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So I started chanting when I was nineteen, which was about twelve years ago, and it really had a huge impact on my outlook, happiness, and general creativity.

quote by Duncan Sheik
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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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Peace Proposal

Said General Clay to General Gore really must we fight this silly war
To kill and die in such a bore I quite agree said General Gore
Said General Gore to General Clay we could go to the beach today
And have some icecream on the way a grand idea said General Clay
Said General Clay to General Gore we'll build sand castles on the shore
Said General Gore we'll splash and play let's leave right now said General Clay
Said General Gore to General Clay but what if the sea's closed today
And what if the sand's been blown away the dreadful thought said General Clay
Said General Gore to General Clay I've always feared the ocean's spray
And we may drown it's true we may it chills my blood said General Clay
Said General Clay to General Gore my bathin' suit is slightly tore
We better go on with our war I quite agree said General Gore
The General Clay chanrged General Gore as bullets flew and cannons roared
And now at last there is no more of General Clay or General Gore

poem by Sheldon Allan Silverstein
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Happiness Is Not Comforts

‘Does Happiness depend upon comfort? ’
The answer is definitely a big, ‘No! ’
Happiness lies in not comforts alone!
Happiness is not a static quality of the human mind, body and soul.

All can’t remain happy all the time.
It would be foolishness to wish for a life, filled with happiness alone;
Happiness is more when woes come in-between.
Happiness is just a feeling weird!

Life could become boring and monotonous, when happiness is prolonged.
Even the pauper can be happier than the prince.
Even the beggar smiles and sleeps well, despite much strife.

Happiness is a frame of mind that’s dynamic in nature;
Happiness is a kind of mood of feeling very well;
Happiness is a state of one, when life seems worth living;
Happiness is something strange that varies with time, experience and wisdom.

Happiness is all within;
Happiness is in giving;
Happiness is in sharing;
Happiness is the ceiling, whatever you fix!

Happiness does not wholly depend on comforts;
Happiness cannot be bought by money;
Happiness is not all luxury;
Happiness is abstract to the core!

Happiness is in being child-like, though adult;
Happiness is in making and seeing the less fortunate ones, smile;
Happiness is in acting adult-like, although a child
Happiness is in giving something to someone, although you still need it.

Happiness is in sacrificing for others’ sake;
Happiness is in giving up your chance to someone, who most needs it;
Happiness is in doing acts of charity;
Happiness is when you’ve led a righteous life.

Happiness to some is in dreams alone;
Happiness to some doing risky feats;
Happiness to a few is in a sheer lazy life;
Happiness to some is in yeoman service to mankind.

Happiness is a phenomenon;
Happiness is a quirk of fate;
Happiness is quite rare and scarce at times;
Happiness to some is in living in a virtual world!

Happiness is in braving the storms of life;

[...] Read more

poem by John Celes
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The Generals

Said General Clay to General Gore,
'Oh must we fight this silly war?
To kill and die is such a bore.'
'I quite agree,' said General Gore.
Said General Gore to General Clay,
'We could go to the beach today
And have some ice cream on the way.'
'A grand idea,' said General Clay.
Said General Gore to General Clay,
'But what if the sea is closed today?
And what if the sand's been blown away?'
'A dreadful thought,' said General Clay.
Said General Gore to General Clay,
'I've always feared the ocean's spray,
And we may drown!' 'It's true, we may.
It chills my blood,' said General Clay.
Said General Clay to General Gore,
'My bathing suit is slightly tore.
We'd better go on with our war.'
'I quite agree,' said General Gore.
Then General Clay charged General Gore
As bullets flew and cannons roared.
And now, alas! there is no more
Of General Clay or General Gore.

poem by Sheldon Allan Silverstein
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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

[...] Read more

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

This poem does not condone desertion
nor is it a proponent of summary execution
or the use of capital punishment as a deterrent.

The citizen army of August 1914
saw in its time 8Million signed up
resulting in 750,000 dead
of this 300/3000 executed.

This is the tale of just one life.

