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Indian Independence Day Prayer

Greetings on India's 66th
Independence day
On the occasion, I pray

For peace and prosperity of India,
For sovereignty of India,
For better economy,
For people's true autonomy,
For wellness of her citizens,
For rejoice of all Indians

I pray for:

Freedom from inequalities,
Freedom from injustice and poverty
Freedom from scams and scandals
Freedom from classification of people
Freedom from dirty politics.
Protection of human rights,

Better law and order situation,
fearless, safe, healthy, happy all Indians.

poem by S.D. Tiwari
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Jubilate Agno: Fragment B, Part 2

LET PETER rejoice with the MOON FISH who keeps up the life in the waters by night.

Let Andrew rejoice with the Whale, who is array'd in beauteous blue and is a combination of bulk and activity.

Let James rejoice with the Skuttle-Fish, who foils his foe by the effusion of his ink.

Let John rejoice with Nautilus who spreads his sail and plies his oar, and the Lord is his pilot.

Let Philip rejoice with Boca, which is a fish that can speak.

Let Bartholomew rejoice with the Eel, who is pure in proportion to where he is found and how he is used.

Let Thomas rejoice with the Sword-Fish, whose aim is perpetual and strength insuperable.

Let Matthew rejoice with Uranoscopus, whose eyes are lifted up to God.

Let James the less, rejoice with the Haddock, who brought the piece of money for the Lord and Peter.

Let Jude bless with the Bream, who is of melancholy from his depth and serenity.

Let Simon rejoice with the Sprat, who is pure and innumerable.

Let Matthias rejoice with the Flying-Fish, who has a part with the birds, and is sublimity in his conceit.

Let Stephen rejoice with Remora -- The Lord remove all obstacles to his glory.

Let Paul rejoice with the Scale, who is pleasant and faithful!, like God's good ENGLISHMAN.

Let Agrippa, which is Agricola, rejoice with Elops, who is a choice fish.

Let Joseph rejoice with the Turbut, whose capture makes the poor fisher-man sing.

Let Mary rejoice with the Maid -- blessed be the name of the immaculate CONCEPTION.

Let John, the Baptist, rejoice with the Salmon -- blessed be the name of the Lord Jesus for infant Baptism.

Let Mark rejoice with the Mullet, who is John Dore, God be gracious to him and his family.

Let Barnabus rejoice with the Herring -- God be gracious to the Lord's fishery.

Let Cleopas rejoice with the Mackerel, who cometh in a shoal after a leader.

Let Abiud of the Lord's line rejoice with Murex, who is good and of a precious tincture.

Let Eliakim rejoice with the Shad, who is contemned in his abundance.

Let Azor rejoice with the Flounder, who is both of the sea and of the river,

Let Sadoc rejoice with the Bleak, who playeth upon the surface in the Sun.

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poem by Christopher Smart
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Jubilate Agno: Fragment B, Part 1

Let Elizur rejoice with the Partridge, who is a prisoner of state and is proud of his keepers.

Let Shedeur rejoice with Pyrausta, who dwelleth in a medium of fire, which God hath adapted for him.

Let Shelumiel rejoice with Olor, who is of a goodly savour, and the very look of him harmonizes the mind.

Let Jael rejoice with the Plover, who whistles for his live, and foils the marksmen and their guns.

Let Raguel rejoice with the Cock of Portugal -- God send good Angels to the allies of England!

Let Hobab rejoice with Necydalus, who is the Greek of a Grub.

Let Zurishaddai with the Polish Cock rejoice -- The Lord restore peace to Europe.

Let Zuar rejoice with the Guinea Hen -- The Lord add to his mercies in the WEST!

Let Chesed rejoice with Strepsiceros, whose weapons are the ornaments of his peace.

Let Hagar rejoice with Gnesion, who is the right sort of eagle, and towers the highest.

Let Libni rejoice with the Redshank, who migrates not but is translated to the upper regions.

Let Nahshon rejoice with the Seabreese, the Lord give the sailors of his Spirit.

Let Helon rejoice with the Woodpecker -- the Lord encourage the propagation of trees!

Let Amos rejoice with the Coote -- prepare to meet thy God, O Israel.

Let Ephah rejoice with Buprestis, the Lord endue us with temperance and humanity, till every cow have her mate!

Let Sarah rejoice with the Redwing, whose harvest is in the frost and snow.

Let Rebekah rejoice with Iynx, who holds his head on one side to deceive the adversary.

