Pages Of History
Martin Luther King had a dream,
No more racism was his theme.
Gandhi, 'Father of the Nation',
His dream was poverty eradication.
Buddhist monks took a chance,
Against oppression made a stance.
Tanks filled Tiananmen Square,
Students with placards in despair.
Holocaust victims screamed with pain,
Auschwitz ruins still remain.
Hiroshima victims of A-bomb blast,
Children ran naked, faces aghast.
John F. Kennedy in his limo was shot,
Lee Harvey Oswald blamed for the plot.
John Lennon wrote'Give peace a chance',
His peace shattered by a gunman's stance.
Sri Lanka survived the Tsunami flood,
Homes and villages engulfed in mud.
Dafur and Ethiopia ravaged by drought,
Malnutrition and disease remove any doubt.
Poverty and pain over many long years,
But daily we live with the same old fears.
Have we learned nothing from victims tears,
As Armageddon beckons, we ignore wise sears.
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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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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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Gareth And Lynette
The last tall son of Lot and Bellicent,
And tallest, Gareth, in a showerful spring
Stared at the spate. A slender-shafted Pine
Lost footing, fell, and so was whirled away.
'How he went down,' said Gareth, 'as a false knight
Or evil king before my lance if lance
Were mine to use--O senseless cataract,
Bearing all down in thy precipitancy--
And yet thou art but swollen with cold snows
And mine is living blood: thou dost His will,
The Maker's, and not knowest, and I that know,
Have strength and wit, in my good mother's hall
Linger with vacillating obedience,
Prisoned, and kept and coaxed and whistled to--
Since the good mother holds me still a child!
Good mother is bad mother unto me!
A worse were better; yet no worse would I.
Heaven yield her for it, but in me put force
To weary her ears with one continuous prayer,
Until she let me fly discaged to sweep
In ever-highering eagle-circles up
To the great Sun of Glory, and thence swoop
Down upon all things base, and dash them dead,
A knight of Arthur, working out his will,
To cleanse the world. Why, Gawain, when he came
With Modred hither in the summertime,
Asked me to tilt with him, the proven knight.
Modred for want of worthier was the judge.
Then I so shook him in the saddle, he said,
"Thou hast half prevailed against me," said so--he--
Though Modred biting his thin lips was mute,
For he is alway sullen: what care I?'
And Gareth went, and hovering round her chair
Asked, 'Mother, though ye count me still the child,
Sweet mother, do ye love the child?' She laughed,
'Thou art but a wild-goose to question it.'
'Then, mother, an ye love the child,' he said,
'Being a goose and rather tame than wild,
Hear the child's story.' 'Yea, my well-beloved,
An 'twere but of the goose and golden eggs.'
And Gareth answered her with kindling eyes,
'Nay, nay, good mother, but this egg of mine
Was finer gold than any goose can lay;
For this an Eagle, a royal Eagle, laid
Almost beyond eye-reach, on such a palm
As glitters gilded in thy Book of Hours.
And there was ever haunting round the palm
A lusty youth, but poor, who often saw
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poem by Alfred Lord Tennyson
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The Coming Of Arthur
Leodogran, the King of Cameliard,
Had one fair daughter, and none other child;
And she was the fairest of all flesh on earth,
Guinevere, and in her his one delight.
For many a petty king ere Arthur came
Ruled in this isle, and ever waging war
Each upon other, wasted all the land;
And still from time to time the heathen host
Swarmed overseas, and harried what was left.
And so there grew great tracts of wilderness,
Wherein the beast was ever more and more,
But man was less and less, till Arthur came.
For first Aurelius lived and fought and died,
And after him King Uther fought and died,
But either failed to make the kingdom one.
And after these King Arthur for a space,
And through the puissance of his Table Round,
Drew all their petty princedoms under him.
Their king and head, and made a realm, and reigned.
And thus the land of Cameliard was waste,
Thick with wet woods, and many a beast therein,
And none or few to scare or chase the beast;
So that wild dog, and wolf and boar and bear
Came night and day, and rooted in the fields,
And wallowed in the gardens of the King.
And ever and anon the wolf would steal
The children and devour, but now and then,
Her own brood lost or dead, lent her fierce teat
To human sucklings; and the children, housed
In her foul den, there at their meat would growl,
And mock their foster mother on four feet,
Till, straightened, they grew up to wolf-like men,
Worse than the wolves. And King Leodogran
Groaned for the Roman legions here again,
And Csar's eagle: then his brother king,
Urien, assailed him: last a heathen horde,
Reddening the sun with smoke and earth with blood,
And on the spike that split the mother's heart
Spitting the child, brake on him, till, amazed,
He knew not whither he should turn for aid.
