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Advice to Little Children

Bless those little children
That love to go to school;
Blessed be the children
That obey the golden rule.

Children, love your parents,
For they have cared for you;
When you were little infants
They watched and prayed for you.

CHORUS:

Bless those little children
That go to Sabbath school,
For they hear of Jesus,
And learn the golden rule.

Prayed that you might some day
Give a pleasant smile,
Be a comfort in their old age,
And be a loving child.

Now my little children,
Be cheerful in your song,
And make your home an Eden,
For all the day long.

Chorus --

Love your little school-mates,
Be gentle in your play,
Be kind to your teachers,
And their commands obey.

Oh! then you will be happy
In the bright world to come,
For then your friends will love you
Forever, little ones.

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I Saw It Myself (Short Verse Drama)

Dramatis Personae: Adrian, his wife Ester, his sisters Rebecca and Johanna, his mother Elizabeth, the high priest Chiapas, the disciple Simon Peter, the disciple John, Mary Magdalene, worshipers, priests, two angels and Jesus Christ.

Act I

Scene I.- Adrian’s house in Jerusalem. Adrian has just returned home after a business journey in Galilee, in time to attend the Passover feast. He sits at the table with his wife Ester and his sisters, Rebecca and Johanna. It’s just before sunset on the Friday afternoon.

Adrian. (Somewhat puzzled) Strange things are happening,
some say demons dwell upon the earth,
others angelic beings, miracles take place
and all of this when they had put a man to death,
had crucified a criminal. Everybody knows
the cross is used for degenerates only!

Rebecca. (With a pleasant voice) Such harsh words used,
for a good, a great man brother?
They say that without charge
he healed the sick, brought back sight,
cured leprosy, even made some more food,
from a few fishes and loafs of bread…

Adrian. (Somewhat harsh) They say many things!
That he rode into Jerusalem
to be crowned as the new king,
was a rebel against the state,
even claimed to be
the very Son of God,
now that is blasphemy
if there is no truth to it!

Johanna. I met him once.
He’s not the man
that you make him, brother.
There was a strange tranquilly to Him.
Some would say a divine presence,
while He spoke of love that is selfless,
visited the sick, the poor
and even the destitute, even harlots.

Adrian. (Looks up) There you have it!
Harlots! Tax collecting thieves!
A man is know by his friends,
or so they say and probably
there is some truth to it.

Ester. Husband, do not be so quick to judge.
I have seen Him myself, have seen
Roman soldiers marching Him to the hill
to take His life, with a angry crowd
following and mocking Him.

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Jubilate Agno: Fragment A

Rejoice in God, O ye Tongues; give the glory to the Lord, and the Lamb.

Nations, and languages, and every Creature, in which is the breath of Life.

Let man and beast appear before him, and magnify his name together.

Let Noah and his company approach the throne of Grace, and do homage to the Ark of their Salvation.

Let Abraham present a Ram, and worship the God of his Redemption.

Let Isaac, the Bridegroom, kneel with his Camels, and bless the hope of his pilgrimage.

Let Jacob, and his speckled Drove adore the good Shepherd of Israel.

Let Esau offer a scape Goat for his seed, and rejoice in the blessing of God his father.

Let Nimrod, the mighty hunter, bind a Leopard to the altar, and consecrate his spear to the Lord.

Let Ishmael dedicate a Tyger, and give praise for the liberty, in which the Lord has let him at large.

Let Balaam appear with an Ass, and bless the Lord his people and his creatures for a reward eternal.

Let Anah, the son of Zibion, lead a Mule to the temple, and bless God, who amerces the consolation of the creature for the service of Man.

Let Daniel come forth with a Lion, and praise God with all his might through faith in Christ Jesus.

Let Naphthali with an Hind give glory in the goodly words of Thanksgiving.

Let Aaron, the high priest, sanctify a Bull, and let him go free to the Lord and Giver of Life.

Let the Levites of the Lord take the Beavers of the brook alive into the Ark of the Testimony.

Let Eleazar with the Ermine serve the Lord decently and in purity.

Let Ithamar minister with a Chamois, and bless the name of Him, which cloatheth the naked.

Let Gershom with an Pygarg Hart bless the name of Him, who feedeth the hungry.

Let Merari praise the wisdom and power of God with the Coney, who scoopeth the rock, and archeth in the sand.

Let Kohath serve with the Sable, and bless God in the ornaments of the Temple.

Let Jehoida bless God with an Hare, whose mazes are determined for the health of the body and to parry the adversary.

Let Ahitub humble himself with an Ape before Almighty God, who is the maker of variety and pleasantry.

Let Abiathar with a Fox praise the name of the Lord, who ballances craft against strength and skill against number.

Let Moses, the Man of God, bless with a Lizard, in the sweet majesty of good-nature, and the magnanimity of meekness.

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Jubilate Agno: Fragment B, Part 1

Let Elizur rejoice with the Partridge, who is a prisoner of state and is proud of his keepers.

Let Shedeur rejoice with Pyrausta, who dwelleth in a medium of fire, which God hath adapted for him.

