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Good For One's Moral Fiber

As astounding as the realities of today's events are,
Any attempt made to censor the availability...
Of what children can get,
Whether innocently ot not...
Without anyone's permission,
Almost makes that censorship done ineffectively...
More obscene in the denial of what exists.
Than those acts themselves commited.
And professed to be offensive.
But to whom?
Those locked up in sealed rooms?
Reviewing nonexisting standards...
That laid the foundation of today's wholesome outlooks?
Only a few self righteous dare to embrace.

Something planted to grow,
Had to have passed the sniff test.
With a disguising of it,
As good for one's moral fiber.
And acknowledging the consistency,
Of the effects this would mean to one on a regular diet.

poem by Lawrence S. Pertillar
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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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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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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 Censor

The Censor sits behind his desk,
And smiles a censored smile;
His great, blue pencil hovers o'er
Some masterpiece awhile,
Then swoops - oh, child of whose poor ravished brain?
Coldly another innnocent is slain!
The Censor is a murderer.
None knows his secret lair,
Nor all the dark and awful deeds
He does in ambush there.
No eye has seen his charnel-house - it's floor
With literary corpses littered o'er.

The Censor is a crocodile.
Beneath that slimy flood,
The Waters of Oblivion,
He seeks his livelihood.
His gloating eye marks children of my pen;
He draws them under from the sight of men.

The Censor is a nibbling mouse.
The fair cheese of my mind
He rifles till there's nothing left
But atmosphere and rind.
That fair, round cheese, formed lovingly by me,
From milk of thought and curds of poesy.

The Censor is an elephant.
With large, ungainly feet
He dances on the glad, green fields
I sowed in toil and heat,
Till all the fairest flow'rs of thought are slain,
And only unaesthetic weeds remain.

The Censor is the Fiend of Storms.
Upon the Inky Sea,
In fear, my poor, frail craft I launch;
Then, with unholy glee,
He makes the winds tear howling through the shrouds,
And sends fork'd death and shipwreck from the clouds.
The Censor is a sorceror.
Above rare fruits that grow
Upon the tree of genius
His hand waves to and fro.
Hey, Presto! And their lusciousness is slain -
Apples of Sodom, Dead Sea Fruit remain.

The Censor is a hooded snake
That lurks within the grass,
And rears to sink his poison-fangs

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poem by Clarence Michael James Stanislaus Dennis
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The Hind And The Panther, A Poem In Three Parts : Part III.

Much malice, mingled with a little wit,
Perhaps may censure this mysterious writ;
Because the muse has peopled Caledon
With panthers, bears, and wolves, and beasts unknown,
As if we were not stocked with monsters of our own.
Let Æsop answer, who has set to view
Such kinds as Greece and Phrygia never knew;
And Mother Hubbard, in her homely dress,
Has sharply blamed a British lioness;
That queen, whose feast the factious rabble keep,
Exposed obscenely naked, and asleep.
Led by those great examples, may not I
The wonted organs of their words supply?
If men transact like brutes, 'tis equal then
For brutes to claim the privilege of men.
Others our Hind of folly will indite,
To entertain a dangerous guest by night.
Let those remember, that she cannot die,
Till rolling time is lost in round eternity;
Nor need she fear the Panther, though untamed,
Because the Lion's peace was now proclaimed;
The wary savage would not give offence,
To forfeit the protection of her prince;
But watched the time her vengeance to complete,
When all her furry sons in frequent senate met;
Meanwhile she quenched her fury at the flood,
And with a lenten salad cooled her blood.
Their commons, though but coarse, were nothing scant,
Nor did their minds an equal banquet want.
For now the Hind, whose noble nature strove
To express her plain simplicity of love,
Did all the honours of her house so well,
No sharp debates disturbed the friendly meal.
She turned the talk, avoiding that extreme,
To common dangers past, a sadly-pleasing theme;
Remembering every storm which tossed the state,
When both were objects of the public hate,
And dropt a tear betwixt for her own children's fate.
Nor failed she then a full review to make
Of what the Panther suffered for her sake;
Her lost esteem, her truth, her loyal care,
Her faith unshaken to an exiled heir,
Her strength to endure, her courage to defy,
Her choice of honourable infamy.
On these, prolixly thankful, she enlarged;
Then with acknowledgments herself she charged;
For friendship, of itself an holy tie,
Is made more sacred by adversity.
Now should they part, malicious tongues would say,
They met like chance companions on the way,

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poem by John Dryden
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Jubilate Agno: Fragment B, Part 3

For a Man is to be looked upon in that which he excells as on a prospect.

