The Holidays
'AH! don't you remember, 'tis almost December,
And soon will the holidays come;
Oh, 'twill be so funny, I've plenty of money,
I'll buy me a sword and a drum. '
Thus said little Harry, unwilling to tarry,
Impatient from school to depart;
But we shall discover, this holiday lover
Knew little what was in his heart.
For when on returning, he gave up his learning,
Away from his sums and his books,
Though playthings surrounded, and sweetmeats abounded,
Chagrin still appear'd in his looks.
Though first they delighted, his toys were now slighted,
And thrown away out of his sight;
He spent every morning in stretching and yawning,
Yet went to bed weary at night.
He had not that treasure which really makes pleasure,
(A secret discover'd by few).
You'll take it for granted, more playthings he wanted;
Oh no–it was something to do.
We must have employment to give us enjoyment
And pass the time cheerfully away;
And study and reading give pleasure, exceeding
The pleasures of toys and of play.
To school now returning–to study and learning
With eagerness Harry applied;
He felt no aversion to books or exertion,
Nor yet for the holidays sigh'd.
poem by Ann Taylor
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Related quotes
Make Me Rich
Purchase purchase buy buy
Purchase purchase buy buy
Purchase purchase buy buy
Purchase purchase buy buy.
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
'Horns and tambourines'
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
'Congas'
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
' And to the bridge'
Purchase purchase buy buy
Purchase purchase buy buy
[...] Read more
poem by Lawrence S. Pertillar
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Lover Lover Lover
I asked my father,
I said, father change my name.
The one Im using now its covered up
With fear and filth and cowardice and shame.
Yes and lover, lover, lover, lover, lover, lover, lover come back to me,
Yes and lover, lover, lover, lover, lover, lover, lover come back to me.
He said, I locked you in this body,
I meant it as a kind of trial.
You can use it for a weapon,
Or to make some woman smile.
Yes and lover, lover, lover, lover, lover, lover, lover come back to me,
Yes and lover, lover, lover, lover, lover, lover, lover come back to me.
Then let me start again, I cried,
Please let me start again,
I want a face thats fair this time,
I want a spirit that is calm.
Yes and lover, lover, lover, lover, lover, lover, lover come back to me,
Yes and lover, lover, lover, lover, lover, lover, lover come back to me.
I never never turned aside, he said,
I never walked away.
It was you who built the temple,
It was you who covered up my face.
Yes and lover, lover, lover, lover, lover, lover, lover come back to me,
Yes and lover, lover, lover, lover, lover, lover, lover come back to me.
And may the spirit of this song,
May it rise up pure and free.
May it be a shield for you,
A shield against the enemy.
Yes and lover, lover, lover, lover, lover, lover, lover come back to me,
Yes and lover, lover, lover, lover, lover, lover, lover come back to me.
Yes and lover, lover, lover, lover, lover, lover, lover come back to me,
Yes and lover, lover, lover, lover, lover, lover, lover come back to me.
song performed by Leonard Cohen
Added by Lucian Velea
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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.
[...] Read more
poem by Innocent Masina Nkhonyo
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The Holidays
"Ah! don't you remember, 'tis almost December,
And soon will the holidays come;
Oh, 'twill be so funny, I've plenty of money,
I'll buy me a sword and a drum. "
Thus said little Harry, unwilling to tarry,
Impatient from school to depart;
But we shall discover, this holiday lover
Knew little what was in his heart.
For when on returning, he gave up his learning,
Away from his sums and his books,
Though playthings surrounded, and sweetmeats abounded,
Chagrin still appear'd in his looks.
Though first they delighted, his toys were now slighted,
And thrown away out of his sight;
He spent every morning in stretching and yawning,
Yet went to bed weary at night.
He had not that treasure which really makes pleasure,
(A secret discover'd by few).
You'll take it for granted, more playthings he wanted;
Oh naught was something to do.
We must have employment to give us enjoyment
And pass the time cheerfully away;
And study and reading give pleasure, exceeding
The pleasures of toys and of play.
