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Aggravating Children

Those who repeatedly rely upon immature techniques,
With expectations to receive the same results achieved...
Are those who can be found weeping in disbelief,
To discover few have tolerance...
For the ones who have physically aged with time,
But in their minds they remain aggravating children.

poem by Lawrence S. Pertillar
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Tiriel

1

And Aged Tiriel. stood before the Gates of his beautiful palace
With Myratana. once the Queen of all the western plains
But now his eyes were darkned. & his wife fading in death
They stood before their once delightful palace. & thus the Voice
Of aged Tiriel. arose. that his sons might hear in their gates
Accursed race of Tiriel. behold your father
Come forth & look on her that bore you. come you accursed sons.
In my weak arms. I here have borne your dying mother
Come forth sons of the Curse come forth. see the death of Myratana
His sons ran from their gates. & saw their aged parents stand
And thus the eldest son of Tiriel raisd his mighty voice
Old man unworthy to be calld. the father of Tiriels race
For evry one of those thy wrinkles. each of those grey hairs
Are cruel as death. & as obdurate as the devouring pit
Why should thy sons care for thy curses thou accursed man
Were we not slaves till we rebeld. Who cares for Tiriels curse
His blessing was a cruel curse. His curse may be a blessing
He ceast the aged man raisd up his right hand to the heavens
His left supported Myratana shrinking in pangs of death
The orbs of his large eyes he opend. & thus his voice went forth
Serpents not sons. wreathing around the bones of Tiriel
Ye worms of death feasting upon your aged parents flesh
Listen & hear your mothers groans. No more accursed Sons
She bears. she groans not at the birth of Heuxos or Yuva
These are the groans of death ye serpents These are the groans of death
Nourishd with milk ye serpents. nourishd with mothers tears & cares
Look at my eyes blind as the orbless scull among the stones
Look at my bald head. Hark listen ye serpents listen
What Myratana. What my wife. O Soul O Spirit O fire
What Myratana. art thou dead. Look here ye serpents look
The serpents sprung from her own bowels have draind her dry as this[.]
Curse on your ruthless heads. for I will bury her even here
So saying he began to dig a grave with his aged hands
But Heuxos calld a son of Zazel. to dig their mother a grave
Old cruelty desist & let us dig a grave for thee
Thou hast refusd our charity thou hast refusd our food
Thou hast refusd our clothes our beds our houses for thy dwelling
Chusing to wander like a Son of Zazel in the rocks
Why dost thou curse. is not the curse now come upon your head
Was it not you enslavd the sons of Zazel. & they have cursd
And now you feel it. Dig a grave & let us bury our mother
There take the body. cursed sons. & may the heavens rain wrath
As thick as northern fogs. around your gates. to choke you up
That you may lie as now your mother lies. like dogs. cast out
The stink. of your dead carcases. annoying man & beast
Till your white bones are bleachd with age for a memorial.
No your remembrance shall perish. for when your carcases
Lie stinking on the earth. the buriers shall arise from the east

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poem by William Blake (1789)
Added by Veronica Serbanoiu
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Let The Children Speak

Time - way out of line
A whole nation waits outside
The rhythm of tomorrow
They can dance away their sorrows tonight
Lost - broken and scarred
Prisoner waits outside with his lone heart beating
Let the children, let the children
Let the children, let the children speak
Let the children - let the children speak
Aims - dangerous games
Their mother says one false move and we all get hurt
I feel this sense of power I feel it every hour tonight
Lets not get lazy tonight
Things could get crazy cos
One more kick and the door cracks open
Let the children, let the children
Let the children, let the children speak
Let the children, let the children
Let the children, let the children
Power to the powerless strength unto the weak
Let the children, let the children
Let the children, let the children speak
Im begging you now let the children, let the children
Let the children, let the children
Power to the powerless, strength unto the weak
Let the children, let the children
Let the children, let the children speak
Lets not get lazy tonight
Things could get crazy cos
One last kick and the door cracks open
Let the children, let the children
Let the children, let the children speak
Power to the powerless, strength unto the weak
Let the children, let the children
Let the children, let the children speak
Things could get crazy tonight
Lets not get lazy cos
One last kick and the door cracks open
Let the children, let the children
Let the children, let the children speak
Im begging you now
Let the children, let the children
Let the children, let the children
Power to the powerless, strength unto the weak
Let the children, let the children
Let the children, let the children speak
The language of this world
Lets not get lazy cos
One false move and we all get hurt
Let the children, let the children

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song performed by Simple Minds
Added by Lucian Velea
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Great Expectations

Youre sittin in your seat
And then you stand and clutch your breast
Our music drives you wild along with the rest
You watch me singing this song
You see what my mouth can do
And you wish you were the one I was doing it to
And you watch me playin guitar
And you feel what my fingers can do
And you wish you were the one I was doing it to
Well, listen
Youve got great expectations
Youve got great expectations
Youre dying to be seen
And you wave and call my name
But in the day it seems that Im a million miles away
You watch me beatin my drum
And you know what my hands can do
And you wish you were the one I was doing it to
Well, listen
Youve got great expectations
Youve got great expectations
Youve got great expectations
Then you feels these eyes from the stage
And you see me staring at you
And you hear between the lines, my voice is calling to you
Well, listen
Youve got great expectations
Youve got great expectations
Youve got great expectations, do you want to play the role
Youve got great expectations, youd even sell me your soul
Youve got great expectations
Youve got great expectations
Youve got great expectations, do you want to play the role
Youve got great expectations, youd even sell me your soul
Youve got great expectations, as long as you can play the role
Youve got great expectations

song performed by Kiss
Added by Lucian Velea
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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

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poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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Berrathah

ARGUMENT.

