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In Brief - A Lifetime's Work

First a teacher and
A lecturer
In French and in Spanish
In Durham

Then a lecturer
In charge of
Modern Languages
In Harrogate

Thirdly a curate
Also in Harrogate
In charge of nothing
But praying for everyone

Fourthly a roving priest
In Salta, Northern Argentina
Fifthly, a Vicar
Of San Salvador in Buenos Aires

Sixthly a school chaplain
In two different schools
Then a priest in charge
Of two different Churches

Finally, a welcome rest
In retirement in Kenilworth
In a bungalow in a close
In peace and in quietness

poem by James Hart
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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,

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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VII. Pompilia

I am just seventeen years and five months old,
And, if I lived one day more, three full weeks;
'T is writ so in the church's register,
Lorenzo in Lucina, all my names
At length, so many names for one poor child,
—Francesca Camilla Vittoria Angela
Pompilia Comparini,—laughable!
Also 't is writ that I was married there
Four years ago: and they will add, I hope,
When they insert my death, a word or two,—
Omitting all about the mode of death,—
This, in its place, this which one cares to know,
That I had been a mother of a son
Exactly two weeks. It will be through grace
O' the Curate, not through any claim I have;
Because the boy was born at, so baptized
Close to, the Villa, in the proper church:
A pretty church, I say no word against,
Yet stranger-like,—while this Lorenzo seems
My own particular place, I always say.
I used to wonder, when I stood scarce high
As the bed here, what the marble lion meant,
With half his body rushing from the wall,
Eating the figure of a prostrate man—
(To the right, it is, of entry by the door)
An ominous sign to one baptized like me,
Married, and to be buried there, I hope.
And they should add, to have my life complete,
He is a boy and Gaetan by name—
Gaetano, for a reason,—if the friar
Don Celestine will ask this grace for me
Of Curate Ottoboni: he it was
Baptized me: he remembers my whole life
As I do his grey hair.

All these few things
I know are true,—will you remember them?
Because time flies. The surgeon cared for me,
To count my wounds,—twenty-two dagger-wounds,
Five deadly, but I do not suffer much—
Or too much pain,—and am to die to-night.

Oh how good God is that my babe was born,
—Better than born, baptized and hid away
Before this happened, safe from being hurt!
That had been sin God could not well forgive:
He was too young to smile and save himself.
When they took two days after he was born,
My babe away from me to be baptized
And hidden awhile, for fear his foe should find,—

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Eva And Magaldi/Eva Beware Of The City

Eva: To think that a man as famous as you are
Could love a poor little nothing like me
I wanna be a part of B.A. Buenos Aires
Big Apple

Chorus: She wants to be a part of B.A. Buenos Aires
Big Apple

Che: Just listen to that
They're on to you Magaldi
I'd get out while you can

Eva: It's happened at last
I'm starting to get started
I'm moving out with my man

Magaldi: Now Eva don't get carried away

Eva: Monotony past suburbia departed
Who could ever be fond of the back of beyond

Magaldi: Don't hear words that I didn't say

Chorus: What's that
You'd desert the girl you love

Magaldi: The girl I love
What are you talking about

Juan: She really brightened up your out of town engagement

Chorus: She gave you all she had
She wasn't in your contract
You must be quite relieved that no one's told the papers
So far

Eva: I wanna be a part of B.A. Buenos Aires
Big Apple
Would I have done what I did
If I hadn't thought
If I hadn't known we would stay together

Juan: Seems to me there's no point in resisting
She's made up her mind you've no choice
Why don't you be the man who discovered her
You'll never be remembered for your voice

Magaldi: The city can be paradise for those who have the cash
The class and the connections what you need to make a splash
The likes of you get swept up in the morning with the trash

[...] Read more

song performed by Madonna from Evita Soundtrack (Part 1)
Added by Lucian Velea
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A New Argentina

Peron: Dice are rolling the knives are out
Would be presidents are all around
I don't say they mean harm but they'd each give an arm
To see us six feet underground

Eva: It doesn't matter what those morons say
Our nation's leaders are a feeble crew
There's only 20 of them anyway
What is 20 next to millions who are looking to you

