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For far too long, the people of Northern Ireland have been denied an equal voice and equal representation in government. It is time for the Assembly and Executive to be up and running and the people's business to be addressed.

quote by James T. Walsh
Added by Lucian Velea
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Keep On Running

Some gonna get you
Some gonna grab you
Some gonna jump out of the bushes and grab you
Whole lotta folks, you better run faster.
Some gonna grab you
Some gonna jump out of the bushes and grab you
Some gonna grab you
Oh you need this thing to grab you, ha.
Yea, yea
Keep on running
Keep on running from my love
Keep on running, yea
Keep on running from my love
Some folks say that youre really, really fine,
All you want to be is just a friend of mine,
But I know, the man your with gonna break your heart,
And youll be sad real soon, yea.
Keep on running,
Keep on running from my love,
Keep on running, yea,
Keep on running from my love.
Some folks say that youre really, really fine
But all you want to be is just a friend of mine,
But I know Im gonna get you with him -real soon.
Why do you keep?
Keep on running, running from my love
Yea, keep on running from
Keep on running, running from my love
I need you baby
Keep on running, running from my love
And everyday yea,
Keep on running, running from my love. oh
Keep on running
Keep on running from my love
Keep on running yea
Keep on running from my love
Some folks say that your love is really good
All you want to be is just a friend of mine,
But I know, Im gonna get you in the end
cause I need you so
Keep on running
Keep on running, running from my love
Yea, keep on running baby
Keep on running, running from my love, yea
Keep on running, running from my love
Keep on running, running from my love
...say it loud
Keep on running, running from my love
Oh, yea
Keep on running, running from my love

[...] Read more

song performed by Stevie Wonder
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As Ireland Wore the Green

BY RIGHT of birth in southern land I send my warning forth.
I see my country ruined by the wrongs that damned the North.
And shall I stand with fireless eyes and still and silent mouth
While Mammon builds his Londons on the fair fields of the South?

CHORUS:
O must we hide our colour
In fear of Mammon’s spleen?
Or shall we wear the bonnie blue
As Ireland wore the green?
As Ireland wore the green, my friends!
As Ireland wore the green!
Aye, we will wear our colour still,
As Ireland wore the green!

I see the shade of poverty fall on each sunny scene.
And slums and alley-ways extend where fields were evergreen.
There is a law that stamps the flower of freedom as it springs;
And this upon a soil that’s trod by prouder feet than kings’.

And must I hide my colour
In fear of Mammon’s spleen?
Or shall I wear the bonnie blue
As Ireland wore the green?
As Ireland wore the green, my friends!
As Ireland swore the green!
Aye, I will wear my colour yet,
As Ireland wore the green!

Out there beyond the lonely range our fathers toiled for years
’Neath all the hardships that beset true-hearted pioneers;
And our brave mothers journeyed there to do the work of men
On those great awful plains that were unfit for women then.

Then must we hide our colour
In fear of Mammon’s spleen?
Or shall we wear the bonnie blue
As Ireland swore the green?
As Ireland wore the green, my friends!
As Ireland wore the green!
Aye, we shall wear our colour still,
As Ireland wore the green!

O shall the fields our fathers won be yielded to the few
Who never touched the axe or spade, and hardships never knew?
Shall lordly robbers rule the land and build their mansions high,
And ladies flaunt their jewelled plumes where our brave mothers lie?

O must we hide our colour
In fear of Mammnon’s spleen?

[...] Read more

poem by Henry Lawson
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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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The Iliad: Book 2

