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The revolutionalist

We need a change
There must be a change
Authority do means extra responsibility
Not selfishness and greediness
Prosperity came from efficiency
Transparency and it effectiveness
Ignorant and corrupt leadership
Like an army of evil soldiers in a warship
They kill, destroy and steal us
So we do not like their friendship
Instead of prosperity
They create poverty
Beware of the beast
For you do not know where it cometh from
Wither the west or the east
Either at mourn or at feast
Power is sweat
But why does it feels bitter
Life is sweat
But why cant we live forever

by: mattancient

poem by Matt Ancient
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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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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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Authority Song

They like to get you in a compromising position
They like to get you there and smille in your face
They think, theyre so cute when they got you in that condition
Well I think, its a total disgrace
Chorus:
I fight authority, authority always wins
I fight authority, authority always wins
I been doing it, since I was a young kid
Ive come out grinnin
I fight authority, authority always wins
So I call up my preacher
I say: gimme strenght for round 5
He said: you dont need no strength, you need to grow up, son
I said: growing up leads to growing old and then to dying,
And dying to me dont sound like all that much fun
Chorus:
I fight authority, authority always wins
I fight authority, authority always wins
I been doing it, since I was a young kid
Ive come out grinnin
I fight authority, authority always wins
I fight authority, authority always wins
I fight authority, authority always wins
I been doing it, since I was a young kid
Ive come out grinnin
I fight authority, authority always wins
Oh no
Oh no
I fight authority, authority always wins
Chorus:
I fight authority, authority always wins
I fight authority, authority always wins
I been doing it, since I was a young kid
Ive come out grinnin
I fight authority, authority always wins
I fight authority, authority always wins
I fight authority, authority always wins
I been doing it, since I was a young kid
Ive come out grinnin
I fight authority, authority always wins

song performed by John Mellencamp
Added by Lucian Velea
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The Tower Beyond Tragedy

I
You'd never have thought the Queen was Helen's sister- Troy's
burning-flower from Sparta, the beautiful sea-flower
Cut in clear stone, crowned with the fragrant golden mane, she
the ageless, the uncontaminable-
This Clytemnestra was her sister, low-statured, fierce-lipped, not
dark nor blonde, greenish-gray-eyed,
Sinewed with strength, you saw, under the purple folds of the
queen-cloak, but craftier than queenly,
Standing between the gilded wooden porch-pillars, great steps of
stone above the steep street,
Awaiting the King.
Most of his men were quartered on the town;
he, clanking bronze, with fifty
And certain captives, came to the stair. The Queen's men were
a hundred in the street and a hundred
Lining the ramp, eighty on the great flags of the porch; she
raising her white arms the spear-butts
Thundered on the stone, and the shields clashed; eight shining
clarions
Let fly from the wide window over the entrance the wildbirds of
their metal throats, air-cleaving
Over the King come home. He raised his thick burnt-colored
beard and smiled; then Clytemnestra,
Gathering the robe, setting the golden-sandaled feet carefully,
stone by stone, descended
One half the stair. But one of the captives marred the comeliness
of that embrace with a cry
Gull-shrill, blade-sharp, cutting between the purple cloak and
the bronze plates, then Clytemnestra:
Who was it? The King answered: A piece of our goods out of
the snatch of Asia, a daughter of the king,
So treat her kindly and she may come into her wits again. Eh,
you keep state here my queen.
You've not been the poorer for me.- In heart, in the widowed
chamber, dear, she pale replied, though the slaves
Toiled, the spearmen were faithful. What's her name, the slavegirl's?
AGAMEMNON Come up the stair. They tell me my kinsman's
Lodged himself on you.
CLYTEMNESTRA Your cousin Aegisthus? He was out of refuge,
flits between here and Tiryns.
Dear: the girl's name?
AGAMEMNON Cassandra. We've a hundred or so other
captives; besides two hundred
Rotted in the hulls, they tell odd stories about you and your
guest: eh? no matter: the ships
Ooze pitch and the August road smokes dirt, I smell like an
old shepherd's goatskin, you'll have bath-water?
CLYTEMNESTRA
They're making it hot. Come, my lord. My hands will pour it.

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poem by Robinson Jeffers
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Through the eyes of a Field Coronet (Epic)

Introduction

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

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

Prologue

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

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

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

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

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

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

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

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poem by Gert Strydom
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The Third Monarchy, being the Grecian, beginning under Alexander the Great in the 112. Olympiad.

