To be grateful to the dead.
To be grateful to your parents, now dead,
Be friendly to your siblings, their children.
To be grateful to your dead uncles and aunts,
Be helpful to their children, which will sooth you..
19.11.2009
poem by Rm. Shanmugam Chettiar
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An Old Man With His Hat
There Little Robbie found him in an old yellow album
A blurred picture of a half old man with his hat
Standing in front of the coffin
He smiles shy but wide with his teeth gone making a hole like Little Robbie when he lose his baby teeth
Little Robbie doesn’t recognize him and he wonder where he is now
Maybe he is one of his grandfathers, one of his great uncles, one of his old families
So he asks to his big sister
But his sister doesn’t recognize him and she wonder who he is
Maybe he is one of his grandfathers, one of his great uncles, one of his old families
So he asks to his mother
But his mother doesn’t recognize him and she wonder how he was there
Maybe he is one of his grandfathers, one of his great uncles, one of his old families
So he asks to his father
But his father doesn’t recognize him and he wonder what he did there
Maybe he is one of his grandfathers, one of his great uncles, one of his old families
So he asks to his uncle
But his uncle doesn’t recognize him and he wonder when the picture taken
Maybe he is one of his grandfathers, one of his great uncles, one of his old families
So he asks hopelessly to his grandfather
His grandfather takes a deep look to that picture and wonders why Little Robbie asks
Little Robbie says, “I want to meet him! I want to know about him! I want to play with him! ”
Maybe he is one of his grandfathers, one of his great uncles, one of his old families
But his grandfather shakes his head, “No, he is not.”
He is not one of his grandfathers, one of his great uncles, one of his old families
He is just an old man with his hat
“He accompanied your great grandfather when he sick until his death. This picture is taken in a burial of your great grandfather.”
His grandfather stares at little Robbie
“Now, are you disappointed? ”
He is not one of his grandfathers, one of his great uncles, one of his old families
He is just an old man with his hat
Little Robbie shakes his head, “No, I am not.”
Though he is not one of his grandfathers, one of his great uncles, one of his old families
Though he is just an old man with his hat
“But I still want to meet him, I want to know about him, and I want to play with him! ”
And then he could be one of his grandfathers, one of his great uncles, one of his old families
poem by Maria Sudibyo
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The Visiting Aunts
This is a memory from my childhood, when I was about Nine years old.
The visiting Aunts have come through the door,
They haven't been here for six months or more,
Their presence is such an incredible bore,
Well I think so!
The visiting Aunts are so out of date,
I soon noticed that when they came through the gate,
Their dresses date back to nineteen-o-eight,
Well I think so!
The visiting Aunts have kisses that smother,
With whiskery chins as one will discover,
Each one is just as bad as the other,
Well I think so!
The visiting Aunts look all around our place,
Tutting and waving their hands, so the lace
Which encircles their wrists shakes a pace,
Why don't they go!
The visiting Aunts are staying to tea,
They're both very fat and will eat more than me,
There'll be nothing left, just you wait and see,
I told you so!
The visiting Aunts they gossip away,
About this and that and 'not in our day',
They never will listen to what others say,
I really feel low!
The visiting Aunts say it's a disgrace,
The way I'm allowed to get dirt on my face,
And go running around with an undone shoelace,
Well, I can't tie a bow!
The visiting Aunts have had 'forty winks',
Mother had said they will go soon, she thinks,
They're both motionless like a couple of sphinx,
Why don't they go!
The visiting Aunts are off down the lane,
Thank goodness they've gone now, they're really a pain, .
I hope that they never visit again,
Please, days go slow!
poem by Ernestine Northover
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We Can Create A Modern International Community
And I wonder when Congress will allow public nationwide schools...
in the United States to set aside time for children again to pray?
To pray for, or quietly reflect on behalf of, their once great Nation!
To pray for their nation during this proclaimed danger time...
of struggle against the forces of evil dark international terrorism!
But in the White House lurks a dark soul of 100% fetus murder!
Barack against murder international terrorism with Pro-Abortion Record!
Like Pharaoh in the time of the birth of Moses, like King Harold at the birth of Jesus, killing innocent children based on state law is ok in America today!
Why? How can this be? On 9th of March 2008 Barack proclaimed “We were once were, we are no longer a Christian nation, at least not just....”
No Ten Commandments, No God’s law displayed in government buildings!
15th April 2009 Barack proclaimed “We can create a modern international community that is respectful that is secure that is prosperous....
(in an aside to himself) and like Baal Worshippers we will support propagate
State Policies funding killing innocent children against the will of the majority of Americans and I Barack will use tax payer dollars to kill innocent unborn! We will fill White House high office with Pro Abortion all! Yes We Can!
Darth Vader will create a universal New World Order!