Fingal, in his voyage to Lochlin, whither he had been invited by Starno, the father of Agandecca, touched at Berrathon an island of Scandinavia, where he was kindly entertained by Larthmor, the petty king of the place, who was a vassal of the supreme kings of Lochlin. The hospitality of Larthmor gained him Fingal's friendship, which that hero manifested, after the imprisonment of Larthmor by his own son, by sending Ossian and Toscar, the father of Malvina, so often mentioned, to rescue Larthmor, and to punish the unnatural behavior of Uthal. Uthal was handsome, and, by the ladies, much admired. Nina-thoma, the beautiful daughter of Tor-thoma, a neighboring prince, fell in love and fled with him. He proved inconstant; for another lady, whose name is not mentioned, gaining his affections, he confined Nina-thoma to a desert island, near the coast of Berrathon. She was relieved by Ossian, who, in company with Toscar, landing on Berrathon, defeated the forces of Uthal, and killed him in single combat. Nina-thoma, whose love not all the bad behavior of Uthal could erase, hearing of his death, died of grief. In the mean time Larthmor is restored, and Ossian and Toscar return in triumph to Fingal.

The poem opens with an elegy on the death of Malvina, the daughter of Toscar, and closes with the presages of Ossian's death.

BEND thy blue course, O stream! round the narrow plain of Lutha. Let the green woods hang over it, from their hills; the sun look on it at noon. The thistle is there on its rock, and shakes its beard to the wind. The flower hangs its heavy head, waving, at times, to the gale. "Why dost thou awake me, O gale?" it seems to say: "I am covered with the drops of heaven. The time of my fading is near, the blast that shall scatter my leaves. To-morrow shall the traveller come; he that saw me in my beauty shall come. His eyes will search the field, but they will not find me." So shall they search in vain for the voice of Cona, after it has failed in the field. The hunter shall come forth in the morning, and thee vote a of my harp shall not be heard. "Where is the son of car-borne Fingal?" The tear will be on his cheek! Then come thou, O Malvina! with all thy music, come! Lay Ossian in the plain of Lutha: let his tomb rise in the lovely field.

Malvina! where art thou, with thy songs; with the soft sound of thy steps? Son of Alpin, art thou near? where is the daughter of Toscar? "I passed, O son of Fingal, by Torlutha's mossy walls. The smoke of the hall was ceased. Silence was among the trees of the hill. The voice of the chase was over. I saw the daughters of the bow. I asked about Malvina, but they answered not. They turned their faces away: thin darkness covered their beauty. They were like stars, on a rainy hill, by night, each looking faintly through the mist!"

Pleasant be thy rest, O lovely beam! soon hast thou set on our hills! The steps of thy departure were stately, like the moon, on the blue-trembling wave. But thou hast left us in darkness, first of the maids of Lutha! We sit, at the rock, and there is no voice; no light but the meteor of fire! Soon hast thou set, O Malvina, daughter of generous Toscar! But thou risest, like the beam of the east, among the spirits of thy friends, where they sit, in their stormy halls, the chambers of the thunder! A cloud hovers over Cona. Its blue curling sides are high. The winds are beneath it, with their wings. Within it is the dwelling of Fingal. There the hero sits in darkness. His airy spear is in his hand. His shield, half covered with clouds, is like the darkened moon; when one half still remains in the wave, and the other looks sickly on the field!

His friends sit round the king, on mist! They hear the songs of Ullin; he strikes the half-viewless harp. He raises the feeble voice. The lesser heroes, with a thousand meteors, light the airy hall. Malvina rises in the midst: a blush is on her cheek. She beholds the unknown faces of her fathers. She turns aside her humid eyes. "An thou come so soon," said Fingal, "daughter of generous Toscar! Sadness dwells in the halls of Lutha. My aged son is sad! I hear the breeze of Cona, that was wont to lift thy heavy locks. It comes to the hall, but thou art not there. Its voice is mournful among the arms of thy fathers! Go, with thy rustling wing, O breeze! sigh on Malvina's tomb. It rises yonder beneath the rock, at the blue stream of Lutha. The maids are departed to their place. Thou alone, O breeze, mournest there!"

But who comes from the dusky west, supported on a cloud? A smile is on his gray, watery face. His locks of mist fly on wind. He bends forward on his airy spear. It is thy father, Malvina! "Why shinest thou, so soon, on our clouds," he says, "O lovely light of Lutha? But thou wert sad, my daughter. Thy friends had passed away. The sons of little men were in the hail. None remained of the heroes, but Ossian, king of spears!"

