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Whatever government is not a government of laws, is a despotism, let it be called what it may.

quote by Daniel Webster
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Would you ever believe

WOULD YOU EVER believe if I called a nondescript table of teakwood; as a vivacious bird soaring high in the sky,

Would you ever believe if I called a ruffled sheet of paper; as a chunk of glittering gold,

Would you ever believe if I called a grandiloquent watch embodied with diamonds; as a lump of bedraggled stone,

Would you ever believe if I called a mountain of compacted mud; as a switchboard of pugnacious electricity,

Would you ever believe if I called a resplendent rainbow in the sky; as a broomstick with incongruous bristles,

Would you ever believe if I called a rusty canister of dilapidated iron; as a mesmerizing rose growing in the garden,

Would you ever believe if I called a pink tablet of luxury soap; as a mosquito hovering acrimoniously in the cloistered room,

Would you ever believe if I called a boat rollicking merrily on the undulating waves; as a rustic jungle spider,

Would you ever believe if I called a valley profusely embedded with snow; as an unscrupulous dog on the street,

Would you ever believe if I called a pair of luscious lips; as a disdainfully fetid shoe,

Would you ever believe if I called a fluorescent rod of light; as a jagged bush of cactus growing in the sweltering desert,

Would you ever believe if I called the blazing sun; as a pudgy bar of delectable chocolate,
Would you ever believe if I called an angular sculptured bone; as acid bubbling in a swanky bottle,

Would you ever believe if I called a scintillating oyster; as an inarticulate matchstick coated with lead,

Would you ever believe if I called a cluster of bells jingling from the ceiling; as a sordid cockroach philandering beside the lavatory seat,

Would you ever believe if I called a fruit of succulent coconut; as a dead mans morbid tooth,

Would you ever believe If I called a steaming cup of filter coffee; as gaudily colored water emanating from the street fountains,

Would you ever believe if I called the majestic statue of a revered historian; as a slab of tangy peanut butter,

Would you ever believe if I called a vibrant shirt; as a protuberant pigeon discerningly pecking its beak at grains scattered on the floor,

Would you ever believe if I called a flocculent bud of cotton; as a camouflaged lizard transgressing through wild projections of grass,

Would you ever believe if I called a photograph depicting the steep gorges; as a gutter inundated with obnoxious sewage,

Would you ever believe if I called a lanky giraffe; as a convict nefariously lurking through solitary streets of the city,

Would you ever believe if I called a pair of flamboyant sunglasses; as a weird tattoo to be adhered to the chest,

Would you ever believe if I called a chicken’s egg; as logs of sooty charcoal abundantly stashed in the colossal warehouse,

Would you ever believe if I called a biscuit replete with golden honey; as a ominously slithering reptile in the jungles,

Would you ever believe if I called a bald man possessing a profoundly tonsured scalp; as a gas balloon floating in insipid air,

[...] Read more

poem by Nikhil Parekh
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Absalom and Achitophel

In pious times, e'er Priest-craft did begin,
Before Polygamy was made a sin;
When man, on many, multiply'd his kind,
E'r one to one was, cursedly, confind:
When Nature prompted, and no law deny'd
Promiscuous use of Concubine and Bride;
Then, Israel's monarch, after Heaven's own heart,
His vigorous warmth did, variously, impart
To Wives and Slaves; And, wide as his Command,
Scatter'd his Maker's Image through the Land.
Michal, of Royal blood, the Crown did wear,
A Soyl ungratefull to the Tiller's care;
Not so the rest; for several Mothers bore
To Godlike David, several Sons before.
But since like slaves his bed they did ascend,
No True Succession could their seed attend.
Of all this Numerous Progeny was none
So Beautifull, so brave as Absalon:
Whether, inspir'd by some diviner Lust,
His father got him with a greater Gust;
Or that his Conscious destiny made way
By manly beauty to Imperiall sway.
Early in Foreign fields he won Renown,
With Kings and States ally'd to Israel's Crown
In Peace the thoughts of War he could remove,
And seem'd as he were only born for love.
What e'er he did was done with so much ease,
In him alone, 'twas Natural to please.
His motions all accompanied with grace;
And Paradise was open'd in his face.
With secret Joy, indulgent David view'd
His Youthfull Image in his Son renew'd:
To all his wishes Nothing he deny'd,
And made the Charming Annabel his Bride.
What faults he had (for who from faults is free?)
His Father could not, or he would not see.
Some warm excesses, which the Law forbore,
Were constru'd Youth that purg'd by boyling o'r:
And Amnon's Murther, by a specious Name,
Was call'd a Just Revenge for injur'd Fame.
Thus Prais'd, and Lov'd, the Noble Youth remain'd,
While David, undisturb'd, in Sion raign'd.
But Life can never be sincerely blest:
Heaven punishes the bad, and proves the best.
The Jews, a Headstrong, Moody, Murmuring race,
As ever try'd th' extent and stretch of grace;
God's pamper'd people whom, debauch'd with ease,
No King could govern, nor no God could please;
(Gods they had tri'd of every shape and size
That Gods-smiths could produce, or Priests devise.)

