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To Go Or Not To Go.

There's a fun fair
on the bombsite

off Meadow Row
you told Fay

that Friday
on the way home

from school
and she said

I can only come
if my daddy's out

he thinks
all such things

are sinful
and if he

caught me there
he'd beat me for sure

Ok
you said

and let it dropp
and walked on

beside her
the afternoon heat

making you sweat
and then she said

I will try
to come if I can

and she looked sad
and her pale features

seemed even paler
and her eyes searched you

and you said
I hope you can

but if not another time
when the fair returns

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poem by Terry Collett
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The House Of Dust: Complete

I.

The sun goes down in a cold pale flare of light.
The trees grow dark: the shadows lean to the east:
And lights wink out through the windows, one by one.
A clamor of frosty sirens mourns at the night.
Pale slate-grey clouds whirl up from the sunken sun.

And the wandering one, the inquisitive dreamer of dreams,
The eternal asker of answers, stands in the street,
And lifts his palms for the first cold ghost of rain.
The purple lights leap down the hill before him.
The gorgeous night has begun again.

'I will ask them all, I will ask them all their dreams,
I will hold my light above them and seek their faces.
I will hear them whisper, invisible in their veins . . .'
The eternal asker of answers becomes as the darkness,
Or as a wind blown over a myriad forest,
Or as the numberless voices of long-drawn rains.

We hear him and take him among us, like a wind of music,
Like the ghost of a music we have somewhere heard;
We crowd through the streets in a dazzle of pallid lamplight,
We pour in a sinister wave, ascend a stair,
With laughter and cry, and word upon murmured word;
We flow, we descend, we turn . . . and the eternal dreamer
Moves among us like light, like evening air . . .

Good-night! Good-night! Good-night! We go our ways,
The rain runs over the pavement before our feet,
The cold rain falls, the rain sings.
We walk, we run, we ride. We turn our faces
To what the eternal evening brings.

Our hands are hot and raw with the stones we have laid,
We have built a tower of stone high into the sky,
We have built a city of towers.

Our hands are light, they are singing with emptiness.
Our souls are light; they have shaken a burden of hours . . .
What did we build it for? Was it all a dream? . . .
Ghostly above us in lamplight the towers gleam . . .
And after a while they will fall to dust and rain;
Or else we will tear them down with impatient hands;
And hew rock out of the earth, and build them again.

II.

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poem by Conrad Potter Aiken
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Daddy, Daddy, Daddy

Oh, its daddy, daddy, daddy, its daddy, daddy, all the time.
Lord, thats daddy, daddy, daddy, daddy, daddy, all the time.
If Im awake or if Im dreamin lord, my daddy daddys on my mind.
Well, I brag bout my daddy to all the women that I see
Yeah, I brag bout my daddy to all the women that I see
Never say those damn women lord, theyre tryin to steal my daddy away from me.
Thats my daddy, daddy, daddy, lord, its daddy, daddy, all the time.
Thats my daddy, daddy, daddy, daddy, daddy, all the time
If Im awake or just dreamin lord, daddy daddys on my mind.
Well, if your daddy likes walkin, honey, walks five miles a day.
Yeah, if your daddy likes walkin, walks five miles a day
No matter what he wants, child, he walks off far way.
Oh, its daddy, daddy, daddy, lord, its daddy, daddy, all the time.
Its my daddy, daddy, daddy, daddy, daddy, all the time.
If Im awake or if Im dreamin lord, daddy daddys on my mind.
Well, I got a lovin daddy, treats me like a daddy should.
Yeah, I got a lovin daddy, treats me like a daddy should.
You know he kisses me at bed time, gives me candy when Im good.
Oh, its daddy, daddy, daddy, lord, its daddy, daddy, all the time.
Lord, its daddy, daddy, daddy, daddy, daddy, all the time.
If Im awake or if Im dreamin lord, my daddy daddys on my mind.

song performed by Janis Joplin
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Daddy Pop

