It was not simply out of a spirit of contradiction that I exposed a light source to magnetic forces. The idea came to me during an investigation of the effect discovered by Kerr on light reflected by magnetic mirrors.
quote by Pieter Zeeman
Added by Lucian Velea
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Related quotes
2012
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poem by Nyein Way
Added by Poetry Lover
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Ego Trippin' 2000
[c.gee] spaceman on the bass..
Classic..
Party peoples, in the place to be
Just for you, it's the ultra-magnetic, mc's!
[c.gee] yeah...
[keith] say what, peter piper?
[c.gee] to hell with childish rhymes!
[keith] cause this jam is just movin
[c.gee] the crowd is steady groovin
[keith] to a supersonic pace
[c.gee] with highs and stupid bass
[keith] with some pep
[c.gee] and the step
[ultra] cause the beat is so funky the pace is well kept
Cause we're..
"ultra.." {magnetic, magnetic} doo doo doo-doo
"mc's ultra.." {magnetic, magnetic} doo doo doo-doo
"mc's ultra.." {magnetic, magnetic} doo doo doo-doo "mc's"
[c.gee] so what's his name? uhh
[keith] i'm kool keith
[kool keith]
They use the simple back and forth, the same, old rhythm
That a baby can pick up, and join, right with them
But their rhymes are pathetic, they think they copacetic
Youse a nerds that returns, at least, not poetic
On a educated base, intelligent wise
As the record just turn, you learn, plus burn
By the flame of the lyrics which cooks the human brain
Providing overheating knowledge, by means causing pain
Make a migraine, hated yourself, start to melt
While the technics spin, the wax is on the belt
Motivating clockwise the more you realize
Moe love's moving steady, by most, with everready
Like a battery, charged, i'm worth the alkaline
Yes the mystery to solve, so seek and define
These words i've given, extremely now driven
With a datsun, a maxima to glide
Yes the wizard kool keith and i'm sportin my ride
Cause we're
"ultra.." {magnetic, magnetic} doo doo doo-doo
"mc's ultra.." {magnetic, magnetic} doo doo doo-doo
"mc's ultra.." {magnetic, magnetic} doo doo doo-doo "mc's"
[c.gee] yeah, what's my name?
Uhh, ced gee
[ced gee]
Usin frequencies and data, i am approximate
Leaving revolutions turning, emerging chemistry
With the precise implications, acheived, ??
Explorating demonstrating, ruling, dominating
Igniting causing friction with nu-clear alarms
[...] Read more
song performed by Ultramagnetic Mc's
Added by Lucian Velea
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The Hero of Kalapore
The 27th Regiment has mutinied at Kalapore;
That was the substance of a telegram, which caused great uproar,
At Sattara, on the evening of the 8th of July,
And when the British officers heard it, they heaved a bitter sigh.
'Twas in the year of 1857,
Which will long be remembered: Oh! Heaven!
That the Sepoys revolted, and killed their British officers and their wives;
Besides, they killed their innocent children, not sparing one of their lives.
There was one man there who was void of fear,
He was the brave Lieutenant William Alexander Kerr;
And to face the rebels boldly it was his intent,
And he assured his brother officers his men were true to the Government.
And now that the danger was so near at hand,
He was ready to put his men to the test, and them command;
And march to the rescue of his countrymen at Kalapore,
And try to quell the mutiny and barbarous uproar.
And in half an hour he was ready to start,
With fifty brave horsemen, fearless and smart;
And undaunted Kerr and his horsemen rode on without dismay,
And in the middle of the rainy season, which was no child's play.
And after a toilsome march they reached Kalapore,
To find their countrymen pressed very hard and sore;
The mutineers had attacked and defeated the Kalapore Light Infantry,
Therefore their fellow countrymen were in dire extremity.
Then the Sepoys established themselves in a small square fort;
It was a place of strength, and there they did resort;
And Kerr had no guns to batter down the gate,
But nevertheless he felt undaunted, and resigned to his fate.
And darkness was coming on and no time was to be lost,
And he must attack the rebels whatever be the cost;
Therefore he ordered his troopers to prepare to storm the fort,
And at the word of command towards it they did resort.
And seventeen troopers advanced to the attack,
And one of his men, Gumpunt Row Deo Kerr, whose courage wasn't slack;
So great was his courage he couldn't be kept back,
So he resolved with Lieutenant Kerr to make the attack.
Then with crowbars they dashed at the doors vigorously,
Whilst bullets rained around them, but harmlessly;
So they battered on the doors until one gave way,
Then Lieutenant Kerr and his henchmen entered without dismay.
[...] Read more
poem by William Topaz McGonagall
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Ego Trippin'
Party peoples, in the place to be
Just for you, it's the ultra-magnetic, mc's!
[keith] say what, peter piper?
