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Carlene

(phil vassar/charlie black/rory michael bourke)
I was lousy at math, failed historian
Carlene was the valedictorian
I was the quarter back in the back of classes
She was the whiz kid in horned rim glasses
Its been a long time since Ive been around
Since I stepped foot on my old stomping ground
I ended up by the old school yard
When this red head pulled up in a blue sports car
She said, I bet you dont remember, I guess its been forever.
It took a second to put it all together and I said.
Ooh la la la la la
Looking good carlene
Woh my my my my my
Times been good to you
If you know what I mean
Girl you glitter like hollywood
Good God carlene
You sure are lookin good
She said hop in lets go for a spin
Tell me whatcha been doing boy and where you been
I said I write songs, you probably didnt know, but i
Finally got a couple out on country radio
She said, what a switch, aint life funny, Ive got a phd,
Now Im modeling for money.
Imagine little miss 4.0 just smiling for the camera on the cover of vogue
I said youve come a long way since graduation
Let me say without hesitation
Youve surpassed everyones expectations
Ooh la la la la la
Looking good carlene
Woh my my my my my
Times been good to you
If you know what I mean
Girl you glitter like hollywood
Good God carlene
You sure are lookin good
I said I hope to see you again someday
She said another ten years is too long to wait
Pick me up at my mommas at eight!
And I said.
Ooh la la la la la
Looking good carlene
Woh my my my my my
Times been good to you
If you know what I mean
Ooh la la la la la
Looking good carlene
Woh my my my my my
Times been good to you

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song performed by Phil Vassar
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Give Your Heart To The Hawks

1 he apples hung until a wind at the equinox,

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

Under the old trees with rosy fruit.

In the morning Fayne Fraser gathered the sound ones into a

basket,

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

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

Fayne snatched for it and missed;

Michael stood by rejoicing, his rather small

Finely cut features in a dance of delight;

Fayne with one sweep flung at his face

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

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poem by Robinson Jeffers
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Math Suks

If necessity was the mother of invention
Then Id like to kill the guy who invented this
The numbers come together in some kind of third dimension
A regular algebraic bliss
Lets starts with something simple
Like 1 and 1 aint 3
Any 2 plus 2 will never get you 5
Theres fractions in my subtraction
And x dont equal y
But my homework is bound to multiply
Math suks (math suks), math suks (math suks)
Id like to burn this text book
I hate that stuff so much
Math suks (math suks), math suks (math suks)
Sometimes I think that I dont know that much
But math suks
I got so bored with my homework
I turned on the tv
The beauty pageant winners were all smiling through their teeth
And they asked the new miss america
Hey babe can you add up all those bucks
She looked puzzled then just said math suks
Math suks (math suks), math suks (math suks)
You dont even have to spell it
All you have to do is yell it
Math suks (math suks), math suks (math suks)
Sometime times I think that I dont know that much
But math suks
Geometry and trigonometry and if they dont tax your brain
There are numbers to big to be named
Numerical precision is a science with a mission
And I think its gonna drive me insane
Parents fighting with their children
And the congress cant agree
Teachers and their students are all jousting constantly
Management and labor keep rattling old sabres
Quacking like those peabody ducks
Math suks (quack quack), math suks (quack quack)
You dont even have to spell it
All you have to do is yell it
Math suks, thats right, math suks, you got it
Sometime times I think that I dont know that much
But math suks
All right there goes our g rating
Math suks, math suks, math suks the big one
Math suks, math suks, math suks the big one
Math suks, math suks, math suks the big one
Math suks, math suks, math suks, math suks

song performed by Jimmy Buffett
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Charlie Mack

