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Let Us play Yesterday—
I—the Girl at school—
You—and Eternity—the
Untold Tale—

Easing my famine
At my Lexicon—
Logarithm—had I—for Drink—
'Twas a dry Wine—

Somewhat different—must be—
Dreams tint the Sleep—
Cunning Reds of Morning
Make the Blind—leap—

Still at the Egg-life—
Chafing the Shell—
When you troubled the Ellipse—
And the Bird fell—

Manacles be dim—they say—
To the new Free—
Liberty—Commoner—
N ever could—to me—

'Twas my last gratitude
When I slept—at night—
'Twas the first Miracle
Let in—with Light—

Can the Lark resume the Shell—
Easier—for the Sky—
Wouldn't Bonds hurt more
Than Yesterday?

Wouldn't Dungeons sorer frate
On the Man—free—
Just long enough to taste—
Then—doomed new—

God of the Manacle
As of the Free—
Take not my Liberty
Away from Me—

poem by Emily Dickinson
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The Scripture of the Golden Eternity

1
Did I create that sky? Yes, for, if it was anything other than a conception in my mind I wouldnt have said 'Sky'-That is why I am the golden eternity. There are not two of us here, reader and writer, but one, one golden eternity, One-Which-It-Is, That-Which- Everything-Is.

2
The awakened Buddha to show the way, the chosen Messiah to die in the degradation of sentience, is the golden eternity. One that is what is, the golden eternity, or, God, or, Tathagata-the name. The Named One. The human God. Sentient Godhood. Animate Divine. The Deified One. The Verified One. The Free One. The Liberator. The Still One. The settled One. The Established One. Golden Eternity. All is Well. The Empty One. The Ready One. The Quitter. The Sitter. The Justified One. The Happy One.

3
That sky, if it was anything other than an illusion of my mortal mind I wouldnt have said 'that sky.' Thus I made that sky, I am the golden eternity. I am Mortal Golden Eternity.

4
I was awakened to show the way, chosen to die in the degradation of life, because I am Mortal Golden Eternity.

5
I am the golden eternity in mortal animate form.

6
Strictly speaking, there is no me, because all is emptiness. I am empty, I am non-existent. All is bliss.

7
This truth law has no more reality than the world.

8
You are the golden eternity because there is no me and no you, only one golden eternity.

9
The Realizer. Entertain no imaginations whatever, for the thing is a no-thing. Knowing this then is Human Godhood.

10
This world is the movie of what everything is, it is one movie, made of the same stuff throughout, belonging to nobody, which is what everything is.

11
If we were not all the golden eternity we wouldnt be here. Because we are here we cant help being pure. To tell man to be pure on account of the punishing angel that punishes the bad and the rewarding angel that rewards the good would be like telling the water 'Be Wet'-Never the less, all things depend on supreme reality, which is already established as the record of Karma earned-fate.

12
God is not outside us but is just us, the living and the dead, the never-lived and never-died. That we should learn it only now, is supreme reality, it was written a long time ago in the archives of universal mind, it is already done, there's no more to do.

13
This is the knowledge that sees the golden eternity in all things, which is us, you, me, and which is no longer us, you, me.

14
What name shall we give it which hath no name, the common eternal matter of the mind? If we were to call it essence, some might think it meant perfume, or gold, or honey. It is not even mind. It is not even discussible, groupable into words; it is not even endless, in fact it is not even mysterious or inscrutably inexplicable; it is what is; it is that; it is this. We could easily call the golden eternity 'This.' But 'what's in a name?' asked Shakespeare. The golden eternity by another name would be as sweet. A Tathagata, a God, a Buddha by another name, an Allah, a Sri Krishna, a Coyote, a Brahma, a Mazda, a Messiah, an Amida, an Aremedeia, a Maitreya, a Palalakonuh, 1 2 3 4 5 6 7 8 would be as sweet. The golden eternity is X, the golden eternity is A, the golden eternity is /\, the golden eternity is O, the golden eternity is [ ], the golden eternity is t-h-e-g-o-l-d-e-n-e-t-e-r- n-i-t-y. In the beginning was the word; before the beginning, in the beginningless infinite neverendingness, was the essence. Both the word 'god' and the essence of the word, are emptiness. The form of emptiness which is emptiness having taken the form of form, is what you see and hear and feel right now, and what you taste and smell and think as you read this. Wait awhile, close your eyes, let your breathing stop three seconds or so, listen to the inside silence in the womb of the world, let your hands and nerve-ends drop, re-recognize the bliss you forgot, the emptiness and essence and ecstasy of ever having been and ever to be the golden eternity. This is the lesson you forgot.

