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It is not safe in the republican form of government that clannishness should exist either by compulsory or voluntary reason. It is not good for the government and it is not good for the individual.

quote by Timothy Thomas Fortune
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One Reason To Believe

Lighting candles in the church of my choice, loving strangers in the dark
Looking for someone to give me what I lack
Searching for something 'till you showed me the gun in my back
I'm human and I need it, I must have my beliefs
I open myself to the love, yeah
And I love you 'cause you showed me a merciful release
I'm living this time and I know you gave me the reason
Chorus:
One reason (to believe), one reason (you're the one)
One reason (to believe), one reason (my baby)
One reason (it's all I need), one reason (to believe)
One reason (my baby), one reason
Trying to get faith from the eight fifty paperbacks
Hoping they'll show me the way (the way to what?)
Man in a crisis, a young girl in his bed
She's trying to help him when she tells him it's all in his head
I'm human and I need it, I must have my beliefs
I open myself to the love, yeah
I love you 'cause you showed me a merciful release
I'm living this time and I know you gave me the reason
chorus
I bow to the east or I kneel to the west, it's a matter of faith
I'm the only one who has to believe it
chorus
(Solo)
One reason, one reason, one reason, one reason
I bow to the east or I kneel to the west, it's a matter of faith
I'm the only one who has to believe it
One reason (to believe), one reason (you're the one)
One reason (one reason), one reason (my baby)
One reason (that's all I need), one reason (to believe)
One reason (to believe), one reason (just give me one)
One reason (one reason), one reason (to believe)
One reason (it's all I need), one reason (my baby)
One reason (my baby), one reason (my baby)
One reason (you are the reason), one reason
One reason (that's all I want), one reason (that's all I need)...
--------------------------------------------------------------------------

song performed by Rick Springfield
Added by Lucian Velea
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The Ghost - Book IV

Coxcombs, who vainly make pretence
To something of exalted sense
'Bove other men, and, gravely wise,
Affect those pleasures to despise,
Which, merely to the eye confined,
Bring no improvement to the mind,
Rail at all pomp; they would not go
For millions to a puppet-show,
Nor can forgive the mighty crime
Of countenancing pantomime;
No, not at Covent Garden, where,
Without a head for play or player,
Or, could a head be found most fit,
Without one player to second it,
They must, obeying Folly's call,
Thrive by mere show, or not at all
With these grave fops, who, (bless their brains!)
Most cruel to themselves, take pains
For wretchedness, and would be thought
Much wiser than a wise man ought,
For his own happiness, to be;
Who what they hear, and what they see,
And what they smell, and taste, and feel,
Distrust, till Reason sets her seal,
And, by long trains of consequences
Insured, gives sanction to the senses;
Who would not (Heaven forbid it!) waste
One hour in what the world calls Taste,
Nor fondly deign to laugh or cry,
Unless they know some reason why;
With these grave fops, whose system seems
To give up certainty for dreams,
The eye of man is understood
As for no other purpose good
Than as a door, through which, of course,
Their passage crowding, objects force,
A downright usher, to admit
New-comers to the court of Wit:
(Good Gravity! forbear thy spleen;
When I say Wit, I Wisdom mean)
Where (such the practice of the court,
Which legal precedents support)
Not one idea is allow'd
To pass unquestion'd in the crowd,
But ere it can obtain the grace
Of holding in the brain a place,
Before the chief in congregation
Must stand a strict examination.
Not such as those, who physic twirl,
Full fraught with death, from every curl;

[...] Read more

poem by Charles Churchill
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Safe In New York City

(young - young)
Hello baby gimme your hand
Check out the high spots the lay of the land
You dont need a rocket or a big limousine
Come on over baby and Ill make you obscene
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
All over the city and down to the dives
Dont mess with this place itll eat you alive
Got lip smackin honey to soak up the jam
On top of the world ma ready to slam
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
Movin all over like a jumpin bean
Take a look at that thing in the tight ass jeans
Comin your way now you may be in luck
Dont you fret boy shes ready to buck
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
New york, new york, new york
I feel safe in a cage in new york city
2000, j. albert & son, pty.

song performed by AC-DC
Added by Lucian Velea
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Safe

