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Lest We Forget The Holocaust

Yad Vashem and Beth Shalom
Are there to educate everyone
About How Six Million Jews were killed
And these Memories in all must be instilled,
Lest we forget and again allow,
Other Holocausts to take a bow.

The Happenings in Nazi Lands,
And others in more recent times,
Of Mass Murders by tyrants great,
Must never give others a similar fate.

The Holocaust Education Trust,
By us, all to be funded is a must,
So we can educate the World,
As this History must be told,
To Young and Old, in the future and now,
And they must all be told how
People allowed these events to occur,
By Tyrants who with others did concur.

Copyright © Jonathan [JGthepoet] Goldman - 12 November 2005

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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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Hot Fun In The Summertime

Hot fun in the summertime
(yeah bow bow bow)
Hot fun in the summertime
(yeah yeah yeah)
End of the spring
And here she comes back
(hi hi hi hi) (yeah)
Those summer days those summer days
Thats when I had most of my fun back
(hi hi hi hi) (yeah)
Those summer days those summer days
(bow bow bow do doop)
Aww we can bum bum where we want to
(bow bow bow do doop)
Hey were out of school
(bow bow bow do doop)
County fair in the country side
(bow bow bow do doop)
And everything is cool
(bow bow bow do doop)
(bow bow bow)
(hot fun in the summertime)
We can do what we want to
(yeah bow bow bow)
(hot fun in the summertime)
Out of school
(bow bow bow)
(hot fun in the summertime)
We can do what we want to
First day of fall and there she goes back
(bye bye bye bye) (yeah)
Those summer days, those summer days
(bow bow bow do doop)
Aww we can bum bum where we want to
(bow bow bow do doop)
Hey were out of school
(bow bow bow do doop)
County fair in the country side
(bow bow bow do doop)
And everything is cool
(bow bow bow do doop)
(bow bow bow)
(hot fun in the summertime)
We can do what we want to
(yeah bow bow bow)
(hot fun in the summertime)
Out of school
(bow bow bow)
(hot fun in the summertime)
We can do what we want to

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Homer

The Odyssey: Book 21

Minerva now put it in Penelope's mind to make the suitors try
their skill with the bow and with the iron axes, in contest among
themselves, as a means of bringing about their destruction. She went
upstairs and got the store room key, which was made of bronze and
had a handle of ivory; she then went with her maidens into the store
room at the end of the house, where her husband's treasures of gold,
bronze, and wrought iron were kept, and where was also his bow, and
the quiver full of deadly arrows that had been given him by a friend
whom he had met in Lacedaemon- Iphitus the son of Eurytus. The two
fell in with one another in Messene at the house of Ortilochus,
where Ulysses was staying in order to recover a debt that was owing
from the whole people; for the Messenians had carried off three
hundred sheep from Ithaca, and had sailed away with them and with
their shepherds. In quest of these Ulysses took a long journey while
still quite young, for his father and the other chieftains sent him on
a mission to recover them. Iphitus had gone there also to try and
get back twelve brood mares that he had lost, and the mule foals
that were running with them. These mares were the death of him in
the end, for when he went to the house of Jove's son, mighty Hercules,
who performed such prodigies of valour, Hercules to his shame killed
him, though he was his guest, for he feared not heaven's vengeance,
nor yet respected his own table which he had set before Iphitus, but
killed him in spite of everything, and kept the mares himself. It
was when claiming these that Iphitus met Ulysses, and gave him the bow
which mighty Eurytus had been used to carry, and which on his death
had been left by him to his son. Ulysses gave him in return a sword
and a spear, and this was the beginning of a fast friendship, although
they never visited at one another's houses, for Jove's son Hercules
killed Iphitus ere they could do so. This bow, then, given him by
Iphitus, had not been taken with him by Ulysses when he sailed for
Troy; he had used it so long as he had been at home, but had left it
behind as having been a keepsake from a valued friend.
Penelope presently reached the oak threshold of the store room;
the carpenter had planed this duly, and had drawn a line on it so as
to get it quite straight; he had then set the door posts into it and
hung the doors. She loosed the strap from the handle of the door,
put in the key, and drove it straight home to shoot back the bolts
that held the doors; these flew open with a noise like a bull
bellowing in a meadow, and Penelope stepped upon the raised
platform, where the chests stood in which the fair linen and clothes
were laid by along with fragrant herbs: reaching thence, she took down
the bow with its bow case from the peg on which it hung. She sat
down with it on her knees, weeping bitterly as she took the bow out of
its case, and when her tears had relieved her, she went to the
cloister where the suitors were, carrying the bow and the quiver, with
the many deadly arrows that were inside it. Along with her came her
maidens, bearing a chest that contained much iron and bronze which her
husband had won as prizes. When she reached the suitors, she stood
by one of the bearing-posts supporting the roof of the cloister,
holding a veil before her face, and with a maid on either side of her.