Let Shuah rejoice with Boa, which is the vocal serpent.

Let Ehud rejoice with Onocrotalus, whose braying is for the glory of God, because he makes the best musick in his power.

Let Shamgar rejoice with Otis, who looks about him for the glory of God, and sees the horizon compleat at once.

Let Bohan rejoice with the Scythian Stag -- he is beef and breeches against want and nakedness.

Let Achsah rejoice with the Pigeon who is an antidote to malignity and will carry a letter.

Let Tohu rejoice with the Grouse -- the Lord further the cultivating of heaths and the peopling of deserts.

Let Hillel rejoice with Ammodytes, whose colour is deceitful and he plots against the pilgrim's feet.

Let Eli rejoice with Leucon -- he is an honest fellow, which is a rarity.

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poem by Christopher Smart
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Through the eyes of a Field Coronet (Epic)

Introduction

In the kaki coloured tent in Umbilo he writes
his life’s story while women, children and babies are dying,
slowly but surely are obliterated, he see how his nation is suffering
while the events are notched into his mind.

Lying even heavier on him is the treason
of some other Afrikaners who for own gain
have delivered him, to imprisonment in this place of hatred
and thoughts go through him to write a book.

Prologue

The Afrikaner nation sprouted
from Dutchmen,
who fought decades without defeat
against the super power Spain

mixed with French Huguenots
who left their homes and belongings,
with the revocation of the Edict of Nantes.
Associate this then with the fact

that these people fought formidable
for seven generations
against every onslaught that they got
from savages en wild animals

becoming marksmen, riding
and taming wild horses
with one bullet per day
to hunt a wild antelope,

who migrated right across the country
over hills in mass protest
and then you have
the most formidable adversary
and then let them fight

in a natural wilderness
where the hunter,
the sniper and horseman excels
and any enemy is at a lost.

Let them then also be patriotic
into their souls,
believe in and read
out of the word of God

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poem by Gert Strydom
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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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Wake! Asia! Wake! (Part One)

Part One

It is night yet in the West
and the planes land between listlessly burning tarmac lamps
stealthy fingers scurrying through diadems of neons halogens and amber
Wake! O! Asia! Wake!

The cowherds' bare blistered feet already trample yesterday's dust into mud
and cartwheels strain in crusted fissures where rains only once or twice fell
while dreams fester in cosy centrally-heated silken beds in luxury flats
Wake! O! Asia! Wake!

Tomorrow is yesteryear's planned strikes
buses trains taxis office machines lie soundlessly asleep
and will not wake until the battle over psychic comfort comes to an end
Wake! O! Asia! Wake!

For You there is no respite no pause
no tea-breaks with cheese biscuits or croissants
there's only the last container to crane over the dock in unpaid overtime
Wake! O! Asia! Wake!

Your eyes will hurt in the twilight's hazy glimmer
no time to brush your teeth nor shave in hot and cold running water
nor the right to flush a toilet nor heedlessly course through in cosy tubes to work
Wake! O! Asia! Wake!

The sirens rave through boulevards in broad night-light
rushing hypertensic cardiac cases from their delight-full beds
cholestrol and diabetic cane sugar within reach of every child in supermarkets
Wake! O! Asia! Wake!

Let those who succeeded their former masters
sip their sweet sweatless porto before the hors-d'oeuvres
and flap their tabliers hiding their secret shame under cabalistic arms
Wake! O! Asia! Wake!

Wake! there's little time left for your own bickering differences to fester
the dawn signals the tasks that lie ahead unfinished
and the carrion hunters trained in their old master's image club together
Wake! O! Asia! Wake!

Wake! and see the extent to which you're still enslaved
enslaved by your own kind who hanker after conditioning platitudes
the clubby comfort of secretly oath-taking power cliques
Wake! O! Asia! Wake!

