A Spring
(not the season)
A spring
A perennial source of inspiration
about it
we have loads and loads of information
and that
we have as our scriptures
to depict that
we have made our sculptures
we call all these.....
our rich heritages from our ancestors
WHERE IS THAT SPRING....
A PERRENIAL SOURCE OF INSPIRATION
Have we lost sight of it due to our pride?
A spring could'nt be encaptured
A spring could'nt be stored
The scriptures and sculptures were reservoires....
born out of this spring
Just a pride about those....
would'nt bring back the spring.
The scriptures and sculptures are not an ' over ' thing
it was just a ' beginning ' thing
This spring can neither have a beginning nor ending
it is a perennial thing.
WHERE IS THAT SPRING.....
A PERENNIAL SORCE OF INSPIRATION
How do we find this spring
It's just not a common thing
to be found by one and be used by all
Do we need a ' DIVINER ' to divine this spring?
THE DIVINITY IN 'YOU'
HAS TO DIVINE THIS PERENNIAL SPRING ' IN YOU'
' FOR YOU '
poem by Samanyan Lakshminarayanan
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Related quotes
Depict This Different
Depict this different,
From the others sent.
This one has meaning.
With some evidence in it.
Depict this different.
Pick off the lint.
Wrap this around your mind,
Feel the warmth in it meant.
Depict this different,
From the others sent.
This one has meaning.
With some evidence in it.
Thaw the cold you hold in your heart.
Depict this different.
And don't let a freezing,
In you start.
Depict it!
Rub and cuddle up.
Depict it.
With purpose and a reason.
Appreciate each season,
With a new breath to breathe.
Depict this different,
From the others sent.
This one has meaning.
With some evidence in it.
Depict this different.
You can depict this different.
Depict this different.
You can depict this different.
Rub and cuddle up.
Depict it.
Pleased as a breeze.
Depict it.
Give your troubles up.
Depict it.
And be free.
Depict it.
Don't give them any hints,
Your mind's at ease.
Depict this different,
[...] Read more
poem by Lawrence S. Pertillar
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The Parish Register - Part III: Burials
THERE was, 'tis said, and I believe, a time
When humble Christians died with views sublime;
When all were ready for their faith to bleed,
But few to write or wrangle for their creed;
When lively Faith upheld the sinking heart,
And friends, assured to meet, prepared to part;
When Love felt hope, when Sorrow grew serene,
And all was comfort in the death-bed scene.
Alas! when now the gloomy king they wait,
'Tis weakness yielding to resistless fate;
Like wretched men upon the ocean cast,
They labour hard and struggle to the last;
'Hope against hope,' and wildly gaze around
In search of help that never shall be found:
Nor, till the last strong billow stops the breath,
Will they believe them in the jaws of Death!
When these my Records I reflecting read,
And find what ills these numerous births succeed;
What powerful griefs these nuptial ties attend;
With what regret these painful journeys end;
When from the cradle to the grave I look,
Mine I conceive a melancholy book.
Where now is perfect resignation seen?
Alas! it is not on the village-green: -
I've seldom known, though I have often read,
Of happy peasants on their dying-bed;
Whose looks proclaimed that sunshine of the breast,
That more than hope, that Heaven itself express'd.
What I behold are feverish fits of strife,
'Twixt fears of dying and desire of life:
Those earthly hopes, that to the last endure;
Those fears, that hopes superior fail to cure;
At best a sad submission to the doom,
Which, turning from the danger, lets it come.
Sick lies the man, bewilder'd, lost, afraid,
His spirits vanquish'd, and his strength decay'd;
No hope the friend, the nurse, the doctor lend -
'Call then a priest, and fit him for his end.'
A priest is call'd; 'tis now, alas! too late,
Death enters with him at the cottage-gate;
Or time allow'd--he goes, assured to find
The self-commending, all-confiding mind;
And sighs to hear, what we may justly call
Death's common-place, the train of thought in all.
'True I'm a sinner,' feebly he begins,
'But trust in Mercy to forgive my sins:'
(Such cool confession no past crimes excite!
Such claim on Mercy seems the sinner's right!)
