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Learning Zen is a phenomenon of gold and dung. Before you understand it, it's like gold; after you understand it, it's like dung.

Zen proverbs
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Zen

i take to call him zen
i talk talk to zen like
to all the nature around me
zen can you talk back to me
there is a pause and i say
zen can you talk back to me
silence like the silence of nature
are you dead or alive?
i am such a bewildered dweller
i talk to zen like i do to
all the nature around me
nature do you have a mouth
talk back to me
silence
then this tranquil feel
this feel of zen reacting to all nature, to me
but no talk, just silence
then i say zen
well if you let me do all the talking?
zen zen zen i know you will one day
be more cruel, do the leaving,
not a sigh, not a word
so why dont you talk to me now?
i talk to nature hoping it will talk back to me
but like zen, it is all quiet, silence
i even pull his leg, i say zen you have
sprouted a mole, a wrinkle, a line here and there
and i say you are smart and i suddenly
feel a contentment manoevres him a little
but then i ask again, and again
zen is it my own ego boiling over?
zen, zen please tell me
till then you may stay the way you are

poem by John Tiong Chunghoo
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The Great Man Who Ate Cow Dung All His Life (secretly)

everyday
he feeds himself
with cow dung
but this is done
discreetly
for who in this
normal world
would like
to satisfy
himself with
dung
who in this
society would
love a man
who eats and
smells like
cow dung?

of course, he
feared
that soon if
society knows
he shall be
another ostracized
ostrich
electrically fenced
and monitored
and segregated
at Ward 8
for social
rehabilitation

he didn't like dung
reason and logic
so tell him well
but he couldn't resist
the smell of dung
even if it is kilometers
away
there is simply this
obsession for
cow dung
and he begins
to salivate even
for the word
dung

and for so many nights
he prayed
that his mind-set be

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poem by Ric S. Bastasa
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The Golden Age

Long ere the Muse the strenuous chords had swept,
And the first lay as yet in silence slept,
A Time there was which since has stirred the lyre
To notes of wail and accents warm with fire;
Moved the soft Mantuan to his silvery strain,
And him who sobbed in pentametric pain;
To which the World, waxed desolate and old,
Fondly reverts, and calls the Age of Gold.

Then, without toil, by vale and mountain side,
Men found their few and simple wants supplied;
Plenty, like dew, dropped subtle from the air,
And Earth's fair gifts rose prodigal as prayer.
Love, with no charms except its own to lure,
Was swiftly answered by a love as pure.
No need for wealth; each glittering fruit and flower,
Each star, each streamlet, made the maiden's dower.
Far in the future lurked maternal throes,
And children blossomed painless as the rose.
No harrowing question `why,' no torturing `how,'
Bent the lithe frame or knit the youthful brow.
The growing mind had naught to seek or shun;
Like the plump fig it ripened in the sun.
From dawn to dark Man's life was steeped in joy,
And the gray sire was happy as the boy.
Nature with Man yet waged no troublous strife,
And Death was almost easier than Life.
Safe on its native mountains throve the oak,
Nor ever groaned 'neath greed's relentless stroke.
No fear of loss, no restlessness for more,
Drove the poor mariner from shore to shore.
No distant mines, by penury divined,
Made him the sport of fickle wave or wind.
Rich for secure, he checked each wish to roam,
And hugged the safe felicity of home.

Those days are long gone by; but who shall say
Why, like a dream, passed Saturn's Reign away?
Over its rise, its ruin, hangs a veil,
And naught remains except a Golden Tale.
Whether 'twas sin or hazard that dissolved
That happy scheme by kindly Gods evolved;
Whether Man fell by lucklessness or pride,-
Let jarring sects, and not the Muse, decide.
But when that cruel Fiat smote the earth,
Primeval Joy was poisoned at its birth.
In sorrow stole the infant from the womb,
The agëd crept in sorrow to the tomb.
The ground, so bounteous once, refused to bear
More than was wrung by sower, seed, and share.

