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Earning encourages diligence.

Sicilian proverbs
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The Assembly Of Ladies

In Septembre, at the falling of the leef,
The fressh sesoun was al-togider doon,
And of the corn was gadered in the sheef;
In a gardyn, about twayn after noon,
Ther were ladyes walking, as was her wone,
Foure in nombre, as to my mynd doth falle,
And I the fifte, the simplest of hem alle.

Of gentilwomen fayre ther were also,
Disporting hem, everiche after her gyse,
In crosse-aleys walking, by two and two,
And some alone, after her fantasyes.
Thus occupyed we were in dyvers wyse;
And yet, in trouthe, we were not al alone;
Ther were knightës and squyers many one.

'Wherof I served?' oon of hem asked me;
I sayde ayein, as it fel in my thought,
'To walke about the mase, in certayntè,
As a woman that [of] nothing rought.'
He asked me ayein—'whom that I sought,
And of my colour why I was so pale?'
'Forsothe,' quod I, 'and therby lyth a tale.'

'That must me wite,' quod he, 'and that anon;
Tel on, let see, and make no tarying.'
'Abyd,' quod I, 'ye been a hasty oon,
I let you wite it is no litel thing.
But, for bicause ye have a greet longing
In your desyr, this proces for to here,
I shal you tel the playn of this matere.—

It happed thus, that, in an after-noon,
My felawship and I, by oon assent,
Whan al our other besinesse was doon,
To passe our tyme, into this mase we went,
And toke our wayes, eche after our entent;
Some went inward, and wend they had gon out,
Some stode amid, and loked al about.

And, sooth to say, some were ful fer behind,
And right anon as ferforth as the best;
Other ther were, so mased in her mind,
Al wayes were good for hem, bothe eest and west.
Thus went they forth, and had but litel rest;

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poem by Anonymous Olde English
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Knyghthode and Bataile

A XVth Century Verse Paraphrase of Flavius Vegetius Renatus' Treatise 'DE RE MILITARI'

Proemium.
Salue, festa dies
i martis,
Mauortis! auete
Kalende. Qua Deus
ad celum subleuat
ire Dauid.

Hail, halyday deuout! Alhail Kalende
Of Marche, wheryn Dauid the Confessour
Commaunded is his kyngis court ascende;
Emanuel, Jhesus the Conquerour,
This same day as a Tryumphatour,
Sette in a Chaire & Throne of Maiestee,
To London is comyn. O Saviour,
Welcome a thousand fold to thi Citee!

And she, thi modir Blessed mot she be
That cometh eke, and angelys an ende,
Wel wynged and wel horsed, hidir fle,
Thousendys on this goode approche attende;
And ordir aftir ordir thei commende,
As Seraphin, as Cherubyn, as Throne,
As Domynaunce, and Princys hidir sende;
And, at o woord, right welcom euerychone!

But Kyng Herry the Sexte, as Goddes Sone
Or themperour or kyng Emanuel,
To London, welcomer be noo persone;
O souuerayn Lord, welcom! Now wel, Now wel!
Te Deum to be songen, wil do wel,
And Benedicta Sancta Trinitas!
Now prosperaunce and peax perpetuel
Shal growe,-and why? ffor here is Vnitas.

Therof to the Vnitee 'Deo gracias'
In Trinitee! The Clergys and Knyghthode
And Comynaltee better accorded nas
Neuer then now; Now nys ther noon abode,
But out on hem that fordoon Goddes forbode,
Periurous ar, Rebellovs and atteynte,
So forfaytinge her lyif and lyvelode,
Although Ypocrisie her faytys peynte.

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poem by Anonymous Olde English
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My Success Stories

Another day passed on the way.... Another day lost,
Loosing not only hope loosing each second which having huge cost....
Trying to fix life, each part of it,
Trying to earning, trying to full fill each need....
Earning not only a single rupee also few memories,
Memories which having success also having future stories.....
Trying hard to survive in this filed.... Field of success field of failure.
Where every one want success, failure attached with a word never....
Though failure is the way to reach the top,
You have to beat it each time till last, never say I want to stop....
Knowing this doing my part, trying each day to earning respect earning some glories,
May be some day comes when all will read my journey, my success stories....

poem by Argha Paul
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Inspiration

Poet provides pleasure of society in various way;
In human beings provides, penetrates rays of gay.
Provides inspiration;
Is an honest creature is God’s creation.