For there be twelve cardinal virtues -- three to the East -- Greatness, Valour, Piety.

For there be three to the West -- Goodness, Purity and Sublimity.

For there be three to the North -- Meditation, Happiness, Strength.

For there be three to the South -- Constancy, Pleasantry and Wisdom.

For the Argument A PRIORI is GOD in every man's CONSCIENCE.

For the Argument A POSTERIORI is God before every man's eyes.

For the Four and Twenty Elders of the Revelation are Four and Twenty Eternities.

For their Four and Twenty Crowns are their respective Consummations.

For a CHARACTER is the votes of the Worldlings, but the seal is of Almighty GOD alone.

For there is no musick in flats and sharps which are not in God's natural key.

For where Accusation takes the place of encouragement a man of Genius is driven to act the vices of a fool.

For the Devil can set a house on fire, when the inhabitants find combustibles.

For the old account of time is the true -- Decr 28th 1759-60 -- -- --

For Faith as a grain of mustard seed is to believe, as I do, that an Eternity is such in respect to the power and magnitude of Almighty God.

For a DREAM is a good thing from GOD.

For there is a dream from the adversary which is terror.

For the phenomenon of dreaming is not of one solution, but many.

For Eternity is like a grain of mustard as a growing body and improving spirit.

For the malignancy of fire is oweing to the Devil's hiding of light, till it became visible darkness.

For the Circle may be SQUARED by swelling and flattening.

For the Life of God is in the body of man and his spirit in the Soul.

For there was no rain in Paradise because of the delicate construction of the spiritual herbs and flowers.

For the Planet Mercury is the WORD DISCERNMENT.

For the Scotchman seeks for truth at the bottom of a well, the Englishman in the Heavn of Heavens.

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poem by Christopher Smart
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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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poem by Caroline Elizabeth Sarah Norton
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One Way To Go

Youve got to lift yourself up so high
Youve got to lift yourself up so high
You cant see the ground
You cant see the ground
You dont hear a sound
You dont hear a sound
Youve got to move it up so slow
Youve got to move it up so slow
You see it all
You see it all
Youll probably fall
Youll probably fall
Id rather die than see you fly
Than see you try
Id rather die than see you fly
Id rather die than see you fly
Than see you try
Than see you try
Id rather die than see you fly
Than see you try
Its like pushing locked doors to get in your mind
I dont care what I find
Its like pushing locked doors to get in your mind
Its like pushing locked doors to get in your mind
I dont know what Ill find
I dont care what I find
Its like pushing locked doors to get in your mind
Youve got to move me up
I dont know what Ill find
So high it hurts
So high it burns
But if you let me down
Youve got to move me up
Dont bother to call
So high it hurts
Just let me fall
So high it burns
Id rather die than see you fly
But if you let me down
Than see you try
Dont bother to call
Id rather die than see you fly
Just let me fall
Than see you try
Id rather die than see you fly
Than see you try
Its like pushing locked doors to get in your mind
Id rather die than see you fly
I dont know what Ill find
Than see you try

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song performed by Verve
Added by Lucian Velea
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One Way To Go

Youve got to lift yourself up so high
Youve got to lift yourself up so high
You cant see the ground
You cant see the ground
You dont hear a sound
You dont hear a sound
Youve got to move it up so slow
Youve got to move it up so slow
You see it all
You see it all
Youll probably fall
Youll probably fall
Id rather die than see you fly
Than see you try
Id rather die than see you fly
Id rather die than see you fly
Than see you try
Than see you try
Id rather die than see you fly
Than see you try
Its like pushing locked doors to get in your mind
I dont care what I find
Its like pushing locked doors to get in your mind
Its like pushing locked doors to get in your mind
I dont know what Ill find
I dont care what I find
Its like pushing locked doors to get in your mind
Youve got to move me up
I dont know what Ill find
So high it hurts
So high it burns
But if you let me down
Youve got to move me up
Dont bother to call
So high it hurts
Just let me fall
So high it burns
Id rather die than see you fly
But if you let me down
Than see you try
Dont bother to call
Id rather die than see you fly
Just let me fall
Than see you try
Id rather die than see you fly
Than see you try
Its like pushing locked doors to get in your mind
Id rather die than see you fly
I dont know what Ill find
Than see you try

[...] Read more

song performed by Verve
Added by Lucian Velea
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This House

