We As Part Of The World Interpret
we as part
of the world
interpret
things
of the world
according to
our own
understanding
media powers
that be
have their own
agenda
framework
of their mind
their bias
impacts
upon
our own
perception
understanding
these ideas
concepts
agendas
flavour
influence
our own
emotions
understanding
according
to our own
opinions
knowledge
personality
we all
interpret
personally
individually
within
collective
mind
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poem by Terence George Craddock
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Related quotes
The Interpretation of Nature and
I.
MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.
II.
Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.
III.
Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.
IV.
Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.
V.
The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.
VI.
It would be an unsound fancy and self-contradictory to expect that things which have never yet been done can be done except by means which have never yet been tried.
VII.
The productions of the mind and hand seem very numerous in books and manufactures. But all this variety lies in an exquisite subtlety and derivations from a few things already known; not in the number of axioms.
VIII.
Moreover the works already known are due to chance and experiment rather than to sciences; for the sciences we now possess are merely systems for the nice ordering and setting forth of things already invented; not methods of invention or directions for new works.
IX.
The cause and root of nearly all evils in the sciences is this -- that while we falsely admire and extol the powers of the human mind we neglect to seek for its true helps.
X.
The subtlety of nature is greater many times over than the subtlety of the senses and understanding; so that all those specious meditations, speculations, and glosses in which men indulge are quite from the purpose, only there is no one by to observe it.
XI.
As the sciences which we now have do not help us in finding out new works, so neither does the logic which we now have help us in finding out new sciences.
XII.
The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search after truth. So it does more harm than good.
XIII.
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poem by Sir Francis Bacon
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We As Part Of The World Interpret: Stream Of Consciousness
we as part of the world interpret things of the world according to our own understand the media powers that be have their own agenda the framework of their mind their bias impacts upon our own understanding these ideas concepts agendas flavour influence our own emotions understanding....
according to our own opinions knowledge personality we all interpret personally individually within the collective mind of our society affirming
or rejecting main stream ideas filtering understanding through the fragments pieces of knowledge we know this is self explanatory individual simplicity
Copyright © Terence George Craddock
Original draft stream of consciousness version of ‘We As Part Of The World Interpret’. March 13 at 12: 59pm
poem by Terence George Craddock
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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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Prince Hohenstiel-Schwangau, Saviour of Society
Epigraph
Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.
I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.
You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:
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poem by Robert Browning (1871)
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Book IV - Part 03 - The Senses And Mental Pictures
Bodies that strike the eyes, awaking sight.
From certain things flow odours evermore,
As cold from rivers, heat from sun, and spray
From waves of ocean, eater-out of walls
Around the coasts. Nor ever cease to flit
The varied voices, sounds athrough the air.
Then too there comes into the mouth at times
The wet of a salt taste, when by the sea
We roam about; and so, whene'er we watch
The wormword being mixed, its bitter stings.
To such degree from all things is each thing
Borne streamingly along, and sent about
To every region round; and Nature grants
Nor rest nor respite of the onward flow,
Since 'tis incessantly we feeling have,
And all the time are suffered to descry
And smell all things at hand, and hear them sound.
Besides, since shape examined by our hands
Within the dark is known to be the same
As that by eyes perceived within the light
And lustrous day, both touch and sight must be
By one like cause aroused. So, if we test
A square and get its stimulus on us
Within the dark, within the light what square
Can fall upon our sight, except a square
That images the things? Wherefore it seems
The source of seeing is in images,
Nor without these can anything be viewed.
Now these same films I name are borne about
And tossed and scattered into regions all.
But since we do perceive alone through eyes,
It follows hence that whitherso we turn
Our sight, all things do strike against it there
With form and hue. And just how far from us
Each thing may be away, the image yields
To us the power to see and chance to tell:
For when 'tis sent, at once it shoves ahead
And drives along the air that's in the space
Betwixt it and our eyes. And thus this air
All glides athrough our eyeballs, and, as 'twere,
Brushes athrough our pupils and thuswise
Passes across. Therefore it comes we see
How far from us each thing may be away,
And the more air there be that's driven before,
And too the longer be the brushing breeze
Against our eyes, the farther off removed
Each thing is seen to be: forsooth, this work
With mightily swift order all goes on,
So that upon one instant we may see
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poem by Lucretius
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Prejudice
IN yonder red-brick mansion, tight and square,
Just at the town's commencement, lives the mayor.
