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If there are men in this country big enough to own the government of the United States, they are going to own it.

quote by Woodrow Wilson
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University Of Central Florida Volleyball

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poem by Caasder Fronds
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United

Look around
They're moving in
Hold your ground
When they begin
We can do it
We can do it and if they wanna they can try
But they'll never get near
Then they can get out of here
Gonna keep on driving
Never stop
United, united, united we stand
United we never shall fall
United, united, united we stand
United we stand one and all
So keep it up
Don't give in
Make a stand
We're gonna win
We can do it
We can do it and if they wanna they can try
But they'll never get near
Then they can get out of here
Gonna keep on driving
Never stop
United, united, united we stand
United we never shall fall
United, united, united we stand
United we stand one and all
So keep it up
United, united, united we stand
United we never shall fall
United, united, united we stand
United we stand one and all
United, united, united we stand
United we never shall fall
United, united, united we stand
United we stand one and all
United, united, united we stand
United we never shall fall
United, united, united we stand
United we stand one and all
(fade)

song performed by Judas Priest
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As I Sat Alone By Blue Ontario's Shores

AS I sat alone, by blue Ontario's shore,
As I mused of these mighty days, and of peace return'd, and the dead
that return no more,
A Phantom, gigantic, superb, with stern visage, accosted me;
Chant me the poem, it said, that comes from the soul of America--
chant me the carol of victory;
And strike up the marches of Libertad--marches more powerful yet;
And sing me before you go, the song of the throes of Democracy.

(Democracy--the destin'd conqueror--yet treacherous lip-smiles
everywhere,
And Death and infidelity at every step.)

A Nation announcing itself,
I myself make the only growth by which I can be appreciated, 10
I reject none, accept all, then reproduce all in my own forms.

A breed whose proof is in time and deeds;
What we are, we are--nativity is answer enough to objections;
We wield ourselves as a weapon is wielded,
We are powerful and tremendous in ourselves,
We are executive in ourselves--We are sufficient in the variety of
ourselves,
We are the most beautiful to ourselves, and in ourselves;
We stand self-pois'd in the middle, branching thence over the world;
From Missouri, Nebraska, or Kansas, laughing attacks to scorn.

Nothing is sinful to us outside of ourselves, 20
Whatever appears, whatever does not appear, we are beautiful or
sinful in ourselves only.

(O mother! O sisters dear!
If we are lost, no victor else has destroy'd us;
It is by ourselves we go down to eternal night.)

Have you thought there could be but a single Supreme?
There can be any number of Supremes--One does not countervail
another, any more than one eyesight countervails another, or
one life countervails another.

All is eligible to all,
All is for individuals--All is for you,
No condition is prohibited--not God's, or any.

All comes by the body--only health puts you rapport with the
universe. 30

Produce great persons, the rest follows.

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poem by Walt Whitman
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Through the eyes of a Field Coronet (Epic)

Introduction

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

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

Prologue

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

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

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

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

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

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

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

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poem by Gert Strydom
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Whose Country Is This?

Whose country is this?
It is a land full of snakes;
Whose country is this?
It is a land full of many waters;
Whose country is this?
It is a land full of thieves! !
Whose country is this?
It is a land full of people;
Whose country is this?
It is a land full of oil;
Whose country is this?
It is a land full of earthquakes!
Whose country is this?
it is a land full of lovers;
Whose country is this?
It is a land full of volcanoes!
Whose country is this?
It is a land full of beautiful flowers;
Whose country is this?
It is a land full of hansome men;
Whose country is this?
It is a land full of beautiful women;
Whose country is this?
It is a land full of roses;
Whose country is this?
it is a land ruled only by men;
Whose country is this?
It is a land without rainfall;
Whose country is this?
It is a land ruled by a woman;
Whose country is this?
It is a land full of corruption!
Whose country is this?
It is a land full of pirates! !
Whose country is this?
It is a land ruled by law;
Whose country is this?
It is a land controlled by rebels!
Whose country is this?
It is a land full of ice;
Whose country is this?
It is a land full of pregnant women;
Whose country is this?
It is a land full of the sins of Sodom and Gomorrah!
Whose country is this?
It is a land full of singers;
Whose country is this?
It is a land full of troubles;
Whose country is this?
It is a land full of war! !

