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Of Losing You

I fear not the lightnings
nor the gigantic waves
of the ocean.

I fear not the war
nor the poverty
and hunger.

I fear not the demons
nor the rage
of an angel.

I fear only
...of losing you.

poem by Marites C. Cayetano
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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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Upon the Arid Lakes

Someplace
A field of flowers
Rousing under remnants of the dawn:
Out there! from death, I rose
Above the silent many –
A distant will-o'-the-wisp
Reflecting under airs of minor ninths –
How rich the ambience they threw!

What theme of prosody
Had rendered me? –
Tho’ silent were its words:
A broken soul in pulsing pain –
Thou mustn’t guess what goes behind
The sick and ghostly screen of war!

In sallow-grey and other ashen hues,
Disrobed of warming flesh
That reassures the bones,
A twisted pose
Portrayed my physicality –
Not unlike the carcass of a prey;

But as a cloud of thought, I mused,
Exacerbating woes
Collected in a life dispatched
In freely flowing blood,
Conferring crimson shades
Upon the arid lakes aflood
With glorious tides of nascent buds
Begetting innocence.

And as we glowed in ruddy shades,
I asked: ‘What future lies ahead?
What terror trades? ’

Copyright © Mark R Slaughter 2011

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poem by Mark R Slaughter
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The Brus Book XVIII

Only Berwick remains in English hands; a burgess offers to betray it]

The lordis off the land war fayne
Quhen thai wist he wes cummyn agan
And till him went in full gret hy,
And he ressavit thaim hamlyly
5 And maid thaim fest and glaidsum cher,
And thai sa wonderly blyth wer
Off his come that na man mycht say,
Gret fest and fayr till him maid thai.
Quharever he raid all the countre
10 Gaderyt in daynte him to se,
Gret glaidschip than wes in the land.
All than wes wonnyn till his hand,
Fra the Red Swyre to Orknay
Wes nocht off Scotland fra his fay
15 Outakyn Berwik it allane.
That tym tharin wonnyt ane
That capitane wes of the toun,
All Scottismen in suspicioun
He had and tretyt thaim tycht ill.
20 He had ay to thaim hevy will
And held thaim fast at undre ay,
Quhill that it fell apon a day
That a burges Syme of Spalding
Thocht that it wes rycht angry thing
25 Suagate ay to rebutyt be.
Tharfor intill his hart thocht he
That he wald slely mak covyne
With the marchall, quhays cosyne
He had weddyt till him wiff,
30 And as he thocht he did belyff.
Lettrys till him he send in hy
With a traist man all prively,
And set him tym to cum a nycht
With leddrys and with gud men wicht
35 Till the kow yet all prively,
And bad him hald his trist trewly
And he suld mete thaim at the wall,
For his walk thar that nycht suld fall.

[The marischal shows the letter to the king,
who seeks to avoid jealousy between Douglas and Moray]

Quhen the marchell the lettre saw
40 He umbethocht him than a thraw,
For he wist be himselvyn he
Mycht nocht off mycht no power be
For till escheyff sa gret a thing,
And giff he tuk till his helping

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poem by John Barbour
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Tom Zart's 52 Best Of The Rest America At War Poems

SONS AND DAUGHTERS OF WORLD WAR III

The White House
Washington
Tom Zart's Poems

March 16,2007
Ms. Lillian Cauldwell
President and Chief Executive Officer
Passionate Internet Voices Radio
Ann Arbor Michigan

Dear Lillian:
Number 41 passed on the CDs from Tom Zart. Thank you for thinking of me. I am thankful for your efforts to honor our brave military personnel and their families. America owes these courageous men and women a debt of gratitude, and I am honored to be the commander in chief of the greatest force for freedom in the history of the world.
Best Wishes.

Sincerely,

George W. Bush

SONS AND DAUGHTERS OF WORLD WAR III

Our sons and daughters serve in harm's way
To defend our way of life.
Some are students, some grandparents
Many a husband or wife.

They face great odds without complaint
Gambling life and limb for little pay.
So far away from all they love
Fight our soldiers for whom we pray.

The plotters and planners of America's doom
Pledge to murder and maim all they can.
From early childhood they are taught
To kill is to become a man.

They exploit their young as weapons of choice
Teaching in heaven, virgins will await.
Destroying lives along with their own
To learn of their falsehoods too late.

The fearful cry we must submit
And find a way to soothe them.
Where defenders worry if we stand down
The future for America is grim.