Let Shelumiel rejoice with Olor, who is of a goodly savour, and the very look of him harmonizes the mind.

Let Jael rejoice with the Plover, who whistles for his live, and foils the marksmen and their guns.

Let Raguel rejoice with the Cock of Portugal -- God send good Angels to the allies of England!

Let Hobab rejoice with Necydalus, who is the Greek of a Grub.

Let Zurishaddai with the Polish Cock rejoice -- The Lord restore peace to Europe.

Let Zuar rejoice with the Guinea Hen -- The Lord add to his mercies in the WEST!

Let Chesed rejoice with Strepsiceros, whose weapons are the ornaments of his peace.

Let Hagar rejoice with Gnesion, who is the right sort of eagle, and towers the highest.

Let Libni rejoice with the Redshank, who migrates not but is translated to the upper regions.

Let Nahshon rejoice with the Seabreese, the Lord give the sailors of his Spirit.

Let Helon rejoice with the Woodpecker -- the Lord encourage the propagation of trees!

Let Amos rejoice with the Coote -- prepare to meet thy God, O Israel.

Let Ephah rejoice with Buprestis, the Lord endue us with temperance and humanity, till every cow have her mate!

Let Sarah rejoice with the Redwing, whose harvest is in the frost and snow.

Let Rebekah rejoice with Iynx, who holds his head on one side to deceive the adversary.

Let Shuah rejoice with Boa, which is the vocal serpent.

Let Ehud rejoice with Onocrotalus, whose braying is for the glory of God, because he makes the best musick in his power.

Let Shamgar rejoice with Otis, who looks about him for the glory of God, and sees the horizon compleat at once.

Let Bohan rejoice with the Scythian Stag -- he is beef and breeches against want and nakedness.

Let Achsah rejoice with the Pigeon who is an antidote to malignity and will carry a letter.

Let Tohu rejoice with the Grouse -- the Lord further the cultivating of heaths and the peopling of deserts.

Let Hillel rejoice with Ammodytes, whose colour is deceitful and he plots against the pilgrim's feet.

Let Eli rejoice with Leucon -- he is an honest fellow, which is a rarity.

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Jubilate Agno: Fragment B, Part 2

LET PETER rejoice with the MOON FISH who keeps up the life in the waters by night.

Let Andrew rejoice with the Whale, who is array'd in beauteous blue and is a combination of bulk and activity.

Let James rejoice with the Skuttle-Fish, who foils his foe by the effusion of his ink.

Let John rejoice with Nautilus who spreads his sail and plies his oar, and the Lord is his pilot.

Let Philip rejoice with Boca, which is a fish that can speak.

Let Bartholomew rejoice with the Eel, who is pure in proportion to where he is found and how he is used.

Let Thomas rejoice with the Sword-Fish, whose aim is perpetual and strength insuperable.

Let Matthew rejoice with Uranoscopus, whose eyes are lifted up to God.

Let James the less, rejoice with the Haddock, who brought the piece of money for the Lord and Peter.

Let Jude bless with the Bream, who is of melancholy from his depth and serenity.

Let Simon rejoice with the Sprat, who is pure and innumerable.

Let Matthias rejoice with the Flying-Fish, who has a part with the birds, and is sublimity in his conceit.

Let Stephen rejoice with Remora -- The Lord remove all obstacles to his glory.

Let Paul rejoice with the Scale, who is pleasant and faithful!, like God's good ENGLISHMAN.

Let Agrippa, which is Agricola, rejoice with Elops, who is a choice fish.

Let Joseph rejoice with the Turbut, whose capture makes the poor fisher-man sing.

Let Mary rejoice with the Maid -- blessed be the name of the immaculate CONCEPTION.

Let John, the Baptist, rejoice with the Salmon -- blessed be the name of the Lord Jesus for infant Baptism.

Let Mark rejoice with the Mullet, who is John Dore, God be gracious to him and his family.

Let Barnabus rejoice with the Herring -- God be gracious to the Lord's fishery.

Let Cleopas rejoice with the Mackerel, who cometh in a shoal after a leader.

Let Abiud of the Lord's line rejoice with Murex, who is good and of a precious tincture.

Let Eliakim rejoice with the Shad, who is contemned in his abundance.

Let Azor rejoice with the Flounder, who is both of the sea and of the river,

Let Sadoc rejoice with the Bleak, who playeth upon the surface in the Sun.

