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When I got out of high school, I thought, I'll take a year or two off and play the clubs, get this out of my system, and then go to med school.

quote by Gregg Allman
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Social Netowrking Of Robots

end of world war
end of world war 11
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poem by Rwetewrt Erwtwer
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November

'Tredje Reeb ind! - - Op at beslaae Mersseilet! -
Ha, alle Djævle, hvilken Nat! -'

*
Nøgent, øde Sted paa Jyllands Vestkyst.
(Det er Nat og Maaneskin; Skyerne jage hen over det oprørte Hav).

En Skare onde Natur-Aander mødes, de leire sig i Sandet.

Den Første.
Her November har sin Throne,
Hvilken deilig Dandseplads!
Storm og Hav er vort Orchester.
Hør dog, hvilket lystigt Stykke!
Mine Been er Hvirvel-Vinde;
Kom, imens de Andre sladdre
Om de natlige Bedrifter.

Den Anden.
Dette Sted især jeg ynder.
Om en herlig Spas det minder!
See I [rettet fra: i] der det løse Qviksand?
Det er flere Aar nu siden,
Men som nu, just i November,
Kom en lystig Brudeskare;
Klarinet og Violiner
Klang heel lysteligt fra Vognen,
Hvor med Silkebaand om [rettet fra: um] Haaret,
Bruden sad, saa ung og deilig.
Med en Taage jeg dem blænded',
I et Nu de svandt i Sandet.

Den Tredie.
Det er kun i forgaars siden,
Jeg mit Eventyr har prøvet.
Nyligt havde Stormen lagt sig,
Havet hvilte som et Klæde.
Stille laae et Vrag derude,
Alt dets Mandskab længst var borte,
Kun en Mand og tvende Qvinder
Endnu stode der forladte,
Men der laae en Baad paa Dækket,
Stor og bred; de der dem satte.
Manden bortskar [rettet fra: bortskjar] alle Touge,
Undersøgte Alting nøie,
Haabede, naar Vraget sank,
Baaden, frelst fra Dybets Hvirvler,
Let dem bar paa Havets Flade.*
Men eet Toug sig for ham skjulte,
Livet hang ved dette ene.

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poem by Hans Christian Andersen
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Dykker-Klokken

Det var i Aaret — — ak! nu kan jeg Aaret ikke huske;
Men Maanen skinnede ret smukt paa Træer og paa Buske.
Vor Jord er intet Paradiis; som Praas tidt Lykken lyser;
Om Sommeren man har for hedt, om Vinteren man fryser.
At melde i en Elegie, hvor tidt vi her maae græde,
Det nytter jo til ingen Ting, kan ei en Christen glæde.
Det var i Aaret, som De veed, jeg ei kan rigtig huske,
Jeg gik om Aftenen en Tour imellem Krat og Buske;
Det hele Liv stod klart for mig, men jeg var ei fornøiet;
Dog muligt var det Nordens Vind, som fik mig Vand i Øiet.
En Tanke gik, en anden kom, og, for mig kort at fatte,
Tilsidst jeg paa en Kampesteen mig tæt ved Havet satte.
I Ilden er der lidt for hedt, paa Jord, som sagt, man fryser,
Og stige i en Luft-Ballon — — nei! nei! mit Hjerte gyser;
Dog muligt at paa Havets Bund i sikkre Dykker-Klokker
Sit Liv man paa Cothurner gaaer, og ei, som her, paa Sokker.
Saa tænkte jeg, og Reisen blev til næste Dag belavet,
(I Dykker-Klokker, som man veed, kan vandres gjennem Havet).
— Af klart Krystal var Klokken støbt, de Svende frem den trække,
Tilskuere paa Kysten stod, en lang, en broget Række;
Snart var det Hele bragt i Stand, jeg sad saa luunt derinde,
Nu gleed da Snoren, Tridsen peeb, jeg blev saa sær i Sinde, -
For Øiet var det sort, som Nat, og Luften pressed' saare,
Den trykkede som Hjertets Sorg, der lettes ei ved Taare. -
Det var, som Stormens Orgel slog — jeg kan det aldrig glemme!
Som naar i Ørknen en Orkan med Rovdyr blander Stemme.
— Men snart jeg blev til Tingen vant, og dette saae jeg gjerne;
Høit over mig var ravne-sort, det bruste i det Fjerne.
Der Solen stod saa rød og stor, men ei med mindste Straale,
Saa at man uden sværtet Glas „ihr' Hoheit" kunde taale.
Mig syntes Stjerne-Himlen hist i sin Studenter-Kjole
Lig Asken af et brændt Papir, hvor Smaa-Børn gaae af Skole.
— Rundt om mig klarede det op, jeg hørte Fiske bande,
Hver Gang de paa min Klokke løb og stødte deres Pande.
Men Skjæbnen, ak! det slemme Skarn, misundte mig min Glæde,
Og som en Sværd-Fisk var hun nu ved Klokkens Snoer tilstæde,
Og hurtigt gik det: „klip! klip! klip!" rask skar hun Snoren over;
Der sad jeg i min Klokke net, dybt under Havets Vover.
Først blev jeg hed, saa blev jeg kold, saa lidt af begge Dele,
Jeg trøsted' mig; Du kan kun døe, se det er her det Hele.
Men Klokken sank dog ei endnu, den drev paa Havets Strømme,
Jeg lukkede mit Øie til, og lod saa Klokken svømme.
Den foer, ret som med Extra-Post, vist sine tyve Mile,
„Und immer weiter, hop! hop! hop!" foruden Rast og Hvile.
Een Time gik, der gik vel tre, men Døden kom dog ikke,
Saa blev jeg af den Venten kjed, og aabned mine Blikke.
Ak Herreje! ak Herreje! Hvad saae jeg dog paa Bunden!
Den første halve Time jeg som slagen var paa Munden. -
Dybt under mig var Bjerg og Dal med Skove samt med Byer,
Jeg Damer saae spadsere der med store Paraplyer. -

