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And it was where I learned how to play tennis and eventually became captain of the tennis team at the school and was on the Junior Davis Cup in New York City.

quote by Sanford I. Weill
Added by Lucian Velea
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Soccer Under 20

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[...] Read more

poem by Rwetewrt Erwtwer
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New York City

Standing on the corner, just me and yoko ono,
We was waiting for jerry to land.
Up come a man with a guitar in his hand,
Singing, have a marijuana, if you can.
His name was david peel and we found that he was real,
He sang, the pope smokes dope evryday.
Up come a policeman, shoved us of the street,
Singing, power to the people today.
New york city!
New york city!
New york city!
Que pasa, new york?
Que pasa, new york?
Hey! hey!
Well, down to maxs, kansas city, got down the nitty gritty
With the elephants memory band.
Laid something down as the news spread around
About the plastic ono elephants memory band.
Well, we played some funky boogie, and laid some tutti fritti,
Singing, long tall sallys a man.
Up come a preacher man, tryin to be a teacher,
Singing, gods a red herring in drag!
New york city!
New york city!
New york city!
Que pasa, new york?
Que pasa, new york?
Ha! ha!
Hey! hey! hey! hey!
Hey!
Oh yeah!
Hey! new york city!
Alright, new york city!
New york city!
Que pasa, new york?
Que pasa, new york?
Hey! hey!
Well, we did the staten island ferry, making movies for the telly,
Played the fillmore and apollo for freedom.
Tried to shake our image, just a-cycling through the village,
But we found that we had left it back in london.
Well, nobody came to bug us, hustle us or shove us,
We decided to make it our home.
If the man wants to shove us out, we gonna jump and shout,
The statue of liberty said, come!
New york city!
New york city!
New york city!
Que pasa, new york?
Que pasa, new york?

[...] Read more

song performed by Yoko Ono
Added by Lucian Velea
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New York City

Standing on the corner, just me and yoko ono,
We was waiting for jerry to land.
Up come a man with a guitar in his hand,
Singing, have a marijuana, if you can.
His name was david peel and we found that he was real,
He sang, the pope smokes dope evryday.
Up come a policeman, shoved us of the street,
Singing, power to the people today.
New york city!
New york city!
New york city!
Que pasa, new york?
Que pasa, new york?
Hey! hey!
Well, down to maxs, kansas city, got down the nitty gritty
With the elephants memory band.
Laid something down as the news spread around
About the plastic ono elephants memory band.
Well, we played some funky boogie, and laid some tutti fritti,
Singing, long tall sallys a man.
Up come a preacher man, tryin to be a teacher,
Singing, gods a red herring in drag!
New york city!
New york city!
New york city!
Que pasa, new york?
Que pasa, new york?
Ha! ha!
Hey! hey! hey! hey!
Hey!
Oh yeah!
Hey! new york city!
Alright, new york city!
New york city!
Que pasa, new york?
Que pasa, new york?
Hey! hey!
Well, we did the staten island ferry, making movies for the telly,
Played the fillmore and apollo for freedom.
Tried to shake our image, just a-cycling through the village,
But we found that we had left it back in london.
Well, nobody came to bug us, hustle us or shove us,
We decided to make it our home.
If the man wants to shove us out, we gonna jump and shout,
The statue of liberty said, come!
New york city!
New york city!
New york city!
Que pasa, new york?
Que pasa, new york?

[...] Read more

song performed by Yoko Ono
Added by Lucian Velea
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Courtship of Miles Standish, The

