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Why you so inquisitive of my whereabouts?

My night school's still dark
and the road I walk
Tar always black!
On the way,
I see rare night flowers,
They too have pearly white teeth
when they smile?
O the white Goddess
as passing clouds.
The white board in the gloomy class
Colored teacher writes on
with a piece of black chalk
A poem to recite;
'When forget-me-not
covers the old pauper's graveyard
Everybody thinks
It's the garden of Eden?
But in cruel Autumn
When the flowers withered
It's still the pauper's graveyard? '

[ From Father have I my stature,
my zest for earnest living;
From little Mother
my gay nature,
My love of story-telling.]-Goethe

nimal dunuhinga

poem by Nimal Dunuhinga
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.

INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .

In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .

In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .

NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.

Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .

TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.

The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.

Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.

A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.

SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .

There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .

CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.

LIST OF REFERENCES.

Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.

Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139

Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14

Harris, S. (1999) . Careers education: contesting policy and practice. Sage

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poem by Innocent Masina Nkhonyo
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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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VI. Giuseppe Caponsacchi

Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,

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poem by Robert Browning from The Ring and the Book
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Metamorphoses: Book The Sixth

PALLAS, attending to the Muse's song,
Approv'd the just resentment of their wrong;
And thus reflects: While tamely I commend
Those who their injur'd deities defend,
My own divinity affronted stands,
And calls aloud for justice at my hands;
Then takes the hint, asham'd to lag behind,
And on Arachne' bends her vengeful mind;
One at the loom so excellently skill'd,
That to the Goddess she refus'd to yield.
The Low was her birth, and small her native town,
Transformation She from her art alone obtain'd renown.
of Arachne Idmon, her father, made it his employ,
into a Spider To give the spungy fleece a purple dye:
Of vulgar strain her mother, lately dead,
With her own rank had been content to wed;
Yet she their daughter, tho' her time was spent
In a small hamlet, and of mean descent,
Thro' the great towns of Lydia gain'd a name,
And fill'd the neighb'ring countries with her fame.
Oft, to admire the niceness of her skill,
The Nymphs would quit their fountain, shade, or
hill:
Thither, from green Tymolus, they repair,
And leave the vineyards, their peculiar care;
Thither, from fam'd Pactolus' golden stream,
Drawn by her art, the curious Naiads came.
Nor would the work, when finish'd, please so much,
As, while she wrought, to view each graceful touch;
Whether the shapeless wool in balls she wound,
Or with quick motion turn'd the spindle round,
Or with her pencil drew the neat design,
Pallas her mistress shone in every line.
This the proud maid with scornful air denies,
And ev'n the Goddess at her work defies;
Disowns her heav'nly mistress ev'ry hour,
Nor asks her aid, nor deprecates her pow'r.
Let us, she cries, but to a tryal come,
And, if she conquers, let her fix my doom.
The Goddess then a beldame's form put on,
With silver hairs her hoary temples shone;
Prop'd by a staff, she hobbles in her walk,
And tott'ring thus begins her old wives' talk.
Young maid attend, nor stubbornly despise
The admonitions of the old, and wise;
For age, tho' scorn'd, a ripe experience bears,
That golden fruit, unknown to blooming years:
Still may remotest fame your labours crown,
And mortals your superior genius own;
But to the Goddess yield, and humbly meek

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poem by Ovid
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[9] O, Moon, My Sweet-heart!

O, Moon, My Sweet-heart!
[LOVE POEMS]

POET: MAHENDRA BHATNAGAR

POEMS

1 Passion And Compassion / 1
2 Affection
3 Willing To Live
4 Passion And Compassion / 2
5 Boon
6 Remembrance
7 Pretext
8 To A Distant Person
9 Perception
10 Conclusion
10 You (1)
11 Symbol
12 You (2)
13 In Vain
14 One Night
15 Suddenly
16 Meeting
17 Touch
18 Face To Face
19 Co-Traveller
20 Once And Once only
21 Touchstone
22 In Chorus
23 Good Omens
24 Even Then
25 An Evening At ‘Tighiraa’ (1)
26 An Evening At ‘Tighiraa’ (2)
27 Life Aspirant
28 To The Condemned Woman
29 A Submission
30 At Midday
31 I Accept
32 Who Are You?
33 Solicitation
34 Accept Me
35 Again After Ages …
36 Day-Dreaming
37 Who Are You?
38 You Embellished In Song

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poem by Mahendra Bhatnagar
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Metamorphoses: Book The Fifth