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poem by Tom Zart
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Pharsalia - Book V: The Oracle. The Mutiny. The Storm

Thus had the smiles of Fortune and her frowns
Brought either chief to Macedonian shores
Still equal to his foe. From cooler skies
Sank Atlas' daughters down, and Haemus' slopes
Were white with winter, and the day drew nigh
Devoted to the god who leads the months,
And marking with new names the book of Rome,
When came the Fathers from their distant posts
By both the Consuls to Epirus called
Ere yet the year was dead: a foreign land
Obscure received the magistrates of Rome,
And heard their high debate. No warlike camp
This; for the Consul's and the Praetor's axe
Proclaimed the Senate-house; and Magnus sat
One among many, and the state was all.

When all were silent, from his lofty seat
Thus Lentulus began, while stern and sad
The Fathers listened: 'If your hearts still beat
With Latian blood, and if within your breasts
Still lives your fathers' vigour, look not now
On this strange land that holds us, nor enquire
Your distance from the captured city: yours
This proud assembly, yours the high command
In all that comes. Be this your first decree,
Whose truth all peoples and all kings confess;
Be this the Senate. Let the frozen wain
Demand your presence, or the torrid zone
Wherein the day and night with equal tread
For ever march; still follows in your steps
The central power of Imperial Rome.
When flamed the Capitol with fires of Gaul
When Veii held Camillus, there with him
Was Rome, nor ever though it changed its clime
Your order lost its rights. In Caesar's hands
Are sorrowing houses and deserted homes,
Laws silent for a space, and forums closed
In public fast. His Senate-house beholds
Those Fathers only whom from Rome it drove,
While Rome was full. Of that high order all
Not here, are exiles. Ignorant of war,
Its crimes and bloodshed, through long years of peace,
Ye fled its outburst: now in session all
Are here assembled. See ye how the gods
Weigh down Italia's loss by all the world
Thrown in the other scale? Illyria's wave
Rolls deep upon our foes: in Libyan wastes
Is fallen their Curio, the weightier part
Of Caesar's senate! Lift your standards, then,
Spur on your fates and prove your hopes to heaven.

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poem by Marcus Annaeus Lucanus
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The Brus Book XIII

[Douglas's division attacks]

Quhen thir twa fyrst bataillis wer
Assemblyt as I said you er,
The Stewart Walter that than was
And the gud lord als of Douglas
5 In a bataill, quhen that thai saw
The erle foroutyn dred or aw
Assembill with his cumpany
On all that folk sa sturdely
For till help him thai held thar way
10 And thar bataill in gud aray,
And assemblyt sa hardely
Besid the erle a litill by
That thar fayis feld thar cummyn wele,
For with wapynnys stalwart of stele
15 Thai dang apon with all thar mycht.
Thar fayis resavyt weile Ik hycht
With swerdis speris and with mase,
The bataill thar sa feloune was
And sua rycht gret spilling of blud
20 That on the erd the flousis stud.
The Scottismen sa weill thaim bar
And sua gret slauchter maid thai thar
And fra sa fele the lyvis revyt
That all the feld bludy wes levyt.
25 That tyme thar thre bataillis wer
All syd be sid fechtand weill ner,
Thar mycht men her mony dynt
And wapynnys apon armuris stynt,
And se tumble knychtis and stedis
30 And mony rich and reale wedis
Defoullyt foully under fete,
Sum held on loft sum tynt the suet.
A lang quhill thus fechtand thai war
That men na noyis mycht her thar,
35 Men hard nocht bot granys and dintis
That slew fyr as men slayis on flyntis,
Thai faucht ilk ane sa egerly
That thai maid nother moyis na cry
Bot dang on other at thar mycht
40 With wapnys that war burnyst brycht.
The arowys als sua thyk thar flaw
That thai mycht say wele that thaim saw
That thai a hidwys schour gan ma,
For quhar thai fell Ik undreta
45 Thai left efter thaim taknyng
That sall ned as I trow leching.

