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I was educated at Bradfield College and Oxford, where I graduated in 1939.

quote by Martin Ryle
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Oxford Town

Oxford town, oxford town
Evrybodys got their heads bowed down
The sun dont shine above the ground
Aint a-goin down to oxford town
He went down to oxford town
Guns and clubs followed him down
All because his face was brown
Better get away from oxford town
Oxford town around the bend
He come in to the door, he couldnt get in
All because of the color of his skin
What do you think about that, my frien?
Me and my gal, my gals son
We got met with a tear gas bomb
I dont even know why we come
Goin back where we come from
Oxford town in the afternoon
Evrybody singin a sorrowful tune
Two men died neath the mississippi moon
Somebody better investigate soon
Oxford town, oxford town
Evrybodys got their heads bowed down
The sun dont shine above the ground
Aint a-goin down to oxford town

song performed by Bob Dylan
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Those Who Go To College

Those who go to college,
Should decide with a clear knowledge...
What it is,
They hope from it to get.

And those who go to college,
Should decide with a clear knowledge...
What it is,
They hope for them benefits.

So many drift in dreams,
Have no clue what it is they want.
But party just to congregate in hallways,
Just to flaunt...
A getting into college but afraid to polish up,
And succeed.

'Not me.'

Those who go to college,
Should decide with a clear knowledge...
What it is,
They hope from it to get.

And those who go to college,
Should decide with a clear knowledge...
What it is,
They hope for them benefits.

So many drift in dreams,
Have no clue what it is they want.
But party just to congregate in hallways,
Just to flaunt...
A getting into college but afraid to polish up,
And succeed.

'I got in college! '

But...
Are you there in college just to party,
Or to polish and succeed?

'I got in college! '

But...
Are you there in college just to party,
Or to polish and succeed?

Since many are in college,
Just to party and to get a degree.

[...] Read more

poem by Lawrence S. Pertillar
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Virginia's Story

Elizabeth Gates-Wooten is my Grand mom.

She was born in Canada with her father and brothers.
They owned a Barber Shoppe.
I don't remember exactly where in Canada.
I believe it was right over the border like Windsor or Toronto.
I never knew exactly where it was.

When she was old enough she got married.

First, she married a man by the name of Frank Gates.
He was from Madagascar.
He fathered my mom and her brother and sister.
The boy's name was Frank Gates, Jr.
Two girls name were Anna and Agnes.

Agnes was my mother.

Frank Gates went crazy after the war
He drank a lot and died
Then grandma Elizabeth married a man by the name of Mr. Wooten.
He had a German name, but I don't think he was German.
She took his last name after they got married.

Then they moved to West Virginia in the United States.

Their son, Frank Gates Jr. Became a delegate in the democratic party.
He use to get into a lot of trouble because he liked to fight.
He was a delegate from the 1940's to 1970's.
He died of gout in the 1970's.

Anna was a maid and cook.

She baked cakes and stuff for people as a side line.
She had a hump on her back (scoliosis) .
She had to walk with a cane.
She could cook good though.
She did this kind of work all of her life, just like her mom, Elizabeth

They were both good cooks

They had a lot of money because they had these skills
Especially when people had parties.
Because they would make all of this food and then they would have left-overs.
We got to eat a lot of stuff we normally wouldn't get because of that.
When they cooked, they didn't use no measuring stuff, they would just use there hand.

My moms name was Agnes Barrie Gates.

She married James Wright and moved to Cleveland.

[...] Read more

poem by Talile Ali
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I Have Not Been To Oxford Town

Baby grace is the victim
She was 14 years of age
And the wheels are turning, turning
For the finger points at me
Alls well
But I have not been to oxford town
Alls well
But I have not been to oxford town
Toll the bell
Pay the private eye
Alls well
20th century dies
And the prison priests are decent
My attorney seems sincere
I fear my days are numbered
Lord get me out of here
Alls well
But I have not been to oxford town
Alls well
But I have not been to oxford town
Toll the bell
Pay the private eye
Alls well
20th century dies
This is your shadow on my wall
This is my flesh and blood
This is what I couldve been
And the wheels are turning and turning
As the 20th century dies
If I had not ripped the fabric
If time had not stood still
If I had not met ramona
If Id only paid my bill
Alls well
But I have not been to oxford town
Alls well
But I have not been to oxford town
Toll the bell
Pay the private eye
Alls well
20th century dies
And the wheels are turning and turning
As the 20th century dies
This is my bunk with two sheets
This is my food though foul
This is what I could have been
Toll the bell
Pay the private eye
Alls well
20th century dies

song performed by David Bowie
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The Scholar-Gipsy