[...] Read more

poem by John Dryden
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The Hind And The Panther, A Poem In Three Parts : Part III.

Much malice, mingled with a little wit,
Perhaps may censure this mysterious writ;
Because the muse has peopled Caledon
With panthers, bears, and wolves, and beasts unknown,
As if we were not stocked with monsters of our own.
Let Æsop answer, who has set to view
Such kinds as Greece and Phrygia never knew;
And Mother Hubbard, in her homely dress,
Has sharply blamed a British lioness;
That queen, whose feast the factious rabble keep,
Exposed obscenely naked, and asleep.
Led by those great examples, may not I
The wonted organs of their words supply?
If men transact like brutes, 'tis equal then
For brutes to claim the privilege of men.
Others our Hind of folly will indite,
To entertain a dangerous guest by night.
Let those remember, that she cannot die,
Till rolling time is lost in round eternity;
Nor need she fear the Panther, though untamed,
Because the Lion's peace was now proclaimed;
The wary savage would not give offence,
To forfeit the protection of her prince;
But watched the time her vengeance to complete,
When all her furry sons in frequent senate met;
Meanwhile she quenched her fury at the flood,
And with a lenten salad cooled her blood.
Their commons, though but coarse, were nothing scant,
Nor did their minds an equal banquet want.
For now the Hind, whose noble nature strove
To express her plain simplicity of love,
Did all the honours of her house so well,
No sharp debates disturbed the friendly meal.
She turned the talk, avoiding that extreme,
To common dangers past, a sadly-pleasing theme;
Remembering every storm which tossed the state,
When both were objects of the public hate,
And dropt a tear betwixt for her own children's fate.
Nor failed she then a full review to make
Of what the Panther suffered for her sake;
Her lost esteem, her truth, her loyal care,
Her faith unshaken to an exiled heir,
Her strength to endure, her courage to defy,
Her choice of honourable infamy.
On these, prolixly thankful, she enlarged;
Then with acknowledgments herself she charged;
For friendship, of itself an holy tie,
Is made more sacred by adversity.
Now should they part, malicious tongues would say,
They met like chance companions on the way,

[...] Read more

poem by John Dryden
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The Inner Voice - Conscience

Laws on earth can be made, unmade;
Laws can be bettered or worsened by change;
Laws may be just or unjust and never perfect;
Laws can be changed for comfort and convenience.

Laws may change from time to time;
Laws cannot reflect truth always;
Laws depend on the constituent makers;
Laws can never be ideal for all times!

But the inner Voice -the Conscience is static;
It always speaks the truth irrevocably;
It is not transmutable anytime;
It can never lie ever even by chance.

The Inner Voice scores over laws always;
One's conscience always tells what is right;
Freedom of man's conscience is paramount;
Laws to stifle the Inner Voice are simply futile!

Laws are needed but must be just and fair;
Laws aren't needed to fetter the conscience;
Laws are man-made and transmutable;
Conscience is God-given, remaining the same in everyone!

Obey the laws when they are fair and just;
Heed to your Conscience, God's law-maker within!

Copyright by Dr John Celes 14-02-12

poem by John Celes
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Laws

Laws created to curb the rise of domestic violence.
Laws created to curb the rise of racial tensions.
Laws created to curb interpretations,
Of what is and what is not politically correct.
But those who are corrupted and create the laws...
Can not see their own flaws,
That initiate the mess.

Laws created to curb a racial profiling on the rise.
Laws created to curb a greed that has affected lives.
Laws that limit freedoms to blatantly discriminate...
Those who do this anyway,
No matter what the laws are to perpetuate a hate.