15
The lesson was taught long ago in the other world systems that have naturally changed into the empty and awake, and are here now smiling in our smile and scowling in our scowl. It is only like the golden eternity pretending to be smiling and scowling to itself; like a ripple on the smooth ocean of knowing. The fate of humanity is to vanish into the golden eternity, return pouring into its hands which are not hands. The navel shall receive, invert, and take back what'd issued forth; the ring of flesh shall close; the personalities of long dead heroes are blank dirt.

16
The point is we're waiting, not how comfortable we are while waiting. Paleolithic man waited by caves for the realization of why he was there, and hunted; modern men wait in beautified homes and try to forget death and birth. We're waiting for the realization that this is the golden eternity.

17
It came on time.

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poem by Jack Kerouac
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The Loves of the Angels

'Twas when the world was in its prime,
When the fresh stars had just begun
Their race of glory and young Time
Told his first birth-days by the sun;
When in the light of Nature's dawn
Rejoicing, men and angels met
On the high hill and sunny lawn,-
Ere sorrow came or Sin had drawn
'Twixt man and heaven her curtain yet!
When earth lay nearer to the skies
Than in these days of crime and woe,
And mortals saw without surprise
In the mid-air angelic eyes
Gazing upon this world below.

Alas! that Passion should profane
Even then the morning of the earth!
That, sadder still, the fatal stain
Should fall on hearts of heavenly birth-
And that from Woman's love should fall
So dark a stain, most sad of all!

One evening, in that primal hour,
On a hill's side where hung the ray
Of sunset brightening rill and bower,
Three noble youths conversing lay;
And, as they lookt from time to time
To the far sky where Daylight furled
His radiant wing, their brows sublime
Bespoke them of that distant world-
Spirits who once in brotherhood
Of faith and bliss near ALLA stood,
And o'er whose cheeks full oft had blown
The wind that breathes from ALLA'S throne,
Creatures of light such as still play,
Like motes in sunshine, round the Lord,
And thro' their infinite array
Transmit each moment, night and day,
The echo of His luminous word!

Of Heaven they spoke and, still more oft,
Of the bright eyes that charmed them thence;
Till yielding gradual to the soft
And balmy evening's influence-
The silent breathing of the flowers-
The melting light that beamed above,
As on their first, fond, erring hours,-
Each told the story of his love,
The history of that hour unblest,
When like a bird from its high nest

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poem by Thomas Moore
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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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The House Of Dust: Part 04: 03: Palimpsest: A Deceitful Portrait

Well, as you say, we live for small horizons:
We move in crowds, we flow and talk together,
Seeing so many eyes and hands and faces,
So many mouths, and all with secret meanings,—
Yet know so little of them; only seeing
The small bright circle of our consciousness,
Beyond which lies the dark. Some few we know—
Or think we know. . . Once, on a sun-bright morning,
I walked in a certain hallway, trying to find
A certain door: I found one, tried it, opened,
And there in a spacious chamber, brightly lighted,
A hundred men played music, loudly, swiftly,
While one tall woman sent her voice above them
In powerful sweetness. . . .Closing then the door
I heard it die behind me, fade to whisper,—
And walked in a quiet hallway as before.
Just such a glimpse, as through that opened door,
Is all we know of those we call our friends. . . .
We hear a sudden music, see a playing
Of ordered thoughts—and all again is silence.
The music, we suppose, (as in ourselves)
Goes on forever there, behind shut doors,—
As it continues after our departure,
So, we divine, it played before we came . . .
What do you know of me, or I of you? . . .
Little enough. . . .We set these doors ajar
Only for chosen movements of the music:
This passage, (so I think—yet this is guesswork)
Will please him,—it is in a strain he fancies,—
More brilliant, though, than his; and while he likes it
He will be piqued . . . He looks at me bewildered
And thinks (to judge from self—this too is guesswork)

