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The imbeciles never do brain concussion: they lack the organ...

aphorism by George Budoi (2011)
Added by George Budoi
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Not at a Loss Chord - after Adelaide Anne Procter – A Lost Chord

Not at a Loss Chord

Playing one day with my organ,
I was blissful – not ill at ease -
while five fingers wandered wildly
web-cams recording each wheeze.

I know the spot vibrating,
less what I was dreaming then,
but I strummed with both will and spirit
and an “Oh My God! Amen! ”

Adrenaline flowed not vainly
from heart to crimson palm,
as it coursed both veins and spirit
with little akin to calm.

It quieted pain and sorrow,
like love overcoming strife;
it seem[en]ed orgasmic echo
to tune discordant life.

It linked all perplexèd meanings
into one perfect peace,
and trembled away into silence
although I was loth to cease.

I have sought, and I seek not vainly,
that one G spot divine,
which linked my soul to the organ
so manifestly mine.

La petite morte delightful
strikes shivering molten core,
as this little verse insightful
calls for en corps encore!

It may be that Death's bright angel
will speak in that chord again,
for it’s surely in seventh Heaven
one sings “Oh My God! Amen! ”

Parody Adelaide Anne PROCTER – A Lost Chord
8 April 2007

ROBIN Jonathan 1947_2006 robi3_1338_proc1_0001 PXY_MXX Not at a Loss Chord_Playing one day with my organ
A Lost Chord

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poem by Jonathan Robin
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Violet The Organ Grinder

Chorus:
I am violet the organ grinder
And I grind all the live long day
I live for the organ, that I am grinding
Ill die, but I wont go away
I am violet the organ grinder
And I grind all the live long day
I live for the organ, that I am grinding
Ill die, but I wont go away
Ooh, wait a minute, I think u better trip on this
Ooh, wait a minute, I think u better trip on this
I was on my way to another room
When an image of u sweetly
Appeared in the mirror
Perhaps u recall
U and I were neatly
In the middle of a crystal ball
That now serves as a reminder
On the wall of u and I the organ grinder
In the greatest concert of them all
I am violet the organ grinder {chorus in the background}
And I grind all the live long day
I live for the organ, that I am grinding
Ill die, but I wont go away
Did u know that I still have your stockings?
I keep em in a drawer next to your brazier
Come hither, my sweet, lend me your attention,
Come hither lend my your ear
I do believe that my piano was stolen
I do believe that u want me near
Well I can deal with a sucker
If hes in your mouth,
But I cant deal with insincere
Im the one that lives in your heart
U love me, no matter what u say
Swear you dont miss the organ grinder
Grinding on you every day
I am violet the organ grinder (I am violet the organ grinder)
And I grind all the live long day (and I grind all the live long day)
(check this out)
Ooh, wait a minute, I think u better trip on this
I took all the pictures you gave me,
And I placed them right under my bed
And I pumped and I pumped
til the gasm much as jumped
From my feet to the top of my head, oh boy!
Im violet the organ grinder {chorus in the background}
And I grind all the live long day
I live for the organ, that I am grinding
Ill die, but I will not go away

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song performed by Prince
Added by Lucian Velea
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Lining Track

This song was first released on the all aboard! album. it is the only album it has been released on.
Mo boys, is you right
Done got it right
All I hate about linin track
These ol boys are gonna break my back
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
See eloise gonna line em track
Down in the holler below the fleld
Angels working on the chariot wheel
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
See eloise gonna line em track
Mary and the babe was a sittin in the shade
Thinking on the money that I aint made
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
See eloise gonna line em track
Moses stood on the red sea shore
Gotta batten down the waves with a 2 by 4
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
See eloise gonna line em track
Now if I could I surely would
Stand on the rock where moses stood
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
See eloise gonna line em track
Matthew, mark, luke and john
All them disciples dead and gone
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
See eloise gonna line em track
Mo boys, is you right
Done got it right
All I hate about lining track
These ol boys about to break my back
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
Mo boys, cant you line em (track a lack)
See eloise gonna line em track
Words and music by huddie ledbetter

song performed by John Denver
Added by Lucian Velea
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Remember This Lack of Conscience - 'For Maya Angelou'.

