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H.L. Mencken

A Sunday school is a prison in which children do penance for the evil conscience of their parents.

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Tale XIV

THE STRUGGLES OF CONSCIENCE.

A serious Toyman in the city dwelt,
Who much concern for his religion felt;
Reading, he changed his tenets, read again,
And various questions could with skill maintain;
Papist and Quaker if we set aside,
He had the road of every traveller tried;
There walk'd a while, and on a sudden turn'd
Into some by-way he had just discern'd:
He had a nephew, Fulham: --Fulham went
His Uncle's way, with every turn content;
He saw his pious kinsman's watchful care,
And thought such anxious pains his own might spare,
And he the truth obtain'd, without the toil, might

share.
In fact, young Fulham, though he little read,
Perceived his uncle was by fancy led;
And smiled to see the constant care he took,
Collating creed with creed, and book with book.
At length the senior fix'd; I pass the sect
He call'd a Church, 'twas precious and elect;
Yet the seed fell not in the richest soil,
For few disciples paid the preacher's toil;
All in an attic room were wont to meet,
These few disciples, at their pastor's feet;
With these went Fulham, who, discreet and grave,
Follow'd the light his worthy uncle gave;
Till a warm Preacher found the way t'impart
Awakening feelings to his torpid heart:
Some weighty truths, and of unpleasant kind,
Sank, though resisted, in his struggling mind:
He wish'd to fly them, but, compell'd to stay,
Truth to the waking Conscience found her way;
For though the Youth was call'd a prudent lad,
And prudent was, yet serious faults he had -
Who now reflected--'Much am I surprised;
I find these notions cannot be despised:
No! there is something I perceive at last,
Although my uncle cannot hold it fast;
Though I the strictness of these men reject,
Yet I determine to be circumspect:
This man alarms me, and I must begin
To look more closely to the things within:
These sons of zeal have I derided long,
But now begin to think the laugher's wrong!
Nay, my good uncle, by all teachers moved,
Will be preferr'd to him who none approved; -
Better to love amiss than nothing to have loved.'

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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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The Vision Of Piers Plowman - Part 20

Thanne as I wente by the way, whan I was thus awaked,
Hevy chered I yede, and elenge in herte;
For I ne wiste wher to ete ne at what place,
And it neghed neigh the noon, and with Nede I mette,
That afrounted me foule and faitour me called.
'Coudestow noght excuse thee, as dide the kyng and othere -
That thow toke to thy bilyve, to clothes and to sustenaunce,
Was by techynge and by tellynge of Spiritus Temperancie,
And that thow nome na moore than nede thee taughte,
And nede ne hath no lawe, ne nevere shal falle in dette
For thre thynges he taketh his lif for to save? -
That is, mete whan men hym werneth, and he no moneye weldeth,
Ne wight noon wol ben his borugh, ne wed hath noon to legge;
And he ca[cch]e in that caas and come therto by sleighte,

He synneth noght, soothliche, that so wynneth his foode.
And though he come so to a clooth, and kan no bettre chevyssaunce,
Nede anoon righte nymeth hym under maynprise.
And if hym list for to lape, the lawe of kynde wolde
That he dronke at ech dych, er he [deide for thurst].
So Nede, at gret nede, may nymen as for his owene,
Withouten conseil of Conscience or Cardynale Vertues -
So that he sewe and save Spiritus Temperancie.
'For is no vertue bi fer to Spiritus Temperancie -
Neither Spiritus Iusticie ne Spiritus Fortitudinis.
For Spiritus Fortitudinis forfeteth ful ofte
He shal do moore than mesure many tyme and ofte,
And bete men over bittre, and som body to litel,
And greve men gretter than good feith it wolde.
'And Spiritus Iusticie shal juggen, wole he, nel he,
After the kynges counseil and the comune like.
And Spiritus Prudencie in many a point shal faille
Of that he weneth wolde falle if his wit ne weere.
Wenynge is no wysdom, ne wys ymaginacion
Homo proponit et Deus disponit -
[God] governeth alle goode vertues;
And Nede is next hym, for anoon he meketh
And as lowe as a lomb, for lakkyng that hym nedeth;
For nede maketh nede fele nedes lowe-herted.
Philosophres forsoke welthe for thei wolde be nedy,
And woneden wel elengely and wolde noght be riche.
'And God al his grete joye goostliche he lefte,
And cam and took mankynde and bicam nedy.'
So he was nedy, as seith the Book, in manye sondry places,
That he seide in his some on the selve roode,
''the Fox and fowel may fle to hole and crepe,

And the fissh hath fyn to flete with to reste,
Ther nede hath ynome me, that I moot nede abide
And suffre sorwes ful soure, that shal to joye torne.''

