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The honest truth is that if this government were to propose the massacre of the first-born, it would still have no difficulty in getting it through the Commons.

quote by Diane Abbott
Added by Lucian Velea
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Truth Through Repetition

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poem by David Keig
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I. The Ring and the Book

Do you see this Ring?
'T is Rome-work, made to match
(By Castellani's imitative craft)
Etrurian circlets found, some happy morn,
After a dropping April; found alive
Spark-like 'mid unearthed slope-side figtree-roots
That roof old tombs at Chiusi: soft, you see,
Yet crisp as jewel-cutting. There's one trick,
(Craftsmen instruct me) one approved device
And but one, fits such slivers of pure gold
As this was,—such mere oozings from the mine,
Virgin as oval tawny pendent tear
At beehive-edge when ripened combs o'erflow,—
To bear the file's tooth and the hammer's tap:
Since hammer needs must widen out the round,
And file emboss it fine with lily-flowers,
Ere the stuff grow a ring-thing right to wear.
That trick is, the artificer melts up wax
With honey, so to speak; he mingles gold
With gold's alloy, and, duly tempering both,
Effects a manageable mass, then works:
But his work ended, once the thing a ring,
Oh, there's repristination! Just a spirt
O' the proper fiery acid o'er its face,
And forth the alloy unfastened flies in fume;
While, self-sufficient now, the shape remains,
The rondure brave, the lilied loveliness,
Gold as it was, is, shall be evermore:
Prime nature with an added artistry—
No carat lost, and you have gained a ring.
What of it? 'T is a figure, a symbol, say;
A thing's sign: now for the thing signified.

Do you see this square old yellow Book, I toss
I' the air, and catch again, and twirl about
By the crumpled vellum covers,—pure crude fact
Secreted from man's life when hearts beat hard,
And brains, high-blooded, ticked two centuries since?
Examine it yourselves! I found this book,
Gave a lira for it, eightpence English just,
(Mark the predestination!) when a Hand,
Always above my shoulder, pushed me once,
One day still fierce 'mid many a day struck calm,
Across a Square in Florence, crammed with booths,
Buzzing and blaze, noontide and market-time,
Toward Baccio's marble,—ay, the basement-ledge
O' the pedestal where sits and menaces
John of the Black Bands with the upright spear,
'Twixt palace and church,—Riccardi where they lived,
His race, and San Lorenzo where they lie.

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Honest Men

Were just a stones throw
From burning hellfire
Does anybody know,
Where did all the heroes go?
Weve had our fill of
This gallery of scoundrels,
The leaders of the world,
Those power hungry liars
Rise up and sound the sirens,
Send out the searching powers,
All we need is a few good men
Send the s.o.s. and red alerts
All across the universe
Calling your honest men?
S.o.s. emergency,
Sinking fast and getting worse.
Wheres your honest men?
In some village, far away,
Or in a little town pub.
High on a mountain top
There must be an honest man
Calling all honest men
Throw out the tyrants,
The aged fat cats
Outlived their usefulness
They have led us to this mess
Make them answer,
Hold them to their promises,
And throw them in the street
If they wont tell the truth
S.o.s. and red alert
All across the universe,
Calling all honest men
S.o.s. emergency,
Sinking fast and getting worse,
Wheres your honest men?
To your stations,
Man the ramparts,
The barricades
We need new heroes urgently
We need a few good honest men
Calling all honest men
Calling all honest men
Call to him
He lives next door,
Across the street
On the upper floor.
Its our only hope we need him now
Send the s.o.s. and red alert,
All across the universe,

[...] Read more

song performed by Electric Light Orchestra
Added by Lucian Velea
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Out of the…is Born a …

Out of the mire is born a gorgeous flower;
Out of the noise is born a dead silence;
Out of the storm is born, calm!

Out of the strife is born a pleasant life;
Out of the filth is born flora, fauna;
Out of the chaos is born clarity.

Out of the exercise is born a healthy body;
Out of the training is born wisdom;
Out of the learning is born a scholar!

Out of the confession is born a soul afilled with grace;
Out of the Holy Book is born the word of God;
Out of the prayers is born answers from God!