[verse 1]
Here I am alone with You
Quietly I talk to You
You said the truth would set me free
So here I am surrendering
(pre-chorus)
I know I can let your promise be my hope
And I know until You take me home
[chorus]
I'm safe (I'm safe), safe 'cause You love me
Safe (I'm safe), safe all because Your name
Has power to calm the ocean
When everything changes I'm safe
[verse 2]
My heart is overflowing
With peace beyond all knowing
This love is deep, it shelters me
And I'm safe within Your reach
(pre-chorus)
I know I can let your promise be my hope
And I know until You take me home
[chorus]
I'm safe (I'm safe), safe 'cause You love me
Safe (I'm safe), safe all because Your name
Has power to calm the ocean
When everything changes I'm safe
[bridge]
Though the odds are stacked against me
Though I'm running out of time
My heart is breaking
But I know You are mine
So I let You see into me as
You hold me in Your hand
My heart is on my sleeve
I'm safe because You understand
You understand
[chorus]
I'm safe (I'm safe), safe 'cause You love me
Safe (I'm safe), safe all because Your name
Has power to calm the ocean
When everything changes I'm safe

song performed by ZoeGirl
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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

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

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

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

[...] Read more

poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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VI. Giuseppe Caponsacchi

Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,

[...] Read more

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

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poem by Robert Browning from The Ring and the Book
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The Rosciad

Unknowing and unknown, the hardy Muse
Boldly defies all mean and partial views;
With honest freedom plays the critic's part,
And praises, as she censures, from the heart.

Roscius deceased, each high aspiring player
Push'd all his interest for the vacant chair.
The buskin'd heroes of the mimic stage
No longer whine in love, and rant in rage;
The monarch quits his throne, and condescends
Humbly to court the favour of his friends;
For pity's sake tells undeserved mishaps,
And, their applause to gain, recounts his claps.
Thus the victorious chiefs of ancient Rome,
To win the mob, a suppliant's form assume;
In pompous strain fight o'er the extinguish'd war,
And show where honour bled in every scar.
But though bare merit might in Rome appear
The strongest plea for favour, 'tis not here;
We form our judgment in another way;
And they will best succeed, who best can pay:
Those who would gain the votes of British tribes,
Must add to force of merit, force of bribes.
What can an actor give? In every age
Cash hath been rudely banish'd from the stage;
Monarchs themselves, to grief of every player,
Appear as often as their image there:
They can't, like candidate for other seat,
Pour seas of wine, and mountains raise of meat.
Wine! they could bribe you with the world as soon,
And of 'Roast Beef,' they only know the tune:
But what they have they give; could Clive do more,
Though for each million he had brought home four?
Shuter keeps open house at Southwark fair,
And hopes the friends of humour will be there;
In Smithfield, Yates prepares the rival treat
For those who laughter love, instead of meat;
Foote, at Old House,--for even Foote will be,
In self-conceit, an actor,--bribes with tea;
Which Wilkinson at second-hand receives,
And at the New, pours water on the leaves.
The town divided, each runs several ways,
As passion, humour, interest, party sways.
Things of no moment, colour of the hair,
Shape of a leg, complexion brown or fair,
A dress well chosen, or a patch misplaced,
Conciliate favour, or create distaste.
From galleries loud peals of laughter roll,
And thunder Shuter's praises; he's so droll.
Embox'd, the ladies must have something smart,

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poem by Charles Churchill
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Adam: A Sacred Drama. Act 2.

SCENE I. -- CHORUS OF ANGELS Singing.

Now let us garlands weave
Of all the fairest flowers,
Now at this early dawn,
For new-made man, and his companion dear;
Let all with festive joy,
And with melodious song,
Of the great Architect
Applaud this noblest work,
And speak the joyous sound,
Man is the wonder both of Earth and Heaven.

FIRST Angel.

Your warbling now suspend,
You pure angelic progeny of God,
Behold the labour emulous of Heaven!
Behold the woody scene,
Decked with a thousand flowers of grace divine;
Here man resides, here ought he to enjoy
In his fair mate eternity of bliss.

SECOND Angel.

How exquisitely sweet
This rich display of flowers,
This airy wild of fragrance,
So lovely to the eye,
And to the sense so sweet.

THIRD Angel.

O the sublime Creator,
How marvellous his works, and more his power!
Such is the sacred flame
Of his celestial love,
Not able to confine it in himself,
He breathed, as fruitful sparks
From his creative breast,
The Angels, Heaven, Man, Woman, and the World.

FOURTH Angel.

