Accusing Fingers
You are the cause
I am not, you are
They are the culprits
They are not, you are
Other tribes are responsible
No, its your tribe
The West caused the war
No, it originated from orient
Colonial master retards our progress
Yes, but the neo-colonialist are accomplices
The eastern ideologues caused poverty
Not at all, its the capitalist greed
Your religion caused the crisis
Far from it, its yours
The drama goes on unabatedly
Across the cyclical globe
Fingers point to another
No one accepts responsibility
Everyone wears Adamic garment
Everyone sanctimoniously claims innocence
We are all responsible
Each one deposits a quantum
That crystallised into igneous of rots
No one is innocent
No one is a saint
There are motes in our eyes
Every nation, bloc, race, tribe, tongue
Are by commission or omission reponsible
The other four fingers point to the owners
poem by Babatunde Aremu
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Related quotes
Vision of Columbus – Book 3
Now, twice twelve years, the children of the skies
Beheld in peace their growing empire rise;
O'er happy realms, display'd their generous care,
Diffused their arts and soothd the rage of war;
Bade yon tall temple grace the favourite isle.
The gardens bloom, the cultured valleys smile,
The aspiring hills their spacious mines unfold.
Fair structures blaze, and altars burn, in gold,
Those broad foundations bend their arches high,
And heave imperial Cusco to the sky;
From that fair stream that mark'd their northern sway,
Where Apurimac leads his lucid way,
To yon far glimmering lake, the southern bound,
The growing tribes their peaceful dwellings found;
While wealth and grandeur bless'd the extended reign,
From the bold Andes to the western main.
When, fierce from eastern wilds, the savage bands
Lead war and slaughter o'er the happy lands;
Thro' fertile fields the paths of culture trace,
And vow destruction to the Incan race.
While various fortune strow'd the embattled plain,
And baffled thousands still the strife maintain,
The unconquer'd Inca wakes the lingering war,
Drives back their host and speeds their flight afar;
Till, fired with rage, they range the wonted wood,
And feast their souls on future scenes of blood.
Where yon blue summits hang their cliffs on high;
Frown o'er the plains and lengthen round the sky;
Where vales exalted thro' the breaches run;
And drink the nearer splendors of the sun,
From south to north, the tribes innumerous wind,
By hills of ice and mountain streams confined;
Rouse neighbouring hosts, and meditate the blow,
To blend their force and whelm the world below.
Capac, with caution, views the dark design,
From countless wilds what hostile myriads join;
And greatly strives to bid the discord cease,
By profferd compacts of perpetual peace.
His eldest hope, young Rocha, at his call,
Leaves the deep confines of the temple wall;
In whose fair form, in lucid garments drest,
Began the sacred function of the priest.
In early youth, ere yet the genial sun
Had twice six changes o'er his childhood run,
The blooming prince, beneath his parents' hand,
Learn'd all the laws that sway'd the sacred land;
With rites mysterious served the Power divine,
Prepared the altar and adorn'd the shrine,
Responsive hail'd, with still returning praise,
Each circling season that the God displays,
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poem by Joel Barlow
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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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The Columbiad: Book III
The Argument
Actions of the Inca Capac. A general invasion of his dominions threatened by the mountain savages. Rocha, the Inca's son, sent with a few companions to offer terms of peace. His embassy. His adventure with the worshippers of the volcano. With those of the storm, on the Andes. Falls in with the savage armies. Character and speech of Zamor, their chief. Capture of Rocha and his companions. Sacrifice of the latter. Death song of Azonto. War dance. March of the savage armies down the mountains to Peru. Incan army meets them. Battle joins. Peruvians terrified by an eclipse of the sun, and routed. They fly to Cusco. Grief of Oella, supposing the darkness to be occasioned by the death of Rocha. Sun appears. Peruvians from the city wall discover Roch an altar in the savage camp. They march in haste out of the city and engage the savages. Exploits of Capac. Death of Zamor. Recovery of Rocha, and submission of the enemy.
Now twenty years these children of the skies
Beheld their gradual growing empire rise.
They ruled with rigid but with generous care,
Diffused their arts and sooth'd the rage of war,
Bade yon tall temple grace their favorite isle,
The mines unfold, the cultured valleys smile,
Those broad foundations bend their arches high,
And rear imperial Cusco to the sky;
Wealth, wisdom, force consolidate the reign
From the rude Andes to the western main.
