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Let The Day Begin

Released on cd single have I told you lately, 1993
(michael been)
Heres to the babies in a brandnew world
Heres to the beauty and the stars
Heres to the travellers on open road
Heres to the dreamers in the bars
Heres to the teachers in the crowded rooms
Heres to the workers in the field
Heres to the preachers of the sacred world
Heres to the drivers on the wheel
Heres to you my little love
With blessings from above
Now let the day begin
Heres to you my little love
With blessings from above
Now let the day begin, (let) the day begin, ha
Heres to the winners of the human race
Heres to the losers in the game
Heres to the soldiers of the bitter war
Heres to the war that bears their name
Heres to you my little love
With blessings from above
Now let the day begin, the day begin, the day ( )
Heres to the doctors in the healing world
Heres to the loved ones in their care
Heres to the strangers on the streets tonight
Heres to the lonely everywhere
Heres to the wisdom from ( )
Heres to the lions in their cage
Heres to the struggle of the ( )
Heres to the clothing of the age
Heres to you my little love
With blessings from above
Now let the day begin
Heres to you my little love
With blessings from above
Now let the day begin, the day begin
Heres to you my little love
With blessings from above
Now let the day begin, let the day begin, let the day, oh yeah
Now let the day begin, oh yeah
Heres to you my little love
With blessings from above
Now let the day begin, let the day begin, let the day, ( )
Oh yeah
Yeah
Come on
Come on

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Give Your Heart To The Hawks

1 he apples hung until a wind at the equinox,

That heaped the beach with black weed, filled the dry grass

Under the old trees with rosy fruit.

In the morning Fayne Fraser gathered the sound ones into a

basket,

The bruised ones into a pan. One place they lay so thickly
She knelt to reach them.

Her husband's brother passing
Along the broken fence of the stubble-field,
His quick brown eyes took in one moving glance
A little gopher-snake at his feet flowing through the stubble
To gain the fence, and Fayne crouched after apples
With her mop of red hair like a glowing coal
Against the shadow in the garden. The small shapely reptile
Flowed into a thicket of dead thistle-stalks
Around a fence-post, but its tail was not hidden.
The young man drew it all out, and as the coil
Whipped over his wrist, smiled at it; he stepped carefully
Across the sag of the wire. When Fayne looked up
His hand was hidden; she looked over her shoulder
And twitched her sunburnt lips from small white teeth
To answer the spark of malice in his eyes, but turned
To the apples, intent again. Michael looked down
At her white neck, rarely touched by the sun,
But now the cinnabar-colored hair fell off from it;
And her shoulders in the light-blue shirt, and long legs like a boy's
Bare-ankled in blue-jean trousers, the country wear;
He stooped quietly and slipped the small cool snake
Up the blue-denim leg. Fayne screamed and writhed,
Clutching her thigh. 'Michael, you beast.' She stood up
And stroked her leg, with little sharp cries, the slender invader
Fell down her ankle.

Fayne snatched for it and missed;


Michael stood by rejoicing, his rather small

Finely cut features in a dance of delight;

Fayne with one sweep flung at his face

All the bruised and half-spoiled apples in the pan,

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Happy Teacher’s Day in India,2010

Teachers teach students to learn;
Teachers show them how to earn;
Teachers guide students to read;
Teachers help them if they need.

Teachers share with pupils, ken;
Teachers show them how to pen;
Teachers train them in most things;
Teachers make them good earthlings!

Teachers mould their character;
Teachers act facilitator;
Teachers are a boon on earth;
Teachers bring students, mirth!

Teachers care for children-wards;
Teachers don’t expect rewards;
Teachers slog throughout life-span;
Teachers make them man / woman.

Teachers are a humble lot;
Teachers make learning, an art;
Teachers perform well their part;
Teachers love students in heart!

Teachers are next to parents;
Teachers are a nation’s wealth;
Teachers make a student great;
Teachers are a must for all.

Revere teachers on this Day;
Thank them truly in some way;
Emulate them, if you may;
‘Give them good health, God’, you pray!

“Happy TeachersDay! ”

Most lovingly dedicated to all my teachers,
Living and dead, who made me,
‘What I am, today! ’

Copyright by Dr John Celes 05-09-2010

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Teacher’s Day in India,2010

Teachers teach students to learn;
Teachers show them how to earn;
Teachers guide students to read;
Teachers help them if they need.

