A Poetry Of Registration Research In The Contemporary Culture
details
precisely
diversity
steps
mediation of reality
abstract realizations
details again
no I-iniciated discussion
I-Konw-it-Is-Difficult-To- Do is a challenged being, not the category
details agains repeated again
but-ness id gone forever
d-e-t-a-i-l-s
insight revisted and reconstructed after the deconstructions
of multiple-I analysis
poem by Nyein Way
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Related quotes
Free Power
Free Power
from
POWER MADNESS
free power
from its fetters
no power without the people
does power arise from any other source
than through the intent to control confine confiscate con conk conjure
computerize contort compel complicate concoct compress concuss conflict
confute condemn corrupt collar convict collectivize confound
concenter communalize collogue collude collonize commandeer
compartmentalize castrate calumniate crucify combinate cutdown curtail
curryfavour curb cully cuff cuckold crush crunch cross-question curveball
conform confuse criticize croak criminate crash cramp cram crackdown
covert counterplan
countermine counterfeit counterattack corrode convert contrive
contaminate constrain consecrate
connive conquer
power is a venomous snake
that sheds its skin
but not its venom
free power from its sting
free power from belief
from self-righteousness
from don't-not-look-at-me aloofness
from protective-damnedness
from ego-centred-ness
from megalomanic mindlessness
from aryo-apartheid-ness
from i'm-right-Jack exclusiveness
from self-opining holiness
from crass-headed-ness
from puritanic-mule-headedness
from airy-fairy grandiloquence
from haughty vengefulness
from scary authoritarianism
from the love of command
from sexually dominating abusiveness
from un-empathic tightfistedness
from back-scratching dastardliness
from building castles in the air-ness
from masonic clubbiness
from musty brotherhood-ness
from stealing and selling-ness
from never-enough greediness
from carion-loving usury
from thoughtless puttingdown-ness
from self-aggrandizing acquisitiveness
from the love of pomposity
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poem by T. Wignesan
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An Ordinary Truth
A mature morning but with cultural diversity! ! ! ! ! Truth is sealed with maturity and cultural property! ! that's a life of a flower in the wintry morning! !
Whatever truth is understood by the unsaid realizations.
A mature morning but with cultural diversity! ! ! ! ! Truth is sealed with maturity and cultural property! ! that's a life of a flower in the wintry morning! !
Whatever truth is understood by the unsaid realizations.
A mature morning but with cultural diversity! ! ! ! ! Truth is sealed with maturity and cultural property! ! that's a life of a flower in the wintry morning! !
Whatever truth is understood by the unsaid realizations.
A mature morning but with cultural diversity! ! ! ! ! Truth is sealed with maturity and cultural property! ! that's a life of a flower in the wintry morning! !
Whatever truth is understood by the unsaid realizations.
An ordinary truth
poem by Nyein Way
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Easy and Difficult
Easy and Difficult
Easy to get a place in someone’s address book
Difficult is to get a place in someone’s heart
Easy is to judge the mistakes of others
Difficult is to recognize our own mistakes
Easy is to talk without thinking
Difficult is to control the tongue
Easy is to hurt someone who loves us
Difficult is to heal the wound
Easy is to forgive others
Difficult is to ask for forgiveness
Easy is to set rules
Difficult is to follow them
Easy is to dream every night
Difficult is to fight for a dream
Easy is to show victory
Difficult is to accommodate defeat with dignity
Easy is to admire a full moon
Difficult is to see the other side
Easy is to stumble on a stone
Difficult is to get up
Easy is to enjoy life every day
Difficult is to give its real value
Easy is to pray every night
Difficult is to find God in small things
Easy is to promise something to someone
Difficult is to fulfill the promise
Easy is to say we love
Difficult is to show it every day
Easy is to criticize others
Difficult is to improve oneself
Easy is to make mistakes
Difficult is to learn from them
Easy is to weep for lost love
Difficult is to take care of it so as not to lose it
Easy is to think about improving
Difficult is to stop thinking and putting it into action
Easy is to think bad of others
Difficult is to give them the benefit of doubt
Easy is to receive
Difficult is to give
poem by Bashyam Narayanan
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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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Happy Birthday, Nigeria
Stay on the enchanting road
Of freedom of expression
Nestle in
Pure love
Move for the steady
Stay of beauty
Move with
The victory of unity
Power on
With the magnificent views
Of the universes of beauty
Golden steps expand
The sphere of diversity
Golden steps
Expand
The sphere of unity
Your universes
The ethnic groups
With beautiful voices
The ethnic groups
With beautiful designs
Your pride
Beautiful diversity
Your joy
Beautiful diversity
Diversity
With the beautiful
Sphere of unity
Unity nestles the diversity
In your loaded land
Of things beautiful
Special sights
To see
Two rivers
Unite into a river
Two rivers
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poem by Uchechukwu Agodom
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Diplomatist
I live on Canada en Bas —
De fines' lan' you see —
An' Oncle Sam, a fr'en of mine,
He live nex' door to me.