To school now returningto study and learning
With eagerness Harry applied;
He felt no aversion to books or exertion,
Nor yet for the holidays sigh'd.
poem by Jane Taylor
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Harry Rag
Ah, tom is young and tom is bold
Tom is as bold as the knights of old
But whenever he gets in a bit of a jam
Theres nothing he wont do to get a harry rag
Harry rag, harry rag
Do anything just to get a harry rag
And he curses himself for the life hes led
And rolls himself a harry rag and puts himself to bed
Ah, toms old ma is a dying lass
Soon they all reckon shell be pushing up the grass
And her bones might ache and her skin might sag
But still shes got the strength to have a harry rag
Harry rag, harry rag
Do anything just to get a harry rag
And she curses herself for the life shes led
And rolls herself a harry rag and puts herself to bed
Ah, bless you tax man, bless you all
You may take some but you never take it all
But if I give it all, I wont feel sad
As long as I got enough to buy a harry rag
Harry rag, harry rag
Do anything just to get a harry rag
And I curse myself for the life Ive led
And roll myself a harry rag and put myself to bed
Ah, the smart young ladies of the land
Cant relax without a harry in their hand
And they light one and they boast and brag
So content because they got a harry rag
Harry rag, harry rag
Do anything just to get a harry rag
And theyll light one and theyll boast and brag
So content because they got a harry rag
Harry rag, harry rag
Ill do anything just to get a harry rag
And I curse myself for the life Ive led
And roll myself a harry rag and put myself to bed
song performed by Kinks
Added by Lucian Velea
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Harry Rag
Ah, tom is young and tom is bold
Tom is as bold as the knights of old
But whenever he gets in a bit of a jam
Theres nothing he wont do to get a harry rag
Harry rag, harry rag
Do anything just to get a harry rag
And he curses himself for the life hes led
And rolls himself a harry rag and puts himself to bed
Ah, toms old ma is a dying lass
Soon they all reckon shell be pushing up the grass
And her bones might ache and her skin might sag
But still shes got the strength to have a harry rag
Harry rag, harry rag
Do anything just to get a harry rag
And she curses herself for the life shes led
And rolls herself a harry rag and puts herself to bed
Ah, bless you tax man, bless you all
You may take some but you never take it all
But if I give it all, I wont feel sad
As long as I got enough to buy a harry rag
Harry rag, harry rag
Do anything just to get a harry rag
And I curse myself for the life Ive led
And roll myself a harry rag and put myself to bed
Ah, the smart young ladies of the land
Cant relax without a harry in their hand
And they light one and they boast and brag
So content because they got a harry rag
Harry rag, harry rag
Do anything just to get a harry rag
And theyll light one and theyll boast and brag
So content because they got a harry rag
Harry rag, harry rag
Ill do anything just to get a harry rag
And I curse myself for the life Ive led
And roll myself a harry rag and put myself to bed
song performed by Morrissey
Added by Lucian Velea
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The Victories Of Love. Book II
I
From Jane To Her Mother
Thank Heaven, the burthens on the heart
Are not half known till they depart!
Although I long'd, for many a year,
To love with love that casts out fear,
My Frederick's kindness frighten'd me,
And heaven seem'd less far off than he;
And in my fancy I would trace
A lady with an angel's face,
That made devotion simply debt,
Till sick with envy and regret,
And wicked grief that God should e'er
Make women, and not make them fair.
That he might love me more because
Another in his memory was,
And that my indigence might be
To him what Baby's was to me,
The chief of charms, who could have thought?
But God's wise way is to give nought
Till we with asking it are tired;
And when, indeed, the change desired
Comes, lest we give ourselves the praise,
It comes by Providence, not Grace;
And mostly our thanks for granted pray'rs
Are groans at unexpected cares.
First Baby went to heaven, you know,
And, five weeks after, Grace went, too.
Then he became more talkative,
And, stooping to my heart, would give
Signs of his love, which pleased me more
Than all the proofs he gave before;
And, in that time of our great grief,
We talk'd religion for relief;
For, though we very seldom name
Religion, we now think the same!