And in the on going baby killing sweepstakes infant killer Obama selects: -
Pro-Abortion Sen. Joe Biden as Obama’s vice-presidential running mate. Pro-Abortion Rep. Rahm Emanuel as Obama’s White House Chief of Staff.
Pro-Abortion former Sen. Tom Daschle as Obama’s Health and Human Services Secretary.
Former NARAL legal director Dawn Johnsen to serve as a member of Obama’s Department of Justice Review Team. Next appointed Assistant Attorney General for the Office of the Legal Counsel.
Betta check Obama’s rap sheet Pro-Abortion Record, for the rest of his all star elite baby killing machine selections.
'President Barack Obama's Pro-Abortion Record: A Pro-Life Compilation
Washington, DC (LifeNews.com) - The following is a compilation of bill signings, speeches, appointments and other actions that President Barack Obama has engaged in that have promoted abortion before and during his presidency. While Obama has promised to reduce abortions and some of his supporters believe that will happen, this long list proves his only agenda is promoting more abortions.
During the presidential election, Obama selected pro-abortion Sen. Joe Biden as his vice-presidential running mate.
Post-Election / Pre-Inauguration
November 5,2008 - Obama selects pro-abortion Rep. Rahm Emanuel as his White House Chief of Staff. Emanuel has a 0% pro-life voting record according to National Right to Life.
November 19,2008 - Obama picks pro-abortion former Sen. Tom Daschle as his Health and Human Services Secretary. Daschle has a long pro-abortion voting record according to National Right to Life.
November 20,2008 - Obama chooses former NARAL legal director Dawn Johnsen to serve as a member of his Department of Justice Review Team. Later, he finalizes her appointment as the Assistant Attorney General for the Office of the Legal Counsel in the Obama administration.
November 24,2008 - Obama appoints Ellen Moran, the former director of the pro-abortion group Emily's List as his White House communications director. Emily's List only supports candidates who favored taxpayer funded abortions and opposed a partial-birth abortion ban.
November 24,2008 - Obama puts former Emily's List board member Melody Barnes in place as his director of the Domestic Policy Council.
November 30,2008 - Obama named pro-abortion Sen. Hillary Clinton as the Secretary of State. Clinton has an unblemished pro-abortion voting record and has supported making unlimited abortions an international right.
December 10,2008 - Obama selects pro-abortion former Clinton administration official Jeanne Lambrew to become the deputy director of the White House Office of Health Reform. Planned Parenthood is 'excited' about the selection.
[...] Read more
poem by Terence George Craddock
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VII. Pompilia
I am just seventeen years and five months old,
And, if I lived one day more, three full weeks;
'T is writ so in the church's register,
Lorenzo in Lucina, all my names
At length, so many names for one poor child,
—Francesca Camilla Vittoria Angela
Pompilia Comparini,—laughable!
Also 't is writ that I was married there
Four years ago: and they will add, I hope,
When they insert my death, a word or two,—
Omitting all about the mode of death,—
This, in its place, this which one cares to know,
That I had been a mother of a son
Exactly two weeks. It will be through grace
O' the Curate, not through any claim I have;
Because the boy was born at, so baptized
Close to, the Villa, in the proper church:
A pretty church, I say no word against,
Yet stranger-like,—while this Lorenzo seems
My own particular place, I always say.
I used to wonder, when I stood scarce high
As the bed here, what the marble lion meant,
With half his body rushing from the wall,
Eating the figure of a prostrate man—
(To the right, it is, of entry by the door)
An ominous sign to one baptized like me,
Married, and to be buried there, I hope.
And they should add, to have my life complete,
He is a boy and Gaetan by name—
Gaetano, for a reason,—if the friar
Don Celestine will ask this grace for me
Of Curate Ottoboni: he it was
Baptized me: he remembers my whole life
As I do his grey hair.
All these few things
I know are true,—will you remember them?
Because time flies. The surgeon cared for me,
To count my wounds,—twenty-two dagger-wounds,
Five deadly, but I do not suffer much—
Or too much pain,—and am to die to-night.
Oh how good God is that my babe was born,
—Better than born, baptized and hid away
Before this happened, safe from being hurt!
That had been sin God could not well forgive:
He was too young to smile and save himself.
When they took two days after he was born,
My babe away from me to be baptized
And hidden awhile, for fear his foe should find,—
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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What Parents When Old, Want From Their Children …
When you were small, a helpless kid,
Just imagine what parents did,
From feeding to keeping you clean –
A routine that had always been!
And now when parents are quite aged,
They feel like birds both that are caged;
Just give them half the love they gave;
Don’t lose your temper / misbehave!
When you were small and could not bathe,
Mom bathed you with towel to swathe,
And wiped you dry and combed your hair,
All your mischief, she had to bear!
When parents are now pretty old,
Or have a fever, catch a cold,
Should not the children care for them,
And treat them for each new problem?