Laws created to curb the rise of domestic violence.
Laws created to curb the rise of racial tensions.
Laws created to curb interpretations,
Of what is and what is not politically correct.
But those who are corrupted and create the laws...
Can not see their own flaws,
That initiate the mess.

And those upset by these laws,
Want more of them and yet neglect!
Like 'Commandments' given no respect.

poem by Lawrence S. Pertillar
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Paradise Lost: Book 12

As one who in his journey bates at noon,
Though bent on speed; so here the Arch-Angel paused
Betwixt the world destroyed and world restored,
If Adam aught perhaps might interpose;
Then, with transition sweet, new speech resumes.
Thus thou hast seen one world begin, and end;
And Man, as from a second stock, proceed.
Much thou hast yet to see; but I perceive
Thy mortal sight to fail; objects divine
Must needs impair and weary human sense:
Henceforth what is to come I will relate;
Thou therefore give due audience, and attend.
This second source of Men, while yet but few,
And while the dread of judgement past remains
Fresh in their minds, fearing the Deity,
With some regard to what is just and right
Shall lead their lives, and multiply apace;
Labouring the soil, and reaping plenteous crop,
Corn, wine, and oil; and, from the herd or flock,
Oft sacrificing bullock, lamb, or kid,
With large wine-offerings poured, and sacred feast,
Shall spend their days in joy unblamed; and dwell
Long time in peace, by families and tribes,
Under paternal rule: till one shall rise
Of proud ambitious heart; who, not content
With fair equality, fraternal state,
Will arrogate dominion undeserved
Over his brethren, and quite dispossess
Concord and law of nature from the earth;
Hunting (and men not beasts shall be his game)
With war, and hostile snare, such as refuse
Subjection to his empire tyrannous:
A mighty hunter thence he shall be styled
Before the Lord; as in despite of Heaven,
Or from Heaven, claiming second sovranty;
And from rebellion shall derive his name,
Though of rebellion others he accuse.
He with a crew, whom like ambition joins
With him or under him to tyrannize,
Marching from Eden towards the west, shall find
The plain, wherein a black bituminous gurge
Boils out from under ground, the mouth of Hell:
Of brick, and of that stuff, they cast to build
A city and tower, whose top may reach to Heaven;
And get themselves a name; lest, far dispersed
In foreign lands, their memory be lost;
Regardless whether good or evil fame.
But God, who oft descends to visit men
Unseen, and through their habitations walks
To mark their doings, them beholding soon,

[...] Read more

poem by John Milton
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Tale I

That all men would be cowards if they dare,
Some men we know have courage to declare;
And this the life of many a hero shows,
That, like the tide, man's courage ebbs and flows:
With friends and gay companions round them, then
Men boldly speak and have the hearts of men;
Who, with opponents seated miss the aid
Of kind applauding looks, and grow afraid;
Like timid travelers in the night, they fear
Th' assault of foes, when not a friend is near.
In contest mighty, and of conquest proud,
Was Justice Bolt, impetuous, warm, and loud;
His fame, his prowess all the country knew,
And disputants, with one so fierce, were few:
He was a younger son, for law design'd,
With dauntless look and persevering mind;
While yet a clerk, for disputation famed,
No efforts tired him, and no conflicts tamed.
Scarcely he bade his master's desk adieu,
When both his brothers from the world withdrew.
An ample fortune he from them possessed,
And was with saving care and prudence bless'd.
Now would he go and to the country give
Example how an English 'squire should live;
How bounteous, yet how frugal man may be,
By well-order'd hospitality;
He would the rights of all so well maintain.
That none should idle be, and none complain.
All this and more he purposed--and what man
Could do, he did to realise his plan;
But time convinced him that we cannot keep
A breed of reasoners like a flock of sheep;
For they, so far from following as we lead,
Make that a cause why they will not proceed.
Man will not follow where a rule is shown,
But loves to take a method of his own:
Explain the way with all your care and skill,
This will he quit, if but to prove he will. -
Yet had our Justice honour--and the crowd,
Awed by his presence, their respect avow'd.
In later years he found his heart incline,
More than in youth, to gen'rous food and wine;
But no indulgence check'd the powerful love
He felt to teach, to argue, and reprove.
Meetings, or public calls, he never miss'd -
To dictate often, always to assist.
Oft he the clergy join'd, and not a cause
Pertain'd to them but he could quote the laws;
He upon tithes and residence display'd
A fund of knowledge for the hearer's aid;

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poem by George Crabbe
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Hudibras: Part 3 - Canto II

THE ARGUMENT

The Saints engage in fierce Contests
About their Carnal interests;
To share their sacrilegious Preys,
According to their Rates of Grace;
Their various Frenzies to reform,
When Cromwel left them in a Storm
Till, in th' Effigy of Rumps, the Rabble
Burns all their Grandees of the Cabal.

