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Issues

Issues are abound and around,
Issues break the hearts astound,
Issues encourage being excellent,
Issues envisage the predicament,
Issues are the oars to push the boat,
Issues are umbrellas, get wet, not protects,
Issues issue the ticket to the ground,
Imitate the quality of the dew on the grass,
To minimize the issues as small as possible,
When the dew reflects the tallest building,
on its smallest surface without illusion,
When the dew on the grass can reflect it,
Upside down in same proportion,
Why are we, human, afraid of issues?
Make it small and solve it.

poem by Veeraiyah Subbulakshmi
Added by Poetry Lover
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Push

Step 1... step off to the dance floor
Step 1... step off to the dance floor
Push (hey) ((push up on it))
(good God)
Push - lord (push, yeah) ((push up on it))
Every time u get some
People wanna take it back
They rather see u on the run
Than see u get it like that
Every time they stop u
Change up like a sock
Every time they try 2 clock u
Tick more than they tock
Push I push
Dont let them pull u down, yeah
Push I push
Until u get 2 higher ground
Push
Ure never 2 young, never 2 old
Push
Dont stop until u go
Did u ever stop 2 wonder
Why u put another down?
No man should asunder
The joy that another man found
Maybe bout the business u was worried
Wasnt ever filed in your name
Maybe the cartridge u was playin
Dont fit in your video game
Push I push
Dont let them pull u down
Push I push
Until u get 2 higher ground
Push
Ure never 2 young, never 2 old, yeah
Push
Dont stop until u go, hey
(alright) I push (push) ((push up on it))
(push) I push (push, push, hey)
(push) (come on and push it now, hey push)
((push up on it)) (push) I push
Every time u get some push
People wanna take it back p-push
They rather see u on the run push
Than see u get it like that
Every time they stop u
Change up like a sock push
Every time they try 2 clock u push
U gotta tick more than they can tock
Push I push

[...] Read more

song performed by Prince
Added by Lucian Velea
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Push It Up

(push it up! push it up!)
Put your hands up c come on (push it up!)
Huh c yeah, this is it, this is it (push it up!)
This is it
I think they got 2 get ready 4 this one here c come on!
(ooh, everybodys here) say what?
(this is the jam of the year)
Huh, what did I hear? (push it up! push it up!)
Uh, wasnt quite clear
(ooh, everybodys here) say what?
(this is the jam of the year)
Oh, huh - I hear ya, huh (push it up! push it up!)
Come on, uh
If ure ever down draggin on the ground
Face twisted with a funky frown
Let me turn u on 2 somethin that I found
2 make u feel good, feel good
Negativity like gravity
Gotcha fallin fast from reality
U gotta get up, put up, move up
And just do what u should, u should
Realize that u are somebody
Come on, yall, and join the party
Everybody grab a body
And feel good, u should
Chorus:
Push it up - push it up - push it up - push it up
(ooh, everybodys here - this is the jam of the year)
(push it up! push it up!)
Push it up - push it up - push it up - push it up
(ooh, everybodys here - this is the jam of the year)
(push it up! push it up!)
Push it up, push it up 2 the sky
U dont have 2 have a plane 2 fly
If u listen 2 the truth and not the lie
Stop cryin, cryin
In harmony, cant u see
Every color all in the same key
And thats the way jah wants us 2 be
Start tryin, a-tryin
Realize that u are somebody
Come on, yall, and join the party
Everybody grab a body
And feel good, u should
Chorus
Come on - wake up your body, wake up your body
Wake up your body and move it around c come on
Yeah, huh
Where the party at in here, yall?
Where the party goin down in here? uh

[...] Read more

song performed by Prince
Added by Lucian Velea
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Evangeline: A Tale of Acadie

This is the forest primeval. The murmuring pines and the hemlocks,
Bearded with moss, and in garments green, indistinct in the twilight,
Stand like Druids of eld, with voices sad and prophetic,
Stand like harpers hoar, with beards that rest on their bosoms.
Loud from its rocky caverns, the deep-voiced neighboring ocean
Speaks, and in accents disconsolate answers the wail of the forest.

This is the forest primeval; but where are the hearts that beneath it
Leaped like the roe, when he hears in the woodland the voice of the huntsman
Where is the thatch-roofed village, the home of Acadian farmers,--
Men whose lives glided on like rivers that water the woodlands,
Darkened by shadows of earth, but reflecting an image of heaven?
Waste are those pleasant farms, and the farmers forever departed!
Scattered like dust and leaves, when the mighty blasts of October
Seize them, and whirl them aloft, and sprinkle them far o'er the ocean
Naught but tradition remains of the beautiful village of Grand-Pre.