WHILE Perseus entertain'd with this report
His father Cepheus, and the list'ning court,
Within the palace walls was heard aloud
The roaring noise of some unruly crowd;
Not like the songs which chearful friends prepare
For nuptial days, but sounds that threaten'd war;
And all the pleasures of this happy feast,
To tumult turn'd, in wild disorder ceas'd:
So, when the sea is calm, we often find
A storm rais'd sudden by some furious wind.
The Story of Chief in the riot Phineus first appear'd,
Perseus The rash ringleader of this boist'rous herd,
continu'd And brandishing his brazen-pointed lance,
Behold, he said, an injur'd man advance,
Stung with resentment for his ravish'd wife,
Nor shall thy wings, o Perseus, save thy life;
Nor Jove himself; tho' we've been often told
Who got thee in the form of tempting gold.
His lance was aim'd, when Cepheus ran, and said,
Hold, brother, hold; what brutal rage has made
Your frantick mind so black a crime conceive?
Are these the thanks that you to Perseus give?
This the reward that to his worth you pay,
Whose timely valour sav'd Andromeda?
Nor was it he, if you would reason right,
That forc'd her from you, but the jealous spight
Of envious Nereids, and Jove's high decree;
And that devouring monster of the sea,
That ready with his jaws wide gaping stood
To eat my child, the fairest of my blood.
You lost her then, when she seem'd past relief,
And wish'd perhaps her death, to ease your grief
With my afflictions: not content to view
Andromeda in chains, unhelp'd by you,
Her spouse, and uncle; will you grieve that he
Expos'd his life the dying maid to free?
And shall you claim his merit? Had you thought
Her charms so great, you shou'd have bravely sought
That blessing on the rocks, where fix'd she lay:
But now let Perseus bear his prize away,
By service gain'd, by promis'd faith possess'd;
To him I owe it, that my age is bless'd
Still with a child: Nor think that I prefer
Perseus to thee, but to the loss of her.
Phineus on him, and Perseus, roul'd about
His eyes in silent rage, and seem'd to doubt
Which to destroy; 'till, resolute at length,
He threw his spear with the redoubled strength
His fury gave him, and at Perseus struck;
But missing Perseus, in his seat it stuck.

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poem by Ovid
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Thurso’s Landing

I
The coast-road was being straightened and repaired again,
A group of men labored at the steep curve
Where it falls from the north to Mill Creek. They scattered and hid
Behind cut banks, except one blond young man
Who stooped over the rock and strolled away smiling
As if he shared a secret joke with the dynamite;
It waited until he had passed back of a boulder,
Then split its rock cage; a yellowish torrent
Of fragments rose up the air and the echoes bumped
From mountain to mountain. The men returned slowly
And took up their dropped tools, while a banner of dust
Waved over the gorge on the northwest wind, very high
Above the heads of the forest.
Some distance west of the road,
On the promontory above the triangle
Of glittering ocean that fills the gorge-mouth,
A woman and a lame man from the farm below
Had been watching, and turned to go down the hill. The young
woman looked back,
Widening her violet eyes under the shade of her hand. 'I think
they'll blast again in a minute.'
And the man: 'I wish they'd let the poor old road be. I don't
like improvements.' 'Why not?' 'They bring in the world;
We're well without it.' His lameness gave him some look of age
but he was young too; tall and thin-faced,
With a high wavering nose. 'Isn't he amusing,' she said, 'that
boy Rick Armstrong, the dynamite man,
How slowly he walks away after he lights the fuse. He loves to
show off. Reave likes him, too,'
She added; and they clambered down the path in the rock-face,
little dark specks
Between the great headland rock and the bright blue sea.

II
The road-workers had made their camp
North of this headland, where the sea-cliff was broken down and
sloped to a cove. The violet-eyed woman's husband,
Reave Thurso, rode down the slope to the camp in the gorgeous
autumn sundown, his hired man Johnny Luna
Riding behind him. The road-men had just quit work and four
or five were bathing in the purple surf-edge,
The others talked by the tents; blue smoke fragrant with food
and oak-wood drifted from the cabin stove-pipe
And slowly went fainting up the vast hill.
Thurso drew rein by
a group of men at a tent door
And frowned at them without speaking, square-shouldered and
heavy-jawed, too heavy with strength for so young a man,
He chose one of the men with his eyes. 'You're Danny Woodruff,

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poem by Robinson Jeffers
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The House Of Dust: Complete

I.

The sun goes down in a cold pale flare of light.
The trees grow dark: the shadows lean to the east:
And lights wink out through the windows, one by one.
A clamor of frosty sirens mourns at the night.
Pale slate-grey clouds whirl up from the sunken sun.

And the wandering one, the inquisitive dreamer of dreams,
The eternal asker of answers, stands in the street,
And lifts his palms for the first cold ghost of rain.
The purple lights leap down the hill before him.
The gorgeous night has begun again.

'I will ask them all, I will ask them all their dreams,
I will hold my light above them and seek their faces.
I will hear them whisper, invisible in their veins . . .'
The eternal asker of answers becomes as the darkness,
Or as a wind blown over a myriad forest,
Or as the numberless voices of long-drawn rains.

We hear him and take him among us, like a wind of music,
Like the ghost of a music we have somewhere heard;
We crowd through the streets in a dazzle of pallid lamplight,
We pour in a sinister wave, ascend a stair,
With laughter and cry, and word upon murmured word;
We flow, we descend, we turn . . . and the eternal dreamer
Moves among us like light, like evening air . . .

Good-night! Good-night! Good-night! We go our ways,
The rain runs over the pavement before our feet,
The cold rain falls, the rain sings.
We walk, we run, we ride. We turn our faces
To what the eternal evening brings.

Our hands are hot and raw with the stones we have laid,
We have built a tower of stone high into the sky,
We have built a city of towers.

Our hands are light, they are singing with emptiness.
Our souls are light; they have shaken a burden of hours . . .
What did we build it for? Was it all a dream? . . .
Ghostly above us in lamplight the towers gleam . . .
And after a while they will fall to dust and rain;
Or else we will tear them down with impatient hands;
And hew rock out of the earth, and build them again.

II.