Now the other gods and the armed warriors on the plain slept
soundly, but Jove was wakeful, for he was thinking how to do honour to
Achilles, and destroyed much people at the ships of the Achaeans. In
the end he deemed it would be best to send a lying dream to King
Agamemnon; so he called one to him and said to it, "Lying Dream, go to
the ships of the Achaeans, into the tent of Agamemnon, and say to
him word to word as I now bid you. Tell him to get the Achaeans
instantly under arms, for he shall take Troy. There are no longer
divided counsels among the gods; Juno has brought them to her own
mind, and woe betides the Trojans."
The dream went when it had heard its message, and soon reached the
ships of the Achaeans. It sought Agamemnon son of Atreus and found him
in his tent, wrapped in a profound slumber. It hovered over his head
in the likeness of Nestor, son of Neleus, whom Agamemnon honoured
above all his councillors, and said:-
"You are sleeping, son of Atreus; one who has the welfare of his
host and so much other care upon his shoulders should dock his
sleep. Hear me at once, for I come as a messenger from Jove, who,
though he be not near, yet takes thought for you and pities you. He
bids you get the Achaeans instantly under arms, for you shall take
Troy. There are no longer divided counsels among the gods; Juno has
brought them over to her own mind, and woe betides the Trojans at
the hands of Jove. Remember this, and when you wake see that it does
not escape you."
The dream then left him, and he thought of things that were,
surely not to be accomplished. He thought that on that same day he was
to take the city of Priam, but he little knew what was in the mind
of Jove, who had many another hard-fought fight in store alike for
Danaans and Trojans. Then presently he woke, with the divine message
still ringing in his ears; so he sat upright, and put on his soft
shirt so fair and new, and over this his heavy cloak. He bound his
sandals on to his comely feet, and slung his silver-studded sword
about his shoulders; then he took the imperishable staff of his
father, and sallied forth to the ships of the Achaeans.
The goddess Dawn now wended her way to vast Olympus that she might
herald day to Jove and to the other immortals, and Agamemnon sent
the criers round to call the people in assembly; so they called them
and the people gathered thereon. But first he summoned a meeting of
the elders at the ship of Nestor king of Pylos, and when they were
assembled he laid a cunning counsel before them.
"My friends," said he, "I have had a dream from heaven in the dead
of night, and its face and figure resembled none but Nestor's. It
hovered over my head and said, 'You are sleeping, son of Atreus; one
who has the welfare of his host and so much other care upon his
shoulders should dock his sleep. Hear me at once, for I am a messenger
from Jove, who, though he be not near, yet takes thought for you and
pities you. He bids you get the Achaeans instantly under arms, for you
shall take Troy. There are no longer divided counsels among the
gods; Juno has brought them over to her own mind, and woe betides
the Trojans at the hands of Jove. Remember this.' The dream then

[...] Read more

poem by Homer, translated by Samuel Butler
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Running Away

Ya running and ya running
And ya running away.
Ya running and ya running
And ya running away.
Ya running and ya running
And ya running away.
Ya running and ya running,
But ya cant run away from yourself
Cant run away from yourself -
Cant run away from yourself -
Cant run away from yourself -
Cant run away from yourself -
Cant run away from yourself.
Ya must have done (must have done),
Sometin wrong (something wrong).
Said: ya must have done (must have done),
Wo! sometin wrong (something wrong).
Why you cant find the
Place where you belong?
Do-do-do-do-do-do-do-do-do (running away);
Do-do-do-do-do-do-do-do-do (running away);
Do-do-do-do-do-do-do-do-do (running away);
Do-do-do-do-do-do-do-do-do (running away);
Do-do-do-do-do-do-do-do-do (running away).
Every man thinketh his
Burden is the heaviest (heaviest).
Every man thinketh his
Burden is the heaviest (heaviest).
Ya still mean it: who feels it knows it, lord;
Who feels it knows it, lord;
Who feels it knows it, lord;
Who feels it knows it, lord.
Ya running and ya running
And ya running away.
Ya running and ya running
And ya running away.
Ya running and ya running
And ya running away.
Ya running and ya running
But ya cant run away from yourself.
Could ya run away from yourself?
Can you run away from yourself?
Cant run away from yourself!
Cant run away from yourself!
Yeah-eah-eah-eah - from yourself.
Brr - you must have done sometin -
Sometin - sometin - sometin -
Sometin ya dont want nobody to know about:
Ya must have, lord - sometin wrong,
What ya must have done - ya must have done sometin wrong.

[...] Read more

song performed by Bob Marley
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Pharsalia - Book V: The Oracle. The Mutiny. The Storm

Thus had the smiles of Fortune and her frowns
Brought either chief to Macedonian shores
Still equal to his foe. From cooler skies
Sank Atlas' daughters down, and Haemus' slopes
Were white with winter, and the day drew nigh
Devoted to the god who leads the months,
And marking with new names the book of Rome,
When came the Fathers from their distant posts
By both the Consuls to Epirus called
Ere yet the year was dead: a foreign land
Obscure received the magistrates of Rome,
And heard their high debate. No warlike camp
This; for the Consul's and the Praetor's axe
Proclaimed the Senate-house; and Magnus sat
One among many, and the state was all.