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poem by Edward Kofi Louis
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Big Night

Oh, it's gonna be a big night
We're gonna have a good time
It's gonna be a big, big, big, big, big, big night

1,2,3, all my boys and girls
We gonna party like it's the end of the world
Let's get it started, started, started, whoa, oh

Waitin' on weekends it's Friday night
We gonna get dressed up
For the time of our lives
Let's get it started, started, started

'Cause I've been feelin' down, down, down
I need a pick me up, round, round, round
I wanna spin it up loud, loud, loud
DJ take me away

Oh
It's gonna be a big night
We're gonna have a good time
It's gonna be a big, big, big, big, big, big night

Oh
It's gonna be a big night
We gonna have a good time
It's gonna be a big, big, big, big, big, big night

It's been a long week
Been workin' overtime
I need a heartbeat
To get this party right

I'm on another level
Turn up the bass and treble
Turn it up, turn it up, turn it up

'Cause I've been feelin' down, down, down
I need a pick me up, round, round, round
I wanna spin it up loud, loud, loud
DJ take me away

Oh
It's gonna be a big night
We gonna have a good time
It's gonna be a big, big, big, big, big, big night

Oh
It's gonna be a big night
We gonna have a good time

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poem by Jojo Jonna
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The Brus Book XVIII

Only Berwick remains in English hands; a burgess offers to betray it]

The lordis off the land war fayne
Quhen thai wist he wes cummyn agan
And till him went in full gret hy,
And he ressavit thaim hamlyly
5 And maid thaim fest and glaidsum cher,
And thai sa wonderly blyth wer
Off his come that na man mycht say,
Gret fest and fayr till him maid thai.
Quharever he raid all the countre
10 Gaderyt in daynte him to se,
Gret glaidschip than wes in the land.
All than wes wonnyn till his hand,
Fra the Red Swyre to Orknay
Wes nocht off Scotland fra his fay
15 Outakyn Berwik it allane.
That tym tharin wonnyt ane
That capitane wes of the toun,
All Scottismen in suspicioun
He had and tretyt thaim tycht ill.
20 He had ay to thaim hevy will
And held thaim fast at undre ay,
Quhill that it fell apon a day
That a burges Syme of Spalding
Thocht that it wes rycht angry thing
25 Suagate ay to rebutyt be.
Tharfor intill his hart thocht he
That he wald slely mak covyne
With the marchall, quhays cosyne
He had weddyt till him wiff,
30 And as he thocht he did belyff.
Lettrys till him he send in hy
With a traist man all prively,
And set him tym to cum a nycht
With leddrys and with gud men wicht
35 Till the kow yet all prively,
And bad him hald his trist trewly
And he suld mete thaim at the wall,
For his walk thar that nycht suld fall.

[The marischal shows the letter to the king,
who seeks to avoid jealousy between Douglas and Moray]

Quhen the marchell the lettre saw
40 He umbethocht him than a thraw,
For he wist be himselvyn he
Mycht nocht off mycht no power be
For till escheyff sa gret a thing,
And giff he tuk till his helping

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poem by John Barbour
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Tom Zart's 52 Best Of The Rest America At War Poems

SONS AND DAUGHTERS OF WORLD WAR III

The White House
Washington
Tom Zart's Poems

March 16,2007
Ms. Lillian Cauldwell
President and Chief Executive Officer
Passionate Internet Voices Radio
Ann Arbor Michigan

Dear Lillian:
Number 41 passed on the CDs from Tom Zart. Thank you for thinking of me. I am thankful for your efforts to honor our brave military personnel and their families. America owes these courageous men and women a debt of gratitude, and I am honored to be the commander in chief of the greatest force for freedom in the history of the world.
Best Wishes.

Sincerely,

George W. Bush

SONS AND DAUGHTERS OF WORLD WAR III

Our sons and daughters serve in harm's way
To defend our way of life.
Some are students, some grandparents
Many a husband or wife.

They face great odds without complaint
Gambling life and limb for little pay.
So far away from all they love
Fight our soldiers for whom we pray.