The music strangely subtle, deep in meaning,
Perplexed with implications; he suspects me
Of hidden riches, unexpected wisdom. . . .
Or else I let him hear a lyric passage,—
Simple and clear; and all the while he listens
I make pretence to think my doors are closed.
This too bewilders him. He eyes me sidelong
Wondering 'Is he such a fool as this?
Or only mocking?'—There I let it end. . . .
Sometimes, of course, and when we least suspect it—
When we pursue our thoughts with too much passion,
Talking with too great zeal—our doors fly open
Without intention; and the hungry watcher
Stares at the feast, carries away our secrets,
And laughs. . . .but this, for many counts, is seldom.
And for the most part we vouchsafe our friends,
Our lovers too, only such few clear notes

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poem by Conrad Potter Aiken
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The Debate Between Villon And His Heart

Who's that I hear?—It's me—Who?—Your heart
Hanging on by the thinnest thread
I lose all my strength, substance, and fluid
When I see you withdrawn this way all alone
Like a whipped cur sulking in the corner
Is it due to your mad hedonism?—
What's it to you?—I have to suffer for it—
Leave me alone—Why?—I'll think about it—
When will you do that?—When I've grown up—
I've nothing more to tell you—I'll survive without it—

What's your idea?—To be a good man—
You're thirty, for a mule that's a lifetime
You call that childhood?—No—Madness
Must have hold of you—By what, the halter?—
You don't know a thing—Yes I do—What?—Flies in milk
One's white, one's black, they're opposites—
That's all?—How can I say it better?
If that doesn't suit you I'll start over—
You're lost—Well I'll go down fighting—
I've nothing more to tell you—I'll survive without it—

I get the heartache, you the injury and pain
If you were just some poor crazy idiot
I'd be able to make excuses for you
You don't even care, all's one to you, foul or fair
Either your head's harder than a rock
Or you actually prefer misery to honor
Now what do you say to that?—
Once I'm dead I'll rise above it—
God, what comfort—What wise eloquence—
I've nothing more to tell you—I'll survive without it—

Why are you miserable?—Because of my miseries
When Saturn packed my satchel I think
He put in these troubles—That's mad
You're his lord and you talk like his slave
Look what Solomon wrote in his book
"A wise man" he says "has authority
Over the planets and their influence"—
I don't believe it, as they made me I'll be—
What are you saying?—Yes that's what I think—
I've nothing more to tell you—I'll survive without it—

Want to live?—God give me the strength—
It's necessary...—What is?—To feel remorse
Lots of reading—What kind?—Read for knowledge
Leave fools alone—I'll take your advice—
Or will you forget?—I've got it fixed in mind—
Now act before things go from bad to worse

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poem by François Villon
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The House Of Dust: Part 03: 10: Letter

From time to time, lifting his eyes, he sees
The soft blue starlight through the one small window,
The moon above black trees, and clouds, and Venus,—
And turns to write . . . The clock, behind ticks softly.

It is so long, indeed, since I have written,—
Two years, almost, your last is turning yellow,—
That these first words I write seem cold and strange.
Are you the man I knew, or have you altered?
Altered, of course—just as I too have altered—
And whether towards each other, or more apart,
We cannot say . . . I've just re-read your letter—
Not through forgetfulness, but more for pleasure—

Pondering much on all you say in it
Of mystic consciousness—divine conversion—
The sense of oneness with the infinite,—
Faith in the world, its beauty, and its purpose . . .
Well, you believe one must have faith, in some sort,
If one's to talk through this dark world contented.
But is the world so dark? Or is it rather
Our own brute minds,—in which we hurry, trembling,
Through streets as yet unlighted? This, I think.

You have been always, let me say, "romantic,"—
Eager for color, for beauty, soon discontented
With a world of dust and stones and flesh too ailing:
Even before the question grew to problem
And drove you bickering into metaphysics,
You met on lower planes the same great dragon,
Seeking release, some fleeting satisfaction,
In strange aesthetics . . . You tried, as I remember,
One after one, strange cults, and some, too, morbid,
The cruder first, more violent sensations,
Gorgeously carnal things, conceived and acted
With splendid animal thirst . . . Then, by degrees,—
Savoring all more delicate gradations

