What actions are the most excellent? Those, certainly, which most powerfully appeal to the great primary human affections: to those
elementary feelings which subsist permanently in the race, and which are independent of time. These feelings are permanent and the same; that which interests them is permanent and the same also.
quote by Matthew Arnold
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Related quotes
The Interpretation of Nature and
I.
MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.
II.
Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.
III.
Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.
IV.
Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.
V.
The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.
VI.
It would be an unsound fancy and self-contradictory to expect that things which have never yet been done can be done except by means which have never yet been tried.
VII.
The productions of the mind and hand seem very numerous in books and manufactures. But all this variety lies in an exquisite subtlety and derivations from a few things already known; not in the number of axioms.
VIII.
Moreover the works already known are due to chance and experiment rather than to sciences; for the sciences we now possess are merely systems for the nice ordering and setting forth of things already invented; not methods of invention or directions for new works.
IX.
The cause and root of nearly all evils in the sciences is this -- that while we falsely admire and extol the powers of the human mind we neglect to seek for its true helps.
X.
The subtlety of nature is greater many times over than the subtlety of the senses and understanding; so that all those specious meditations, speculations, and glosses in which men indulge are quite from the purpose, only there is no one by to observe it.
XI.
As the sciences which we now have do not help us in finding out new works, so neither does the logic which we now have help us in finding out new sciences.
XII.
The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search after truth. So it does more harm than good.
XIII.
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poem by Sir Francis Bacon
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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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Vision of Columbus – Book 2
High o'er the changing scene, as thus he gazed,
The indulgent Power his arm sublimely raised;
When round the realms superior lustre flew,
And call'd new wonders to the hero's view.
He saw, at once, as far as eye could rove,
Like scattering herds, the swarthy people move,
In tribes innumerable; all the waste,
Beneath their steps, a varying shadow cast.
As airy shapes, beneath the moon's pale eye,
When broken clouds sail o'er the curtain'd sky,
Spread thro' the grove and flit along the glade,
And cast their grisly phantoms thro' the shade;
So move the hordes, in thickers half conceal'd,
Or vagrant stalking o'er the open field.
Here ever-restless tribes, despising home,
O'er shadowy streams and trackless deserts roam;
While others there, thro' downs and hamlets stray,
And rising domes a happier state display.
The painted chiefs, in death's grim terrors drest,
Rise fierce to war, and beat the savage breast;
Dark round their steps collecting warriors pour,
And dire revenge begins the hideous roar;
While to the realms around the signal flies,
And tribes on tribes, in dread disorder, rise,
Track the mute foe and scour the distant wood,
Wide as a storm, and dreadful as a flood;
Now deep in groves the silent ambush lay,
Or wing the flight or sweep the prize away,
Unconscious babes and reverend sires devour,
Drink the warm blood and paint their cheeks with gore.
While all their mazy movements fill the view.
Where'er they turn his eager eyes pursue;
He saw the same dire visage thro' the whole,
And mark'd the same fierce savageness of soul:
In doubt he stood, with anxious thoughts oppress'd,
And thus his wavering mind the Power address'd.
Say, from what source, O Voice of wisdom, sprung
The countless tribes of this amazing throng?
Where human frames and brutal souls combine,
No force can tame them and no arts refine.
Can these be fashion'd on the social plan?
Or boast a lineage with the race of man?
In yon fair isle, when first my wandering view
Ranged the glad coast and met the savage crew;
A timorous herd, like harmless roes, they ran,
Hail'd us as Gods from whom their race began,
Supply'd our various wants, relieved our toil,
And oped the unbounded treasures of their isle.
But when, their fears allay'd, in us they trace
The well-known image of a mortal race;
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poem by Joel Barlow
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Solomon on the Vanity of the World, A Poem. In Three Books. - Power. Book III.
The Argument
Solomon considers man through the several stages and conditions of life, and concludes, in general, that we are all miserable. He reflects more particularly upon the trouble and uncertainty of greatness and power; gives some instances thereof from Adam down to himself; and still concludes that All Is Vanity. He reasons again upon life, death, and a future being; finds human wisdom too imperfect to resolve his doubts; has recourse to religion; is informed by an angel what shall happen to himself, his family, and his kingdom, till the redemption of Israel; and, upon the whole, resolves to submit his inquiries and anxieties to the will of his Creator.
Come then, my soul: I call thee by that name,
Thou busy thing, from whence I know I am;
For, knowing that I am, I know thou art,
Since that must needs exist which can impart:
But how thou camest to be, or whence thy spring,
For various of thee priests and poets sing.
