Elegy For A Lost Friend
(Note to the reader: I never intended to write something as angry as this, but to get something from out of my system so strong, I felt I had to…. My apologies if anything within this poem sounds offensive….)
We were children at school. It was 1975 we met.
I recall it so clearly, how could I forget.
You were lovely, you had it all, you were wild,
We had a ball.
And later you had wit, and intelligence so much
And how glad I had found you, had found you,
What luck.
The years went swiftly and we parted for Uni,
Some years we lost, but regained the time
As professional careers beckoned,
Our friendship returned so fine,
And to the Olympian heights of Oxford you went,
Living a fantasy, Evelyn Waugh-esque life,
Never knowing that it would become your eventual downfall,
Because it was there you met your wife.
I never liked her, nor her family, nor liked her desire to hunt.
I’d always seen her as pathetically hollow,
Had she been a pool you would never have drowned,
She was simply that shallow.
But you besotted, and love renders the wise blind,
I saw her destroy you, love, destroy you over time.
You parted in 1992. She’d taken enough, she didn’t need you.
Returning to Oxford with another fool in tow, I was so angry.
The years of drink then took its toll. I saw your career fold,
It was all so painful, no story could have told,
The truth that lay behind her lies. I cannot think of anything about her,
Except for the word ‘despise’.
I tried to stop what you had done, reverse you back,
Back from where you had originally come from.
But I lost the war, I lost the fight,
For you had gone, my friend, you had lost life’s brilliant
Light.
I last saw you in the nursing home. It was over a year ago, a while
I know.
The looks now faded, your brilliant mind lost,
A day is confusion; the past has dearly cost.
Your eyes that sparkled have lost their lustre of wit,
And all for what? Some silly bitch? A pompous, pseudo upper-class git.
In sportswear you sit, smoking in silence, as I tried to speak.
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poem by Amy Gerrard
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poem by Rwetewrt Erwtwer
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An Essay on Criticism
Part I
INTRODUCTION. That it is as great a fault to judge ill as to write ill, and a more dangerous one to the public. That a true Taste is as rare to be found as a true Genius. That most men are born with some Taste, but spoiled by false education. The multitude of Critics, and causes of them. That we are to study our own Taste, and know the limits of it. Nature the best guide of judgment. Improved by Art and rules, which are but methodized Nature. Rules derived from the practice of the ancient poets. That therefore the ancients are necessary to be studied by a Critic, particularly Homer and Virgil. Of licenses, and the use of them by the ancients. Reverence due to the ancients, and praise of them.
'Tis hard to say if greater want of skill
Appear in writing or in judging ill;
But of the two less dangerous is th'offence
To tire our patience than mislead our sense:
Some few in that, but numbers err in this;
Ten censure wrong for one who writes amiss;
A fool might once himself alone expose;
Now one in verse makes many more in prose.
'Tis with our judgments as our watches, none
Go just alike, yet each believes his own.
In Poets as true Genius is but rare,
True Taste as seldom is the Critic's share;
Both must alike from Heav'n derive their light,
These born to judge, as well as those to write.
Let such teach others who themselves excel,
And censure freely who have written well;
Authors are partial to their wit, 'tis true,
But are not Critics to their judgment too?
Yet if we look more closely, we shall find
Most have the seeds of judgment in their mind:
Nature affords at least a glimm'ring light;
The lines, tho' touch'd but faintly, are drawn right:
But as the slightest sketch, if justly traced,
Is by ill col'ring but the more disgraced,
So by false learning is good sense defaced:
Some are bewilder'd in the maze of schools,
And some made coxcombs Nature meant but fools:
In search of wit these lose their common sense,
And then turn Critics in their own defence:
Each burns alike, who can or cannot write,
Or with a rival's or an eunuch's spite.
All fools have still an itching to deride,
And fain would be upon the laughing side.
If Mævius scribble in Apollo's spite,
There are who judge still worse than he can write.
Some have at first for Wits, then Poets pass'd;
Turn'd Critics next, and prov'd plain Fools at last.
Some neither can for Wits nor Critics pass,
As heavy mules are neither horse nor ass.