In all that hue and tone may play on flesh,
Or thought on brain,—you passed, if I may say so,
From red and scarlet through morbid greens to mauve.
Let us regard ourselves, you used to say,
As instruments of music, whereon our lives
Will play as we desire: and let us yield
These subtle bodies and subtler brains and nerves
To all experience plays . . . And so you went
From subtle tune to subtler, each heard once,
Twice or thrice at the most, tiring of each;
And closing one by one your doors, drew in
Slowly, through darkening labyrinths of feeling,

[...] Read more

poem by Conrad Potter Aiken
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Two Different Worlds

You know I dont understand why you treat me like this
Its almost like you feel like youre from two different worlds
well, we are todd I dont think so
You should have a listen to me right now
I can feel it now baby I can feel it now, I can feel that
Even though youre a queen and Im only a prince
I felt the magical between us ever since
The first time that I laid eyes on you
I want you to be my girl, so I can hold you
Caress you and let you know that I love you
And day by day my love grows
Heres where I stand, I gotta be your man
I dont care if were from two different worlds
But were from
Two different, two different, were from two different worlds
Two different, two different worlds
I dont understand the way you feel
But its just a dream and it could never be real
So face to face I cant love you
Were from two, different worlds
Two different, two different, were from two different worlds
Two different, two different worlds
Man things are different, birds and bees
Flowers and trees, you and me
But it really doesnt matter, it makes us stronger
Theres more to talk about, well be together longer
Trustin me, have faith in my love
It goes so deep, girl youre so sweet
As a matter of fact, I want you for my wife
Please be a part of my life
I cant believe you wont give up
Your love is strong but boy, so what so what
You cant love me, I cant love you
Were from two, different worlds it doesnt matter
Two different, two different two different,
Were from two different worlds i dont care
Two different so what two different worlds
It could never make a difference in my heart
it could never make a difference
Never could keep us apart
Hold on hold on who cares what the world is sayin?
i do my love goes so deep, mmm, baby hold on
I know baby, lets take it to the climax
Two different, two different two different so different
Were from two different worlds i dont care
Two different so what, two different worlds
So whats it gonna be, you wanna be with me?
I wanna be witchu, my love is true
All you gotta do is get into love
Its like a blessin in disguise, sent from up above

[...] Read more

song performed by LL Cool J
Added by Lucian Velea
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The Cyclops

SILENUS:
O Bacchus, what a world of toil, both now
And ere these limbs were overworn with age,
Have I endured for thee! First, when thou fled’st
The mountain-nymphs who nursed thee, driven afar
By the strange madness Juno sent upon thee;
Then in the battle of the Sons of Earth,
When I stood foot by foot close to thy side,
No unpropitious fellow-combatant,
And, driving through his shield my winged spear,
Slew vast Enceladus. Consider now,
Is it a dream of which I speak to thee?
By Jove it is not, for you have the trophies!
And now I suffer more than all before.
For when I heard that Juno had devised
A tedious voyage for you, I put to sea
With all my children quaint in search of you,
And I myself stood on the beaked prow
And fixed the naked mast; and all my boys
Leaning upon their oars, with splash and strain
Made white with foam the green and purple sea,--
And so we sought you, king. We were sailing
Near Malea, when an eastern wind arose,
And drove us to this waste Aetnean rock;
The one-eyed children of the Ocean God,
The man-destroying Cyclopses, inhabit,
On this wild shore, their solitary caves,
And one of these, named Polypheme. has caught us
To be his slaves; and so, for all delight
Of Bacchic sports, sweet dance and melody,
We keep this lawless giant’s wandering flocks.
My sons indeed on far declivities,
Young things themselves, tend on the youngling sheep,
But I remain to fill the water-casks,
Or sweeping the hard floor, or ministering
Some impious and abominable meal
To the fell Cyclops. I am wearied of it!
And now I must scrape up the littered floor
With this great iron rake, so to receive
My absent master and his evening sheep
In a cave neat and clean. Even now I see
My children tending the flocks hitherward.
Ha! what is this? are your Sicinnian measures
Even now the same, as when with dance and song
You brought young Bacchus to Althaea’s halls?

CHORUS OF SATYRS:

STROPHE:
Where has he of race divine

[...] Read more

poem by Percy Bysshe Shelley
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Again—his voice is at the door

663

Again—his voice is at the door—
I feel the old Degree—
I hear him ask the servant
For such an one—as me—

I take a flower—as I go—
My face to justify—
He never saw me—in this life—
I might surprise his eye!

