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Jumping to Conclusions

No sir...
I did not say,
You were clearly out of your mind.
You are jumping to conclusions!

This is what I said...
And I quote my exact statement.

'You have used your political clout,
To ruin my reputation.
You've destroyed my ability,
To seek meaningful employment.
You and your associates,
Have campaigned to slander...
And smear any attempts I've made,
To make progress among my own people.
In this community.
There are more living in poverty in this area,
Since your last election.
And...
One in which has the highest crime rate.
Least amount of representation,
For the tax dollars that are spent.
And...
You have been in office for three terms,
Doing absolutely nothing...
For the betterment of your constituents here!
Plus your use of racial tactics,
Speaks for itself.
And you seek my endorsement?
Where is the advantage? '

THAT is what I said!
Now...
How you take that,
Can be interpreted any way you wish!
But those are my comments,
About how I feel regarding you....
Your political clout and influence.

Anything else you'd like to add...
Would come out of 'your' mouth,
Sir.
And not mine.

poem by Lawrence S. Pertillar
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Sir Peter Harpdon's End

In an English Castle in Poictou. Sir Peter Harpdon, a Gascon knight in the English service, and John Curzon, his lieutenant.

John Curzon

Of those three prisoners, that before you came
We took down at St. John's hard by the mill,
Two are good masons; we have tools enough,
And you have skill to set them working.

Sir Peter

So-
What are their names?

John Curzon

Why, Jacques Aquadent,
And Peter Plombiere, but-

Sir Peter

What colour'd hair
Has Peter now? has Jacques got bow legs?

John Curzon

Why, sir, you jest: what matters Jacques' hair,
Or Peter's legs to us?

Sir Peter

O! John, John, John!
Throw all your mason's tools down the deep well,
Hang Peter up and Jacques; they're no good,
We shall not build, man.

John Curzon

going.

Shall I call the guard
To hang them, sir? and yet, sir, for the tools,
We'd better keep them still; sir, fare you well.

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poem by William Morris
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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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Gareth And Lynette

The last tall son of Lot and Bellicent,
And tallest, Gareth, in a showerful spring
Stared at the spate. A slender-shafted Pine
Lost footing, fell, and so was whirled away.
'How he went down,' said Gareth, 'as a false knight
Or evil king before my lance if lance
Were mine to use--O senseless cataract,
Bearing all down in thy precipitancy--
And yet thou art but swollen with cold snows
And mine is living blood: thou dost His will,
The Maker's, and not knowest, and I that know,
Have strength and wit, in my good mother's hall
Linger with vacillating obedience,
Prisoned, and kept and coaxed and whistled to--
Since the good mother holds me still a child!
Good mother is bad mother unto me!
A worse were better; yet no worse would I.
Heaven yield her for it, but in me put force
To weary her ears with one continuous prayer,
Until she let me fly discaged to sweep
In ever-highering eagle-circles up
To the great Sun of Glory, and thence swoop
Down upon all things base, and dash them dead,
A knight of Arthur, working out his will,
To cleanse the world. Why, Gawain, when he came
With Modred hither in the summertime,
Asked me to tilt with him, the proven knight.
Modred for want of worthier was the judge.
Then I so shook him in the saddle, he said,
"Thou hast half prevailed against me," said so--he--
Though Modred biting his thin lips was mute,
For he is alway sullen: what care I?'

And Gareth went, and hovering round her chair
Asked, 'Mother, though ye count me still the child,
Sweet mother, do ye love the child?' She laughed,
'Thou art but a wild-goose to question it.'
'Then, mother, an ye love the child,' he said,
'Being a goose and rather tame than wild,
Hear the child's story.' 'Yea, my well-beloved,
An 'twere but of the goose and golden eggs.'