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Sunday Morning

Sunday morning silence, curtain stay closed late
No one thinks of kitchens mornings in a filthy state
Dishes cups and beer stains, ashtrays on the floor
Sunday morning papers are left outside the front door
Sunday school and sunday roast
Sunday papers sunday post
Sunday morning sunday rest
Sunday sermon sunday best
(sunday, bloody sunday rest)
Glass of fizzy water helps to start the day
Sit and listen to sunday silence, problems fade away
Sunday cars and drivers break the morning air
Uncollected milk outside reveals theres no one there
Sunday school and sunday roast
Sunday papers sunday post
Sunday morning sunday rest
Sunday sermon sunday best
Sunday school and sunday roast
Sunday papers sunday post
Sunday morning sunday rest
Sunday sermon sunday best
Bathrobes hang in waiting, windows steaming up
Somewhere in the sink downstairs lies an unwashed cup
Tea and toast for breakfast clear away the plates
Wash-up prepare for cooking sunday lunch awaits
Sunday lunch awaits
Sunday lunch awaits

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Sunday, Bloody Sunday

Well, it was sunday, bloody sunday when the shot the people there.
The cries of thirteen martyrs filled the free derry air.
Is there anyone amongst you dare to blame it on the kids?
Not a soldier boy was bleeding when they nailed the coffin lids!
Sunday, bloody sunday, bloody sundays the day.
Well, you claim to be majority, well, you know that its a lie.
Youre really a minority on this sweet emerald isle.
When stormont bans our marches, theyve got a lot to learn,
Internment is no answer, its those mothers turn to burn.
Sunday, bloody sunday, bloody sundays the day.
Hey! yeah!
Yeah!
Sunday, bloody sunday, bloody sundays the day.
All you anglo pigs and scotties sent to colonise the north,
You wave your bloody union jacks and you know what its worth.
How dare you hold to ransom a people proud and free?
Keep ireland to the irish, put the english back to sea!
Sunday, bloody sunday, bloody sundays the day.
Hey, hey, hey!
Alright!
Ooh -
Yeah!
Sunday, bloody sunday, bloody sundays the day.
Well, its always bloody sunday in the concentration camps.
Keep falls road free forever from the bloody british hands.
Repatriate to britain all of you who call it home,
Leave ireland to the irish not for london or for rome.
Sunday, bloody sunday, bloody sundays the day.
Sunday, bloody sunday, bloody sundays the day.
Sunday, bloody sunday, bloody sundays the day.
Sunday, bloody sunday, bloody sundays the day.
Sunday, bloody sunday, bloody sundays the day.
Sunday, bloody sunday, bloody sundays the day.
Sunday, bloody sunday, bloody sundays the day.
Sunday, bloody sunday, bloody sundays the day.
Sunday, bloody sunday.

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Sunday, Bloody Sunday

Well, it was sunday, bloody sunday when the shot the people there.
The cries of thirteen martyrs filled the free derry air.
Is there anyone amongst you dare to blame it on the kids?
Not a soldier boy was bleeding when they nailed the coffin lids!
Sunday, bloody sunday, bloody sundays the day.
Well, you claim to be majority, well, you know that its a lie.
Youre really a minority on this sweet emerald isle.
When stormont bans our marches, theyve got a lot to learn,
Internment is no answer, its those mothers turn to burn.
Sunday, bloody sunday, bloody sundays the day.
Hey! yeah!
Yeah!
Sunday, bloody sunday, bloody sundays the day.
All you anglo pigs and scotties sent to colonise the north,
You wave your bloody union jacks and you know what its worth.
How dare you hold to ransom a people proud and free?
Keep ireland to the irish, put the english back to sea!
Sunday, bloody sunday, bloody sundays the day.
Hey, hey, hey!
Alright!
Ooh -
Yeah!
Sunday, bloody sunday, bloody sundays the day.
Well, its always bloody sunday in the concentration camps.
Keep falls road free forever from the bloody british hands.
Repatriate to britain all of you who call it home,
Leave ireland to the irish not for london or for rome.
Sunday, bloody sunday, bloody sundays the day.
Sunday, bloody sunday, bloody sundays the day.
Sunday, bloody sunday, bloody sundays the day.
Sunday, bloody sunday, bloody sundays the day.
Sunday, bloody sunday, bloody sundays the day.
Sunday, bloody sunday, bloody sundays the day.
Sunday, bloody sunday, bloody sundays the day.
Sunday, bloody sunday, bloody sundays the day.
Sunday, bloody sunday.

