Dawn due drops
Strewn on meadow like pearls
Sewed on green sari
haiku by Sathya Narayana
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Rain Drops
If the rain drops,
It doesn't fall on one man's head;
So, this poem is about to make you learn.
If the rain drops were sticks of cigarettes,
Many of us will smoke to death;
If the rain drops were bullets from heaven,
Many of us will dropp dead at once;
If the rain drops were roses of love,
Many of us will make love one night;
If the rain drops were trees,
Many of us will sleep on them;
If the rain drops were stones,
Many of us will be admitted in the hospitals;
If the rain drops were men,
Many women will fight for them;
If the rain drops were women,
Many men will kill for them;
If the rain drops were birds,
Many of us will learn to fly;
If the rain drops were acid,
Many of us will be admitted in hell;
If the rain drops were flowers,
Many of us will beautify our homes;
If the rain drops were spies,
Many of us will be exposed of our nakedness;
If the rain drops were guns,
Many of us will join the Third World War;
If the rain drops were teachers,
Many of us will be well educated;
If the rain drops were students,
Many of us will still roam the streets;
If the rain drops were parents,
Many of us will be at home;
If the rain drops were bicycles,
Many of the cars will be grounded;
If the rain drops were diamonds,
Many of the mines will be closed down;
If the rain drops were candies,
Many of us will visit the toilet;
If the rain drops were houses,
Many of us will not be homeless;
If the rain drops were Whites,
Many of the Blacks will not be seen;
If the rain drops were Blacks,
Many of the Whites will not be heard of;
If the rain drops were envelopes,
Many of the post offices will work overtime;
If the rain drops were Television Sets,
Many of us will be glued to them;
[...] Read more
poem by Edward Kofi Louis
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Sari Bair
So, they've struck their streak o' trouble, an' they got it in the neck,
An' there's more than one ole pal o' mine 'as 'anded in 'is check;
But Ginger still takes nourishment; 'e's well, but breathin' 'ard.
An' so 'e sends the strength uv it scrawled on a chunk uv card.
'On the day we 'it the transport there wus cheerin' on the pier,
An' the girls wus wavin' hankies as they dropped a partin' tear,
An' we felt like little 'eroes as we watched the crowd recede,
Fer we sailed to prove Australia, an' our boastin' uv the breed.
'There wus Trent, ex~toff, uv England; there wus Green, ex-pug, uv 'Loo;
There wus me, an' Craig uv Queensland, wiv 'is 'ulkin' six-foot-two:
An' little Smith uv Collin'wood, 'oo 'owled a rag-time air.
On the day we left the Leeuwin, bound nor'-west for Gawd-knows-where.
'On the day we come to Cairo wiv its niggers an' its din,
To fill our eyes wiv desert sand, our souls wiv Eastern sin,
There wus cursin' an' complainin'; we wus 'ungerin' fer fight -
Little imertation soljers full uv vanity an' skite.
'Then they worked us - Gawd! they worked us, till we knoo wot drillin' meant;
Till men begun to feel like men, an' wasters to repent,
Till we grew to 'ate all Egyp', an' its desert, an' its stinks:
On the days we drilled at Mena in the shadder uv the Sphinx.
'Then Green uv Sydney swore an oath they meant to 'old us tight,
A crowd uv flarnin' ornaments wivout a chance to fight;
But little Smith uv Collin'wood, he whistled 'im a toon,
An' sez, 'Aw, take a pull. lad, there'll be whips o' stoushin' soom.'
'Then the waitin', weary waitin', while we itched to meet the foe!
But we'd done wiv fancy skitin' an' the comic op'ra show.
We wus soljers - finished soljers, an' we felt it in our veins
On the day we trod the desert on ole Egyp's sandy plains.
'An' Trent 'e said it wus a bore, an' all uv us wus blue,
An' Craig, the giant, never joked the way 'e used to do.
But little Smith uv Collin'wood 'e 'ummed a little song,
An' said, 'You leave it to the 'eads. O now we sha'n't be long!'
'Then Sari Bair, O Sari Bair, 'twus you wot seen it done,
The day the transports rode yer bay beneath a smilin' sun.