'I know mankind are frail, that God is just,
And pardons those who in his Mercy trust;
[...] Read more
poem by George Crabbe
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Paradise Lost: Book X
Thus they in lowliest plight repentant stood
Praying, for from the Mercie-seat above
Prevenient Grace descending had remov'd
The stonie from thir hearts, and made new flesh
Regenerat grow instead, that sighs now breath'd
Unutterable, which the Spirit of prayer
Inspir'd, and wing'd for Heav'n with speedier flight
Then loudest Oratorie: yet thir port
Not of mean suiters, nor important less
Seem'd thir Petition, then when th' ancient Pair
In Fables old, less ancient yet then these,
Deucalion and chaste Pyrrha to restore
The Race of Mankind drownd, before the Shrine
Of Themis stood devout. To Heav'n thir prayers
Flew up, nor missed the way, by envious windes
Blow'n vagabond or frustrate: in they passd
Dimentionless through Heav'nly dores; then clad
With incense, where the Golden Altar fum'd,
By thir great Intercessor, came in sight
Before the Fathers Throne: Them the glad Son
Presenting, thus to intercede began.
See Father, what first fruits on Earth are sprung
From thy implanted Grace in Man, these Sighs
And Prayers, which in this Golden Censer, mixt
With Incense, I thy Priest before thee bring,
Fruits of more pleasing savour from thy seed
Sow'n with contrition in his heart, then those
Which his own hand manuring all the Trees
Of Paradise could have produc't, ere fall'n
From innocence. Now therefore bend thine eare
To supplication, heare his sighs though mute;
Unskilful with what words to pray, let mee
Interpret for him, mee his Advocate
And propitiation, all his works on mee
Good or not good ingraft, my Merit those
Shall perfet, and for these my Death shall pay.
Accept me, and in mee from these receave
The smell of peace toward Mankinde, let him live
Before thee reconcil'd, at least his days
Numberd, though sad, till Death, his doom (which I
To mitigate thus plead, not to reverse)
To better life shall yeeld him, where with mee
All my redeemd may dwell in joy and bliss,
Made one with me as I with thee am one.
To whom the Father, without Cloud, serene.
All thy request for Man, accepted Son,
Obtain, all thy request was my Decree:
But longer in that Paradise to dwell,
The Law I gave to Nature him forbids:
Those pure immortal Elements that know
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poem by John Milton
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The Impact Of Poverty On Education
THE IMPACT OF POVERTY ON EDUCATION.
INTRODUCTION
There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.
Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.
Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’
METHODOLOGY
The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.
RESULTS
Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.
Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.
We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .
In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.
In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.
Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.
Negative impacts of poverty on education
Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.
Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.
Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.
This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.
It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.
As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.
In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .
In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.
In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.
[...] Read more
poem by Innocent Masina Nkhonyo
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Her love is my inspiration
Her love is my inspiration
Love is the inspiration for my heart to sing a tune,
love is the inspiration for my ear to hear,
love is the inspiration for my soul to warm,
love is the inspiration for my mouth to smile,
love is the inspiration for my eyes to glisten.
Love is the inspiration to draw my soul near another
love is the inspiration for my mouth to utter sweet words,
love is the inspiration for my eyes to gaze upon her,
love is the inspiration for my heart to speak out.
Love is the inspiration for need, love is the inspiration for my mouth to touch hers,
love is the inspiration for my eyes to close,
love is the inspiration for my heart to race,
love is the inspiration for my tears to burn.
Love is the inspiration for longing,
love is the inspiration for my eyes to see only her,
love is the inspiration for my heart to cry out,
love is the inspiration for my ear to hear her whispers,
love is the inspiration for my soul to join hers forever.
Love is the inspiration for forever,
love is the inspiration for my heart to be whole,
love is the inspiration for my ear to always hear those words,
love is the inspiration for my soul to have hers,
love is the inpiration for my mouth to speak the truth.
Love is the inspiration for my soul to seek life
love is the inspirationfor my ear to hear her words,
love is the inspiration for my soul to reach for her,
love is the inspiration for my mouth to speak her truths,
love is the inspiration for my eyes to always look upon her first,
For she is the inspiration for my Love.