Hearest thou submissive, but a lowly birth,
Some secret particles of finer earth,
A plain effect which Nature must beget,
As motion orders, and as atoms meet,
Companion of the body's good or ill,
From force of instinct more than choice of will,
Conscious of fear or valour, joy or pain,
As the wild courses of the blood ordain;
Who, as degrees of heat and cold prevail,
In youth dost flourish, and with age shalt fail,
Till, mingled with thy partner's latest breath,
Thou fliest, dissolved in air and lost in death.
Or, if thy great existence would aspire
To causes more sublime, of heavenly fire
Wert thou a spark struck off, a separate ray,
Ordain'd to mingle with terrestrial clay,
With it condemn'd for certain years to dwell,
To grieve its frailties, and its pains to feel,
To teach it good and ill, disgrace or fame,
Pale it with rage, or redden it with shame,
To guide its actions with informing care,
In peace to judge, to conquer in the war;
Render it agile, witty, valiant, sage,
As fits the various course of human age,
Till, as the earthly part decays and falls,
The captive breaks her prison's mouldering walls,
Hovers awhile upon the sad remains,
Which now the pile or sepulchre contains,
And thence, with liberty unbounded, flies,
Impatient to regain her native skies?
Whate'er thou art, where'er ordain'd to go,
(Points which we rather may dispute than know)
Come on, thou little inmate of this breast,
Which for thy sake from passions'l divest
For these, thou say'st, raise all the stormy strife,
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poem by Matthew Prior
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Paradise Regained
THE FIRST BOOK
I, WHO erewhile the happy Garden sung
By one man's disobedience lost, now sing
Recovered Paradise to all mankind,
By one man's firm obedience fully tried
Through all temptation, and the Tempter foiled
In all his wiles, defeated and repulsed,
And Eden raised in the waste Wilderness.
Thou Spirit, who led'st this glorious Eremite
Into the desert, his victorious field
Against the spiritual foe, and brought'st him thence 10
By proof the undoubted Son of God, inspire,
As thou art wont, my prompted song, else mute,
And bear through highth or depth of Nature's bounds,
With prosperous wing full summed, to tell of deeds
Above heroic, though in secret done,
And unrecorded left through many an age:
Worthy to have not remained so long unsung.
Now had the great Proclaimer, with a voice
More awful than the sound of trumpet, cried
Repentance, and Heaven's kingdom nigh at hand 20
To all baptized. To his great baptism flocked
With awe the regions round, and with them came
From Nazareth the son of Joseph deemed
To the flood Jordan--came as then obscure,
Unmarked, unknown. But him the Baptist soon
Descried, divinely warned, and witness bore
As to his worthier, and would have resigned
To him his heavenly office. Nor was long
His witness unconfirmed: on him baptized
Heaven opened, and in likeness of a Dove 30
The Spirit descended, while the Father's voice
From Heaven pronounced him his beloved Son.
That heard the Adversary, who, roving still
About the world, at that assembly famed
Would not be last, and, with the voice divine
Nigh thunder-struck, the exalted man to whom
Such high attest was given a while surveyed
With wonder; then, with envy fraught and rage,
Flies to his place, nor rests, but in mid air
To council summons all his mighty Peers, 40
Within thick clouds and dark tenfold involved,
A gloomy consistory; and them amidst,
With looks aghast and sad, he thus bespake:--
"O ancient Powers of Air and this wide World
(For much more willingly I mention Air,
This our old conquest, than remember Hell,
Our hated habitation), well ye know
How many ages, as the years of men,
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poem by John Milton
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Social Netowrking Of Robots
end of world war
end of world war 11
end of world scenarios
end of world thursday prophet
end of world wa rtwo
end of world war 2 france
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end of world vision
end of world songs
end of world war 2
end of world war 1
end of world wallpapers
end of world scenerio
end of world time clock
end of wortd
end of world wtf mate youtube
end of world west america
end of world war ii
end of world war iii
end of wrestling match signal
end of worlds
end of worldwar 2
end of world war i
end of world war two
end of wrestling match indicator
end of world war 2 wikipedia
end of world war 21945
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
end of world war two date
end of wow
end of ww 2
end of ww2
end of ww1 treaty of versailles
end of ww1 treaty
end of ww ii
end of ww2 in czechoslovakia
end of ww2 date
end of ww1 ghost photos
end of ww1 treaty of vers
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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Race
Lie down, [fair 1//pheromone], and come away
Till the rain is over and gone
G-g-gimme the beat now (face the music)
Lead line (face the music)
If the air is a little thick in this room 2nite
I reckon its the result of an onslaught of separatist rookies
Overcome by this colorful sight
Talkin so fast that even they
Talkin so fast that even they
Dont know what they mean
Of all the things that base a rhyme
How is it that u everytime
Regurgitate the racist lines that keep us apart?