Out of the rain is born the verdure shoots;
Out of the sun is born the growing plants;
Out of the dawn is born a lovely day;
Out of the dusk is born a quiet night!

Out of the hunger is born an appetite;
Out of the dainty food is born satiety;
Out of the wine is born inebriety.

Out of the fasting is born controlled senses;
Out of the inhibition is born a civilized person;
Out of the nature’s furies is born forbearance;
Out of the war is born a newer peace.

Out of the mistakes done is born a new resolve;
Out of the struggle is born a long-lasting freedom;
Out of the perseverance is born an accomplishment.

Out of the light is born a new day on earth;
Out of the night is born a starry sky;
Out of the dark clouds is born an aureole moon.

Out of the boredom is born a life of joy;
Out of the trials, travail is born a mind of steel;
Out of the woes is born a content heart!

Out of the parent’s love is born a loving child;
Out of the love of God is born forgiveness of sins;
Out of the mercy of God is born a soul for heaven!

poem by John Celes
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VII. Pompilia

I am just seventeen years and five months old,
And, if I lived one day more, three full weeks;
'T is writ so in the church's register,
Lorenzo in Lucina, all my names
At length, so many names for one poor child,
—Francesca Camilla Vittoria Angela
Pompilia Comparini,—laughable!
Also 't is writ that I was married there
Four years ago: and they will add, I hope,
When they insert my death, a word or two,—
Omitting all about the mode of death,—
This, in its place, this which one cares to know,
That I had been a mother of a son
Exactly two weeks. It will be through grace
O' the Curate, not through any claim I have;
Because the boy was born at, so baptized
Close to, the Villa, in the proper church:
A pretty church, I say no word against,
Yet stranger-like,—while this Lorenzo seems
My own particular place, I always say.
I used to wonder, when I stood scarce high
As the bed here, what the marble lion meant,
With half his body rushing from the wall,
Eating the figure of a prostrate man—
(To the right, it is, of entry by the door)
An ominous sign to one baptized like me,
Married, and to be buried there, I hope.
And they should add, to have my life complete,
He is a boy and Gaetan by name—
Gaetano, for a reason,—if the friar
Don Celestine will ask this grace for me
Of Curate Ottoboni: he it was
Baptized me: he remembers my whole life
As I do his grey hair.

All these few things
I know are true,—will you remember them?
Because time flies. The surgeon cared for me,
To count my wounds,—twenty-two dagger-wounds,
Five deadly, but I do not suffer much—
Or too much pain,—and am to die to-night.

Oh how good God is that my babe was born,
—Better than born, baptized and hid away
Before this happened, safe from being hurt!
That had been sin God could not well forgive:
He was too young to smile and save himself.
When they took two days after he was born,
My babe away from me to be baptized
And hidden awhile, for fear his foe should find,—

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Truth and Reality (Opinion)