And Gareth answered her with kindling eyes,
'Nay, nay, good mother, but this egg of mine
Was finer gold than any goose can lay;
For this an Eagle, a royal Eagle, laid
Almost beyond eye-reach, on such a palm
As glitters gilded in thy Book of Hours.
And there was ever haunting round the palm
A lusty youth, but poor, who often saw

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poem by Alfred Lord Tennyson
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Lancelot And Elaine

Elaine the fair, Elaine the loveable,
Elaine, the lily maid of Astolat,
High in her chamber up a tower to the east
Guarded the sacred shield of Lancelot;
Which first she placed where the morning's earliest ray
Might strike it, and awake her with the gleam;
Then fearing rust or soilure fashioned for it
A case of silk, and braided thereupon
All the devices blazoned on the shield
In their own tinct, and added, of her wit,
A border fantasy of branch and flower,
And yellow-throated nestling in the nest.
Nor rested thus content, but day by day,
Leaving her household and good father, climbed
That eastern tower, and entering barred her door,
Stript off the case, and read the naked shield,
Now guessed a hidden meaning in his arms,
Now made a pretty history to herself
Of every dint a sword had beaten in it,
And every scratch a lance had made upon it,
Conjecturing when and where: this cut is fresh;
That ten years back; this dealt him at Caerlyle;
That at Caerleon; this at Camelot:
And ah God's mercy, what a stroke was there!
And here a thrust that might have killed, but God
Broke the strong lance, and rolled his enemy down,
And saved him: so she lived in fantasy.

How came the lily maid by that good shield
Of Lancelot, she that knew not even his name?
He left it with her, when he rode to tilt
For the great diamond in the diamond jousts,
Which Arthur had ordained, and by that name
Had named them, since a diamond was the prize.

For Arthur, long before they crowned him King,
Roving the trackless realms of Lyonnesse,
Had found a glen, gray boulder and black tarn.
A horror lived about the tarn, and clave
Like its own mists to all the mountain side:
For here two brothers, one a king, had met
And fought together; but their names were lost;
And each had slain his brother at a blow;
And down they fell and made the glen abhorred:
And there they lay till all their bones were bleached,
And lichened into colour with the crags:
And he, that once was king, had on a crown
Of diamonds, one in front, and four aside.
And Arthur came, and labouring up the pass,
All in a misty moonshine, unawares

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poem by Alfred Lord Tennyson
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Dont Quote Me On That

Its all eggs bacon beans and a fried slice.
Did you see the one, yeah yeah,
The one they wrote in the paper just the other day,
Well, well would you believe it,
Well what I said, they took it all the wrong way.
Now youve gotta be careful, bout what you say,
Cos theyve got a bad habit
Were you reading in between the lines?
Or is that what I said? , now I just cant remember
They seem to have a very good memory though
But as far as Im concerned, as as far as Im concerned
You don;t have to be black white, chinese or anything really
Just enjoy, shut up, listen and dance...
Its all eggs bacon beans and a fried slice
Dont quote me on that, dont quote me on that
Dont quote me on that, please dont quote me
Dont quote me on that
Dont quote me on that
Hey hey, you know something, I said I liked that guy,
But thats not what I read in the paper
I dont have anything against them,
Its just eggs bacon and a fried slice
Dont quote me on that dont quote me on that
Dont quote me on that please dont quote me
Dont quoe me on that
Dont quote me on that.
You know, now we get worried about what we say
We shouldnt be that way
You know, I dont care who comes,
Cos as far as Im concerned,
Its, eggs bacon beans and a fried slice
Dont quote me on that
Dontr quote me on that
Please dont quote me
Mama mama, you know Im still friends with mickey
They say I shouldnt like him anymore, because Im all white,
Well hes allright by me
Dont quote me on that
Please dont quote me
Dont quote me on that
Dont quote me on that
Now what I do, I bring all my old friends along to see the show
And if you have the wrong ideas well,
Its all eggs bacon beans and a fried slice
Dont quote me on that oh no
(dont quote me on that)
Please dont quote me
(dont quote me on that)
I never said that
(dont quote me on that)

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song performed by Madness
Added by Lucian Velea
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The Sorcerer: Act I

DRAMATIS PERSONAE

Sir Marmaduke Pointdextre, an Elderly Baronet

Alexis, of the Grenadier Guards--His Son

Dr. Daly, Vicar of Ploverleigh

John Wellington Wells, of J. W. Wells & Co., Family Sorcerers

Lady Sangazure, a Lady of Ancient Lineage

Aline, Her Daughter--betrothed to Alexis

Mrs. Partlet, a Pew-Opener

Constance, her Daughter

Chorus of Villagers

ACT I -- Grounds of Sir Marmaduke's Mansion, Mid-day

SCENE -- Exterior of Sir Marmaduke's Elizabethan Mansion, mid-day.