Now, long tam' Sam an' me mak' trade,
W'enever that we meet,
An' Sam, he drive de bargain hard,
Sometime bigarre! he sheat.
I not say mooch about it, me,
I never t'ink no harm
Before I fin' mon Oncle Sam
He wan' my little farm.
An' w'en I not to heem will give
De lan' my fader hown,
Den Sam get mad an' say to me,
'I'll play my hand alone.
You kip away; I not will trade,
Don' come my place about!'
Ah! den I see hees leetle game
Was w'at you call 'freeze-hout.'
Mais, I can stan' de fros', for hice
To me is not'ing new;
Sir John mak' freeze agains' de Yanks —
See if dey lak' it, too.
But w'en Sir John t'row up his han'
An' die, 'twas change indeed;
No par'ner lef' could follow up
De fin' ole chieftain's lead.
An' de Canadian peup' was tire,
For dey was not mooch please
For pay big price for jus' to nurse
Les enfants industries.
Dey say, 'We wan' to buy our t'ing
On some mooch sheaper shop,
Dose enfants industries are sure
Long tam' for growing hup.'
For eighteen year dey pull l'argent
From bottom of de purse,
We t'ink it ees long tam' enough
For dem to be on nurse.
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poem by Alexander MacGregor Rose
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Sir Wilfrid Laurier -- Diplomatist
I live on Canada en Bas --
De fines' lan' you see --
An' Oncle Sam, a fr'en of mine,
He live nex' door to me.
Now, long tam' Sam an' me mak' trade,
W'enever that we meet,
An' Sam, he drive de bargain hard,
Sometime bigarre! he sheat.
I not say mooch about it, me,
I never t'ink no harm
Before I fin' mon Oncle Sam
He wan' my little farm.
An' w'en I not to heem will give
De lan' my fader hown,
Den Sam get mad an' say to me,
"I'll play my hand alone.
You kip away; I not will trade,
Don' come my place about!"
Ah! den I see hees leetle game
Was w'at you call "freeze-hout."
Mais, I can stan' de fros', for hice
To me is not'ing new;
Sir John mak' freeze agains' de Yanks --
See if dey lak' it, too.
But w'en Sir John t'row up his han'
An' die, 'twas change indeed;
No par'ner lef' could follow up
De fin' ole chieftain's lead.
An' de Canadian peup' was tire,
For dey was not mooch please
For pay big price for jus' to nurse
Les enfants industries.
Dey say, "We wan' to buy our t'ing
On some mooch sheaper shop,
Dose enfants industries are sure
Long tam' for growing hup."
For eighteen year dey pull l'argent
From bottom of de purse,
We t'ink it ees long tam' enough
For dem to be on nurse.
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poem by Alexander MacGregor Rose
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Lathmon
ARGUMENT.
Lathmon, a British prince, taking advantage of Fingal's absence on an expedition to Ireland, made a descent on Morven, and advanced within sight of Selma, the royal residence. Fingal arrived in the mean time, and Lathmon retreated to a hill, where his army was surprised by night, and himself taken prisoner by Ossian and Gaul the son of Morni. The poem opens with the first appearance of Fingal on the coast of Morven, and ends, it may be supposed, about noon the next day.
SELMA, thy halls are silent. There is no sound in the woods of Morven. The wave tumbles along on the coast. The silent beam of the sun is on the field. The daughters of Morven come forth, like the bow of the shower; they look towards green Erin for the white sails of the king. He had promised to return, but the winds of the north arose!