Artist: dj jazzy jeff and the fresh prince
[fresh prince]
Everywhere we go, downtown or to a show
We have two necessities, charlie mack and our limo
He's feared by suckers yet he's loved by kids
Pay attention and let me tell you who charlie mack
He is our homeboy from around the block
He's regarded through the city as the hip-hop cop
Height about 6'6", weight about 290
Everywhere i go, charlie mack is right behind me
He never laughs, never smiles nor sweats
He doesn't breaks arms or legs, only spines or necks
He once killed a man cause he would not let go of his eggo
Apollo creed is a sucker, charlie mack could beat drago
He could bench about three-hundred pounds
The cops all take a vacation, when charlie's in town
He's the toughest around, so everywhere that i go, he goes
He's charlie mack and he's the first out the limo
[fresh prince]
I guess you're wonderin why he's the first out
The limo, yo, let me give you this bit of info
So you'll know the things that charlie can do
And you'll know every single reason why he's down with the crew
The limo picks up about a half past six
With the radio blastin our latest hit
It's me, jeff, ready rock, omar and j.l.
Charlie mack is up front as we depart the hotel
First we cause chaos throughout the city streets
Then maybe stop at burger king for a bite to eat
And if somebody gets stupid while we're in the place
Charlie cancels his order and bites off their face
He's not a troublemaker, in fact, he's a troublebreaker
And if somebody gets dumb, well it'll only take a
Second or two, after some fools snaps
Law and order is restored by my hero charlie mack
Wheel off into the limo, and head for the jam
Charlie cracks all the knuckles, on both of his hands
And when we pull up to the show, the routine is unrehearsed
It's just natural that we let charlie hop our first
He clears the crowd without sayin a word
Man, that's the loudest silence i've ever heard
A lot of times guys test him, by tryin to bug
He just, leaves ring imprints, all over their mugs
He's a terminator, a hercules of sorts
Man to hell with chess, he likes physical sports
You may not have known before but now you know
The reason why charlie mack is the first out the limo
[fresh prince]
We'd like to apologize to all of our fans
But please don't touch us when we're at our jams

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song performed by Will Smith
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Paradise Lost: Book X

Thus they in lowliest plight repentant stood
Praying, for from the Mercie-seat above
Prevenient Grace descending had remov'd
The stonie from thir hearts, and made new flesh
Regenerat grow instead, that sighs now breath'd
Unutterable, which the Spirit of prayer
Inspir'd, and wing'd for Heav'n with speedier flight
Then loudest Oratorie: yet thir port
Not of mean suiters, nor important less
Seem'd thir Petition, then when th' ancient Pair
In Fables old, less ancient yet then these,
Deucalion and chaste Pyrrha to restore
The Race of Mankind drownd, before the Shrine
Of Themis stood devout. To Heav'n thir prayers
Flew up, nor missed the way, by envious windes
Blow'n vagabond or frustrate: in they passd
Dimentionless through Heav'nly dores; then clad
With incense, where the Golden Altar fum'd,
By thir great Intercessor, came in sight
Before the Fathers Throne: Them the glad Son
Presenting, thus to intercede began.
See Father, what first fruits on Earth are sprung
From thy implanted Grace in Man, these Sighs
And Prayers, which in this Golden Censer, mixt
With Incense, I thy Priest before thee bring,
Fruits of more pleasing savour from thy seed
Sow'n with contrition in his heart, then those
Which his own hand manuring all the Trees
Of Paradise could have produc't, ere fall'n
From innocence. Now therefore bend thine eare
To supplication, heare his sighs though mute;
Unskilful with what words to pray, let mee
Interpret for him, mee his Advocate
And propitiation, all his works on mee
Good or not good ingraft, my Merit those
Shall perfet, and for these my Death shall pay.
Accept me, and in mee from these receave
The smell of peace toward Mankinde, let him live
Before thee reconcil'd, at least his days
Numberd, though sad, till Death, his doom (which I
To mitigate thus plead, not to reverse)
To better life shall yeeld him, where with mee
All my redeemd may dwell in joy and bliss,
Made one with me as I with thee am one.
To whom the Father, without Cloud, serene.
All thy request for Man, accepted Son,
Obtain, all thy request was my Decree:
But longer in that Paradise to dwell,
The Law I gave to Nature him forbids:
Those pure immortal Elements that know

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poem by John Milton
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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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Slip Kid

