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Wisdom has never made a bigot, but learning has.

quote by Josh Billings
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The Poet Sajid Khan's Background.

Our Background

We have figured out what is wisdom and how it can be created on a mass scale.

Wisdom is the wealth of intelligence and just like wealth, wisdom is
nothing on its own! Just like wealth has to be in something else like
gold, real estate, stocks, bank balance etc. Again wisdom is like a
house. A house is the sum of its parts. A house is nothing without its
building blocks. Similarly wisdom is nothing without/but its building
blocks. The building block of wisdom is selflessness. By creating
selflessness we create wisdom.

We have quantified the mind and now emotions can be measured. We are
founders of Wisdom Day, Pure Happiness Seminars, 'Who am I' seminars,
'Third Eye' seminars. We have developed the idea of 'WisdomLand',
'Brain Power Clubs', 'Shy Power Club' and The Wisdom Express. We even
have wisdom toys.

The world is at a loss of how to solve the economic mess. We have the
answers. The human self runs on two wheels. One is intelligence and
the other is emotional-intelligence/wisdom. For intelligence we have
hundreds of subjects and for emotional-intelligence/wisdom we have
zero subjects. As a result we educate only half our brains. Naturally
the wheel of emotional intelligence is punctured. And every time we
try to fix this education mess we go back to improving intelligence
education. Leaving emotional intelligence as punctured as ever;
resulting in developing imperfect minds and imperfect brains for over
80% of the population.

Michael Gazzaniga the foremost expert on the brain and mind concludes
in his latest best seller, for a call to arms. “Understanding how to
develop a vocabulary for these layered interactions (between the left
and right brain and between brain and mind) , for me, ” he writes,
“constitutes the scientific problem of the century.” This is exactly
the problem we recognized 40 years ago and we have now solved.

We have figured out the difference between brain and mind. The
education mess is due to the fact man has cutting edge education to
educate the mind and has no idea how to educate the brain. In simple
terms one can say that we keep our homes clean; we keep our cars and
our offices spic and span and when it comes to our own brains and
minds we keep them dirty; full of defective memories/knowledge. We
have developed education for cleaning up the brain.

We have invented this whole new wisdom industry that will generate
wisdom education, creation of text books, with exercises and lessons,
training for teachers and parents, and 'pure happiness' counselors
etc., wisdom coaching for adults, groups and countries, toys that
teach wisdom, wisdom computer games, comic books, children stories,
sitcoms, TV talk shows, movies etc.; and Wisdom Theme Parks, Wisdom

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poem by Sajid Khan
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Where Is The Beginning Of Wisdom?

Fear of God
is the beginning
of Wisdom.

Where is truth
where is wisdom?

Who has
knows hears
can discern
true wisdom?

The truth
true Wisdom
is crying out

aloud in the very
street in public squares
true Wisdom keeps
giving forth its voice.

Who has wisdom
who receives wisdom
who treasures wisdom?

Who indeed
is a seeker
of the moral

benefits
of Wisdom

in contemporary
scientific
unprecedented age?

From what source
does true wisdom come?
Who gives teaches
precious wisdom freely?

Adonai the LORD
himself gives wisdom
from out of God’s

mouth come
knowledge understanding
discernment.

Who did God

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poem by Terence George Craddock
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An Essay on Criticism

Part I

INTRODUCTION. That it is as great a fault to judge ill as to write ill, and a more dangerous one to the public. That a true Taste is as rare to be found as a true Genius. That most men are born with some Taste, but spoiled by false education. The multitude of Critics, and causes of them. That we are to study our own Taste, and know the limits of it. Nature the best guide of judgment. Improved by Art and rules, which are but methodized Nature. Rules derived from the practice of the ancient poets. That therefore the ancients are necessary to be studied by a Critic, particularly Homer and Virgil. Of licenses, and the use of them by the ancients. Reverence due to the ancients, and praise of them.

'Tis hard to say if greater want of skill
Appear in writing or in judging ill;
But of the two less dangerous is th'offence
To tire our patience than mislead our sense:
Some few in that, but numbers err in this;
Ten censure wrong for one who writes amiss;
A fool might once himself alone expose;
Now one in verse makes many more in prose.