CHORUS OF VILLAGERS

Ring forth, ye bells,
With clarion sound--
Forget your knells,
For joys abound.
Forget your notes
Of mournful lay,
And from your throats
Pour joy to-day.

For to-day young Alexis--young Alexis Pointdextre
Is betrothed to Aline--to Aline Sangazure,
And that pride of his sex is--of his sex is to be next her
At the feast on the green--on the green, oh, be sure!

Ring forth, ye bells etc.
(Exeunt the men into house.)

(Enter Mrs. Partlet with Constance, her daughter)

RECITATIVE

MRS. P. Constance, my daughter, why this strange depression?

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poem by William Schwenck Gilbert
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Sir Hornbook

I.

O'er bush and briar Childe Launcelot sprung
With ardent hopes elate,
And loudly blew the horn that hung
Before Sir Hornbook's gate.

The inner portals opened wide,
And forward strode the chief,
Arrayed in paper helmet's pride,
And arms of golden leaf.

--"What means,"--he cried,--"This daring noise,
That wakes the summer day?
I hate all idle truant boys:
Away, Sir Childe, away!"--

--"No idle, truant boy am I,"--
Childe Launcelot answered straight;
--"Resolved to climb this hill so high,
I seek thy castle gate.

"Behold the talisman I bear,
And aid my bold design:"--
Sir Hornbook gazed, and written there,
Knew Emulation's sign.

"If Emulation sent thee here,"
Sir Hornbook quick replied,
"My merrymen all shall soon appear,
To aid thy cause with shield and spear,
And I will head thy bold career,
And prove thy faithful guide."--

Loud rung the chains; the drawbridge fell;
The gates asunder flew:
The knight thrice beat the portal bell,
And thrice he call'd "Halloo."

And out, and out, in hasty rout,
By ones, twos, threes, and fours;
His merrymen rush'd the walls without,
And stood before the doors.

II.

Full six and twenty men were they,
In line of battle spread:
The first that came was mighty A,

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poem by Thomas Love Peacock
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Wish List (votes for sale)

It’s election time again
Picture postcards in the mail
Election time again
On every campaign trail
Election time, election time, election time

It’s election time,
A photo opportunity everywhere
Yes election time,
Cleaner streets and cleaner air,
Election time, election time, election time

In every seat across the nation
Never seen so much enthusiasm
So many nice people wanting to shake my hand
Tell me they’ll do all they can
To fill my wish list

It’s election time,
And they’re all promising to do more
Yes election time
Than they did before
Election time, election time, election time

I’d love to have a house by the sea
Handpick my neighbors to suit me
Drive a car on my own road
Free education for young and old
A health system that doesn’t tear at the seems
Throw in world peace by two thirteen (2013)

It’s election time
Picture postcards in the mail
Election time
On every campaign trail
Election time, election time, election time

I’d love to have a house by the sea
Handpick my neighbors to suit me
Drive a car on my own road
Free education for young and old
A health system that doesn’t tear at the seems
Throw in world peace by two thirteen (2013)

The future for our children, may hold a little pain
But who’ll bite the bullet, come election time
Election time, election time, election time

Copyright Colin Coplin 2005 (updated 2010)

poem by Colin Coplin
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Slander