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VII. Pompilia

I am just seventeen years and five months old,
And, if I lived one day more, three full weeks;
'T is writ so in the church's register,
Lorenzo in Lucina, all my names
At length, so many names for one poor child,
—Francesca Camilla Vittoria Angela
Pompilia Comparini,—laughable!
Also 't is writ that I was married there
Four years ago: and they will add, I hope,
When they insert my death, a word or two,—
Omitting all about the mode of death,—
This, in its place, this which one cares to know,
That I had been a mother of a son
Exactly two weeks. It will be through grace
O' the Curate, not through any claim I have;
Because the boy was born at, so baptized
Close to, the Villa, in the proper church:
A pretty church, I say no word against,
Yet stranger-like,—while this Lorenzo seems
My own particular place, I always say.
I used to wonder, when I stood scarce high
As the bed here, what the marble lion meant,
With half his body rushing from the wall,
Eating the figure of a prostrate man—
(To the right, it is, of entry by the door)
An ominous sign to one baptized like me,
Married, and to be buried there, I hope.
And they should add, to have my life complete,
He is a boy and Gaetan by name—
Gaetano, for a reason,—if the friar
Don Celestine will ask this grace for me
Of Curate Ottoboni: he it was
Baptized me: he remembers my whole life
As I do his grey hair.

All these few things
I know are true,—will you remember them?
Because time flies. The surgeon cared for me,
To count my wounds,—twenty-two dagger-wounds,
Five deadly, but I do not suffer much—
Or too much pain,—and am to die to-night.

Oh how good God is that my babe was born,
—Better than born, baptized and hid away
Before this happened, safe from being hurt!
That had been sin God could not well forgive:
He was too young to smile and save himself.
When they took two days after he was born,
My babe away from me to be baptized
And hidden awhile, for fear his foe should find,—

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Jesus Power over Demons

Jesus' Power Over Demons
home » sermons » 06-24-07

June 24,2007 — The Fourth Sunday after Pentecost

Jesus' Power Over Demons” — Pastor Lassman

Luke 8: 26-39

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My Fellow Redeemed in Christ,

Do you believe in a real Satan? Do you believe that there are demons? I’m sure you do, but if you don’t you should. Of course, such things might seem strange in our scientific and technical world and many people don’t believe in Satan or evil spirits. And, being spirits, we cannot see Satan or demons. But the Bible talks a great deal about them. I’ve never seen Satan or a demon, but I believe in them not only because the Bible talks about them, but especially because Jesus Christ himself speaks about Satan and demons. In the church we often talk about sin and death, and rightly so. But we should never forget about Satan and his evil forces. For they go together: Satan, sin, and death as Martin Luther says in his Small Catechism about Jesus: “who has redeemed me a lost a condemned person, purchased and won me from all sin, from death….and from the power of the devil.” The power of the devil. That brings us to our gospel lesson where we see “Jesus’ Power Over Demons.”

I. In Jesus Christ the kingdom of God has come to attack and destroy the kingdom of Satan. When he began his public ministry at his baptism Jesus said: “repent, for the kingdom of God is at hand.”.

A. God, of course, had created a perfect world. This included what we would call the “good angels.” But some of those angels, led by their leader, Satan, were not happy with their position in God’s order: they wanted to be God. And in their evil rebellion against God they were transformed into demons who oppose God and all that he stands for. It was their leader, Satan, who showed up as a snake in the Garden of Eden to tempt Adam and Eve to also be like God. And so sin and death came into the world. Satan had invaded God’s world and trashed it. Demons are the source of the world’s superstitions and religions. Demons are the ones behind those who persecute and kill Christians. Demons are the ones behind all the false doctrines that divide the Christian church. With deception and lies they do all in their power to keep people from believing in Jesus Christ and to destroy the faith of those who already believe. Thus the Bible calls the devil our “enemy”. There is an underlying evil in the world that human beings are helpless to overcome. The demon possessed man in our text symbolizes all of this. But remember that every human being is born into this world under the influence of Satan and a member of his kingdom as the apostle John says in his first letter: ”the whole world is under the control of the Evil one.” When you and I were born in the world, we too were under the control of the evil one—enslaved to sin and death, under God’s wrath and damnation. Never forget that.

B. And that’s why Jesus came into the world: to attack and destroy the kingdom of Satan and save his people. He trashed the kingdom of Satan, defeating him and giving mankind victory over sin and death. You can hear the fear in the evil spirit’s voice: “what have you to do with me, Jesus, Son of the most high God.” They are filled with terror because they know that Jesus is stronger than they are. They are afraid of Jesus: “I beg you do not torment me.” They know that on the judgment day Jesus Christ will cast them into the fires of hell as we read in revelation: “and the devil..was thrown into the lake of burning sulpher, where the beast and the false prophet had been thrown. They will be tormented day and night.” And so the spirits begged Jesus not to send them “into the abyss.” The demon was afraid that that day had come. But it had not. So Jesus told them to leave the man and enter the pigs. And they had no choice but to do what he said. Now in our gospel Jesus only delivered one man from demon possession. But on the cross he delivered all of humanity, you and me, from Satan and his forces by dying for our sins. Because of Jesus Christ we never have to fear being possessed by a demon—for our bodies are the temple of God. Because of Jesus Christ we can resist the devil and his temptations—for in baptism we have been united to Jesus Christ. Because of Jesus Christ the devil cannot scare us with death or damnation—for all our sins are forgiven and we will be raised from the dead. Because of Jesus Christ the devil cannot deceive us with his lies because we know the truth. Paul says it all when he writes in Colossians: “for he has rescued us from the dominion of darkness and brought us into the kingdom of the Son he loves, in whom we have redemption, the forgiveness of sins.” (Col.1: 13) you and I have been rescued from Satan and his kingdom—he has no power over us.

