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One Way in - No Way Out

Why they could not
Let me out with the rest -
I had mistakenly
Steppred on their nest

The more I tried
To get away
The more they attempted
To in my way

All they knew
Was to swarm me
To give me no rest
They would not let me be

Bee and detectrives
Must go to the school
They justify themselves
And follow no rules

poem by Tom J. Mariani
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Give The Po Man A Break

Give po man a break
Give po man a break
Give po man a
Give po man a
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Give po man a

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song performed by Fatboy Slim
Added by Lucian Velea
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Ælla, A Tragical Interlude - Act I

SCENE I.
CELMONDE, att BRYSTOWE.
Before yonne roddie sonne has droove hys wayne
Throwe halfe hys joornie, dyghte yn gites of goulde,
Mee, happeless mee, hee wylle a wretche behoulde,
Mieselfe, and al that's myne, bounde ynn myschaunces chayne.
Ah! Birtha, whie dydde Nature frame thee fayre?
Whie art thou all thatt poyntelle canne bewreene ?
Whie art thou nott as coarse as odhers are?--
Butte thenn thie soughle woulde throwe thy vysage sheene,
Yatt shemres onn thie comelie semlykeene,
Lyche nottebrowne cloudes, whann bie the sonne made redde,
Orr scarlette, wythe waylde lynnen clothe ywreene ,
Syke would thie spryte uponn thie vysage spredde.
Thys daie brave Ælla dothe thyne honde and harte
Clayme as hys owne to be, whyche nee from hys moste parte.
And cann I lyve to see herr wythe anere?
Ytt cannotte, muste nott, naie, ytt shalle not bee.
Thys nyghte I'll putte stronge poysonn ynn the beere,
And hymm, herr, and myselfe, attenes wyll slea.
Assyst mee, Helle! lett Devylles rounde mee tende,
To slea mieself, mie love, & eke mie doughtie friende.

SCENE II.
ÆLLA, BIRTHA.
ÆLLA.
Notte, whanne the hallie prieste dyd make me knyghte,
Blessynge the weaponne, tellynge future dede,
Howe bie mie honde the prevyd Dane should blede,
Howe I schulde often bee, and often wynne, ynn fyghte;
Notte, whann I fyrste behelde thie beauteous hue,
Whyche strooke mie mynde, and rouzed mie softer soule;
Nott, whann from the barbed horse yn fyghte dyd viewe
The flying Dacians oere the wyde playne roule,
Whan all the troopes of Denmarque made grete dole,
Dydd I fele joie wyth syke reddoure as nowe,
Whan hallie preest, the lechemanne of the soule,
Dydd knytte us both ynn a caytysnede vowe:
Now hallie Ælla's selynesse ys grate;
Shap haveth nowe ymade hys woes for to emmate .
BIRTHA.
Mie lorde, and husbande, syke a joie ys myne;
Botte mayden modestie moste ne soe saie,
Albeytte thou mayest rede ytt ynn myne eyne,
Or ynn myne harte, where thou shalte be for aie;
Inne sothe, I have butte meeded oute thie faie;
For twelve tymes twelve the mone hathe bin yblente,
As manie tymes hathe vyed the Godde of daie,
And on the grasse her lemes of sylverr sente,
Sythe thou dydst cheese mee for thie swote to bee,

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poem by Thomas Chatterton
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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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Honey Bee