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poem by Hans Christian Andersen
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April

'- Frihed, synger Du, April!
med nyfødt Grønt og Sommer-Smiil.'
*
(Strandveien).

En ung Herre (til Hest).
O, April! en deilig Maaned!
En Champagne-Maaned er Du!
Gjennem Snee og Vinterkulde
Du fremsprudler Liv og Varme.
Sommersol og Vinterhagel,
Marken Grøn, og dog lidt Snee!
Mig i Sind og Skind Du ligner,
Som en Draabe ligner Draaben.
Ungdomsglad jeg slynger Armen
Om hver buttet deilig Pige,
Trykker Kys paa Barm og Læbe;
Sværmer nu hos Pleisch og Minni, 1
Siger Vittighed, par Diable!
- Andre Tider Regn og Taage,
Slemme Breve uden Penge;
Creditorer slaae paa Døren. -
Det er nu en Hagelbyge!
Solen skinner! - bort med Griller!
Du April, min egen Maaned!
En Champagne-Maaned er du!

(han jager afsted).
Elskeren (under Træet).
Høit paa Grenen Fuglen gynger;
Hører dog, hvor smukt den synger!
Qviddrer lystigt, hvad den veed,
Synger om min Kjærlighed;

Nævner over tusind' Gange
Hendes Navn i sine Sange.
Hjertet finder atter Ro,
Thi jeg veed, hun er mig tro!
Fuglen.
Vinter-Kulden mig bortskræmmed'.
Bryllup er der nu i Hjemmet;
Bruden var Din Hjertenskjær, -
- Du forstaaer ei Sangen her - !

Elskeren.
Budskab den fra hende bringer,
O, saa saligt , sødt det klinger!
Mig hun seer paa Tankens Strøm
Og i hendes bedste Drøm.
Fuglen.

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poem by Hans Christian Andersen
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Manden fra Paradiis

Der var engang en Enke -
Dog nei! jeg maa mig først betænke;
Hun havde været det, men var nu gift paany,
Med Een fra Thy;
(Det maae vi ikke glemme).

— En Aftenstund, da Manden ei var hjemme,
Sad hun med Haanden under Kind,
Selv Theemaskinen var en Smule sovet ind,
(Den ellers sang en Tone, reen og klar,
Og førte tidt ved Bordet den bedste Passiar).
Fra Jordens Taageland,
Fløi Tankerne til hendes første Mand;
Hun kunde ei den søde Sjæl forglemme,
Og ak! den anden var jo ikke hjemme,
— „Du har det godt!" udbrød hun, „fri for Nød
Du sidder i det abrahamske Skjød,
Og seer til os, der i den snevre Stue
Maa plages slemt af Hoste og af Snue!"

Hun taug og faldt igjen i Tanker,
Da hører hun, hvor det paa Døren banker;
Hun skotter hen til Krogen;
„Uh! er der Nogen?"
(Thi hun var bange for — ja det var hele Tingen -
At see en Aand i den, der havde før slet ingen).
Nu banker det igjen, og saa gaaer Døren op — -
Men det er ingen Aand, nei Een med Kjød og Krop!
Det er en Haandværkssvend, der nu har sprængt sit Buur,
Og gaaer fra By til By og seer paa Guds Natur;
Han gjør Visitter kun, for ei at smægte,
Sligt kalder man: at fægte.

Han var, det saae hun nok, en sælle Een,
Der gik i dette Liv paa sine egne Been;
Og som han sagde det, der noget laae i Tonen,
Der rørte Konen.
Hun spurgte ham, hvorfra han kom, hvorhen han gik;
Og Svaret, som hun fik,
Det var: han drog paa Bursche-Viis,
Nu gjennem Tydskland til Paris. -
Da blev hun i sit Hjerte glad,
Hun dækked' op med Øl og Mad,
Og sagde: „Sæt sig dog, og spiis!
Hvad, reiser han til Paradiis?
O, Herre Gud! i dette Land
Der har jeg jo min første Mand;
Hils ham fra mig og fra vor Datter,
Og hils ham ogsaa lidt fra Fatter!"