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Island Fever

Do you ever get the feelin that you got to get away
Its a sympton of the fever all across the u. s. a.
My family doctor told me son the flu is what you have
But I know its island fever and I got it real bad
Hey doc I need a pain reliever
(oooo I got it bad) I got the island fever
I got it bad I got the island fever
(oooo I got it bad) I got the island fever
My baby caught it and Im not quite sure how
(oooo I got it bad) I got the island fever
She might have got it from her travel brochure now
(oooo I got it bad)
(bow bow bow ooo)
Come on baby wouldnt it be nice (bow bow bow ooo)
If I could take you down to paradise (bow bow bow ooo)
Sweet little mama gotta get away (bow bow bow ooo)
Your daddy knows a little hideaway (bow bow bow ooo)
Hey girl I got some good advice
Drive your dad mad and
Make him take you down to paradise
Ive been pickin up a love vibration
(oooo I got it bad) I got the island fever
Comin from a little island nation
(oooo I got it bad) I got the island fever
For my own self-preservation
(oooo I got it bad) I got the island fever
Better make a quick reservation
(oooo I got it bad)
(bow bow bow ooo)
Come on baby wouldnt it be nice (bow bow bow ooo)
If I could take you down to paradise (bow bow bow ooo)
Sweet little mama gotta get away (bow bow bow ooo)
Your daddy knows a little hideaway (bow bow bow ooo)
Hey girl I got some good advice
Drive your dad mad and
Make him take you down to paradise
(bow bow bow ooo)
Come on baby wouldnt it be nice (bow bow bow ooo)
If I could take you down to paradise (bow bow bow ooo)
Sweet little mama gotta get away (bow bow bow ooo)
Your daddy knows a little hideaway (bow bow bow ooo)

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Holocaust Latvia Begins

Holocaust Latvia begins
on June 22,1941 when
the German army invaded
the Russian Soviet Union;

and the Baltic States
of Lithuania, Latvia,
and Estonia which had
by Soviet military forces;

recently been occupied
after a proud period
of independence after
World War One finished.

Murders of Jews
Communists began
almost immediately
by Einsatzgruppen;

perpetrated by German
killer squads known
as Special Task Groups
Special Assignment Groups;

the German Security Police
Sicherheitspolizei or Sipo
the Security Service of the SS
the Sicherheitsdienst or SD.

The first recorded murders
were on the day after invasion
on the night of June 23,1941
in town of Grobina near Liepāja;

six Jews were killed
in the church cemetery
by Sonderkommando
1a members deployed;

with the 14th Army
Nazi German
Einsatzkommandos
were a sub-group;

of five Einsatzgruppen
mobile killing squads
up to 3,000 men each
composed of 500 to 1000;

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Give The Po Man A Break

Give po man a break
Give po man a break
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a

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Genesis Of Genocide

GENESIS OF GENOCIDE

Jewish history comes with homily,
the seder shared by all the family
the best example. When men talk about
the Holocaust the homilies they're taught
homogenize the fate that menaced us
the Jews, with that of gentiles. Genesis
of genocide is changed: the hermeneutic
of revision makes it therapeutic
for those who wish to drive Jews from their land.
"The Jews, " they say, "have like the Nazis sinned,
creating victims just as Nazis did,
replacing Hitler with the settlers' God, "
revisionists exclaiming "Out of order! "
when hearing at the end of every seder
the mantra, "Next year in Jerusalem! "
while they as chauvinists condemn
the Jews, in spite of their thousand years
of blood and sweat and toil, and lots of tears,
as then in Jewish wounds rub salt, declaring
that there were other holocausts, comparing
other genocidal horrors to
what happened to the Jews, a point of view
that totally distorts significance of what,
in Wannsee, Hitler's minions chose to plot,
reducing the Solution that was Final
to a competition's quarterfinal.
The greatest homily of Jewish history
is Jews' survival, a great mystery
which it's impossible to overhype,
based on the theme of their great anthem, hope.