And dost thou remember Ossian, car-borne Toscar, son of Conloch? The battles of our youth were many. Our swords went together to the field. They saw us coming like two falling rocks. The sons of the stranger fled. "There come the warriors of Cona!" they said. "Their steps are in the paths of the flying!" Draw near, son of Alpin, to the song of the aged. The deeds of other times are in my soul. My memory beams on the days that are past: on the days of mighty Toscar, when our path was in the deep. Draw near, son of Alpin, to the last sound of the voice of Cona!

The king of Morven commanded. I raised my sails to the wind. Toscar, chief of Lutha, stood at my side: I rose on the dark-blue wave. Our course was to sea-surrounded Berrathon, the isle of many storms. There dwelt, with his locks of age, the stately strength of Larthmor. Larthmor, who spread the feast of shells to Fingal, when he went to Starno's halls, in the days of Agandecca. But when the chief was old, the pride of his son arose; the pride of fair-haired Uthal, the love of a thousand maids. He bound the aged Larthmor, and dwelt in his sounding halls!

Long pined the king in his cave, beside his rolling sea. Day did not come to his dwelling: nor the burning oak by night. But the wind of ocean was there, and the parting beam of the moon. The red star looked on the king, when it trembled on the western wave. Snitho came to Selma's hall; Snitho, the friend of Larthmor's youth. He told of the king of Berrathon: the wrath of Fingal arose. Thrice he assumed the spear, resolved to stretch his hand to Uthal. But the memory of his deeds rose before the king. He sent his son and Toscar. Our joy was great on the rolling sea. We often half unsheathed our swords. For never before had we fought alone, in battles of the spear.

Night came down on the ocean. The winds departed on their wings. Cold and pale is the moon. The red stars lift their heads on high. Our course is slow along the coast of Berrathon. The white waves tumble on the rocks. "What voice is that," said Toscar, "which comes between the sounds of the waves? It is soft hut mournful, like the voice of departed bards. But I behold a maid. She sits on the rock alone. Her head bends on her arms of snow. Her dark hair is in the wind. Hear, son of Fingal, her song; it is smooth as the gliding stream. We came to the silent bay, and heard the maid of night.

"How long will ye roll round me, blue-tumbling waters of ocean? My dwelling was not always in caves, nor beneath the whistling tree. The feast was spread in Tor-thoma's hall. My father delighted in my voice. The youths beheld me in the steps of my loveliness. They blessed the dark-haired Nina-thoma. It was then thou didst come, O Uthal! like the sun €4 heaven! The souls of the virgins are thine, son of generous Larthmor! But why dost thou leave me alone, in the midst of roaring waters? Was my soul dark with thy death? Did my while hand lift the sword? Why then hast thou left me alone, king of high Fin-thormo?"

The tear started from my eye, when I heard the voice of the maid. I stood before her in my arms. I spoke the words of peace! "Lovely dweller of the cave! what sigh is in thy breast? Shall Ossian lift his sword in thy presence, the destruction of thy foes? Daughter of Tor-thoma, rise! I have heard the words of thy grief. The race of Morven are around thee, who never injured the weak. Come to our dark bosomed ship, thou brighter than the setting moon! Our course is to the rocky Berrathon, to the echoing walls of Fin-thormo." She came in her beauty; she came with all her lovely steps. Silent joy brightened in her face; as when the shadows fly from the field of spring; the blue stream is rolling in brightness, and the green bush bends over its course!

The morning rose with its beams. We came to Rothma's bay. A boar rushed from the wood: my spear pierced his side, and he fell. I rejoiced over the blood. I foresaw my growing fame. But now the sound of Uthal's train came, from the high Fin-thormo. They spread over the heath to the chase of the boar. Himself comes slowly on, in the pride of his strength. He lifts two pointed spears. On his side is the hero's sword. Three youths carry his polished bows. The bounding of five dogs is before him. His heroes move on, at a distance, admiring the steps of the king. Stately was the son of Larthmor! but his soul was dark! Dark as the troubled face of the moon, when it foretells the storms.

We rose on the heath before the king. He stopped in the midst of his course. His heroes gathered around. A. gray-haired bard advanced. "Whence are the sons of the strangers?" began the bard of song. "The children of the unhappy come to Berrathon: to the sword of car-borne Uthal. He spreads no feast in his hall. The blood of strangers is on his streams. If from Selma's walls ye come, from the mossy walls of Fingal, choose three youths to go to your king to tell of the fall of his people. Perhaps the hero may come and pour his blood on Uthal's sword. So shall the fame of Fin-thormo arise; like the growing tree of the vale!"

"Never, will it rise, O bard!" I said, in the pride of my wrath. "He would shrink from the presence of Fingal, whose eyes are the flames of death. The son of Comhal comes, and kings vanish before him. They are rolled together, like mist, by the breath of his rage. Shall three tell to Fingal, that his people fell? Yes! they may tell it, bard! but his people shall fall with fame!"