THE learned write, an insect breeze
Is but a mungrel prince of bees,
That falls before a storm on cows,
And stings the founders of his house;
From whose corrupted flesh that breed
Of vermin did at first proceed.
So e're the storm of war broke out,
Religion spawn'd a various rout
Of petulant Capricious sects,
The maggots of corrupted texts,
That first run all religion down,
And after ev'ry swarm its own.
For as the Persian Magi once
Upon their mothers got their sons,
That were incapable t' enjoy
That empire any other way;
So PRESBYTER begot the other
Upon the good old Cause, his mother,
Then bore then like the Devil's dam,
Whose son and husband are the same.
And yet no nat'ral tie of blood
Nor int'rest for the common good
Cou'd, when their profits interfer'd,
Get quarter for each other's beard.
For when they thriv'd, they never fadg'd,
But only by the ears engag'd:
Like dogs that snarl about a bone,
And play together when they've none,
As by their truest characters,
Their constant actions, plainly appears.
Rebellion now began, for lack
Of zeal and plunders to grow slack;
The Cause and covenant to lessen,
And Providence to b' out of season:
For now there was no more to purchase
O' th' King's Revenue, and the Churches,
But all divided, shar'd, and gone,
That us'd to urge the Brethren on;
Which forc'd the stubborn'st for the Cause,

[...] Read more

poem by Samuel Butler
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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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Paradise Lost: Book 05

Now Morn, her rosy steps in the eastern clime
Advancing, sowed the earth with orient pearl,
When Adam waked, so customed; for his sleep
Was aery-light, from pure digestion bred,
And temperate vapours bland, which the only sound
Of leaves and fuming rills, Aurora's fan,
Lightly dispersed, and the shrill matin song
Of birds on every bough; so much the more
His wonder was to find unwakened Eve
With tresses discomposed, and glowing cheek,
As through unquiet rest: He, on his side
Leaning half raised, with looks of cordial love
Hung over her enamoured, and beheld
Beauty, which, whether waking or asleep,
Shot forth peculiar graces; then with voice
Mild, as when Zephyrus on Flora breathes,
Her hand soft touching, whispered thus. Awake,
My fairest, my espoused, my latest found,
Heaven's last best gift, my ever new delight!
Awake: The morning shines, and the fresh field
Calls us; we lose the prime, to mark how spring
Our tender plants, how blows the citron grove,
What drops the myrrh, and what the balmy reed,
How nature paints her colours, how the bee
Sits on the bloom extracting liquid sweet.
Such whispering waked her, but with startled eye
On Adam, whom embracing, thus she spake.
O sole in whom my thoughts find all repose,
My glory, my perfection! glad I see
Thy face, and morn returned; for I this night
(Such night till this I never passed) have dreamed,
If dreamed, not, as I oft am wont, of thee,
Works of day past, or morrow's next design,
But of offence and trouble, which my mind
Knew never till this irksome night: Methought,
Close at mine ear one called me forth to walk
With gentle voice; I thought it thine: It said,
'Why sleepest thou, Eve? now is the pleasant time,
'The cool, the silent, save where silence yields
'To the night-warbling bird, that now awake
'Tunes sweetest his love-laboured song; now reigns
'Full-orbed the moon, and with more pleasing light
'Shadowy sets off the face of things; in vain,
'If none regard; Heaven wakes with all his eyes,
'Whom to behold but thee, Nature's desire?
'In whose sight all things joy, with ravishment
'Attracted by thy beauty still to gaze.'
I rose as at thy call, but found thee not;
To find thee I directed then my walk;
And on, methought, alone I passed through ways

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poem by John Milton
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Pharsalia - Book II: The Flight Of Pompeius

This was made plain the anger of the gods;
The universe gave signs Nature reversed
In monstrous tumult fraught with prodigies
Her laws, and prescient spake the coming guilt.