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

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poem by Anne Bradstreet
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Extra Lovable

I wanna rap a little bit, oh!
Yeah!
Baby, U got somethin' that would make
A many hippie mighty proud
U got a dozen little sexy tricks
That doesn't seem that Miss U.S. would even allow
Never do U boast like the other girls
Who think they found a love 2 flaunt it (I never hear U brag)
And what I dig the most is that U keep it in your hand
Until I, until I, until I want it
CHORUS:
If ever honey U need someone 2 take a shower with girl
Call me up and scream
Extra lovable, honey don't U wanna, don't U wanna
Take a bath with me?
Listen..
Baby, U could turn my mama on
She's just as straight, just as straight as straight can be
Even though my daddy's gone
Come back just 2 haunt U, come back just 2 haunt U mystically
(Yes he will)
Baby, I know my rap is hard
Not as hard as what's behind door (dig it), door number pants
Baby, U're so sure, I'd love 2 see U dancin' naked
Ooh sugar, I wanna see U dance
CHORUS
Don't U wanna get, don't U wanna get off?
Baby, U got something that would make
A many hippie mighty proud (Then play it loud!)
U got a dozen little sexy tricks
That doesn't seem that Miss U.S., ooh, would even allow
Yeah, never do U boast like the other girls
Who think they found a love 2 flaunt it
(Oh, play with this love, yeah, let me tell ya)
What I dig the most is the way that U keep your sugar in your hand
Till I want it
If ever honey U need someone 2 take a shower with mama (There it is)
Call me up and scream
Extra lovable, honey don't U wanna, don't U wanna
Take a bath with me?
Ooh, sugar baby, U're so fine
What say U and me go 2 my place and make some time?
I'm not that popular yet, so if U want, I'm yours
"I don't want anyone 2 see what we're gonna do"
Think U better shut the door
(Ooh!)
Do U know what I'm talkin' about? (I say ooh ooh!)
If U know it, let me hear U say it baby (I say ooh!)
I can't hear U (Ooh ooh!)
Purple politicians, sing it (Ooh!)

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song performed by Prince
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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)
Added by Veronica Serbanoiu
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Claim To Fame

Talk-talk, yak-yak
Watch you pull that old one track
Get it up and get it back
Making it upon your back
No space, no rent
The moneys gone, its all been spent now
Tell me bout your claim to fame
Now aint that some claim to fame
Extra, extra, read all about it now
Extra, extra, something bout a claim to fame
Ooohhh sweet mama, ooohhh sweet mama
Something bout your claim to fame
Wet lips, dry now
Ready for that old hand out, now
Aint that some claim to fame
Spaced out, spaced in
The heads round, the squares flat
Aint that some claim to fame
Now tell me aint that some claim to fame
Extra, extra, read all about it now
Extra, extra, something, something bout some claim to fame
Ooohhh-wheee sweet mama, extra, extra, something
Something bout your claim to fame
Yeah now
I said now, extra, extra
Something bout your claim to fame
I said now, extra, extra
Something bout your claim to fame
Ooohhh mama, said now, extra, extra
Something bout your claim to fame
Extra, extra, something bout a
About a, about a, something bout your claim to fame
Extra, extra, something bout a
bout a, bout a, something bout your claim to fame
Ooohhh, ooohhh sweet mama
Something bout your claim to fame
Oh, ooohhh sweet mama
Something bout your claim to fame

song performed by Lou Reed
Added by Lucian Velea
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Beauty And The Beast

A Merchant, who by generous pains
Prospered in honourable gains,
Could boast, his wealth and fame to share,
Three manly Sons, three Daughters fair;
With these he felt supremely blest.-
His latest born surpass'd the rest:
She was so gentle, good and kind,
So fair in feature, form, and mind,
So constant too in filial duty,
The neighbours called her Little Beauty!
And when fair childhood's days were run,
That title still she wore and won;
Lovelier as older still she grew,
Improv'd in grace and goodness too.-
Her elder Sisters, gay and vain,
View'd her with envy and disdain,
Toss'd up their heads with haughty air;
Dress, Fashion, Pleasure, all their care.