One, two, three, four, five, six, seven, eight ...
One, two, three, four, five, six, seven, eight ...
Ive got my clipboard, text books
Ive got my clipboard, text books
Lead me to the station
Lead me to the station
Yeah, Im off to the civil war
Yeah, Im off to the civil war
Ive got my kit bag, my heavy boots
Ive got my kit bag, my heavy boots
Im runnin in the rain
Im runnin in the rain
Gonna run till my feet are raw
Gonna run till my feet are raw
Slip kid, slip kid, second generation
Slip kid, slip kid, second generation
And Im a soldier at thirteen
And Im a soldier at thirteen
Slip kid, slip kid, realization
Slip kid, slip kid, realization
Theres no easy way to be free
Theres no easy way to be free
No easy way to be free
No easy way to be free
Its a hard, hard world
Its a hard, hard world
I left my doctors prescription bungalow behind me
I left my doctors prescription bungalow behind me
I left the door ajar
I left the door ajar
I left my vacuum flask
I left my vacuum flask
Full of hot tea and sugar
Full of hot tea and sugar
Left the keys right in my car
Left the keys right in my car
Slip kid, slip kid, second generation
Slip kid, slip kid, second generation
Only half way up the tree
Only half way up the tree
Slip kid, slip kid, Im a relation
Slip kid, slip kid, Im a relation
Im a soldier at sixty-three
Im a soldier at sixty-three
No easy way to be free
No easy way to be free
Slip kid, slip kid
Slip kid, slip kid
Keep away old man, you wont fool me
Keep away old man, you wont fool me

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song performed by Who
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Paradise Lost: Book 11

Undoubtedly he will relent, and turn
From his displeasure; in whose look serene,
When angry most he seemed and most severe,
What else but favour, grace, and mercy, shone?
So spake our father penitent; nor Eve
Felt less remorse: they, forthwith to the place
Repairing where he judged them, prostrate fell
Before him reverent; and both confessed
Humbly their faults, and pardon begged; with tears
Watering the ground, and with their sighs the air
Frequenting, sent from hearts contrite, in sign
Of sorrow unfeigned, and humiliation meek.
Thus they, in lowliest plight, repentant stood
Praying; for from the mercy-seat above
Prevenient grace descending had removed
The stony from their hearts, and made new flesh
Regenerate grow instead; that sighs now breathed
Unutterable; which the Spirit of prayer
Inspired, and winged for Heaven with speedier flight
Than loudest oratory: Yet their port
Not of mean suitors; nor important less
Seemed their petition, than when the ancient pair
In fables old, less ancient yet than these,
Deucalion and chaste Pyrrha, to restore
The race of mankind drowned, before the shrine
Of Themis stood devout. To Heaven their prayers
Flew up, nor missed the way, by envious winds
Blown vagabond or frustrate: in they passed
Dimensionless through heavenly doors; then clad
With incense, where the golden altar fumed,
By their great intercessour, came in sight
Before the Father's throne: them the glad Son
Presenting, thus to intercede began.
See$ Father, what first-fruits on earth are sprung
From thy implanted grace in Man; these sighs
And prayers, which in this golden censer mixed
With incense, I thy priest before thee bring;
Fruits of more pleasing savour, from thy seed
Sown with contrition in his heart, than those
Which, his own hand manuring, all the trees
Of Paradise could have produced, ere fallen
From innocence. Now therefore, bend thine ear
To supplication; hear his sighs, though mute;
Unskilful with what words to pray, let me
Interpret for him; me, his advocate
And propitiation; all his works on me,
Good, or not good, ingraft; my merit those
Shall perfect, and for these my death shall pay.
Accept me; and, in me, from these receive
The smell of peace toward mankind: let him live

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poem by John Milton
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This Friendly World