But--for he heard of Arthur newly crowned,
Though not without an uproar made by those
Who cried, `He is not Uther's son'--the King
Sent to him, saying, `Arise, and help us thou!
For here between the man and beast we die.'
And Arthur yet had done no deed of arms,
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poem by Alfred Lord Tennyson
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But Don't Despair
Despair, if you must –
But how's it going to pull you through?
Despair, when you trust
Naught since then there's naught to do.
Despair, should you thrust
Aside your pride, your self-esteem.
And so despair, if it's dust,
The only substance that you deem.
Despair, when a gust
Of slightly breeze can break your stance.
And do despair, when lust
Is your interpretation of romance.
But don't despair, if you can care
About the plight of any other being.
And you can focus on the help,
Support, and altruistic further actions
For the seeing. Be believing,
As despair will start receding
All around – simply since you found
A way to steer you clear
From this: the very cause of your despair!
So give to others; give them all a helping lift:
Despair, you'll find will disappear –
And that has got to be a well-deserved
And saintly gift!
Copyright © Mark R Slaughter 2009
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poem by Mark R Slaughter
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The King's Tragedy James I. Of Scots.—20th February 1437
I Catherine am a Douglas born,
A name to all Scots dear;
And Kate Barlass they've called me now
Through many a waning year.
This old arm's withered now. 'Twas once
Most deft 'mong maidens all
To rein the steed, to wing the shaft,
To smite the palm-play ball.
In hall adown the close-linked dance
It has shone most white and fair;
It has been the rest for a true lord's head,
And many a sweet babe's nursing-bed,
And the bar to a King's chambère.
Aye, lasses, draw round Kate Barlass,
And hark with bated breath
How good King James, King Robert's son,
Was foully done to death.
Through all the days of his gallant youth
The princely James was pent,
By his friends at first and then by his foes,
In long imprisonment.
For the elder Prince, the kingdom's heir,
By treason's murderous brood
Was slain; and the father quaked for the child
With the royal mortal blood.
I' the Bass Rock fort, by his father's care,
Was his childhood's life assured;
And Henry the subtle Bolingbroke,
Proud England's King, 'neath the southron yoke
His youth for long years immured.
Yet in all things meet for a kingly man
Himself did he approve;
And the nightingale through his prison-wall
Taught him both lore and love.
For once, when the bird's song drew him close
To the opened window-pane,
In her bower beneath a lady stood,
A light of life to his sorrowful mood,
Like a lily amid the rain.
And for her sake, to the sweet bird's note,
He framed a sweeter Song,
More sweet than ever a poet's heart
Gave yet to the English tongue.
She was a lady of royal blood;
And when, past sorrow and teen,
He stood where still through his crownless years
His Scotish realm had been,
At Scone were the happy lovers crowned,
A heart-wed King and Queen.
But the bird may fall from the bough of youth,
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poem by Dante Gabriel Rossetti
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The Tower Beyond Tragedy
I
You'd never have thought the Queen was Helen's sister- Troy's
burning-flower from Sparta, the beautiful sea-flower
Cut in clear stone, crowned with the fragrant golden mane, she
the ageless, the uncontaminable-
This Clytemnestra was her sister, low-statured, fierce-lipped, not
dark nor blonde, greenish-gray-eyed,
Sinewed with strength, you saw, under the purple folds of the
queen-cloak, but craftier than queenly,
Standing between the gilded wooden porch-pillars, great steps of
stone above the steep street,
Awaiting the King.
Most of his men were quartered on the town;
he, clanking bronze, with fifty
And certain captives, came to the stair. The Queen's men were
a hundred in the street and a hundred
Lining the ramp, eighty on the great flags of the porch; she
raising her white arms the spear-butts
Thundered on the stone, and the shields clashed; eight shining
clarions
Let fly from the wide window over the entrance the wildbirds of
their metal throats, air-cleaving
Over the King come home. He raised his thick burnt-colored
beard and smiled; then Clytemnestra,
Gathering the robe, setting the golden-sandaled feet carefully,
stone by stone, descended
One half the stair. But one of the captives marred the comeliness
of that embrace with a cry
Gull-shrill, blade-sharp, cutting between the purple cloak and
the bronze plates, then Clytemnestra:
Who was it? The King answered: A piece of our goods out of
the snatch of Asia, a daughter of the king,
So treat her kindly and she may come into her wits again. Eh,
you keep state here my queen.
You've not been the poorer for me.- In heart, in the widowed
chamber, dear, she pale replied, though the slaves
Toiled, the spearmen were faithful. What's her name, the slavegirl's?
AGAMEMNON Come up the stair. They tell me my kinsman's
Lodged himself on you.