All you have to do is sit and wait
Keeping out of everybody's way
We'll-you'll be handed power on a plate
When the ones who matter have their say
And with chaos installed
You can reluctantly agree to be called

Peron: There again we could be foolish not to quit while we're ahead
For distance lends enchantment and that is why
All exiles are distinguished more important they're not dead
I could find job satisfaction in Paraguay

Eva: This is crazy defeatest talk
Why commit political suicide
There's no risk there's no call for any action at all
When you have unions on your side

People of Argentina: A new Argentina the chains of the masses untied
A new Argentina the voice of the people cannot be denied

Eva: There is only one man who can lead any worker's regime
He lives for your problems he shares your ideals and your dream
He supports you for he loves you understands you in one of you
If not how could he love me

People of Argentina: A new Argentina the worker's battle song
A new Argentina the voice of the people rings out loud and long

Eva: Now I am a worker I've suffered the way that you do
I've been unemployed and I've starved and I've hated it too
But I found my salvation in Peron may the nation
Let him save them as he saved me

People of Argentina: A new Argentina a new age about to begin
A new Argentina we face the world together no dissent within

Peron: There again we could be foolish not to quit while we're ahead
I can see us many miles away inactive
Sipping cocktails on a terrace taking breakfast in bed
Sleeping easy doing nothing it's attractive

[...] Read more

song performed by Madonna from Evita Soundtrack (Part 1)
Added by Lucian Velea
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III. The Other Half-Rome

Another day that finds her living yet,
Little Pompilia, with the patient brow
And lamentable smile on those poor lips,
And, under the white hospital-array,
A flower-like body, to frighten at a bruise
You'd think, yet now, stabbed through and through again,
Alive i' the ruins. 'T is a miracle.
It seems that, when her husband struck her first,
She prayed Madonna just that she might live
So long as to confess and be absolved;
And whether it was that, all her sad life long
Never before successful in a prayer,
This prayer rose with authority too dread,—
Or whether, because earth was hell to her,
By compensation, when the blackness broke
She got one glimpse of quiet and the cool blue,
To show her for a moment such things were,—
Or else,—as the Augustinian Brother thinks,
The friar who took confession from her lip,—
When a probationary soul that moved
From nobleness to nobleness, as she,
Over the rough way of the world, succumbs,
Bloodies its last thorn with unflinching foot,
The angels love to do their work betimes,
Staunch some wounds here nor leave so much for God.
Who knows? However it be, confessed, absolved,
She lies, with overplus of life beside
To speak and right herself from first to last,
Right the friend also, lamb-pure, lion-brave,
Care for the boy's concerns, to save the son
From the sire, her two-weeks' infant orphaned thus,
And—with best smile of all reserved for him—
Pardon that sire and husband from the heart.
A miracle, so tell your Molinists!

There she lies in the long white lazar-house.
Rome has besieged, these two days, never doubt,
Saint Anna's where she waits her death, to hear
Though but the chink o' the bell, turn o' the hinge
When the reluctant wicket opes at last,
Lets in, on now this and now that pretence,
Too many by half,—complain the men of art,—
For a patient in such plight. The lawyers first
Paid the due visit—justice must be done;
They took her witness, why the murder was.
Then the priests followed properly,—a soul
To shrive; 't was Brother Celestine's own right,
The same who noises thus her gifts abroad.
But many more, who found they were old friends,
Pushed in to have their stare and take their talk

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Green Spanish Eyes

Ah Consuela! Surveying vast vistas for visions of green Spanish eyes,
I discern them again where she left me back then, when we kissed as she parted, my friend.
So I'm daring to tread towards the klieg lights ahead, where I'll wait and I'll watch her ascend.

Ah Consuela! I'm watching, she teases the mirror with green Spanish eyes;
Her serape entangles her ebony bangles like lace on the sorcerer's looms,
And her capes of the night, she drapes tight to excite, and her fan is embellished with plumes.

Ah Consuela! I'm watching as spectators savour her green Spanish eyes;
Taming wild concertinas, the dark ballerina performs on the concert hall stage,
But she shies from the sound of ovation unbound like a timorous bird in a cage.

