In the 1960s we were fighting to be recognized as equals in the marketplace, in marriage, in education and on the playing field. It was a very exciting, rebellious time.
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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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Education
In a deep dark jungle long time ago
Lived a lonesome caveman
He was a solitary soul
And he spent his playtime
Chewing meat from bones.
He didnt know how to talk much
He only knew how to groan
Then he lifted up his hands and reached to the sky
Let out a yell and no one replied.
Frustration and torment tore him inside
Then he fell to the ground and he cried and he cried.
But then education saved the day.
He learned to speak and communicate
Education saved the day.
He thanked God for the friends he made.
cos everybody needs an education
Everybody needs an education.
Black skin, red skin, yellow or white,
Everybody needs to read and write
Everybody needs an education.
Thank the day when that primitive man
Learned to talk with his brothers
And live off the land.
He left his cave and he moved far away
And he lived with his friends in a house that theyd made
He learned to think and to work with his brain
And he astounded his friends with all the knowledge he gained
He wrote it down on a rock that he found
And he showed all his friends and they passed it around
And then education came that day.
The day it came was a sacred day.
Education came that day
He thanked God for the friends hed made.
Well man built a boat and he learned how to sail
And he travelled far and wide
Then he looked up above saw the stars in the sky
So he learned how to fly.
Thanks to all the mathematicians
And the inventors with their high i.q.s
And the professors in their colleges
Trying to feed me knowledge
That I know Ill never use.
Thank you sir for the millions of words
That youve handed me down and youve told me to learn
But Ive got words in my ears and my eyes
Ive got so many facts that I must memorize
Because educations doing me in
I want to stop but my heads in a swim
Education drives me insane
I cant recall all the facts on my brain.
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song performed by Kinks
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Sociology Assignment
THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING
INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.
INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .
In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .
In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .
NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.
Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .
TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.
The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.
Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.
A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.
SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .
There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .
CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.
LIST OF REFERENCES.
Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.
Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139
Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14
Harris, S. (1999) . Careers education: contesting policy and practice. Sage
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poem by Innocent Masina Nkhonyo
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Street Fighting Man
Everywhere I hear the sound of marching, charging feet, boy
cause summers here and the time is right for fighting in the street, boy
Tell me what can a poor boy do
cept for sing for a rock n roll band
cause in this sleepy l.a. town
Theres just no place for a street fighting man
A street fighting man
A street fighting man
A street fighting man
Do you think the time is right for a palace revolution
Where I live the game to play is compromise solution
Well then what can a poor boy
cept for sing for a rock n roll band
cause in this sleepy l.a. town
Theres just no place for a street fighting man
A street fighting man
A street fighting man
A street fighting man
Well what else can a poor boy do?
Well what else can a poor boy do?
Well what else can a poor boy do?
Well what else can a poor boy do?
Hey my name is called disturbance
Ill shout and scream, Ill kill the king, Ill rail at all his servants
Well what can a poor boy do
For sing for a rock n roll band
In this sleepy l.a. town
Theres just no place for
For a street fighting man
A street fighting man
For a street fighting man
A street fighting man
For a street fighting man
A street fighting man
For a street fighting man
A street fighting man
For a street fighting man
A street fighting man
A street fighting man
A street fighting man
A street fighting man
A street fighting man
A street fighting man
A street fighting man
A street fighting man
song performed by Rage Against The Machine
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Up! Education
Education is important
Right from when an infant
Education is not about college
It entails a wider range of knowledge
Supplying a market of skills shortage
Education is great
It creates and decides upon ones fate
Never leave it too late
Education makes it a priority
To provide you with opportunities
So I say
OK! Up! Education
Feed the Nations
Up! Education
Education is in abundance
A constituent of importance
As we humans advance
It offers us life’s insurance
Education is the key to set you free
From joblessness condemnation
Education is the key to flee
From endless financial frustration
Education provides you with ammunition
To tackle any country, state or nation
Education gives you immunisation
Against surviving global frustration
Education relieves you
From absurd ignorance
Education exempts you and me
From parental allowance
For most adults
It is usually a concerning disturbance
So I say
OK! Up! Education
Feed the Nations
Up! Education
I take my time to stress once more
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poem by Sylvia Chidi
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After Marriage
Before marriage she used to keep me handsomely like a
king on her lids; dancing them every now and again to
rejuvenate my overwhelmingly harried senses,
While after marriage she hardly opened her eyes; kept
sleeping like an untamed monster all day; despite the
most passionate of my appeals.
