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The same historical development that turned the citizen into a client transformed the worker from a producer into a consumer.

quote by Christopher Lasch
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Producer/fall From The Grace Of The People

Earth shares what earth receives
And now only blood brings life
A tiller bring life, producer bring life
Protector bring life, soiled hands bring life
The tree of democracy shall be watered by the blood of revolution
So go plant a seed, go plant a seed for harvest
Go plant a seed for harvest producer
Producer, producer, producer, producer
Producer, producer, producer, producer
Producer, producer, producer, producer
Producer, producer, producer, producer
Producer, producer, producer, producer
Producer, producer
And it all shall fall by the grace of the people and
It all shall fall by the grace of the people and
It all shall fall by the grace of the people and
It all shall fall by the grace of the people and
It all shall fall
It all shall fall
I first met you and the ideas you uphold while incarserated
A victim of a social experiment
Eventually addicted to your eight hour injections of hypocracy and
Arrogance and greed
Forced to sit with coplicity in front of my executioners
As they blugeoned me with their so called superior values and demanded my submission
I bacame an indentured servant in a factory
Where I myself was the product
Whos useful quality was to protect their palaces
Every word uttered from their mouths strangeled me
So that every thought I express
Shall sow the seed for the noose around their necks
And set fire to their homes
And every word uttered from their mouths strangeled me
So that every thought I express
Shall sow the seed for the noose around their necks
And set fire to their homes
And set fire to their homes
And set fire to their homes
And set fire to their homes
And set fire to their homes
And it all shall fall by the grace of the people and
It all shall fall by the grace of the people and
It all shall fall by the grace of the people and
It all shall fall by the grace of the people and
It all shall fall by the grace of the people and
It all shall fall
Fall
Fall
Fall
Fall

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song performed by Rage Against The Machine
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Sobre Horizontes

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soccer back packs
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soccer back pack bags

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poem by Rwetewrt Erwtwer
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Model Citizen

Be an Arab
Be a Jew
Be a boxing
Kangaroo
Beat yourself
All black and blue
I don't care
Be a bleeder
Be a Cancer
A hemophiliac
Romancer
Be a crippled disco
Dancer
Oooh... What a pair
He's a model citizen
I think I've got them fooled them again
He's an ultra-sweety guy
And a master of disguise
He's a model citizen
Just keep believing that my friends
I'm a model citizen
I'm a model citizen
I'm a model citizen
I'm a model citizen
I'm an all American!!!
I'm a hostage
In a city of creeps
They've got mercenary guards
That watch me sleep
They'd like to kill me slow
Bury me deep
In the heart of Texas
I'm a martyr
I'm a sadist
I might be the Saviour here to save us
I'm a friend of Sammy Davis, casually
He's a model citizen
I think I've got them fooled again
He's an ultra-sweety guy
I won't let down my disguise
He's a model citizen
Just keep believing that my friends
I'm a model citizen
I'm a model citizen
I'm a model citizen
I'm a model citizen
I'm an all American
I'm a model citizen
I'm a model citizen
I'm a model citizen

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song performed by Alice Cooper
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Citizen

Citizen
A cure to kill the east
A disease of the west
Romance is no escape
But Ill escape you
The manufacturing sound
Complaining to ourselves
Youre cutting up our friends
Making love to our sisters
Another endless day
Another daze
But Im losing track
The train goes off the rails
Dance of the youth
Youth want to dance
Citizen
The tribal war begins
But radios a god
Industrial money
God is industry
Dance of youth
Citizen you know what were after
Know what were after
Know what were after
Citizen
The state that weve come to love
Loves a crime against the state
I hate the sound of bells
Communications lost
Something were after
I hate democracy
One more contact lost
Love
A crime against the state
The state weve come to love
Oh electric candle light
What time is it over there
We got to wear a badge
Were losing track of days
Dance of the youth
Youth want to dance
Citizen
Ill share a room with you
Youre getting so very thin
Did we ask for this
Are you rationing our water
Dance of the youth
Our food is getting cold
And youre getting colder
I see you

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song performed by Simple Minds
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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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Give Your Heart To The Hawks

1 he apples hung until a wind at the equinox,

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

Under the old trees with rosy fruit.

In the morning Fayne Fraser gathered the sound ones into a

basket,

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

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

Fayne snatched for it and missed;

Michael stood by rejoicing, his rather small

Finely cut features in a dance of delight;

Fayne with one sweep flung at his face

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

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poem by Robinson Jeffers
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United Front Song

And because a man is human
He'll want to eat, and thanks a lot
But talk can't take the place of meat
or fill an empty pot.