Yes, mighty Lord! yes, hallowed love divine!
Who, ever in thyself completely blest,
Unconscious of a want,
Who from thyself alone, and at thy will,
Bright with beignant flames,
Without the aid of matter or of form,

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poem by William Cowper
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One Reason

Lighting candles in the church of my choice
Loving strangers in the dark
Looking for someone to give me what i lack
Searching for something 'til you showed me
The gun in my back
I'm human and i need it
And i must have my beliefs
I open myself to the love (yea)
I love you 'cause you showed me
A merciful release
I'm living this time and i know you gave
Me the reason
One reason (to believe), one reason (you're the one)
One reason (to believe), one reason (my baby)
One reason (it's all i need), one reason (to believe)
Trying to get faith from the $8.50 paperbacks
Hoping they'll show me the way (the way to what)
Man in a crisis, a young girl in his bed
She's trying to help him when she tells him
It's all in his head
I'm human and i need it
I must have my beliefs
I open myself to the love (yea)
I love you 'cause you showed me
A merciful release
I'm living this time and i know you gave
Me the reason
One reason (to believe), one reason (you're the one)
One reason (to believe), one reason (my baby)
One reason (it's all i need), one reason (to believe)
I bow to the east or i kneel to the west
It's a matter of faith
I'm the only one who has to believe it
One reason (to believe), one reason (you're the one)
One reason (to believe), one reason (my baby)
One reason (it's all i need), one reason (to believe)
I bow to the east or i kneel to the west
It's a matter of faith
I'm the only one who has to believe it
One reason (to believe), one reason (you're the one)
One reason (to believe), one reason (my baby)
One reason (it's all i need), one reason (to believe)

song performed by Rick Springfield
Added by Lucian Velea
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An Essay on Man: Epistle II

I.
Know then thyself, presume not God to scan;
The proper study of mankind is man.
Plac'd on this isthmus of a middle state,
A being darkly wise, and rudely great:
With too much knowledge for the sceptic side,
With too much weakness for the stoic's pride,
He hangs between; in doubt to act, or rest;
In doubt to deem himself a god, or beast;
In doubt his mind or body to prefer;
Born but to die, and reas'ning but to err;
Alike in ignorance, his reason such,
Whether he thinks too little, or too much:
Chaos of thought and passion, all confus'd;
Still by himself abus'd, or disabus'd;
Created half to rise, and half to fall;
Great lord of all things, yet a prey to all;
Sole judge of truth, in endless error hurl'd:
The glory, jest, and riddle of the world!

Go, wondrous creature! mount where science guides,
Go, measure earth, weigh air, and state the tides;
Instruct the planets in what orbs to run,
Correct old time, and regulate the sun;
Go, soar with Plato to th' empyreal sphere,
To the first good, first perfect, and first fair;
Or tread the mazy round his follow'rs trod,
And quitting sense call imitating God;
As Eastern priests in giddy circles run,
And turn their heads to imitate the sun.
Go, teach Eternal Wisdom how to rule—
Then drop into thyself, and be a fool!

Superior beings, when of late they saw
A mortal Man unfold all Nature's law,
Admir'd such wisdom in an earthly shape,
And showed a Newton as we shew an Ape.

Could he, whose rules the rapid comet bind,
Describe or fix one movement of his mind?
Who saw its fires here rise, and there descend,
Explain his own beginning, or his end?
Alas what wonder! Man's superior part
Uncheck'd may rise, and climb from art to art;
But when his own great work is but begun,
What Reason weaves, by Passion is undone.

Trace science then, with modesty thy guide;
First strip off all her equipage of pride;
Deduct what is but vanity, or dress,

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poem by Alexander Pope
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Absalom and Achitophel