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poem by Conrad Potter Aiken
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~ Paean ~

Pre Text: ~ Goddess Durga symbolizes the power of the Supreme Being that maintains moral order and justice in the universe. Durga stands for the unified symbol of all divine forces: ~ Strength, Morality, Protector &c.
In India women are given highest honor as embodiment of motherhood. Many Indian women instead of surname like to use Devi. Devi literally stands for goddess. [For info on Goddess Sri Sri Durga please Google]

Humble submission: ~ This poem is not word by word translation of hymns [Slokas] on Goddess Durga. I sincerely admit my incapability. Here I’ve blended with poetic elements. I’ve given transliteration of Sanskrit Slokas [hymns] in the beginning for interested readers. Hope you’ll find glimpse of Indian view to Motherhood. ~ niv

~ PAEAN ~
Ms. Nivedita
UK
29 October 2010

Durga [Devi] Stuti [Paean]

‘Yaa Devii Sarva Bhooteshu Vishnu Maayethi Sabdita
Namastasyai Namastasyai Namastasyai Namo Namaha’ [1]

I bow again and again
O Goddess Mother Durga ~
The dweller in all beings
In the name of
Maya [Delusion] of God Vishnu. [1]

Yaa Devii Sarva Bhooteshu Chetanetyaabhi Dheeyate
Namastasyai Namastasyai Namastasyai Namo Namaha [2]

I bend inexhaustibly
O Goddess Mother Durga ~
The habitant in all livings
As actualization n’ realization. [2].

Yaa Devii Sarva Bhooteshu Buddhi Roopena Samsthita
Namastasyai Namastasyai Namastasyai Namo Namaha [3]

I offer aeonian obeisance
O Goddess Mother Durga ~
That blooms in all pscyche
In the form of cardinal intelligence. [3]

Yaa Devii Sarva Bhooteshu Nidraa Roopena Samsthita
Namastasyai Namastasyai Namastasyai Namo Namaha [4]

I salute unflaggingly
O Goddess Mother Durga ~
The resident in all animates
In the form of salving sleep. [4]

Yaa Devii Sarva Bhooteshu Kshudhaa Roopena Samsthita
Namastasyai Namastasyai Namastasyai Namo Namaha [5]

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poem by Ms. Nivedita Bagchi Spc. Uk.
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Book VI - Part 02 - Great Meteorological Phenomena, Etc

And so in first place, then
With thunder are shaken the blue deeps of heaven,
Because the ethereal clouds, scudding aloft,
Together clash, what time 'gainst one another
The winds are battling. For never a sound there come
From out the serene regions of the sky;
But wheresoever in a host more dense
The clouds foregather, thence more often comes
A crash with mighty rumbling. And, again,
Clouds cannot be of so condensed a frame
As stones and timbers, nor again so fine
As mists and flying smoke; for then perforce
They'd either fall, borne down by their brute weight,
Like stones, or, like the smoke, they'd powerless be
To keep their mass, or to retain within
Frore snows and storms of hail. And they give forth
O'er skiey levels of the spreading world
A sound on high, as linen-awning, stretched
O'er mighty theatres, gives forth at times
A cracking roar, when much 'tis beaten about
Betwixt the poles and cross-beams. Sometimes, too,
Asunder rent by wanton gusts, it raves
And imitates the tearing sound of sheets
Of paper- even this kind of noise thou mayst
In thunder hear- or sound as when winds whirl
With lashings and do buffet about in air
A hanging cloth and flying paper-sheets.
For sometimes, too, it chances that the clouds
Cannot together crash head-on, but rather
Move side-wise and with motions contrary
Graze each the other's body without speed,
From whence that dry sound grateth on our ears,
So long drawn-out, until the clouds have passed
From out their close positions.
And, again,
In following wise all things seem oft to quake
At shock of heavy thunder, and mightiest walls
Of the wide reaches of the upper world
There on the instant to have sprung apart,
Riven asunder, what time a gathered blast
Of the fierce hurricane hath all at once
Twisted its way into a mass of clouds,
And, there enclosed, ever more and more
Compelleth by its spinning whirl the cloud
To grow all hollow with a thickened crust
Surrounding; for thereafter, when the force
And the keen onset of the wind have weakened
That crust, lo, then the cloud, to-split in twain,
Gives forth a hideous crash with bang and boom.
No marvel this; since oft a bladder small,

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poem by Lucretius
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Give Your Heart To The Hawks

1 he apples hung until a wind at the equinox,

That heaped the beach with black weed, filled the dry grass

Under the old trees with rosy fruit.

In the morning Fayne Fraser gathered the sound ones into a

basket,

The bruised ones into a pan. One place they lay so thickly
She knelt to reach them.

Her husband's brother passing
Along the broken fence of the stubble-field,
His quick brown eyes took in one moving glance
A little gopher-snake at his feet flowing through the stubble
To gain the fence, and Fayne crouched after apples
With her mop of red hair like a glowing coal
Against the shadow in the garden. The small shapely reptile
Flowed into a thicket of dead thistle-stalks
Around a fence-post, but its tail was not hidden.
The young man drew it all out, and as the coil
Whipped over his wrist, smiled at it; he stepped carefully
Across the sag of the wire. When Fayne looked up
His hand was hidden; she looked over her shoulder
And twitched her sunburnt lips from small white teeth
To answer the spark of malice in his eyes, but turned
To the apples, intent again. Michael looked down
At her white neck, rarely touched by the sun,
But now the cinnabar-colored hair fell off from it;
And her shoulders in the light-blue shirt, and long legs like a boy's
Bare-ankled in blue-jean trousers, the country wear;
He stooped quietly and slipped the small cool snake
Up the blue-denim leg. Fayne screamed and writhed,
Clutching her thigh. 'Michael, you beast.' She stood up
And stroked her leg, with little sharp cries, the slender invader
Fell down her ankle.