Poet inspires all categories of people in society;
Encourages them earning properly live with delight.
Through poems tries upliftment of society;
People of all religions, castes live with gaiety.

Poet loves minister’s honesty;
Loves employee’s punctuality.
Derives pleasure from the innocence of cultivator;
Loves to remain in the sweet lap of Nature.

Poet is an honest advisor of society;
From good activities of society derives delight.
Loves woman’s devotion;
Loves beauty of creation.

Poet encourages students to a acquire wisdom;
Depicts verses on the truth of creation.
Loves peace, honest administration;
Depicting poems drinks nectar from the brook of creation.

poem by Vavroovahana Patra
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Five ballades with a prologue

(after W.E.G. Louw)

Prologue: The child of God

From the creation,
long before the time of Plato and Aristotle
the word of God was the child’s criterion
while he ruled over everything.

When darkness rose right across the earth
others came in rebellion
wanted to show the God of creation
that they do not regard Him
and did not want to believe him

that destruction will follow upon their deeds,
that rain will fall in a terrible flood
that flooding will come as a result
from the hand of the God of the universe.

The child constructed a ship
went into its shelter with his wife,
children and animals
believing that the hand of the Almighty God
was sheltering
while the others in destruction
begged and cried for mercy.

The child walked through the palace of Pharaoh
could not convert his mother Hatshepsut
to the Almighty God,
saw whips lashing on the backs of his brothers
wanted to stop the lashing
on of one of them.

Right through the sea the child led his people
with crushing water closing on Pharaoh’s army,
right through the desert
his eyes were set on the Promised Land
while he trusted God.

When God Himself came to this earth,
taught people about love,
the child followed Him,
he baptised people and converted them

until on a Friday
on which the curtain ripped right through,
with God innocently hanging on a cross
while evil people mocked, cursed

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poem by Gert Strydom
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That Takes Guts

Dude what you do really takes guts
I want you to know that I have some serious respect
For the risk of coming to this country, it's not what you'd expect
It's a move of boldness and don't underestimate that
You left your home to live here dude be proud
Proclaim your faith loud
While you have this small window of ministry and missions
In a foreign country

Dude I can see the power of God inside of you
Don't worry about your english
Because God is fluent
Don't discount your knowledge of the bible
Because God's Spirit who gives all wisdom lives inside of you
For God did not give us a spirit of timidity
But of love and power and a sound mind
Live in that promise and remember His love
Remember the dove
That descended upon Jesus
Lives inside of you

It encourages my faith to see your hunger to know Him
It encourages my faith to see the fact that you came to the states
I'm glad for sure that I met you
Hopefully we'll see each other again too
I just wanted to remind you of the gift God gave you
Just wanted to say coming here took guts too
I don't know if I'll study aboard even when I'm 20? !

But you came before you were even 20, but now you are
So happy birthday, thanks for traveling so far
Because now I got to meet an awesome friend
Sorry it's late but this is the only gift I could think of to send.

poem by David Knox
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A Weary Soldier

Tired eyes watch the weary reflection of the soldier,
who walks without pride or judgment,
and fears none but God.

When he takes up a duty,
he does not run away or hide,
but goes with twice the effort.

The cross that beats upon his chest,
as he runs down the path to victory,
encourages this weary soldier to run with the speed of a cheetah.

The chain that bears the weight of his cross,
as he goes into battle for the weak,
encourages this weary soldier to fight with the power of a lion.

The taunts and jeers that come against the cross,
as he marches in between battles,
remind this weary soldier to take pride in none but God,
and the words of Jesus echo in his mind,
'Father forgive them for they know not what they do...'

poem by Amber Glistener
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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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Here Begynneth A Lyttell Treatyse Cleped La Conusaunce Damours

Forth gone the virgyns euerychone
Replet with ioye/and eke felicite
To gether floures. And some vnto one
Haue more fantasy/whan they it se
Than to all that in the medowes be
Another shall incontrary wyse
Gether other after theyr deuyse.

So done clerkes/of great grauite
Chose maters/wheron they lyst to wryte
But I that am of small capacite
Toke on me this treatyse to endyte
Tauoyde ydelnesse/more than for delyte
And most parte therof/tolde was to me
As here after/ye may rede and se.

Thus endeth the prologue.