Before marriage she harbored me like the most prized
ring on her finger; scrubbing it umpteenth number of
times with the ointment of her sensuous love,
While after marriage she locked her ornament in her
dilapidated rusty safe; leaving me in the realms of
obsolete oblivion to contend with the dust and demons.
Before marriage she possessed me like a cherished rose
in vase of her heart; harnessing me with the crimson
blood that flowed profusely through her veins,
While after marriage she ruthlessly ripped me apart;
left me to decay with the stinking pile of garbage and
the sweeper blowing me in nonchalant disdain; with the
bristles of his threadbare broomstick.
Before marriage she chanted my name infinite times in
a single minute; refraining to commence any activity
without its irrefutably sacred presence on her lips,
While after marriage she stared like a complete
stranger into my innocuous eyes; austerely asking who
I indeed was with an unheard abuse.
Before marriage she offered me a place to sit; even if
that meant that she stood for mind-boggling hours on
the trot,
While after marriage she sat on top of me with her
battalion of fat friends; started to thunderously
laugh without the slightest of gasp or respite.
Before marriage she remained starved till the time I
didn’t eat; famishing her dainty persona to
unprecedented limits till the moment I fed her the
first morsel of food with my very own fingers,
While after marriage she finished breakfast; lunch;
dinner at a single shot; made me run for my life
before she decided to set her gigantic intentions on
my robust skin.
Before marriage she hummed mesmerizing tunes in my ear
before I went off to sleep; blessing my dreary
countenance with divinely reinvigoration and celestial
peace,
While after marriage she woke me the very next instant
[...] Read more
poem by Nikhil Parekh
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The Dark Knight Comes Too Pass
The dark knight has come
Fighting for his moment
Fighting for his glory
Fighting for his thrown
Fighting is all he has ever known
From a mere boy
Being raised by the wolves
Living in the darkness for just too long
Something just went so wrong
The dark knight has come
Fighting for his moment
Fighting for his glory
Fighting for his thrown
Fighting is all he has ever known
Was it a death so desperately
Forever in misery
A loves tragedy
Is always so sad to see
The dark knight has come
Fighting for his moment
Fighting for his glory
Fighting for his thrown
Fighting is all he has ever known
The not so dead family
A murder held with in their arms
With no recourse
With no remorse
The dark knight has come
Fighting for his moment
Fighting for his glory
Fighting for his thrown
Fighting is all he has ever known
He's the alternate ending
As the light comes to pass
Shadows lurk
They shouldn't be disturbed
Let them rest in peace
The dark knight has come
Fighting for his moment
Fighting for his glory
Fighting for his thrown
Fighting is all he has ever known
[...] Read more
poem by Ace Of Black Hearts
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The Marriage of Heaven and Hell
THE ARGUMENT
RINTRAH roars and shakes his
fires in the burdenM air,
Hungry clouds swag on the deep.
Once meek, and in a perilous path
The just man kept his course along
The Vale of Death.
Roses are planted where thorns grow,
And on the barren heath
Sing the honey bees.
Then the perilous path was planted,
And a river and a spring
On every cliff and tomb;
5
THE MARRIAGE OF
And on the bleached bones
Red clay brought forth:
Till the villain left the paths of ease
To walk in perilous paths, and drive
The just man into barren climes.
Now the sneaking serpent walks
In mild humility ;
And the just man rages in the wilds
Where Uons roam.
Rintrah roars and shakes his fires in
the burdened air,
Hungry clouds swag on the deep.
As a new heaven is begun, and it is
now thirty-three years since its advent,
the Eternal Hell revives. And lo!
Swedenborg is the angel sitting at
the tomb: his writings are the Unen
[...] Read more
poem by William Blake
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The Iliad: Book 11
And now as Dawn rose from her couch beside Tithonus, harbinger of
light alike to mortals and immortals, Jove sent fierce Discord with
the ensign of war in her hands to the ships of the Achaeans. She
took her stand by the huge black hull of Ulysses' ship which was
middlemost of all, so that her voice might carry farthest on either
side, on the one hand towards the tents of Ajax son of Telamon, and on
the other towards those of Achilles- for these two heroes,
well-assured of their own strength, had valorously drawn up their
ships at the two ends of the line. There she took her stand, and
raised a cry both loud and shrill that filled the Achaeans with
courage, giving them heart to fight resolutely and with all their
might, so that they had rather stay there and do battle than go home
in their ships.