When all were silent, from his lofty seat
Thus Lentulus began, while stern and sad
The Fathers listened: 'If your hearts still beat
With Latian blood, and if within your breasts
Still lives your fathers' vigour, look not now
On this strange land that holds us, nor enquire
Your distance from the captured city: yours
This proud assembly, yours the high command
In all that comes. Be this your first decree,
Whose truth all peoples and all kings confess;
Be this the Senate. Let the frozen wain
Demand your presence, or the torrid zone
Wherein the day and night with equal tread
For ever march; still follows in your steps
The central power of Imperial Rome.
When flamed the Capitol with fires of Gaul
When Veii held Camillus, there with him
Was Rome, nor ever though it changed its clime
Your order lost its rights. In Caesar's hands
Are sorrowing houses and deserted homes,
Laws silent for a space, and forums closed
In public fast. His Senate-house beholds
Those Fathers only whom from Rome it drove,
While Rome was full. Of that high order all
Not here, are exiles. Ignorant of war,
Its crimes and bloodshed, through long years of peace,
Ye fled its outburst: now in session all
Are here assembled. See ye how the gods
Weigh down Italia's loss by all the world
Thrown in the other scale? Illyria's wave
Rolls deep upon our foes: in Libyan wastes
Is fallen their Curio, the weightier part
Of Caesar's senate! Lift your standards, then,
Spur on your fates and prove your hopes to heaven.

[...] Read more

poem by Marcus Annaeus Lucanus
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Through the eyes of a Field Coronet (Epic)

Introduction

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

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

Prologue

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

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

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

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

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

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

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

[...] Read more

poem by Gert Strydom
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Mind Your Own Business

Mind Your Own Business
(Words and music by Hank Williams, Sr.)
If the wife and I was fussin', brother that's our right
Me and that ole woman bought a license to fight
Why don't you mind your own business(Mind your own business)
Yeah,mind your own business(Mind your own business)
If youmind your own business, you won't be mindin' mine.
Well, the woman on the party line's a nosey thing
She picks up her receiver when she knows it's my ring
Why don't you mind your own business(Mind your own business)
Yeah, mind your own business(Mind your own business)
If you mind your own business, you won't be mindin' mine.
--- Instrumental with ad libs ---
Well, I got a little girl that wears her hair up high
The boys all hollar when she walks by
Why don't you mind your own business(Mind your own business)
Yeah, mind your own business(Mind your own business)
Just mind your own business, you wont be mindin' mine.
--- Instrumental with ad libs ---
I may tell a lot of stories that may not be true
But I can get to Heaven just as easy as you
Why don't you mind your own business(Mind your own business)
Yeah, will you mind your own business(Mind your own business)
Mind your business, and you won't be mindin' mine.
--- Instrumental with ad libs ---
Now, If I want to honky tonk 'til around two or three
Darlin' that's my headache, don't you worry 'bout me.
Why don't you mind your own business(Mind your own business)
Go on and mind your own business(Mind your own business)
If you're mindin' your business, you won't be mindin' mine.
--- Instrumental---
Mindin' other people's business seems to be high-toned
Well, I got all that I can do just to mind my own
Mind your own business(Mind your own business)
Yeah, mind your own business(Mind your own business)
If you mind your businessmyou won't be mindin' mine.
Dear Lord, If you mind your business, you'll be busy all the time...

song performed by Alan Jackson
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Epilogue

(THE GRAVEYARD OF SPOON RIVER. TWO VOICES ARE HEARD BEHIND A SCREEN DECORATED WITH DIABOLICAL AND ANGELIC FIGURES IN VARIOUS ALLEGORICAL RELATIONS. A FAINT LIGHT SHOWS DIMLY THROUGH THE SCREEN AS IF IT WERE WOVEN OF LEAVES, BRANCHES AND SHADOWS.)

FIRST VOICE

A game of checkers?

SECOND VOICE

Well, I don't mind.

FIRST VOICE

I move the Will.