[c.gee] to hell with childish rhymes!
[keith] cause this jam is just movin
[c.gee] the crowd is steady groovin
[keith] to a supersonic pace
[c.gee] with highs and stupid bass
[keith] with some pep
[c.gee] and the step
[ultra] cause the beat is so funky the pace is well kept
Cause we're..
"ultra.." {magnetic, magnetic}
"mc's ultra.." {magnetic, magnetic}
"mc's ultra.." {magnetic, magnetic} "mc's"
Kool keith!
[kool keith]
They use the simple back and forth, the same, old rhythm
That a baby can pick up, and join, right with them
But their rhymes are pathetic, they think they copacetic
Youse a nerds that returns, at least, not poetic
On a educated base, intelligent wise
As the record just turn, you learn, plus burn
By the flame of the lyrics which cooks the human brain
Providing overheating knowledge, by means causing pain
Make a migraine, hated yourself, start to melt
While the technics spin, the wax is on the belt
Motivating clockwise the more you realize
Moe love's moving steady, by most, with everready
Like a battery, charged, i'm worth the alkaline
Yes the mystery to solve, so seek and define
These words i've given, extremely now driven
With a datsun, a maxima to glide
Yes the wizard kool keith and i'm sportin my ride
Cause we're
"ultra.." {magnetic, magnetic}
"mc's ultra.." {magnetic, magnetic}
"mc's ultra.." {magnetic, magnetic} "mc's"
Ced gee!
[ced gee]
Usin frequencies and data, i am approximate
Leaving revolutions turning, emerging chemistry
With the precise implications, acheived, ??
Explorating demonstrating, ruling, dominating
Igniting causing friction with nu-clear alarms
Seperates competing biters from me, the scientist
As i execute, lyricist, known as predators
When by strippin high potents and mak-in penicillin
I will surely sort out, and stomp, every pest
Oh the rampaging paramedic, ? is my title
[...] Read more
song performed by Ultramagnetic Mc's
Added by Lucian Velea
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The Loves of the Angels
'Twas when the world was in its prime,
When the fresh stars had just begun
Their race of glory and young Time
Told his first birth-days by the sun;
When in the light of Nature's dawn
Rejoicing, men and angels met
On the high hill and sunny lawn,-
Ere sorrow came or Sin had drawn
'Twixt man and heaven her curtain yet!
When earth lay nearer to the skies
Than in these days of crime and woe,
And mortals saw without surprise
In the mid-air angelic eyes
Gazing upon this world below.
Alas! that Passion should profane
Even then the morning of the earth!
That, sadder still, the fatal stain
Should fall on hearts of heavenly birth-
And that from Woman's love should fall
So dark a stain, most sad of all!
One evening, in that primal hour,
On a hill's side where hung the ray
Of sunset brightening rill and bower,
Three noble youths conversing lay;
And, as they lookt from time to time
To the far sky where Daylight furled
His radiant wing, their brows sublime
Bespoke them of that distant world-
Spirits who once in brotherhood
Of faith and bliss near ALLA stood,
And o'er whose cheeks full oft had blown
The wind that breathes from ALLA'S throne,
Creatures of light such as still play,
Like motes in sunshine, round the Lord,
And thro' their infinite array
Transmit each moment, night and day,
The echo of His luminous word!
Of Heaven they spoke and, still more oft,
Of the bright eyes that charmed them thence;
Till yielding gradual to the soft
And balmy evening's influence-
The silent breathing of the flowers-
The melting light that beamed above,
As on their first, fond, erring hours,-
Each told the story of his love,
The history of that hour unblest,
When like a bird from its high nest
[...] Read more
poem by Thomas Moore
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Mc's Ultra Part 2
[kool keith]
I have a mystical style, combined with common data
If a sucker can't catch it, to me, it doesn't matter
A fact, equivalent, to a stupid mc
I'm greater -- than the rest of them
I'ma smack every duck and beat the best of them
Til they die, and i'm tellin no lie
By a native warrior, from the bronx, cooley high
As my rhymes get tougher mc's all suffer
From the consequence, and all elegance
Your girl's on my jock and it don't make sense at all
Because we're havin a ball
Takin out all suckers, ??
Cause you got too many, to find your big group
And get paid, and try to be like me
Not another sucker duck punk toy mc
Cause we're.. "ultra"
[ced gee]
Check it
Come one, come all, we can all have a ball
Mad cristal, so son dance til you fall
Ultramag, the original bag
From "poppa large," to "mentally mad"
We keep heads fiendin
Fat beats for life son, keep heads leanin
And mad knottin
Just like picasso, see i got so
Many, dollars, i make you holler
Oooh, ced gee
Back to please, we spit the mad hits
Always legit, from bronx to harlem
Cairo, egypt, brooklyn new york
L.a. to st. lou', miami and houston
Philly too
We rock the mad ghettoes, lace the drum pads
Bless the pedal, go acapello
We got the flav
The grooves we think about, my man spaceman plays
Cause we're.. "ultra" {magnetic}
Uhh, check it "ultra" {magnetic}
Yeah, feel it, uhh "ultra" {magnetic}
Yeah, c'mon, c'mon, c'mon "ultra" {magnetic}
Moe love..