The son of Atreus shouted aloud and bade the Argives gird themselves
for battle while he put on his armour. First he girded his goodly
greaves about his legs, making them fast with ankle clasps of
silver; and about his chest he set the breastplate which Cinyras had
once given him as a guest-gift. It had been noised abroad as far as
Cyprus that the Achaeans were about to sail for Troy, and therefore he
gave it to the king. It had ten courses of dark cyanus, twelve of
gold, and ten of tin. There were serpents of cyanus that reared
themselves up towards the neck, three upon either side, like the
rainbows which the son of Saturn has set in heaven as a sign to mortal
men. About his shoulders he threw his sword, studded with bosses of
gold; and the scabbard was of silver with a chain of gold wherewith to
hang it. He took moreover the richly-dight shield that covered his
body when he was in battle- fair to see, with ten circles of bronze
running all round see, wit it. On the body of the shield there were
twenty bosses of white tin, with another of dark cyanus in the middle:
this last was made to show a Gorgon's head, fierce and grim, with Rout
and Panic on either side. The band for the arm to go through was of
silver, on which there was a writhing snake of cyanus with three heads
that sprang from a single neck, and went in and out among one another.
On his head Agamemnon set a helmet, with a peak before and behind, and
four plumes of horse-hair that nodded menacingly above it; then he
grasped two redoubtable bronze-shod spears, and the gleam of his
armour shot from him as a flame into the firmament, while Juno and
Minerva thundered in honour of the king of rich Mycene.
Every man now left his horses in charge of his charioteer to hold
them in readiness by the trench, while he went into battle on foot
clad in full armour, and a mighty uproar rose on high into the
dawning. The chiefs were armed and at the trench before the horses got
there, but these came up presently. The son of Saturn sent a portent
of evil sound about their host, and the dew fell red with blood, for
he was about to send many a brave man hurrying down to Hades.
The Trojans, on the other side upon the rising slope of the plain,
were gathered round great Hector, noble Polydamas, Aeneas who was
honoured by the Trojans like an immortal, and the three sons of
Antenor, Polybus, Agenor, and young Acamas beauteous as a god.
Hector's round shield showed in the front rank, and as some baneful
[...] Read more
poem by Homer, translated by Samuel Butler
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The Iliad: Book 13
Now when Jove had thus brought Hector and the Trojans to the
ships, he left them to their never-ending toil, and turned his keen
eyes away, looking elsewhither towards the horse-breeders of Thrace,
the Mysians, fighters at close quarters, the noble Hippemolgi, who
live on milk, and the Abians, justest of mankind. He no longer
turned so much as a glance towards Troy, for he did not think that any
of the immortals would go and help either Trojans or Danaans.
But King Neptune had kept no blind look-out; he had been looking
admiringly on the battle from his seat on the topmost crests of wooded
Samothrace, whence he could see all Ida, with the city of Priam and
the ships of the Achaeans. He had come from under the sea and taken
his place here, for he pitied the Achaeans who were being overcome
by the Trojans; and he was furiously angry with Jove.
Presently he came down from his post on the mountain top, and as
he strode swiftly onwards the high hills and the forest quaked beneath
the tread of his immortal feet. Three strides he took, and with the
fourth he reached his goal- Aegae, where is his glittering golden
palace, imperishable, in the depths of the sea. When he got there,
he yoked his fleet brazen-footed steeds with their manes of gold all
flying in the wind; he clothed himself in raiment of gold, grasped his
gold whip, and took his stand upon his chariot. As he went his way
over the waves the sea-monsters left their lairs, for they knew
their lord, and came gambolling round him from every quarter of the
deep, while the sea in her gladness opened a path before his
chariot. So lightly did the horses fly that the bronze axle of the car
was not even wet beneath it; and thus his bounding steeds took him
to the ships of the Achaeans.
Now there is a certain huge cavern in the depths of the sea midway
between Tenedos and rocky Imbrus; here Neptune lord of the
earthquake stayed his horses, unyoked them, and set before them
their ambrosial forage. He hobbled their feet with hobbles of gold
which none could either unloose or break, so that they might stay
there in that place until their lord should return. This done he
went his way to the host of the Achaeans.
Now the Trojans followed Hector son of Priam in close array like a
storm-cloud or flame of fire, fighting with might and main and raising
the cry battle; for they deemed that they should take the ships of the
Achaeans and kill all their chiefest heroes then and there.