Those half-learn'd witlings, numerous in our isle,
As half-form'd insects on the banks of Nile;
Unfinish'd things, one knows not what to call,
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poem by Alexander Pope
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The Undying One- Canto III
'THERE is a sound the autumn wind doth make
Howling and moaning, listlessly and low:
Methinks that to a heart that ought to break
All the earth's voices seem to murmur so.
The visions that crost
Our path in light--
The things that we lost
In the dim dark night--
The faces for which we vainly yearn--
The voices whose tones will not return--
That low sad wailing breeze doth bring
Borne on its swift and rushing wing.
Have ye sat alone when that wind was loud,
And the moon shone dim from the wintry cloud?
When the fire was quench'd on your lonely hearth,
And the voices were still which spoke of mirth?
If such an evening, tho' but one,
It hath been yours to spend alone--
Never,--though years may roll along
Cheer'd by the merry dance and song;
Though you mark'd not that bleak wind's sound before,
When louder perchance it used to roar--
Never shall sound of that wintry gale
Be aught to you but a voice of wail!
So o'er the careless heart and eye
The storms of the world go sweeping by;
But oh! when once we have learn'd to weep,
Well doth sorrow his stern watch keep.
Let one of our airy joys decay--
Let one of our blossoms fade away--
And all the griefs that others share
Seem ours, as well as theirs, to bear:
And the sound of wail, like that rushing wind
Shall bring all our own deep woe to mind!
'I went through the world, but I paused not now
At the gladsome heart and the joyous brow:
I went through the world, and I stay'd to mark
Where the heart was sore, and the spirit dark:
And the grief of others, though sad to see,
Was fraught with a demon's joy to me!
'I saw the inconstant lover come to take
Farewell of her he loved in better days,
And, coldly careless, watch the heart-strings break--
Which beat so fondly at his words of praise.
She was a faded, painted, guilt-bow'd thing,
Seeking to mock the hues of early spring,
When misery and years had done their worst
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poem by Caroline Elizabeth Sarah Norton
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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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Can I Get A...
[jay-z]
Bounce wit me, bounce wit me
Can ya can ya can ya bounce wit me, bounce wit me
Ya-yah-yah, ya-ya-yah-yeah bounce wit me, bounce wit me
Ge-gi, ge-gi-gi-gi-geyeah bounce wit me, bounce wit me
Get it!
Verse one: jay-z
Can i hit in the morning
Without giving you half of my dough
And even worse if i was broke would you want me?
If i couldn't get you finer things
Like all of them diamond rings [niggaz] kill for
Would you still roll?
If we couldn't see the sun risin off the shore of thailand
Would you ride then, if it wasn't droppin?
If wasn't ah, eight figure [nigga] by the name of jigga
Would you come around naked, would you clown me?
If i couldn't flow futuristic would ya
Put your two lips on my [dick], kiss it - could ya
See yourself with a [nigga] workin harder than 9 to 5
Contend with six, two jobs to survive, or
Do you need a balla? so you can shop and tear the mall up?
Brag, tell your friends what i bought ya
If you couldn't see yourself with a [nigga] when his dough is low
Baby girl, if this is so, yo..
Chorus: repeat 2x
[jay-z] can i get a what what
To these chickens from all of my doves
Who don't love those, they get no dough
[amil] can i get a woop woop
To these fellas from all of my ladies
Who don't got love for players without dubs?
[amil] now can you bounce wit me, uhh
[jay-z] bounce wit me, bounce wit me
Can ya can ya can ya bounce wit me, bounce wit me
[amil] uh uh.. major coins
[jay-z] bounce wit me, bounce wit me
[amil] yeah, not done
[jay-z] can ya can ya can ya bounce wit me, bounce wit me
[amil] uh-uh uh uh
Verse two: amil
You ain't gotta be rich but funk dat
How a [bitch] gonna get around your bus pass
? put this [ass] on your mustache
Can you afford me, my ? ? this, never corny
Ambition makes me, so horny, i come fussin in the
Front end, if you got nuttin, baby boy, you betta
"git up, git out and get somethin" [shit!]
I like a, lot of pravada, alize and baca
Late nights, candlelight, can i tear the [cock] up
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song performed by Jay-Z
Added by Lucian Velea
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Z. Comments
CRYSTAL GLOW
Madhur Veena Comment: Who is she? ? ? ? ? ? ? ? ? ? ? ....You write good!