II. But as always there are two responses to Jesus.

A. Regardless of the evidence, some people just won’t believe. We see this in our text. There were eyewitnesses to what had happened—the herdsmen who tended the pigs. And they went and told the city and the whole country-side what they had seen. Indeed, they created such a stir that many people went out to the spot where it happened to see for themselves. And there was Jesus- and the man sitting at his feet. And they saw with their own eyes the difference in him. He was no longer naked, but clothed; no longer out of his mind and violent, but calm and in his right mind. He was normal. Clearly, something profound and wonderful had happened. And now comes the strange response: “then all the people of the surrounding country…asked him to depart from them, for they were seized with fear.” What? ! Why did they say that? ! Couldn’t they see that Jesus had done something good, something kind, something merciful, something wonderful? Why did they ask him to leave? Did they care more about the pigs that were destroyed than they did for the well-being of this man? We are not told. But all through the gospels we hear of people who do not believe in Jesus even though they saw him doing miracles and wonderful acts of kindness. Perhaps we get a clue when just fourteen verses before our text Jesus says: “[these] are the ones who hear, and then the devil comes and takes away the words from their hearts so that they may not believe and be saved.” Many people prefer the kingdom of Satan. They like the darkness more than the light

B. But that wasn’t the response of the man from whom the demons left! He believed and was thankful for what Jesus had done for him. As a matter of fact, he was so grateful that he begged Jesus to go with him. But here’s another little surprise- Jesus said “no”. Instead he told him to return to his home and tell everyone what God had done for him. And that’s exactly what he did: he went home and told everyone what Jesus had done for him. I imagine that took a lot of faith. His emotions told him he wanted to be with Jesus. But he denied his emotions and instead did what Jesus told him to do. And so it is with us. We too are thankful for what Jesus has done for us. Every Sunday through the forgiveness of sins he gives us victory over sin and death and the power of Satan and the forces of evil. Such is the power of god’s forgiveness. We love coming here on Sunday mornings and being with Jesus and receiving his salvation. And yet as important as it is, we cannot sit in church all the time. Jesus wants us to return to our homes, our work, our schools—our communities and tell everyone what he has done.

Conclusion: when Jesus drove the demons out of that man Jesus attacked the kingdom of Satan. But when he died for the sins of the world Jesus destroyed Satan’s kingdom. And through faith in him we share in his victory. For Satan’s only weapons are lies, sin, and death. But in Jesus Christ we know the truth; in Jesus Christ our sin has been forgiven, and in Jesus Christ death has been defeated and we have life. Satan has no power over us. Indeed, we can resist him. And how do we know this is true? Well, we see Jesus casting out helpless demons who fear him and must obey him. But the main proof is the empty tomb. When Jesus was raised from the dead God’s hand was raised in victory over Satan and his kingdom. Everywhere the gospel of Jesus Christ is preached and taught the kingdom of Satan is trashed. And one day Jesus will return and cast Satan and all demons into the abyss that they fear so much. Amen!

Messiah Lutheran Church Seattle - Missouri Synod
7050 35th Avenue NE | Seattle, WA 98115 | (206) 524-0024
Questions or comments about this site can be sent to webmaster@messiahseattle.org
Copyright © 2008. Messiah Lutheran Church. All rights reserved.

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Give The Po Man A Break

Give po man a break
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Edgar Lee Masters

Ballad Of Jesus Of Nazareth

I.

It matters not what place he drew
At first life's mortal breath,
Some say it was in Bethlehem,
And some in Nazareth.
But shame and sorrow were his lot
And shameful was his death.

The angels sang, and o'er the barn
Wherein the infant lay,
They hung a star, for they foresaw
The sad world's better day,
But well God knew what thyme and rue
Were planted by his way.

The children of the Pharisees
In hymn and orison
Worshipped the prophets, whom their sires
To cruel death had done,
And said, 'had we been there their death
We had not looked upon.'

While the star shone the angels saw
The tombs these children built
For those the world had driven out,
And smitten to the hilt,
God knew these wretched sons would bear
The self-same bloody guilt.

Always had he who strives for men
But done some other thing,
If he had not led a hermit life,
Or had not had his fling,
We would have followed him, they say,
And made him lord and King.

For John was clothed in camel's hair
And lived among the brutes;
But Jesus fared where the feast was spread
To the sound of shawms and lutes,
Where gathered knaves and publicans
And hapless prostitutes.

Like children in the market place
Who sullen sat and heard,
With John they would not mourn, nor yet
Rejoice at Jesus' word;
Had Jesus mourned, or John rejoiced,
He had been King and lord.

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VI. Giuseppe Caponsacchi

Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,

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Jack Kerouac

The Scripture of the Golden Eternity

1
Did I create that sky? Yes, for, if it was anything other than a conception in my mind I wouldnt have said 'Sky'-That is why I am the golden eternity. There are not two of us here, reader and writer, but one, one golden eternity, One-Which-It-Is, That-Which- Everything-Is.