The plotters and planners of America's doom
Pledge to murder and maim all they can.
From early childhood they are taught
To kill is to become a man.

They exploit their young as weapons of choice
Teaching in heaven, virgins will await.
Destroying lives along with their own
To learn of their falsehoods too late.

The fearful cry we must submit
And find a way to soothe them.
Where defenders worry if we stand down
The future for America is grim.

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poem by Tom Zart
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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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Beowulf

LO, praise of the prowess of people-kings
of spear-armed Danes, in days long sped,
we have heard, and what honor the athelings won!
Oft Scyld the Scefing from squadroned foes,
from many a tribe, the mead-bench tore,
awing the earls. Since erst he lay
friendless, a foundling, fate repaid him:
for he waxed under welkin, in wealth he throve,
till before him the folk, both far and near,
who house by the whale-path, heard his mandate,
gave him gifts: a good king he!
To him an heir was afterward born,
a son in his halls, whom heaven sent
to favor the folk, feeling their woe
that erst they had lacked an earl for leader
so long a while; the Lord endowed him,
the Wielder of Wonder, with world's renown.
Famed was this Beowulf: far flew the boast of him,
son of Scyld, in the Scandian lands.
So becomes it a youth to quit him well
with his father's friends, by fee and gift,
that to aid him, aged, in after days,
come warriors willing, should war draw nigh,
liegemen loyal: by lauded deeds
shall an earl have honor in every clan.
Forth he fared at the fated moment,
sturdy Scyld to the shelter of God.
Then they bore him over to ocean's billow,
loving clansmen, as late he charged them,
while wielded words the winsome Scyld,
the leader beloved who long had ruled….
In the roadstead rocked a ring-dight vessel,
ice-flecked, outbound, atheling's barge:
there laid they down their darling lord
on the breast of the boat, the breaker-of-rings,
by the mast the mighty one. Many a treasure
fetched from far was freighted with him.
No ship have I known so nobly dight
with weapons of war and weeds of battle,
with breastplate and blade: on his bosom lay
a heaped hoard that hence should go
far o'er the flood with him floating away.
No less these loaded the lordly gifts,
thanes' huge treasure, than those had done
who in former time forth had sent him
sole on the seas, a suckling child.
High o'er his head they hoist the standard,
a gold-wove banner; let billows take him,
gave him to ocean. Grave were their spirits,
mournful their mood. No man is able

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poem by Charles Baudelaire
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The Odyssey: Book 10

Thence we went on to the Aeoli island where lives Aeolus son of
Hippotas, dear to the immortal gods. It is an island that floats (as
it were) upon the sea, iron bound with a wall that girds it. Now,
Aeolus has six daughters and six lusty sons, so he made the sons marry
the daughters, and they all live with their dear father and mother,
feasting and enjoying every conceivable kind of luxury. All day long
the atmosphere of the house is loaded with the savour of roasting
meats till it groans again, yard and all; but by night they sleep on
their well-made bedsteads, each with his own wife between the
blankets. These were the people among whom we had now come.
"Aeolus entertained me for a whole month asking me questions all the
time about Troy, the Argive fleet, and the return of the Achaeans. I
told him exactly how everything had happened, and when I said I must
go, and asked him to further me on my way, he made no sort of
difficulty, but set about doing so at once. Moreover, he flayed me a
prime ox-hide to hold the ways of the roaring winds, which he shut
up in the hide as in a sack- for Jove had made him captain over the
winds, and he could stir or still each one of them according to his
own pleasure. He put the sack in the ship and bound the mouth so
tightly with a silver thread that not even a breath of a side-wind
could blow from any quarter. The West wind which was fair for us did
he alone let blow as it chose; but it all came to nothing, for we were
lost through our own folly.
"Nine days and nine nights did we sail, and on the tenth day our
native land showed on the horizon. We got so close in that we could
see the stubble fires burning, and I, being then dead beat, fell
into a light sleep, for I had never let the rudder out of my own
hands, that we might get home the faster. On this the men fell to
talking among themselves, and said I was bringing back gold and silver
in the sack that Aeolus had given me. 'Bless my heart,' would one turn
to his neighbour, saying, 'how this man gets honoured and makes
friends to whatever city or country he may go. See what fine prizes he
is taking home from Troy, while we, who have travelled just as far
as he has, come back with hands as empty as we set out with- and now
Aeolus has given him ever so much more. Quick- let us see what it
all is, and how much gold and silver there is in the sack he gave
him.'
"Thus they talked and evil counsels prevailed. They loosed the sack,
whereupon the wind flew howling forth and raised a storm that
carried us weeping out to sea and away from our own country. Then I
awoke, and knew not whether to throw myself into the sea or to live on
and make the best of it; but I bore it, covered myself up, and lay
down in the ship, while the men lamented bitterly as the fierce
winds bore our fleet back to the Aeolian island.
"When we reached it we went ashore to take in water, and dined
hard by the ships. Immediately after dinner I took a herald and one of
my men and went straight to the house of Aeolus, where I found him
feasting with his wife and family; so we sat down as suppliants on the
threshold. They were astounded when they saw us and said, 'Ulysses,
what brings you here? What god has been ill-treating you? We took