Thank God this aint monopoly
Ud make us all go back 2 start
Race
In the space I mark human (face the music)
Race
Face the music
We all bones when we dead
Race
In the space I mark human (face the music)
Cut me, cut u
Both the blood is red
I gotcha
Race
Race
Check it
Three seats over theres a lady black
Entrusted 2 her care is a little white girl
And the fact of the matter is
Before her momma or another kid at school
Tells her about the fallacy that 1 race rules over the other
Shed be a much-better-off-left fool (face the music)
If we never heard about the evils that those before us committed
Then how my dear, tell me now how my dear, tell me now how now would we know
And then the band say
Race
In the space I mark human (face the music)
Race
Face the music
We all bones when we dead
Race
In the space I mark human (face the music)
Cut me, cut u
Both the blood is red
I gotcha
Race
Race
(face the music)
[...] Read more
song performed by Prince
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Solomon on the Vanity of the World, A Poem. In Three Books. - Knowledge. Book I.
The bewailing of man's miseries hath been elegantly and copiously set forth by many, in the writings as well of philosophers as divines; and it is both a pleasant and a profitable contemplation.
~
Lord Bacon's Advancement of Learning.
The Argument
Solomon, seeking happiness from knowledge, convenes the learned men of his kingdom; requires them to explain to him the various operations and effects of Nature; discourses of vegetables, animals and man; proposes some questions concerning the origin and situation of the habitable earth: proceeds to examine the system of the visible heaven: doubts if there may not be a plurality of worlds; inquires into the nature of spirits and angels, and wishes to be more fully informed as to the attributes of the Supreme Being. He is imperfectly answered by the Rabbins and Doctors; blames his own curiosity: and concludes that, as to human science, All Is Vanity.
Ye sons of men with just regard attend,
Observe the preacher, and believe the friend,
Whose serious muse inspires him to explain
That all we act and all we think is vain:
That in this pilgrimage of seventy years,
O'er rocks of perils and through vales of tears
Destined to march, our doubtful steps we tend,
Tired with the toil, yet fearful of its end:
That from the womb we take our fatal shares
Of follies, passions, labours, tumults, cares;
And at approach of death shall only know
The truths which from these pensive numbers flow,
That we pursue false joy and suffer real wo.
Happiness! object of that waking dream
Which we call life, mistaking; fugitive theme
Of my pursuing verse: ideal shade,
Notional good; by fancy only made,
And by tradition nursed; fallacious fire,
Whose dancing beams mislead our fond desire;
Cause of our care, and error of our mind:
Oh! hadst thou ever been by Heaven design'd
To Adam, and his mortal race, the boon
Entire had been reserved for Solomon;
On me the partial lot had been bestow'd,
And in my cup the golden draught had flow'd.
But, O! ere yet original man was made,
Ere the foundations of this earth were laid,
It was opponent to our search ordain'd,
That joy still sought should never be attain'd:
This sad experience cites me to reveal,
And what I dictate is from what I feel.
Born, as I as, great David's favourite son,
Dear to my people on the Hebrew throne,
Sublime my court, with Ophir's treasures bless'd.
My name extended to the farthest east,
My body clothed with every outward grace,
Strength in my limbs, and beauty in my face,
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poem by Matthew Prior
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Canto the Fourth
I.
I stood in Venice, on the Bridge of Sighs;
A palace and a prison on each hand:
I saw from out the wave her structures rise
As from the stroke of the enchanter’s wand:
A thousand years their cloudy wings expand
Around me, and a dying glory smiles
O’er the far times when many a subject land
Looked to the wingèd Lion’s marble piles,
Where Venice sate in state, throned on her hundred isles!
II.
She looks a sea Cybele, fresh from ocean,
Rising with her tiara of proud towers
At airy distance, with majestic motion,
A ruler of the waters and their powers:
And such she was; her daughters had their dowers
From spoils of nations, and the exhaustless East
Poured in her lap all gems in sparkling showers.
In purple was she robed, and of her feast
Monarchs partook, and deemed their dignity increased.
III.
In Venice, Tasso’s echoes are no more,
And silent rows the songless gondolier;
Her palaces are crumbling to the shore,
And music meets not always now the ear:
Those days are gone - but beauty still is here.
States fall, arts fade - but Nature doth not die,
Nor yet forget how Venice once was dear,
The pleasant place of all festivity,
The revel of the earth, the masque of Italy!