Honey
Honey bee
Honey bee
Honey bee
Honey
Honey
Youre my honey bee [youre my honey bee, baby]
Come on and sting me [your love is sweet as can be]
Youre my honey bee [youre my honey bee, baby]
Come on and sting me [your love is sweet as can be]
Youre always so busy
Workin on loves honeycomb
Chalk full of sugar down your sweet mouth
Every time you kiss me, boy, really turns me on
Youre always buzzin, buzzin, buzzin
Love is in the air
Theres nothin like your lovin
Boy, its beyond compare, yeah
Youre my honey bee [youre my honey bee, baby]
Come on and sting me [your love is sweet as can be]
Youre my honey bee, yeah [youre my honey bee, baby]
Come on and sting me [your love is sweet as can be]
Theres so much love power
In everything you bring to me
Whenever Im snuggled in your arms
The love you bring makes my heart sing
You know love is where you are
Theres where I want to be
When its cold outside
Youre honey loves so good to me
Youre my honey bee, oh, yeah [youre my honey bee, baby]
Come on and sting me, oh [your love is sweet as can be]
Youre my honey bee [youre my honey bee, baby]
Come on and sting me, ah [your love is sweet as can be], ow
Ah
Youre my honey bee [youre my honey bee, baby]
Come on and sting me, yeah [your love is sweet as can be]
Youre my honey bee [youre my honey bee, baby]
Sweet love, oh [your love is sweet as can be]
Honey, honey, honey [youre my honey bee, baby]
Honey bee [your love is sweet as can be]
Sweet love [youre my honey bee, baby]
Sweet love, give it to me [your love is sweet as can be]
Got to have it, need your love, ah, yeah [youre my honey bee, baby]
Sweet honey bee, yeah [your love is sweet as can be]
Sweet [youre my honey bee, baby] love, ah
[your love is sweet as can be]
Youre my honey bee

song performed by Gloria Gaynor
Added by Lucian Velea
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My Little World

1 2 3 4.
1 2 3 4.
Little boy up in (? )...
Thats left behind to sin.
Moving like a camera I can watch you on my screen.
Fall into a shadow world inside of me.
Hidden like a treasure.
Secrets in my scene.
You can follow me.
Oh, you can follow me.
You can follow me.
Ah, you can follow me.
Scream inside.
Whisper.
Picture in a dream.
You can talk to me and we can talk forever.
I could take you to the doorway and I can give you the way, the key.
No one here can see you, no one here but me.
Fall into our shadow, theres another world in me.
And youre invited.
And youre invited.
In the little world I make with all the little things I take...
A million ways to pass the time, in this little world of mine.
You can follow me.
Oh, you can follow me.
You can follow me.
Oh, you can follow you can follow you can follow follow follow follow follow.
You can follow me.
Oh, you can follow me.
Secrets in this world.
Picture in a dream.
No one here can see you, no one here but me.
And you can follow me.
Oh, you can follow me.
You can follow me.
Oh, you can follow me.
You can follow me.
Oh, you can follow me.
You can follow me.
Oh, you can follow.
In the little world I make with all the little things I take...
A million ways to pass the time, in this little world of mine.
You can follow me, follow me.
You can follow me.
Oh, you can follow.
You can follow me. follow me.
You can follow me. follow me.
You can follow me.
You can follow me.
You can follow me.

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song performed by Blondie
Added by Lucian Velea
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Ælla, A Tragical Interlude - Act III

SCENE I.
BRISTOWE.
BIRTHA.
Gentle Egwina, do notte preche me joie;
I cannotte joie ynne anie thynge botte weere .
Oh! yatte aughte schulde oure selynesse destroie,
Floddynge the face wythe woe, and brynie teare!
EGWINA.
You muste, you muste endeavour for to cheere
Youre harte unto somme cherisaunied reste.
Youre loverde from the battelle wylle appere,
Ynne honnoure, and a greater love, be dreste:
Botte I wylle call the mynstrelles roundelaie;
Perchaunce the swotie sounde maie chase your wiere awaie.