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The Birth of The War-God (Canto Fifth ) - Uma's Reward

Now woe to Umá, for young Love is slain,
Her Lord hath left her, and her hope is vain.
Woe, woe to Umá! how the Mountain-Maid
Cursed her bright beauty for its feeble aid!
'Tis Beauty's guerdon which she loves the best,
To bless her lover, and in turn be blest.
Penance must aid her now—or how can she
Win the cold heart of that stern deity?
Penance, long penance: for that power alone
Can make such love, so high a Lord, her own.
But, ah! how troubled was her mother's brow
At the sad tidings of the mourner's vow!
She threw her arms around her own dear maid,
Kissed, fondly kissed her, sighed, and wept, and prayed:
'Are there no Gods, my child, to love thee here?
Frail is thy body, yet thy vow severe.
The lily, by the wild bee scarcely stirred,
Bends, breaks, and dies beneath the weary bird.'
Fast fell her tears, her prayer was strong, but still
That prayer was weaker than her daughter's will.
Who can recall the torrent's headlong force,
Or the bold spirit in its destined course?
She sent a maiden to her sire, and prayed
He for her sake would grant some bosky shade,
That she might dwell in solitude, and there
Give all her soul to penance and to prayer.
In gracious love the great Himálaya smiled,
And did the bidding of his darling child.
Then to that hill which peacocks love she came,
Known to all ages by the lady's name.
Still to her purpose resolutely true,
Her string of noble pearls aside she threw,
Which, slipping here and there, had rubbed away
The sandal dust that on her bosom lay,
And clad her in a hermit coat of bark,
Rough to her gentle limbs, and gloomy dark,
Pressing too tightly, till her swelling breast
Broke into freedom through the unwonted vest.
Her matted hair was full as lovely now
As when 'twas braided o'er her polished brow.
Thus the sweet beauties of the lotus shine
When bees festoon it in a graceful line;
And, though the tangled weeds that crown the rill
Cling o'er it closely, it is lovely still.
With zone of grass the votaress was bound,
Which reddened the fair form it girdled round:
Never before the lady's waist had felt
The ceaseless torment of so rough a belt.
Alas! her weary vow has caused to fade
The lovely colours that adorned the maid.

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The Vision Of Piers Plowman - Part 19

Thus I awaked and wroot what I hadde ydremed,
And dighte me derely, and dide me to chirche,
To here holly the masse and to be housled after.
In myddes of the masse, tho men yede to offryng,
I fel eftsoones aslepe - and sodeynly me mette
That Piers the Plowman was peynted al blody,
And com in with a cros bifore the comune peple,
And right lik in alle lymes to Oure Lord Jesu.
And thanne called I Conscience to kenne me the sothe
'Is this Jesus the justere,' quod I, 'that Jewes dide to dethe?
Or it is Piers the Plowman! Who peynted hym so rede?'
Quod Conscience, and kneled tho, ' Thise arn Piers armes -
Hise colours and his cote armure; ac he that cometh so blody
Is Crist with his cros, conquerour of Cristene.'
'Why calle ye hym Crist?' quod I, 'sithen Jewes called hym Jesus?
Patriarkes and prophetes prophecied bifore
That alle kynne creatures sholden knelen and bowen
Anoon as men nempned the name of God Jesu.
Ergo is no name to the name of Jesus,
Ne noon so nedeful to nempne by nyghte ne by daye.
For alle derke develes arn adrad to heren it,
And synfulle aren solaced and saved by that name;
And ye callen hym Crist; for what cause, telleth me?
Is Crist moore of myght and moore worthi name
Than Jesu or Jesus, that al oure joye com of?'
'Thow knowest wel,' quod Conscience, 'and thow konne reson,
That knyght, kyng, conquerour may be o persone.
To be called a knyght is fair, for men shul knele to hym;
To be called a kyng is fairer, for he may knyghtes make;
Ac to be conquerour called, that cometh of special grace,
And of hardynesse of herte and of hendemesse -
To make lordes of laddes, of lond that he wynneth,
And fre men foule thralles, that folwen noght hise lawes.