I cross the Hall with mingled steps—
I—silent—pass the door—
I look on all this world contains—
Just his face—nothing more!

We talk in careless—and it toss—
A kind of plummet strain—
Each—sounding—shyly& mdash;
Just—how—deep—
The other's one—had been—

We walk—I leave my Dog—at home—
A tender—thoughtful Moon—
Goes with us—just a little way—
And—then—we are alone—

Alone—if Angels are "alone"—
First time they try the sky!
Alone—if those "veiled faces"—be—
We cannot count—on High!

I'd give—to live that hour—again—
The purple—in my Vein—
But He must count the drops—himself—
My price for every stain!

poem by Emily Dickinson
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Girlzilla

Baby Girl, Glamour Girl, Strawberry Girl struts
Candy Girl, Sexy Girl, Bossy Girl fuss
Gansta Girl, Dream Girl, Independent Girl shops
Virtuous Girl, Glitter Girl, Hot Girl pops
Cover Girl, Naughty Girl, Jazzy Girl sings
Phat Girl, Ghetto Girl, Bling Girl blings
Sassy Girl, Cool Girl, Girly Girl rocks
Mama's Girl, Daddy's Girl, Wild Girl stocks
Strong Girl, Sister Girl, Church Girl preach
Flower Girl, Black Girl, American Girl reach
Thick Girl, School Girl, Smart Girl moves
Bad Girl, Spoiled Girl, Bitchy Girl grooves
God's Girl, Quiet Girl, Sweet Girl blessed
Beautiful Girl, Young Girl, Talented Girl impressed
Prom Girl, City Girl, Business Girl works
Play Girl, Outgoing Girl, Dance Girl tworks
Lavish Girl, Promiscuous Girl, Anonymous Girl rolls
Country Girl, Island Girl, Bobby V's Girl controls

poem by Top Notch Glamorous Thick Chick
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Lara. A Tale

The Serfs are glad through Lara's wide domain,
And slavery half forgets her feudal chain;
He, their unhoped, but unforgotten lord--
The long self-exiled chieftain is restored:
There be bright faces in the busy hall,
Bowls on the board, and banners on the wall;
Far chequering o'er the pictured window, plays
The unwonted fagots' hospitable blaze;
And gay retainers gather round the hearth,
With tongues all loudness, and with eyes all mirth.

II.
The chief of Lara is return'd again:
And why had Lara cross'd the bounding main?
Left by his sire, too young such loss to know,
Lord of himself;--that heritage of woe,
That fearful empire which the human breast
But holds to rob the heart within of rest!--
With none to check, and few to point in time
The thousand paths that slope the way to crime;
Then, when he most required commandment, then
Had Lara's daring boyhood govern'd men.
It skills not, boots not, step by step to trace
His youth through all the mazes of its race;
Short was the course his restlessness had run,
But long enough to leave him half undone.

III.
And Lara left in youth his fatherland;
But from the hour he waved his parting hand
Each trace wax'd fainter of his course, till all
Had nearly ceased his memory to recall.
His sire was dust, his vassals could declare,
'Twas all they knew, that Lara was not there;
Nor sent, nor came he, till conjecture grew
Cold in the many, anxious in the few.
His hall scarce echoes with his wonted name,
His portrait darkens in its fading frame,
Another chief consoled his destined bride,
The young forgot him, and the old had died;
'Yet doth he live!' exclaims the impatient heir,
And sighs for sables which he must not wear.
A hundred scutcheons deck with gloomy grace
The Laras' last and longest dwelling-place;
But one is absent from the mouldering file,
That now were welcome to that Gothic pile.

IV.
He comes at last in sudden loneliness,
And whence they know not, why they need not guess;

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poem by Byron
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The Giaour

No breath of air to break the wave
That rolls below the Athenian's grave,
That tomb which, gleaming o'er the cliff
First greets the homeward-veering skiff
High o'er the land he saved in vain;
When shall such Hero live again?