Who pours from the eastern hill, like a stream of darkness? It is the host of Lathmon. He has heard of the absence of Fingal. He trusts in the winds of the north. His soul brightens with joy. Why dost thou come, O Lathmon? The mighty are not in Selma. Why comest thou with thy forward spear? Will the daughters of Morven fight? But stop, O mighty stream, in thy course! Does not Lathmon behold these sails? Why dost thou vanish, Lathmon, like the mist of the lake? But the squally storm is behind thee; Fingal pursues thy steps!
The king of Morven had started from sleep, as we rolled on the dark-blue wave. He stretched his hand to his spear, his heroes rose around. We knew that he had seen his fathers, for they often descended to his dreams, when the sword of the foe rose over the land and the battle darkened before us. "Whither hast thou fled, O wind?" said the king of Morven. "Dost thou rustle in the chambers of the south? pursuest thou the shower in other lands? Why dost thou not come to my sails? to the blue face of my seas? The foe is in the land of Morven, and the king is absent far. But let each bind on his mail, and each assume his shield. Stretch every spear over the wave; let every sword be unsheathed. Lathmon is before us with his host; he that fled from Fingal on the plains of Lona. But he returns like a collected stream, and his roar is between our hills."
Such were the words of Fingal. We rushed into Carmon's bay. Ossian ascended the hill! he thrice struck his bossy shield. The rock of Morven replied: the bounding roes came forth. The foe was troubled in my presence: he collected his darkened host. I stood like a cloud on the hill, rejoicing in the arms of my youth.
Morni sat beneath a tree on the roaring waters of Strumon: his locks of age are gray: he leans forward on his staff; young Gaul is near the hero, hearing the battles of his father. Often did he rise in the fire of his soul, at the mighty deeds of Morni. The aged heard the sound of Ossian's shield; he knew the sign of war. He started at once from his place. His gray hair parted on his back. lie remembered the deeds of other years.
"My son," he said, to fair-haired Gaul, "I hear the sound of war. The king of Morven is returned; his signals are spread on the wind. Go to the halls of Strumon; bring his arms to Morni. Bring the shield of my father's latter years, for my arm begins to fail. Take thou thy armor, O Gaul! and rush to the first of thy battles. Let thine arm reach to the renown of thy fathers. Be thy course in the field like the eagle's wing. Why shouldst thou fear death, my son? the valiant fall with fame; their shields turn the dark stream of danger away; renown dwells on their aged hairs. Dost thou not see, O Gaul! low the steps of my age are honored? Morni moves forth. and the young men meet him, with silent joy, on his course. But I never fled from danger, my son! my sword lightened through the darkness of war. The stranger melted before me; the mighty were blasted in my presence."
Gaul brought the arms to Morni: the aged warrior is covered with steel. He took the spear in his hand, which was stained with the blood of the valiant. He came towards Fingal; his son attended his steps. The son of Comhal arose before him with joy, when he came in his locks of age.
"Chief of the roaring Strumon!" said the rising soul of Fingal; "do I behold thee in arms, after thy strength has failed? Often has Morni shone in fight, like the beam of the ascending sun; when he disperses the storms of the hill, and brings peace to the glittering fields. But why didst thou not rest in thine age? Thy renown is in the song. The people behold thee, and bless the departure of mighty Morni. Why didst thou not rest in thine age? The foe will vanish before Fingal!"
"Son of Comhal," replied the chief, "the strength of Morni's arm has failed. I attempt to draw the sword of my youth, but it remains in its place. I throw the spear, but it falls short of the mark. I feel the weight of my shield. We decay like the grass of the hill; our strength returns no more. I have a son, O Fingal! his soul has delighted in Morni's deeds; but his sword has not been lifted against a foe, neither has his fame begun. I come with him to the war; to direct his arm in fight. His renown will be a light to my soul in the dark hour of my departure. O that the name of Morni were forgot among the people! that the heroes would only say, 'Behold the father of Gaul!'"
"King of Strumon," Fingal replied, "Gaul shall lift the sword in fight. But he shall lift it before Fingal; my arm shall defend his youth. But rest thou in the halls of Selma, and hear of our renown. Bid the harp to be strung, and the voice of the bard to arise, that those who fall may rejoice in their fame, and the soul of Morni brighten with joy. Ossian, thou hast fought in battles: the blood of strangers is on thy spear: thy course be with Gaul in the strife; but depart not from the side of Fingal, lest the foe should find you alone, and your fame fail in my presence."