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poem by Hans Christian Andersen
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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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Februar

'- Mark og Enge dækkes af den hvide Snee,
Paa de døde Blomster vil ei Livet see;
Dog, mens Vinterkulden trykker Jordens Kyst,
Anelse og Længsel fylder hvert et Bryst -!'

*
Maanen, som en Havfrue, fra den fjerne Old,
Svømmer hen ad Himlen, deilig, men saa kold.
Skoven staaer med Riimfrost, glimrende og hvid,
Drømmer vist i Natten om sin Sommertid,
Om de grønne Blade med den friske Duft,
Om de smukke Blomster og den varme Luft.
Ja, hvert Træ i Skoven har sin Sommer-Drøm,
Der, som Digter-Hjertets, døer i Tidens Strøm.
Mark og Enge dækkes af den hvide Snee,
Paa de døde Blomster vil ei Livet see;
Dog, mens Vinterkulden trykker Jordens Kyst,
Anelse og Længsel fylder hvert et Bryst.

Som et Skyggebilled', sat mod Luftens Blaa,
Staaer hist Herregaarden, der er Taarne paa!
Alt er gothisk gammelt, hvilket Malerie!
Ret som Riddertiden slumrede deri.
Under Vindebroen, ved de frosne Rør,
Er' i Muren Huller; der var Fængsler før.
Vaabenet med Indskrift over Porten staaer,
Og om Vindueskarmen kunstigt Løvværk gaaer.
Mellem to Karnapper groer en mægtig Lind,
Der, ad Vindeltrappen, vil vi træde ind.
Hvilke gamle Døre! og hvor de er' smaae!
Ovenover stolte Hjortetakker staae.

Gjennem hele Fløien strækker sig en Gang,
Maaneskinnet gjør den mere dyb og lang.
Riddersmænd og Fruer, mens vi gaae forbi,
See, som bundne Aander, fra hvert Malerie.
Hvem er vel hin Ridder med det mørke Blik?
Engang stolt og modig, han i Livet gik;
Mægtigt svulmed' Hjertet, Jorden har ham gjemt,
Ei hans Slægt man kjender, her hans Navn er glemt!
Hvilken deilig Qvinde! Liv og Aand man seer.
Og af disse Former er nu intet meer?
Intet meer, undtagen dette Farvespil,
Som hver Livets Sommer meer henbleges vil!
Dette Smiil om Munden, dette Tanke-Blik,
Denne Sundheds-Farve hendes Kinder fik;
Alt er Støv og Aske, Alt i Jorden gjemt,
Og, som Hjertets Drømme, Sorg og - Glæde, glemt!

Tys! fra Salen klinger Toners Harmonie,

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poem by Hans Christian Andersen
Added by Poetry Lover
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Cometen 1834

Lad Verden tee sig nok saa lærd, foruden som forinden,
Naar først Cometen viser sig, den ryger dog af Pinden.
Saa seer man, den er ei solid, men saa er det for silde,
Nu lapser den sig alt for fælt, og derfor gaaer det ilde.
Ja, hører nu, hvordan det gaaer, og hvad der snart vil hænde,
Thi siden faae vi neppe Tid, at see paa Verdens Ende.

— Omtrent naar Tappenstregen slaaer,
Naar Vægteren paa Gaden gaaer,
Og synger høit mod Skyen,
Mens Flyveposten flagrer over Byen,
Da viser sig Cometen stor og rød,
Men hver Mand troer: „O det har ingen Nød,
Den gaaer nok over!"
Selv Byens Magistrat med denne Tanke sover.
— Men ak! Cometen kjender ei til Hvile,
I hvert Minut den løber hundred' Mile;
Den mod vor Jord fremrykker,
Men slaaer os ikke lige strax i Stykker,
Nei, den gjør os en anden stor Fortred,
Den ta'er vor Jord paa Slæbetouget med.

„Ak!" sukke gamle Folk, og falde hen i Daanen:
„Hvi løb den ikke heller af med Maanen!"
— „Und immer weiter, hop, hop, hop!"
Vi fare Alle i Galop;
Men at vor Jord saaledes galoperer,
Just ei generer,
Man holder meget jo af Galopade,
Paa Baller, som paa Østergade;
Man kjender Touren, holder let Balancen;
Men Jorden — ak! den taber Contenancen.
Ved disse nye Spring
Den glemmer reent at dreie sig omkring.

Fra Maribo man hører Klager,
„Som Mange megen Skræk indjager;"
Man mærker, det er ilde fat,
Cometen bli'er i Bladet sat.
Men ak! den løber dog afsted,
Og Jorden — ja, den løber med.