How seemed it just to thee, Olympus' king,
That suffering mortals at thy doom should know
By omens dire the massacre to come?
Or did the primal parent of the world
When first the flames gave way and yielding left
Matter unformed to his subduing hand,
And realms unbalanced, fix by stern decree'
Unalterable laws to bind the whole
(Himself, too, bound by law), so that for aye
All Nature moves within its fated bounds?
Or, is Chance sovereign over all, and we
The sport of Fortune and her turning wheel?
Whate'er be truth, keep thou the future veiled
From mortal vision, and amid their fears
May men still hope.

Thus known how great the woes
The world should suffer, from the truth divine,
A solemn fast was called, the courts were closed,
All men in private garb; no purple hem
Adorned the togas of the chiefs of Rome;
No plaints were uttered, and a voiceless grief
Lay deep in every bosom: as when death
Knocks at some door but enters not as yet,
Before the mother calls the name aloud
Or bids her grieving maidens beat the breast,
While still she marks the glazing eye, and soothes
The stiffening limbs and gazes on the face,
In nameless dread, not sorrow, and in awe
Of death approaching: and with mind distraught
Clings to the dying in a last embrace.

The matrons laid aside their wonted garb:
Crowds filled the temples -- on the unpitying stones
Some dashed their bosoms; others bathed with tears
The statues of the gods; some tore their hair
Upon the holy threshold, and with shrieks
And vows unceasing called upon the names
Of those whom mortals supplicate. Nor all
Lay in the Thunderer's fane: at every shrine
Some prayers are offered which refused shall bring
Reproach on heaven. One whose livid arms
Were dark with blows, whose cheeks with tears bedewed
And riven, cried, 'Beat, mothers, beat the breast,
Tear now the lock; while doubtful in the scales

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poem by Marcus Annaeus Lucanus
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Through the eyes of a Field Coronet (Epic)

Introduction

In the kaki coloured tent in Umbilo he writes
his life’s story while women, children and babies are dying,
slowly but surely are obliterated, he see how his nation is suffering
while the events are notched into his mind.

Lying even heavier on him is the treason
of some other Afrikaners who for own gain
have delivered him, to imprisonment in this place of hatred
and thoughts go through him to write a book.

Prologue

The Afrikaner nation sprouted
from Dutchmen,
who fought decades without defeat
against the super power Spain

mixed with French Huguenots
who left their homes and belongings,
with the revocation of the Edict of Nantes.
Associate this then with the fact

that these people fought formidable
for seven generations
against every onslaught that they got
from savages en wild animals

becoming marksmen, riding
and taming wild horses
with one bullet per day
to hunt a wild antelope,

who migrated right across the country
over hills in mass protest
and then you have
the most formidable adversary
and then let them fight

in a natural wilderness
where the hunter,
the sniper and horseman excels
and any enemy is at a lost.

Let them then also be patriotic
into their souls,
believe in and read
out of the word of God

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poem by Gert Strydom
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The Wolf And Shepherds. A Fable

Laws, as we read in ancient sages,
Have been like cobwebs in all ages:
Cobwebs for little flies are spread,
And laws for little folks are made;
But if an insect of renown,
Hornet or beetle, wasp or drone,
Be caught in quest of sport or plunder,
The flimsy fetter flies in sunder.
Your simile perhaps may please one
With whom wit holds the place of reason:
But can you prove that this in fact is
Agreeable to life and practice?
Then hear, what in his simple way
Old Æsop told me t' other day.
In days of yore, but (which is very odd)
Our author mentions not the period,
We mortal men, less given to speeches,
Allow'd the beasts sometimes to teach us.
But now we all are prattlers grown,
And suffer no voice but our own;
With us no beast has leave to speak,
Although his honest heart should break.
'Tis true, your asses and your apes,
And other brutes in human shapes,
And that thing made of sound and show,
Which mortals have misnamed a beau,
(But in the language of the sky
Is call'd a two-legg'd butterfly),
Will make your very heartstrings ache
With loud and everlasting clack,
And beat your auditory drum,
Till you grow deaf, or they grow dumb.
But to our story we return:
'Twas early on a Summer morn,
A Wolf forsook the mountain den,
And issued hungry on the plain.
Full many a stream and lawn he past
And reach'd a winding vale at last;
Where from a hollow rock he spied
The shepherds drest in flowery pride.
Garlands were strew'd, and all was gay,
To celebrate a holiday.
The merry tabor's gamesome sound
Provoked the sprightly dance around.
Hard by a rural board was rear'd,
On which in fair array appear'd
The peach, the apple, and the raisin,
And all the fruitage of the season.
But, more distinguish'd than the rest,
Was seen a wether ready drest,