I
MILES STANDISH

In the Old Colony days, in Plymouth the land of the Pilgrims
To and fro in a room of his simple and primitive dwelling,
Clad in doublet and hose, and boots of Cordovan leather,
Strode, with a martial air, Miles Standish the Puritan Captain.
Buried in thought he seemed, with his hands behind him, and pausing
Ever and anon to behold his glittering weapons of warfare,
Hanging in shining array along the walls of the chamber, --
Cutlass and corselet of steel, and his trusty sword of Damascus,
Curved at the point and inscribed with its mystical Arabic sentence,
While underneath, in a corner, were fowling-piece, musket, and matchlock.
Short of stature he was, but strongly built and athletic,
Broad in the shoulders, deep-chested, with muscles and sinews of iron;
Brown as a nut was his face, but his russet beard was already
Flaked with patches of snow, as hedges sometimes in November.
Near him was seated John Alden, his friend and household companion,
Writing with diligent speed at a table of pine by the window:
Fair-haired, azure-eyed, with delicate Saxon complexion,
Having the dew of his youth, and the beauty thereof, as the captives
Whom Saint Gregory saw, and exclaimed, "Not Angles, but Angels."
Youngest of all was he of the men who came in the Mayflower.

Suddenly breaking the silence, the diligent scribe interrupting,
Spake, in the pride of his heart, Miles Standish the Captain of Plymouth.
"Look at these arms," he said, "the war-like weapons that hang here
Burnished and bright and clean, as if for parade or inspection!
This is the sword of Damascus I fought with in Flanders; this breastplate,
Well I remember the day! once save my life in a skirmish;
Here in front you can see the very dint of the bullet
Fired point-blank at my heart by a Spanish arcabucero.
Had it not been of sheer steel, the forgotten bones of Miles Standish
Would at this moment be mould, in their grave in the Flemish morasses."
Thereupon answered John Alden, but looked not up from his writing:
"Truly the breath of the Lord hath slackened the speed of the bullet;
He in his mercy preserved you, to be our shield and our weapon!"
Still the Captain continued, unheeding the words of the stripling:
"See, how bright they are burnished, as if in an arsenal hanging;
That is because I have done it myself, and not left it to others.
Serve yourself, would you be well served, is an excellent adage;
So I take care of my arms, as you of your pens and your inkhorn.
Then, too, there are my soldiers, my great, invincible army,
Twelve men, all equipped, having each his rest and his matchlock,
Eighteen shillings a month, together with diet and pillage,
And, like Caesar, I know the name of each of my soldiers!"
This he said with a smile, that danced in his eyes, as the sunbeams
Dance on the waves of the sea, and vanish again in a moment.
Alden laughed as he wrote, and still the Captain continued:
"Look! you can see from this window my brazen howitzer planted

[...] Read more

poem by Henry Wadsworth Longfellow
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The Courtship of Miles Standish

I
MILES STANDISH

In the Old Colony days, in Plymouth the land of the Pilgrims
To and fro in a room of his simple and primitive dwelling,
Clad in doublet and hose, and boots of Cordovan leather,
Strode, with a martial air, Miles Standish the Puritan Captain.
Buried in thought he seemed, with his hands behind him, and pausing
Ever and anon to behold his glittering weapons of warfare,
Hanging in shining array along the walls of the chamber, --
Cutlass and corselet of steel, and his trusty sword of Damascus,
Curved at the point and inscribed with its mystical Arabic sentence,
While underneath, in a corner, were fowling-piece, musket, and matchlock.
Short of stature he was, but strongly built and athletic,
Broad in the shoulders, deep-chested, with muscles and sinews of iron;
Brown as a nut was his face, but his russet beard was already
Flaked with patches of snow, as hedges sometimes in November.
Near him was seated John Alden, his friend and household companion,
Writing with diligent speed at a table of pine by the window:
Fair-haired, azure-eyed, with delicate Saxon complexion,
Having the dew of his youth, and the beauty thereof, as the captives
Whom Saint Gregory saw, and exclaimed, "Not Angles, but Angels."
Youngest of all was he of the men who came in the Mayflower.

