Tis so much joy! 'Tis so much joy!
172
'Tis so much joy! 'Tis so much joy!
If I should fail, what poverty!
And yet, as poor as I,
Have ventured all upon a throw!
Have gained! Yes! Hesitated so—
This side the Victory!
Life is but Life! And Death, but Death!
Bliss is, but Bliss, and Breath but Breath!
And if indeed I fail,
At least, to know the worst, is sweet!
Defeat means nothing but Defeat,
No drearier, can befall!
And if I gain! Oh Gun at Sea!
Oh Bells, that in the Steeples be!
At first, repeat it slow!
For Heaven is a different thing,
Conjectured, and waked sudden in—
And might extinguish me!
poem by Emily Dickinson
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The House Of Dust: Part 04: 03: Palimpsest: A Deceitful Portrait
Well, as you say, we live for small horizons:
We move in crowds, we flow and talk together,
Seeing so many eyes and hands and faces,
So many mouths, and all with secret meanings,—
Yet know so little of them; only seeing
The small bright circle of our consciousness,
Beyond which lies the dark. Some few we know—
Or think we know. . . Once, on a sun-bright morning,
I walked in a certain hallway, trying to find
A certain door: I found one, tried it, opened,
And there in a spacious chamber, brightly lighted,
A hundred men played music, loudly, swiftly,
While one tall woman sent her voice above them
In powerful sweetness. . . .Closing then the door
I heard it die behind me, fade to whisper,—
And walked in a quiet hallway as before.
Just such a glimpse, as through that opened door,
Is all we know of those we call our friends. . . .
We hear a sudden music, see a playing
Of ordered thoughts—and all again is silence.
The music, we suppose, (as in ourselves)
Goes on forever there, behind shut doors,—
As it continues after our departure,
So, we divine, it played before we came . . .
What do you know of me, or I of you? . . .
Little enough. . . .We set these doors ajar
Only for chosen movements of the music:
This passage, (so I think—yet this is guesswork)
Will please him,—it is in a strain he fancies,—
More brilliant, though, than his; and while he likes it
He will be piqued . . . He looks at me bewildered
And thinks (to judge from self—this too is guesswork)
The music strangely subtle, deep in meaning,
Perplexed with implications; he suspects me
Of hidden riches, unexpected wisdom. . . .
Or else I let him hear a lyric passage,—
Simple and clear; and all the while he listens
I make pretence to think my doors are closed.
This too bewilders him. He eyes me sidelong
Wondering 'Is he such a fool as this?
Or only mocking?'—There I let it end. . . .
Sometimes, of course, and when we least suspect it—
When we pursue our thoughts with too much passion,
Talking with too great zeal—our doors fly open
Without intention; and the hungry watcher
Stares at the feast, carries away our secrets,
And laughs. . . .but this, for many counts, is seldom.
And for the most part we vouchsafe our friends,
Our lovers too, only such few clear notes
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poem by Conrad Potter Aiken
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The Debate Between Villon And His Heart
Who's that I hear?—It's me—Who?—Your heart
Hanging on by the thinnest thread
I lose all my strength, substance, and fluid
When I see you withdrawn this way all alone
Like a whipped cur sulking in the corner
Is it due to your mad hedonism?—
What's it to you?—I have to suffer for it—
Leave me alone—Why?—I'll think about it—
When will you do that?—When I've grown up—
I've nothing more to tell you—I'll survive without it—
What's your idea?—To be a good man—
You're thirty, for a mule that's a lifetime
You call that childhood?—No—Madness
Must have hold of you—By what, the halter?—
You don't know a thing—Yes I do—What?—Flies in milk
One's white, one's black, they're opposites—
That's all?—How can I say it better?
If that doesn't suit you I'll start over—
You're lost—Well I'll go down fighting—
I've nothing more to tell you—I'll survive without it—
I get the heartache, you the injury and pain
If you were just some poor crazy idiot
I'd be able to make excuses for you
You don't even care, all's one to you, foul or fair
Either your head's harder than a rock
Or you actually prefer misery to honor
Now what do you say to that?—
Once I'm dead I'll rise above it—
God, what comfort—What wise eloquence—
I've nothing more to tell you—I'll survive without it—
Why are you miserable?—Because of my miseries
When Saturn packed my satchel I think
He put in these troubles—That's mad
You're his lord and you talk like his slave
Look what Solomon wrote in his book
"A wise man" he says "has authority
Over the planets and their influence"—
I don't believe it, as they made me I'll be—
What are you saying?—Yes that's what I think—
I've nothing more to tell you—I'll survive without it—
Want to live?—God give me the strength—
It's necessary...—What is?—To feel remorse
Lots of reading—What kind?—Read for knowledge
Leave fools alone—I'll take your advice—
Or will you forget?—I've got it fixed in mind—
Now act before things go from bad to worse
[...] Read more
poem by François Villon
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The House Of Dust: Part 03: 10: Letter
From time to time, lifting his eyes, he sees
The soft blue starlight through the one small window,
The moon above black trees, and clouds, and Venus,—
And turns to write . . . The clock, behind ticks softly.