In pious times, e'er Priest-craft did begin,
Before Polygamy was made a sin;
When man, on many, multiply'd his kind,
E'r one to one was, cursedly, confind:
When Nature prompted, and no law deny'd
Promiscuous use of Concubine and Bride;
Then, Israel's monarch, after Heaven's own heart,
His vigorous warmth did, variously, impart
To Wives and Slaves; And, wide as his Command,
Scatter'd his Maker's Image through the Land.
Michal, of Royal blood, the Crown did wear,
A Soyl ungratefull to the Tiller's care;
Not so the rest; for several Mothers bore
To Godlike David, several Sons before.
But since like slaves his bed they did ascend,
No True Succession could their seed attend.
Of all this Numerous Progeny was none
So Beautifull, so brave as Absalon:
Whether, inspir'd by some diviner Lust,
His father got him with a greater Gust;
Or that his Conscious destiny made way
By manly beauty to Imperiall sway.
Early in Foreign fields he won Renown,
With Kings and States ally'd to Israel's Crown
In Peace the thoughts of War he could remove,
And seem'd as he were only born for love.
What e'er he did was done with so much ease,
In him alone, 'twas Natural to please.
His motions all accompanied with grace;
And Paradise was open'd in his face.
With secret Joy, indulgent David view'd
His Youthfull Image in his Son renew'd:
To all his wishes Nothing he deny'd,
And made the Charming Annabel his Bride.
What faults he had (for who from faults is free?)
His Father could not, or he would not see.
Some warm excesses, which the Law forbore,
Were constru'd Youth that purg'd by boyling o'r:
And Amnon's Murther, by a specious Name,
Was call'd a Just Revenge for injur'd Fame.
Thus Prais'd, and Lov'd, the Noble Youth remain'd,
While David, undisturb'd, in Sion raign'd.
But Life can never be sincerely blest:
Heaven punishes the bad, and proves the best.
The Jews, a Headstrong, Moody, Murmuring race,
As ever try'd th' extent and stretch of grace;
God's pamper'd people whom, debauch'd with ease,
No King could govern, nor no God could please;
(Gods they had tri'd of every shape and size
That Gods-smiths could produce, or Priests devise.)

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poem by John Dryden
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Gotham - Book III

Can the fond mother from herself depart?
Can she forget the darling of her heart,
The little darling whom she bore and bred,
Nursed on her knees, and at her bosom fed;
To whom she seem'd her every thought to give,
And in whose life alone she seem'd to live?
Yes, from herself the mother may depart,
She may forget the darling of her heart,
The little darling whom she bore and bred,
Nursed on her knees, and at her bosom fed,
To whom she seem'd her every thought to give,
And in whose life alone she seem'd to live;
But I cannot forget, whilst life remains,
And pours her current through these swelling veins,
Whilst Memory offers up at Reason's shrine;
But I cannot forget that Gotham's mine.
Can the stern mother, than the brutes more wild,
From her disnatured breast tear her young child,
Flesh of her flesh, and of her bone the bone,
And dash the smiling babe against a stone?
Yes, the stern mother, than the brutes more wild,
From her disnatured breast may tear her child,
Flesh of her flesh, and of her bone the bone,
And dash the smiling babe against a stone;
But I, (forbid it, Heaven!) but I can ne'er
The love of Gotham from this bosom tear;
Can ne'er so far true royalty pervert
From its fair course, to do my people hurt.
With how much ease, with how much confidence--
As if, superior to each grosser sense,
Reason had only, in full power array'd,
To manifest her will, and be obey'd--
Men make resolves, and pass into decrees
The motions of the mind! with how much ease,
In such resolves, doth passion make a flaw,
And bring to nothing what was raised to law!
In empire young, scarce warm on Gotham's throne,
The dangers and the sweets of power unknown,
Pleased, though I scarce know why, like some young child,
Whose little senses each new toy turns wild,
How do I hold sweet dalliance with my crown,
And wanton with dominion, how lay down,
Without the sanction of a precedent,
Rules of most large and absolute extent;
Rules, which from sense of public virtue spring,
And all at once commence a Patriot King!
But, for the day of trial is at hand,
And the whole fortunes of a mighty land
Are staked on me, and all their weal or woe
Must from my good or evil conduct flow,

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poem by Charles Churchill
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Book the Second

Thou hearest the Nightingale begin the Song of Spring.
The Lark sitting upon his earthly bed, just as the morn
Apears, listens silent; then springing from the waving Corn-field loud
He leads the Choir of Day! trill, thrill, thrill, trill,
Mounting upon the wings of light into the great Expanse,
Reechoing against the lovely blue & shining heavenly Shell.
His little throat labours with inspiration; every feather
On throat & breast & wings vibrates with the effluence Divine.
All Nature listens silent to him, & the awful Sun
Stands still upon the Mountain looking on this little Bird
With eyes of soft humility & wonder, love & awe.
Then loud from their green covert all the Birds begin their Song:
The Thrush, the Linnet & the Goldfinch, Robin & the Wren
Awake the Sun from his sweet reverie upon the Mountain;
The Nightingale again assays his song, & thro’ the day
And thro’ the night warbles luxuriant, every Bird of Song
Attending his loud harmony with admiration & love.
This is a Vision of the lamentation of Beulah over Ololon.