Nathaniel Cole Buddington
poem by Nathan Buddington
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The Columbiad: Book I
The Argument
Natives of America appear in vision. Their manners and characters. Columbus demands the cause of the dissimilarity of men in different countries, Hesper replies, That the human body is composed of a due proportion of the elements suited to the place of its first formation; that these elements, differently proportioned, produce all the changes of health, sickness, growth and decay; and may likewise produce any other changes which occasion the diversity of men; that these elemental proportions are varied, not more by climate than temperature and other local circumstances; that the mind is likewise in a state of change, and will take its physical character from the body and from external objects: examples. Inquiry concerning the first peopling of America. View of Mexico. Its destruction by Cortez. View of Cusco and Quito, cities of Peru. Tradition of Capac and Oella, founders of the Peruvian empire. Columbus inquires into their real history. Hesper gives an account of their origin, and relates the stratagems they used in establishing that empire.
I sing the Mariner who first unfurl'd
An eastern banner o'er the western world,
And taught mankind where future empires lay
In these fair confines of descending day;
Who sway'd a moment, with vicarious power,
Iberia's sceptre on the new found shore,
Then saw the paths his virtuous steps had trod
Pursued by avarice and defiled with blood,
The tribes he foster'd with paternal toil
Snatch'd from his hand, and slaughter'd for their spoil.
Slaves, kings, adventurers, envious of his name,
Enjoy'd his labours and purloin'd his fame,
And gave the Viceroy, from his high seat hurl'd.
Chains for a crown, a prison for a world
Long overwhelm'd in woes, and sickening there,
He met the slow still march of black despair,
Sought the last refuge from his hopeless doom,
And wish'd from thankless men a peaceful tomb:
Till vision'd ages, opening on his eyes,
Cheer'd his sad soul, and bade new nations rise;
He saw the Atlantic heaven with light o'ercast,
And Freedom crown his glorious work at last.
Almighty Freedom! give my venturous song
The force, the charm that to thy voice belong;
Tis thine to shape my course, to light my way,
To nerve my country with the patriot lay,
To teach all men where all their interest lies,
How rulers may be just and nations wise:
Strong in thy strength I bend no suppliant knee,
Invoke no miracle, no Muse but thee.
Night held on old Castile her silent reign,
Her half orb'd moon declining to the main;
O'er Valladolid's regal turrets hazed
The drizzly fogs from dull Pisuerga raised;
Whose hovering sheets, along the welkin driven,
Thinn'd the pale stars, and shut the eye from heaven.
Cold-hearted Ferdinand his pillow prest,
Nor dream'd of those his mandates robb'd of rest,
Of him who gemm'd his crown, who stretch'd his reign
To realms that weigh'd the tenfold poise of Spain;
Who now beneath his tower indungeon'd lies,
Sweats the chill sod and breathes inclement skies.
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poem by Joel Barlow
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Gotham - Book III
Can the fond mother from herself depart?
Can she forget the darling of her heart,
The little darling whom she bore and bred,
Nursed on her knees, and at her bosom fed;
To whom she seem'd her every thought to give,
And in whose life alone she seem'd to live?
Yes, from herself the mother may depart,
She may forget the darling of her heart,
The little darling whom she bore and bred,
Nursed on her knees, and at her bosom fed,
To whom she seem'd her every thought to give,
And in whose life alone she seem'd to live;
But I cannot forget, whilst life remains,
And pours her current through these swelling veins,
Whilst Memory offers up at Reason's shrine;
But I cannot forget that Gotham's mine.
Can the stern mother, than the brutes more wild,
From her disnatured breast tear her young child,
Flesh of her flesh, and of her bone the bone,
And dash the smiling babe against a stone?
Yes, the stern mother, than the brutes more wild,
From her disnatured breast may tear her child,
Flesh of her flesh, and of her bone the bone,
And dash the smiling babe against a stone;
But I, (forbid it, Heaven!) but I can ne'er
The love of Gotham from this bosom tear;
Can ne'er so far true royalty pervert
From its fair course, to do my people hurt.
With how much ease, with how much confidence--
As if, superior to each grosser sense,
Reason had only, in full power array'd,
To manifest her will, and be obey'd--
Men make resolves, and pass into decrees
The motions of the mind! with how much ease,
In such resolves, doth passion make a flaw,
And bring to nothing what was raised to law!