SECOND VOICE

You're playing it blind.

FIRST VOICE

Then here's the Soul.

SECOND VOICE

Checked by the Will.

FIRST VOICE

Eternal Good!

SECOND VOICE

And Eternal Ill.

FIRST VOICE

I haste for the King row.

SECOND VOICE

Save your breath.

FIRST VOICE

I was moving Life.

SECOND VOICE

You're checked by Death.

[...] Read more

poem by Edgar Lee Masters
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Give Ireland Back To The Irish

Give ireland back to the irish
Dont make them have to take it away
Give ireland back to the irish
Make ireland irish today
Great britian you are tremendous
And nobody knows like me
But really what are you doin
In the land across the sea
Tell me how would you like it
If on your way to work
You were stopped by irish soliders
Would you lie down do nothing
Would you give in, or go berserk
Give ireland back to the irish
Dont make them have to take it away
Give ireland back to the irish
Make ireland irish today
Great britian and all the people
Say that all people must be free
Meanwhile back in ireland
Theres a man who looks like me
And he dreams of God and country
And hes feeling really bad
And hes sitting in a prison
Should he lie down do nothing
Should give in or go mad
Give ireland back to the irish
Dont make them have to take it away
Give ireland back to the irish
Make ireland irish today
Give ireland back to the irish
Dont make them have to take it away
Give ireland back to the irish
Make ireland irish today

song performed by Paul McCartney
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Dont Be Denied

When I was a young boy,
My mama said to me
Your daddys leavin home today,
I think hes gone to stay.
We packed up all our bags
And drove out to winnipeg.
When we got to winnipeg
I checked in to school.
I wore white bucks on my feet,
When I learned the golden rule.
The punches came fast and hard
Lying on my back in the school yard.
Dont be denied, dont be denied.
Dont be denied, dont be denied.
Dont be denied, dont be denied.
Well pretty soon I met a friend,
He played guitar.
We used to sit on the steps at school
And dream of being stars.
We started a band,
We played all night.
Dont be denied, dont be denied.
Dont be denied, dont be denied.
Dont be denied, dont be denied.
Oh canada
We played all night
I really hate to leave you now
But to stay just wouldnt be right.
Down in hollywood
We played so good
The businessmen crowded around
They came to hear the golden sound
There we were on the sunset strip,
Playing our songs for the highest bid.
We played all night
The price was right.
Dont be denied, dont be denied.
Dont be denied, dont be denied.
Dont be denied, dont be denied.
Well, all that glitters isnt gold
I know youve heard that story told.
And Im a pauper in a naked disguise
A millionaire through a business mans eyes.
Oh friend of mine
Dont be denied.

song performed by Neil Young
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Instinct

Pop
Standing on the borderline
Between joy and reason
Tending carefully my fire
Waiting for my season
I know who these people are
I know what they stand for
Corruptions built into this plan
Nothings under the other hand
Tricks and trials await the child
Instinct keeps me running
Running like a deer
Instinct keeps me running
Running through the grinning shadows
I have seen the sludgy beach
And the poisoned river
I have met the lordly rich
Theyre just getting stiffer
This whole place is like a maze
Or like some medusa
Let me out I cant accept
A certain read life story
Tricks and trials await the child
Instinct keeps me running
Running like a deer
Instinct keeps me running
Running where the sorrow bless me
Instinct keeps me running
Running like a moose
Instinct keeps me running
Running to keep one chance open
Marks on walls, the common outlet
Tell the truth and always will
Marks on wall destroy the thought
Of perfect sunny civilization
Tricks and trials await the child
Instinct keeps me running
Running like a deer
Instinct keeps me running
Running through the grinning shadows
Instinct keeps me running
Running like a bear
Instinct keeps me running
Running to keep one chance open
Instinct keeps me running
Running cause I dont believe it
Instinct keeps me running
Running through the bare emotion
Instinct keeps me running
Instinct keeps me running

[...] Read more

song performed by Iggy Pop
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The Priests of Ireland