We boasted much, an' toasted much; but where yer tide line creeps,
'Twus you, me dainty Sari Bair, that seen us play fer keeps.
'We wus full uv savage skitin' while they kep' us on the shelf -
(Now I tell yeh, square an' 'onest, I wus doubtin' us meself):
But we proved it, good an' plenty, that our lads can do an' dare,
On the day we walloped Abdul o'er the sands o' Sari Bair.
[...] Read more
poem by Clarence Michael James Stanislaus Dennis
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Rain drops fall from heaven
Tears swelling up in my eyes every night
Rain drops fall from heaven
Simply a walking disguise in the light
Rain drops fall from heaven
Wondering when i will be alright
Rain drops fall from heaven
Growing so weak no energy to fight
Rain drops fall from heaven
Losing all hope in my mind
Rain drops fall from heaven
Wishing that i could simply unwind
Rain drops fall from heaven
As time goes love makes me blind
Rain drops fall from heaven
Wishing i didn't have to leave her behind
Rain drops fall from heaven
Wanting to make everything right
Rain drops fall from heaven
Wishing i could see her in sight
Rain drops fall from heaven
Wishing I had the strength to fight
Rain drops fall from heaven
Wishing i could hold her tight
Rain drops fall from heaven
Never knowing if she remembers me
Rain drops fall from heaven
Never know if we were meant to be
Rain drops fall from heaven
Wishing i had more time to see
Rain drops fall from heaven
My family that always loved me
Rain drops fall from heaven
Thinking back to the times we had
Rain drops fall from heaven
Smiles and laughter but yet so sad
Rain drops fall from heaven
Just sitting here all alone
Rain drops fall from heaven
Wishing i was way back home
Rain drops fall from heaven
[...] Read more
poem by Joshua Thomas Gage
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Pearl
Pearl of delight that a prince doth please
To grace in gold enclosed so clear,
I vow that from over orient seas
Never proved I any in price her peer.
So round, so radiant ranged by these,
So fine, so smooth did her sides appear
That ever in judging gems that please
Her only alone I deemed as dear.
Alas! I lost her in garden near:
Through grass to the ground from me it shot;
I pine now oppressed by love-wound drear
For that pearl, mine own, without a spot.
2
Since in that spot it sped from me,
I have looked and longed for that precious thing
That me once was wont from woe to free,
To uplift my lot and healing bring,
But my heart doth hurt now cruelly,
My breast with burning torment sting.
Yet in secret hour came soft to me
The sweetest song I e'er heard sing;
Yea, many a thought in mind did spring
To think that her radiance in clay should rot.
O mould! Thou marrest a lovely thing,
My pearl, mine own, without a spot.
3
In that spot must needs be spices spread
Where away such wealth to waste hath run;
Blossoms pale and blue and red
There shimmer shining in the sun;
No flower nor fruit their hue may shed
Where it down into darkling earth was done,
For all grass must grow from grains that are dead,
No wheat would else to barn be won.
From good all good is ever begun,
And fail so fair a seed could not,
So that sprang and sprouted spices none
From that precious pearl without a spot.
4
That spot whereof I speak I found
When I entered in that garden green,
As August's season high came round
When corn is cut with sickles keen.
There, where that pearl rolled down, a mound
With herbs was shadowed fair and sheen,
With gillyflower, ginger, and gromwell crowned,
And peonies powdered all between.