IV.
But unto us she hath a spell beyond
Her name in story, and her long array
Of mighty shadows, whose dim forms despond
Above the dogeless city’s vanished sway;
Ours is a trophy which will not decay
With the Rialto; Shylock and the Moor,
And Pierre, cannot be swept or worn away -
The keystones of the arch! though all were o’er,
For us repeopled were the solitary shore.
V.
[...] Read more
poem by Byron from Childe Harold's Pilgrimage (1818)
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The Third Monarchy, being the Grecian, beginning under Alexander the Great in the 112. Olympiad.
Great Alexander was wise Philips son,
He to Amyntas, Kings of Macedon;
The cruel proud Olympias was his Mother,
She to Epirus warlike King was daughter.
This Prince (his father by Pausanias slain)
The twenty first of's age began to reign.
Great were the Gifts of nature which he had,
His education much to those did adde:
By art and nature both he was made fit,
To 'complish that which long before was writ.
The very day of his Nativity
To ground was burnt Dianaes Temple high:
An Omen to their near approaching woe,
Whose glory to the earth this king did throw.
His Rule to Greece he scorn'd should be confin'd,
The Universe scarce bound his proud vast mind.
This is the He-Goat which from Grecia came,
That ran in Choler on the Persian Ram,
That brake his horns, that threw him on the ground
To save him from his might no man was found:
Philip on this great Conquest had an eye,
But death did terminate those thoughts so high.
The Greeks had chose him Captain General,
Which honour to his Son did now befall.
(For as Worlds Monarch now we speak not on,
But as the King of little Macedon)
Restless both day and night his heart then was,
His high resolves which way to bring to pass;
Yet for a while in Greece is forc'd to stay,
Which makes each moment seem more then a day.
Thebes and stiff Athens both 'gainst him rebel,
Their mutinies by valour doth he quell.
This done against both right and natures Laws,
His kinsmen put to death, who gave no cause;
That no rebellion in in his absence be,
Nor making Title unto Sovereignty.
And all whom he suspects or fears will climbe,
Now taste of death least they deserv'd in time,
Nor wonder is t if he in blood begin,
For Cruelty was his parental sin,
Thus eased now of troubles and of fears,
Next spring his course to Asia he steers;
Leavs Sage Antipater, at home to sway,
And through the Hellispont his Ships made way.
Coming to Land, his dart on shore he throws,
Then with alacrity he after goes;
And with a bount'ous heart and courage brave,
His little wealth among his Souldiers gave.
And being ask'd what for himself was left,
Reply'd, enough, sith only hope he kept.
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poem by Anne Bradstreet
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The Ballad of the White Horse
DEDICATION
Of great limbs gone to chaos,
A great face turned to night--
Why bend above a shapeless shroud
Seeking in such archaic cloud
Sight of strong lords and light?
Where seven sunken Englands
Lie buried one by one,
Why should one idle spade, I wonder,
Shake up the dust of thanes like thunder
To smoke and choke the sun?
In cloud of clay so cast to heaven
What shape shall man discern?
These lords may light the mystery
Of mastery or victory,
And these ride high in history,
But these shall not return.
Gored on the Norman gonfalon
The Golden Dragon died:
We shall not wake with ballad strings
The good time of the smaller things,
We shall not see the holy kings
Ride down by Severn side.
Stiff, strange, and quaintly coloured
As the broidery of Bayeux
The England of that dawn remains,
And this of Alfred and the Danes
Seems like the tales a whole tribe feigns
Too English to be true.
Of a good king on an island
That ruled once on a time;
And as he walked by an apple tree
There came green devils out of the sea
With sea-plants trailing heavily
And tracks of opal slime.
Yet Alfred is no fairy tale;
His days as our days ran,
He also looked forth for an hour
On peopled plains and skies that lower,
From those few windows in the tower
That is the head of a man.
But who shall look from Alfred's hood
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poem by Gilbert Keith Chesterton
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Book Eighth: Retrospect--Love Of Nature Leading To Love Of Man
WHAT sounds are those, Helvellyn, that are heard
Up to thy summit, through the depth of air
Ascending, as if distance had the power
To make the sounds more audible? What crowd
Covers, or sprinkles o'er, yon village green?
Crowd seems it, solitary hill! to thee,
Though but a little family of men,
Shepherds and tillers of the ground--betimes
Assembled with their children and their wives,
And here and there a stranger interspersed.