It is so long, indeed, since I have written,—
Two years, almost, your last is turning yellow,—
That these first words I write seem cold and strange.
Are you the man I knew, or have you altered?
Altered, of course—just as I too have altered—
And whether towards each other, or more apart,
We cannot say . . . I've just re-read your letter—
Not through forgetfulness, but more for pleasure—
Pondering much on all you say in it
Of mystic consciousness—divine conversion—
The sense of oneness with the infinite,—
Faith in the world, its beauty, and its purpose . . .
Well, you believe one must have faith, in some sort,
If one's to talk through this dark world contented.
But is the world so dark? Or is it rather
Our own brute minds,—in which we hurry, trembling,
Through streets as yet unlighted? This, I think.
You have been always, let me say, "romantic,"—
Eager for color, for beauty, soon discontented
With a world of dust and stones and flesh too ailing:
Even before the question grew to problem
And drove you bickering into metaphysics,
You met on lower planes the same great dragon,
Seeking release, some fleeting satisfaction,
In strange aesthetics . . . You tried, as I remember,
One after one, strange cults, and some, too, morbid,
The cruder first, more violent sensations,
Gorgeously carnal things, conceived and acted
With splendid animal thirst . . . Then, by degrees,—
Savoring all more delicate gradations
In all that hue and tone may play on flesh,
Or thought on brain,—you passed, if I may say so,
From red and scarlet through morbid greens to mauve.
Let us regard ourselves, you used to say,
As instruments of music, whereon our lives
Will play as we desire: and let us yield
These subtle bodies and subtler brains and nerves
To all experience plays . . . And so you went
From subtle tune to subtler, each heard once,
Twice or thrice at the most, tiring of each;
And closing one by one your doors, drew in
Slowly, through darkening labyrinths of feeling,
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poem by Conrad Potter Aiken
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Again—his voice is at the door
663
Again—his voice is at the door—
I feel the old Degree—
I hear him ask the servant
For such an one—as me—
I take a flower—as I go—
My face to justify—
He never saw me—in this life—
I might surprise his eye!
I cross the Hall with mingled steps—
I—silent—pass the door—
I look on all this world contains—
Just his face—nothing more!
We talk in careless—and it toss—
A kind of plummet strain—
Each—sounding—shyly& mdash;
Just—how—deep—
The other's one—had been—
We walk—I leave my Dog—at home—
A tender—thoughtful Moon—
Goes with us—just a little way—
And—then—we are alone—
Alone—if Angels are "alone"—
First time they try the sky!
Alone—if those "veiled faces"—be—
We cannot count—on High!
I'd give—to live that hour—again—
The purple—in my Vein—
But He must count the drops—himself—
My price for every stain!
poem by Emily Dickinson
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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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Paradise Regained: The Second Book
Meanwhile the new-baptized, who yet remained
At Jordan with the Baptist, and had seen
Him whom they heard so late expressly called
Jesus Messiah, Son of God, declared,
And on that high authority had believed,
And with him talked, and with him lodged—I mean
Andrew and Simon, famous after known,
With others, though in Holy Writ not named—
Now missing him, their joy so lately found,
So lately found and so abruptly gone,
Began to doubt, and doubted many days,
And, as the days increased, increased their doubt.
Sometimes they thought he might be only shewn,
And for a time caught up to God, as once
Moses was in the Mount and missing long,
And the great Thisbite, who on fiery wheels
Rode up to Heaven, yet once again to come.
Therefore, as those young prophets then with care
Sought lost Eliah, so in each place these
Nigh to Bethabara—in Jericho
The city of palms, AEnon, and Salem old,
Machaerus, and each town or city walled
On this side the broad lake Genezaret,
Or in Peraea—but returned in vain.