[...] Read more
poem by Anonymous Olde English
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A Pearls Worth
Silver pearls fall down her skin
She knows she must do it for she can't stay strong
For all she has to do is count to ten
She knows he's always wrong
Silver pearls fall down her face
In the dead of night, it is so dark
She stands in the room with fear, with hate
In her soul the pain he gave has left its mark
Silver pearls fall on the barrel
As she holds the gun in her hands
For long before this night their love grew stale
And oh how she thinks it is easy to hold life and death in her hands
Silver pearls fall over bruises, the pain
She bites her lip as she counts one... two
In her heart he's left the stain
She looks at his still body three... four
Silver pearls fall as she moves her hands
She walks to his side
In front of his face she stands
As her mind starts the chant 'he lied'
Silver pearls fall five... six
She holds the barrel to his head
Seven... Eight... she moves her feet just to stall
She knows it won't matter for she is already dead
Silver pearls shade her eyes
Nine... she counts on
her mind filled with his lies
Ten... her finger tightens as he opens his eyes
Silver pearls fall as she pulls the trigger, pulls the string
His eyes wonder, as he fades
His mouth moves, and she remembers the thing
Now she only see dark shades
Silver pearls fall as he leaves her, as she turns
Her daughter stands at the door at only six
Her hand turns
Her eyes search through the young girls eyes
Silver pearls fall as she mouths her last breath
The trigger is pulled as she sinks to her knees
The girls screams fill her mind, for she feels the hand of death
And only now she sees
[...] Read more
poem by Bethany Maxwell
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Hafbur And Signy
TRANSLATED FROM THE DANISH.
King Hafbur & King Siward
They needs must stir up strife,
All about the sweetling Signy
Who was so fair a wife.
O wilt thou win me then,
or as fair a maid as I be?
It was the King’s son Hafbur
Woke up amid the night,
And ’gan to tell of a wondrous dream
In swift words nowise light.
“Me-dreamed I was in Heaven
Amid that fair abode,
And my true-love lay upon mine arm
And we fell from cloud to cloud.”
As there they sat, the dames and maids,
Of his words they took no keep,
Only his mother well-beloved
Heeded his dreamful sleep.
“Go get thee gone to the mountain,
And make no long delay;
To the elve’s eldest daughter
For thy dream’s areding pray.”
So the King’s son, even Hafbur,
Took his sword in his left hand,
And he’s away to the mountain
To get speech of that Lily-wand.
He beat thereon with hand all bare,
With fingers small and fine,
And there she lay, the elve’s daughter,
And well wotted of that sign.
“Bide hail, Elve’s sweetest daughter,
As on skins thou liest fair,
I pray thee by the God of Heaven
My dream arede thou clear.
“Me-dreamed I was in heaven,
Yea amid that fair abode,
And my true-love lay upon mine arm
And we fell from cloud to cloud.”
[...] Read more
poem by William Morris
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940 Pearl Birthstone Of June
Pain produces perfect pearl
For pearls are not just mineral
Aphrodisiacal oysters
Provide perfect pearls - pre-packaged!
Inside their shells gently growing.
The pearl symbolises - purity
In love - in life - in liberty.
Pain produces perfect pearl.
Natural pearls are so spontaneous
Growing slowly throughout lifetime
Seven years inside the mollusk
Gulfs of Persia - California
Jordan - Mexico and Mannar
Pearls of every size and colour
White - silver - cream - green - black and blue
Natual pearls are so spontaneous.
Birthstone pearls grace Joyful June
Fueling faithfulness and friendship
Healing heads and hearts and hearing
Bringing wearers nearer Heaven
Twinned with Zodiac sign Gemini
Channels the strength of Sister Moon
Pulsating purifying power.
Birthstone pearls grace Joyful June
Polished pearls give perfect pleasure
Pain produces perfect pearls
Natural pearls are so spontaneous
Birthstone pearls grace Joyful June.
June Joyful grace pearls Birthstone
Spontaneous so are pearls natural
Pearls perfect produces pain
Pleasure perfect give pearls polished.
This poem is dedicated to a Polished Pearl.
(John Knight - Cool Colchester - 23 January 2010)
poem by John Knight
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The Flower And The Leaf, Or the Lady In The Arbour. A Vision
Now turning from the wintry signs, the sun
His course exalted through the Ram had run,
And whirling up the skies, his chariot drove
Through Taurus, and the lightsome realms of love;
Where Venus from her orb descends in showers,
To glad the ground, and paint the fields with flowers:
When first the tender blades of grass appear,
And buds, that yet the blast of Eurus fear,
Stand at the door of life, and doubt to clothe the year;
Till gentle heat, and soft repeated rains,
Make the green blood to dance within their veins;
Then, at their call emboldened, out they come,
And swell the gems, and burst the narrow room;
Broader and broader yet, their blooms display,
Salute the welcome sun, and entertain the day.