In empire young, scarce warm on Gotham's throne,
The dangers and the sweets of power unknown,
Pleased, though I scarce know why, like some young child,
Whose little senses each new toy turns wild,
How do I hold sweet dalliance with my crown,
And wanton with dominion, how lay down,
Without the sanction of a precedent,
Rules of most large and absolute extent;
Rules, which from sense of public virtue spring,
And all at once commence a Patriot King!
But, for the day of trial is at hand,
And the whole fortunes of a mighty land
Are staked on me, and all their weal or woe
Must from my good or evil conduct flow,
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poem by Charles Churchill
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The Four Seasons : Autumn
Crown'd with the sickle and the wheaten sheaf,
While Autumn, nodding o'er the yellow plain,
Comes jovial on; the Doric reed once more,
Well pleased, I tune. Whate'er the wintry frost
Nitrous prepared; the various blossom'd Spring
Put in white promise forth; and Summer-suns
Concocted strong, rush boundless now to view,
Full, perfect all, and swell my glorious theme.
Onslow! the Muse, ambitious of thy name,
To grace, inspire, and dignify her song,
Would from the public voice thy gentle ear
A while engage. Thy noble cares she knows,
The patriot virtues that distend thy thought,
Spread on thy front, and in thy bosom glow;
While listening senates hang upon thy tongue,
Devolving through the maze of eloquence
A roll of periods, sweeter than her song.
But she too pants for public virtue, she,
Though weak of power, yet strong in ardent will,
Whene'er her country rushes on her heart,
Assumes a bolder note, and fondly tries
To mix the patriot's with the poet's flame.
When the bright Virgin gives the beauteous days,
And Libra weighs in equal scales the year;
From Heaven's high cope the fierce effulgence shook
Of parting Summer, a serener blue,
With golden light enliven'd, wide invests
The happy world. Attemper'd suns arise,
Sweet-beam'd, and shedding oft through lucid clouds
A pleasing calm; while broad, and brown, below
Extensive harvests hang the heavy head.
Rich, silent, deep, they stand; for not a gale
Rolls its light billows o'er the bending plain:
A calm of plenty! till the ruffled air
Falls from its poise, and gives the breeze to blow.
Rent is the fleecy mantle of the sky;
The clouds fly different; and the sudden sun
By fits effulgent gilds the illumined field,
And black by fits the shadows sweep along.
A gaily chequer'd heart-expanding view,
Far as the circling eye can shoot around,
Unbounded tossing in a flood of corn.
These are thy blessings, Industry! rough power!
Whom labour still attends, and sweat, and pain;
Yet the kind source of every gentle art,
And all the soft civility of life:
Raiser of human kind! by Nature cast,
Naked, and helpless, out amid the woods
And wilds, to rude inclement elements;
With various seeds of art deep in the mind
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poem by James Thomson
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Annus Mirabilis, The Year Of Wonders, 1666
1
In thriving arts long time had Holland grown,
Crouching at home and cruel when abroad:
Scarce leaving us the means to claim our own;
Our King they courted, and our merchants awed.
2
Trade, which, like blood, should circularly flow,
Stopp'd in their channels, found its freedom lost:
Thither the wealth of all the world did go,
And seem'd but shipwreck'd on so base a coast.
3
For them alone the heavens had kindly heat;
In eastern quarries ripening precious dew:
For them the Idumaean balm did sweat,
And in hot Ceylon spicy forests grew.
4
The sun but seem'd the labourer of the year;
Each waxing moon supplied her watery store,
To swell those tides, which from the line did bear
Their brimful vessels to the Belgian shore.
5
Thus mighty in her ships, stood Carthage long,
And swept the riches of the world from far;
Yet stoop'd to Rome, less wealthy, but more strong:
And this may prove our second Punic war.
6
What peace can be, where both to one pretend?
(But they more diligent, and we more strong)
Or if a peace, it soon must have an end;
For they would grow too powerful, were it long.
7
Behold two nations, then, engaged so far
That each seven years the fit must shake each land:
Where France will side to weaken us by war,
Who only can his vast designs withstand.
8
See how he feeds the Iberian with delays,
To render us his timely friendship vain:
And while his secret soul on Flanders preys,
He rocks the cradle of the babe of Spain.