'The Jewes, that were gentil men, Jesu thei despised -
Bothe his loore and his lawe; now are thei lowe cherles.
As wide as the world is, wonyeth ther noon
But under tribut and taillage as tikes and cherles;
And tho that bicome Cristene bi counseil of the Baptiste
Aren frankeleyns, free men thorugh fullynge that thei toke
And gentil men with Jesu - for Jesus was yfulled
And upon Calvarie on cros ycrouned kyng of Jewes.
' It bicometh to a kyng to kepe and to defende,
And conqueror of his conquest hise lawes and his large.
And so dide Jesus the Jewes - he justified and taughte hem
The lawe of lif that laste shal evere,
And fended from foule yveles, feveres and fiuxes,
And from fendes that in hem was, and false bileve.
Tho was he Jesus of Jewes called, gentile prophete,
And kyng of hir kyngdom, and croune bar of thornes.

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Born In A Prison

Were born in a prison, raised in a prison,
Sent to a prison called school.
We cry in a prison, we love in a prison,
We dream in a prison like fools.
Wood becomes a flute when its loved,
Reach for yourself and your battered mates.
Mirror becomes a razor when its broken,
Look in the mirror and see your shattered fate.
We live with no reason, kicked round for no reason,
Thrown out without reason like tools.
We work in a prison and hate in a prison,
And die in a prison as a rule.
Wood becomes a flute when its loved,
Reach for yourself and your battered mates.
Mirror becomes a razor when its broken,
Look in the mirror and see your shattered fate.
We live in a prison mong judges and wardens
And wait for no reason for you.
We laugh in a prison, go through all four seasons,
And die with no vision of truth.
Wood becomes a flute when its loved,
Reach for yourself and your battered mates.
Mirror becomes a razor when its broken,
Look in the mirror and see your shattered fate.
Born in a prison!
(born in a prison!)
(born in a prison!)
(born in a prison!)
Born in a prison!
(born in a prison!)
(born in a prison!)
Born in a prison!
Born in a prison!
Born in a prison!
(born in a prison!)
(born in a prison!)
Born in a prison!

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Born In A Prison

Were born in a prison, raised in a prison,
Sent to a prison called school.
We cry in a prison, we love in a prison,
We dream in a prison like fools.
Wood becomes a flute when its loved,
Reach for yourself and your battered mates.
Mirror becomes a razor when its broken,
Look in the mirror and see your shattered fate.
We live with no reason, kicked round for no reason,
Thrown out without reason like tools.
We work in a prison and hate in a prison,
And die in a prison as a rule.
Wood becomes a flute when its loved,
Reach for yourself and your battered mates.
Mirror becomes a razor when its broken,
Look in the mirror and see your shattered fate.
We live in a prison mong judges and wardens
And wait for no reason for you.
We laugh in a prison, go through all four seasons,
And die with no vision of truth.
Wood becomes a flute when its loved,
Reach for yourself and your battered mates.
Mirror becomes a razor when its broken,
Look in the mirror and see your shattered fate.
Born in a prison!
(born in a prison!)
(born in a prison!)
(born in a prison!)
Born in a prison!
(born in a prison!)
(born in a prison!)
Born in a prison!
Born in a prison!
Born in a prison!
(born in a prison!)
(born in a prison!)
Born in a prison!