Ye who believe in affection that hopes, and endures, and is patient,
Ye who believe in the beauty and strength of woman's devotion,
List to the mournful tradition still sung by the pines of the forest;
List to a Tale of Love in Acadie, home of the happy.

PART THE FIRST

I

In the Acadian land, on the shores of the Basin of Minas,
Distant, secluded, still, the little village of Grand-Pre
Lay in the fruitful valley. Vast meadows stretched to the eastward,
Giving the village its name, and pasture to flocks without number.
Dikes, that the hands of the farmers had raised with labor incessant,
Shut out the turbulent tides; but at stated seasons the flood-gates
Opened, and welcomed the sea to wander at will o'er the meadows.
West and south there were fields of flax, and orchards and cornfields
Spreading afar and unfenced o'er the plain; and away to the northward
Blomidon rose, and the forests old, and aloft on the mountains
Sea-fogs pitched their tents, and mists from the mighty Atlantic
Looked on the happy valley, but ne'er from their station descended
There, in the midst of its farms, reposed the Acadian village.
Strongly built were the houses, with frames of oak and of hemlock,
Such as the peasants of Normandy built in the reign of the Henries.
Thatched were the roofs, with dormer-windows; and gables projecting
Over the basement below protected and shaded the doorway.
There in the tranquil evenings of summer, when brightly the sunset
Lighted the village street and gilded the vanes on the chimneys,
Matrons and maidens sat in snow-white caps and in kirtles
Scarlet and blue and green, with distaffs spinning the golden
Flax for the gossiping looms, whose noisy shuttles within doors

[...] Read more

poem by Henry Wadsworth Longfellow
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Push Push

Come take a ride
Or a slipnside
To sit astridengliden.
....Push!Push!
Please pull the strings
Bees use their stings
Birds spread their wing and
Some things...Push! Push!
A puss that pures
By settinspures
Is this his or her what stirs?
Now: Push! Push!
Unlock the sloice
Bring up the juce
Just let it loose..Producen
Push! Push!
Refrain
Push! Push! Push!Just a little
Push! Push! Push!A little further
Push! Push! Push!Just a little bit
Push! Push! Push!A little bit mooooore!
Ooh what a blow
Yeah, what a show!
Hey, one more throw...
Lets go now! Push! Push!
Another shot
We hit teh spot
Oh that was hot.. a lot
Now: Push! Push!
Refrain
From stick or stone
To the prick an d bone
Im lyinprone, Im nnnot alone
Push!Push!
With a whip and chain
Theres plesuren pain
And no venture, no gain....again
Now Push!! Push!
Refrain
Our fathers who are from heaven
When kings have come thy will be
done Forgive this day - our dailybread Give ahead!!!
Refrain

song performed by Falco
Added by Lucian Velea
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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:

[...] Read more

poem by Byron from Don Juan (1824)
Added by Veronica Serbanoiu
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You Keep Pushing That Bash Back

You can push that bitter bash back.
You can push that bitter bash back.
You can push that bitter bash back.
Don't put any pity in a bitter bashed bag.
To weigh you down like a wet rag had.

You can push that bitter bash back.
You can push that bitter bash back.
You can push that bitter bash back.
Don't put any pity in a bitter bashed bag.
To weigh you down like a wet rag had.

You keep pushing that bash back.
You keep pushing that bash back.
You keep pushing that bash back.
Don't drag that bashing or be tagged.

You can push that bitter bash back.
You can push that bitter bash back.
Push it push it,
That bash back!
You keep pushing,
That bash back!
Push it push it,
That bash back!
You keep pushing,
That bash back!
You can push that bitter bash back.

You can push that bitter bash back.
You can push that bitter bash back.
You can push that bitter bash back.
Don't put any pity in a bitter bashed bag.
To weigh you down like a wet rag had.

Don't put any pity in a bitter bashed bag.
To weigh you down like a wet rag had.

Push it push it,
That bash back!
You keep pushing,
That bash back!
Push it push it,
That bash back!
You keep pushing,
That bash back!
You can push that bitter bash back.

You keep pushing,
That bash back!