Fayne snatched for it and missed;

Michael stood by rejoicing, his rather small

Finely cut features in a dance of delight;

Fayne with one sweep flung at his face

All the bruised and half-spoiled apples in the pan,

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poem by Robinson Jeffers
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Virginia's Story

Elizabeth Gates-Wooten is my Grand mom.

She was born in Canada with her father and brothers.
They owned a Barber Shoppe.
I don't remember exactly where in Canada.
I believe it was right over the border like Windsor or Toronto.
I never knew exactly where it was.

When she was old enough she got married.

First, she married a man by the name of Frank Gates.
He was from Madagascar.
He fathered my mom and her brother and sister.
The boy's name was Frank Gates, Jr.
Two girls name were Anna and Agnes.

Agnes was my mother.

Frank Gates went crazy after the war
He drank a lot and died
Then grandma Elizabeth married a man by the name of Mr. Wooten.
He had a German name, but I don't think he was German.
She took his last name after they got married.

Then they moved to West Virginia in the United States.

Their son, Frank Gates Jr. Became a delegate in the democratic party.
He use to get into a lot of trouble because he liked to fight.
He was a delegate from the 1940's to 1970's.
He died of gout in the 1970's.

Anna was a maid and cook.

She baked cakes and stuff for people as a side line.
She had a hump on her back (scoliosis) .
She had to walk with a cane.
She could cook good though.
She did this kind of work all of her life, just like her mom, Elizabeth

They were both good cooks

They had a lot of money because they had these skills
Especially when people had parties.
Because they would make all of this food and then they would have left-overs.
We got to eat a lot of stuff we normally wouldn't get because of that.
When they cooked, they didn't use no measuring stuff, they would just use there hand.

My moms name was Agnes Barrie Gates.

She married James Wright and moved to Cleveland.

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poem by Talile Ali
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Endymion: Book III

There are who lord it o'er their fellow-men
With most prevailing tinsel: who unpen
Their baaing vanities, to browse away
The comfortable green and juicy hay
From human pastures; or, O torturing fact!
Who, through an idiot blink, will see unpack'd
Fire-branded foxes to sear up and singe
Our gold and ripe-ear'd hopes. With not one tinge
Of sanctuary splendour, not a sight
Able to face an owl's, they still are dight
By the blear-eyed nations in empurpled vests,
And crowns, and turbans. With unladen breasts,
Save of blown self-applause, they proudly mount
To their spirit's perch, their being's high account,
Their tiptop nothings, their dull skies, their thrones--
Amid the fierce intoxicating tones
Of trumpets, shoutings, and belabour'd drums,
And sudden cannon. Ah! how all this hums,
In wakeful ears, like uproar past and gone--
Like thunder clouds that spake to Babylon,
And set those old Chaldeans to their tasks.--
Are then regalities all gilded masks?
No, there are throned seats unscalable
But by a patient wing, a constant spell,
Or by ethereal things that, unconfin'd,
Can make a ladder of the eternal wind,
And poise about in cloudy thunder-tents
To watch the abysm-birth of elements.
Aye, 'bove the withering of old-lipp'd Fate
A thousand Powers keep religious state,
In water, fiery realm, and airy bourne;
And, silent as a consecrated urn,
Hold sphery sessions for a season due.
Yet few of these far majesties, ah, few!
Have bared their operations to this globe--
Few, who with gorgeous pageantry enrobe
Our piece of heaven--whose benevolence
Shakes hand with our own Ceres; every sense
Filling with spiritual sweets to plenitude,
As bees gorge full their cells. And, by the feud
'Twixt Nothing and Creation, I here swear,
Eterne Apollo! that thy Sister fair
Is of all these the gentlier-mightiest.
When thy gold breath is misting in the west,
She unobserved steals unto her throne,
And there she sits most meek and most alone;
As if she had not pomp subservient;
As if thine eye, high Poet! was not bent
Towards her with the Muses in thine heart;
As if the ministring stars kept not apart,

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poem by John Keats
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Fingal - Book I

ARGUMENT.