When you were just a little child,
And parents scolded you so mild,
To show you what was wrong and right,
And chalk a future that was bright!
And now when parents have gone weak,
To walk, your assistance, they seek,
Oblige them with a heart all glad:
Old age is less happy, much sad!
When you were craving for good food,
Your mother cooked it as she should,
And heaved a sigh of great relief,
When you’d slept, in disbelief!
And now, when parents ask something,
Be kind and courteously do bring,
They cannot buy whatev’r they feel;
They cannot run or walk or kneel!
When you’d joined school for the first time,
And could not say even a rhyme,
Your mom had taught you how to write,
And sang a ‘lullaby’ at night!
And now when parents cannot read,
And reached a stage, they cannot feed,
Shouldn’t children help them with these chores,
And see that they don’t get bed-sores?
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poem by John Celes
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Book Of The Duchesse
THE PROEM
I have gret wonder, be this lighte,
How that I live, for day ne nighte
I may nat slepe wel nigh noght,
I have so many an ydel thoght
Purely for defaute of slepe
That, by my trouthe, I take no kepe
Of no-thing, how hit cometh or goth,
Ne me nis no-thing leef nor loth.
Al is y-liche good to me --
Ioye or sorowe, wherso hyt be --
For I have feling in no-thinge,
But, as it were, a mased thing,
Alway in point to falle a-doun;
For sorwful imaginacioun
Is alway hoolly in my minde.
And wel ye wite, agaynes kynde
Hit were to liven in this wyse;
For nature wolde nat suffyse
To noon erthely creature
Not longe tyme to endure
Withoute slepe, and been in sorwe;
And I ne may, ne night ne morwe,
Slepe; and thus melancolye
And dreed I have for to dye,
Defaute of slepe and hevinesse
Hath sleyn my spirit of quiknesse,
That I have lost al lustihede.
Suche fantasies ben in myn hede
So I not what is best to do.
But men myght axe me, why soo
I may not slepe, and what me is?
But natheles, who aske this
Leseth his asking trewely.
My-selven can not telle why
The sooth; but trewely, as I gesse,
I holde hit be a siknesse
That I have suffred this eight yere,
And yet my bote is never the nere;
For ther is phisicien but oon,
That may me hele; but that is doon.
Passe we over until eft;
That wil not be, moot nede be left;
Our first matere is good to kepe.
So whan I saw I might not slepe,
Til now late, this other night,
Upon my bedde I sat upright
And bad oon reche me a book,
A romaunce, and he hit me took
[...] Read more
poem by Geoffrey Chaucer
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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.
[...] Read more
poem by Innocent Masina Nkhonyo
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September on Jessore Road
Millions of babies watching the skies
Bellies swollen, with big round eyes
On Jessore Road--long bamboo huts
Noplace to shit but sand channel ruts
Millions of fathers in rain
Millions of mothers in pain
Millions of brothers in woe
Millions of sisters nowhere to go
One Million aunts are dying for bread
One Million uncles lamenting the dead
Grandfather millions homeless and sad
Grandmother millions silently mad
Millions of daughters walk in the mud
Millions of children wash in the flood
A Million girls vomit & groan
Millions of families hopeless alone
Millions of souls nineteenseventyone
homeless on Jessore road under grey sun
A million are dead, the million who can
Walk toward Calcutta from East Pakistan
Taxi September along Jessore Road
Oxcart skeletons drag charcoal load
past watery fields thru rain flood ruts
Dung cakes on treetrunks, plastic-roof huts
Wet processions Families walk
Stunted boys big heads don't talk
Look bony skulls & silent round eyes
Starving black angels in human disguise
Mother squats weeping & points to her sons
Standing thin legged like elderly nuns
small bodied hands to their mouths in prayer
Five months small food since they settled there
on one floor mat with small empty pot
Father lifts up his hands at their lot
Tears come to their mother's eye
Pain makes mother Maya cry
Two children together in palmroof shade
Stare at me no word is said
Rice ration, lentils one time a week
Milk powder for warweary infants meek
[...] Read more
poem by Allen Ginsberg
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Beowulf
LO, praise of the prowess of people-kings
of spear-armed Danes, in days long sped,
we have heard, and what honor the athelings won!
Oft Scyld the Scefing from squadroned foes,
from many a tribe, the mead-bench tore,
awing the earls. Since erst he lay
friendless, a foundling, fate repaid him:
for he waxed under welkin, in wealth he throve,
till before him the folk, both far and near,
who house by the whale-path, heard his mandate,
gave him gifts: a good king he!
To him an heir was afterward born,
a son in his halls, whom heaven sent
to favor the folk, feeling their woe
that erst they had lacked an earl for leader
so long a while; the Lord endowed him,
the Wielder of Wonder, with world's renown.