They hold a rustic fair--a festival,
Such as, on this side now, and now on that,
Repeated through his tributary vales,
Helvellyn, in the silence of his rest,
Sees annually, if clouds towards either ocean
Blown from their favourite resting-place, or mists
Dissolved, have left him an unshrouded head.
Delightful day it is for all who dwell
In this secluded glen, and eagerly
They give it welcome. Long ere heat of noon,
From byre or field the kine were brought; the sheep
Are penned in cotes; the chaffering is begun.
The heifer lows, uneasy at the voice
Of a new master; bleat the flocks aloud.
Booths are there none; a stall or two is here;
A lame man or a blind, the one to beg,
The other to make music; hither, too,
From far, with basket, slung upon her arm,
Of hawker's wares--books, pictures, combs, and pins--
Some aged woman finds her way again,
Year after year, a punctual visitant!
There also stands a speech-maker by rote,
Pulling the strings of his boxed raree-show;
And in the lapse of many years may come
Prouder itinerant, mountebank, or he
Whose wonders in a covered wain lie hid.
But one there is, the loveliest of them all,
Some sweet lass of the valley, looking out
For gains, and who that sees her would not buy?
Fruits of her father's orchard are her wares,
And with the ruddy produce she walks round
Among the crowd, half pleased with, half ashamed
Of, her new office, blushing restlessly.
The children now are rich, for the old to-day
Are generous as the young; and, if content
With looking on, some ancient wedded pair
Sit in the shade together; while they gaze,
'A cheerful smile unbends the wrinkled brow,
The days departed start again to life,
And all the scenes of childhood reappear,
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poem by William Wordsworth
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David
My thought, on views of admiration hung,
Intently ravish'd and depriv'd of tongue,
Now darts a while on earth, a while in air,
Here mov'd with praise and mov'd with glory there;
The joys entrancing and the mute surprize
Half fix the blood, and dim the moist'ning eyes;
Pleasure and praise on one another break,
And Exclamation longs at heart to speak;
When thus my Genius, on the work design'd
Awaiting closely, guides the wand'ring mind.
If while thy thanks wou'd in thy lays be wrought,
A bright astonishment involve the thought,
If yet thy temper wou'd attempt to sing,
Another's quill shall imp thy feebler wing;
Behold the name of royal David near,
Behold his musick and his measures here,
Whose harp Devotion in a rapture strung,
And left no state of pious souls unsung.
Him to the wond'ring world but newly shewn,
Celestial poetry pronounc'd her own;
A thousand hopes, on clouds adorn'd with rays,
Bent down their little beauteous forms to gaze;
Fair-blooming Innocence with tender years,
And native Sweetness for the ravish'd ears,
Prepar'd to smile within his early song,
And brought their rivers, groves, and plains along;
Majestick Honour at the palace bred,
Enrob'd in white, embroider'd o'er with red,
Reach'd forth the scepter of her royal state,
His forehead touch'd, and bid his lays be great;
Undaunted Courage deck'd with manly charms,
With waving-azure plumes, and gilded arms,
Displaid the glories, and the toils of fight,
Demanded fame, and call'd him forth to write.
To perfect these the sacred spirit came,
By mild infusion of celestial flame,
And mov'd with dove-like candour in his breast,
And breath'd his graces over all the rest.
Ah! where the daring flights of men aspire
To match his numbers with an equal fire;
In vain they strive to make proud Babel rise,
And with an earth-born labour touch the skies.
While I the glitt'ring page resolve to view,
That will the subject of my lines renew;
The Laurel wreath, my fames imagin'd shade,
Around my beating temples fears to fade;
My fainting fancy trembles on the brink,
And David's God must help or else I sink.
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poem by Thomas Parnell
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The Ghost - Book IV
Coxcombs, who vainly make pretence
To something of exalted sense
'Bove other men, and, gravely wise,
Affect those pleasures to despise,
Which, merely to the eye confined,
Bring no improvement to the mind,
Rail at all pomp; they would not go
For millions to a puppet-show,
Nor can forgive the mighty crime
Of countenancing pantomime;
No, not at Covent Garden, where,
Without a head for play or player,
Or, could a head be found most fit,
Without one player to second it,
They must, obeying Folly's call,
Thrive by mere show, or not at all
With these grave fops, who, (bless their brains!)