Shot at Dawn
`

At nineteen you were still a child
hopping off to an aggrandised war
filled with romantic and exuberant air

At nineteen you travelled over the channel
to Mons, by the Belgian border marching
there receiving the horrors of humiliated retreat

At nineteen you went missing
first in Dublin taking leave without permission
now in France and sought for desertion

At nineteen you were a fugitive
hiding from town to town
filled with fear and personal loathing
without destination, without future

At nineteen you were confronted
by a baron's gamekeeper
whisked from barn to court marshall

At nineteen you met the iron will
of a military court in face of disaster
you were the first deserter to be convicted

As far as publicly convenient, within two days
without showing the world we shoot our own
At nineteen you marched out, first light of dawn

[...] Read more

poem by Frederick Kesner
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1984

Nineteen eighty four
Someday they wont let you
Now you must agree
The time they are a telling
And the changing isnt free
You read it in the tea leaves
And the reacks are on tv
Beware the savage jaw
In nineteen eighty four
Theyll split your pretty cranium
And fill it full of air
Theyll tell you that youre eighty
And really you wont care
Youll be shooting up on everything
Tomorrows never there
Beware the savage jaw
In nineteen eighty four
Come see come see
Remember me
I played in an all night movie role
You said it would last
But I guess weve enrolled
In nineteen eighty four
Who could ask for more
Nineteen eighty four
Who could ask for more
Im looking for a vehicle
Im looking for a ride
Im looking for a party
Im looking for a side
Im looking for a treason
That I knew in sixty five
Beware the savage door
In nineteen eighty four
Come see come see
Remember me
I played in an all night movie role
You said it would last
But I guess weve enrolled
In nineteen eighty four
Who could ask for more
Nineteen eighty four
Who could ask for more
Nineteen eighty four

song performed by Tina Turner
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You Started This Fire

I lay with you and it's,
Under-cover.
With a ring-aling that dings.
And penetrates to get to things.

Aaahhh, aaahhh, aaahhh.

I lay with you and it's,
Under-cover.
With a ring-aling that dings.
And penetrates to get to things.
And penetrates to get to things.
Repeat.
And penetrates to get to things.
Repeat.
And penetrates to get to things.

Aaahhh, aaahhh, aaahhh.

Now who started this fire?
With a-ring and a-ding-ding-ding.
And a,
Big dingalingaling.
In this,
Sticky heat!
And, breathing deep.

Now who is accused for this fire?
That makes my breathing deep.
And...
Makes me clinch both fist and teeth.

Now who is accused for this fire?
That makes my breathing deep.
And...
Makes me clinch both fist and teeth.

You lay bare with naked clues!
You must of have started this fire.
You looking as if you know what to do too.
You must of have started this fire,
To build up my desire.

And why do I suspect that,
You have done this thing and...
That you want to bring me,
To a place....
To hear me scream

You lay bare with naked clues!

[...] Read more

poem by Lawrence S. Pertillar
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Magpie, My Keeper, Is Flying - Upon Freeing the Gift of Creativity Turned Inward

.
for Elaine Bellezza, Beloved Anima-as-Fate

'There is only one real deprivation, I decided this morning, and that is not to be able to give one's gift to those one loves most...The gift turned inward, unable to be given, becomes a heavy burden, even sometimes a kind of poison. It is as though the flow of life were backed up.' - May Sarton, Journal of a Solitude

This afternoon while still somewhat hungover from last night's rich meal and several glasses of strong red wine, I stumbled as one does when hungover, only today without feet but with eyes, upon the above quote by May Sarton. I had awakened this morning with fragments of a dream, repetitive of other dreams the past few months, where I am carrying something precious and just cannot put it down in any old place or upon just any available surface. I cannot put it down until I find the right surface and location.

These dreams are full of torrential flood waters, or backed up, stagnant water, toilets full of filth and pungent bright orange dark urine days old and fermenting. I cannot unhand the burden even though the urge to pee or flee or drive a car away or into flood waters is strong. I must not put down the burden odd as it is; it is my laptop carrying case made of canvas. It is large enough to carry not only my laptop but also many books with which I cannot, will not be parted from as they are the must-have-with-me-always 'bread', my staple and stability in a given to me world out of balance.

I have understood the dreams only a little - something within the psyche is flooding up, over-spilling or has already, has not been adequately canalized, channeled, streamed and guided, shaped and formed. Or flushed. I knew that eventually, as dreams do when one sits consciously, patiently, persistently with them, they would yield their messages to me, and upon revelation these must be obeyed, brought out into the world, Carl Jung having said that one has a moral responsibility to dreams once they are kenned and must be conscientiously acted upon in the outer world. Just dreaming is not enough. Everyone dreams but not very many know to dream them out into the world, to let their messages unfurl, flood and flow to bring forth new consciousness, to reshape old forms no longer adequate to self, place and time into symbol and their sense, usually not literal.