Famed was this Beowulf: far flew the boast of him,
son of Scyld, in the Scandian lands.
So becomes it a youth to quit him well
with his father's friends, by fee and gift,
that to aid him, aged, in after days,
come warriors willing, should war draw nigh,
liegemen loyal: by lauded deeds
shall an earl have honor in every clan.
Forth he fared at the fated moment,
sturdy Scyld to the shelter of God.
Then they bore him over to ocean's billow,
loving clansmen, as late he charged them,
while wielded words the winsome Scyld,
the leader beloved who long had ruled….
In the roadstead rocked a ring-dight vessel,
ice-flecked, outbound, atheling's barge:
there laid they down their darling lord
on the breast of the boat, the breaker-of-rings,
by the mast the mighty one. Many a treasure
fetched from far was freighted with him.
No ship have I known so nobly dight
with weapons of war and weeds of battle,
with breastplate and blade: on his bosom lay
a heaped hoard that hence should go
far o'er the flood with him floating away.
No less these loaded the lordly gifts,
thanes' huge treasure, than those had done
who in former time forth had sent him
sole on the seas, a suckling child.
High o'er his head they hoist the standard,
a gold-wove banner; let billows take him,
gave him to ocean. Grave were their spirits,
mournful their mood. No man is able
[...] Read more
poem by Charles Baudelaire
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Let The Children Speak
Time - way out of line
A whole nation waits outside
The rhythm of tomorrow
They can dance away their sorrows tonight
Lost - broken and scarred
Prisoner waits outside with his lone heart beating
Let the children, let the children
Let the children, let the children speak
Let the children - let the children speak
Aims - dangerous games
Their mother says one false move and we all get hurt
I feel this sense of power I feel it every hour tonight
Lets not get lazy tonight
Things could get crazy cos
One more kick and the door cracks open
Let the children, let the children
Let the children, let the children speak
Let the children, let the children
Let the children, let the children
Power to the powerless strength unto the weak
Let the children, let the children
Let the children, let the children speak
Im begging you now let the children, let the children
Let the children, let the children
Power to the powerless, strength unto the weak
Let the children, let the children
Let the children, let the children speak
Lets not get lazy tonight
Things could get crazy cos
One last kick and the door cracks open
Let the children, let the children
Let the children, let the children speak
Power to the powerless, strength unto the weak
Let the children, let the children
Let the children, let the children speak
Things could get crazy tonight
Lets not get lazy cos
One last kick and the door cracks open
Let the children, let the children
Let the children, let the children speak
Im begging you now
Let the children, let the children
Let the children, let the children
Power to the powerless, strength unto the weak
Let the children, let the children
Let the children, let the children speak
The language of this world
Lets not get lazy cos
One false move and we all get hurt
Let the children, let the children
[...] Read more
song performed by Simple Minds
Added by Lucian Velea
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Evangeline: A Tale of Acadie
This is the forest primeval. The murmuring pines and the hemlocks,
Bearded with moss, and in garments green, indistinct in the twilight,
Stand like Druids of eld, with voices sad and prophetic,
Stand like harpers hoar, with beards that rest on their bosoms.
Loud from its rocky caverns, the deep-voiced neighboring ocean
Speaks, and in accents disconsolate answers the wail of the forest.
This is the forest primeval; but where are the hearts that beneath it
Leaped like the roe, when he hears in the woodland the voice of the huntsman
Where is the thatch-roofed village, the home of Acadian farmers,--
Men whose lives glided on like rivers that water the woodlands,
Darkened by shadows of earth, but reflecting an image of heaven?
Waste are those pleasant farms, and the farmers forever departed!
Scattered like dust and leaves, when the mighty blasts of October
Seize them, and whirl them aloft, and sprinkle them far o'er the ocean
Naught but tradition remains of the beautiful village of Grand-Pre.
Ye who believe in affection that hopes, and endures, and is patient,
Ye who believe in the beauty and strength of woman's devotion,
List to the mournful tradition still sung by the pines of the forest;
List to a Tale of Love in Acadie, home of the happy.
PART THE FIRST
I
In the Acadian land, on the shores of the Basin of Minas,
Distant, secluded, still, the little village of Grand-Pre
Lay in the fruitful valley. Vast meadows stretched to the eastward,
Giving the village its name, and pasture to flocks without number.
Dikes, that the hands of the farmers had raised with labor incessant,
Shut out the turbulent tides; but at stated seasons the flood-gates
Opened, and welcomed the sea to wander at will o'er the meadows.
West and south there were fields of flax, and orchards and cornfields
Spreading afar and unfenced o'er the plain; and away to the northward
Blomidon rose, and the forests old, and aloft on the mountains
Sea-fogs pitched their tents, and mists from the mighty Atlantic
Looked on the happy valley, but ne'er from their station descended
There, in the midst of its farms, reposed the Acadian village.