The word is out -- heads are talkin
And just like a fire ragin wild in the night,
The rumors hot, the room is rockin,
Its out of control, too vicious to fight
Two lovers split -- a heart is shattered
And out of revenge it steals through the night,
Making sure the lies are scattered
To every border of this town tonight
The words on the street, you call it truth,
I call it slander,
Times are tough, talk is cheap --
Soon theyll talk about you --
Slander
The jury splits -- undecided,
Theyre searching for clues,
My live in their hands
The hour has come, they stand divided,
The future shall judge the good and the bad
And now, theres talk on the street --
I call it slander,
I will fight this somehow
Revenge will be sweet
Slander -- like a knife in my heart --
Slander
Slander -- gonna keep us apart --
Slander
Slander c theres talk on the street
Slander -- revenge will be sweet
Slander -- Im ready to fight
Slander -- I will find it tonight
Slander -- like a knife in my heart --
Slander
Slander -- gonna keep us apart
Slander
Slander -- theres talk on the street --
Slander -- revenge will be sweet
Slander -- too vicious to fight
Slander -- wild in the night

song performed by Survivor
Added by Lucian Velea
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Orlando Furioso Canto 18

ARGUMENT
Gryphon is venged. Sir Mandricardo goes
In search of Argier's king. Charles wins the fight.
Marphisa Norandino's men o'erthrows.
Due pains Martano's cowardice requite.
A favouring wind Marphisa's gallery blows,
For France with Gryphon bound and many a knight.
The field Medoro and Cloridano tread,
And find their monarch Dardinello dead.

I
High minded lord! your actions evermore
I have with reason lauded, and still laud;
Though I with style inapt, and rustic lore,
You of large portion of your praise defraud:
But, of your many virtues, one before
All others I with heart and tongue applaud,
- That, if each man a gracious audience finds,
No easy faith your equal judgment blinds.

II
Often, to shield the absent one from blame,
I hear you this, or other, thing adduce;
Or him you let, at least, an audience claim,
Where still one ear is open to excuse:
And before dooming men to scaith and shame,
To see and hear them ever is your use;
And ere you judge another, many a day,
And month, and year, your sentence to delay.

III
Had Norandine been with your care endued,
What he by Gryphon did, he had not done.
Profit and fame have from your rule accrued:
A stain more black than pitch he cast upon
His name: through him, his people were pursued
And put to death by Olivero's son;
Who at ten cuts or thrusts, in fury made,
Some thirty dead about the waggon laid.

IV
Whither fear drives, in rout, the others all,
Some scattered here, some there, on every side,
Fill road and field; to gain the city-wall
Some strive, and smothered in the mighty tide,
One on another, in the gateway fall.
Gryphon, all thought of pity laid aside,
Threats not nor speaks, but whirls his sword about,
Well venging on the crowd their every flout.

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poem by Ludovico Ariosto
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The Baffled Knight, Or Lady's Policy

There was a knight was drunk with wine,
A riding along the way, sir;
And there he met with a lady fine,
Among the cocks of hay, sir.

'Shall you and I, O lady faire,
Among the grass lye down-a,
And I will have a special care
Of rumpling of your gown-a?'

'Upon the grass there is a dewe
Will spoil my damask gown, sir;
My gowne and kirtle they are newe,
And cost me many a crowne, sir.'

'I have a cloak of scarlet red,
Upon the ground I'll throwe it;
Then, lady faire, come, lay thy head;
We'll play, and none shall knowe it.'

'O yonder stands my steed so free
Among the cocks of hay, sir;
And if the pinner should chance to see,
He'll take my steed away, sir.'

'Upon my finger I have a ring,
It's made of finest gold-a,
And, lady, it thy steed shall bring
Out of the pinner's fold-a.'

'O go with me to my father's hall;
Fair chambers there are three, sir;
And you shall have the best of all,
And I'll your chamberlaine bee, sir.'

He mounted himself on his steed so tall,
And her on her dapple gray, sir;
And there they rode to her father's hall,
Fast pricking along the way, sir.

To her father's hall they arrived strait;
'Twas moated round about-a;
She slipt herself within the gate,
And lockt the knight without-a.

'Here is a silver penny to spend,
And take it for your pain, sir;
And two of my father's men I'll send
To wait on you back again, sir.'