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poem by Alfred Austin
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The Golden Whales Of California

Part I.A Short Walk Along the Coast

Yes, I have walked in California,
And the rivers there are blue and white.
Thunderclouds of grapes hang on the mountains.
Bears in the meadows pitch and fight.
(Limber, double- jointed lords of fate,
Proud native sons of the Golden Gate.)
And flowers burst like bombs in California,
Exploding on tomb and tower.
And the panther-cats chase the red rabbits,
Scatter their young blood every hour.
And the cattle on the hills of California
And the very swine in the holes
Have ears of silk and velvet
And tusks like long white poles.
And the very swine, big hearted,
Walk with pride to their doom
For they feed on the sacred raisins
Where the great black agates loom.

Goshawfuls are Burbanked with the grizzly bears.
At midnight their children come clanking up the stairs.
They wriggle up the canyons,
Nose into the caves,
And swallow the papooses and the Indian braves.
The trees climb so high the crows are dizzy
Flying to their nests at the top.
While the jazz-birds screech, and storm the brazen beach
And the sea-stars turn flip flop.
The solid Golden Gate soars up to Heaven.
Perfumed cataracts are hurled
From the zones of silver snow
To the ripening rye below,
To the land of the lemon and the nut
And the biggest ocean in the world.
While the Native Sons, like lords tremendous
Lift up their heads with chants sublime,
And the band-stands sound the trombone, the saxophone and xylophone
And the whales roar in perfect tune and time.
And the chanting of the whales of California
I have set my heart upon.
It is sometimes a play by Belasco,
Sometimes a tale of Prester John.

Part II.The Chanting of the Whales

North to the Pole, south to the Pole
The whales of California wallow and roll.

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poem by Vachel Lindsay
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When You Dump Dung

When you,
Dump dung.
Do it in a place to be used.
With someone else who'll accept,
What you do.
As if...
You've got something that nourishes.

I said,
...
Do it in a place to be used.
With someone else who'll accept,
What you do.
As if...
You've got something that nourishes.

When you dump dung,
With a stinging that stuns...
It only closes up eyes.
It doesn't open up a mind,
To empathize...
The reason or the why for the doing.

When you dump dung,
With a stinging that stuns...
It only closes up eyes.
It doesn't open up a mind,
To empathize...
The reason or the why for the doing.

When you,
Dump dung.
Do it in a place to be used.
With someone else who'll accept,
What you do.
As if...
You've got something that nourishes.

I said,
When you dump dung...
Do it in a place to be used.
With someone else who'll accept,
What you do.
As if...
You've got something that nourishes.

When a dummy does a dung dumped.
Nobody stays around but runs to hide.
To leave before the spreading of the stench comes.

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poem by Lawrence S. Pertillar
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An Essay on Criticism

Part I

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

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

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

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

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

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poem by Alexander Pope
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It's raining zen

rain is zen
you can practise it
in so many ways
the sound of water
filling us up with
divine echoes
drizzle, pitter patter
small rain, heavy rain
storm or a teary
plodding non stop
the heaven send the
graces to earth
in roaring thunder
lighted up in everyway
the best is the tail end
every dropp leaving the eave
a glittering zen
that helps the mind holds
onto a blessed
moment in time
every dropp that takes
leave of the eave
a glittering zen
helping the mind
find a moment in time

rewritten;

rain is zen
you can practise it
in so many ways
in the middle of it all
the sound of water striking
a divine echo in us

drizzle, pitter patter
small rain, heavy rain
stormy or a teary
plodding non stop
the heaven sends
graces to earth
in so many different ways

in rip roaring thunder
splitting flashing lightning
a tearing sheet lighted up
every step of the way

the best is the tail end
when every drop

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poem by John Tiong Chunghoo
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The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.

Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.

Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’

METHODOLOGY

The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.

RESULTS

Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.

Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.

We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .

In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.

In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.

Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.

Negative impacts of poverty on education

Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.

Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.

Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.

This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.

It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.

As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.

In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .

In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.

In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.