Fair clime! where every season smiles
Benignant o'er those blesséd isles,
Which, seen from far Colonna's height,
Make glad the heart that hails the sight,
And lend to lonliness delight.
There mildly dimpling, Ocean's cheek
Reflects the tints of many a peak
Caught by the laughing tides that lave
These Edens of the Eastern wave:
And if at times a transient breeze
Break the blue crystal of the seas,
Or sweep one blossom from the trees,
How welcome is each gentle air
That waves and wafts the odours there!
For there the Rose, o'er crag or vale,
Sultana of the Nightingale,

The maid for whom his melody,
His thousand songs are heard on high,
Blooms blushing to her lover's tale:
His queen, the garden queen, his Rose,
Unbent by winds, unchilled by snows,
Far from winters of the west,
By every breeze and season blest,
Returns the sweets by Nature given
In soft incense back to Heaven;
And gratefu yields that smiling sky
Her fairest hue and fragrant sigh.
And many a summer flower is there,
And many a shade that Love might share,
And many a grotto, meant by rest,
That holds the pirate for a guest;
Whose bark in sheltering cove below
Lurks for the pasiing peaceful prow,
Till the gay mariner's guitar
Is heard, and seen the Evening Star;

Then stealing with the muffled oar,
Far shaded by the rocky shore,
Rush the night-prowlers on the prey,
And turns to groan his roudelay.
Strande—that where Nature loved to trace,
As if for Gods, a dwelling place,

[...] Read more

poem by Byron (1813)
Added by Veronica Serbanoiu
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The Giaour: A Fragment Of A Turkish Tale

No breath of air to break the wave
That rolls below the Athenian's grave,
That tomb which, gleaming o'er the cliff
First greets the homeward-veering skiff
High o'er the land he saved in vain;
When shall such Hero live again?

Fair clime! where every season smiles
Benignant o'er those blesséd isles,
Which, seen from far Colonna's height,
Make glad the heart that hails the sight,
And lend to lonliness delight.
There mildly dimpling, Ocean's cheek
Reflects the tints of many a peak
Caught by the laughing tides that lave
These Edens of the Eastern wave:
And if at times a transient breeze
Break the blue crystal of the seas,
Or sweep one blossom from the trees,
How welcome is each gentle air
That waves and wafts the odours there!
For there the Rose, o'er crag or vale,
Sultana of the Nightingale,

The maid for whom his melody,
His thousand songs are heard on high,
Blooms blushing to her lover's tale:
His queen, the garden queen, his Rose,
Unbent by winds, unchilled by snows,
Far from winters of the west,
By every breeze and season blest,
Returns the sweets by Nature given
In soft incense back to Heaven;
And gratefu yields that smiling sky
Her fairest hue and fragrant sigh.
And many a summer flower is there,
And many a shade that Love might share,
And many a grotto, meant by rest,
That holds the pirate for a guest;
Whose bark in sheltering cove below
Lurks for the pasiing peaceful prow,
Till the gay mariner's guitar
Is heard, and seen the Evening Star;
Then stealing with the muffled oar,
Far shaded by the rocky shore,
Rush the night-prowlers on the prey,
And turns to groan his roudelay.
Strande-that where Nature loved to trace,
As if for Gods, a dwelling place,
And every charm and grace hath mixed

[...] Read more

poem by Byron
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Fourth Book

THEY met still sooner. 'Twas a year from thence
When Lucy Gresham, the sick semptress girl,
Who sewed by Marian's chair so still and quick,
And leant her head upon the back to cough
More freely when, the mistress turning round,
The others took occasion to laugh out,–
Gave up a last. Among the workers, spoke
A bold girl with black eyebrows and red lips,–
'You know the news? Who's dying, do you think?
Our Lucy Gresham. I expected it
As little as Nell Hart's wedding. Blush not, Nell,
Thy curls be red enough without thy cheeks;
And, some day, there'll be found a man to dote
On red curls.–Lucy Gresham swooned last night,
Dropped sudden in the street while going home;
And now the baker says, who took her up
And laid her by her grandmother in bed,
He'll give her a week to die in. Pass the silk.
Let's hope he gave her a loaf too, within reach,
For otherwise they'll starve before they die,
That funny pair of bedfellows! Miss Bell,
I'll thank you for the scissors. The old crone
Is paralytic–that's the reason why
Our Lucy's thread went faster than her breath,
Which went too quick, we all know. Marian Erle!
Why, Marian Erle, you're not the fool to cry?
Your tears spoil Lady Waldemar's new dress,
You piece of pity!'
Marian rose up straight,
And, breaking through the talk and through the work,
Went outward, in the face of their surprise,
To Lucy's home, to nurse her back to life
Or down to death. She knew by such an act,
All place and grace were forfeit in the house,
Whose mistress would supply the missing hand
With necessary, not inhuman haste,
And take no blame. But pity, too, had dues:
She could not leave a solitary soul
To founder in the dark, while she sate still
And lavished stitches on a lady's hem
As if no other work were paramount.
'Why, God,' thought Marian, 'has a missing hand
This moment; Lucy wants a drink, perhaps.
Let others miss me! never miss me, God!'