Teachers share with pupils, ken;
Teachers show them how to pen;
Teachers train them in most things;
Teachers make them good earthlings!

Teachers mould their character;
Teachers act facilitator;
Teachers are a boon on earth;
Teachers bring students, mirth!

Teachers care for children-wards;
Teachers don’t expect rewards;
Teachers slog throughout life-span;
Teachers make them man / woman.

Teachers are a humble lot;
Teachers make learning, an art;
Teachers perform well their part;
Teachers love students in heart!

Teachers are next to parents;
Teachers are a nation’s wealth;
Teachers make a student great;
Teachers are a must for all.

Revere teachers on this Day;
Thank them truly in some way;
Emulate them, if you may;
‘Give them good health, God’, you pray!

“Happy TeachersDay! ”

Most lovingly dedicated to all my teachers,
Living and dead, who made me,
‘What I am, today! ’

Copyright by Dr John Celes 05-09-2010

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This Friendly World

R.E.M., Andy, Tony---This Friendly World
ANDY: Hi, Michael.
MICHAEL: Hi, Andy. Thanks for joining us. Do you
wanna ... you wanna sing a song together?
ANDY: Sure! Is it a sweet song?
MICHAEL: Yeah, it's real sweet.
ANDY: O.K.!
[They laugh.]
MICHAEL:
In this friendly, friendly world
With each day so full of joy
Why should any heart be lonely?
ANDY: My turn!
In this friendly, friendly world
With each night so full of dreams
Why should any heart be afraid?
The world is ...
MICHAEL ANDY:
... such a wonderful place
To wander through
When you've got someone you love
MICHAEL:
To wander along with you
ANDY: O.K., now take every second word! With ...
MICHAEL: ... the ...
ANDY: ... sky ...
MICHAEL: ... so ...
ANDY: ... full ...
MICHAEL: ... of ...
ANDY: ... stars
MICHAEL: And ...
ANDY: ... the ...
MICHAEL: ... river ...
ANDY: ... so ...
MICHAEL: ... full ...
ANDY: ... of ...
MICHAEL: ... song, Every ...
ANDY: ... heart ...
MICHAEL: ... should ...
ANDY: ... be ...
MICHAEL: ... so ...
ANDY: ... thankful
It's a friendly world! Don't you think so, Michael?
MICHAEL: Yup!
TONY: Oh yeah?! What's so friendly about it?!!
This is Tony Clifton, and, and I demand a part in
this song! I'm just as big a part of the movie as
these guys are! And, and I will not sit back while
some sought-after Colonel Kurtz wanna-be, uh, uh
has his day in the sun! I think he's enough

[...] Read more

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Preachers Of The Night

See the gates of hell and theyre still bleeding
Creatures of the night are creeping out - so proud
Ill be there once more to feed them
More and more theyre sneaking in my mind - so strong
All in all nothings left behind
Cannot hold it back this dark desire
Dont turn your head or youll be dead
The good have gone to ground - you know why
Preachers of the night - theyre calling
Preachers of the night - there will be no tomorrow
Preachers of the night - Im falling
Preachers of the night - they want me back
Touch the gates of hell while theyre still bleeding
Tearing at my soul and watch it weep - so raw
You better back off
My mind is not my own take heed then
All evils been unleashed within us all - so war!
You better back off
All in all nothings left behind
Cannot hold it back this dark desire
Dont turn your head or youll be dead
The good have gone to ground - you know why
Preachers of the night - theyre calling
Preachers of the night - there will be no tomorrow
Preachers of the night - Im falling
Preachers of the night - they want me back
Deal me out - Ive had enough
Trading in the kingdom of te beast
Step by step - not far behind me
Flesh and blood will never rest in peace
All in all nothings left behind
Cannot hold it back this dark desire
Dont turn your head or youll be dead
The good have gone to ground - you know why
Preachers of the night - theyre calling
Preachers of the night - there will be no tomorrow
Preachers of the night - Im falling
Preachers of the night - they want me back
Preachers of the night - theyre calling
Preachers of the night - there will be no tomorrow
Preachers of the night - Im falling
Preachers of the night - they want me back

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Patrick White

The Only Way To Control Things

The only way to control things is with an open hand.
Water on rock
a fist can't do anything to stop the rain
that keeps washing its bloody knuckles
by kissing the raw red buds
of the pain-killing poppies clean.
Anger grows ashamed of itself
in the presence of unopposable compassion
just as planets are humbled by their atmospheres.
The soft supple things of life insist
and the hard brittle ones comply.
Bullies are the broken toys of wimps.
Power limps.
But space is an open hand.
Mass may shape it
but it teaches matter how to move
just as the sky converts its openness
into a cloud and a bird
or the silence nurtures
the embryo of a blue word
in the empty womb of the dark mother
like the echo of something that can't be said.