Then on the bank of Jordan, by a creek,
Where winds with reeds and osiers whispering play,
Plain fishermen (no greater men them call),
Close in a cottage low together got,
Their unexpected loss and plaints outbreathed:—
"Alas, from what high hope to what relapse
Unlooked for are we fallen! Our eyes beheld
Messiah certainly now come, so long
Expected of our fathers; we have heard
His words, his wisdom full of grace and truth.
'Now, now, for sure, deliverance is at hand;
The kingdom shall to Israel be restored:'
Thus we rejoiced, but soon our joy is turned
Into perplexity and new amaze.
For whither is he gone? what accident
Hath rapt him from us? will he now retire
After appearance, and again prolong
Our expectation? God of Israel,
Send thy Messiah forth; the time is come.
Behold the kings of the earth, how they oppress
Thy Chosen, to what highth their power unjust
They have exalted, and behind them cast
All fear of Thee; arise, and vindicate
Thy glory; free thy people from their yoke!
But let us wait; thus far He hath performed—
Sent his Anointed, and to us revealed him
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poem by John Milton
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Paradise Regained: The Fourth Book
Perplexed and troubled at his bad success
The Tempter stood, nor had what to reply,
Discovered in his fraud, thrown from his hope
So oft, and the persuasive rhetoric
That sleeked his tongue, and won so much on Eve,
So little here, nay lost. But Eve was Eve;
This far his over-match, who, self-deceived
And rash, beforehand had no better weighed
The strength he was to cope with, or his own.
But—as a man who had been matchless held
In cunning, over-reached where least he thought,
To salve his credit, and for very spite,
Still will be tempting him who foils him still,
And never cease, though to his shame the more;
Or as a swarm of flies in vintage-time,
About the wine-press where sweet must is poured,
Beat off, returns as oft with humming sound;
Or surging waves against a solid rock,
Though all to shivers dashed, the assault renew,
(Vain battery!) and in froth or bubbles end—
So Satan, whom repulse upon repulse
Met ever, and to shameful silence brought,
Yet gives not o'er, though desperate of success,
And his vain importunity pursues.
He brought our Saviour to the western side
Of that high mountain, whence he might behold
Another plain, long, but in breadth not wide,
Washed by the southern sea, and on the north
To equal length backed with a ridge of hills
That screened the fruits of the earth and seats of men
From cold Septentrion blasts; thence in the midst
Divided by a river, off whose banks
On each side an Imperial City stood,
With towers and temples proudly elevate
On seven small hills, with palaces adorned,
Porches and theatres, baths, aqueducts,
Statues and trophies, and triumphal arcs,
Gardens and groves, presented to his eyes
Above the highth of mountains interposed—
By what strange parallax, or optic skill
Of vision, multiplied through air, or glass
Of telescope, were curious to enquire.
And now the Tempter thus his silence broke:—
"The city which thou seest no other deem
Than great and glorious Rome, Queen of the Earth
So far renowned, and with the spoils enriched
Of nations. There the Capitol thou seest,
Above the rest lifting his stately head
On the Tarpeian rock, her citadel
Impregnable; and there Mount Palatine,
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poem by John Milton
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Interim
The room is full of you!—As I came in
And closed the door behind me, all at once
A something in the air, intangible,
Yet stiff with meaning, struck my senses sick!—
Sharp, unfamiliar odors have destroyed
Each other room's dear personality.
The heavy scent of damp, funereal flowers,—
The very essence, hush-distilled, of Death—
Has strangled that habitual breath of home
Whose expiration leaves all houses dead;
And wheresoe'er I look is hideous change.
Save here. Here 'twas as if a weed-choked gate
Had opened at my touch, and I had stepped
Into some long-forgot, enchanted, strange,
Sweet garden of a thousand years ago
And suddenly thought, "I have been here before!"
You are not here. I know that you are gone,
And will not ever enter here again.
And yet it seems to me, if I should speak,
Your silent step must wake across the hall;
If I should turn my head, that your sweet eyes
Would kiss me from the door.—So short a time
To teach my life its transposition to
This difficult and unaccustomed key!—
The room is as you left it; your last touch—
A thoughtless pressure, knowing not itself
As saintly—hallows now each simple thing;
Hallows and glorifies, and glows between
The dust's grey fingers like a shielded light.