Go, for they call you, Shepherd, from the hill;
Go, Shepherd, and untie the wattled cotes:
No longer leave thy wistful flock unfed,
Nor let thy bawling fellows rack their throats,
Nor the cropp'd grasses shoot another head.
But when the fields are still,
And the tired men and dogs all gone to rest,
And only the white sheep are sometimes seen
Cross and recross the strips of moon-blanch'd green;
Come Shepherd, and again begin the quest.

Here, where the reaper was at work of late,
In this high field's dark corner, where he leaves
His coat, his basket, and his earthen cruise,
And in the sun all morning binds the sheaves,
Then here, at noon, comes back his stores to use;
Here will I sit and wait,
While to my ear from uplands far away
The bleating of the folded flocks is borne,
With distant cries of reapers in the corn—
All the live murmur of a summer's day.

Screen'd is this nook o'er the high, half-reap'd field,
And here till sundown, Shepherd, will I be.
Through the thick corn the scarlet poppies peep,
And round green roots and yellowing stalks I see
Pale blue convolvulus in tendrils creep:
And air-swept lindens yield
Their scent, and rustle down their perfumed showers
Of bloom on the bent grass where I am laid,
And bower me from the August sun with shade;
And the eye travels down to Oxford's towers:

And near me on the grass lies Glanvil's book—
Come, let me read the oft-read tale again:
The story of that Oxford scholar poor,
Of pregnant parts and quick inventive brain,
Who, tired of knocking at Preferment's door,
One summer morn forsook
His friends, and went to learn the Gipsy lore,
And roam'd the world with that wild brotherhood,
And came, as most men deem'd, to little good,
But came to Oxford and his friends no more.

But once, years after, in the country lanes,
Two scholars, whom at college erst he knew,
Met him, and of his way of life inquired.
Whereat he answer'd that the Gipsy crew,
His mates, had arts to rule as they desired
The workings of men's brains;

[...] Read more

poem by Matthew Arnold (1852)
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University Of Central Florida Volleyball

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poem by Caasder Fronds
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Requiem

Not under foreign skies
Nor under foreign wings protected -
I shared all this with my own people
There, where misfortune had abandoned us.
[1961]

INSTEAD OF A PREFACE

During the frightening years of the Yezhov terror, I
spent seventeen months waiting in prison queues in
Leningrad. One day, somehow, someone 'picked me out'.
On that occasion there was a woman standing behind me,
her lips blue with cold, who, of course, had never in
her life heard my name. Jolted out of the torpor
characteristic of all of us, she said into my ear
(everyone whispered there) - 'Could one ever describe
this?' And I answered - 'I can.' It was then that
something like a smile slid across what had previously
been just a face.
[The 1st of April in the year 1957. Leningrad]

DEDICATION

Mountains fall before this grief,
A mighty river stops its flow,
But prison doors stay firmly bolted
Shutting off the convict burrows
And an anguish close to death.
Fresh winds softly blow for someone,
Gentle sunsets warm them through; we don't know this,
We are everywhere the same, listening
To the scrape and turn of hateful keys
And the heavy tread of marching soldiers.
Waking early, as if for early mass,
Walking through the capital run wild, gone to seed,
We'd meet - the dead, lifeless; the sun,
Lower every day; the Neva, mistier:
But hope still sings forever in the distance.
The verdict. Immediately a flood of tears,
Followed by a total isolation,
As if a beating heart is painfully ripped out, or,
Thumped, she lies there brutally laid out,
But she still manages to walk, hesitantly, alone.
Where are you, my unwilling friends,
Captives of my two satanic years?
What miracle do you see in a Siberian blizzard?
What shimmering mirage around the circle of the moon?
I send each one of you my salutation, and farewell.
[March 1940]