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poem by Innocent Masina Nkhonyo
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I Discover The World In India

red vermillion streaked hair
a red wattled lapwing
orange, same time each day, sunrises and sunsets
yellow and black taxi colours, yellow temple flags, bright yellow confectionery shops, yellow bright fragrant perfume shops
green lush city pot plants, green lush country side
light blue warm skies, light blue cool cabs
indigo blue dupattas, turbans
navy blue trains, absence of starchy navy blue suits
sexy, pink, curved, massive majestic palaces, pink film posters
gold and glass chhum chhummy bangles
one purple TV happily watched by hundreds of labourers, purple crow sounds
gold chhum chhummy payals
white nehru jackets, pyjamas and kurtas, white cracking paint on grand old victorian buildings, white floor seating
_______
I discover

white clear eyes, white teeth behind white greetings
gold namastes
purple glee at fairs, purple glee when trying new technology and at receiving smallest of gifts
gold helping hands
many pink smiles
navy blue restful sleep on pavements, on roof terraces
indigo blue uniforms on giving railway porters
light blue singing on pavements, in big halls
limitless sincere green hospitality
endless yellow courtesy and welcomes
orange early morning school uniforms and school bags
an orange headed minla
red eyed hard working farmers and labourers
_______
the world

red rose petals in idol garlands, red rose petals at feet of idols
orange marigolds and sadhus, orange sacred cows
yellow rose petals in idol garlands, at feet of idols
a yellow eurasian golden eriole
green mango leaf awnings at entrances
light blue shiny clothes for deities, light blue ganges, light blue yamuna, light blue ceremonies
indigo blue in ancient temple and church paintings, indigo blue in contemporary art , indigo blue art and artists everywhere
navy blue backdropp in Shree Nathji's haveli
pink garlands on shiv lings, pink stained rice in flower formations on pooja tables
gold crowns for goddesses and gods
purple checks on worship lungis
gold ornaments on idols in gold temples, gold borders on worship saris
white churches, brahmins clad in white, stirring orators in white, ancient white stone sculptures and carvings
_____
in India

white barfi, white lassi, white raw and crunchy radishes
gold basundi, gold masala dosas, gold pani puris

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poem by Bhupen Thakker
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Demonoid Phenomenon

Hell on earth
For what its worth
Dead on dreaming
You started screaming
The wizard of how
The king of the now
Cry like a banshee
And die like you want me
Violator
Desecrator
Turn around and meet the hater
Violator
Desecrator
Turn around and
Demonoid phenomenon
Get it out
Get it on
Demonoid phenomenon
Get it out
Get it on
The conquering worm
The slithering germ
Lost in black sleep
I see how the gods weep
The horror of madness
The terminal sadness
The cool air of mourning
Gave me the warning
Violator
Desecrator
Turn around and meet the hater
Violator
Desecrator
Turn around and
Demonoid phenomenon
Get it out
Get it on
Demonoid phenomenon
Get it out
Get it on
Violator
Desecrator
Turn around and meet the hater
Violator
Desecrator
Turn around and
Demonoid phenomenon
Get it out
Get it on
Demonoid phenomenon

[...] Read more

song performed by Rob Zombie
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

[...] Read more

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

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

[...] Read more

poem by Charles Baudelaire
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Youre Learning

(ira louvin/charlie louvin)
You are learning what its like to sit and cry
And wonder why your plans went wrong
You are learning how it feels when pain is real
To realize youre all alone
Yes youre learning
We had the chance to be happy
Nothing stood in our way
If only youd meant what you promised
We wouldnt crying today
You are learning that a lie can make you cry
For the truth your heart reveals
You are learning that a flirt can cause a hurt
Even though your love is real
Yes youre learning
We had the chance to be happy
Nothing stood in our way
If only youd meant what you promised
We wouldnt crying today
You are learning that a lie can make you cry
For the truth your heart reveals
You are learning that a flirt can cause a hurt
Even though your love is real
Yes youre learning
Yes youre learning

song performed by Emmylou Harris
Added by Lucian Velea
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Learning To Live

(without your love)
I still have your picture
By the bed where you used to lay
I still have the memories
That you aint goin from day to day
I still miss the little things
You used to do and say
Ill always believe in love
Come what may
Im learning to live
Without your love
All I can do is carry on
Living without you
Im learning to live
Without your love
Now that youre gone
Whatever the emptiness
Whatever the pain
I wont change my love for you
Ill always feel the same
Im learning to live
Without your love
All I can do is carry on
Living without you
Im learning to live
Without your love
Now that youre gone
Im learning to live
Im learning to live
Im learning to live
Im learning to live
I still call your number
Im still in love with you
I still believe in love
Maybe that will see me through
Im learning to live
Without your love
All I can do is carry on
Living without you
Im learning to live
Without your love
Now that youre gone
[repeat / fade]

song performed by Rick Astley
Added by Lucian Velea
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Emerald City Sequence