[...] Read more

poem by Lawrence S. Pertillar
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The Aeneid of Virgil: Book 10

THE GATES of heav’n unfold: Jove summons all
The gods to council in the common hall.
Sublimely seated, he surveys from far
The fields, the camp, the fortune of the war,
And all th’ inferior world. From first to last, 5
The sov’reign senate in degrees are plac’d.
Then thus th’ almighty sire began: “Ye gods,
Natives or denizens of blest abodes,
From whence these murmurs, and this change of mind,
This backward fate from what was first design’d? 10
Why this protracted war, when my commands
Pronounc’d a peace, and gave the Latian lands?
What fear or hope on either part divides
Our heav’ns, and arms our powers on diff’rent sides?
A lawful time of war at length will come, 15
(Nor need your haste anticipate the doom),
When Carthage shall contend the world with Rome,
Shall force the rigid rocks and Alpine chains,
And, like a flood, come pouring on the plains.
Then is your time for faction and debate, 20
For partial favor, and permitted hate.
Let now your immature dissension cease;
Sit quiet, and compose your souls to peace.”
Thus Jupiter in few unfolds the charge;
But lovely Venus thus replies at large: 25
“O pow’r immense, eternal energy,
(For to what else protection can we fly?)
Seest thou the proud Rutulians, how they dare
In fields, unpunish’d, and insult my care?
How lofty Turnus vaunts amidst his train, 30
In shining arms, triumphant on the plain?
Ev’n in their lines and trenches they contend,
And scarce their walls the Trojan troops defend:
The town is fill’d with slaughter, and o’erfloats,
With a red deluge, their increasing moats. 35
Æneas, ignorant, and far from thence,
Has left a camp expos’d, without defense.
This endless outrage shall they still sustain?
Shall Troy renew’d be forc’d and fir’d again?
A second siege my banish’d issue fears, 40
And a new Diomede in arms appears.
One more audacious mortal will be found;
And I, thy daughter, wait another wound.
Yet, if with fates averse, without thy leave,
The Latian lands my progeny receive, 45
Bear they the pains of violated law,
And thy protection from their aid withdraw.
But, if the gods their sure success foretell;
If those of heav’n consent with those of hell,
To promise Italy; who dare debate 50

[...] Read more

poem by Publius Vergilius Maro
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VIII. Dominus Hyacinthus de Archangelis, Pauperum Procurator

Ah, my Giacinto, he's no ruddy rogue,
Is not Cinone? What, to-day we're eight?
Seven and one's eight, I hope, old curly-pate!
—Branches me out his verb-tree on the slate,
Amo-as-avi-atum-are-ans,
Up to -aturus, person, tense, and mood,
Quies me cum subjunctivo (I could cry)
And chews Corderius with his morning crust!
Look eight years onward, and he's perched, he's perched
Dapper and deft on stool beside this chair,
Cinozzo, Cinoncello, who but he?
—Trying his milk-teeth on some crusty case
Like this, papa shall triturate full soon
To smooth Papinianian pulp!

It trots
Already through my head, though noon be now,
Does supper-time and what belongs to eve.
Dispose, O Don, o' the day, first work then play!
—The proverb bids. And "then" means, won't we hold
Our little yearly lovesome frolic feast,
Cinuolo's birth-night, Cinicello's own,
That makes gruff January grin perforce!
For too contagious grows the mirth, the warmth
Escaping from so many hearts at once—
When the good wife, buxom and bonny yet,
Jokes the hale grandsire,—such are just the sort
To go off suddenly,—he who hides the key
O' the box beneath his pillow every night,—
Which box may hold a parchment (someone thinks)
Will show a scribbled something like a name
"Cinino, Ciniccino," near the end,
"To whom I give and I bequeath my lands,
"Estates, tenements, hereditaments,
"When I decease as honest grandsire ought."
Wherefore—yet this one time again perhaps—
Shan't my Orvieto fuddle his old nose!
Then, uncles, one or the other, well i' the world,
May—drop in, merely?—trudge through rain and wind,
Rather! The smell-feasts rouse them at the hint
There's cookery in a certain dwelling-place!
Gossips, too, each with keepsake in his poke,
Will pick the way, thrid lane by lantern-light,
And so find door, put galligaskin off
At entry of a decent domicile
Cornered in snug Condotti,—all for love,
All to crush cup with Cinucciatolo!

Well,
Let others climb the heights o' the court, the camp!

