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Parents - especially step-parents - are sometimes a bit of a disappointment to their children. They don't fulfill the promise of their early years.

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A Little Bit Of Love

Yeah
Woo...ooh...ooh...ooh...
You say you want to be the one i need
You say you want to be the one for me
You say you want to be the one i need
But then you go and act so crazy
You say you never want to let me go
You say you want to be the one i hold
You say you never want to let me go
But then you go and leave me lonely
If you want to make things right
Love can make a way
If you want to take the time
Act like what you say, yeah
A little bit of love is all it takes
A little bit of love goes a long, long way
A little bit of love is all it takes
A little bit of love is lovely
A little bit of love is all it takes
A little bit of love goes a long, long way
A little bit of love is all it takes
A little bit of love is lovely
You want to be the one who makes me shy
The one who makes me laugh and makes me cry
You want to be the one to change my life
Then maybe you should treat me kindly
You want to make believe you never left
You want to make believe i never wept
You said you'd never ever leave again
Oh, baby, won't you quit pretendin'
If you want to make things right
Love can make a way
And if you want to take the time
Act like what you say, yeah
A little bit of love is all it takes
A little bit of love goes a long, long way
A little bit of love is all it takes
A little bit of love is lovely
A little bit of love is all it takes
A little bit of love goes a long, long way
A little bit of love is all it takes
A little bit of love is lovely, oh
Oh
Oh, if you want to make things right
Love can make a way
And if you want to take the time
Act like what you say, yeah
A little bit of love is all it takes
A little bit of love goes a long, long way
A little bit of love is all it takes

[...] Read more

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Little Bit Of Love

Yeah
Woo...ooh...ooh...ooh...
You say you want to be the one I need
You say you want to be the one for me
You say you want to be the one I need
But then you go and act so crazy
You say you never want to let me go
You say you want to be the one I hold
You say you never want to let me go
But then you go and leave me lonely
If you want to make things right
Love can make a way
If you want to take the time
Act like what you say, yeah
A little bit of love is all it takes
A little bit of love goes a long, long way
A little bit of love is all it takes
A little bit of love is lovely
A little bit of love is all it takes
A little bit of love goes a long, long way
A little bit of love is all it takes
A little bit of love is lovely
You want to be the one who makes me shy
The one who makes me laugh and makes me cry
You want to be the one to change my life
Then maybe you should treat me kindly
You want to make believe you never left
You want to make believe I never wept
You said youd never ever leave again
Oh, baby, wont you quit pretendin
If you want to make things right
Love can make a way
And if you want to take the time
Act like what you say, yeah
A little bit of love is all it takes
A little bit of love goes a long, long way
A little bit of love is all it takes
A little bit of love is lovely
A little bit of love is all it takes
A little bit of love goes a long, long way
A little bit of love is all it takes
A little bit of love is lovely, oh
Oh
Oh, if you want to make things right
Love can make a way
And if you want to take the time
Act like what you say, yeah
A little bit of love is all it takes
A little bit of love goes a long, long way
A little bit of love is all it takes

[...] Read more

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The Gaberlunzie's Walk

The Laird is dead, the laird is dead,
An' dead is cousin John,
His henchmen ten, an' his sax merrie men,
Forbye the steward's son.


An' his ain guid gray that he strode sae gay
When hunt was up an' on,
An' the win' blew fair, an' the grews pu'd sair,
An' dawn was on Maol-don,
An' the skeigh steeds neigh'd, an' the slot-hounds bay'd,
An' up gaed the mornin' sun,
An' awa' gaed the deer wi' the merrie men's cheer,
Awa' owre the auld Maol-don,
An' awa' wi' a shout ran the rabble an' the rout,
An' awa' rode cousin John,
Wi' his horn, his horn, thro' the merry merry morn,
His hunter's horn sae shrill!
An' 't was 'Ho, heigho, hereawa',
Hereawa', hereawa'!
Ho, heigho, hereawa'!'
A' roun' the hill!