There is your book, just as you laid it down,
Face to the table,—I cannot believe
That you are gone!—Just then it seemed to me
You must be here. I almost laughed to think
How like reality the dream had been;
Yet knew before I laughed, and so was still.
That book, outspread, just as you laid it down!
Perhaps you thought, "I wonder what comes next,
And whether this or this will be the end";
So rose, and left it, thinking to return.
Perhaps that chair, when you arose and passed
Out of the room, rocked silently a while
Ere it again was still. When you were gone
Forever from the room, perhaps that chair,
Stirred by your movement, rocked a little while,
Silently, to and fro...
[...] Read more
poem by Edna St. Vincent Millay
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Let Us play Yesterday
728
Let Us play Yesterday—
I—the Girl at school—
You—and Eternity—the
Untold Tale—
Easing my famine
At my Lexicon—
Logarithm—had I—for Drink—
'Twas a dry Wine—
Somewhat different—must be—
Dreams tint the Sleep—
Cunning Reds of Morning
Make the Blind—leap—
Still at the Egg-life—
Chafing the Shell—
When you troubled the Ellipse—
And the Bird fell—
Manacles be dim—they say—
To the new Free—
Liberty—Commoner—
N ever could—to me—
'Twas my last gratitude
When I slept—at night—
'Twas the first Miracle
Let in—with Light—
Can the Lark resume the Shell—
Easier—for the Sky—
Wouldn't Bonds hurt more
Than Yesterday?
Wouldn't Dungeons sorer frate
On the Man—free—
Just long enough to taste—
Then—doomed new—
God of the Manacle
As of the Free—
Take not my Liberty
Away from Me—
poem by Emily Dickinson
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I meant to have but modest needs
476
I meant to have but modest needs—
Such as Content—and Heaven—
Within my income—these could lie
And Life and I—keep even—
But since the last—included both—
It would suffice my Prayer
But just for One—to stipulate—
And Grace would grant the Pair—
And so—upon this wise—I prayed—
Great Spirit—Give to me
A Heaven not so large as Yours,
But large enough—for me—
A Smile suffused Jehovah's face—
The Cherubim—withdrew—
Grave Saints stole out to look at me—
And showed their dimples—too—
I left the Place, with all my might—
I threw my Prayer away—
The Quiet Ages picked it up—
And Judgment—twinkled—too—
Tat one so honest—be extant—
It take the Tale for true—
That "Whatsoever Ye shall ask—
Itself be given You"—
But I, grown shrewder—scan the Skies
With a suspicious Air—
As Children—swindled for the first
All Swindlers—be—infer—
poem by Emily Dickinson
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Paradise Regained: The Third Book
So spake the Son of God; and Satan stood
A while as mute, confounded what to say,
What to reply, confuted and convinced
Of his weak arguing and fallacious drift;
At length, collecting all his serpent wiles,
With soothing words renewed, him thus accosts:—
"I see thou know'st what is of use to know,
What best to say canst say, to do canst do;
Thy actions to thy words accord; thy words
To thy large heart give utterance due; thy heart
Contains of good, wise, just, the perfet shape.
Should kings and nations from thy mouth consult,
Thy counsel would be as the oracle
Urim and Thummim, those oraculous gems
On Aaron's breast, or tongue of Seers old
Infallible; or, wert thou sought to deeds
That might require the array of war, thy skill
Of conduct would be such that all the world
Could not sustain thy prowess, or subsist
In battle, though against thy few in arms.
These godlike virtues wherefore dost thou hide?
Affecting private life, or more obscure
In savage wilderness, wherefore deprive
All Earth her wonder at thy acts, thyself
The fame and glory—glory, the reward
That sole excites to high attempts the flame
Of most erected spirits, most tempered pure
AEthereal, who all pleasures else despise,
All treasures and all gain esteem as dross,
And dignities and powers, all but the highest?
Thy years are ripe, and over-ripe. The son
Of Macedonian Philip had ere these
Won Asia, and the throne of Cyrus held
At his dispose; young Scipio had brought down
The Carthaginian pride; young Pompey quelled
The Pontic king, and in triumph had rode.
Yet years, and to ripe years judgment mature,
Quench not the thirst of glory, but augment.
Great Julius, whom now all the world admires,
The more he grew in years, the more inflamed
With glory, wept that he had lived so long
Ingloroious. But thou yet art not too late."
To whom our Saviour calmly thus replied:—
"Thou neither dost persuade me to seek wealth
For empire's sake, nor empire to affect
For glory's sake, by all thy argument.