Suddenly breaking the silence, the diligent scribe interrupting,
Spake, in the pride of his heart, Miles Standish the Captain of Plymouth.
"Look at these arms," he said, "the war-like weapons that hang here
Burnished and bright and clean, as if for parade or inspection!
This is the sword of Damascus I fought with in Flanders; this breastplate,
Well I remember the day! once save my life in a skirmish;
Here in front you can see the very dint of the bullet
Fired point-blank at my heart by a Spanish arcabucero.
Had it not been of sheer steel, the forgotten bones of Miles Standish
Would at this moment be mould, in their grave in the Flemish morasses."
Thereupon answered John Alden, but looked not up from his writing:
"Truly the breath of the Lord hath slackened the speed of the bullet;
He in his mercy preserved you, to be our shield and our weapon!"
Still the Captain continued, unheeding the words of the stripling:
"See, how bright they are burnished, as if in an arsenal hanging;
That is because I have done it myself, and not left it to others.
Serve yourself, would you be well served, is an excellent adage;
So I take care of my arms, as you of your pens and your inkhorn.
Then, too, there are my soldiers, my great, invincible army,
Twelve men, all equipped, having each his rest and his matchlock,
Eighteen shillings a month, together with diet and pillage,
And, like Caesar, I know the name of each of my soldiers!"
This he said with a smile, that danced in his eyes, as the sunbeams
Dance on the waves of the sea, and vanish again in a moment.
Alden laughed as he wrote, and still the Captain continued:
"Look! you can see from this window my brazen howitzer planted

[...] Read more

poem by Henry Wadsworth Longfellow
Added by Poetry Lover
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Safe In New York City

(young - young)
Hello baby gimme your hand
Check out the high spots the lay of the land
You dont need a rocket or a big limousine
Come on over baby and Ill make you obscene
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
All over the city and down to the dives
Dont mess with this place itll eat you alive
Got lip smackin honey to soak up the jam
On top of the world ma ready to slam
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
Movin all over like a jumpin bean
Take a look at that thing in the tight ass jeans
Comin your way now you may be in luck
Dont you fret boy shes ready to buck
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
I feel safe in new york city
New york, new york, new york
I feel safe in a cage in new york city
2000, j. albert & son, pty.

song performed by AC-DC
Added by Lucian Velea
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The Sale of Saint Thomas

A quay with vessels moored

Thomas
To India! Yea, here I may take ship;
From here the courses go over the seas,
Along which the intent prows wonderfully
Nose like lean hounds, and tack their journeys out,
Making for harbours as some sleuth was laid
For them to follow on their shifting road.
Again I front my appointed ministry. --
But why the Indian lot to me? Why mine
Such fearful gospelling? For the Lord knew
What a frail soul He gave me, and a heart
Lame and unlikely for the large events. --
And this is worse than Baghdad! though that was
A fearful brink of travel. But if the lots,
That gave to me the Indian duty, were
Shuffled by the unseen skill of Heaven, surely
That fear of mine in Baghdad was the same
Marvellous Hand working again, to guard
The landward gate of India from me. There
I stood, waiting in the weak early dawn
To start my journey; the great caravan's
Strange cattle with their snoring breaths made steam
Upon the air, and (as I thought) sadly
The beasts at market-booths and awnings gay
Of shops, the city's comfortable trade,
Lookt, and then into months of plodding lookt.
And swiftly on my brain there came a wind
Of vision; and I saw the road mapt out
Along the desert with a chalk of bones;
I saw a famine and the Afghan greed
Waiting for us, spears at our throats, all we
Made women by our hunger; and I saw
Gigantic thirst grieving our mouths with dust,
Scattering up against our breathing salt
Of blown dried dung, till the taste eat like fires
Of a wild vinegar into our sheathèd marrows;
And a sudden decay thicken'd all our bloods
As rotten leaves in fall will baulk a stream;
Then my kill'd life the muncht food of jackals. --
The wind of vision died in my brain; and lo,
The jangling of the caravan's long gait
Was small as the luting of a breeze in grass
Upon my ears. Into the waiting thirst
Camels and merchants all were gone, while I
Had been in my amazement. Was this not
A sign? God with a vision tript me, lest
Those tall fiends that ken for my approach

[...] Read more

poem by Lascelles Abercrombie
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New York City