Daily at the end of my "anusthaanam"-(spiritual ritual) ", I make a strong, fervent and sincere prayer to the Divinity that intellectuals and scholars in the world should be fearless and speak the truth without any inhibitions. This has been the tradition of our ancestors and speaking truth is essential for the benefit of the society and the society will be able to know the actualities and act on them.
Normally the rulers do not like the truth to be known. Also leaders of ideologies, religions, their supporters and the like also do not like the truth to be known to the ordinary people. The writers are normally and should be fearless such that the ills and evils in the society are exposed and remedial measures are taken. But what is truth?
Truth is what it is or as it is irrespective of perceptions of the individuals. Reality is what we see of truth; how much we see of truth. Reality is always dictated by our mental make-up, likes, dislikes, limitations in our ability and willingness to see, view, comprehend and accept the truth. Reality is individual's perception of the truth. Truth, most of the times, is only perceived and rarely understood or experienced. Thus reality is limited truth. Reality is either inability to be truthful or inability and limitations of the individual to see the truth unbiased. Also truth corresponds to the individual, about himself, his Self and the reality corresponds to the objective world within and without the body of the individual.
Real situations are compromised states of existence in the attempt of pursuit of the truth. We all talk about truth limited by our perception and not the truth most of the times. We have compulsions inbuilt, acquired or imagined not to accept the truth and allow truth to be spoken or spread through us. But truth is a flowing river. It may flood us but it never dries up. On the other the reality is like a stagnated lake. Our fear of repercussions taking place if we speak, accept or propagate truth, make us real and not truthful. We prefer peaceful and calm life. We call that realistic approach and adjust and compromise.
Thus, most of the times, we are not truthful. We are all limited and confined to our perceptions of truth. Truth is best revealed when understood or experienced. But we rarely get such insight. All our knowledge and information is hearsay through books, newspapers, magazines, radio and TV news channels, web sites etc, . We are all aware that these books and news items are filtered through the editors and owners of these media. Thus the perceptions of these responsible and financing individuals decide the truth content in the item. We pick up these as truth and argue or form our own perceptions. Sometimes the editorial policy of the editors or owners of these media do not allow truth as it is to reach us when they find it objectionable in that form. Thus truth is never completely known or allowed to be known and hence not completely comprehended. The fears, imaginations, illusions shape our perceptions and our comprehension of the truth. Many times it appears that no absolute truth exists or known, perceived or understood and experienced. Just as feelings and perceptions of good and bad and other qualities, truth is also relative as "truth to me", "truth to him", "truth to you", "truth to them" and a truth accepted by all is not possible and available to be expressed, accepted or spread and we all mistake our perceptions of truth as truth without understanding or experiencing the truth. But truth is like fire. It can not be hidden or held in hand.

the palm. Truth sneaks through our cautions and suppression and declares itself.

poem by Varanasi Ramabrahmam
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Last Instructions to a Painter

After two sittings, now our Lady State
To end her picture does the third time wait.
But ere thou fall'st to work, first, Painter, see
If't ben't too slight grown or too hard for thee.
Canst thou paint without colors? Then 'tis right:
For so we too without a fleet can fight.
Or canst thou daub a signpost, and that ill?
'Twill suit our great debauch and little skill.
Or hast thou marked how antic masters limn
The aly-roof with snuff of candle dim,
Sketching in shady smoke prodigious tools?
'Twill serve this race of drunkards, pimps and fools.
But if to match our crimes thy skill presumes,
As th' Indians, draw our luxury in plumes.
Or if to score out our compendious fame,
With Hooke, then, through the microscope take aim,
Where, like the new Comptroller, all men laugh
To see a tall louse brandish the white staff.
Else shalt thou oft thy guiltless pencil curse,
Stamp on thy palette, not perhaps the worse.
The painter so, long having vexed his cloth--
Of his hound's mouth to feign the raging froth--
His desperate pencil at the work did dart:
His anger reached that rage which passed his art;
Chance finished that which art could but begin,
And he sat smiling how his dog did grin.
So mayst thou pérfect by a lucky blow
What all thy softest touches cannot do.

Paint then St Albans full of soup and gold,
The new court's pattern, stallion of the old.
Him neither wit nor courage did exalt,
But Fortune chose him for her pleasure salt.
Paint him with drayman's shoulders, butcher's mien,
Membered like mules, with elephantine chine.
Well he the title of St Albans bore,
For Bacon never studied nature more.
But age, allayed now that youthful heat,
Fits him in France to play at cards and treat.
Draw no commission lest the court should lie,
That, disavowing treaty, asks supply.
He needs no seal but to St James's lease,
Whose breeches wear the instrument of peace;
Who, if the French dispute his power, from thence
Can straight produce them a plenipotence..
Nor fears he the Most Christian should trepan
Two saints at once, St Germain, St Alban,
But thought the Golden Age was now restored,
When men and women took each other's word.

[...] Read more

poem by Andrew Marvell
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Jack Honest, or the Widow and Her Son

Jack Honest was only eight years of age when his father died,
And by the death of his father, Mrs Honest was sorely tried;
And Jack was his father's only joy and pride,
And for honesty Jack couldn't be equalled in the country-side.