MYNSTRELLES SONGE.
O! synge untoe mie roundelaie,
O! droppe the blynie teare wythe mee,
Daunce ne moe atte hallie daie,
Lycke a reyneynge ryver bee;
Mie love ys dedde,
Gon to hys death-bedde,
Al under the wyllowe tree.
Blacke hys cryne as the wynter nyghte,
Whyte hys rode as the sommer snowe,
Rodde hys face as the morning lyghte,
Cale he lyes ynne the grave belowe;
Mie love ys dedde,
Gon to hys death-bedde,
Al under the wyllowe tree.
Swote hys tynge as the throstles note,
Quycke ynn daunce as thoughte canne bee,
Defte hys taboure, codgelle stote,
O! hee lyes bie the wyllowe tree:
Mie love ys dedde,
Gonne to hys deathe-bedde,
Alle underre the wyllowe tree.
Harke! the ravenne flappes hys wynge,
In the briered delle belowe;
Harke! the dethe-owle loude dothe synge,
To the nyghte-mares as heie goe;
Mie love ys dedde,
Gonne to hys deathe-bedde,
Al under the wyllowe tree.
See! the whyte moone sheenes onne hie;
Whyterre ys mie true loves shroude;
Whyterre yanne the mornynge skie,
Whyterre yanne the evenynge cloude;
Mie love ys dedde,
Gon to hys deathe-bedde,

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poem by Thomas Chatterton
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The Tournament. An Interlude

HERAWDE
THE Tournament begynnes; the hammerrs sounde;
The courserrs lysse about the mensuredd fielde;
The shemrynge armoure throws the sheene arounde;
Quayntyssed fons depictedd onn eche sheelde.
The feerie heaulmets, wythe the wreathes amielde ,
Supportes the rampynge lyoncell orr bear;
Wythe straunge depyctures , Nature maie nott yeelde,
Unseemelie to all orderr doe appere,
Yett yatte
Makes knowen thatt the phantasies unryghte.
of her joies,
Muste swythen goe to yeve the speeres around;
Wythe advantayle & borne I meynte emploie,
Who withoute mee woulde fall untoe the grounde.
Soe the tall oake the ivie twysteth rounde;
Soe the neshe flowerr grees ynne the woodeland shade.
The woride bie diffraunce ys ynne orderr founde;
Wydhoute unlikenesse nothynge could bee made.
As ynn the bowke nete alleyn cann bee donne,
Syke ynn the weal of kynde all thynges are partes of onne.

Herawde , bie heavenne these tylterrs staie too long.
Mie phantasie ys dyinge forr the fyghte.
The mynstrelles have begonne the thyrde warr songe,
Yett notte a speere of hemm hath grete mie syghte.
I feere there be ne manne wordhie mie myghte.
I lacke a Guid , a Wyllyamm to entylte.
To reine anente a fele embodiedd knyghte,
Ytt getts ne rennome gyff hys blodde bee spylte.
Bie heavenne & Marie ytt ys tyme they're here;
I lyche nott unthylle thus to wielde the speare.
HERAWDE
Methynckes I heare yer slugghornes dynn fromm farre.
BOURTONNE
Ah! swythenn mie shielde & tyltynge launce bee bounde .
Eftsoones beheste mie Squyerr to the warre.

HERAWDE
Thie valourous actes woulde meinte of menne astounde;
Harde bee yer shappe encontrynge thee ynn fyghte;
Anenst all menne thou berest to the grounde,
Lyche the hard hayle dothe the tall roshes pyghte .
As whanne the mornynge sonne ydronks the dew,
Syche dothe thie valourous actes drocke eche knyghte's hue.
THE LYSTES. THE KYNGE. SYRR SYMONNE DE BOURTONNE, SYRR HUGO FERRARIS, SYRR RANULPH NEVILLE, SYRR LODOVICK DE CLYNTON, SYRR JOHAN DE BERGHAMME, AND ODHERR KNYGHTES, HERAWDES, MYNSTRELLES, AND SERVYTOURS .
KYNGE
The barganette ; yee mynstrelles tune the strynge,
Somme actyonn dyre of auntyante kynges now synge.
MYNSTRELLES.