Ah Consuela! I'm watching, she quickens the pit with her green Spanish eyes,
As the cymbals shake, clashing, the floodlights wake, flashing, igniting the wild fireflies,
And the piccolo piper's inviting the vipers to coil in the cold caldron skies.

Ah Consuela! I'm watching the shimmering shadows in green Spanish eyes
As I rise from my chair and converge to the stair with a hesitant sip of my wine.
Though she doesn't deny me, she wanders right by me with neither a look nor a sign.

Ah Consuela! I'm watching, she waves to the stage with her green Spanish eyes,
(For her senses scoff, scorning the biblical warning of kisses of Judas that sting,
With her pierced ears defeating the echoes repeating) and smiles at the bluebird that sings.

Ah Consuela! I'm watching faint embers a' stir in her green Spanish eyes,
For a soft spoken stranger enveloping danger has captured the rhyme in the room
As he slips into sight through the scent of the night and the breath of her heavy perfume.

Ah Consuela! I'm watching, she gauges his guise through her green Spanish eyes
- From his gypsy-like mane, to his diamond stud cane, to the raven engraved on his vest -
For a faraway form, a tempestuous storm, lurks and heaves neath the cleav'e of her breasts.

Ah Consuela! I'm watching the caravels cruise in her green Spanish eyes;
With the castanets clacking upon the deck cracking, he whips 'round his cloak with a whiz
And without sacrificing, at mien so enticing, she floats with her face facing his.

Ah Consuela! I'm watching, the vertigo veiling her green Spanish eyes,
While the drumbeat pounds, droning, the rhythm sounds, moaning, of jungles Jamaican entwined
In the valleys concealing the vineyards revealing the vaults in the caves of her mind.

Ah Consuela! I'm watching, while carnivals call to her green Spanish eyes,
And with paused palpitations the tom-tom temptations come taunting her tremulous feet
With her toe tips a' tingle while jute boxes jingle for jesters that jive on the street.

Ah Consuela! I'm watching, she rides with the tides in her green Spanish eyes,
And her silhouette's travelling on ripples unravelling and shaking the shivering shores,
As she strides from the light to the taste of the night through the candlelit cabaret doors.

Ah Consuela! I'm watching, she dances till dawn with her green Spanish eyes,
With her movements adorning a trickle of morning as sipped by the mouth of the moon,

[...] Read more

poem by Terry O'Leary
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.

INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .

In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .

In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .

NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.

Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .

TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.

The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.

Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.

A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.

SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .

There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .

CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.

LIST OF REFERENCES.

Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.

Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139

Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14

Harris, S. (1999) . Careers education: contesting policy and practice. Sage

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poem by Innocent Masina Nkhonyo
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The Brothers

'These Tourists, heaven preserve us! needs must live
A profitable life: some glance along,
Rapid and gay, as if the earth were air,
And they were butterflies to wheel about
Long as the summer lasted: some, as wise,
Perched on the forehead of a jutting crag,
Pencil in hand and book upon the knee,
Will look and scribble, scribble on and look,
Until a man might travel twelve stout miles,
Or reap an acre of his neighbour's corn.
But, for that moping Son of Idleness,
Why can he tarry 'yonder'?--In our churchyard
Is neither epitaph nor monument,
Tombstone nor name--only the turf we tread
And a few natural graves.'
To Jane, his wife,
Thus spake the homely Priest of Ennerdale.
It was a July evening; and he sate
Upon the long stone-seat beneath the eaves
Of his old cottage,--as it chanced, that day,
Employed in winter's work. Upon the stone
His wife sate near him, teasing matted wool,
While, from the twin cards toothed with glittering wire,
He fed the spindle of his youngest child,
Who, in the open air, with due accord
Of busy hands and back-and-forward steps,
Her large round wheel was turning. Towards the field
In which the Parish Chapel stood alone,
Girt round with a bare ring of mossy wall,
While half an hour went by, the Priest had sent
Many a long look of wonder: and at last,
Risen from his seat, beside the snow-white ridge
Of carded wool which the old man had piled
He laid his implements with gentle care,
Each in the other locked; and, down the path
That from his cottage to the church-yard led,
He took his way, impatient to accost
The Stranger, whom he saw still lingering there.
'Twas one well known to him in former days,
A Shepherd-lad; who ere his sixteenth year
Had left that calling, tempted to entrust
His expectations to the fickle winds
And perilous waters; with the mariners
A fellow-mariner;--and so had fared
Through twenty seasons; but he had been reared
Among the mountains, and he in his heart
Was half a shepherd on the stormy seas.
Oft in the piping shrouds had Leonard heard
The tones of waterfalls, and inland sounds
Of caves and trees:--and, when the regular wind