Margaret Alice Comment: Beautiful, it stikes as heartfelt words and touches the heart, beautiful sentiments, sorry, I repeat myself, but I am delighted. Your poem is like the trinkets I collect to adorn my personal space, pure joy to read, wonderful! Only a beautiful mind can harbour such sentiments, you have a beautiful mind. I am glad you have found someone that inspires you to such heights and that you share it with us, you make the world a mroe wonderful place.
Margaret Alice Comment: Within the context set by the previous poem, “Cosmic Probe”, the description of a lover’s adoration for his beloved becomes a universal ode sung to the abstract values of love, joy and hope personified by light, colours, fragrance and beauty, qualities the poet assigns to his beloved, thus elevating her to the status of an uplifting force because she brings all these qualities to his attention. The poet recognises that these personified values brings him fulfilment and chose the image of a love relationship to illustrate how this comes about; thus a love poem becomes the vehicle to convey spiritual epiphany.
FRAGRANT JASMINE
Margaret Alice Comment: Your words seem to be directed to a divine entity, you seem to be addressing your adoration to a divinity, and it is wonderful to read of such sublime sentiments kindled in a human soul. Mankind is always lifted up by their vision and awareness of divinity, thank you for such pure, clear diction and sharing your awareness of the sublime with us, you have uplifted me so much by this vision you have created!
Margaret Alice Comment: The poet’s words seem to be directed to a divine entity, express adoration to a divinity who is the personification of wonderful qualities which awakens a sense of the sublime in the human soul. An uplifting vision and awareness of uplifting qualities of innocence represented by a beautiful person.
I WENT THERE TO BID HER ADIEU
Kente Lucy Comment: wow great writing, what a way to bid farewell
Margaret Alice Comment: Sensory experience is elevated by its symbolical meaning, your description of the scene shows two souls becoming one and your awareness of the importance of tempory experience as a symbol of the eternal duration of love and companionship - were temporary experience only valid for one moment in time, it would be a sad world, but once it is seen as a symbol of eternal things, it becomes enchanting.
I’M INCOMPLETE WITHOUT YOU
Margaret Alice Comment: You elevate the humnan experience of longing for love to a striving for sublimity in uniting with a beloved person, and this poem is stirring, your style of writing is effective, everything flows together perfectly.
Margaret Alice Comment:
'To a resplendent glow of celestial flow
And two split halves unite never to part.'
Reading your fluent poems is a delight, I have to tear myself away and return to the life of a drudge, but what a treasure trove of jewels you made for the weary soul who needs to contemplate higher ideals from time to time!
IN CELESTIAL WINGS
Margaret Alice Comment: When you describe how you are strengthened by your loved one, it is clear that your inner flame is so strong that you need not fear growing old, your spirit seems to become stronger, you manage to convey this impression by your striking poetry. It is a privilege to read your work.
Obed Dela Cruz Comment: wow.... i remembered will shakespeare.... nice poem!
Margaret Alice Comment: The poet has transcended the barriers of time and space by becoming an image of his beloved and being able to find peace in the joy he confers to his beloved.
'You transcend my limits, transcend my soul, I forget my distress in your thoughts And discover my peace in your joy, For, I’m mere image of you, my beloved.'
Margaret Alice Comment: You are my peace and solace, I know, I am, yours too; A mere flash of your thoughts Enlivens my tired soul And fills me with light, peace and solace, A giant in new world, I become, I rise to divine heights in celestial wings. How I desire to reciprocate To fill you with light and inner strength raise you to divine heights; I must cross over nd hold you in arms, light up your soul, Fill you with strength from my inner core, Wipe away your tears burst out in pure joy How I yearn to instill hope and confidence in you we never part And we shall wait, till time comes right. the flame in my soul always seeks you, you transcend my limits, transcend my soul, I forget my distress in your thoughts And discover my peace in your joy, For, I’m mere image of you, my beloved.