R.E.M., Andy, Tony---This Friendly World
ANDY: Hi, Michael.
MICHAEL: Hi, Andy. Thanks for joining us. Do you
wanna ... you wanna sing a song together?
ANDY: Sure! Is it a sweet song?
MICHAEL: Yeah, it's real sweet.
ANDY: O.K.!
[They laugh.]
MICHAEL:
In this friendly, friendly world
With each day so full of joy
Why should any heart be lonely?
ANDY: My turn!
In this friendly, friendly world
With each night so full of dreams
Why should any heart be afraid?
The world is ...
MICHAEL ANDY:
... such a wonderful place
To wander through
When you've got someone you love
MICHAEL:
To wander along with you
ANDY: O.K., now take every second word! With ...
MICHAEL: ... the ...
ANDY: ... sky ...
MICHAEL: ... so ...
ANDY: ... full ...
MICHAEL: ... of ...
ANDY: ... stars
MICHAEL: And ...
ANDY: ... the ...
MICHAEL: ... river ...
ANDY: ... so ...
MICHAEL: ... full ...
ANDY: ... of ...
MICHAEL: ... song, Every ...
ANDY: ... heart ...
MICHAEL: ... should ...
ANDY: ... be ...
MICHAEL: ... so ...
ANDY: ... thankful
It's a friendly world! Don't you think so, Michael?
MICHAEL: Yup!
TONY: Oh yeah?! What's so friendly about it?!!
This is Tony Clifton, and, and I demand a part in
this song! I'm just as big a part of the movie as
these guys are! And, and I will not sit back while
some sought-after Colonel Kurtz wanna-be, uh, uh
has his day in the sun! I think he's enough

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song performed by REM
Added by Lucian Velea
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Hudibras: Part 1 - Canto III

THE ARGUMENT

The scatter'd rout return and rally,
Surround the place; the Knight does sally,
And is made pris'ner: Then they seize
Th' inchanted fort by storm; release
Crowdero, and put the Squire in's place;
I should have first said Hudibras.

Ah me! what perils do environ
The man that meddles with cold iron!
What plaguy mischiefs and mishaps
Do dog him still with after-claps!
For though dame Fortune seem to smile
And leer upon him for a while,
She'll after shew him, in the nick
Of all his glories, a dog-trick.
This any man may sing or say,
I' th' ditty call'd, What if a Day?
For HUDIBRAS, who thought h' had won
The field, as certain as a gun;
And having routed the whole troop,
With victory was cock a-hoop;
Thinking h' had done enough to purchase
Thanksgiving-day among the Churches,
Wherein his mettle, and brave worth,
Might be explain'd by Holder-forth,
And register'd, by fame eternal,
In deathless pages of diurnal;
Found in few minutes, to his cost,
He did but count without his host;
And that a turn-stile is more certain
Than, in events of war, dame Fortune.

For now the late faint-hearted rout,
O'erthrown, and scatter'd round about,
Chas'd by the horror of their fear
From bloody fray of Knight and Bear,
(All but the dogs, who, in pursuit
Of the Knight's victory, stood to't,
And most ignobly fought to get
The honour of his blood and sweat,)
Seeing the coast was free and clear
O' th' conquer'd and the conqueror,
Took heart again, and fac'd about,
As if they meant to stand it out:
For by this time the routed Bear,
Attack'd by th' enemy i' th' rear,
Finding their number grew too great
For him to make a safe retreat,

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poem by Samuel Butler
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The Vision of Judgment

I

Saint Peter sat by the celestial gate:
His keys were rusty, and the lock was dull,
So little trouble had been given of late;
Not that the place by any means was full,
But since the Gallic era 'eight-eight'
The devils had ta'en a longer, stronger pull,
And 'a pull altogether,' as they say
At sea — which drew most souls another way.

II

The angels all were singing out of tune,
And hoarse with having little else to do,
Excepting to wind up the sun and moon,
Or curb a runaway young star or two,
Or wild colt of a comet, which too soon
Broke out of bounds o'er th' ethereal blue,
Splitting some planet with its playful tail,
As boats are sometimes by a wanton whale.

III

The guardian seraphs had retired on high,
Finding their charges past all care below;
Terrestrial business fill'd nought in the sky
Save the recording angel's black bureau;
Who found, indeed, the facts to multiply
With such rapidity of vice and woe,
That he had stripp'd off both his wings in quills,
And yet was in arrear of human ills.

IV

His business so augmented of late years,
That he was forced, against his will no doubt,
(Just like those cherubs, earthly ministers,)
For some resource to turn himself about,
And claim the help of his celestial peers,
To aid him ere he should be quite worn out
By the increased demand for his remarks:
Six angels and twelve saints were named his clerks.