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The Vision Of Piers Plowman - Part 13

And I awaked therwith, witlees nerhande,
And as a freke that fey were, forth gan I walke
In manere of a mendynaunt many yer after,
And of this metyng many tyme muche thought I hadde
First how Fortune me failed at my mooste nede,
And how that Elde manaced me, myghte we evere mete;
And how that freres folwede folk that was riche,
And [peple] that was povere at litel pris thei sette,
And no corps in hir kirkyerd ne in hir kirk was buryed
But quik he biquethe hem aught or sholde helpe quyte hir dettes;
And how this coveitise overcom clerkes and preestes;
And how that lewed men ben lad, but Oure Lord hem helpe,
Thorugh unkonnynge curatours to incurable peynes;
And how that Ymaginatif in dremels me tolde
Of Kynde and of his konnynge, and how curteis he is to bestes,
And how lovynge he is to bestes on londe and on watre
Leneth he no lif lasse ne moore;
The creatures that crepen of Kynde ben engendred;
And sithen how Ymaginatif seide, ' Vix iustus salvabitur,'
And whan he hadde seid so, how sodeynliche he passed.
I lay down longe in this thoght, and at the laste I slepte;

And as Crist wolde ther com Conscience to conforte me that tyme,
And bad me come to his court - with Clergie sholde I dyne.
And for Conscience of Clergie spak, I com wel the rather;
And there I [merkede] a maister - what man he was I nyste -
That lowe louted and loveliche to Scripture.
Conscience knew hym wel and welcomed hym faire;
Thei wesshen and wipeden and wenten to the dyner.
Ac Pacience in the paleis stood in pilgrymes clothes,
And preyde mete par charite for a povere heremyte.
Conscience called hym in, and curteisliche seide,
' Welcome, wye, go and wassh; thow shalt sitte soone.'
This maister was maad sitte as for the mooste worthi,
And thanne Clergie and Conscience and Pacience cam after.
Pacience and I were put to be mettes,
And seten bi oureselve at a side borde.
Conscience called after mete, and thanne cam Scripture
And served hem thus soone of sondry metes manye -
Of Austyn, of Ambrose, of alle the foure Evaungelistes
Edentes et bibentes que apud eos sunt.
Ac this maister ne his man no maner flessh eten,
Ac thei eten mete of moore cost - mortrews and potages
Of that men myswonne thei made hem wel at ese.
Ac hir sauce was over sour and unsavourly grounde
In a morter, Post mortem, of many bitter peyne -
But if thei synge for tho soules and wepe salte teris
Vos qui peccata hominum comeditis, nisi pro eis lacrimas et
oraciones effuderitis, ea que in deliciis comeditis, in tormentis evometis.
Conscience ful curteisly tho commaunded Scripture

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Let The Children Speak

Time - way out of line
A whole nation waits outside
The rhythm of tomorrow
They can dance away their sorrows tonight
Lost - broken and scarred
Prisoner waits outside with his lone heart beating
Let the children, let the children
Let the children, let the children speak
Let the children - let the children speak
Aims - dangerous games
Their mother says one false move and we all get hurt
I feel this sense of power I feel it every hour tonight
Lets not get lazy tonight
Things could get crazy cos
One more kick and the door cracks open
Let the children, let the children
Let the children, let the children speak
Let the children, let the children
Let the children, let the children
Power to the powerless strength unto the weak
Let the children, let the children
Let the children, let the children speak
Im begging you now let the children, let the children
Let the children, let the children
Power to the powerless, strength unto the weak
Let the children, let the children
Let the children, let the children speak
Lets not get lazy tonight
Things could get crazy cos
One last kick and the door cracks open
Let the children, let the children
Let the children, let the children speak
Power to the powerless, strength unto the weak
Let the children, let the children
Let the children, let the children speak
Things could get crazy tonight
Lets not get lazy cos
One last kick and the door cracks open
Let the children, let the children
Let the children, let the children speak
Im begging you now
Let the children, let the children
Let the children, let the children
Power to the powerless, strength unto the weak
Let the children, let the children
Let the children, let the children speak
The language of this world
Lets not get lazy cos
One false move and we all get hurt
Let the children, let the children