So a short time before Jack's father died,
'Twas loud and bitterly for Jack he cried,
And bade him sit down by his bedside,
And then told him to be honest whatever did betide.

John, he said, looking him earnestly in the face,
Never let your actions your name disgrace,
Remember, my dear boy, and do what's right,
And God will bless you by day and night.

Then Mr Honest bade his son farewell, and breathed his last,
While the hot tears from Jack's eyes fell thick and fast;
And the poor child did loudly sob and moan,
When he knew his father had left him and his mother alone.

So, as time wore on, Jack grew to be a fine boy,
And was to his mother a help and joy;
And, one evening, she said, Jack, you are my only prop,
I must tell you, dear, I'm thinking about opening a shop.

Oh! that's a capital thought, mother, cried Jack,
And to take care of the shop I won't be slack;
Then his mother said, Jackey, we will try this plan,
And look to God for his blessing, and do all we can.

So the widow opened the shop and succeeded very well,
But in a few months fresh troubles her befell--
Alas! poor Mrs Honest was of fever taken ill,
But Jack attended his mother with a kindly will.

But, for fear of catching the fever, her customers kept away,
And once more there wasn't enough money the rent to pay;
And in her difficulties Mrs Honest could form no plan to get out,
But God would help her, she had no doubt.

So, one afternoon, Mrs Honest sent Jack away
To a person that owed her some money, and told him not to stay,
But when he got there the person had fled,
And to return home without the money he was in dread.

So he saw a gentleman in a carriage driving along at a rapid rate,
And Jack ran forward to his mansion and opened the lodge-gate,
Then the gentleman opened his purse and gave him, as he thought, a shilling
For opening the lodge-gate so cleverly and so willing.

[...] Read more

poem by William Topaz McGonagall
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IV. Tertium Quid

True, Excellency—as his Highness says,
Though she's not dead yet, she's as good as stretched
Symmetrical beside the other two;
Though he's not judged yet, he's the same as judged,
So do the facts abound and superabound:
And nothing hinders that we lift the case
Out of the shade into the shine, allow
Qualified persons to pronounce at last,
Nay, edge in an authoritative word
Between this rabble's-brabble of dolts and fools
Who make up reasonless unreasoning Rome.
"Now for the Trial!" they roar: "the Trial to test
"The truth, weigh husband and weigh wife alike
"I' the scales of law, make one scale kick the beam!"
Law's a machine from which, to please the mob,
Truth the divinity must needs descend
And clear things at the play's fifth act—aha!
Hammer into their noddles who was who
And what was what. I tell the simpletons
"Could law be competent to such a feat
"'T were done already: what begins next week
"Is end o' the Trial, last link of a chain
"Whereof the first was forged three years ago
"When law addressed herself to set wrong right,
"And proved so slow in taking the first step
"That ever some new grievance,—tort, retort,
"On one or the other side,—o'ertook i' the game,
"Retarded sentence, till this deed of death
"Is thrown in, as it were, last bale to boat
"Crammed to the edge with cargo—or passengers?
"'Trecentos inseris: ohe, jam satis est!
"'Huc appelle!'—passengers, the word must be."
Long since, the boat was loaded to my eyes.
To hear the rabble and brabble, you'd call the case
Fused and confused past human finding out.
One calls the square round, t' other the round square—
And pardonably in that first surprise
O' the blood that fell and splashed the diagram:
But now we've used our eyes to the violent hue
Can't we look through the crimson and trace lines?
It makes a man despair of history,
Eusebius and the established fact—fig's end!
Oh, give the fools their Trial, rattle away
With the leash of lawyers, two on either side—
One barks, one bites,—Masters Arcangeli
And Spreti,—that's the husband's ultimate hope
Against the Fisc and the other kind of Fisc,
Bound to do barking for the wife: bow—wow!
Why, Excellency, we and his Highness here
Would settle the matter as sufficiently

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Satan Absolved

(In the antechamber of Heaven. Satan walks alone. Angels in groups conversing.)
Satan. To--day is the Lord's ``day.'' Once more on His good pleasure
I, the Heresiarch, wait and pace these halls at leisure
Among the Orthodox, the unfallen Sons of God.
How sweet in truth Heaven is, its floors of sandal wood,
Its old--world furniture, its linen long in press,
Its incense, mummeries, flowers, its scent of holiness!
Each house has its own smell. The smell of Heaven to me
Intoxicates and haunts,--and hurts. Who would not be
God's liveried servant here, the slave of His behest,
Rather than reign outside? I like good things the best,
Fair things, things innocent; and gladly, if He willed,
Would enter His Saints' kingdom--even as a little child.