Some yards of shining gravel, fenced with box,
Lead to the painted portal--where one knocks :
There, in the left-hand parlour, all in state,
Sit he and she, on either side the grate.
But though their goods and chattels, sound and new,
Bespeak the owners very well to do,
His worship's wig and morning suit betray
Slight indications of an humbler day
That long, low shop, where still the name appears,
Some doors below, they kept for forty years :
And there, with various fortunes, smooth and rough,
They sold tobacco, coffee, tea, and snuff.
There labelled drawers display their spicy row--
Clove, mace, and nutmeg : from the ceiling low
Dangle long twelves and eights , and slender rush,
Mix'd with the varied forms of genus brush ;
Cask, firkin, bag, and barrel, crowd the floor,
And piles of country cheeses guard the door.
The frugal dames came in from far and near,
To buy their ounces and their quarterns here.
Hard was the toil, the profits slow to count,
And yet the mole-hill was at last a mount.
Those petty gains were hoarded day by day,
With little cost, for not a child had they ;
Till, long proceeding on the saving plan,
He found himself a warm, fore-handed man :
And being now arrived at life's decline,
Both he and she, they formed the bold design,
(Although it touched their prudence to the quick)
To turn their savings into stone and brick.
How many an ounce of tea and ounce of snuff,
There must have been consumed to make enough !
At length, with paint and paper, bright and gay,
The box was finished, and they went away.
But when their faces were no longer seen
Amongst the canisters of black and green ,
--Those well-known faces, all the country round--
'Twas said that had they levelled to the ground
The two old walnut trees before the door,
The customers would not have missed them more.
Now, like a pair of parrots in a cage,
They live, and civic honours crown their age :
Thrice, since the Whitsuntide they settled there,
Seven years ago, has he been chosen mayor ;
And now you'd scarcely know they were the same ;
Conscious he struts, of power, and wealth, and fame ;
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poem by Jane Taylor
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A Map Of Culture
Culture
Contents
What is Culture?
The Importance of Culture
Culture Varies
Culture is Critical
The Sociobiology Debate
Values, Norms, and Social Control
Signs and Symbols
Language
Terms and Definitions
Approaches to the Study of Culture
Are We Prisoners of Our Culture?
What is Culture?
I prefer the definition used by Ian Robertson: 'all the shared products of society: material and nonmaterial' (Our text defines it in somewhat more ponderous terms- 'The totality of learned, socially transmitted behavior. It includes ideas, values, and customs (as well as the sailboats, comic books, and birth control devices) of groups of people' (p.32) .
Back to Contents
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poem by Nyein Way
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Paradise Lost: Book 09
No more of talk where God or Angel guest
With Man, as with his friend, familiar us'd,
To sit indulgent, and with him partake
Rural repast; permitting him the while
Venial discourse unblam'd. I now must change
Those notes to tragick; foul distrust, and breach
Disloyal on the part of Man, revolt,
And disobedience: on the part of Heaven
Now alienated, distance and distaste,
Anger and just rebuke, and judgement given,
That brought into this world a world of woe,
Sin and her shadow Death, and Misery
Death's harbinger: Sad talk!yet argument
Not less but more heroick than the wrath
Of stern Achilles on his foe pursued
Thrice fugitive about Troy wall; or rage
Of Turnus for Lavinia disespous'd;
Or Neptune's ire, or Juno's, that so long
Perplexed the Greek, and Cytherea's son:
If answerable style I can obtain
Of my celestial patroness, who deigns
Her nightly visitation unimplor'd,
And dictates to me slumbering; or inspires
Easy my unpremeditated verse:
Since first this subject for heroick song
Pleas'd me long choosing, and beginning late;
Not sedulous by nature to indite
Wars, hitherto the only argument
Heroick deem'd chief mastery to dissect
With long and tedious havock fabled knights
In battles feign'd; the better fortitude
Of patience and heroick martyrdom
Unsung; or to describe races and games,
Or tilting furniture, imblazon'd shields,
Impresses quaint, caparisons and steeds,
Bases and tinsel trappings, gorgeous knights
At joust and tournament; then marshall'd feast
Serv'd up in hall with sewers and seneshals;
The skill of artifice or office mean,
Not that which justly gives heroick name
To person, or to poem. Me, of these
Nor skill'd nor studious, higher argument
Remains; sufficient of itself to raise
That name, unless an age too late, or cold
Climate, or years, damp my intended wing
Depress'd; and much they may, if all be mine,
Not hers, who brings it nightly to my ear.