Oh, what a bar is thus removed
To loving and to being loved!
For no agreement really is
In anything when none's in this.
Why, Mother, once, if Frederick press'd
His wife against his hearty breast,
The interior difference seem'd to tear
My own, until I could not bear
The trouble. 'Twas a dreadful strife,
And show'd, indeed, that faith is life.
He never felt this. If he did,
I'm sure it could not have been hid;
For wives, I need not say to you,
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poem by Coventry Patmore
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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,
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poem by James Russell Lowell
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Hudibras: Part 3 - Canto I
THE ARGUMENT
The Knight and Squire resolve, at once,
The one the other to renounce.
They both approach the Lady's Bower;
The Squire t'inform, the Knight to woo her.
She treats them with a Masquerade,
By Furies and Hobgoblins made;
From which the Squire conveys the Knight,
And steals him from himself, by Night.
'Tis true, no lover has that pow'r
T' enforce a desperate amour,
As he that has two strings t' his bow,
And burns for love and money too;
For then he's brave and resolute,
Disdains to render in his suit,
Has all his flames and raptures double,
And hangs or drowns with half the trouble,
While those who sillily pursue,
The simple, downright way, and true,
Make as unlucky applications,
And steer against the stream their passions.
Some forge their mistresses of stars,
And when the ladies prove averse,
And more untoward to be won
Than by CALIGULA the Moon,
Cry out upon the stars, for doing
Ill offices to cross their wooing;
When only by themselves they're hindred,
For trusting those they made her kindred;
And still, the harsher and hide-bounder
The damsels prove, become the fonder.
For what mad lover ever dy'd
To gain a soft and gentle bride?
Or for a lady tender-hearted,
In purling streams or hemp departed?
Leap'd headlong int' Elysium,
Through th' windows of a dazzling room?
But for some cross, ill-natur'd dame,
The am'rous fly burnt in his flame.
This to the Knight could be no news,
With all mankind so much in use;
Who therefore took the wiser course,
To make the most of his amours,
Resolv'd to try all sorts of ways,
As follows in due time and place
No sooner was the bloody fight,
Between the Wizard, and the Knight,
[...] Read more
poem by Samuel Butler
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The Victories Of Love. Book I
I
From Frederick Graham
Mother, I smile at your alarms!
I own, indeed, my Cousin's charms,
But, like all nursery maladies,
Love is not badly taken twice.
Have you forgotten Charlotte Hayes,
My playmate in the pleasant days
At Knatchley, and her sister, Anne,
The twins, so made on the same plan,
That one wore blue, the other white,
To mark them to their father's sight;
And how, at Knatchley harvesting,
You bade me kiss her in the ring,
Like Anne and all the others? You,
That never of my sickness knew,
Will laugh, yet had I the disease,
And gravely, if the signs are these:
As, ere the Spring has any power,
The almond branch all turns to flower,
Though not a leaf is out, so she
The bloom of life provoked in me;
And, hard till then and selfish, I
Was thenceforth nought but sanctity
And service: life was mere delight
In being wholly good and right,
As she was; just, without a slur;
Honouring myself no less than her;
Obeying, in the loneliest place,
Ev'n to the slightest gesture, grace
Assured that one so fair, so true,
He only served that was so too.
For me, hence weak towards the weak,
No more the unnested blackbird's shriek
Startled the light-leaved wood; on high
Wander'd the gadding butterfly,
Unscared by my flung cap; the bee,
Rifling the hollyhock in glee,
Was no more trapp'd with his own flower,
And for his honey slain. Her power,
From great things even to the grass
Through which the unfenced footways pass,
Was law, and that which keeps the law,
Cherubic gaiety and awe;
Day was her doing, and the lark
Had reason for his song; the dark
In anagram innumerous spelt
Her name with stars that throbb'd and felt;
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poem by Coventry Patmore
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The Hind And The Panther, A Poem In Three Parts : Part III.
