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When is the dawn?

I walked miles after miles on these dusty roads,
Wearing comfortable shoes to protect my sore feet,
This place is an example how a country,
Should not be managed and messed up.
This area exemplifies to prove the poverty,
That is churned out from corruption.
Every level of this country is well corrupted,
Politicians, judiciary, administrative and common men,
Who have some power to extract few dollars and cents.
Most men look sickly, but the women look all right,
Terribly skeletal human can be found here,
Walking, running and pedaling for money.
Cute broad eyes that look at me piercingly,
Poking my inability to talk about their miseries,
Half eaten stomach can't be filled with water,
Even the water is scarce; don't ask for clean water,
The corporation sends the water of various smells,
No program can be watched continuously,
As there is power interruption every other hour,
I have many yellow singlets after putting,
The white materials in the washing machine,
The air is humid or scorching hot in summer,
Very cold and shivering in winter,
The rivers run knee deep in the rainy season,
On the roads, collecting the rubbish and then float,
I have seen mosques everywhere and hear their prayers,
One after another nonstop for ten minutes or more,
Sometimes I thank the power interruption,
Why we have to reassure that Almighty is great,
Every five hours, but the Almighty has not been kind,
To these poor souls who are wearing dirty clothes,
Kneel down on the floor to worship Him for love,
Almighty has bestowed them with lots of love,
So they have created 160 million people so far,
When private sector flourishes,
The public sector is in a filthy state,
Railways, Roads and battered buses,
Filled with people, three hours to catch a bus,
To work and another three hours to go back,
People are waiting day and night,
They are waiting everywhere with a hope,
They are waiting for the fresh dawn,
That brings them normal life and security.

poem by Veeraiyah Subbulakshmi
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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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I Can See For Miles

I know you've deceived me, now here's a surprise
I know you've deceived me, now here's a surprise
I know that you have 'cause there's magic in my eyes
I know that you have 'cause there's magic in my eyes
I can see for miles and miles and miles and miles and miles
I can see for miles and miles and miles and miles and miles
Oh yeah
Oh yeah
If you think that I don't know about the little tricks you've played
If you think that i don't know about the little tricks you've played
And never see you when deliberately you put things in my way
And never see you when deliberately you put things in my way
Well, here's a poke at you
Well, here's a poke at you
You're gonna choke on it too
You're gonna choke on it too
You're gonna lose that smile
You're gonna lose that smile
Beacuse all the while
Beacuse all the while
I can see for miles and miles
I can see for miles and miles
I can see for miles and miles
I can see for miles and miles
I can see for miles and miles and miles and miles and miles
I can see for miles and miles and miles and miles and miles
Oh yeah
Oh yeah
You took advantage of my trust in you when I was so far away
You took advantage of my trust in you when i was so far away
I saw you holding lots of other guys and now you've got the nerve to say
I saw you holding lots of other guys and now you've got the nerve to say
That you still want me
That you still want me
Well, that's as may be
Well, that's as may be
But you gotta stand trial
But you gotta stand trial
Because all the while
Because all the while
I can see for miles and miles
I can see for miles and miles
I can see for miles and miles
I can see for miles and miles
I can see for miles and miles and miles and miles and miles
I can see for miles and miles and miles and miles and miles
Oh yeah
Oh yeah
I know you've deceived me, now here's a surprise
I know you've deceived me, now here's a surprise

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song performed by Styx
Added by Lucian Velea
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Corruption

