And the Legions Came
They will come
massed in ranks
battalions and regiments
young men and women enlisted
in a good cause
led by a bespoke
charismatic charlatan
preaching eloquently
about something or other
we can all believe in
for those unpatriotic citizens
who resist the clamorous crowds
camps for re-education will spring up
like weeds in a vacant lot
poem by Michael Pruchnicki
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Through the eyes of a Field Coronet (Epic)
Introduction
In the kaki coloured tent in Umbilo he writes
his life’s story while women, children and babies are dying,
slowly but surely are obliterated, he see how his nation is suffering
while the events are notched into his mind.
Lying even heavier on him is the treason
of some other Afrikaners who for own gain
have delivered him, to imprisonment in this place of hatred
and thoughts go through him to write a book.
Prologue
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poem by Gert Strydom
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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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The Legions Will Come
They will come
massed in ranks,
battalions and regiments,
young men and women enlisted
in a good cause
led by a bespoke
charismatic charlatan
preaching eloquently
about something or other
we can all believe in
they will come
for those unpatriotic citizens
who resist the clamorous crowds -
camps for re-education will spring up
like weeds in a vacant lot.
(Originally posted 16 Feb 2008)
poem by Michael Pruchnicki
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The Iliad: Book 11
And now as Dawn rose from her couch beside Tithonus, harbinger of
light alike to mortals and immortals, Jove sent fierce Discord with
the ensign of war in her hands to the ships of the Achaeans. She
took her stand by the huge black hull of Ulysses' ship which was
middlemost of all, so that her voice might carry farthest on either
side, on the one hand towards the tents of Ajax son of Telamon, and on
the other towards those of Achilles- for these two heroes,
well-assured of their own strength, had valorously drawn up their
ships at the two ends of the line. There she took her stand, and
raised a cry both loud and shrill that filled the Achaeans with
courage, giving them heart to fight resolutely and with all their
might, so that they had rather stay there and do battle than go home
in their ships.
The son of Atreus shouted aloud and bade the Argives gird themselves
for battle while he put on his armour. First he girded his goodly
greaves about his legs, making them fast with ankle clasps of
silver; and about his chest he set the breastplate which Cinyras had
once given him as a guest-gift. It had been noised abroad as far as
Cyprus that the Achaeans were about to sail for Troy, and therefore he
gave it to the king. It had ten courses of dark cyanus, twelve of
gold, and ten of tin. There were serpents of cyanus that reared
themselves up towards the neck, three upon either side, like the
rainbows which the son of Saturn has set in heaven as a sign to mortal
men. About his shoulders he threw his sword, studded with bosses of
gold; and the scabbard was of silver with a chain of gold wherewith to
hang it. He took moreover the richly-dight shield that covered his
body when he was in battle- fair to see, with ten circles of bronze
running all round see, wit it. On the body of the shield there were
twenty bosses of white tin, with another of dark cyanus in the middle:
this last was made to show a Gorgon's head, fierce and grim, with Rout
and Panic on either side. The band for the arm to go through was of
silver, on which there was a writhing snake of cyanus with three heads
that sprang from a single neck, and went in and out among one another.
On his head Agamemnon set a helmet, with a peak before and behind, and
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grasped two redoubtable bronze-shod spears, and the gleam of his
armour shot from him as a flame into the firmament, while Juno and
Minerva thundered in honour of the king of rich Mycene.
Every man now left his horses in charge of his charioteer to hold
them in readiness by the trench, while he went into battle on foot
clad in full armour, and a mighty uproar rose on high into the
dawning. The chiefs were armed and at the trench before the horses got
there, but these came up presently. The son of Saturn sent a portent
of evil sound about their host, and the dew fell red with blood, for
he was about to send many a brave man hurrying down to Hades.
The Trojans, on the other side upon the rising slope of the plain,
were gathered round great Hector, noble Polydamas, Aeneas who was
honoured by the Trojans like an immortal, and the three sons of
Antenor, Polybus, Agenor, and young Acamas beauteous as a god.