Most cruel to themselves, take pains
For wretchedness, and would be thought
Much wiser than a wise man ought,
For his own happiness, to be;
Who what they hear, and what they see,
And what they smell, and taste, and feel,
Distrust, till Reason sets her seal,
And, by long trains of consequences
Insured, gives sanction to the senses;
Who would not (Heaven forbid it!) waste
One hour in what the world calls Taste,
Nor fondly deign to laugh or cry,
Unless they know some reason why;
With these grave fops, whose system seems
To give up certainty for dreams,
The eye of man is understood
As for no other purpose good
Than as a door, through which, of course,
Their passage crowding, objects force,
A downright usher, to admit
New-comers to the court of Wit:
(Good Gravity! forbear thy spleen;
When I say Wit, I Wisdom mean)
Where (such the practice of the court,
Which legal precedents support)
Not one idea is allow'd
To pass unquestion'd in the crowd,
But ere it can obtain the grace
Of holding in the brain a place,
Before the chief in congregation
Must stand a strict examination.
Not such as those, who physic twirl,
Full fraught with death, from every curl;
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poem by Charles Churchill
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The Columbiad: Book II
The Argument
Natives of America appear in vision. Their manners and characters. Columbus demands the cause of the dissimilarity of men in different countries, Hesper replies, That the human body is composed of a due proportion of the elements suited to the place of its first formation; that these elements, differently proportioned, produce all the changes of health, sickness, growth and decay; and may likewise produce any other changes which occasion the diversity of men; that these elemental proportions are varied, not more by climate than temperature and other local circumstances; that the mind is likewise in a state of change, and will take its physical character from the body and from external objects: examples. Inquiry concerning the first peopling of America. View of Mexico. Its destruction by Cortez. View of Cusco and Quito, cities of Peru. Tradition of Capac and Oella, founders of the Peruvian empire. Columbus inquires into their real history. Hesper gives an account of their origin, and relates the stratagems they used in establishing that empire.
High o'er his world as thus Columbus gazed,
And Hesper still the changing scene emblazed,
Round all the realms increasing lustre flew,
And raised new wonders to the Patriarch's view.
He saw at once, as far as eye could rove,
Like scattering herds, the swarthy people move
In tribes innumerable; all the waste,
Wide as their walks, a varying shadow cast.
As airy shapes, beneath the moon's pale eye,
People the clouds that sail the midnight sky,
Dance thro the grove and flit along the glade,
And cast their grisly phantoms on the shade;
So move the hordes, in thickets half conceal'd,
Or vagrant stalking thro the fenceless field,
Here tribes untamed, who scorn to fix their home,
O'er shadowy streams and trackless deserts roam;
While others there in settled hamlets rest,
And corn-clad vales a happier state attest.
The painted chiefs, in guise terrific drest,
Rise fierce to war, and beat their savage breast;
Dark round their steps collecting warriors pour,
Some fell revenge begins the hideous roar;
From hill to hill the startling war-song flies,
And tribes on tribes in dread disorder rise,
Track the mute foe and scour the howling wood,
Loud as a storm, ungovern'd as a flood;
Or deep in groves the silent ambush lay,
Lead the false flight, decoy and seize their prey,
Their captives torture, butcher and devour,
Drink the warm blood and paint their cheeks with gore.
Awhile he paused, with dubious thoughts opprest,
And thus to Hesper's ear his doubts addrest:
Say, to what class of nature's sons belong
The countless tribes of this untutor'd throng?
Where human frames and brutal souls combine,
No force can tame them, and no arts refine.
Can these be fashion'd on the social plan,
Or boast a lineage with the race of man?
When first we found them in yon hapless isle,
They seem'd to know and seem'd to fear no guile;
A timorous herd, like harmless roes, they ran,
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poem by Joel Barlow
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Sex Appeal
(r palmer)
Of all the girls in all the world
You got my number
Out the blue you created this obsessive desire
You steal my thunder
I cant resist your sex appeal
Youre kisses make me dizzy
The things you do you know they drive me out of my mind
I cant resist your sex appeal
You take it to the limit
Imagination running till
Its out of sight
You haunt my dreams
You make me fantasise
All of your moves, Ive got them memorised
Under your spell youve got me hypnotised
My body aches to make you satisfied
I cant resist your sex appeal
I lose my inhibitions
The way you move you make me feel
Completely wild
I cant resist your sex appeal
I knw you will deliver
You kiss my wildest dreams
Then take me out
When we make make love
Our bodies synchronise
We find the grooves and then we improvise
We lose ourselves within each others eyes
I long for you to share my appetites
I cant resist your sex appeal
Youre kisses make me dizzy
Imagination running till its out of sight
You take me right out of this world
Closer to heaven
How did you know how to capture all my secret desires
Now and forever
I cant believe
The way you tantalise
I love the way you take me by surprise
You turn me on
Its you I idolise
My body years to keep ypu satisfied
I cant resist your sex appeal
I lose my inhibitions
The way you move you make me feel
Completely wild
I cant resist your sex appeal
I know you will deliver
You kiss my wildest dreams then take me out
[...] Read more
song performed by Robert Palmer
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Z. Comments
CRYSTAL GLOW
Madhur Veena Comment: Who is she? ? ? ? ? ? ? ? ? ? ? ....You write good!