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poem by Thomas Chatterton
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Ælla, A Tragical Interlude - Act II

SCENE I
MAGNUS, HURRA, and HIE PREESTE, wyth the ARMIE, neare Watchette.
MAGNUS.
Swythe lette the offrendes to the Goddes begynne,
To knowe of hem the issue of the fyghte.
Potte the blodde-steyned sword and pavyes ynne;
Spreade swythyn all arounde the hallie lyghte.
HIE PREESTE syngeth.
Yee, who hie yn mokie ayre
Delethe seasonnes foule or fayre,
Yee, who, whanne yee weere agguylte,
The mone yn bloddie gytelles hylte,
Mooved the starres, and dyd unbynde
Everyche barriere to the wynde;
Whanne the oundynge waves dystreste,
Storven to be overest,
Sockeynge yn the spyre-gyrte towne,
Swolterynge wole natyons down;
Sendynge dethe, on plagues astrodde,
Moovynge lyke the erthys Godde;
To mee send your heste dyvyne,
Lyghte eletten all myne eyne,
Thatt I maie now undevyse
All the actyonnes of th'emprize.

Thus sayethe the Goddes; goe, yssue to the playne;
Forr there shall meynte of mytte menn be slayne.
MAGNUS.
Whie, soe there evere was, whanne Magnus foughte.
Efte have I treynted noyance throughe the hoaste,
Athorowe swerdes, alyche the Queed dystraughte,
Have Magnus pressynge wroghte hys foemen loaste.
As whanne a tempeste vexethe soare the coaste,
The dyngeynge ounde the sandeie stronde doe tare,
So dyd I inne the warre the javlynne toste,
Full meynte a champyonnes breaste received mie spear.
Mie sheelde, lyche sommere morie gronfer droke,
Mie lethalle speere, alych a levyn-mylted oke.
Thus sayethe the Goddes; goe, yssue to the playne;
Forr there shall meynte of mytte menn be slayne.
MAGNUS.
Whie, soe there evere was, whanne Magnus foughte.
Efte have I treynted noyance throughe the hoaste,
Athorowe swerdes, alyche the Queed dystraughte,
Have Magnus pressynge wroghte hys foemen loaste.
As whanne a tempeste vexethe soare the coaste,
The dyngeynge ounde the sandeie stronde doe tare,
So dyd I inne the warre the javlynne toste,
Full meynte a champyonnes breaste received mie spear.
Mie sheelde, lyche sommere morie gronfer droke,

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poem by Thomas Chatterton
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An Essay on Criticism

Part I

INTRODUCTION. That it is as great a fault to judge ill as to write ill, and a more dangerous one to the public. That a true Taste is as rare to be found as a true Genius. That most men are born with some Taste, but spoiled by false education. The multitude of Critics, and causes of them. That we are to study our own Taste, and know the limits of it. Nature the best guide of judgment. Improved by Art and rules, which are but methodized Nature. Rules derived from the practice of the ancient poets. That therefore the ancients are necessary to be studied by a Critic, particularly Homer and Virgil. Of licenses, and the use of them by the ancients. Reverence due to the ancients, and praise of them.

'Tis hard to say if greater want of skill
Appear in writing or in judging ill;
But of the two less dangerous is th'offence
To tire our patience than mislead our sense:
Some few in that, but numbers err in this;
Ten censure wrong for one who writes amiss;
A fool might once himself alone expose;
Now one in verse makes many more in prose.

'Tis with our judgments as our watches, none
Go just alike, yet each believes his own.
In Poets as true Genius is but rare,
True Taste as seldom is the Critic's share;
Both must alike from Heav'n derive their light,
These born to judge, as well as those to write.
Let such teach others who themselves excel,
And censure freely who have written well;
Authors are partial to their wit, 'tis true,
But are not Critics to their judgment too?

Yet if we look more closely, we shall find
Most have the seeds of judgment in their mind:
Nature affords at least a glimm'ring light;
The lines, tho' touch'd but faintly, are drawn right:
But as the slightest sketch, if justly traced,
Is by ill col'ring but the more disgraced,
So by false learning is good sense defaced:
Some are bewilder'd in the maze of schools,
And some made coxcombs Nature meant but fools:
In search of wit these lose their common sense,
And then turn Critics in their own defence:
Each burns alike, who can or cannot write,
Or with a rival's or an eunuch's spite.
All fools have still an itching to deride,
And fain would be upon the laughing side.
If Mævius scribble in Apollo's spite,
There are who judge still worse than he can write.