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poem by William Wordsworth
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Soccer Under 20

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poem by Rwetewrt Erwtwer
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The Progress Of A Divine: Satire

All priests are not the same, be understood!
Priests are, like other folks, some bad, some good.
What's vice or virtue, sure admits no doubt;
Then, clergy, with church mission, or without;
When good, or bad, annex we to your name,
The greater honour, or the greater shame.

Mark how a country Curate once could rise;
Tho' neither learn'd, nor witty, good, nor wise!
Of innkeeper, or butcher, if begot,
At Cam or Isis bred, imports it not.
A Servitor he was-Of hall, or college?
Ask not-to neither credit is his knowledge.

Four years, thro' foggy ale, yet made him see,
Just his neck-verse to read, and take degree.
A gown, with added sleeves, he now may wear;
While his round cap transforms into a square.
Him, quite unsconc'd, the butt'ry book shall own;
At pray'rs, tho' ne'er devout, so constant known.
Let testimonials then his worth disclose!
He gains a cassock, beaver and a rose.
A Curate now, his furniture review!
A few old sermons, and a bottle-screw.
A Curate?-Where? His name (cries one) recite!
Or tell me this-Is pudding his delight?
Why, our's loves pudding-Does he so?-'tis he!
A Servitor;-Sure Curl will find a key.

His Alma Mater now he quite forsakes;
She gave him one degree, and two he takes.
He now the hood and sleeve of Master wears;
Doctor! (quoth they)-and lo! a scarf he bears!
A swelling, russling, glossy scarf! yet he,
By peer unqualify'd, as by degree.

This Curate learns church-dues, and law to tease,
When time shall serve, for tithes, and surplice-fees;
When 'scapes some portion'd girl from guardian's pow'r,
He the snug licence gets for nuptual hour;
And rend'ring vain her parent's prudent cares,
To sharper weds her, and with sharper shares.
Let babes of poverty convulsive lie;
No bottle waits, tho' babes unsprinkled die.
Half-office serves the fun'ral, if it bring
No hope of scarf, or hatband, gloves, or ring.

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poem by Richard Savage
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Time Is An Ocean

Sal
I speak to you in jesuss name
As jesus speaks through me,
The evil we do cant be blamed upon our destiny
I have walked through the valley of death-row to the shore
I have stumbled through silvery water to my savior, my salvador!
Salvador
It took me four years to learn
I was in prison not in church.
And two more to begin the book of my souls search.
Sal & salvador
Time is an ocean of endless tears
Sal
A wild boy from the streets of el barrio
An orphan from the hills of mayagez
Salvador
And when I wrote my story
The words flew from the page
And my soul in solitary
Escaped its iron cage.
Sal & salvador
Time is an ocean of endless tears
Sal
Mama, I got your letter today
The next time that you write Ill be transferred far away.
Im leaving greenhavens towers of stone
Where the latin population will soon be minus one.
Salvador
Time is an ocean of endless tears.
Sal
I know how hard its been for you these many years,
You say the aguinaldo makes you dream of home
Where once we strolled the beach at el malecon
Go back dont you worry, I am your grown-up son.
Salvador
The politics of prison are a mirror of the street.
The poor endure oppression
The police control the state.
Correctional facility
Thats what they call this place
But look around and you will see
The politics of race.
Sal
A forest and a prison
Where the snow and guards are white
Salvador
If you want to keep your sanity
Youll teach yourself to write.
You were a child of sixteen
With a twelve-year-old mind

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song performed by Paul Simon
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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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II. Half-Rome

What, you, Sir, come too? (Just the man I'd meet.)
Be ruled by me and have a care o' the crowd:
This way, while fresh folk go and get their gaze:
I'll tell you like a book and save your shins.
Fie, what a roaring day we've had! Whose fault?
Lorenzo in Lucina,—here's a church
To hold a crowd at need, accommodate
All comers from the Corso! If this crush
Make not its priests ashamed of what they show
For temple-room, don't prick them to draw purse
And down with bricks and mortar, eke us out
The beggarly transept with its bit of apse
Into a decent space for Christian ease,
Why, to-day's lucky pearl is cast to swine.
Listen and estimate the luck they've had!
(The right man, and I hold him.)