[...] Read more

poem by Anna Akhmatova
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The Candidate

This poem was written in , on occasion of the contest between the
Earls of Hardwicke and Sandwich for the High-stewardship of the
University of Cambridge, vacant by the death of the Lord Chancellor
Hardwicke. The spirit of party ran high in the University, and no
means were left untried by either candidate to obtain a majority. The
election was fixed for the th of March, when, after much
altercation, the votes appearing equal, a scrutiny was demanded;
whereupon the Vice-Chancellor adjourned the senate _sine die_. On
appeal to the Lord High-Chancellor, he determined in favour of the
Earl of Hardwicke, and a mandamus issued accordingly.

Enough of Actors--let them play the player,
And, free from censure, fret, sweat, strut, and stare;
Garrick abroad, what motives can engage
To waste one couplet on a barren stage?
Ungrateful Garrick! when these tasty days,
In justice to themselves, allow'd thee praise;
When, at thy bidding, Sense, for twenty years,
Indulged in laughter, or dissolved in tears;
When in return for labour, time, and health,
The town had given some little share of wealth,
Couldst thou repine at being still a slave?
Darest thou presume to enjoy that wealth she gave?
Couldst thou repine at laws ordain'd by those
Whom nothing but thy merit made thy foes?
Whom, too refined for honesty and trade,
By need made tradesmen, Pride had bankrupts made;
Whom Fear made drunkards, and, by modern rules,
Whom Drink made wits, though Nature made them fools;
With such, beyond all pardon is thy crime,
In such a manner, and at such a time,
To quit the stage; but men of real sense,
Who neither lightly give, nor take offence,
Shall own thee clear, or pass an act of grace,
Since thou hast left a Powell in thy place.
Enough of Authors--why, when scribblers fail,
Must other scribblers spread the hateful tale?
Why must they pity, why contempt express,
And why insult a brother in distress?
Let those, who boast the uncommon gift of brains
The laurel pluck, and wear it for their pains;
Fresh on their brows for ages let it bloom,
And, ages past, still flourish round their tomb.
Let those who without genius write, and write,
Versemen or prosemen, all in Nature's spite,
The pen laid down, their course of folly run
In peace, unread, unmention'd, be undone.
Why should I tell, to cross the will of Fate,
That Francis once endeavour'd to translate?
Why, sweet oblivion winding round his head,

[...] Read more

poem by Charles Churchill
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Anecdote For Fathers

By the late W. W. (of H.M. Inland Revenue Service).
And is it so? Can Folly stalk
And aim her unrespecting darts
In shades where grave Professors walk
And Bachelors of Arts?
I have a boy, not six years old,
A sprite of birth and lineage high:
His birth I did myself behold,
His caste is in his eye.
And oh! his limbs are full of grace,
His boyish beauty past compare:
His mother's joy to wash his face,
And mine to brush his hair!
One morn we strolled on our short walk,
With four goloshes on our shoes,
And held the customary talk
That parents love to use.
(And oft I turn it into verse,
And write it down upon a page,
Which, being sold, supplies my purse
And ministers to age.)
So as we paced the curving High,
To view the sights of Oxford town
We raised our feet (like Nelly Bly),
And then we put them down.
'Now, little Edward, answer me'—
I said, and clutched him by the gown—
'At Cambridge would you rather be,
Or here in Oxford town?'
My boy replied with tiny frown
(He'd been a year at Cavendish),
'I'd rather dwell in Oxford town,
If I could have my wish.'
'Now, little Edward, say why so;
My little Edward, tell me why.'
'Well, really, Pa, I hardly know.'
'Remarkable!' said I:
'For Cambridge has her 'King's Parade,'
And much the more becoming gown;
Why should you slight her so,' I said,
'Compared with Oxford town?'
At this my boy hung down his head,
While sterner grew the parent's eye;
And six-and-thirty times I said,
'Come, Edward, tell me why?'
For I loved Cambridge (where they deal—
How strange!—in butter by the yard);
And so, with every third appeal,
I hit him rather hard.
Twelve times I struck, as may be seen

[...] Read more

poem by Sir Arthur Quiller-Couch
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College Kids