Oh daddy
Oooh, sock it to me
See my brother talkin plently head
Steady wishin he could sleep in your bed
Steady wishin he was in your car
Just a steady wishin that he was who you are
Pop daddy - daddy pop
Brother steady talkin while
The girlies steady hop
Pop daddy - daddy pop
Punchin in the rock and roll clock (oh daddy)
See all the people wonder why
You set your goals high - high as the sky
See the people runnin from the truth
Livin in the past
When they need to be livin the new
Pop daddy (oh yeah) - daddy pop
Brother steady talkin while
The girlies steady hop
Pop daddy - daddy pop
Punchin in the rock and roll clock
Pop - daddy pop
Pop - punchin in the rock and roll clock
Talk, guitar, talk
(oh daddy)
Daddy pop is the writer and love is the book
U better look it over before you overlook
One - oh daddy
Two - oh yeah
Three - ooo, sock it to me
Four - oh (come on), your the best
See all my critics wastin time
Worryin about the daddy while he beat you blind
Get your life together - stop your cryin
Whenever you say that you cant -
Thats when you need to be tryin
Pop daddy - daddy pop (oh daddy)
Brother steady talkin while (steady, steady, steady)
The girlies steady hop
Pop daddy - daddy pop
Punchin in the rock and roll clock (punchin in... punchin in)
What kind of fool is this, that thinks daddy will miss
What kind of boy would dis, a list, as long as his-tory itself
I got grooves and grooves up on the shelf (oh daddy)
Deep purple concord jams (oh yeah)
This party I will slam (I dont think)
I dont think you understand (sock it to me)
Whatever you cant do - daddy can
The one and only daddy pop
(oh daddy) one and only - daddy pop

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song performed by Prince
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Daddy Rolling Stone

Girl you think youve had loving,
Girl you think youve had loving,
Girl you think youve had fun,
Girl you think youve had fun,
Girl you aint a seen nothin til I come along.
Girl you aint a seen nothin til I come along.
Im a daddy, Im a daddy, Im a daddy,
Im a daddy, Im a daddy, Im a daddy,
Yeah Im a daddy daddy Im daddy rolling stone.
Yeah Im a daddy daddy Im daddy rolling stone.
I got a friend named cody,
I got a friend named cody,
Hes got a girl named chris,
Hes got a girl named chris,
Im gonna steal that girl though hes twice my size,
Im gonna steal that girl though hes twice my size,
cause I know how to do it like this.
cause I know how to do it like this.
Im a daddy, Im a daddy, Im a daddy,
Im a daddy, Im a daddy, Im a daddy,
Yeah Im a daddy daddy Im daddy rolling stone,
Yeah Im a daddy daddy Im daddy rolling stone,
Im daddy rolling stone, Im daddy rolling stone,
Im daddy rolling stone, Im daddy rolling stone,
Daddy rolling stone, call me daddy rolling stone.
Daddy rolling stone, call me daddy rolling stone.
I said I got a friend named cody,
I said I got a friend named cody,
Hes got a girl named chris,
Hes got a girl named chris,
Im gonna steal that girl though hes twice my size,
Im gonna steal that girl though hes twice my size,
cause I know how to do it like this.
cause I know how to do it like this.
Im a daddy, Im a daddy, Im a daddy, daddy,
Im a daddy, Im a daddy, Im a daddy, daddy,
Im daddy rolling stone, Im daddy rolling stone,
Im daddy rolling stone, Im daddy rolling stone,
Just call me daddy rolling stone dear,
Just call me daddy rolling stone dear,
Long hair long nose, daddy rolling stone.
Long hair long nose, daddy rolling stone.

song performed by Who
Added by Lucian Velea
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Give Your Heart To The Hawks

1 he apples hung until a wind at the equinox,

That heaped the beach with black weed, filled the dry grass

Under the old trees with rosy fruit.

In the morning Fayne Fraser gathered the sound ones into a

basket,

The bruised ones into a pan. One place they lay so thickly
She knelt to reach them.