Hector's round shield showed in the front rank, and as some baneful
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poem by Homer, translated by Samuel Butler
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Beowulf
LO, praise of the prowess of people-kings
of spear-armed Danes, in days long sped,
we have heard, and what honor the athelings won!
Oft Scyld the Scefing from squadroned foes,
from many a tribe, the mead-bench tore,
awing the earls. Since erst he lay
friendless, a foundling, fate repaid him:
for he waxed under welkin, in wealth he throve,
till before him the folk, both far and near,
who house by the whale-path, heard his mandate,
gave him gifts: a good king he!
To him an heir was afterward born,
a son in his halls, whom heaven sent
to favor the folk, feeling their woe
that erst they had lacked an earl for leader
so long a while; the Lord endowed him,
the Wielder of Wonder, with world's renown.
Famed was this Beowulf: far flew the boast of him,
son of Scyld, in the Scandian lands.
So becomes it a youth to quit him well
with his father's friends, by fee and gift,
that to aid him, aged, in after days,
come warriors willing, should war draw nigh,
liegemen loyal: by lauded deeds
shall an earl have honor in every clan.
Forth he fared at the fated moment,
sturdy Scyld to the shelter of God.
Then they bore him over to ocean's billow,
loving clansmen, as late he charged them,
while wielded words the winsome Scyld,
the leader beloved who long had ruled….
In the roadstead rocked a ring-dight vessel,
ice-flecked, outbound, atheling's barge:
there laid they down their darling lord
on the breast of the boat, the breaker-of-rings,
by the mast the mighty one. Many a treasure
fetched from far was freighted with him.
No ship have I known so nobly dight
with weapons of war and weeds of battle,
with breastplate and blade: on his bosom lay
a heaped hoard that hence should go
far o'er the flood with him floating away.
No less these loaded the lordly gifts,
thanes' huge treasure, than those had done
who in former time forth had sent him
sole on the seas, a suckling child.
High o'er his head they hoist the standard,
a gold-wove banner; let billows take him,
gave him to ocean. Grave were their spirits,
mournful their mood. No man is able
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poem by Charles Baudelaire
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Pharsalia - Book VII: The Battle
Ne'er to the summons of the Eternal laws
More slowly Titan rose, nor drave his steeds,
Forced by the sky revolving, up the heaven,
With gloomier presage; wishing to endure
The pangs of ravished light, and dark eclipse;
And drew the mists up, not to feed his flames,
But lest his light upon Thessalian earth
Might fall undimmed.
Pompeius on that morn,
To him the latest day of happy life,
In troubled sleep an empty dream conceived.
For in the watches of the night he heard
Innumerable Romans shout his name
Within his theatre; the benches vied
To raise his fame and place him with the gods;
As once in youth, when victory was won
O'er conquered tribes where swift Iberus flows,
And where Sertorius' armies fought and fled,
The west subdued, with no less majesty
Than if the purple toga graced the car,
He sat triumphant in his pure white gown
A Roman knight, and heard the Senate's cheer.
Perhaps, as ills drew near, his anxious soul,
Shunning the future wooed the happy past;
Or, as is wont, prophetic slumber showed
That which was not to be, by doubtful forms
Misleading; or as envious Fate forbade
Return to Italy, this glimpse of Rome
Kind Fortune gave. Break not his latest sleep,
Ye sentinels; let not the trumpet call
Strike on his ear: for on the morrow's night
Shapes of the battle lost, of death and war
Shall crowd his rest with terrors. Whence shalt thou
The poor man's happiness of sleep regain?
Happy if even in dreams thy Rome could see
Once more her captain! Would the gods had given
To thee and to thy country one day yet
To reap the latest fruit of such a love:
Though sure of fate to come! Thou marchest on
As though by heaven ordained in Rome to die;
She, conscious ever of her prayers for thee
Heard by the gods, deemed not the fates decreed
Such evil destiny, that she should lose
The last sad solace of her Magnus' tomb.