YOU have waited, Priests of Ireland, until the hour was late:
You have stood with folded arms until 'twas asked—Why do they wait?
By the fever and the famine you have seen your flocks grow thin,
Till the whisper hissed through Ireland that your silence was a sin.
You have looked with tearless eyes on fleets of exile-laden ships,
And the hands that stretched toward Ireland brought no tremor to your lips;
In the sacred cause of freedom you have seen your people band,
And they looked to you for sympathy: you never stirred a hand;
But you stood upon the altar, with their blood within your veins,
And you bade the pale-faced people to be patient in their chains!
Ah, you told them—it was cruel—but you said they were not true
To the holy faith of Patrick, if they were not ruled by yon;
Yes, you told them from the altar—they, the vanguard of the Faith—
With your eyes like flint against them—that their banding was a death—
Was a death to something holy: till the heart-wrung people cried
That their priests had turned against them—that they bad no more a guide—
That the English gold had bought you—yes, they said it— but they lied!

Yea, they lied, they sinned, not knowing you—they had not gauged your love:
Heaven bless you, Priests of Ireland, for the wisdom from above,
For the strength that made you, loving them, crush back the tears that rose
When your country's heart was quiv'ring 'neath the statesman's muffled blows:
You saw clearer far than they did, and you grieved for Ireland's pain;
But you did not rouse the people—and your silence was their gain;
For too often has the peasant dared to dash his naked arm
'Gainst the saber of the soldier: but you shielded him from harm,
And your face was set against him—though your heart was with his hand
When it flung aside the plow to snatch a pike for fatherland!

O, God bless you, Priests of Ireland! You were waiting with a will,
Yon were waiting with a purpose when you bade your flocks be still;
And you preached from off your altars not alone the Word Sublime,
But your silence preached to Irishmen—'Be patient: bide your time!'
And they heard you. and obeyed, as well as outraged men could do:—
Only some, who loved poor Ireland, but who erred in doubting you,
Doubting yon, who could not tell them why you spake the strange behest—
You, who saw the day was coming when the moral strength was best—
You, whose hearts were sore with looking on your country's quick decay—
You, whose chapel seats were empty and your people fled away—
You, who marked amid the fields where once the peasant's cabin stood—
You, who saw your kith and kindred swell the emigration flood—
You, the soggarth in the famine, and the helper in the frost—
You, whose shadow was a sunshine when all other hope was lost—
Yes, they doubted—and you knew it—but you never said a word;
Only preached, ' Be still: be patient!'' and, thank God, your voice was heard.
Now, the day foreseen is breaking—it has dawned upon the land,
And the priests still preach in Ireland: do they bid their flocks disband!
Do they tell them still to suffer and be silent? No! their words
Flash from Dublin Bay to Connaught, brighter than the gleam of swords!
Flash from Donegal to Kerry, and from Waterford to Clare,

[...] Read more

poem by John Boyle O'Reilly
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Palamon And Arcite; Or, The Knight's Tale. From Chaucer. In Three Books. Book III.

The day approached when Fortune should decide
The important enterprise, and give the bride;
For now the rivals round the world had sought,
And each his number, well appointed, brought.
The nations far and near contend in choice,
And send the flower of war by public voice;
That after or before were never known
Such chiefs, as each an army seemed alone:
Beside the champions, all of high degree,
Who knighthood loved, and deeds of chivalry,
Thronged to the lists, and envied to behold
The names of others, not their own, enrolled.
Nor seems it strange; for every noble knight
Who loves the fair, and is endued with might,
In such a quarrel would be proud to fight.
There breathes not scarce a man on British ground
(An isle for love and arms of old renowned)
But would have sold his life to purchase fame,
To Palamon or Arcite sent his name;
And had the land selected of the best,
Half had come hence, and let the world provide the rest.
A hundred knights with Palamon there came,
Approved in fight, and men of mighty name;
Their arms were several, as their nations were,
But furnished all alike with sword and spear.

Some wore coat armour, imitating scale,
And next their skins were stubborn shirts of mail;
Some wore a breastplate and a light juppon,
Their horses clothed with rich caparison;
Some for defence would leathern bucklers use
Of folded hides, and others shields of Pruce.
One hung a pole-axe at his saddle-bow,
And one a heavy mace to stun the foe;
One for his legs and knees provided well,
With jambeux armed, and double plates of steel;
This on his helmet wore a lady's glove,
And that a sleeve embroidered by his love.