[Sir Robert Keith's cavalry disperses the English archers]

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poem by John Barbour
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The Brus Book 19

[The conspiracy against King Robert; its discovery]

Than wes the land a quhile in pes,
Bot covatys, that can nocht ces
To set men apon felony
To ger thaim cum to senyoury,
5 Gert lordis off full gret renoune
Mak a fell conjuracioun
Agayn Robert the douchty king,
Thai thocht till bring him till ending
And to bruk eftre his dede
10 The kynrik and to ryng in hys steid.
The lord the Soullis, Schyr Wilyam,
Off that purches had mast defame,
For principale tharoff was he
Off assent of that cruelte.
15 He had gottyn with him sindry,
Gilbert Maleherbe, Jhone of Logy
Thir war knychtis that I tell her
And Richard Broun als a squyer,
And gud Schyr Davy off Breichyn
20 Wes off this deid arettyt syne
As I sall tell you forthermar.
Bot thai ilkane discoveryt war
Throu a lady as I hard say
Or till thar purpos cum mycht thai,
25 For scho tauld all to the king
Thar purpose and thar ordanyng,
And how that he suld haf bene ded
And Soullis ryng intill his steid,
And tauld him werray taknyng
30 This purches wes suthfast thing.
And quhen the king wist it wes sua
Sa sutell purches gan he ma
That he gert tak thaim everilkan,
And quhar the lord Soullis was tane
35 Thre hunder and sexty had he
Off squyeris cled in his lyvere
At that tyme in his cumpany
Outane knychtis that war joly.
Into Berwik takyn wes he
40 That mycht all his mengne se
Sary and wa, bot suth to say
The king lete thaim all pas thar way
And held thaim at he takyn had.

[The trial in parliament; the fate of the conspirators]

The lord Soullis sone eftre maid
45 Plane granting of all that purchas.

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poem by John Barbour
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The Brus Book XIV

[Edward Bruce goes to Ireland]

The erle off Carrik Schyr Edward,
That stoutar wes than a libard
And had na will to be in pes,
Thocht that Scotland to litill wes
5 Till his brother and him alsua,
Tharfor to purpos gan he ta
That he off Irland wald be king.
Tharfor he send and had tretyng
With the Irschery off Irland,
10 That in thar leawte tuk on hand
Off all Irland to mak him king
With-thi that he with hard fechting
Mycht ourcum the Inglismen
That in the land war wonnand then,
15 And thai suld help with all thar mycht.
And he that hard thaim mak sic hycht
Intill his hart had gret liking
And with the consent of the king
Gadryt him men off gret bounte
20 And at Ayr syne schippyt he
Intill the neyst moneth of Mai,
Till Irland held he straucht his wai.
He had thar in his cumpany
The Erle Thomas that wes worthi
25 And gud Schyr Philip the Mowbray
That sekyr wes in hard assay,
Schyr Jhone the soullis ane gud knycht
And Schyr Jhone Stewart that wes wycht
The Ramsay als of Ouchterhous
30 That wes wycht and chevalrous
And Schyr Fergus off Ardrossane
And other knychtis mony ane.
In Wolringis Fyrth aryvyt thai
Sauffly but bargan or assay
35 And send thar schippis hame ilkan.
A gret thing have thai undretane
That with sa quhoyne as thai war thar
That war sex thousand men but mar
Schup to werray all Irland,
40 Quhar thai sall se mony thousand
Cum armyt on thaim for to fycht,
But thocht thai quhone war thai war wicht,
And forout drede or effray
In twa bataillis tuk thar way
45 Towart Cragfergus it to se.

[The Scots defeat the lords of Ulster]

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poem by John Barbour
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The Brus Book IX

[The king goes to Inverurie and falls ill]

Now leve we intill the Forest
Douglas that sall bot litill rest
Till the countre deliveryt be
Off Inglis folk and thar powste,
5 And turne we till the noble king
That with the folk off his leding
Towart the Month has tane his wai
Rycht stoutly and intill gud array,
Quhar Alysander Frayser him met
10 And als his broder Symonet
With all the folk thai with thaim had.
The king gud contenance thaim made
That wes rycht blyth off thar cummyne.
Thai tauld the king off the convyne
15 Off Jhone Cumyn erle of Bouchane
That till help him had with him tane
Schyr Jhon Mowbray and other ma,
Schyr David off Brechyn alsua,
With all the folk off thar leding,
20 'And yarnys mar na ony thing
Vengeance off you, schyr king, to tak
For Schyr Jhone the Cumyn his sak
That quhylum in Drumfres wes slayn.'
The king said, 'Sa our Lord me sayn,
25 Ik had gret caus him for to sla,
And sen that thai on hand will ta
Becaus off him to werray me
I sall thole a quhile and se
On quhat wys that thai pruve thar mycht,
30 And giff it fall that thai will fycht
Giff thai assaile we sall defend,
Syne fall eftre quhat God will send.'
Eftre this spek the king in hy
Held straucht his way till Enrowry,
35 And thar him tuk sik a seknes
That put him to full hard distress.
He forbar bath drynk and mete,
His men na medicyne couth get
That ever mycht to the king availe,
40 His force gan him halyly faile
That he mycht nother rid na ga.
Then wyt ye that his men war wa,
For nane wes in that cumpany
That wald haiff bene halff sa sary
45 For till haiff sene his broder ded
Lyand befor him in that steid
As thai war for his seknes,
For all thar confort in him wes.