2
The awakened Buddha to show the way, the chosen Messiah to die in the degradation of sentience, is the golden eternity. One that is what is, the golden eternity, or, God, or, Tathagata-the name. The Named One. The human God. Sentient Godhood. Animate Divine. The Deified One. The Verified One. The Free One. The Liberator. The Still One. The settled One. The Established One. Golden Eternity. All is Well. The Empty One. The Ready One. The Quitter. The Sitter. The Justified One. The Happy One.

3
That sky, if it was anything other than an illusion of my mortal mind I wouldnt have said 'that sky.' Thus I made that sky, I am the golden eternity. I am Mortal Golden Eternity.

4
I was awakened to show the way, chosen to die in the degradation of life, because I am Mortal Golden Eternity.

5
I am the golden eternity in mortal animate form.

6
Strictly speaking, there is no me, because all is emptiness. I am empty, I am non-existent. All is bliss.

7
This truth law has no more reality than the world.

8
You are the golden eternity because there is no me and no you, only one golden eternity.

9
The Realizer. Entertain no imaginations whatever, for the thing is a no-thing. Knowing this then is Human Godhood.

10
This world is the movie of what everything is, it is one movie, made of the same stuff throughout, belonging to nobody, which is what everything is.

11
If we were not all the golden eternity we wouldnt be here. Because we are here we cant help being pure. To tell man to be pure on account of the punishing angel that punishes the bad and the rewarding angel that rewards the good would be like telling the water 'Be Wet'-Never the less, all things depend on supreme reality, which is already established as the record of Karma earned-fate.

12
God is not outside us but is just us, the living and the dead, the never-lived and never-died. That we should learn it only now, is supreme reality, it was written a long time ago in the archives of universal mind, it is already done, there's no more to do.

13
This is the knowledge that sees the golden eternity in all things, which is us, you, me, and which is no longer us, you, me.

14
What name shall we give it which hath no name, the common eternal matter of the mind? If we were to call it essence, some might think it meant perfume, or gold, or honey. It is not even mind. It is not even discussible, groupable into words; it is not even endless, in fact it is not even mysterious or inscrutably inexplicable; it is what is; it is that; it is this. We could easily call the golden eternity 'This.' But 'what's in a name?' asked Shakespeare. The golden eternity by another name would be as sweet. A Tathagata, a God, a Buddha by another name, an Allah, a Sri Krishna, a Coyote, a Brahma, a Mazda, a Messiah, an Amida, an Aremedeia, a Maitreya, a Palalakonuh, 1 2 3 4 5 6 7 8 would be as sweet. The golden eternity is X, the golden eternity is A, the golden eternity is /\, the golden eternity is O, the golden eternity is [ ], the golden eternity is t-h-e-g-o-l-d-e-n-e-t-e-r- n-i-t-y. In the beginning was the word; before the beginning, in the beginningless infinite neverendingness, was the essence. Both the word 'god' and the essence of the word, are emptiness. The form of emptiness which is emptiness having taken the form of form, is what you see and hear and feel right now, and what you taste and smell and think as you read this. Wait awhile, close your eyes, let your breathing stop three seconds or so, listen to the inside silence in the womb of the world, let your hands and nerve-ends drop, re-recognize the bliss you forgot, the emptiness and essence and ecstasy of ever having been and ever to be the golden eternity. This is the lesson you forgot.

15
The lesson was taught long ago in the other world systems that have naturally changed into the empty and awake, and are here now smiling in our smile and scowling in our scowl. It is only like the golden eternity pretending to be smiling and scowling to itself; like a ripple on the smooth ocean of knowing. The fate of humanity is to vanish into the golden eternity, return pouring into its hands which are not hands. The navel shall receive, invert, and take back what'd issued forth; the ring of flesh shall close; the personalities of long dead heroes are blank dirt.

16
The point is we're waiting, not how comfortable we are while waiting. Paleolithic man waited by caves for the realization of why he was there, and hunted; modern men wait in beautified homes and try to forget death and birth. We're waiting for the realization that this is the golden eternity.

17
It came on time.

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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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The Manuscript of Saint Alexius

There came a child into the solemn hall
where great Pope Innocent sat throned and heard
angry disputings on Free-Will in man,
Grace, Purity, and the Pelagian creed--
an ignorantly bold poor child, who stood
shewing his rags before the Pope's own eyes,
and bade him come to shrive a beggar man
he found alone and dying in a shed,
who sent him for the Pope, "not any else
but the Pope's self." And Innocent arose
and hushed the mockers "Surely I will go:
servant of servants, I." So he went forth
to where the man lay sleeping into death,
and blessed him. Then, with a last spurt of life,
the dying man rose sitting, "Take," he said,
and placed a written scroll in the Pope's hand,
and so fell back and died. Thus said the scroll:

Alexius, meanest servant of the Lord,
son of Euphemianus, senator,
and of Aglaia, writes his history,
God willing it, which, if God so shall will,
shall be revealed when he is fallen asleep.
Spirit of Truth, Christ, and all saints of Heaven,
and Mary, perfect dove of guilelessness,
make his mind clear, that he write utter truth.