With Palamon above the rest in place,
Lycurgus came, the surly king of Thrace;
Black was his beard, and manly was his face
The balls of his broad eyes rolled in his head,
And glared betwixt a yellow and a red;
He looked a lion with a gloomy stare,
And o'er his eyebrows hung his matted hair;
Big-boned and large of limbs, with sinews strong,
Broad-shouldered, and his arms were round and long.
Four milk-white bulls (the Thracian use of old)
Were yoked to draw his car of burnished gold.

[...] Read more

poem by John Dryden
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Words For Music Perhaps

I - CRAZY JANE AND THE BISHOP

BRING me to the blasted oak
That I, midnight upon the stroke,
(All find safety in the tomb.)
May call down curses on his head
Because of my dear Jack that's dead.
Coxcomb was the least he said:
The solid man and the coxcomb.
Nor was he Bishop when his ban
Banished Jack the Journeyman,
(All find safety in the tomb.)
Nor so much as parish priest,
Yet he, an old book in his fist,
Cried that we lived like beast and beast:
The solid man and the coxcomb.
The Bishop has a skin, God knows,
Wrinkled like the foot of a goose,
(All find safety in the tomb.)
Nor can he hide in holy black
The heron's hunch upon his back,
But a birch-tree stood my Jack:
The solid man and the coxcomb.
Jack had my virginity,
And bids me to the oak, for he
(all find safety in the tomb.)
Wanders out into the night
And there is shelter under it,
But should that other come, I spit:
The solid man and the coxcomb.

II - CRAZY JANE REPROVED

I CARE not what the sailors say:
All those dreadful thunder-stones,
All that storm that blots the day
Can but show that Heaven yawns;
Great Europa played the fool
That changed a lover for a bull.
Fol de rol, fol de rol.
To round that shell's elaborate whorl,
Adorning every secret track
With the delicate mother-of-pearl,
Made the joints of Heaven crack:
So never hang your heart upon
A roaring, ranting journeyman.
Fol de rol, fol de rol.

III - CRAZY JANE ON THE DAY OF JUDGMENT

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poem by William Butler Yeats
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The Ballad of the White Horse

DEDICATION

Of great limbs gone to chaos,
A great face turned to night--
Why bend above a shapeless shroud
Seeking in such archaic cloud
Sight of strong lords and light?

Where seven sunken Englands
Lie buried one by one,
Why should one idle spade, I wonder,
Shake up the dust of thanes like thunder
To smoke and choke the sun?

In cloud of clay so cast to heaven
What shape shall man discern?
These lords may light the mystery
Of mastery or victory,
And these ride high in history,
But these shall not return.

Gored on the Norman gonfalon
The Golden Dragon died:
We shall not wake with ballad strings
The good time of the smaller things,
We shall not see the holy kings
Ride down by Severn side.

Stiff, strange, and quaintly coloured
As the broidery of Bayeux
The England of that dawn remains,
And this of Alfred and the Danes
Seems like the tales a whole tribe feigns
Too English to be true.

Of a good king on an island
That ruled once on a time;
And as he walked by an apple tree
There came green devils out of the sea
With sea-plants trailing heavily
And tracks of opal slime.

Yet Alfred is no fairy tale;
His days as our days ran,
He also looked forth for an hour
On peopled plains and skies that lower,
From those few windows in the tower
That is the head of a man.

But who shall look from Alfred's hood

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poem by Gilbert Keith Chesterton
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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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Paradise Lost: Book 09

No more of talk where God or Angel guest
With Man, as with his friend, familiar us'd,
To sit indulgent, and with him partake
Rural repast; permitting him the while
Venial discourse unblam'd. I now must change
Those notes to tragick; foul distrust, and breach
Disloyal on the part of Man, revolt,
And disobedience: on the part of Heaven
Now alienated, distance and distaste,
Anger and just rebuke, and judgement given,
That brought into this world a world of woe,
Sin and her shadow Death, and Misery
Death's harbinger: Sad talk!yet argument
Not less but more heroick than the wrath
Of stern Achilles on his foe pursued
Thrice fugitive about Troy wall; or rage
Of Turnus for Lavinia disespous'd;
Or Neptune's ire, or Juno's, that so long
Perplexed the Greek, and Cytherea's son:

If answerable style I can obtain
Of my celestial patroness, who deigns
Her nightly visitation unimplor'd,
And dictates to me slumbering; or inspires
Easy my unpremeditated verse:
Since first this subject for heroick song
Pleas'd me long choosing, and beginning late;
Not sedulous by nature to indite
Wars, hitherto the only argument
Heroick deem'd chief mastery to dissect
With long and tedious havock fabled knights
In battles feign'd; the better fortitude
Of patience and heroick martyrdom
Unsung; or to describe races and games,
Or tilting furniture, imblazon'd shields,
Impresses quaint, caparisons and steeds,
Bases and tinsel trappings, gorgeous knights
At joust and tournament; then marshall'd feast
Serv'd up in hall with sewers and seneshals;
The skill of artifice or office mean,
Not that which justly gives heroick name
To person, or to poem. Me, of these
Nor skill'd nor studious, higher argument
Remains; sufficient of itself to raise
That name, unless an age too late, or cold
Climate, or years, damp my intended wing
Depress'd; and much they may, if all be mine,
Not hers, who brings it nightly to my ear.
The sun was sunk, and after him the star
Of Hesperus, whose office is to bring

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poem by John Milton
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Too Much Monkey Business

Salesman talking to me tried to run me up a creek
Says you can buy it, go on try it, you can pay me next week
Uh-uh, too much monkey business, too much monkey business
Too much monkey business for me to be involved in
Oh-ho-ho
Blonde haired, good lookin tryin to get me hooked
Wants me to marry, settle down and get a home and and write a book
Uh-uh, too much monkey business, too much monkey business
Too much monkey business for me to be involved in
Oh-ho-ho
Pay phone, somethin wrong, dial gone,
Well me ought to sue the operator for tellin me a tale
Uh-uh, too much monkey business, too much monkey business
Too much monkey business for me to be involved in
Oh-ho-ho
Oh-ho-ho ...... oh-ho-ho ...... oh-ho-ho ...... oh-ho-ho
Been to vietnam, been a fightin in the war
Army bar, army chow, army clothes, army car
Uh-uh, too much monkey business, too much monkey business
Too much monkey business for me to be involved in
Oh-ho-ho
Workin in the fillin station, too many tasks
Wipe the windo, check the tires, check the oil, dollar gas
Uh-uh, too much monkey business, too much monkey business
Too much monkey business for me to be involved in
Oh-ho-ho
Blonde haired, good lookin tryin to get me hooked
Wants me to marry, get a home, settle down and and write a book
Uh-uh, too much monkey business, too much monkey business
Too much monkey business for me to be involved in
Oh-ho-ho
Too much monkey business, oh-ho-ho, too much monkey business, oh-ho-ho
Too much monkey business, oh-ho-ho too much monkey business, oh-ho-ho
Too much monkey business, oh-ho-ho too much monkey business, oh-ho-ho

song performed by Elvis Presley, music by Chuck Berry, lyrics by Chuck Berry
Added by Lucian Velea
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Song: The Running Dogs

In a land of distant memory,
in the primal world of old,
dog and man were enemies;
and our story should be told.

Beyond the mystic mountain,
lived a pack of hungry hounds;
with a tribe of rustic humans,
who lacked our strength renowned.

A menace to our hunting grounds,
they laid their claim to turf;
and fenced our range to out of bounds,
and stole our birthright, earth.

Our children too were victims,
of eugenic genocide.
The wild spirit of our nature;
broken, tamed, denied.

They call us now the running dogs,
the stunted and the hunted dogs.
They call us now the running dogs,
but are we running scared?

We were once the Big Bad Wolf,
fierce nemesis of cloven hoof.
We patrolled the deep dark wood,
and took the rap for Riding Hood.

We were once a breed to fear,
of sneering breath and snarling leer.
We were threats to little pigs,
and architects in flimsy digs.

But now we lounge on comfy chairs,
grow fat and soft and take on airs.
As trustee to a gaoler's whim,
our savage past must fade and dim.

They call us now the running dogs,
not cunning, merely stunning dogs.
They call us now the running dogs,
but are we running scared?

Running, running, running dogs.
I see and shun those running dogs.
Running, running, running dogs;
the docked and doctored curs.

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poem by David SmithWhite
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