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We have suffered unnumbered ills and crimes in the name of the Law of the Land. Our men, women, and children have suffered not only the basic brutality of stoop labor, and the most obvious injustices of the
system; they have also suffered the desperation of knowing that the system caters to the greed of callous men and not to our needs. Now we will suffer for the purpose of ending the poverty, the misery, and the injustice, with the hope that our children will not be exploited as we have been. They have imposed hunger on us, and now we hunger for justice. We draw our strength from the very despair in which we have been forced to live. We shall endure.

quote by Cesar Chavez
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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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VIII. Dominus Hyacinthus de Archangelis, Pauperum Procurator

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

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

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

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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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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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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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Greed and Selflessness

Greed indiscriminately penalizes,
Selflessness is the ultimate panacea; for uniting all
innocuously harmonious; for centuries immemorial and
alike….

Greed baselessly tyrannizes,
Selflessness is an Omnipotent fabric; which
irrefutably transcends you above the resplendent
heavens; to be the unequivocal favorite of the
divine….

Greed ruthlessly snatches,
Selflessness is the only road to everlasting
prosperity; coalescing even the most salaciously
treacherous with the scent of the bountifully
bestowing soil….

Greed manipulatively stagnates,
Selflessness is the most priceless core of enthralling
existence; enlightening unassailable beams of hope; in
all those dwellings miserably impoverished; without
optimism and light….

Greed horrendously massacres,
Selflessness is an Omnisciently miraculous ointment;
which heals the most bizarre wounds of the
overwhelming rich and pathetically destitute; alike…

Greed uncouthly divests,
Selflessness is a enchantingly silken flower; which
disseminates the true spirit of mankind; to even the
most infinitesimal parts; of this fathomless globe….

Greed lethally poisons,
Selflessness is a grandiloquently mesmerizing sky;
which relentlessly showers the blessings of the
Almighty; upon all philanthropically benign….

Greed pulverizes beyond recognition,
Selflessness is a unendingly radiating horizon; which
brilliantly sparkles all night and day; with the
rainbow of unconquerable righteousness….

Greed maliciously obfuscates all truth,
Selflessness is the most Omnipresent harbinger of
celestial peace; unstoppably heading towards the
paradise of scintillating success….

Greed insidiously cripples,
Selflessness is a majestically flapping bird that

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poem by Nikhil Parekh
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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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Through the eyes of a Field Coronet (Epic)

Introduction

In the kaki coloured tent in Umbilo he writes
his life’s story while women, children and babies are dying,
slowly but surely are obliterated, he see how his nation is suffering
while the events are notched into his mind.

Lying even heavier on him is the treason
of some other Afrikaners who for own gain
have delivered him, to imprisonment in this place of hatred
and thoughts go through him to write a book.

Prologue

The Afrikaner nation sprouted
from Dutchmen,
who fought decades without defeat
against the super power Spain

mixed with French Huguenots
who left their homes and belongings,
with the revocation of the Edict of Nantes.
Associate this then with the fact

that these people fought formidable
for seven generations
against every onslaught that they got
from savages en wild animals

becoming marksmen, riding
and taming wild horses
with one bullet per day
to hunt a wild antelope,

who migrated right across the country
over hills in mass protest
and then you have
the most formidable adversary
and then let them fight

in a natural wilderness
where the hunter,
the sniper and horseman excels
and any enemy is at a lost.

Let them then also be patriotic
into their souls,
believe in and read
out of the word of God

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poem by Gert Strydom
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Pharsalia - Book IX: Cato

Yet in those ashes on the Pharian shore,
In that small heap of dust, was not confined
So great a shade; but from the limbs half burnt
And narrow cell sprang forth and sought the sky
Where dwells the Thunderer. Black the space of air
Upreaching to the poles that bear on high
The constellations in their nightly round;
There 'twixt the orbit of the moon and earth
Abide those lofty spirits, half divine,
Who by their blameless lives and fire of soul
Are fit to tolerate the pure expanse
That bounds the lower ether: there shall dwell,
Where nor the monument encased in gold,
Nor richest incense, shall suffice to bring
The buried dead, in union with the spheres,
Pompeius' spirit. When with heavenly light
His soul was filled, first on the wandering stars
And fixed orbs he bent his wondering gaze;
Then saw what darkness veils our earthly day
And scorned the insults heaped upon his corse.
Next o'er Emathian plains he winged his flight,
And ruthless Caesar's standards, and the fleet
Tossed on the deep: in Brutus' blameless breast
Tarried awhile, and roused his angered soul
To reap the vengeance; last possessed the mind
Of haughty Cato.