The last part of this poem was inspired by an emotional outburst that I had after Gerald Duchovnay told Linda, Florence Zhou and me about how he teaches students in Texas about the Holocaust by using the Shoah to explain to them "the holocaust in Sudan."
Ed Rothstein ("Memories of Holocaust, Fortified, " NYT,4/22/11) writes from Skokie:
Before the $45 million Illinois Holocaust Museum & Education Center opened here two years ago, there was some urgency in completing its 65,000-square-foot building, which now stands so incongruously monumental in the midst of Chicago's suburban landscape. At one time,7,000 Jews bearing the scars of the Holocaust had lived in Skokie with their families, and they were aging. Many had contributed artifacts to the museum; some participated when it was just a storefront on Main Street; some had their oral histories recorded for its exhibition and their lives chronicled in the institution's imposing companion book, "Memory and Legacy."…..
If we want to find a lesson in the events, for example, is it that individuals should not be bystanders or that nations should not be appeasers? Is the lesson that everybody should have a social conscience, or that a different kind of political action is needed when such forces emerge? Was the Holocaust a product of intolerance or an expression of more specific archetypal hatreds?
One of the challenges faced by Holocaust museums as survivors die is to understand their experience by seeing it through more than their eyes, to examine the past without homogenizing it with platitudes, to offer history without homily.
This poem echoes one that I wrote on 2/17/09, inspired by a statement by the Lubavitcher Rebbe:
TOMORROW MORNING, EARLY

"Will there be another holocaust? "
they asked the Rebbe of Lubavitch.
For an answer he was never lost.
"Of course there will be. Man is savage."

"When will this happen? " they inquired.
"Morgen in der frih, " he said,
Tomorrow morning, early, has transpired,
and millions are already dead.

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VIII. Dominus Hyacinthus de Archangelis, Pauperum Procurator

Ah, my Giacinto, he's no ruddy rogue,
Is not Cinone? What, to-day we're eight?
Seven and one's eight, I hope, old curly-pate!
—Branches me out his verb-tree on the slate,
Amo-as-avi-atum-are-ans,
Up to -aturus, person, tense, and mood,
Quies me cum subjunctivo (I could cry)
And chews Corderius with his morning crust!
Look eight years onward, and he's perched, he's perched
Dapper and deft on stool beside this chair,
Cinozzo, Cinoncello, who but he?
—Trying his milk-teeth on some crusty case
Like this, papa shall triturate full soon
To smooth Papinianian pulp!

It trots
Already through my head, though noon be now,
Does supper-time and what belongs to eve.
Dispose, O Don, o' the day, first work then play!
The proverb bids. And "then" means, won't we hold
Our little yearly lovesome frolic feast,
Cinuolo's birth-night, Cinicello's own,
That makes gruff January grin perforce!
For too contagious grows the mirth, the warmth
Escaping from so many hearts at once—
When the good wife, buxom and bonny yet,
Jokes the hale grandsire,—such are just the sort
To go off suddenly,—he who hides the key
O' the box beneath his pillow every night,—
Which box may hold a parchment (someone thinks)
Will show a scribbled something like a name
"Cinino, Ciniccino," near the end,
"To whom I give and I bequeath my lands,
"Estates, tenements, hereditaments,
"When I decease as honest grandsire ought."
Wherefore—yet this one time again perhaps—
Shan't my Orvieto fuddle his old nose!
Then, uncles, one or the other, well i' the world,
May—drop in, merely?—trudge through rain and wind,
Rather! The smell-feasts rouse them at the hint
There's cookery in a certain dwelling-place!
Gossips, too, each with keepsake in his poke,
Will pick the way, thrid lane by lantern-light,
And so find door, put galligaskin off
At entry of a decent domicile
Cornered in snug Condotti,—all for love,
All to crush cup with Cinucciatolo!

Well,
Let others climb the heights o' the court, the camp!