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poem by Anonymous Olde English
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Yes Sir, No Sir

Yes sir, no sir
Where do I go sir
What do I do sir
What do I say
Yes sir, no sir
Where do I go sir
What do I do sir
How do I behave
Yes sir, no sir
Permission to speak sir
Permission to breathe sir
What do I say, how do I behave, what do I say
So you think that youve got ambition
Stop your dreaming and your idle wishing
Youre outside and there aint no admission
To our play
Pack up your ambition in your old kit bag
Soon youll be happy with a packet of fags
Chest out stomach in
Do what I say, do what I say
Yes right away
Yes sir, no sir
Where do I go sir
What do I do sir
What do I say
Yes sir, no sir
Permission to speak sir
Permission to breathe sir
What do I say, how do I behave, what do I say
Doesnt matter who you are
Youre there and there you are
Everything is in its place
Authority must be maintained
And then we know exactly where we are
Let them feel that theyre important to the cause
But let them know that they are fighting for their homes
Just be sure that theyre contributing their all
Give the scum a gun and make the bugger fight
And be sure to have deserters shot on sight
If he dies well send a medal to his wife
Yes sir, no sir
Please let me die sir
I think this life is affecting my brain
Yes sir, no sir
Three bags full sir
What do I do sir, what do I say
What do I say, how do I behave, what do I say

song performed by Kinks
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Fundamental of Liar Chapter CXXVI: Ruin

Do not ruin a good story
Do not ruin a perfect plan
Do not ruin a flawless lie
Do not ruin a great sacrifice
Do not ruin a hard work
Do not ruin a long trust
Do not ruin a magical moment
Do not ruin a golden opportunity
Do not ruin the current mood
Do not ruin an innocent dream
Do not ruin a sweet memory
Do not ruin a fair game
Do not ruin a mutual agreement
Do not ruin a smiling face
Do not ruin the flowing river
Do not ruin the sequence order
Do not ruin the standard procedure
Do not ruin the prepared show
Do not ruin a complete circle
Do not ruin a final ending
Do not ruin the leisure time
Do not ruin the aiming shot
Do not ruin the hidden purpose
Do not ruin a genius idea
Do not ruin the dead price
Do not ruin a determined mind

poem by Maria Sudibyo
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The Shepherd's Week : Monday; or the Squabble

Lobbin Clout, Cuddy, Cloddipole

Lobbin Clout.
Thy younglings, Cuddy, are but just awake,
No thrustles shrill the bramble-bush forsake
No chirping lark the welkin sheen invokes,
No damsel yet the swelling udder strokes;
O'er yonder hill does scant the dawn appear,
Then why does Cuddy leave his cott so rear?

Cuddy.
Ah Lobbin Clout! I ween, my plight is guest,
'For he that loves, a stranger is to rest;'
If swains belye not, thou hast prov'd the smart
And Blouzelinda's mistress of thy heart.
This rising rear betokeneth well thy mind,
Those arms are folded for thy Blouzelind.
And well, I trow, our piteous plights agree,
Thee Blouzelinda smiles, Buxoma me.

Lobbin Clout.
Ah Blouzelind! I love thee more by half,
Than does their fawns, or cows the new-fallen calf;
Wo worth the tongue! may blisters sore it gall,
That names Buxoma, Blouzelind withal.

Cuddy.
Hold, witless Lobbin Clout, I thee advise,
Lest blisters sore on thy own tongue arise.
Lo yonder Cloddipole, the blithesome swain,
The wisest lout of all the neighbouring plain!
From Cloddipole we learnt to read the skies,
To know when hail will fall, or winds arise.
He taught us erst the heifer's tail to view,
When stuck aloft, that show'rs would straight ensue;
He first that useful secret did explain,
That pricking corns foretold the gath'ring rain.
When swallows fleet soar high and sport in air,
He told us that the welkin would be clear.
Let Cloddipole then hear us twain rehearse,
And praise his sweetheart in alternate verse.
I'll wager this same oaken staff with thee,
That Cloddipole shall give the prize to me.