Then young and old had blent their tears for thee,
And child unbidden; women torn their hair
And struck their bosoms as for Brutus dead.
But now no public woe shall greet thy death
As erst thy praise was heard: but men shall grieve
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poem by Marcus Annaeus Lucanus
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Canto the First
I
I want a hero: an uncommon want,
When every year and month sends forth a new one,
Till, after cloying the gazettes with cant,
The age discovers he is not the true one;
Of such as these I should not care to vaunt,
I'll therefore take our ancient friend Don Juan—
We all have seen him, in the pantomime,
Sent to the devil somewhat ere his time.
II
Vernon, the butcher Cumberland, Wolfe, Hawke,
Prince Ferdinand, Granby, Burgoyne, Keppel, Howe,
Evil and good, have had their tithe of talk,
And fill'd their sign posts then, like Wellesley now;
Each in their turn like Banquo's monarchs stalk,
Followers of fame, "nine farrow" of that sow:
France, too, had Buonaparté and Dumourier
Recorded in the Moniteur and Courier.
III
Barnave, Brissot, Condorcet, Mirabeau,
Petion, Clootz, Danton, Marat, La Fayette,
Were French, and famous people, as we know:
And there were others, scarce forgotten yet,
Joubert, Hoche, Marceau, Lannes, Desaix, Moreau,
With many of the military set,
Exceedingly remarkable at times,
But not at all adapted to my rhymes.
IV
Nelson was once Britannia's god of war,
And still should be so, but the tide is turn'd;
There's no more to be said of Trafalgar,
'T is with our hero quietly inurn'd;
Because the army's grown more popular,
At which the naval people are concern'd;
Besides, the prince is all for the land-service,
Forgetting Duncan, Nelson, Howe, and Jervis.
V
Brave men were living before Agamemnon
And since, exceeding valorous and sage,
A good deal like him too, though quite the same none;
But then they shone not on the poet's page,
And so have been forgotten:—I condemn none,
But can't find any in the present age
Fit for my poem (that is, for my new one);
So, as I said, I'll take my friend Don Juan.
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poem by Byron from Don Juan (1824)
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A Country Path in Late Spring
The path of mossy ground nestled
In between maternal hedgerows,
That overgrew atop, dimming down
The brilliance of the day.
Embosomed, a calm-cool vision –
Abstract takes of nature, in
Leaf-spattered green shades;
Stem-speckled brown hues;
Shards of sunlight percolating
Through the random flaws to
Up glittering sprites upon the leaves.
And avian chatter bounced along the burrow,
Smattered by the crosstalk
Of busybody insects;
But outside the green comfort zone,
Other worlds of other sounds of other life
Otherwise gave a hint of
Other dozy goings on.
Hawthorn filled the air,
Filled the nose,
Filled the head –
Pungency had overpowered all –
Gave the late-spring-early-summer haze.
Here and there a break of colour:
Odd bluebells – escapees from nearby woods –
Blue-blushing bell faces glancing down,
Aware of their erectness in the stem;
The flaming wing of red admirals
Broke through a hedge hole to
Break up the calm backdrop,
While flitting blue tits gave
To greater-bodied animation.
Nature’s warm narration –
The undertones of life.
Copyright © Mark R Slaughter 2010
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poem by Mark R Slaughter
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The Iliad: Book 2
Now the other gods and the armed warriors on the plain slept
soundly, but Jove was wakeful, for he was thinking how to do honour to
Achilles, and destroyed much people at the ships of the Achaeans. In
the end he deemed it would be best to send a lying dream to King
Agamemnon; so he called one to him and said to it, "Lying Dream, go to
the ships of the Achaeans, into the tent of Agamemnon, and say to
him word to word as I now bid you. Tell him to get the Achaeans
instantly under arms, for he shall take Troy. There are no longer
divided counsels among the gods; Juno has brought them to her own
mind, and woe betides the Trojans."