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poem by Homer, translated by Samuel Butler
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The Ballad of the White Horse

DEDICATION

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

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

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

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

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

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

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

But who shall look from Alfred's hood

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poem by Gilbert Keith Chesterton
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Big Time

Suc cess
Im on my way, Im making it
Ive giot to make it show, yeah
So much larger than life
Im going to watch it growing
The place where I come from is a small town
They think so small
They use small words
-but not me
Im smarter than that
I worked it out
Ive been stretching my mouth
To let those big words come right out
Ive had enough, Im getting out
To the city, the big big city
Ill be a big noise with all the big boys
Theres so much stuff I will own
And I will pray to a big god
As I kneel in the big church
Big time
Im on my way-Im making it
Big time big time
Ive got to make it show yeah
Big time big time
So much larger than life
Big time
Im going to watch it growing
Big time
My parties all have big names
And I greet them with the widest smile
Tell them how my life is one big adventure^
And always theyre amazed
When I show them round my house, to my bed
I had it made like a mountain range
With a snow-white pillow for my big fat head
And my heaven will be a big heaven
And I will walk through the front door
Big time
Im on my way-Im making it
Big time big time
Ive got to make it show-yeah
Big time big time
So much larger than life
Im going to watch it growing
Big time big time
My car is getting bigger
Big time
My house is getting bigger
Big time
My eyes are getting bigger

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song performed by Peter Gabriel
Added by Lucian Velea
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The Vision Of Piers Plowman - Part 15

Ac after my wakynge it was wonder longe
Er I koude kyndely knowe what was Dowel.
And so my wit weex and wanyed til I a fool weere;
And some lakked my lif - allowed it fewe -
And leten me for a lorel and looth to reverencen
Lordes or ladies or any lif ellis -
As persons in pelure with pendaunts of silver;
To sergeaunts ne to swiche seide noght ones,
' God loke yow, lordes!' - ne loutede faire,
That folk helden me a fool; and in that folie I raved,
Til reson hadde ruthe on me and rokked me aslepe,
Til I seigh, as it sorcerie were, a sotil thyng withalle -
Oon withouten tonge and teeth, tolde me whider I sholde
And wherof I cam and of what kynde. I conjured hym at the laste,
If he were Cristes creature for Cristes love me to tellen.
' I am Cristes creature,' quod he, 'and Cristene in many a place,
In Cristes court yknowe wel, and of his kyn a party.
Is neither Peter the Porter, ne Poul with the fauchon,
That wole defende me the dore, dynge I never so late.
At mydnyght, at mydday, my vois is so yknowe
That ech a creature of his court welcometh me faire.'
'What are ye called?' quod I, 'in that court among Cristes peple?'
'The whiles I quykne the cors,' quod he, 'called am I Anima;
And whan I wilne and wolde, Animus ich hatte;
And for that I kan and knowe, called am I Mens;
And whan I make mone to God, Memoria is my name;
And whan I deme domes and do as truthe techeth,
Thanne is Racio my righte name - ''reson'' on Englissh;
And whan I feele that folk telleth, my firste name is Sensus -
And that is wit and wisdom, the welle of alle craftes;
And whan I chalange or chalange noght, chepe or refuse,