Remember! Remember Haidar Ali his son Tipu and Akbar
remember Sivaji and Chandra Bose and Kattapomman and Asoka
remember O! remember the one and only Mahatma

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poem by T. Wignesan
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Peace

Peace (it's what I prayer for)
Peace (oh my)
Peace
Peace (all around the world)
Peace (it's what I pray for)
Peace (oh my)
Peace
Peace (hurry)
Come on in this house children
The war has started
Light the candles right now
It's about to be darkness, oh yeah
There's no telling when the sun will shine again, no
When it's over there's a question asked
Who wins? Who wins?
Spirit (ooh)
Through the land (ooh)
Spirit of peace (ooh)
Oh yeah (ooh)
Spirit move (ooh)
Oh move (ooh)
Oh yeah (ooh)
Heaven send down (ooh)
Peace (it's what I prayer for)
Peace (oh my)
Peace
Peace (all around the world)
Peace (it's what I pray for)
Peace (oh my)
Peace
Peace (hurry)
Turn your head, close your eyes
There's people out there dying, oh
With so much wealth in the land
Why is this thing staving? Oh
As I look over this place
There's so much hatred
If I could I'd pack my bags
And hitch hike to heaven, yeah
Spirit move (ooh)
Oh move (ooh)
Spirit move (ooh)
All through the land (ooh)
Won't you move (ooh)
Oh move, oh move, oh move (ooh)
Oh move, yeah (ooh)
This is what I prayer for (ooh)
Peace (for peace)
Peace (all around the world)
Peace (whoa)

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song performed by R. Kelly
Added by Lucian Velea
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Canto the First

I
I want a hero: an uncommon want,
When every year and month sends forth a new one,
Till, after cloying the gazettes with cant,
The age discovers he is not the true one;
Of such as these I should not care to vaunt,
I'll therefore take our ancient friend Don Juan—
We all have seen him, in the pantomime,
Sent to the devil somewhat ere his time.

II
Vernon, the butcher Cumberland, Wolfe, Hawke,
Prince Ferdinand, Granby, Burgoyne, Keppel, Howe,
Evil and good, have had their tithe of talk,
And fill'd their sign posts then, like Wellesley now;
Each in their turn like Banquo's monarchs stalk,
Followers of fame, "nine farrow" of that sow:
France, too, had Buonaparté and Dumourier
Recorded in the Moniteur and Courier.

III
Barnave, Brissot, Condorcet, Mirabeau,
Petion, Clootz, Danton, Marat, La Fayette,
Were French, and famous people, as we know:
And there were others, scarce forgotten yet,
Joubert, Hoche, Marceau, Lannes, Desaix, Moreau,
With many of the military set,
Exceedingly remarkable at times,
But not at all adapted to my rhymes.

IV
Nelson was once Britannia's god of war,
And still should be so, but the tide is turn'd;
There's no more to be said of Trafalgar,
'T is with our hero quietly inurn'd;
Because the army's grown more popular,
At which the naval people are concern'd;
Besides, the prince is all for the land-service,
Forgetting Duncan, Nelson, Howe, and Jervis.

V
Brave men were living before Agamemnon
And since, exceeding valorous and sage,
A good deal like him too, though quite the same none;
But then they shone not on the poet's page,
And so have been forgotten:—I condemn none,
But can't find any in the present age
Fit for my poem (that is, for my new one);
So, as I said, I'll take my friend Don Juan.

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poem by Byron from Don Juan (1824)
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Tom Zart's 52 Best Of The Rest America At War Poems

SONS AND DAUGHTERS OF WORLD WAR III

The White House
Washington
Tom Zart's Poems

March 16,2007
Ms. Lillian Cauldwell
President and Chief Executive Officer
Passionate Internet Voices Radio
Ann Arbor Michigan

Dear Lillian:
Number 41 passed on the CDs from Tom Zart. Thank you for thinking of me. I am thankful for your efforts to honor our brave military personnel and their families. America owes these courageous men and women a debt of gratitude, and I am honored to be the commander in chief of the greatest force for freedom in the history of the world.
Best Wishes.

Sincerely,

George W. Bush

SONS AND DAUGHTERS OF WORLD WAR III

Our sons and daughters serve in harm's way
To defend our way of life.
Some are students, some grandparents
Many a husband or wife.

They face great odds without complaint
Gambling life and limb for little pay.
So far away from all they love
Fight our soldiers for whom we pray.

The plotters and planners of America's doom
Pledge to murder and maim all they can.
From early childhood they are taught
To kill is to become a man.

They exploit their young as weapons of choice
Teaching in heaven, virgins will await.
Destroying lives along with their own
To learn of their falsehoods too late.

The fearful cry we must submit
And find a way to soothe them.
Where defenders worry if we stand down
The future for America is grim.