[Ossian speaks ] "I saw Gaul in his arms; my soul was mixed with his. The fire of the battle was in his eyes! he looked to the foe with joy. We spoke the words of friendship in secret; the lightning of our swords poured together; for we drew them behind the wood, and tried the strength of our arms on the empty air!"
Night came down on Morven. Fingal sat at the beam of the oak. Morni sat by his side with all his gray-waving locks. Their words were of other times, of the mighty deeds of their fathers. Three bards, at times, touched the harp: Ullin was near with his song. He sung of the mighty Comhal; but darkness gathered on Morni's brow. He rolled his red eye on Ullin: at once ceased the song of the bard. Fingal observed the aged hero, and he mildly spoke: "Chief of Strumon, why that darkness? Let the days of other years be forgot. Our fathers contended in war; but we meet together at the feast. Our swords are turned on the foe of our land: he melts before us on the field. Let the days of our fathers be forgot, hero of mossy Strumon!"
King of Morven," replied the chief, "I remember thy father with joy. He was terrible in battle, the rage of the chief was deadly. My eyes were full of tears when the king of heroes fell. The valiant fall, O Fingal! the feeble remain on the hills! How many heroes have passed away in the days of Morni! Yet I did not shun the battle; neither did I fly from the strife of the valiant. Now let the friends of Fingal rest, for the night is around, that they may rise with strength to battle against car-borne Lathmon. I hear the sound of his host, like thunder moving on the hills. Ossian! and fair-haired Gaul! ye are young and swift in the race. Observe the foes of Fingal from that woody hill. But approach them not: your fathers are near to shield you. Let not your fame fall at once. The valor of youth may fail!"
We heard the words of the chief with joy. We moved in the clang of our arms. Our steps are on the woody hill. Heaven burns with all its stars. The meteors of death fly over the field. The distant noise of the foe reached our ears. It was than Gaul spoke, in his valor: his hand half unsheathed his sword.
"Son of Fingal!" he said, "why burns the soul of Gaul? my heart beats high. My steps are disordered; my hand trembles on my sword. When I look towards the foe, my soul lightens before me. I see their sleeping host. Tremble thus the souls of the valiant in battles of the spear? How would the soul of Morni rise if we should rush on the foe? Our renown should grow in song: our steps would be stately in the eyes of the brave."
"Son of Morni," I replied, "my soul delights in war. I delight to shine in battle alone, to give my name to the bards. But what if the foe should prevail? can I behold the eyes of the king? They are terrible in his displeasure, and like the flames of death. But I will not behold them in his wrath! Ossian shall prevail or fall. But shall the fame of the vanquished rise? They pass like a shade away. But the fame of Ossian shall rise! His deeds shall be like his father's. Let us rush in our arms; son of Morni, let us rush to fight. Gaul, if thou shouldst return, go to Selma's lofty hall. Tell to Everallin that I fell with fame; carry this sword to Branno's daughter. Let her give it to Oscar, when the years of his youth shall arise."
"Son of Fingal," Gaul replied with a sigh, "shall I return after Ossian is low? What would my father say? what Fingal, the king of men? The feeble would turn their eyes and say, 'Behold Gaul, who left his friend in his blood!' Ye shall not behold me, ye feeble, but in the midst of my renown! Ossian, I have heard from my father the mighty deeds of heroes; their mighty deeds when alone! for the soul increases in danger!"
"Son of Morni," I replied, and strode before him on the heath, "our fathers shall praise our valor when they mourn our fall. A beam of gladness shall rise on their souls, when their eyes are full of tears. They will, say, 'Our sons have not fallen unknown: they spread death around them.' But why should we think of the narrow house? The sword defends the brave. But death pursues the flight of the feeble; their renown is never heard."