RAGING FIRE
[...] Read more
poem by Praveen Kumar
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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;
[...] Read more
poem by Charles Churchill
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Catholic Contradictions
This Poem will speak to Peter,
Of the priest and the folly,
This poem doubts not the sincerity of true worshipers,
It will speak to the cult, the club, their Peter, the images of idolatry
This poem will address the indoctrination, the assumptions and contradictions,
This poem will expose and explode,
This poem will speak of the council of Valencia and the “forbidden book”
This poem will speak of the mass “hoc est enim corpus meum'
And the continuous re-enactment of the Death of Jesus
This poem will smite the conscience, rend the hearts, and heal the willing
This poem will speak of purgatory
Of priesthood
Of indulgences
Of penance
Of confessions and the “confessors”
Of papal decrees
And of the mortal and venial sins,
This Poem, this poem will speak of the “Virgin Mary” and the harlot,
This poem will confirm the marriage of Christ’s Peter
Of the Roman Universal contradictions and papal infallibility
This poem will speak of the assurance of salvation
And the curse of the Council of Trent
This poem will speak of the “Arian heresy”
Of “Cyprian and the lapsed”
Of the works of “Athanasius Contra Mundum”
Of Athanasius to the Bishop of Egypt
This poem will speak of the incarnation of the divine word
Orations against the Arians and against Apollinaris
This poem will speak of John Chrysostom, (golden mouth)
This poem will speak of his ethical applications and the trouble with the emperor’s wife
This poem will speak of Augustine and his forgotten works,
“In the spirit and the letter”, “Confession”, the “city of God “
The battle against the “Donatist” “Manichean” The “Arians” the “Pelagians”
This poem will speak of the Theology of “Anselm”
Of “Thomas Aquinas” and the Sum of Theology
This poem will talk of the “council of Nicea”
This poem will speak of Constantine and his cross of battle
The grandeur of “St Peter’s Basilica” the glory of man void of God’s presence
This poem will speak of the “Patriarchal City” and the protagonist
This poem will be persecuted, burnt, torn and ridiculed
This poem will never be read by Catholics,
It will not be verified to see the deception of Rome and the Pope,
This poem can read your mind, how you think Pope can never do wrong
This poem sees your bent determination to resist Truth
This poem will talk of Martin Luther, Ulrich Zwingli and John Calvin
This poem will be rejected by America, Britain, France, Russian, and Africa
This poem must be hated, by worshiper of Dead Mary and his statue
This poem will be scorned and attacked
This poem will bring shame to the writer; he will be sick or insane in the mind of the readers
This poem will not be read in Jerusalem, Rome, Alexandria, and Antioch,
[...] Read more
poem by Macaulay Akinbami
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Sola Christos, Sola Scriptura, Sola Gracious, Sola Fide' and the Priesthood
This Poem will speak to Peter,
Of the priest and the folly,
This poem doubts not the sincerity of true worshipers,
It will speak to the cult, the club, their Peter, the images of idolatry
This poem will address the indoctrination, the assumptions and contradictions,
This poem will expose and explode,
This poem will speak of the council of Valencia and the “forbidden book”
This poem will speak of the mass “hoc est enim corpus meum'
And the continuous re-enactment of the Death of Jesus
This poem will smite the conscience, rend the hearts, and heal the willing
This poem will speak of purgatory
Of priesthood
Of indulgences
Of penance
Of confessions and the “confessors”
Of papal decrees
And of the mortal and venial sins,
This Poem, this poem will speak of the “Virgin Mary” and the harlot,
This poem will confirm the marriage of Christ’s Peter
Of the Roman Universal contradictions and papal infallibility
This poem will speak of the assurance of salvation
And the curse of the Council of Trent
This poem will speak of the “Arian heresy”
Of “Cyprian and the lapsed”
Of the works of “Athanasius Contra Mundum”
Of Athanasius to the Bishop of Egypt
This poem will speak of the incarnation of the divine word
Orations against the Arians and against Apollinaris
This poem will speak of John Chrysostom, (golden mouth)
This poem will speak of his ethical applications and the trouble with the emperor’s wife
This poem will speak of Augustine and his forgotten works,