Thou perceivest the Flowers put forth their precious Odours,
And none can tell how form so small a center comes such sweets,
Forgetting that within that Center Eternity expends
Its ever during doors that Og & Anak fiercely guard.
First, e’er the morning breaks, joy opens in the flowery bosoms,
Joy even to tears, which the
Sun rising dries; first the Wild Thyme
And Meadow-sweet, downy & soft, waving among the reeds,
Light springing on the air, lead the sweet Dance: they wake
The Honeysuckle sleeping on the Oak; the flaunting beauty
Revels along upon the wind; the White-thorn, lovely May,
Opens her many lovely eyes; listening the Rose still sleeps –
None dare to wake her; soon she bursts her crimson curtain’d bed
And comes forth in the majesty of beauty; every Flower,
The Pink, the Jessamine, the Wall-flower, the Carnation,
The Jonquil, the mild Lilly opes her heavens; every Tree
And Flower & Herb soon fill the air with an innumberable Dance,
Yet all in order sweet & lovely. Men are sick with Love.
Such is a Vision of the Lamentation of Beulah over Ololon.
And Milton oft sat upon the Couch of Death, & oft conversed
In vision & dream beatific with the Seven Angels of the Presence:
‘I have turned my back upon these Heavens builded on cruelty.
My Spectre still wandering thro’ them follows my Emanation;
He hunts her footsteps thro’ the snow & the wintry hail & rain.
The idiot Reasoner laughs at the Man of Imagination,
And from laughter proceeds o murder by undervaluing calumny.’
Then Hillel, who is Lucifer, replied over the Couch of Death,
And thus the Seven angels instructed him, & thus they converse:
‘We are not Individuals but States, Combinations of Individuals.
We were Angels of the Divine Presence, & were Druids in Annandale,
Compell’d to combine into Form by Satan, the Spectre of Albion,

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poem by William Blake from Milton (1810)
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The Undying One- Canto III

'THERE is a sound the autumn wind doth make
Howling and moaning, listlessly and low:
Methinks that to a heart that ought to break
All the earth's voices seem to murmur so.
The visions that crost
Our path in light--
The things that we lost
In the dim dark night--
The faces for which we vainly yearn--
The voices whose tones will not return--
That low sad wailing breeze doth bring
Borne on its swift and rushing wing.
Have ye sat alone when that wind was loud,
And the moon shone dim from the wintry cloud?
When the fire was quench'd on your lonely hearth,
And the voices were still which spoke of mirth?

If such an evening, tho' but one,
It hath been yours to spend alone--
Never,--though years may roll along
Cheer'd by the merry dance and song;
Though you mark'd not that bleak wind's sound before,
When louder perchance it used to roar--
Never shall sound of that wintry gale
Be aught to you but a voice of wail!
So o'er the careless heart and eye
The storms of the world go sweeping by;
But oh! when once we have learn'd to weep,
Well doth sorrow his stern watch keep.
Let one of our airy joys decay--
Let one of our blossoms fade away--
And all the griefs that others share
Seem ours, as well as theirs, to bear:
And the sound of wail, like that rushing wind
Shall bring all our own deep woe to mind!

'I went through the world, but I paused not now
At the gladsome heart and the joyous brow:
I went through the world, and I stay'd to mark
Where the heart was sore, and the spirit dark:
And the grief of others, though sad to see,
Was fraught with a demon's joy to me!

'I saw the inconstant lover come to take
Farewell of her he loved in better days,
And, coldly careless, watch the heart-strings break--
Which beat so fondly at his words of praise.
She was a faded, painted, guilt-bow'd thing,
Seeking to mock the hues of early spring,
When misery and years had done their worst

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poem by Caroline Elizabeth Sarah Norton
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~ Paean ~

Pre Text: ~ Goddess Durga symbolizes the power of the Supreme Being that maintains moral order and justice in the universe. Durga stands for the unified symbol of all divine forces: ~ Strength, Morality, Protector &c.
In India women are given highest honor as embodiment of motherhood. Many Indian women instead of surname like to use Devi. Devi literally stands for goddess. [For info on Goddess Sri Sri Durga please Google]