But frequent inroads from the savage bands
Lead fire and slaughter o'er the labor'd lands;
They sack the temples, the gay fields deface,
And vow destruction to the Incan race.
The king, undaunted in defensive war,
Repels their hordes, and speeds their flight afar;
Stung with defeat, they range a wider wood,
And rouse fresh tribes for future fields of blood.
Where yon blue ridges hang their cliffs on high,
And suns infulminate the stormful sky,
The nations, temper'd to the turbid air,
Breathe deadly strife, and sigh for battle's blare;
Tis here they meditate, with one vast blow,
To crush the race that rules the plains below.
Capac with caution views the dark design,
Learns from all points what hostile myriads join.
And seeks in time by proffer'd leagues to gain
A bloodless victory, and enlarge his reign.
His eldest hope, young Rocha, at his call,
Resigns his charge within the temple wall;
In whom began, with reverend forms of awe,
The functions grave of priesthood and of law,
In early youth, ere yet the ripening sun
Had three short lustres o'er his childhood run,
The prince had learnt, beneath his father's hand,
The well-framed code that sway'd the sacred land;
With rites mysterious served the Power divine,
Prepared the altar and adorn'd the shrine,
Responsive hail'd, with still returning praise,
Each circling season that the God displays,
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poem by Joel Barlow
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Vision of Columbus – Book 2
High o'er the changing scene, as thus he gazed,
The indulgent Power his arm sublimely raised;
When round the realms superior lustre flew,
And call'd new wonders to the hero's view.
He saw, at once, as far as eye could rove,
Like scattering herds, the swarthy people move,
In tribes innumerable; all the waste,
Beneath their steps, a varying shadow cast.
As airy shapes, beneath the moon's pale eye,
When broken clouds sail o'er the curtain'd sky,
Spread thro' the grove and flit along the glade,
And cast their grisly phantoms thro' the shade;
So move the hordes, in thickers half conceal'd,
Or vagrant stalking o'er the open field.
Here ever-restless tribes, despising home,
O'er shadowy streams and trackless deserts roam;
While others there, thro' downs and hamlets stray,
And rising domes a happier state display.
The painted chiefs, in death's grim terrors drest,
Rise fierce to war, and beat the savage breast;
Dark round their steps collecting warriors pour,
And dire revenge begins the hideous roar;
While to the realms around the signal flies,
And tribes on tribes, in dread disorder, rise,
Track the mute foe and scour the distant wood,
Wide as a storm, and dreadful as a flood;
Now deep in groves the silent ambush lay,
Or wing the flight or sweep the prize away,
Unconscious babes and reverend sires devour,
Drink the warm blood and paint their cheeks with gore.
While all their mazy movements fill the view.
Where'er they turn his eager eyes pursue;
He saw the same dire visage thro' the whole,
And mark'd the same fierce savageness of soul:
In doubt he stood, with anxious thoughts oppress'd,
And thus his wavering mind the Power address'd.
Say, from what source, O Voice of wisdom, sprung
The countless tribes of this amazing throng?
Where human frames and brutal souls combine,
No force can tame them and no arts refine.
Can these be fashion'd on the social plan?
Or boast a lineage with the race of man?
In yon fair isle, when first my wandering view
Ranged the glad coast and met the savage crew;
A timorous herd, like harmless roes, they ran,
Hail'd us as Gods from whom their race began,
Supply'd our various wants, relieved our toil,
And oped the unbounded treasures of their isle.
But when, their fears allay'd, in us they trace
The well-known image of a mortal race;
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poem by Joel Barlow
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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 Columbiad: Book II
The Argument
Natives of America appear in vision. Their manners and characters. Columbus demands the cause of the dissimilarity of men in different countries, Hesper replies, That the human body is composed of a due proportion of the elements suited to the place of its first formation; that these elements, differently proportioned, produce all the changes of health, sickness, growth and decay; and may likewise produce any other changes which occasion the diversity of men; that these elemental proportions are varied, not more by climate than temperature and other local circumstances; that the mind is likewise in a state of change, and will take its physical character from the body and from external objects: examples. Inquiry concerning the first peopling of America. View of Mexico. Its destruction by Cortez. View of Cusco and Quito, cities of Peru. Tradition of Capac and Oella, founders of the Peruvian empire. Columbus inquires into their real history. Hesper gives an account of their origin, and relates the stratagems they used in establishing that empire.