When time goes past and dithers not
One sees the blame that gathers moss
To feel akin with woe as one
I'll forgive myself and you to soldier on

Remember this lack of conscience when we meet
I was violated, raped and beaten within to provide a treat

Remember this lack of conscience when I get out
To see through with vision all I espy

Remember this lack of conscience which will know no bounds
To hideously transform love profound

Remember this lack of conscience when I am free
You will lose and you know me

Remember this lack conscience less you forget
That freedom is precious and not a threat

Remember this lack of conscience when the bars are bent
I will slip out into the depths of crass to vent

Remember this lack of conscience to come
The Devil has a new spawn and drum

Remember this lack of conscience gathering
To prove nothing but give a battering

Remember this lack of conscience wild
It has no remorse just like a child

Remember this lack of conscience like the Hawk
Which draws blood, looks on and gawks

Remember this lack of conscience with the Demon within
It's a Golem to clear the the Evil and get even

Remember this lack of conscience when you renege
The death of love can be ones grave

Remember this lack of conscience and tremor not
No fruit you bear or shall ever to care

Remember this lack of conscience that prevails
The trial is over and you have failed

Remember this lack of conscience and grow
To a woman that a man can know

[...] Read more

poem by Azriel Dreams
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Stuck In The Middle And Feeling Sad

What is it that you need,
To interrupt your love for suffering?

Do you need a lot of...
Discipline.
Would you like a little...
Motivation?

Stuck in the middle of indecision,
You lack motivation.
Stuck in the middle and feeling sad,
You lack a discipline

Stuck in the middle of indecision,
You lack motivation.
Stuck in the middle and feeling sad,
You lack a discipline.

What is it that you need,
To interrupt your love for suffering?

You're stuck in the middle of indecision,
You lack motivation.
You're stuck in the middle and feeling sad,
You lack a discipline.

Do you need a lot of...
Discipline.
Would you like a little...
Motivation?

What is it that you need,
To interrupt your love for suffering?

You're stuck in the middle of indecision,
You lack motivation.
You're stuck in the middle and feeling sad,
You lack a discipline.

You're stuck in the middle of indecision,
You lack motivation.
You're stuck in the middle and feeling sad,
You lack a discipline.

You're stuck in the middle of indecision,
You lack motivation.
You're stuck in the middle and feeling sad,
You lack a discipline.
You lack a discipline.
You lack a discipline.

[...] Read more

poem by Lawrence S. Pertillar
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The Organist

In his dim chapel day by day
The organist was wont to play,
And please himself with fluted reveries;
And all the spirit's joy and strife,
The longing of a tender life,
Took sound and form upon the ivory keys;
And though he seldom spoke a word,
The simple hearts that loved him heard
His glowing soul in these.

One day as he wrapped, a sound
Of feet stole near; he turned and found
A little maid that stood beside him there.
She started, and in shrinking-wise
Besought him with her liquid eyes
And little features, very sweet and spare.
'You love the music, child,' he said,
And laid his hand upon her head,
And smoothed her matted hair.

She answered, 'At the door one day
I sat and heard the organ play;
I did not dare to come inside for fear;
But yesterday, a little while,
I crept half up the empty aisle
And heard the music sounding sweet and clear;
To-day I thought you would not mind,
For, master dear, your face was kind,
And so I came up here.'

'You love the music then,' he said,
And still he stroked her golden head,
And followed out some winding reverie;
'And you are poor?' said he at last;
The maiden nodded, and he passed
His hand across his forehead dreamingly;
'And will you be my friend?' he spake,
'And on the organ learn to make
Grand music here with me?'

And all the little maiden's face
Was kindled with a grateful grace;
'Oh, master, teach me; I will slave for thee!'
She cried; and so the child grew dear
To him, and slowly year by year
He taught her all the organ's majesty;
And gave her from his slender store
Bread and warm clothing, that no more
Her cheeks were pinched to see.

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poem by Archibald Lampman
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Brain Shake

Alright, hold tight
I really want to ball tonight
On my fender, no space defender
I enjoy it on the floor, I get it tight
Toe to toe with the blood below
Fee fia foo smell the blood of rock n roll
All night drive on the rockin suicide
My feet are jumping, shes a joy to ride
Joy to ride, a joy to ride
Shes an all night drive on the rockin suicide
And its a brain shake, brain shake, brain shake
All I can take
Brain shake, brain shake, brain shake
Shes a mean lean rocking machine
A hip hugging blue jean dream
Shes a one horse town (? ) with a sweet sweet kiss
Her hips are right around me
And its toe to toe with the blood below
Fee fia foo smell the blood of rock n roll
All night drive on the rockin suicide
My feet are jumping, shes a joy to ride
Joy to ride, a joy to ride
Shes an all night drive on the rockin suicide
And its a brain shake, brain shake, brain shake
Ready to shake
Brain shake, brain shake, brain shake
Its a brain shake brain shake brain shake
For mercy sake
Brain shake, brain shake, brain shake
Shes a joy to ride
Joy to ride, a joy to ride
Shes an all night drive on the rockin suicide

song performed by AC-DC
Added by Lucian Velea
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The Barrel-Organ