“In the spirit and the letter”, “Confession”, the “city of God “
The battle against the “Donatist” “Manichean” The “Arians” the “Pelagians”
This poem will speak of the Theology of “Anselm”
Of “Thomas Aquinas” and the Sum of Theology
This poem will talk of the “council of Nicea”
This poem will speak of Constantine and his cross of battle
The grandeur of “St Peter’s Basilica” the glory of man void of God’s presence
This poem will speak of the “Patriarchal City” and the protagonist
This poem will be persecuted, burnt, torn and ridiculed
This poem will never be read by Catholics,
It will not be verified to see the deception of Rome and the Pope,
This poem can read your mind, how you think Pope can never do wrong
This poem sees your bent determination to resist Truth
This poem will talk of Martin Luther, Ulrich Zwingli and John Calvin
This poem will be rejected by America, Britain, France, Russian, and Africa
This poem must be hated, by worshiper of Dead Mary and his statue
This poem will be scorned and attacked
This poem will bring shame to the writer; he will be sick or insane in the mind of the readers
This poem will not be read in Jerusalem, Rome, Alexandria, and Antioch,
[...] Read more
poem by Macaulay Akinbami
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The Dream
'TWAS summer eve; the changeful beams still play'd
On the fir-bark and through the beechen shade;
Still with soft crimson glow'd each floating cloud;
Still the stream glitter'd where the willow bow'd;
Still the pale moon sate silent and alone,
Nor yet the stars had rallied round her throne;
Those diamond courtiers, who, while yet the West
Wears the red shield above his dying breast,
Dare not assume the loss they all desire,
Nor pay their homage to the fainter fire,
But wait in trembling till the Sun's fair light
Fading, shall leave them free to welcome Night!
So when some Chief, whose name through realms afar
Was still the watchword of succesful war,
Met by the fatal hour which waits for all,
Is, on the field he rallied, forced to fall,
The conquerors pause to watch his parting breath,
Awed by the terrors of that mighty death;
Nor dare the meed of victory to claim,
Nor lift the standard to a meaner name,
Till every spark of soul hath ebb'd away,
And leaves what was a hero, common clay.
Oh! Twilight! Spirit that dost render birth
To dim enchantments; melting Heaven with Earth,
Leaving on craggy hills and rumning streams
A softness like the atmosphere of dreams;
Thy hour to all is welcome! Faint and sweet
Thy light falls round the peasant's homeward feet,
Who, slow returning from his task of toil,
Sees the low sunset gild the cultured soil,
And, tho' such radliance round him brightly glows,
Marks the small spark his cottage window throws.
Still as his heart forestals his weary pace,
Fondly he dreams of each familiar face,
Recalls the treasures of his narrow life,
His rosy children, and his sunburnt wife,
To whom his coming is the chief event
Of simple days in cheerful labour spent.
The rich man's chariot hath gone whirling past,
And those poor cottagers have only cast
One careless glance on all that show of pride,
Then to their tasks turn'd quietly aside;
But him they wait for, him they welcome home,
Fond sentinels look forth to see him come;
The fagot sent for when the fire grew dim,
The frugal meal prepared, are all for him;
For him the watching of that sturdy boy,
[...] Read more
poem by Caroline Elizabeth Sarah Norton
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Canto the First
I
I want a hero: an uncommon want,
When every year and month sends forth a new one,
Till, after cloying the gazettes with cant,
The age discovers he is not the true one;
Of such as these I should not care to vaunt,
I'll therefore take our ancient friend Don Juan—
We all have seen him, in the pantomime,
Sent to the devil somewhat ere his time.
II
Vernon, the butcher Cumberland, Wolfe, Hawke,
Prince Ferdinand, Granby, Burgoyne, Keppel, Howe,
Evil and good, have had their tithe of talk,
And fill'd their sign posts then, like Wellesley now;
Each in their turn like Banquo's monarchs stalk,
Followers of fame, "nine farrow" of that sow:
France, too, had Buonaparté and Dumourier
Recorded in the Moniteur and Courier.
III
Barnave, Brissot, Condorcet, Mirabeau,
Petion, Clootz, Danton, Marat, La Fayette,
Were French, and famous people, as we know:
And there were others, scarce forgotten yet,
Joubert, Hoche, Marceau, Lannes, Desaix, Moreau,
With many of the military set,
Exceedingly remarkable at times,
But not at all adapted to my rhymes.