Standing on the corner
Just me and yoko ono
We was waiting for jerry to land
Up come a man with a guitar in his hand
Singing, have a marijuana if you can
His name was david peel
And we found that he was real
He sang, the pope smokes dope every day
Up come a policeman shoved us up the street
Singing, power to the people today!
New york city...new york city...new york city
Que pasa, new york?
Que pasa, new york?
Well down to maxs kansas city
Got down the nitty gritty
With the elephants memory band
Laid something down
As the news spread around
About the plastic ono elephants memory band!
And we played some funky boogie
And laid some tutti frutti
Singing, long tall sallys a man.
Up come a preacherman trying to be a teacher
Singing, gods a red herring in drag!
New york city...new york city...new york city
Que pasa, new york?
Que pasa, new york?
New york city...new york city...new york city
Que pasa, new york?
Que pasa, new york?
Well we did the staten island ferry
Making movies for the telly
Played the fillmore and apollo for freedom
Tried to shake our image
Just a cycling through the village
But found that we had left it back in london
Well nobody came to bug us
Hustle us or shove us
So we decided to make it our home
If the man wants to shove us out
We gonna jump and shout
The statue of liberty said, come!
New york city...new york city...new york city
Que pasa, new york?
Que pasa, new york?
New york city...back in new york city...new york city
Que pasa, new york?
Que pasa, new york?

song performed by Lennon John
Added by Lucian Velea
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University Of Central Florida Volleyball

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[...] Read more

poem by Caasder Fronds
Added by Poetry Lover
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Twin State

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[...] Read more

poem by Caasder Fronds
Added by Poetry Lover
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New York City

New york city ... here we come
New york city ... just for fun
New york city ... broadway lights
New york city ... oh baby, funny nights
New york city ... here we come
New york city ... just for fun
New york city ... here we come
New york city ... just for fun
New york city ... broadway lights
New york city ... oh baby, funny nights
New york city ... here we come
New york city ... just for fun
Mmmh baby
New york city ... here we come
New york city ... just for fun
New york city ... broadway lights
New york city ... mmmh baby, funny nights
New york city ... here we come
New york city ... just for fun
New york city ... broadway lights
New york city

song performed by Boney M.
Added by Lucian Velea
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New York Times

New york poor new york
New york poor new york
Cars choking your child to death
But you dont wanna see
Cause you only think about yourself
How blind can you be
New york poor new york
Sniper on the rooftop new york
New york poor new york
Not fit for a dog in new york
Everybody bites on the big apple
Leave the hungry in tears
But no one gives a damn no one really cares
How they feel theyre just paper people not real
You need a gun to walk into new york
Now youre broke and youre out on a ledge
Who can help you this time
Now youre down to your very last cent
Still youre askin me who was your friend
I was your friend
New york poor new york
Who turned the lights out in new york
New york poor new york
Just another blackout in new york
Girl dead on the 26th floor
But no one knew her name
Found her body behind the door
Too young for the game
New york poor new york
Devils in the subway new york
New york poor new york
New york poor new york
Talkin talkin talkin - watch out
Harlem touching midtown new york
New york poor new york
Talkin bout new york new york
Moneys getting tighter new york
Theyre burning the bridges to new york

song performed by Cat Stevens
Added by Lucian Velea
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Veterinary Camps

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[...] Read more

poem by Caasder Fronds
Added by Poetry Lover
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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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The Tower Beyond Tragedy