He while yet the scales
Were poised and balanced, nor the war had given
The world its master, hating both the chiefs,
Had followed Magnus for the Senate's cause
And for his country: since Pharsalia's field
Ran red with carnage, now was all his heart
Bound to Pompeius. Rome in him received
Her guardian; a people's trembling limbs
He cherished with new hope and weapons gave
Back to the craven hands that cast them forth.
Nor yet for empire did he wage the war
Nor fearing slavery: nor in arms achieved
Aught for himself: freedom, since Magnus fell,
The aim of all his host. And lest the foe
In rapid course triumphant should collect
His scattered bands, he sought Corcyra's gulfs
Concealed, and thence in ships unnumbered bore
The fragments of the ruin wrought in Thrace.
Who in such mighty armament had thought
A routed army sailed upon the main
Thronging the sea with keels? Round Malea's cape
And Taenarus open to the shades below
And fair Cythera's isle, th' advancing fleet

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poem by Marcus Annaeus Lucanus
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IX. Juris Doctor Johannes-Baptista Bottinius, Fisci et Rev. Cam. Apostol. Advocatus

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

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

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poem by Robert Browning from The Ring and the Book
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Custer

BOOK FIRST.

I.

ALL valor died not on the plains of Troy.
Awake, my Muse, awake! be thine the joy
To sing of deeds as dauntless and as brave
As e'er lent luster to a warrior's grave.
Sing of that noble soldier, nobler man,
Dear to the heart of each American.
Sound forth his praise from sea to listening sea-
Greece her Achilles claimed, immortal Custer, we.

II.

Intrepid are earth's heroes now as when
The gods came down to measure strength with men.
Let danger threaten or let duty call,
And self surrenders to the needs of all;
Incurs vast perils, or, to save those dear,
Embraces death without one sigh or tear.
Life's martyrs still the endless drama play
Though no great Homer lives to chant their worth to-day.

III.

And if he chanted, who would list his songs,
So hurried now the world's gold-seeking throngs?
And yet shall silence mantle mighty deeds?
Awake, dear Muse, and sing though no ear heeds!
Extol the triumphs, and bemoan the end
Of that true hero, lover, son and friend
Whose faithful heart in his last choice was shown-
Death with the comrades dear, refusing flight alone.

IV.

He who was born for battle and for strife
Like some caged eagle frets in peaceful life;
So Custer fretted when detained afar
From scenes of stirring action and of war.
And as the captive eagle in delight,
When freedom offers, plumes himself for flight
And soars away to thunder clouds on high,
With palpitating wings and wild exultant cry,

V.

So lion-hearted Custer sprang to arms,
And gloried in the conflict's loud alarms.

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poem by Ella Wheeler Wilcox
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III. The Other Half-Rome

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

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

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poem by Robert Browning from The Ring and the Book
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The Cenci : A Tragedy In Five Acts

DRAMATIS PERSONÆ

Count Francesco Cenci.
Giacomo, his Son.
Bernardo, his Son.
Cardinal Camillo.
Orsino, a Prelate.
Savella, the Pope's Legate.
Olimpio, Assassin.
Marzio, Assassin.
Andrea, Servant to Cenci.
Nobles, Judges, Guards, Servants.
Lucretia, Wife of Cenci, and Step-mother of his children.
Beatrice, his Daughter.

The Scene lies principally in Rome, but changes during the Fourth Act to Petrella, a castle among the Apulian Apennines.
Time. During the Pontificate of Clement VIII.