[Laughs. I have come to make my peace, to crave a full amaun,
Peace, pardon, reconcilement, truce to our daggers--drawn,
Which have so long distraught the fair wise Universe,
An end to my rebellion and the mortal curse
Of always evil--doing. He will mayhap agree
I was less wholly wrong about Humanity
The day I dared to warn His wisdom of that flaw.
It was at least the truth, the whole truth, I foresaw
When He must needs create that simian ``in His own
Image and likeness.'' Faugh! the unseemly carrion!
I claim a new revision and with proofs in hand,
No Job now in my path to foil me and withstand.
Oh, I will serve Him well!
[Certain Angels approach. But who are these that come
With their grieved faces pale and eyes of martyrdom?
Not our good Sons of God? They stop, gesticulate,
Argue apart, some weep,--weep, here within Heaven's gate!
Sob almost in God's sight! ay, real salt human tears,
Such as no Spirit wept these thrice three thousand years.
The last shed were my own, that night of reprobation
When I unsheathed my sword and headed the lost nation.
Since then not one of them has spoken above his breath
Or whispered in these courts one word of life or death
Displeasing to the Lord. No Seraph of them all,
Save I this day each year, has dared to cross Heaven's hall
And give voice to ill news, an unwelcome truth to Him.
Not Michael's self hath dared, prince of the Seraphim.
Yet all now wail aloud.--What ails ye, brethren? Speak!
Are ye too in rebellion? Angels. Satan, no. But weak
With our long earthly toil, the unthankful care of Man.

Satan. Ye have in truth good cause.

Angels. And we would know God's plan,
His true thought for the world, the wherefore and the why
Of His long patience mocked, His name in jeopardy.

[...] Read more

poem by Wilfrid Scawen Blunt
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Born To Be Loved By You

Borne again.
Because have you at just being borne again.
At last I feel that Im alive and more.
This is the moment Ive waited for.
Born to be loved by you.born to be loved by you.
Born to walk with you.born to talk with you.
I was born for you.
Born to be with you, only you.
Born to be loved by you.
Born for you, born for you baby.
Born for you, born for you baby.
Born for you, born to be loved by you
(you and only you) born to be with only you.
I look at you and all at once I know that dreams come true.
For there you are the other part of me.
I have found my destiny.
Born to be loved by you.born to be loved by you.
Right or wrong for you.weak or strong for you.
Faithful or untrue
Born chained forever and far beyond.
Born to be loved by you and only you
No one else will do.
Heart and soul,born to be loved
Born to be loved.born to be loved by you.
(you and only you,born to be with only you)
Born for you.born for you baby.
Born for you.born for you baby.
Born for you, born for you baby..

song performed by Roy Orbison
Added by Lucian Velea
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Massacre Of The Unborn

No survive
Unborn child
Cut to pieces
Left without a name
Unwanted because of the problems of humanity
Unspeakable crime
Silent war is the name of the game
Millions are dying in actions of death and pain
Misguided mothers make this happen
Sometimes for a financial situation
Or a sexual mistake
[Chorus:]
Massacre of the unborn
Massacre of the unborn
Massacre of the unborn child
Innocent blood cries in vain
Defenseless lives are slaughtered everyday
They should make a law against this insanity
Unborn corpses are growing in extreme quantity
Premature stage
Slowly destroyed by the human race
[Lead]
Tortured by tyrants
Unjustly demise
Infant children are left to die
Just innocent lives they slay
There is no chance to escape
Murdering is the matter of this case
A merciless torture to take
No one will live, because they won't survive
There's infant dying
Can't you see
That they will not have a chance
Of growing up in this life
[Lead]
[Chorus:]
Massacre of the unborn
Massacre of the unborn
Massacre of the unborn child

song performed by Incubus
Added by Lucian Velea
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VI. Giuseppe Caponsacchi

Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,

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poem by Robert Browning from The Ring and the Book
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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

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poem by Robert Browning (1871)
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The Ancient Banner

In boundless mercy, the Redeemer left,
The bosom of his Father, and assumed
A servant's form, though he had reigned a king,
In realms of glory, ere the worlds were made,
Or the creating words, 'Let there be light'
In heaven were uttered. But though veiled in flesh,
His Deity and his Omnipotence,
Were manifest in miracles. Disease
Fled at his bidding, and the buried dead
Rose from the sepulchre, reanimate,
At his command, or, on the passing bier
Sat upright, when he touched it. But he came,
Not for this only, but to introduce
A glorious dispensation, in the place
Of types and shadows of the Jewish code.
Upon the mount, and round Jerusalem,
He taught a purer, and a holier law,—
His everlasting Gospel, which is yet
To fill the earth with gladness; for all climes
Shall feel its influence, and shall own its power.
He came to suffer, as a sacrifice
Acceptable to God. The sins of all
Were laid upon Him, when in agony
He bowed upon the cross. The temple's veil
Was rent asunder, and the mighty rocks,
Trembled, as the incarnate Deity,
By his atoning blood, opened that door,
Through which the soul, can have communion with
Its great Creator; and when purified,
From all defilements, find acceptance too,
Where it can finally partake of all
The joys of His salvation.
But the pure Church he planted,—the pure Church
Which his apostles watered,—and for which,
The blood of countless martyrs freely flowed,
In Roman Amphitheatres,—on racks,—
And in the dungeon's gloom,—this blessed Church,
Which grew in suffering, when it overspread
Surrounding nations, lost its purity.
Its truth was hidden, and its light obscured
By gross corruption, and idolatry.
As things of worship, it had images,
And even painted canvas was adored.
It had a head and bishop, but this head
Was not the Saviour, but the Pope of Rome.
Religion was a traffic. Men defiled,
Professed to pardon sin, and even sell,
The joys of heaven for money,—and to raise
Souls out of darkness to eternal light,
For paltry silver lavished upon them.

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poem by Anonymous Americas
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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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In the next birth

IF I ACQUIRED the menacing form of an
alligator in the next birth,
I would want you to cling tightly to my persona as my serrated green
skin.

If I was born in the ominous form of the jungle tiger in the
next birth,
I would you to be incorporated in my body as my domineeringly
authoritative growl.

If I was born as a densely foliated tree in the next birth,
I would want you to be the perennial leaves that emanated from
my silhouette.

If I was born as an opalescent fish in the next birth,
I would want you to be saline water in which I could sustain life
and swim.

If I was born as the twin horned sacrosanct cow in the next birth,
I would inevitably desire you as the milk I would diffuse from
my flaccid teats.

If I was born as a slithering reptile in the next birth,
I would want you to be the lethal venom I possessed in my triangular
fangs.

If I was born as an obnoxious donkey in the next birth,
I would want you to be my hooves which swished indiscriminately
at innocuous trespassers.

If I was born as perpetually blind in the next birth,
I would indispensably want you to be my eyes to guide me
towards dazzling light.

If I was born as being disdainfully maim; bereft of feet in the next
birth,
I would incorrigibly want you to be my legs to ecstatically leap
in times of jubilation.