The dream went when it had heard its message, and soon reached the
ships of the Achaeans. It sought Agamemnon son of Atreus and found him
in his tent, wrapped in a profound slumber. It hovered over his head
in the likeness of Nestor, son of Neleus, whom Agamemnon honoured
above all his councillors, and said:-
"You are sleeping, son of Atreus; one who has the welfare of his
host and so much other care upon his shoulders should dock his
sleep. Hear me at once, for I come as a messenger from Jove, who,
though he be not near, yet takes thought for you and pities you. He
bids you get the Achaeans instantly under arms, for you shall take
Troy. There are no longer divided counsels among the gods; Juno has
brought them over to her own mind, and woe betides the Trojans at
the hands of Jove. Remember this, and when you wake see that it does
not escape you."
The dream then left him, and he thought of things that were,
surely not to be accomplished. He thought that on that same day he was
to take the city of Priam, but he little knew what was in the mind
of Jove, who had many another hard-fought fight in store alike for
Danaans and Trojans. Then presently he woke, with the divine message
still ringing in his ears; so he sat upright, and put on his soft
shirt so fair and new, and over this his heavy cloak. He bound his
sandals on to his comely feet, and slung his silver-studded sword
about his shoulders; then he took the imperishable staff of his
father, and sallied forth to the ships of the Achaeans.
The goddess Dawn now wended her way to vast Olympus that she might
herald day to Jove and to the other immortals, and Agamemnon sent
the criers round to call the people in assembly; so they called them
and the people gathered thereon. But first he summoned a meeting of
the elders at the ship of Nestor king of Pylos, and when they were
assembled he laid a cunning counsel before them.
"My friends," said he, "I have had a dream from heaven in the dead
of night, and its face and figure resembled none but Nestor's. It
hovered over my head and said, 'You are sleeping, son of Atreus; one
who has the welfare of his host and so much other care upon his
shoulders should dock his sleep. Hear me at once, for I am a messenger
from Jove, who, though he be not near, yet takes thought for you and
pities you. He bids you get the Achaeans instantly under arms, for you
shall take Troy. There are no longer divided counsels among the
gods; Juno has brought them over to her own mind, and woe betides
the Trojans at the hands of Jove. Remember this.' The dream then
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poem by Homer, translated by Samuel Butler
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When a people reach the top of a hill,
When a people reach the top of a hill,
Then does God lean toward them,
Shortens tongues and lengthens arms.
A vision of their dead comes to the weak.
The moon shall not be too old
Before the new battalions rise,
Blue battalions.
The moon shall not be too old
When the children of change shall fall
Before the new battalions,
The blue battalions.
Mistakes and virtues will be trampled deep.
A church and a thief shall fall together.
A sword will come at the bidding of the eyeless,
The God-led, turning only to beckon,
Swinging a creed like a censer
At the head of the new battalions,
Blue battalions.
March the tools of nature's impulse,
Men born of wrong, men born of right,
Men of the new battalions,
The blue battalions.
The clang of swords is Thy wisdom,
The wounded make gestures like Thy Son's;
The feet of mad horses is one part --
Ay, another is the hand of a mother on the brow of a youth.
Then, swift as they charge through a shadow,
The men of the new battalions,
Blue battalions --
God lead them high, God lead them far,
God lead them far, God lead them high,
These new battalions,
The blue battalions.
poem by Stephen Crane
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The Iliad: Book 16
Thus did they fight about the ship of Protesilaus. Then Patroclus
drew near to Achilles with tears welling from his eyes, as from some
spring whose crystal stream falls over the ledges of a high precipice.