ACT I

Scene I.
-An Apartment in the Cenci Palace.
Enter Count Cenci, and Cardinal Camillo.

Camillo.
That matter of the murder is hushed up
If you consent to yield his Holiness
Your fief that lies beyond the Pincian gate.-
It needed all my interest in the conclave
To bend him to this point: he said that you
Bought perilous impunity with your gold;
That crimes like yours if once or twice compounded
Enriched the Church, and respited from hell
An erring soul which might repent and live:-
But that the glory and the interest
Of the high throne he fills, little consist
With making it a daily mart of guilt
As manifold and hideous as the deeds
Which you scarce hide from men's revolted eyes.

Cenci.
The third of my possessions-let it go!
Ay, I once heard the nephew of the Pope
Had sent his architect to view the ground,
Meaning to build a villa on my vines
The next time I compounded with his uncle:
I little thought he should outwit me so!

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poem by Percy Bysshe Shelley
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Tom Zart's 52 Best Of The Rest America At War Poems

SONS AND DAUGHTERS OF WORLD WAR III

The White House
Washington
Tom Zart's Poems

March 16,2007
Ms. Lillian Cauldwell
President and Chief Executive Officer
Passionate Internet Voices Radio
Ann Arbor Michigan

Dear Lillian:
Number 41 passed on the CDs from Tom Zart. Thank you for thinking of me. I am thankful for your efforts to honor our brave military personnel and their families. America owes these courageous men and women a debt of gratitude, and I am honored to be the commander in chief of the greatest force for freedom in the history of the world.
Best Wishes.

Sincerely,

George W. Bush

SONS AND DAUGHTERS OF WORLD WAR III

Our sons and daughters serve in harm's way
To defend our way of life.
Some are students, some grandparents
Many a husband or wife.

They face great odds without complaint
Gambling life and limb for little pay.
So far away from all they love
Fight our soldiers for whom we pray.

The plotters and planners of America's doom
Pledge to murder and maim all they can.
From early childhood they are taught
To kill is to become a man.

They exploit their young as weapons of choice
Teaching in heaven, virgins will await.
Destroying lives along with their own
To learn of their falsehoods too late.

The fearful cry we must submit
And find a way to soothe them.
Where defenders worry if we stand down
The future for America is grim.

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poem by Tom Zart
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IV. Tertium Quid

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

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poem by Robert Browning from The Ring and the Book
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Beowulf

LO, praise of the prowess of people-kings
of spear-armed Danes, in days long sped,
we have heard, and what honor the athelings won!
Oft Scyld the Scefing from squadroned foes,
from many a tribe, the mead-bench tore,
awing the earls. Since erst he lay
friendless, a foundling, fate repaid him:
for he waxed under welkin, in wealth he throve,
till before him the folk, both far and near,
who house by the whale-path, heard his mandate,
gave him gifts: a good king he!
To him an heir was afterward born,
a son in his halls, whom heaven sent
to favor the folk, feeling their woe
that erst they had lacked an earl for leader
so long a while; the Lord endowed him,
the Wielder of Wonder, with world's renown.
Famed was this Beowulf: far flew the boast of him,
son of Scyld, in the Scandian lands.
So becomes it a youth to quit him well
with his father's friends, by fee and gift,
that to aid him, aged, in after days,
come warriors willing, should war draw nigh,
liegemen loyal: by lauded deeds
shall an earl have honor in every clan.
Forth he fared at the fated moment,
sturdy Scyld to the shelter of God.
Then they bore him over to ocean's billow,
loving clansmen, as late he charged them,
while wielded words the winsome Scyld,
the leader beloved who long had ruled….
In the roadstead rocked a ring-dight vessel,
ice-flecked, outbound, atheling's barge:
there laid they down their darling lord
on the breast of the boat, the breaker-of-rings,
by the mast the mighty one. Many a treasure
fetched from far was freighted with him.
No ship have I known so nobly dight
with weapons of war and weeds of battle,
with breastplate and blade: on his bosom lay
a heaped hoard that hence should go
far o'er the flood with him floating away.
No less these loaded the lordly gifts,
thanes' huge treasure, than those had done
who in former time forth had sent him
sole on the seas, a suckling child.
High o'er his head they hoist the standard,
a gold-wove banner; let billows take him,
gave him to ocean. Grave were their spirits,
mournful their mood. No man is able

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poem by Charles Baudelaire
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Three Women

My love is young, so young;
Young is her cheek, and her throat,
And life is a song to be sung
With love the word for each note.