The only way to control things is with an open hand.
Not a posture of giving.
Not a posture of receiving.
Not a posture of greeting or farewell.
Not hanging on or letting go
but the single bridge they both make
when they're both at peace with the flow.
It's not the branch it's not the trunk
it's not the root it's not the fruit
but the open handedness of its leaves
that is a tree's consummate passion.
Isis tattoos her star on their palms
like sailors and sails
to keep them from drowning
and into the valleys of their open hands
that lie at the foot of their crook-backed mountains
the aloof stars risk the intimacy of fireflies
and fate flows down like tributaries into the mindstream
as life roots its wildflowers on both shores
as if there were no sides to the flowing
of our binary lifelines.

The only way to control things is with an open hand.
You cannot bind the knower to the knowing
as if time had to know where eternity was going
before anything could change.
X marks the spot where all maps are born

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Road Block

Yeah!, all right!
Oh, ain't no problem
Carry no heavy load
Lord, no!
Why can't i love you, baby ?
You try to block my road.
You try to block my road. hey!
Oh, better off to hand you
Everything i own, ha ha ha ha!
Strange to see you waiting for me,
You try to block my road, yeah yeah,
Try to block my road
Hey, hey, hey, hey.
Road block
Road block
Road block
Road block
Road block daddy daddy daddy
Road block
Road block
Alright on the road block
Road block
Road block
Road block
Road block
Road block
Road block
Yeah! road block
Road block, alright, alright, alright!
Road block
Road block
Road block
Road block
Road block
Road block
Whoa road block
Road block
Road block
Road block
Road block
Road block
Road block
Road block
Road block
Road block
Road block
Road block
Yeah!
Try to block my road, daddy daddy daddy
I said now every time i turn around

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John Milton

Paradise Lost: Book X

Thus they in lowliest plight repentant stood
Praying, for from the Mercie-seat above
Prevenient Grace descending had remov'd
The stonie from thir hearts, and made new flesh
Regenerat grow instead, that sighs now breath'd
Unutterable, which the Spirit of prayer
Inspir'd, and wing'd for Heav'n with speedier flight
Then loudest Oratorie: yet thir port
Not of mean suiters, nor important less
Seem'd thir Petition, then when th' ancient Pair
In Fables old, less ancient yet then these,
Deucalion and chaste Pyrrha to restore
The Race of Mankind drownd, before the Shrine
Of Themis stood devout. To Heav'n thir prayers
Flew up, nor missed the way, by envious windes
Blow'n vagabond or frustrate: in they passd
Dimentionless through Heav'nly dores; then clad
With incense, where the Golden Altar fum'd,
By thir great Intercessor, came in sight
Before the Fathers Throne: Them the glad Son
Presenting, thus to intercede began.
See Father, what first fruits on Earth are sprung
From thy implanted Grace in Man, these Sighs
And Prayers, which in this Golden Censer, mixt
With Incense, I thy Priest before thee bring,
Fruits of more pleasing savour from thy seed
Sow'n with contrition in his heart, then those
Which his own hand manuring all the Trees
Of Paradise could have produc't, ere fall'n
From innocence. Now therefore bend thine eare
To supplication, heare his sighs though mute;
Unskilful with what words to pray, let mee
Interpret for him, mee his Advocate
And propitiation, all his works on mee
Good or not good ingraft, my Merit those
Shall perfet, and for these my Death shall pay.
Accept me, and in mee from these receave
The smell of peace toward Mankinde, let him live
Before thee reconcil'd, at least his days
Numberd, though sad, till Death, his doom (which I
To mitigate thus plead, not to reverse)
To better life shall yeeld him, where with mee
All my redeemd may dwell in joy and bliss,
Made one with me as I with thee am one.
To whom the Father, without Cloud, serene.
All thy request for Man, accepted Son,
Obtain, all thy request was my Decree:
But longer in that Paradise to dwell,
The Law I gave to Nature him forbids:
Those pure immortal Elements that know

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G.K. Chesterton

To St. Michael in Time of Peace

Michael, Michael: Michael of the Morning,
Michael of the Army of the Lord,
Stiffen thou the hand upon the still sword, Michael,
Folded and shut upon the sheathed sword, Michael,
Under the fullness of the white robes falling,
Gird us with the secret of the sword.