Sir, do you see,
They laid both bodies in the church, this morn
The first thing, on the chancel two steps up,
Behind the little marble balustrade;
Disposed them, Pietro the old murdered fool
To the right of the altar, and his wretched wife
On the other side. In trying to count stabs,
People supposed Violante showed the most,
Till somebody explained us that mistake;
His wounds had been dealt out indifferent where,
But she took all her stabbings in the face,
Since punished thus solely for honour's sake,
Honoris causâ, that's the proper term.
A delicacy there is, our gallants hold,
When you avenge your honour and only then,
That you disfigure the subject, fray the face,
Not just take life and end, in clownish guise.
It was Violante gave the first offence,
Got therefore the conspicuous punishment:
While Pietro, who helped merely, his mere death
Answered the purpose, so his face went free.
We fancied even, free as you please, that face
Showed itself still intolerably wronged;
Was wrinkled over with resentment yet,
Nor calm at all, as murdered faces use,
Once the worst ended: an indignant air
O' the head there was—'t is said the body turned
Round and away, rolled from Violante's side
Where they had laid it loving-husband-like.
If so, if corpses can be sensitive,
Why did not he roll right down altar-step,
Roll on through nave, roll fairly out of church,
Deprive Lorenzo of the spectacle,

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poem by Robert Browning from The Ring and the Book
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IX. Juris Doctor Johannes-Baptista Bottinius, Fisci et Rev. Cam. Apostol. Advocatus

Had I God's leave, how I would alter things!
If I might read instead of print my speech,—
Ay, and enliven speech with many a flower
Refuses obstinate to blow in print,
As wildings planted in a prim parterre,—
This scurvy room were turned an immense hall;
Opposite, fifty judges in a row;
This side and that of me, for audience—Rome:
And, where yon window is, the Pope should hide—
Watch, curtained, but peep visibly enough.
A buzz of expectation! Through the crowd,
Jingling his chain and stumping with his staff,
Up comes an usher, louts him low, "The Court
"Requires the allocution of the Fisc!"
I rise, I bend, I look about me, pause
O'er the hushed multitude: I count—One, two—

Have ye seen, Judges, have ye, lights of law,—
When it may hap some painter, much in vogue
Throughout our city nutritive of arts,
Ye summon to a task shall test his worth,
And manufacture, as he knows and can,
A work may decorate a palace-wall,
Afford my lords their Holy Family,—
Hath it escaped the acumen of the Court
How such a painter sets himself to paint?
Suppose that Joseph, Mary and her Babe
A-journeying to Egypt, prove the piece:
Why, first he sedulously practiseth,
This painter,—girding loin and lighting lamp,—
On what may nourish eye, make facile hand;
Getteth him studies (styled by draughtsmen so)
From some assistant corpse of Jew or Turk
Or, haply, Molinist, he cuts and carves,—
This Luca or this Carlo or the like.
To him the bones their inmost secret yield,
Each notch and nodule signify their use:
On him the muscles turn, in triple tier,
And pleasantly entreat the entrusted man
"Familiarize thee with our play that lifts
"Thus, and thus lowers again, leg, arm and foot!"
—Ensuring due correctness in the nude.
Which done, is all done? Not a whit, ye know!
He,—to art's surface rising from her depth,—
If some flax-polled soft-bearded sire be found,
May simulate a Joseph, (happy chance!)—
Limneth exact each wrinkle of the brow,
Loseth no involution, cheek or chap,
Till lo, in black and white, the senior lives!
Is it a young and comely peasant-nurse

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poem by Robert Browning from The Ring and the Book
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Praying To A New God