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poem by Tom Zart
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Gotham - Book I

Far off (no matter whether east or west,
A real country, or one made in jest,
Nor yet by modern Mandevilles disgraced,
Nor by map-jobbers wretchedly misplaced)
There lies an island, neither great nor small,
Which, for distinction sake, I Gotham call.
The man who finds an unknown country out,
By giving it a name, acquires, no doubt,
A Gospel title, though the people there
The pious Christian thinks not worth his care
Bar this pretence, and into air is hurl'd
The claim of Europe to the Western world.
Cast by a tempest on the savage coast,
Some roving buccaneer set up a post;
A beam, in proper form transversely laid,
Of his Redeemer's cross the figure made--
Of that Redeemer, with whose laws his life,
From first to last, had been one scene of strife;
His royal master's name thereon engraved,
Without more process the whole race enslaved,
Cut off that charter they from Nature drew,
And made them slaves to men they never knew.
Search ancient histories, consult records,
Under this title the most Christian lords
Hold (thanks to conscience) more than half the ball;
O'erthrow this title, they have none at all;
For never yet might any monarch dare,
Who lived to Truth, and breathed a Christian air,
Pretend that Christ, (who came, we all agree,
To bless his people, and to set them free)
To make a convert, ever one law gave
By which converters made him first a slave.
Spite of the glosses of a canting priest,
Who talks of charity, but means a feast;
Who recommends it (whilst he seems to feel
The holy glowings of a real zeal)
To all his hearers as a deed of worth,
To give them heaven whom they have robb'd of earth;
Never shall one, one truly honest man,
Who, bless'd with Liberty, reveres her plan,
Allow one moment that a savage sire
Could from his wretched race, for childish hire,
By a wild grant, their all, their freedom pass,
And sell his country for a bit of glass.
Or grant this barbarous right, let Spain and France,
In slavery bred, as purchasers advance;
Let them, whilst Conscience is at distance hurl'd,
With some gay bauble buy a golden world:
An Englishman, in charter'd freedom born,
Shall spurn the slavish merchandise, shall scorn

[...] Read more

poem by Charles Churchill
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Custer

BOOK FIRST.

I.

ALL valor died not on the plains of Troy.
Awake, my Muse, awake! be thine the joy
To sing of deeds as dauntless and as brave
As e'er lent luster to a warrior's grave.
Sing of that noble soldier, nobler man,
Dear to the heart of each American.
Sound forth his praise from sea to listening sea-
Greece her Achilles claimed, immortal Custer, we.

II.

Intrepid are earth's heroes now as when
The gods came down to measure strength with men.
Let danger threaten or let duty call,
And self surrenders to the needs of all;
Incurs vast perils, or, to save those dear,
Embraces death without one sigh or tear.
Life's martyrs still the endless drama play
Though no great Homer lives to chant their worth to-day.

III.

And if he chanted, who would list his songs,
So hurried now the world's gold-seeking throngs?
And yet shall silence mantle mighty deeds?
Awake, dear Muse, and sing though no ear heeds!
Extol the triumphs, and bemoan the end
Of that true hero, lover, son and friend
Whose faithful heart in his last choice was shown-
Death with the comrades dear, refusing flight alone.

IV.

He who was born for battle and for strife
Like some caged eagle frets in peaceful life;
So Custer fretted when detained afar
From scenes of stirring action and of war.
And as the captive eagle in delight,
When freedom offers, plumes himself for flight
And soars away to thunder clouds on high,
With palpitating wings and wild exultant cry,

V.

So lion-hearted Custer sprang to arms,
And gloried in the conflict's loud alarms.

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poem by Ella Wheeler Wilcox
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Happy Independence Day

Blow up them firecrackers.
Light up the sky.
Because it's Happy Independence Day.
I've been meaning to say..

Happy, Happy, Happy, Happy, Happy, Happy, Happy, Happ..
Happy Independence Day, Happy Independence Day.
Happy Independence Day.Happy Independence Day.

Sparklers glowing.Stars and stripes showing.
Nothing but happy people.Celebrating the Fourth Of July.
The birth of our country.The birth of our flag.
Because our founding fathers.Always wanted it this way.

Happy, Happy, Happy, Happy, Happy, Happy, Happy, Happ..
Happy Independence Day.Happy Independence Day.
Happy Independence Day.Happy Independence Day.

Fifty stars and thirteen stripes.
The flag still flies.The American way.
Old Glory's the name.Old Glory's the same.
Join with the crowd, for the American dream.

So blow up them firecrackers.
Light up the sky.
Because it's Happy Independence Day.
I've been meaning to say.

Happy, Happy, Happy, Happy, Happy, Happy, Happy, Happ..
Happy Independence Day.Happy Independence Day.
Happy Independence Day.Happy Independence Day.