From the drip drip drip of the teardrops
To the chink chink chink of the cash
To the end end end of the friendships
To the wack wack wack of the bash
Corruption corruption corruption
Rules my soul
Corruption corruption corruption
Rules my soul
From the tick tick tick of your times up
To the yes yes yes of Ill sell
From the fact fact fact of the souless
To the pact pact pact with hell
Corruption corruption corruption
Rules my soul
Corruption corruption corruption
Chills my bones
Corruption corruption corruption
Rules my soul
Corruption corruption corruption
Chills my bones
From the scream scream scream of the babies
To the retch retch retch of the youth
From the lie lie lie of the righteous
To the lost lost lost way I feel
Corruption corruption corruption
Rules my bones
Corruption corruption corruption
Chills my bones
Corruption corruption corruption
Rules my soul
Corruption corruption corruption
Rules my soul
Corruption
Corruption
Order in the court
Decision to abort
The monkey wants to speak
So speak, monkey speak
Speak monkey, speak
Speak monkey, speak
Speak monkey, speak
Everything leads to corruption
Everything leads to corruption
Corruption

song performed by Iggy Pop
Added by Lucian Velea
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Tom Zart's 52 Best Of The Rest America At War Poems

SONS AND DAUGHTERS OF WORLD WAR III

The White House
Washington
Tom Zart's Poems

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

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

Sincerely,

George W. Bush

SONS AND DAUGHTERS OF WORLD WAR III

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

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

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

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

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

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poem by Tom Zart
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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

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poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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The Regiment of Princes

Musynge upon the restlees bysynesse
Which that this troubly world hath ay on honde,
That othir thyng than fruyt of bittirnesse
Ne yildith naght, as I can undirstonde,
At Chestres In, right faste by the Stronde,
As I lay in my bed upon a nyght,
Thoght me byrefte of sleep the force and might. 1

And many a day and nyght that wikkid hyne
Hadde beforn vexed my poore goost
So grevously that of angwissh and pyne
No rycher man was nowhere in no coost.
This dar I seyn, may no wight make his boost
That he with thoght was bet than I aqweynted,
For to the deeth he wel ny hath me feynted.

Bysyly in my mynde I gan revolve
The welthe unseur of every creature,
How lightly that Fortune it can dissolve
Whan that hir list that it no lenger dure;
And of the brotilnesse of hir nature
My tremblynge herte so greet gastnesse hadde
That my spirites were of my lyf sadde.

Me fil to mynde how that nat longe agoo
Fortunes strook doun thraste estat rial
Into mescheef, and I took heede also
Of many anothir lord that hadde a fal.
In mene estat eek sikirnesse at al
Ne saw I noon, but I sy atte laste
Wher seuretee for to abyde hir caste.

In poore estat shee pighte hir pavyloun
To kevere hir fro the storm of descendynge 2
For shee kneew no lower descencion
Sauf oonly deeth, fro which no wight lyvynge
Deffende him may; and thus in my musynge
I destitut was of joie and good hope,
And to myn ese nothyng cowde I grope.

For right as blyve ran it in my thoght,
Thogh poore I be, yit sumwhat leese I may.
Than deemed I that seurtee wolde noght
With me abyde; it is nat to hir pay
Ther to sojourne as shee descende may.
And thus unsikir of my smal lyflode,
Thoght leide on me ful many an hevy lode.

I thoghte eek, if I into povert creepe,
Than am I entred into sikirnesse;

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poem by Thomas Hoccleve
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Beowulf

LO, praise of the prowess of people-kings
of spear-armed Danes, in days long sped,
we have heard, and what honor the athelings won!
Oft Scyld the Scefing from squadroned foes,
from many a tribe, the mead-bench tore,
awing the earls. Since erst he lay
friendless, a foundling, fate repaid him:
for he waxed under welkin, in wealth he throve,
till before him the folk, both far and near,
who house by the whale-path, heard his mandate,
gave him gifts: a good king he!
To him an heir was afterward born,
a son in his halls, whom heaven sent
to favor the folk, feeling their woe
that erst they had lacked an earl for leader
so long a while; the Lord endowed him,
the Wielder of Wonder, with world's renown.
Famed was this Beowulf: far flew the boast of him,
son of Scyld, in the Scandian lands.
So becomes it a youth to quit him well
with his father's friends, by fee and gift,
that to aid him, aged, in after days,
come warriors willing, should war draw nigh,
liegemen loyal: by lauded deeds
shall an earl have honor in every clan.
Forth he fared at the fated moment,
sturdy Scyld to the shelter of God.
Then they bore him over to ocean's billow,
loving clansmen, as late he charged them,
while wielded words the winsome Scyld,
the leader beloved who long had ruled….
In the roadstead rocked a ring-dight vessel,
ice-flecked, outbound, atheling's barge:
there laid they down their darling lord
on the breast of the boat, the breaker-of-rings,
by the mast the mighty one. Many a treasure
fetched from far was freighted with him.
No ship have I known so nobly dight
with weapons of war and weeds of battle,
with breastplate and blade: on his bosom lay
a heaped hoard that hence should go
far o'er the flood with him floating away.
No less these loaded the lordly gifts,
thanes' huge treasure, than those had done
who in former time forth had sent him
sole on the seas, a suckling child.
High o'er his head they hoist the standard,
a gold-wove banner; let billows take him,
gave him to ocean. Grave were their spirits,
mournful their mood. No man is able