Some have at first for Wits, then Poets pass'd;
Turn'd Critics next, and prov'd plain Fools at last.
Some neither can for Wits nor Critics pass,
As heavy mules are neither horse nor ass.
Those half-learn'd witlings, numerous in our isle,
As half-form'd insects on the banks of Nile;
Unfinish'd things, one knows not what to call,

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poem by Alexander Pope
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I Will Follow

Yonder mountain so high
I cant make it all on my own, no
Rolling river why so wide?
To sweep me up and to bear me on
Up against the sky so bright
That I cant even close my eyes
I know I will follow (follow love)
Yes, yes, I will follow (follow love)
I will follow (follow love)
Follow love
Growing slowly like a tree
Someday soon, darling I love you
I love you
Soft and gentle, full summer moon
Set my soul free
Thank you, baby
Drifting like a cloud in the sky
I can see myself from high above
I know I must follow (follow love)
Somehow I will follow (follow love)
I must follow (follow love)
Follow love
Oh, half the future and half the past
Theyre waiting inside your eyes
Yes, and after all of this
To last and last
Till at last its your time to rise, rise
True believer that I am
I am blind, lead me on (lead me on)
Blessed receiver of your love
I own my own time
And Ive been holding on (holding on)
Leave the word unspoken
And the spell will not be broken
And Im bound to follow, now (follow love)
I know I must go (follow love)
I must follow (follow love)
Yes, I must follow (follow love)
Someone to hold my hand (follow love)
Somebody to lead me on(follow love)
Somebody to walk beside me (follow love)
Someone to follow me now (follow love)
I must follow love (follow love)
I will fall in love
I will follow love (follow love)
Anywhere it leads me
I will follow love (follow love)
Follow love

song performed by James Taylor
Added by Lucian Velea
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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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The Beggar's Daughter of Bednall-Green

Part the First
Itt was a blind beggar, had long lost his sight,
He had a faire daughter of bewty most bright;
And many a gallant brave suiter had shee,
For none was soe comelye as pretty Bessee.

And though shee was of favor most faire,
Yett seing shee was but a poor beggars heyre,
Of ancyent housekeepers despised was shee,
Whose sonnes came as suitors to prettye Bessee.

Wherefore in great sorrow faire Bessy did say,
'Good father, and mother, let me goe away
To seeke out my fortune, whatever itt bee.'
This suite then they granted to prettye Bessee.

Then Bessy, that was of bewtye soe bright,
All cladd in gray russett, and late in the night
From father and mother alone parted shee,
Who sighed and sobbed for prettye Bessee.

Shee went till shee came to Stratford-le-Bow,
Then knew shee not whither, nor which way to goe;
With teares shee lamented her hard destinie,
So sadd and soe heavy was pretty Bessee.

Shee kept on her journey untill it was day,
And went unto Rumford along the hye way;
Where at the Queenes Armes entertained was shee,
Soe faire and wel favoured was pretty Bessee.

Shee had not beene there a month to an end,
But master and mistres and all was her friend;
And every brave gallant that once did her see
Was straight-way enamoured of pretty Bessee.

Great gifts they did send her of silver and gold,
And in their songs daylye her love was extold;
Her beawtye was blazed in every degree,
Soe faire and soe comelye was pretty Bessee.

The young men of Rumford in her had their joy;
Shee shewed herself courteous, and modestlye coye,
And at her commandment still wold they bee,
Soe fayre and so comelye was pretty Bessee.

Foure suitors att once unto her did goe,
They craved her favor, but still she sayd noe;
'I wild not wish gentles to marry with mee,-'
Yett ever they honored pretty Bessee.