IV
Nelson was once Britannia's god of war,
And still should be so, but the tide is turn'd;
There's no more to be said of Trafalgar,
'T is with our hero quietly inurn'd;
Because the army's grown more popular,
At which the naval people are concern'd;
Besides, the prince is all for the land-service,
Forgetting Duncan, Nelson, Howe, and Jervis.
V
Brave men were living before Agamemnon
And since, exceeding valorous and sage,
A good deal like him too, though quite the same none;
But then they shone not on the poet's page,
And so have been forgotten:—I condemn none,
But can't find any in the present age
Fit for my poem (that is, for my new one);
So, as I said, I'll take my friend Don Juan.
[...] Read more
poem by Byron from Don Juan (1824)
Added by Veronica Serbanoiu
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The Bride of Abydos
"Had we never loved so kindly,
Had we never loved so blindly,
Never met or never parted,
We had ne'er been broken-hearted." — Burns
TO
THE RIGHT HONOURABLE LORD HOLLAND,
THIS TALE IS INSCRIBED,
WITH EVERY SENTIMENT OF REGARD AND RESPECT,
BY HIS GRATEFULLY OBLIGED AND SINCERE FRIEND,
BYRON.
THE BRIDE OF ABYDOS
CANTO THE FIRST.
I.
Know ye the land where cypress and myrtle
Are emblems of deeds that are done in their clime,
Where the rage of the vulture, the love of the turtle,
Now melt into sorrow, now madden to crime?
Know ye the land of the cedar and vine,
Where the flowers ever blossom, the beams ever shine;
Where the light wings of Zephyr, oppress'd with perfume,
Wax faint o'er the gardens of Gúl in her bloom; [1]
Where the citron and olive are fairest of fruit,
And the voice of the nightingale never is mute;
Where the tints of the earth, and the hues of the sky,
In colour though varied, in beauty may vie,
And the purple of Ocean is deepest in dye;
Where the virgins are soft as the roses they twine,
And all, save the spirit of man, is divine?
'Tis the clime of the East; 'tis the land of the Sun —
Can he smile on such deeds as his children have done? [2]
Oh! wild as the accents of lovers' farewell
Are the hearts which they bear, and the tales which they tell.
II.
Begirt with many a gallant slave,
Apparell'd as becomes the brave,
Awaiting each his lord's behest
To guide his steps, or guard his rest,
[...] Read more
Better Luck Next Time
Black is for the nighttime
Preys upon the day
Red is for the blood that flows like rivers in our veins
Gray is for betrayal
What you did to me
White is for the blinding light
That I know Ill never see, know Ill never see
Found you in the gutter
You needed tenderness
I gave you everything I had
I gave you all my trust
Handed out so neatly
Caught me in your trap
When I needed you the most
You stab me in the back, stab me in the back
Better luck, better luck, better luck next time
If you do it once therell never be a second time
Better luck, better luck, better luck next time
Find somebody else, youre never gonna be mine
How do you find the nerve
To lie right to me face
How do you find the nerve
Black is for the nighttime
Preys upon the day
Red is for the blood that flows like rivers in our veins
I try and find excuses
For what you did to me
Cant forget that burning rage
When I wake up thinking of your face
For the blinding swiftness of revenge
That I know Ill never see, know Ill never see
Better luck, better luck, better luck next time
If you do it once therell never be a second time
Better luck, better luck, better luck next time
Find somebody else, youre never gonna be mine
Better luck, better luck, better luck next time (better luck, better luck)
Better luck, better luck, better luck next time (better luck, better luck)
How do you find the nerve
To lie right to me face
How did you find the nerve
Better luck, better luck, better luck next time (better luck, better luck)
Better luck, better luck, better luck next time (better luck, better luck)
Better luck, better luck, better luck next time (better luck, better luck)
song performed by Oingo Boingo
Added by Lucian Velea
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The Forest Sanctuary - Part I.
I.
The voices of my home!-I hear them still!
They have been with me through the dreamy night-
The blessed household voices, wont to fill
My heart's clear depths with unalloy'd delight!