So Marian sat by Lucy's bed, content
With duty, and was strong, for recompense,
To hold the lamp of human love arm-high
To catch the death-strained eyes and comfort them,
Until the angels, on the luminous side

[...] Read more

poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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Paradise Regained: The Second Book

Meanwhile the new-baptized, who yet remained
At Jordan with the Baptist, and had seen
Him whom they heard so late expressly called
Jesus Messiah, Son of God, declared,
And on that high authority had believed,
And with him talked, and with him lodged—I mean
Andrew and Simon, famous after known,
With others, though in Holy Writ not named—
Now missing him, their joy so lately found,
So lately found and so abruptly gone,
Began to doubt, and doubted many days,
And, as the days increased, increased their doubt.
Sometimes they thought he might be only shewn,
And for a time caught up to God, as once
Moses was in the Mount and missing long,
And the great Thisbite, who on fiery wheels
Rode up to Heaven, yet once again to come.
Therefore, as those young prophets then with care
Sought lost Eliah, so in each place these
Nigh to Bethabara—in Jericho
The city of palms, AEnon, and Salem old,
Machaerus, and each town or city walled
On this side the broad lake Genezaret,
Or in Peraea—but returned in vain.
Then on the bank of Jordan, by a creek,
Where winds with reeds and osiers whispering play,
Plain fishermen (no greater men them call),
Close in a cottage low together got,
Their unexpected loss and plaints outbreathed:—
"Alas, from what high hope to what relapse
Unlooked for are we fallen! Our eyes beheld
Messiah certainly now come, so long
Expected of our fathers; we have heard
His words, his wisdom full of grace and truth.
'Now, now, for sure, deliverance is at hand;
The kingdom shall to Israel be restored:'
Thus we rejoiced, but soon our joy is turned
Into perplexity and new amaze.
For whither is he gone? what accident
Hath rapt him from us? will he now retire
After appearance, and again prolong
Our expectation? God of Israel,
Send thy Messiah forth; the time is come.
Behold the kings of the earth, how they oppress
Thy Chosen, to what highth their power unjust
They have exalted, and behind them cast
All fear of Thee; arise, and vindicate
Thy glory; free thy people from their yoke!
But let us wait; thus far He hath performed—
Sent his Anointed, and to us revealed him

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poem by John Milton
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V. Count Guido Franceschini

Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!

[...] Read more

poem by Robert Browning from The Ring and the Book
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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.

[...] Read more

poem by Talile Ali
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Interim

The room is full of you!—As I came in
And closed the door behind me, all at once
A something in the air, intangible,
Yet stiff with meaning, struck my senses sick!—

Sharp, unfamiliar odors have destroyed
Each other room's dear personality.
The heavy scent of damp, funereal flowers,—
The very essence, hush-distilled, of Death—
Has strangled that habitual breath of home
Whose expiration leaves all houses dead;
And wheresoe'er I look is hideous change.
Save here. Here 'twas as if a weed-choked gate
Had opened at my touch, and I had stepped
Into some long-forgot, enchanted, strange,
Sweet garden of a thousand years ago
And suddenly thought, "I have been here before!"

You are not here. I know that you are gone,
And will not ever enter here again.
And yet it seems to me, if I should speak,
Your silent step must wake across the hall;
If I should turn my head, that your sweet eyes
Would kiss me from the door.—So short a time
To teach my life its transposition to
This difficult and unaccustomed key!—
The room is as you left it; your last touch—
A thoughtless pressure, knowing not itself
As saintly—hallows now each simple thing;
Hallows and glorifies, and glows between
The dust's grey fingers like a shielded light.