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Sunday Papers

Mother doesnt go out any more
Just sits at home and rolls her spastic eyes
But every weekend through the door
Come words of wisdom from the world outside
If you want to know about the bishop and the actress
If you want to know how to be a star
If you want to know about the stains on the mattress
You can read it in the sunday papers, sunday papers
Mothers wheelchair stays out in the hall
Why should she go out when the tvs on
Whatever moves beyond these walls
Shell know the facts when sunday comes along
If you want to know about the man gone bonkers
If you want to know how to play guitar
If you want to know about the other suckers
You can read it in the sunday papers, read it in the sunday papers
Sunday papers dont ask no questions
Sunday papers dont get no lies
Sunday papers dont raise objection
Sunday papers dont got no eyes
Brothers heading that way now I guess
He just read something made his face turn blue
Well I got nothing against the press
They wouldnt print it if it wasnt true
If you want to know about the gay politician
If you want to know how to drive your car
If you want to know about the new sex position
You can read it in the sunday papers, read it in the sunday papers
Sunday papers dont ask no questions
Sunday papers dont get no lies
Sunday papers dont raise objection
Sunday papers dont got no eyes
Sunday papers dont ask no questions
Sunday papers dont get no lies
Sunday papers dont raise objection
Sunday papers dont got no eyes
Read all about it, sunday papers

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Sunday Bloody Sunday

Well it was sunday bloody sunday
When they shot the people there
The cries of thirteen martyrs
Filled the free derry air
Is there any one amongst you
Dare to blame it on the kids?
Not a soldier boy was bleeding
When they nailed the coffin lids!
Sunday bloody sunday
Bloody sundays the day!
You claim to be majority
Well you know that its a lie
Youre really a minority
On this sweet emerald isle
When stormont bans our marches
Theyve got a lot to learn
Internment is no answer
Its those mothers turn to burn!
Sunday bloody sunday
Bloody sundays the day!
Sunday bloody sunday
Bloody sundays the day!
You anglo pigs and scotties
Sent to colonize the north
You wave your bloody union jack
And you know what its worth!
How dare you hold to ransom
A people proud and free
Keep ireland for the irish
Put the english back to sea!
Sunday bloody sunday
Bloody sundays the day!
Well, its always bloody sunday
In the concentration camps
Keep falls road free forever
From the bloody english hands
Repatriate to britain
All of you who call it home
Leave ireland to the irish
Not for london or for rome!
Sunday bloody sunday
Bloody sundays the day!
Sunday bloody sunday
Bloody sundays the day!
Sunday bloody sunday
Bloody sundays the day!
Sunday bloody sunday
Bloody sundays the day!

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What Parents When Old, Want From Their Children …

When you were small, a helpless kid,
Just imagine what parents did,
From feeding to keeping you clean –
A routine that had always been!

And now when parents are quite aged,
They feel like birds both that are caged;
Just give them half the love they gave;
Don’t lose your temper / misbehave!

When you were small and could not bathe,
Mom bathed you with towel to swathe,
And wiped you dry and combed your hair,
All your mischief, she had to bear!

When parents are now pretty old,
Or have a fever, catch a cold,
Should not the children care for them,
And treat them for each new problem?

When you were just a little child,
And parents scolded you so mild,
To show you what was wrong and right,
And chalk a future that was bright!

And now when parents have gone weak,
To walk, your assistance, they seek,
Oblige them with a heart all glad:
Old age is less happy, much sad!

When you were craving for good food,
Your mother cooked it as she should,
And heaved a sigh of great relief,
When you’d slept, in disbelief!

And now, when parents ask something,
Be kind and courteously do bring,
They cannot buy whatev’r they feel;
They cannot run or walk or kneel!

When you’d joined school for the first time,
And could not say even a rhyme,
Your mom had taught you how to write,
And sang a ‘lullaby’ at night!

And now when parents cannot read,
And reached a stage, they cannot feed,
Shouldn’t children help them with these chores,
And see that they don’t get bed-sores?

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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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Oscar Wilde

The Ballad Of Reading Gaol

(In memoriam
C. T. W.
Sometime trooper of the Royal Horse Guards
obiit H.M. prison, Reading, Berkshire
July 7, 1896)

I

He did not wear his scarlet coat,
For blood and wine are red,
And blood and wine were on his hands
When they found him with the dead,
The poor dead woman whom he loved,
And murdered in her bed.

He walked amongst the Trial Men
In a suit of shabby grey;
A cricket cap was on his head,
And his step seemed light and gay;
But I never saw a man who looked
So wistfully at the day.

I never saw a man who looked
With such a wistful eye
Upon that little tent of blue
Which prisoners call the sky,
And at every drifting cloud that went
With sails of silver by.