When Achilles saw him thus weeping he was sorry for him and said,
"Why, Patroclus, do you stand there weeping like some silly child that
comes running to her mother, and begs to be taken up and carried-
she catches hold of her mother's dress to stay her though she is in
a hurry, and looks tearfully up until her mother carries her- even
such tears, Patroclus, are you now shedding. Have you anything to
say to the Myrmidons or to myself? or have you had news from Phthia
which you alone know? They tell me Menoetius son of Actor is still
alive, as also Peleus son of Aeacus, among the Myrmidons- men whose
loss we two should bitterly deplore; or are you grieving about the
Argives and the way in which they are being killed at the ships, throu
their own high-handed doings? Do not hide anything from me but tell me
that both of us may know about it."
Then, O knight Patroclus, with a deep sigh you answered,
"Achilles, son of Peleus, foremost champion of the Achaeans, do not be
angry, but I weep for the disaster that has now befallen the
Argives. All those who have been their champions so far are lying at
the ships, wounded by sword or spear. Brave Diomed son of Tydeus has
been hit with a spear, while famed Ulysses and Agamemnon have received
sword-wounds; Eurypylus again has been struck with an arrow in the
thigh; skilled apothecaries are attending to these heroes, and healing
them of their wounds; are you still, O Achilles, so inexorable? May it
never be my lot to nurse such a passion as you have done, to the
baning of your own good name. Who in future story will speak well of
you unless you now save the Argives from ruin? You know no pity;
knight Peleus was not your father nor Thetis your mother, but the grey
sea bore you and the sheer cliffs begot you, so cruel and
remorseless are you. If however you are kept back through knowledge of
some oracle, or if your mother Thetis has told you something from
the mouth of Jove, at least send me and the Myrmidons with me, if I
may bring deliverance to the Danaans. Let me moreover wear your
armour; the Trojans may thus mistake me for you and quit the field, so
that the hard-pressed sons of the Achaeans may have breathing time-
which while they are fighting may hardly be. We who are fresh might
soon drive tired men back from our ships and tents to their own city."
He knew not what he was asking, nor that he was suing for his own
destruction. Achilles was deeply moved and answered, "What, noble
Patroclus, are you saying? I know no prophesyings which I am
heeding, nor has my mother told me anything from the mouth of Jove,
but I am cut to the very heart that one of my own rank should dare
to rob me because he is more powerful than I am. This, after all
that I have gone through, is more than I can endure. The girl whom the
sons of the Achaeans chose for me, whom I won as the fruit of my spear
on having sacked a city- her has King Agamemnon taken from me as
though I were some common vagrant. Still, let bygones be bygones: no
man may keep his anger for ever; I said I would not relent till battle
and the cry of war had reached my own ships; nevertheless, now gird my
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poem by Homer, translated by Samuel Butler
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Three Women
My love is young, so young;
Young is her cheek, and her throat,
And life is a song to be sung
With love the word for each note.
Young is her cheek and her throat;
Her eyes have the smile o' May.
And love is the word for each note
In the song of my life to-day.
Her eyes have the smile o' May;
Her heart is the heart of a dove,
And the song of my life to-day
Is love, beautiful love.
Her heart is the heart of a dove,
Ah, would it but fly to my breast
Where love, beautiful love,
Has made it a downy nest.
Ah, would she but fly to my breast,
My love who is young, so young;
I have made her a downy nest
And life is a song to be sung.
1
I.
A dull little station, a man with the eye
Of a dreamer; a bevy of girls moving by;
A swift moving train and a hot Summer sun,
The curtain goes up, and our play is begun.
The drama of passion, of sorrow, of strife,
Which always is billed for the theatre Life.
It runs on forever, from year unto year,
With scarcely a change when new actors appear.
It is old as the world is-far older in truth,
For the world is a crude little planet of youth.
And back in the eras before it was formed,
The passions of hearts through the Universe stormed.
Maurice Somerville passed the cluster of girls
Who twisted their ribbons and fluttered their curls
In vain to attract him; his mind it was plain
Was wholly intent on the incoming train.