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poem by Charles Baudelaire
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I Can See For Miles

I know youve deceived me, now heres a surprise
I know that you have cause theres magic in my eyes
I can see for miles and miles and miles and miles and miles
Oh yeah
If you think that I dont know about the little tricks youve played
And never see you when deliberately you put things in my way
Well, heres a poke at you
Youre gonna choke on it too
Youre gonna lose that smile
Beacuse all the while
I can see for miles and miles
I can see for miles and miles
I can see for miles and miles and miles and miles and miles
Oh yeah
You took advantage of my trust in you when I was so far away
I saw you holding lots of other guys and now youve got the nerve to say
That you still want me
Well, thats as may be
But you gotta stand trial
Because all the while
I can see for miles and miles
I can see for miles and miles
I can see for miles and miles and miles and miles and miles
Oh yeah
I know youve deceived me, now heres a surprise
I know that you have cause theres magic in my eyes
I can see for miles and miles and miles and miles and miles
Oh yeah
The eiffel tower and the taj mahal are mine to see on clear days
You thought that I would need a crystal ball to see right through the haze
Well, heres a poke at you
Youre gonna choke on it too
Youre gonna lose that smile
Beacuse all the while
I can see for miles and miles
I can see for miles and miles
I can see for miles and miles and miles and miles and miles
And miles and miles and miles and miles
I can see for miles and miles
I can see for miles and miles
I can see for miles and miles
I can see for miles and miles

song performed by Who
Added by Lucian Velea
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V. Count Guido Franceschini

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

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poem by Robert Browning from The Ring and the Book
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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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The Tale of Gamelyn

Fitt 1

Lithes and listneth and harkeneth aright,
And ye shul here of a doughty knyght;
Sire John of Boundes was his name,
He coude of norture and of mochel game.
Thre sones the knyght had and with his body he wan,
The eldest was a moche schrewe and sone bygan.
His brether loved wel her fader and of hym were agast,
The eldest deserved his faders curs and had it atte last.
The good knight his fadere lyved so yore,
That deth was comen hym to and handled hym ful sore.
The good knyght cared sore sik ther he lay,
How his children shuld lyven after his day.
He had bene wide where but non husbonde he was,
Al the londe that he had it was purchas.
Fayn he wold it were dressed amonge hem alle,
That eche of hem had his parte as it myght falle.
Thoo sente he in to contrey after wise knyghtes
To helpen delen his londes and dressen hem to-rightes.
He sent hem word by letters thei shul hie blyve,
If thei wolle speke with hym whilst he was alyve.

Whan the knyghtes harden sik that he lay,
Had thei no rest neither nyght ne day,
Til thei come to hym ther he lay stille
On his dethes bedde to abide goddys wille.
Than seide the good knyght seke ther he lay,
'Lordes, I you warne for soth, without nay,
I may no lenger lyven here in this stounde;
For thorgh goddis wille deth droueth me to grounde.'
Ther nas noon of hem alle that herd hym aright,
That thei ne had routh of that ilk knyght,
And seide, 'Sir, for goddes love dismay you nought;
God may don boote of bale that is now ywrought.'
Than speke the good knyght sik ther he lay,
'Boote of bale God may sende I wote it is no nay;
But I beseche you knyghtes for the love of me,
Goth and dresseth my londes amonge my sones thre.
And for the love of God deleth not amyss,
And forgeteth not Gamelyne my yonge sone that is.
Taketh hede to that oon as wel as to that other;
Seelde ye seen eny hier helpen his brother.'