Cuthullin (general of the Irish tribes, in the minority of Cormac, king of Ireland) sitting alone beneath a tree, at the gate of Tura, a castle of Ulster (the other chiefs having gone on a hunting party to Cromla, a neighboring hill,) is informed of the landing of Swaran, king of Lochlin, by Moran, the son of Fithil, one of his scouts. He convenes the chiefs; a council is held, and disputes run high about giving battle to the enemy. Connal, the petty king of Togorma, and an intimate friend of Cuthullin, was for retreating, till Fingal, king of those Caledonians who inhabited the north-west coast of Scotland, whose aid had been previously solicited, should arrive; but Calmar, the son of Matha, lord of Lara, a country in Connaught, was for engaging the enemy immediately. Cuthullin, of himself willing to fight, went into the opinion of Calmar. Marching towards the enemy, he missed three of his bravest heroes, Fergus, Duchômar, and Cáthba. Fergus arriving, tells Cuthullin of the death of the two other chiefs: which introduces the affecting episode of Morna, the daughter of Cormac. The army of Cuthullin is descried at a distance by Swaran, who sent the son of Arno to observe the motions of the enemy, while he himself ranged his forces in order of battle. The son of Arno returning to Swaran, describes to him Cuthullin's chariot, and the terrible appearance of that hero. The armies engage, but night coming on, leaves the victory undecided. Cuthullin, according to the hospitality of the times, sends to Swaran a formal invitation to a feast, by his bard Carril, the son of Kinfena. Swaran refuses to come. Carril relates to Cuthullin the story of Grudar and Brassolis. A party, by Connal's advice, is sent to observe the enemy; which closes the action of the first day.

CUTHULLIN sat by Tura's wall; by the tree of the rustling sound. His spear leaned against the rock. His shield lay on the grass by his side. Amid his thoughts of mighty Cairbar, a hero slain by the chief in war; the scout of ocean comes, Moran the son of Fithil!

"Arise," said the youth, "Cuthullin, arise. I see the ships of the north! Many, chief of men, are the foe. Many the heroes of the sea-borne Swaran!" — "Moran!" replied the blue-eyed chief "thou ever tremblest, son of Fithil! Thy fears have increased the foe. It is Fingal, king of deserts, with aid to green Erin of streams." — "I beheld their chief," says Moran, "tall as a glittering rock. His spear is a blasted pine. His shield the rising moon! He sat on the shore! like a cloud of mist on the silent hill! Many, chief of heroes! I said, many are our hands of war. Well art thou named, the mighty man; but many mighty men are seen from Tura's windy walls.

"He spoke, like a wave on a rock, 'Who in this land appears like me? Heroes stand not in my presence: they fall to earth from my hand. Who can meet Swaran in fight? Who but Fingal, king of Selma of storms? Once we wrestled on Malmor; our heels overturned the woods. Rocks fell from their place; rivulets, changing their course, fled murmuring from our side. Three days we renewed the strife; heroes stood at a distance and trembled. On the fourth, Fingal says, that the king of the ocean fell! but Swaran says he stood! Let dark Cuthullin yield to him, that is strong as the storms of his land!'

"No!" replied the blue-eyed chief, "I never yield to mortal man! Dark Cuthullin shall be great or dead! Go, son of Fithil, take my spear. Strike the sounding shield of Semo. It hangs at Tura's rustling gale. The sound of peace is not its voice! My heroes shall hear and obey." He went. He struck the bossy shield. The hills, the rocks reply. The sound spreads along the wood: deer start by the lake of roes. Curach leaps from the sounding rock! and Connal of the bloody spear! Crugal's breast of snow beats high. The son of Favi leaves the dark-brown hind. It is the shield of war, said Ronnart; the spear of Cuthullin, said Lugar! Son of the sea, put on thy arms! Calmar, lift thy sounding steel! Puno! dreadful hero, arise! Cairbar, from thy red tree of Cromla! Bend thy knee, O Eth! descend from the streams of Lena Caolt, stretch thy side as thou movest along the whistling heath of Mora: thy side that is white as the foam of the troubled sea, when the dark winds pour it on rocky Cuthon.

Now I behold the chiefs, in the pride of their former deeds! Their souls are kindled at the battles of old; at the actions of other times. Their eyes are flames of fire. They roll in search of the foes of the land. Their mighty hands are on their swords. Lightning pours from their sides of steel. They come like streams from the mountains; each rushes roaring from the hill. Bright are the chiefs of battle, in the armor of their fathers. Gloomy and dark, their heroes follow like the gathering of the rainy clouds behind the red meteors of heaven. The sounds of crashing arms ascend. The gray dogs howl between. Unequal bursts the song of battle. Rocking Cromla echoes round. On Lena's dusky heath they stand, like mist that shades the hills of autumn; when broken and dark it settles high, and lifts its head to heaven.

"Hail," said Cuthullin, "Sons of the narrow vales! hail, hunters of the deer! Another sport is drawing near: it is like the dark rolling of that wave on the coast! Or shall we fight, ye sons of war! or yield green Erin to Lochlin? O Connal! speak, thou first of men! thou breaker of the shields! thou hast often fought with Lochlin: wilt thou lift thy father's spear?"

"Cuthullin!" calm the chief replied, "the spear of Connal is keen. it delights to shine in battle, to mix with the blood of thousands. But though my hand is bent on fight, my heart is for the peace of Erin. Behold, thou first in Cormac's war, the sable fleet of Swaran. His masts are many on our coasts, like reeds on the lake of Lego. His ships are forests clothed with mists, when the trees yield by turns to the squally wind. Many are his chiefs in battle. Connal is for peace! Fingal would shun his arm, the first of mortal men! Fingal who scatters the mighty, as stormy winds the echoing Cona; and night settles with all her clouds on the hill!"