Then from their breathing souls the sweets repair
To scent the skies, and purge the unwholesome air:
Joy spreads the heart, and, with a general song,
Spring issues out, and leads the jolly months along.
In that sweet season, as in bed I lay,
And sought in sleep to pass the night away,
I turned my weary side, but still in vain,
Though full of youthful health, and void of pain:
Cares I had none, to keep me from my rest,
For love had never entered in my breast;
I wanted nothing Fortune could supply,
Nor did she slumber till that hour deny.
I wondered then, but after found it true,
Much joy had dried away the balmy dew:
Seas would be pools, without the brushing air
To curl the waves; and sure some little care
Should weary nature so, to make her want repair.
When Chanticleer the second watch had sung,
Scorning the scorner sleep, from bed I sprung;
And dressing, by the moon, in loose array,
Passed out in open air, preventing day,
And sought a goodly grove, as fancy led my way.
Straight as a line in beauteous order stood
Of oaks unshorn a venerable wood;
Fresh was the grass beneath, and every tree,
At distance planted in a due degree,
Their branching arms in air with equal space
Stretched to their neighbours with a long embrace;
And the new leaves on every bough were seen,
Some ruddy coloured, some of lighter green.
The painted birds, companions of the spring,
Hopping from spray to spray, were heard to sing.
Both eyes and ears received a like delight,
Enchanting music, and a charming sight.
On Philomel I fixed my whole desire,
[...] Read more
poem by John Dryden
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In The Meadow
I asked the silver one on one
Tell me who I am
Lines on your finger says
You wouldnt understand
I asked the silver one on one
Tell me whats the score
Lies on your picture says
You wouldnt need much more
In the meadow
I asked oblivion just for fun
Tell me what to say
Climb up the mountain boy
And look the other way
I asked a million questions
Of the world I want to be
And the signs I remember
Whos the one they got to me
In the meadow,
Looking for life in the world
Everythings fine
In the meadow
Ceilings so high
Life might be listening
So we better take our time
We asked a wonder one on one
Please tell me what to be
Call down the miracles
And save yourself for me
We asked a river one on one
Please tell me what you see
I see forever
And it looks like you and me
In the meadow
Looking for life in the world
Everythings fine
In the meadow
Ceilings so high
Life might be listening
So we better take our time
In the meadow
Looking for life in the world
In the meadow
Everythings fine
In the meadow
Ceilings so high
Life might be listening
So we better take our time
In the meadow
In the meadow
Looking for life
[...] Read more
song performed by Men Without Hats
Added by Lucian Velea
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On The Death Of Damon. (Translated From Milton)
Ye Nymphs of Himera (for ye have shed
Erewhile for Daphnis and for Hylas dead,
And over Bion's long-lamented bier,
The fruitless meed of many a sacred tear)
Now, through the villas laved by Thames rehearse
The woes of Thyrsis in Sicilian verse,
What sighs he heav'd, and how with groans profound
He made the woods and hollow rocks resound
Young Damon dead; nor even ceased to pour
His lonely sorrows at the midnight hour.
The green wheat twice had nodded in the ear,
And golden harvest twice enrich'd the year,
Since Damon's lips had gasp'd for vital air
The last, last time, nor Thyrsis yet was there;
For he, enamour'd of the Muse, remain'd
In Tuscan Fiorenza long detain'd,
But, stored at length with all he wish'd to learn,
For his flock's sake now hasted to return,
And when the shepherd had resumed his seat
At the elm's root within his old retreat,
Then 'twas his lot, then, all his loss to know,
And, from his burthen'd heart, he vented thus his woe.
Go, seek your home, my lambs; my thoughts are due
To other cares than those of feeding you.
Alas! what Deities shall I suppose
In heav'n or earth concern'd for human woes,
Since, Oh my Damon! their severe decree
So soon condemns me to regret of Thee!
Depart'st thou thus, thy virtues unrepaid
With fame and honour, like a vulgar shade?
Let him forbid it, whose bright rod controls,
And sep'rates sordid from illustrious souls,
Drive far the rabble, and to Thee assign
A happier lot with spirits worthy thine!