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Nazi Death Squads Enter Eastern Europe

Einsatzgruppen ultimate genocide killing machines
plans so heinous Satan glorified as his SS hells legions;
task forces sowed vile atrocious monstrous Nazi deeds
SS paramilitary death squads systematic mass killings;

originally killing by indifferent civilian herd shootings
typically seek primary target Jews Gypsies Communists;
political categories Polish intellectuals Soviet prisoners
early prey physically mentally handicapped homosexuals;

rabid intolerance eradicated Nazi perceived imperfections
great musical voices minds selected for mass executions;
Einsteins Stephan Hawkings earth rare intolerated genius
unique human diversity frog marched to foul gas chambers;

Einsatzgruppen operated throughout invasion territories
occupied by German armed forces following invasions;
like Poland and the Union of Soviet Socialist Republics
Einsatzgruppen systematically carried out evil operations;

ranging from repellent murder of individuals to operations
which lasted over two or more days vast horrific massacres;
at Babi Yar Kiev Soviet Ukraine 33,771 killed in two days
at Rumbula forest near Riga Latvia 25,000 killed in two days;

who testifies 33,771 Kiev Jews were massacred in two days
at Babi Yar official reports by Einsatzgruppe to headquarters;
infamous September 29-30 1941 SS and German police units
auxiliaries under awful guidance of Einsatzgruppe members;

(mobile killing unit) C slaughtered their naked Jewish victims
as quarry marched into a ravine Einsatzgruppe detachments;
shot all women children elderly without mercy in small groups
in subsequent months following the massacre German authorities;

stationed at Kiev rounded up killed thousands more Jews
at Babi Yar and non-Jews including Roma (Gypsies):
executed too were Soviet prisoners of war Communists
100,000 people estimated murdered at Babi Yar massacres;

Latvia during first six months of Nazi occupation Germans
local collaborators slaughtered 90 percent of the 95,000 Jews;
July 1941 invasion 40,000 Jews live in Riga in fear first days
of occupation savage attacks are launched upon Riga's Jews;

racist pogrom arresting beating torturing raping Riga Jews
Latvian 'civilian' nationalists begin burning synagogues;
with families inside thousands are driven toward beaches
nearby woods shot murdered a surviving 32,000 victims;

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Chapel Of Love

Going to the chapel
And were gonna get married
Going to the chapel
And were gonna get married
Gee I really love you
And were gonna get married
Going to the chapel of love
(bow bow bow bow bow)
(bow bow bow bow bow)
Spring is here (ooo-ooo-ooo)
The sky is blue (sky is blue)
Birds all sing (oh the birds all sing)
Like they do (yeah yeah yeah yeah yeah)
Todays the day (wah-hooo-oooo)
Well say I do (ooo-oooo)
And well never be lonely anymore
(bow bow bow bow bow)
(bow bow bow bow bow)
Because were
Going to the chapel
And were gonna get married
Going to the chapel
And were gonna get married
Gee I really love you
And were gonna get married
Going to the chapel of love
(bow bow bow bow bow)
(bow bow bow bow bow)
Bells will ring (ri-ii-iing) (bells will ring)
The sun will shine (hey hey hey yeah) (the sun will shine)
Ill be hers (yeah yeah yeah yeah yeah) (Ill be hers)
And shell be mine (oh oh oh oh oh oh oh) (and shell be mine)
Well love until (well love until) (hey hey hey) (well love until)
The end of time (ooo hooo) (the end of time)
And well never be lonely anymore
(bow bow bow bow bow)
(bow bow bow bow bow)
Because were
Going to the chapel
And were gonna get married
Going (goin) to the chapel
And were gonna get married