I walked, with other souls in pain,
Within another ring,
And was wondering if the man had done
A great or little thing,
When a voice behind me whispered low,
'THAT FELLOW'S GOT TO SWING.'

Dear Christ! the very prison walls
Suddenly seemed to reel,
And the sky above my head became
Like a casque of scorching steel;
And, though I was a soul in pain,
My pain I could not feel.

I only knew what hunted thought
Quickened his step, and why
He looked upon the garish day
With such a wistful eye;
The man had killed the thing he loved,
And so he had to die.

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The Pirate Of Penance

Penance crane:
The pirate anchored on a wednesday
And why he came to port I wonder
To see a lady so my friends say
She dances for the sailors
In a smoky cabaret bar underground
Down in a cellar in a harbor town
I know he told her love was treasure
And they would reap the fullest bounty
He only comes to port for pleasure
So when the winds of morning
Blew the curtains in she woke and found hed gone
I saw his sails unfurling thursday dawn
The pirate he will sink you with a kiss
Hell steal your heart and sail away
The dancer:
Saturday early we met in the cove near the forest
Penance:
Hell leave you drowning in the flotsam of a broken promise in the bay
The dancer:
(dancing we wakened the dawn and the birds into chorus)
Penance:
He came again to see her
Yes I think they told me it was saturday
The dancer:
(ask penance crane she was out in her garden she saw us)
Penance:
I was at sea then
I didnt see them
I dont believe what you are saying
It isnt true I hardly knew him
Is this some game that you are playing
Go ask the dancer shes the one who saw him last
The one who drew him here
He hasnt come to me since spring last year
There was a time when he would
Bring me silks and sandalwood and persian lace
The dancer:
(then came another goodbye and another please dont go)
Penance:
And he would hold me close
And tell my sailing stories by the fireplace
The dancer:
(all night I dance and all day I keep watch with my sorrow)
Penance:
I was at sea I tell you I was
Nowhere near the mentioned murder place
The dancer:
(searching for sails that dont come
And I guess but I dont know)

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Oscar Wilde

Ballad of Reading Gaol - I

Version I

He did not wear his scarlet coat,
For blood and wine are red,
And blood and wine were on his hands
When they found him with the dead,
The poor dead woman whom he loved,
And murdered in her bed.


He walked amongst the Trial Men
In a suit of shabby grey;
A cricket cap was on his head,
And his step seemed light and gay;
But I never saw a man who looked
So wistfully at the day.


I never saw a man who looked
With such a wistful eye
Upon that little tent of blue
Which prisoners call the sky,
And at every drifting cloud that went
With sails of silver by.


I walked, with other souls in pain,
Within another ring,
And was wondering if the man had done
A great or little thing,
When a voice behind me whispered low,
'That fellows got to swing.'


Dear Christ! the very prison walls
Suddenly seemed to reel,
And the sky above my head became
Like a casque of scorching steel;
And, though I was a soul in pain,
My pain I could not feel.

I only knew what hunted thought
Quickened his step, and why
He looked upon the garish day
With such a wistful eye;
The man had killed the thing he loved
And so he had to die.

Yet each man kills the thing he loves
By each let this be heard,

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Oscar Wilde

Ballad of Reading Gaol II

Version II

He did not wear his scarlet coat,
For blood and wine are red,
And blood and wine were on his hands
When they found him with the dead,
The poor dead woman whom he loved,
And murdered in her bed.


He walked amongst the Trial Men
In a suit of shabby gray;
A cricket cap was on his head,
And his step seemed light and gay;
But I never saw a man who looked
So wistfully at the day.


I never saw a man who looked
With such a wistful eye
Upon that little tent of blue
Which prisoners call the sky,
And at every drifting cloud that went
With sails of silver by.


I walked, with other souls in pain,
Within another ring,
And was wondering if the man had done
A great or little thing,
When a voice behind me whispered low,
'That fellow's got to swing.'


Dear Christ! the very prison walls
Suddenly seemed to reel,
And the sky above my head became
Like a casque of scorching steel;
And, though I was a soul in pain,
My pain I could not feel.


I only knew what haunted thought
Quickened his step, and why
He looked upon the garish day
With such a wistful eye;
The man had killed the thing he loved,
And so he had to die.

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