Her husband's brother passing
Along the broken fence of the stubble-field,
His quick brown eyes took in one moving glance
A little gopher-snake at his feet flowing through the stubble
To gain the fence, and Fayne crouched after apples
With her mop of red hair like a glowing coal
Against the shadow in the garden. The small shapely reptile
Flowed into a thicket of dead thistle-stalks
Around a fence-post, but its tail was not hidden.
The young man drew it all out, and as the coil
Whipped over his wrist, smiled at it; he stepped carefully
Across the sag of the wire. When Fayne looked up
His hand was hidden; she looked over her shoulder
And twitched her sunburnt lips from small white teeth
To answer the spark of malice in his eyes, but turned
To the apples, intent again. Michael looked down
At her white neck, rarely touched by the sun,
But now the cinnabar-colored hair fell off from it;
And her shoulders in the light-blue shirt, and long legs like a boy's
Bare-ankled in blue-jean trousers, the country wear;
He stooped quietly and slipped the small cool snake
Up the blue-denim leg. Fayne screamed and writhed,
Clutching her thigh. 'Michael, you beast.' She stood up
And stroked her leg, with little sharp cries, the slender invader
Fell down her ankle.

Fayne snatched for it and missed;

Michael stood by rejoicing, his rather small

Finely cut features in a dance of delight;

Fayne with one sweep flung at his face

All the bruised and half-spoiled apples in the pan,

[...] Read more

poem by Robinson Jeffers
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The Undying One- Canto III

'THERE is a sound the autumn wind doth make
Howling and moaning, listlessly and low:
Methinks that to a heart that ought to break
All the earth's voices seem to murmur so.
The visions that crost
Our path in light--
The things that we lost
In the dim dark night--
The faces for which we vainly yearn--
The voices whose tones will not return--
That low sad wailing breeze doth bring
Borne on its swift and rushing wing.
Have ye sat alone when that wind was loud,
And the moon shone dim from the wintry cloud?
When the fire was quench'd on your lonely hearth,
And the voices were still which spoke of mirth?

If such an evening, tho' but one,
It hath been yours to spend alone--
Never,--though years may roll along
Cheer'd by the merry dance and song;
Though you mark'd not that bleak wind's sound before,
When louder perchance it used to roar--
Never shall sound of that wintry gale
Be aught to you but a voice of wail!
So o'er the careless heart and eye
The storms of the world go sweeping by;
But oh! when once we have learn'd to weep,
Well doth sorrow his stern watch keep.
Let one of our airy joys decay--
Let one of our blossoms fade away--
And all the griefs that others share
Seem ours, as well as theirs, to bear:
And the sound of wail, like that rushing wind
Shall bring all our own deep woe to mind!

'I went through the world, but I paused not now
At the gladsome heart and the joyous brow:
I went through the world, and I stay'd to mark
Where the heart was sore, and the spirit dark:
And the grief of others, though sad to see,
Was fraught with a demon's joy to me!

'I saw the inconstant lover come to take
Farewell of her he loved in better days,
And, coldly careless, watch the heart-strings break--
Which beat so fondly at his words of praise.
She was a faded, painted, guilt-bow'd thing,
Seeking to mock the hues of early spring,
When misery and years had done their worst

[...] Read more

poem by Caroline Elizabeth Sarah Norton
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The Dream

'TWAS summer eve; the changeful beams still play'd
On the fir-bark and through the beechen shade;
Still with soft crimson glow'd each floating cloud;
Still the stream glitter'd where the willow bow'd;
Still the pale moon sate silent and alone,
Nor yet the stars had rallied round her throne;
Those diamond courtiers, who, while yet the West
Wears the red shield above his dying breast,
Dare not assume the loss they all desire,
Nor pay their homage to the fainter fire,
But wait in trembling till the Sun's fair light
Fading, shall leave them free to welcome Night!

So when some Chief, whose name through realms afar
Was still the watchword of succesful war,
Met by the fatal hour which waits for all,
Is, on the field he rallied, forced to fall,
The conquerors pause to watch his parting breath,
Awed by the terrors of that mighty death;
Nor dare the meed of victory to claim,
Nor lift the standard to a meaner name,
Till every spark of soul hath ebb'd away,
And leaves what was a hero, common clay.