High o'er his world as thus Columbus gazed,
And Hesper still the changing scene emblazed,
Round all the realms increasing lustre flew,
And raised new wonders to the Patriarch's view.
He saw at once, as far as eye could rove,
Like scattering herds, the swarthy people move
In tribes innumerable; all the waste,
Wide as their walks, a varying shadow cast.
As airy shapes, beneath the moon's pale eye,
People the clouds that sail the midnight sky,
Dance thro the grove and flit along the glade,
And cast their grisly phantoms on the shade;
So move the hordes, in thickets half conceal'd,
Or vagrant stalking thro the fenceless field,
Here tribes untamed, who scorn to fix their home,
O'er shadowy streams and trackless deserts roam;
While others there in settled hamlets rest,
And corn-clad vales a happier state attest.
The painted chiefs, in guise terrific drest,
Rise fierce to war, and beat their savage breast;
Dark round their steps collecting warriors pour,
Some fell revenge begins the hideous roar;
From hill to hill the startling war-song flies,
And tribes on tribes in dread disorder rise,
Track the mute foe and scour the howling wood,
Loud as a storm, ungovern'd as a flood;
Or deep in groves the silent ambush lay,
Lead the false flight, decoy and seize their prey,
Their captives torture, butcher and devour,
Drink the warm blood and paint their cheeks with gore.
Awhile he paused, with dubious thoughts opprest,
And thus to Hesper's ear his doubts addrest:
Say, to what class of nature's sons belong
The countless tribes of this untutor'd throng?
Where human frames and brutal souls combine,
No force can tame them, and no arts refine.
Can these be fashion'd on the social plan,
Or boast a lineage with the race of man?
When first we found them in yon hapless isle,
They seem'd to know and seem'd to fear no guile;
A timorous herd, like harmless roes, they ran,
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poem by Joel Barlow
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Greed and Selflessness
Greed indiscriminately penalizes,
Selflessness is the ultimate panacea; for uniting all
innocuously harmonious; for centuries immemorial and
alike….
Greed baselessly tyrannizes,
Selflessness is an Omnipotent fabric; which
irrefutably transcends you above the resplendent
heavens; to be the unequivocal favorite of the
divine….
Greed ruthlessly snatches,
Selflessness is the only road to everlasting
prosperity; coalescing even the most salaciously
treacherous with the scent of the bountifully
bestowing soil….
Greed manipulatively stagnates,
Selflessness is the most priceless core of enthralling
existence; enlightening unassailable beams of hope; in
all those dwellings miserably impoverished; without
optimism and light….
Greed horrendously massacres,
Selflessness is an Omnisciently miraculous ointment;
which heals the most bizarre wounds of the
overwhelming rich and pathetically destitute; alike…
Greed uncouthly divests,
Selflessness is a enchantingly silken flower; which
disseminates the true spirit of mankind; to even the
most infinitesimal parts; of this fathomless globe….
Greed lethally poisons,
Selflessness is a grandiloquently mesmerizing sky;
which relentlessly showers the blessings of the
Almighty; upon all philanthropically benign….
Greed pulverizes beyond recognition,
Selflessness is a unendingly radiating horizon; which
brilliantly sparkles all night and day; with the
rainbow of unconquerable righteousness….
Greed maliciously obfuscates all truth,
Selflessness is the most Omnipresent harbinger of
celestial peace; unstoppably heading towards the
paradise of scintillating success….
Greed insidiously cripples,
Selflessness is a majestically flapping bird that
[...] Read more
poem by Nikhil Parekh
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Upon the Arid Lakes
Someplace
A field of flowers
Rousing under remnants of the dawn:
Out there! from death, I rose
Above the silent many –
A distant will-o'-the-wisp
Reflecting under airs of minor ninths –
How rich the ambience they threw!
What theme of prosody
Had rendered me? –
Tho’ silent were its words:
A broken soul in pulsing pain –
Thou mustn’t guess what goes behind
The sick and ghostly screen of war!