That great one eyed monster puffed out its black breath,
Shrieked, snorted and hissed, like a thing bent on death,
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poem by Ella Wheeler Wilcox
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Canto the Second
I
Oh ye! who teach the ingenuous youth of nations,
Holland, France, England, Germany, or Spain,
I pray ye flog them upon all occasions,
It mends their morals, never mind the pain:
The best of mothers and of educations
In Juan's case were but employ'd in vain,
Since, in a way that's rather of the oddest, he
Became divested of his native modesty.
II
Had he but been placed at a public school,
In the third form, or even in the fourth,
His daily task had kept his fancy cool,
At least, had he been nurtured in the north;
Spain may prove an exception to the rule,
But then exceptions always prove its worth -—
A lad of sixteen causing a divorce
Puzzled his tutors very much, of course.
III
I can't say that it puzzles me at all,
If all things be consider'd: first, there was
His lady-mother, mathematical,
A—never mind; his tutor, an old ass;
A pretty woman (that's quite natural,
Or else the thing had hardly come to pass);
A husband rather old, not much in unity
With his young wife—a time, and opportunity.
IV
Well—well, the world must turn upon its axis,
And all mankind turn with it, heads or tails,
And live and die, make love and pay our taxes,
And as the veering wind shifts, shift our sails;
The king commands us, and the doctor quacks us,
The priest instructs, and so our life exhales,
A little breath, love, wine, ambition, fame,
Fighting, devotion, dust,—perhaps a name.
V
I said that Juan had been sent to Cadiz -—
A pretty town, I recollect it well -—
'T is there the mart of the colonial trade is
(Or was, before Peru learn'd to rebel),
And such sweet girls—I mean, such graceful ladies,
Their very walk would make your bosom swell;
I can't describe it, though so much it strike,
Nor liken it—I never saw the like:
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poem by Byron from Don Juan (1824)
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VI. Giuseppe Caponsacchi
Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,
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poem by Robert Browning from The Ring and the Book
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Paradise Regained
THE FIRST BOOK
I, WHO erewhile the happy Garden sung
By one man's disobedience lost, now sing
Recovered Paradise to all mankind,
By one man's firm obedience fully tried
Through all temptation, and the Tempter foiled
In all his wiles, defeated and repulsed,
And Eden raised in the waste Wilderness.
Thou Spirit, who led'st this glorious Eremite
Into the desert, his victorious field
Against the spiritual foe, and brought'st him thence 10
By proof the undoubted Son of God, inspire,
As thou art wont, my prompted song, else mute,
And bear through highth or depth of Nature's bounds,
With prosperous wing full summed, to tell of deeds
Above heroic, though in secret done,
And unrecorded left through many an age:
Worthy to have not remained so long unsung.
Now had the great Proclaimer, with a voice
More awful than the sound of trumpet, cried
Repentance, and Heaven's kingdom nigh at hand 20
To all baptized. To his great baptism flocked
With awe the regions round, and with them came
From Nazareth the son of Joseph deemed
To the flood Jordan--came as then obscure,
Unmarked, unknown. But him the Baptist soon
Descried, divinely warned, and witness bore
As to his worthier, and would have resigned
To him his heavenly office. Nor was long
His witness unconfirmed: on him baptized
Heaven opened, and in likeness of a Dove 30
The Spirit descended, while the Father's voice
From Heaven pronounced him his beloved Son.
That heard the Adversary, who, roving still
About the world, at that assembly famed
Would not be last, and, with the voice divine
Nigh thunder-struck, the exalted man to whom
Such high attest was given a while surveyed
With wonder; then, with envy fraught and rage,
Flies to his place, nor rests, but in mid air
To council summons all his mighty Peers, 40
Within thick clouds and dark tenfold involved,
A gloomy consistory; and them amidst,
With looks aghast and sad, he thus bespake:--
"O ancient Powers of Air and this wide World
(For much more willingly I mention Air,
This our old conquest, than remember Hell,
Our hated habitation), well ye know
How many ages, as the years of men,
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poem by John Milton
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