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poem by John Barbour
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Beowulf

LO, praise of the prowess of people-kings
of spear-armed Danes, in days long sped,
we have heard, and what honor the athelings won!
Oft Scyld the Scefing from squadroned foes,
from many a tribe, the mead-bench tore,
awing the earls. Since erst he lay
friendless, a foundling, fate repaid him:
for he waxed under welkin, in wealth he throve,
till before him the folk, both far and near,
who house by the whale-path, heard his mandate,
gave him gifts: a good king he!
To him an heir was afterward born,
a son in his halls, whom heaven sent
to favor the folk, feeling their woe
that erst they had lacked an earl for leader
so long a while; the Lord endowed him,
the Wielder of Wonder, with world's renown.
Famed was this Beowulf: far flew the boast of him,
son of Scyld, in the Scandian lands.
So becomes it a youth to quit him well
with his father's friends, by fee and gift,
that to aid him, aged, in after days,
come warriors willing, should war draw nigh,
liegemen loyal: by lauded deeds
shall an earl have honor in every clan.
Forth he fared at the fated moment,
sturdy Scyld to the shelter of God.
Then they bore him over to ocean's billow,
loving clansmen, as late he charged them,
while wielded words the winsome Scyld,
the leader beloved who long had ruled….
In the roadstead rocked a ring-dight vessel,
ice-flecked, outbound, atheling's barge:
there laid they down their darling lord
on the breast of the boat, the breaker-of-rings,
by the mast the mighty one. Many a treasure
fetched from far was freighted with him.
No ship have I known so nobly dight
with weapons of war and weeds of battle,
with breastplate and blade: on his bosom lay
a heaped hoard that hence should go
far o'er the flood with him floating away.
No less these loaded the lordly gifts,
thanes' huge treasure, than those had done
who in former time forth had sent him
sole on the seas, a suckling child.
High o'er his head they hoist the standard,
a gold-wove banner; let billows take him,
gave him to ocean. Grave were their spirits,
mournful their mood. No man is able

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poem by Charles Baudelaire
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Pharsalia - Book III: Massilia

With canvas yielding to the western wind
The navy sailed the deep, and every eye
Gazed on Ionian billows. But the chief
Turned not his vision from his native shore
Now left for ever, while the morning mists
Drew down upon the mountains, and the cliffs
Faded in distance till his aching sight
No longer knew them. Then his wearied frame
Sank in the arms of sleep. But Julia's shape,
In mournful guise, dread horror on her brow,
Rose through the gaping earth, and from her tomb
Erect, in form as of a Fury spake:
'Driven from Elysian fields and from the plains
The blest inhabit, when the war began,
I dwell in Stygian darkness where abide
The souls of all the guilty. There I saw
Th' Eumenides with torches in their hands
Prepared against thy battles; and the fleets
Which by the ferryman of the flaming stream
Were made to bear thy dead: while Hell itself
Relaxed its punishments; the sisters three
With busy fingers all their needful task
Could scarce accomplish, and the threads of fate
Dropped from their weary hands. With me thy wife,
Thou, Magnus, leddest happy triumphs home:
New wedlock brings new luck. Thy concubine,
Whose star brings all her mighty husbands ill,
Cornelia, weds in thee a breathing tomb.
Through wars and oceans let her cling to thee
So long as I may break thy nightly rest:
No moment left thee for her love, but all
By night to me, by day to Caesar given.
Me not the oblivious banks of Lethe's stream
Have made forgetful; and the kings of death
Have suffered me to join thee; in mid fight
I will be with thee, and my haunting ghost
Remind thee Caesar's daughter was thy spouse.
Thy sword kills not our pledges; civil war
Shall make thee wholly mine.' She spake and fled.
But he, though heaven and hell thus bode defeat,
More bent on war, with mind assured of ill,
'Why dread vain phantoms of a dreaming brain?
Or nought of sense and feeling to the soul
Is left by death; or death itself is nought.'