"Fly, thou man of peace!" said Colmar, "fly," said the son of Matha; "go, Connal, to thy silent hills, where the spear never brightens in war! Pursue the dark-brown deer of Cromla: stop with thine arrows the bounding roes of Lena. But blue-eyed son of Semo, Cuthullin, ruler of the field, scatter thou the Sons of Lochlin! roar through the ranks of their pride. Let no vessel of the kingdom of snow bound on the dark-rolling waves of Inistore. Rise, ye dark winds of Erin, rise! roar, whirlwinds of Lara of hinds! Amid the tempest let me die, torn, in a cloud, by angry ghosts of men; amid the tempest let Calmar die, if ever chase was sport to him, so much as the battle of shields!

"Calmar!" Connal slow replied, "I never fled, young son of Matha! I was swift with my friends in fight; but small is the fame of Connal! The battle was won in my presence! the valiant overcame! But, son of Semo, hear my voice, regard the ancient throne of Cormac. Give wealth and half the land for peace, till Fingal shall arrive on our coast. Or, if war be thy choice, I lift the sword and spear. My joy shall be in midst of thousands; my soul shall alighten through the gloom of the fight!"

"To me," Cuthullin replies, "pleasant is the noise of arms! pleasant as the thunder of heaven, before the shower of spring! But gather all the shining tribes, that I may view the sons of war! Let then pass along the heath, bright as the sunshine before a storm; when the west wind collects the clouds, and Morven echoes over all her oaks! But where are my friends in battle? the supporters of my arm in danger? Where art thou, white-bosomed Câthba? Where is that cloud in war, Duchômar? Hast thou left me, O Fergus! in the day of the storm? Fergus, first in our joy at the feast! son of Rossa! arm of death!

comest thou like a roe from Malmor? like a hart from thy echoing hills? Hall, thou son of Rossa! what shades the soul of war?"

"Four stones," replied the chief, "rise on the grave of Câthba. These hands have laid in earth Duchômar, that cloud in war! Câthba, son of Torman! thou wert a sunbeam in Erin. And thou, O valiant Duchômar! a mist of the marshy Lano; when it moves on the plains of autumn, bearing the death of thousands along. Morna! fairest of maids! calm is thy sleep in the cave of the rock! Thou hast fallen in darkness, like a star, that shoots across the desert; when the traveller is alone, and mourns the transient beam!"

"Say," said Semo's blue-eyed son, "say how fell the chiefs of Erin. Fell they by the sons of Lochlin, striving in the battle of heroes? Or what confines the strong in arms to the dark and narrow house?"

"Câthba," replied the hero, " fell by the sword of Duchômar at the oak of the noisy streams. Duchômar came to Tura's cave; he spoke to the lovely Morna. 'Morna, fairest among women, lovely daughter of strong-armed Cormac! Why in the circle of stones: in the cave of the rock alone? The stream murmurs along. The old tree groans in the wind. The lake is troubled before thee: dark are the clouds of the sky! But thou art snow on the heath; thy hair is the mist of Cromla; when it curls on the hill, when it shines to the beam of the west! Thy breasts are two smooth rocks seen from Branno of streams. Thy arms, like two white pillars in the halls of the great Fingal.'

"'From whence,' the fair-haired maid replied, 'from whence Duchômar, most gloomy of men? Dark are thy brows and terrible! Red are thy rolling eyes! Does Swaran appear on the sea? What of the foe, Duchômar?' 'From the hill I return, O Morna, from the hill of the dark-brown hinds. Three have I slain with my bended yew. Three with my long-bounding dogs of the chase. Lovely daughter of Cormac, I love thee as my soul: I have slain one stately deer for thee. High was his branchy head-and fleet his feet of wind.' 'Duchômar!' calm the maid replied, 'I love thee not, thou gloomy man! hard is thy heart of rock; dark is thy terrible brow. But Câthba, young son of Torman, thou art the love of Morna. Thou art a sunbeam, in the day of the gloomy storm. Sawest thou the son of Torman, lovely on the hill of his hinds? Here the daughter of Cormac waits the coming of Câthba!"

"'Long shall Morna wait,' Duchômar said, 'long shall Morna wait for Câthba! Behold this sword unsheathed! Here wanders the blood of Câthba. Long shall Morna wait. He fell by the stream of Branno. On Croma I will raise his tomb, daughter of blue-shielded Cormac! Turn on Duchômar thine eyes; his arm is strong as a storm.' 'Is the son of Torman fallen?' said the wildly-bursting voice of the maid; 'is he fallen on his echoing hills, the youth with the breast of snow? the first in the chase of hinds! the foe of the strangers of ocean! Thou art dark to me, Duchômar; cruel is thine arm to Morna! Give me that sword, my foe! I loved the wandering blood of Câthba!'

"He gave the sword to her tears. She pierced his manly breast! He fell, like the bank of a mountain stream, and stretching forth his hand, he spoke: 'Daughter of blue-shielded Cormac! Thou hast slain me in youth! the sword is cold in my breast! Morna; I feel it cold. Give me to Moina the maid. Duchômar was the dream of her night! She will raise my tomb; the hunter shall raise my fame. But draw the sword from my breast, Morna, the steel is cold!' She came, in all her tears she came; she drew the sword from his breast. He pierced her white side! He spread her fair locks on the ground! Her bursting blood sounds from her side: her white arm is stained with red. Rolling in death she lay. The cave re-echoed to her sighs."