I stood in the darkness of my strength. Toscar drew his sword at my side. The foe came on like a stream. The mingled sound of death arose. Man took man; shield met shield; steel mixed its beams with steel. Darts hiss through air. Spears ring on mails. Swords on broken bucklers bound. All the noise of an aged grove beneath the roaring wind, when a thousand ghosts break the trees by night, such was the din of arms! But Uthal fell beneath my sword. The sons of Berrathon fled. It was then I saw him in his beauty, and the tear hung in my eye! "Thou art fallen, young tree, I said, with all thy beauty round thee. Thou art fallen on thy plains, and the field is bare. The winds come from the desert! there is no sound in thy leaves! Lovely art thou in death, son of car-borne Larthmor"

Nina-thoma sat on the shore. She heard the sound of battle. She turned her red eyes on Lethmal, the gray-haired bard of Selma. He alone had remained on the coast with the daughter of Tor-thoma. "Son of the times of old!" she said, "I hear the noise of death. Thy friends have met with Uthal, and the chief is low! O that I had remained on the rock, enclosed with the tumbling waves? Then would my soul be sad, but his death would not reach my ear. Art thou fallen on the heath, O son of high Fin-thormo? Thou didst leave me on a rock, but my soul was full of thee. Son of high Fin-thormo! art thou fallen on thy heath?"

She rose pale in her tears. She saw the bloody shield of Uthal. She saw it in Ossian's hand. Her steps were distracted on the heath. She flew. She found him. She fell. Her soul came forth in a sigh. Her hair is spread on her face. My bursting tears descend. A tomb arose on the unhappy. My song of wo was heard. "Rest, hapless children of youth! Rest at the noise of that mossy stream! The virgins will see your tomb, at the chase, and turn away their weeping eyes. Your fame will be in song. The voice of the harp will be heard in your praise. The daughters of Selma shall hear it: your renown shall be in other lands. Rest, children of youth, at the noise of the mossy stream!"

Two days we remained on the coast. The heroes of Berrathon convened. We brought Larthmor to his halls. The feast of shells is spread. The joy of the aged was great. He looked to the arms of his fathers; the arms which he left in his hall, when the pride of Uthal rose. We were renowned before Larthmor. He blessed the chiefs of Morven. He knew not that his son was low, the stately strength of Uthal! They had told, that he had retired to the woods, with the tears of grief. They had told it, but he was silent in the tomb of Rothma's heath.

On the fourth day we raised our sails, to the roar of the northern wind. Larthmor came to the coast. His bards exalted the song. The joy of the king was great; he looked to Rothma's gloomy heath. He saw the tomb of his son. The memory of Uthal rose. "Who of my heroes," he said, "lies there? he seems to have been of the kings of men. Was he renowned in my halls before the pride of Uthal rose? Ye are silent, sons of Berrathon! is the king of heroes low? My heart melts for thee, O Uthal! though thy hand was against thy father. O that I had remained in the cave! that my son had dwelt in Fin-thormo! I might have heard the tread of his feet, when he went to the chase of the boar. I might have heard his voice on the blast of my cave. Then would my soul be glad; but now darkness dwells in my halls."

Such were my deeds, son of Alpin, when the arm of my youth was strong. Such the actions of Toscar, the car-borne son of Conloch. But Toscar is on his flying cloud. I am alone at Lutha. My voice is like the last sound of the wind, when it forsakes the woods. But Ossian shall not be long alone. He sees the mist that shall receive his ghost. He beholds the mist that shall form his robe, when he appears on his hills. The Sons of feeble men shall behold me, and admire the stature of the chiefs of old. They shall creep to their caves. They shall look to the sky with fear: for my steps shall be in the clouds. Darkness shall roll on my side.

Lead, son of Alpin, lead the aged to his woods. The winds begin to rise. The dark wave of the lake resounds. Bends there not a tree from Mora with its branches bare? It bends, son of Alpin, in the rustling blast. My harp hangs on a blasted branch. The sound of its strings is mournful. Does the wind touch thee, O harp, or is it some passing ghost? It is the hand of Malvina! Bring me the harp, son of Alpin. Another song shall rise. My soul shall depart in the sound. My fathers shall hear it in their airy hail. Their dim faces shall hang, with joy, from their clouds; and their hands receive their son. The aged oak bends over the stream. It sighs with all its moss. The withered fern whistles near, and mixes, as it waves, with Ossian's hair.

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poem by James Macpherson
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The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.

Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.

Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’

METHODOLOGY

The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.

RESULTS

Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.

Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.

We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .

In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.

In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.

Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.

Negative impacts of poverty on education

Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.

Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.

Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.

This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.

It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.

As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.

In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .

In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.

In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.

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poem by Innocent Masina Nkhonyo
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The Cry Of The Children

Do ye hear the children weeping, O my brothers,
Ere the sorrow comes with years?
They are leaning their young heads against their mothers---
And that cannot stop their tears.
The young lambs are bleating in the meadows;
The young birds are chirping in the nest;
The young fawns are playing with the shadows;
The young flowers are blowing toward the west---
But the young, young children, O my brothers,
They are weeping bitterly!---
They are weeping in the playtime of the others
In the country of the free.