The thyrde idus/in the moneth of July
Phebus his beames/lustryng euery way
Gladdynge the hartes/of all our Hemyspery
And mouynge many/vnto sporte and playe
So dyd it me/the treuthe for to saye
To walke forth/I had great inclination
Per chaunce some where/to fynde recreation

And as I walked/ever I dyd beholde
Goodly yonge people/that them encouraged
In suche maner wyse/as though they wolde
Ryght gladly have songe or daunsed
Or els some other gorgious thynge deuysed
Whose demeanynge/made me ryght ioyous
For to beholde/theyr dedes amorous.

To wryte all thynges of plesure/that I se
In euery place/where I passed by
In all a day recunted it can nat be
Who coude discryue the fresshe beauty
Of dames and pusels/attyred gorgiously
So swete of loke/so amiable of face
Smilyng doulcely/on suche as stande in grace

Certaynly theyr boute/and curtesy
Ofte moueth me/for to do my payne
Some thynge to wryte/them to magnifye

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poem by Anonymous Olde English
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Here Foloweth Colyn Blowbols Testament

Whan that Bachus, the myghti lorde,
And Juno eke, both by one accorde,
Hath sette a-broche of myghti wyne a tone,
And after wardys in to the brayn ran
Of Colyn Blobolle, whan he had dronke a tante
Bothe of Teynt and of wyne Alycaunt,
Till he was drounke as any swyne;
And after this, with a mery chere,
He rensyd had many an ale picher,
That he began to loken and to stare,
Like a wode bole or a wilde mare;
So toty was the brayn of his hede,
That he desirid for to go to bede,
And whan he was ones therin laide,
With hym self mervailously he fraide;
He gan to walow and turn up and downe,
And for to tell in conclucioun,
Sore he spwed, and alle vppe he kest
That he had recevyd in his brest,
So that it was grete pité for to here
His lametacionne and his hevy chere.
An hors wold wepe to se the sorow he maide,
His evy countenaunces and his colour fade.
I trow he was infecte certeyn
With the faitour, or the fever lordeyn,
Or with a sekenesse called a knave ateynt;
And anon his herte he gan to faynt,
And after ward their toke hym many a throw
Of good ale bolys that he had i-blowe;
He lokyd furyous as a wyld catt,
And pale of hew like a drowned ratte;
And in his bake their toke hym one so felle,
That after ward folowed a very stynkyng smell,
That for to cast was more vnholsam
Than aurum potab[i]le or aurum pimentum.
And whan his angwyssh some what gan apese,
He recovered of his dronken dessese;
He set hym vppe and sawe their biside
A sad man, in whom is no pride,
Right a discrete confessour, as I trow,
His name was called sir John Doclow;
He had commensed in many a worthier place
Then ever was Padow, or Boleyne de Grace;
Of so grete reverens werre the universities,
That men toke entrie knelyng on their knees;
In suche places his fader for hym had ben,
Whate shuld I tell you? ye wotte where I mene.
And yet in phisike he cowth no skylle at alle,
Whiche men callen baas naturalle;
Good drynke he lovyd better than he did wepit,

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poem by Anonymous Olde English
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Jubilate Agno: Fragment B, Part 3

For a Man is to be looked upon in that which he excells as on a prospect.

For there be twelve cardinal virtues -- three to the East -- Greatness, Valour, Piety.

For there be three to the West -- Goodness, Purity and Sublimity.

For there be three to the North -- Meditation, Happiness, Strength.

For there be three to the South -- Constancy, Pleasantry and Wisdom.

For the Argument A PRIORI is GOD in every man's CONSCIENCE.

For the Argument A POSTERIORI is God before every man's eyes.

For the Four and Twenty Elders of the Revelation are Four and Twenty Eternities.

For their Four and Twenty Crowns are their respective Consummations.

For a CHARACTER is the votes of the Worldlings, but the seal is of Almighty GOD alone.

For there is no musick in flats and sharps which are not in God's natural key.

For where Accusation takes the place of encouragement a man of Genius is driven to act the vices of a fool.

For the Devil can set a house on fire, when the inhabitants find combustibles.

For the old account of time is the true -- Decr 28th 1759-60 -- -- --

For Faith as a grain of mustard seed is to believe, as I do, that an Eternity is such in respect to the power and magnitude of Almighty God.

For a DREAM is a good thing from GOD.

For there is a dream from the adversary which is terror.

For the phenomenon of dreaming is not of one solution, but many.

For Eternity is like a grain of mustard as a growing body and improving spirit.

For the malignancy of fire is oweing to the Devil's hiding of light, till it became visible darkness.

For the Circle may be SQUARED by swelling and flattening.

For the Life of God is in the body of man and his spirit in the Soul.

