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When Does Poverty Get Poor

Seated in the confinds of poverty, dressed in overall butten up to his neck
and close fitted shoes that elope the streets,
now becoming aware;
the influences of poverty from being the richest man alive captures the mass,
bent on ignorance, that shows no gain;
garbage bins becomes there prey,
cleaning windows of car is income, suffice the day,
supervised by poverty! and out scoring all the other delligates,
poverty also own the trade that teaches the longivity of hardship,
rested enough on a king size sidewalk spread with carboard denim
providing comfort paid for by poverty as a treat to the best laborer,
but poverty takes no break, seemingly a workaholic.......
proclaim'i'm a hustler'.and
Has the fleet of his employee's feet get wearsome, poverty dear not to retreat! but relent the surviving scares that ridge their free created flesh
at a cost!
classified bumbs they become victims to the slums, coke-cocaine, cannabis and rum!
enslaving the mindstead of the innocent and young, the future remains unchanged!
but who do they liberate, when life bounds them at the expense of living another day!
who showers their skin from the residue of misfortune and bad luck
moreso, who is to be blame,
when education 'the key' only opens the door seemingly once every eternity! to those of whom that are not on the paid roll of poverty!
and when does poverty give us cars, land and a good home; Homes that
over looking the scenery of beauty, with rose petals scattered liked shurbs
bring out the feel of pardise fresh to the smell of a splash of l.o.v.e! and a white picket fence to the ending of living
happily forever and ever like the tale of a fairy! to know
how much do we have to endure to asure we achieve
and when does poverty get poor?

poem by Terrence Beckford
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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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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

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poem by Robert Browning (1871)
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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

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poem by Robert Browning from The Ring and the Book
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Annus Mirabilis, The Year Of Wonders, 1666

1
In thriving arts long time had Holland grown,
Crouching at home and cruel when abroad:
Scarce leaving us the means to claim our own;
Our King they courted, and our merchants awed.

2
Trade, which, like blood, should circularly flow,
Stopp'd in their channels, found its freedom lost:
Thither the wealth of all the world did go,
And seem'd but shipwreck'd on so base a coast.

3
For them alone the heavens had kindly heat;
In eastern quarries ripening precious dew:
For them the Idumaean balm did sweat,
And in hot Ceylon spicy forests grew.

4
The sun but seem'd the labourer of the year;
Each waxing moon supplied her watery store,
To swell those tides, which from the line did bear
Their brimful vessels to the Belgian shore.

5
Thus mighty in her ships, stood Carthage long,
And swept the riches of the world from far;
Yet stoop'd to Rome, less wealthy, but more strong:
And this may prove our second Punic war.

6
What peace can be, where both to one pretend?
(But they more diligent, and we more strong)
Or if a peace, it soon must have an end;
For they would grow too powerful, were it long.

7
Behold two nations, then, engaged so far
That each seven years the fit must shake each land:
Where France will side to weaken us by war,
Who only can his vast designs withstand.

8
See how he feeds the Iberian with delays,
To render us his timely friendship vain:
And while his secret soul on Flanders preys,
He rocks the cradle of the babe of Spain.

9
Such deep designs of empire does he lay

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poem by John Dryden
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The House Of Dust: Complete

I.

The sun goes down in a cold pale flare of light.
The trees grow dark: the shadows lean to the east:
And lights wink out through the windows, one by one.
A clamor of frosty sirens mourns at the night.
Pale slate-grey clouds whirl up from the sunken sun.

And the wandering one, the inquisitive dreamer of dreams,
The eternal asker of answers, stands in the street,
And lifts his palms for the first cold ghost of rain.
The purple lights leap down the hill before him.
The gorgeous night has begun again.

'I will ask them all, I will ask them all their dreams,
I will hold my light above them and seek their faces.
I will hear them whisper, invisible in their veins . . .'
The eternal asker of answers becomes as the darkness,
Or as a wind blown over a myriad forest,
Or as the numberless voices of long-drawn rains.