Meanwhile earth-encircling Neptune lord of the earthquake cheered on
the Argives, for he had come up out of the sea and had assumed the
form and voice of Calchas.
First he spoke to the two Ajaxes, who were doing their best already,
and said, "Ajaxes, you two can be the saving of the Achaeans if you
will put out all your strength and not let yourselves be daunted. I am
not afraid that the Trojans, who have got over the wall in force, will
be victorious in any other part, for the Achaeans can hold all of them
in check, but I much fear that some evil will befall us here where
furious Hector, who boasts himself the son of great Jove himself, is
leading them on like a pillar of flame. May some god, then, put it
into your hearts to make a firm stand here, and to incite others to do
[...] Read more
poem by Homer, translated by Samuel Butler
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The word “Divorce” never exists
Divorce … Divorce…
Think that there is such thing never exist
-o-
Look at the girl twice before you choose
Think twice before you put the marriage ring
Once Marriage is done, it is forever.
Marriage is between two hearts,
If you marry for anything else,
There is no guarantee that it will stand
Marry for money, money can be lost
Marry for beauty, beauty can be lost
Marry for health, health can be lost
Marry for love, love can’t be lost
Look at the eyes and feel the heart
Love is there for you always
-o-
Marriage doesn’t mean, it stands for ever
Marriage is planting the love seed
Plant the love seed, deep enough in heart
Manure with smiles and pore more love
Marriage doesn’t mean, it stands for ever
Trust each other more than self
Stand for each more than self
Keep the self out and live for spouse
Marriage is place to work together
Work heard to keep it fruitful
Pray heard to keep it safe
Love heard to make it more romantic
Spouse and Kids are God’s gifts
God entrusted us to take care of them,
The way he is taking care of us.
-o-
Divorce is the evil
It killed the souls and hearts
Divorce … Divorce …
Don’t think of it.
There is nobody who gained out of it
Divorce … Divorce…
Think that there is such thing never exist
[...] Read more
poem by Bhavani Polimetla
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Spirits Rebellious
I can't do right when all I wanna do is wrong
My conscience sounds alarm like the waning of a Chinese gong
I know about the punishment, I know about the law
My sins cut deeper than the teeth on a saw
My attitude is bad and my nerves are raw
I'm a shotgun snake, I'm a jackal with claws
I was born with a chip on my shoulder on a stormy night
Alright
My spirits rebellious, you tell us everything's okay
No way
Spirits rebellious, we won't do anything you say
It's a hard, hard world with a black corroded heart
There's a livin', breathin' devil trying to tear my soul apart
In a cold, cold grave on a dark, dark night
Eternity is black, I'll never see the light
Never listen to advice, I was never that bright
Couldn't walk away, I was lookin' to fight
I was born with a chip on my shoulder on a stormy night
Alright
My spirits rebellious, you tell us everything's okay
No way
My spirits rebellious, we won't do anything you say
No Way
My spirits rebellious, you tell us everything alright
Tonight
Spirits rebellious, all we gonna hear is lies,lies, lies
Lies...
My spirits rebellious
I can't do right when all I want to do is wrong
My spirits rebellious
I know about the punishment, I know about the law
My spirits rebellious
My sins cut deeper then the teeth on a saw
My spirits rebellious
I'm the teenage curse of the monkey's paw
song performed by Alice Cooper
Added by Lucian Velea
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At the Altar
Now to take away your life –
Devour your soul afresh upon
The birth of every dawning day
– The spawn of sun and earth –
As of the way Prometheus lost hepatic flesh –
He stole fire! You stole gropes
And f*cks of me; so suffer thee!
Oh yes, perspire! Drizzle down the beads
Upon that crimson, blotchy skin –
I see the once cocksure pose, my man,
Is wearing terribly thin.
Indeed, an absence of repose
Discloses thumping in your chest –
Irregularly rhythmic – like the humping
(When you thought I was a body to molest) .
No more! my little man, for I shall wrest
The living essence from your
Paling, quivering form! –
You’ve had your gentle calm
Before the rumblings of the storm!
Copyright © Mark R Slaughter 2010
[...] Read more
poem by Mark R Slaughter
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V. Count Guido Franceschini
Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!
[...] Read more
poem by Robert Browning from The Ring and the Book
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Fighting Hard
Rolling out to fight for England, singing songs across the sea;
Rolling North to fight for England, and to fight for you and me.