So left, two, three!
So left, two, three!
Comrade, there's a place for you.
Take your stand in the workers united front
For you are a worker too.

And because a man is human
he won't care for a kick in the face.
He doesn't want slaves under him
Or above him a ruling class.

So left, two, three!
So left, two, three!
Comrade, there's a place for you.
Take your stand in the workers united front
For you are a worker too.

And because a worker's a worker
No one else will bring him liberty.
It's nobody's work but the worker' own
To set the worker free.

So left, two, three!
So left, two, three!
Comrade, there's a place for you.
Take your stand in the workers united front
For you are a worker too.

poem by Bertolt Brecht
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Virginia

Fragments of a Lay Sung in the Forum on the Day Whereon Lucius Sextius Sextinus Lateranus and Caius Licinius Calvus Stolo Were Elected Tribunes of the Commons the Fifth Time, in the Year of the City CCCLXXXII.

Ye good men of the Commons, with loving hearts and true,
Who stand by the bold Tribunes that still have stood by you,
Come, make a circle round me, and mark my tale with care,
A tale of what Rome once hath borne, of what Rome yet may bear.
This is no Grecian fable, of fountains running wine,
Of maids with snaky tresses, or sailors turned to swine.
Here, in this very Forum, under the noonday sun,
In sight of all the people, the bloody deed was done.
Old men still creep among us who saw that fearful day,
Just seventy years and seven ago, when the wicked Ten bare sway.

Of all the wicked Ten still the names are held accursed,
And of all the wicked Ten Appius Claudius was the worst.
He stalked along the Forum like King Tarquin in his pride:
Twelve axes waited on him, six marching on a side;
The townsmen shrank to right and left, and eyed askance with fear
His lowering brow, his curling mouth which always seemed to sneer;
That brow of hate, that mouth of scorn, marks all the kindred still;
For never was there Claudius yet but wished the Commons ill;
Nor lacks he fit attendance; for close behind his heels,
With outstretched chin and crouching pace, the client Marcus steals,
His loins girt up to run with speed, be the errand what it may,
And the smile flickering on his cheek, for aught his lord may say.
Such varlets pimp and jest for hire among the lying Greeks:
Such varlets still are paid to hoot when brave Licinius speaks.
Where'er ye shed the honey, the buzzing flies will crowd;
Where'er ye fling the carrion, the raven's croak is loud;
Where'er down Tiber garbage floats, the greedy pike ye see;
And wheresoe'er such lord is found, such client still will be.

Just then, as through one cloudless chink in a black stormy sky
Shines out the dewy morning-star, a fair young girl came by.
With her small tablets in her hand, and her satchel on her arm,
Home she went bounding from the school, nor dreamed of shame or harm;
And past those dreaded axes she innocently ran,
With bright frank brow that had not learned to blush at gaze of man;
And up the Sacred Street she turned, and, as she danced along,
She warbled gayly to herself lines of the good old song,
How for a sport the princes came spurring from the camp,
And found Lucrece, combing the fleece, under the midnight lamp.
The maiden sang as sings the lark, when up he darts his flight,
From his nest in the green April corn, to meet the morning light;
And Appius heard her sweet young voice, and saw her sweet young face,
And loved her with the accursed love of his accursed race,
And all along the Forum, and up the Sacred Street,
His vulture eye pursued the trip of those small glancing feet.

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poem by Thomas Babbington Macaulay
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Art-I-Ficial

I know I'm artificial
But don't put the blame on me
I was reared with appliances
In a consumer society
When I put on my make-up
The pretty little mask not me
That's the way a girl should be
In a consumer society
My existence is illusive
The kind that is supported
By mechanical resources
By existence is illusive
The kind that is supported
By mechanical resources
I wanna be instamatic
I wanna be a frozen pea
I wanna be dehydrated
In a consumer society
In a consumer society
In a consumer society

song performed by X-Ray Spex
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Producer Fall From The Grace Of People