Independence Day-Song Poetry By Kim Robin Edwards
Copyright 2006,2009..
ALL rights reserved..

Note; This wonderful Song-Poem was written on the Fourth Of July,
in the year 2006..

poem by Kim Robin Edwards
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Universal Freedom Is......

Freedom from hunger and freedom from pain
freedom from loss and so freedom from gain.
Freedom to give and freedom to share
freedom from want and that of despair.

Freedom to think and freedom to know
freedom to achieve and freedom to grow.
Freedom from bondage and freedom of liberation
freedom from ignorance and any unknown situation.

Freedom to come and freedom to leave
freedom to stay and freedom to conceive.
Freedom from struggle and freedom of ease
freedom to enjoy and the capacity to please.

Freedom from failure and freedom of success
freedom from denial and freedom of access.
Freedom from illusion and freedom of reality
freedom to become what we are in actuality.

Freedom to live and freedom to die
freedom to laugh and freedom to cry.
Freedom to speak and freedom to listen
freedom to act based on a wise decision.

Freedom from hate and freedom of love
freedom of below and freedom of above.
Freedom of the past and freedom of the present
freedom of the future and what it can represent.

Freedom from war and freedom of peace
freedom to begin and freedom to cease.
Freedom from sickness and freedom of health
freedom from poverty and mishandled wealth.

Freedom from wrong and freedom being right
freedom of the day and freedom of the night.
Freedom to choose and freedom to reject
freedom to imagine what there is to expect.

Freedom from lust and freedom from greed
freedom from anger and freedom from breed.
Freedom from jealousy and freedom from pride
freedom from within and freedom from outside.
Freedom of always not having anything to hide.

Freedom from space and also freedom from time
freedom from attachment and freedom from crime
Freedom to work and freedom to play
freedom to believe and freedom to pray.

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poem by George Krokos
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India

India, India, India
India, India, clarified butter from the holy cow
India, India, India
I'm a pauper bereft of spiritual vision
Looking for a guru such a decision
India, India, India
Clarified butter from the holy cow
India, India, India
I'm a conscious consumer
but there's nothing to consume
Lotus flowers are still in bloom in
India, India, India
India, India, clarified butter from the holy cow
India, India, India
India, India
India, India

song performed by X-Ray Spex
Added by Lucian Velea
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Sixtieth Independence Day Celebrations of India (a)

We plan to put a man on moon!
And this could happen pretty soon:
If Indians will stay united,
Our dreams can lift off, ignited!

We have the skills and brains as well;
Let’s persevere always like hell;
Our country vast has problems much;
Our leaders can give ‘magic-touch’!

More Indian brains are being drained;
Our ties with neighbors are quite strained;
Let’s weed the terror-menace out;
Our motherland is great, sans doubt!

With more women at India’s helm,
So nigh is economic boom;
Let’s hit accord in nuclear club,
Avoiding global friction, rub.

If selection is through merit,
The nation will sure, benefit;
Let Indians work with diligence,
From Sixtieth Independence.

Let’s build more shelters for homeless;
Let’s treat the sick with love, kindness;
Let’s guard our children and women;
Let’s turn our motherland, Heaven!

Let’s wipe out poverty ’mongst us;
Let’s clothe our people with good dress;
Let’s feed the hungry millions well,
By concerted efforts, that tell.

Let ryots farm the Indian way;
Let scientists give the final say;
Let’s share with poor all excess lands;
The future lies in our own hands.

Let’s tend sick elderly persons;
Let’s not give excuses, reasons;
Let’s hoist the Tricolor atop
All Indian homes and every shop!

When Bhudia Singh had run long- miles!
And Sania beat top tennis-seeds;
When Shashi fought for UN seat,
And Manmohan clinched nuclear deal…

[...] Read more

poem by John Celes
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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,

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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We’re Indians First and Lastly!

We’re Indians firstly!
And that’s the way, we’re known all o’er the globe;
And that is what we tell the world around;
This is our primary identity.

We’re Indians firstly!
We may belong to any state by birth;
Then come our language, creed, community;
We’re Indians primarily!

We’re Indians firstly!
United are we by the tricolor;
The soil is one, though states be many;
We’re Indians basically!

We’re proud of our rich our Indian heritage;
Our thirst is quenched by rivers of India;
Our hunger is appeased by crops grown here;
We’re Indians first and ultimately!

Let none dare try to sow seeds of discord;
The Indian’s free to live in any state;
When asked, let always be our reply,
‘We’re Indians firstly!