Walie! walie! they're a' gane dead,
A' owre the seas an' awa'
The laird an' his men, the sax an' the ten,
They gaed to fight and to fa'.
An' walie, an' wae, an' hech! the weary day!
The laird is dead an' a'!


A' in ae grave by the margent o' the wave
Thegither they lay doun,
Sax feet deep, where dead men sleep,
A' i' the faeman's grun'.


Foremost i' the van, wi' his bagpipes i' his han',
The steward's ae braw son,
An' next the young laird-gin the guid Lord had spared!-
A' as he led them on,
Wi' his bonnie brow bare an' his lang fair hair,
An' his bluidy braid-sword drawn;
An' hard by his chief, that in life was sae lief,
In death cam cousin John,
Wi' his horn, his horn, thro' the merry merry morn,
His hunter's horn sae shrill
When 't was 'Ho, heigho, hereawa',
Hereawa', hereawa'!'

[...] Read more

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Stone Cold Entrance Song

*glass shatters*
Step up! cause youre the next one in line for the kill. you dont believe me but Im betting that you will.
Step up! Ill let you live a little bit with the pain that I bring. you know its only the beginning.
Step up! cause youre the next one in line for the kill. you dont believe me but Im betting that you will.
Step up! Ill let you live a little bit with the pain that I bring. you know its only the beginning.
Step up! cause youre the next one in line for the kill. you dont believe me but Im betting that you will.
Step up! Ill let you live a little bit with the pain that I bring. you know its only the beginning.
Im breaking the living inside you, something and someone to hide you.
Im breaking the living inside you, something and someone to hide you.
Im breaking the living inside you, something and someone to hide you.
Step up! cause youre the next one in line for the kill. you dont believe me but Im betting that you will.
Step up! Ill let you live a little bit with the pain that I bring. you know its only the beginning.
Step up! cause youre the next one in line for the kill. you dont believe me but Im betting that you will.
Step up! Ill let you live a little bit with the pain that I bring. you know its only the beginning.
V Im breaking the living inside you, something and someone to hide you.
Im breaking the living inside you, something and someone to hide you.
Im breaking the living inside you, something and someone to hide you.
Im breaking the living inside you, dont run away, bring it on straight to me!
Step up! cause youre the next one in line for the kill. you dont believe me but Im betting that you will.
Step up! Ill let you live a little bit with the pain that I bring. you know its only the beginning.
Step up! cause youre the next one in line for the kill. you dont believe me but Im betting that you will.
Step up! Ill let you live a little bit with the pain that I bring. you know its only the beginning.
Step up! cause youre the next one in line for the kill. you dont believe me but Im betting that you will.
Step up! Ill let you live a little bit with the pain that I bring. you know its only the beginning.
Im breaking the living inside you, something and someone to hide you.
Im breaking the living inside you, something and someone to hide you.
Im breaking the living inside you, something and someone to hide you.
Im breaking the living inside dont run away, bring it on straight to me!.
Step up! cause youre the next one in line for the kill. you dont believe me but Im betting that you will.
Step up! Ill let you live a little bit with the pain that I bring. you know its only the beginning.
Step up! cause youre the next one in line for the kill. you dont believe me but Im betting that you will.
Step up! Ill let you live a little bit with the pain that I bring. you know its only the beginning.
Step up! cause youre the next one in line for the kill. you dont believe me but Im betting that you will.
Step up! Ill let you live a little bit with the pain that I bring. you know its only the beginning.
Im breaking the living inside you, something and someone to hide you.
Im breaking the living inside you, something and someone to hide you.
Im breaking the living inside you, something and someone to hide you.
Im breaking the living inside, dont run away, bring it on straight to me!