Go, seek your home, my lambs; my thoughts are due
To other cares than those of feeding you.
Whate'er befall, unless by cruel chance
The wolf first give me a forbidding glance,
Thou shalt not moulder undeplor'd, but long
Thy praise shall dwell on ev'ry shepherd's tongue;
To Daphnis first they shall delight to pay,
And, after Him, to thee the votive lay,
While Pales shall the flocks and pastures love,
Or Faunus to frequent the field or grove,
At least if antient piety and truth
With all the learned labours of thy youth
May serve thee aught, or to have left behind
A sorrowing friend, and of the tuneful kind.
Go, seek your home, my lambs, my thoughts are due
To other cares than those of feeding you.
[...] Read more
poem by William Cowper
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Peter Bell, A Tale
PROLOGUE
There's something in a flying horse,
There's something in a huge balloon;
But through the clouds I'll never float
Until I have a little Boat,
Shaped like the crescent-moon.
And now I 'have' a little Boat,
In shape a very crescent-moon
Fast through the clouds my boat can sail;
But if perchance your faith should fail,
Look up--and you shall see me soon!
The woods, my Friends, are round you roaring,
Rocking and roaring like a sea;
The noise of danger's in your ears,
And ye have all a thousand fears
Both for my little Boat and me!
Meanwhile untroubled I admire
The pointed horns of my canoe;
And, did not pity touch my breast,
To see how ye are all distrest,
Till my ribs ached, I'd laugh at you!
Away we go, my Boat and I--
Frail man ne'er sate in such another;
Whether among the winds we strive,
Or deep into the clouds we dive,
Each is contented with the other.
Away we go--and what care we
For treasons, tumults, and for wars?
We are as calm in our delight
As is the crescent-moon so bright
Among the scattered stars.
Up goes my Boat among the stars
Through many a breathless field of light,
Through many a long blue field of ether,
Leaving ten thousand stars beneath her:
Up goes my little Boat so bright!
The Crab, the Scorpion, and the Bull--
We pry among them all; have shot
High o'er the red-haired race of Mars,
Covered from top to toe with scars;
Such company I like it not!
[...] Read more
poem by William Wordsworth
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Narrative And Dramatic The Wanderings Of Oisin
BOOK I
S. Patrick. You who are bent, and bald, and blind,
With a heavy heart and a wandering mind,
Have known three centuries, poets sing,
Of dalliance with a demon thing.
Oisin. Sad to remember, sick with years,
The swift innumerable spears,
The horsemen with their floating hair,
And bowls of barley, honey, and wine,
Those merry couples dancing in tune,
And the white body that lay by mine;
But the tale, though words be lighter than air.
Must live to be old like the wandering moon.
Caoilte, and Conan, and Finn were there,
When we followed a deer with our baying hounds.
With Bran, Sceolan, and Lomair,
And passing the Firbolgs' burial-motmds,
Came to the cairn-heaped grassy hill
Where passionate Maeve is stony-still;
And found On the dove-grey edge of the sea
A pearl-pale, high-born lady, who rode
On a horse with bridle of findrinny;
And like a sunset were her lips,
A stormy sunset on doomed ships;
A citron colour gloomed in her hair,
But down to her feet white vesture flowed,
And with the glimmering crimson glowed
Of many a figured embroidery;
And it was bound with a pearl-pale shell
That wavered like the summer streams,
As her soft bosom rose and fell.
S. Patrick. You are still wrecked among heathen dreams.
Oisin. 'Why do you wind no horn?' she said
'And every hero droop his head?
The hornless deer is not more sad
That many a peaceful moment had,
More sleek than any granary mouse,
In his own leafy forest house
Among the waving fields of fern:
The hunting of heroes should be glad.'