When the world cracked because of a sneer in heaven,
Leaving out for all time a scar upon the sky,
Thou didst rise up against the Horror in the highest,
Dragging down the highest that looked down on the Most High:
Rending from the seventh heaven the hell of exaltation
Down the seven heavens till the dark seas burn:
Thou that in thunder threwest down the Dragon
Knowest in what silence the Serpent can return.

Down through the universe the vast night falling
(Michael, Michael: Michael of the Morning!)
Far down the universe the deep calms calling
(Michael, Michael: Michael of the Sword!)
Bid us not forget in the baths of all forgetfulness,
In the sigh long drawn from the frenzy and the fretfulness
In the huge holy sempiternal silence
In the beginning was the Word.

When from the deeps of dying God astounded
Angels and devils who do all but die
Seeing Him fallen where thou couldst not follow,
Seeing Him mounted where thou couldst not fly,
Hand on the hilt, thou hast halted all thy legions
Waiting the Tetelestai and the acclaim,
Swords that salute Him dead and everlasting
God beyond God and greater than His Name.

Round us and over us the cold thoughts creeping
(Michael, Michael: Michael of the battle-cry!)
Round us and under us the thronged world sleeping
(Michael, Michael: Michael of the Charge!)
Guard us the Word; the trysting and the trusting
Edge upon the honour and the blade unrusting
Fine as the hair and tauter than the harpstring
Ready as when it rang upon the targe.

He that giveth peace unto us; not as the world giveth:
He that giveth law unto us; not as the scribes:
Shall he be softened for the softening of the cities
Patient in usury; delicate in bribes?
They that come to quiet us, saying the sword is broken,
Break man with famine, fetter them with gold,
Sell them as sheep; and He shall know the selling

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To St. Micheal in Time of Peace

Michael, Michael: Michael of the Morning,
Michael of the Army of the Lord,
Stiffen thou the hand upon the still sword, Michael,
Folded and shut upon the sheathed sword, Michael,
Under the fullness of the white robes falling,
Gird us with the secret of the sword.


When the world cracked because of a sneer in heaven,
Leaving out for all time a scar upon the sky,
Thou didst rise up against the Horror in the highest,
Dragging down the highest that looked down on the Most High:
Rending from the seventh heaven the hell of exaltation
Down the seven heavens till the dark seas burn:
Thou that in thunder threwest down the Dragon
Knowest in what silence the Serpent can return.


Down through the universe the vast night falling
(Michael, Michael: Michael of the Morning!)
Far down the universe the deep calms calling
(Michael, Michael: Michael of the Sword!)
Bid us not forget in the baths of all forgetfulness,
In the sigh long drawn from the frenzy and the fretfulness
In the huge holy sempiternal silence
In the beginning was the Word.


When from the deeps of dying God astounded
Angels and devils who do all but die
Seeing Him fallen where thou couldst not follow,
Seeing Him mounted where thou couldst not fly,
Hand on the hilt, thou hast halted all thy legions
Waiting the Tetelestai and the acclaim,
Swords that salute Him dead and everlasting
God beyond God and greater than His Name.


Round us and over us the cold thoughts creeping
(Michael, Michael: Michael of the battle-cry!)
Round us and under us the thronged world sleeping
(Michael, Michael: Michael of the Charge!)
Guard us the Word; the trysting and the trusting
Edge upon the honour and the blade unrusting
Fine as the hair and tauter than the harpstring
Ready as when it rang upon the targe.


He that giveth peace unto us; not as the world giveth:
He that giveth law unto us; not as the scribes:

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Byron

The Vision of Judgment

I

Saint Peter sat by the celestial gate:
His keys were rusty, and the lock was dull,
So little trouble had been given of late;
Not that the place by any means was full,
But since the Gallic era 'eight-eight'
The devils had ta'en a longer, stronger pull,
And 'a pull altogether,' as they say
At sea — which drew most souls another way.