Margaret Alice Comment: Beautiful, it stikes as heartfelt words and touches the heart, beautiful sentiments, sorry, I repeat myself, but I am delighted. Your poem is like the trinkets I collect to adorn my personal space, pure joy to read, wonderful! Only a beautiful mind can harbour such sentiments, you have a beautiful mind. I am glad you have found someone that inspires you to such heights and that you share it with us, you make the world a mroe wonderful place.
Margaret Alice Comment: Within the context set by the previous poem, “Cosmic Probe”, the description of a lover’s adoration for his beloved becomes a universal ode sung to the abstract values of love, joy and hope personified by light, colours, fragrance and beauty, qualities the poet assigns to his beloved, thus elevating her to the status of an uplifting force because she brings all these qualities to his attention. The poet recognises that these personified values brings him fulfilment and chose the image of a love relationship to illustrate how this comes about; thus a love poem becomes the vehicle to convey spiritual epiphany.
FRAGRANT JASMINE
Margaret Alice Comment: Your words seem to be directed to a divine entity, you seem to be addressing your adoration to a divinity, and it is wonderful to read of such sublime sentiments kindled in a human soul. Mankind is always lifted up by their vision and awareness of divinity, thank you for such pure, clear diction and sharing your awareness of the sublime with us, you have uplifted me so much by this vision you have created!
Margaret Alice Comment: The poet’s words seem to be directed to a divine entity, express adoration to a divinity who is the personification of wonderful qualities which awakens a sense of the sublime in the human soul. An uplifting vision and awareness of uplifting qualities of innocence represented by a beautiful person.
I WENT THERE TO BID HER ADIEU
Kente Lucy Comment: wow great writing, what a way to bid farewell
Margaret Alice Comment: Sensory experience is elevated by its symbolical meaning, your description of the scene shows two souls becoming one and your awareness of the importance of tempory experience as a symbol of the eternal duration of love and companionship - were temporary experience only valid for one moment in time, it would be a sad world, but once it is seen as a symbol of eternal things, it becomes enchanting.
I’M INCOMPLETE WITHOUT YOU
Margaret Alice Comment: You elevate the humnan experience of longing for love to a striving for sublimity in uniting with a beloved person, and this poem is stirring, your style of writing is effective, everything flows together perfectly.
Margaret Alice Comment:
'To a resplendent glow of celestial flow
And two split halves unite never to part.'
Reading your fluent poems is a delight, I have to tear myself away and return to the life of a drudge, but what a treasure trove of jewels you made for the weary soul who needs to contemplate higher ideals from time to time!
IN CELESTIAL WINGS
Margaret Alice Comment: When you describe how you are strengthened by your loved one, it is clear that your inner flame is so strong that you need not fear growing old, your spirit seems to become stronger, you manage to convey this impression by your striking poetry. It is a privilege to read your work.
Obed Dela Cruz Comment: wow.... i remembered will shakespeare.... nice poem!
Margaret Alice Comment: The poet has transcended the barriers of time and space by becoming an image of his beloved and being able to find peace in the joy he confers to his beloved.
'You transcend my limits, transcend my soul, I forget my distress in your thoughts And discover my peace in your joy, For, I’m mere image of you, my beloved.'
Margaret Alice Comment: You are my peace and solace, I know, I am, yours too; A mere flash of your thoughts Enlivens my tired soul And fills me with light, peace and solace, A giant in new world, I become, I rise to divine heights in celestial wings. How I desire to reciprocate To fill you with light and inner strength raise you to divine heights; I must cross over nd hold you in arms, light up your soul, Fill you with strength from my inner core, Wipe away your tears burst out in pure joy How I yearn to instill hope and confidence in you we never part And we shall wait, till time comes right. the flame in my soul always seeks you, you transcend my limits, transcend my soul, I forget my distress in your thoughts And discover my peace in your joy, For, I’m mere image of you, my beloved.