That which I was all know: that which I am
God knows, not I, if I stand near to Him
because I have not yielded, or, by curse
of recreant longings, am to Him a wretch
it needs Such grace to pardon: but I know
that one day soon I, dead, shall see His face
with that great pity on it which is ours
who love Him and have striven and then rest,
that I shall look on Him and be content.

For what I am, in my last days, to men,
'tis nothing; scarce a name, and even that
known to be not my own; a wayside wretch
battening upon a rich lord's charity
and praying, (some say like the hypocrites),
a wayside wretch who, harboured for a night,
is harboured still, and, idle on the alms,
prays day and night and night and day, and fears
lest, even praying, he should suddenly
undo his prayer and perish and be great
and rich and happy. Jesu, keep me Thine.

Father and mother, when ye hear of me,

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William Blake

The Everlasting Gospel

The vision of Christ that thou dost see
Is my vision’s greatest enemy.
Thine has a great hook nose like thine;
Mine has a snub nose like to mine.
Thine is the Friend of all Mankind;
Mine speaks in parables to the blind.
Thine loves the same world that mine hates;
Thy heaven doors are my hell gates.
Socrates taught what Meletus
Loath’d as a nation’s bitterest curse,
And Caiaphas was in his own mind
A benefactor to mankind.
Both read the Bible day and night,
But thou read’st black where I read white.

Was Jesus gentle, or did He
Give any marks of gentility?
When twelve years old He ran away,
And left His parents in dismay.
When after three days’ sorrow found,
Loud as Sinai’s trumpet-sound:
‘No earthly parents I confess—
My Heavenly Father’s business!
Ye understand not what I say,
And, angry, force Me to obey.
Obedience is a duty then,
And favour gains with God and men.’
John from the wilderness loud cried;
Satan gloried in his pride.
Come,’ said Satan, ‘come away,
I’ll soon see if you’ll obey!
John for disobedience bled,
But you can turn the stones to bread.
God’s high king and God’s high priest
Shall plant their glories in your breast,
If Caiaphas you will obey,
If Herod you with bloody prey
Feed with the sacrifice, and be
Obedient, fall down, worship me.’
Thunders and lightnings broke around,
And Jesus’ voice in thunders’ sound:
‘Thus I seize the spiritual prey.
Ye smiters with disease, make way.
I come your King and God to seize,
Is God a smiter with disease?’
The God of this world rag’d in vain:
He bound old Satan in His chain,
And, bursting forth, His furious ire
Became a chariot of fire.
Throughout the land He took His course,

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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

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God Bless Naomi

God please bless Naomi when she is at home
God please bless Naomi while she sleeps in her bed
God please bless Naomi while she reads the love letter that her mon wrote To her a long time ago
God please bless Naomi when her heart beats
God please bless Naomi even when her heart is blooming
God please bless Naomi even when she misses her mother dearly
God please bless Naomi even when she listens to music
God pleasse bless Naomi even when she hears you whispering to her God
God please bless Naomi even when she is kissed by you God
God please bless Naomi even when she is serving you with all her heart
God please bless Naomi even when her emotions are runing high
God please bless Naomi even when she is having her depression
God please bless Naomi even when she is going through hard times
God please bless Naomi even when she is feeling strong and poweful
God please bless Naomi even when her heart is pure
God please bless bless naomi even when she is travelling on her private jet and at the same time she is going to heaven on a private jet to met her Mother just for a day
God please bless Naomi even when she has the strong will to live
God please bless Naomi even when she doesn't give up her hopes
God please bless Naomi even when she swims in the sea that you made
God please bless Naomi even when her heart is broken into pieces
God please bless Naomi even when you are washing her heart by making it Whiter than snow
God please bless Naomi even when she is crying out the blues
God please bless Naomi even when she is having plenty of love to give t o Her dear loved ones and friends
God please bless Naomi even when she needs to know that you are her Father
God please bless Naomi by telling her that she is your child
And that she is loved by you
God please bless Naomi by telling her that she is the light of the world
God please bless Naomi by telling her that you will never let her down
God please bless Naomi by giving everything that Naomi wants
God please bless Naomy and at the same time help her to put herself Together
God please bless Naomi and at the same time please understand that she Could never live without you
God please bless Naomi and walk with Naomi at the beach and let you Both leave your footprints in the sand
God please Bless Naomi and let her fly her kite in the sky
God please bless Naomi now that she was told by someone that she had to Choose what she wins and loses
God please bless Naomi and tell her that she has to have faith on you
God please bless Naomy and tell her not to watch her life passing by Her
God please bless Naomi and tell her not to put her life on hold
God please bless Naomi and tell her to light the candles and let it shine in The dark in memory of her mother
God please bless Naomi while she touches the heaven
And at the same time touches the angel in the sky
God please bless Naomi because she knows that the world could Leave her any day
God please bless Naomi while she is listening to the thunder and rain That Is falling from your sky
God please bless Naomi while she says a prayer every night