Now fiery Titan in declining path
Dipped to the waves, his bright circumference
So much diminished as a growing moon
Not yet full circled, or when past the full;
When to the fleet a hospitable coast

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poem by Marcus Annaeus Lucanus
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Gigantic

And this I know
His teeth as white as snow
What a gas it was to see him
Walk her every day
Into a shady place
With her lips she said
She said
Hey paul, hey paul, hey paul, lets have a ball (3x)
Gigantic, gigantic, gigantic
A big big love
Gigantic, gigantic, gigantic
A big big love
Lovely legs there are
What a big black mask
What a hunk of love
Walk her every day into a shady place
Hes like the dark, but Id want him
Hey paul, hey paul, hey paul, lets have a ball (3x)
Gigantic, gigantic, gigantic
A big big love
Gigantic, gigantic, gigantic
A big big love
Gigantic, gigantic, gigantic
A big big love
Gigantic, gigantic, gigantic
A big big love

song performed by Pixies
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Pharsalia - Book II: The Flight Of Pompeius

This was made plain the anger of the gods;
The universe gave signs Nature reversed
In monstrous tumult fraught with prodigies
Her laws, and prescient spake the coming guilt.

How seemed it just to thee, Olympus' king,
That suffering mortals at thy doom should know
By omens dire the massacre to come?
Or did the primal parent of the world
When first the flames gave way and yielding left
Matter unformed to his subduing hand,
And realms unbalanced, fix by stern decree'
Unalterable laws to bind the whole
(Himself, too, bound by law), so that for aye
All Nature moves within its fated bounds?
Or, is Chance sovereign over all, and we
The sport of Fortune and her turning wheel?
Whate'er be truth, keep thou the future veiled
From mortal vision, and amid their fears
May men still hope.

Thus known how great the woes
The world should suffer, from the truth divine,
A solemn fast was called, the courts were closed,
All men in private garb; no purple hem
Adorned the togas of the chiefs of Rome;
No plaints were uttered, and a voiceless grief
Lay deep in every bosom: as when death
Knocks at some door but enters not as yet,
Before the mother calls the name aloud
Or bids her grieving maidens beat the breast,
While still she marks the glazing eye, and soothes
The stiffening limbs and gazes on the face,
In nameless dread, not sorrow, and in awe
Of death approaching: and with mind distraught
Clings to the dying in a last embrace.

The matrons laid aside their wonted garb:
Crowds filled the temples -- on the unpitying stones
Some dashed their bosoms; others bathed with tears
The statues of the gods; some tore their hair
Upon the holy threshold, and with shrieks
And vows unceasing called upon the names
Of those whom mortals supplicate. Nor all
Lay in the Thunderer's fane: at every shrine
Some prayers are offered which refused shall bring
Reproach on heaven. One whose livid arms
Were dark with blows, whose cheeks with tears bedewed
And riven, cried, 'Beat, mothers, beat the breast,
Tear now the lock; while doubtful in the scales

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poem by Marcus Annaeus Lucanus
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Pharsalia - Book IV: Caesar In Spain. War In The Adriatic Sea. Death Of Curio.

But in the distant regions of the earth
Fierce Caesar warring, though in fight he dealt
No baneful slaughter, hastened on the doom
To swift fulfillment. There on Magnus' side
Afranius and Petreius held command,
Who ruled alternate, and the rampart guard
Obeyed the standard of each chief in turn.
There with the Romans in the camp were joined
Asturians swift, and Vettons lightly armed,
And Celts who, exiled from their ancient home,
Had joined 'Iberus' to their former name.
Where the rich soil in gentle slope ascends
And forms a modest hill, Ilerda stands,
Founded in ancient days; beside her glides
Not least of western rivers, Sicoris
Of placid current, by a mighty arch
Of stone o'erspanned, which not the winter floods
Shall overwhelm. Upon a rock hard by
Was Magnus' camp; but Caesar's on a hill,
Rivalling the first; and in the midst a stream.
Here boundless plains are spread beyond the range
Of human vision; Cinga girds them in
With greedy waves; forbidden to contend
With tides of ocean; for that larger flood
Who names the land, Iberus, sweeps along
The lesser stream commingled with his own.