We hear him and take him among us, like a wind of music,
Like the ghost of a music we have somewhere heard;
We crowd through the streets in a dazzle of pallid lamplight,
We pour in a sinister wave, ascend a stair,
With laughter and cry, and word upon murmured word;
We flow, we descend, we turn . . . and the eternal dreamer
Moves among us like light, like evening air . . .

Good-night! Good-night! Good-night! We go our ways,
The rain runs over the pavement before our feet,
The cold rain falls, the rain sings.
We walk, we run, we ride. We turn our faces
To what the eternal evening brings.

Our hands are hot and raw with the stones we have laid,
We have built a tower of stone high into the sky,
We have built a city of towers.

Our hands are light, they are singing with emptiness.
Our souls are light; they have shaken a burden of hours . . .
What did we build it for? Was it all a dream? . . .
Ghostly above us in lamplight the towers gleam . . .
And after a while they will fall to dust and rain;
Or else we will tear them down with impatient hands;
And hew rock out of the earth, and build them again.

II.

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poem by Conrad Potter Aiken
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VI. Giuseppe Caponsacchi

Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,

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poem by Robert Browning from The Ring and the Book
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Satan Absolved

(In the antechamber of Heaven. Satan walks alone. Angels in groups conversing.)
Satan. To--day is the Lord's ``day.'' Once more on His good pleasure
I, the Heresiarch, wait and pace these halls at leisure
Among the Orthodox, the unfallen Sons of God.
How sweet in truth Heaven is, its floors of sandal wood,
Its old--world furniture, its linen long in press,
Its incense, mummeries, flowers, its scent of holiness!
Each house has its own smell. The smell of Heaven to me
Intoxicates and haunts,--and hurts. Who would not be
God's liveried servant here, the slave of His behest,
Rather than reign outside? I like good things the best,
Fair things, things innocent; and gladly, if He willed,
Would enter His Saints' kingdom--even as a little child.

[Laughs. I have come to make my peace, to crave a full amaun,
Peace, pardon, reconcilement, truce to our daggers--drawn,
Which have so long distraught the fair wise Universe,
An end to my rebellion and the mortal curse
Of always evil--doing. He will mayhap agree
I was less wholly wrong about Humanity
The day I dared to warn His wisdom of that flaw.
It was at least the truth, the whole truth, I foresaw
When He must needs create that simian ``in His own
Image and likeness.'' Faugh! the unseemly carrion!
I claim a new revision and with proofs in hand,
No Job now in my path to foil me and withstand.
Oh, I will serve Him well!
[Certain Angels approach. But who are these that come
With their grieved faces pale and eyes of martyrdom?
Not our good Sons of God? They stop, gesticulate,
Argue apart, some weep,--weep, here within Heaven's gate!
Sob almost in God's sight! ay, real salt human tears,
Such as no Spirit wept these thrice three thousand years.
The last shed were my own, that night of reprobation
When I unsheathed my sword and headed the lost nation.
Since then not one of them has spoken above his breath
Or whispered in these courts one word of life or death
Displeasing to the Lord. No Seraph of them all,
Save I this day each year, has dared to cross Heaven's hall
And give voice to ill news, an unwelcome truth to Him.
Not Michael's self hath dared, prince of the Seraphim.
Yet all now wail aloud.--What ails ye, brethren? Speak!
Are ye too in rebellion? Angels. Satan, no. But weak
With our long earthly toil, the unthankful care of Man.

Satan. Ye have in truth good cause.

Angels. And we would know God's plan,
His true thought for the world, the wherefore and the why
Of His long patience mocked, His name in jeopardy.