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poem by James Beattie
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Star 69

You dont have to take the bar exam to see
What you did is ignoramus 103
Where have I got to hang my hat
You dont have line to me
All this just to be your friend
I was there to tell you
Extortion and arson, petty larceny
I know you called. I know you called. I know you called.
I know you called. I know you called. I know you hung up my line.
Star 69.
I know all about the warehouse fire.
I know squirrelies didnt chew the wire.
Three people have my number, the other two were with me.
I dont stand tall, but Im not your patsy.
This time you have gone too far with me.
I know you called. I know you called. I know you called.
I know you called. I know you called. I know you hung up my line.
Star 69.
Whyd you put your quarter down on me?
This reads like some dark inside edition, hard copy.
I cant be your character witness, I cant be your alibi.
Dont arrange the fbi, here this spy versus spy.
You my friend are guilty as can be.
I know you called. I know you called. I know you called.
I know you called. I know you called. I cant be your alibi.
Star 69.

song performed by REM
Added by Lucian Velea
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XI. Guido

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

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poem by Robert Browning from The Ring and the Book
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Football A Game.

What a name called?
Football a game called,
To known arena called stadium,
Played eleven to eleven side to side each,
Formations of it kinds,
Aims of a two goal post net,
Aims of a trophy,
Aims of winning,
In a color Jersey of its kinds,
In a color booths of it kinds,
Side to side balls picking sons round,
Spectators sat rounding pitch watching,
Centered with a nominated referee officiating,
Lined with a two lines men flagged,
Officials of substitutions in questions,
Pronounced by named commentators,
Red and yellow cards rules in question,
Supported keys of volunteers,
Supported with all sorts of supporters,
Declared a stadium manager jobs,
Declared a team manager jobs,
Host the nations, Host the world,
At moment of a country designated!
At moment of a country authorized!
Called for all practitioners....
Photographers, Cinematography, Press, Medias, Adverts, Sponsors, critics, etc. centred.

What a name called?
Football! football! ! football! ! !
A rounded leather circled!
Circled in its color of its choices,
Declared fifa authorities,
Declared statistical over all game,
Respect covered face to face,
Stretchers officials in uniforms of its officials medications,
Football a game called,
With boots of its kinds worn,
Saddled a whole lot supporters,
Saddled a whole lot analysts,
Presumption for a nation's glory,
Preemptive individuals' desirably for survival,
Football a game called,
Called to the passionate in spirit,
Football a game called,
Embrace understanding to unnamed,
Embrace love to unloved,
Embrace unity to diversities,
Embrace creativity to un-creativity,
Football a game called,
Adore a nature,

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poem by Bunmi Orogun Samuel
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Table Talk

A. You told me, I remember, glory, built
On selfish principles, is shame and guilt;
The deeds that men admire as half divine,
Stark naught, because corrupt in their design.
Strange doctrine this! that without scruple tears
The laurel that the very lightning spares;
Brings down the warrior’s trophy to the dust,
And eats into his bloody sword like rust.
B. I grant that, men continuing what they are,
Fierce, avaricious, proud, there must be war,
And never meant the rule should be applied
To him that fights with justice on his side.
Let laurels drench’d in pure Parnassian dews
Reward his memory, dear to every muse,
Who, with a courage of unshaken root,
In honour’s field advancing his firm foot,
Plants it upon the line that Justice draws,
And will prevail or perish in her cause.
‘Tis to the virtues of such men man owes
His portion in the good that Heaven bestows.
And, when recording History displays
Feats of renown, though wrought in ancient days,
Tells of a few stout hearts, that fought and died,
Where duty placed them, at their country’s side;
The man that is not moved with what he reads,
That takes not fire at their heroic deeds,
Unworthy of the blessings of the brave,
Is base in kind, and born to be a slave.
But let eternal infamy pursue
The wretch to nought but his ambition true,
Who, for the sake of filling with one blast
The post-horns of all Europe, lays her waste.
Think yourself station’d on a towering rock,
To see a people scatter’d like a flock,
Some royal mastiff panting at their heels,
With all the savage thirst a tiger feels;
Then view him self-proclaim’d in a gazette
Chief monster that has plagued the nations yet.
The globe and sceptre in such hands misplaced,
Those ensigns of dominion how disgraced!
The glass, that bids man mark the fleeting hour,
And Death’s own scythe, would better speak his power;
Then grace the bony phantom in their stead
With the king’s shoulder-knot and gay cockade;
Clothe the twin brethren in each other’s dress,
The same their occupation and success.
A. ‘Tis your belief the world was made for man;
Kings do but reason on the self-same plan:
Maintaining yours, you cannot theirs condemn,
Who think, or seem to think, man made for them.