CLYTEMNESTRA Your cousin Aegisthus? He was out of refuge,
flits between here and Tiryns.
Dear: the girl's name?
AGAMEMNON Cassandra. We've a hundred or so other
captives; besides two hundred
Rotted in the hulls, they tell odd stories about you and your
guest: eh? no matter: the ships
Ooze pitch and the August road smokes dirt, I smell like an
old shepherd's goatskin, you'll have bath-water?
CLYTEMNESTRA
They're making it hot. Come, my lord. My hands will pour it.
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poem by Robinson Jeffers
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Lancelot And Elaine
Elaine the fair, Elaine the loveable,
Elaine, the lily maid of Astolat,
High in her chamber up a tower to the east
Guarded the sacred shield of Lancelot;
Which first she placed where the morning's earliest ray
Might strike it, and awake her with the gleam;
Then fearing rust or soilure fashioned for it
A case of silk, and braided thereupon
All the devices blazoned on the shield
In their own tinct, and added, of her wit,
A border fantasy of branch and flower,
And yellow-throated nestling in the nest.
Nor rested thus content, but day by day,
Leaving her household and good father, climbed
That eastern tower, and entering barred her door,
Stript off the case, and read the naked shield,
Now guessed a hidden meaning in his arms,
Now made a pretty history to herself
Of every dint a sword had beaten in it,
And every scratch a lance had made upon it,
Conjecturing when and where: this cut is fresh;
That ten years back; this dealt him at Caerlyle;
That at Caerleon; this at Camelot:
And ah God's mercy, what a stroke was there!
And here a thrust that might have killed, but God
Broke the strong lance, and rolled his enemy down,
And saved him: so she lived in fantasy.
How came the lily maid by that good shield
Of Lancelot, she that knew not even his name?
He left it with her, when he rode to tilt
For the great diamond in the diamond jousts,
Which Arthur had ordained, and by that name
Had named them, since a diamond was the prize.
For Arthur, long before they crowned him King,
Roving the trackless realms of Lyonnesse,
Had found a glen, gray boulder and black tarn.
A horror lived about the tarn, and clave
Like its own mists to all the mountain side:
For here two brothers, one a king, had met
And fought together; but their names were lost;
And each had slain his brother at a blow;
And down they fell and made the glen abhorred:
And there they lay till all their bones were bleached,
And lichened into colour with the crags:
And he, that once was king, had on a crown
Of diamonds, one in front, and four aside.
And Arthur came, and labouring up the pass,
All in a misty moonshine, unawares
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poem by Alfred Lord Tennyson
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Shakuntala Act 1
King Dushyant in a chariot, pursuing an antelope, with a bow and quiver, attended by his Charioteer.
Suta (Charioteer). [Looking at the antelope, and then at the king]
When I cast my eye on that black antelope, and on thee, O king, with thy braced bow, I see before me, as it were, the God Mahésa chasing a hart (male deer), with his bow, named Pináca, braced in his left hand.
King Dushyant: The fleet animal has given us a long chase. Oh! there he runs, with his neck bent gracefully, looking back, from time to time, at the car (chariot) which follows him. Now, through fear of a descending shaft, he contracts his forehand, and extends his flexible haunches; and now, through fatigue, he pauses to nibble the grass in his path with his mouth half opened. See how he springs and bounds with long steps, lightly skimming the ground, and rising high in the air! And now so rapid is his flight, that he is scarce discernible!
Suta: The ground was uneven, and the horses were checked in their course. He has taken advantage of our delay. It is level now, and we may easily overtake him.
King Dushyant: Loosen the reins.
Suta: As the king commands. – [He drives the car first at full speed, and then gently.] – He could not escape. The horses were not even touched by the clouds of dust which they raised; they tossed their manes, erected their ears, and rather glided than galloped over the smooth plain.
King Dushyant: They soon outran the swift antelope. –Objects which, from their distance, appeared minute, presently became larger: what was really divided, seemed united, as we passed; and what was in truth bent, seemed straight. So swift was the motion of the wheels, that nothing, for many moments, was either distant or near. [He fixes an arrow in his bowstring.]
[Behind the scenes.] He must not be slain. This antelope, O king, has an asylum in our forest: he must not be slain.
Suta: [Listening and Looking.] Just as the animal presents a fair mark for our arrow, two hermits are advancing to interrupt your aim
King Dushyant: Then stop the car.
Suta: The king is obeyed. [He draws in the reins.]
Enter a Hermit and his Pupil.