Lobbin Clout.
See this tobacco-pouch that's lin'd with hair,
Made of the skin of sleekest fallow deer.
This pouch, that's tied with tape of reddest hue,
I'll wager, that the prize shall be my due.

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poem by John Gay
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Canto the Fourth

I.

I stood in Venice, on the Bridge of Sighs;
A palace and a prison on each hand:
I saw from out the wave her structures rise
As from the stroke of the enchanter’s wand:
A thousand years their cloudy wings expand
Around me, and a dying glory smiles
O’er the far times when many a subject land
Looked to the wingèd Lion’s marble piles,
Where Venice sate in state, throned on her hundred isles!

II.

She looks a sea Cybele, fresh from ocean,
Rising with her tiara of proud towers
At airy distance, with majestic motion,
A ruler of the waters and their powers:
And such she was; her daughters had their dowers
From spoils of nations, and the exhaustless East
Poured in her lap all gems in sparkling showers.
In purple was she robed, and of her feast
Monarchs partook, and deemed their dignity increased.

III.

In Venice, Tasso’s echoes are no more,
And silent rows the songless gondolier;
Her palaces are crumbling to the shore,
And music meets not always now the ear:
Those days are gone - but beauty still is here.
States fall, arts fade - but Nature doth not die,
Nor yet forget how Venice once was dear,
The pleasant place of all festivity,
The revel of the earth, the masque of Italy!

IV.

But unto us she hath a spell beyond
Her name in story, and her long array
Of mighty shadows, whose dim forms despond
Above the dogeless city’s vanished sway;
Ours is a trophy which will not decay
With the Rialto; Shylock and the Moor,
And Pierre, cannot be swept or worn away -
The keystones of the arch! though all were o’er,
For us repeopled were the solitary shore.

V.

[...] Read more

poem by Byron from Childe Harold's Pilgrimage (1818)
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Orlando Furioso Canto 17

ARGUMENT
Charles goes, with his, against King Rodomont.
Gryphon in Norandino's tournament
Does mighty deeds; Martano turns his front,
Showing how recreant is his natural bent;
And next, on Gryphon to bring down affront,
Stole from the knight the arms in which he went;
Hence by the kindly monarch much esteemed,
And Gryphon scorned, whom he Martano deemed.

I
God, outraged by our rank iniquity,
Whenever crimes have past remission's bound,
That mercy may with justice mingled be,
Has monstrous and destructive tyrants crowned;
And gifted them with force and subtlety,
A sinful world to punish and confound.
Marius and Sylla to this end were nursed,
Rome with two Neros and a Caius cursed;

II
Domitian and the latter Antonine;
And, lifted from the lowest rabble's lees,
To imperial place and puissance, Maximine:
Hence Thebes to cruel Creon bent her knees,
Mezentius ruled the subject Agiline,
Fattening his fields with blood. To pests like these
Our Italy was given in later day,
To Lombard, Goth, and Hun a bleeding prey.

III
What shall I of fierce Attila, what say
Of wicked Ezzeline, and hundreds more?
Whom, because men still trod the crooked way,
God sent them for their pain and torment sore.
Of this ourselves have made a clear assay,
As well as those who lived in days of yore;
Consigned to ravening wolves, ordained to keep
Us, his ill-nurturing and unuseful sheep;

IV
Who, as if having more than served to fill
Their hungry maw, invite from foreign wood
Beyond the mountain, wolves of greedier will,
With them to be partakers of their food.
The bones which Thrasymene and Trebbia fill,
And Cannae, seem but few to what are strewed
On fattened field and bank, where on their way
Adda and Mella, Ronco and Tarro stray.