There's a barrel-organ carolling across a golden street
In the City as the sun sinks low;
And the music's not immortal; but the world has made it sweet
And fulfilled it with the sunset glow;
And it pulses through the pleasures of the City and the pain
That surround the singing organ like a large eternal light;
And they've given it a glory and a part to play again
In the Symphony that rules the day and night.

And now it's marching onward through the realms of old romance,
And trolling out a fond familiar tune,
And now it's roaring cannon down to fight the King of France,
And now it's prattling softly to the moon.
And all around the organ there's a sea without a shore
Of human joys and wonders and regrets;
To remember and to recompense the music evermore
For what the cold machinery forgets...

Yes; as the music changes,
Like a prismatic glass,
It takes the light and ranges
Through all the moods that pass;
Dissects the common carnival
Of passions and regrets,
And gives the world a glimpse of all
The colours it forgets.

And there La Traviata sighs
Another sadder song;
And there Il Trovatore cries
A tale of deeper wrong;
And bolder knights to battle go
With sword and shield and lance,
Than ever here on earth below
Have whirled into--a dance!--

Go down to Kew in lilac-time, in lilac-time, in lilac-time;
Go down to Kew in lilac-time (it isn't far from London!)
And you shall wander hand in hand with love in summer's wonderland;
Go down to Kew in lilac-time (it isn't far from London!)

The cherry-trees are seas of bloom and soft perfume and sweet perfume,
The cherry-trees are seas of bloom (and oh, so near to London!)
And there they say, when dawn is high and all the world's a blaze of sky
The cuckoo, though he's very shy, will sing a song for London.

The nightingale is rather rare and yet they say you'll hear him there
At Kew, at Kew in lilac-time (and oh, so near to London!)
The linnet and the throstle, too, and after dark the long halloo
And golden-eyed tu-whit, tu-whoo of owls that ogle London.

[...] Read more

poem by Alfred Noyes
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Mind Power

Dont use your fist, use your brain
Dont use your fist, use your brain
Dont use your fist, use your brain
Dont use your fist, use your brain
Mind power, every hour, any minute, every day
Mind power, every hour, any minute, every day
So when you walk through the door
Is this the bottom word
The fortress of violence will fall
When the tide will turn
Dont use your fist, use your brain
Dont use your fist, use your brain
Dont use your fist, use your brain
Dont use your fist, use your brain
Mind power, every hour, any minute, every day
Mind power, every hour, any minute, every day
Is there a place you belong
When there is no love
The light that shines is so strong
When you come out of the dark
Yeah
Were living in a violent world
It makes our heart just freeze
Lets melt the ice with heart and soul
To heal a world that bleeds
(to heal a world that bleeds)
Dont use your fist, use your brain
Dont use your fist, use your brain
Dont use your fist, use your brain
Dont use your fist, use your brain
Mind power, every hour, any minute, every day
Mind power, every hour, any minute, every day
Mind power, every hour, any minute, every day
Mind power, every hour, any minute, every day
So when you walk through the door
Is this the bottom word
The fortress of violence will fall
When the tide will turn
So when you walk through the door
You can make it too
The fortress of violence will fall
If you want it to
Dont use your fist, use your brain
Dont use your fist, use your brain
Dont use your fist, use your brain
Dont use your fist, use your brain
Mind power, every hour, any minute, every day
Mind power, every hour, any minute, every day
Mind power, every hour, any minute, every day
Mind power, every hour, any minute, every day

[...] Read more

song performed by Scorpions
Added by Lucian Velea
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Just an Organ

It has been stated that the heart is just in organ.
But if it was just in organ why when a person falls in love they can feel that emotion in their heart.
If it was just an organ why when love is lost does the sadness that one feels seem to shatter the heart?
If the heart is just an organ why when a child wins a prize does a parent feel pride in their heart?
The heart is much more than just in organ it is the house of our emotions.
From the emotion of love, and sadness to the pride that swells in each of us.
The heart is not just an organ.

poem by Lore Me34
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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

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

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

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

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poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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The House Of Dust: Complete

I.