Much malice, mingled with a little wit,
Perhaps may censure this mysterious writ;
Because the muse has peopled Caledon
With panthers, bears, and wolves, and beasts unknown,
As if we were not stocked with monsters of our own.
Let Æsop answer, who has set to view
Such kinds as Greece and Phrygia never knew;
And Mother Hubbard, in her homely dress,
Has sharply blamed a British lioness;
That queen, whose feast the factious rabble keep,
Exposed obscenely naked, and asleep.
Led by those great examples, may not I
The wonted organs of their words supply?
If men transact like brutes, 'tis equal then
For brutes to claim the privilege of men.
Others our Hind of folly will indite,
To entertain a dangerous guest by night.
Let those remember, that she cannot die,
Till rolling time is lost in round eternity;
Nor need she fear the Panther, though untamed,
Because the Lion's peace was now proclaimed;
The wary savage would not give offence,
To forfeit the protection of her prince;
But watched the time her vengeance to complete,
When all her furry sons in frequent senate met;
Meanwhile she quenched her fury at the flood,
And with a lenten salad cooled her blood.
Their commons, though but coarse, were nothing scant,
Nor did their minds an equal banquet want.
For now the Hind, whose noble nature strove
To express her plain simplicity of love,
Did all the honours of her house so well,
No sharp debates disturbed the friendly meal.
She turned the talk, avoiding that extreme,
To common dangers past, a sadly-pleasing theme;
Remembering every storm which tossed the state,
When both were objects of the public hate,
And dropt a tear betwixt for her own children's fate.
Nor failed she then a full review to make
Of what the Panther suffered for her sake;
Her lost esteem, her truth, her loyal care,
Her faith unshaken to an exiled heir,
Her strength to endure, her courage to defy,
Her choice of honourable infamy.
On these, prolixly thankful, she enlarged;
Then with acknowledgments herself she charged;
For friendship, of itself an holy tie,
Is made more sacred by adversity.
Now should they part, malicious tongues would say,
They met like chance companions on the way,
[...] Read more
poem by John Dryden
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The Milkmaid's Song
Turn, turn, for my cheeks they burn,
Turn by the dale, my Harry!
Fill pail, fill pail,
He has turned by the dale,
And there by the stile waits Harry.
Fill, fill,
Fill, pail, fill,
For there by the stile waits Harry!
The world may go round, the world may stand still
But I can milk and marry,
Fill pail,
I can milk and marry.
Wheugh, wheugh!
O, if we two
Stood down there now by the water,
I know who'd carry me over the ford
As brave as a soldier, as proud as a lord,
Though I don't live over the water.
Wheugh, wheugh! he's whistling through,
He's whistling 'The Farmer's Daugher.'
Give down, give down,
My crumpled brown!
He shall not take the road to the town,
For I'll meet him beyond the water.
Give down, give down,
My crumpled brown!
And send me to my Harry.
The folk o' towns
May have silken gowns,
But I can milk and marry,
Fill pail,
I can milk and marry.
Wheugh, wheugh! he has whistled through
He has whistled through the water.
Fill, fill, with a will, a will,
For he's whistled through the water,
And he's whistling down
The way to the town,
And it's not 'The Farmer's Daughter!'
Churr, churr! goes the cockchafer,
The sun sets over the water,
Churr, churr! goes the cockchafer,
I'm too late for my Harry!
And, O, if he goes a-soldiering,
The cows they may low, the bells they may ring,
But I'll neither milk nor marry,
Fill pail,
Neither milk nor marry.
[...] Read more
poem by Sydney Thompson Dobell
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The Corsair
'O'er the glad waters of the dark blue sea,
Our thoughts as boundless, and our soul's as free
Far as the breeze can bear, the billows foam,
Survey our empire, and behold our home!
These are our realms, no limits to their sway-
Our flag the sceptre all who meet obey.
Ours the wild life in tumult still to range
From toil to rest, and joy in every change.
Oh, who can tell? not thou, luxurious slave!