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Let The Children Speak

Time - way out of line
A whole nation waits outside
The rhythm of tomorrow
They can dance away their sorrows tonight
Lost - broken and scarred
Prisoner waits outside with his lone heart beating
Let the children, let the children
Let the children, let the children speak
Let the children - let the children speak
Aims - dangerous games
Their mother says one false move and we all get hurt
I feel this sense of power I feel it every hour tonight
Lets not get lazy tonight
Things could get crazy cos
One more kick and the door cracks open
Let the children, let the children
Let the children, let the children speak
Let the children, let the children
Let the children, let the children
Power to the powerless strength unto the weak
Let the children, let the children
Let the children, let the children speak
Im begging you now let the children, let the children
Let the children, let the children
Power to the powerless, strength unto the weak
Let the children, let the children
Let the children, let the children speak
Lets not get lazy tonight
Things could get crazy cos
One last kick and the door cracks open
Let the children, let the children
Let the children, let the children speak
Power to the powerless, strength unto the weak
Let the children, let the children
Let the children, let the children speak
Things could get crazy tonight
Lets not get lazy cos
One last kick and the door cracks open
Let the children, let the children
Let the children, let the children speak
Im begging you now
Let the children, let the children
Let the children, let the children
Power to the powerless, strength unto the weak
Let the children, let the children
Let the children, let the children speak
The language of this world
Lets not get lazy cos
One false move and we all get hurt
Let the children, let the children

[...] Read more

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Shout

We-eee-eeel....
You know you make me wanna (Shout!)
Kick my heels up and (Shout!)
Throw my hands up and (Shout!)
Throw my head back and (Shout!)
Come on now (Shout!)
Don't forget to say you will
Don't forget to say, yeah
Yeah, yeah, yeah, yeah
(Say you will)
Say it right now bab-ay
(Say you will)
Come on, come on
(Say you will)
Say it, will-a you-ooooo!
(Say you will)
You got it, now!
(Say) say that you love me
(Say) say that you need me
(Say) say that you want me
(Say) you wanna please me
(Say) come on now
(Say) come on now
(Say) come on now
(Say) come on now
(Say) I still remember
(Shooby-doo-wop-do-wop-wop-wop-wop)
When you used to be nine years old
(Shooby-doo-wop-do-wop-wop-wop-wop)
Yeah-yeah!
I was a fool for you, from the bottom of my soul, yeah!
(Shooby-doo-wop-do-wop-wop-wop-wop)
Now that you've grown, up
(Shooby-doo-wop-do-wop-wop-wop-wop)
Enough to know, yeah yeah
(Shooby-doo-wop-do-wop-wop-wop-wop)
You wanna leave me, you wanna, let me go
(Shooby-doo-wop-do-wop)
I want you to know
I said I want you to know right now, yeah!
You been good to me baby
Better than I been to myself, hey! hey!
An if you ever leave me
I don't want nobody else, hey! hey!
I said I want you to know-ho-ho-hey!
I said I want you to know right now, hey! hey!
You know you make me wanna
(Shout-wooo) hey-yeah
(Shout-wooo) yeah-yeah-yeah
(Shout-wooo) aaaalll-right

[...] Read more

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Next Step

I wanna go up where something matters
I wanna blow up where matter scatters
I wanna live into the future
I want to give... more girl
Next step
No side stepping this time
Cross over life on the line
One thing to talk big
Go to follow thru
All set
Got to get past the present too
Dont want to reach out for yesterday
Dont want to block the shock of the new
I wanna see what new love will bring
Im gonna give all that love to you
Whats the next step
My mind is open wide
Next step
Whatll be the next step baby
Whats the next step
Im finished with the past
Next step
Wont be the last step baby
You wanna wake up with me beside you
You wanna shake off bad thoughts inside you
Were gonna walk on into tomorrow
Were gonna have more fun now
Dont look around for yesterday
No blocking out the shock of the new
Do you wanna see what new love can bring
Im gonna give all that love to you
Whats the next step
My mind is open wide
Next step
Whatll be the next step baby
Whats the next step
I havent got a clue
Next step
Wanna make the next step with you
Whats the next step
Gonna take it gonna take it
Next step
Gonna step right
Wont step back
Whats the next step
No bad songs
No bad songs
Next step
Say hey
Dont you want to take the next step