I hear them still, unchang'd:-though some from earth
Are music parted, and the tones of mirth-
Wild, silvery tones, that rang through days more bright!
Have died in others,-yet to me they come,
Singing of boyhood back-the voices of my home!
II.
They call me through this hush of woods, reposing
In the grey stillness of the summer morn,
They wander by when heavy flowers are closing,
And thoughts grow deep, and winds and stars are born;
Ev'n as a fount's remember'd gushings burst
On the parch'd traveller in his hour of thirst,
E'en thus they haunt me with sweet sounds, till worn
By quenchless longings, to my soul I say-
Oh! for the dove's swift wings, that I might flee away,
III.
And find mine ark!-yet whither?-I must bear
A yearning heart within me to the grave.
I am of those o'er whom a breath of air-
Just darkening in its course the lake's bright wave,
And sighing through the feathery canes -hath power
To call up shadows, in the silent hour,
From the dim past, as from a wizard's cave!-
So must it be!-These skies above me spread,
Are they my own soft skies?-Ye rest not here, my dead!
IV.
Ye far amidst the southern flowers lie sleeping,
Your graves all smiling in the sunshine clear,
Save one!-a blue, lone, distant main is sweeping
High o'er one gentle head-ye rest not here!-
'Tis not the olive, with a whisper swaying,
Not thy low ripplings, glassy water, playing
Through my own chesnut groves, which fill mine ear;
But the faint echoes in my breast that dwell,
And for their birth-place moan, as moans the ocean-shell.
V.
Peace!-I will dash these fond regrets to earth,
Ev'n as an eagle shakes the cumbering rain
From his strong pinion. Thou that gav'st me birth,
And lineage, and once home,-my native Spain!
My own bright land-my father's land-my child's!
[...] Read more
poem by Felicia Dorothea Hemans
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Never, Ever And Luck
never, ever and luck never, ever and luck never, ever and luck never, ever and luck
never, ever and luck never, ever and luck never, ever and luck never, ever and luck
never, ever and luck never, ever and luck never, ever and luck never, ever and luck
never, ever and luck never, ever and luck never, ever and luck never, ever and luck
never, ever and luck never, ever and luck never, ever and luck never, ever and luck
never, ever and luck never, ever and luck never, ever and luck never, ever and luck
never, ever and luck never, ever and luck never, ever and luck never, ever and luck
never, ever and luck never, ever and luck never, ever and luck never, ever and luck
never, ever and luck never, ever and luck never, ever and luck never, ever and luck
prayers are answered
need repetitions
poem by Nyein Way
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The Victories Of Love. Book II
I
From Jane To Her Mother
Thank Heaven, the burthens on the heart
Are not half known till they depart!
Although I long'd, for many a year,
To love with love that casts out fear,
My Frederick's kindness frighten'd me,
And heaven seem'd less far off than he;
And in my fancy I would trace
A lady with an angel's face,
That made devotion simply debt,
Till sick with envy and regret,
And wicked grief that God should e'er
Make women, and not make them fair.
That he might love me more because
Another in his memory was,
And that my indigence might be
To him what Baby's was to me,
The chief of charms, who could have thought?
But God's wise way is to give nought
Till we with asking it are tired;
And when, indeed, the change desired
Comes, lest we give ourselves the praise,
It comes by Providence, not Grace;
And mostly our thanks for granted pray'rs
Are groans at unexpected cares.
First Baby went to heaven, you know,
And, five weeks after, Grace went, too.
Then he became more talkative,
And, stooping to my heart, would give
Signs of his love, which pleased me more
Than all the proofs he gave before;
And, in that time of our great grief,
We talk'd religion for relief;
For, though we very seldom name
Religion, we now think the same!
Oh, what a bar is thus removed
To loving and to being loved!
For no agreement really is
In anything when none's in this.
Why, Mother, once, if Frederick press'd
His wife against his hearty breast,
The interior difference seem'd to tear
My own, until I could not bear
The trouble. 'Twas a dreadful strife,
And show'd, indeed, that faith is life.
He never felt this. If he did,
I'm sure it could not have been hid;
For wives, I need not say to you,
[...] Read more
poem by Coventry Patmore
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Wat Tyler - Act III
ACT III.