'O pleasant woman,' answered Finn,
'We think on Oscar's pencilled urn,
And on the heroes lying slain
[...] Read more
poem by William Butler Yeats
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The Plea Of The Midsummer Fairies
I
'Twas in that mellow season of the year
When the hot sun singes the yellow leaves
Till they be gold,—and with a broader sphere
The Moon looks down on Ceres and her sheaves;
When more abundantly the spider weaves,
And the cold wind breathes from a chillier clime;—
That forth I fared, on one of those still eves,
Touch'd with the dewy sadness of the time,
To think how the bright months had spent their prime,
II
So that, wherever I address'd my way,
I seem'd to track the melancholy feet
Of him that is the Father of Decay,
And spoils at once the sour weed and the sweet;—
Wherefore regretfully I made retreat
To some unwasted regions of my brain,
Charm'd with the light of summer and the heat,
And bade that bounteous season bloom again,
And sprout fresh flowers in mine own domain.
III
It was a shady and sequester'd scene,
Like those famed gardens of Boccaccio,
Planted with his own laurels evergreen,
And roses that for endless summer blow;
And there were fountain springs to overflow
Their marble basins,—and cool green arcades
Of tall o'erarching sycamores, to throw
Athwart the dappled path their dancing shades,—
With timid coneys cropping the green blades.
IV
And there were crystal pools, peopled with fish,
Argent and gold; and some of Tyrian skin,
Some crimson-barr'd;—and ever at a wish
They rose obsequious till the wave grew thin
As glass upon their backs, and then dived in,
Quenching their ardent scales in watery gloom;
Whilst others with fresh hues row'd forth to win
My changeable regard,—for so we doom
Things born of thought to vanish or to bloom.
[...] Read more
poem by Thomas Hood
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Third Book
'TO-DAY thou girdest up thy loins thyself,
And goest where thou wouldest: presently
Others shall gird thee,' said the Lord, 'to go
Where thou would'st not.' He spoke to Peter thus,
To signify the death which he should die
When crucified head downwards.
If He spoke
To Peter then, He speaks to us the same;
The word suits many different martyrdoms,
And signifies a multiform of death,
Although we scarcely die apostles, we,
And have mislaid the keys of heaven and earth.
For tis not in mere death that men die most;
And, after our first girding of the loins
In youth's fine linen and fair broidery,
To run up hill and meet the rising sun,
We are apt to sit tired, patient as a fool,
While others gird us with the violent bands
Of social figments, feints, and formalisms,
Reversing our straight nature, lifting up
Our base needs, keeping down our lofty thoughts,
Head downward on the cross-sticks of the world.
Yet He can pluck us from the shameful cross.
God, set our feet low and our forehead high,
And show us how a man was made to walk!
Leave the lamp, Susan, and go up to bed.
The room does very well; I have to write
Beyond the stroke of midnight. Get away;
Your steps, for ever buzzing in the room,
Tease me like gnats. Ah, letters! throw them down
At once, as I must have them, to be sure,
Whether I bid you never bring me such
At such an hour, or bid you. No excuse.
You choose to bring them, as I choose perhaps
To throw them in the fire. Now, get to bed,
And dream, if possible, I am not cross.
Why what a pettish, petty thing I grow,–
A mere, mere woman,–a mere flaccid nerve,-
A kerchief left out all night in the rain,
Turned soft so,–overtasked and overstrained
And overlived in this close London life!
And yet I should be stronger.
Never burn
Your letters, poor Aurora! for they stare
With red seals from the table, saying each,
'Here's something that you know not.' Out alas,
'Tis scarcely that the world's more good and wise
[...] Read more
poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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The Scout Toward Aldie
The cavalry-camp lies on the slope
Of what was late a vernal hill,
But now like a pavement bare-
An outpost in the perilous wilds
Which ever are lone and still;
But Mosby's men are there -
Of Mosby best beware.
Great trees the troopers felled, and leaned
In antlered walls about their tents;
Strict watch they kept; 'twas Hark! and Mark!
Unarmed none cared to stir abroad
For berries beyond their forest-fence:
As glides in seas the shark,
Rides Mosby through green dark.
All spake of him, but few had seen
Except the maimed ones or the low;
Yet rumor made him every thing-
A farmer-woodman-refugee-
The man who crossed the field but now;
A spell about his life did cling -
Who to the ground shall Mosby bring?