Hermit: [Raising his hands.] Slay not, O mighty sovereign, slay not a poor fawn, who has found a place of refuge. No, surely, no; he must not be hurt. An arrow in the delicate body of a deer would be like fire in bale of cotton. Compared with thy keen shafts, how weak must be the tender hide of a young antelope! Replace quickly, oh! replace the arrow which thou hast aimed. The weapons of you kings and warriors are destined for the relief of the oppressed, not for the destruction of the guiltless.
King Dushyant: [Saluting them.] It is replaced.
[He places the arrow in his quiver.]
Hermit: [With joy] Worthy is that act of thee, most illustrious; of monarchs; worthy, indeed, of a prince descended from Puru. Mayst thou have a son adorned with virtues, a sovereign of the world!
Pupil: [Elevating both his hands.] Oh! by all means, may thy son be adorned with every virtue, a sovereign of the world!
King Dushyant: [Bowing to them.] My head bears with reverence the order of a Bráhmin
Hermit: Great king, we came hither to collect wood for a solemn sacrifice; and this forest, and the banks of the Malini, affords an asylum to the wild animals protected by Shakuntala, (Shakuntala) whom our holy preceptor Kanva has received as a sacred deposit. If you have no other avocation, enter yon grove, and let the rights of hospitality be duly performed. Having seen with your own eyes the virtuous behaviour of those whose only wealth is their piety, but whose worldly cares are now at an end, you will then exclaim, 'How many good subjects are defended by this arm, which the bowstring has made callous!'
King Dushyant: Is the master of your family at home?
Hermit: Our preceptor is gone to Sómatirt'ha, in hopes of deprecating some calamity, with which destiny threatens the irreproachable Shakuntala, and he has charged her, in his absence, to receive all guests with due honour.
King Dushyant: Holy man, I will attend her; and she, having observed my devotion, will report it favourably to the venerable sage.
Both: Be it so; and we depart on our own business. [The Hermit and his Pupil go out.]
King Dushyant: Drive on Suta. By visiting the abode of holiness, we shall purify our souls.
Suta: As the king (may his life be long!) commands. [He drives on.]
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poem by Kalidasa
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The Brus Book VII
[The king escapes from the hound]
The king towart the wod is gane
Wery forswayt and will of wane
Intill the wod sone entryt he
And held doun towart a vale
5 Quhar throu the woid a watter ran.
Thidder in gret hy wend he than
And begouth for to rest him thar
And said he mycht no forthirmar.
His man said, 'Schyr, it may nocht be.
10 Abyd ye her ye sall son se
Fyve hunder yarnand you to sla,
And thai ar fele aganys us twa.
And sen we may nocht dele with mycht
Help us all that we may with slycht.'
15 The king said, 'Sen that thou will sua,
Ga furth, and I sall with the ga.
Bot Ik haiff herd oftymys say
That quha endlang a watter ay
Wald waid a bow-draucht he suld ger
20 Bathe the slouth-hund and his leder
Tyne the sleuth men gert him ta.
Prove we giff it will now do sa,
For war yone devillis hund away
I roucht nocht off the lave perfay.'
25 As he dyvisyt thai haiff doyn
And entryt in the watter sone
And held down endlang thar way,
And syne to the land yeid thai
And held thar way as thai did er.
30 And Jhone off Lorn with gret affer
Come with hys rout rycht to the place
Quhar that his fyve men slane was.
He menyt thaim quhen he thaim saw
And said eftre a litill thraw
35 That he suld veng thar bloude,
Bot otherwayis the gamyn youde.
Thar wald he mak na mar dwelling
Bot furth in hy folowit the king.
Rycht to the burn thai passyt war,
40 Bot the sleuth-hund maid styntyn thar
And waveryt lang tyme to and fra
That he na certane gate couth ga,
Till at the last that Jhon of Lorn
Persavyt the hund the slouth had lorn
45 And said, 'We haiff tynt this travaill.
To pas forthyr may nocht availe
For the void is bath braid and wid
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poem by John Barbour
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The Ballad of the White Horse
DEDICATION
Of great limbs gone to chaos,
A great face turned to night--
Why bend above a shapeless shroud
Seeking in such archaic cloud
Sight of strong lords and light?
Where seven sunken Englands
Lie buried one by one,
Why should one idle spade, I wonder,
Shake up the dust of thanes like thunder
To smoke and choke the sun?
In cloud of clay so cast to heaven
What shape shall man discern?
These lords may light the mystery
Of mastery or victory,
And these ride high in history,
But these shall not return.
Gored on the Norman gonfalon
The Golden Dragon died:
We shall not wake with ballad strings
The good time of the smaller things,
We shall not see the holy kings
Ride down by Severn side.
Stiff, strange, and quaintly coloured
As the broidery of Bayeux
The England of that dawn remains,
And this of Alfred and the Danes
Seems like the tales a whole tribe feigns
Too English to be true.