For what is glory but the blaze of fame,
The people's praise, if always praise unmixed?
And what the people but a herd confused,
A miscellaneous rabble, who extol
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poem by John Milton
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There is a flower that Bees prefer
380
There is a flower that Bees prefer—
And Butterflies—desire—
To gain the Purple Democrat
The Humming Bird—aspire—
And Whatsoever Insect pass—
A Honey bear away
Proportioned to his several dearth
And her—capacity—
Her face be rounder than the Moon
And ruddier than the Gown
Or Orchis in the Pasture—
Or Rhododendron—worn—
She doth not wait for June—
Before the World be Green—
Her sturdy little Countenance
Against the Wind—be seen—
Contending with the Grass—
Near Kinsman to Herself—
For Privilege of Sod and Sun—
Sweet Litigants for Life—
And when the Hills be full—
And newer fashions blow—
Doth not retract a single spice
For pang of jealousy—
Her Public—be the Noon—
Her Providence—the Sun—
Her Progress—by the Bee—proclaimed—
In sovereign—Swerveless Tune—
The Bravest—of the Host—
Surrendering—the last—
Nor even of Defeat—aware—
What cancelled by the Frost—
poem by Emily Dickinson
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A Prison gets to be a friend
652
A Prison gets to be a friend—
Between its Ponderous face
And Ours—a Kinsmanship express—
And in its narrow Eyes—
We come to look with gratitude
For the appointed Beam
It deal us—stated as our food—
And hungered for—the same—
We learn to know the Planks—
That answer to Our feet—
So miserable a sound—at first—
Nor ever now—so sweet—
As plashing in the Pools—
When Memory was a Boy—
But a Demurer Circuit—
A Geometric Joy—
The Posture of the Key
That interrupt the Day
To Our Endeavor—Not so real
The Check of Liberty—
As this Phantasm Steel—
Whose features—Day and Night—
Are present to us—as Our Own—
And as escapeless—quite—
The narrow Round—the Stint—
The slow exchange of Hope—
For something passiver—Content
Too steep for lookinp up—
The Liberty we knew
Avoided—like a Dream—
Too wide for any Night but Heaven—
If That—indeed—redeem—
poem by Emily Dickinson
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I should have been too glad, I see
313
I should have been too glad, I see—
Too lifted—for the scant degree
Of Life's penurious Round—
My little Circuit would have shamed
This new Circumference—have blamed—
The homelier time behind.
I should have been too saved—I see—
Too rescued—Fear too dim to me
That I could spell the Prayer
I knew so perfect—yesterday—
That Scalding One—Sabachthani—
Recited fluent—here—
Earth would have been too much—I see—
And Heaven—not enough for me—
I should have had the Joy
Without the Fear—to justify—
The Palm—without the Calvary—
So Savior—Crucify—
Defeat—whets Victory—they say—
The Reefs—in old Gethsemane—
Endear the Coast—beyond!
'Tis Beggars—Banquets—can define—
'Tis Parching—vitalizes Wine—
"Faith" bleats—to understand!
poem by Emily Dickinson
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I tend my flowers for thee
339
I tend my flowers for thee—
Bright Absentee!
My Fuchsia's Coral Seams
Rip—while the Sower—dreams—
Geraniums— tint—and spot—
Low Daisies—dot—
My Cactus—splits her Beard
To show her throat—
Carnations—tip their spice—
And Bees—pick up—
A Hyacinth—I hid—
Puts out a Ruffled Head—
And odors fall
From flasks—so small—
You marvel how they held—
Globe Roses—break their satin glake—
Upon my Garden floor—
Yet—thou—not there—
I had as lief they bore
No Crimson—more—
Thy flower—be gay—
Her Lord—away!
It ill becometh me—
I'll dwell in Calyx—Gray—
How modestly—alway—
Thy Daisy—
Draped for thee!
poem by Emily Dickinson
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Fitter to see Him, I may be
968
Fitter to see Him, I may be
For the long Hindrance—Grace—to Me—
With Summers, and with Winters, grow,
Some passing Year—A trait bestow
To make Me fairest of the Earth—
The Waiting—then—will seem so worth
I shall impute with half a pain
The blame that I was chosen—then—
Time to anticipate His Gaze—
It's first—Delight—and then—Surprise—
The turning o'er and o'er my face
For Evidence it be the Grace—
He left behind One Day—So less
He seek Conviction, That—be This—
I only must not grow so new
That He'll mistake—and ask for me
Of me—when first unto the Door
I go—to Elsewhere go no more—
I only must not change so fair
He'll sigh—"The Other—She—is Where?"