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poem by Wilfrid Scawen Blunt
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I. The Ring and the Book

Do you see this Ring?
'T is Rome-work, made to match
(By Castellani's imitative craft)
Etrurian circlets found, some happy morn,
After a dropping April; found alive
Spark-like 'mid unearthed slope-side figtree-roots
That roof old tombs at Chiusi: soft, you see,
Yet crisp as jewel-cutting. There's one trick,
(Craftsmen instruct me) one approved device
And but one, fits such slivers of pure gold
As this was,—such mere oozings from the mine,
Virgin as oval tawny pendent tear
At beehive-edge when ripened combs o'erflow,—
To bear the file's tooth and the hammer's tap:
Since hammer needs must widen out the round,
And file emboss it fine with lily-flowers,
Ere the stuff grow a ring-thing right to wear.
That trick is, the artificer melts up wax
With honey, so to speak; he mingles gold
With gold's alloy, and, duly tempering both,
Effects a manageable mass, then works:
But his work ended, once the thing a ring,
Oh, there's repristination! Just a spirt
O' the proper fiery acid o'er its face,
And forth the alloy unfastened flies in fume;
While, self-sufficient now, the shape remains,
The rondure brave, the lilied loveliness,
Gold as it was, is, shall be evermore:
Prime nature with an added artistry—
No carat lost, and you have gained a ring.
What of it? 'T is a figure, a symbol, say;
A thing's sign: now for the thing signified.

Do you see this square old yellow Book, I toss
I' the air, and catch again, and twirl about
By the crumpled vellum covers,—pure crude fact
Secreted from man's life when hearts beat hard,
And brains, high-blooded, ticked two centuries since?
Examine it yourselves! I found this book,
Gave a lira for it, eightpence English just,
(Mark the predestination!) when a Hand,
Always above my shoulder, pushed me once,
One day still fierce 'mid many a day struck calm,
Across a Square in Florence, crammed with booths,
Buzzing and blaze, noontide and market-time,
Toward Baccio's marble,—ay, the basement-ledge
O' the pedestal where sits and menaces
John of the Black Bands with the upright spear,
'Twixt palace and church,—Riccardi where they lived,
His race, and San Lorenzo where they lie.

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

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

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poem by Robert Browning from The Ring and the Book
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The Aeneid of Virgil: Book 9

WHILE these affairs in distant places pass’d,
The various Iris Juno sends with haste,
To find bold Turnus, who, with anxious thought,
The secret shade of his great grandsire sought.
Retir’d alone she found the daring man, 5
And op’d her rosy lips, and thus began:
“What none of all the gods could grant thy vows,
That, Turnus, this auspicious day bestows.
Æneas, gone to seek th’ Arcadian prince,
Has left the Trojan camp without defense; 10
And, short of succors there, employs his pains
In parts remote to raise the Tuscan swains.
Now snatch an hour that favors thy designs;
Unite thy forces, and attack their lines.”
This said, on equal wings she pois’d her weight, 15
And form’d a radiant rainbow in her flight.
The Daunian hero lifts his hands and eyes,
And thus invokes the goddess as she flies:
“Iris, the grace of heav’n, what pow’r divine
Has sent thee down, thro’ dusky clouds to shine? 20
See, they divide; immortal day appears,
And glitt’ring planets dancing in their spheres!
With joy, these happy omens I obey,
And follow to the war the god that leads the way.”
Thus having said, as by the brook he stood, 25
He scoop’d the water from the crystal flood;
Then with his hands the drops to heav’n he throws,
And loads the pow’rs above with offer’d vows.
Now march the bold confed’rates thro’ the plain,
Well hors’d, well clad; a rich and shining train. 30
Messapus leads the van; and, in the rear,
The sons of Tyrrheus in bright arms appear.
In the main battle, with his flaming crest,
The mighty Turnus tow’rs above the rest.
Silent they move, majestically slow, 35
Like ebbing Nile, or Ganges in his flow.
The Trojans view the dusty cloud from far,
And the dark menace of the distant war.
Caicus from the rampire saw it rise,
Black’ning the fields, and thick’ning thro’ the skies. 40
Then to his fellows thus aloud he calls:
“What rolling clouds, my friends, approach the walls?
Arm! arm! and man the works! prepare your spears
And pointed darts! the Latian host appears.”
Thus warn’d, they shut their gates; with shouts ascend 45
The bulwarks, and, secure, their foes attend:
For their wise gen’ral, with foreseeing care,
Had charg’d them not to tempt the doubtful war,
Nor, tho’ provok’d, in open fields advance,
But close within their lines attend their chance. 50