II

The angels all were singing out of tune,
And hoarse with having little else to do,
Excepting to wind up the sun and moon,
Or curb a runaway young star or two,
Or wild colt of a comet, which too soon
Broke out of bounds o'er th' ethereal blue,
Splitting some planet with its playful tail,
As boats are sometimes by a wanton whale.

III

The guardian seraphs had retired on high,
Finding their charges past all care below;
Terrestrial business fill'd nought in the sky
Save the recording angel's black bureau;
Who found, indeed, the facts to multiply
With such rapidity of vice and woe,
That he had stripp'd off both his wings in quills,
And yet was in arrear of human ills.

IV

His business so augmented of late years,
That he was forced, against his will no doubt,
(Just like those cherubs, earthly ministers,)
For some resource to turn himself about,
And claim the help of his celestial peers,
To aid him ere he should be quite worn out
By the increased demand for his remarks:
Six angels and twelve saints were named his clerks.

V

This was a handsome board — at least for heaven;
And yet they had even then enough to do,
So many conqueror's cars were daily driven,
So many kingdoms fitted up anew;

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Vision of Judgment, The

I

Saint Peter sat by the celestial gate:
His keys were rusty, and the lock was dull,
So little trouble had been given of late;
Not that the place by any means was full,
But since the Gallic era 'eight-eight'
The devils had ta'en a longer, stronger pull,
And 'a pull altogether,' as they say
At sea — which drew most souls another way.

II

The angels all were singing out of tune,
And hoarse with having little else to do,
Excepting to wind up the sun and moon,
Or curb a runaway young star or two,
Or wild colt of a comet, which too soon
Broke out of bounds o'er th' ethereal blue,
Splitting some planet with its playful tail,
As boats are sometimes by a wanton whale.

III

The guardian seraphs had retired on high,
Finding their charges past all care below;
Terrestrial business fill'd nought in the sky
Save the recording angel's black bureau;
Who found, indeed, the facts to multiply
With such rapidity of vice and woe,
That he had stripp'd off both his wings in quills,
And yet was in arrear of human ills.

IV

His business so augmented of late years,
That he was forced, against his will no doubt,
(Just like those cherubs, earthly ministers,)
For some resource to turn himself about,
And claim the help of his celestial peers,
To aid him ere he should be quite worn out
By the increased demand for his remarks:
Six angels and twelve saints were named his clerks.

V

This was a handsome board — at least for heaven;
And yet they had even then enough to do,
So many conqueror's cars were daily driven,
So many kingdoms fitted up anew;

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The Aeneid of Virgil: Book 10

THE GATES of heav’n unfold: Jove summons all
The gods to council in the common hall.
Sublimely seated, he surveys from far
The fields, the camp, the fortune of the war,
And all th’ inferior world. From first to last, 5
The sov’reign senate in degrees are plac’d.
Then thus th’ almighty sire began: “Ye gods,
Natives or denizens of blest abodes,
From whence these murmurs, and this change of mind,
This backward fate from what was first design’d? 10
Why this protracted war, when my commands
Pronounc’d a peace, and gave the Latian lands?
What fear or hope on either part divides
Our heav’ns, and arms our powers on diff’rent sides?
A lawful time of war at length will come, 15
(Nor need your haste anticipate the doom),
When Carthage shall contend the world with Rome,
Shall force the rigid rocks and Alpine chains,
And, like a flood, come pouring on the plains.
Then is your time for faction and debate, 20
For partial favor, and permitted hate.
Let now your immature dissension cease;
Sit quiet, and compose your souls to peace.”
Thus Jupiter in few unfolds the charge;
But lovely Venus thus replies at large: 25
“O pow’r immense, eternal energy,
(For to what else protection can we fly?)
Seest thou the proud Rutulians, how they dare
In fields, unpunish’d, and insult my care?
How lofty Turnus vaunts amidst his train, 30
In shining arms, triumphant on the plain?
Ev’n in their lines and trenches they contend,
And scarce their walls the Trojan troops defend:
The town is fill’d with slaughter, and o’erfloats,
With a red deluge, their increasing moats. 35
Æneas, ignorant, and far from thence,
Has left a camp expos’d, without defense.
This endless outrage shall they still sustain?
Shall Troy renew’d be forc’d and fir’d again?
A second siege my banish’d issue fears, 40
And a new Diomede in arms appears.
One more audacious mortal will be found;
And I, thy daughter, wait another wound.
Yet, if with fates averse, without thy leave,
The Latian lands my progeny receive, 45
Bear they the pains of violated law,
And thy protection from their aid withdraw.
But, if the gods their sure success foretell;
If those of heav’n consent with those of hell,
To promise Italy; who dare debate 50