Da mærker man, selv hos det mindste Noer,
At Dandse-Organet i Hjertet boer,
Thi Hjertet hopper fra Bryst til Hals,
Som i Wiener-Vals.
— Snart er' vi Solen ganske nær,
Af Hede tabe vi vort Veir;
Enhver gjør Vind — men ak, for lidt.
Med de bekjendte korte Trit,

[...] Read more

poem by Hans Christian Andersen
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Malerie fra Jyllands Vestkyst

Man seer ei Træ, ei Busk, selv Lyngen vil ei groe,
Fra Sandet pipper frem et Græsstraae eller to;
Sandklitter reise sig, de vexle Dag for Dag,
Og rundtom stikke frem de nøgne, sorte Vrag.
Foruden Grændse Havet udstrakt for os staaer,
Speilklart og glat det er, saa langt som Øiet naaer,
Strandbredden er belagt med Stene, store, smaae,
Og alle runded' smukt, see, røde, hvide, blaae!
Hist komme Fiskere, de gaae til Havet froe;
En herlig Slægt det er, med Marv i hver en Kno.
Nu læses først en Bøn, fromt folder sig hver Haand,
Saa ile de med Christ, Gud og den hellig Aand.


Den gamle Mor paa Klinten staaer,
Saa graat som Sand er hendes Haar!
Hun drikker Solens Ild saa smaat,
Og skutter sig, det gjør saa godt.
Men som hun ret paa Havet seer,
Strax hendes gustne Ansigt leer,
Thi ude, hist paa Bølgens Hjem,
En prægtig Seiler glider frem,
Men uden Roer og uden Mast;
Den borer sig i Sandet fast,
Det Dødningskibet er man seer,
Thi see nu er det ikke meer.
Da knæler fromt den gamle Mor,
Hun læser høit et Fadervor,
Og siger: „Gud! til os Du see!
Lad det paa vores Kyst dog skee!
De drukne vist, den hele Flok,
Men vi skal leve, veed Du nok!"


Blikstille hviler Havet, tyst som de Dødes Hjem,
Men underligt fra Dybet en Susen stiger frem,
De mange Fiskerbaade med Bytte, høit i Lag,
See, hvor de søge Kysten, med stærke Aareslag.
Med eet sig Floden hæver, den stiger meer og meer,
Den grumset, sorte Bølge, høi, som et Bjerg, man seer.
Vel hundred' Favne reiser den sig med Gny og Larm,
Men Brændingen den knuser til Støvregn i sin Harm.
Dog gjennem hver en Brænding, hver Fiskerbaad nu gik,
Stift holdt hver Fisker Aaren, hver saae med Ørnens Blik;
Nu springe de i Søen, de drage Baaden frem,
Saa slæbe deres Qvinder det rige Bytte hjem;
Dybt bøiet under Vægten de gaae med deres Smaae,
Mens Manden mørk og stille ved Stranden seer derpaa.
— Hvad svæver over Dybet? Hvi er saa taus hver Mand?
Der er et Skib i Havs-Nød, det driver stærkt mod Land.

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poem by Hans Christian Andersen
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Marts

'Livets Frihed, Jordens Baand,
Kamp imellem Form og Aand.'

*
Mægtigt Vaarens Pulse banke,
Dog er det saa kold en Tid;
See, imellem Form og Tanke
Viser sig den store Strid;
Aaret giver i det Mindre,
Hvad i Secler Verden gav,
Hvad du seer, hvor Stjerner tindre,
Og i Oldtids sjunkne Grav,
Livets Frihed, Jordens Baand,
Kamp imellem Form og Aand.
*
Jorden.
Ton høit i Tidens Kamp mit stolte Qvad!
En Verden være mig mit Nodeblad,
Urbjergene, som dybt grundfæsted' staae,
De er' de sorte Streger, sat' derpaa,

Og hver Forstening, hvert et Lag deri,
Er Noden til den stolte Melodie.
Hvert Mammuthsdyr, hver Blomst i Stenen bundet
Os synger om et Liv, som er forsvundet,
Om Tidens Stræben, Tidens snevre Baand,
Om Kampen mellem Formerne og Aand.

Hvo sprængte Himlen med sit Stjernetal,
Den vidtudstrakte Ymers Pandeskal,
Den høie Himmelhvælving i sin Skranke -
Hvo, uden Aanden med sin Flamme-Tanke?
Copernikus gav Jorden Liv og Gang,
Stolt alle Sphærerne i Rummet sang,
De gamle Former bort som Avner fløi,
Og Verden blev saa navnløs stor og høi.

Den vilde Søgang bryder stolt hver Skranke,
Og Klippen brister, som den skjøre Planke,
Sø bliver Land og Landet atter Sø,
Men dobbelt skjøn sig reiser Ø ved Ø,
Det indre Liv sig lader ei betvinge.
See! Skovene fra Jordens Muld fremspringe,
Fixstjernens Skjær naaer ned til Jordens Bugt,
Skjøndt Secler svinde i dens snare Flugt,
Men Rummet ei kan Kraftens Straale dæmpe,
Forgjæves Titans Børn mod Himlen kjæmpe.
Brænd Byer af, riv ned med Tiger-Kloe,
Strøe Salt i Gruset, at ei Græs skal groe! -
Dog reiser Aanden atter Steen ved Steen,

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poem by Hans Christian Andersen
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Juli

'- Alting svulmer, alting gynger,
Bølge, Luft og Hierte synger
Høit din Priis, Du stolte Hav'.
'- Armen jeg om Vennen slynger,
Hiertet sig til Hiertet klynger;
Hver en Sorg, som Barmen tynger,
Svinder hen i Blomsterduft!'
*
Gjærdet staaer med vilde Roser,
Nedenfor er' Tørvemoser,
Storken der paa røde Hoser
Fisker i det lave Vand.
Under disse gamle Pile,
Her paa Stenen vil jeg hvile,
See omkring mig mange Mile,
Medens Garnet de udspile
Nede ved den blanke Strand.