Thanne am I Conseience ycalled, Goddes clerk and his notarie;
And whan I love leelly Oure Lord and alle othere,
Thanne is ''lele Love'' my name, and in Latyn Amor;
And whan I flee fro the flessh and forsake the careyne,
Thanne am I spirit spechelees - and Spiritus thanne ich hatte.
Austyn and Ysodorus, either of hem bothe
Nempnede me thus to name - now thow myght chese
How thow coveitest to calle me, now thow knowest alle my names.
Anima pro diversis accionibus diversa nomina sortiturdum
vivificat corpus, anima est; dum vult, animus est; dum scit,
mens est; dum recolit, memoria est; dum iudicat, racio est;
dum sentit, sensus est; dum amat, Amor est ; dum negat vel
consentit, consciencia est; dum spirat, spiritus est.'
'Ye ben as a bisshop,' quod I, al bourdynge that tyme,
' For bisshopes yblessed, thei bereth manye names -
Presul and Pontifex and Metropolitanus,
And othere names an heep, Episcopus and Pastor.'
'That is sooth,' seide he, 'now I se thi wille!

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poem by William Langland
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The White Cliffs

I
I have loved England, dearly and deeply,
Since that first morning, shining and pure,
The white cliffs of Dover I saw rising steeply
Out of the sea that once made her secure.
I had no thought then of husband or lover,
I was a traveller, the guest of a week;
Yet when they pointed 'the white cliffs of Dover',
Startled I found there were tears on my cheek.
I have loved England, and still as a stranger,
Here is my home and I still am alone.
Now in her hour of trial and danger,
Only the English are really her own.

II
It happened the first evening I was there.
Some one was giving a ball in Belgrave Square.
At Belgrave Square, that most Victorian spot.—
Lives there a novel-reader who has not
At some time wept for those delightful girls,
Daughters of dukes, prime ministers and earls,
In bonnets, berthas, bustles, buttoned basques,
Hiding behind their pure Victorian masks
Hearts just as hot - hotter perhaps than those
Whose owners now abandon hats and hose?
Who has not wept for Lady Joan or Jill
Loving against her noble parent's will
A handsome guardsman, who to her alarm
Feels her hand kissed behind a potted palm
At Lady Ivry's ball the dreadful night
Before his regiment goes off to fight;
And see him the next morning, in the park,
Complete in busbee, marching to embark.
I had read freely, even as a child,
Not only Meredith and Oscar Wilde
But many novels of an earlier day—
Ravenshoe, Can You Forgive Her?, Vivien Grey,
Ouida, The Duchess, Broughton's Red As a Rose,
Guy Livingstone, Whyte-Melville— Heaven knows
What others. Now, I thought, I was to see
Their habitat, though like the Miller of Dee,
I cared for none and no one cared for me.

III
A light blue carpet on the stair
And tall young footmen everywhere,
Tall young men with English faces
Standing rigidly in their places,
Rows and rows of them stiff and staid

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poem by Alice Duer Miller
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Keep 'Em Big

Keep 'em big...
Baby.
Keep 'em big.

Keep 'em big...
Baby.

Keep,
'Em Big...
Baby.

Keep 'em big.
Your dreams,
Keep 'em big...
Baby,
Keep 'em big....baby.
And,
Maybe they'll come 'true',
'Cause...

If you
Keep 'em big,
Baby.
Keep 'em big,
Baby.
Keep 'em big,
Baby.
Keep 'em big...baby!
'Cause...

You know what you need.
And,
You know what it takes..
To,
Really really please...
You!

Keep 'em big...
Baby.
Keep 'em big,

Keep 'em big,
Baby.

Keep,
'Em big...
Baby.
'Cause...

You know what you need.