Guiltless of war, the first day saw the hosts
In long array confronted; standard rose
Opposing standard, numberless; yet none
Essayed attack, in shame of impious strife.
One day they gave their country and her laws.
But Caesar, when from heaven fell the night,
Drew round a hasty trench; his foremost rank
With close array concealing those who wrought.
Then with the morn he bids them seize the hill
Which parted from the camp Ilerda's walls,
And gave them safety. But in fear and shame
On rushed the foe and seized the vantage ground,
First in the onset. From the height they held
Their hopes of conquest; but to Caesar's men
Their hearts by courage stirred, and their good swords
Promised the victory. Burdened up the ridge
The soldier climbed, and from the opposing steep
But for his comrade's shield had fallen back;
None had the space to hurl the quivering lance
Upon the foeman: spear and pike made sure
The failing foothold, and the falchion's edge
Hewed out their upward path. But Caesar saw
Ruin impending, and he bade his horse

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poem by Marcus Annaeus Lucanus
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The Aeneid of Virgil: Book 7

AND thou, O matron of immortal fame,
Here dying, to the shore hast left thy name;
Cajeta still the place is call’d from thee,
The nurse of great Æneas’ infancy.
Here rest thy bones in rich Hesperia’s plains; 5
Thy name (’t is all a ghost can have) remains.
Now, when the prince her fun’ral rites had paid,
He plow’d the Tyrrhene seas with sails display’d.
From land a gentle breeze arose by night,
Serenely shone the stars, the moon was bright, 10
And the sea trembled with her silver light.
Now near the shelves of Circe’s shores they run,
(Circe the rich, the daughter of the Sun,)
A dang’rous coast: the goddess wastes her days
In joyous songs; the rocks resound her lays: 15
In spinning, or the loom, she spends the night,
And cedar brands supply her father’s light.
From hence were heard, rebellowing to the main,
The roars of lions that refuse the chain,
The grunts of bristled boars, and groans of bears, 20
And herds of howling wolves that stun the sailors’ ears.
These from their caverns, at the close of night,
Fill the sad isle with horror and affright.
Darkling they mourn their fate, whom Circe’s pow’r,
(That watch’d the moon and planetary hour,) 25
With words and wicked herbs from humankind
Had alter’d, and in brutal shapes confin’d.
Which monsters lest the Trojans’ pious host
Should bear, or touch upon th’ inchanted coast,
Propitious Neptune steer’d their course by night 30
With rising gales that sped their happy flight.
Supplied with these, they skim the sounding shore,
And hear the swelling surges vainly roar.
Now, when the rosy morn began to rise,
And wav’d her saffron streamer thro’ the skies; 35
When Thetis blush’d in purple not her own,
And from her face the breathing winds were blown,
A sudden silence sate upon the sea,
And sweeping oars, with struggling, urge their way.
The Trojan, from the main, beheld a wood, 40
Which thick with shades and a brown horror stood:
Betwixt the trees the Tiber took his course,
With whirlpools dimpled; and with downward force,
That drove the sand along, he took his way,
And roll’d his yellow billows to the sea. 45
About him, and above, and round the wood,
The birds that haunt the borders of his flood,
That bath’d within, or basked upon his side,
To tuneful songs their narrow throats applied.
The captain gives command; the joyful train 50

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poem by Publius Vergilius Maro
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The Aeneid of Virgil: Book 12