Oh! Twilight! Spirit that dost render birth
To dim enchantments; melting Heaven with Earth,
Leaving on craggy hills and rumning streams
A softness like the atmosphere of dreams;
Thy hour to all is welcome! Faint and sweet
Thy light falls round the peasant's homeward feet,
Who, slow returning from his task of toil,
Sees the low sunset gild the cultured soil,
And, tho' such radliance round him brightly glows,
Marks the small spark his cottage window throws.
Still as his heart forestals his weary pace,
Fondly he dreams of each familiar face,
Recalls the treasures of his narrow life,
His rosy children, and his sunburnt wife,

To whom his coming is the chief event
Of simple days in cheerful labour spent.
The rich man's chariot hath gone whirling past,
And those poor cottagers have only cast
One careless glance on all that show of pride,
Then to their tasks turn'd quietly aside;
But him they wait for, him they welcome home,
Fond sentinels look forth to see him come;
The fagot sent for when the fire grew dim,
The frugal meal prepared, are all for him;
For him the watching of that sturdy boy,

[...] Read more

poem by Caroline Elizabeth Sarah Norton
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Rosalind and Helen: a Modern Eclogue

ROSALIND, HELEN, and her Child.

SCENE. The Shore of the Lake of Como.

HELEN
Come hither, my sweet Rosalind.
'T is long since thou and I have met;
And yet methinks it were unkind
Those moments to forget.
Come, sit by me. I see thee stand
By this lone lake, in this far land,
Thy loose hair in the light wind flying,
Thy sweet voice to each tone of even
United, and thine eyes replying
To the hues of yon fair heaven.
Come, gentle friend! wilt sit by me?
And be as thou wert wont to be
Ere we were disunited?
None doth behold us now; the power
That led us forth at this lone hour
Will be but ill requited
If thou depart in scorn. Oh, come,
And talk of our abandoned home!
Remember, this is Italy,
And we are exiles. Talk with me
Of that our land, whose wilds and floods,
Barren and dark although they be,
Were dearer than these chestnut woods;
Those heathy paths, that inland stream,
And the blue mountains, shapes which seem
Like wrecks of childhood's sunny dream;
Which that we have abandoned now,
Weighs on the heart like that remorse
Which altered friendship leaves. I seek
No more our youthful intercourse.
That cannot be! Rosalind, speak,
Speak to me! Leave me not! When morn did come,
When evening fell upon our common home,
When for one hour we parted,--do not frown;
I would not chide thee, though thy faith is broken;
But turn to me. Oh! by this cherished token
Of woven hair, which thou wilt not disown,
Turn, as 't were but the memory of me,
And not my scornèd self who prayed to thee!

ROSALIND
Is it a dream, or do I see
And hear frail Helen? I would flee
Thy tainting touch; but former years
Arise, and bring forbidden tears;

[...] Read more

poem by Percy Bysshe Shelley
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Lubie