Mægtigt trykker Søen Furen,
Hvor, omkrandset af Naturen,
Fiskerhytten staaer med Muren,
Overgroet af Bukketjørn!
Inde toner Aftensangen,
Mens, med Seilet løst om Stangen,
Baaden lige sætter Gangen
Ind mod Kysten, hvor i Tangen
Lege halvt afklædte Børn.

Lille Baad, det er min Villie,
At med Dig paa Søens Tillie,
Over Skummets hvide Lillie,
Svæver jeg til Skibet der;
Stolt det staaer med sine Master,
Medens Solen, som en Aster,
Rund og rød i Bølgen haster,
Og sin sidste Straale kaster
Hen ad Skibets Seil og Ræer!

Intet Anker længer tynger,
Alting svulmer, Alting gynger,
Bølge, Luft og Hierte synger
Høit din Priis, du stolte Hav!
Du er skjøn, naar Bølgen tier,
Øen ved dit Hierte dier,
Til Begeistring Du indvier
Os ved Stormens Melodier,
Skjøndt hver Bølge er en Grav!

Lystig bort, Du raske Skipper!
Mellem Brændinger og Klipper,

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poem by Hans Christian Andersen
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Sommerflugt og Hvile

Gjærdet staaer med vilde Roser,
Nedenfor er' Tørvemoser,
Storken der paa røde Hoser
Fisker i det lave Vand.
Under disse gamle Pile,
Her paa Stenen vil jeg hvile,
See omkring mig mange Mile,
Medens Garnet de udspile
Nede ved den blanke Strand.

Mægtigt trykker Søen Furen,
Hvor, omkrandset af Naturen,
Fiskerhytten staaer med Muren,
Overgroet af Bukketjørn!
Inde toner Aftensangen,
Mens, med Seilet løst om Stangen,
Baaden lige sætter Gangen
Ind mod Kysten, hvor i Tangen
Lege halvt afklædte Børn.

Lille Baad, det er min Villie,
At med Dig paa Søens Tillie,
Over Skummets hvide Lillie,
Svæver jeg til Skibet der;
Stolt det staaer med sine Master,
Medens Solen, som en Aster,
Rund og rød i Bølgen haster,
Og sin sidste Straale kaster
Hen ad Skibets Seil og Ræer!

Intet Anker længer tynger,
Alting svulmer, Alting gynger,
Bølge, Luft og Hierte synger
Høit din Priis, du stolte Hav!
Du er skjøn, naar Bølgen tier,
Øen ved dit Hierte dier,
Til Begeistring Du indvier
Os ved Stormens Melodier,
Skjøndt hver Bølge er en Grav!

Lystig bort, Du raske Skipper!
Mellem Brændinger og Klipper,
Til, hvor Nordens Bjerg-Pynt slipper
Ved den iisomkrandste Pol.
Snart igjen vi vexle dette,
Vi det tunge Anker lette,
Havet ligger, som en Slette,
Palme-Øer Fladen spætte
I den hede Middags-Sol.

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poem by Hans Christian Andersen
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Juleaftenen (Christmas Eve )

Hvo minnes ikke
et vær, han tror, ei himlen mer kan skikke?
et vær som om hver sjel, fra Kains til den,
Gud sist fordømte,
den jord forbannet, fra helvete rømte,
som fristet dem å svike himmelen?....
Et vær, hvis stemmes
forferdelser ei mere kan forglemmes?
Thi alle tenkte: det må være sendt
for min skyld ene;
orkanens tordner meg kun meg de mene;
min synd er blitt åndene bekjent...
Et vær, hvis styrke
kan lære prest og troende å dyrke
demoner i det element, hvis brak
den gamle høre
fra barnsben kan i sitt bemoste øre
et skyens jordskjelv, luftens dommedag?
Et vær, som rystet
den sterkes hjerte i dets skjul i brystet,
et himmelvær, hvori sitt eget navn
han påropt hørte
av ånder, stormene forbi ham førte,
mens hver en tretopp hylte som en ravn? Men ravnen gjemte
seg selv i klippen, ulven sulten temte,
og reven våget seg ikke ut.
I huset sluktes
hvert lys, og lenkehunden inneluktes....
I slikt vær, da får du bønner, Gud!