"Peace," said Cuthullin, "to the souls of the heroes! their deeds were great in fight. Let them ride around me on clouds. Let them show their features of war. My soul shall then be firm in danger; mine arm like the thunder of heaven! But be thou on a moonbeam, O Morna! near the window of my rest; when my thoughts are of peace; when the din of arms is past. Gather the strength of the tribes! Move to the wars of Erin! Attend the car of my battles! Rejoice in the noise of my course! Place three spears by my side: follow the bounding of my steeds! that my soul may be strong in my friends, when battle darken around the beams of my steel!

As rushes a stream of foam from the dark shady deep of Cromla, when the thunder is traveling above, and dark-brown night sits on half the hill. Through the breaches of the tempest look forth the dim faces of ghosts. So fierce, so vast, so terrible rushed on the sons of Erin. The chief, like a whale of ocean, whom all his billows pursue, poured valor forth, as a stream, rolling his might along the shore. The sons of Lochlin heard the noise, as the sound of a winter storm. Swaran struck his bossy shield: he called the son of Arno. "What murmur rolls along the hill, like the gathered flies of the eve? The sons of Erin descend, or rustling winds roar in the distant wood! Such is the noise of Gormal, before the white tops of my waves arise. O son of Arno! ascend the hill; view the dark face of the heath!"

He went. He trembling swift returned. His eyes rolled wildly round. His heart beat high against his side. His words were faltering, broken, slow. "Arise, son of ocean, arise, chief of the dark-brown shields! I see the dark, the mountain-stream of battle! the deep. moving strength of the sons of Erin! the car of war comes on, like the flame of death! the rapid car of Cuthullin, the noble son of Semo! It bends behind like a wave near a rock; like a sun-streaked mist of the heath. Its sides are embossed with stones, and sparkle like the sea round the boat of night. Of polished yew is its beam; its seat of the smoothest bone. The sides are replenished with spears; the bottom is the foot-stool of heroes! Before the right side of the car is seen the snorting horse! the high-maned, broad-breasted, proud, wide-leaping strong steed of the hill. Loud and resounding is his hoof: the spreading of his mane above is like a stream of smoke on a ridge of rocks. Bright are the sides of his steed! his name Sulin-Sifadda!

"Before the left side of the car is seen the snorting horse! The thin-maned, high-headed, strong-hoofed fleet-bounding son of the hill: His name is Dusronnal, among the stormy sons of the sword! A thousand thongs bind the car on high. Hard polished bits shine in wreath of foam. Thin thongs, bright studded with gems, bend on the stately necks of the steeds. The steeds, that like wreaths of mist fly over the streamy vales! The wildness of deer is in their course, the strength of eagles descending on the prey. Their noise is like the blast of winter, on the sides of the snow-headed Gormal.

"Within the car is seen the chief; the strong-armed son of the sword. The hero's name is Cuthullin, son of Semo, king of shells. His red cheek is like my polished yew. The look of his blue-rolling eye is wide, beneath the dark arch of his brow. His hair flies from his head like a flame, as bending forward he wields the spear. Fly, king of ocean, fly! He comes, like a storm along the streamy vale!

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poem by James Macpherson
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Alastor: or, the Spirit of Solitude

Earth, Ocean, Air, belovèd brotherhood!
If our great Mother has imbued my soul
With aught of natural piety to feel
Your love, and recompense the boon with mine;
If dewy morn, and odorous noon, and even,
With sunset and its gorgeous ministers,
And solemn midnight's tingling silentness;
If Autumn's hollow sighs in the sere wood,
And Winter robing with pure snow and crowns
Of starry ice the gray grass and bare boughs;
If Spring's voluptuous pantings when she breathes
Her first sweet kisses,--have been dear to me;
If no bright bird, insect, or gentle beast
I consciously have injured, but still loved
And cherished these my kindred; then forgive
This boast, belovèd brethren, and withdraw
No portion of your wonted favor now!

Mother of this unfathomable world!
Favor my solemn song, for I have loved
Thee ever, and thee only; I have watched
Thy shadow, and the darkness of thy steps,
And my heart ever gazes on the depth
Of thy deep mysteries. I have made my bed
In charnels and on coffins, where black death
Keeps record of the trophies won from thee,
Hoping to still these obstinate questionings
Of thee and thine, by forcing some lone ghost,
Thy messenger, to render up the tale
Of what we are. In lone and silent hours,
When night makes a weird sound of its own stillness,
Like an inspired and desperate alchemist
Staking his very life on some dark hope,
Have I mixed awful talk and asking looks
With my most innocent love, until strange tears,
Uniting with those breathless kisses, made
Such magic as compels the charmèd night
To render up thy charge; and, though ne'er yet
Thou hast unveiled thy inmost sanctuary,
Enough from incommunicable dream,
And twilight phantasms, and deep noonday thought,
Has shone within me, that serenely now
And moveless, as a long-forgotten lyre
Suspended in the solitary dome
Of some mysterious and deserted fane,
I wait thy breath, Great Parent, that my strain
May modulate with murmurs of the air,
And motions of the forests and the sea,
And voice of living beings, and woven hymns
Of night and day, and the deep heart of man.

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poem by Percy Bysshe Shelley
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The Troubadour. Canto 2

THE first, the very first; oh! none
Can feel again as they have done;
In love, in war, in pride, in all
The planets of life's coronal,
However beautiful or bright,--
What can be like their first sweet light?

When will the youth feel as he felt,
When first at beauty's feet he knelt?