The Love, tho', will array me right
I shall be perfect—in His sight—
If He perceive the other Truth—
Upon an Excellenter Youth—
How sweet I shall not lack in Vain—
But gain—thro' loss—Through Grief—obtain—
The Beauty that reward Him best—
The Beauty of Demand—at Rest—
poem by Emily Dickinson
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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,
[...] Read more
poem by Coventry Patmore
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By my Window have I for Scenery
797
By my Window have I for Scenery
Just a Sea—with a Stem—
If the Bird and the Farmer—deem it a "Pine"—
The Opinion will serve—for them—
It has no Port, nor a "Line"—but the Jays—
That split their route to the Sky—
Or a Squirrel, whose giddy Peninsula
May be easier reached—this way—
For Inlands—the Earth is the under side—
And the upper side—is the Sun—
And its Commerce—if Commerce it have—
Of Spice—I infer from the Odors borne—
Of its Voice—to affirm—when the Wind is within—
Can the Dumb—define the Divine?
The Definition of Melody—is—
That Definition is none—
It—suggests to our Faith—
They—suggest to our Sight—
When the latter—is put away
I shall meet with Conviction I somewhere met
That Immortality—
Was the Pine at my Window a "Fellow
Of the Royal" Infinity?
Apprehensions—are God's introductions—
To be hallowed—accordingly—
poem by Emily Dickinson
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In War-Time A Psalm Of The Heart
Scourge us as Thou wilt, oh Lord God of Hosts;
Deal with us, Lord, according to our transgressions;
But give us Victory!
Victory, victory! oh, Lord, victory!
Oh, Lord, victory! Lord, Lord, victory!
Lift Thy wrath up from the day of battle,
And set it on the weight of other days!
Draw Thy strength from us for many days,
So Thou be with us on the day of battle,
And give us victory.
Victory, victory! oh, Lord, victory!
Oh, Lord, victory! Lord, Lord, victory!
Let the strong arm be as the flag o' the river,
The withered flag that flappeth o'er the river,
When all the flood is dried out of the river;
Let the brave heart be as a drunkard's bosom,
When the thick fume is frozen in the bosom,
And the bare sin lies shivering in the bosom;
Let the bold eye be sick and crazed with midnight,
Strained and cracked with aching days of midnight,
Swarmed and foul with creeping shapes of midnight;
So Thou return upon the day of battle,
So we be strong upon the day of battle,
Be drunk with Thee upon the day of battle,
So Thou shine o'er us in the day of battle,
Shine in the faces of our enemies,
Hot in the faces of our enemies,
Hot o'er the battle and the victory.
Victory, victory! oh, Lord, victory!
Oh, Lord, victory! Lord, Lord, victory!
Shame us not, oh Lord, before the wicked!
In our hidden places let Thy wrath
Afflict us; in the secret of our sin
Convince us; be the bones within our flesh
Marrowed with fire, and all the strings of life
Strung to the twang of torture; let the stench
Of our own strength torment us; the desire
Of our own glorious image in the sea
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poem by Sydney Thompson Dobell
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I know some lonely Houses off the Road
289
I know some lonely Houses off the Road
A Robber'd like the look of—
Wooden barred,
And Windows hanging low,
Inviting to—
A Portico,
Where two could creep—
One—hand the Tools—
The other peep—
To make sure All's Asleep—
Old fashioned eyes—
Not easy to surprise!
How orderly the Kitchen'd look, by night,
With just a Clock—
But they could gag the Tick—
And Mice won't bark—
And so the Walls—don't tell—
None—will—
A pair of Spectacles ajar just stir—
An Almanac's aware—
Was it the Mat—winked,
Or a Nervous Star?
The Moon—slides down the stair,
To see who's there!
There's plunder—where—
Tankard, or Spoon—
Earring—or Stone—
A Watch—Some Ancient Brooch
To match the Grandmama—
Staid sleeping—there—
Day—ratt les—too
Stealth's—slow—
T he Sun has got as far
As the third Sycamore—
Screams Chanticleer
"Who's there"?
And Echoes—Trains away,
Sneer—"Where"!
While the old Couple, just astir,
Fancy the Sunrise—left the door ajar!
poem by Emily Dickinson
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