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poem by Anonymous Olde English
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The Independent Bee

A hive of bees, as I've heard say,
Said to their Queen one sultry day,
"Please your Majesty's high position,
The hive is full and the weather is warm,
We rather think, with a due submission,
The time has come when we ought to swarm."
Buzz, buzz, buzz, buzz.
Up spake their Queen and thus spake she -
"This is a matter that rests with me,
Who dares opinions thus to form?
I'LL tell you when it is time to swarm!"
Buzz, buzz, buzz, buzz.

Her Majesty wore an angry frown,
In fact, her Majesty's foot was down -
Her Majesty sulked - declined to sup -
In short, her Majesty's back was up.
Buzz, buzz, buzz, buzz.
Her foot was down and her back was up!

That hive contained one obstinate bee
(His name was Peter), and thus spake he -
"Though every bee has shown white feather,
To bow to tyranny I'm not prone -
Why should a hive swarm all together?
Surely a bee can swarm alone?"
Buzz, buzz, buzz, buzz.
Upside down and inside out,
Backwards, forwards, round about,
Twirling here and twisting there,
Topsy turvily everywhere -
Buzz, buzz, buzz, buzz.
Pitiful sight it was to see
Respectable elderly high-class bee,
Who kicked the beam at sixteen stone,
Trying his best to swarm alone!
Buzz, buzz, buzz, buzz.
Trying his best to swarm alone!

The hive were shocked to see their chum
(A strict teetotaller) teetotum -
The Queen exclaimed, "How terrible, very!
It's perfectly clear to all the throng
Peter's been at the old brown sherry.
Old brown sherry is much too strong -
Buzz, buzz, buzz, buzz.
Of all who thus themselves degrade,
A stern example must be made,
To Coventry go, you tipsy bee!"
So off to Coventry town went he.

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poem by William Schwenck Gilbert
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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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VI. Giuseppe Caponsacchi

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

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poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Burn The School Down

She said
I lost my best friend last week at school
He got shot
Someone thought that he was part of something that
He was not
Now I'm watching all the cheerleaders show just how sad they are
When my friend used to come 'round
They used to laugh and egg his car
Now I'm gonna do my part as a concerned citizen
I think we should burn the school down
And start again
Burn it
'Till there's nothing left
Burn it
Just like all the rest
Burn it
Clear up all this mess
Burn it down
Education for the nation
Kids retaliate on each station
Expectation, violation
Pressure increased in each generation
Burn the school down
Burn the school down
Burn the school down, she said
Burn the school down
Burn the school down
Burn the school down, start again
'Cause now what I want to know
Will the eyes inside the back of your mind let it go?
Now all I want to know
Will the eyes inside the back of your mind let it go?
She says
I want to feel more comfort in my own skin
But everyone around me makes me feel like
I'm worth less than them
Burn the school down
Burn the school down
Burn the school down, she said
Burn the school down
Burn the school down
Burn the school down, start again
Burn it
'Till there's nothing left
Burn it
Just like all the rest
Burn it
Clear up all this mess
Burn it down
'Cause now what I want to know

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song performed by Zebrahead
Added by Lucian Velea
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Avon's Harvest

Fear, like a living fire that only death
Might one day cool, had now in Avon’s eyes
Been witness for so long of an invasion
That made of a gay friend whom we had known
Almost a memory, wore no other name
As yet for us than fear. Another man
Than Avon might have given to us at least
A futile opportunity for words
We might regret. But Avon, since it happened,
Fed with his unrevealing reticence
The fire of death we saw that horribly
Consumed him while he crumbled and said nothing.

So many a time had I been on the edge,
And off again, of a foremeasured fall
Into the darkness and discomfiture
Of his oblique rebuff, that finally
My silence honored his, holding itself
Away from a gratuitous intrusion
That likely would have widened a new distance
Already wide enough, if not so new.
But there are seeming parallels in space
That may converge in time; and so it was
I walked with Avon, fought and pondered with him,
While he made out a case for So-and-so,
Or slaughtered What’s-his-name in his old way,
With a new difference. Nothing in Avon lately
Was, or was ever again to be for us,
Like him that we remembered; and all the while
We saw that fire at work within his eyes
And had no glimpse of what was burning there.