As if her least smile could confer
A kingdom on its worshipper;
Or ever care, or ever fear
Had cross'd love's morning hemisphere.
And the young bard, the first time praise
Sheds its spring sunlight o'er his lays,
Though loftier laurel, higher name,
May crown the minstrel's noontide fame,
They will not bring the deep content
Of his lure's first encouragement.
And where the glory that will yield
The flush and glow of his first field
To the young chief? Will RAYMOND ever
Feel as he now is feeling?--Never.

The sun wept down or ere they gain'd
The glen where the chief band remain'd.

It was a lone and secret shade,
As nature form'd an ambuscade
For the bird's nest and the deer's lair,
Though now less quiet guests were there.
On one side like a fortress stood
A mingled pine and chesnut wood;
Autumn was falling, but the pine
Seem'd as it mock'd all change; no sign
Of season on its leaf was seen,
The same dark gloom of changeless green.
But like the gorgeous Persian bands
'Mid the stern race of northern lands,
The chesnut boughs were bright with all
That gilds and mocks the autumn's fall.

Like stragglers from an army's rear
Gradual they grew, near and less near,
Till ample space was left to raise,
Amid the trees, the watch-fire's blaze;
And there, wrapt in their cloaks around,
The soldiers scatter'd o'er the ground.

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poem by Letitia Elizabeth Landon
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Teacher, Teacher

Just when I thought I finally learned my lesson well,
There was more to this than meets the eye.
And for all the things you taught me, only time will tell,
If I'll be able to survive. Oh yeah.
Teacher, teacher, can you teach me?
Can you tell me all I need to know?
Teacher, teacher, can you reach me?
Or will I fall when you let me go? Oh no.
Am I ready for the real world, will I pass the test?
You know it's a jungle out there.
Ain't nothin' gonna stop me, I won't be second best,
But the joke's on those who believe the system's fair, oh yeah.
Teacher, teacher, can you teach me?
Can you tell me if I'm right or wrong?
Teacher, teacher, can you reach me?
I wanna know what's goin' on, Oh yeah.
So the years go on and on, but nothing's lost or won.
And what you learned is soon forgotten.
They take the best years of your life,
Try to tell you wrong from right,
But you walk away with nothing. Oh Oh.
Teacher, teacher, can you teach me?
Can you tell me all I need to know?
Teacher, teacher, can you reach me?
Or will I fall when you let me go?
Teacher, teacher, can you teach me?
Can you tell me if I'm right or wrong?
Teacher, teacher, can you reach me?
I wanna know what's goin' on, Oh
Teacher, teacher, can you teach me?
Teacher, teacher, can you reach me?
Teacher, teacher, can you teach me?
Teacher, teacher, Ooh yeah.
Teacher, teacher
Teacher, teacher
~Adams, Vallance

song performed by 38 Special
Added by Lucian Velea
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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,—

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

My lovers charms
Are in a box
Beneath my bed
And piece by piece
Ill cherish them
Until the end
Send me an angel to love
I need to feel a little piece of heaven
Send me an angel to love
Im afraid Ill never get to heaven
They burn my hands
Scar my face
And blind my eyes
Ill steal your breath
And throw away
What I despise
Send me an angel to love
I need to feel a little piece of heaven
Send me an angel to love
Im afraid Ill never get to heaven
Between these walls
And darkened halls
Ive done my time
If I should die
Before I wake
Then youll know why
Send me an angel to love
I need to feel a little piece of heaven
Send me an angel to love
Im afraid Ill never get to heaven, piece by piece
Send me an angel to love, piece by piece
I need to feel a little piece of heaven, piece by piece
Send me an angel to love, piece by piece
Im afraid Ill never get to heaven, piece by piece
Piece by piece
Piece by piece, send me an angel
Piece by piece, send me an angel
Piece by piece, send me an angel
Piece by piece, send me an angel
Piece by piece, send me an angel
Piece by piece, send me an angel
Piece by piece, send me an angel
Piece by piece, send me an angel

song performed by Garbage
Added by Lucian Velea
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Mary had a Little Vamp and Other Parodies after Sarah Josepha HALE

Mary had a little vamp,
whose teeth glowed white as snow,
each night from sightly vent – no cramp -
the crimson droplets flow.

Some followed her from school one day;
though stalking's 'gainst the rules;
it made goose pimples grow and stay
to see them play at ghouls.

But they were caught, their tale remains
from history well hid,
though we discovered their remains
beneath oak coffin lid.

And so blood flowed from inside out,
none dared to lingered near
when shadows shiver, hang about
until Vamps disappear.

'Why does the Vamp love Mary so? '
the eager children cry;
'Why, Mary loves the Vamp, you know, '
the teacher did reply.

Sleep-overs followed, - little Vamp
A, B, AB, O, drew
by light of Mary’s lurid lamp
new haemoglobulu.

Thus vampire Vlad made Mary glad
hark! men well-read may read,
from kid school lad to college grad, -
mark then welt's red fey bead.

He wore a scarlet cape to match
sweet Mary’s ruddy lips,
attached thereto a cup to catch
the rhesus drips he sips.

No fly-by-night awed Mary’s Vamp,
he could fear blend at need,
though sky high flight soared scary champ -
we here end batty screed.

© Jonathan Robin parody written 3 May 2007 revised 3 September 2008 - for previous version see below

Mary had a little vamp,
whose teeth were white as snow,

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poem by Jonathan Robin
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