The morning-bugles lonely play,
Lonely the evening-bugle calls -
Unanswered voices in the wild;
The settled hush of birds in nest
Becharms, and all the wood enthralls:
Memory's self is so beguiled
That Mosby seems a satyr's child.
They lived as in the Eerie Land-
The fire-flies showed with fairy gleam;
And yet from pine-tops one might ken
The Capitol dome-hazy-sublime-
A vision breaking on a dream:
So strange it was that Mosby's men
Should dare to prowl where the Dome was seen.
A scout toward Aldie broke the spell. -
The Leader lies before his tent
Gazing at heaven's all-cheering lamp
Through blandness of a morning rare;
His thoughts on bitter-sweets are bent:
His sunny bride is in the camp -
But Mosby - graves are beds of damp!
The trumpet calls; he goes within;
But none the prayer and sob may know:
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poem by Herman Melville
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Beachy Head
ON thy stupendous summit, rock sublime !
That o'er the channel rear'd, half way at sea
The mariner at early morning hails,
I would recline; while Fancy should go forth,
And represent the strange and awful hour
Of vast concussion; when the Omnipotent
Stretch'd forth his arm, and rent the solid hills,
Bidding the impetuous main flood rush between
The rifted shores, and from the continent
Eternally divided this green isle.
Imperial lord of the high southern coast !
From thy projecting head-land I would mark
Far in the east the shades of night disperse,
Melting and thinned, as from the dark blue wave
Emerging, brilliant rays of arrowy light
Dart from the horizon; when the glorious sun
Just lifts above it his resplendent orb.
Advances now, with feathery silver touched,
The rippling tide of flood; glisten the sands,
While, inmates of the chalky clefts that scar
Thy sides precipitous, with shrill harsh cry,
Their white wings glancing in the level beam,
The terns, and gulls, and tarrocks, seek their food,
And thy rough hollows echo to the voice
Of the gray choughs, and ever restless daws,
With clamour, not unlike the chiding hounds,
While the lone shepherd, and his baying dog,
Drive to thy turfy crest his bleating flock.
The high meridian of the day is past,
And Ocean now, reflecting the calm Heaven,
Is of cerulean hue; and murmurs low
The tide of ebb, upon the level sands.
The sloop, her angular canvas shifting still,
Catches the light and variable airs
That but a little crisp the summer sea.
Dimpling its tranquil surface.
Afar off,
And just emerging from the arch immense
Where seem to part the elements, a fleet
Of fishing vessels stretch their lesser sails;
While more remote, and like a dubious spot
Just hanging in the horizon, laden deep,
The ship of commerce richly freighted, makes
Her slower progress, on her distant voyage,
Bound to the orient climates, where the sun
Matures the spice within its odorous shell,
And, rivalling the gray worm's filmy toil,
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poem by Charlotte Smith
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Green Spanish Eyes
Ah Consuela! Surveying vast vistas for visions of green Spanish eyes,
I discern them again where she left me back then, when we kissed as she parted, my friend.
So I'm daring to tread towards the klieg lights ahead, where I'll wait and I'll watch her ascend.
Ah Consuela! I'm watching, she teases the mirror with green Spanish eyes;
Her serape entangles her ebony bangles like lace on the sorcerer's looms,
And her capes of the night, she drapes tight to excite, and her fan is embellished with plumes.
Ah Consuela! I'm watching as spectators savour her green Spanish eyes;
Taming wild concertinas, the dark ballerina performs on the concert hall stage,
But she shies from the sound of ovation unbound like a timorous bird in a cage.
Ah Consuela! I'm watching, she quickens the pit with her green Spanish eyes,
As the cymbals shake, clashing, the floodlights wake, flashing, igniting the wild fireflies,
And the piccolo piper's inviting the vipers to coil in the cold caldron skies.
Ah Consuela! I'm watching the shimmering shadows in green Spanish eyes
As I rise from my chair and converge to the stair with a hesitant sip of my wine.
Though she doesn't deny me, she wanders right by me with neither a look nor a sign.
Ah Consuela! I'm watching, she waves to the stage with her green Spanish eyes,
(For her senses scoff, scorning the biblical warning of kisses of Judas that sting,
With her pierced ears defeating the echoes repeating) and smiles at the bluebird that sings.