I slikt vær - det var en juleaften -
da natt det ble før dagens mål var fullt,
befant en gammel jøde, nær forkommen,
seg midt i Sverigs ørken, Tivedskogen.
Han ventedes til bygden denne side
fra bygdene på hin, for julens skyld,
av pikene med lengsel, thi i skreppen
lå spenner, bånd og alt hva de behøvde
for morgendagen, annen dag og nyttår.
Det gjorde lengselen spent, men ikke bange;
thi ennu hadde "Gamle-Jakob" aldri
dem sviktet noen jul: Han kom så visst
som juleaftenen selv.
"Tyss! var det atter stormen,
som hylte gjennom grenene? Det skrek.
Nu skriker det igjen." Og Gamle-Jakob
fluks stanser lyttende for annen gang.
Nu tier det. Thi stormen øker på,
som fossen drønner over den, der drukner.
Han vandrer atter. "Tyss! igjen en lyd!"

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poem by Henrik Wergeland
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Virginia's Story

Elizabeth Gates-Wooten is my Grand mom.

She was born in Canada with her father and brothers.
They owned a Barber Shoppe.
I don't remember exactly where in Canada.
I believe it was right over the border like Windsor or Toronto.
I never knew exactly where it was.

When she was old enough she got married.

First, she married a man by the name of Frank Gates.
He was from Madagascar.
He fathered my mom and her brother and sister.
The boy's name was Frank Gates, Jr.
Two girls name were Anna and Agnes.

Agnes was my mother.

Frank Gates went crazy after the war
He drank a lot and died
Then grandma Elizabeth married a man by the name of Mr. Wooten.
He had a German name, but I don't think he was German.
She took his last name after they got married.

Then they moved to West Virginia in the United States.

Their son, Frank Gates Jr. Became a delegate in the democratic party.
He use to get into a lot of trouble because he liked to fight.
He was a delegate from the 1940's to 1970's.
He died of gout in the 1970's.

Anna was a maid and cook.

She baked cakes and stuff for people as a side line.
She had a hump on her back (scoliosis) .
She had to walk with a cane.
She could cook good though.
She did this kind of work all of her life, just like her mom, Elizabeth

They were both good cooks

They had a lot of money because they had these skills
Especially when people had parties.
Because they would make all of this food and then they would have left-overs.
We got to eat a lot of stuff we normally wouldn't get because of that.
When they cooked, they didn't use no measuring stuff, they would just use there hand.

My moms name was Agnes Barrie Gates.

She married James Wright and moved to Cleveland.

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poem by Talile Ali
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You're Not From Brighton

Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used, funk as we used to
You're not from Brighton
You're not from Brighton
You're not from Brighton
You're, you're, you're, you're
Funk as we used to play
Funk as we used to play
Funk as we used to play
Funk as we used to play
Said check baby, check baby
Check baby, check said
Check baby, check baby
Check one two
Check baby, check baby
Check baby, check said
Check check baby
Check check one two
Check baby, check baby
Check baby, check said
Check baby, check baby
Check one two, ha
Check baby, check baby
Check baby, check said
Check baby, check baby
Check one two, ha
Check baby, check baby
Check baby, check said
Check baby, check baby
Check one two, ha
Check baby, check baby
Check baby, check said
Check baby, check baby
Check one two
Said check one two, check one two
Check one two, check one two

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song performed by Fatboy Slim
Added by Lucian Velea
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September

'Den skiønne Sommer fra os gaaer,
En Afskedsfest den giver;
Saadan, i kongelige Dragt,
Gik Jephtas Datter smykket
Did hen, hvor Døden bygged'.'

*
Septembers herlige Natur,
Med Veemod og med Glæde,
Er Aarets Farve-Klang-Figur,
Hvori en Gud har Sæde.
Da drømmer Norden, den er Syd,
Hver Farve hæver sig til Lyd;
Hør, dybe Aande-Toner
Fra Skovens høie Kroner!

Naturens Billed-Gallerie
Dybt til vort Hjerte taler,
See, Maleri ved Maleri!
Og Alt Originaler!
Alt med Betydning, riigt paa Aand,
Alt fra den store Mester-Haand,
Betragt hvert Stykke nøie,
Med Hjerte, som med Øie.

Her staaer et Huus, ja mueligt fleer,
Men Skoven reent det dølger,
Man Qvisten kun af Huset seer,
Og saa, hvor Røgen bølger;
Det er en dansk Original,
Der kun gjengives kan af Dahl;
See Mark og By og Kirke,
Og forrest tvende Birke.

I Aftentaage Dagen døer,
Den kaster lange Skygger;
See her en Sump med Siv og Rør,
Hvor just en Vildand dykker.
Det er en sand, en smuk Maneer,
Man lignende hos Ruysdael ser, -
En trødsket Piil paa Marken
Smukt speiler sig i Parken.