Earth shares what earth receives
And now only blood brings life
A killer bring life, producer bring life
Protector bring life, soiled hands bring life
The tree of democracy shall be watered by the blood of revolution
So go plant a seed, go plant a seed for harvest
Go plant a seed for harvest producer
Producer, producer, producer, producer
And it all shall fall by the grace of the people and
It all shall fall by the grace of the people and
It all shall fall by the grace of the people and
It all shall fall by the grace of the people and
It all shall fall
It all shall fall
I first met you and the ideas you uphold while incarserated
A victim of a social experiment
Eventually addicted to your eight hour injections of hypocrisy
And arrogance and greed
Forced to sit with coplicity in front of my executioners
As they bludgeoned me with their
So called superior values and demanded my submission
I bacame an indentured servant in a factory
Where I myself was the product
Whos useful quality was to protect their palaces
Every word uttered from their mouths strangeled me
So that every thought I express
Shall sow the seed for the noose around their necks
And set fire to their homes
And every word uttered from their mouths strangeled me
So that every thought I express
Shall sow the seed for the noose around their necks
And set fire to their homes
And set fire to their homes
And it all shall fall by the grace of the people and
It all shall fall by the grace of the people and
It all shall fall by the grace of the people and
It all shall fall by the grace of the people and
It all shall fall by the grace of the people and
It all shall fall
Fall

song performed by Rage Against The Machine
Added by Lucian Velea
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Soccer Rollback

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poem by Rwetewrt Erwtwer
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The House Of Dust: Complete

I.

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

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

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

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

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

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

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

II.

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poem by Conrad Potter Aiken
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Trial by Jury

DRAMATIS PERSONAE

THE LEARNED JUDGE
THE PLAINTIFF
THE DEFENDANT
COUNSEL FOR THE PLAINTIFF
USHER
FOREMAN OF THE JURY
ASSOCIATE
FIRST BRIDESMAID

SCENE - A Court of Justice, Barristers, Attorney, and Jurymen
discovered.

CHORUS

Hark, the hour of ten is sounding:
Hearts with anxious fears are bounding,
Hall of Justice, crowds surrounding,
Breathing hope and fear--
For to-day in this arena,
Summoned by a stern subpoena,
Edwin, sued by Angelina,
Shortly will appear.

Enter Usher

SOLO - USHER

Now, Jurymen, hear my advice--
All kinds of vulgar prejudice
I pray you set aside:
With stern, judicial frame of mind
From bias free of every kind,
This trial must be tried.

CHORUS

From bias free of every kind,
This trial must be tried.

[During Chorus, Usher sings fortissimo, "Silence in Court!"]

USHER Oh, listen to the plaintiff's case:
Observe the features of her face--
The broken-hearted bride.
Condole with her distress of mind:
From bias free of every kind,
This trial must be tried!

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poem by William Schwenck Gilbert
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VIII. Dominus Hyacinthus de Archangelis, Pauperum Procurator

Ah, my Giacinto, he's no ruddy rogue,
Is not Cinone? What, to-day we're eight?
Seven and one's eight, I hope, old curly-pate!
—Branches me out his verb-tree on the slate,
Amo-as-avi-atum-are-ans,
Up to -aturus, person, tense, and mood,
Quies me cum subjunctivo (I could cry)
And chews Corderius with his morning crust!
Look eight years onward, and he's perched, he's perched
Dapper and deft on stool beside this chair,
Cinozzo, Cinoncello, who but he?
—Trying his milk-teeth on some crusty case
Like this, papa shall triturate full soon
To smooth Papinianian pulp!

It trots
Already through my head, though noon be now,
Does supper-time and what belongs to eve.
Dispose, O Don, o' the day, first work then play!
—The proverb bids. And "then" means, won't we hold
Our little yearly lovesome frolic feast,
Cinuolo's birth-night, Cinicello's own,
That makes gruff January grin perforce!
For too contagious grows the mirth, the warmth
Escaping from so many hearts at once—
When the good wife, buxom and bonny yet,
Jokes the hale grandsire,—such are just the sort
To go off suddenly,—he who hides the key
O' the box beneath his pillow every night,—
Which box may hold a parchment (someone thinks)
Will show a scribbled something like a name
"Cinino, Ciniccino," near the end,
"To whom I give and I bequeath my lands,
"Estates, tenements, hereditaments,
"When I decease as honest grandsire ought."
Wherefore—yet this one time again perhaps—
Shan't my Orvieto fuddle his old nose!
Then, uncles, one or the other, well i' the world,
May—drop in, merely?—trudge through rain and wind,
Rather! The smell-feasts rouse them at the hint
There's cookery in a certain dwelling-place!
Gossips, too, each with keepsake in his poke,
Will pick the way, thrid lane by lantern-light,
And so find door, put galligaskin off
At entry of a decent domicile
Cornered in snug Condotti,—all for love,
All to crush cup with Cinucciatolo!