Do you question the young children in the sorrow,
Why their tears are falling so?---
The old man may weep for his to-morrow
Which is lost in Long Ago---
The old tree is leafless in the forest---
The old year is ending in the frost---
The old wound, if stricken, is the sorest---
The old hope is hardest to be lost:
But the young, young children, O my brothers,
Do you ask them why they stand
Weeping sore before the bosoms of their mothers,
In our happy Fatherland?

They look up with their pale and sunken faces,
And their looks are sad to see,
For the man's grief abhorrent, draws and presses
Down the cheeks of infancy---
'Your old earth,' they say, 'is very dreary;'
'Our young feet,' they say, 'are very weak!
Few paces have we taken, yet are wearyÑ
Our grave-rest is very far to seek.
Ask the old why they weep, and not the children,
For the outside earth is cold,---
And we young ones stand without, in our bewildering,
And the graves are for the old.

'True,' say the young children, 'it may happen
That we die before our time.
Little Alice died last year---the grave is shapen
Like a snowball, in the rime.
We looked into the pit prepared to take her---
Was no room for any work in the close clay:
From the sleep wherein she lieth none will wake her
Crying, 'Get up, little Alice! it is day.'
If you listen by that grave, in sun and shower,
With your ear down, little Alice never cries!---
Could we see her face, be sure we should not know her,

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poem by Elizabeth Barrett Browning
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Rely On Me

Writers: leo sayer & alan tarney
Rely on me
Devil take tomorrow
Take these blues away
Too much pain and sorrow
All our yesterdays
Theres a world a waiting
Where you reap just what you sow
No good contemplating
So come with me and watch it grow
Rely on me
Rely on me
Rely on me
I will set you free
Ill break down the walls and set you free
Moon is bright in my sky
Nightingale sings sweet sweet
Youre the song in my heart
Put your faith in me
Lets not cool the spirit
Waste each others time
Its my world I want you in it
Trust in me and what were sure to find
Rely on me
Rely on me
Rely on me
I will set you free
Ill break down the walls and set you free
Rely on me
Rely on me
Rely on me
I will set you free
Ill break down the walls and set you free

song performed by Leo Sayer
Added by Lucian Velea
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Through the eyes of a Field Coronet (Epic)

Introduction

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

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

Prologue

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

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

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

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

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

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

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

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poem by Gert Strydom
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Get to Stepping and Adventure Your Life

Travel on!
My brothers.
Travel on...
My sisters, fathers, mothers.
And others who recover,
From disturbance they discover.

Travel on...
All you people under steeples,
Who can not get off your knees.
As your backs are burden with such guilt,
To plead forgiveness endlessly.

Travel on...
To see your life as it should be.
Unlimited with happiness!
Believe it and receive.

Travel on...
Get to stepping and adventure your life!

Move it like you knew it!

Travel on!
My brothers
Travel on...
My sisters, fathers, mothers.
And others who recover.

Travel on...
Get to stepping and adventure your life!

To see your life as it should be.
Unlimited with happiness...
Believe it and receive.

Travel on...
Get to stepping and adventure your life!

To see your life as it should be.
Unlimited with happiness...
Believe it and receive.

Travel on...
Get to stepping and adventure your life!

My sisters, fathers, mothers.
And others who recover,
From disturbance they discover.

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poem by Lawrence S. Pertillar
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Disbelief Is High On Your Meter

Even though you're numb,
By that which has been done...
More is coming.
More is coming!

You're in it thick or thin,
But keep your faith within...
'Cause more is coming.
More is coming!

A disbelief is high on your meter.
But don't you give up hope.
Keep your hope afloat!

A disbelief is high on your meter.
But don't you give up hope.
Keep that hope afloat!

Even though you're numb,
By that which has been done...
More is coming.
More is coming!

A disbelief is high on your meter.
But don't you give up hope.
Keep your hope afloat!

A disbelief is high on your meter.
But don't you give up hope.
More is coming.
More is coming!

You're in it thick or thin,
But keep your faith within...
'Cause more is coming.
More is coming!

A disbelief is high on your meter.
More is coming.
More is coming!

A disbelief is high on your meter.
More is coming.
More is coming!

Even though you're numb,
By that which has been done...
More is coming.
More is coming!

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poem by Lawrence S. Pertillar
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Rubaiyat Of A Robin - After Edward Fitzgerald - Rubaiyat Of Omar Khayyam

Jest plays with rubaiyat and, four by four,
unseals for your amusement more and more
verses together thread in rosary
unreeled to bloom till tomb will curtains draw.

Repealed are value judgement and perspective
revealed through standpoint purely introspective,
darkside concealed of moon’s yin-yang shines clear
when we’re in orbit, - option more effective.

Rolled form performs rôle midwife to perception,
sprung tongue in cheek, tweaks sense of imperfection
or willingness to leach between the lines,
impeach entrenched ideas of self-[s]election.

This prose arose as stream deprived of section,
where ‘dip at will’ will still sustain inspection,
the current’s sense, at odds with current views
ignores round holes, square pegs, top-down direction.