Strongly built were the houses, with frames of oak and of hemlock,
Such as the peasants of Normandy built in the reign of the Henries.
Thatched were the roofs, with dormer-windows; and gables projecting
Over the basement below protected and shaded the doorway.
There in the tranquil evenings of summer, when brightly the sunset
Lighted the village street and gilded the vanes on the chimneys,
Matrons and maidens sat in snow-white caps and in kirtles
Scarlet and blue and green, with distaffs spinning the golden
Flax for the gossiping looms, whose noisy shuttles within doors
[...] Read more
poem by Henry Wadsworth Longfellow
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The Columbiad: Book III
The Argument
Actions of the Inca Capac. A general invasion of his dominions threatened by the mountain savages. Rocha, the Inca's son, sent with a few companions to offer terms of peace. His embassy. His adventure with the worshippers of the volcano. With those of the storm, on the Andes. Falls in with the savage armies. Character and speech of Zamor, their chief. Capture of Rocha and his companions. Sacrifice of the latter. Death song of Azonto. War dance. March of the savage armies down the mountains to Peru. Incan army meets them. Battle joins. Peruvians terrified by an eclipse of the sun, and routed. They fly to Cusco. Grief of Oella, supposing the darkness to be occasioned by the death of Rocha. Sun appears. Peruvians from the city wall discover Roch an altar in the savage camp. They march in haste out of the city and engage the savages. Exploits of Capac. Death of Zamor. Recovery of Rocha, and submission of the enemy.
Now twenty years these children of the skies
Beheld their gradual growing empire rise.
They ruled with rigid but with generous care,
Diffused their arts and sooth'd the rage of war,
Bade yon tall temple grace their favorite isle,
The mines unfold, the cultured valleys smile,
Those broad foundations bend their arches high,
And rear imperial Cusco to the sky;
Wealth, wisdom, force consolidate the reign
From the rude Andes to the western main.
But frequent inroads from the savage bands
Lead fire and slaughter o'er the labor'd lands;
They sack the temples, the gay fields deface,
And vow destruction to the Incan race.
The king, undaunted in defensive war,
Repels their hordes, and speeds their flight afar;
Stung with defeat, they range a wider wood,
And rouse fresh tribes for future fields of blood.
Where yon blue ridges hang their cliffs on high,
And suns infulminate the stormful sky,
The nations, temper'd to the turbid air,
Breathe deadly strife, and sigh for battle's blare;
Tis here they meditate, with one vast blow,
To crush the race that rules the plains below.
Capac with caution views the dark design,
Learns from all points what hostile myriads join.
And seeks in time by proffer'd leagues to gain
A bloodless victory, and enlarge his reign.
His eldest hope, young Rocha, at his call,
Resigns his charge within the temple wall;
In whom began, with reverend forms of awe,
The functions grave of priesthood and of law,
In early youth, ere yet the ripening sun
Had three short lustres o'er his childhood run,
The prince had learnt, beneath his father's hand,
The well-framed code that sway'd the sacred land;
With rites mysterious served the Power divine,
Prepared the altar and adorn'd the shrine,
Responsive hail'd, with still returning praise,
Each circling season that the God displays,
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poem by Joel Barlow
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Canto the First
I
I want a hero: an uncommon want,
When every year and month sends forth a new one,
Till, after cloying the gazettes with cant,
The age discovers he is not the true one;
Of such as these I should not care to vaunt,
I'll therefore take our ancient friend Don Juan—
We all have seen him, in the pantomime,
Sent to the devil somewhat ere his time.
II
Vernon, the butcher Cumberland, Wolfe, Hawke,
Prince Ferdinand, Granby, Burgoyne, Keppel, Howe,
Evil and good, have had their tithe of talk,
And fill'd their sign posts then, like Wellesley now;
Each in their turn like Banquo's monarchs stalk,
Followers of fame, "nine farrow" of that sow:
France, too, had Buonaparté and Dumourier
Recorded in the Moniteur and Courier.
III
Barnave, Brissot, Condorcet, Mirabeau,
Petion, Clootz, Danton, Marat, La Fayette,
Were French, and famous people, as we know:
And there were others, scarce forgotten yet,
Joubert, Hoche, Marceau, Lannes, Desaix, Moreau,
With many of the military set,
Exceedingly remarkable at times,
But not at all adapted to my rhymes.
IV
Nelson was once Britannia's god of war,
And still should be so, but the tide is turn'd;
There's no more to be said of Trafalgar,
'T is with our hero quietly inurn'd;
Because the army's grown more popular,
At which the naval people are concern'd;
Besides, the prince is all for the land-service,
Forgetting Duncan, Nelson, Howe, and Jervis.