Humble submission: ~ This poem is not word by word translation of hymns [Slokas] on Goddess Durga. I sincerely admit my incapability. Here I’ve blended with poetic elements. I’ve given transliteration of Sanskrit Slokas [hymns] in the beginning for interested readers. Hope you’ll find glimpse of Indian view to Motherhood. ~ niv

~ PAEAN ~
Ms. Nivedita
UK
29 October 2010

Durga [Devi] Stuti [Paean]

‘Yaa Devii Sarva Bhooteshu Vishnu Maayethi Sabdita
Namastasyai Namastasyai Namastasyai Namo Namaha’ [1]

I bow again and again
O Goddess Mother Durga ~
The dweller in all beings
In the name of
Maya [Delusion] of God Vishnu. [1]

Yaa Devii Sarva Bhooteshu Chetanetyaabhi Dheeyate
Namastasyai Namastasyai Namastasyai Namo Namaha [2]

I bend inexhaustibly
O Goddess Mother Durga ~
The habitant in all livings
As actualization n’ realization. [2].

Yaa Devii Sarva Bhooteshu Buddhi Roopena Samsthita
Namastasyai Namastasyai Namastasyai Namo Namaha [3]

I offer aeonian obeisance
O Goddess Mother Durga ~
That blooms in all pscyche
In the form of cardinal intelligence. [3]

Yaa Devii Sarva Bhooteshu Nidraa Roopena Samsthita
Namastasyai Namastasyai Namastasyai Namo Namaha [4]

I salute unflaggingly
O Goddess Mother Durga ~
The resident in all animates
In the form of salving sleep. [4]

Yaa Devii Sarva Bhooteshu Kshudhaa Roopena Samsthita
Namastasyai Namastasyai Namastasyai Namo Namaha [5]

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poem by Ms. Nivedita Bagchi Spc. Uk.
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Vision Of Columbus - Book 8

And now the Angel, from the trembling sight,
Veil'd the wide world–when sudden shades of night
Move o'er the ethereal vault; the starry train
Paint their dim forms beneath the placid main;
While earth and heaven, around the hero's eye,
Seem arch'd immense, like one surrounding sky.
Still, from the Power superior splendors shone,
The height emblazing like a radiant throne;
To converse sweet the soothing shades invite,
And on the guide the hero fix'd his sight.
Kind messenger of Heaven, he thus began,
Why this progressive labouring search of man?
If man by wisdom form'd hath power to reach
These opening truths that following ages teach,
Step after step, thro' devious mazes, wind,
And fill at last the measure of the mind,
Why did not Heaven, with one unclouded ray,
All human arts and reason's powers display?
That mad opinions, sects and party strife
Might find no place t'imbitter human life.
To whom the Angelic Power; to thee 'tis given,
To hold high converse, and enquire of heaven,
To mark uncircled ages and to trace
The unfolding truths that wait thy kindred race.
Know then, the counsels of th'unchanging Mind,
Thro' nature's range, progressive paths design'd,
Unfinish'd works th'harmonious system grace,
Thro' all duration and around all space;
Thus beauty, wisdom, power, their parts unroll,
Till full perfection joins the accordant whole.
So the first week, beheld the progress rise,
Which form'd the earth and arch'd th'incumbant skies.
Dark and imperfect first, the unbeauteous frame,
From vacant night, to crude existence came;
Light starr'd the heavens and suns were taught their bound,
Winds woke their force, and floods their centre found;
Earth's kindred elements, in joyous strife,
Warm'd the glad glebe to vegetable life,
Till sense and power and action claim'd their place,
And godlike reason crown'd the imperial race.
Progressive thus, from that great source above,
Flows the fair fountain of redeeming love.
Dark harbingers of hope, at first bestow'd,
Taught early faith to feel her path to God:
Down the prophetic, brightening train of years,
Consenting voices rose of different seers,
In shadowy types display'd the accomplish'd plan,
When filial Godhead should assume the man,
When the pure Church should stretch her arms abroad,
Fair as a bride and liberal as her God;

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poem by Joel Barlow
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IX. Juris Doctor Johannes-Baptista Bottinius, Fisci et Rev. Cam. Apostol. Advocatus