Here there’s no fear of critics’ peer rejection,
contention treated with due circumspection
intention is to mention for retention
an overview or clue to extrospection.

Life’s curtains are a veil through which few see,
as many haste taste-waste eternity,
mixed up, ignore life fixes finite sum
to/through infinite opportunity.

Can “Truth” exist? all ask, who seek its core,
we, modest, etch our words to sketch the score,
diverse the verses which converge to link
reflections mirrored many times before.

Vast content, style, a while, united are,
aim at soul stimulation, nothing bar,
to pleasure, treasure, or discard at will
as minds outreach to other minds on par.

Meditating, we shed light on what
tomorrow’s tot may factor into ‘bot’ -
the poet’s lot, forgot, to help all think
ahead of time, enhance life for a lot

Some seek Nirvana, Faith speaks more than “how”.
Others reject Salvation’s wraith, - w[h]ine “now”.
Verifying facts? Inventing dreams?
Each furrow-burrows with a different plough.

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poem by Jonathan Robin
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The Undying One- Canto III

'THERE is a sound the autumn wind doth make
Howling and moaning, listlessly and low:
Methinks that to a heart that ought to break
All the earth's voices seem to murmur so.
The visions that crost
Our path in light--
The things that we lost
In the dim dark night--
The faces for which we vainly yearn--
The voices whose tones will not return--
That low sad wailing breeze doth bring
Borne on its swift and rushing wing.
Have ye sat alone when that wind was loud,
And the moon shone dim from the wintry cloud?
When the fire was quench'd on your lonely hearth,
And the voices were still which spoke of mirth?

If such an evening, tho' but one,
It hath been yours to spend alone--
Never,--though years may roll along
Cheer'd by the merry dance and song;
Though you mark'd not that bleak wind's sound before,
When louder perchance it used to roar--
Never shall sound of that wintry gale
Be aught to you but a voice of wail!
So o'er the careless heart and eye
The storms of the world go sweeping by;
But oh! when once we have learn'd to weep,
Well doth sorrow his stern watch keep.
Let one of our airy joys decay--
Let one of our blossoms fade away--
And all the griefs that others share
Seem ours, as well as theirs, to bear:
And the sound of wail, like that rushing wind
Shall bring all our own deep woe to mind!

'I went through the world, but I paused not now
At the gladsome heart and the joyous brow:
I went through the world, and I stay'd to mark
Where the heart was sore, and the spirit dark:
And the grief of others, though sad to see,
Was fraught with a demon's joy to me!

'I saw the inconstant lover come to take
Farewell of her he loved in better days,
And, coldly careless, watch the heart-strings break--
Which beat so fondly at his words of praise.
She was a faded, painted, guilt-bow'd thing,
Seeking to mock the hues of early spring,
When misery and years had done their worst

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poem by Caroline Elizabeth Sarah Norton
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The Third Monarchy, being the Grecian, beginning under Alexander the Great in the 112. Olympiad.

Great Alexander was wise Philips son,
He to Amyntas, Kings of Macedon;
The cruel proud Olympias was his Mother,
She to Epirus warlike King was daughter.
This Prince (his father by Pausanias slain)
The twenty first of's age began to reign.
Great were the Gifts of nature which he had,
His education much to those did adde:
By art and nature both he was made fit,
To 'complish that which long before was writ.
The very day of his Nativity
To ground was burnt Dianaes Temple high:
An Omen to their near approaching woe,
Whose glory to the earth this king did throw.
His Rule to Greece he scorn'd should be confin'd,
The Universe scarce bound his proud vast mind.
This is the He-Goat which from Grecia came,
That ran in Choler on the Persian Ram,
That brake his horns, that threw him on the ground
To save him from his might no man was found:
Philip on this great Conquest had an eye,
But death did terminate those thoughts so high.
The Greeks had chose him Captain General,
Which honour to his Son did now befall.
(For as Worlds Monarch now we speak not on,
But as the King of little Macedon)
Restless both day and night his heart then was,
His high resolves which way to bring to pass;
Yet for a while in Greece is forc'd to stay,
Which makes each moment seem more then a day.
Thebes and stiff Athens both 'gainst him rebel,
Their mutinies by valour doth he quell.
This done against both right and natures Laws,
His kinsmen put to death, who gave no cause;
That no rebellion in in his absence be,
Nor making Title unto Sovereignty.
And all whom he suspects or fears will climbe,
Now taste of death least they deserv'd in time,
Nor wonder is t if he in blood begin,
For Cruelty was his parental sin,
Thus eased now of troubles and of fears,
Next spring his course to Asia he steers;
Leavs Sage Antipater, at home to sway,
And through the Hellispont his Ships made way.
Coming to Land, his dart on shore he throws,
Then with alacrity he after goes;
And with a bount'ous heart and courage brave,
His little wealth among his Souldiers gave.
And being ask'd what for himself was left,
Reply'd, enough, sith only hope he kept.