God gave one sun and moon to all of us;
We live under the sky, our common roof;
We enjoy freedom got by same ‘Struggle’!
We’re Indians all, firstly!

We’re Indians firstly!
Our patriotism is Indianness;
Our pride’s in being born as Indians;
We’re Indians first and lastly!

All Indians are our brothers and sisters;
We love our fellowmen as our brethren;
Same blood of oneness flows within us all;
We’re Indians first, always, ultimately!

‘Jai Hind! Jai Bharat! Jai bharatiya! Jai bharatvaasi!

Copyright by Dr John Celes 6-2-2010

poem by John Celes
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Peace Came

When peace came,
I showered under streaming light
- Silent, settling -
Effectuating over all -
The reassurance drunk
From Mother Nature's breast.

And rays channeled through
The greys of ancient gloom
That paste the hopelessness of
Dying on the battlefield or

The losing out upon a risk
In love;

Byes to precious life
(A husband, child, a wife) :

Or failure:
Crashed careers; bleak depression,
The fallen - ruined, spurned -
Covered in veneers of rasping blight.

When peace came, a gate begged
A gentle path inviting me to
Stroll through verdant fields of spring,
Bristling with a bouncing life
Of colour; flowers cheering to
The air ‘We have a chance in nature! '

When peace came, my addled head was
Reconciling, airing, ringing true -
The sense of crushing pressure dead;
Instead, I flamed a faith anew!

When peace came, I saw our youth
Inside a multicultural womb; our
Death was pointing to a proud
And glorious tomb engraved with words of
Freedom for the soul that was when
Once a body whence it thrived.

When peace came, there happened you -
A fragrance dancing ‘gainst a new and
Frightened innocence of beauty
- Eyes ready; slender arms of care -
A tender skin to be caressed.

And we were blessed by starting fresh
In rhythms of pervading warmth;

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poem by Mark R Slaughter
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Chain of love and peace

One moment of love and peace,
Several moments of love and peace, it can make.

Several moments of love and peace,
One minute of love and peace, it can make.

One minute of love and peace,
Several minutes of love and peace, it can make.

Several minutes of love and peace,
One hour of love and peace, it can make.

One hour of love and peace,
Several hours of love and peace, it can make.

One hour of love and peace,
Several hours of love and peace, it can make.

Several hours of love and peace,
One day of love and peace, it can make.

One day of love and peace,
Several days of love and peace, it can make.

Several days of love and peace,
One week of love and peace, it can make.

One week of love and peace,
Several weeks of love and peace, it can make.

Several weeks of love and peace,
One month of love and peace, it can make.

One month of love and peace,
Several months of love and peace, it can make.
Several months of love and peace,
One year of love and peace, it can make

One year of love and peace,
Several years of love and peace, it can make

Several years of love and peace,
One life of love and peace, it can make

One life of love and peace,
Several lives of love and peace, it can make

Several lives of love and peace,
One family of love and peace, it can make

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poem by Lino Jones
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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)
Added by Veronica Serbanoiu
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0374 Seasonal greetings to...

In the spirit of the season
I'm working on a big-hearted,
multi-faith, inter-faith, lack-of-faith
religiously correct yet thinking outside the box (6 x 2)
all-inclusive but not syrupy or anodyne
seasonal greetings card
(or will the mention of season
offend non-seasonalists?)

here's the draft but no doubt
it'll draw comment.. feel free..

Seasonal greetings to All whom
I usually ignore:

Greetings to all our enemies -
please don't abandon your principles, I'm not asking that, but
can we draw a little nearer this year?

Greetings to all pagans -
we all would like to pop round for a merry drink or two and a hug
but can we do it indoors? Merry
mistletoe, etc. - wrap up well!

Greetings to all atheists -
enjoy your year all the more since
there's no One to thank except possibly
Intelligent Design?

Greetings to all agnostics -
should I hope that this year is
the year you make that big decision and
leap that big leap off
the fence of fierce, barbed intelligence - or
will life be the duller for it, for you?

Greetings to all humanists -
hope you feel really human all year and
don't lose faith in humanity, and please
spread it around especially
among those who have an over-developed
sense of sin...you could put the fun back in
fun-damentalist..

Greetings to all bah-humbugs -
who have better reason each year
to condemn the commercialisation
of the season - take the phone off,
disconnent the intercom at the door,
and have a really good time to yourself which

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poem by Michael Shepherd
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