And thus, only just now, upon opening up haphazardly in a book about Dostoevsky and his struggle with addictions which mirror the profound compulsion to create at any cost perhaps beyond one's capacities to renew oneself, I find May Sarton's quote and suddenly the dreams clarify and sharpen into focus; I understand them as the burden of creativity too long turned inward, the burden of writing, the burden of poetry which I have carried heavily for most of my life since middle school when I was 11 or 12 years old when books became my lifeline, my link to existence that I could live on in spite of not wanting to do so. Written words, books, kept me from disappearing though I was and remain a mostly invisible word.

And thus the floods. One cannot ignore them. Alphabets tumble and roil. One dare not ignore them. One must see them without a choice to not see them. In them I am suddenly made visible, bright orange p*ss pots and all. I am both appalled and pleased. My burden is upon my knees.

The backed up water, the urine, is creativity. A somewhat odd symbol of creativity, there is more than enough evidence that urination is symbolic of self expression which is creativity. In ancient Rome the highly valued dirt from the urinals of boys' schools was collected to be used as a cosmetic in order to restore youthful energy and looks. A young boy, or puer in Latin, is an archetypal symbol of ongoing creativity and inspiration, the puer aeternas, the eternal youth, well springs of ongoing creativity still imaged in solid fountains of the world where eternal waters flow from the peni of cherubic youth.

I have struggled my entire life with a strong urge to create, to write, to express in words that creative daemon within which torments no matter the completion of a poem or essay, a lecture, a psalm. And now my dreams have had me consciously, urgently seeking a place to put the burden down, to perhaps come to it anew. I imagine that landing the burden means bringing it down to earth, manifesting creativity all the more by bringing my efforts to others for the strongest part of the compulsive urge in my creativity has been to contribute one good thing, one good poem or piece of writing which in some way might further the culture even if only by a flea's leg length.

The dreams urge me to let the urine flow, to let the flood waters indeed flood over, to be less self conscious of what I write and say but to have at it all and to say my say. And to let whatever waves there are crest and break upon ever receptive banks and shores whose duty it is to allow what may come from motion without complaint, the more compliant toward as yet to be fully formed purposes as yet to be scored.

Synchronistically, a few days ago I listened to a lecture by poet Allen Ginsberg about Walt Whitman and his imitators, those who were goodly influenced by his effulgent, self indulgent style, his garrulous poems which presumed to express the very expansiveness of the North American continent over-flooded by a plague of itinerant, persistent poachers and prophets from Europe to Eastern disembarkation and then inland and Westward, compelled to overtake land and native peoples in their possessed, pushed wake. Ginsberg imagined himself to be a timely extension of this unruly school, as savage as the projected upon land and justly-resistant, resident humanity stretched beyond known bounds and sounds. Blood drowned and pounded the god-hounded land even now is flooded by unleashed mighty rivers seeking, if rivers seek at all, to undo and renew in horse shoe and other shapes the crimes of consciousness compelled to overtake while leaving it up to human souls to repent and repair, to prepare for more powerful insurgencies of land and Self ever seeking new and nower expressions of dirt and deity. There's enough history beneath layers to support the scarp and scrape of momentary yet monumental motions finally given mouths to utter what lies both beneath and within the heaping huzzahs of here here here full and deep. As in my dream, it is hard to steer in such surpassing tides and currents. Still, I am searching for holy campground that I may lay my burden down.

I have no wish to imitate Whitman nor Ginsberg - though both are easily imitated since they did so themselves, an occupational hazard for writers - but only to be obedient to the daemon, that urgent, emergent, creative force within. It rushes within and against me. No matter whether derived of the grandiose American continent and the even more grandiose sky or not, I have all too successfully braced against it in fear of failure, reprisal or, worse, complete indifference from others. My dreams now urge floods and resultant coagulations, they bring creative splurges to ground from hand to the hard world. And Nature, too, is indifferent but begs none the less and all the more to be given utterance and response.

Respondeo ergo sum. I respond, therefore I am. I respond, therefore the other, earth, all her ants, is as long as there are eyes, ears, and scanning minds to acknowledge and touch, wrestle, caress, shape - some in scansions - outer from inner, inner from outer, landscapes to be all too quickly discarded in time for what is sung just ahead. And seen. Or hoped, all praise to telescopes. We would be they, so addicted to horizons, to bring them close.