V
Brave men were living before Agamemnon
And since, exceeding valorous and sage,
A good deal like him too, though quite the same none;
But then they shone not on the poet's page,
And so have been forgotten:—I condemn none,
But can't find any in the present age
Fit for my poem (that is, for my new one);
So, as I said, I'll take my friend Don Juan.
[...] Read more
poem by Byron from Don Juan (1824)
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IV. Tertium Quid
True, Excellency—as his Highness says,
Though she's not dead yet, she's as good as stretched
Symmetrical beside the other two;
Though he's not judged yet, he's the same as judged,
So do the facts abound and superabound:
And nothing hinders that we lift the case
Out of the shade into the shine, allow
Qualified persons to pronounce at last,
Nay, edge in an authoritative word
Between this rabble's-brabble of dolts and fools
Who make up reasonless unreasoning Rome.
"Now for the Trial!" they roar: "the Trial to test
"The truth, weigh husband and weigh wife alike
"I' the scales of law, make one scale kick the beam!"
Law's a machine from which, to please the mob,
Truth the divinity must needs descend
And clear things at the play's fifth act—aha!
Hammer into their noddles who was who
And what was what. I tell the simpletons
"Could law be competent to such a feat
"'T were done already: what begins next week
"Is end o' the Trial, last link of a chain
"Whereof the first was forged three years ago
"When law addressed herself to set wrong right,
"And proved so slow in taking the first step
"That ever some new grievance,—tort, retort,
"On one or the other side,—o'ertook i' the game,
"Retarded sentence, till this deed of death
"Is thrown in, as it were, last bale to boat
"Crammed to the edge with cargo—or passengers?
"'Trecentos inseris: ohe, jam satis est!
"'Huc appelle!'—passengers, the word must be."
Long since, the boat was loaded to my eyes.
To hear the rabble and brabble, you'd call the case
Fused and confused past human finding out.
One calls the square round, t' other the round square—
And pardonably in that first surprise
O' the blood that fell and splashed the diagram:
But now we've used our eyes to the violent hue
Can't we look through the crimson and trace lines?
It makes a man despair of history,
Eusebius and the established fact—fig's end!
Oh, give the fools their Trial, rattle away
With the leash of lawyers, two on either side—
One barks, one bites,—Masters Arcangeli
And Spreti,—that's the husband's ultimate hope
Against the Fisc and the other kind of Fisc,
Bound to do barking for the wife: bow—wow!
Why, Excellency, we and his Highness here
Would settle the matter as sufficiently
[...] Read more
poem by Robert Browning from The Ring and the Book
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The Man from Goondiwindi, Q.
I
This is the sunburnt bushman who
Came down from Goondiwindi, Q.
II
This is the Push from Waterloo
That spotted the sunburnt bushman who
Came down from Goondiwindi, Q.
III
These are the wealthy uncles -- two,
Part of the Push from Waterloo
That spotted the sunburnt bushman who
Came down from Goondiwindi, Q.
IV
This is the game, by no means new,
Played by the wealthy uncles -- two,
Part of the Push from Waterloo
That spotted the sunburnt bushman who
Came down from Goondiwindi, Q.
V
This is the trooper dressed in blue,
Who busted the game by no means new,
Played by the wealthy uncles -- two,
Part of the Push from Waterloo
That spotted the sunburnt bushman who
Came down from Goondiwindi, Q.
VI
This is the magistrate who knew
Not only the trooper dressed in blue,
But also the game by no means new,
And likewise the wealthy uncles -- two,
And ditto the Push from Waterloo
That spotted the sunburnt bushman who
Came down from Goondiwindi, Q.
VII
This is the tale that has oft gone through
On western plains where the skies are blue,
Till the native bear and the kangaroo
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poem by Andrew Barton Paterson
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II. Half-Rome
What, you, Sir, come too? (Just the man I'd meet.)
Be ruled by me and have a care o' the crowd:
This way, while fresh folk go and get their gaze:
I'll tell you like a book and save your shins.
Fie, what a roaring day we've had! Whose fault?
Lorenzo in Lucina,—here's a church
To hold a crowd at need, accommodate
All comers from the Corso! If this crush
Make not its priests ashamed of what they show
For temple-room, don't prick them to draw purse
And down with bricks and mortar, eke us out
The beggarly transept with its bit of apse
Into a decent space for Christian ease,
Why, to-day's lucky pearl is cast to swine.
Listen and estimate the luck they've had!
(The right man, and I hold him.)
Sir, do you see,
They laid both bodies in the church, this morn
The first thing, on the chancel two steps up,
Behind the little marble balustrade;
Disposed them, Pietro the old murdered fool
To the right of the altar, and his wretched wife
On the other side. In trying to count stabs,
People supposed Violante showed the most,
Till somebody explained us that mistake;
His wounds had been dealt out indifferent where,
But she took all her stabbings in the face,
Since punished thus solely for honour's sake,
Honoris causâ, that's the proper term.