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poem by Anne Bradstreet
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Why Do Children Of The Poor

Why do children of the poor die so readily?
By the age of five
they're already disarmed for life.
Is money a gene they're missing?
Or is their suffering
just a diminished immunity to the rest of us?
The gluttons of knowledge
discuss James Joyce in a loud voice
in well-lit universities.
With great nuance and finesse
they enumerate the seven kinds of ambiguity
and the mean diameter of the vowel O
in the context of neo-Chicago Aristotelianism
in the latter plays of Shakespeare
where the commas fall like worms
out of every page of his art
as if he couldn't punctuate
the death-rage in his heart
with the subtler points
of the neo-critical literati.
I think Shakespeare would have seen
the sterling irony
of debating proto-Nostratic linguistics
while living children all around him
can't read their names in their own mother-tongue.
If the same word for oak
was the word we used for door
when we all learned to speak the same language
milennia ago
it's not hard to imagine
given modern advances in communication
that the word for child
that we used way back then
is the root of the word we use for atrocity today.
Why do the children of the poor die so readily?
Nature or nurture?
Is it because the children of the rich
are taught that wealth is longevity
and the children of the poor
who can't read the fine print
bleed to death like expired medical plans?
Why do the rich think that the poor
are the reason their children suffer
and the best thing to do is make orphans of them
by sending the poor of one nation
to war against another
to keep the economy growing
and cut back on the unemployed
like deer culled from a budget in hunting season?
If you're a child born from this womb

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poem by Patrick White
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Children Of Persia

Children of persia
Some are the brothers of human kind
And own them, whatsoever their estate;
And some for, for sorrow and self- scorn
Man's enmity with unguarded fate
Feel the love tonight
I will cherished you children of persia
Children of persia I put a smile on the faces of you all
So show your smile for me in return
I give you praises
For being the children of persia
I light up your life children of persia
I share this music that fills my heart with you children of persia
This is your song children of persia
So let's sing it along
The magic comes along
God will lift up your spirit children of persia
If you need to cry children of persia
I will understand
Go ahead and cry
If you want to laugh
Laugh your heart out children of persia
I won't let you fall
Children of persia
I will never abandon you children of persia
This is your song
Let all your fears die children of persia
I am your friend children of persia
What are you going to do at the end?
Children of persia I believe you all could fly
Won't you light the way God for the children of persia?
Children of persia believe in your dreams
Don't give up your hopes children of persia
When tears are in your eyes children of persia I will dry them
I am on your side children of persia when times are rough
Children of persia
I believe that somewhere in the darkest night a candle glows
Children of persia
I believe that the prayers you are saying will be answered
Children of persia
Children of persia you all live from day to day
And you children of persia don't borrow from the sunshine
Children of persia your future is written in the stars
Children of persia I don't want to watch you all drown
Children of persia don't worry about tomorrow
Because tomorrow will worry for it's self
I don't want to hurt you children of persia
This is true
I am being honest with you all children of persia

poem by Aldo Kraas
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The Aeneid of Virgil: Book 10

THE GATES of heav’n unfold: Jove summons all
The gods to council in the common hall.
Sublimely seated, he surveys from far
The fields, the camp, the fortune of the war,
And all th’ inferior world. From first to last, 5
The sov’reign senate in degrees are plac’d.
Then thus th’ almighty sire began: “Ye gods,
Natives or denizens of blest abodes,
From whence these murmurs, and this change of mind,
This backward fate from what was first design’d? 10
Why this protracted war, when my commands
Pronounc’d a peace, and gave the Latian lands?
What fear or hope on either part divides
Our heav’ns, and arms our powers on diff’rent sides?
A lawful time of war at length will come, 15
(Nor need your haste anticipate the doom),
When Carthage shall contend the world with Rome,
Shall force the rigid rocks and Alpine chains,
And, like a flood, come pouring on the plains.
Then is your time for faction and debate, 20
For partial favor, and permitted hate.
Let now your immature dissension cease;
Sit quiet, and compose your souls to peace.”
Thus Jupiter in few unfolds the charge;
But lovely Venus thus replies at large: 25
“O pow’r immense, eternal energy,
(For to what else protection can we fly?)
Seest thou the proud Rutulians, how they dare
In fields, unpunish’d, and insult my care?
How lofty Turnus vaunts amidst his train, 30
In shining arms, triumphant on the plain?
Ev’n in their lines and trenches they contend,
And scarce their walls the Trojan troops defend:
The town is fill’d with slaughter, and o’erfloats,
With a red deluge, their increasing moats. 35
Æneas, ignorant, and far from thence,
Has left a camp expos’d, without defense.
This endless outrage shall they still sustain?
Shall Troy renew’d be forc’d and fir’d again?
A second siege my banish’d issue fears, 40
And a new Diomede in arms appears.
One more audacious mortal will be found;
And I, thy daughter, wait another wound.
Yet, if with fates averse, without thy leave,
The Latian lands my progeny receive, 45
Bear they the pains of violated law,
And thy protection from their aid withdraw.
But, if the gods their sure success foretell;
If those of heav’n consent with those of hell,
To promise Italy; who dare debate 50

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poem by Publius Vergilius Maro
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Solomon on the Vanity of the World, A Poem. In Three Books. - Power. Book III.