Dernede staaer en vældig Tyr
I Vandet op til Boven,
See Bakken med de andre Dyr,
Og Himmelen foroven!
Et ægte pottersk Maleri,
Dog han har ingen Deel deri -
Gebauer da? - jeg troer det,

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poem by Hans Christian Andersen
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Den fremmede Fugl

Seer Du Huset med de røde Bjelker i den hvide Muur?
Rundt om kneise stolte Bøge i den store frie Natur.
Seer Du hist, bag Brombærhækken, Drengen med det aabne Blik?
Ene tumler han sig, lystig efter muntre Drenge-Skik;
Men nu standser han og lytter, thi høit oppe paa en Green,
Sidder der en Fugl og synger, o en lille, deilig een!
Ret som Guld og skjønne Perler skinner Hoved jo og Krop,
Og den selv er ikke større end en fyldig Rosenknop.
Drengen og den lille Sanger blive snart fortrolig her,
Og de skiftes til at synge i det røde Aftenskjær.
Men i Drengens Hoved spøger mange rare Eventyr,
Dem han alle vil fortælle for det lille smukke Dyr;
Men see, Fuglen kan dem alle, selv han saae det paa sin Flugt,
Ingen kan som han fortælle, nei, det er dog alt for smukt!
Men det er ei nok med dette, den kan ogsaa hexe lidt;
Tusind Mile kan den flyve, mens den siger „qvirrevit!"
See den flyver, og den kommer, Drengen er saa sjæleglad,
Sjældne Frøkorn bringer Fuglen, indsvøbt i et Rosenblad.
I hvert Frø er skjulte Kræfter, knap er et i Jorden lagt,
Før et Trylleslot der voxer i sin hele, stolte Pragt.
Taget er af Morgenrøde, Søilerne er Bjergets Snee,
Og igjennem Slots-Portalet kan man ind i Himlen see!
Men et andet Frøkorn svulmer til en deilig Sommersky,
Og med Dreng og Fugl den svæver over Skov og Mark og By,
Seiler ind i Aftensolen, o den er saa rød og stor!
Stiger derpaa ind i Himlen, hvor den gode Gud jo boer;
Seer de mange, mange Stjerner, der som hvide Blomster staae,
Jesubarnet og Guds Engle med de store Vinger paa.
Skyen daler atter med dem, bringer dem til Skovens Krat,
Hvor de smukke Alfer lege i den lyse Sommer-Nat,
Og hvor Aanden af hvert Blomster, der henvisner Aar for Aar,
Atter nu i Midnats-Timen duftende for Øiet staaer.
Fra et Frøkorn stiger hurtigt frem en Palme, høi og stor,
Drengen der med Fuglen sidder, Træet meer og mere groer;
Høit det voxer over Skoven, over Skyen mod sin Gud,
Breder stolt sin grønne Krone over hele Jorden ud.
Fjerne Lande, fjerne Have, seer han dybt dernede staae,
Dog imellem Jord og Himmel underlig han længes maae.
Over Skyen, høit deroppe, Hjertet vil mod Jorden ned,
Og fra Jorden vil det atter søge hist — hvad det ei veed.
Saadan svinder Aar og Dage, Barnets søde Sorg og Lyst,
Øiet bliver da til Flamme, thi det brænder i hans Bryst.
Fuglen flyver, Fuglen kommer, og den flyver bort igjen;
See, da sidder han ved Stranden, stirrer over Fladen hen;
Øiet seer kun Hav og Himmel; Alt er det umaalte Blaae;
Ingen Ø og ingen Skyer, for det trætte Øie staae.
Men see hist, en sneehvid Svane nærmer sig mod Kysten her,
Og sin kjære Fugl han kjender i den stolte Svane der.
See, en Blomsterbaad den trækker, bunden ved sit Vinge-Par!
Og en underdeilig Pige den jo med i Baaden har.

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poem by Hans Christian Andersen
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Januar

'- Nyfødt Aaret er vorden!
Stolt, med den flagrende Lok, i Storm og i Blæst,
Paa sin vingede Hest
Jager Tiden hen over Jorden - !'
*
Vandringsmanden.
Et Hjem for Samojed og Pescheræ
Viser den frosne Jord med sin Snee;
Men her, som i et Feeland at see,
Staaer det riimfrosne Træ
Og løfter mod Solen sin glimrende Green
Mod en Luft, som Italiens, sortblaa, men reen.
Det er deiligt at see,
Hvor over den hvide Snee
Den sorte Rovfugl svæver,
Og Hytterne hist, hvor Røgen sig hæver,
Hvor Pigen strøer Korn af sin lille Kurv
For den qviddrende Spurv.
- Ja, nyfødt Aaret er vorden!
Stolt med den flagrende Lok, i Storm og i Blæst,
Paa sin vingede Hest
Jager Tiden hen over Jorden,
Trykker med faderlig Arm
Sine Børn, de kommende Aar, til sin Barm.
Er Maanen i Næ tolv Gange vorden,
Svæver et Barn fra hans Bryst til Jorden,
Hvorfra den ventende Broder vil stige
Igjen til sit evige Rige.
Thi Himmelens mægtige Blaa er det Hav,
Hvor Aaret forsvinder,
Hvorfra det nye oprinder
For vor Jord, denne altid blomstrende Grav.
Tiden
(paa sin vingede Hest).
Min Jord, Du er saa skjøn at see
I Sommer-Grønt, i Vinter-Snee!
Din Kamp, Din Færdsel, Død og Liv,
Alt peger til et Guddoms-Bliv!