I
You'd never have thought the Queen was Helen's sister- Troy's
burning-flower from Sparta, the beautiful sea-flower
Cut in clear stone, crowned with the fragrant golden mane, she
the ageless, the uncontaminable-
This Clytemnestra was her sister, low-statured, fierce-lipped, not
dark nor blonde, greenish-gray-eyed,
Sinewed with strength, you saw, under the purple folds of the
queen-cloak, but craftier than queenly,
Standing between the gilded wooden porch-pillars, great steps of
stone above the steep street,
Awaiting the King.
Most of his men were quartered on the town;
he, clanking bronze, with fifty
And certain captives, came to the stair. The Queen's men were
a hundred in the street and a hundred
Lining the ramp, eighty on the great flags of the porch; she
raising her white arms the spear-butts
Thundered on the stone, and the shields clashed; eight shining
clarions
Let fly from the wide window over the entrance the wildbirds of
their metal throats, air-cleaving
Over the King come home. He raised his thick burnt-colored
beard and smiled; then Clytemnestra,
Gathering the robe, setting the golden-sandaled feet carefully,
stone by stone, descended
One half the stair. But one of the captives marred the comeliness
of that embrace with a cry
Gull-shrill, blade-sharp, cutting between the purple cloak and
the bronze plates, then Clytemnestra:
Who was it? The King answered: A piece of our goods out of
the snatch of Asia, a daughter of the king,
So treat her kindly and she may come into her wits again. Eh,
you keep state here my queen.
You've not been the poorer for me.- In heart, in the widowed
chamber, dear, she pale replied, though the slaves
Toiled, the spearmen were faithful. What's her name, the slavegirl's?
AGAMEMNON Come up the stair. They tell me my kinsman's
Lodged himself on you.
CLYTEMNESTRA Your cousin Aegisthus? He was out of refuge,
flits between here and Tiryns.
Dear: the girl's name?
AGAMEMNON Cassandra. We've a hundred or so other
captives; besides two hundred
Rotted in the hulls, they tell odd stories about you and your
guest: eh? no matter: the ships
Ooze pitch and the August road smokes dirt, I smell like an
old shepherd's goatskin, you'll have bath-water?
CLYTEMNESTRA
They're making it hot. Come, my lord. My hands will pour it.

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poem by Robinson Jeffers
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Using Boot Camp

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poem by Caasder Fronds
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The Grand Question Debated: Whether Hamilton’s Bawn Should Be Turned Into A Barrack Or Malt-House

Thus spoke to my lady the knight full of care,
'Let me have your advice in a weighty affair.
This Hamilton's bawn, while it sticks in my hand
I lose by the house what I get by the land;
But how to dispose of it to the best bidder,
For a barrack or malt-house, we now must consider.
'First, let me suppose I make it a malt-house,
Here I have computed the profit will fall t'us:
There's nine hundred pounds for labour and grain,
I increase it to twelve, so three hundred remain;
A handsome addition for wine and good cheer,
Three dishes a-day, and three hogsheads a-year;
With a dozen large vessels my vault shall be stored;
No little scrub joint shall come on my board;
And you and the Dean no more shall combine
To stint me at night to one bottle of wine;
Nor shall I, for his humour, permit you to purloin
A stone and a quarter of beef from my sir-loin.
If I make it a barrack, the crown is my tenant;
My dear, I have ponder'd again and again on't:
In poundage and drawbacks I lose half my rent,
Whatever they give me, I must be content,
Or join with the court in every debate;
And rather than that, I would lose my estate.'
Thus ended the knight; thus began his meek wife:
'It must, and it shall be a barrack, my life.
I'm grown a mere mopus; no company comes
But a rabble of tenants, and rusty dull rums.
With parsons what lady can keep herself clean?
I'm all over daub'd when I sit by the Dean.
But if you will give us a barrack, my dear,
The captain I'm sure will always come here;
I then shall not value his deanship a straw,
For the captain, I warrant, will keep him in awe;
Or, should he pretend to be brisk and alert,
Will tell him that chaplains should not be so pert;
That men of his coat should be minding their prayers,
And not among ladies to give themselves airs.'
Thus argued my lady, but argued in vain;
The knight his opinion resolved to maintain.
But Hannah, who listen'd to all that was past,
And could not endure so vulgar a taste,
As soon as her ladyship call'd to be dress'd,
Cried, 'Madam, why surely my master's possess'd,
Sir Arthur the maltster! how fine it will sound!
I'd rather the bawn were sunk under ground.
But, madam, I guess'd there would never come good,
When I saw him so often with Darby and Wood.
And now my dream's out; for I was a-dream'd
That I saw a huge rat—O dear, how I scream'd!