Fighting hard for France and England, where the storms of Death are hurled;
Fighting hard for Australasia and the honour of the World!
Fighting hard.
Fighting hard for Sunny Queensland—fighting for Bananaland,
Fighting hard for West Australia, and the mulga and the sand;
Fighting hard for Plain and Wool-Track, and the haze of western heat—
Fighting hard for South Australia and the bronze of Farrar’s Wheat!
Fighting hard.
Fighting hard for fair Victoria, and the mountain and the glen;
(And the Memory of Eureka—there were other tyrants then),
For the glorious Gippsland forests and the World’s great Singing Star—
For the irrigation channels where the cabbage gardens are—
Fighting hard.
Fighting hard for gale and earthquake, and the wind-swept ports between;
For the wild flax and manuka and the terraced hills of green.
Fighting hard for wooden homesteads, where the mighty kauris stand—
Fighting hard for fern and tussock!—Fighting hard for Maoriland!
Fighting hard.
Fighting hard for little Tassy, where the apple orchards grow;
(And the Northern Territory just to give the place a show),
Fighting hard for Home and Empire, while the Commonwealth prevails—
And, in spite of all her blunders, dying hard for New South Wales.
Dying hard.
Fighting for the Pride of Old Folk, and the people that you know;
And the girl you left behind you—(ah! the time is passing slow).
For the proud tears of a sister! come you back, or never come!
And the weary Elder Brother, looking after things at home—
Fighting Hard!
You Lucky Devils
!
Fighting hard.
poem by Henry Lawson
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Into how many parts would you divide the child after Divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many insane parts would you divide your new-born child’s eternal happiness; after your treacherously vindictive divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many heartless parts would you divide your new-born child’s invincible freedom; after your venomously unbearable divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many ribald parts would you divide your new-born child’s unsurpassable creativity; after your lethally unceremonious divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many salacious parts would you divide your new-born child’s majestic destiny; after your lecherously ignominious divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many emotionless parts would you divide your new-born child’s triumphant spirit; after your contemptuously debasing divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many terrorizing parts would you divide your new-born child’s unbridled fantasies; after your abhorrently cadaverous divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many excruciating parts would you divide your new-born child’s humanitarian blood; after your cold-bloodedly cannibalistic divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many tyrannized parts would you divide your new-born child’s unconquerable artistry; after your violently besmirching divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many reproachful parts would you divide your new-born child’s redolent playfulness; after your despicably devastating divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many sacrilegious parts would you divide your new-born child’s impregnable mischief; after your sadistically bemoaning divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many wanton parts would you divide your new-born child’s impeccable integrity; after your hedonistically carnivorous divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many ghoulish parts would you divide your new-born child’s limitless fertility; after your mindlessly malicious divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many diabolical parts would you divide your new- born child’s infallible innocence; after your unforgivably truculent divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many vengeful parts would you divide your new-born child’s uninhibited cries; after your preposterously bigoted divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many criminal parts would you divide your new-born child’s princely silkenness; after your tempestuously confounding divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many satanic parts would you divide your new-born child’s tiny brain; after your barbarously ungainly divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many sadistic parts would you divide your new-born child’s unlimited curiosity; after your egregiously dastardly divorce?
You might legally divide each other from the bonds of immortal marriage; but into how many carnivorous parts would you divide your new-born child’s parental longing; after your inanely decrepit divorce?
And you might legally divide each other from the bonds of immortal marriage; but tell me; into how many goddamned parts would you divide your new-born child’s immortal love; after your devilishly vituperative divorce?
©®copyright-2005, by nikhil parekh. all rights reserved.
poem by Nikhil Parekh
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Wife to Be (Petrarchan Sonnet)
I stroll along a fragrant country lane
With honeysuckle perfume on the air -
And feathered crooner's warble to revere -
Then cross a golden sea of flowing grain
In empathy - it seems to sense my pain
Of knowing all was done with my affair -
Her empty meaning now the solitaire
She cast away - betrothment all in vain.
But oceans team with many fish to catch
So I must up and hoist another sail
And seek the one that really waits for me,
For soon auspicious breezes will prevail
In guiding forth to find a truer match:
The one to take my hand as wife to be.