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

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

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

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

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

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

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

II.

[...] Read more

poem by Conrad Potter Aiken
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Inside My Head

This song will discuss four main parts of the brain, the cerebrum, the
cerebellum, the limbic system and the brain stem and one individual's use or
misuse of these parts.
Verse 1:
Inside my head, or inside my brain,
is that part of me which keeps me sane,
which helps me discern between right and wrong,
and other things I'm gonna talk about in this song,
It's time for the people to know, so now I tell 'em,
what goes in my cerebrum and my cerebellum,
the though process that helps me get dressed,
get up and go to school, sit down and take a test,
it helps me determine if a girl is fine,
and the steps necessary to make her mine,
it tells me if something is cold or hot,
and I don't mess it up with crack, coke, or pot,
it helps my hearing, taste, touch and sight,
and smell so that I can tell that everything's alright,
it tells me when to get up and when to go to bed,
this is some of what goes on inside my head,
inside my head, I wonder what might happen,
if the day came and I stopped rappin',
would I still have friends or be all alone,
do they like me for me or for the microphone,
and also, when I go on a date,
to a fancy resteraunt, a hundred dollars a plate,
and people stare, is it because they recognize me,
or are they knee-jerk reacting to what they see,
I'm sorry, let me make it somewhat clear,
do they look with joy or do they look with fear,
do they think 'oh wow, Young MC is near',
or do they think, 'yo, get that nigga out of here',
I don't know, it's an unfortuante case,
that I can't read your mind when I see your face,
but on the other hand, you can't read mine,
so I guess that the status quo's just fine,
for instance, say I'm in a tall building,
looking out the window, what if I illed and,
jumped out, would it really matter to some,
and if they had my funeral, just who would come,
would they cry for me after I was gone,
well don't worry, that's not how I'm gonna move on,
cause I wanna go to heaven after I am dead,
but this is what I goes on inside my head
Chours 2: (spoken)
the cerebrum is the part of the brain which is responsible for thinking,
reasoning, problem solving, and initiating resposes to external stimuli. It
is comprised of four lobes: the frontal, which is concerned with speach and
voluntary muscle activity, the partietal, which is concerned with the
interpetation of sensory stimuli, the temporal, which is concerned with

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song performed by Young MC
Added by Lucian Velea
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The Crying From Misery

The miser has concussion when sick,
It is unholy and right if you end;
It contains blessings, the world,
When holiness has defeated;
We are holy, and they are so unholy,
The miser has concussion when sick
Too sick he is that it matters.

The misery of babies is like angelic crying,
You have divine nature when child
And lose when miserable more,
Like an angel it is, then adults shall change,
When babies were also them, also them.
The misery of babies is like angelic crying.

The miser has concussion when sick,
The misery of babies is like angelic crying.

poem by Naveed Akram
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XI. Guido

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

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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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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Gain Using Brain

Think carefully thrice
Throw decisions' dice
On the fine brain-floor
Success will knock at your door

You must be brave
Do not think about the grave
Surely from worry-fever
You will soon recover

The World you must leave
But before leaving, you must leave
Principles for ambitious youth
Living in East, West, North and south

Make cowardice face death
For this stop fear's breath
Valuable thoughts you must contribute
Forever then the World will pay tribute

If thought -fertilizers are scant
How can grow brain-plant?
Let brain make the right move
Then only obstacles you can remove

Wonderful plans brain can easily invent
Any hardship it can surely circumvent
A sharp brain is hard-work's gift
For coming up in life, it is the lift

Man has developed great cultures
Remain the same all other creatures
The obvious reason is brain
Thinking is to the brain grain

Life-river when you cross
Hindrances will come across
So skilfully construct the brain-bridge
Keep guiding thought-boards in the edge

If brain remains dull and negative
How can actions become superlative?
Brain is the basic root
That gives sweet success-fruit

If life-land is arid
Sweat can help get rid
Of aridity which is a success -killer
Provided brain becomes an expert-tiller.

poem by Mailrangam Visvanathan Venkataraman
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100 STD's 10,000 MTD's

There are STD's, sexually transmitted diseases.
and then there are MTD's, meat transmitted diseases.

The latter take a lot more lives.

*********

In Animal Flesh: Blood Sweat Tears as well as Carcinogens Cholesterol Colon Bacteria

Animal products kill more people annually in the US than
tobacco, alcohol, traffic accidents, war, domestic violence,
guns, and drugs combined. USAMRID wrote that consumption of pig flesh caused the world's most lethal pandemic in WW1,
euphemistically called flu. Anthrax
used to be called wool sorters'
disease. Smallpox used to be called
cow pox or kine pox because of
its origin in animal flesh.
.