'Tis with our judgments as our watches, none
Go just alike, yet each believes his own.
In Poets as true Genius is but rare,
True Taste as seldom is the Critic's share;
Both must alike from Heav'n derive their light,
These born to judge, as well as those to write.
Let such teach others who themselves excel,
And censure freely who have written well;
Authors are partial to their wit, 'tis true,
But are not Critics to their judgment too?

Yet if we look more closely, we shall find
Most have the seeds of judgment in their mind:
Nature affords at least a glimm'ring light;
The lines, tho' touch'd but faintly, are drawn right:
But as the slightest sketch, if justly traced,
Is by ill col'ring but the more disgraced,
So by false learning is good sense defaced:
Some are bewilder'd in the maze of schools,
And some made coxcombs Nature meant but fools:
In search of wit these lose their common sense,
And then turn Critics in their own defence:
Each burns alike, who can or cannot write,
Or with a rival's or an eunuch's spite.
All fools have still an itching to deride,
And fain would be upon the laughing side.
If Mævius scribble in Apollo's spite,
There are who judge still worse than he can write.

Some have at first for Wits, then Poets pass'd;
Turn'd Critics next, and prov'd plain Fools at last.
Some neither can for Wits nor Critics pass,
As heavy mules are neither horse nor ass.
Those half-learn'd witlings, numerous in our isle,
As half-form'd insects on the banks of Nile;
Unfinish'd things, one knows not what to call,

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poem by Alexander Pope
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Wisdom's Way

Wisdom is calling souls today, to come to God in Wisdom's way,
While Wisdom sends forth her call, upon this world, to every soul,
For Wisdom has prepared for us, a house built on Righteousness,
Built up with seven pillars strong; being complete for every throng.

Wisdom has prepared her feast, for those with plenty, to the least,
While she has set her table for all, for both the great and the small,
Wisdom has sent out her invitation, to all souls without reservation,
Her invitation for all to come, regardless of where are you are from.

She calls the simple to partake, but foolishness they must forsake,
As wicked ways all must spurn, to come to Wisdom and truly learn,
With wisdom being their selection, they must be open to correction,
Learning from every past mistake, as Wisdom's feast, they partake.

As scoffers come along our way, rejecting what Wisdom has to say.
All filled with arrogance and pride, by them, wisdom shall be denied,
Correcting then in Wisdom's name, brings upon one hurt and shame,
For hate the scoffer will project, toward one who chooses to correct.

Will you today heed Wisdom's call, to seek The Lord Who's over all?
Leaving old ways, that you know, so through Wisdom you can grow,
Changing to a life of Righteousness, this as you follow Christ Jesus,
As Wisdom shall multiply your days; with a long life, to God's praise.

(Copyright ©07/2012)

poem by Bob Gotti
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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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New Morality

From mental mists to purge a nation's eyes;
To animate the weak, unite the wise;
To trace the deep infection, that prevades
The crowded town, and taints the rural shades;
To mark how wide extends the mighty waste
O'er the fair realms of Science, Learning, Taste;
To drive and scatter all the brood of lies,
And chase the varying falsehood as it flies;
The long arrears of ridicule to pay,
To drag reluctant Dulness back to day;
Much yet remains.--To you these themes belong,
Ye favor'd sons of virtue and of song!
Say, is the field too narrow? Are the times
Barren of folly, and devoid of crimes?

Yet, venial vices, in a milder age,
Could rouse the warmth of Pope's satiric rage;
The doting miser, and the lavish heir,
The follies, and the foibles of the fair,
Sir Job, Sir Balaam, and old Euclio's thrift,
And Sappho's diamonds, with her dirty shift,
Blunt, Charteris, Hopkins;--meaner subjects fired
The keen-eyed Poet;--while the Muse inspired
Her ardent child--entwining as he sate,
His laurell'd chaplet with the thorns of hate.

But say,--indignant does the Muse retire,
Her shrine deserted, and extinct its fire?
No pious hand to feed the sacred flame,
No raptured soul a Poet's charge to claim.

Bethink thee (Gifford); when some future age
Shall trace the promise of thy playful page;--
"[1]The hand which brush'd a swarm of fools away,
"Should rouse to grasp a more reluctant prey!"--
Think then, will pleaded indolence excuse
The tame secession of thy languid Muse?