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poem by Publius Vergilius Maro
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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
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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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song performed by Fatboy Slim
Added by Lucian Velea
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I'm The Richest Woman

You should know
I’m the richest woman!
I’ll tell you now
With more than you!
Do you hear me?
I’m the richest lady!
Pay attention

Wanting money
Wanting something
Anything other than poverty
You see I’m terribly poor

I fell in love with being at the bottom
Poorer than a church mouse
I could easily end up in a hovel
Yet I won’t cry over a ripped blouse

You see I have no money to worry about
No finances to keep me up in terrible doubt
You see one day I’ll be richer than God
And my name will rise higher than Heaven
I have a soul that no money could afford
I have the face that no surgeon could create

I want the world to know
I’m the richest woman you’ll know in life
You hear me, world?
I have no money to buy the shiniest knife
I tell the world
I’m the richest woman, because I’m so fly
It’s all due to
I have the soul that no money could buy

I’m a goddess of spirit and the queen here
I’m such a cute and trusting little dear
You can trust that I’ll never lose my mind
And to my poverty I’ll always be so blind

My parents can barely afford the rent
A family of four in a one bedroom apartment
You see I’m the brightest diamond in this
A rough that I have turned into my bliss

I do not have the finest clothes
But I have the finest nose
Leather of the finest, never

My skin is the finest endeavor
A size for which any boy would kill

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poem by German Alcala
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The Task: Book VI. -- The Winter Walk at Noon

There is in souls a sympathy with sounds;
And as the mind is pitch’d the ear is pleased
With melting airs, or martial, brisk, or grave:
Some chord in unison with what we hear
Is touch’d within us, and the heart replies.
How soft the music of those village bells,
Falling at intervals upon the ear
In cadence sweet, now dying all away,
Now pealing loud again, and louder still,
Clear and sonorous, as the gale comes on!
With easy force it opens all the cells
Where Memory slept. Wherever I have heard
A kindred melody, the scene recurs,
And with it all its pleasures and its pains.
Such comprehensive views the spirit takes,
That in a few short moments I retrace
(As in a map the voyager his course)
The windings of my way through many years.
Short as in retrospect the journey seems,
It seem’d not always short; the rugged path,
And prospect oft so dreary and forlorn,
Moved many a sigh at its disheartening length.
Yet, feeling present evils, while the past
Faintly impress the mind, or not at all,
How readily we wish time spent revoked,
That we might try the ground again, where once
(Through inexperience, as we now perceive)
We miss’d that happiness we might have found!
Some friend is gone, perhaps his son’s best friend,
A father, whose authority, in show
When most severe, and mustering all its force,
Was but the graver countenance of love:
Whose favour, like the clouds of spring, might lower,
And utter now and then an awful voice,
But had a blessing in its darkest frown,
Threatening at once and nourishing the plant.
We loved, but not enough, the gentle hand
That rear’d us. At a thoughtless age, allured
By every gilded folly, we renounced
His sheltering side, and wilfully forewent
That converse, which we now in vain regret.
How gladly would the man recall to life
The boy’s neglected sire! a mother too,
That softer friend, perhaps more gladly still,
Might he demand them at the gates of death.
Sorrow has, since they went, subdued and tamed
The playful humour; he could now endure
(Himself grown sober in the vale of tears)
And feel a parent’s presence no restraint.
But not to understand a treasure’s worth

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poem by William Cowper
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Evangeline: A Tale of Acadie

This is the forest primeval. The murmuring pines and the hemlocks,
Bearded with moss, and in garments green, indistinct in the twilight,
Stand like Druids of eld, with voices sad and prophetic,
Stand like harpers hoar, with beards that rest on their bosoms.
Loud from its rocky caverns, the deep-voiced neighboring ocean
Speaks, and in accents disconsolate answers the wail of the forest.