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poem by William Cowper
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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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Vision of Columbus – Book 3

Now, twice twelve years, the children of the skies
Beheld in peace their growing empire rise;
O'er happy realms, display'd their generous care,
Diffused their arts and soothd the rage of war;
Bade yon tall temple grace the favourite isle.
The gardens bloom, the cultured valleys smile,
The aspiring hills their spacious mines unfold.
Fair structures blaze, and altars burn, in gold,
Those broad foundations bend their arches high,
And heave imperial Cusco to the sky;
From that fair stream that mark'd their northern sway,
Where Apurimac leads his lucid way,
To yon far glimmering lake, the southern bound,
The growing tribes their peaceful dwellings found;
While wealth and grandeur bless'd the extended reign,
From the bold Andes to the western main.
When, fierce from eastern wilds, the savage bands
Lead war and slaughter o'er the happy lands;
Thro' fertile fields the paths of culture trace,
And vow destruction to the Incan race.
While various fortune strow'd the embattled plain,
And baffled thousands still the strife maintain,
The unconquer'd Inca wakes the lingering war,
Drives back their host and speeds their flight afar;
Till, fired with rage, they range the wonted wood,
And feast their souls on future scenes of blood.
Where yon blue summits hang their cliffs on high;
Frown o'er the plains and lengthen round the sky;
Where vales exalted thro' the breaches run;
And drink the nearer splendors of the sun,
From south to north, the tribes innumerous wind,
By hills of ice and mountain streams confined;
Rouse neighbouring hosts, and meditate the blow,
To blend their force and whelm the world below.
Capac, with caution, views the dark design,
From countless wilds what hostile myriads join;
And greatly strives to bid the discord cease,
By profferd compacts of perpetual peace.
His eldest hope, young Rocha, at his call,
Leaves the deep confines of the temple wall;
In whose fair form, in lucid garments drest,
Began the sacred function of the priest.
In early youth, ere yet the genial sun
Had twice six changes o'er his childhood run,
The blooming prince, beneath his parents' hand,
Learn'd all the laws that sway'd the sacred land;
With rites mysterious served the Power divine,
Prepared the altar and adorn'd the shrine,
Responsive hail'd, with still returning praise,
Each circling season that the God displays,

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poem by Joel Barlow
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Mirrors Of Our Time

THE ECONOMY is a hose.
The Government collects water from the people
and pours it into the top of the hose
and gives it back to the people.
Near the top of the hose is a hole.
A lot of the water pours out of this into a tank
marked Government which is always empty.
The rest flows down towards the people.
It passes other holes marked
Government Agencies
Government buildings
Government contingencies
Government perks
There are also holes marked
Lawyers
Accountants
Criminals.
The Government is always trying
to stop these last three holes.
Finally what is left of the water
reaches people at the end of the hose.
The people fight over it
(it is never enough) .
When they get very thirsty they start
to throw stones at the government
and threaten to sack them.
The government then reluctantly
pours more water into the top of the hose
(which they get from the people) .
Finally when the people are very thirsty indeed,
under the leadership of the
Lawyers
Accountants
and other Criminals,
they attack the tank marked Government
and break it open.
It is always empty.
Then many of the people die
(except for the Lawyers, Accountants
and other Criminals.)
The survivors go off and look for a new well,
drink as much as they can
as quickly as they can
and wait for a new Government to find them.

poem by Brian Taylor
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