Copyright © Mark R Slaughter 2010
[...] Read more
poem by Mark R Slaughter
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The Aeneid of Virgil: Book 12
WHEN Turnus saw the Latins leave the field,
Their armies broken, and their courage quell’d,
Himself become the mark of public spite,
His honor question’d for the promis’d fight;
The more he was with vulgar hate oppress’d, 5
The more his fury boil’d within his breast:
He rous’d his vigor for the last debate,
And rais’d his haughty soul to meet his fate.
As, when the swains the Libyan lion chase,
He makes a sour retreat, nor mends his pace; 10
But, if the pointed jav’lin pierce his side,
The lordly beast returns with double pride:
He wrenches out the steel, he roars for pain;
His sides he lashes, and erects his mane:
So Turnus fares; his eyeballs flash with fire, 15
Thro’ his wide nostrils clouds of smoke expire.
Trembling with rage, around the court he ran,
At length approach’d the king, and thus began:
“No more excuses or delays: I stand
In arms prepar’d to combat, hand to hand, 20
This base deserter of his native land.
The Trojan, by his word, is bound to take
The same conditions which himself did make.
Renew the truce; the solemn rites prepare,
And to my single virtue trust the war. 25
The Latians unconcern’d shall see the fight;
This arm unaided shall assert your right:
Then, if my prostrate body press the plain,
To him the crown and beauteous bride remain.”
To whom the king sedately thus replied: 30
“Brave youth, the more your valor has been tried,
The more becomes it us, with due respect,
To weigh the chance of war, which you neglect.
You want not wealth, or a successive throne,
Or cities which your arms have made your own: 35
My towns and treasures are at your command,
And stor’d with blooming beauties is my land;
Laurentum more than one Lavinia sees,
Unmarried, fair, of noble families.
Now let me speak, and you with patience hear, 40
Things which perhaps may grate a lover’s ear,
But sound advice, proceeding from a heart
Sincerely yours, and free from fraudful art.
The gods, by signs, have manifestly shown,
No prince Italian born should heir my throne: 45
Oft have our augurs, in prediction skill’d,
And oft our priests, a foreign son reveal’d.
Yet, won by worth that cannot be withstood,
Brib’d by my kindness to my kindred blood,
Urg’d by my wife, who would not be denied, 50
[...] Read more
poem by Publius Vergilius Maro
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Unmarried
Unmarried; when we kissed; we felt the waves of untamed passion rise to the ultimate crescendo of fulfillment; whilst when after Marriage; we felt it to be just routinely boring ritual to be inevitably done; just to spuriously appease each other,
Unmarried; when we listened to each other; our eyes interlocked for hours immemorial as we became oblivious to every other sound in the atmosphere; whilst after Marriage; the words seemed to irately pound like a billion unwashed boulders; upon the extremely tempestuous chords of our eardrums,
Unmarried; when we philandered together; we almost seemed to unanimously admire and appreciate each natural creation of the Lord Almighty; whilst after Marriage; we sat taut and haughty in stony silence; even as the most majestically virile sceneries and greeneries passed by,
Unmarried; when we confronted any problem; both of us earnestly put in our the last droplet of our sweat to emerge unitedly victorious; whilst when after Marriage; each of us left it wholesomely on the other to get out of the inexplicable disaster,
Unmarried; when we sipped wine; we cheered a toast umpteenth number of times in the sensuous wilderness of the night; whilst after Marriage; each of us chimed our glasses just once for the sake of the sanctimonious society; and that too with profound abhorrence lingering in our eyes; and time and again casting sneering glances at the bottle price,
Unmarried; when we slept; we were aware and fondly traced even the tiniest creak of our bodies with our uninhibitedly wandering fingers; whilst after marriage we indifferently slept poles apart; thunderously snoring till eternity; even as either one of us was being crucified by the swords of diabolical hell,
Unmarried; when we sat to eat supper; each one of us altruistically waited for marathon moments before the other devoured to his/her hearts content; whilst after marriage both of us made a barbarous beeline for the singleton dish; at times ending with raw gashes of unsavory blood; on our profusely scratched hands and face,
Unmarried; when we wrote each others names; we felt the most pricelessly blessed organisms alive perpetually possessing each other in our hearts; whilst after marriage we never disclosed it to anyone that we even had a lifepartner; specially if it was someone of the opposite sex,
Unmarried; when we swam in the choppy ocean; even the most infinitesimal vein of our body was so perennially entwined that it was impossible to separate us even in the fiercest of storm; whilst after marriage we deliberately used each others heads as a lifeboat; drowning the other in our attempt to stay triumphantly afloat and selfishly alive,