Whose soul would sicken o'er the heaving wave;
Not thou, vain lord of wantonness and ease!
whom slumber soothes not - pleasure cannot please -
Oh, who can tell, save he whose heart hath tried,
And danced in triumph o'er the waters wide,
The exulting sense - the pulse's maddening play,
That thrills the wanderer of that trackless way?
That for itself can woo the approaching fight,
And turn what some deem danger to delight;
That seeks what cravens shun with more than zeal,
And where the feebler faint can only feel -
Feel - to the rising bosom's inmost core,
Its hope awaken and Its spirit soar?
No dread of death if with us die our foes -
Save that it seems even duller than repose:
Come when it will - we snatch the life of life -
When lost - what recks it but disease or strife?
Let him who crawls enamour'd of decay,
Cling to his couch, and sicken years away:
Heave his thick breath, and shake his palsied head;
Ours - the fresh turf; and not the feverish bed.
While gasp by gasp he falters forth his soul,
Ours with one pang - one bound - escapes control.
His corse may boast its urn and narrow cave,
And they who loath'd his life may gild his grave:
Ours are the tears, though few, sincerely shed,
When Ocean shrouds and sepulchres our dead.
For us, even banquets fond regret supply
In the red cup that crowns our memory;
And the brief epitaph in danger's day,
When those who win at length divide the prey,
And cry, Remembrance saddening o'er each brow,
How had the brave who fell exulted now!'
II.
Such were the notes that from the Pirate's isle
Around the kindling watch-fire rang the while:
Such were the sounds that thrill'd the rocks along,
And unto ears as rugged seem'd a song!
In scatter'd groups upon the golden sand,
They game-carouse-converse-or whet the brand:
[...] Read more
Three Women
My love is young, so young;
Young is her cheek, and her throat,
And life is a song to be sung
With love the word for each note.
Young is her cheek and her throat;
Her eyes have the smile o' May.
And love is the word for each note
In the song of my life to-day.
Her eyes have the smile o' May;
Her heart is the heart of a dove,
And the song of my life to-day
Is love, beautiful love.
Her heart is the heart of a dove,
Ah, would it but fly to my breast
Where love, beautiful love,
Has made it a downy nest.
Ah, would she but fly to my breast,
My love who is young, so young;
I have made her a downy nest
And life is a song to be sung.
1
I.
A dull little station, a man with the eye
Of a dreamer; a bevy of girls moving by;
A swift moving train and a hot Summer sun,
The curtain goes up, and our play is begun.
The drama of passion, of sorrow, of strife,
Which always is billed for the theatre Life.
It runs on forever, from year unto year,
With scarcely a change when new actors appear.
It is old as the world is-far older in truth,
For the world is a crude little planet of youth.
And back in the eras before it was formed,
The passions of hearts through the Universe stormed.
Maurice Somerville passed the cluster of girls
Who twisted their ribbons and fluttered their curls
In vain to attract him; his mind it was plain
Was wholly intent on the incoming train.
That great one eyed monster puffed out its black breath,
Shrieked, snorted and hissed, like a thing bent on death,
[...] Read more
poem by Ella Wheeler Wilcox
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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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Pharsalia - Book VII: The Battle
Ne'er to the summons of the Eternal laws
More slowly Titan rose, nor drave his steeds,
Forced by the sky revolving, up the heaven,
With gloomier presage; wishing to endure
The pangs of ravished light, and dark eclipse;
And drew the mists up, not to feed his flames,
But lest his light upon Thessalian earth
Might fall undimmed.
Pompeius on that morn,
To him the latest day of happy life,
In troubled sleep an empty dream conceived.
For in the watches of the night he heard
Innumerable Romans shout his name
Within his theatre; the benches vied
To raise his fame and place him with the gods;
As once in youth, when victory was won
O'er conquered tribes where swift Iberus flows,
And where Sertorius' armies fought and fled,
The west subdued, with no less majesty
Than if the purple toga graced the car,
He sat triumphant in his pure white gown
A Roman knight, and heard the Senate's cheer.