Someone please save us, us college kids!
What my parents told me is what I did
They said go to school and be a college kid
But in the end I question why I did
Im poor, Im starving, Im flat broke, Ive got no cash to spend
Sell all my books for front row tickets to dave matthews band
My girlfriends at another school, I know this year will test her
I called, found out she had three other boyfriends last semester
And thats why I say
Oh no! not for me, not for me
Call it torture, call it university
No! arts and crafts is all I need
Ill take calligraphy and then Ill make a fake degree
80 grand later I found out that all that I had learned
Is that you should show up to take your finals and your midterms
The party scene is kinda mean, I think its sick and twisted
The navy showed up at my dorm and claimed that I enlisted
And thats why I say
Oh no! not for me, not for me
Call it torture, call it university
No! arts and crafts is all I need
Ill take calligraphy and then Ill make a fake degree
Dont get excited. shell say no without a doubt you see
And Ive decided college girls just wont go out with me
They make me nervous and they always catch me off my guard
Like cell phone services I drop out cause college is too hard
Its time to call my father
Cause its his alma mater
Good grades arent what they seem
I think he knows the dean
Its time to call my father
Cause its his alma mater
He says hes proud of me
But college always was his dream
And I would always say its not for me
Oh no! not for me, not for me
Call it torture, call it university
No! arts and crafts is all I need
Ill take calligraphy and then Ill make a fake degree
Someone please save us, us college kids!
What my parents told me is what I did
They said go to school and be a college kid
But in the end I question why I did
Do what will make you happy
Do what you feel is right
Only but one thing matters
Learn how to live your life
[in background:]
(phi, beta, delta, cappa
Someone please save us, us college kids!

[...] Read more

song performed by Relient K
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The Inauguration of the University College

Good people of Dundee, your voices raise,
And to Miss Baxter give great praise;
Rejoice and sing and dance with glee,
Because she has founded a College in Bonnie Dundee.

Therefore loudly in her praise sing,
And make Dundee with your voices ring,
And give honour to whom honour is due,
Because ladies like her are very few.

'Twas on the 5th day of October, in the year of 1883,
That the University College was opened in Dundee,
And the opening proceedings were conducted in the College Hall,
In the presence of ladies and gentlemen both great and small.

Worthy Provost Moncur presided over the meeting,
And received very great greeting;
And Professor Stuart made an eloquent speech there,
And also Lord Dalhousie, I do declare.

Also, the Right Hon W. E. Baxter was there on behalf of his aunt,
And acknowledged her beautiful portrait without any rant,
And said that she requested him to hand it over to the College,
As an incentive to others to teach the ignorant masses knowledge,

Success to Miss Baxter, and praise to the late Doctor Baxter, John Boyd,
For I think the Dundonians ought to feel overjoyed
For their munificent gifts to the town of Dundee,
Which will cause their names to be handed down to posterity.

The College is most handsome and magnificent to be seen,
And Dundee can now almost cope with Edinburgh or Aberdeen,
For the ladies of Dundee can now learn useful knowledge
By going to their own beautiful College.

I hope the ladies and gentlemen of Dundee will try and learn knowledge
At home in Dundee in their nice little College,
Because knowledge is sweeter than honey or jam,
Therefore let them try and gain knowledge as quick as they can.

It certainly is a great boon and an honour to Dundee
To have a College in our midst, which is most charming to see,
All through Miss Baxter and the late Dr Baxter, John Boyd,
Which I hope by the people of Dundee will long be enjoyed

Now since Miss Baxter has lived to see it erected,
I hope by the students she will long be respected
For establishing a College in Bonnie Dundee,
Where learning can be got of a very high degree.

[...] Read more

poem by William Topaz McGonagall
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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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Using Boot Camp

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poem by Caasder Fronds
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My Dreams are Born

Ladies and Gentlemen

There is nothing more than an idea whose time has come
Durkheim knows that and everybody knows that
Thanks to Andrew Heywood for defining to us what is meant by the term democracy
The rule of people by people and for people
In South Africa Jackop Zuma was a Deputy President - for past 15 years of democracy

However he was not seen as somebody who might become president
He has was just an entertainer in the political field of ANC
The time came when the questions were being asked wether this person can serve as a president