The sun was sunk, and after him the star
Of Hesperus, whose office is to bring
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poem by John Milton
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The Pleasures of Imagination: Book The Third
What wonder therefore, since the indearing ties
Of passion link the universal kind
Of man so close, what wonder if to search
This common nature through the various change
Of sex, and age, and fortune, and the frame
Of each peculiar, draw the busy mind
With unresisted charms? The spacious west,
And all the teeming regions of the south
Hold not a quarry, to the curious flight
Of knowledge, half so tempting or so fair,
As man to man. Nor only where the smiles
Of love invite; nor only where the applause
Of cordial honour turns the attentive eye
On virtue's graceful deeds. For since the course
Of things external acts in different ways
On human apprehensions, as the hand
Of nature temper'd to a different frame.
Peculiar minds; so haply where the powers
Of fancy neither lessen nor enlarge
The images of things, but paint in all
Their genuine hues, the features which they wore
In nature; there opinion will be true,
And action right. For action treads the path
In which opinion says he follows good,
Or flies from evil; and opinion gives
Report of good or evil, as the scene
Was drawn by fancy, lovely or deform'd:
Thus her report can never there be true
Where fancy cheats the intellectual eye,
With glaring colours and distorted lines.
Is there a man, who at the sound of death
Sees ghastly shapes of terror conjur'd up,
And black before him; nought but death-bed groans
And fearful prayers, and plunging from the brink
Of light and being, down the gloomy air,
An unknown depth? Alas! in such a mind,
If no bright forms of excellence attend
The image of his country; nor the pomp
Of sacred senates, nor the guardian voice
Of justice on her throne, nor aught that wakes
The conscious bosom with a patriot's flame;
Will not opinion tell him, that to die,
Or stand the hazard, is a greater ill
Than to betray his country? And in act
Will he not chuse to be a wretch and live?
Here vice begins then. From the inchanting cup
Which fancy holds to all, the unwary thirst
Of youth oft swallows a Circæan draught,
That sheds a baleful tincture o'er the eye
Of reason, till no longer he discerns,
[...] Read more
poem by Mark Akenside
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Self Is Grand Mother Of All!
Knowledge is mother of fear,
minion of mother,
Understands what is fear,
Knowledge of pain,
Knowledge of failure,
knowledge of action and reaction
and when grown up,
becomes minion of fears!
Soul in the growing body,
knowledge becomes mother of fear,
May be pain of a fall,
Or a bite of ants or wasps,
knowledge of things around us is mother of fear!
Knowledge of own capabilities and inabilities,
Knowledge of bondage and faults,
Old age and death,
knowledge of pain
strain,
failure or insult,
knowledge of fall is mother of all fears!
Body, mind and intelligence,
When glows with knowledge of world,
Every thought and action,
Orbits around unknown fear,
Spinning or rotating around axis of fear,
its cute pet name is carefullness!
Paradoxically,
Fear is mother of all Knowledge,
Fear of fall,
Makes one carefull on walk,
Fear of consequences,
Makes one to think right,
act right or walk straight,
Fear is mother of all Knowledge,
Takes one above the plane,
or takes one to man of knowledge,
Make one polite and flexible,
fear of death makes one to think of eternal,
Fear of law, may be law of land,
Law of divine or law of nature is mother of knowledge,
Everyone is comes with lesson,
Either to teach or to learn,
Every fear of consequences is mother of all Knowledge divine!
Fear of flaws of own,
or flaws in human laws is mother of all Knowledge!
[...] Read more
poem by Ramdas Bhandarkar
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The Rosciad
Unknowing and unknown, the hardy Muse
Boldly defies all mean and partial views;
With honest freedom plays the critic's part,
And praises, as she censures, from the heart.
Roscius deceased, each high aspiring player
Push'd all his interest for the vacant chair.
The buskin'd heroes of the mimic stage
No longer whine in love, and rant in rage;
The monarch quits his throne, and condescends
Humbly to court the favour of his friends;
For pity's sake tells undeserved mishaps,
And, their applause to gain, recounts his claps.