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VII. Pompilia

I am just seventeen years and five months old,
And, if I lived one day more, three full weeks;
'T is writ so in the church's register,
Lorenzo in Lucina, all my names
At length, so many names for one poor child,
—Francesca Camilla Vittoria Angela
Pompilia Comparini,—laughable!
Also 't is writ that I was married there
Four years ago: and they will add, I hope,
When they insert my death, a word or two,—
Omitting all about the mode of death,—
This, in its place, this which one cares to know,
That I had been a mother of a son
Exactly two weeks. It will be through grace
O' the Curate, not through any claim I have;
Because the boy was born at, so baptized
Close to, the Villa, in the proper church:
A pretty church, I say no word against,
Yet stranger-like,—while this Lorenzo seems
My own particular place, I always say.
I used to wonder, when I stood scarce high
As the bed here, what the marble lion meant,
With half his body rushing from the wall,
Eating the figure of a prostrate man—
(To the right, it is, of entry by the door)
An ominous sign to one baptized like me,
Married, and to be buried there, I hope.
And they should add, to have my life complete,
He is a boy and Gaetan by name—
Gaetano, for a reason,—if the friar
Don Celestine will ask this grace for me
Of Curate Ottoboni: he it was
Baptized me: he remembers my whole life
As I do his grey hair.

All these few things
I know are true,—will you remember them?
Because time flies. The surgeon cared for me,
To count my wounds,—twenty-two dagger-wounds,
Five deadly, but I do not suffer much—
Or too much pain,—and am to die to-night.

Oh how good God is that my babe was born,
—Better than born, baptized and hid away
Before this happened, safe from being hurt!
That had been sin God could not well forgive:
He was too young to smile and save himself.
When they took two days after he was born,
My babe away from me to be baptized
And hidden awhile, for fear his foe should find,—

[...] Read more

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Mambo No. 5

Mambo No. 5 (A Little Bit Of ...)
Ladies and gentlemen, this is Mambo No 5
One, two , three four, five
everybody in the car so come on let's ride
To the liqueur-store around the corner,
the boys say they want some gin and juice
but I really don't wanna
beerbust like I had last week
I must stay deep 'cause talk is a cheap
I like Angela, Pamela, Sandra and Rita
and as I continue you know they're gettin' sweeter
so what can I do I really beg you my Lord
to me flirtin' it's just like a sport
anything fly it's all good let me dump it
please set in the trumpet
a little bit of Monica in my life
a little bit of Erica by my side
a little bit of Rita is all I need
a little bit of Tina is what I see
a little bit of Sandra in the sun
a little bit of Mary all night long
a little bit of Jessica here I am
a little bit of you makes me your man
jump up and down and move it all around
shake your head to the sound put your hands an the ground
take one step left and one step right
one to the front and one to the side
clap your hands once and clap your hands twice
and if it looks like this then you doin' it right
a little bit of Monica in my life
a little bit of Erica by my side
a little bit of Rita is all I need
a little bit of Tina is what I see
a little bit of Sandra in the sun
a little bit of Mary all night long
a little bit of Jessica here I am
a little bit of you makes me your man
Trumpet, the Trumpet!
Mambo No 5
a little bit of Monica in my life
a little bit of Erica by my side
a little bit of Rita is all I need
a little bit of Tina is what I see
a little bit of Sandra in the sun
a little bit of Mary all night long
a little bit of Jessica here I am
a little bit of you makes me your man
I do all to fall in love with a girl like you
You can't run and you can't hide you and me gonna touch the sky