Something there is needs completion via coagulation, forming, shaping, and sharing with whomever may be open to clods delivered. If not, rivers will, as they will without reason, continue to overrun their banks and insist upon covering designated previous cultivations. Let then excess of creativity have its say, play out, and leave the critical post-considerations to others. I will surely sit and ponder spent what spills forth, to shape, to edit, to discard. And watch my little yard sink beneath needed and needy floods.

I will have done with deprivation and bring myself, what I have shaped and misshapen, to the world. These things, this burden, have I most loved and felt responsible for, have born the shame of. I have fought and have failed utterly again and again though my attempts have been, and still are, sincere though not blameless. Fear has been my encampment, a longing beneath knowing feet in secret cellars just beyond reach of contracted hands forever spelling hunger. I know open bastion doors and windows to now fling beyond embankments what has been wrung out of my floes and woes though hands wither from too much turning against and inward. What a relief to burst beyond boundaries too long successfully restraining.

I recently wrote a poem about much too too solid bastions of self, of forceful puer energy ramming through and over and into long buried storms and petrified forms, of passion mangling the delusion of 'norms' ignoring too sensitive alarms. Given May Sarton's May revelation this morning I now understand that the poem is about more than eros, it is about that powerful creative/destructive force, the daemon/tyro that ever urges outward intent on making and staking Self in new land and at least one aging man wrenched and rendered from dried and calcified encrustations. I am, to borrow from the insistent dream image, beginning to leak. And to break open.

Archeology - What The Stele Says 'Upon Taking A Much Younger Lover'

That this old ground yields to plow stuns.
What begins to be, earth swell, breaks
root-room open to blood means.

Old skeins tear upon what is new terrain,
hunger worn, long appended. There is
no blame for pain is the blessing.

All hurt now stings twilight quaked into being.
Your breath falls upon me now, taut, sinew,
bruising hand, purple inside flares warrior nerves

[...] Read more

poem by Warren Falcon
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General John

The bravest names for fire and flames
And all that mortal durst,
Were GENERAL JOHN and PRIVATE JAMES,
Of the Sixty-seventy-first.

GENERAL JOHN was a soldier tried,
A chief of warlike dons;
A haughty stride and a withering pride
Were MAJOR-GENERAL JOHN'S.

A sneer would play on his martial phiz,
Superior birth to show;
"Pish!" was a favourite word of his,
And he often said "Ho! ho!"

FULL-PRIVATE JAMES described might be,
As a man of a mournful mind;
No characteristic trait had he
Of any distinctive kind.

From the ranks, one day, cried PRIVATE JAMES,
"Oh! MAJOR-GENERAL JOHN,
I've doubts of our respective names,
My mournful mind upon.

"A glimmering thought occurs to me
(Its source I can't unearth),
But I've a kind of a notion we
Were cruelly changed at birth.

"I've a strange idea that each other's names
We've each of us here got on.
Such things have been," said PRIVATE JAMES.
"They have!" sneered GENERAL JOHN.

"My GENERAL JOHN, I swear upon
My oath I think 'tis so - "
"Pish!" proudly sneered his GENERAL JOHN,
And he also said "Ho! ho!"

"My GENERAL JOHN! my GENERAL JOHN!
My GENERAL JOHN!" quoth he,
"This aristocratical sneer upon
Your face I blush to see!

"No truly great or generous cove
Deserving of them names,
Would sneer at a fixed idea that's drove
In the mind of a PRIVATE JAMES!"

[...] Read more

poem by William Schwenck Gilbert
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The Klondike

Never mind the day we left, or the day the women clung to us;
All we need now is the last way they looked at us.
Never mind the twelve men there amid the cheering—
Twelve men or one man, ’t will soon be all the same;
For this is what we know: we are five men together,
Five left o’ twelve men to find the golden river.

Far we came to find it out, but the place was here for all of us;
Far, far we came, and here we have the last of us.
We that were the front men, we that would be early,
We that had the faith, and the triumph in our eyes:
We that had the wrong road, twelve men together,—
Singing when the devil sang to find the golden river.