The complains originate out of Organic Society

An organic Society that is an Industrialised and teach people to define according to their occupation
This is to say you are a nurse, engeneer and or pilot - often you must be educated

But all of that shall end today by means of a vote
Hold on: world hold on right now
Tonight is the night
The tables are overtuned - we are going to have a new South African President - who is democratically elected.
Thankyou to you Lincolin for teaching the universe about what does democracy means
Yesterday Jackop Zuma was taken for granted more especially by those who are highly educated
They a person who is not educated cannot lead the Parliament - he cannot become a president
But people kept on insisting that we want him to lead us and we don't care whether he is educated or not.
If you have been my poem reader and my true proponent you should also remember the poem: by the name South Africa The World's Greatest News.

Where I see a light burning inside of Jackop Zuma's Heart
Where I see some politicians trying to push him off the ruling party through trials and several charges that were all ought to be disapproved and it did indeed happen.
Today: 22 April 2009 is election day and people are going to confirm him to become the South African President - because he had already defeated many troubles and trebulations

However he was not alone in this battle and he does need to wake up in by the next morning or next week and say or I am the state president and I am very happy for that I have overrule my enemies.

There were more than millions people his battle
1 God himself who does not like gays and lesbians that cause his opponet Thabo Mbheki lost popularity

2American proponent who taught us what is democray: that is to say it is not about being educated that qualifies someone to become a president but it is the rule for people - theyare the ones who elect who is to lead.
3Who else can forget the power of Zwelinzima Vavi for observing that the charges that were thrawn to Jackp Zuma were just falsely created fantasy to obscure him from becoming a president

5 Latter on we had young tigers like South Africa honest Judges of the Judges - Van de Merwe and the lattest Judge who discover that there was political intervention in the Prospective President Jackop Zuma charges - and thereby lead to the ousting of immorral politician including Thabo Mbheki

6 Julius Malema is highly visible

Lastly I should like to conclude by my words of inspiratation that are directed to Jackop Zuma and any leader of the world.

If you are a leader you must not practice immorrality or get related in criminal in any way because the world is your facebook and you will repent over that.If you hate someone you must not use courts and or trial method to oust him because law is independent of political plot and it will show off with you all over the world.

Discrimination if you are a president is very bad whether it is covet or overt discrimination it will always pop out to show off the world how corrupt the world is.

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poem by Mthokozisi Ntokozo Maphumulo
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On Queen Anne's Peace, Anno 1713

Mother of plenty, daughter of the skies,
Sweet Peace, the troubl'd world's desire, arise;
Around thy poet weave thy summer shades,
Within my fancy spread thy flow'ry meads,
Amongst thy train soft ease and pleasure bring,
And thus indulgent sooth me whilst I sing.

Great Anna claims the song; no brighter name
Adorns the list of never-dying fame,
No fairer soul was ever form'd above,
None e'er was more the grateful nation's love
Nor lov'd the nation more. I fly with speed
To sing such lines as Bolingbroke may read,
On war dispers'd, on faction trampled down,
On all the peaceful glories of the crown.
And if I fail in too confin'd a flight,
May the kind world upon my labours write;
'So fell the lines which strove for endless fame,
'Yet fell attempting on the noblest theme.

Now twelve revolving years has Britain stood
With loss of wealth and vast expence of blood
Europa's Guardian; still her gallant arms
Secur'd Europa from impending harms.
Fair honour, full success, and just applause,
Pursu'd her marches, and adorn'd her cause;
Whilst Gaul, aspiring to erect a throne
O'er other empires, trembled for her own,
Bemoan'd her cities won, her armies slain,
And sunk the thought of universal reign.

When thus reduc'd the world's Invaders lie,
The fears which rack'd the nations, justly die:
Pow'r finds its balance, giddy motions cease
In both the scales, and each inclines to peace.
This fair occasion Providence prepares,
To answer pious Anna's hourly pray'rs,
Which still on warm Devotion's wings arose,
And reaching Heav'n obtain'd the world's repose.