Thus the victorious chiefs of ancient Rome,
To win the mob, a suppliant's form assume;
In pompous strain fight o'er the extinguish'd war,
And show where honour bled in every scar.
But though bare merit might in Rome appear
The strongest plea for favour, 'tis not here;
We form our judgment in another way;
And they will best succeed, who best can pay:
Those who would gain the votes of British tribes,
Must add to force of merit, force of bribes.
What can an actor give? In every age
Cash hath been rudely banish'd from the stage;
Monarchs themselves, to grief of every player,
Appear as often as their image there:
They can't, like candidate for other seat,
Pour seas of wine, and mountains raise of meat.
Wine! they could bribe you with the world as soon,
And of 'Roast Beef,' they only know the tune:
But what they have they give; could Clive do more,
Though for each million he had brought home four?
Shuter keeps open house at Southwark fair,
And hopes the friends of humour will be there;
In Smithfield, Yates prepares the rival treat
For those who laughter love, instead of meat;
Foote, at Old House,--for even Foote will be,
In self-conceit, an actor,--bribes with tea;
Which Wilkinson at second-hand receives,
And at the New, pours water on the leaves.
The town divided, each runs several ways,
As passion, humour, interest, party sways.
Things of no moment, colour of the hair,
Shape of a leg, complexion brown or fair,
A dress well chosen, or a patch misplaced,
Conciliate favour, or create distaste.
From galleries loud peals of laughter roll,
And thunder Shuter's praises; he's so droll.
Embox'd, the ladies must have something smart,
[...] Read more
poem by Charles Churchill
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Stream Line Consciousness
Big brother voyeur blimps unidentified spies
uncle sam peeping toms patrolling skies
bird brain police intelligence
remote viewing homeland pest control
pentagon private eye monitoring the public's every move
mass produced micro chips intercepting prayers patrolling citizens from heaven
Bentham's Panopticon NSA
super computer surveillance cameras
world police spying Manhattan streets
'Athens plummets Euro death spiral
suicide rates soar deepening into despair'
haaretz..the post.. the times
blogs tribunes dailies all in a mad gab
headlong headline attention grabbing scramble
'Yugoslavia - Iraq - Egypt - Yemen - Iran - Syria - United States'
bilderberg building blocks New American Century post apocalyptic prophecy
'foreign mercenaries …national guard...DOD
homeland security to amass covert munitions stockpile
Americans on guard anxieties mounting surrounding
the stripping of amendments 1st if you swing to your left
2nd if you stand on the right
whispers of martial law circulate Anarchical reverberations
emanate from internet Alt culture epicenters
bottle necking global tensions'
'common feeling of deepening disappointment...
heightened expectations...
people expecting an explosive situation over the
next few weeks'
...riot police respond 'to preserve public order'
public roads barricaded to 'protect security of citizens'
'blatant act of censorship
western mainstream media staying away
from Myanmar massacres of Mohammedan Angels
further showing strong anti Muslim bias'
'Media blackout Burmese army
seeking coverage under propaganda blankets'
from the middle east throughout the western world
planet consciousness blurring lines between conspiracy/reality
conflicting global network narratives multiply violent scenarios daily
Victims in a world wide scramble
Government Banking Military
[...] Read more
poem by Gregory Allen Uhan
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Natural Powers Of Human Beings
Every human being living on planet earth possess some basic powers
The basic powers include powers to think, select, reason, decide,
Invent, produce, feel, create, construct, write and make choices
All the above powers have their positive and negative manifestations
Those human beings who are spiritually undeveloped exhibit
Some negative powers such as hatred and disgust, jealousy and envy
Hypocrisy and duplicity, selfishness and egotism, as well as insincerity
The spiritually developed human beings display positive powers like
Compassion and kindness, love and affection, charity and philanthropy
Reverence for life, altruism and self-sacrifice, optimism and buoyancy
Some human beings demonstrate extraordinary powers of intuition
Metaphysicians classify the powers of intuition as part of the sixth sense
The power of intuition is the ability to know without thinking
Answers and solutions come naturally to those who have these powers
Few human beings exhibit the astonishing powers of premonition
The power of premonition is the power of forewarning
This is the power to know that something has happened without been told
It is the power to know an event is about to occur before it actually does
Mystics categorize the powers of premonition as part of the sixth sense
As it is popularly said – to be forewarned is to be forearmed
Premonition is one of special powers human beings can possess
A number of individuals display the amazing powers of telepathy
Telepathy is the science of mind-to-mind communication
It is also the power to know what your neighbors are thinking about
Some folks refer to telepathy as a branch of clairvoyance
Few people say telepathy is part of E.S.P – extrasensory perception
Whatever may be your own definition of telepathy
It is an incredible power any human being can possess
All the above mentioned powers are not magical powers
The powers are available to all human beings to access
Please enjoy your life, good luck and happy destiny
poem by Julius Babarinsa
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What Part Of Life Are You Living
What part of life are you living.