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Break North '97

[kool keith]
Yeah..
Black mon, come get him served
Black mon, come get him served
Black mon, come get him served
Yeah! live from, the st. nickalaus arena in detroit, michigan
We gon' get busy with fifty-five million thousand people out there
Let the crowd go wild!
One, two, three, four..
[kool keith]
I got a radio, small and yet portable
Comfortable, with the sound in audio
Kickin, high hats just tickin
Spicy lyrics, and words finger lickin.. good
But you know i could
Beat on steel, break tons of wood.. down
With a funky sound
Square mixer, the record is round
And turning, for the million i'm earning
Shock the rhythm, and just keep learning
This, that is supposed to
Grab your ear, and have it move close
To the speakers, so you hear me clearly
I'm out yes, to damage severely
You're very far, and not yet nearly
Expressing them, but you're messing them up
Your bummy rhymes, i'm dressing them up
For the battle win, like a snake i'm rattlin
The red ball with the wooden piece paddlin
Mc's stop perpetrating
Break north (break north)
Break north (break north)
Break north (break north)
Break north (break north)
Break north (break north)
Break north (break north)
[ced gee]
I'm a merchandise, a customized item
Computer rapper for suckers who wanna bite em
Stand back, watch the man recite em
It took a second a minute for me to write em
And type em and hype em and psych em, up
Change my rhythm, before i get stuck
In an altitude, beyond my own level
I smack rappers, and send em to the devil
On a bus, return em to dust
I start infections, reduce em to pus
I'm on the scanner, with brains i blow out
Your old bones, and skulls i throw out
To the backyard, and yes the wackyard

[...] Read more

song performed by Ultramagnetic Mc's
Added by Lucian Velea
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The Amber Whale

WE were down in the Indian Ocean, after sperm, and three years out;
The last six months in the tropics, and looking in vain for a spout,—
Five men up on the royal yards, weary of straining their sight;
And every day like its brother,—just morning and noon and night—
Nothing to break the sameness: water and wind and sun
Motionless, gentle, and blazing,—never a change in one.
Every day like its brother: when the noonday eight-bells came,
'Twas like yesterday; and we seemed to know that to-morrow would be the same.
The foremast hands had a lazy time: there was never a thing to do;
The ship was painted, tarred down, and scraped; and the mates had nothing new.
We'd worked at sinnet and ratline till there wasn't a yarn to use,
And all we could do was watch and pray for a sperm whale's spout—or news.
It was whaler's luck of the vilest sort; and, though many a volunteer
Spent his watch below on the look-out, never a whale came near,—
At least of the kind we wanted: there were lots of whales of a sort,—
Killers and finbacks, and such like, as if they enjoyed the sport
Of seeing a whale-ship idle; but we never lowered a boat
For less than a blackfish, —there's no oil in a killer's or finback's coat.
There was rich reward for the look-out men,—tobacco for even a sail,
And a barrel of oil for the lucky dog who'd be first to 'raise' a whale.
The crew was a mixture from every land, and many a tongue they spoke;
And when they sat in the fo'castle, enjoying an evening smoke,
There were tales told, youngster, would make you stare—stories of countless shoals
Of devil-fish in the Pacific and right-whales away at the Poles.
There was one of these fo'castle yarns that we always loved to hear,—
Kanaka and Maori and Yankee; all lent an eager ear
To that strange old tale that was always new,—the wonderful treasure-tale
Of an old Down-Eastern harpooneer who had struck an Amber Whale!
Ay, that was a tale worth hearing, lad: if 'twas true we couldn't say,
Or if 'twas a yarn old Mat had spun to while the time away.

'It's just fifteen years ago,' said Mat, 'since I shipped as harpooneer
On board a bark in New Bedford, and came cruising somewhere near
To this whaling-ground we're cruising now; but whales were plenty then,
And not like now, when we scarce get oil to pay for the ship and men.
There were none of these oil wells running then,—at least, what shore folk term
An oil well in Pennsylvania,—but sulphur-bottom and sperm
Were plenty as frogs in a mud-hole, and all of 'em big whales, too;
One hundred barrels for sperm-whales; and for sulphur-bottom, two.
You couldn't pick out a small one: the littlest calf or cow
Had a sight more oil than the big bull whales we think so much of now.
We were more to the east, off Java Straits, a little below the mouth,—
A hundred and five to the east'ard and nine degrees to the south;
And that was as good a whaling-ground for middling-sized, handy whales
As any in all the ocean; and 'twas always white with sails
From Scotland and Hull and New England,—for the whales were thick as frogs,
And 'twas little trouble to kill 'em then, for they lay as quiet as logs.
And every night we'd go visiting the other whale-ships 'round,
Or p'r'aps we'd strike on a Dutchman, calmed off the Straits, and bound
To Singapore or Batavia, with plenty of schnapps to sell

