives.
That form, indeed, the associate of a mind
Vast in its powers, ethereal in its kind,
That form, the labour of Almighty skill,
Framed for the service of a freeborn will,
Asserts precedence, and bespeaks control,
But borrows all its grandeur from the soul.
Hers is the state, the splendour, and the throne,
An intellectual kingdom, all her own.
For her the memory fills her ample page
With truths pour’d down from every distant age;
For her amasses an unbounded store,
The wisdom of great nations, now no more;
Though laden, not encumber’d with her spoil;
Laborious, yet unconscious of her toil;
When copiously supplied, then most enlarged;
Still to be fed, and not to be surcharged.
For her the Fancy, roving unconfined,
The present muse of every pensive mind,
Works magic wonders, adds a brighter hue
To Nature’s scenes than Nature ever knew.
At her command winds rise and waters roar,
Again she lays them slumbering on the shore;
With flower and fruit the wilderness supplies,
Or bids the rocks in ruder pomp arise.
For her the Judgment, umpire in the strife
That Grace and Nature have to wage through life,
Quick-sighted arbiter of good and ill,
Appointed sage preceptor to the Will,
Condemns, approves, and, with a faithful voice,
Guides the decision of a doubtful choice.
Why did the fiat of a God give birth
To yon fair Sun and his attendant Earth?
And, when descending he resigns the skies,
Why takes the gentler Moon her turn to rise,
Whom Ocean feels through all his countless waves,
And owns her power on every shore he laves?
Why do the seasons still enrich the year,
Fruitful and young as in their first career?
Spring hangs her infant blossoms on the trees,
Rock’d in the cradle of the western breeze:
Summer in haste the thriving charge receives
Beneath the shade of her expanded leaves,
Till Autumn’s fiercer heats and plenteous dews
Dye them at last in all their glowing hues.—
‘Twere wild profusion all, and bootless waste,
Power misemploy’d, munificence misplaced,

[...] Read more

poem by William Cowper
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Quality Street

Ive seen, so many lovers cry
Lost love, makes me wonder why
Ive found a love, a once in a lifetime love
Angel on high, from heaven so high above
So I thank God for sending me you
I have heard of playing around with numbers
But one is all I need
She cant be beat, she makes me complete
On quality street
I have heard of playing around with numbers
But one is all I need
She cant be beat, she makes me complete
On quality street
I have lived alone, until you came along
And you gave me love
And my dream came true
And God gave me you
I see, the end of the rainbow now
True love, has blessed me somehow
Blessing of love, a once in a lifetime love
Angel on high, from heaven so high above
So I thank God for sending me you
I have heard of playing around with numbers
But one is all I need
She cant be beat, she makes me complete
On quality street
Quality street
On quality street
Quality, quality, quality, quality street
Quality street
On quality street.

song performed by Van Morrison
Added by Lucian Velea
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I. The Ring and the Book

Do you see this Ring?
'T is Rome-work, made to match
(By Castellani's imitative craft)
Etrurian circlets found, some happy morn,
After a dropping April; found alive
Spark-like 'mid unearthed slope-side figtree-roots
That roof old tombs at Chiusi: soft, you see,
Yet crisp as jewel-cutting. There's one trick,
(Craftsmen instruct me) one approved device
And but one, fits such slivers of pure gold
As this was,—such mere oozings from the mine,
Virgin as oval tawny pendent tear
At beehive-edge when ripened combs o'erflow,—
To bear the file's tooth and the hammer's tap:
Since hammer needs must widen out the round,
And file emboss it fine with lily-flowers,
Ere the stuff grow a ring-thing right to wear.
That trick is, the artificer melts up wax
With honey, so to speak; he mingles gold
With gold's alloy, and, duly tempering both,
Effects a manageable mass, then works:
But his work ended, once the thing a ring,
Oh, there's repristination! Just a spirt
O' the proper fiery acid o'er its face,
And forth the alloy unfastened flies in fume;
While, self-sufficient now, the shape remains,
The rondure brave, the lilied loveliness,
Gold as it was, is, shall be evermore:
Prime nature with an added artistry—
No carat lost, and you have gained a ring.
What of it? 'T is a figure, a symbol, say;
A thing's sign: now for the thing signified.

Do you see this square old yellow Book, I toss
I' the air, and catch again, and twirl about
By the crumpled vellum covers,—pure crude fact
Secreted from man's life when hearts beat hard,
And brains, high-blooded, ticked two centuries since?
Examine it yourselves! I found this book,
Gave a lira for it, eightpence English just,
(Mark the predestination!) when a Hand,
Always above my shoulder, pushed me once,
One day still fierce 'mid many a day struck calm,
Across a Square in Florence, crammed with booths,
Buzzing and blaze, noontide and market-time,
Toward Baccio's marble,—ay, the basement-ledge
O' the pedestal where sits and menaces
John of the Black Bands with the upright spear,
'Twixt palace and church,—Riccardi where they lived,
His race, and San Lorenzo where they lie.

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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