For there was no rain in Paradise because of the delicate construction of the spiritual herbs and flowers.

For the Planet Mercury is the WORD DISCERNMENT.

For the Scotchman seeks for truth at the bottom of a well, the Englishman in the Heavn of Heavens.

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poem by Christopher Smart
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Portrait Of A Poet

The poet looked at what he wrote,
The rhythm and the rhyme
And of each error he took note,
Correcting each in time...
His diligence was his best friend,
It helped him to relay
The English most could comprehend
So that they wouldn't stray...

The poet counted syllables,
Eight, six, eight, six each verse,
For these obeyed his rhyming rules
And helped him to rehearse...
You see, he spoke the lines out loud,
As if the Lord to hear,
As if to make his Father proud,
With diction crystal clear...

The poet shed a tear at last,
Because his work was done,
For every test the poem passed...
The battle had been won!
The publishers were well impressed!
In fact, he won first prize!
With diligence, he'd done his best...
That's always good advice!

He taught his children how to write!
So they'd get published, too...
With pearls of wisdom and insight,
So credit where it's due...
His poems were in magazines
And books both near and far,
Yet skills like his weren't in his genes,
He simply raised the bar...

Denis Martindale, copyright, September 2011.

poem by Denis Martindale
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The Canterbury Tales; The Clerkes Tale (a)

THE CLERKES TALE - PROLOGUE

Heere folweth the Prologe of the clerkes tale of Oxenford.

'Sire clerk of Oxenford,' oure Hooste sayde,
'Ye ryde as coy and stille as dooth a mayde,
Were newe spoused, sittynge at the bord.
This day ne herde I of youre tonge a word.
I trowe ye studie about som sophyme;

But Salomon seith, `every thyng hath tyme.'
For Goddes sake, as beth of bettre cheere;
It is no tyme for to studien heere,
Telle us som myrie tale, by youre fey.
For what man that is entred in a pley,

He nedes moot unto the pley assente;
But precheth nat as freres doon in Lente,
To make us for oure olde synnes wepe,
Ne that thy tale make us nat to slepe.
Telle us som murie thyng of aventures;

Youre termes, youre colours, and youre figures,
Keep hem in stoor, til so be that ye endite
Heigh style, as whan that men to kynges write.
Speketh so pleyn at this tyme, we yow preye,
That we may understonde what ye seye.'

This worthy clerk benignely answerde,
'Hooste,' quod he, 'I am under youre yerde.
Ye han of us as now the governance;
And therfore wol I do yow obeisance
As fer as resoun axeth, hardily.

I wol yow telle a tale, which that I
Lerned at Padwe of a worthy clerk,
As preved by his wordes and his werk.
He is now deed, and nayled in his cheste;
I prey to God so yeve his soule reste.

Fraunceys Petrark, the lauriat poete,
Highte this clerk, whos rethorike sweete
Enlumyned al Ytaille of poetrie,
As Lynyan dide of philosophie,
Or lawe, or oother art particuler.

But deeth, that wol nat suffre us dwellen heer
But as it were a twynklyng of an eye,
Hem bothe hath slayn, and alle shul we dye.
But forth to tellen of this worthy man,

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poem by Geoffrey Chaucer
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Concerning the Philosophers Stone. ( alchemical verse .)

.

And also with great diligence,
Thei fonde thilke Experience:
Which cleped is Alconomie,
Whereof the Silver multiplie;
Thei made, and eke the Gold also.
And for to telle howe itt is so:
Of bodies seven in Speciall,
With fowre Spirites joynt withall;
Stant the substance of this matere,
The bodies which I speke of here,
Of the Plannets ben begonne,
The Gold is titled to the Sonne:
The Moone of Silver hath hi part,
And Iron that stonde uppon Mart:
The Leed after Saturne groweth,
And Jupiter the Brasse bestoweth;
The Copper sette is to Venus:
And to his part Mercurius
Hath the Quicksilver, as it falleth,
The which after the Boke it calleth,
Is first of thilke foure named
Of Spirits, which be proclymed,
And the Spirite which is seconde,
In Sal Armoniake is founde:
The third Spirite Sulphur is,
The fourth Sewende after this,
Arcennium by name is hotte
With blowyng, and with fires hote:
In these things which I say,
Thei worchen by divers waye.
For as the Philosopher tolde,
Of Gold and Sylver thei ben holde,
Two Principall extremitees,
To which all other by degrees,
Of the mettals ben accordant,
And so through kinde resemblant:
That what man couth awaie take,
The rust, of which they waxen blake,
And And the favour of the hardnes;
Thei shulden take the likeness;
Of Gold or Silver parfectly,
Bot for to worche it sykerly;
Between the Corps and the Spirite,
Er that the Metall be parfite,
In seven forms itt is sette
Of all, and if one be lette,