What part of life are you living to give?
What part of life are you giving to live.
What part of life are you giving.
What part of life are you living.
And what part of life are you living.
What part of life are you living to give?
What part of life are you giving to live.
What part of life are you giving.
What part of life are you living.
What part of life is a drive by.
What part of life is a downslide.
What part of life are you living.
What part of life are you living to give?
What part of life is a drive by.
What part of life is a downslide.
And what part of life are you living.
What part of life are you living to give?
What part of life are you giving to live.
What part of life are you giving.
What part of life are you living.
What part of life is a drive by.
What part of life is a downslide.
What part of life are you living to give?
What part of life are you willing to live.
What part of life is a drive by.
What part of life is a downslide.
What part of life are you living to give?
What part of life are you willing to live.
What part of life are you living.
What part of life are you living to give?
What part of life are you giving to live.
What part of life are you giving.
What part of life are you living.
What part of life is a drive by.
What part of life is a downslide.
What part of life are you living to give?
What part of life are you willing to live.
What part of life is a downslide.
What part of life is a drive by.
And...
What part of life are you living.
What part of life are you living to give?
[...] Read more
poem by Lawrence S. Pertillar
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Tale XXI
The Learned Boy
An honest man was Farmer Jones, and true;
He did by all as all by him should do;
Grave, cautious, careful, fond of gain was he,
Yet famed for rustic hospitality:
Left with his children in a widow'd state,
The quiet man submitted to his fate;
Though prudent matrons waited for his call,
With cool forbearance he avoided all;
Though each profess'd a pure maternal joy,
By kind attention to his feeble boy;
And though a friendly Widow knew no rest,
Whilst neighbour Jones was lonely and distress'd;
Nay, though the maidens spoke in tender tone
Their hearts' concern to see him left alone,
Jones still persisted in that cheerless life,
As if 'twere sin to take a second wife.
Oh! 'tis a precious thing, when wives are dead,
To find such numbers who will serve instead;
And in whatever state a man be thrown,
'Tis that precisely they would wish their own;
Left the departed infants--then their joy
Is to sustain each lovely girl and boy:
Whatever calling his, whatever trade,
To that their chief attention has been paid;
His happy taste in all things they approve,
His friends they honour, and his food they love;
His wish for order, prudence in affairs,
An equal temper (thank their stars!), are theirs;
In fact, it seem'd to be a thing decreed,
And fix'd as fate, that marriage must succeed:
Yet some, like Jones, with stubborn hearts and
hard,
Can hear such claims and show them no regard.
Soon as our Farmer, like a general, found
By what strong foes he was encompass'd round,
Engage he dared not, and he could not fly,
But saw his hope in gentle parley lie;
With looks of kindness then, and trembling heart,
He met the foe, and art opposed to art.
Now spoke that foe insidious--gentle tones,
And gentle looks, assumed for Farmer Jones:
'Three girls,' the Widow cried, 'a lively three
To govern well--indeed it cannot be.'
'Yes,' he replied, 'it calls for pains and care:
But I must bear it.'--'Sir, you cannot bear;
Your son is weak, and asks a mother's eye:'
'That, my kind friend, a father's may supply.'
[...] Read more
poem by George Crabbe
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Vision Of Columbus - Book 8
And now the Angel, from the trembling sight,
Veil'd the wide world–when sudden shades of night
Move o'er the ethereal vault; the starry train
Paint their dim forms beneath the placid main;
While earth and heaven, around the hero's eye,
Seem arch'd immense, like one surrounding sky.
Still, from the Power superior splendors shone,
The height emblazing like a radiant throne;
To converse sweet the soothing shades invite,
And on the guide the hero fix'd his sight.