Unmarried; when we awoke; the very first thing that we did in the morning was to bow down to each other’s feet as we found our ultimate liberator in each of ourself; whilst after marriage we strangulated each other’s senses for uncannily waking up early in the morning; and hideously disrupting the heavenliness of bountiful sleep,
Unmarried; when we were wounded; we compassionately ran every contour of our fervent lips to those parts which hurt till there was not the tiniest of pain; whilst after marriage all that we could hedonistically muster; was indigenous salt to apply on the agonizingly crimson streams of blood,
Unmarried; when we laughed; it was as if to trace and assimilate even the most insouciant bit of ecstasy hidden in our unconscious veins; whilst after marriage we invidiously chortled and exploited each other’s idiosyncrasies; even at the cost of an infinite tears which unstoppably flowed,
Unmarried; when we sketched; all we could capture on our barren canvases was every conceivable shade of our passionately exuberant silhouettes; whilst after marriage if ever we used our drawing pens; then it was to spew blood of intolerance and unfathomable hatred,
Unmarried; when we were lost; we rediscovered and reborn each other in our very own unassailably redolent breaths; whilst after marriage we heartlessly abandoned each other; leaping at the beams of hope who came searching us; and at the first opportunity,
Unmarried; when we sobbed for our loved ones; the innermost realms of our souls united for an infinite lifetimes to share our grief and ameliorate ourselves to the highest epitome of the Sun; whilst after marriage we sadistically used each other’s tears to bathe; incase the overhead tank was empty,
Unmarried; when we created something; we mutually congratulated each other till the aisles of endless infinity whether there came or not; the tiniest of soul from the outside world; whilst after marriage the same creation became the ultimate reason in our route to divorce,
Unmarried; when we saw suffering on the streets; we selflessly extricated even the last ounce of blood from our veins; endeavoring our best to serve humanity; whilst after marriage we greedily amassed our own wealth; career; identity and fame; in order to royally exist in separate palaces of gold soaked in innocent blood,
Unmarried; when we met after office; we embraced each other with so much passion and intensity that the most gigantic of structures and creation around humbly tumbled to our toes; whilst after marriage we rapaciously preferred to frequent the prostitutes dwelling to placate our heinous desires; as well as stay forever away from our robotically boring faces,
Therefore it is my nimble plea to you O! Omnipresent Lord; to let our love forever immortalize into a cloud of unbreakable compassion; to let our love forever become the ultimate guiding beacon for every other true lover born; and thus for all this to consolidate into a timeless reality; leave us best as UNMARRIED…
poem by Nikhil Parekh
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VII. Pompilia
I am just seventeen years and five months old,
And, if I lived one day more, three full weeks;
'T is writ so in the church's register,
Lorenzo in Lucina, all my names
At length, so many names for one poor child,
—Francesca Camilla Vittoria Angela
Pompilia Comparini,—laughable!
Also 't is writ that I was married there
Four years ago: and they will add, I hope,
When they insert my death, a word or two,—
Omitting all about the mode of death,—
This, in its place, this which one cares to know,
That I had been a mother of a son
Exactly two weeks. It will be through grace
O' the Curate, not through any claim I have;
Because the boy was born at, so baptized
Close to, the Villa, in the proper church:
A pretty church, I say no word against,
Yet stranger-like,—while this Lorenzo seems
My own particular place, I always say.
I used to wonder, when I stood scarce high
As the bed here, what the marble lion meant,
With half his body rushing from the wall,
Eating the figure of a prostrate man—
(To the right, it is, of entry by the door)
An ominous sign to one baptized like me,
Married, and to be buried there, I hope.
And they should add, to have my life complete,
He is a boy and Gaetan by name—
Gaetano, for a reason,—if the friar
Don Celestine will ask this grace for me
Of Curate Ottoboni: he it was
Baptized me: he remembers my whole life
As I do his grey hair.
All these few things
I know are true,—will you remember them?
Because time flies. The surgeon cared for me,
To count my wounds,—twenty-two dagger-wounds,
Five deadly, but I do not suffer much—
Or too much pain,—and am to die to-night.
Oh how good God is that my babe was born,
—Better than born, baptized and hid away
Before this happened, safe from being hurt!
That had been sin God could not well forgive:
He was too young to smile and save himself.
When they took two days after he was born,
My babe away from me to be baptized
And hidden awhile, for fear his foe should find,—
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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