We rushed forward through night; we came to the roar of a stream, which bent its blue course round the foe, through trees that echoed to its sound. We came to the bank of the stream, and saw the sleeping host. Their fires were decayed on the plain: the lonely steps of their scouts were distant far. I stretched my spear before me, to support my steps over the stream. But Gaul took my hand, and spoke the words of the brave. "Shall the son of Fingal rush on the sleeping foe? Shall he come like a blast by night, when it overturns the young trees in secret? Fingal did no receive his fame, nor dwells renown on the gray hairs of Morni, for actions like these. Strike, Ossian, strike the shield, and let their thousands rise! Let them meet Gaul in his first battle, that he may try the strength of his arm."
My soul rejoiced over the warrior; my bursting tears came down. "And the foe shall meet thee, Gaul," I said: "the fame of Morni's son shall arise. But rush not too far, my hero: let the gleam of thy steel be near to Ossian. Let our hands join in slaughter. Gaul! dost thou not behold that rock? Its gray side dimly gleams to the stars. Should the foe prevail, let our back be towards the rock. Then shall they fear to approach our spears; for death is in our hands!"
I struck thrice my echoing shield. The startling foe arose. We rushed on in the sound of our arms. Their crowded steps fly over the heath. They thought that the mighty Fingal was come. The strength of their arms withered away. The sound of their flight was like that of flame, when it rushes through the blasted groves. It was then the spear of Gaul flew in its strength; it was then his sword arose. Cramo fell; and mighty Leth! Dunthormo struggled in his blood. The steel rushed through Crotho's side, as bent he rose on his spear; the black stream poured from the wound, and hissed on the half-extinguished oak. Cathmin saw the steps of the hero behind him: he ascended a blasted tree; but the spear pierced him from behind. Shrieking, panting, he fell. Moss and withered branches pursue his fall, and strew the blue arms of Gaul.
Such were thy deeds, son of Morni, in the first of thy battles. Nor slept the sword by thy side, thou last of Fingal's race! Ossian rushed forward in his strength; the people fell before him; as the grass by the stall of the boy, when he whistles along the field, and the gray beard of the thistle falls. But careless the youth moves on; his steps are towards the desert. Gray morning rose around us; the winding streams are bright along the heath. The foe gathered on a bill; and the rage of Lathmon rose. He bent the red eye of his wrath: he is silent in his rising grief. He often struck his bossy shield: and his steps are unequal on the heath. I saw the distant darkness of the hero, and I spoke to Morni's son.
[...] Read more
poem by James Macpherson
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199 Steps to Heaven
They were my 199 steps to heaven
Grandad found them 199 steps of hell
Angina.
But still he always climbed
Never complained
As I think he knew,
He was climbing the 199 steps to heaven.
I can't even remember
When I first did climb
just always had.
I can remember
Counting
Did it really take 199 steps to heaven?
Some debate
That there are only 198
But they were my 199 steps to heaven.
But
Then I realized that
By counting the 199 steps to heaven
Meticulously
Religiously
I was missing the view on the way up
To heaven
And it didn't really matter if it was
198 or 199
They'd always be my 199 steps to heaven.
Then my eyes were opened and I saw
the view up was just as spectacular
As the view from heaven.
And I realized how much of it I'd missed;
Counting
So I stopped and
Just admired the view
On the way up
My 199 steps to heaven.
The view, like time stood still
Old tile roof tops,
Sprawling cliff faces
And the sea.
It was always the sea for me.
Whether in a rage or in a lull
I loved it unconditionally
The long straight pier
Jutting freely.
And all this I could see
From my 199 steps to heaven.
[...] Read more
poem by Shadow Girl
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I Want To Live On An Abstract Plain
Ive had it with this town
I never saw those shifting skies
I never saw the ground
Or the sunset rise
I want to live on an abstract plane
Im building a frame
A place to put my ten-yard stare
Thinking of that paint
Painted in plein-air
I want to live on an abstract plane
I need a new adress
I want some new terrain
Is it north or south?
I want to live on an abstract plain
I could sit on the roof
On top of that abstract house
See my abstract view
An abstract mouse
I want to live on an abstract plane
I need a new adress
Tell me Im not insane
Is it up or down?
I want to live on an abstract plane
song performed by Frank Black
Added by Lucian Velea
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He Comes Knowing
He comes knowing he is challenged.
He has live his entire life...
Challenged.
Disciplined and observant.
Do you think he is oblivious to the obvious?
And living in a preferred time zone.
Comforted by hidden insecurities...