Kind messenger of Heaven, he thus began,
Why this progressive labouring search of man?
If man by wisdom form'd hath power to reach
These opening truths that following ages teach,
Step after step, thro' devious mazes, wind,
And fill at last the measure of the mind,
Why did not Heaven, with one unclouded ray,
All human arts and reason's powers display?
That mad opinions, sects and party strife
Might find no place t'imbitter human life.
To whom the Angelic Power; to thee 'tis given,
To hold high converse, and enquire of heaven,
To mark uncircled ages and to trace
The unfolding truths that wait thy kindred race.
Know then, the counsels of th'unchanging Mind,
Thro' nature's range, progressive paths design'd,
Unfinish'd works th'harmonious system grace,
Thro' all duration and around all space;
Thus beauty, wisdom, power, their parts unroll,
Till full perfection joins the accordant whole.
So the first week, beheld the progress rise,
Which form'd the earth and arch'd th'incumbant skies.
Dark and imperfect first, the unbeauteous frame,
From vacant night, to crude existence came;
Light starr'd the heavens and suns were taught their bound,
Winds woke their force, and floods their centre found;
Earth's kindred elements, in joyous strife,
Warm'd the glad glebe to vegetable life,
Till sense and power and action claim'd their place,
And godlike reason crown'd the imperial race.
Progressive thus, from that great source above,
Flows the fair fountain of redeeming love.
Dark harbingers of hope, at first bestow'd,
Taught early faith to feel her path to God:
Down the prophetic, brightening train of years,
Consenting voices rose of different seers,
In shadowy types display'd the accomplish'd plan,
When filial Godhead should assume the man,
When the pure Church should stretch her arms abroad,
Fair as a bride and liberal as her God;
[...] Read more
poem by Joel Barlow
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The Loves of the Angels
'Twas when the world was in its prime,
When the fresh stars had just begun
Their race of glory and young Time
Told his first birth-days by the sun;
When in the light of Nature's dawn
Rejoicing, men and angels met
On the high hill and sunny lawn,-
Ere sorrow came or Sin had drawn
'Twixt man and heaven her curtain yet!
When earth lay nearer to the skies
Than in these days of crime and woe,
And mortals saw without surprise
In the mid-air angelic eyes
Gazing upon this world below.
Alas! that Passion should profane
Even then the morning of the earth!
That, sadder still, the fatal stain
Should fall on hearts of heavenly birth-
And that from Woman's love should fall
So dark a stain, most sad of all!
One evening, in that primal hour,
On a hill's side where hung the ray
Of sunset brightening rill and bower,
Three noble youths conversing lay;
And, as they lookt from time to time
To the far sky where Daylight furled
His radiant wing, their brows sublime
Bespoke them of that distant world-
Spirits who once in brotherhood
Of faith and bliss near ALLA stood,
And o'er whose cheeks full oft had blown
The wind that breathes from ALLA'S throne,
Creatures of light such as still play,
Like motes in sunshine, round the Lord,
And thro' their infinite array
Transmit each moment, night and day,
The echo of His luminous word!
Of Heaven they spoke and, still more oft,
Of the bright eyes that charmed them thence;
Till yielding gradual to the soft
And balmy evening's influence-
The silent breathing of the flowers-
The melting light that beamed above,
As on their first, fond, erring hours,-
Each told the story of his love,
The history of that hour unblest,
When like a bird from its high nest
[...] Read more
poem by Thomas Moore
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Rubaiyat Of A Robin - After Edward Fitzgerald - Rubaiyat Of Omar Khayyam
Jest plays with rubaiyat and, four by four,
unseals for your amusement more and more
verses together thread in rosary
unreeled to bloom till tomb will curtains draw.
Repealed are value judgement and perspective
revealed through standpoint purely introspective,
darkside concealed of moon’s yin-yang shines clear
when we’re in orbit, - option more effective.
Rolled form performs rôle midwife to perception,
sprung tongue in cheek, tweaks sense of imperfection
or willingness to leach between the lines,
impeach entrenched ideas of self-[s]election.
This prose arose as stream deprived of section,
where ‘dip at will’ will still sustain inspection,
the current’s sense, at odds with current views
ignores round holes, square pegs, top-down direction.