V

This was a handsome board — at least for heaven;
And yet they had even then enough to do,
So many conqueror's cars were daily driven,
So many kingdoms fitted up anew;

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poem by Byron
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Vision of Judgment, The

I

Saint Peter sat by the celestial gate:
His keys were rusty, and the lock was dull,
So little trouble had been given of late;
Not that the place by any means was full,
But since the Gallic era 'eight-eight'
The devils had ta'en a longer, stronger pull,
And 'a pull altogether,' as they say
At sea — which drew most souls another way.

II

The angels all were singing out of tune,
And hoarse with having little else to do,
Excepting to wind up the sun and moon,
Or curb a runaway young star or two,
Or wild colt of a comet, which too soon
Broke out of bounds o'er th' ethereal blue,
Splitting some planet with its playful tail,
As boats are sometimes by a wanton whale.

III

The guardian seraphs had retired on high,
Finding their charges past all care below;
Terrestrial business fill'd nought in the sky
Save the recording angel's black bureau;
Who found, indeed, the facts to multiply
With such rapidity of vice and woe,
That he had stripp'd off both his wings in quills,
And yet was in arrear of human ills.

IV

His business so augmented of late years,
That he was forced, against his will no doubt,
(Just like those cherubs, earthly ministers,)
For some resource to turn himself about,
And claim the help of his celestial peers,
To aid him ere he should be quite worn out
By the increased demand for his remarks:
Six angels and twelve saints were named his clerks.

V

This was a handsome board — at least for heaven;
And yet they had even then enough to do,
So many conqueror's cars were daily driven,
So many kingdoms fitted up anew;

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poem by George Gordon Byron
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Vida's Game Of Chess

TRANSLATED

ARMIES of box that sportively engage
And mimic real battles in their rage,
Pleased I recount; how, smit with glory's charms,
Two mighty Monarchs met in adverse arms,
Sable and white; assist me to explore,
Ye Serian Nymphs, what ne'er was sung before.
No path appears: yet resolute I stray
Where youth undaunted bids me force my way.
O'er rocks and cliffs while I the task pursue,
Guide me, ye Nymphs, with your unerring clue.
For you the rise of this diversion know,
You first were pleased in Italy to show
This studious sport; from Scacchis was its name,
The pleasing record of your Sister's fame.

When Jove through Ethiopia's parch'd extent
To grace the nuptials of old Ocean went,
Each god was there; and mirth and joy around
To shores remote diffused their happy sound.
Then when their hunger and their thirst no more
Claim'd their attention, and the feast was o'er;
Ocean with pastime to divert the thought,
Commands a painted table to be brought.
Sixty-four spaces fill the chequer'd square;
Eight in each rank eight equal limits share.
Alike their form, but different are their dyes,
They fade alternate, and alternate rise,
White after black; such various stains as those
The shelving backs of tortoises disclose.
Then to the gods that mute and wondering sate,
You see (says he) the field prepared for fate.
Here will the little armies please your sight,
With adverse colours hurrying to the fight:
On which so oft, with silent sweet surprise,
The Nymphs and Nereids used to feast their eyes,
And all the neighbours of the hoary deep,
When calm the sea, and winds were lull'd asleep
But see, the mimic heroes tread the board;
He said, and straightway from an urn he pour'd
The sculptured box, that neatly seem'd to ape
The graceful figure of a human shape:--
Equal the strength and number of each foe,
Sixteen appear'd like jet, sixteen like snow.
As their shape varies various is the name,
Different their posts, nor is their strength the same.
There might you see two Kings with equal pride
Gird on their arms, their Consorts by their side;
Here the Foot-warriors glowing after fame,

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poem by Oliver Goldsmith
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VI. Giuseppe Caponsacchi