Of a good king on an island
That ruled once on a time;
And as he walked by an apple tree
There came green devils out of the sea
With sea-plants trailing heavily
And tracks of opal slime.
Yet Alfred is no fairy tale;
His days as our days ran,
He also looked forth for an hour
On peopled plains and skies that lower,
From those few windows in the tower
That is the head of a man.
But who shall look from Alfred's hood
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poem by Gilbert Keith Chesterton
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The Third Monarchy, being the Grecian, beginning under Alexander the Great in the 112. Olympiad.
Great Alexander was wise Philips son,
He to Amyntas, Kings of Macedon;
The cruel proud Olympias was his Mother,
She to Epirus warlike King was daughter.
This Prince (his father by Pausanias slain)
The twenty first of's age began to reign.
Great were the Gifts of nature which he had,
His education much to those did adde:
By art and nature both he was made fit,
To 'complish that which long before was writ.
The very day of his Nativity
To ground was burnt Dianaes Temple high:
An Omen to their near approaching woe,
Whose glory to the earth this king did throw.
His Rule to Greece he scorn'd should be confin'd,
The Universe scarce bound his proud vast mind.
This is the He-Goat which from Grecia came,
That ran in Choler on the Persian Ram,
That brake his horns, that threw him on the ground
To save him from his might no man was found:
Philip on this great Conquest had an eye,
But death did terminate those thoughts so high.
The Greeks had chose him Captain General,
Which honour to his Son did now befall.
(For as Worlds Monarch now we speak not on,
But as the King of little Macedon)
Restless both day and night his heart then was,
His high resolves which way to bring to pass;
Yet for a while in Greece is forc'd to stay,
Which makes each moment seem more then a day.
Thebes and stiff Athens both 'gainst him rebel,
Their mutinies by valour doth he quell.
This done against both right and natures Laws,
His kinsmen put to death, who gave no cause;
That no rebellion in in his absence be,
Nor making Title unto Sovereignty.
And all whom he suspects or fears will climbe,
Now taste of death least they deserv'd in time,
Nor wonder is t if he in blood begin,
For Cruelty was his parental sin,
Thus eased now of troubles and of fears,
Next spring his course to Asia he steers;
Leavs Sage Antipater, at home to sway,
And through the Hellispont his Ships made way.
Coming to Land, his dart on shore he throws,
Then with alacrity he after goes;
And with a bount'ous heart and courage brave,
His little wealth among his Souldiers gave.
And being ask'd what for himself was left,
Reply'd, enough, sith only hope he kept.
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poem by Anne Bradstreet
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Orlando Furioso Canto 17
ARGUMENT
Charles goes, with his, against King Rodomont.
Gryphon in Norandino's tournament
Does mighty deeds; Martano turns his front,
Showing how recreant is his natural bent;
And next, on Gryphon to bring down affront,
Stole from the knight the arms in which he went;
Hence by the kindly monarch much esteemed,
And Gryphon scorned, whom he Martano deemed.
I
God, outraged by our rank iniquity,
Whenever crimes have past remission's bound,
That mercy may with justice mingled be,
Has monstrous and destructive tyrants crowned;
And gifted them with force and subtlety,
A sinful world to punish and confound.
Marius and Sylla to this end were nursed,
Rome with two Neros and a Caius cursed;
II
Domitian and the latter Antonine;
And, lifted from the lowest rabble's lees,
To imperial place and puissance, Maximine:
Hence Thebes to cruel Creon bent her knees,
Mezentius ruled the subject Agiline,
Fattening his fields with blood. To pests like these
Our Italy was given in later day,
To Lombard, Goth, and Hun a bleeding prey.
III
What shall I of fierce Attila, what say
Of wicked Ezzeline, and hundreds more?
Whom, because men still trod the crooked way,
God sent them for their pain and torment sore.
Of this ourselves have made a clear assay,
As well as those who lived in days of yore;
Consigned to ravening wolves, ordained to keep
Us, his ill-nurturing and unuseful sheep;
IV
Who, as if having more than served to fill
Their hungry maw, invite from foreign wood
Beyond the mountain, wolves of greedier will,
With them to be partakers of their food.
The bones which Thrasymene and Trebbia fill,
And Cannae, seem but few to what are strewed
On fattened field and bank, where on their way
Adda and Mella, Ronco and Tarro stray.
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poem by Ludovico Ariosto
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The Brus Book III
The lord of Lorn attacks the king's men]
The lord off Lorne wonnyt thar-by
That wes capitale ennymy
To the king for his emys sak
Jhon Comyn, and thocht for to tak
5 Vengeance apon cruell maner.
Quhen he the king wyst wes sa ner
He assemblyt his men in hy,
And had intill his cumpany
The barounys off Argyle alsua.