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poem by Lawrence S. Pertillar
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The Brus Book IX

[The king goes to Inverurie and falls ill]

Now leve we intill the Forest
Douglas that sall bot litill rest
Till the countre deliveryt be
Off Inglis folk and thar powste,
5 And turne we till the noble king
That with the folk off his leding
Towart the Month has tane his wai
Rycht stoutly and intill gud array,
Quhar Alysander Frayser him met
10 And als his broder Symonet
With all the folk thai with thaim had.
The king gud contenance thaim made
That wes rycht blyth off thar cummyne.
Thai tauld the king off the convyne
15 Off Jhone Cumyn erle of Bouchane
That till help him had with him tane
Schyr Jhon Mowbray and other ma,
Schyr David off Brechyn alsua,
With all the folk off thar leding,
20 'And yarnys mar na ony thing
Vengeance off you, schyr king, to tak
For Schyr Jhone the Cumyn his sak
That quhylum in Drumfres wes slayn.'
The king said, 'Sa our Lord me sayn,
25 Ik had gret caus him for to sla,
And sen that thai on hand will ta
Becaus off him to werray me
I sall thole a quhile and se
On quhat wys that thai pruve thar mycht,
30 And giff it fall that thai will fycht
Giff thai assaile we sall defend,
Syne fall eftre quhat God will send.'
Eftre this spek the king in hy
Held straucht his way till Enrowry,
35 And thar him tuk sik a seknes
That put him to full hard distress.
He forbar bath drynk and mete,
His men na medicyne couth get
That ever mycht to the king availe,
40 His force gan him halyly faile
That he mycht nother rid na ga.
Then wyt ye that his men war wa,
For nane wes in that cumpany
That wald haiff bene halff sa sary
45 For till haiff sene his broder ded
Lyand befor him in that steid
As thai war for his seknes,
For all thar confort in him wes.

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poem by John Barbour
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Portugal Manoel Da Assumpcam Missionary.

'Portugal Manoel Da Assumpcam
Amar Sonar Moyna Pakki Amigo,
I never seen you in my live ever before
Which Country are you from?
My dear amigo Manoel Da Assumpcam.

Your colour of heritage in unknown Land l fear to bear your name in word.
I can't bear to missed you my amigo, Oh yes it can't be forgot either
You have contributed your nameless name in the nation without name
To influence other and to form the crowd in unknown Land,
Where are you from Sir?

And to shape not my nationalities in Language in Culture but yours!
The present Language in Bangla o' my dear amigo never was counted by.
You may be nothing To Government of Portugal than but today.
Priceless name in the heart of people's in the unknown Land.

I have nothing to say in Language Portuguese other than to say thank you.
For teaching and advocating me in Language in Bangla
That nation today celebrates every year.
With their tears on their eyes and face.

Bear to say words other than few minute in silent,
As orphanage children's looking at each other face.
Remembering those who gave their words in Bangla and live for.
And today I believe in visual hallucination it's not too late
to say how much I love you in Language in Bangla ‘Nil Dariar Prem'

The Birth of new Generation in Culture in Bangla.
Almost was given birth after more than three century in Bangla
'Inna-Lilla-He-O-Inna-He-La-He-Ra-Je-Ow n'
When will I met you?

Day of Kiamot is to far from Bay of Bengal to Portugal.
The mother of all living things on Earth,
Singing in the name of Almighty Lord ‘Allah' too
In the soil of unknown Land in British India my not his or her love.

How lucky you was never assassinated by knowing you was pigeons,
As Bongo Bandhu,
First Prime Ministers of Bangladesh.
I miss you ‘Manoel Da Assumpcam'
Your name prescribed in Language Bangla by name
'Shaheed Minar'
Capital City o Bangladesh.
By name once was known Dac-ca' now became ‘DHA-KA'

Your name in my Language Mother tongues days and nights,
‘Joy Bangla'
To Miss you my dear amigo you left us under your own broken umbrella.