A delicacy there is, our gallants hold,
When you avenge your honour and only then,
That you disfigure the subject, fray the face,
Not just take life and end, in clownish guise.
It was Violante gave the first offence,
Got therefore the conspicuous punishment:
While Pietro, who helped merely, his mere death
Answered the purpose, so his face went free.
We fancied even, free as you please, that face
Showed itself still intolerably wronged;
Was wrinkled over with resentment yet,
Nor calm at all, as murdered faces use,
Once the worst ended: an indignant air
O' the head there was—'t is said the body turned
Round and away, rolled from Violante's side
Where they had laid it loving-husband-like.
If so, if corpses can be sensitive,
Why did not he roll right down altar-step,
Roll on through nave, roll fairly out of church,
Deprive Lorenzo of the spectacle,
[...] Read more
poem by Robert Browning from The Ring and the Book
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This Friendly World
R.E.M., Andy, Tony---This Friendly World
ANDY: Hi, Michael.
MICHAEL: Hi, Andy. Thanks for joining us. Do you
wanna ... you wanna sing a song together?
ANDY: Sure! Is it a sweet song?
MICHAEL: Yeah, it's real sweet.
ANDY: O.K.!
[They laugh.]
MICHAEL:
In this friendly, friendly world
With each day so full of joy
Why should any heart be lonely?
ANDY: My turn!
In this friendly, friendly world
With each night so full of dreams
Why should any heart be afraid?
The world is ...
MICHAEL ANDY:
... such a wonderful place
To wander through
When you've got someone you love
MICHAEL:
To wander along with you
ANDY: O.K., now take every second word! With ...
MICHAEL: ... the ...
ANDY: ... sky ...
MICHAEL: ... so ...
ANDY: ... full ...
MICHAEL: ... of ...
ANDY: ... stars
MICHAEL: And ...
ANDY: ... the ...
MICHAEL: ... river ...
ANDY: ... so ...
MICHAEL: ... full ...
ANDY: ... of ...
MICHAEL: ... song, Every ...
ANDY: ... heart ...
MICHAEL: ... should ...
ANDY: ... be ...
MICHAEL: ... so ...
ANDY: ... thankful
It's a friendly world! Don't you think so, Michael?
MICHAEL: Yup!
TONY: Oh yeah?! What's so friendly about it?!!
This is Tony Clifton, and, and I demand a part in
this song! I'm just as big a part of the movie as
these guys are! And, and I will not sit back while
some sought-after Colonel Kurtz wanna-be, uh, uh
has his day in the sun! I think he's enough
[...] Read more
song performed by REM
Added by Lucian Velea
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Vision of Columbus – Book 3
Now, twice twelve years, the children of the skies
Beheld in peace their growing empire rise;
O'er happy realms, display'd their generous care,
Diffused their arts and soothd the rage of war;
Bade yon tall temple grace the favourite isle.
The gardens bloom, the cultured valleys smile,
The aspiring hills their spacious mines unfold.
Fair structures blaze, and altars burn, in gold,
Those broad foundations bend their arches high,
And heave imperial Cusco to the sky;
From that fair stream that mark'd their northern sway,
Where Apurimac leads his lucid way,
To yon far glimmering lake, the southern bound,
The growing tribes their peaceful dwellings found;
While wealth and grandeur bless'd the extended reign,
From the bold Andes to the western main.
When, fierce from eastern wilds, the savage bands
Lead war and slaughter o'er the happy lands;
Thro' fertile fields the paths of culture trace,
And vow destruction to the Incan race.
While various fortune strow'd the embattled plain,
And baffled thousands still the strife maintain,
The unconquer'd Inca wakes the lingering war,
Drives back their host and speeds their flight afar;
Till, fired with rage, they range the wonted wood,
And feast their souls on future scenes of blood.
Where yon blue summits hang their cliffs on high;
Frown o'er the plains and lengthen round the sky;
Where vales exalted thro' the breaches run;
And drink the nearer splendors of the sun,
From south to north, the tribes innumerous wind,
By hills of ice and mountain streams confined;
Rouse neighbouring hosts, and meditate the blow,
To blend their force and whelm the world below.
Capac, with caution, views the dark design,
From countless wilds what hostile myriads join;
And greatly strives to bid the discord cease,
By profferd compacts of perpetual peace.
His eldest hope, young Rocha, at his call,
Leaves the deep confines of the temple wall;
In whose fair form, in lucid garments drest,
Began the sacred function of the priest.
In early youth, ere yet the genial sun
Had twice six changes o'er his childhood run,
The blooming prince, beneath his parents' hand,
Learn'd all the laws that sway'd the sacred land;
With rites mysterious served the Power divine,
Prepared the altar and adorn'd the shrine,
Responsive hail'd, with still returning praise,
Each circling season that the God displays,
[...] Read more
poem by Joel Barlow
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Childe Harold's Pilgrimage: A Romaunt. Canto II.