Du Hvilepunkt for Tanken gav;
Først saae jeg kun et Taage-Hav,
Det maatte snart for Lyset døe,
Og Du fremstod, men alt var Sø!
Da voxte frem den første Ø,
Med Skov og Frugt og Blomster smaae,
Og Mennesket sin Skaber saae.

Hvert Aar et Barn jeg sendte ned,
Og gjennem Had og Kjærlighed
Det atter sig til Himlen svang,

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poem by Hans Christian Andersen
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Mai

'Du skiønne Mai! af Dig jeg veed,
At Poesie er Kiærlighed.'

*
Hver Maaned har sin Characteer,
Sit Hang og sine Pligter,
Mai er ei mindre eller meer,
End Aarets unge Digter!
Mai aander Kjærligheds Magie,
Og Kiærlighed er Poesie!
Fra oven kommer Kraften ned,
Guds Sol til Spiren gløder,
Livs Friskhed, Duft og Kjærlighed
Hvert Blik, hvert Hjerte møder.
Du synger paa din Blomstersti
Om Kjærlighed, om Poesie!

Du synger os om Helene,
Om Romeo og Werther,
Om Hermann og hans Dorothe',
Og vinder alle Hjerter.
Den hele, blomstrende Natur
Er Kjærlighedens Troubadour.

Med samme Grønt stod Bøgens Hang
Og hvælved sig foroven,
Da Freia mødte første Gang
Sin Odur her i Skoven.
De planted' ved den stille Bæk
Den sydlig friske Rosenhæk.

Saaledes løb den klare Aae,
Og Linet laae paa Blegen,
Da Signe Kongeskibet saae
Fra Stranden, under Egen.
Saa dufted Skov og Blomst og Blad,
Da hun og Hagbarth skiltes ad!

See, lig et Speil staaer Sø og Strand
Om Landets Blomsterbede;
Hvad Bølgen saae i fremmed Land,
Det drømmer den dernede,
Hvor paa den Vei saa dyb og bred
Agnete dog fandt Kjærlighed.

Hør, Bølgen nynner Dig sin Drøm:
'Mod Grønlands Kyst jeg vugged';
Kajakken gled paa striden Strøm,
Hvor mangen Sælhund dukked*.
Der lærete jeg, paa nøgne Bred,

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poem by Hans Christian Andersen
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Rime-Djævelen

Før jeg med Blæk Papiret vil bemale,
En lille Tale:
Troer, Læser, Du paa Aander, eller ei?
— „Nei!!!" -
Det klang lidt negativt, dog lad saa være,
Hør videre, og svar mig saa, min Kjære!
— Naar Du har Ærter spiist, saa mange som Du vil,
Tør Du da nægte, der er Ærter til?
Naar i Din egen Krop en Aand logerer,
Den existerer.
Hver Adams Søn en saadan føle vil,
Og altsaa, seer man, der er Aander til;
Er mit Beviis Dig ikke klart, min Kjære,
Læs Swedenborg — dog, lad det heller være! -
— De fleste Aander, som paa Jord har hjemme,
Er slemme;
Blandt Andet opfandt deres Præ-Genie
Tallotterie;
Snørliv for Damer og for Officerer,
Som fælt generer.
En saadan Djævel eller lille Nisse
Tilvisse
Var Slangen som, paa Fransk, i Paradiis
Til Eva sagde: „spiis Madamme, spiis!"
— Dog lad mig ei forvidt fra Texten springe,
Men paa Papiret mine Qvaler bringe
Med Pennen af den dræbte Gaases Vinge.
— Orest, forfulgt af Helvedes Chariter
Og Aphroditer,
Selv Don Juan i Flammer
Er Børne-Leeg mod min ukjendte Jammer;
Thi viid, saalangt min Tanke naaer tilbage,
Ak! alle Dage
Seer jeg en lille Djævel mig ledsage;
Han lever i mig, om mig, allevegne,
Dog kan jeg ei hans Skikkelse betegne,
Skjøndt vaagen og i Drømme, hver en Time
Han gjør at jeg maa — rime.
Ved Dødsfald tidt,
Jeg seer han ogsaa plager Andre lidt,
Hvorfor om Aaret
Han har sit Visse paa Aviscontoiret,
Men skjøndt af mig han aldrig noget fik,
Holdt han dog Stik.
— I Skolen selv, ved Typto og Amare,
Jeg følte ham i mine Lemmer fare,
Selv ved Examen — disse Farens Dage -
Han turde plage,
Skjøndt midt om Natten Badens Grammatik
Mig skræmmed med sit Robespierre-Blik.

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poem by Hans Christian Andersen
Added by Poetry Lover
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