In sallow-grey and other ashen hues,
Disrobed of warming flesh
That reassures the bones,
A twisted pose
Portrayed my physicality –
Not unlike the carcass of a prey;
But as a cloud of thought, I mused,
Exacerbating woes
Collected in a life dispatched
In freely flowing blood,
Conferring crimson shades
Upon the arid lakes aflood
With glorious tides of nascent buds
Begetting innocence.
And as we glowed in ruddy shades,
I asked: ‘What future lies ahead?
What terror trades? ’
Copyright © Mark R Slaughter 2011
[...] Read more
poem by Mark R Slaughter
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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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Wasteland
Out into the wasteland
Out into the wasteland
No religion
No religion, no religion at all
No religion
No religion, no religion at all
No religion, no religion at all
No religion
No religion, no religion at all
No religion
No religion at all
No religion
Emissionary man amongst the heathen
Cant you see a modern primitive
I came back, Im gonna find,
Im gonna give religion
When there was, no religion at all
Im outta the wasteland
Im into this head man
Im outta the wasteland
No religion at all
Im outta the wasteland
Im into this head man
Im outta the wasteland
No religion, no religion at all
Theres a man in need of resurrection
(no religion)
Cant you see a modern primitive
(no religion)
But Im a man I need my love and
Freedom (no religion)
When there was no freedom at all
Im outta the wasteland
Im into this head man
Im outta the wasteland
No religion at all
Im outta the wasteland
Im into this head man
Im outta the wasteland
No religion, no religion at all
No religion
No religion at all
No religion
No religion at all
In vr land
The future of fun
Tell me what to do
In vr law
Computer crime
Um, so sublime
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song performed by Billy Idol
Added by Lucian Velea
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Microphone Fiend
Yo, I was a fiend before I became a teen
I melted microphone instead of cones of ice cream
Music orientated so when hip-hop was originated
Fitted like pieces of puzzles, complicated
Shot grabbed the mic and try to say, yes yall!
They tried to take it, and say that Im too small
Cool, cause I dont get upset
I kick a hole in the speaker, pull the plug, then I jet
Back to the lab ...without a mic to grab
So then I add all the rhymes I had
One after the another one, then I make another one
To dis the opposite then ask if the brothers done
I get a craving like I fiend for nicotine
But I dont need a cigarette, know what I mean?
Im raging, ripping up the stage and
Dont it sound amazing cause every rhyme is made and
Thought of, cuz its sort of...an addiction,
Magnatized by the mixing
E-f-f-e-c-t
A smooth operator operating correctly.
An e-f-f-e-c-t
A smooth operator operating correctly.
E-f-f-e-c-t
A smooth operator operating correctly.
An e-f-f-e-c-t
A smooth operator operating correctly.
But back to the problem, I gotta habit,
You cant solve it, you silly rabbit
The prescription is a hypertone thats thorough when
I fiend for a microphone like heroin
Soon as the bass kicks, I need a fix
Gimme a stage and a mic and a mix
And Ill put you in a mood or is it a state of
Unawareness? beware, its the reanamator!
A menace to a microphone, a lethal weapon
An assasinator, if the people aint stepping
You see a part of me that you never seen
When Im fiending for a microphone.
Cause I take it to the maximum, I cant relax see, im
Hype as a hyperchrondriac cause the rap be one
Hell of a antidote, something you cant smoke
More than dope, youre trying to move away but you cant, youre broke
More than cracked up, you should have backed up
For those who act up need to be more than smacked up
E-f-f-e-c-t
A smooth operator operating correctly.
An e-f-f-e-c-t
A smooth operator operating correctly.
An e-f-f-e-c-t
A smooth operator operating correctly.
[...] Read more
song performed by Rage Against The Machine
Added by Lucian Velea
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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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A poem, on the rising glory of America
LEANDER.
No more of Memphis and her mighty kings,
Or Alexandria, where the Ptolomies.
Taught golden commerce to unfurl her falls,
And bid fair science smile: No more of Greece
Where learning next her early visit paid,
And spread her glories to illume the world,
No more of Athens, where she flourished,
And saw her sons of mighty genius rise
Smooth flowing Plato, Socrates and him
Who with resistless eloquence reviv'd
The Spir't of Liberty, and shook the thrones
Of Macedon and Persia's haughty king.
No more of Rome enlighten'd by her beams,
Fresh kindling there the fire of eloquence,
And poesy divine; imperial Rome!