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The Cyclops

SILENUS:
O Bacchus, what a world of toil, both now
And ere these limbs were overworn with age,
Have I endured for thee! First, when thou fled’st
The mountain-nymphs who nursed thee, driven afar
By the strange madness Juno sent upon thee;
Then in the battle of the Sons of Earth,
When I stood foot by foot close to thy side,
No unpropitious fellow-combatant,
And, driving through his shield my winged spear,
Slew vast Enceladus. Consider now,
Is it a dream of which I speak to thee?
By Jove it is not, for you have the trophies!
And now I suffer more than all before.
For when I heard that Juno had devised
A tedious voyage for you, I put to sea
With all my children quaint in search of you,
And I myself stood on the beaked prow
And fixed the naked mast; and all my boys
Leaning upon their oars, with splash and strain
Made white with foam the green and purple sea,--
And so we sought you, king. We were sailing
Near Malea, when an eastern wind arose,
And drove us to this waste Aetnean rock;
The one-eyed children of the Ocean God,
The man-destroying Cyclopses, inhabit,
On this wild shore, their solitary caves,
And one of these, named Polypheme. has caught us
To be his slaves; and so, for all delight
Of Bacchic sports, sweet dance and melody,
We keep this lawless giant’s wandering flocks.
My sons indeed on far declivities,
Young things themselves, tend on the youngling sheep,
But I remain to fill the water-casks,
Or sweeping the hard floor, or ministering
Some impious and abominable meal
To the fell Cyclops. I am wearied of it!
And now I must scrape up the littered floor
With this great iron rake, so to receive
My absent master and his evening sheep
In a cave neat and clean. Even now I see
My children tending the flocks hitherward.
Ha! what is this? are your Sicinnian measures
Even now the same, as when with dance and song
You brought young Bacchus to Althaea’s halls?

CHORUS OF SATYRS:

STROPHE:
Where has he of race divine

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The Parish Register - Part I: Baptisms

The year revolves, and I again explore
The simple Annals of my Parish poor;
What Infant-members in my flock appear,
What Pairs I bless'd in the departed year;
And who, of Old or Young, or Nymphs or Swains,
Are lost to Life, its pleasures and its pains.
No Muse I ask, before my view to bring
The humble actions of the swains I sing. -
How pass'd the youthful, how the old their days;
Who sank in sloth, and who aspired to praise;
Their tempers, manners, morals, customs, arts,
What parts they had, and how they 'mploy'd their

parts;
By what elated, soothed, seduced, depress'd,
Full well I know-these Records give the rest.
Is there a place, save one the poet sees,
A land of love, of liberty, and ease;
Where labour wearies not, nor cares suppress
Th' eternal flow of rustic happiness;
Where no proud mansion frowns in awful state,
Or keeps the sunshine from the cottage-gate;
Where young and old, intent on pleasure, throng,
And half man's life is holiday and song?
Vain search for scenes like these! no view appears,
By sighs unruffled or unstain'd by tears;
Since vice the world subdued and waters drown'd,
Auburn and Eden can no more be found.
Hence good and evil mixed, but man has skill
And power to part them, when he feels the will!
Toil, care, and patience bless th' abstemious few,
Fear, shame, and want the thoughtless herd pursue.
Behold the Cot! where thrives th' industrious

swain,
Source of his pride, his pleasure, and his gain;
Screen'd from the winter's wind, the sun's last ray
Smiles on the window and prolongs the day;
Projecting thatch the woodbine's branches stop,
And turn their blossoms to the casement's top:
All need requires is in that cot contain'd,
And much that taste untaught and unrestrain'd
Surveys delighted; there she loves to trace,
In one gay picture, all the royal race;
Around the walls are heroes, lovers, kings;
The print that shows them and the verse that sings.
Here the last Louis on his throne is seen,
And there he stands imprison'd, and his Queen;
To these the mother takes her child, and shows
What grateful duty to his God he owes;

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David

My thought, on views of admiration hung,
Intently ravish'd and depriv'd of tongue,
Now darts a while on earth, a while in air,
Here mov'd with praise and mov'd with glory there;
The joys entrancing and the mute surprize
Half fix the blood, and dim the moist'ning eyes;
Pleasure and praise on one another break,
And Exclamation longs at heart to speak;
When thus my Genius, on the work design'd
Awaiting closely, guides the wand'ring mind.

If while thy thanks wou'd in thy lays be wrought,
A bright astonishment involve the thought,
If yet thy temper wou'd attempt to sing,
Another's quill shall imp thy feebler wing;
Behold the name of royal David near,
Behold his musick and his measures here,
Whose harp Devotion in a rapture strung,
And left no state of pious souls unsung.