Ah! where is now that promise? Why so long
Sleep the keen shafts of satire and of song?
Oh! come with Taste and Virtue at thy side,
With ardent zeal inflamed, and patriot pride;
With keen poetic glance direct the blow,
And empty all thy quiver on the foe:
No pause--no rest--till weltering on the ground
The poisonous hydra lies, and pierced with many a wound.

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poem by George Canning
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The Columbiad: Book IV

The Argument

Destruction of Peru foretold. Grief of Columbus. He is comforte the promise of a vision of future ages. All Europe appears in vision. Effect of the discovery of America upon the affairs of Europe. Improvement in commerce; government. Revival of letters. Order of the Jesuits. Religious persecution. Inquisition. Rise and progress of more liberal principles. Character of Raleigh; who plans the settlement of North America. Formation of the coast by the gulph stream. Nature of the colonial establishments, the first great asylum and infant empire of Liberty. Liberty the necessary foundation of morals. Delaware arrives with a reinforcement of new settlers, to consolidate the colony of Virginia. Night scene, as contemplated by these patriarchs, while they are sailing up the Chesapeak, and are saluted by the river gods. Prophetic speech of Potowmak. Fleets of settlers from seyeral parts of Europe steering for America.

In one dark age, beneath a single hand,
Thus rose an empire in the savage land.
Its wealth and power with following years increase,
Its growing nations spread the walks of peace;
Religion here, that universal name,
Man's proudest passion, most ungovern'd flame,
Erects her altars on the same bright base,
That dazzled erst, and still deludes the race;
Sun, moon, all powers that forceful strike his eyes,
Earth-shaking storms and constellated skies.

Yet all the pomp his labors here unfold,
The vales of verdure and the towers of gold,
Those infant arts and sovereign seats of state,
In short-lived glory hasten to their fate.
Thy followers, rushing like an angry flood,
Too soon shall drench them in the nation's blood;
Nor thou, Las Casas, best of men, shalt stay
The ravening legions from their guardless prey.
O hapless prelate! hero, saint and sage,
Foredoom'd with crimes a fruitless war to wage,
To see at last (thy life of virtue run)
A realm unpeopled and a world undone!
While pious Valverde mock of priesthood stands,
Guilt in his heart, the gospel in his hands,
Bids, in one field, their unarm'd thousands bleed,
Smiles o'er the scene and sanctifies the deed.
And thou, brave Gasca, with persuasive strain,
Shalt lift thy voice and urge thy power in vain;
Vain are thy hopes the sinking land to save,
Or call her slaughter'd millions from the grave.

Here Hesper paused. Columbus with a sigh
Cast o'er the continent his moisten'd eye,
And thus replied: Ah, hide me in the tomb;
Why should I live to see the impending doom?
If such foul deeds the scheme of heaven compose,
And virtue's toils induce redoubled woes,
Unfold no more; but grant a kind release;
Give me, tis all I ask, to rest in peace.

And thou shalt rest in peace, the Saint rejoin'd,
Ere these conflicting shades involve mankind.
But broader views shall first thy mind engage,

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poem by Joel Barlow
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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;

[...] Read more

poem by Joel Barlow
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Youre Learning

(ira louvin/charlie louvin)
You are learning what its like to sit and cry
And wonder why your plans went wrong
You are learning how it feels when pain is real
To realize youre all alone
Yes youre learning
We had the chance to be happy
Nothing stood in our way
If only youd meant what you promised
We wouldnt crying today
You are learning that a lie can make you cry
For the truth your heart reveals
You are learning that a flirt can cause a hurt
Even though your love is real
Yes youre learning
We had the chance to be happy
Nothing stood in our way
If only youd meant what you promised
We wouldnt crying today
You are learning that a lie can make you cry
For the truth your heart reveals
You are learning that a flirt can cause a hurt
Even though your love is real
Yes youre learning
Yes youre learning

song performed by Emmylou Harris
Added by Lucian Velea
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Learning To Live