WHAT'S IN A BURGER? BLOOD SWEAT AND TEARS (AS WELL AS BIOTERRORISM)

POISONS IN ANIMAL AND FISH FLESH... A PARTIAL LIST

a partial list in alphabetical order

acidification diseases
addiction (to trioxypurines)
adrenalin (secreted by terrorized
animals before and during slaughter)

ANTIBIOTICS (too many to list) (crowded factory farm animals standing in their own feces are often infected)

BACTERIA
creiophilic bacteria survive
the freezing of animal flesh
thermophilic bacteria survive
the baking boiling and roasting

bacteriophages (viruses FDA allows to
be injected)
blood
colon bacteria.. euphemistically
called ecoli animals defecate
all over themselves in terror
John Harvey Kellogg MD studied
the exponential rate into the billions

BSE DISEASES, PRIONS IN SPECIES FROM GELATIN (JELLO ETC)
Mad Chicken

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poem by O. Anna Niemus
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A Fable For Critics

Phoebus, sitting one day in a laurel-tree's shade,
Was reminded of Daphne, of whom it was made,
For the god being one day too warm in his wooing,
She took to the tree to escape his pursuing;
Be the cause what it might, from his offers she shrunk,
And, Ginevra-like, shut herself up in a trunk;
And, though 'twas a step into which he had driven her,
He somehow or other had never forgiven her;
Her memory he nursed as a kind of a tonic,
Something bitter to chew when he'd play the Byronic,
And I can't count the obstinate nymphs that he brought over
By a strange kind of smile he put on when he thought of her.
'My case is like Dido's,' he sometimes remarked;
'When I last saw my love, she was fairly embarked
In a laurel, as _she_ thought-but (ah, how Fate mocks!)
She has found it by this time a very bad box;
Let hunters from me take this saw when they need it,-
You're not always sure of your game when you've treed it.
Just conceive such a change taking place in one's mistress!
What romance would be left?-who can flatter or kiss trees?
And, for mercy's sake, how could one keep up a dialogue
With a dull wooden thing that will live and will die a log,-
Not to say that the thought would forever intrude
That you've less chance to win her the more she is wood?
Ah! it went to my heart, and the memory still grieves,
To see those loved graces all taking their leaves;
Those charms beyond speech, so enchanting but now,
As they left me forever, each making its bough!
If her tongue _had_ a tang sometimes more than was right,
Her new bark is worse than ten times her old bite.'

Now, Daphne-before she was happily treeified-
Over all other blossoms the lily had deified,
And when she expected the god on a visit
('Twas before he had made his intentions explicit),
Some buds she arranged with a vast deal of care,
To look as if artlessly twined in her hair,
Where they seemed, as he said, when he paid his addresses,
Like the day breaking through, the long night of her tresses;
So whenever he wished to be quite irresistible,
Like a man with eight trumps in his hand at a whist-table
(I feared me at first that the rhyme was untwistable,
Though I might have lugged in an allusion to Cristabel),-
He would take up a lily, and gloomily look in it,
As I shall at the--, when they cut up my book in it.

Well, here, after all the bad rhyme I've been spinning,
I've got back at last to my story's beginning:
Sitting there, as I say, in the shade of his mistress,
As dull as a volume of old Chester mysteries,

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poem by James Russell Lowell
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The Weight of Poetry

Poetry is core of arts
It’s not strange!
Not knowing that poetry is core of all arts
It’s not strange as well!
The many who don’t know that poetry is core of all arts
It’s not a strange at all!

Although the poets usually make foes against vulgarity
A city makes the poets wandering on the streets
Should utterly lack of the manner and style
A society brings the resentment to the poets
Should fully lack of consciousness

Solitude is the major topic in life
Solitude is poetry

Lack of poetry, art is a form of imitation
Lack of poetry, power is a presumptuous mediocrity
Lack of poetry, fortune is a wealthy poverty
Lack of poetry, love is a superficial organ

The extreme of love- solitude
The extreme of wealth- solitude
The extreme of power – solitude
The extreme of art- solitude
The extreme of climax - solitude
The extreme of world - solitude
The extreme of planets- solitude

Those who have never explored loneliness
Can write down the weight of poetry?

poem by DePen Chang
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