Him to the wond'ring world but newly shewn,
Celestial poetry pronounc'd her own;
A thousand hopes, on clouds adorn'd with rays,
Bent down their little beauteous forms to gaze;
Fair-blooming Innocence with tender years,
And native Sweetness for the ravish'd ears,
Prepar'd to smile within his early song,
And brought their rivers, groves, and plains along;
Majestick Honour at the palace bred,
Enrob'd in white, embroider'd o'er with red,
Reach'd forth the scepter of her royal state,
His forehead touch'd, and bid his lays be great;
Undaunted Courage deck'd with manly charms,
With waving-azure plumes, and gilded arms,
Displaid the glories, and the toils of fight,
Demanded fame, and call'd him forth to write.
To perfect these the sacred spirit came,
By mild infusion of celestial flame,
And mov'd with dove-like candour in his breast,
And breath'd his graces over all the rest.
Ah! where the daring flights of men aspire
To match his numbers with an equal fire;
In vain they strive to make proud Babel rise,
And with an earth-born labour touch the skies.
While I the glitt'ring page resolve to view,
That will the subject of my lines renew;
The Laurel wreath, my fames imagin'd shade,
Around my beating temples fears to fade;
My fainting fancy trembles on the brink,
And David's God must help or else I sink.

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Solomon on the Vanity of the World, A Poem. In Three Books. - Pleasure. Book II.

The Argument


Solomon, again seeking happiness, inquires if wealth and greatness can produce it: begins with the magnificence of gardens and buildings; the luxury of music and feasting; and proceeds to the hopes and desires of love. In two episodes are shown the follies and troubles of that passion. Solomon, still disappointed, falls under the temptations of libertinism and idolatry; recovers his thought; reasons aright; and concludes that, as to the pursuit of pleasure and sensual delight, All Is Vanity and Vexation of Spirit.


Try then, O man, the moments to deceive
That from the womb attend thee to the grave:
For wearied Nature find some apter scheme;
Health be thy hope, and pleasure be thy theme;
From the perplexing and unequal ways
Where Study brings thee from the endless maze
Which Doubt persuades o run, forewarn'd, recede
To the gay field, and flowery path, that lead
To jocund mirth, soft joy, and careless ease:
Forsake what my instruct for what may please:
Essay amusing art and proud expense,
And make thy reason subject to thy sense.

I communed thus: the power of wealth I tried,
And all the various luxe of costly pride;
Artists and plans relieved my solemn hours:
I founded palaces and planted bowers,
Birds, fishes, beasts, of exotic kind
I to the limits of my court confined,
To trees transferr'd I gave a second birth,
And bade a foreign shade grace Judah's earth.
Fish-ponds were made where former forests grew
And hills were levell'd to extend the view.
Rivers, diverted from their native course,
And bound with chains of artificial force,
From large cascades in pleasing tumult roll'd,
Or rose through figured stone or breathing gold.
From furthest Africa's tormented womb
The marble brought, erects the spacious dome,
Or forms the pillars' long-extended rows,
On which the planted grove and pensile garden grows.

The workmen here obey the master's call,
To gild the turret and to paint the wall;
To mark the pavement there with various stone,
And on the jasper steps to rear the throne:
The spreading cedar, that an age had stood,
Supreme of trees, and mistress of the wood,
Cut down and carved, my shining roof adorns,
And Lebanon his ruin'd honour mourns.

A thousand artists show their cunning powers
To raise the wonders of the ivory towers:
A thousand maidens ply the purple loom

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The Child Of The Islands - Winter

I.

ERE the Night cometh! On how many graves
Rests, at this hour, their first cold winter's snow!
Wild o'er the earth the sleety tempest raves;
Silent, our Lost Ones slumber on below;
Never to share again the genial glow
Of Christmas gladness round the circled hearth;
Never returning festivals to know,
Or holidays that mark some loved one's birth,
Or children's joyous songs, and loud delighted mirth.
II.

The frozen tombs are sheeted with one pall,--
One shroud for every churchyard, crisp and bright,--
One foldless mantle, softly covering all
With its unwrinkled width of spotless white.
There, through the grey dim day and starlit night,
It rests, on rich and poor, and young and old,--
Veiling dear eyes,--whose warm homne-cheering light
Our pining hearts can never more behold,--
With an unlifting veil,--that falleth blank and cold.
III.

The Spring shall melt that snow,--but kindly eyes
Return not with the Sun's returning powers,--
Nor to the clay-cold cheek, that buried lies,
The living blooms that flush perennial flowers,--
Nor, with the song-birds, vocal in the bowers,
The sweet familiar tones! In silence drear
We pass our days,--and oft in midnight hours
Call madly on their names who cannot hear,--
Names graven on the tombs of the departed year!
IV.

There lies the tender Mother, in whose heart
So many claimed an interest and a share!
Humbly and piously she did her part
In every task of love and household care:
And mournfully, with sad abstracted air,
The Father-Widower, on his Christmas Eve,
Strokes down his youngest child's long silken hair,
And, as the gathering sobs his bosom heave,
Goes from that orphaned group, unseen to weep and grieve.
V.

Feeling his loneliness the more this day
Because SHE kept it with such gentle joy,
Scarce can he brook to see his children play,
Remembering how her love it did employ

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