So for a year it went; and so it went
For half another year—when, all at once,
At someone’s tinkling afternoon at home
I saw that in the eyes of Avon’s wife
The fire that I had met the day before
In his had found another living fuel.
To look at her and then to think of him,
And thereupon to contemplate the fall
Of a dim curtain over the dark end
Of a dark play, required of me no more
Clairvoyance than a man who cannot swim
Will exercise in seeing that his friend
Off shore will drown except he save himself.
To her I could say nothing, and to him
No more than tallied with a long belief
That I should only have it back again
For my chagrin to ruminate upon,
Ingloriously, for the still time it starved;

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poem by Edwin Arlington Robinson
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Follow Me

Follow Me"
What we gon' do now (oh lord, try some if u like it)
Is slow it down on tha flo (you know you like that)
(try some if you like that)
Uh oh
Uh oh, yeah
When you look from outside
All you see is videos and shows (yeah)
But there's more to my life than people could ever know (uh huh)
Sometimes I gotta smile (smile)
When I don't feel like smiling
Sit back and ride (ride)
When I feel like driving
Nobody understands but you girl (fo sho)
I can always be myself with you girl
That's why I'm singing
[Chorus]
Ooooh I can't believe it
You came just in time with what I needed
And you're not like the other girls I meet everyday
You stay down like them girls from around the way
Uh oh
That's why I had to say
Come follow me, come follow me, come follow me
Thats why I had to say
Come follow me, come follow me, come follow me (uh oh)
Thats why I had to say
Come follow me, come follow me, come follow me now
Right now
Since you been in my life
When I'm away from you I hurry home, aww yeah (aww yeah, I hurry home)
You live in my mind so I never feel like I'm alone, yeah (alone)
Sometimes I gotta go (go)
Where I don't feel like going
And when it gets too fast (fast)
And I feel like slowing down (slowing down)
No one understands but you
That's why I only see myself with you
[Chorus x2]
Ooooh I can't believe it
You came just in time with what I needed
And you're not like the other girls I meet everyday
You stay down like them girls from around the way
Come follow me, come follow me, come follow me (come now)
Come follow me, come follow me, come follow me (girl come follow me now)
Come follow me, come follow me, come follow me now (oooh)
Right now (right now)
You've been there for me and i'll (so i'll)
I'll be there for you girl
[Chorus x 3]

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song performed by Usher
Added by Lucian Velea
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Kinja Rules

Lorna
Mista paper, senator pullman he just call.
He ask how come ya don need no watah
Norman
Dont need water!
Lorna
Well, you let the barge go by
He comin to talk to you
Norman
Who is senator pullman anyway?
Why do I have to signal the barge?
Iris
Welcome to the caribbean, put on a shirt at least.
The big enchilada is on his way
Senator pullman
Mr. norman paperman, I presume?
Joinin us in kinja for de tourist boom?
Norman
Norman paperman at your service.
Meeting the kingpin, Im slightly nervous
Pullman
Mr. paperman, I here to be your friend
But theres just certain rules here we can not bend
Paperman how about the water? my cisterns flat.
Pullman
Why sure, I come to take care of dat
Chorus
But you gotta play by kinja rules
Forget about da tings you learned in school
We use a different box of tools
And you gotta play by kinja rules
Pullman
Now dis alien aint bonded for no gondolier
Hes bonded for gardener-dat why he here
De chief of immigration a power in dis town
Chief find out-your hotel close down
Paperman
Hereafter gardenings all hell do I didnt know, I swear to you
Pullman
Doan hoross yourself, its okay mister
De chief of immigration-shes my sister
Chorus
But you gotta play by kinja rules
Forget about that civics course you learned in school
We aint city folks, but we aint fools
And you gotta play by kinja rules
Pullman
Stop!
Paperman
How about my water?

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song performed by Jimmy Buffett
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,

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poem by Ella Wheeler Wilcox
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