'Twas thus, improving and improv'd;
Loving, and worthy to be lov'd,
Sprightly, yet grave, each circling day
Saw Beauty innocently gay.
Thus smooth the May-like moments past;
Blest times! but soon by clouds o'ercast!

Sudden as winds that madd'ning sweep
The foaming surface of the deep,
Vast treasures, trusted to the wave,
Were buried in the billowy grave!
Our Merchant, late of boundless store,
Saw Famine hasting to his door.

With willing hand and ready grace,
Mild Beauty takes the Servant's place;
Rose with the sun to household cares,
And morn's repast with zeal prepares,
The wholesome meal, the cheerful fire:
What cannot filial love inspire?
And when the task of day was done,
Suspended till the rising sun,
Music and song the hours employ'd,
As more deserv'd, the more enjoy'd;
Till Industry, with Pastime join'd,
Refresh'd the body and the mind;
And when the groupe retir'd to rest,
Father and Brothers Beauty blest.

[...] Read more

poem by Charles Lamb
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XI. Guido

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

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Courtship of Miles Standish, The

I
MILES STANDISH

In the Old Colony days, in Plymouth the land of the Pilgrims
To and fro in a room of his simple and primitive dwelling,
Clad in doublet and hose, and boots of Cordovan leather,
Strode, with a martial air, Miles Standish the Puritan Captain.
Buried in thought he seemed, with his hands behind him, and pausing
Ever and anon to behold his glittering weapons of warfare,
Hanging in shining array along the walls of the chamber, --
Cutlass and corselet of steel, and his trusty sword of Damascus,
Curved at the point and inscribed with its mystical Arabic sentence,
While underneath, in a corner, were fowling-piece, musket, and matchlock.
Short of stature he was, but strongly built and athletic,
Broad in the shoulders, deep-chested, with muscles and sinews of iron;
Brown as a nut was his face, but his russet beard was already
Flaked with patches of snow, as hedges sometimes in November.
Near him was seated John Alden, his friend and household companion,
Writing with diligent speed at a table of pine by the window:
Fair-haired, azure-eyed, with delicate Saxon complexion,
Having the dew of his youth, and the beauty thereof, as the captives
Whom Saint Gregory saw, and exclaimed, "Not Angles, but Angels."
Youngest of all was he of the men who came in the Mayflower.

Suddenly breaking the silence, the diligent scribe interrupting,
Spake, in the pride of his heart, Miles Standish the Captain of Plymouth.
"Look at these arms," he said, "the war-like weapons that hang here
Burnished and bright and clean, as if for parade or inspection!
This is the sword of Damascus I fought with in Flanders; this breastplate,
Well I remember the day! once save my life in a skirmish;
Here in front you can see the very dint of the bullet
Fired point-blank at my heart by a Spanish arcabucero.
Had it not been of sheer steel, the forgotten bones of Miles Standish
Would at this moment be mould, in their grave in the Flemish morasses."
Thereupon answered John Alden, but looked not up from his writing:
"Truly the breath of the Lord hath slackened the speed of the bullet;
He in his mercy preserved you, to be our shield and our weapon!"
Still the Captain continued, unheeding the words of the stripling:
"See, how bright they are burnished, as if in an arsenal hanging;
That is because I have done it myself, and not left it to others.
Serve yourself, would you be well served, is an excellent adage;
So I take care of my arms, as you of your pens and your inkhorn.
Then, too, there are my soldiers, my great, invincible army,
Twelve men, all equipped, having each his rest and his matchlock,
Eighteen shillings a month, together with diet and pillage,
And, like Caesar, I know the name of each of my soldiers!"
This he said with a smile, that danced in his eyes, as the sunbeams
Dance on the waves of the sea, and vanish again in a moment.
Alden laughed as he wrote, and still the Captain continued:
"Look! you can see from this window my brazen howitzer planted

[...] Read more

poem by Henry Wadsworth Longfellow
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The Courtship of Miles Standish