I.
Come, blue-eyed maid of heaven!-but thou, alas!
Didst never yet one mortal song inspire-
Goddess of Wisdom! here thy temple was,
And is, despite of war and wasting fire,
And years, that bade thy worship to expire:
But worse than steel, and flame, and ages slow,
Is the dread sceptre and dominion dire
Of men who never felt the sacred glow
That thoughts of thee and thine on polish'd breasts bestow.
II.
Ancient of days! august Athena! where,
Where are thy men of might? thy grand in soul?
Gone-glimmering through the dream of things that were:
First in the race that led to Glory's goal,
They won, and pass'd away-is this the whole?
A school-boy's tale, the wonder of an hour!
The warrior's weapon and the sophist's stole
Are sought in vain, and o'er each mouldering tower,
Dim with the mist of years, grey flits the shade of power.
III.
Son of the morning, rise! approach you here!
Come-but molest not yon defenceless urn:
Look on this spot-a nation's sepulchre!
Abode of gods, whose shrines no longer burn.
Even gods must yield-religions take their turn:
'Twas Jove's--2tis Mahomet's-and other creeds
Will rise with other years, till man shall learn
Vainly his incense soars, his victim bleeds;
Poor child of Doubt and Death, whose hope is built on reeds.
IV.
Bound to the earth, he lifts his eye to heaven-
Is't not enough, unhappy thing! to know
Thou art? Is this a boon so kindly given,
That being, thou wouldst be again, and go,
Thou know'st not, reck'st not to what region, so
On earth no more, but mingled with the skies?
Still wilt thou dream on future joy and woe?
Regard and weigh yon dust before it flies:
That little urn saith more than thousand homilies.
V.
Or burst the vanish'd Hero's lofty mound;
Far on the solitary shore he sleeps:
He fell, and falling nations mourn'd around;
But now not one of saddening thousands weeps,
Nor warlike-worshipper his vigil keeps
[...] Read more
The Children Of The Lord's Supper. (From The Swedish Of Bishop Tegner)
Pentecost, day of rejoicing, had come. The church of the village
Gleaming stood in the morning's sheen. On the spire of the bell
Decked with a brazen cock, the friendly flames of the Spring-sun
Glanced like the tongues of fire, beheld by Apostles aforetime.
Clear was the heaven and blue, and May, with her cap crowned with roses,
Stood in her holiday dress in the fields, and the wind and the brooklet
Murmured gladness and peace, God's-peace! with lips rosy-tinted
Whispered the race of the flowers, and merry on balancing branches
Birds were singing their carol, a jubilant hymn to the Highest.
Swept and clean was the churchyard. Adorned like a leaf-woven arbor
Stood its old-fashioned gate; and within upon each cross of iron
Hung was a fragrant garland, new twined by the hands of
affection.
Even the dial, that stood on a mound among the departed,
(There full a hundred years had it stood,) was embellished with blossoms
Like to the patriarch hoary, the sage of his kith and the hamlet,
Who on his birthday is crowned by children and children's children,
So stood the ancient prophet, and mute with his pencil of iron
Marked on the tablet of stone, and measured the time and its changes,
While all around at his feet, an eternity slumbered in quiet.
Also the church within was adorned, for this was the season
When the young, their parents' hope, and the loved-ones of heaven,
Should at the foot of the altar renew the vows of their
baptism.
Therefore each nook and corner was swept and cleaned, and the dust was
Blown from the walls and ceiling, and from the oil-painted benches.
There stood the church like a garden; the Feast of the Leafy Pavilions
Saw we in living presentment. From noble arms on the church wall
Grew forth a cluster of leaves, and the preacher's pulpit of oak-wood
Budded once more anew, as aforetime the rod before Aaron.
Wreathed thereon was the Bible with leaves, and the dove, washed with silver
Under its canopy fastened, had on it a necklace of wind-flowers.
But in front of the choir, round the altar-piece painted by
Horberg,
Crept a garland gigantic; and bright-curling tresses of
angels
Peeped, like the sun from a cloud, from out of the shadowy leaf-work.
Likewise the lustre of brass, new-polished, blinked from the ceiling,
And for lights there were lilies of Pentecost set in the sockets.
Loud rang the bells already; the thronging crowd was
assembled
Far from valleys and hills, to list to the holy preaching.
Hark! then roll forth at once the mighty tones of the organ,
Hover like voices from God, aloft like invisible spirits.
Like as Elias in heaven, when he cast from off him his
mantle,
So cast off the soul its garments of earth; and with one voice
Chimed in the congregation, and sang an anthem immortal
Of the sublime Wallin, of David's harp in the North-land
[...] Read more
poem by Henry Wadsworth Longfellow
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