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Picking Teachers For Their Leader

Strangers!
Come before the darkness of night,
Crawls.
As twilight escorts the rising moon!
Strangers...
Known in dreams.
Whisper of their presence unseen.
But felt...
By a familiar comfort embraced.

My steps cease to seek a quickened pace.
There is no wish for leaving.
I am told in my mind I should stay.
Soft voices dance within rainbowed light!
Sparkling to convince...
I should pray with faith.
And they would make my life right!

Picking teachers for their Leader.
For the One never shown.
The One who through scriptures...
Repeated to make appear,
But left still for them to go unknown.

Picking teachers for their Leader.
How they do it like it's done...
When they come,
Nobody knows.

Their picking teachers for their Leader.
They say He's number One.
Like none other like He,
Upon me with gifts bestowed!

Strangers!
Come before the darkness of night,
Crawls.
As twilight escorts the rising moon!
Strangers...
Known in dreams.
Whisper of their presence unseen.
But felt...
By a familiar comfort embraced.

Their picking teachers for their Leader.
As God demands.
Their picking teachers for their Leader.
As God Commands.
Their picking teachers for their Leader.
And I understand...

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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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Pharsalia - Book VII: The Battle

Ne'er to the summons of the Eternal laws
More slowly Titan rose, nor drave his steeds,
Forced by the sky revolving, up the heaven,
With gloomier presage; wishing to endure
The pangs of ravished light, and dark eclipse;
And drew the mists up, not to feed his flames,
But lest his light upon Thessalian earth
Might fall undimmed.

Pompeius on that morn,
To him the latest day of happy life,
In troubled sleep an empty dream conceived.
For in the watches of the night he heard
Innumerable Romans shout his name
Within his theatre; the benches vied
To raise his fame and place him with the gods;
As once in youth, when victory was won
O'er conquered tribes where swift Iberus flows,
And where Sertorius' armies fought and fled,
The west subdued, with no less majesty
Than if the purple toga graced the car,
He sat triumphant in his pure white gown
A Roman knight, and heard the Senate's cheer.
Perhaps, as ills drew near, his anxious soul,
Shunning the future wooed the happy past;
Or, as is wont, prophetic slumber showed
That which was not to be, by doubtful forms
Misleading; or as envious Fate forbade
Return to Italy, this glimpse of Rome
Kind Fortune gave. Break not his latest sleep,
Ye sentinels; let not the trumpet call
Strike on his ear: for on the morrow's night
Shapes of the battle lost, of death and war
Shall crowd his rest with terrors. Whence shalt thou
The poor man's happiness of sleep regain?
Happy if even in dreams thy Rome could see
Once more her captain! Would the gods had given
To thee and to thy country one day yet
To reap the latest fruit of such a love:
Though sure of fate to come! Thou marchest on
As though by heaven ordained in Rome to die;
She, conscious ever of her prayers for thee
Heard by the gods, deemed not the fates decreed
Such evil destiny, that she should lose
The last sad solace of her Magnus' tomb.
Then young and old had blent their tears for thee,
And child unbidden; women torn their hair
And struck their bosoms as for Brutus dead.
But now no public woe shall greet thy death
As erst thy praise was heard: but men shall grieve

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[9] O, Moon, My Sweet-heart!