I
MILES STANDISH

In the Old Colony days, in Plymouth the land of the Pilgrims
To and fro in a room of his simple and primitive dwelling,
Clad in doublet and hose, and boots of Cordovan leather,
Strode, with a martial air, Miles Standish the Puritan Captain.
Buried in thought he seemed, with his hands behind him, and pausing
Ever and anon to behold his glittering weapons of warfare,
Hanging in shining array along the walls of the chamber, --
Cutlass and corselet of steel, and his trusty sword of Damascus,
Curved at the point and inscribed with its mystical Arabic sentence,
While underneath, in a corner, were fowling-piece, musket, and matchlock.
Short of stature he was, but strongly built and athletic,
Broad in the shoulders, deep-chested, with muscles and sinews of iron;
Brown as a nut was his face, but his russet beard was already
Flaked with patches of snow, as hedges sometimes in November.
Near him was seated John Alden, his friend and household companion,
Writing with diligent speed at a table of pine by the window:
Fair-haired, azure-eyed, with delicate Saxon complexion,
Having the dew of his youth, and the beauty thereof, as the captives
Whom Saint Gregory saw, and exclaimed, "Not Angles, but Angels."
Youngest of all was he of the men who came in the Mayflower.

Suddenly breaking the silence, the diligent scribe interrupting,
Spake, in the pride of his heart, Miles Standish the Captain of Plymouth.
"Look at these arms," he said, "the war-like weapons that hang here
Burnished and bright and clean, as if for parade or inspection!
This is the sword of Damascus I fought with in Flanders; this breastplate,
Well I remember the day! once save my life in a skirmish;
Here in front you can see the very dint of the bullet
Fired point-blank at my heart by a Spanish arcabucero.
Had it not been of sheer steel, the forgotten bones of Miles Standish
Would at this moment be mould, in their grave in the Flemish morasses."
Thereupon answered John Alden, but looked not up from his writing:
"Truly the breath of the Lord hath slackened the speed of the bullet;
He in his mercy preserved you, to be our shield and our weapon!"
Still the Captain continued, unheeding the words of the stripling:
"See, how bright they are burnished, as if in an arsenal hanging;
That is because I have done it myself, and not left it to others.
Serve yourself, would you be well served, is an excellent adage;
So I take care of my arms, as you of your pens and your inkhorn.
Then, too, there are my soldiers, my great, invincible army,
Twelve men, all equipped, having each his rest and his matchlock,
Eighteen shillings a month, together with diet and pillage,
And, like Caesar, I know the name of each of my soldiers!"
This he said with a smile, that danced in his eyes, as the sunbeams
Dance on the waves of the sea, and vanish again in a moment.
Alden laughed as he wrote, and still the Captain continued:
"Look! you can see from this window my brazen howitzer planted

[...] Read more

poem by Henry Wadsworth Longfellow
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Paradise Lost: Book 09

No more of talk where God or Angel guest
With Man, as with his friend, familiar us'd,
To sit indulgent, and with him partake
Rural repast; permitting him the while
Venial discourse unblam'd. I now must change
Those notes to tragick; foul distrust, and breach
Disloyal on the part of Man, revolt,
And disobedience: on the part of Heaven
Now alienated, distance and distaste,
Anger and just rebuke, and judgement given,
That brought into this world a world of woe,
Sin and her shadow Death, and Misery
Death's harbinger: Sad talk!yet argument
Not less but more heroick than the wrath
Of stern Achilles on his foe pursued
Thrice fugitive about Troy wall; or rage
Of Turnus for Lavinia disespous'd;
Or Neptune's ire, or Juno's, that so long
Perplexed the Greek, and Cytherea's son:

If answerable style I can obtain
Of my celestial patroness, who deigns
Her nightly visitation unimplor'd,
And dictates to me slumbering; or inspires
Easy my unpremeditated verse:
Since first this subject for heroick song
Pleas'd me long choosing, and beginning late;
Not sedulous by nature to indite
Wars, hitherto the only argument
Heroick deem'd chief mastery to dissect
With long and tedious havock fabled knights
In battles feign'd; the better fortitude
Of patience and heroick martyrdom
Unsung; or to describe races and games,
Or tilting furniture, imblazon'd shields,
Impresses quaint, caparisons and steeds,
Bases and tinsel trappings, gorgeous knights
At joust and tournament; then marshall'd feast
Serv'd up in hall with sewers and seneshals;
The skill of artifice or office mean,
Not that which justly gives heroick name
To person, or to poem. Me, of these
Nor skill'd nor studious, higher argument
Remains; sufficient of itself to raise
That name, unless an age too late, or cold
Climate, or years, damp my intended wing
Depress'd; and much they may, if all be mine,
Not hers, who brings it nightly to my ear.
The sun was sunk, and after him the star
Of Hesperus, whose office is to bring

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poem by John Milton
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Back to the Army Again

I'm 'ere in a ticky ulster an' a broken billycock 'at,
A-layin' on the sergeant I don't know a gun from a bat;
My shirt's doin' duty for jacket, my sock's stickin' out o' my boots,
An' I'm learnin' the damned old goose-step along o' the new recruits!