Perhaps, as ills drew near, his anxious soul,
Shunning the future wooed the happy past;
Or, as is wont, prophetic slumber showed
That which was not to be, by doubtful forms
Misleading; or as envious Fate forbade
Return to Italy, this glimpse of Rome
Kind Fortune gave. Break not his latest sleep,
Ye sentinels; let not the trumpet call
Strike on his ear: for on the morrow's night
Shapes of the battle lost, of death and war
Shall crowd his rest with terrors. Whence shalt thou
The poor man's happiness of sleep regain?
Happy if even in dreams thy Rome could see
Once more her captain! Would the gods had given
To thee and to thy country one day yet
To reap the latest fruit of such a love:
Though sure of fate to come! Thou marchest on
As though by heaven ordained in Rome to die;
She, conscious ever of her prayers for thee
Heard by the gods, deemed not the fates decreed
Such evil destiny, that she should lose
The last sad solace of her Magnus' tomb.
Then young and old had blent their tears for thee,
And child unbidden; women torn their hair
And struck their bosoms as for Brutus dead.
But now no public woe shall greet thy death
As erst thy praise was heard: but men shall grieve
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poem by Marcus Annaeus Lucanus
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Tale XXI
The Learned Boy
An honest man was Farmer Jones, and true;
He did by all as all by him should do;
Grave, cautious, careful, fond of gain was he,
Yet famed for rustic hospitality:
Left with his children in a widow'd state,
The quiet man submitted to his fate;
Though prudent matrons waited for his call,
With cool forbearance he avoided all;
Though each profess'd a pure maternal joy,
By kind attention to his feeble boy;
And though a friendly Widow knew no rest,
Whilst neighbour Jones was lonely and distress'd;
Nay, though the maidens spoke in tender tone
Their hearts' concern to see him left alone,
Jones still persisted in that cheerless life,
As if 'twere sin to take a second wife.
Oh! 'tis a precious thing, when wives are dead,
To find such numbers who will serve instead;
And in whatever state a man be thrown,
'Tis that precisely they would wish their own;
Left the departed infants--then their joy
Is to sustain each lovely girl and boy:
Whatever calling his, whatever trade,
To that their chief attention has been paid;
His happy taste in all things they approve,
His friends they honour, and his food they love;
His wish for order, prudence in affairs,
An equal temper (thank their stars!), are theirs;
In fact, it seem'd to be a thing decreed,
And fix'd as fate, that marriage must succeed:
Yet some, like Jones, with stubborn hearts and
hard,
Can hear such claims and show them no regard.
Soon as our Farmer, like a general, found
By what strong foes he was encompass'd round,
Engage he dared not, and he could not fly,
But saw his hope in gentle parley lie;
With looks of kindness then, and trembling heart,
He met the foe, and art opposed to art.
Now spoke that foe insidious--gentle tones,
And gentle looks, assumed for Farmer Jones:
'Three girls,' the Widow cried, 'a lively three
To govern well--indeed it cannot be.'
'Yes,' he replied, 'it calls for pains and care:
But I must bear it.'--'Sir, you cannot bear;
Your son is weak, and asks a mother's eye:'
'That, my kind friend, a father's may supply.'
[...] Read more
poem by George Crabbe
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I remember, I remember - Past and Present after Thomas Hood and William Wordsworth - Lucy
I remember, I remember
the house where I was born
before foreclosure took away
the homestead I had sworn
in good faith, all attest 'tis true,
to leave grandchildren three: -
times change, leave little rest, I rue
that difference to me!
It seems so very long ago
the liberating Yanks
found welcome everywhere they'd go -
though some were pita swanks,
but since the Shah announced 'I ran'
our bearings all at sea
became - time reeled again would ban
all difference for me!
I remember, I remember
the sun porch, now in pawn,
proud flag a flying red, white, blue,
which now hangs so forlorn
Sun, moon spun round each priceless day,
or so I seemed to see,
four bucks a gallon gas I pay -
what difference to me!