The Argument

Solomon considers man through the several stages and conditions of life, and concludes, in general, that we are all miserable. He reflects more particularly upon the trouble and uncertainty of greatness and power; gives some instances thereof from Adam down to himself; and still concludes that All Is Vanity. He reasons again upon life, death, and a future being; finds human wisdom too imperfect to resolve his doubts; has recourse to religion; is informed by an angel what shall happen to himself, his family, and his kingdom, till the redemption of Israel; and, upon the whole, resolves to submit his inquiries and anxieties to the will of his Creator.

Come then, my soul: I call thee by that name,
Thou busy thing, from whence I know I am;
For, knowing that I am, I know thou art,
Since that must needs exist which can impart:
But how thou camest to be, or whence thy spring,
For various of thee priests and poets sing.

Hearest thou submissive, but a lowly birth,
Some secret particles of finer earth,
A plain effect which Nature must beget,
As motion orders, and as atoms meet,
Companion of the body's good or ill,
From force of instinct more than choice of will,
Conscious of fear or valour, joy or pain,
As the wild courses of the blood ordain;
Who, as degrees of heat and cold prevail,
In youth dost flourish, and with age shalt fail,
Till, mingled with thy partner's latest breath,
Thou fliest, dissolved in air and lost in death.

Or, if thy great existence would aspire
To causes more sublime, of heavenly fire
Wert thou a spark struck off, a separate ray,
Ordain'd to mingle with terrestrial clay,
With it condemn'd for certain years to dwell,
To grieve its frailties, and its pains to feel,
To teach it good and ill, disgrace or fame,
Pale it with rage, or redden it with shame,
To guide its actions with informing care,
In peace to judge, to conquer in the war;
Render it agile, witty, valiant, sage,
As fits the various course of human age,
Till, as the earthly part decays and falls,
The captive breaks her prison's mouldering walls,
Hovers awhile upon the sad remains,
Which now the pile or sepulchre contains,
And thence, with liberty unbounded, flies,
Impatient to regain her native skies?

Whate'er thou art, where'er ordain'd to go,
(Points which we rather may dispute than know)
Come on, thou little inmate of this breast,
Which for thy sake from passions'l divest
For these, thou say'st, raise all the stormy strife,

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poem by Matthew Prior
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Thespis: Act II

DRAMATIS PERSONAE

GODS

Jupiter, Aged Diety
Apollo, Aged Diety
Mars, Aged Diety
Diana, Aged Diety
Mercury

THESPIANS

Thespis
Sillimon
TimidonTipseion
Preposteros
Stupidas
Sparkeio n
Nicemis
Pretteia
Daphne
Cymon

ACT II - The same Scene, with the Ruins Restored

SCENE-the same scene as in Act I with the exception that in place
of the ruins that filled the foreground of the stage, the
interior of a magnificent temple is seen showing the background
of the scene of Act I, through the columns of the portico at the
back. High throne. L.U.E. Low seats below it. All the substitute
gods and goddesses [that is to say, Thespians] are discovered
grouped in picturesque attitudes about the stage, eating and
drinking, and smoking and singing the following verses.

CHO. Of all symposia
The best by half
Upon Olympus, here await us.
We eat ambrosia.
And nectar quaff,
It cheers but don't inebriate us.
We know the fallacies,
Of human food
So please to pass Olympian rosy,
We built up palaces,
Where ruins stood,
And find them much more snug and cosy.

SILL. To work and think, my dear,
Up here would be,

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poem by William Schwenck Gilbert
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Orlando Furioso Canto 20

ARGUMENT
Guido and his from that foul haunt retire,
While all Astolpho chases with his horn,
Who to all quarters of the town sets fire,
Then roving singly round the world is borne.
Marphisa, for Gabrina's cause, in ire
Puts upon young Zerbino scathe and scorn,
And makes him guardian of Gabrina fell,
From whom he first learns news of Isabel.

I
Great fears the women of antiquity
In arms and hallowed arts as well have done,
And of their worthy works the memory
And lustre through this ample world has shone.
Praised is Camilla, with Harpalice,
For the fair course which they in battle run.
Corinna and Sappho, famous for their lore,
Shine two illustrious light, to set no more.

II
Women have reached the pinnacle of glory,
In every art by them professed, well seen;
And whosoever turns the leaf of story,
Finds record of them, neither dim nor mean.
The evil influence will be transitory,
If long deprived of such the world had been;
And envious men, and those that never knew
Their worth, have haply hid their honours due.

III
To me it plainly seems, in this our age
Of women such is the celebrity,
That it may furnish matter to the page,
Whence this dispersed to future years shall be;
And you, ye evil tongues which foully rage,
Be tied to your eternal infamy,
And women's praises so resplendent show,
They shall, by much, Marphisa's worth outgo.

IV
To her returning yet again; the dame
To him who showed to her such courteous lore,
Refused not to disclose her martial name,
Since he agreed to tell the style be bore.
She quickly satisfied the warrior's claim;
To learn his title she desired so sore.
'I am Marphisa,' the virago cried:
All else was known, as bruited far and wide.

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poem by Ludovico Ariosto
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