Well,
Let others climb the heights o' the court, the camp!

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

Do you see this Ring?
'T is Rome-work, made to match
(By Castellani's imitative craft)
Etrurian circlets found, some happy morn,
After a dropping April; found alive
Spark-like 'mid unearthed slope-side figtree-roots
That roof old tombs at Chiusi: soft, you see,
Yet crisp as jewel-cutting. There's one trick,
(Craftsmen instruct me) one approved device
And but one, fits such slivers of pure gold
As this was,—such mere oozings from the mine,
Virgin as oval tawny pendent tear
At beehive-edge when ripened combs o'erflow,—
To bear the file's tooth and the hammer's tap:
Since hammer needs must widen out the round,
And file emboss it fine with lily-flowers,
Ere the stuff grow a ring-thing right to wear.
That trick is, the artificer melts up wax
With honey, so to speak; he mingles gold
With gold's alloy, and, duly tempering both,
Effects a manageable mass, then works:
But his work ended, once the thing a ring,
Oh, there's repristination! Just a spirt
O' the proper fiery acid o'er its face,
And forth the alloy unfastened flies in fume;
While, self-sufficient now, the shape remains,
The rondure brave, the lilied loveliness,
Gold as it was, is, shall be evermore:
Prime nature with an added artistry—
No carat lost, and you have gained a ring.
What of it? 'T is a figure, a symbol, say;
A thing's sign: now for the thing signified.

Do you see this square old yellow Book, I toss
I' the air, and catch again, and twirl about
By the crumpled vellum covers,—pure crude fact
Secreted from man's life when hearts beat hard,
And brains, high-blooded, ticked two centuries since?
Examine it yourselves! I found this book,
Gave a lira for it, eightpence English just,
(Mark the predestination!) when a Hand,
Always above my shoulder, pushed me once,
One day still fierce 'mid many a day struck calm,
Across a Square in Florence, crammed with booths,
Buzzing and blaze, noontide and market-time,
Toward Baccio's marble,—ay, the basement-ledge
O' the pedestal where sits and menaces
John of the Black Bands with the upright spear,
'Twixt palace and church,—Riccardi where they lived,
His race, and San Lorenzo where they lie.

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

Here were the end, had anything an end:
Thus, lit and launched, up and up roared and soared
A rocket, till the key o' the vault was reached,
And wide heaven held, a breathless minute-space,
In brilliant usurpature: thus caught spark,
Rushed to the height, and hung at full of fame
Over men's upturned faces, ghastly thence,
Our glaring Guido: now decline must be.
In its explosion, you have seen his act,
By my power—may-be, judged it by your own,—
Or composite as good orbs prove, or crammed
With worse ingredients than the Wormwood Star.
The act, over and ended, falls and fades:
What was once seen, grows what is now described,
Then talked of, told about, a tinge the less
In every fresh transmission; till it melts,
Trickles in silent orange or wan grey
Across our memory, dies and leaves all dark,
And presently we find the stars again.
Follow the main streaks, meditate the mode
Of brightness, how it hastes to blend with black!

After that February Twenty-Two,
Since our salvation, Sixteen-Ninety-Eight,
Of all reports that were, or may have been,
Concerning those the day killed or let live,
Four I count only. Take the first that comes.
A letter from a stranger, man of rank,
Venetian visitor at Rome,—who knows,
On what pretence of busy idleness?
Thus he begins on evening of that day.

"Here are we at our end of Carnival;
"Prodigious gaiety and monstrous mirth,
"And constant shift of entertaining show:
"With influx, from each quarter of the globe,
"Of strangers nowise wishful to be last
"I' the struggle for a good place presently
"When that befalls fate cannot long defer.
"The old Pope totters on the verge o' the grave:
"You see, Malpichi understood far more
"Than Tozzi how to treat the ailments: age,
"No question, renders these inveterate.
"Cardinal Spada, actual Minister,
"Is possible Pope; I wager on his head,
"Since those four entertainments of his niece
"Which set all Rome a-stare: Pope probably—
"Though Colloredo has his backers too,
"And San Cesario makes one doubt at times:
"Altieri will be Chamberlain at most.