(without your love)
I still have your picture
By the bed where you used to lay
I still have the memories
That you aint goin from day to day
I still miss the little things
You used to do and say
Ill always believe in love
Come what may
Im learning to live
Without your love
All I can do is carry on
Living without you
Im learning to live
Without your love
Now that youre gone
Whatever the emptiness
Whatever the pain
I wont change my love for you
Ill always feel the same
Im learning to live
Without your love
All I can do is carry on
Living without you
Im learning to live
Without your love
Now that youre gone
Im learning to live
Im learning to live
Im learning to live
Im learning to live
I still call your number
Im still in love with you
I still believe in love
Maybe that will see me through
Im learning to live
Without your love
All I can do is carry on
Living without you
Im learning to live
Without your love
Now that youre gone
[repeat / fade]

song performed by Rick Astley
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Cadenus And Vanessa

THE shepherds and the nymphs were seen
Pleading before the Cyprian Queen.
The counsel for the fair began
Accusing the false creature, man.
The brief with weighty crimes was charged,
On which the pleader much enlarged:
That Cupid now has lost his art,
Or blunts the point of every dart;
His altar now no longer smokes;
His mother's aid no youth invokes—
This tempts free-thinkers to refine,
And bring in doubt their powers divine,
Now love is dwindled to intrigue,
And marriage grown a money-league.
Which crimes aforesaid (with her leave)
Were (as he humbly did conceive)
Against our Sovereign Lady's peace,
Against the statutes in that case,
Against her dignity and crown:
Then prayed an answer and sat down.

The nymphs with scorn beheld their foes:
When the defendant's counsel rose,
And, what no lawyer ever lacked,
With impudence owned all the fact.
But, what the gentlest heart would vex,
Laid all the fault on t'other sex.
That modern love is no such thing
As what those ancient poets sing;
A fire celestial, chaste, refined,
Conceived and kindled in the mind,
Which having found an equal flame,
Unites, and both become the same,
In different breasts together burn,
Together both to ashes turn.
But women now feel no such fire,
And only know the gross desire;
Their passions move in lower spheres,
Where'er caprice or folly steers.
A dog, a parrot, or an ape,
Or some worse brute in human shape
Engross the fancies of the fair,
The few soft moments they can spare
From visits to receive and pay,
From scandal, politics, and play,
From fans, and flounces, and brocades,
From equipage and park-parades,
From all the thousand female toys,
From every trifle that employs
The out or inside of their heads

[...] Read more

poem by Jonathan Swift
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Two Kinds of Wisdom

Words of wisdom can indeed, speak to the heart’s most inner need,
But you must be aware my friend, where words take you in the end.
For earthly wisdom can mislead, the heart seeking an earthly need.
While wisdom sent from up above, guides you in God’s perfect love.

Wisdom comes from many schools, some are wise, some are fools,
Even teachings that sound wise, could be packaged in eternal lies.
Earthly wisdom tells you friend, don’t be concerned about your end,
Just live your life for number one, fill each day with pleasure and fun.

Godly wisdom fills you with love, while keeping your mind up above,
God helps you each day to live, knowing that you have more to give.
Worldly wisdom says fill your life, with things that cause much strife.
It tells you to grab the biggest toy, but in the end you’ll have no joy.

Godly wisdom through sacrifice, prepares you for your Eternal Life.
With this wisdom men shall see, Jesus Christ as they enter Eternity.
In the end all worldly wisdom, to the Truth of God it shall succumb.
When men try embracing The Son, He will say what’s done is done.

All the worldly wisdom down here, has no room for The Lord, I fear,
With the wisdom they think wise, the Lord we love, they just despise.
The same Lord who we hold dear, has let us know His return is near,
And Godly wisdom fixes our eyes, upon Christ without any comprise.

poem by Bob Gotti
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Quatrains Of Life

What has my youth been that I love it thus,
Sad youth, to all but one grown tedious,
Stale as the news which last week wearied us,
Or a tired actor's tale told to an empty house?

What did it bring me that I loved it, even
With joy before it and that dream of Heaven,
Boyhood's first rapture of requited bliss,
What did it give? What ever has it given?

'Let me recount the value of my days,
Call up each witness, mete out blame and praise,
Set life itself before me as it was,
And--for I love it--list to what it says.

Oh, I will judge it fairly. Each old pleasure
Shared with dead lips shall stand a separate treasure.
Each untold grief, which now seems lesser pain,
Shall here be weighed and argued of at leisure.

I will not mark mere follies. These would make
The count too large and in the telling take
More tears than I can spare from seemlier themes
To cure its laughter when my heart should ache.