[...] Read more

poem by John Boyle O'Reilly
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Reminders

Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As word
s confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.Two different views, As words confuse and break. I can't get out, There's no way out of here,I can't get clear.

song performed by Feeder
Added by Lucian Velea
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Push Push and Pop It

Push push and pop it!
Don't keep it bottled up!
Or you will dropp like slop to mop.
Leaving specs and pieces left,
To kick and knock your 'ouch' about!

To needle and pick!
You gotta stop it.
To needle and pick!
You gotta stop it.
To needle and pick!
You gotta stop it.

Puuussshhh! Keep pushin'

Push push and pop it!
Don't keep it bottled up!
Or you will dropp like slop to mop.
Leaving specs and pieces left,
To kick and knock your 'ouch' about!

Push push and pop it!
Don't keep it bottled up!
Or you will dropp like slop to mop.
Leaving specs and pieces left,
To kick and knock your 'ouch' about!

Puuussshhh! Keep pushin'

You can refuse to feel remorse or guilt.
And let forgiveness handle it!
No need to flip your lid or top.
Learn to love yourself a lot.
If this is not done...
How can you expect others to start.
You don't have to play a part...
Of that panic brewing in your heart!
Denying it is there.

Just...
Puuussshhh! Keep pushin'
Puuussshhh! Keep pushin
Push push and pop it!
Don't even try to stop it.
Just...
Puuussshhh! Keep pushin'
Puuussshhh! Keep pushin
Push push and pop it!
Don't even try to stop it.

[...] Read more

poem by Lawrence S. Pertillar
Added by Poetry Lover
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XI. Guido

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

[...] Read more

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

Come a little closer it's a feeling that I can't deny
I was weak, but I never thought I'd speak about the darker side
Is that a ten? I could repent on the side of the road
But, I kept on going yeah I headed for another load
I get up from the ground in the middle of the morning
Up from the ground in the middle of the evening
Up from the ground in the middle of the night
Oh, I testify
I was laid upon the grave by a preacher's hand I cannot lie
And, I forsake many vows I made to be with you tonight
Could you be the salvation cause I never felt like this before
And, could you lend me your hand because I'm falling back on the floor
I get up from the ground in the middle of the morning
Up from the ground in the middle of the evening
Up from the ground in the middle of the night
Oh, I testify
On a road outside of nowhere, in the middle of the night
Well I guess I hit rock bottom and the dawn was not in sight
And a Tempest made of fire, onset the sky aglow
And a sweet young thing called out my name
And this is how it goes, she says...
Choir:
"Go boy, can you hear them?
Are you falling through the cracks in your eyes?"
"Go boy, can you hear them?
Are you falling through the cracks in your eyes?"
"Go boy, can you hear them?
Are you falling through the cracks in your eyes?"
Meatloaf: And I got down on my knees
Choir :"Go boy, can you hear them?
Are you falling through the cracks in your eyes?"
"Go boy, can you hear them?
Are you falling through the cracks in your eyes?"
Meatloaf (over the top of the choirs last two repititions):
I get up from the ground in the middle of the morning
Up from the ground in the middle of the evening
Up from the ground and I'm falling back down
Up from the ground and I testify
I get up from the ground in the middle of the morning
Up from the ground in the middle of the evening
Up from the ground and I'm falling back down
Up from the ground and I testify
Meatloaf & Choir:
Up from the ground in the middle of the morning
Up from the ground in the middle of the evening
Up from the ground and I'm falling back down
Up from the ground and I testify
Up from the ground in the middle of the morning
Up from the ground in the middle of the evening
Up from the ground and I'm falling back down

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song performed by Meat Loaf
Added by Lucian Velea
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The Courtship of Miles Standish