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Homer

The Iliad: Book 5

Then Pallas Minerva put valour into the heart of Diomed, son of
Tydeus, that he might excel all the other Argives, and cover himself
with glory. She made a stream of fire flare from his shield and helmet
like the star that shines most brilliantly in summer after its bath in
the waters of Oceanus- even such a fire did she kindle upon his head
and shoulders as she bade him speed into the thickest hurly-burly of
the fight.
Now there was a certain rich and honourable man among the Trojans,
priest of Vulcan, and his name was Dares. He had two sons, Phegeus and
Idaeus, both of them skilled in all the arts of war. These two came
forward from the main body of Trojans, and set upon Diomed, he being
on foot, while they fought from their chariot. When they were close up
to one another, Phegeus took aim first, but his spear went over
Diomed's left shoulder without hitting him. Diomed then threw, and his
spear sped not in vain, for it hit Phegeus on the breast near the
nipple, and he fell from his chariot. Idaeus did not dare to
bestride his brother's body, but sprang from the chariot and took to
flight, or he would have shared his brother's fate; whereon Vulcan
saved him by wrapping him in a cloud of darkness, that his old
father might not be utterly overwhelmed with grief; but the son of
Tydeus drove off with the horses, and bade his followers take them
to the ships. The Trojans were scared when they saw the two sons of
Dares, one of them in fright and the other lying dead by his
chariot. Minerva, therefore, took Mars by the hand and said, "Mars,
Mars, bane of men, bloodstained stormer of cities, may we not now
leave the Trojans and Achaeans to fight it out, and see to which of
the two Jove will vouchsafe the victory? Let us go away, and thus
avoid his anger."
So saying, she drew Mars out of the battle, and set him down upon
the steep banks of the Scamander. Upon this the Danaans drove the
Trojans back, and each one of their chieftains killed his man. First
King Agamemnon flung mighty Odius, captain of the Halizoni, from his
chariot. The spear of Agamemnon caught him on the broad of his back,
just as he was turning in flight; it struck him between the
shoulders and went right through his chest, and his armour rang
rattling round him as he fell heavily to the ground.
Then Idomeneus killed Phaesus, son of Borus the Meonian, who had
come from Varne. Mighty Idomeneus speared him on the right shoulder as
he was mounting his chariot, and the darkness of death enshrouded
him as he fell heavily from the car.
The squires of Idomeneus spoiled him of his armour, while
Menelaus, son of Atreus, killed Scamandrius the son of Strophius, a
mighty huntsman and keen lover of the chase. Diana herself had
taught him how to kill every kind of wild creature that is bred in
mountain forests, but neither she nor his famed skill in archery could
now save him, for the spear of Menelaus struck him in the back as he
was flying; it struck him between the shoulders and went right through
his chest, so that he fell headlong and his armour rang rattling round
him.
Meriones then killed Phereclus the son of Tecton, who was the son of

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Vetela Divas Ni Yaad

A Vetela Divas ni yad ma maru Aaj pan rade che..
A karmi vela ne yad ma maru haiyu pan kampe che..

A Bhujata Diva ni zakhi,
ane
MAA ni Aankh na A Aashu..
a Bhukhya pet ni Nidaru,
mari Aankh ne pan jab kave che...

A Vetela Divas ni yad ma maru Aaj pan rade che..
A karmi vela ne yad ma maru haiyu pan kampe che..

Nathi Mobh..Nathi Mobho..Nathi Ghar ke baar...
Nathi koi Valida kero saath....

A Vetela Divas ni yad ma maru Aaj pan rade che..
A karmi vela ne yad ma maru haiyu pan kampe che..

Duniya ne to tyare Moaj Hati,
pan! ! !
Amare to Rotla ni Khot hati...

A Vetela Divas ni yad ma maru Aaj pan rade che..
A karmi vela ne yad ma maru haiyu pan kampe che..

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Byron

Canto the Fourth

I.

I stood in Venice, on the Bridge of Sighs;
A palace and a prison on each hand:
I saw from out the wave her structures rise
As from the stroke of the enchanter’s wand:
A thousand years their cloudy wings expand
Around me, and a dying glory smiles
O’er the far times when many a subject land
Looked to the wingèd Lion’s marble piles,
Where Venice sate in state, throned on her hundred isles!

II.

She looks a sea Cybele, fresh from ocean,
Rising with her tiara of proud towers
At airy distance, with majestic motion,
A ruler of the waters and their powers:
And such she was; her daughters had their dowers
From spoils of nations, and the exhaustless East
Poured in her lap all gems in sparkling showers.
In purple was she robed, and of her feast
Monarchs partook, and deemed their dignity increased.

III.

In Venice, Tasso’s echoes are no more,
And silent rows the songless gondolier;
Her palaces are crumbling to the shore,
And music meets not always now the ear:
Those days are gone - but beauty still is here.
States fall, arts fade - but Nature doth not die,
Nor yet forget how Venice once was dear,
The pleasant place of all festivity,
The revel of the earth, the masque of Italy!