Whose wide dominion reach'd o'er half the globe;
Whose eagle flew o'er Ganges to the East,
And in the West far to the British isles.
No more of Britain, and her kings renown'd,
Edward's and Henry's thunderbolts of war;
Her chiefs victorious o'er the Gallic foe;
Illustrious senators, immortal bards,
And wise philosophers, of these no more.
A Theme more new, tho' not less noble claims
Our ev'ry thought on this auspicious day
The rising glory of this western world,
Where now the dawning light of science spreads
Her orient ray, and wakes the muse's song;
Where freedom holds her sacred standard high,
And commerce rolls her golden tides profuse
Of elegance and ev'ry joy of life.
ACASTO.
Since then Leander you attempt a strain
So new, so noble and so full of fame;
And since a friendly concourse centers here
America's own sons, begin O muse!
Now thro' the veil of ancient days review
The period fam'd when first Columbus touch'd
The shore so long unknown, thro' various toils,
Famine and death, the hero made his way,
Thro' oceans bestowing with eternal storms.
But why, thus hap'ly found, should we resume
The tale of Cortez, furious chief, ordain'd
With Indian blood to dye the sands, and choak
Fam'd Amazonia's stream with dead! Or why,
Once more revive the story old in fame,
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poem by Hugh Henry Brackenridge
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The Brus Book XIII
[Douglas's division attacks]
Quhen thir twa fyrst bataillis wer
Assemblyt as I said you er,
The Stewart Walter that than was
And the gud lord als of Douglas
5 In a bataill, quhen that thai saw
The erle foroutyn dred or aw
Assembill with his cumpany
On all that folk sa sturdely
For till help him thai held thar way
10 And thar bataill in gud aray,
And assemblyt sa hardely
Besid the erle a litill by
That thar fayis feld thar cummyn wele,
For with wapynnys stalwart of stele
15 Thai dang apon with all thar mycht.
Thar fayis resavyt weile Ik hycht
With swerdis speris and with mase,
The bataill thar sa feloune was
And sua rycht gret spilling of blud
20 That on the erd the flousis stud.
The Scottismen sa weill thaim bar
And sua gret slauchter maid thai thar
And fra sa fele the lyvis revyt
That all the feld bludy wes levyt.
25 That tyme thar thre bataillis wer
All syd be sid fechtand weill ner,
Thar mycht men her mony dynt
And wapynnys apon armuris stynt,
And se tumble knychtis and stedis
30 And mony rich and reale wedis
Defoullyt foully under fete,
Sum held on loft sum tynt the suet.
A lang quhill thus fechtand thai war
That men na noyis mycht her thar,
35 Men hard nocht bot granys and dintis
That slew fyr as men slayis on flyntis,
Thai faucht ilk ane sa egerly
That thai maid nother moyis na cry
Bot dang on other at thar mycht
40 With wapnys that war burnyst brycht.
The arowys als sua thyk thar flaw
That thai mycht say wele that thaim saw
That thai a hidwys schour gan ma,
For quhar thai fell Ik undreta
45 Thai left efter thaim taknyng
That sall ned as I trow leching.
[Sir Robert Keith's cavalry disperses the English archers]
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poem by John Barbour
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Pharsalia - Book II: The Flight Of Pompeius
This was made plain the anger of the gods;
The universe gave signs Nature reversed
In monstrous tumult fraught with prodigies
Her laws, and prescient spake the coming guilt.
How seemed it just to thee, Olympus' king,
That suffering mortals at thy doom should know
By omens dire the massacre to come?
Or did the primal parent of the world
When first the flames gave way and yielding left
Matter unformed to his subduing hand,
And realms unbalanced, fix by stern decree'
Unalterable laws to bind the whole
(Himself, too, bound by law), so that for aye
All Nature moves within its fated bounds?
Or, is Chance sovereign over all, and we
The sport of Fortune and her turning wheel?
Whate'er be truth, keep thou the future veiled
From mortal vision, and amid their fears
May men still hope.
Thus known how great the woes
The world should suffer, from the truth divine,
A solemn fast was called, the courts were closed,
All men in private garb; no purple hem
Adorned the togas of the chiefs of Rome;
No plaints were uttered, and a voiceless grief
Lay deep in every bosom: as when death
Knocks at some door but enters not as yet,
Before the mother calls the name aloud
Or bids her grieving maidens beat the breast,
While still she marks the glazing eye, and soothes
The stiffening limbs and gazes on the face,
In nameless dread, not sorrow, and in awe
Of death approaching: and with mind distraught
Clings to the dying in a last embrace.