(quincy jones/charlie smalls)
Emerald city green:
I want to be seen green
Wouldnt be caught dead, red
cause if you are seen green
It means you got mean bread
Youve got to be seen green
To show that youre stuffs layed
If youre not seen green
You better be wearing jade
Oh, youve got to be seen green
Dont tell them your cupboards bare
That you gave up one weeks feed
To pay for your colored hair
Oh, oh, oh
An announcement from the great powerful oz:
I thought it over and green is dead
till I change my mind, the color is red
Emerald city red:
I wouldnt be seen green
Ooo! oo! oo! ah! ah!
I wouldnt be caught dead
And if Im caught at all
Then catch me in dead, red
Ooo!
Youve got to be dead red
Youve got to be real hot
So throw away those green gems
And wear rubies on your yacht
Youve got to be dead, red
Youve got to have flash and flair
And if youre not seen red
Then you shouldnt be seen nowhere
Ah!
How quickly fashion goes down the drain.
Last week when you all was wearin pink
Already for me red was old.
The ultimate brick is gold.
Thats the new color, children
Emerald city gold:
Golden gold
Golden gold
Golden gold
Golden gold
You got to be seen gold
Watch out for the new kind
You got to have old gold
Like some from a gold mine
You got to be wearin gold
The twenty four carat kind

[...] Read more

song performed by Diana Ross
Added by Lucian Velea
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Gold

Theres a mountain and its mighty high
U cannot see the top unless u fly
And theres a molehill of proven ground
There aint no where 2 go if u hang around
Everybody wants 2 sell whats already been sold
Everybody wants 2 tell whats already been told
Whats the use of money if u aint gonna break the mold?
Even at the center of fire there is cold
All that glitters aint gold
All that glitters aint gold, mmm
Theres an ocean of despair
There are people livin there
Theyre unhappy each and every day
But hell is not fashion so what u tryin 2 say?
Everybody wants 2 sell whats already been sold
Everybody wants 2 tell whats already been told
Whats the use of money if u aint gonna break the mold?
Even at the center of fire there is cold
All that glitters aint gold, no no
All that glitters aint gold, no no
Theres a lady, 99 years old
If she led a good life, heaven takes her soul
Now thats a theory and if u dont wanna know
Step aside and make a way 4 those who want 2 go
Everybody wants 2 sell whats already been sold (sold)
Everybody wants 2 tell whats already been told (told)
Whats the use of bein young if u aint gonna get old? (old)
Even at the center of fire there is cold (cold)
All that glitters (glitters) aint gold, no no no no no
All that glitters aint gold
Alright
All that glitters, all that glitters, all that glitters.. aint gold
Na na na na na na na (gold {x4})
Na na na na na na na (gold {x4})
Gold, gold, gold
All that glitters aint gold, gold, gold
All that glitters aint gold, gold, gold (na na na na na na na)
All that glitters aint gold, gold, gold (na na na na na na na)
All that glitters aint gold, oh
Oh yeah
1 2.. 1 2 3, lets go!
(na na na na na na na) {repeat}
U are now an official member of the new power generation
Welcome 2 the dawn
All that glitters aint gold (gold) {repeat & loop}

song performed by Prince
Added by Lucian Velea
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Infrequently Asked Questions