Within the vast expansion of the sky,
Where Orbs of gold in fields of Azure lie,
A glorious palace shines, whose silver ray
Serenely flowing lights the milky way,
The road of angels. Here with speedy care
The summon'd Guardians of the world repair.
When Britain's Angel on the message sent
Speaks Anna's pray'rs and Heaven's supream intent,
That war's destructive arm shou'd humble Gaul,
Spain's parted realms to diff'rent monarchs fall,

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poem by Thomas Parnell
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On The Pleasures Of College Life

With tears I leave these academic bowers,
And cease to cull the scientific flowers;
With tears I hail the fair succeeding train,
And take my exit with a breast of pain.
The Fresh may trace these wonders as they smile;
The stream of science like the river Nile,
Reflecting mental beauties as it flows,
Which all the charms of College life disclose;
This sacred current as it runs refines,
Whilst Byron sings and Shakspeare's mirror shines.
First like a garden flower did I rise,
When on the college bloom I cast my eyes;
I strove to emulate each smiling gem,
Resolved to wear the classic diadem;
But when the Freshman's garden breeze was gone;
Around me spread a vast extensive lawn;
'Twas there the muse of college life begun,
Beneath the rays of erudition's sun,

Where study drew the mystic focus down,
And lit the lamp of nature with renown;
There first I heard the epic thunders roll,
And Homer's light'ning darted through my soul.
Hard was the task to trace each devious line,
Though Locke and Newton bade me soar and shine;
I sunk beneath the heat of Franklin's blaze,
And struck the notes of philosophic praise;
With timid thought I strove the test to stand,
Reclining on a cultivated land,
Which often spread beneath a college bower,
And thus invoked the intellectual shower;
E'en that fond sire on whose depilous crown,
The smile of courts and states shall shed renown;
Now far above the noise of country strife,
I frown upon the gloom of rustic life,
Where no pure stream of bright distinction flows,
No mark between the thistle and the rose;
One's like a bird encaged and bare of food,
Borne by the fowler from his native wood,
Where sprightly oft he sprung from spray to spray,
And cheer'd the forest with his artless lay,

Or fluttered o'er the purling brook at will,
Sung in the dale or soar'd above the hill.
Such are the liberal charms of college life,
Where pleasure flows without a breeze of strife;
And such would be my pain if cast away,
Without the blooms of study to display.
Beware, ye college birds, again beware,
And shun the fowler with his subtile snare;

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poem by George Moses Horton
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Dense, Shallow and Dim

They may have graduated!
And may have been declared educated...
With top grades and honorable degrees.

They are taught to shake hands,
With poise as they stand.
And give sincere eye contact...
With the best of spoken English,
That identifies an ability
They have been groomed to regurgitate...
With assumed and unresearched facts.

They are challenged to do their best...
For purposes to produce for them big fat checks!
They are encouraged to socialize...
For an increase of status,
And a marketable name recognition that's prized!

But no one wants to criticize...
Their lack of common sense!
They seem not able to find it in books.
And for them a quality of life,
Grows more dense, shallow and dim!
For them who concentrate more on looks.

These are the future leaders now groomed...
By those with set values too long observed.
Those who prefer to sit and predict doom!
And not daring to teach or stretch these minds,
Beyond the 'hand-me-down' standards
Taught and confined,
In antiquated classrooms!

Leaving them with little...
Or nothing to use to successfully compete.
As they constantly compared themselves,
To people living in hunger...
Sympathized on TV,
Or ignored as they snob them on urban streets!

They may have graduated!
And may have been declared educated...
With top grades and honorable degrees.
But they are not the ones to lead,
With a wholesomeness needed to succeed!

poem by Lawrence S. Pertillar
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The Lawyer’s First Tale: Primitiæ or Third Cousins