O, Moon, My Sweet-heart!
[LOVE POEMS]

POET: MAHENDRA BHATNAGAR

POEMS

1 Passion And Compassion / 1
2 Affection
3 Willing To Live
4 Passion And Compassion / 2
5 Boon
6 Remembrance
7 Pretext
8 To A Distant Person
9 Perception
10 Conclusion
10 You (1)
11 Symbol
12 You (2)
13 In Vain
14 One Night
15 Suddenly
16 Meeting
17 Touch
18 Face To Face
19 Co-Traveller
20 Once And Once only
21 Touchstone
22 In Chorus
23 Good Omens
24 Even Then
25 An Evening At ‘Tighiraa’ (1)
26 An Evening At ‘Tighiraa’ (2)
27 Life Aspirant
28 To The Condemned Woman
29 A Submission
30 At Midday
31 I Accept
32 Who Are You?
33 Solicitation
34 Accept Me
35 Again After Ages …
36 Day-Dreaming
37 Who Are You?
38 You Embellished In Song

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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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John Milton

Paradise Lost: Book 11

Undoubtedly he will relent, and turn
From his displeasure; in whose look serene,
When angry most he seemed and most severe,
What else but favour, grace, and mercy, shone?
So spake our father penitent; nor Eve
Felt less remorse: they, forthwith to the place
Repairing where he judged them, prostrate fell
Before him reverent; and both confessed
Humbly their faults, and pardon begged; with tears
Watering the ground, and with their sighs the air
Frequenting, sent from hearts contrite, in sign
Of sorrow unfeigned, and humiliation meek.
Thus they, in lowliest plight, repentant stood
Praying; for from the mercy-seat above
Prevenient grace descending had removed
The stony from their hearts, and made new flesh
Regenerate grow instead; that sighs now breathed
Unutterable; which the Spirit of prayer
Inspired, and winged for Heaven with speedier flight
Than loudest oratory: Yet their port
Not of mean suitors; nor important less
Seemed their petition, than when the ancient pair
In fables old, less ancient yet than these,
Deucalion and chaste Pyrrha, to restore
The race of mankind drowned, before the shrine
Of Themis stood devout. To Heaven their prayers
Flew up, nor missed the way, by envious winds
Blown vagabond or frustrate: in they passed
Dimensionless through heavenly doors; then clad
With incense, where the golden altar fumed,
By their great intercessour, came in sight
Before the Father's throne: them the glad Son
Presenting, thus to intercede began.
See$ Father, what first-fruits on earth are sprung
From thy implanted grace in Man; these sighs
And prayers, which in this golden censer mixed
With incense, I thy priest before thee bring;
Fruits of more pleasing savour, from thy seed
Sown with contrition in his heart, than those
Which, his own hand manuring, all the trees
Of Paradise could have produced, ere fallen
From innocence. Now therefore, bend thine ear
To supplication; hear his sighs, though mute;
Unskilful with what words to pray, let me
Interpret for him; me, his advocate
And propitiation; all his works on me,
Good, or not good, ingraft; my merit those
Shall perfect, and for these my death shall pay.
Accept me; and, in me, from these receive
The smell of peace toward mankind: let him live

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Charles Lamb

Beauty And The Beast

A Merchant, who by generous pains
Prospered in honourable gains,
Could boast, his wealth and fame to share,
Three manly Sons, three Daughters fair;
With these he felt supremely blest.-
His latest born surpass'd the rest:
She was so gentle, good and kind,
So fair in feature, form, and mind,
So constant too in filial duty,
The neighbours called her Little Beauty!
And when fair childhood's days were run,
That title still she wore and won;
Lovelier as older still she grew,
Improv'd in grace and goodness too.-
Her elder Sisters, gay and vain,
View'd her with envy and disdain,
Toss'd up their heads with haughty air;
Dress, Fashion, Pleasure, all their care.


'Twas thus, improving and improv'd;
Loving, and worthy to be lov'd,
Sprightly, yet grave, each circling day
Saw Beauty innocently gay.
Thus smooth the May-like moments past;
Blest times! but soon by clouds o'ercast!


Sudden as winds that madd'ning sweep
The foaming surface of the deep,
Vast treasures, trusted to the wave,
Were buried in the billowy grave!
Our Merchant, late of boundless store,
Saw Famine hasting to his door.


With willing hand and ready grace,
Mild Beauty takes the Servant's place;
Rose with the sun to household cares,
And morn's repast with zeal prepares,
The wholesome meal, the cheerful fire:
What cannot filial love inspire?
And when the task of day was done,
Suspended till the rising sun,
Music and song the hours employ'd,
As more deserv'd, the more enjoy'd;
Till Industry, with Pastime join'd,
Refresh'd the body and the mind;
And when the groupe retir'd to rest,
Father and Brothers Beauty blest.

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