This is the forest primeval; but where are the hearts that beneath it
Leaped like the roe, when he hears in the woodland the voice of the huntsman
Where is the thatch-roofed village, the home of Acadian farmers,--
Men whose lives glided on like rivers that water the woodlands,
Darkened by shadows of earth, but reflecting an image of heaven?
Waste are those pleasant farms, and the farmers forever departed!
Scattered like dust and leaves, when the mighty blasts of October
Seize them, and whirl them aloft, and sprinkle them far o'er the ocean
Naught but tradition remains of the beautiful village of Grand-Pre.

Ye who believe in affection that hopes, and endures, and is patient,
Ye who believe in the beauty and strength of woman's devotion,
List to the mournful tradition still sung by the pines of the forest;
List to a Tale of Love in Acadie, home of the happy.

PART THE FIRST

I

In the Acadian land, on the shores of the Basin of Minas,
Distant, secluded, still, the little village of Grand-Pre
Lay in the fruitful valley. Vast meadows stretched to the eastward,
Giving the village its name, and pasture to flocks without number.
Dikes, that the hands of the farmers had raised with labor incessant,
Shut out the turbulent tides; but at stated seasons the flood-gates
Opened, and welcomed the sea to wander at will o'er the meadows.
West and south there were fields of flax, and orchards and cornfields
Spreading afar and unfenced o'er the plain; and away to the northward
Blomidon rose, and the forests old, and aloft on the mountains
Sea-fogs pitched their tents, and mists from the mighty Atlantic
Looked on the happy valley, but ne'er from their station descended
There, in the midst of its farms, reposed the Acadian village.
Strongly built were the houses, with frames of oak and of hemlock,
Such as the peasants of Normandy built in the reign of the Henries.
Thatched were the roofs, with dormer-windows; and gables projecting
Over the basement below protected and shaded the doorway.
There in the tranquil evenings of summer, when brightly the sunset
Lighted the village street and gilded the vanes on the chimneys,
Matrons and maidens sat in snow-white caps and in kirtles
Scarlet and blue and green, with distaffs spinning the golden
Flax for the gossiping looms, whose noisy shuttles within doors

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poem by Henry Wadsworth Longfellow
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VII. Pompilia

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

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

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

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poem by Robert Browning from The Ring and the Book
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Tannhauser

The Landgrave Hermann held a gathering
Of minstrels, minnesingers, troubadours,
At Wartburg in his palace, and the knight,
Sir Tannhauser of France, the greatest bard,
Inspired with heavenly visions, and endowed
With apprehension and rare utterance
Of noble music, fared in thoughtful wise
Across the Horsel meadows. Full of light,
And large repose, the peaceful valley lay,
In the late splendor of the afternoon,
And level sunbeams lit the serious face
Of the young knight, who journeyed to the west,
Towards the precipitous and rugged cliffs,
Scarred, grim, and torn with savage rifts and chasms,
That in the distance loomed as soft and fair
And purple as their shadows on the grass.
The tinkling chimes ran out athwart the air,
Proclaiming sunset, ushering evening in,
Although the sky yet glowed with yellow light.
The ploughboy, ere he led his cattle home,
In the near meadow, reverently knelt,
And doffed his cap, and duly crossed his breast,
Whispering his 'Ave Mary,' as he heard
The pealing vesper-bell. But still the knight,
Unmindful of the sacred hour announced,
Disdainful or unconscious, held his course.
'Would that I also, like yon stupid wight,
Could kneel and hail the Virgin and believe!'
He murmured bitterly beneath his breath.
'Were I a pagan, riding to contend
For the Olympic wreath, O with what zeal,
What fire of inspiration, would I sing
The praises of the gods! How may my lyre
Glorify these whose very life I doubt?
The world is governed by one cruel God,
Who brings a sword, not peace. A pallid Christ,
Unnatural, perfect, and a virgin cold,
They give us for a heaven of living gods,
Beautiful, loving, whose mere names were song;
A creed of suffering and despair, walled in
On every side by brazen boundaries,
That limit the soul's vision and her hope
To a red hell or and unpeopled heaven.
Yea, I am lost already,-even now
Am doomed to flaming torture for my thoughts.
O gods! O gods! where shall my soul find peace?'
He raised his wan face to the faded skies,
Now shadowing into twilight; no response
Came from their sunless heights; no miracle,
As in the ancient days of answering gods.