Back to Army again, sergeant,
Back to the Army again.
Don't look so 'ard, for I 'aven't no card,
I'm back to the Army again!

I done my six years' service. 'Er Majesty sez: "Good day --
You'll please to come when you're rung for, an' 'ere's your 'ole back-pay:
An' fourpence a day for baccy -- an' bloomin' gen'rous, too;
An' now you can make your fortune -- the same as your orf'cers do."

Back to the Army again, sergeant,
Back to the Army again.
'Ow did I learn to do right-about-turn?
I'm back to the Army again!

A man o' four-an'-twenty that 'asn't learned of a trade --
Beside "Reserve" agin' him -- 'e'd better be never made.
I tried my luck for a quarter, an' that was enough for me,
An' I thought of 'Er Majesty's barricks, an' I thought I'd go an' see.

Back to the Army again, sergeant,
Back to the Army again.
'Tisn't my fault if I dress when I 'alt --
I'm back to the Army again!

The sergeant arst no questions, but 'e winked the other eye,
'E sez to me, " 'Shun!" an' I shunted, the same as in days gone by;
For 'e saw the set o' my shoulders, an' I couldn't 'elp 'oldin' straight
When me an' the other rookies come under the barrik-gate.

Back to the Army again, sergeant,
Back to the Army again.
'Oo would ha' thought I could carry an' port?
I'm back to the Army again!

I took my bath, an' I wallered -- for, Gawd, I needed it so!
I smelt the smell o' the barricks, I 'eard the bugles go.
I 'eard the feet on the gravel -- the feet o' the men what drill --
An' I sez to my flutterin' 'eart-strings, I sez to 'em, "Peace, be still!"

Back to the Army again, sergeant,
Back to the Army again.
'Oo said I knew when the troopship was due?
I'm back to the Army again!

[...] Read more

poem by Rudyard Kipling
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VII. Pompilia

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

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

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

[...] Read more

poem by Robert Browning from The Ring and the Book
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Custer

BOOK FIRST.

I.

ALL valor died not on the plains of Troy.
Awake, my Muse, awake! be thine the joy
To sing of deeds as dauntless and as brave
As e'er lent luster to a warrior's grave.
Sing of that noble soldier, nobler man,
Dear to the heart of each American.
Sound forth his praise from sea to listening sea-
Greece her Achilles claimed, immortal Custer, we.

II.

Intrepid are earth's heroes now as when
The gods came down to measure strength with men.
Let danger threaten or let duty call,
And self surrenders to the needs of all;
Incurs vast perils, or, to save those dear,
Embraces death without one sigh or tear.
Life's martyrs still the endless drama play
Though no great Homer lives to chant their worth to-day.

III.

And if he chanted, who would list his songs,
So hurried now the world's gold-seeking throngs?
And yet shall silence mantle mighty deeds?
Awake, dear Muse, and sing though no ear heeds!
Extol the triumphs, and bemoan the end
Of that true hero, lover, son and friend
Whose faithful heart in his last choice was shown-
Death with the comrades dear, refusing flight alone.

IV.

He who was born for battle and for strife
Like some caged eagle frets in peaceful life;
So Custer fretted when detained afar
From scenes of stirring action and of war.
And as the captive eagle in delight,
When freedom offers, plumes himself for flight
And soars away to thunder clouds on high,
With palpitating wings and wild exultant cry,

V.

So lion-hearted Custer sprang to arms,
And gloried in the conflict's loud alarms.

[...] Read more

poem by Ella Wheeler Wilcox
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The Interpretation of Nature and

I.

MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.


II.

Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.

III.

Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.

IV.

Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.

V.

The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.

VI.

It would be an unsound fancy and self-contradictory to expect that things which have never yet been done can be done except by means which have never yet been tried.

VII.

The productions of the mind and hand seem very numerous in books and manufactures. But all this variety lies in an exquisite subtlety and derivations from a few things already known; not in the number of axioms.

VIII.