And deluded by the absence of practiced truths?
He comes knowing he is challenged.
He has live his entire life...
Challenged.
Disciplined and observant.
Do you believe,
One who has been made to feel an 'outsider'...
Does not perceive,
Who receives him as he is!
Amongst those who are quick...
To ridicule him with their negative judgements.
He comes knowing he is challenged.
He has live his entire life...
Challenged.
Disciplined and observant.
And...
He is guided by the 'Divine'!
In time,
You will discover that.
He comes knowing he is challenged.
And knowing he does...
What will and must take place,
To clean up disgraceful traces left,
By those who have lived their entire lives unchallenged...
Thoughtless.
And,
Born to feed their greed!
Prepare...
For the 'We Can and 'We Will'
Winds of change to blow,
Dramatically across the land!
And free of addicting pollutants.
poem by Lawrence S. Pertillar
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The Challenge
I had a dream
To challenge a scheme
And with my scheme
I shattered my dream
I had a scheme
To challenge a dream
And with my dream
I shattered my scheme
The scheme the brain and the dream
They challenged my self-esteem
I had a brain that conceived the dream
That challenged the scheme
That shattered the dream
That challenged my self-esteem
I had a brain that conceived the scheme
That challenged the dream
That shattered the scheme
That challenged my self-esteem
The brain the scheme and the dream
They challenged my self-esteem
With my self-esteem,
I challenge my scheme
To challenge my brain
To conceive the dream
That shattered the scheme
With my, scheme
I challenge my self-esteem
To challenge my brain
To conceive the dream
That shattered my self-esteem
With my, dream
I challenge my self-esteem
To challenge my brain
To conceive the scheme
That shattered the dream
My self-esteem the brain and the dream
They challenged the scheme
6/20/07
poem by Jim Milks
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A Map Of Culture
Culture
Contents
What is Culture?
The Importance of Culture
Culture Varies
Culture is Critical
The Sociobiology Debate
Values, Norms, and Social Control
Signs and Symbols
Language
Terms and Definitions
Approaches to the Study of Culture
Are We Prisoners of Our Culture?
What is Culture?
I prefer the definition used by Ian Robertson: 'all the shared products of society: material and nonmaterial' (Our text defines it in somewhat more ponderous terms- 'The totality of learned, socially transmitted behavior. It includes ideas, values, and customs (as well as the sailboats, comic books, and birth control devices) of groups of people' (p.32) .
Back to Contents
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poem by Nyein Way
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Reality's Dream
I staggered back from the blow;
Reality struck me again
this time harder
mocking me as I fell.
'You have always been so clear about
your plans and goals haven't you;
clear about what you wanted to achieve or know
how you would overcome all obstacles
but Pilgrim you had no plan B;
I always grant people like you
first place in my line
because you all are Prisoners Of Your Own Dreams and Schemes
hurtling through life 'Dreamers of the Impossible Dream'
Perfection's Confection blinds you by its own light-
wouldn't you agree? '
I gradually regained my feet and
stared into those unforgiving, taunting eyes
thinking strangely
that Reality is much like a bully.
'And hear you are now, ' Reality was saying
'alone
without family or friends
clutching to those dreams
which will never come true
being instead
here now
my prisoner
for all eternity
forced now to worship
at my altar.
He cackled a horrible cackle.
I looked at him in a haze
realizing he had a point
but too
that moment
exposed Reality's
own weaknesses:
he was counting upon my apathy-
my sense of defeat-
to make me surrender to him
believe in him and his power.
I rose
stared at him
[...] Read more
poem by Lonnie Hicks
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First Book
OF writing many books there is no end;
And I who have written much in prose and verse
For others' uses, will write now for mine,–
Will write my story for my better self,
As when you paint your portrait for a friend,
Who keeps it in a drawer and looks at it
Long after he has ceased to love you, just
To hold together what he was and is.