RAGING FIRE
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poem by Praveen Kumar
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The Columbiad: Book III
The Argument
Actions of the Inca Capac. A general invasion of his dominions threatened by the mountain savages. Rocha, the Inca's son, sent with a few companions to offer terms of peace. His embassy. His adventure with the worshippers of the volcano. With those of the storm, on the Andes. Falls in with the savage armies. Character and speech of Zamor, their chief. Capture of Rocha and his companions. Sacrifice of the latter. Death song of Azonto. War dance. March of the savage armies down the mountains to Peru. Incan army meets them. Battle joins. Peruvians terrified by an eclipse of the sun, and routed. They fly to Cusco. Grief of Oella, supposing the darkness to be occasioned by the death of Rocha. Sun appears. Peruvians from the city wall discover Roch an altar in the savage camp. They march in haste out of the city and engage the savages. Exploits of Capac. Death of Zamor. Recovery of Rocha, and submission of the enemy.
Now twenty years these children of the skies
Beheld their gradual growing empire rise.
They ruled with rigid but with generous care,
Diffused their arts and sooth'd the rage of war,
Bade yon tall temple grace their favorite isle,
The mines unfold, the cultured valleys smile,
Those broad foundations bend their arches high,
And rear imperial Cusco to the sky;
Wealth, wisdom, force consolidate the reign
From the rude Andes to the western main.
But frequent inroads from the savage bands
Lead fire and slaughter o'er the labor'd lands;
They sack the temples, the gay fields deface,
And vow destruction to the Incan race.
The king, undaunted in defensive war,
Repels their hordes, and speeds their flight afar;
Stung with defeat, they range a wider wood,
And rouse fresh tribes for future fields of blood.
Where yon blue ridges hang their cliffs on high,
And suns infulminate the stormful sky,
The nations, temper'd to the turbid air,
Breathe deadly strife, and sigh for battle's blare;
Tis here they meditate, with one vast blow,
To crush the race that rules the plains below.
Capac with caution views the dark design,
Learns from all points what hostile myriads join.
And seeks in time by proffer'd leagues to gain
A bloodless victory, and enlarge his reign.
His eldest hope, young Rocha, at his call,
Resigns his charge within the temple wall;
In whom began, with reverend forms of awe,
The functions grave of priesthood and of law,
In early youth, ere yet the ripening sun
Had three short lustres o'er his childhood run,
The prince had learnt, beneath his father's hand,
The well-framed code that sway'd the sacred land;
With rites mysterious served the Power divine,
Prepared the altar and adorn'd the shrine,
Responsive hail'd, with still returning praise,
Each circling season that the God displays,
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poem by Joel Barlow
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Carmen Seculare. For the Year 1700. To The King
Thy elder Look, Great Janus, cast
Into the long Records of Ages past:
Review the Years in fairest Action drest
With noted White, Superior to the rest;
Aera's deriv'd, and Chronicles begun
From Empires founded, and from Battels won:
Show all the Spoils by valiant Kings achiev'd,
And groaning Nations by Their Arms reliev'd;
The Wounds of Patriots in their Country's Cause,
And happy Pow'r sustain'd by wholesom Laws:
In comely Rank call ev'ry Merit forth:
Imprint on ev'ry Act it's Standard Worth:
The glorious Parallels then downward bring
To Modern Wonders, and to Britain's King:
With equal Justice and Historic Care
Their Laws, Their Toils, Their Arms with His compare:
Confess the various Attributes of Fame
Collected and compleat in William's Name:
To all the list'ning World relate
(As Thou dost His Story read)
That nothing went before so Great,
And nothing Greater can succeed.
Thy Native Latium was Thy darling Care,
Prudent in Peace, and terrible in War:
The boldest Virtues that have govern'd Earth
From Latium's fruitful Womb derive their Birth.
Then turn to Her fair-written Page:
From dawning Childhood to establish'd Age,
The Glories of Her Empire trace:
Confront the Heroes of Thy Roman Race:
And let the justest Palm the Victor's Temples grace.
The Son of Mars reduc'd the trembling Swains,
And spread His Empire o'er the distant Plains:
But yet the Sabins violated Charms
Obscur'd the Glory of His rising Arms.
Numa the Rights of strict Religion knew;
On ev'ry Altar laid the Incense due;
Unskill'd to dart the pointed Spear,
Or lead the forward Youth to noble War.
Stern Brutus was with too much Horror good,
Holding his Fasces stain'd with Filial Blood.
Fabius was Wise, but with Excess of Care;
He sav'd his Country; but prolonged the War:
While Decius, Paulus, Curius greatly fought;
And by Their strict Examples taught,
How wild Desires should be controll'd;
And how much brighter Virtue was, than Gold;
They scarce Their swelling Thirst of Fame could hide;
And boasted Poverty with too much Pride.
Excess in Youth made Scipio less rever'd:
[...] Read more
poem by Matthew Prior
Added by Poetry Lover
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