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poem by John Gower
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Bell's Palsy I Penned stroke on stroke penned - Optimistic In...Sight

Bell's Palsy I

December turns November's page.
Assumptions artificial,
priorities age must regauge
of ease so superficial
the tenets, try to disengage
from palsy interstitial,
periphery extend sans rage
ineptly hit-and-missile.
Paralysis as passing stage
perceived though prejudicial
as challenge met we trust will wage
war on clock lock official,
ensuring both for sot and sage
return to strength initial...

II

Bell’s Palsy II – Number Seven Optic Nerve

Number seven optic nerve, now numb,
taken for granted, normally ignored,
leaves facial features slanted. Voice, not dumb,
answers questions with weak monochord.
Flesh elastic flaccid has become,
control relinquished, hanging on a word.
Vision peripheral blurred. Though rule of thumb
Provides for time-line, faculties restored,
Frustration, hope, play hide-and-seek, mind glum,
stares awry at some lop-sided smile. Record
of former glory plays back yet stays mum.
May this as an example serve, health granted
For future learning curve can’t be transplanted.

3 December 2007 revised 8 August 2008

Bell's Palsy III - Recounting Countdown

Recounting Countdown

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poem by Jonathan Robin
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Bell's Palsy XIV - Dew Diligence

Bell's Palsy XIV - Dew Diligence

Dew diligence when eyelid is denied
control of wink, when blink becomes a feat
beyond the ken of mice and men, conceit
melts to humility, while cares abide.
Heartbeat accelerates to concide
with worry, movements taken for a ride
by malady haphazard striking fleet.
Fixed expression canvas could complete
as flexibility falls to one side,
focus reduced, no longer far and wide,
too close for comfort, wanders off the beat.
Pride, knocked for skittles, cannot make ends meet,
patience, once praised, stays stage-struck, sorely tried.
Fixed interest stocks soar, gilt lining’s sought
to train too slack to credit outlook taut.

5 December 2007

Bell's Palsy XV - Dissymmetry

Confusion from confusion must adjust
to face tomorrow’s out of kilter grin
with humour ‘til the specialists non-plussed
seize on season’s reason, find win-win
solution to an accident now cussed
in no uncertain terms as worms begin
to lay their weight on current state where lust
must bridled be, - who’d seek as kith and kin
one open eye, one which retains unfussed
perspective, lacks control of muscle spin
to twin both sides in unison true, just.
Dissymmetry becomes a moral gin
and handicap self-efident, untrussed
is optic nerve from verse which would begin
to laugh at luck, continue tongue in cheek
to find new way to strength transformed from weak.

5 December 2007

Bell's Palsy XVI - To Test Frontiers

Inertia catalyzes swift reaction

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poem by Jonathan Robin
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Bell's Palsy XV - Dissymmetry

Bell's Palsy XV - Dissymmetry

Confusion from confusion must adjust
to face tomorrow’s out of kilter grin
with humour ‘til the specialists non-plussed
seize on season’s reason, find win-win
solution to an accident now cussed
in no uncertain terms as worms begin
to lay their weight on current state where lust
must bridled be, - who’d seek as kith and kin
one open eye, one which retains unfussed
perspective, lacks control of muscle spin
to twin both sides in unison true, just.
Dissymmetry becomes a moral gin
and handicap self-efident, untrussed
is optic nerve from verse which would begin
to laugh at luck, continue tongue in cheek
to find new way to strength transformed from weak.

5 December 2007

Bell's Palsy XVI - To Test Frontiers

Inertia catalyzes swift reaction
testing limits unbeknownst before,
experienced elsewhere, though, we ignore
discomforts which might hamper freedom, action.
Impervious to muscular contraction,
left eyelid, lip, unable are to draw
lines which smile, frown designed, while vision poor
interferes, and adds unsought distraction.
In health, free from nervous petrifaction
few seek out illness, won’t by choice explore
the options close to those that chance, gene flaw
or accident are trapped, lose speech, sight, traction.
Fresh emphasis on disabilities
should top the list of our priorities.