Had I God's leave, how I would alter things!
If I might read instead of print my speech,—
Ay, and enliven speech with many a flower
Refuses obstinate to blow in print,
As wildings planted in a prim parterre,—
This scurvy room were turned an immense hall;
Opposite, fifty judges in a row;
This side and that of me, for audience—Rome:
And, where yon window is, the Pope should hide—
Watch, curtained, but peep visibly enough.
A buzz of expectation! Through the crowd,
Jingling his chain and stumping with his staff,
Up comes an usher, louts him low, "The Court
"Requires the allocution of the Fisc!"
I rise, I bend, I look about me, pause
O'er the hushed multitude: I count—One, two—

Have ye seen, Judges, have ye, lights of law,—
When it may hap some painter, much in vogue
Throughout our city nutritive of arts,
Ye summon to a task shall test his worth,
And manufacture, as he knows and can,
A work may decorate a palace-wall,
Afford my lords their Holy Family,—
Hath it escaped the acumen of the Court
How such a painter sets himself to paint?
Suppose that Joseph, Mary and her Babe
A-journeying to Egypt, prove the piece:
Why, first he sedulously practiseth,
This painter,—girding loin and lighting lamp,—
On what may nourish eye, make facile hand;
Getteth him studies (styled by draughtsmen so)
From some assistant corpse of Jew or Turk
Or, haply, Molinist, he cuts and carves,—
This Luca or this Carlo or the like.
To him the bones their inmost secret yield,
Each notch and nodule signify their use:
On him the muscles turn, in triple tier,
And pleasantly entreat the entrusted man
"Familiarize thee with our play that lifts
"Thus, and thus lowers again, leg, arm and foot!"
—Ensuring due correctness in the nude.
Which done, is all done? Not a whit, ye know!
He,—to art's surface rising from her depth,—
If some flax-polled soft-bearded sire be found,
May simulate a Joseph, (happy chance!)—
Limneth exact each wrinkle of the brow,
Loseth no involution, cheek or chap,
Till lo, in black and white, the senior lives!
Is it a young and comely peasant-nurse

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poem by Robert Browning from The Ring and the Book
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Solomon on the Vanity of the World, A Poem. In Three Books. - Knowledge. Book I.

The bewailing of man's miseries hath been elegantly and copiously set forth by many, in the writings as well of philosophers as divines; and it is both a pleasant and a profitable contemplation.
~
Lord Bacon's Advancement of Learning.

The Argument

Solomon, seeking happiness from knowledge, convenes the learned men of his kingdom; requires them to explain to him the various operations and effects of Nature; discourses of vegetables, animals and man; proposes some questions concerning the origin and situation of the habitable earth: proceeds to examine the system of the visible heaven: doubts if there may not be a plurality of worlds; inquires into the nature of spirits and angels, and wishes to be more fully informed as to the attributes of the Supreme Being. He is imperfectly answered by the Rabbins and Doctors; blames his own curiosity: and concludes that, as to human science, All Is Vanity.

Ye sons of men with just regard attend,
Observe the preacher, and believe the friend,
Whose serious muse inspires him to explain
That all we act and all we think is vain:
That in this pilgrimage of seventy years,
O'er rocks of perils and through vales of tears
Destined to march, our doubtful steps we tend,
Tired with the toil, yet fearful of its end:
That from the womb we take our fatal shares
Of follies, passions, labours, tumults, cares;
And at approach of death shall only know
The truths which from these pensive numbers flow,
That we pursue false joy and suffer real wo.

Happiness! object of that waking dream
Which we call life, mistaking; fugitive theme
Of my pursuing verse: ideal shade,
Notional good; by fancy only made,
And by tradition nursed; fallacious fire,
Whose dancing beams mislead our fond desire;
Cause of our care, and error of our mind:
Oh! hadst thou ever been by Heaven design'd
To Adam, and his mortal race, the boon
Entire had been reserved for Solomon;
On me the partial lot had been bestow'd,
And in my cup the golden draught had flow'd.

But, O! ere yet original man was made,
Ere the foundations of this earth were laid,
It was opponent to our search ordain'd,
That joy still sought should never be attain'd:
This sad experience cites me to reveal,
And what I dictate is from what I feel.

Born, as I as, great David's favourite son,
Dear to my people on the Hebrew throne,
Sublime my court, with Ophir's treasures bless'd.
My name extended to the farthest east,
My body clothed with every outward grace,
Strength in my limbs, and beauty in my face,

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poem by Matthew Prior
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