10 Thai war a thousand weill or ma
And come for to suppris the king
That weill wes war of thar cummyng.
Bot all to few with him he had
The-quhethir he bauldly thaim abaid,
15 And weill ost at thar fryst metyng
War layd at erd but recoveryng.
The kingis folk full weill thaim bar
And slew and fellyt and woundyt sar,
Bot the folk off the tother party
20 Faucht with axys sa fellyly,
For thai on fute war everilkane,
That thai feile off thar hors has slayne,
And till sum gaiff thai woundis wid.
James off Douglas wes hurt that tyd
25 And als Schyr Gilbert de le Hay.
The king his men saw in affray
And his ensenye can he cry
And amang thaim rycht hardyly
He rad that he thaim ruschyt all
30 And fele off thaim thar gert he fall.
Bot quhen he saw thai war sa feill
And saw thaim swa gret dyntis deill
He dred to tyne his folk, forthi
His men till him he gan rely
35 And said, 'Lordyngis, foly it war
Tyll us for till assembill mar,
For thai fele off our hors has slayn,
And giff yhe fecht with thaim agayn
We sall tyne off our small mengye
40 And our selff sall in perill be.
Tharfor me thynk maist avenand
To withdraw us us defendand
Till we cum out off thar daunger,
For our strenth at our hand is ner.'
45 Then thai withdrew thaim halely
Bot that wes nocht full cowartly
For samyn intill a sop held thai
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poem by John Barbour
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The Brus Book IX
[The king goes to Inverurie and falls ill]
Now leve we intill the Forest
Douglas that sall bot litill rest
Till the countre deliveryt be
Off Inglis folk and thar powste,
5 And turne we till the noble king
That with the folk off his leding
Towart the Month has tane his wai
Rycht stoutly and intill gud array,
Quhar Alysander Frayser him met
10 And als his broder Symonet
With all the folk thai with thaim had.
The king gud contenance thaim made
That wes rycht blyth off thar cummyne.
Thai tauld the king off the convyne
15 Off Jhone Cumyn erle of Bouchane
That till help him had with him tane
Schyr Jhon Mowbray and other ma,
Schyr David off Brechyn alsua,
With all the folk off thar leding,
20 'And yarnys mar na ony thing
Vengeance off you, schyr king, to tak
For Schyr Jhone the Cumyn his sak
That quhylum in Drumfres wes slayn.'
The king said, 'Sa our Lord me sayn,
25 Ik had gret caus him for to sla,
And sen that thai on hand will ta
Becaus off him to werray me
I sall thole a quhile and se
On quhat wys that thai pruve thar mycht,
30 And giff it fall that thai will fycht
Giff thai assaile we sall defend,
Syne fall eftre quhat God will send.'
Eftre this spek the king in hy
Held straucht his way till Enrowry,
35 And thar him tuk sik a seknes
That put him to full hard distress.
He forbar bath drynk and mete,
His men na medicyne couth get
That ever mycht to the king availe,
40 His force gan him halyly faile
That he mycht nother rid na ga.
Then wyt ye that his men war wa,
For nane wes in that cumpany
That wald haiff bene halff sa sary
45 For till haiff sene his broder ded
Lyand befor him in that steid
As thai war for his seknes,
For all thar confort in him wes.
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poem by John Barbour
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The Holocaust Files & Other Theme Poems
Theme: Love Poems (various forms of love,10 poems only)
*any theme category may be extended upon reader interest and requests
A Family Blessing
Changing Scene
For Our Loved Ones
Look Across Time
Memory Of A Lover
My Love
Single Red Ribbon
Snowpowder
Song Of My Love
True Love
The Holocaust Files: (32 poems) are a work in process and this reference will be removed upon completion. This is a collection of holocaust related poems to give voice to the 12 million killed, tortured and enslaved by the SS during World War II. The Poles, Romani and Slavic victims who are sometimes overlooked in brief reviews or marginalized, will hopefully have a poem as their voice by the completion of this project. The poems will ease into and out of the full extent of this horror, to contrast kaleidoscopic images of the holocaust in tribute to the slaughtered, and may provide a differing overview of Nazi Ideology to address succinct examples of how and why in historical perspective. (Historical optional background notes, have been added below some poems to assist in this purpose.)
The cruelty of topic material in some of the main poems may shock or offend innocent readers. Looking up pictorial images of these events is not advised for children.