I
MILES STANDISH

In the Old Colony days, in Plymouth the land of the Pilgrims
To and fro in a room of his simple and primitive dwelling,
Clad in doublet and hose, and boots of Cordovan leather,
Strode, with a martial air, Miles Standish the Puritan Captain.
Buried in thought he seemed, with his hands behind him, and pausing
Ever and anon to behold his glittering weapons of warfare,
Hanging in shining array along the walls of the chamber, --
Cutlass and corselet of steel, and his trusty sword of Damascus,
Curved at the point and inscribed with its mystical Arabic sentence,
While underneath, in a corner, were fowling-piece, musket, and matchlock.
Short of stature he was, but strongly built and athletic,
Broad in the shoulders, deep-chested, with muscles and sinews of iron;
Brown as a nut was his face, but his russet beard was already
Flaked with patches of snow, as hedges sometimes in November.
Near him was seated John Alden, his friend and household companion,
Writing with diligent speed at a table of pine by the window:
Fair-haired, azure-eyed, with delicate Saxon complexion,
Having the dew of his youth, and the beauty thereof, as the captives
Whom Saint Gregory saw, and exclaimed, "Not Angles, but Angels."
Youngest of all was he of the men who came in the Mayflower.

Suddenly breaking the silence, the diligent scribe interrupting,
Spake, in the pride of his heart, Miles Standish the Captain of Plymouth.
"Look at these arms," he said, "the war-like weapons that hang here
Burnished and bright and clean, as if for parade or inspection!
This is the sword of Damascus I fought with in Flanders; this breastplate,
Well I remember the day! once save my life in a skirmish;
Here in front you can see the very dint of the bullet
Fired point-blank at my heart by a Spanish arcabucero.
Had it not been of sheer steel, the forgotten bones of Miles Standish
Would at this moment be mould, in their grave in the Flemish morasses."
Thereupon answered John Alden, but looked not up from his writing:
"Truly the breath of the Lord hath slackened the speed of the bullet;
He in his mercy preserved you, to be our shield and our weapon!"
Still the Captain continued, unheeding the words of the stripling:
"See, how bright they are burnished, as if in an arsenal hanging;
That is because I have done it myself, and not left it to others.
Serve yourself, would you be well served, is an excellent adage;
So I take care of my arms, as you of your pens and your inkhorn.
Then, too, there are my soldiers, my great, invincible army,
Twelve men, all equipped, having each his rest and his matchlock,
Eighteen shillings a month, together with diet and pillage,
And, like Caesar, I know the name of each of my soldiers!"
This he said with a smile, that danced in his eyes, as the sunbeams
Dance on the waves of the sea, and vanish again in a moment.
Alden laughed as he wrote, and still the Captain continued:
"Look! you can see from this window my brazen howitzer planted

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poem by Henry Wadsworth Longfellow
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Peter Bell, A Tale

PROLOGUE

There's something in a flying horse,
There's something in a huge balloon;
But through the clouds I'll never float
Until I have a little Boat,
Shaped like the crescent-moon.

And now I 'have' a little Boat,
In shape a very crescent-moon
Fast through the clouds my boat can sail;
But if perchance your faith should fail,
Look up--and you shall see me soon!

The woods, my Friends, are round you roaring,
Rocking and roaring like a sea;
The noise of danger's in your ears,
And ye have all a thousand fears
Both for my little Boat and me!

Meanwhile untroubled I admire
The pointed horns of my canoe;
And, did not pity touch my breast,
To see how ye are all distrest,
Till my ribs ached, I'd laugh at you!

Away we go, my Boat and I--
Frail man ne'er sate in such another;
Whether among the winds we strive,
Or deep into the clouds we dive,
Each is contented with the other.

Away we go--and what care we
For treasons, tumults, and for wars?
We are as calm in our delight
As is the crescent-moon so bright
Among the scattered stars.

Up goes my Boat among the stars
Through many a breathless field of light,
Through many a long blue field of ether,
Leaving ten thousand stars beneath her:
Up goes my little Boat so bright!

The Crab, the Scorpion, and the Bull--
We pry among them all; have shot
High o'er the red-haired race of Mars,
Covered from top to toe with scars;
Such company I like it not!