I said I, I left my wife and child (Lubie come back home),
I said i, i left my wife and child (lubie come back home),
And lord my conscience is about to drive me wild (Lubie come back home),
And lord my conscience is about to drive me wild (lubie come back home),
A little voice inside my head goes on and on (Lubie come back home),
A little voice inside my head goes on and on (lubie come back home),
Said Lubie Lubie you better go back home.
Said lubie lubie you better go back home.
I said I, I thought I'd make it by myself (Lubie come back home),
I said i, i thought i'd make it by myself (lubie come back home),
And now my baby she got my heart dropped on a shelf (Lubie come back home),
And now my baby she got my heart dropped on a shelf (lubie come back home),
I said I, I still you're my baby now (Lubie come back home),
I said i, i still you're my baby now (lubie come back home),
Said Lubie Lubie you better go back home.
Said lubie lubie you better go back home.
You better go on home (Lubie come back home),
You better go on home (lubie come back home),
I said yeah Lubie go on home (Lubie come back home),
I said yeah lubie go on home (lubie come back home),
I said you better go home girl,
I said you better go home girl,
Ah yeah you go home.
Ah yeah you go home.
Go on home home home home home home,
Go on home home home home home home,
Yeah Lubie go on home home home home home home,
Yeah lubie go on home home home home home home,
Yeah Lubie go on home home home home home home,
Yeah lubie go on home home home home home home,
Little bit soft, everybody go soft,
Little bit soft, everybody go soft,
Go on home to see my baby,
Go on home to see my baby,
Yeah you know that she loves you daddy like crazy.
Yeah you know that she loves you daddy like crazy.
I say my misses I'm gonna stay what I'm gonna do,
I say my misses i'm gonna stay what i'm gonna do,
Gonna buy you a monkey and a new dog too yeah,
Gonna buy you a monkey and a new dog too yeah,
The guys have got yeah to get 'em to see my baby,
The guys have got yeah to get 'em to see my baby,
A little bit louder, everybody go on go louder, yeah yeah yeah yeah.
A little bit louder, everybody go on go louder, yeah yeah yeah yeah.
Now Lubie where you been,
Now lubie where you been,
I said I, I left my wife and child (Lubie come back home),
I said i, i left my wife and child (lubie come back home),
And lord my conscience is about to drive me wild (Lubie come back home),
And lord my conscience is about to drive me wild (lubie come back home),

[...] Read more

song performed by Who
Added by Lucian Velea
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Three Women

My love is young, so young;
Young is her cheek, and her throat,
And life is a song to be sung
With love the word for each note.

Young is her cheek and her throat;
Her eyes have the smile o' May.
And love is the word for each note
In the song of my life to-day.

Her eyes have the smile o' May;
Her heart is the heart of a dove,
And the song of my life to-day
Is love, beautiful love.

Her heart is the heart of a dove,
Ah, would it but fly to my breast
Where love, beautiful love,
Has made it a downy nest.

Ah, would she but fly to my breast,
My love who is young, so young;
I have made her a downy nest
And life is a song to be sung.

1
I.
A dull little station, a man with the eye
Of a dreamer; a bevy of girls moving by;
A swift moving train and a hot Summer sun,
The curtain goes up, and our play is begun.
The drama of passion, of sorrow, of strife,
Which always is billed for the theatre Life.
It runs on forever, from year unto year,
With scarcely a change when new actors appear.
It is old as the world is-far older in truth,
For the world is a crude little planet of youth.
And back in the eras before it was formed,
The passions of hearts through the Universe stormed.

Maurice Somerville passed the cluster of girls
Who twisted their ribbons and fluttered their curls
In vain to attract him; his mind it was plain
Was wholly intent on the incoming train.
That great one eyed monster puffed out its black breath,
Shrieked, snorted and hissed, like a thing bent on death,

[...] Read more

poem by Ella Wheeler Wilcox
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Have Fun

(bernard edwards/nile rodgers)
Hey, everybody
Have fun again
I want you to have fun
Have fun again
I want you to have fun
Just like little children
Like the little children
Know how they have fun
Just like little children
Like the little children
Know how they have fun
Meanwhile back at the ranch
You're unhappy, now here's your chance
Don't you let the pressure appear
Make your lifestyle hectic all year
Have fun again
I want you to have fun
Have fun again
I want you to have fun
Just like little children
Like the little children
Know how they have fun
Just like little children
Like the little children
Know how they have fun
Money won't be enough
When the going gets tough, it's rough
Try to cuddle with your business
And you'll see that love is priceless
If you don't believe what i say
Just experiment one day
I think that you will agree
That we need some kind of relief
Relif, relief
Have fun again
I want you to have fun
Have fun again
I want you to have fun
Just like little children
Like the little children
Know how they have fun
Just like little children
Like the little children
Know how they have fun
Have fun again
Have fun
Have fun again
I want you to have fun
Just like little children

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song performed by Diana Ross
Added by Lucian Velea
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VI. Giuseppe Caponsacchi