Say the gleam was not for us, but never say we doubted it;
Say the wrong road was right before we followed it.
We that were the front men, fit for all forage,—
Say that while we dwindle we are front men still;
For this is what we know tonight: we’re starving here together—
Starving on the wrong road to find the golden river.

Wrong, we say, but wait a little: hear him in the corner there;
He knows more than we, and he’ll tell us if we listen there—
He that fought the snow-sleep less than all the others
Stays awhile yet, and he knows where he stays:
Foot and hand a frozen clout, brain a freezing feather,
Still he’s here to talk with us and to the golden river.

“Flow,” he says, “and flow along, but you cannot flow away from us;
All the world’s ice will never keep you far from us;
Every man that heeds your call takes the way that leads him—
The one way that’s his way, and lives his own life:
Starve or laugh, the game goes on, and on goes the river;
Gold or no, they go their way—twelve men together.

“Twelve,” he says, “who sold their shame for a lure you call too fair for them—
You that laugh and flow to the same word that urges them:
Twelve who left the old town shining in the sunset,
Left the weary street and the small safe days:
Twelve who knew but one way out, wide the way or narrow:
Twelve who took the frozen chance and laid their lives on yellow.

“Flow by night and flow by day, nor ever once be seen by them;
Flow, freeze, and flow, till time shall hide the bones of them;
Laugh and wash their names away, leave them all forgotten,
Leave the old town to crumble where it sleeps;
Leave it there as they have left it, shining in the valley,—
Leave the town to crumble down and let the women marry.

“Twelve of us or five,” he says, “we know the night is on us now:

[...] Read more

poem by Edwin Arlington Robinson
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Identity Of Moment

At twelve of night philosopher thinks with a cup of tea
At twelve of night exuded in dream
At twelve of night cloud of blue sky burns
At twelve of night strip by strip waves fall to ground
At twelve of night full moon flashes of light
At twelve of night horn of car strikes on door
At twelve of night couple enters into dwell of love
At twelve of night loud cry of progenitors comes
At twelve of night machinegun of devilish roars
At twelve of night whistles of train strikes
At twelve of night the red sun of monument raises.

poem by Bongokobida Zakaria
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Annus Mirabilis, The Year Of Wonders, 1666

1
In thriving arts long time had Holland grown,
Crouching at home and cruel when abroad:
Scarce leaving us the means to claim our own;
Our King they courted, and our merchants awed.

2
Trade, which, like blood, should circularly flow,
Stopp'd in their channels, found its freedom lost:
Thither the wealth of all the world did go,
And seem'd but shipwreck'd on so base a coast.

3
For them alone the heavens had kindly heat;
In eastern quarries ripening precious dew:
For them the Idumaean balm did sweat,
And in hot Ceylon spicy forests grew.

4
The sun but seem'd the labourer of the year;
Each waxing moon supplied her watery store,
To swell those tides, which from the line did bear
Their brimful vessels to the Belgian shore.

5
Thus mighty in her ships, stood Carthage long,
And swept the riches of the world from far;
Yet stoop'd to Rome, less wealthy, but more strong:
And this may prove our second Punic war.

6
What peace can be, where both to one pretend?
(But they more diligent, and we more strong)
Or if a peace, it soon must have an end;
For they would grow too powerful, were it long.

7
Behold two nations, then, engaged so far
That each seven years the fit must shake each land:
Where France will side to weaken us by war,
Who only can his vast designs withstand.

8
See how he feeds the Iberian with delays,
To render us his timely friendship vain:
And while his secret soul on Flanders preys,
He rocks the cradle of the babe of Spain.

9
Such deep designs of empire does he lay

[...] Read more

poem by John Dryden
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Happiness To Me

Does Happiness depend upon comfort? ’
The answer is definitely a big, ‘No! ’
Happiness lies in not comforts alone!
Happiness is not a static quality of the
human mind, body and soul.

All can’t remain happy all the time.
It would be foolishness to wish for a life,
filled with happiness alone;

Life could become boring, when happiness is prolonged.
Even A pauper can be happier than the prince.
Even A beggar smiles and sleeps well, despite much strife.

Happiness is a frame of mind that’s dynamic in nature;
Happiness is a kind of mood of feeling very well;
Happiness is a state of one, when life seems worth living;

Happiness is all within;
Happiness is in giving;
Happiness is in sharing;

Happiness does not depend on comforts;
Happiness cannot be bought by money;
Happiness is not all luxury;

Happiness is in being child-like, though adult;
Happiness is in sacrificing for others’ sake;
Happiness is in doing acts of charity;
Happiness is when you’ve led a righteous life.