Only the griefs which are essential things,
The bitter fruit which all experience brings;
Nor only of crossed pleasures, but the creed
Men learn who deal with nations and with kings.

All shall be counted fairly, griefs and joys,
Solely distinguishing 'twixt mirth and noise,
The thing which was and that which falsely seemed,
Pleasure and vanity, man's bliss and boy's.

So I shall learn the reason of my trust
In this poor life, these particles of dust
Made sentient for a little while with tears,
Till the great ``may--be'' ends for me in ``must.''

My childhood? Ah, my childhood! What of it
Stripped of all fancy, bare of all conceit?
Where is the infancy the poets sang?
Which was the true and which the counterfeit?

I see it now, alas, with eyes unsealed,
That age of innocence too well revealed.
The flowers I gathered--for I gathered flowers--
Were not more vain than I in that far field.

[...] Read more

poem by Wilfrid Scawen Blunt
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The Pleasures of Imagination: Book The First

With what attractive charms this goodly frame
Of nature touches the consenting hearts
Of mortal men; and what the pleasing stores
Which beauteous imitation thence derives
To deck the poet's, or the painter's toil;
My verse unfolds. Attend, ye gentle powers
Of musical delight! and while i sing
Your gifts, your honours, dance around my strain.
Thou, smiling queen of every tuneful breast,
Indulgent Fancy! from the fruitful banks
Of Avon, whence thy rosy fingers cull
Fresh flowers and dews to sprinkle on the turf
Where Shakespeare lies, be present: and with thee
Let Fiction come, upon her vagrant wings
Wafting ten thousand colours through the air,
Which, by the glances of her magic eye,
She blends and shifts at will, through countless forms,
Her wild creation. Goddess of the lyre,
Which rules the accents of the moving sphere,
Wilt thou, eternal Harmony! descend
And join this festive train? for with thee comes
The guide, the guardian of their lovely sports,
Majestic Truth; and where Truth deigns to come,
Her sister Liberty will not be far.
Be present all ye Genii, who conduct
The wandering footsteps of the youthful bard,
New to your springs and shades: who touch his ear
With finer sounds: who heighten to his eye
The bloom of nature, and before him turn
The gayest, happiest attitude of things.

Oft have the laws of each poetic strain
The critic-verse imploy'd; yet still unsung
Lay this prime subject, though importing most
A poet's name: for fruitless is the attempt,
By dull obedience and by creeping toil
Obscure to conquer the severe ascent
Of high Parnassus. Nature's kindling breath
Must fire the chosen genius; nature's hand
Must string his nerves, and imp his eagle-wings
Impatient of the painful steep, to soar
High as the summit; there to breathe at large
Æthereal air: with bards and sages old,
Immortal sons of praise. These flattering scenes
To this neglected labour court my song;
Yet not unconscious what a doubtful task
To paint the finest features of the mind,
And to most subtile and mysterious things
Give colour, strength, and motion. But the love
Of nature and the muses bids explore,

[...] Read more

poem by Mark Akenside
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Pearls of Wisdom

Pearls of wisdom as never before, from the mouth of Christ our Lord,
Speaking words with authority, that come from the Throne of Eternity.
A wisdom which exceeded Solomon, whose heart was divided by sin,
Christ, with a heart perfectly pure, spoke words that will surely endure.

Pearls of wisdom, pure and divine, words spoken, for men of all time,
Directed to every tribe and nation; words of our Lord God’s Salvation.
Salvation sent from God above, through His Son, to show us His love,
Love that exceeded wisdom of earth, and received through a new birth.

Pearls of wisdom not well embraced, by many whom Christ had faced,
Although in God these men believed, Christ by them was not received.
Much of His wisdom is contrary to, that human reason of me and you,
But Christ’s Wisdom is greater than, all of that wisdom of worldly men.

Pearls of wisdom to all will come, to those who truly know God’s Son,
And dare to give their life to Him, Christ, who saves men from their sin.
Sin which blinds the minds and ways, of the many world leaders today,
And in their wisdom they cannot see, God’s timeless Truths of Eternity.

Pearls of wisdom God offers to men, when in Christ we’re Born Again,
And the pearls, spoken by Christ, become to us, the foundation of life.
As believers live to honor The Son, bringing Light of Truth to everyone,
Leading men to an Eternal Kingdom, using Truth and pearls of wisdom.