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poem by Emma Lazarus
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The Iliad: Book 17

Brave Menelaus son of Atreus now came to know that Patroclus had
fallen, and made his way through the front ranks clad in full armour
to bestride him. As a cow stands lowing over her first calf, even so
did yellow-haired Menelaus bestride Patroclus. He held his round
shield and his spear in front of him, resolute to kill any who
should dare face him. But the son of Panthous had also noted the body,
and came up to Menelaus saying, "Menelaus, son of Atreus, draw back,
leave the body, and let the bloodstained spoils be. I was first of the
Trojans and their brave allies to drive my spear into Patroclus, let
me, therefore, have my full glory among the Trojans, or I will take
aim and kill you."
To this Menelaus answered in great anger "By father Jove, boasting
is an ill thing. The pard is not more bold, nor the lion nor savage
wild-boar, which is fiercest and most dauntless of all creatures, than
are the proud sons of Panthous. Yet Hyperenor did not see out the days
of his youth when he made light of me and withstood me, deeming me the
meanest soldier among the Danaans. His own feet never bore him back to
gladden his wife and parents. Even so shall I make an end of you
too, if you withstand me; get you back into the crowd and do not
face me, or it shall be worse for you. Even a fool may be wise after
the event."
Euphorbus would not listen, and said, "Now indeed, Menelaus, shall
you pay for the death of my brother over whom you vaunted, and whose
wife you widowed in her bridal chamber, while you brought grief
unspeakable on his parents. I shall comfort these poor people if I
bring your head and armour and place them in the hands of Panthous and
noble Phrontis. The time is come when this matter shall be fought
out and settled, for me or against me."
As he spoke he struck Menelaus full on the shield, but the spear did
not go through, for the shield turned its point. Menelaus then took
aim, praying to father Jove as he did so; Euphorbus was drawing
back, and Menelaus struck him about the roots of his throat, leaning
his whole weight on the spear, so as to drive it home. The point
went clean through his neck, and his armour rang rattling round him as
he fell heavily to the ground. His hair which was like that of the
Graces, and his locks so deftly bound in bands of silver and gold,
were all bedrabbled with blood. As one who has grown a fine young
olive tree in a clear space where there is abundance of water- the
plant is full of promise, and though the winds beat upon it from every
quarter it puts forth its white blossoms till the blasts of some
fierce hurricane sweep down upon it and level it with the ground- even
so did Menelaus strip the fair youth Euphorbus of his armour after
he had slain him. Or as some fierce lion upon the mountains in the
pride of his strength fastens on the finest heifer in a herd as it
is feeding- first he breaks her neck with his strong jaws, and then
gorges on her blood and entrails; dogs and shepherds raise a hue and
cry against him, but they stand aloof and will not come close to
him, for they are pale with fear- even so no one had the courage to
face valiant Menelaus. The son of Atreus would have then carried off
the armour of the son of Panthous with ease, had not Phoebus Apollo

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poem by Homer, translated by Samuel Butler
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Metamorphoses: Book The First