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III. The Other Half-Rome

Another day that finds her living yet,
Little Pompilia, with the patient brow
And lamentable smile on those poor lips,
And, under the white hospital-array,
A flower-like body, to frighten at a bruise
You'd think, yet now, stabbed through and through again,
Alive i' the ruins. 'T is a miracle.
It seems that, when her husband struck her first,
She prayed Madonna just that she might live
So long as to confess and be absolved;
And whether it was that, all her sad life long
Never before successful in a prayer,
This prayer rose with authority too dread,—
Or whether, because earth was hell to her,
By compensation, when the blackness broke
She got one glimpse of quiet and the cool blue,
To show her for a moment such things were,—
Or else,—as the Augustinian Brother thinks,
The friar who took confession from her lip,—
When a probationary soul that moved
From nobleness to nobleness, as she,
Over the rough way of the world, succumbs,
Bloodies its last thorn with unflinching foot,
The angels love to do their work betimes,
Staunch some wounds here nor leave so much for God.
Who knows? However it be, confessed, absolved,
She lies, with overplus of life beside
To speak and right herself from first to last,
Right the friend also, lamb-pure, lion-brave,
Care for the boy's concerns, to save the son
From the sire, her two-weeks' infant orphaned thus,
And—with best smile of all reserved for him—
Pardon that sire and husband from the heart.
A miracle, so tell your Molinists!

There she lies in the long white lazar-house.
Rome has besieged, these two days, never doubt,
Saint Anna's where she waits her death, to hear
Though but the chink o' the bell, turn o' the hinge
When the reluctant wicket opes at last,
Lets in, on now this and now that pretence,
Too many by half,—complain the men of art,—
For a patient in such plight. The lawyers first
Paid the due visit—justice must be done;
They took her witness, why the murder was.
Then the priests followed properly,—a soul
To shrive; 't was Brother Celestine's own right,
The same who noises thus her gifts abroad.
But many more, who found they were old friends,
Pushed in to have their stare and take their talk

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V. Count Guido Franceschini

Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!

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No Step

I looked out of my window, saw a stencil black,
No step. no step.
There were nervous mothers with children crying in the back.
No step. no step.
Someone bought me my ticket, now Im on the wing.
Hope my angels are watching me, do I hear them sing?
No step. no step.
Those afterburners cut in and kicked us high.
No step. no step.
The thin air shimmered, the sun cut through and burned my eye.
No step. no step.
Someone bought me my ticket, now Im on the wing.
Hope my angels are watching me, do I hear them sing?
No step.
No step no step.
No step no step.
No step no step.
Give me a jet stream schooner or a crew-legged goose.
No step. no step.
Im a clear-air jockey when they turn me loose
No step. no step.
Someone bought me my ticket to the captains seat.
Will the shakes soon leave me, will I find my feet?
No step. no step.
No step. no step.
No step.

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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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Byron

Canto the First

I
I want a hero: an uncommon want,
When every year and month sends forth a new one,
Till, after cloying the gazettes with cant,
The age discovers he is not the true one;
Of such as these I should not care to vaunt,
I'll therefore take our ancient friend Don Juan—
We all have seen him, in the pantomime,
Sent to the devil somewhat ere his time.

II
Vernon, the butcher Cumberland, Wolfe, Hawke,
Prince Ferdinand, Granby, Burgoyne, Keppel, Howe,
Evil and good, have had their tithe of talk,
And fill'd their sign posts then, like Wellesley now;
Each in their turn like Banquo's monarchs stalk,
Followers of fame, "nine farrow" of that sow:
France, too, had Buonaparté and Dumourier
Recorded in the Moniteur and Courier.

III
Barnave, Brissot, Condorcet, Mirabeau,
Petion, Clootz, Danton, Marat, La Fayette,
Were French, and famous people, as we know:
And there were others, scarce forgotten yet,
Joubert, Hoche, Marceau, Lannes, Desaix, Moreau,
With many of the military set,
Exceedingly remarkable at times,
But not at all adapted to my rhymes.