WHEN Turnus saw the Latins leave the field,
Their armies broken, and their courage quell’d,
Himself become the mark of public spite,
His honor question’d for the promis’d fight;
The more he was with vulgar hate oppress’d, 5
The more his fury boil’d within his breast:
He rous’d his vigor for the last debate,
And rais’d his haughty soul to meet his fate.
As, when the swains the Libyan lion chase,
He makes a sour retreat, nor mends his pace; 10
But, if the pointed jav’lin pierce his side,
The lordly beast returns with double pride:
He wrenches out the steel, he roars for pain;
His sides he lashes, and erects his mane:
So Turnus fares; his eyeballs flash with fire, 15
Thro’ his wide nostrils clouds of smoke expire.
Trembling with rage, around the court he ran,
At length approach’d the king, and thus began:
“No more excuses or delays: I stand
In arms prepar’d to combat, hand to hand, 20
This base deserter of his native land.
The Trojan, by his word, is bound to take
The same conditions which himself did make.
Renew the truce; the solemn rites prepare,
And to my single virtue trust the war. 25
The Latians unconcern’d shall see the fight;
This arm unaided shall assert your right:
Then, if my prostrate body press the plain,
To him the crown and beauteous bride remain.”
To whom the king sedately thus replied: 30
“Brave youth, the more your valor has been tried,
The more becomes it us, with due respect,
To weigh the chance of war, which you neglect.
You want not wealth, or a successive throne,
Or cities which your arms have made your own: 35
My towns and treasures are at your command,
And stor’d with blooming beauties is my land;
Laurentum more than one Lavinia sees,
Unmarried, fair, of noble families.
Now let me speak, and you with patience hear, 40
Things which perhaps may grate a lover’s ear,
But sound advice, proceeding from a heart
Sincerely yours, and free from fraudful art.
The gods, by signs, have manifestly shown,
No prince Italian born should heir my throne: 45
Oft have our augurs, in prediction skill’d,
And oft our priests, a foreign son reveal’d.
Yet, won by worth that cannot be withstood,
Brib’d by my kindness to my kindred blood,
Urg’d by my wife, who would not be denied, 50

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poem by Publius Vergilius Maro
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Tsunami Aftermath-Lividly living corpse

Their countless tears did definitely fill an ocean all right; but it was an ocean of unprecedented misery; with the wrath of the inexplicably crippling disaster transforming every trace of robust innocence into a mortuary of stinking death,

Their countless tears did definitely fill an ocean all right; but it was an ocean of hapless uncertainty; as boundless number of impeccable heads stared in distraught disbelief; for relentless hours towards empty sky,

Their countless tears did definitely fill an ocean all right; but it was an ocean of morbid blood; from which emanated the stench of pricelessly inimitable honesty hopelessly blended with the diabolical devil,

Their countless tears did definitely fill an ocean all right; but it was an ocean of unceasing sadness; in which perpetually floated innumerable lifeless bones of their enchanting siblings; children and immortal beloved,

Their countless tears did definitely fill an ocean all right; but it was an ocean of sadistic ridicule; where even the most eternally fructifying form of living kind was rendered to worthlessly lugubrious foam; salt and soap,

Their countless tears did definitely fill an ocean all right; but it was an ocean of parasitically ribald lechery; where man brutally asphyxiated his counterpart man; in an eventual bid to frenetically survive,

Their countless tears did definitely fill an ocean all right; but it was an ocean of cannibalistic hatred; from which spawned only the corridors of devilish hell; diffusing pain; pain and only intolerably inconsolable pain,

Their countless tears did definitely fill an ocean all right; but it was an ocean of bizarrely tawdry helplessness; where they were reduced to just infinitesimal frigid eunuchs; not able to do anything as the wave gobbled every trace of their celestial happiness,

Their countless tears did definitely fill an ocean all right; but it was an ocean of frenzied deliriousness; which apocalyptically shrieked the cry of ultimate extinction; the wholesome disappearance of this symbiotic planet from the map of this bountifully redolent Universe,

Their countless tears did definitely fill an ocean all right; but it was an ocean of unceasing remorsefulness; with the coffins of satanic oblivion ghoulishly transcending every conceivable happening in the atmosphere,

Their countless tears did definitely fill an ocean all right; but it was an ocean of limitless disbelief; with every stroke of destiny seeming to treacherously unfurl from the mouth of the venomously slandering devil,

Their countless tears did definitely fill an ocean all right; but it was an ocean of ominously pulverizing lies; where as if sacrilegiously wanton abuse had forever overridden the brilliantly majestic scepter of emollient truth,

Their countless tears did definitely fill an ocean all right; but it was an ocean of wastrel nothingness; with every wave that arose; hedonistically darting towards the infinite infinity of unfathomable despair,

Their countless tears did definitely fill an ocean all right; but it was an ocean of endless unemployment; where even the most divinely innocent source of life; was indiscriminately weighed on the scales of carnivorous crime,

Their countless tears did definitely fill an ocean all right; but it was an ocean of intransigently besmirching trauma; which licentiously gave birth to the graveyards of blackness; blackness and only savagely decrepit blackness,

Their countless tears did definitely fill an ocean all right; but it was an ocean of emotionlessly penalizing neglect; unforgivably ripping them apart from every tangible and intangible aspect and fabric of the civilized society,