(feldman / chandler / hues)
What got into you got into me too
What came over you is coming over me
Feel like Ive had enough of all the old stuff
I saw the writing on the wall on my t.v.
Its another second coming, like it or not, yeah,
Oh yeah
Its another second coming, like it or not
You better start praying to a new god
Start praying, praying to a new god
Start praying to a new, new god
Theyre saying the devils got a new job
Start praying to a new--
A lot of babel came down the cable
Everybody can be famous for a day
From shore to shore
A big department store
Is all thats left of the american way
Its another second coming, like it or not, yeah,
Oh yeah
Its another second coming, like it or not
You better start praying to a new god
Start praying, praying to a new god
Start praying to a new, new god
Start praying what are you afraid of
Start praying to a new--
Theres a big world
In the street outside
In their uniform of pride
And theyve all come
To see a star from the east
Is he man or beast?
Decide
Feel like Im crucified, still Im not satisfied
The second coming is coming anyway
I hear them pray for more on every dance floor
I hear the word go out across the milky way
Its another second coming, like it or not, yeah,
Oh yeah
Its another second coming, like it or not
You better start praying to a new god
Start praying, praying to a new god
Start praying to a new, new god
Success and moneys what hes made of
Start praying to a new--
Start praying, praying on the freeway
Start praying to a new, new god
Start praying, praying on the airwaves
Start praying to a new god
Start praying, praying at the back door

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song performed by Wang Chung
Added by Lucian Velea
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English Eclogues V - The Witch

NATHANIEL.
Father! here father! I have found a horse-shoe!
Faith it was just in time, for t'other night
I laid two straws across at Margery's door,
And afterwards I fear'd that she might do me
A mischief for't. There was the Miller's boy
Who set his dog at that black cat of hers,
I met him upon crutches, and he told me
'Twas all her evil eye.

FATHER.
'Tis rare good luck;
I would have gladly given a crown for one
If t'would have done as well. But where did'st find it?

NATHANIEL.
Down on the Common; I was going a-field
And neighbour Saunders pass'd me on his mare;
He had hardly said 'good day,' before I saw
The shoe drop off; 'twas just upon my tongue
To call him back,--it makes no difference, does it.
Because I know whose 'twas?

FATHER.
Why no, it can't.
The shoe's the same you know, and you 'did find' it.

NATHANIEL.
That mare of his has got a plaguey road
To travel, father, and if he should lame her,
For she is but tender-footed,--

FATHER.
Aye, indeed--
I should not like to see her limping back
Poor beast! but charity begins at home,
And Nat, there's our own horse in such a way
This morning!

NATHANIEL.
Why he ha'nt been rid again!
Last night I hung a pebble by the manger
With a hole thro', and every body says
That 'tis a special charm against the hags.

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poem by Robert Southey
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IV. Tertium Quid

True, Excellency—as his Highness says,
Though she's not dead yet, she's as good as stretched
Symmetrical beside the other two;
Though he's not judged yet, he's the same as judged,
So do the facts abound and superabound:
And nothing hinders that we lift the case
Out of the shade into the shine, allow
Qualified persons to pronounce at last,
Nay, edge in an authoritative word
Between this rabble's-brabble of dolts and fools
Who make up reasonless unreasoning Rome.
"Now for the Trial!" they roar: "the Trial to test
"The truth, weigh husband and weigh wife alike
"I' the scales of law, make one scale kick the beam!"
Law's a machine from which, to please the mob,
Truth the divinity must needs descend
And clear things at the play's fifth act—aha!
Hammer into their noddles who was who
And what was what. I tell the simpletons
"Could law be competent to such a feat
"'T were done already: what begins next week
"Is end o' the Trial, last link of a chain
"Whereof the first was forged three years ago
"When law addressed herself to set wrong right,
"And proved so slow in taking the first step
"That ever some new grievance,—tort, retort,
"On one or the other side,—o'ertook i' the game,
"Retarded sentence, till this deed of death
"Is thrown in, as it were, last bale to boat
"Crammed to the edge with cargo—or passengers?
"'Trecentos inseris: ohe, jam satis est!
"'Huc appelle!'—passengers, the word must be."
Long since, the boat was loaded to my eyes.
To hear the rabble and brabble, you'd call the case
Fused and confused past human finding out.
One calls the square round, t' other the round square—
And pardonably in that first surprise
O' the blood that fell and splashed the diagram:
But now we've used our eyes to the violent hue
Can't we look through the crimson and trace lines?
It makes a man despair of history,
Eusebius and the established fact—fig's end!
Oh, give the fools their Trial, rattle away
With the leash of lawyers, two on either side—
One barks, one bites,—Masters Arcangeli
And Spreti,—that's the husband's ultimate hope
Against the Fisc and the other kind of Fisc,
Bound to do barking for the wife: bow—wow!
Why, Excellency, we and his Highness here
Would settle the matter as sufficiently