5 December 2007

Bell's Palsy XVII - Temptations

Blessed externals force the mind to turn

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poem by Jonathan Robin
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Bell's Palsy XVI - To Test Frontiers

Bell's Palsy XVI - To Test Frontiers

Inertia catalyzes swift reaction
testing limits unbeknownst before,
experienced elsewhere, though, we ignore
discomforts which might hamper freedom, action.
Impervious to muscular contraction,
left eyelid, lip, unable are to draw
lines which smile, frown designed, while vision poor
interferes, and adds unsought distraction.
In health, free from nervous petrifaction
few seek out illness, won’t by choice explore
the options close to those that chance, gene flaw
or accident are trapped, lose speech, sight, traction.
Fresh emphasis on disabilities
should top the list of our priorities.

5 December 2007

Bell's Palsy XVII - Temptations

Blessed externals force the mind to turn
within to test perception shared by all
who, sight curtailed, or lost beyond recall,
must grasp at straws, effect and cause discern,
too well aware temptations bridges burn.
First impressions seem attaitned, ball
‘questions aye’s and no’s’, past free-for-all
is circumcised, undertain seems return
to ‘normalcy’ which, hitherto could earn
approval’s hallmark stamp. Cramps now forestall
options infinite. Cut and dried, in thrall,
one’s tied who far and wide went, wit withdrawn
from choice unlimited as on this page
fragility highlights restictive cage.

5 December 2007

Bell's Palsy XVIII - Fragility

Ink flows as if it knows that tale once writ
cannot rephrase a passing phase whose light

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poem by Jonathan Robin
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Bell's Palsy XVII - Temptations

Bell's Palsy XVII - Temptations

Blessed externals force the mind to turn
within to test perception shared by all
who, sight curtailed, or lost beyond recall,
must grasp at straws, effect and cause discern,
too well aware temptations bridges burn.
First impressions seem attaitned, ball
‘questions aye’s and no’s’, past free-for-all
is circumcised, undertain seems return
to ‘normalcy’ which, hitherto could earn
approval’s hallmark stamp. Cramps now forestall
options infinite. Cut and dried, in thrall,
one’s tied who far and wide went, wit withdrawn
from choice unlimited as on this page
fragility highlights restictive cage.

5 December 2007

Bell's Palsy XVIII - Fragility

Ink flows as if it knows that tale once writ
cannot rephrase a passing phase whose light
too soon extinguished must merge into night
where sot or sage blot page, through age unfit.
We’re puppets strung, hands wrung won’t change a bit
repeated role enforced by karmic spite.
If free-will reigns, there’s no pre-destined right
or wrong, no rung to heav’n, no roasting spit.
Through ‘accident’ or ‘fate’ fragility
in spotlight’s thrown, ‘to be, or not to be’
depends upon coincidence where rules
few follow with prescient authority.
Manage man age when palsied dry eye’s numb
is out of reach with speech deformed, near dumb.

5 December 2007 revised 17 January 2008

Bell's Palsy XIX - Moving Finger Writes

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poem by Jonathan Robin
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Bell's Palsy XX - Infinite Designs

Bell's Palsy XX - Infinite Designs

Comparisons with hindsight simple seem
when fateful footfall flays ‘unkindest cut’
to sever fancy, fact, where yawns redeem
no nightmare fears when eyelid cannot shut.
No need to add to those prose screeds which teem
prolific on life’s rhymeless time climb, but
terse verse may show dimensions unforeseen,
alternate aspects of ill health’s dark rut,
reflections which on higher plane help gleam
hope’s beacon ‘fore life’s final uppercut
replacing frown with fixed grin, skinless cut
from niche so ‘indispensable’ on team.
Palsy surprises, stimulating lines
upon creation’s infinite designs.

5 December 2007 revised 17 January 2009

Bell's Palsy XXI - Lopsided

Sore cornea, slack lip, mind grind uncheered
are juxtaposed within this swift spun sonnet
as optic nerve’s observed when crookèd, sheared,
recuperation’s odds: few bet upon it.
Partnering frustration has appeared
unbridled spleen, an angry bee in bonnet,
weighing all options with perception cleared
of wishful thinking, been and gone and done it.
Paralysis shows fall from grace, grown beard
can’t mask misfortune though mind tries to con it
committing rambling thoughts to paper smeared
with words erased, replaced, blue blot spots on it.
Lopsided outlook focus finds for mind
assailed by palsy it would leave behind.

5 December 2007 revised 17 January 2009

Bell's Palsy XXII – Match Met

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poem by Jonathan Robin
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