I, writing thus, am still what men call young;
I have not so far left the coasts of life
To travel inland, that I cannot hear
That murmur of the outer Infinite
Which unweaned babies smile at in their sleep
When wondered at for smiling; not so far,
But still I catch my mother at her post
Beside the nursery-door, with finger up,
'Hush, hush–here's too much noise!' while her sweet eyes
Leap forward, taking part against her word
In the child's riot. Still I sit and feel
My father's slow hand, when she had left us both,
Stroke out my childish curls across his knee;
And hear Assunta's daily jest (she knew
He liked it better than a better jest)
Inquire how many golden scudi went
To make such ringlets. O my father's hand,
Stroke the poor hair down, stroke it heavily,–
Draw, press the child's head closer to thy knee!
I'm still too young, too young to sit alone.
I write. My mother was a Florentine,
Whose rare blue eyes were shut from seeing me
When scarcely I was four years old; my life,
A poor spark snatched up from a failing lamp
Which went out therefore. She was weak and frail;
She could not bear the joy of giving life–
The mother's rapture slew her. If her kiss
Had left a longer weight upon my lips,
It might have steadied the uneasy breath,
And reconciled and fraternised my soul
With the new order. As it was, indeed,
I felt a mother-want about the world,
And still went seeking, like a bleating lamb
Left out at night, in shutting up the fold,–
As restless as a nest-deserted bird
Grown chill through something being away, though what
It knows not. I, Aurora Leigh, was born
To make my father sadder, and myself
Not overjoyous, truly. Women know
The way to rear up children, (to be just,)
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poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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Rubaiyat Of A Robin - After Edward Fitzgerald - Rubaiyat Of Omar Khayyam
Jest plays with rubaiyat and, four by four,
unseals for your amusement more and more
verses together thread in rosary
unreeled to bloom till tomb will curtains draw.
Repealed are value judgement and perspective
revealed through standpoint purely introspective,
darkside concealed of moon’s yin-yang shines clear
when we’re in orbit, - option more effective.
Rolled form performs rôle midwife to perception,
sprung tongue in cheek, tweaks sense of imperfection
or willingness to leach between the lines,
impeach entrenched ideas of self-[s]election.
This prose arose as stream deprived of section,
where ‘dip at will’ will still sustain inspection,
the current’s sense, at odds with current views
ignores round holes, square pegs, top-down direction.
Here there’s no fear of critics’ peer rejection,
contention treated with due circumspection
intention is to mention for retention
an overview or clue to extrospection.
Life’s curtains are a veil through which few see,
as many haste taste-waste eternity,
mixed up, ignore life fixes finite sum
to/through infinite opportunity.
Can “Truth” exist? all ask, who seek its core,
we, modest, etch our words to sketch the score,
diverse the verses which converge to link
reflections mirrored many times before.
Vast content, style, a while, united are,
aim at soul stimulation, nothing bar,
to pleasure, treasure, or discard at will
as minds outreach to other minds on par.
Meditating, we shed light on what
tomorrow’s tot may factor into ‘bot’ -
the poet’s lot, forgot, to help all think
ahead of time, enhance life for a lot
Some seek Nirvana, Faith speaks more than “how”.
Others reject Salvation’s wraith, - w[h]ine “now”.
Verifying facts? Inventing dreams?
Each furrow-burrows with a different plough.
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poem by Jonathan Robin
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The Concrete and the Abstract
The concrete is visible,
the abstract is invisible.
The concrete is the outside,
the abstract is the inside.
The concrete is objective,
the abstract is subjective.
People go on searching for
God in the concrete.
'We would like to see God'
-they say.
But only the concrete can be seen;
the abstract has to be felt.
The concrete can be seen-
with the eyes open,
the abstract has to be seen-
with eyes closed.
God is inside you, as you.
You cannot stand outside God
and see Him;
you can see Him
only from the inside-
by being Him.
If you see a flower,
you can look at it scientifically.
You look at the chemistry of it,
You dissect it and
you come to know
about the components of it.
But something is missed
in that very analysis.
The beauty is missed,
because beauty is not a component.
If you ask the scientist -
'Where is the beauty that was in the flower? ’ he will say-
'That was not there,
it was just an illusion.'
'I have dissected it-
all and all,
and these are the things
that I have found.
These chemicals were there,
this matter was there,
these atoms, these molecules....
but there was no beauty.'