9
Such deep designs of empire does he lay
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poem by John Dryden
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The Four Seasons : Summer
From brightening fields of ether fair disclosed,
Child of the Sun, refulgent Summer comes,
In pride of youth, and felt through Nature's depth:
He comes attended by the sultry Hours,
And ever fanning breezes, on his way;
While, from his ardent look, the turning Spring
Averts her blushful face; and earth, and skies,
All-smiling, to his hot dominion leaves.
Hence, let me haste into the mid-wood shade,
Where scarce a sunbeam wanders through the gloom;
And on the dark-green grass, beside the brink
Of haunted stream, that by the roots of oak
Rolls o'er the rocky channel, lie at large,
And sing the glories of the circling year.
Come, Inspiration! from thy hermit-seat,
By mortal seldom found: may Fancy dare,
From thy fix'd serious eye, and raptured glance
Shot on surrounding Heaven, to steal one look
Creative of the Poet, every power
Exalting to an ecstasy of soul.
And thou, my youthful Muse's early friend,
In whom the human graces all unite:
Pure light of mind, and tenderness of heart;
Genius, and wisdom; the gay social sense,
By decency chastised; goodness and wit,
In seldom-meeting harmony combined;
Unblemish'd honour, and an active zeal
For Britain's glory, liberty, and Man:
O Dodington! attend my rural song,
Stoop to my theme, inspirit every line,
And teach me to deserve thy just applause.
With what an awful world-revolving power
Were first the unwieldy planets launch'd along
The illimitable void! thus to remain,
Amid the flux of many thousand years,
That oft has swept the toiling race of men,
And all their labour'd monuments away,
Firm, unremitting, matchless, in their course;
To the kind-temper'd change of night and day,
And of the seasons ever stealing round,
Minutely faithful: such the All-perfect hand!
That poised, impels, and rules the steady whole.
When now no more the alternate Twins are fired,
And Cancer reddens with the solar blaze,
Short is the doubtful empire of the night;
And soon, observant of approaching day,
The meek'd-eyed Morn appears, mother of dews,
At first faint-gleaming in the dappled east:
Till far o'er ether spreads the widening glow;
And, from before the lustre of her face,
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poem by James Thomson
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The Wanderer: A Vision: Canto V
We left the cave. Be Fear (said I) defy'd!
Virtue (for thou art Virtue) is my guide.
By time-worn steps a steep ascent we gain,
Whose summit yields a prospect o'er the plain.
There, bench'd with turf, an oak our seat extends,
Whose top, a verdant, branch'd pavilion bends.
Vistas, with leaves, diversify the scene,
Some pale, some brown, and some of lively green.
Now, from the full-grown day a beamy show'r
Gleams on the lake, and gilds each glossy flow'r.
Gay insects sparkle in the genial blaze,
Various as light, and countless as its rays:
They dance on every stream, and pictur'd play,
'Till, by the wat'ry racer, snatch'd away.
Now, from yon range of rocks, strong rays rebound,
Doubling the day on flow'ry plains around:
King-cups beneath far-striking colours glance,
Bright as th' etherial glows the green expanse.
Gems of the field!-the topaz charms the sight,
Like these, effulging yellow streams of light.
From the same rocks, fall rills with soften'd force,
Meet in yon mead, and well a river's source.
Thro' her clear channel, shine her finny shoals,
O'er sands, like gold, the liquid crystal rolls.
Dimm'd in yon coarser moor, her charms decay,
And shape, thro' rustling reeds, a ruffled way.
Near willows short and bushy shadows throw:
Now lost, she seems thro' nether tracts to flow;
Yet, at yon point, winds out in silver state,
Like Virtue from a labyrinth of fate.
In length'ning rows, prone from the mountains, run
The flocks:-their fleeces glist'ning in the sun;
Her streams they seek, and, 'twixt her neighb'ring trees,
Recline in various attitudes of ease.
Where the herds sip, the little scaly fry,
Swift from the shore, in scatt'ring myriads fly.
Each liv'ry'd cloud, that round th' horizon glows,
Shifts in odd scenes, like earth, from whence it rose.
The bee hums wanton in yon jasmine bow'r,
And circling settles, and despoils the flow'r.