IV.

But unto us she hath a spell beyond
Her name in story, and her long array
Of mighty shadows, whose dim forms despond
Above the dogeless city’s vanished sway;
Ours is a trophy which will not decay
With the Rialto; Shylock and the Moor,
And Pierre, cannot be swept or worn away -
The keystones of the arch! though all were o’er,
For us repeopled were the solitary shore.

V.

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Homer

The Iliad: Book 15

But when their flight had taken them past the trench and the set
stakes, and many had fallen by the hands of the Danaans, the Trojans
made a halt on reaching their chariots, routed and pale with fear.
Jove now woke on the crests of Ida, where he was lying with
golden-throned Juno by his side, and starting to his feet he saw the
Trojans and Achaeans, the one thrown into confusion, and the others
driving them pell-mell before them with King Neptune in their midst.
He saw Hector lying on the ground with his comrades gathered round
him, gasping for breath, wandering in mind and vomiting blood, for
it was not the feeblest of the Achaeans who struck him.
The sire of gods and men had pity on him, and looked fiercely on
Juno. "I see, Juno," said he, "you mischief- making trickster, that
your cunning has stayed Hector from fighting and has caused the rout
of his host. I am in half a mind to thrash you, in which case you will
be the first to reap the fruits of your scurvy knavery. Do you not
remember how once upon a time I had you hanged? I fastened two
anvils on to your feet, and bound your hands in a chain of gold
which none might break, and you hung in mid-air among the clouds.
All the gods in Olympus were in a fury, but they could not reach you
to set you free; when I caught any one of them I gripped him and
hurled him from the heavenly threshold till he came fainting down to
earth; yet even this did not relieve my mind from the incessant
anxiety which I felt about noble Hercules whom you and Boreas had
spitefully conveyed beyond the seas to Cos, after suborning the
tempests; but I rescued him, and notwithstanding all his mighty
labours I brought him back again to Argos. I would remind you of
this that you may learn to leave off being so deceitful, and
discover how much you are likely to gain by the embraces out of
which you have come here to trick me."
Juno trembled as he spoke, and said, "May heaven above and earth
below be my witnesses, with the waters of the river Styx- and this
is the most solemn oath that a blessed god can take- nay, I swear also
by your own almighty head and by our bridal bed- things over which I
could never possibly perjure myself- that Neptune is not punishing
Hector and the Trojans and helping the Achaeans through any doing of
mine; it is all of his own mere motion because he was sorry to see the
Achaeans hard pressed at their ships: if I were advising him, I should
tell him to do as you bid him."
The sire of gods and men smiled and answered, "If you, Juno, were
always to support me when we sit in council of the gods, Neptune, like
it or no, would soon come round to your and my way of thinking. If,
then, you are speaking the truth and mean what you say, go among the
rank and file of the gods, and tell Iris and Apollo lord of the bow,
that I want them- Iris, that she may go to the Achaean host and tell
Neptune to leave off fighting and go home, and Apollo, that he may
send Hector again into battle and give him fresh strength; he will
thus forget his present sufferings, and drive the Achaeans back in
confusion till they fall among the ships of Achilles son of Peleus.
Achilles will then send his comrade Patroclus into battle, and
Hector will kill him in front of Ilius after he has slain many

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Trust Trust

Trust trust many have found
Trust trust no where around
Trust trust is what many say
Trust trust here i lay
Trust trust in my ear
Trust trust i cant find you my dear

Trust trust is hard to find
Trust trust are you apart of mankind
Trust trust im calling to you
Trust trust please give me a clue
Trust trust i need my love
Trust trust she came from up above

Trust trust what do i do
Trust trust do i believe my boo
Trust trust am i right
Trust trust please show me the light
Trust trust your driving me crazy
Trust trust your just to hazy

Trust trust i will find you
Trust trust i will never find anew
Trust trust help me out
Trust trust cause with this love i dont want to wipeout
Trust trust sarah's is my heart
Trust trust she's a beauty of art

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Bow Ramdas, Bow, Before Rainbow Of Truth!

Bow Ramdas bow,
Bow like a bow,
bow before Truth,
Bow before its rainbow,
Bow before the beauty of heart!