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

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poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Brice Lee (Short)

bullet got the wrong bloke.
life kid suck
drinkfromthebox
the juice kid suck
life kid
suck the box drink
yeah
life kid drinkfromthebox
the juice kid suck
life kid suck theboxdrink
yeah, bruce lee
life kid sinkfromthebox
seen from the box
the juice from the box
kid suck
life
kid yeah suckfromtheboxdrink
bruce lee
life kid suckfromthebox
drink from the box
the juice kid suck
life kid suckfromtheboxdrink
yeah, bruce lee
life kid sinkfromthebox
seen from a box
the juice from a box
kid suck
life
kid yeahsuckfromtheboxdrink
bruce lee
life kid suckfromthebox
drink from a box
the juice kid suck
life kid suckfromtheboxdrink
yeah, bruce lee
yeah,yeah,yeah
life kid suckfromthebox
drink from the box
the juice kid suck
life kid suckthebox
yeah, bruce lee
life kid drinkfromthebox
sinkfromthebox
straightfromthebox
the juice kid suck
life
kid sucktheboxdrink
yeah, bruce lee
tan blonde
life kid suckthebox...

[...] Read more

song performed by Underworld
Added by Lucian Velea
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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
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Virginia's Story

Elizabeth Gates-Wooten is my Grand mom.

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

When she was old enough she got married.

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

Agnes was my mother.

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

Then they moved to West Virginia in the United States.

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

Anna was a maid and cook.

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

They were both good cooks

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

My moms name was Agnes Barrie Gates.

She married James Wright and moved to Cleveland.

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poem by Talile Ali
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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

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poem by Robert Browning (1871)
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VII. Pompilia

I am just seventeen years and five months old,
And, if I lived one day more, three full weeks;
'T is writ so in the church's register,
Lorenzo in Lucina, all my names
At length, so many names for one poor child,
—Francesca Camilla Vittoria Angela
Pompilia Comparini,—laughable!
Also 't is writ that I was married there
Four years ago: and they will add, I hope,
When they insert my death, a word or two,—
Omitting all about the mode of death,—
This, in its place, this which one cares to know,
That I had been a mother of a son
Exactly two weeks. It will be through grace
O' the Curate, not through any claim I have;
Because the boy was born at, so baptized
Close to, the Villa, in the proper church:
A pretty church, I say no word against,
Yet stranger-like,—while this Lorenzo seems
My own particular place, I always say.
I used to wonder, when I stood scarce high
As the bed here, what the marble lion meant,
With half his body rushing from the wall,
Eating the figure of a prostrate man—
(To the right, it is, of entry by the door)
An ominous sign to one baptized like me,
Married, and to be buried there, I hope.
And they should add, to have my life complete,
He is a boy and Gaetan by name—
Gaetano, for a reason,—if the friar
Don Celestine will ask this grace for me
Of Curate Ottoboni: he it was
Baptized me: he remembers my whole life
As I do his grey hair.

All these few things
I know are true,—will you remember them?
Because time flies. The surgeon cared for me,
To count my wounds,—twenty-two dagger-wounds,
Five deadly, but I do not suffer much—
Or too much pain,—and am to die to-night.

Oh how good God is that my babe was born,
—Better than born, baptized and hid away
Before this happened, safe from being hurt!
That had been sin God could not well forgive:
He was too young to smile and save himself.
When they took two days after he was born,
My babe away from me to be baptized
And hidden awhile, for fear his foe should find,—

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poem by Robert Browning from The Ring and the Book
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The Iliad: Book 16