Happiness to some is in dreams alone;
Happiness to some doing risky feats;
Happiness to a few is in a sheer lazy life;
Happiness to me is in loving.

poem by Richard Maginness
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The Interpretation of Nature and

I.

MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.


II.

Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.

III.

Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.

IV.

Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.

V.

The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.

VI.

It would be an unsound fancy and self-contradictory to expect that things which have never yet been done can be done except by means which have never yet been tried.

VII.

The productions of the mind and hand seem very numerous in books and manufactures. But all this variety lies in an exquisite subtlety and derivations from a few things already known; not in the number of axioms.

VIII.

Moreover the works already known are due to chance and experiment rather than to sciences; for the sciences we now possess are merely systems for the nice ordering and setting forth of things already invented; not methods of invention or directions for new works.

IX.

The cause and root of nearly all evils in the sciences is this -- that while we falsely admire and extol the powers of the human mind we neglect to seek for its true helps.

X.

The subtlety of nature is greater many times over than the subtlety of the senses and understanding; so that all those specious meditations, speculations, and glosses in which men indulge are quite from the purpose, only there is no one by to observe it.

XI.

As the sciences which we now have do not help us in finding out new works, so neither does the logic which we now have help us in finding out new sciences.

XII.

The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search after truth. So it does more harm than good.

XIII.

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poem by Sir Francis Bacon
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Canto the Eighth

I
Oh blood and thunder! and oh blood and wounds!
These are but vulgar oaths, as you may deem,
Too gentle reader! and most shocking sounds:
And so they are; yet thus is Glory's dream
Unriddled, and as my true Muse expounds
At present such things, since they are her theme,
So be they her inspirers! Call them Mars,
Bellona, what you will -- they mean but wars.

II
All was prepared -- the fire, the sword, the men
To wield them in their terrible array.
The army, like a lion from his den,
March'd forth with nerve and sinews bent to slay, --
A human Hydra, issuing from its fen
To breathe destruction on its winding way,
Whose heads were heroes, which cut off in vain
Immediately in others grew again.

III
History can only take things in the gross;
But could we know them in detail, perchance
In balancing the profit and the loss,
War's merit it by no means might enhance,
To waste so much gold for a little dross,
As hath been done, mere conquest to advance.
The drying up a single tear has more
Of honest fame, than shedding seas of gore.

IV
And why? -- because it brings self-approbation;
Whereas the other, after all its glare,
Shouts, bridges, arches, pensions from a nation,
Which (it may be) has not much left to spare,
A higher title, or a loftier station,
Though they may make Corruption gape or stare,
Yet, in the end, except in Freedom's battles,
Are nothing but a child of Murder's rattles.

V
And such they are -- and such they will be found:
Not so Leonidas and Washington,
Whose every battle-field is holy ground,
Which breathes of nations saved, not worlds undone.
How sweetly on the ear such echoes sound!
While the mere victor's may appal or stun
The servile and the vain, such names will be
A watchword till the future shall be free.

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poem by Byron from Don Juan (1824)
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II. Half-Rome

What, you, Sir, come too? (Just the man I'd meet.)
Be ruled by me and have a care o' the crowd:
This way, while fresh folk go and get their gaze:
I'll tell you like a book and save your shins.
Fie, what a roaring day we've had! Whose fault?
Lorenzo in Lucina,—here's a church
To hold a crowd at need, accommodate
All comers from the Corso! If this crush
Make not its priests ashamed of what they show
For temple-room, don't prick them to draw purse
And down with bricks and mortar, eke us out
The beggarly transept with its bit of apse
Into a decent space for Christian ease,
Why, to-day's lucky pearl is cast to swine.
Listen and estimate the luck they've had!
(The right man, and I hold him.)