The matrons laid aside their wonted garb:
Crowds filled the temples -- on the unpitying stones
Some dashed their bosoms; others bathed with tears
The statues of the gods; some tore their hair
Upon the holy threshold, and with shrieks
And vows unceasing called upon the names
Of those whom mortals supplicate. Nor all
Lay in the Thunderer's fane: at every shrine
Some prayers are offered which refused shall bring
Reproach on heaven. One whose livid arms
Were dark with blows, whose cheeks with tears bedewed
And riven, cried, 'Beat, mothers, beat the breast,
Tear now the lock; while doubtful in the scales
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poem by Marcus Annaeus Lucanus
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Pharsalia - Book VIII: Death Of Pompeius
Now through Alcides' pass and Tempe's groves
Pompeius, aiming for Haemonian glens
And forests lone, urged on his wearied steed
Scarce heeding now the spur; by devious tracks
Seeking to veil the footsteps of his flight:
The rustle of the foliage, and the noise
Of following comrades filled his anxious soul
With terrors, as he fancied at his side
Some ambushed enemy. Fallen from the height
Of former fortunes, still the chieftain knew
His life not worthless; mindful of the fates:
And 'gainst the price he set on Caesar's head,
He measures Caesar's value of his own.
Yet, as he rode, the features of the chief
Made known his ruin. Many as they sought
The camp Pharsalian, ere yet was spread
News of the battle, met the chief, amazed,
And wondered at the whirl of human things:
Nor held disaster sure, though Magnus' self
Told of his ruin. Every witness seen
Brought peril on his flight: 'twere better far
Safe in a name obscure, through all the world
To wander; but his ancient fame forbad.
Too long had great Pompeius from the height
Of human greatness, envied of mankind,
Looked on all others; nor for him henceforth
Could life be lowly. The honours of his youth
Too early thrust upon him, and the deeds
Which brought him triumph in the Sullan days,
His conquering navy and the Pontic war,
Made heavier now the burden of defeat,
And crushed his pondering soul. So length of days
Drags down the haughty spirit, and life prolonged
When power has perished. Fortune's latest hour,
Be the last hour of life! Nor let the wretch
Live on disgraced by memories of fame!
But for the boon of death, who'd dare the sea
Of prosperous chance?
Upon the ocean marge
By red Peneus blushing from the fray,
Borne in a sloop, to lightest wind and wave
Scarce equal, he, whose countless oars yet smote
Upon Coreyra's isle and Leucas point,
Lord of Cilicia and Liburnian lands,
Crept trembling to the sea. He bids them steer
For the sequestered shores of Lesbos isle;
For there wert thou, sharer of all his griefs,
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poem by Marcus Annaeus Lucanus
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Pharsalia - Book 1
The Crossing of the Rubicon
Wars worse than civil on Emathian plains,
And crime let loose we sing; how Rome's high race
Plunged in her vitals her victorious sword;
Armies akin embattled, with the force
Of all the shaken earth bent on the fray;
And burst asunder, to the common guilt,
A kingdom's compact; eagle with eagle met,
Standard to standard, spear opposed to spear.
Whence, citizens, this rage, this boundless lust
To sate barbarians with the blood of Rome?
Did not the shade of Crassus, wandering still,
Cry for his vengeance? Could ye not have spoiled,
To deck your trophies, haughty Babylon?
Why wage campaigns that send no laurels home?
What lands, what oceans might have been the prize
Of all the blood thus shed in civil strife!
Where Titan rises, where night hides the stars,
'Neath southern noons all quivering with heat,
Or where keen frost that never yields to spring
In icy fetters binds the Scythian main:
Long since barbarians by the Eastern sea
And far Araxes' stream, and those who know
(If any such there be) the birth of Nile
Had felt our yoke. Then, Rome, upon thyself
With all the world beneath thee, if thou must,
Wage this nefarious war, but not till then.
Now view the houses with half-ruined walls
Throughout Italian cities; stone from stone
Has slipped and lies at length; within the home
No guard is found, and in the ancient streets so
Scarce seen the passer by. The fields in vain,
Rugged with brambles and unploughed for years,
Ask for the hand of man; for man is not.