Bow Ramdas, bow
Bow before Truth,
Bow before wisdom's rainbow,
Bow before beauty of self!

Bow Ramdas bow,
Bow before nature,
May be temporal or devine,
Wherever Truth shine,
May in the eyes of a child,
Or rainbow in eyes of a lover,
Bow before all life,
Where eternal Truth shines!

Bow Ramdas, bow,
May be you are wise,
Or may be you fool,
That doesn't matter when you bow,
Bow before Truth!

Bow Ramdas, bow,
You are the truth,
Yet not an absolute,
you needn't bow before anyone,
If bow with patience to duties,
Bow now and then,
strong will be your Own neck and waist,
they can bear you head weight,
Or support Your head well!

Bow Ramdas, bow,
bow before mindful thoughts,
Mindfullness is carefullness,
Mindedness is not carelessness,
May be your carelessness,
Cause absent mindedness!

Bow Ramdas, bow,
Life is God's rainbow,
May be people standing in row,
Or may be a boatman, his boat and row,
May be river or lake,
May be sea or ocean,
May be cloudless sky,

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John Dryden

Absalom and Achitophel

In pious times, e'er Priest-craft did begin,
Before Polygamy was made a sin;
When man, on many, multiply'd his kind,
E'r one to one was, cursedly, confind:
When Nature prompted, and no law deny'd
Promiscuous use of Concubine and Bride;
Then, Israel's monarch, after Heaven's own heart,
His vigorous warmth did, variously, impart
To Wives and Slaves; And, wide as his Command,
Scatter'd his Maker's Image through the Land.
Michal, of Royal blood, the Crown did wear,
A Soyl ungratefull to the Tiller's care;
Not so the rest; for several Mothers bore
To Godlike David, several Sons before.
But since like slaves his bed they did ascend,
No True Succession could their seed attend.
Of all this Numerous Progeny was none
So Beautifull, so brave as Absalon:
Whether, inspir'd by some diviner Lust,
His father got him with a greater Gust;
Or that his Conscious destiny made way
By manly beauty to Imperiall sway.
Early in Foreign fields he won Renown,
With Kings and States ally'd to Israel's Crown
In Peace the thoughts of War he could remove,
And seem'd as he were only born for love.
What e'er he did was done with so much ease,
In him alone, 'twas Natural to please.
His motions all accompanied with grace;
And Paradise was open'd in his face.
With secret Joy, indulgent David view'd
His Youthfull Image in his Son renew'd:
To all his wishes Nothing he deny'd,
And made the Charming Annabel his Bride.
What faults he had (for who from faults is free?)
His Father could not, or he would not see.
Some warm excesses, which the Law forbore,
Were constru'd Youth that purg'd by boyling o'r:
And Amnon's Murther, by a specious Name,
Was call'd a Just Revenge for injur'd Fame.
Thus Prais'd, and Lov'd, the Noble Youth remain'd,
While David, undisturb'd, in Sion raign'd.
But Life can never be sincerely blest:
Heaven punishes the bad, and proves the best.
The Jews, a Headstrong, Moody, Murmuring race,
As ever try'd th' extent and stretch of grace;
God's pamper'd people whom, debauch'd with ease,
No King could govern, nor no God could please;
(Gods they had tri'd of every shape and size
That Gods-smiths could produce, or Priests devise.)

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Hate That Dare Not Speak Its Name

The hate that dare not speak its name,
the hate that Muslims feel for Jews,
has now become the very same
that Nazis demonstrated––views
that Christian nations held for ages.
to trash the people that God chose
according to the Bible's pages.
Too many nation states oppose
the peaceful coexistence prophets
promised would occur when swords
would no more generate large profits,
but turned into plowshares. Their words
sometimes disguise their targets whom
they don't call Jews, but they describe
as Zionists, preparing doom
for members of the Jewish tribe.

Haman's sons all live, brought back
to life no longer hung on gallows,
and now are ready to attack
all Jews, and roast them like marshmallows,
as they once did in Spain to those
they called New Jews although they had
converted––could not change their nose,
whose length has always proved they're bad,
and many of them would be burned
alive on sacrificial pyres,
as Christian as the priests who turned
against them, claiming they were liars.