Melodious there the plumy songsters meet,
And call charm'd Echo from her arch'd retreat.
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poem by Richard Savage
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The Aeneid of Virgil: Book 11
SCARCE had the rosy Morning rais’d her head
Above the waves, and left her wat’ry bed;
The pious chief, whom double cares attend
For his unburied soldiers and his friend,
Yet first to Heav’n perform’d a victor’s vows: 5
He bar’d an ancient oak of all her boughs;
Then on a rising ground the trunk he plac’d,
Which with the spoils of his dead foe he grac’d.
The coat of arms by proud Mezentius worn,
Now on a naked snag in triumph borne, 10
Was hung on high, and glitter’d from afar,
A trophy sacred to the God of War.
Above his arms, fix’d on the leafless wood,
Appear’d his plumy crest, besmear’d with blood:
His brazen buckler on the left was seen; 15
Truncheons of shiver’d lances hung between;
And on the right was placed his corslet, bor’d;
And to the neck was tied his unavailing sword.
A crowd of chiefs inclose the godlike man,
Who thus, conspicuous in the midst, began: 20
“Our toils, my friends, are crown’d with sure success;
The greater part perform’d, achieve the less.
Now follow cheerful to the trembling town;
Press but an entrance, and presume it won.
Fear is no more, for fierce Mezentius lies, 25
As the first fruits of war, a sacrifice.
Turnus shall fall extended on the plain,
And, in this omen, is already slain.
Prepar’d in arms, pursue your happy chance;
That none unwarn’d may plead his ignorance, 30
And I, at Heav’n’s appointed hour, may find
Your warlike ensigns waving in the wind.
Meantime the rites and fun’ral pomps prepare,
Due to your dead companions of the war:
The last respect the living can bestow, 35
To shield their shadows from contempt below.
That conquer’d earth be theirs, for which they fought,
And which for us with their own blood they bought;
But first the corpse of our unhappy friend
To the sad city of Evander send, 40
Who, not inglorious, in his age’s bloom,
Was hurried hence by too severe a doom.”
Thus, weeping while he spoke, he took his way,
Where, new in death, lamented Pallas lay.
Acoetes watch’d the corpse; whose youth deserv’d 45
The father’s trust; and now the son he serv’d
With equal faith, but less auspicious care.
Th’ attendants of the slain his sorrow share.
A troop of Trojans mix’d with these appear,
And mourning matrons with dishevel’d hair. 50
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poem by Publius Vergilius Maro
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The Ghost - Book IV
Coxcombs, who vainly make pretence
To something of exalted sense
'Bove other men, and, gravely wise,
Affect those pleasures to despise,
Which, merely to the eye confined,
Bring no improvement to the mind,
Rail at all pomp; they would not go
For millions to a puppet-show,
Nor can forgive the mighty crime
Of countenancing pantomime;
No, not at Covent Garden, where,
Without a head for play or player,
Or, could a head be found most fit,
Without one player to second it,
They must, obeying Folly's call,
Thrive by mere show, or not at all
With these grave fops, who, (bless their brains!)
Most cruel to themselves, take pains
For wretchedness, and would be thought
Much wiser than a wise man ought,
For his own happiness, to be;
Who what they hear, and what they see,
And what they smell, and taste, and feel,
Distrust, till Reason sets her seal,
And, by long trains of consequences
Insured, gives sanction to the senses;
Who would not (Heaven forbid it!) waste
One hour in what the world calls Taste,
Nor fondly deign to laugh or cry,
Unless they know some reason why;
With these grave fops, whose system seems
To give up certainty for dreams,
The eye of man is understood
As for no other purpose good
Than as a door, through which, of course,
Their passage crowding, objects force,
A downright usher, to admit
New-comers to the court of Wit:
(Good Gravity! forbear thy spleen;
When I say Wit, I Wisdom mean)
Where (such the practice of the court,
Which legal precedents support)
Not one idea is allow'd
To pass unquestion'd in the crowd,
But ere it can obtain the grace
Of holding in the brain a place,
Before the chief in congregation
Must stand a strict examination.
Not such as those, who physic twirl,
Full fraught with death, from every curl;
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poem by Charles Churchill
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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
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poem by Thomas Moore
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The Third Monarchy, being the Grecian, beginning under Alexander the Great in the 112. Olympiad.