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poem by Jonathan Swift
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The Eternal Kansas City

Chorus (choir singing)
Excuse me do you know the way to kansas city?
Excuse me do you know the way to kansas city?
Excuse me do you know the way to kansas city?
Excuse me do you know the way to kansas city? (do you know the way to kansas city? )
Excuse me do you know the way to kansas city? (do you know the way to kansas city? )
Excuse me do you know the way to kansas city? (do you know the way to kansas city? )
Excuse me do you know the way to kansas city? (do you know the way to kansas city? )
Excuse me do you know the way to kansas city? (do you know the way to kansas city)?
(van singing)
Excuse me do you know the way to kansas city?
Excuse me do you know the way to kansas city?
Excuse me do you know the way to kansas city?
Excuse me do you know the way to kansas city?
Train down to st. louis
Get me there alright
Over to the city there, you know that one
Where the farmers daughter digs the farmers son
Dig your charlie parker
Basie and young
Witherspoon and jay mcshann
They will come
Oooowoooowoooo
Chorus (van and choir in background)
Excuse me do you know the way to kansas city?
Excuse me do you know the way to kansas city?
Excuse me do you know the way to kansas city?
Excuse me do you know the way to kansas city?
Lady liberty in waiting
You know she lights the way
Her name is billie, shes a holiday
And the city is eternal -- hey, cant you see?
Its inside of you and its inside of me
Oooowoooowoooo
Chorus (van and choir in background)
You know, you know the way to kansas city?
You know, you know the way to kansas city?
You know, you know the way to kansas city?
You know, you know the way to kansas city ?
You know...the way to kansas city
You know...the way to kansas city
Wild thing
You know the way to kansas city (choir only)
Thank you man (van)
You know the way to kansas city
Sing it (van)
You know the way to kansas city (van and choir)
Hit it (van)
You know...the way to kansas city
You know...the way to kansas city

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song performed by Van Morrison
Added by Lucian Velea
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Empire State Of Mind

Yeah, Yeah, I'ma up at Brooklyn, now I'm down in Tribeca
Right next to De Niro, but I'll be hood forever
I'm the new Sinatra, and since I made it here
I can make it anywhere, yeah, they love me everywhere

I used to cop in Harlem, all of my Dominicanos
Right there up on Broadway, brought me back to that McDonald's
Took it to my stash spot,560 State Street
Catch me in the Kitchen like a Simmons whipping pastry

Cruising down 8th Street, off-white Lexus
Driving so slow, but BK is from Texas
Me I'm up at Bed-Stuy, home of that boy Biggie
Now I live on Billboard, and I brought my boys with me

Say what up to Ty Ty, still sipping mai tai
Sitting courtside, Knicks and Nets give me high fives
Nigga I be spiked out, I can trip a referee,
Tell by my attitude, that I am most definitely from

In New York, concrete jungle where dreams are made, oh
There's nothing you can't do, now you're in New York
These streets will make you feel brand new
Big lights will inspire you, let's hear it for New York
New York, New York
(I made you hot, nigga)

Catch me at the X with OG at a Yankee game,
Shit, I made the Yankee hat more famous than a Yankee can
You should know I bleed blue, but I ain't a Crip though
But I got a gang of niggas walking with my clique, though

Welcome to the melting pot, corners where we selling rock
Afrika Bambaataa shit, home of the hip hop
Yellow Cab, Gypsy Cab, Dollar Cab, holla back
For foreigners that ain't fifty they act like they forgot how to act

Eight million stories, out there, and they're naked
Cities is a pity, half of y'all won't make it
Me I gotta plug, Special Ed 'I Got It Made'
If Jesus payin' LeBron, I'm paying Dwyane Wade

Three dice, Cee-lo, three-card, Monte
Labor Day Parade, rest in peace, Bob Marley
Statue of Liberty, long live the World Trade
Long live the king yo, I'm from the Empire State that's

In New York, concrete jungle where dreams are made, oh
There's nothing you can't do, now you're in New York
These streets will make you feel brand new

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poem by Sirius White
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Allegany Camp

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poem by Rwetewrt Erwtwer
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