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

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Thurso’s Landing

I
The coast-road was being straightened and repaired again,
A group of men labored at the steep curve
Where it falls from the north to Mill Creek. They scattered and hid
Behind cut banks, except one blond young man
Who stooped over the rock and strolled away smiling
As if he shared a secret joke with the dynamite;
It waited until he had passed back of a boulder,
Then split its rock cage; a yellowish torrent
Of fragments rose up the air and the echoes bumped
From mountain to mountain. The men returned slowly
And took up their dropped tools, while a banner of dust
Waved over the gorge on the northwest wind, very high
Above the heads of the forest.
Some distance west of the road,
On the promontory above the triangle
Of glittering ocean that fills the gorge-mouth,
A woman and a lame man from the farm below
Had been watching, and turned to go down the hill. The young
woman looked back,
Widening her violet eyes under the shade of her hand. 'I think
they'll blast again in a minute.'
And the man: 'I wish they'd let the poor old road be. I don't
like improvements.' 'Why not?' 'They bring in the world;
We're well without it.' His lameness gave him some look of age
but he was young too; tall and thin-faced,
With a high wavering nose. 'Isn't he amusing,' she said, 'that
boy Rick Armstrong, the dynamite man,
How slowly he walks away after he lights the fuse. He loves to
show off. Reave likes him, too,'
She added; and they clambered down the path in the rock-face,
little dark specks
Between the great headland rock and the bright blue sea.

II
The road-workers had made their camp
North of this headland, where the sea-cliff was broken down and
sloped to a cove. The violet-eyed woman's husband,
Reave Thurso, rode down the slope to the camp in the gorgeous
autumn sundown, his hired man Johnny Luna
Riding behind him. The road-men had just quit work and four
or five were bathing in the purple surf-edge,
The others talked by the tents; blue smoke fragrant with food
and oak-wood drifted from the cabin stove-pipe
And slowly went fainting up the vast hill.
Thurso drew rein by
a group of men at a tent door
And frowned at them without speaking, square-shouldered and
heavy-jawed, too heavy with strength for so young a man,
He chose one of the men with his eyes. 'You're Danny Woodruff,

[...] Read more

poem by Robinson Jeffers
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Virginia's Story

Elizabeth Gates-Wooten is my Grand mom.

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

When she was old enough she got married.

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

Agnes was my mother.

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

Then they moved to West Virginia in the United States.

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

Anna was a maid and cook.

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

They were both good cooks

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

My moms name was Agnes Barrie Gates.

She married James Wright and moved to Cleveland.

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poem by Talile Ali
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Venus and Adonis

'Vilia miretur vulgus; mihi flavus Apollo
Pocula Castalia plena ministret aqua.'

To the right honorable Henry Wriothesly, Earl of Southampton, and Baron of Tichfield.
Right honorable.

I know not how I shall offend in dedicating my unpolished lines to your lordship, nor how the world will censure me for choosing so strong a prop to support so weak a burden only, if your honour seem but pleased, I account myself highly praised, and vow to take advantage of all idle hours, till I have honoured you with some graver labour. But if the first heir of my invention prove deformed, I shall be sorry it had so noble a god-father, and never after ear so barren a land, for fear it yield me still so bad a harvest. I leave it to your honourable survey, and your honour to your heart's content; which I wish may always answer your own wish and the world's hopeful expectation.

Your honour's in all duty.