If I was born as a rustic spider with a battalion of arms in the
next birth,

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poem by Nikhil Parekh
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Absalom and Achitophel

In pious times, e'er Priest-craft did begin,
Before Polygamy was made a sin;
When man, on many, multiply'd his kind,
E'r one to one was, cursedly, confind:
When Nature prompted, and no law deny'd
Promiscuous use of Concubine and Bride;
Then, Israel's monarch, after Heaven's own heart,
His vigorous warmth did, variously, impart
To Wives and Slaves; And, wide as his Command,
Scatter'd his Maker's Image through the Land.
Michal, of Royal blood, the Crown did wear,
A Soyl ungratefull to the Tiller's care;
Not so the rest; for several Mothers bore
To Godlike David, several Sons before.
But since like slaves his bed they did ascend,
No True Succession could their seed attend.
Of all this Numerous Progeny was none
So Beautifull, so brave as Absalon:
Whether, inspir'd by some diviner Lust,
His father got him with a greater Gust;
Or that his Conscious destiny made way
By manly beauty to Imperiall sway.
Early in Foreign fields he won Renown,
With Kings and States ally'd to Israel's Crown
In Peace the thoughts of War he could remove,
And seem'd as he were only born for love.
What e'er he did was done with so much ease,
In him alone, 'twas Natural to please.
His motions all accompanied with grace;
And Paradise was open'd in his face.
With secret Joy, indulgent David view'd
His Youthfull Image in his Son renew'd:
To all his wishes Nothing he deny'd,
And made the Charming Annabel his Bride.
What faults he had (for who from faults is free?)
His Father could not, or he would not see.
Some warm excesses, which the Law forbore,
Were constru'd Youth that purg'd by boyling o'r:
And Amnon's Murther, by a specious Name,
Was call'd a Just Revenge for injur'd Fame.
Thus Prais'd, and Lov'd, the Noble Youth remain'd,
While David, undisturb'd, in Sion raign'd.
But Life can never be sincerely blest:
Heaven punishes the bad, and proves the best.
The Jews, a Headstrong, Moody, Murmuring race,
As ever try'd th' extent and stretch of grace;
God's pamper'd people whom, debauch'd with ease,
No King could govern, nor no God could please;
(Gods they had tri'd of every shape and size
That Gods-smiths could produce, or Priests devise.)

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poem by John Dryden
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IX. Juris Doctor Johannes-Baptista Bottinius, Fisci et Rev. Cam. Apostol. Advocatus

Had I God's leave, how I would alter things!
If I might read instead of print my speech,—
Ay, and enliven speech with many a flower
Refuses obstinate to blow in print,
As wildings planted in a prim parterre,—
This scurvy room were turned an immense hall;
Opposite, fifty judges in a row;
This side and that of me, for audience—Rome:
And, where yon window is, the Pope should hide—
Watch, curtained, but peep visibly enough.
A buzz of expectation! Through the crowd,
Jingling his chain and stumping with his staff,
Up comes an usher, louts him low, "The Court
"Requires the allocution of the Fisc!"
I rise, I bend, I look about me, pause
O'er the hushed multitude: I count—One, two—

Have ye seen, Judges, have ye, lights of law,—
When it may hap some painter, much in vogue
Throughout our city nutritive of arts,
Ye summon to a task shall test his worth,
And manufacture, as he knows and can,
A work may decorate a palace-wall,
Afford my lords their Holy Family,—
Hath it escaped the acumen of the Court
How such a painter sets himself to paint?
Suppose that Joseph, Mary and her Babe
A-journeying to Egypt, prove the piece:
Why, first he sedulously practiseth,
This painter,—girding loin and lighting lamp,—
On what may nourish eye, make facile hand;
Getteth him studies (styled by draughtsmen so)
From some assistant corpse of Jew or Turk
Or, haply, Molinist, he cuts and carves,—
This Luca or this Carlo or the like.
To him the bones their inmost secret yield,
Each notch and nodule signify their use:
On him the muscles turn, in triple tier,
And pleasantly entreat the entrusted man
"Familiarize thee with our play that lifts
"Thus, and thus lowers again, leg, arm and foot!"
—Ensuring due correctness in the nude.
Which done, is all done? Not a whit, ye know!
He,—to art's surface rising from her depth,—
If some flax-polled soft-bearded sire be found,
May simulate a Joseph, (happy chance!)—
Limneth exact each wrinkle of the brow,
Loseth no involution, cheek or chap,
Till lo, in black and white, the senior lives!
Is it a young and comely peasant-nurse

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poem by Robert Browning from The Ring and the Book
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