(nile rodgers)
This house is built
On a foundation of love
This house is built
On a foundation of love
Our toys are in the attic baby
Pictures on the wall
We can see our memories
From the days past in the mirror
Down the hall, oh yeah
Our love will survive in our own little paradise
So inspired, so inspired
Palatial it may not be
But its a home and a castle to me
A dream from a magazine
And well never give it up cause
This house is built
On a foundation of love
This house is built
On a foundation of love
Ill try to comfort you baby
You try to comfort me yeah
I know you love me
With all your heart, oh yeah
cause you say you do
You know that when you are sad
Ill be there in a flash
At the drop of a hat, oh yeah
cause I want you to feel love
And you dont have to say a thing
You dont have to ask, cause baby
This house is built
On a foundation of love
This house is built
On a foundation of love
Maybe well strike it rich
One day really make it big
And I know because our love is so strong
Well always have a home
This house is built
On a foundation of love
This house is built
On a foundation of love
This house is built
On a foundation of love
This house is built
On a foundation of love
This house is built
On a foundation of love
This house is built

[...] Read more

song performed by Diana Ross
Added by Lucian Velea
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Pharsalia - Book VII: The Battle

Ne'er to the summons of the Eternal laws
More slowly Titan rose, nor drave his steeds,
Forced by the sky revolving, up the heaven,
With gloomier presage; wishing to endure
The pangs of ravished light, and dark eclipse;
And drew the mists up, not to feed his flames,
But lest his light upon Thessalian earth
Might fall undimmed.

Pompeius on that morn,
To him the latest day of happy life,
In troubled sleep an empty dream conceived.
For in the watches of the night he heard
Innumerable Romans shout his name
Within his theatre; the benches vied
To raise his fame and place him with the gods;
As once in youth, when victory was won
O'er conquered tribes where swift Iberus flows,
And where Sertorius' armies fought and fled,
The west subdued, with no less majesty
Than if the purple toga graced the car,
He sat triumphant in his pure white gown
A Roman knight, and heard the Senate's cheer.
Perhaps, as ills drew near, his anxious soul,
Shunning the future wooed the happy past;
Or, as is wont, prophetic slumber showed
That which was not to be, by doubtful forms
Misleading; or as envious Fate forbade
Return to Italy, this glimpse of Rome
Kind Fortune gave. Break not his latest sleep,
Ye sentinels; let not the trumpet call
Strike on his ear: for on the morrow's night
Shapes of the battle lost, of death and war
Shall crowd his rest with terrors. Whence shalt thou
The poor man's happiness of sleep regain?
Happy if even in dreams thy Rome could see
Once more her captain! Would the gods had given
To thee and to thy country one day yet
To reap the latest fruit of such a love:
Though sure of fate to come! Thou marchest on
As though by heaven ordained in Rome to die;
She, conscious ever of her prayers for thee
Heard by the gods, deemed not the fates decreed
Such evil destiny, that she should lose
The last sad solace of her Magnus' tomb.
Then young and old had blent their tears for thee,
And child unbidden; women torn their hair
And struck their bosoms as for Brutus dead.
But now no public woe shall greet thy death
As erst thy praise was heard: but men shall grieve

[...] Read more

poem by Marcus Annaeus Lucanus
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Stream Line Consciousness

Big brother voyeur blimps unidentified spies
uncle sam peeping toms patrolling skies
bird brain police intelligence
remote viewing homeland pest control
pentagon private eye monitoring the public's every move
mass produced micro chips intercepting prayers patrolling citizens from heaven
Bentham's Panopticon NSA
super computer surveillance cameras
world police spying Manhattan streets

'Athens plummets Euro death spiral
suicide rates soar deepening into despair'

haaretz..the post.. the times
blogs tribunes dailies all in a mad gab
headlong headline attention grabbing scramble

'Yugoslavia - Iraq - Egypt - Yemen - Iran - Syria - United States'
bilderberg building blocks New American Century post apocalyptic prophecy

'foreign mercenaries …national guard...DOD
homeland security to amass covert munitions stockpile
Americans on guard anxieties mounting surrounding
the stripping of amendments 1st if you swing to your left
2nd if you stand on the right
whispers of martial law circulate Anarchical reverberations
emanate from internet Alt culture epicenters
bottle necking global tensions'

'common feeling of deepening disappointment...
heightened expectations...
people expecting an explosive situation over the
next few weeks'

...riot police respond 'to preserve public order'
public roads barricaded to 'protect security of citizens'

'blatant act of censorship
western mainstream media staying away
from Myanmar massacres of Mohammedan Angels
further showing strong anti Muslim bias'

'Media blackout Burmese army
seeking coverage under propaganda blankets'

from the middle east throughout the western world
planet consciousness blurring lines between conspiracy/reality
conflicting global network narratives multiply violent scenarios daily
Victims in a world wide scramble
Government Banking Military