Thoo lete thei the knyght lyen that was not in hele,
And wenten into counselle his londes for to dele;
For to delen hem alle to on that was her thought.
And for Gamelyn was yongest he shuld have nought.
All the londe that ther was thei dalten it in two,
And lete Gamelyne the yonge without londe goo,

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poem by Anonymous Olde English
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Courtship of Miles Standish, The

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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Fifth Book

AURORA LEIGH, be humble. Shall I hope
To speak my poems in mysterious tune
With man and nature,–with the lava-lymph
That trickles from successive galaxies
Still drop by drop adown the finger of God,
In still new worlds?–with summer-days in this,
That scarce dare breathe, they are so beautiful?–
With spring's delicious trouble in the ground
Tormented by the quickened blood of roots.
And softly pricked by golden crocus-sheaves
In token of the harvest-time of flowers?–
With winters and with autumns,–and beyond,
With the human heart's large seasons,–when it hopes
And fears, joys, grieves, and loves?–with all that strain
Of sexual passion, which devours the flesh
In a sacrament of souls? with mother's breasts,
Which, round the new made creatures hanging there,
Throb luminous and harmonious like pure spheres?–
With multitudinous life, and finally
With the great out-goings of ecstatic souls,
Who, in a rush of too long prisoned flame,
Their radiant faces upward, burn away
This dark of the body, issuing on a world
Beyond our mortal?–can I speak my verse
So plainly in tune to these things and the rest,
That men shall feel it catch them on the quick,
As having the same warrant over them
To hold and move them, if they will or no,
Alike imperious as the primal rhythm
Of that theurgic nature? I must fail,
Who fail at the beginning to hold and move
One man,–and he my cousin, and he my friend,
And he born tender, made intelligent,
Inclined to ponder the precipitous sides
Of difficult questions; yet, obtuse to me,–
Of me, incurious! likes me very well,
And wishes me a paradise of good,
Good looks, good means, and good digestion!–ay,
But otherwise evades me, puts me off
With kindness, with a tolerant gentleness,–
Too light a book for a grave man's reading! Go,
Aurora Leigh: be humble.
There it is;
We women are too apt to look to one,
Which proves a certain impotence in art.
We strain our natures at doing something great,
Far less because it's something great to do,
Than, haply, that we, so, commend ourselves
As being not small, and more appreciable
To some one friend. We must have mediators

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poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
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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
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The Interpretation of Nature and

I.

MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.


II.

Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.

III.

Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.

IV.

Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.

V.

The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.

VI.

It would be an unsound fancy and self-contradictory to expect that things which have never yet been done can be done except by means which have never yet been tried.

VII.

The productions of the mind and hand seem very numerous in books and manufactures. But all this variety lies in an exquisite subtlety and derivations from a few things already known; not in the number of axioms.

VIII.

Moreover the works already known are due to chance and experiment rather than to sciences; for the sciences we now possess are merely systems for the nice ordering and setting forth of things already invented; not methods of invention or directions for new works.

IX.

The cause and root of nearly all evils in the sciences is this -- that while we falsely admire and extol the powers of the human mind we neglect to seek for its true helps.

X.

The subtlety of nature is greater many times over than the subtlety of the senses and understanding; so that all those specious meditations, speculations, and glosses in which men indulge are quite from the purpose, only there is no one by to observe it.

XI.

As the sciences which we now have do not help us in finding out new works, so neither does the logic which we now have help us in finding out new sciences.

XII.

The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search after truth. So it does more harm than good.

XIII.

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poem by Sir Francis Bacon
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Orlando Furioso Canto 20

ARGUMENT
Guido and his from that foul haunt retire,
While all Astolpho chases with his horn,
Who to all quarters of the town sets fire,
Then roving singly round the world is borne.
Marphisa, for Gabrina's cause, in ire
Puts upon young Zerbino scathe and scorn,
And makes him guardian of Gabrina fell,
From whom he first learns news of Isabel.