I

‘Dearest of boys, please come to-day,
Papa and mama have bid me say,
They hope you’ll dine with us at three;
They will be out till then, you see,
But you will start at once, you know,
And come as fast as you can go.
Next week they hope you’ll come and stay
Some time before you go away.
Dear boy, how pleasant it will be,
Ever your dearest Emily!’
Twelve years of age was I, and she
Fourteen, when thus she wrote to me,
A schoolboy, with an uncle spending
My holidays, then nearly ending.
My uncle lived the mountain o’er,
A rector, and a bachelor;
The vicarage was by the sea,
That was the home of Emily:
The windows to the front looked down
Across a single-streeted town,
Far as to where Worms-head was seen,
Dim with ten watery miles between;
The Carnedd mountains on the right
With stony masses filled the sight;
To left the open sea; the bay
In a blue plain before you lay.
A garden, full of fruit, extends,
Stone-walled, above the house, and ends
With a locked door, that by a porch
Admits to churchyard and to church;
Farm-buildings nearer on one side,
And glebe, and then the countrywide.
I and my cousin Emily
Were cousins in the third degree;
My mother near of kin was reckoned
To hers, who was my mother’s second:
My cousinship I held from her.
Such an amount of girls there were,
At first one really was perplexed:
’Twas Patty first, and Lydia next,
And Emily the third, and then,
Philippa, Phoebe, Mary Gwen.
Six were they, you perceive, in all;
And portraits fading on the wall,
Grandmothers, heroines of old,
And aunts of aunts, with scrolls that told
Their names and dates, were there to show
Why these had all been christened so.

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poem by Arthur Hugh Clough from Mari Magno or Tales on Board
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Cambridge

Cambridge is Brueghel's Village come to life
Warren of Gothic windows, red brick walls
Eating, laughing, drinking on the streets
Visitors throng the eateries and halls
Ring Toni's Ice cream van and market stalls

See there, a wattle fence, a low thatched roof
Clipped cleanly as a tonsured, shiny friar!
Ale houses, colleges, and grazing cows
All line the River Cam, by College spire

Daffodils, aconites, anemones,
Swans gliding up to punts along the backs
Sun dappled bridges, lazy, languid days
The splash of water raised by oar smacks

A cycling city, all the world is here
Queen's College, where Erasmus came to teach
Labelling local girls ‘the kissing kind'
Oh, Youth's the time to suck life like a peach

John Harvard, an Emmanuel graduate
Son of a Southwark butcher, crossed the seas
Funding a college in the Pilgrim World
His name, his library, success's keys

Magdalene College houses Pepys's diary
Christ's College boasts bee-hives, a mulberry tree
That shaded Milton as he wrote his poems
None could compose so powerfully as he

Corpus Christi holds King Alfred's book
The Anglo Saxon Chronicle and Psalter
Once owned by Thomas Becket, martyred man,
Murdered within the sight of holy altar

The College of St John set on the Cam
Beside the Bridge of Sighs, has a Great Gate
With mythic beasts. Three saints attended
Here, along with bishops and great heads of state

Nobel Prize winners, Huxton, Bragg, et al
Came up to Trinity, and that bête noire,
Lord Byron, kept his pet bear Bruin here
Down in the stables, poetry's dark star

And the rain falls out of the Heavens
And sparkles, with sun distilled
Like the thoughts of the Cambridge scholars
Who the Book of Knowledge has filled

poem by Sheena Blackhall
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A Vision of a Wrangler, of a University, of Pedantry, and of Philosophy

Deep St. Mary's bell had sounded,
And the twelve notes gently rounded
Endless chimneys that surrounded
My abode in Trinity.
(Letter G, Old Court, South Attics),
I shut up my mathematics,
That confounded hydrostatics --
Sink it in the deepest sea!

In the grate the flickering embers
Served to show how dull November’s
Fogs had stamped my torpid members,
Like a plucked and skinny goose.
And as I prepared for bed, I
Asked myself with voice unsteady,
If of all the stuff I read, I
Ever made the slightest use.

Late to bed and early rising,
Ever luxury despising,
Ever training, never "sizing,"
I have suffered with the rest.
Yellow cheek and forehead ruddy,
Memory confused and muddy,
These are the effects of study
Of a subject so unblest.

Look beyond, and see the wrangler,
Now become a College dangler,
Court some spiritual angler,
Nibbling at his golden bait.
Hear him silence restive Reason,
Her advice is out of season,
While her lord is plotting treason
Gainst himself, and Church or State.

See him next with place and pension,
And the very best intention
Of upholding that Convention
Under which his fortunes rose.
Every scruple is rejected,
With his cherished schemes connected,
"Higher Powers may be neglected --
His result no further goes."

Much he lauds the education
Which has raised to lofty station,
Men, whose powers of calculation
Calculation’s self defied.
How the learned fool would wonder

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poem by James Clerk Maxwell
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