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poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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The Plain Citizen Of The Republic

the government for sure
cannot survive without you plain citizen

you are taxed
that is the most certain thing that happens in your life
as plain citizen
of this republic

the property that you own
is subject to confiscation

from womb to tomb
you, plain citizen is bound with a lot of other
responsibilities

you make them rich
and give them power
you let them stay for more
than expected and they all laugh
like mad men

you do not make a stir
on the fold
the law chases you just in case
and the prison cell is crowded

so plain citizen of the republic
be good
lick them
as they suck you
pamper them
as they spare you

plain citizen you sell your right to be king
in this republic
now you sit there
and you will be next!

poem by Ric S. Bastasa
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The Dialogue: Time tested knowledge -Globilization is the ladder

Time –Ladder

My words of inspiration
Will always begin by time
They say time is money
I am thinking of time sitting with my best friend
Then I came to recognize that time is friend who is caring
He is sharing me with his past experiences about life
Hear is the beginning:
My friend: Do you see that we are now failing to do the things in the way that our past forefathers were doing
Me: Yes but why
My friend: This is because we are failing to use the time in a more sunssict manner
Me: what do you mean?
My friend: Have you noticed how naughty the pupils are during the class.
Me: yes
My friend: That is because they tend to take all of things that are being said by the lectures fro granted.
Me: Why is that happening
My: That is not only because the students do not looked to attend the lectures, but that is because they think they will be able to catch up the notes either on the book or on the internet.
Me: Oh yes, But not all of us who are having the similar abilities to grasp exactly what the lectures are saying, doesn’t that cause others to fail.

My friend: That affect everybody.

Me: How

My friend: Do you know what? Time is very important. Most of students – tends to blame the lectures when they have failed. The University is another level of education. There is no one who will push as in the high schools. You need to go and search the information for them.
Me: Besides that my friend: Most of lectures have experience. They have devoted their times in doing their studies. Besides that, most of lectures are very old. For us as the students it is very difficult to develop knowledge about something we have never seen. Do you ever red Ferranti – the sociolology book part about Industrial Revolutions?

Me: Do you mean that Industries evolutes in Europe that any other world?

My friend: That is good but can you think of how the Industrial Revolution tests our time-knowledge?

Me: I think of the time when the animals were being domesticated. I red that book from Diamond Larry. Those animals were then used as transport for goods. Two or three Horse carriages followed on one another. But they may have seen how heavy the goods are. They developed the wheels so that the weight is reduced. That was fine. However the roads were built because of too much bumps on the lands. They have therefore conquered the knowledge of making the trains. Note that the trains mimic the movement of horse carriages. Thereafter, everything followed. That includes cars, aero planes and even telegrams. What we are talking about today is time-distance friction – which means that our world is totally shrinking. That is literally because it does not refer to the actual shrinking of world. It refers to the time that we are now using to travel from one place to another. So you can see that what ever that is happening is traced from the past experience.
My friend: Wow my friend you have killed it? (We shack the hands)

Me: So we cannot only talk about the lectures but we can make our new statement of change.

My friend: Yes my friend you are clever, because you see that this world is changing. It is also said that in our modern societies some societies are failing to change because they are still stick to the superstitions of the past. In terms of culture do you think how can we change culture in the way that will be time- tested?

Me: I like when you say time –tested knowledge. Do you know what? If we can just switch off the knowledge and hysterical notes of writings about anything, including math, science and even culture there is no point to disagree that we shall not have developed in the way that the modern world development is taking place. I don’t like your term change and I suggest that you will use transform in the future. As you have had of how the industrial development was developed and then transformed. We need to study the ways in which the things were being done in the past in other to be able to transfer our modern word in a very smoothest way.

My friend: those words are now clear. You make me remember something. During the case of the ANC president Jackop Zuma. Well you know the rape case and -

Me: Can guess what you want to say. You are talking about the groups of women’s protection, who claimed that the girl did not cry or screamed because she was extremely terrified.

My friend: Yes and the judge said “that is not acceptable. A lady might otherwise have raped dead. No matter how terrifying the thing is, when we see something that terrifies us we tend to scream or be in the state of death. The statement that the women’s protection is trying raise has therefore no interaction in the universe”

Me: The judges are professionally trained; they are the people who are saying things based on the laws that were invented by based on the past experience. It does happen that Law is changed.But again I do not like to use the word change I will prefer to use the word transform. The transformations of laws are usually caused by the transformations of the modern societies. We are highly globalized and we have no point to oppose that. So in other to make the smooth transformation of our laws we need to see what was it cause and aims and what makes it fail to fit with the modern societies.