Great Alexander was wise Philips son,
He to Amyntas, Kings of Macedon;
The cruel proud Olympias was his Mother,
She to Epirus warlike King was daughter.
This Prince (his father by Pausanias slain)
The twenty first of's age began to reign.
Great were the Gifts of nature which he had,
His education much to those did adde:
By art and nature both he was made fit,
To 'complish that which long before was writ.
The very day of his Nativity
To ground was burnt Dianaes Temple high:
An Omen to their near approaching woe,
Whose glory to the earth this king did throw.
His Rule to Greece he scorn'd should be confin'd,
The Universe scarce bound his proud vast mind.
This is the He-Goat which from Grecia came,
That ran in Choler on the Persian Ram,
That brake his horns, that threw him on the ground
To save him from his might no man was found:
Philip on this great Conquest had an eye,
But death did terminate those thoughts so high.
The Greeks had chose him Captain General,
Which honour to his Son did now befall.
(For as Worlds Monarch now we speak not on,
But as the King of little Macedon)
Restless both day and night his heart then was,
His high resolves which way to bring to pass;
Yet for a while in Greece is forc'd to stay,
Which makes each moment seem more then a day.
Thebes and stiff Athens both 'gainst him rebel,
Their mutinies by valour doth he quell.
This done against both right and natures Laws,
His kinsmen put to death, who gave no cause;
That no rebellion in in his absence be,
Nor making Title unto Sovereignty.
And all whom he suspects or fears will climbe,
Now taste of death least they deserv'd in time,
Nor wonder is t if he in blood begin,
For Cruelty was his parental sin,
Thus eased now of troubles and of fears,
Next spring his course to Asia he steers;
Leavs Sage Antipater, at home to sway,
And through the Hellispont his Ships made way.
Coming to Land, his dart on shore he throws,
Then with alacrity he after goes;
And with a bount'ous heart and courage brave,
His little wealth among his Souldiers gave.
And being ask'd what for himself was left,
Reply'd, enough, sith only hope he kept.
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poem by Anne Bradstreet
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Make Me Rich
Purchase purchase buy buy
Purchase purchase buy buy
Purchase purchase buy buy
Purchase purchase buy buy.
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
'Horns and tambourines'
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
'Congas'
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
Make me rich
(Purchase purchase buy buy)
' And to the bridge'
Purchase purchase buy buy
Purchase purchase buy buy
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poem by Lawrence S. Pertillar
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Solomon
As thro' the Psalms from theme to theme I chang'd,
Methinks like Eve in Paradice I rang'd;
And ev'ry grace of song I seem'd to see,
As the gay pride of ev'ry season, she.
She gently treading all the walks around,
Admir'd the springing beauties of the ground,
The lilly glist'ring with the morning dew,
The rose in red, the violet in blew,
The pink in pale, the bells in purple rows,
And tulips colour'd in a thousand shows:
Then here and there perhaps she pull'd a flow'r
To strew with moss, and paint her leafy bow'r;
And here and there, like her I went along,
Chose a bright strain, and bid it deck my song.
But now the sacred Singer leaves mine eye,
Crown'd as he was, I think he mounts on high;
Ere this Devotion bore his heav'nly psalms,
And now himself bears up his harp and palms.
Go, saint triumphant, leave the changing sight,
So fitted out, you suit the realms of light;
But let thy glorious robe at parting go,
Those realms have robes of more effulgent show;
It flies, it falls, the flutt'ring silk I see,
Thy son has caught it and he sings like thee,
With such election of a theme divine,
And such sweet grace, as conquers all but thine.
Hence, ev'ry writer o'er the fabled streams,
Where frolick fancies sport with idle dreams,
Or round the sight enchanted clouds dispose,
Whence wanton cupids shoot with gilded bows;
A nobler writer, strains more brightly wrought,
Themes more exulted, fill my wond'ring thought:
The parted skies are track'd with flames above,
As love descends to meet ascending love;
The seasons flourish where the spouses meet,
And earth in gardens spreads beneath their feet.