Here there’s no fear of critics’ peer rejection,
contention treated with due circumspection
intention is to mention for retention
an overview or clue to extrospection.
Life’s curtains are a veil through which few see,
as many haste taste-waste eternity,
mixed up, ignore life fixes finite sum
to/through infinite opportunity.
Can “Truth” exist? all ask, who seek its core,
we, modest, etch our words to sketch the score,
diverse the verses which converge to link
reflections mirrored many times before.
Vast content, style, a while, united are,
aim at soul stimulation, nothing bar,
to pleasure, treasure, or discard at will
as minds outreach to other minds on par.
Meditating, we shed light on what
tomorrow’s tot may factor into ‘bot’ -
the poet’s lot, forgot, to help all think
ahead of time, enhance life for a lot
Some seek Nirvana, Faith speaks more than “how”.
Others reject Salvation’s wraith, - w[h]ine “now”.
Verifying facts? Inventing dreams?
Each furrow-burrows with a different plough.
[...] Read more
poem by Jonathan Robin
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Opinions
Opinions friend, we all may have, and opinions are not always bad.
All opinions indeed carry no weight, in regards to one’s eternal fate.
Opinions, my friend often speak, to the heart and mind of the weak.
They tend to sway a weaker heart, when from truth they do depart.
Opinions vary from one to the next, colored by many various sects.
Various groups truly do abound, as each echoes a different sound.
Men with opinions tend to change, and they’re not always the same.
But, God’s Truth doesn’t change; written in stone it’ll forever remain.
Opinions just air what men feel, delivered to all with a personal zeal.
But some are more of an appeal, contesting God’s Truth that’s real.
Opinions are formed deep inside, the inner feelings moved by pride.
Their opinions are a vain reproof, of God’s unchanging Eternal Truth.
They speak, but don’t understand, their voices are like shifting sand.
Easily moved by the wind and tide; all because The Truth is denied.
Isn’t it just a little bit strange, how much strong opinions do change?
When a big wind comes through, they change just like emotions do.
Opinionated people truly abound, even where God’s Truth is found.
Are they just the enemy’s sleuth, seeking The Lord’s ultimate truth?
However, opinions will not stand, in the presence of The Son of Man.
There only The Truth will reside, and vain opinions will all be denied.
(Copyright ©01/2006)
poem by Bob Gotti
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Tale III
THE GENTLEMAN FARMER.
Gwyn was a farmer, whom the farmers all,
Who dwelt around, 'the Gentleman' would call;
Whether in pure humility or pride,
They only knew, and they would not decide.
Far different he from that dull plodding tribe
Whom it was his amusement to describe;
Creatures no more enliven'd than a clod,
But treading still as their dull fathers trod;
Who lived in times when not a man had seen
Corn sown by drill, or thresh'd by a machine!
He was of those whose skill assigns the prize
For creatures fed in pens, and stalls, and sties;
And who, in places where improvers meet,
To fill the land with fatness, had a seat;
Who in large mansions live like petty kings,
And speak of farms but as amusing things;
Who plans encourage, and who journals keep,
And talk with lords about a breed of sheep.
Two are the species in this genus known;
One, who is rich in his profession grown,
Who yearly finds his ample stores increase,
From fortune's favours and a favouring lease;
Who rides his hunter, who his house adorns;
Who drinks his wine, and his disbursements scorns;
Who freely lives, and loves to show he can, -
This is the Farmer made the Gentleman.
The second species from the world is sent,
Tired with its strife, or with his wealth content;
In books and men beyond the former read
To farming solely by a passion led,
Or by a fashion; curious in his land;
Now planning much, now changing what he plann'd;
Pleased by each trial, not by failures vex'd,
And ever certain to succeed the next;
Quick to resolve, and easy to persuade, -
This is the Gentleman, a farmer made.
Gwyn was of these; he from the world withdrew
Early in life, his reasons known to few;
Some disappointments said, some pure good sense,
The love of land, the press of indolence;
His fortune known, and coming to retire,
If not a Farmer, men had call'd him 'Squire.
Forty and five his years, no child or wife
Cross'd the still tenour of his chosen life;
Much land he purchased, planted far around,
And let some portions of superfluous ground
To farmers near him, not displeased to say
'My tenants,' nor 'our worthy landlord,' they.
[...] Read more
poem by George Crabbe
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