I
Great fears the women of antiquity
In arms and hallowed arts as well have done,
And of their worthy works the memory
And lustre through this ample world has shone.
Praised is Camilla, with Harpalice,
For the fair course which they in battle run.
Corinna and Sappho, famous for their lore,
Shine two illustrious light, to set no more.

II
Women have reached the pinnacle of glory,
In every art by them professed, well seen;
And whosoever turns the leaf of story,
Finds record of them, neither dim nor mean.
The evil influence will be transitory,
If long deprived of such the world had been;
And envious men, and those that never knew
Their worth, have haply hid their honours due.

III
To me it plainly seems, in this our age
Of women such is the celebrity,
That it may furnish matter to the page,
Whence this dispersed to future years shall be;
And you, ye evil tongues which foully rage,
Be tied to your eternal infamy,
And women's praises so resplendent show,
They shall, by much, Marphisa's worth outgo.

IV
To her returning yet again; the dame
To him who showed to her such courteous lore,
Refused not to disclose her martial name,
Since he agreed to tell the style be bore.
She quickly satisfied the warrior's claim;
To learn his title she desired so sore.
'I am Marphisa,' the virago cried:
All else was known, as bruited far and wide.

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poem by Ludovico Ariosto
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Sixth Book

THE English have a scornful insular way
Of calling the French light. The levity
Is in the judgment only, which yet stands;
For say a foolish thing but oft enough,
(And here's the secret of a hundred creeds,–
Men get opinions as boys learn to spell,
By re-iteration chiefly) the same thing
Shall pass at least for absolutely wise,
And not with fools exclusively. And so,
We say the French are light, as if we said
The cat mews, or the milch-cow gives us milk:
Say rather, cats are milked, and milch cows mew,
For what is lightness but inconsequence,
Vague fluctuation 'twixt effect and cause,
Compelled by neither? Is a bullet light,
That dashes from the gun-mouth, while the eye
Winks, and the heart beats one, to flatten itself
To a wafer on the white speck on a wall
A hundred paces off? Even so direct,
So sternly undivertible of aim,
Is this French people.
All idealists
Too absolute and earnest, with them all
The idea of a knife cuts real flesh;
And still, devouring the safe interval
Which Nature placed between the thought and act,
They threaten conflagration to the world
And rush with most unscrupulous logic on
Impossible practice. Set your orators
To blow upon them with loud windy mouths
Through watchword phrases, jest or sentiment,
Which drive our burley brutal English mobs
Like so much chaff, whichever way they blow,–
This light French people will not thus be driven.
They turn indeed; but then they turn upon
Some central pivot of their thought and choice,
And veer out by the force of holding fast.
–That's hard to understand, for Englishmen
Unused to abstract questions, and untrained
To trace the involutions, valve by valve,
In each orbed bulb-root of a general truth,
And mark what subtly fine integument
Divides opposed compartments. Freedom's self
Comes concrete to us, to be understood,
Fixed in a feudal form incarnately
To suit our ways of thought and reverence,
The special form, with us, being still the thing.
With us, I say, though I'm of Italy
My mother's birth and grave, by father's grave
And memory; let it be,–a poet's heart

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poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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Messed Up

Digital....keep it digital
Keep it (what? )....digital
Keep it(Im back)digital
Keep it keep it.....
Verse 1:
You dont say that Im pretty
All the simple things adding
Up to big ones
There is where you messed up
Movies,or flowers,hours knowing
Where you are or who you with
There is where you messed up
Chorus:
You keep on actin like
I really need a brother
Man I dont need a brother
Better get your act together
Cant keep on holden on waiten for you
And baby there is where you messed up.
You keep on actin like
I really need a brother
Man I dont need a brother
Better get your act together
Cant keep on holden on waiten for you
And baby there is where you messed up!
Verse 2:
I dont need your money
No dinners,Ive got jewlery
Winner to who use it
And baby there is where you messed up
Your taken me for granted
Expect me to stay right here
Wait on you while you hard to find
There is where you messed up
Chorus:
(you keep on actin like)
You keep on actin like
I really need a brother (really need a brother)
Man I dont need a brother
Better get your act together
(cant keep on holdin on)
Cant keep on holdin on waiten for you (yeah)
And baby there is where you messed up
You keep on actin like
I really need a brother
Man I dont need a brother
Better get your act together
Cant keep on holden on waiten for you
And baby there is where you messed up!
Bridge:

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song performed by Aaliyah
Added by Lucian Velea
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The Ballad of the White Horse

DEDICATION

Of great limbs gone to chaos,
A great face turned to night--
Why bend above a shapeless shroud
Seeking in such archaic cloud
Sight of strong lords and light?

Where seven sunken Englands
Lie buried one by one,
Why should one idle spade, I wonder,
Shake up the dust of thanes like thunder
To smoke and choke the sun?

In cloud of clay so cast to heaven
What shape shall man discern?
These lords may light the mystery
Of mastery or victory,
And these ride high in history,
But these shall not return.

Gored on the Norman gonfalon
The Golden Dragon died:
We shall not wake with ballad strings
The good time of the smaller things,
We shall not see the holy kings
Ride down by Severn side.

Stiff, strange, and quaintly coloured
As the broidery of Bayeux
The England of that dawn remains,
And this of Alfred and the Danes
Seems like the tales a whole tribe feigns
Too English to be true.

Of a good king on an island
That ruled once on a time;
And as he walked by an apple tree
There came green devils out of the sea
With sea-plants trailing heavily
And tracks of opal slime.

Yet Alfred is no fairy tale;
His days as our days ran,
He also looked forth for an hour
On peopled plains and skies that lower,
From those few windows in the tower
That is the head of a man.

But who shall look from Alfred's hood

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poem by Gilbert Keith Chesterton
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The King of the Vasse

A LEGEND OF THE BUSH.

MY tale which I have brought is of a time
Ere that fair Southern land was stained with crime,
Brought thitherward in reeking ships and cast
Like blight upon the coast, or like a blast
From angry levin on a fair young tree,
That stands thenceforth a piteous sight to see.
So lives this land to-day beneath the sun,—
A weltering plague-spot, where the hot tears run,
And hearts to ashes turn, and souls are dried
Like empty kilns where hopes have parched and died.
Woe's cloak is round her,—she the fairest shore
In all the Southern Ocean o'er and o'er.
Poor Cinderella! she must bide her woe,
Because an elder sister wills it so.
Ah! could that sister see the future day
When her own wealth and strength are shorn away,
A.nd she, lone mother then, puts forth her hand
To rest on kindred blood in that far land;
Could she but see that kin deny her claim
Because of nothing owing her but shame,—
Then might she learn 'tis building but to fall,
If carted rubble be the basement-wall.

But this my tale, if tale it be, begins
Before the young land saw the old land's sins
Sail up the orient ocean, like a cloud
Far-blown, and widening as it neared,—a shroud
Fate-sent to wrap the bier of all things pure,
And mark the leper-land while stains endure.
In the far days, the few who sought the West
Were men all guileless, in adventurous quest
Of lands to feed their flocks and raise their grain,
And help them live their lives with less of pain
Than crowded Europe lets her children know.
From their old homesteads did they seaward go,
As if in Nature's order men must flee
As flow the streams,—from inlands to the sea.

In that far time, from out a Northern land,
With home-ties severed, went a numerous band
Of men and wives and children, white-haired folk:
Whose humble hope of rest at home had broke,
As year was piled on year, and still their toil
Had wrung poor fee from -Sweden's rugged soil.
One day there gathered from the neighboring steads,
In Jacob Eibsen's, five strong household heads,—
Five men large-limbed and sinewed, Jacob's sons,

[...] Read more

poem by John Boyle O'Reilly
Added by Poetry Lover
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