(Copyright ©06/2007)

poem by Bob Gotti
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Wisdom From Above

The Word of God is so very clear, yet, so many men have no fear,
Within their hearts, of The Lord, and so God’s Word goes ignored;
A fear that begins wisdom for all, men everywhere great and small,
Wisdom which opens eyes to see, Truths from the Lord of Eternity.

The Lord revealed Himself to Israel, revealing His Purpose and Will,
And today the Lord’s Revelation, is available to every single nation,
For God spoke through His Son, not just to Israel, but to everyone,
God’s Son was revealed to all men, in a world that was condemned.

My friend, this day as in ages past, only Heavenly Wisdom will last,
A wisdom, which you will receive, when God’s Truth you do believe,
The Wisdom from The Lord above, greater than what men speak of,
Far surpassing the wisdom of men, that, Christ Jesus will condemn.

With this Wisdom, you will heed, the words of Truth which you read,
And as the Spirit opens your eyes, worldly wisdom you will despise,
Embracing Truths of God’s Word, over empty wisdom you’ve heard,
As The Spirit of God does impart, Truth and Wisdom into your heart.

Man’s worldly wisdom my friend, God makes foolishness in the end,
As God frustrates their empty ways, for The Lord’s Glory and Praise;
This all begins through Godly fear, of The Lord, Who is so very near,
And God’s Wisdom, you will see, leads a heart to New Life, Eternally.

(Copyright ©05/2010)

poem by Bob Gotti
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An Abc Of Inner Peace

inner peace: a to z (© Raj Arumugam, September 2008)

Inner peace is effortless, as it’s always there within.
One just has to see it.

And once one truly sees this inner peace – not with words or just
intellectually, but actually see this inner peace within – it is one’s, always;
no one takes away that…

Nothing and no evil and no violent force or even the most difficult
of circumstances in one’s life can remove that inner peace that one
sees within; but let one see this not as a word, or as a phrase
but as an actuality.

Feel that peace, see that inner peace and let it radiate always – for it is
the harmony within each and it is always one’s own.

A


Let amity be your constant companion….Be at peace with all beings, equally at peace with those near and those far, and thus walk hand in hand with amity as in a bounteous garden…





B


Be mindful of your blessings always…To be alive, to breathe in fresh air;
and to be with the family and the companionship of good fellow-human
beings; and the kindness of strangers; and the creatures of this world
and the flowers that bloom, and to have a place in this marvelous planet
of ours….all these too are blessings….

There is a life of the body in the domain of the physical, and
the legitimate needs of the body are just as important as
one’s inner needs…

[...] Read more

poem by Raj Arumugam
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Vision Of Columbus - Book 4

In one dark age, beneath a single hand,
Thus rose an empire in the savage land.
Her golden seats, with following years, increase,
Her growing nations spread the walks of peace,
Her sacred rites display the purest plan,
That e'er adorn'd the unguided mind of man.
Yet all the pomp, the extended climes unfold,
The fields of verdure and the towers of gold,
Those works of peace, and sovereign scenes of state,
In short-lived glory, hasten to their fate.
Thy followers, rushing like an angry flood,
Shall whelm the fields and stain the shrines in blood;
Nor thou, Las Casas, best of men, shalt stay
The ravening legions from their guardless prey.
Oh! hapless prelate, hero, saint and sage,
Doom'd with hard guilt a fruitless war to wage,
To see, with grief (thy life of virtues run)
A realm unpeopled and a world undone.
While impious Valverde, mock of priesthood, stands,
Guilt in his heart, the gospel in his hands,
Bids, in one field, unnumber'd squadrons bleed,
Smiles o'er the scene and sanctifies the deed.
And thou, brave Gasca, with thy virtuous train,
Shalt lift the sword and urge thy power in vain;
Vain, the late task, the sinking land to save,
Or call her slaughter'd millions from the grave.
The Seraph spoke. Columbus, with a sigh,
Cast o'er the hapless climes his moisten'd eye,
And thus return'd: Oh, hide me in the tomb;
Why should I live to view the impending doom?
If such dread scenes the scheme of heaven compose,
And virtuous toils induce redoubled woes,
Unfold no more; but grant a kind release,
Give me, 'tis all I ask, to rest in peace.
Thy soul shall rest in peace, the Power rejoin'd,
Ere these conflicting shades involve mankind:
But nobler views shall first thy mind engage,
Beyond the bounds of this destructive age;
Where happier fruits of thy unwearied toil,
Thro' future years, and other empires, smile.
Europe's contending realms shall soon behold
These fruitful plains and hills of opening gold,
Fair in the path of thy adventurous fail,
Their countless navies float in every gale,
For wealth and commerce, sweep the extended shore,
And load the ocean with the shining ore.
As, up the orient heaven, the dawning ray
Smiles o'er the world and gives the promised day;
Drives fraud and rapine from their nightly spoil,
And social nature wakes to peaceful toil;