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poem by Robert Browning from The Ring and the Book
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V. Count Guido Franceschini

Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Tales Of A Wayside Inn : Part 2. The Student's Second Tale; The Baron of St. Castine

Baron Castine of St. Castine
Has left his château in the Pyrenees,
And sailed across the western seas.
When he went away from his fair demesne
The birds were building, the woods were green;
And now the winds of winter blow
Round the turrets of the old château,
The birds are silent and unseen,
The leaves lie dead in the ravine,
And the Pyrenees are white with snow.

His father, lonely, old, and gray,
Sits by the fireside day by day,
Thinking ever one thought of care;
Through the southern windows, narrow and tall,
The sun shines into the ancient hall,
And makes a glory round his hair.
The house-dog, stretched beneath his chair,
Groans in his sleep as if in pain,
Then wakes, and yawns, and sleeps again,
So silent is it everywhere,--
So silent you can hear the mouse
Run and rummage along the beams
Behind the wainscot of the wall;
And the old man rouses from his dreams,
And wanders restless through the house,
As if he heard strange voices call.

His footsteps echo along the floor
Of a distant passage, and pause awhile;
He is standing by an open door
Looking long, with a sad, sweet smile,
Into the room of his absent son.
There is the bed on which he lay,
There are the pictures bright and gay,
Horses and hounds and sun-lit seas;
There are his powder-flask and gun,
And his hunting-knives in shape of a fan;
The chair by the window where he sat,
With the clouded tiger-skin for a mat,
Looking out on the Pyrenees,
Looking out on Mount Marboré
And the Seven Valleys of Lavedan.
Ah me! he turns away and sighs;
There is a mist before his eyes.

At night whatever the weather be,
Wind or rain or starry heaven,
Just as the clock is striking seven,
Those who look from the windows see

[...] Read more

poem by Henry Wadsworth Longfellow
Added by Poetry Lover
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Teacher, Teacher

Just when I thought I finally learned my lesson well,
There was more to this than meets the eye.
And for all the things you taught me, only time will tell,
If I'll be able to survive. Oh yeah.
Teacher, teacher, can you teach me?
Can you tell me all I need to know?
Teacher, teacher, can you reach me?
Or will I fall when you let me go? Oh no.
Am I ready for the real world, will I pass the test?
You know it's a jungle out there.
Ain't nothin' gonna stop me, I won't be second best,
But the joke's on those who believe the system's fair, oh yeah.
Teacher, teacher, can you teach me?
Can you tell me if I'm right or wrong?
Teacher, teacher, can you reach me?
I wanna know what's goin' on, Oh yeah.
So the years go on and on, but nothing's lost or won.
And what you learned is soon forgotten.
They take the best years of your life,
Try to tell you wrong from right,
But you walk away with nothing. Oh Oh.
Teacher, teacher, can you teach me?
Can you tell me all I need to know?
Teacher, teacher, can you reach me?
Or will I fall when you let me go?
Teacher, teacher, can you teach me?
Can you tell me if I'm right or wrong?
Teacher, teacher, can you reach me?
I wanna know what's goin' on, Oh
Teacher, teacher, can you teach me?
Teacher, teacher, can you reach me?
Teacher, teacher, can you teach me?
Teacher, teacher, Ooh yeah.
Teacher, teacher
Teacher, teacher
~Adams, Vallance

song performed by 38 Special
Added by Lucian Velea
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