Young is her cheek and her throat;
Her eyes have the smile o' May.
And love is the word for each note
In the song of my life to-day.

Her eyes have the smile o' May;
Her heart is the heart of a dove,
And the song of my life to-day
Is love, beautiful love.

Her heart is the heart of a dove,
Ah, would it but fly to my breast
Where love, beautiful love,
Has made it a downy nest.

Ah, would she but fly to my breast,
My love who is young, so young;
I have made her a downy nest
And life is a song to be sung.

1
I.
A dull little station, a man with the eye
Of a dreamer; a bevy of girls moving by;
A swift moving train and a hot Summer sun,
The curtain goes up, and our play is begun.
The drama of passion, of sorrow, of strife,
Which always is billed for the theatre Life.
It runs on forever, from year unto year,
With scarcely a change when new actors appear.
It is old as the world is-far older in truth,
For the world is a crude little planet of youth.
And back in the eras before it was formed,
The passions of hearts through the Universe stormed.

Maurice Somerville passed the cluster of girls
Who twisted their ribbons and fluttered their curls
In vain to attract him; his mind it was plain
Was wholly intent on the incoming train.
That great one eyed monster puffed out its black breath,
Shrieked, snorted and hissed, like a thing bent on death,

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poem by Ella Wheeler Wilcox
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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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Social Netowrking Of Robots

end of world war
end of world war 11
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end of world thursday prophet
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end of wrestling match signal
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end of world war one
end of world wite web
end of worled war 2
end of world wide ii
end of world war 2 info
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end of wow
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end of ww1 treaty of versailles
end of ww1 treaty
end of ww ii
end of ww2 in czechoslovakia
end of ww2 date
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end of ww 1
end of ww2 for japanese americans
end of ww-ii
end of ww2 battleship
end of wrold war 2
end of ww11

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poem by Rwetewrt Erwtwer
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Orlando Furioso Canto 20

ARGUMENT
Guido and his from that foul haunt retire,
While all Astolpho chases with his horn,
Who to all quarters of the town sets fire,
Then roving singly round the world is borne.
Marphisa, for Gabrina's cause, in ire
Puts upon young Zerbino scathe and scorn,
And makes him guardian of Gabrina fell,
From whom he first learns news of Isabel.

I
Great fears the women of antiquity
In arms and hallowed arts as well have done,
And of their worthy works the memory
And lustre through this ample world has shone.
Praised is Camilla, with Harpalice,
For the fair course which they in battle run.
Corinna and Sappho, famous for their lore,
Shine two illustrious light, to set no more.

II
Women have reached the pinnacle of glory,
In every art by them professed, well seen;
And whosoever turns the leaf of story,
Finds record of them, neither dim nor mean.
The evil influence will be transitory,
If long deprived of such the world had been;
And envious men, and those that never knew
Their worth, have haply hid their honours due.

III
To me it plainly seems, in this our age
Of women such is the celebrity,
That it may furnish matter to the page,
Whence this dispersed to future years shall be;
And you, ye evil tongues which foully rage,
Be tied to your eternal infamy,
And women's praises so resplendent show,
They shall, by much, Marphisa's worth outgo.

IV
To her returning yet again; the dame
To him who showed to her such courteous lore,
Refused not to disclose her martial name,
Since he agreed to tell the style be bore.
She quickly satisfied the warrior's claim;
To learn his title she desired so sore.
'I am Marphisa,' the virago cried:
All else was known, as bruited far and wide.

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poem by Ludovico Ariosto
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