[...] Read more

poem by Gregory Allen Uhan
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Signed, Sealed, Delivered I'm Yours

Like a fool I went and stayed too long
Now I'm wondering if your love's still strong
Oo baby, here I am, signed, sealed delivered, I'm yours
Then that time I went and said goodbye
Now I'm back and not ashamed to cry
Oo baby, here I am, signed, sealed delivered, I'm yours
Here I am baby
Oh, you've got the future in your hand
(signed, sealed delivered, I'm yours)
Here I am baby,
Oh, you've got the future in your hand
(signed, sealed, delivered, I'm yours)
I've done alot of foolish things
That I really didn't mean
Hey, hey, yea, yea, didn't i, oh baby
Seen alot of things in this old world
When I touched them they did nothing, girl
Oo baby, here I am, signed, sealed delivered, I'm yours, oh I'm yours
Oo-wee babe you set my soul on fire
That's why I know you are my only desire
Oo baby, here I am, signed, sealed delivered, I'm yours
Here I am baby
Oh, you've got the future in your hand
(signed, sealed delivered, I'm yours)
Here I am baby,
Oh, you've got the future in your hand
(signed, sealed, delivered, I'm yours)
I've done alot of foolish things
That I really didn't mean
I could be a broken man but here I am
With your future, got your future babe (here I am baby)
Here I am baby (signed, sealed delivered, I'm yours)
Here I am baby, (here I am baby)
Here I am baby (signed, sealed delivered, I'm yours)
Here I am baby, (here I am baby)
Here I am baby (signed, sealed delivered, I'm yours)

song performed by Michael Mcdonald
Added by Lucian Velea
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Signed, Sealed, Delivered Im Yours

Like a fool I went and stayed too long
Now Im wondering if your loves still strong
Oo baby, here I am, signed, sealed delivered, Im yours
Then that time I went and said goodbye
Now Im back and not ashamed to cry
Oo baby, here I am, signed, sealed delivered, Im yours
Here I am baby
Oh, youve got the future in your hand
(signed, sealed delivered, Im yours)
Here I am baby,
Oh, youve got the future in your hand
(signed, sealed, delivered, Im yours)
Ive done alot of foolish things
That I really didnt mean
Hey, hey, yea, yea, didnt i, oh baby
Seen alot of things in this old world
When I touched them they did nothing, girl
Oo baby, here I am, signed, sealed delivered, Im yours, oh Im yours
Oo-wee babe you set my soul on fire
Thats why I know you are my only desire
Oo baby, here I am, signed, sealed delivered, Im yours
Here I am baby
Oh, youve got the future in your hand
(signed, sealed delivered, Im yours)
Here I am baby,
Oh, youve got the future in your hand
(signed, sealed, delivered, Im yours)
Ive done alot of foolish things
That I really didnt mean
I could be a broken man but here I am
With your future, got your future babe (here I am baby)
Here I am baby (signed, sealed delivered, Im yours)
Here I am baby, (here I am baby)
Here I am baby (signed, sealed delivered, Im yours)
Here I am baby, (here I am baby)
Here I am baby (signed, sealed delivered, Im yours)

song performed by Stevie Wonder
Added by Lucian Velea
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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.

[...] Read more

poem by Anne Bradstreet
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The Ghost - Book IV

Coxcombs, who vainly make pretence
To something of exalted sense
'Bove other men, and, gravely wise,
Affect those pleasures to despise,
Which, merely to the eye confined,
Bring no improvement to the mind,
Rail at all pomp; they would not go
For millions to a puppet-show,
Nor can forgive the mighty crime
Of countenancing pantomime;
No, not at Covent Garden, where,
Without a head for play or player,
Or, could a head be found most fit,
Without one player to second it,
They must, obeying Folly's call,
Thrive by mere show, or not at all
With these grave fops, who, (bless their brains!)
Most cruel to themselves, take pains
For wretchedness, and would be thought
Much wiser than a wise man ought,
For his own happiness, to be;
Who what they hear, and what they see,
And what they smell, and taste, and feel,
Distrust, till Reason sets her seal,
And, by long trains of consequences
Insured, gives sanction to the senses;
Who would not (Heaven forbid it!) waste
One hour in what the world calls Taste,
Nor fondly deign to laugh or cry,
Unless they know some reason why;
With these grave fops, whose system seems
To give up certainty for dreams,
The eye of man is understood
As for no other purpose good
Than as a door, through which, of course,
Their passage crowding, objects force,
A downright usher, to admit
New-comers to the court of Wit:
(Good Gravity! forbear thy spleen;
When I say Wit, I Wisdom mean)
Where (such the practice of the court,
Which legal precedents support)
Not one idea is allow'd
To pass unquestion'd in the crowd,
But ere it can obtain the grace
Of holding in the brain a place,
Before the chief in congregation
Must stand a strict examination.
Not such as those, who physic twirl,
Full fraught with death, from every curl;

[...] Read more

poem by Charles Churchill
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Conditioned To Request Permission

No need to treat me like an alley cat.
Because you are addicted...
To those rumors that will ruin,
Any happiness we get.