Moreover the works already known are due to chance and experiment rather than to sciences; for the sciences we now possess are merely systems for the nice ordering and setting forth of things already invented; not methods of invention or directions for new works.

IX.

The cause and root of nearly all evils in the sciences is this -- that while we falsely admire and extol the powers of the human mind we neglect to seek for its true helps.

X.

The subtlety of nature is greater many times over than the subtlety of the senses and understanding; so that all those specious meditations, speculations, and glosses in which men indulge are quite from the purpose, only there is no one by to observe it.

XI.

As the sciences which we now have do not help us in finding out new works, so neither does the logic which we now have help us in finding out new sciences.

XII.

The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search after truth. So it does more harm than good.

XIII.

[...] Read more

poem by Sir Francis Bacon
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Defeating...That Beast

You've begun...to defeat,
That beast that's come to be.
You've become...to defeat it!
You've begun...to defeat it!

You've begun...to defeat,
That beast that's come to be.
You've become...to defeat it!
You've begun...to defeat it!

Think about the distance you've come,
Defeating...the beast.
Think about your decision not to run,
Away...from the beast.
Think about those knees on the ground,
Weeping for the beast.
Think about the dirt you ate,
Fed...by the beast.
Think about celebrating...
Those days ahead awaiting!

You've begun...to defeat,
That beast that's come to be.
You've become...to defeat it!
You've begun...to defeat it!

You've begun...to defeat,
That beast that's come to be.
You've become...to defeat it!
You've begun...to defeat it!

No longer the martyr,
Defeating...that beast.
Get up...and strut about.
You've defeated...that beast.
Let those words come out of your mouth,
'I've defeated...that beast! '
Let the people see and believe it,
You've defeated...that beast.
Whoop...and hollar about,
'I've defeated...and done feeding it!
That beast is outta my house.'

You've begun...to defeat,
That beast that's come to be.
You've become...to defeat it!
You've begun...to defeat it!

You've begun...to defeat,
That beast that's come to be.

[...] Read more

poem by Lawrence S. Pertillar
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April, March! Soldiers Search for HUNGER MARCH - A2 Story

Lot of hunger and empty bowl without food is poverty,
Not having one more dress to take bath is poverty,
Sheltered, willing but failing to accommodate a guest is also poverty,
Mother's sick but cannot afford treatment is also poverty,
If treated, prescribed but cannot buy medicine is poverty;
A mother's thought,2 mouthful of rice with 3 children is poverty.
April, March! Soldiers search for Hunger march at poverty's home.

The fort of confidence is dismantled by poverty and frustration;
They can build castles in air though lack inspiration,
They simply look for food threw in dustbin in month of May!
They die while living, live in dying daily with their life of dismay;
Poverty is not crime but it is a curse and worse...
I'm brand ambassador of poverty and I endorse!
April, March! Soldiers search for Hunger march at poverty's home.

Don't show poverty as excuse...
God gave you brain and make use and bemuse,
No matter if you are born in poverty's slum-dom
While some are handicap blind, dumb, deaf and a cough;
You work and Strive dawn to dusk with inspiration, if
You make education oxygen of your life and your kingdom.
April, March! Soldiers search for Hunger march at poverty's home.

Hence, don't look up to someone or don't cry and cry;
Go far, father and farthest, Age is no bar so try and try!
Take all ladders, Surpass Eiffel Tower and reach the sky!
Remember one Booker T Washington and Abraham Lincoln
Became presidents of America, and poverty is won!
April, March! Soldiers search for Hunger march at poverty's home.

From in India to Cambodia and Georgia to Indonesia,
From Kazakhstan to Afghanistan, China and all Asia;
From Namibia to Zambia and Algeria to Nigeria,
From Uganda to Rwanda, Morocco and all South Africa;
Bolivia to Columbia, Guyana to Argentina and all South America;
Third world is resounding with Mania! Mania! Food Mania!
April, March! Soldiers search for Hunger march at poverty's home.
........................................ ................................................. ........................
>>>>>>>>>>>>>>>>>>>>> >>>READ PART ONE >>>>>>>>>>>>>>>>>>
BIG NOTICE BOARD: Sorry, if you LIKE to grasp central theme of poem Just take a break! Now READ PART1 to make your reading wholesome.

April, March! Soldiers Search for HUNGER MARCH - A1 Story

poem by Harindhar Reddy
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