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poem by Nazmul Haque
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Edge Of Reality
(words & music by giant - baum - kaye)
I walk along a thin line darling
Dark shadows follow me
Heres where lifes dream lies disillusioned
The edge of reality
Oh I can hear strange voices echo
Laughing with mockery
The border line of doom Im facing
The edge of reality
On the edge of reality she sits there tormenting me
The girl with the nameless face
On the edge of reality where she overpowers me
With fears that I cant explain
She drove me to the point of madness
The brink of misery
If shes not real then Im condemned to
The edge of reality
On the edge of reality she sits there tormenting me
The girl with the nameless face
On the edge of reality where she overpowers me
With fears that I cant explain
She drove me to the point of madness
The brink of misery
If shes not real then Im condemned to
The edge of reality
Reality, reality, reality, reality,
Reality, reality, reality, reality
song performed by Elvis Presley
Added by Lucian Velea
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A Farce.
Caesar thought he was out of reach
'midst weeds and grass, he ate a peach.
Pompeia, his wife, found him at last
Palms held up, she delivered a blast.
'Caesar, new lawn is coming today,
get busy, clear weeds, cut grass, don't play.'.
He said 'Stop, enough of your SNORTS AND BAWL'.
Biting ONCE MORE INTO THE PEACH, he obeyed her call.
And when he was done, found that that wasn't all.
'RAKE HAY WHILE THE SUN SHINES'
said Gran with a fag on her lip
'SEIZE THE HAY', said Pompeia,
whilst beating cream with a whip.
Caesar said 'How about help, I'd expect no less'.
'We're making a trifle for Dan's wife Ness'.
'Who? '
'you know, NESS ESSITY..........THE MOTHER OF VIN VENTION'.
Caesar stuck in his finger and licked causing tension
'Why? ', wailed Pompeia and hit him with a sieve. Ding!
'Ow! A TRIFE UNEXAMINED IS NOT WORTH GIVING'.
Gran muttered 'THE WIFE OF DAN IS SOLITARY, POOR,
NASTY, BRUTISH AND SHORT'.
'Gran! , that's not a very charitable thing to say'.
'Well someone ought'.
'Lay the topsoil, Caesar', said Pompeia, pointing to trailer in drive.
'LOAM IS WHERE THE CART IS, no more you skive'.
'How will I level, lay straight and true? '
'GRAN IS THE MEASURER OF ALL THINGS, she'll show you'.
Caesar swore when the shovel impacted his toe.
'Language', warned Gran.
'I CALL A SPADE A SPADE, you know'.
A bug lit on his nose, he focussed his sight,
too late, 'Ow! , THE MOVING WINGER BITES'.
Grumbled as he started to lay the turf,
'MESSED UP THE WEEK FOR HAY THAT INHABIT THE EARTH'.
'Keep going', urged Gran as Pompeia came to see,
'Nay, THOU SHALT HAVE NO OTHER SODS BEFORE TEA'.
He went to the kitchen, but before he could speak,
Pompeia threw up her arms, 'YOU REEK! , YOU REEK! '.
'For *@%$'s sake! ', he mumbled.
'Language', warned Gran.
'I STINK THEREFORE I DAMN, you old dishpan! '
Gran clasped her hands to her chest, most distraught,
moaning, 'THE LIFE OF GRAN IS SOLITARY, POOR,
NASTY, BRUTISH AND SHORT'.
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poem by Diane Hine
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Of Non-ness
But at this time...
On these non-days,
When a sense of non-ness is existing.
I try to find in my mind,
A reason and a rhyme...
To define what it is I choose to decline.
And it is at this time,
I'm feeling quite fine.
And those non-days existing,
With a non-ness to grind...
To upset my mind,
I can't allow...
Myself to be twisted in the mix of it!
I once participated in heated debates.
About the absence of the right,
To enjoy the life I've made.
Without feeling I should trade away...
This happiness I feel and have,
I just can't walk away from to see betrayed.
And it is because at this time,
On these non-days...
Whether they come to others to keep and stay,
I wish agitation begin from me to fade.
Because at this time I made up my mind,
On those non-days bringing all that non-ness to find...
I,
Choose peace...
Over being demeaned.
Because at this time I made up my mind,
On those non-days bringing all that non-ness to find...
I,
Choose peace...
Over being demeaned.
And when that non-ness is there to share,
Because at this time I made up my mind to care...
I,
Have chosen peace...
And I've left the scene.
poem by Lawrence S. Pertillar
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