No need to treat me like an alley cat.
Because you are addicted...
To those rumors that will ruin,
Any happiness we get.

Because you are addicted...
To those rumors that will ruin,
The pursuing of the blooming...
We expect and accept,
With any happiness we get.

Oh...
Oh oh,
Why should we be the ones conditioned,
To request permission...
To investigate a picked division.

And whoa,
A oh oh....
Oh,
Why should we be the ones conditioned,
To request permission...
To investigate a picked division.

No need to treat me like an alley cat.
Because you are addicted...
To those rumors that will ruin,
Any happiness we get.

No need to treat me with suspicion,
And live with secret inhabitions.
Why should we accept conditions,
That might invite future division.

Whoa,
A oh oh....
Oh,
Why should we be the ones conditioned,
To request permission...
To investigate a picked division.

No need to treat me like an alley cat.
Because you are addicted...
To those rumors that will ruin,
Any happiness we get.

[...] Read more

poem by Lawrence S. Pertillar
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Release From Locked Up Cages Aged

Release from locked up cages,
Aged.
Release from locked up cages,
Aged.
Release from locked up cages...
Aged.

Release from locked up cages.

Come everyone...
Release from locked up cages.
Come under the Sun...
Release from locked up cages.
Come feel the breezes.
With fresh air to keep!
And make it yours,
In your mind.
Get more than you need.
And...
Release from locked up cages.
Shake off the rust.

Release from locked up cages.
What's there to lust?

Or trust.

Worthy of your cussing.

Come everyone...
Release from locked up cages.
Come under the Sun...
Release from locked up cages.
Come feel the breezes.
With fresh air to keep!
And make it yours,
In your mind.
Get more than you need.

And...
Release from locked up cages,
Aged.
Release from locked up cages,
Aged.
Release from locked up cages...
Aged.

Release!
Be freed,
From locked up cages aged.

poem by Lawrence S. Pertillar
Added by Poetry Lover
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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

[...] Read more

poem by Patrick White
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IV. Tertium Quid

True, Excellency—as his Highness says,
Though she's not dead yet, she's as good as stretched
Symmetrical beside the other two;
Though he's not judged yet, he's the same as judged,
So do the facts abound and superabound:
And nothing hinders that we lift the case
Out of the shade into the shine, allow
Qualified persons to pronounce at last,
Nay, edge in an authoritative word
Between this rabble's-brabble of dolts and fools
Who make up reasonless unreasoning Rome.
"Now for the Trial!" they roar: "the Trial to test
"The truth, weigh husband and weigh wife alike
"I' the scales of law, make one scale kick the beam!"
Law's a machine from which, to please the mob,
Truth the divinity must needs descend
And clear things at the play's fifth act—aha!
Hammer into their noddles who was who
And what was what. I tell the simpletons
"Could law be competent to such a feat
"'T were done already: what begins next week
"Is end o' the Trial, last link of a chain
"Whereof the first was forged three years ago
"When law addressed herself to set wrong right,
"And proved so slow in taking the first step
"That ever some new grievance,—tort, retort,
"On one or the other side,—o'ertook i' the game,
"Retarded sentence, till this deed of death
"Is thrown in, as it were, last bale to boat
"Crammed to the edge with cargo—or passengers?
"'Trecentos inseris: ohe, jam satis est!
"'Huc appelle!'—passengers, the word must be."
Long since, the boat was loaded to my eyes.
To hear the rabble and brabble, you'd call the case
Fused and confused past human finding out.
One calls the square round, t' other the round square—
And pardonably in that first surprise
O' the blood that fell and splashed the diagram:
But now we've used our eyes to the violent hue
Can't we look through the crimson and trace lines?
It makes a man despair of history,
Eusebius and the established fact—fig's end!
Oh, give the fools their Trial, rattle away
With the leash of lawyers, two on either side—
One barks, one bites,—Masters Arcangeli
And Spreti,—that's the husband's ultimate hope
Against the Fisc and the other kind of Fisc,
Bound to do barking for the wife: bow—wow!
Why, Excellency, we and his Highness here
Would settle the matter as sufficiently

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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