[...] Read more

poem by Ludovico Ariosto
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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:

[...] Read more

poem by Robert Browning (1871)
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Fifth Book

AURORA LEIGH, be humble. Shall I hope
To speak my poems in mysterious tune
With man and nature,–with the lava-lymph
That trickles from successive galaxies
Still drop by drop adown the finger of God,
In still new worlds?–with summer-days in this,
That scarce dare breathe, they are so beautiful?–
With spring's delicious trouble in the ground
Tormented by the quickened blood of roots.
And softly pricked by golden crocus-sheaves
In token of the harvest-time of flowers?–
With winters and with autumns,–and beyond,
With the human heart's large seasons,–when it hopes
And fears, joys, grieves, and loves?–with all that strain
Of sexual passion, which devours the flesh
In a sacrament of souls? with mother's breasts,
Which, round the new made creatures hanging there,
Throb luminous and harmonious like pure spheres?–
With multitudinous life, and finally
With the great out-goings of ecstatic souls,
Who, in a rush of too long prisoned flame,
Their radiant faces upward, burn away
This dark of the body, issuing on a world
Beyond our mortal?–can I speak my verse
So plainly in tune to these things and the rest,
That men shall feel it catch them on the quick,
As having the same warrant over them
To hold and move them, if they will or no,
Alike imperious as the primal rhythm
Of that theurgic nature? I must fail,
Who fail at the beginning to hold and move
One man,–and he my cousin, and he my friend,
And he born tender, made intelligent,
Inclined to ponder the precipitous sides
Of difficult questions; yet, obtuse to me,–
Of me, incurious! likes me very well,
And wishes me a paradise of good,
Good looks, good means, and good digestion!–ay,
But otherwise evades me, puts me off
With kindness, with a tolerant gentleness,–
Too light a book for a grave man's reading! Go,
Aurora Leigh: be humble.
There it is;
We women are too apt to look to one,
Which proves a certain impotence in art.
We strain our natures at doing something great,
Far less because it's something great to do,
Than, haply, that we, so, commend ourselves
As being not small, and more appreciable
To some one friend. We must have mediators

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poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
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Idylls of the King: The Passing of Arthur (excerpt)

That story which the bold Sir Bedivere,
First made and latest left of all the knights,
Told, when the man was no more than a voice
In the white winter of his age, to those
With whom he dwelt, new faces, other minds.
For on their march to westward, Bedivere,
Who slowly paced among the slumbering host,
Heard in his tent the moanings of the King:
"I found Him in the shining of the stars,
I mark'd Him in the flowering of His fields,
But in His ways with men I find Him not.
I waged His wars, and now I pass and die.
O me! for why is all around us here
As if some lesser god had made the world,
But had not force to shape it as he would,
Till the High God behold it from beyond,
And enter it, and make it beautiful?
Or else as if the world were wholly fair,
But that these eyes of men are dense and dim,
And have not power to see it as it is:
Perchance, because we see not to the close;--
For I, being simple, thought to work His will,
And have but stricken with the sword in vain;
And all whereon I lean'd in wife and friend
Is traitor to my peace, and all my realm
Reels back into the beast, and is no more.
My God, thou hast forgotten me in my death:
Nay--God my Christ--I pass but shall not die."

Then, ere that last weird battle in the west,
There came on Arthur sleeping, Gawain kill'd
In Lancelot's war, the ghost of Gawain blown
Along a wandering wind, and past his ear
Went shrilling, "Hollow, hollow all delight!
Hail, King! to-morrow thou shalt pass away.
Farewell! there is an isle of rest for thee.
And I am blown along a wandering wind,
And hollow, hollow, hollow all delight."
And fainter onward, like wild birds that change
Their season in the night and wail their way
From cloud to cloud, down the long wind the dream
Shrill'd; but in going mingled with dim cries
Far in the moonlit haze among the hills,
As of some lonely city sack'd by night,
When all is lost, and wife and child with wail
Pass to new lords; and Arthur woke and call'd,
"Who spake? A dream. O light upon the wind,
Thine, Gawain, was the voice--are these dim cries
Thine? or doth all that haunts the waste and wild
Mourn, knowing it will go along with me?"

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poem by Alfred Lord Tennyson
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V. Count Guido Franceschini

Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!

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poem by Robert Browning from The Ring and the Book
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