Nor savage Pyrrhus nor the Punic horde
E'er caused such havoc: to no foe was given
To strike thus deep; but civil strife alone
Dealt the fell wound and left the death behind.
Yet if the fates could find no other way
For Nero coming, nor the gods with ease
Gain thrones in heaven; and if the Thunderer
Prevailed not till the giant's war was done,
Complaint is silent. For this boon supreme
Welcome, ye gods, be wickedness and crime;
Thronged with our dead be dire Pharsalia's fields,
Be Punic ghosts avenged by Roman blood;
Add to these ills the toils of Mutina;
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poem by Marcus Annaeus Lucanus
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The Brus Book 19
[The conspiracy against King Robert; its discovery]
Than wes the land a quhile in pes,
Bot covatys, that can nocht ces
To set men apon felony
To ger thaim cum to senyoury,
5 Gert lordis off full gret renoune
Mak a fell conjuracioun
Agayn Robert the douchty king,
Thai thocht till bring him till ending
And to bruk eftre his dede
10 The kynrik and to ryng in hys steid.
The lord the Soullis, Schyr Wilyam,
Off that purches had mast defame,
For principale tharoff was he
Off assent of that cruelte.
15 He had gottyn with him sindry,
Gilbert Maleherbe, Jhone of Logy
Thir war knychtis that I tell her
And Richard Broun als a squyer,
And gud Schyr Davy off Breichyn
20 Wes off this deid arettyt syne
As I sall tell you forthermar.
Bot thai ilkane discoveryt war
Throu a lady as I hard say
Or till thar purpos cum mycht thai,
25 For scho tauld all to the king
Thar purpose and thar ordanyng,
And how that he suld haf bene ded
And Soullis ryng intill his steid,
And tauld him werray taknyng
30 This purches wes suthfast thing.
And quhen the king wist it wes sua
Sa sutell purches gan he ma
That he gert tak thaim everilkan,
And quhar the lord Soullis was tane
35 Thre hunder and sexty had he
Off squyeris cled in his lyvere
At that tyme in his cumpany
Outane knychtis that war joly.
Into Berwik takyn wes he
40 That mycht all his mengne se
Sary and wa, bot suth to say
The king lete thaim all pas thar way
And held thaim at he takyn had.
[The trial in parliament; the fate of the conspirators]
The lord Soullis sone eftre maid
45 Plane granting of all that purchas.
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poem by John Barbour
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The Brus Book XIV
[Edward Bruce goes to Ireland]
The erle off Carrik Schyr Edward,
That stoutar wes than a libard
And had na will to be in pes,
Thocht that Scotland to litill wes
5 Till his brother and him alsua,
Tharfor to purpos gan he ta
That he off Irland wald be king.
Tharfor he send and had tretyng
With the Irschery off Irland,
10 That in thar leawte tuk on hand
Off all Irland to mak him king
With-thi that he with hard fechting
Mycht ourcum the Inglismen
That in the land war wonnand then,
15 And thai suld help with all thar mycht.
And he that hard thaim mak sic hycht
Intill his hart had gret liking
And with the consent of the king
Gadryt him men off gret bounte
20 And at Ayr syne schippyt he
Intill the neyst moneth of Mai,
Till Irland held he straucht his wai.
He had thar in his cumpany
The Erle Thomas that wes worthi
25 And gud Schyr Philip the Mowbray
That sekyr wes in hard assay,
Schyr Jhone the soullis ane gud knycht
And Schyr Jhone Stewart that wes wycht
The Ramsay als of Ouchterhous
30 That wes wycht and chevalrous
And Schyr Fergus off Ardrossane
And other knychtis mony ane.
In Wolringis Fyrth aryvyt thai
Sauffly but bargan or assay
35 And send thar schippis hame ilkan.
A gret thing have thai undretane
That with sa quhoyne as thai war thar
That war sex thousand men but mar
Schup to werray all Irland,
40 Quhar thai sall se mony thousand
Cum armyt on thaim for to fycht,
But thocht thai quhone war thai war wicht,
And forout drede or effray
In twa bataillis tuk thar way
45 Towart Cragfergus it to se.
[The Scots defeat the lords of Ulster]
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poem by John Barbour
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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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