The poems should be read in the order listed below: -
A Vibrant Life 18.5.2010
Appeasement For Adolf Hitler 15&16.10.2010
Indomitable Will To Survive 12.7.2010
Holocaust Latvia Begins 30.5.2012
Nazi Death Squads Enter Eastern Europe 29.5.2012
SS Single Shot Executioners 28.5.2012
Legal Genocide Committed On Industrial Scale 16.10.2010
Stone Cross Prologue 85 87
Stone Cross 85 87
Hitler's Holocaust Product Of A Demonic Mind 1987
When Satanic Power Ruled A Third Reich 1987
Blind Neo-Nazi Nationalism Hitler's New World Order 1987
How Evil Regenerates Perpetuates 1987
Nazi Evolution Vile Carbon Monoxide Gas To Zyklon-B 1987
Indictment Against Entire Nations 1987
An Image Of The Beast Rules
Fallen Nation Transformation 1987
Cartoon Caricature Of The Master Race 17.5.2010
The SS Who Will You Kill 17.5.2010
Classic Dance Steps 17.2.1989
Peaked Cap; Skull-And-Crossbones Badge 17&18.3.2010
A Moral Civilized World 17.3.2010
The Death Of Adolf Hitler's Personal Physican 17.5.2010
Dagmar Topf A Defence Of Family Ovens 17&18.3.2010
Not To Be Written 7.5.2010
Struck Down With A Thunderbolt 20.4.2010
Love Has Rewards Worth Attaining 19.5.2010
SS Demons 15.12.2010
How Did You Kill Me?
They Did It All Before You 18.5.2010
'Angel Of Death' A Demonic Nazi Doctor 9.3.2011
Proclaiming Retrofit New World Order 9&10.3.2011
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poem by Terence George Craddock
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The four Monarchyes, the Assyrian being the first, beginning under Nimrod, 131. Years after the Floo
When time was young, & World in Infancy,
Man did not proudly strive for Soveraignty:
But each one thought his petty Rule was high,
If of his house he held the Monarchy.
This was the golden Age, but after came
The boisterous son of Chus, Grand-Child to Ham,
That mighty Hunter, who in his strong toyles
Both Beasts and Men subjected to his spoyles:
The strong foundation of proud Babel laid,
Erech, Accad, and Culneh also made.
These were his first, all stood in Shinar land,
From thence he went Assyria to command,
And mighty Niniveh, he there begun,
Not finished till he his race had run.
Resen, Caleh, and Rehoboth likewise
By him to Cities eminent did rise.
Of Saturn, he was the Original,
Whom the succeeding times a God did call,
When thus with rule, he had been dignifi'd,
One hundred fourteen years he after dy'd.
Belus.
Great Nimrod dead, Belus the next his Son
Confirms the rule, his Father had begun;
Whose acts and power is not for certainty
Left to the world, by any History.
But yet this blot for ever on him lies,
He taught the people first to Idolize:
Titles Divine he to himself did take,
Alive and dead, a God they did him make.
This is that Bel the Chaldees worshiped,
Whose Priests in Stories oft are mentioned;
This is that Baal to whom the Israelites
So oft profanely offered sacred Rites:
This is Beelzebub God of Ekronites,
Likewise Baalpeor of the Mohabites,
His reign was short, for as I calculate,
At twenty five ended his Regal date.
Ninus.
His Father dead, Ninus begins his reign,
Transfers his seat to the Assyrian plain;
And mighty Nineveh more mighty made,
Whose Foundation was by his Grand-sire laid:
Four hundred forty Furlongs wall'd about,
On which stood fifteen hundred Towers stout.
The walls one hundred sixty foot upright,
So broad three Chariots run abrest there might.
Upon the pleasant banks of Tygris floud
This stately Seat of warlike Ninus stood:
This Ninus for a God his Father canonized,
To whom the sottish people sacrificed.
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poem by Anne Bradstreet
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The Brus Book VI
[Sir Ingram Umfraville praises the king;
the men of Galloway pursue him with a tracker dog]
The king is went till his logyng
And off this deid sone come tithing
Till Schyr Ingrame the Umfravill
That thocht his sutelte and gyle
5 Haid al failyeit in that place.
Tharfor anoyit sua he was
That he agayne to Lothyane
Till Schyr Amer his gate has tane
And till him tauld all hale the cas,
10 That tharoff all forwonderyt was
How ony man sa sodanly
Mycht do so gret chevalry
As did the king that him allane
Vengeance off thre traytouris has tane,
15 And said, 'Certis, I may weill se
That it is all certante
That ure helpys hardy men
As be this deid we may ken.
War he nocht outrageous hardy
20 He had nocht unabasytly
Sa smertly sene his avantage.
I drede that his gret vassalag
And his travaill may bring till end
That at men quhile full litill wend.'