This fresh-bloom prospect in the bosom throngs,
When Solomon begins his song of songs,
Bids the rap'd soul to Lebanon repair,
And lays the scenes of all his action there,
Where as he wrote, and from the bow'r survey'd
The scenting groves, or answ'ring knots he made,
His sacred art the sights of nature brings,
Beyond their use, to figure heav'nly things.
Great son of God! whose gospel pleas'd to throw
Round thy rich glory, veils of earthly show,
Who made the vineyard oft thy church design,
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poem by Thomas Parnell
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Vision Of Columbus - Book 1
Long had the Sage, the first who dared to brave
The unknown dangers of the western wave,
Who taught mankind where future empires lay
In these fair confines of descending day,
With cares o'erwhelm'd, in life's distressing gloom,
Wish'd from a thankless world a peaceful tomb;
While kings and nations, envious of his name,
Enjoy'd his toils and triumph'd o'er his fame,
And gave the chief, from promised empire hurl'd,
Chains for a crown, a prison for a world.
Now night and silence held their lonely reign,
The half-orb'd moon declining to the main;
Descending clouds, o'er varying ether driven,
Obscured the stars and shut the eye from heaven;
Cold mists through opening grates the cell invade,
And deathlike terrors haunt the midnight shade;
When from a visionary, short repose,
That raised new cares and temper'd keener woes,
Columbus woke, and to the walls address'd
The deep-felt sorrows of his manly breast.
Here lies the purchase, here the wretched spoil,
Of painful years and persevering toil:
For these dread walks, this hideous haunt of pain,
I traced new regions o'er the pathless main,
Dared all the dangers of the dreary wave,
Hung o'er its clefts and topp'd the surging grave,
Saw billowy seas, in swelling mountains roll,
And bursting thunders rock the reddening pole,
Death rear his front in every dreadful form,
Gape from beneath and blacken in the storm;
Till, tost far onward to the skirts of day,
Where milder suns dispens'd a smiling ray,
Through brighter skies my happier sails descry'd
The golden banks that bound the western tide,
And gave the admiring world that bounteous shore
Their wealth to nations and to kings their power
Oh land of transport! dear, delusive coast,
To these fond, aged eyes forever lost!
No more thy gladdening vales I travel o'er,
For me thy mountains rear the head no more,
For me thy rocks no sparkling gems unfold,
Or streams luxuriant wear their paths in gold;
From realms of promised peace forever borne,
I hail dread anguish, and in secret mourn
But dangers past, fair climes explored in vain,
And foes triumphant shew but half my pain
Dissembling friends, each earlier joy who gave,
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poem by Joel Barlow
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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.
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poem by William Cowper
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Quatrains Of Life
What has my youth been that I love it thus,
Sad youth, to all but one grown tedious,
Stale as the news which last week wearied us,
Or a tired actor's tale told to an empty house?
What did it bring me that I loved it, even
With joy before it and that dream of Heaven,
Boyhood's first rapture of requited bliss,
What did it give? What ever has it given?
'Let me recount the value of my days,
Call up each witness, mete out blame and praise,
Set life itself before me as it was,
And--for I love it--list to what it says.
Oh, I will judge it fairly. Each old pleasure
Shared with dead lips shall stand a separate treasure.
Each untold grief, which now seems lesser pain,
Shall here be weighed and argued of at leisure.
I will not mark mere follies. These would make
The count too large and in the telling take
More tears than I can spare from seemlier themes
To cure its laughter when my heart should ache.
Only the griefs which are essential things,
The bitter fruit which all experience brings;
Nor only of crossed pleasures, but the creed
Men learn who deal with nations and with kings.
All shall be counted fairly, griefs and joys,
Solely distinguishing 'twixt mirth and noise,
The thing which was and that which falsely seemed,
Pleasure and vanity, man's bliss and boy's.
So I shall learn the reason of my trust
In this poor life, these particles of dust
Made sentient for a little while with tears,
Till the great ``may--be'' ends for me in ``must.''
My childhood? Ah, my childhood! What of it
Stripped of all fancy, bare of all conceit?
Where is the infancy the poets sang?
Which was the true and which the counterfeit?
I see it now, alas, with eyes unsealed,
That age of innocence too well revealed.
The flowers I gathered--for I gathered flowers--
Were not more vain than I in that far field.
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poem by Wilfrid Scawen Blunt
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