Thus did they fight about the ship of Protesilaus. Then Patroclus
drew near to Achilles with tears welling from his eyes, as from some
spring whose crystal stream falls over the ledges of a high precipice.
When Achilles saw him thus weeping he was sorry for him and said,
"Why, Patroclus, do you stand there weeping like some silly child that
comes running to her mother, and begs to be taken up and carried-
she catches hold of her mother's dress to stay her though she is in
a hurry, and looks tearfully up until her mother carries her- even
such tears, Patroclus, are you now shedding. Have you anything to
say to the Myrmidons or to myself? or have you had news from Phthia
which you alone know? They tell me Menoetius son of Actor is still
alive, as also Peleus son of Aeacus, among the Myrmidons- men whose
loss we two should bitterly deplore; or are you grieving about the
Argives and the way in which they are being killed at the ships, throu
their own high-handed doings? Do not hide anything from me but tell me
that both of us may know about it."
Then, O knight Patroclus, with a deep sigh you answered,
"Achilles, son of Peleus, foremost champion of the Achaeans, do not be
angry, but I weep for the disaster that has now befallen the
Argives. All those who have been their champions so far are lying at
the ships, wounded by sword or spear. Brave Diomed son of Tydeus has
been hit with a spear, while famed Ulysses and Agamemnon have received
sword-wounds; Eurypylus again has been struck with an arrow in the
thigh; skilled apothecaries are attending to these heroes, and healing
them of their wounds; are you still, O Achilles, so inexorable? May it
never be my lot to nurse such a passion as you have done, to the
baning of your own good name. Who in future story will speak well of
you unless you now save the Argives from ruin? You know no pity;
knight Peleus was not your father nor Thetis your mother, but the grey
sea bore you and the sheer cliffs begot you, so cruel and
remorseless are you. If however you are kept back through knowledge of
some oracle, or if your mother Thetis has told you something from
the mouth of Jove, at least send me and the Myrmidons with me, if I
may bring deliverance to the Danaans. Let me moreover wear your
armour; the Trojans may thus mistake me for you and quit the field, so
that the hard-pressed sons of the Achaeans may have breathing time-
which while they are fighting may hardly be. We who are fresh might
soon drive tired men back from our ships and tents to their own city."
He knew not what he was asking, nor that he was suing for his own
destruction. Achilles was deeply moved and answered, "What, noble
Patroclus, are you saying? I know no prophesyings which I am
heeding, nor has my mother told me anything from the mouth of Jove,
but I am cut to the very heart that one of my own rank should dare
to rob me because he is more powerful than I am. This, after all
that I have gone through, is more than I can endure. The girl whom the
sons of the Achaeans chose for me, whom I won as the fruit of my spear
on having sacked a city- her has King Agamemnon taken from me as
though I were some common vagrant. Still, let bygones be bygones: no
man may keep his anger for ever; I said I would not relent till battle
and the cry of war had reached my own ships; nevertheless, now gird my

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poem by Homer, translated by Samuel Butler
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To St. Michael in Time of Peace

Michael, Michael: Michael of the Morning,
Michael of the Army of the Lord,
Stiffen thou the hand upon the still sword, Michael,
Folded and shut upon the sheathed sword, Michael,
Under the fullness of the white robes falling,
Gird us with the secret of the sword.

When the world cracked because of a sneer in heaven,
Leaving out for all time a scar upon the sky,
Thou didst rise up against the Horror in the highest,
Dragging down the highest that looked down on the Most High:
Rending from the seventh heaven the hell of exaltation
Down the seven heavens till the dark seas burn:
Thou that in thunder threwest down the Dragon
Knowest in what silence the Serpent can return.

Down through the universe the vast night falling
(Michael, Michael: Michael of the Morning!)
Far down the universe the deep calms calling
(Michael, Michael: Michael of the Sword!)
Bid us not forget in the baths of all forgetfulness,
In the sigh long drawn from the frenzy and the fretfulness
In the huge holy sempiternal silence
In the beginning was the Word.

When from the deeps of dying God astounded
Angels and devils who do all but die
Seeing Him fallen where thou couldst not follow,
Seeing Him mounted where thou couldst not fly,
Hand on the hilt, thou hast halted all thy legions
Waiting the Tetelestai and the acclaim,
Swords that salute Him dead and everlasting
God beyond God and greater than His Name.

Round us and over us the cold thoughts creeping
(Michael, Michael: Michael of the battle-cry!)
Round us and under us the thronged world sleeping
(Michael, Michael: Michael of the Charge!)
Guard us the Word; the trysting and the trusting
Edge upon the honour and the blade unrusting
Fine as the hair and tauter than the harpstring
Ready as when it rang upon the targe.

He that giveth peace unto us; not as the world giveth:
He that giveth law unto us; not as the scribes:
Shall he be softened for the softening of the cities
Patient in usury; delicate in bribes?
They that come to quiet us, saying the sword is broken,
Break man with famine, fetter them with gold,
Sell them as sheep; and He shall know the selling

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poem by G.K. Chesterton
Added by Veronica Serbanoiu
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