Even as the sun with purple-colour'd face
Had ta'en his last leave of the weeping morn,
Rose-cheek'd Adonis hied him to the chase;
Hunting he loved, but love he laugh'd to scorn;
Sick-thoughted Venus makes amain unto him,
And like a bold-faced suitor 'gins to woo him.
'Thrice-fairer than myself,' thus she began,
'The field's chief flower, sweet above compare,
Stain to all nymphs, more lovely than a man,
More white and red than doves or roses are;
Nature that made thee, with herself at strife,
Saith that the world hath ending with thy life.
'Vouchsafe, thou wonder, to alight thy steed,
And rein his proud head to the saddle-bow;
If thou wilt deign this favour, for thy meed
A thousand honey secrets shalt thou know:
Here come and sit, where never serpent hisses,
And being set, I'll smother thee with kisses;
'And yet not cloy thy lips with loathed satiety,
But rather famish them amid their plenty,
Making them red and pale with fresh variety,
Ten kisses short as one, one long as twenty:
A summer's day will seem an hour but short,
Being wasted in such time-beguiling sport.'
With this she seizeth on his sweating palm,
The precedent of pith and livelihood,
And trembling in her passion, calls it balm,
Earth's sovereign salve to do a goddess good:
Being so enraged, desire doth lend her force
Courageously to pluck him from his horse.
Over one arm the lusty courser's rein,
Under her other was the tender boy,
Who blush'd and pouted in a dull disdain,
With leaden appetite, unapt to toy;
She red and hot as coals of glowing fire,
He red for shame, but frosty in desire.
The studded bridle on a ragged bough
Nimbly she fastens:--O, how quick is love!--
The steed is stalled up, and even now
To tie the rider she begins to prove:

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poem by William Shakespeare
Added by Veronica Serbanoiu
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The Song Of Theodolinda

I

Queen Theodolind has built
In the earth a furnace-bed:
There the Traitor Nail that spilt
Blood of the anointed Head,
Red of heat, resolves in shame:
White of heat, awakes to flame.
Beat, beat! white of heat,
Red of heat, beat, beat!

II

Mark the skeleton of fire
Lightening from its thunder-roof:
So comes this that saw expire
Him we love, for our behoof!
Red of heat, O white of heat,
This from off the Cross we greet.

III

Brown-cowled hammermen around
Nerve their naked arms to strike
Death with Resurrection crowned,
Each upon that cruel spike.
Red of heat the furnace leaps,
White of heat transfigured sleeps.

IV

Hard against the furnace core
Holds the Queen her streaming eyes:
Lo! that thing of piteous gore
In the lap of radiance lies,
Red of heat, as when He takes,
White of heat, whom earth forsakes.

V

Forth with it, and crushing ring
Iron hymns, for men to hear
Echoes of the deeds that sting
Earth into its graves, and fear!
Red of heat, He maketh thus,
White of heat, a crown of us.

VI

This that killed Thee, kissed Thee, Lord!

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poem by George Meredith
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Venus and Adonis

Even as the sun with purple-colour'd face
Had ta'en his last leave of the weeping morn,
Rose-cheek'd Adonis tried him to the chase;
Hunting he lov'd, but love he laugh'd to scorn;
Sick-thoughted Venus makes amain unto him,
And like a bold-fac'd suitor 'gins to woo him.
'Thrice fairer than myself,' thus she began,
'The field's chief flower, sweet above compare,
Stain to all nymphs, more lovely than a man,
More white and red than doves or roses are;
Nature that made thee, with herself at strife,
Saith that the world hath ending with thy life.
'Vouchsafe, thou wonder, to alight thy steed,
And rein his proud head to the saddle-bow;
If thou wilt deign this favour, for thy meed
A thousand honey secrets shalt thou know:
Here come and sit, where never serpent hisses;
And being set, I'll smother thee with kisses:
'And yet not cloy thy lips with loath'd satiety,
But rather famish them amid their plenty,
Making them red and pale with fresh variety;
Ten kisses short as one, one long as twenty:
A summer's day will seem an hour but short,
Being wasted in such time-beguiling sport.'
With this she seizeth on his sweating palm,
The precedent of pith and livelihood,
And, trembling in her passion, calls it balm,
Earth's sovereign salve to do a goddess good:
Being so enrag'd, desire doth lend her force
Courageously to pluck him from his horse.
Over one arm the lusty courser's rein
Under her other was the tender boy,
Who blush'd and pouted in a dull disdain,
With leaden appetite, unapt to toy;
She red and hot as coals of glowing fire
He red for shame, but frosty in desire.
The studded bridle on a ragged bough
Nimbly she fastens;--O! how quick is love:--
The steed is stalled up, and even now
To tie the rider she begins to prove:
Backward she push'd him, as she would be thrust,
And govern'd him in strength, though not in lust.
So soon was she along, as he was down,
Each leaning on their elbows and their hips:
Now doth she stroke his cheek, now doth he frown,
And 'gins to chide, but soon she stops his lips;
And kissing speaks, with lustful language broken,
'If thou wilt chide, thy lips shall never open.'
He burns with bashful shame; she with her tears
Doth quench the maiden burning of his cheeks;