SCENE—SMITHFIELD.
PIERS (meeting JOHN BALL.)
You look disturb'd, my father?
JOHN BALL.
Piers, I am so.
Jack Straw has forced the Tower: seized the Archbishop,
And beheaded him.
PIERS.
The curse of insurrection!
JOHN BALL.
Aye, Piers! our nobles level down their vassals—
Keep them at endless labour like their brutes,
Degrading every faculty by servitude:
Repressing all the energy of the mind.
We must not wonder then, that like wild beasts,
When they have burst their chains, with brutal rage
They revenge them on their tyrants.
PIERS.
This Archbishop!
He was oppressive to his humble vassals:
Proud, haughty, avaricious.—
JOHN BALL.
A true high-priest!
Preaching humility with his mitre on!
Praising up alms and Christian charity
Even whilst his unforgiving hand distress'd
His honest tenants.
[...] Read more
poem by Robert Southey
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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:
[...] Read more
poem by Byron from Don Juan (1824)
Added by Veronica Serbanoiu
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Cadenus And Vanessa
THE shepherds and the nymphs were seen
Pleading before the Cyprian Queen.
The counsel for the fair began
Accusing the false creature, man.
The brief with weighty crimes was charged,
On which the pleader much enlarged:
That Cupid now has lost his art,
Or blunts the point of every dart;
His altar now no longer smokes;
His mother's aid no youth invokes—
This tempts free-thinkers to refine,
And bring in doubt their powers divine,
Now love is dwindled to intrigue,
And marriage grown a money-league.
Which crimes aforesaid (with her leave)
Were (as he humbly did conceive)
Against our Sovereign Lady's peace,
Against the statutes in that case,
Against her dignity and crown:
Then prayed an answer and sat down.
The nymphs with scorn beheld their foes:
When the defendant's counsel rose,
And, what no lawyer ever lacked,
With impudence owned all the fact.
But, what the gentlest heart would vex,
Laid all the fault on t'other sex.
That modern love is no such thing
As what those ancient poets sing;
A fire celestial, chaste, refined,
Conceived and kindled in the mind,
Which having found an equal flame,
Unites, and both become the same,
In different breasts together burn,
Together both to ashes turn.
But women now feel no such fire,
And only know the gross desire;
Their passions move in lower spheres,
Where'er caprice or folly steers.
A dog, a parrot, or an ape,
Or some worse brute in human shape
Engross the fancies of the fair,
The few soft moments they can spare
From visits to receive and pay,
From scandal, politics, and play,
From fans, and flounces, and brocades,
From equipage and park-parades,
From all the thousand female toys,
From every trifle that employs
The out or inside of their heads
[...] Read more
poem by Jonathan Swift
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Glad All Over
You say that you love me, all of the time
You say that you need me, and you'll always be mine
I'm feelin'... glad all over (yes I'm)
Glad all over
Glad all over, so glad you're mine
I'll make you happy
You'll never be through
You have no sorrow
'Cause you'll always be true
I'm feelin'... glad all over (yes I'm)
Glad all over (ma, mama)
Glad all over, so glad you're mine
All the girls, they try to take me away
But you know, it's by your side I'll always stay...
I'll always stay (whoa yeah)
Oh, I'm feelin'... glad all over (yes I'm)
Glad all over (ma, mama)
Glad all over, so glad you mine
I'll over last love, till the end of time
Because it's love, it's all yours to claim
I'm feelin'... glad all over (yes I'm)
Glad all over (ma, mama)
Glad all over, so glad you're mine
All the girls, they try to take me away
But you know, it's by your side I'll always stay...
I'll always stay (whoa yeah)
I'm feelin'... glad all over (yes I'm)
Glad all over
Glad all over, so glad you're mine
I'm feelin'... glad all over (Mama I'ma)
Glad all over (yes I'm)
Glad all over, so glad you're mine
I'm fellin' glad glad glad (oh yeah)
Glad glad glad (Ooo, ooo, yeah)
Glad glad glad (oh yeah)
Glad glad glad (I know)
Glad glad glad (Ooo, ooo, yeah)
Glad glad (Ooo, whoooo)
song performed by Quiet Riot
Added by Lucian Velea
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