IV
Nelson was once Britannia's god of war,
And still should be so, but the tide is turn'd;
There's no more to be said of Trafalgar,
'T is with our hero quietly inurn'd;
Because the army's grown more popular,
At which the naval people are concern'd;
Besides, the prince is all for the land-service,
Forgetting Duncan, Nelson, Howe, and Jervis.

V
Brave men were living before Agamemnon
And since, exceeding valorous and sage,
A good deal like him too, though quite the same none;
But then they shone not on the poet's page,
And so have been forgotten:—I condemn none,
But can't find any in the present age
Fit for my poem (that is, for my new one);
So, as I said, I'll take my friend Don Juan.

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II. Half-Rome

What, you, Sir, come too? (Just the man I'd meet.)
Be ruled by me and have a care o' the crowd:
This way, while fresh folk go and get their gaze:
I'll tell you like a book and save your shins.
Fie, what a roaring day we've had! Whose fault?
Lorenzo in Lucina,—here's a church
To hold a crowd at need, accommodate
All comers from the Corso! If this crush
Make not its priests ashamed of what they show
For temple-room, don't prick them to draw purse
And down with bricks and mortar, eke us out
The beggarly transept with its bit of apse
Into a decent space for Christian ease,
Why, to-day's lucky pearl is cast to swine.
Listen and estimate the luck they've had!
(The right man, and I hold him.)

Sir, do you see,
They laid both bodies in the church, this morn
The first thing, on the chancel two steps up,
Behind the little marble balustrade;
Disposed them, Pietro the old murdered fool
To the right of the altar, and his wretched wife
On the other side. In trying to count stabs,
People supposed Violante showed the most,
Till somebody explained us that mistake;
His wounds had been dealt out indifferent where,
But she took all her stabbings in the face,
Since punished thus solely for honour's sake,
Honoris causâ, that's the proper term.
A delicacy there is, our gallants hold,
When you avenge your honour and only then,
That you disfigure the subject, fray the face,
Not just take life and end, in clownish guise.
It was Violante gave the first offence,
Got therefore the conspicuous punishment:
While Pietro, who helped merely, his mere death
Answered the purpose, so his face went free.
We fancied even, free as you please, that face
Showed itself still intolerably wronged;
Was wrinkled over with resentment yet,
Nor calm at all, as murdered faces use,
Once the worst ended: an indignant air
O' the head there was—'t is said the body turned
Round and away, rolled from Violante's side
Where they had laid it loving-husband-like.
If so, if corpses can be sensitive,
Why did not he roll right down altar-step,
Roll on through nave, roll fairly out of church,
Deprive Lorenzo of the spectacle,

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Enoch Arden

Long lines of cliff breaking have left a chasm;
And in the chasm are foam and yellow sands;
Beyond, red roofs about a narrow wharf
In cluster; then a moulder'd church; and higher
A long street climbs to one tall-tower'd mill;
And high in heaven behind it a gray down
With Danish barrows; and a hazelwood,
By autumn nutters haunted, flourishes
Green in a cuplike hollow of the down.

Here on this beach a hundred years ago,
Three children of three houses, Annie Lee,
The prettiest little damsel in the port,
And Philip Ray the miller's only son,
And Enoch Arden, a rough sailor's lad
Made orphan by a winter shipwreck, play'd
Among the waste and lumber of the shore,
Hard coils of cordage, swarthy fishing-nets,
Anchors of rusty fluke, and boats updrawn,
And built their castles of dissolving sand
To watch them overflow'd, or following up
And flying the white breaker, daily left
The little footprint daily wash'd away.

A narrow cave ran in beneath the cliff:
In this the children play'd at keeping house.
Enoch was host one day, Philip the next,
While Annie still was mistress; but at times
Enoch would hold possession for a week:
`This is my house and this my little wife.'
`Mine too' said Philip `turn and turn about:'
When, if they quarrell'd, Enoch stronger-made
Was master: then would Philip, his blue eyes
All flooded with the helpless wrath of tears,
Shriek out `I hate you, Enoch,' and at this
The little wife would weep for company,
And pray them not to quarrel for her sake,
And say she would be little wife to both.