[...] Read more

poem by Joel Barlow
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A Fable For Critics

Phoebus, sitting one day in a laurel-tree's shade,
Was reminded of Daphne, of whom it was made,
For the god being one day too warm in his wooing,
She took to the tree to escape his pursuing;
Be the cause what it might, from his offers she shrunk,
And, Ginevra-like, shut herself up in a trunk;
And, though 'twas a step into which he had driven her,
He somehow or other had never forgiven her;
Her memory he nursed as a kind of a tonic,
Something bitter to chew when he'd play the Byronic,
And I can't count the obstinate nymphs that he brought over
By a strange kind of smile he put on when he thought of her.
'My case is like Dido's,' he sometimes remarked;
'When I last saw my love, she was fairly embarked
In a laurel, as _she_ thought-but (ah, how Fate mocks!)
She has found it by this time a very bad box;
Let hunters from me take this saw when they need it,-
You're not always sure of your game when you've treed it.
Just conceive such a change taking place in one's mistress!
What romance would be left?-who can flatter or kiss trees?
And, for mercy's sake, how could one keep up a dialogue
With a dull wooden thing that will live and will die a log,-
Not to say that the thought would forever intrude
That you've less chance to win her the more she is wood?
Ah! it went to my heart, and the memory still grieves,
To see those loved graces all taking their leaves;
Those charms beyond speech, so enchanting but now,
As they left me forever, each making its bough!
If her tongue _had_ a tang sometimes more than was right,
Her new bark is worse than ten times her old bite.'

Now, Daphne-before she was happily treeified-
Over all other blossoms the lily had deified,
And when she expected the god on a visit
('Twas before he had made his intentions explicit),
Some buds she arranged with a vast deal of care,
To look as if artlessly twined in her hair,
Where they seemed, as he said, when he paid his addresses,
Like the day breaking through, the long night of her tresses;
So whenever he wished to be quite irresistible,
Like a man with eight trumps in his hand at a whist-table
(I feared me at first that the rhyme was untwistable,
Though I might have lugged in an allusion to Cristabel),-
He would take up a lily, and gloomily look in it,
As I shall at the--, when they cut up my book in it.

Well, here, after all the bad rhyme I've been spinning,
I've got back at last to my story's beginning:
Sitting there, as I say, in the shade of his mistress,
As dull as a volume of old Chester mysteries,

[...] Read more

poem by James Russell Lowell
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Chinese Wisdom

In crisis, wisdom growth,
And gained.
Intelligence endowed,
But wisdom is learned.

Wise men listen more,
Talk no nonsense.
Wise men may be learned
But learned men may not be wise.

A silent fool can pass for a wise man.
Silence is golden & wise,
Silence is the trusted friend of wisdom.

It is easy to blame our memory
when our judgment is at fault.
It takes a tree ten years to mature;
It takes a man one hundred years to form.

We grow old fast,
We grow wise slowly.
Youth can look only forward,
but age can also look backward.

Maturity and wisdom
take a lifetime to achieve.
Achieving maturity does not
Grow with age.

Wisdom grows when
Ones learned to avoid the wrongs.
Stand for the rights.

Biggest flaw of ones
Has a lot of flaws and
Not correcting them,
Not avoiding them.

Life is a learning journey
To discover who we are,
Learning as if life is
one continuous lesson.

Wisdom is attained by learning
when to hold one’s tongue.
Discretion is the trusted friend of wisdom.
A wise head must possess a closed mouth.

Compiled & adapted by Lawrence Hiung

poem by Lawrence Hiung
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