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poem by William Shakespeare (1593)
Added by Dan Costinaş
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The Zenana

WHAT is there that the world hath not
Gathered in yon enchanted spot?
Where, pale, and with a languid eye,
The fair Sultana listlessly
Leans on her silken couch, and dreams
Of mountain airs, and mountain streams.
Sweet though the music float around,
It wants the old familiar sound;

And fragrant though the flowers are breathing,
From far and near together wreathing,
They are not those she used to wear,
Upon the midnight of her hair.—

She's very young, and childhood's days
With all their old remembered ways,
The empire of her heart contest
With love, that is so new a guest;
When blushing with her Murad near,
Half timid bliss, half sweetest fear,
E'en the beloved past is dim,
Past, present, future, merge in him.
But he, the warrior and the chief,
His hours of happiness are brief;
And he must leave Nadira's side
To woo and win a ruder bride;

Sought, sword in hand and spur on heel,
The fame, that weds with blood and steel.
And while from Delhi far away,
His youthful bride pines through the day,
Weary and sad: thus when again
He seeks to bind love's loosen'd chain;
He finds the tears are scarcely dry
Upon a cheek whose bloom is faded,
The very flush of victory
Is, like the brow he watches, shaded.
A thousand thoughts are at her heart,
His image paramount o'er all,
Yet not all his, the tears that start,
As mournful memories recall
Scenes of another home, which yet
That fond young heart can not forget.
She thinks upon that place of pride,
Which frowned upon the mountain's side;

While round it spread the ancient plain,
Her steps will never cross again.
And near those mighty temples stand,
The miracles of mortal hand,

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poem by Letitia Elizabeth Landon
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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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Canto the Second

I
Oh ye! who teach the ingenuous youth of nations,
Holland, France, England, Germany, or Spain,
I pray ye flog them upon all occasions,
It mends their morals, never mind the pain:
The best of mothers and of educations
In Juan's case were but employ'd in vain,
Since, in a way that's rather of the oddest, he
Became divested of his native modesty.

II
Had he but been placed at a public school,
In the third form, or even in the fourth,
His daily task had kept his fancy cool,
At least, had he been nurtured in the north;
Spain may prove an exception to the rule,
But then exceptions always prove its worth -—
A lad of sixteen causing a divorce
Puzzled his tutors very much, of course.

III
I can't say that it puzzles me at all,
If all things be consider'd: first, there was
His lady-mother, mathematical,
A—never mind; his tutor, an old ass;
A pretty woman (that's quite natural,
Or else the thing had hardly come to pass);
A husband rather old, not much in unity
With his young wife—a time, and opportunity.

IV
Well—well, the world must turn upon its axis,
And all mankind turn with it, heads or tails,
And live and die, make love and pay our taxes,
And as the veering wind shifts, shift our sails;
The king commands us, and the doctor quacks us,
The priest instructs, and so our life exhales,
A little breath, love, wine, ambition, fame,
Fighting, devotion, dust,—perhaps a name.

V
I said that Juan had been sent to Cadiz -—
A pretty town, I recollect it well -—
'T is there the mart of the colonial trade is
(Or was, before Peru learn'd to rebel),
And such sweet girls—I mean, such graceful ladies,
Their very walk would make your bosom swell;
I can't describe it, though so much it strike,
Nor liken it—I never saw the like:

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poem by Byron from Don Juan (1824)
Added by Veronica Serbanoiu
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