But when the dawn of rosy childhood past,
And the new warmth of life's ascending sun
Was felt by either, either fixt his heart
On that one girl; and Enoch spoke his love,
But Philip loved in silence; and the girl
Seem'd kinder unto Philip than to him;
But she loved Enoch; tho' she knew it not,
And would if ask'd deny it. Enoch set
A purpose evermore before his eyes,
To hoard all savings to the uttermost,
To purchase his own boat, and make a home

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Break It Down

If something there is bothering you,
But you don't know what you should do.
You should break it down,
Bit by bit.
You should break it down,
Bit by bit.

Afraid you are to give it trust,
But trust you must and from your gut.
You should break it down.
Bit by bit.
You should break it down,
Bit by bit.

What is more important to you,
Moodiness or fortitude?
You should break it down.
You should break it down.

Is it not an issue,
But to you it really is?
What is it?
You should break it down.
What is it?
You should break it down.

What is more important to you,
Moodiness or fortitude?
You should break it down.
What is it?
You should break it down.

If something there is bothering you,
But you don't know what you should do.
You should break it down,
Bit by bit.
You should break it down,
Bit by bit.

Afraid you are to give it trust,
But trust you must and from your gut.
You should break it down.
Bit by bit.
You should break it down,
Bit by bit.

What is more important to you,
Moodiness or fortitude?
You should break it down.
Bit by bit.

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Henry Wadsworth Longfellow

The Children Of The Lord's Supper. (From The Swedish Of Bishop Tegner)

Pentecost, day of rejoicing, had come. The church of the village
Gleaming stood in the morning's sheen. On the spire of the bell
Decked with a brazen cock, the friendly flames of the Spring-sun
Glanced like the tongues of fire, beheld by Apostles aforetime.
Clear was the heaven and blue, and May, with her cap crowned with roses,
Stood in her holiday dress in the fields, and the wind and the brooklet
Murmured gladness and peace, God's-peace! with lips rosy-tinted
Whispered the race of the flowers, and merry on balancing branches
Birds were singing their carol, a jubilant hymn to the Highest.
Swept and clean was the churchyard. Adorned like a leaf-woven arbor
Stood its old-fashioned gate; and within upon each cross of iron
Hung was a fragrant garland, new twined by the hands of
affection.
Even the dial, that stood on a mound among the departed,
(There full a hundred years had it stood,) was embellished with blossoms
Like to the patriarch hoary, the sage of his kith and the hamlet,
Who on his birthday is crowned by children and children's children,
So stood the ancient prophet, and mute with his pencil of iron
Marked on the tablet of stone, and measured the time and its changes,
While all around at his feet, an eternity slumbered in quiet.
Also the church within was adorned, for this was the season
When the young, their parents' hope, and the loved-ones of heaven,
Should at the foot of the altar renew the vows of their
baptism.
Therefore each nook and corner was swept and cleaned, and the dust was
Blown from the walls and ceiling, and from the oil-painted benches.
There stood the church like a garden; the Feast of the Leafy Pavilions
Saw we in living presentment. From noble arms on the church wall
Grew forth a cluster of leaves, and the preacher's pulpit of oak-wood
Budded once more anew, as aforetime the rod before Aaron.
Wreathed thereon was the Bible with leaves, and the dove, washed with silver
Under its canopy fastened, had on it a necklace of wind-flowers.
But in front of the choir, round the altar-piece painted by
Horberg,
Crept a garland gigantic; and bright-curling tresses of
angels
Peeped, like the sun from a cloud, from out of the shadowy leaf-work.
Likewise the lustre of brass, new-polished, blinked from the ceiling,
And for lights there were lilies of Pentecost set in the sockets.