Their countless tears did definitely fill an ocean all right; but it was an ocean of devastating disorientation; with even the most synergistically resplendent of smiles metamorphosing into gorily inane waywardness,

Their countless tears did definitely fill an ocean all right; but it was an ocean of unendingly excruciating torture; with human skin and emotions being ruthlessly excoriated apart like the inadvertent shedding of the lizard’s skin,

Their countless tears did definitely fill an ocean all right; but it was an ocean of amorphously sinful vindication; as fathomless deplorably orphaned took a solemn pledge; never to respect Mother Nature in their lifetimes again,

Their countless tears did definitely fill an ocean all right; but it was an ocean of ungainly fretfulness; with the horrendously wrinkled eye dispersing nothing else but blood; blood and punitively aggrieved blood,

Their countless tears did definitely fill an ocean all right; but it was an ocean of unparalleled divestation; with every beat of the heart; breath and blood; being transformed forever and ever and ever; as an aftermath of the murderous Tsunami; into a lividly living corpse….

poem by Nikhil Parekh
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The Brus Book III

The lord of Lorn attacks the king's men]

The lord off Lorne wonnyt thar-by
That wes capitale ennymy
To the king for his emys sak
Jhon Comyn, and thocht for to tak
5 Vengeance apon cruell maner.
Quhen he the king wyst wes sa ner
He assemblyt his men in hy,
And had intill his cumpany
The barounys off Argyle alsua.
10 Thai war a thousand weill or ma
And come for to suppris the king
That weill wes war of thar cummyng.
Bot all to few with him he had
The-quhethir he bauldly thaim abaid,
15 And weill ost at thar fryst metyng
War layd at erd but recoveryng.
The kingis folk full weill thaim bar
And slew and fellyt and woundyt sar,
Bot the folk off the tother party
20 Faucht with axys sa fellyly,
For thai on fute war everilkane,
That thai feile off thar hors has slayne,
And till sum gaiff thai woundis wid.
James off Douglas wes hurt that tyd
25 And als Schyr Gilbert de le Hay.
The king his men saw in affray
And his ensenye can he cry
And amang thaim rycht hardyly
He rad that he thaim ruschyt all
30 And fele off thaim thar gert he fall.
Bot quhen he saw thai war sa feill
And saw thaim swa gret dyntis deill
He dred to tyne his folk, forthi
His men till him he gan rely
35 And said, 'Lordyngis, foly it war
Tyll us for till assembill mar,
For thai fele off our hors has slayn,
And giff yhe fecht with thaim agayn
We sall tyne off our small mengye
40 And our selff sall in perill be.
Tharfor me thynk maist avenand
To withdraw us us defendand
Till we cum out off thar daunger,
For our strenth at our hand is ner.'
45 Then thai withdrew thaim halely
Bot that wes nocht full cowartly
For samyn intill a sop held thai

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poem by John Barbour
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The Aeneid of Virgil: Book 10

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

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poem by Publius Vergilius Maro
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Rage Hard

(gill/johnson/nash/otoole)
Rage! rage! rage! rage!
Rage hard!
Laugh like the head of apollo
Young and strong on the wings of tomorrow
Rise up in millions get off your knees
Dispelling the demons
In the valley of danger
We all work together, sculptures in sorrow
With love light to follow, on
Sweet head of apollo
Rage hard, into the light
Rage hard, doing it right, doing it right
Rage hard, against the dark
Rage hard, make your mark
Let the tournament begin
Dont give up and dont give in
Strength to rise up, strength to win
Strength to save the wor(l)d from losing
Rage hard, into the light
Rage hard, doing it right
Rage hard, against the dark
Rage hard
Rage!
Rage hard
Though blue eyes of children
They shine without fear
Hope is the future, with oceans of cheer
Nothing to fear
Theres nothing to fear
Though laughter of angels resounding
From heaven keep fighting the favours
Of charlatan saviours, charlatan saviours
Rage hard, into the light
Rage hard, doing it right, doing it right
Rage hard, against the dark
Rage hard, make your mark
Let the tournament begin
Dont give up and dont give in
Rage hard, into the light
Rage hard, doing it right
Rage hard, against the dark
Rage hard, make your mark
I dont know which way to go
My loves like driven snow
When we past the test of time
My love you shall be mine
And if only, lost and lonely
Is all thats wrong with me, we ll be free
Be free, be free

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song performed by Frankie Goes To Hollywood
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