OF bodies chang'd to various forms, I sing:
Ye Gods, from whom these miracles did spring,
Inspire my numbers with coelestial heat;
'Till I my long laborious work compleat:
And add perpetual tenour to my rhimes,
Deduc'd from Nature's birth, to Caesar's times.
The Creation of Before the seas, and this terrestrial ball,
the World And Heav'n's high canopy, that covers all,
One was the face of Nature; if a face:
Rather a rude and indigested mass:
A lifeless lump, unfashion'd, and unfram'd,
Of jarring seeds; and justly Chaos nam'd.
No sun was lighted up, the world to view;
No moon did yet her blunted horns renew:
Nor yet was Earth suspended in the sky,
Nor pois'd, did on her own foundations lye:
Nor seas about the shores their arms had thrown;
But earth, and air, and water, were in one.
Thus air was void of light, and earth unstable,
And water's dark abyss unnavigable.
No certain form on any was imprest;
All were confus'd, and each disturb'd the rest.
For hot and cold were in one body fixt;
And soft with hard, and light with heavy mixt.
But God, or Nature, while they thus contend,
To these intestine discords put an end:
Then earth from air, and seas from earth were
driv'n,
And grosser air sunk from aetherial Heav'n.
Thus disembroil'd, they take their proper place;
The next of kin, contiguously embrace;
And foes are sunder'd, by a larger space.
The force of fire ascended first on high,
And took its dwelling in the vaulted sky:
Then air succeeds, in lightness next to fire;
Whose atoms from unactive earth retire.
Earth sinks beneath, and draws a num'rous throng
Of pondrous, thick, unwieldy seeds along.
About her coasts, unruly waters roar;
And rising, on a ridge, insult the shore.
Thus when the God, whatever God was he,
Had form'd the whole, and made the parts agree,
That no unequal portions might be found,
He moulded Earth into a spacious round:
Then with a breath, he gave the winds to blow;
And bad the congregated waters flow.
He adds the running springs, and standing lakes;
And bounding banks for winding rivers makes.
Some part, in Earth are swallow'd up, the most
In ample oceans, disembogu'd, are lost.

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poem by Ovid
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Fifth Book

AURORA LEIGH, be humble. Shall I hope
To speak my poems in mysterious tune
With man and nature,–with the lava-lymph
That trickles from successive galaxies
Still drop by drop adown the finger of God,
In still new worlds?–with summer-days in this,
That scarce dare breathe, they are so beautiful?–
With spring's delicious trouble in the ground
Tormented by the quickened blood of roots.
And softly pricked by golden crocus-sheaves
In token of the harvest-time of flowers?–
With winters and with autumns,–and beyond,
With the human heart's large seasons,–when it hopes
And fears, joys, grieves, and loves?–with all that strain
Of sexual passion, which devours the flesh
In a sacrament of souls? with mother's breasts,
Which, round the new made creatures hanging there,
Throb luminous and harmonious like pure spheres?–
With multitudinous life, and finally
With the great out-goings of ecstatic souls,
Who, in a rush of too long prisoned flame,
Their radiant faces upward, burn away
This dark of the body, issuing on a world
Beyond our mortal?–can I speak my verse
So plainly in tune to these things and the rest,
That men shall feel it catch them on the quick,
As having the same warrant over them
To hold and move them, if they will or no,
Alike imperious as the primal rhythm
Of that theurgic nature? I must fail,
Who fail at the beginning to hold and move
One man,–and he my cousin, and he my friend,
And he born tender, made intelligent,
Inclined to ponder the precipitous sides
Of difficult questions; yet, obtuse to me,–
Of me, incurious! likes me very well,
And wishes me a paradise of good,
Good looks, good means, and good digestion!–ay,
But otherwise evades me, puts me off
With kindness, with a tolerant gentleness,–
Too light a book for a grave man's reading! Go,
Aurora Leigh: be humble.
There it is;
We women are too apt to look to one,
Which proves a certain impotence in art.
We strain our natures at doing something great,
Far less because it's something great to do,
Than, haply, that we, so, commend ourselves
As being not small, and more appreciable
To some one friend. We must have mediators

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poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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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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