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poem by Abdul Haye Amin
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The Tale of Gamelyn

Fitt 1

Lithes and listneth and harkeneth aright,
And ye shul here of a doughty knyght;
Sire John of Boundes was his name,
He coude of norture and of mochel game.
Thre sones the knyght had and with his body he wan,
The eldest was a moche schrewe and sone bygan.
His brether loved wel her fader and of hym were agast,
The eldest deserved his faders curs and had it atte last.
The good knight his fadere lyved so yore,
That deth was comen hym to and handled hym ful sore.
The good knyght cared sore sik ther he lay,
How his children shuld lyven after his day.
He had bene wide where but non husbonde he was,
Al the londe that he had it was purchas.
Fayn he wold it were dressed amonge hem alle,
That eche of hem had his parte as it myght falle.
Thoo sente he in to contrey after wise knyghtes
To helpen delen his londes and dressen hem to-rightes.
He sent hem word by letters thei shul hie blyve,
If thei wolle speke with hym whilst he was alyve.

Whan the knyghtes harden sik that he lay,
Had thei no rest neither nyght ne day,
Til thei come to hym ther he lay stille
On his dethes bedde to abide goddys wille.
Than seide the good knyght seke ther he lay,
'Lordes, I you warne for soth, without nay,
I may no lenger lyven here in this stounde;
For thorgh goddis wille deth droueth me to grounde.'
Ther nas noon of hem alle that herd hym aright,
That thei ne had routh of that ilk knyght,
And seide, 'Sir, for goddes love dismay you nought;
God may don boote of bale that is now ywrought.'
Than speke the good knyght sik ther he lay,
'Boote of bale God may sende I wote it is no nay;
But I beseche you knyghtes for the love of me,
Goth and dresseth my londes amonge my sones thre.
And for the love of God deleth not amyss,
And forgeteth not Gamelyne my yonge sone that is.
Taketh hede to that oon as wel as to that other;
Seelde ye seen eny hier helpen his brother.'

Thoo lete thei the knyght lyen that was not in hele,
And wenten into counselle his londes for to dele;
For to delen hem alle to on that was her thought.
And for Gamelyn was yongest he shuld have nought.
All the londe that ther was thei dalten it in two,
And lete Gamelyne the yonge without londe goo,

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poem by Anonymous Olde English
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The Candidate

This poem was written in , on occasion of the contest between the
Earls of Hardwicke and Sandwich for the High-stewardship of the
University of Cambridge, vacant by the death of the Lord Chancellor
Hardwicke. The spirit of party ran high in the University, and no
means were left untried by either candidate to obtain a majority. The
election was fixed for the th of March, when, after much
altercation, the votes appearing equal, a scrutiny was demanded;
whereupon the Vice-Chancellor adjourned the senate _sine die_. On
appeal to the Lord High-Chancellor, he determined in favour of the
Earl of Hardwicke, and a mandamus issued accordingly.

Enough of Actors--let them play the player,
And, free from censure, fret, sweat, strut, and stare;
Garrick abroad, what motives can engage
To waste one couplet on a barren stage?
Ungrateful Garrick! when these tasty days,
In justice to themselves, allow'd thee praise;
When, at thy bidding, Sense, for twenty years,
Indulged in laughter, or dissolved in tears;
When in return for labour, time, and health,
The town had given some little share of wealth,
Couldst thou repine at being still a slave?
Darest thou presume to enjoy that wealth she gave?
Couldst thou repine at laws ordain'd by those
Whom nothing but thy merit made thy foes?
Whom, too refined for honesty and trade,
By need made tradesmen, Pride had bankrupts made;
Whom Fear made drunkards, and, by modern rules,
Whom Drink made wits, though Nature made them fools;
With such, beyond all pardon is thy crime,
In such a manner, and at such a time,
To quit the stage; but men of real sense,
Who neither lightly give, nor take offence,
Shall own thee clear, or pass an act of grace,
Since thou hast left a Powell in thy place.
Enough of Authors--why, when scribblers fail,
Must other scribblers spread the hateful tale?
Why must they pity, why contempt express,
And why insult a brother in distress?
Let those, who boast the uncommon gift of brains
The laurel pluck, and wear it for their pains;
Fresh on their brows for ages let it bloom,
And, ages past, still flourish round their tomb.
Let those who without genius write, and write,
Versemen or prosemen, all in Nature's spite,
The pen laid down, their course of folly run
In peace, unread, unmention'd, be undone.
Why should I tell, to cross the will of Fate,
That Francis once endeavour'd to translate?
Why, sweet oblivion winding round his head,

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poem by Charles Churchill
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