Ah Consuela! I'm watching faint embers a' stir in her green Spanish eyes,
For a soft spoken stranger enveloping danger has captured the rhyme in the room
As he slips into sight through the scent of the night and the breath of her heavy perfume.
Ah Consuela! I'm watching, she gauges his guise through her green Spanish eyes
- From his gypsy-like mane, to his diamond stud cane, to the raven engraved on his vest -
For a faraway form, a tempestuous storm, lurks and heaves neath the cleav'e of her breasts.
Ah Consuela! I'm watching the caravels cruise in her green Spanish eyes;
With the castanets clacking upon the deck cracking, he whips 'round his cloak with a whiz
And without sacrificing, at mien so enticing, she floats with her face facing his.
Ah Consuela! I'm watching, the vertigo veiling her green Spanish eyes,
While the drumbeat pounds, droning, the rhythm sounds, moaning, of jungles Jamaican entwined
In the valleys concealing the vineyards revealing the vaults in the caves of her mind.
Ah Consuela! I'm watching, while carnivals call to her green Spanish eyes,
And with paused palpitations the tom-tom temptations come taunting her tremulous feet
With her toe tips a' tingle while jute boxes jingle for jesters that jive on the street.
Ah Consuela! I'm watching, she rides with the tides in her green Spanish eyes,
And her silhouette's travelling on ripples unravelling and shaking the shivering shores,
As she strides from the light to the taste of the night through the candlelit cabaret doors.
Ah Consuela! I'm watching, she dances till dawn with her green Spanish eyes,
With her movements adorning a trickle of morning as sipped by the mouth of the moon,
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poem by Terry O'Leary
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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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Home, Wounded
Wheel me into the sunshine,
Wheel me into the shadow,
There must be leaves on the woodbine,
Is the king-cup crowned in the meadow?
Wheel me down to the meadow,
Down to the little river,
In sun or in shadow
I shall not dazzle or shiver,
I shall be happy anywhere,
Every breath of the morning air
Makes me throb and quiver.
Stay wherever you will,
By the mount or under the hill,
Or down by the little river:
Stay as long as you please,
Give me only a bud from the trees,
Or a blade of grass in morning dew,
Or a cloudy violet clearing to blue,
I could look on it for ever.
Wheel, wheel thro' the sunshine,
Wheel, wheel thro' the shadow;
There must be odours round the pine,
There must be balm of breathing kine.
Somewhere down in the meadow.
Must I choose? Then anchor me there
Beyond the beckoning poplars, where
The larch is snooding her flowery hair
With wreaths of morning shadow.
Among the thicket hazels of the brake
Perchance some nightingale doth shake
His feathers, and the air is full of song;
In those old days when I was young and strong,
He used to sing on yonder garden tree,
Beside the nursery.
Ah. I remember how I loved to wake,
And find him singing on the self-same bough
(I know it even now)
Where, since the flit of bat,
In ceaseless voice he sat,
Trying the spring night over, like a tune,
Beneath the vernal moon;
And while I listed long,
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poem by Sydney Thompson Dobell
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Early Morning Breeze
I open up my door to greet the early morning sun
Closing it behind me and away I do run
To the meadow where the meadow lark is singing in the tree
In the meadow I go walking in the early morning breeze
I cup my hands to catch a multi-colored butterfly
Perched upon the petals of flowers growing wild
Freeing it I watch it as it flies away from me
To visit with the flowers in the early morning breeze
Chorus:
Rainbow colored flowers kissed with early morning sun
The aster and the dahlia and wild geraniums
Drops of morning due still linger on the iris leaves
In the meadow where Im walking in the early morning breeze
Misty-eyed I look about the meadow where I stray
For its there I find the courage to greet the coming day
For there among the flowers I kneel gently to my knees
To have a word with God in the early mornig breeze
2nd chorus:
A rainbow colored meadow kissed with early morning sun
The aster and the dahlia and wild geraniums
Drops of morning due still linger on the iris leaves
In the meadow where Im walking in the early morning breez
song performed by Dolly Parton
Added by Lucian Velea
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