There is your book, just as you laid it down,
Face to the table,—I cannot believe
That you are gone!—Just then it seemed to me
You must be here. I almost laughed to think
How like reality the dream had been;
Yet knew before I laughed, and so was still.
That book, outspread, just as you laid it down!
Perhaps you thought, "I wonder what comes next,
And whether this or this will be the end";
So rose, and left it, thinking to return.

Perhaps that chair, when you arose and passed
Out of the room, rocked silently a while
Ere it again was still. When you were gone
Forever from the room, perhaps that chair,
Stirred by your movement, rocked a little while,
Silently, to and fro...

[...] Read more

poem by Edna St. Vincent Millay
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Gebir

FIRST BOOK.

I sing the fates of Gebir. He had dwelt
Among those mountain-caverns which retain
His labours yet, vast halls and flowing wells,
Nor have forgotten their old master's name
Though severed from his people here, incensed
By meditating on primeval wrongs,
He blew his battle-horn, at which uprose
Whole nations; here, ten thousand of most might
He called aloud, and soon Charoba saw
His dark helm hover o'er the land of Nile,
What should the virgin do? should royal knees
Bend suppliant, or defenceless hands engage
Men of gigantic force, gigantic arms?
For 'twas reported that nor sword sufficed,
Nor shield immense nor coat of massive mail,
But that upon their towering heads they bore
Each a huge stone, refulgent as the stars.
This told she Dalica, then cried aloud:
'If on your bosom laying down my head
I sobbed away the sorrows of a child,
If I have always, and Heaven knows I have,
Next to a mother's held a nurse's name,
Succour this one distress, recall those days,
Love me, though 'twere because you loved me then.'
But whether confident in magic rites
Or touched with sexual pride to stand implored,
Dalica smiled, then spake: 'Away those fears.
Though stronger than the strongest of his kind,
He falls-on me devolve that charge; he falls.
Rather than fly him, stoop thou to allure;
Nay, journey to his tents: a city stood
Upon that coast, they say, by Sidad built,
Whose father Gad built Gadir; on this ground
Perhaps he sees an ample room for war.
Persuade him to restore the walls himself
In honour of his ancestors, persuade -
But wherefore this advice? young, unespoused,
Charoba want persuasions! and a queen!'
'O Dalica!' the shuddering maid exclaimed,
'Could I encounter that fierce, frightful man?
Could I speak? no, nor sigh!'
'And canst thou reign?'
Cried Dalica; 'yield empire or comply.'
Unfixed though seeming fixed, her eyes downcast,
The wonted buzz and bustle of the court
From far through sculptured galleries met her ear;
Then lifting up her head, the evening sun
Poured a fresh splendour on her burnished throne-

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poem by Walter Savage Landor
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Lara

LARA. [1]

CANTO THE FIRST.

I.

The Serfs are glad through Lara's wide domain, [2]
And slavery half forgets her feudal chain;
He, their unhoped, but unforgotten lord —
The long self-exiled chieftain is restored:
There be bright faces in the busy hall,
Bowls on the board, and banners on the wall;
Far chequering o'er the pictured window, plays
The unwonted fagots' hospitable blaze;
And gay retainers gather round the hearth,
With tongues all loudness, and with eyes all mirth.

II.

The chief of Lara is return'd again:
And why had Lara cross'd the bounding main?
Left by his sire, too young such loss to know,
Lord of himself; — that heritage of woe,
That fearful empire which the human breast
But holds to rob the heart within of rest! —
With none to check, and few to point in time
The thousand paths that slope the way to crime;
Then, when he most required commandment, then
Had Lara's daring boyhood govern'd men.
It skills not, boots not, step by step to trace
His youth through all the mazes of its race;
Short was the course his restlessness had run,
But long enough to leave him half undone.

III.

And Lara left in youth his fatherland;
But from the hour he waved his parting hand
Each trace wax'd fainter of his course, till all
Had nearly ceased his memory to recall.
His sire was dust, his vassals could declare,
'Twas all they knew, that Lara was not there;
Nor sent, nor came he, till conjecture grew
Cold in the many, anxious in the few.
His hall scarce echoes with his wonted name,
His portrait darkens in its fading frame,
Another chief consoled his destined bride,
The young forgot him, and the old had died;
"Yet doth he live!" exclaims the impatient heir,
And sighs for sables which he must not wear.

[...] Read more

poem by Byron
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