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poem by William Wordsworth
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The Great Hunger

I
Clay is the word and clay is the flesh
Where the potato-gatherers like mechanised scarecrows move
Along the side-fall of the hill - Maguire and his men.
If we watch them an hour is there anything we can prove
Of life as it is broken-backed over the Book
Of Death? Here crows gabble over worms and frogs
And the gulls like old newspapers are blown clear of the hedges, luckily.
Is there some light of imagination in these wet clods?
Or why do we stand here shivering?
Which of these men
Loved the light and the queen
Too long virgin? Yesterday was summer. Who was it promised marriage to himself
Before apples were hung from the ceilings for Hallowe'en?
We will wait and watch the tragedy to the last curtain,
Till the last soul passively like a bag of wet clay
Rolls down the side of the hill, diverted by the angles
Where the plough missed or a spade stands, straitening the way.
A dog lying on a torn jacket under a heeled-up cart,
A horse nosing along the posied headland, trailing
A rusty plough. Three heads hanging between wide-apart legs.
October playing a symphony on a slack wire paling.
Maguire watches the drills flattened out
And the flints that lit a candle for him on a June altar
Flameless. The drills slipped by and the days slipped by
And he trembled his head away and ran free from the world's halter,
And thought himself wiser than any man in the townland
When he laughed over pints of porter
Of how he came free from every net spread
In the gaps of experience. He shook a knowing head
And pretended to his soul
That children are tedious in hurrying fields of April
Where men are spanning across wide furrows.
Lost in the passion that never needs a wife
The pricks that pricked were the pointed pins of harrows.
Children scream so loud that the crows could bring
The seed of an acre away with crow-rude jeers.
Patrick Maguire, he called his dog and he flung a stone in the air
And hallooed the birds away that were the birds of the years.
Turn over the weedy clods and tease out the tangled skeins.
What is he looking for there?
He thinks it is a potato, but we know better
Than his mud-gloved fingers probe in this insensitive hair.
'Move forward the basket and balance it steady
In this hollow. Pull down the shafts of that cart, Joe,
And straddle the horse,' Maguire calls.
'The wind's over Brannagan's, now that means rain.
Graip up some withered stalks and see that no potato falls
Over the tail-board going down the ruckety pass -
And that's a job we'll have to do in December,

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poem by Patrick Kavanagh
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Ticket On A Ferry Ride

By jeff barry and bobby bloom
I got a ticket on a ferry ride.
I got a ticket and it hurts inside.
I wonder if she knows
That I dont really want to go, oh no
I still love her so.
I got a ticket on a ferry ride.
I got a ticket and it hurts inside.
I never though the day
Would come when I would say good bye this way
Wanted so to stay.
I got a ticket on a ferry ride.
I still love her so.
Dont really wanna go.
I got a ticket on a ferry ride.
I got a ticket and it hurts inside.
I wonder if she knows
That I dont really have to go, oh no
I still love her so.
I got a ticket on a ferry ride.
I got a ticket and it hurts inside.
I got a ticket on a ferry ride.
I got a ticket and it hurts inside.
I got a ticket on a ferry ride, ah.
I got a ticket on a ferry ride (repeat).

song performed by Monkees
Added by Lucian Velea
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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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Don Juan: Canto the Second

XXIV

The ship, call'd the most holy "Trinidada,"
Was steering duly for the port Leghorn;
For there the Spanish family Moncada
Were settled long ere Juan's sire was born:
They were relations, and for them he had a
Letter of introduction, which the morn
Of his departure had been sent him by
His Spanish friends for those in Italy.XXV

His suite consisted of three servants and
A tutor, the licentiate Pedrillo,
Who several languages did understand,
But now lay sick and speechless on his pillow,
And, rocking in his hammock, long'd for land,
His headache being increas'd by every billow;
And the waves oozing through the port-hole made
His berth a little damp, and him afraid.XXVI

'Twas not without some reason, for the wind
Increas'd at night, until it blew a gale;
And though 'twas not much to a naval mind,
Some landsmen would have look'd a little pale,
For sailors are, in fact, a different kind:
At sunset they began to take in sail,
For the sky show'd it would come on to blow,
And carry away, perhaps, a mast or so.XXVII

At one o'clock the wind with sudden shift
Threw the ship right into the trough of the sea,
Which struck her aft, and made an awkward rift,
Started the stern-post, also shatter'd the
Whole of her stern-frame, and, ere she could lift
Herself from out her present jeopardy,
The rudder tore away: 'twas time to sound
The pumps, and there were four feet water found.XXVIII

One gang of people instantly was put
Upon the pumps, and the remainder set
To get up part of the cargo, and what not,
But they could not come at the leak as yet;
At last they did get at it really, but
Still their salvation was an even bet:
The water rush'd through in a way quite puzzling,

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poem by Byron
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