Loud rang the bells already; the thronging crowd was
assembled
Far from valleys and hills, to list to the holy preaching.
Hark! then roll forth at once the mighty tones of the organ,
Hover like voices from God, aloft like invisible spirits.
Like as Elias in heaven, when he cast from off him his
mantle,
So cast off the soul its garments of earth; and with one voice
Chimed in the congregation, and sang an anthem immortal
Of the sublime Wallin, of David's harp in the North-land

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Song of Wink Star

The Song of Wink Star
a happy story for children of all ages
story and text © Raj Arumugam, June 2008

☼ ☼

☼ Preamble

Come…children all, children of all ages…sit close and listen…
Come and listen to this happy story of the stars and of life…
Come children of the universe, children of all nations and of all races, and of all climates and of all kinds of space and dimensions and universes…
Come, dearest children of all beings of the living universe, come and listen to The Song of Wink Star…

Come and listen to this story, this happy story…listen, as the story itself sings to you…

Sit close then, and listen to the story that was not made by any, or written by a poet, or fashioned by grandfathers and grandmothers warming themselves at the fire of burning stars…

O dearest children all, come and listen to the story that lives
of itself, and that glows bright and happy….

Come…children all, children of all ages, come and listen to this happy story, the story so natural and smooth as life, as it sings itself to you….


The Song of Wink Star
a happy story for children of all ages


☼ 1


Night Child, always so light and gentle, slept on a flower.
And every night, before he went to sleep, he would look up at the sky.
He would look at the eastern corner, five o’clock.

And there he would see all the stars in near and distant galaxies that were only visible to the People of Star Eyes.

Night Child was one of the People of Star Eyes. And so he could see the stars. And of all the stars he could see, he loved to watch Wink Star.

Wink Star twinkled and winked and laughed.
Every night Wink Star did that. Winked and laughed.

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IV. Tertium Quid

True, Excellency—as his Highness says,
Though she's not dead yet, she's as good as stretched
Symmetrical beside the other two;
Though he's not judged yet, he's the same as judged,
So do the facts abound and superabound:
And nothing hinders that we lift the case
Out of the shade into the shine, allow
Qualified persons to pronounce at last,
Nay, edge in an authoritative word
Between this rabble's-brabble of dolts and fools
Who make up reasonless unreasoning Rome.
"Now for the Trial!" they roar: "the Trial to test
"The truth, weigh husband and weigh wife alike
"I' the scales of law, make one scale kick the beam!"
Law's a machine from which, to please the mob,
Truth the divinity must needs descend
And clear things at the play's fifth act—aha!
Hammer into their noddles who was who
And what was what. I tell the simpletons
"Could law be competent to such a feat
"'T were done already: what begins next week
"Is end o' the Trial, last link of a chain
"Whereof the first was forged three years ago
"When law addressed herself to set wrong right,
"And proved so slow in taking the first step
"That ever some new grievance,—tort, retort,
"On one or the other side,—o'ertook i' the game,
"Retarded sentence, till this deed of death
"Is thrown in, as it were, last bale to boat
"Crammed to the edge with cargo—or passengers?
"'Trecentos inseris: ohe, jam satis est!
"'Huc appelle!'—passengers, the word must be."
Long since, the boat was loaded to my eyes.
To hear the rabble and brabble, you'd call the case
Fused and confused past human finding out.
One calls the square round, t' other the round square—
And pardonably in that first surprise
O' the blood that fell and splashed the diagram:
But now we've used our eyes to the violent hue
Can't we look through the crimson and trace lines?
It makes a man despair of history,
Eusebius and the established fact—fig's end!
Oh, give the fools their Trial, rattle away
With the leash of lawyers, two on either side—
One barks, one bites,—Masters Arcangeli
And Spreti,—that's the husband's ultimate hope
Against the Fisc and the other kind of Fisc,
Bound to do barking for the wife: bow—wow!
Why, Excellency, we and his Highness here
Would settle the matter as sufficiently

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