My mind thought then nostalgic ease
eternally could last,
all my desires, priorities
seemed sated very fast,
The fever on my brow shoots higher
now Sheiks of Araby,
up ante for crude imports, tire -
what difference to me!
I remember, I remember
before Alaskan oil
had spilled upon once pristine shore,
polluting fauna, soil.
With climate change I'm feeling sore,
note each commodity
continues rising more and more -
what difference to me!
Back then I'd travel aimlessly,
cared not I ran Iraq,
from dawn till dark, from sea to sea
could, rising with the lark,
ignore the cost of gasoline
[...] Read more
poem by Jonathan Robin
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Don Juan: Canto The Fourteenth
If from great nature's or our own abyss
Of thought we could but snatch a certainty,
Perhaps mankind might find the path they miss--
But then 'twould spoil much good philosophy.
One system eats another up, and this
Much as old Saturn ate his progeny;
For when his pious consort gave him stones
In lieu of sons, of these he made no bones.
But System doth reverse the Titan's breakfast,
And eats her parents, albeit the digestion
Is difficult. Pray tell me, can you make fast,
After due search, your faith to any question?
Look back o'er ages, ere unto the stake fast
You bind yourself, and call some mode the best one.
Nothing more true than not to trust your senses;
And yet what are your other evidences?
For me, I know nought; nothing I deny,
Admit, reject, contemn; and what know you,
Except perhaps that you were born to die?
And both may after all turn out untrue.
An age may come, Font of Eternity,
When nothing shall be either old or new.
Death, so call'd, is a thing which makes men weep,
And yet a third of life is pass'd in sleep.
A sleep without dreams, after a rough day
Of toil, is what we covet most; and yet
How clay shrinks back from more quiescent clay!
The very Suicide that pays his debt
At once without instalments (an old way
Of paying debts, which creditors regret)
Lets out impatiently his rushing breath,
Less from disgust of life than dread of death.
'Tis round him, near him, here, there, every where;
And there's a courage which grows out of fear,
Perhaps of all most desperate, which will dare
The worst to know it:--when the mountains rear
Their peaks beneath your human foot, and there
You look down o'er the precipice, and drear
The gulf of rock yawns,--you can't gaze a minute
Without an awful wish to plunge within it.
'Tis true, you don't - but, pale and struck with terror,
Retire: but look into your past impression!
And you will find, though shuddering at the mirror
Of your own thoughts, in all their self--confession,
The lurking bias, be it truth or error,
[...] Read more
The Chronicle Of The Drum
Part I.
At Paris, hard by the Maine barriers,
Whoever will choose to repair,
Midst a dozen of wooden-legged warriors
May haply fall in with old Pierre.
On the sunshiny bench of a tavern
He sits and he prates of old wars,
And moistens his pipe of tobacco
With a drink that is named after Mars.
The beer makes his tongue run the quicker,
And as long as his tap never fails,
Thus over his favorite liquor
Old Peter will tell his old tales.
Says he, 'In my life's ninety summers
Strange changes and chances I've seen,—
So here's to all gentlemen drummers
That ever have thump'd on a skin.
'Brought up in the art military
For four generations we are;
My ancestors drumm'd for King Harry,
The Huguenot lad of Navarre.
And as each man in life has his station
According as Fortune may fix,
While Conde was waving the baton,
My grandsire was trolling the sticks.
'Ah! those were the days for commanders!
What glories my grandfather won,
Ere bigots, and lackeys, and panders
The fortunes of France had undone!
In Germany, Flanders, and Holland,—
What foeman resisted us then?
No; my grandsire was ever victorious,
My grandsire and Monsieur Turenne.
'He died: and our noble battalions
The jade fickle Fortune forsook;
And at Blenheim, in spite of our valiance,
The victory lay with Malbrook.
The news it was brought to King Louis;
Corbleu! how his Majesty swore
When he heard they had taken my grandsire:
And twelve thousand gentlemen more.
'At Namur, Ramillies, and Malplaquet
Were we posted, on plain or in trench:
Malbrook only need to attack it
[...] Read more
poem by William Makepeace Thackeray
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