Is it true
the most compassionate people in life
are the ones in the greatest danger?
That the most generous
will lose their hands to the ones they fed?
That the bravest will be hunted down by protected cowards
and when the last of the heroes are dead
and the dragons who inspired them
are the advertising themes of amusement parks
those with the smallest balls
will give themselves the biggest awards?
Is it true
those who are creative
chafe the destroyers like anti-matter
and give the intellectuals diaper-rash of the mind?
That just to open your eyes
to watch the stars and fireflies
is enough to make other people feel blind
and insist you black them out
like pearls in an air-raid?
What's a starmap to a mole?
What's a lamp that shines in braille
to someone without fingerprints?
Is it true that beauty summons the worm
as a material eye-witness to its ruin?
That genius is devoured
by cannibalistic Neanderthals
into homoeopathic magic
for the power of its brain
to turn thought into protein
with a high creatine content
that can make your dick strike twelve anachronistically
so you can go on knapping flint
for the next hundred thousand years?
That genius is a freak in isolation
that gets its own back
for being pecked at
like a phoenix among chickens
by opening Pandora's box
like the atom at Los Alamos
like the genie in the lamp
and making a Trojan horse of its gifts
gives them everything they want
because anything as red
as Van Gogh's hair and beard and ear in Arles
must be either a phoenix
or a fox with chicken-pox.
Sometimes you have more to fear
from the keys
than the locks.

[...] Read more

poem by Patrick White
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Heart Of Gold

I want to live,
I want to give
Ive been a miner for a heart of gold.
All these expressions I never give
That keep me searching for a heart of gold
And Im getting old.
I want to live,
I want to give
Ive been a miner for a heart of gold.
All these expressions I never give
That keep me searching for a heart of gold
And Im getting old.
Keeps me searching for a heart of gold
And Im getting old.
Ive been to hollywood
Ive been to redwood
I crossed the ocean for a heart of gold
Ive been in my mind, its such a fine line
That keeps me searching for a heart of gold
And Im getting old.
Keeps me searching for a heart of gold
And Im getting old.
Keeps me searching for a heart of gold
Been a miner for a heart of gold.
Crossed the ocean for a heart of gold
Keeps me searching for a heart of gold
And Im getting old.
Keeps me searching for a heart of gold
Been a miner for a heart of gold.
Crossed the ocean for a heart of gold
Keeps me searching for a heart of gold
Been a miner for a heart of gold.
Crossed the ocean for a heart of gold
Keeps me searching for a heart of gold
Been a miner for a heart of gold.
Crossed the ocean for a heart of gold
Keeps me searching for a heart of gold
And Im getting old.

song performed by Boney M.
Added by Lucian Velea
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New Krishna

white stillness pure gold purple wonder gold strength pink joy
pink infinity navy blue now strong indigo blue light blue fountain
the green first reason endless yellow compassionate orange
royal red

single red free orange free yellow
green depth as clear as crystal all attractive light blue
strong indigo blue strong navy blue pink wishes gold compassion
compassionate purple gold of golds of creativity

she maybe dying
she is thirty one
white weeps white seeps into golden
memories of purple
lectures
navy blue pink gold
parties, poetry evenings and art
openings
with indigo blue
music
and beautfully spoken light blue
words
to green acts
of courage
to green acts of love
yellow self improvement classes
orange sex sessions and marriages
and to memories of
red plush homes

red inspirer orange giver yellow help dazzling green
light blue of the delicate with indigo blue eyes navy blue good
with pink kind eyes golden hair
golden complexion purple complexion
gold warmth of white space

a sixty year old man with a beautiful four year old boy
enter the room
“look in my mouth, look in my mouth, look in my mouth”

white of whites
gold truth purple mentor funny gold pink friend of children
navy blue of nature indigo blue knowledge light blue song of nature
green creation yellow in senses orange guide red way

the man says
royal red
the boy sits on the ground
endless orange
the boy touches the woman

[...] Read more

poem by Bhupen Thakker
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Everything Zen

there must be something we can eat
maybe find another lover
should I fly to Los Angeles
find my asshole brother

minnie mouse has grown up a cow
dave's on sale again
we kissy kiss in the rear view
we're so bored
you're to blame

try to see it once my way
everything zen
everything zen
I don't think so

raindogs howl for the century
a million dollars a steak
as you search for your demi-god
and you fake with a saint
there's no sex in your violence
there's no sex in your violenc
try to see it once my way
everything zen
everything zen
I don't think so

I don't believe that elvis is dead
I don't believe that elvis is dead
I don't believe that elvis is

song performed by Bush from Sixteen Stone
Added by Lucian Velea
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