25 Sik speking maid he off the king
That ay foroutyn sojournyng
Travaillit in Carrik her and thar.
His men fra him sa scalit war
To purches thar necessite
30 And als the countre for to se
That thai left nocht with him sexty.
And quhen the Gallowais wyst suthli
That he wes with sa few mengye
Thai maid a preve assemble
35 Off wele twa hunder men and ma,
And slewth-hundis with thaim gan ta,
For thai thocht him for to suppris
And giff he fled on ony wys
To folow him with the hundis sua
40 That he suld nocht eschaip thaim fra.
Thai schup thaim in ane evynnyng
To suppris sodanly the king
And tillhim held thai straucht thar way,
Bot he, that had his wachis ay
45 On ilk sid, off thar cummyng
Lang or thai come had wyttering
And how fele that thai mycht be,
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poem by John Barbour
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The Hind And The Panther, A Poem In Three Parts : Part III.
Much malice, mingled with a little wit,
Perhaps may censure this mysterious writ;
Because the muse has peopled Caledon
With panthers, bears, and wolves, and beasts unknown,
As if we were not stocked with monsters of our own.
Let Æsop answer, who has set to view
Such kinds as Greece and Phrygia never knew;
And Mother Hubbard, in her homely dress,
Has sharply blamed a British lioness;
That queen, whose feast the factious rabble keep,
Exposed obscenely naked, and asleep.
Led by those great examples, may not I
The wonted organs of their words supply?
If men transact like brutes, 'tis equal then
For brutes to claim the privilege of men.
Others our Hind of folly will indite,
To entertain a dangerous guest by night.
Let those remember, that she cannot die,
Till rolling time is lost in round eternity;
Nor need she fear the Panther, though untamed,
Because the Lion's peace was now proclaimed;
The wary savage would not give offence,
To forfeit the protection of her prince;
But watched the time her vengeance to complete,
When all her furry sons in frequent senate met;
Meanwhile she quenched her fury at the flood,
And with a lenten salad cooled her blood.
Their commons, though but coarse, were nothing scant,
Nor did their minds an equal banquet want.
For now the Hind, whose noble nature strove
To express her plain simplicity of love,
Did all the honours of her house so well,
No sharp debates disturbed the friendly meal.
She turned the talk, avoiding that extreme,
To common dangers past, a sadly-pleasing theme;
Remembering every storm which tossed the state,
When both were objects of the public hate,
And dropt a tear betwixt for her own children's fate.
Nor failed she then a full review to make
Of what the Panther suffered for her sake;
Her lost esteem, her truth, her loyal care,
Her faith unshaken to an exiled heir,
Her strength to endure, her courage to defy,
Her choice of honourable infamy.
On these, prolixly thankful, she enlarged;
Then with acknowledgments herself she charged;
For friendship, of itself an holy tie,
Is made more sacred by adversity.
Now should they part, malicious tongues would say,
They met like chance companions on the way,
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poem by John Dryden
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Orlando Furioso Canto 18
ARGUMENT
Gryphon is venged. Sir Mandricardo goes
In search of Argier's king. Charles wins the fight.
Marphisa Norandino's men o'erthrows.
Due pains Martano's cowardice requite.
A favouring wind Marphisa's gallery blows,
For France with Gryphon bound and many a knight.
The field Medoro and Cloridano tread,
And find their monarch Dardinello dead.
I
High minded lord! your actions evermore
I have with reason lauded, and still laud;
Though I with style inapt, and rustic lore,
You of large portion of your praise defraud:
But, of your many virtues, one before
All others I with heart and tongue applaud,
- That, if each man a gracious audience finds,
No easy faith your equal judgment blinds.
II
Often, to shield the absent one from blame,
I hear you this, or other, thing adduce;
Or him you let, at least, an audience claim,
Where still one ear is open to excuse:
And before dooming men to scaith and shame,
To see and hear them ever is your use;
And ere you judge another, many a day,
And month, and year, your sentence to delay.
III
Had Norandine been with your care endued,
What he by Gryphon did, he had not done.
Profit and fame have from your rule accrued:
A stain more black than pitch he cast upon
His name: through him, his people were pursued
And put to death by Olivero's son;
Who at ten cuts or thrusts, in fury made,
Some thirty dead about the waggon laid.
IV
Whither fear drives, in rout, the others all,
Some scattered here, some there, on every side,
Fill road and field; to gain the city-wall
Some strive, and smothered in the mighty tide,
One on another, in the gateway fall.
Gryphon, all thought of pity laid aside,
Threats not nor speaks, but whirls his sword about,
Well venging on the crowd their every flout.
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poem by Ludovico Ariosto
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