My friend: Yes you are speaking like lawyer now.

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poem by Mthokozisi Ntokozo Maphumulo
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IX. Juris Doctor Johannes-Baptista Bottinius, Fisci et Rev. Cam. Apostol. Advocatus

Had I God's leave, how I would alter things!
If I might read instead of print my speech,—
Ay, and enliven speech with many a flower
Refuses obstinate to blow in print,
As wildings planted in a prim parterre,—
This scurvy room were turned an immense hall;
Opposite, fifty judges in a row;
This side and that of me, for audience—Rome:
And, where yon window is, the Pope should hide—
Watch, curtained, but peep visibly enough.
A buzz of expectation! Through the crowd,
Jingling his chain and stumping with his staff,
Up comes an usher, louts him low, "The Court
"Requires the allocution of the Fisc!"
I rise, I bend, I look about me, pause
O'er the hushed multitude: I count—One, two—

Have ye seen, Judges, have ye, lights of law,—
When it may hap some painter, much in vogue
Throughout our city nutritive of arts,
Ye summon to a task shall test his worth,
And manufacture, as he knows and can,
A work may decorate a palace-wall,
Afford my lords their Holy Family,—
Hath it escaped the acumen of the Court
How such a painter sets himself to paint?
Suppose that Joseph, Mary and her Babe
A-journeying to Egypt, prove the piece:
Why, first he sedulously practiseth,
This painter,—girding loin and lighting lamp,—
On what may nourish eye, make facile hand;
Getteth him studies (styled by draughtsmen so)
From some assistant corpse of Jew or Turk
Or, haply, Molinist, he cuts and carves,—
This Luca or this Carlo or the like.
To him the bones their inmost secret yield,
Each notch and nodule signify their use:
On him the muscles turn, in triple tier,
And pleasantly entreat the entrusted man
"Familiarize thee with our play that lifts
"Thus, and thus lowers again, leg, arm and foot!"
—Ensuring due correctness in the nude.
Which done, is all done? Not a whit, ye know!
He,—to art's surface rising from her depth,—
If some flax-polled soft-bearded sire be found,
May simulate a Joseph, (happy chance!)—
Limneth exact each wrinkle of the brow,
Loseth no involution, cheek or chap,
Till lo, in black and white, the senior lives!
Is it a young and comely peasant-nurse

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poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Atalanta's Race

Through thick Arcadian woods a hunter went,
Following the beasts upon a fresh spring day;
But since his horn-tipped bow but seldom bent,
Now at the noontide nought had happed to slay,
Within a vale he called his hounds away,
Hearkening the echoes of his lone voice cling
About the cliffs and through the beech-trees ring.

But when they ended, still awhile he stood,
And but the sweet familiar thrush could hear,
And all the day-long noises of the wood,
And o'er the dry leaves of the vanished year
His hounds' feet pattering as they drew anear,
And heavy breathing from their heads low hung,
To see the mighty corner bow unstrung.

Then smiling did he turn to leave the place,
But with his first step some new fleeting thought
A shadow cast across his sun-burnt face;
I think the golden net that April brought
From some warm world his wavering soul had caught;
For, sunk in vague sweet longing, did he go
Betwixt the trees with doubtful steps and slow.

Yet howsoever slow he went, at last
The trees grew sparser, and the wood was done;
Whereon one farewell backward look he cast,
Then, turning round to see what place was won,
With shaded eyes looked underneath the sun,
And o'er green meads and new-turned furrows brown
Beheld the gleaming of King Schœneus' town.

So thitherward he turned, and on each side
The folk were busy on the teeming land,
And man and maid from the brown furrows cried,
Or midst the newly blossomed vines did stand,
And as the rustic weapon pressed the hand
Thought of the nodding of the well-filled ear,
Or how the knife the heavy bunch should shear.

Merry it was: about him sung the birds,
The spring flowers bloomed along the firm dry road,
The sleek-skinned mothers of the sharp-horned herds
Now for the barefoot milking-maidens lowed;
While from the freshness of his blue abode,
Glad his death-bearing arrows to forget,
The broad sun blazed, nor scattered plagues as yet.

Through such fair things unto the gates he came,
And found them open, as though peace were there;

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poem by William Morris
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