Sir, do you see,
They laid both bodies in the church, this morn
The first thing, on the chancel two steps up,
Behind the little marble balustrade;
Disposed them, Pietro the old murdered fool
To the right of the altar, and his wretched wife
On the other side. In trying to count stabs,
People supposed Violante showed the most,
Till somebody explained us that mistake;
His wounds had been dealt out indifferent where,
But she took all her stabbings in the face,
Since punished thus solely for honour's sake,
Honoris causâ, that's the proper term.
A delicacy there is, our gallants hold,
When you avenge your honour and only then,
That you disfigure the subject, fray the face,
Not just take life and end, in clownish guise.
It was Violante gave the first offence,
Got therefore the conspicuous punishment:
While Pietro, who helped merely, his mere death
Answered the purpose, so his face went free.
We fancied even, free as you please, that face
Showed itself still intolerably wronged;
Was wrinkled over with resentment yet,
Nor calm at all, as murdered faces use,
Once the worst ended: an indignant air
O' the head there was—'t is said the body turned
Round and away, rolled from Violante's side
Where they had laid it loving-husband-like.
If so, if corpses can be sensitive,
Why did not he roll right down altar-step,
Roll on through nave, roll fairly out of church,
Deprive Lorenzo of the spectacle,

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poem by Robert Browning from The Ring and the Book
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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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Canto the Thirteenth

I
I now mean to be serious; -- it is time,
Since laughter now-a-days is deem'd too serious.
A jest at Vice by Virtue's call'd a crime,
And critically held as deleterious:
Besides, the sad's a source of the sublime,
Although when long a little apt to weary us;
And therefore shall my lay soar high and solemn,
As an old temple dwindled to a column.

II
The Lady Adeline Amundeville
('T is an old Norman name, and to be found
In pedigrees, by those who wander still
Along the last fields of that Gothic ground)
Was high-born, wealthy by her father's will,
And beauteous, even where beauties most abound,
In Britain -- which of course true patriots find
The goodliest soil of body and of mind.

III
I'll not gainsay them; it is not my cue;
I'll leave them to their taste, no doubt the best:
An eye's an eye, and whether black or blue,
Is no great matter, so 't is in request,
'T is nonsense to dispute about a hue --
The kindest may be taken as a test.
The fair sex should be always fair; and no man,
Till thirty, should perceive there's a plain woman.

IV
And after that serene and somewhat dull
Epoch, that awkward corner turn'd for days
More quiet, when our moon's no more at full,
We may presume to criticise or praise;
Because indifference begins to lull
Our passions, and we walk in wisdom's ways;
Also because the figure and the face
Hint, that 't is time to give the younger place.

V
I know that some would fain postpone this era,
Reluctant as all placemen to resign
Their post; but theirs is merely a chimera,
For they have pass'd life's equinoctial line:
But then they have their claret and Madeira
To irrigate the dryness of decline;
And county meetings, and the parliament,
And debt, and what not, for their solace sent.

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poem by Byron from Don Juan (1824)
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Don Juan: Canto The Thirteenth

I now mean to be serious;--it is time,
Since laughter now-a-days is deem'd too serious.
A jest at Vice by Virtue's call'd a crime,
And critically held as deleterious:
Besides, the sad's a source of the sublime,
Although when long a little apt to weary us;
And therefore shall my lay soar high and solemn,
As an old temple dwindled to a column.

The Lady Adeline Amundeville
('Tis an old Norman name, and to be found
In pedigrees, by those who wander still
Along the last fields of that Gothic ground)
Was high-born, wealthy by her father's will,
And beauteous, even where beauties most abound,
In Britain - which of course true patriots find
The goodliest soil of body and of mind.

I'll not gainsay them; it is not my cue;
I'll leave them to their taste, no doubt the best:
An eye's an eye, and whether black or blue,
Is no great matter, so 'tis in request,
'Tis nonsense to dispute about a hue -
The kindest may be taken as a test.
The fair sex should be always fair; and no man,
Till thirty, should perceive there 's a plain woman.

And after that serene and somewhat dull
Epoch, that awkward corner turn'd for days
More quiet, when our moon's no more at full,
We may presume to criticise or praise;
Because indifference begins to lull
Our passions, and we walk in wisdom's ways;
Also because the figure and the face
Hint, that 'tis time to give the younger place.

I know that some would fain postpone this era,
Reluctant as all placemen to resign
Their post; but theirs is merely a chimera,
For they have pass'd life's equinoctial line:
But then they have their claret and Madeira
To irrigate the dryness of decline;
And county meetings, and the parliament,
And debt, and what not, for their solace sent.

And is there not religion, and reform,
Peace, war, the taxes, and what's call'd the 'Nation'?
The struggle to be pilots in a storm?
The landed and the monied speculation?
The joys of mutual hate to keep them warm,

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poem by Byron
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