The hate that Haman felt towards
the Jews of Shushan had no name,
based on the theory Jews had hoards
of gold. Ahasuerus' dame,
Queen Esther, saved them then, but we
must make sure that the hate that hides
behind deception now will be
exposed. 'Beware the Ides
of March! ' ignored by Julius, proved
to be correct. We must beware,
lest men by hateful lies are moved
to do what hate makes bad men dare.

Though we’re all forced to live with Haman,
we must not ever compromise
with hate, but make it speak its name, an
attitude that lives on lies,
and kills with its deceptive lyin’,
conflating with its hateful fury
all Jewish foes as friends of Zion

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Fundamental of Liar Chapter CXVI: One in a Million

A million feeling, one story
One feeling, a million story

A million question, one anxiety
One question, a million anxieties

A million smile, one meaning
One smile, a million meaning

A million languages, one will
One language, a million will

A million anger, one reaction
One anger, a million reaction

A million beginning, one ending
One beginning, a million ending

A million face, one heart
One face, a million hearts

A million dream, one happiness
One dream, a million happiness

A million love, one human
One love, a million human

A million trouble, one way
One trouble, a million ways

A million arts, one impression
One art, a million impressions

A million witness, one event
One witness, a million event

A million memories, one fact
One memory, a million facts

A million chance, one choice
One chance, a million choices

A million lives, one hope
One life, a million hope

A million reason, one lie
One reason, a million lie

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Homer

The Iliad: Book 11

And now as Dawn rose from her couch beside Tithonus, harbinger of
light alike to mortals and immortals, Jove sent fierce Discord with
the ensign of war in her hands to the ships of the Achaeans. She
took her stand by the huge black hull of Ulysses' ship which was
middlemost of all, so that her voice might carry farthest on either
side, on the one hand towards the tents of Ajax son of Telamon, and on
the other towards those of Achilles- for these two heroes,
well-assured of their own strength, had valorously drawn up their
ships at the two ends of the line. There she took her stand, and
raised a cry both loud and shrill that filled the Achaeans with
courage, giving them heart to fight resolutely and with all their
might, so that they had rather stay there and do battle than go home
in their ships.
The son of Atreus shouted aloud and bade the Argives gird themselves
for battle while he put on his armour. First he girded his goodly
greaves about his legs, making them fast with ankle clasps of
silver; and about his chest he set the breastplate which Cinyras had
once given him as a guest-gift. It had been noised abroad as far as
Cyprus that the Achaeans were about to sail for Troy, and therefore he
gave it to the king. It had ten courses of dark cyanus, twelve of
gold, and ten of tin. There were serpents of cyanus that reared
themselves up towards the neck, three upon either side, like the
rainbows which the son of Saturn has set in heaven as a sign to mortal
men. About his shoulders he threw his sword, studded with bosses of
gold; and the scabbard was of silver with a chain of gold wherewith to
hang it. He took moreover the richly-dight shield that covered his
body when he was in battle- fair to see, with ten circles of bronze
running all round see, wit it. On the body of the shield there were
twenty bosses of white tin, with another of dark cyanus in the middle:
this last was made to show a Gorgon's head, fierce and grim, with Rout
and Panic on either side. The band for the arm to go through was of
silver, on which there was a writhing snake of cyanus with three heads
that sprang from a single neck, and went in and out among one another.
On his head Agamemnon set a helmet, with a peak before and behind, and
four plumes of horse-hair that nodded menacingly above it; then he
grasped two redoubtable bronze-shod spears, and the gleam of his
armour shot from him as a flame into the firmament, while Juno and
Minerva thundered in honour of the king of rich Mycene.
Every man now left his horses in charge of his charioteer to hold
them in readiness by the trench, while he went into battle on foot
clad in full armour, and a mighty uproar rose on high into the
dawning. The chiefs were armed and at the trench before the horses got
there, but these came up presently. The son of Saturn sent a portent
of evil sound about their host, and the dew fell red with blood, for
he was about to send many a brave man hurrying down to Hades.
The Trojans, on the other side upon the rising slope of the plain,
were gathered round great Hector, noble Polydamas, Aeneas who was
honoured by the Trojans like an immortal, and the three sons of
Antenor, Polybus, Agenor, and young Acamas beauteous as a god.
Hector's round shield showed in the front rank, and as some baneful

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