Uhh.. "ultra"
Moe love..
{magnetic}
Moe love..
"ultra"
Moe love..
{magnetic}
[...] Read more
song performed by Ultramagnetic Mc's
Added by Lucian Velea
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Message From The Source
[c.gee] yo keith that trip was kinda long
[keith] word up ced
Excuse me, aren't you guys ultramagnetic?
[c.gee] word, whassup money?
Yo i just saw that spaceship over there
[c.gee] hahahahaha
Let me ask you somethin
[c.gee] yeah
How much money did you make this year?
[c.gee] yo that's kinda personal money
[kool keith]
You wanna know my business? i got things to do
People to meet, people to see
Very important - matters to turn to
A waste of time for me to try to burn you
And talk a minute, you're not worth a conversation
I speak intelligently, with information
Goin and flowin and showin, you're still growin
Adolescent -- with a childish mind
Your brain is small, plus it's hard to find
I need a microscope, to see a two-cent brain
That don't think, when they rob and steal
And rape and kill -- and murder their loved ones
Now put your brain in the guillotine
Slice up the cold cuts, you're goin nuts in a three-inch cell
You wanna low rate me?
You're better off in hell, feel the flame
Fire burn roast and toast
Let me heat up your skull, while i brag and boast
I keep your brain on stand-by
Cause this message, comin from the source!
Source.. source.. source.. source..
Source.. source.. source.. source..
[ced gee]
Your attention please, come on and let me try this
This beat is funky -- so i just
Made up some rhymes that are hyper than hyperspace
Ced gee will kick bass face and eliminate
Rappers who think quick slick with a few tricks
Can't be quick fixed if they try this
Man, and, aiyyo, i have the right to be
On any stage and mic someone can pass to me
Cause, i'm in there, and i swear
I'm like vladimir, no one best to
Step to me, get to me, or pes-ter me
Confess to me, be guessin me
Adressin me, be less than me, or testin me
Because, it only brings out the best in me
So, yo, here's what we really need to do
Instead of battlin we need to really improve
[...] Read more
song performed by Ultramagnetic Mc's
Added by Lucian Velea
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Spirit
I can see my destination
I can hear my call
No more hesitation, mmm
This time I'm goin' for all
'Cause I know where this road leads to
And therefore I will rise
I know this dream will come true, mmm
And I will soar the sky
(Spirit, spirit)
Would you guide me? Oh
(Spirit) oh (spirit)
Stand by me
Come on, Come on, Come on
Set me free
I can feel the penetration
Of a strong wind movin' me, mmm
I feel can the elevation, mmm
Of an angel lifting me, mmm
'Cause I know where this road leads to
Therefore I will rise
I know this dream will come true, oh
And I will soar the sky
(Spirit) spirit (spirit) spirit
Would you guide me? Ohh
(Spirit) spirit (spirit) spirit
Standin' by me
Come on, Come on, Come on
Set me free
(Oh spirit)
Now that I've found my way home
I've got to get there, get there (get there)
Though one step seems one mile long
Your bridge before my face (your bridge before my face)
I will take the leap of faith (I will take the leap of faith)
(Spirit) spirit (spirit) spirit
Would you guide me? Oh
(Spirit) spirit (spirit) spirit
Stand by me, oh
(Spirit) spirit (spirit) spirit
Set me free...
(Spirit) spirit (spirit) spirit
Spirit, set me free
(Spirit) help me find my way (spirit) stand by my side
Spirit take my hand and be my guide
(Spirit) run free (spirit) run free
Run free, run free
(Spirit) run free (spirit) run free...
song performed by R. Kelly
Added by Lucian Velea
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The Problem of the Idea
The Philosopher:
'The Problem of the 21st century
is the problem of the Origins of the Idea.'
The Idea has driven much
of human history-
a major motivator
many taken together are
Articulators;
Ideas compose all Human Dreams.
But ask what is this Idea
and silence ensues;
ask where is it
in the human mind
and we'll get charts of its activity centers
but nothing about what it is
or where it comes from.
The Scientist:
Well, we don't have to know what a thing is
to utilize it.
We can identify behaviors and integrate
them-
harness them to purpose.
Philosopher:
Sure like the Atomic Bomb. It was built because
we could integrate various disciplines
and make things go bang
without thinking of Consequence.
technical Ideas-too have consequences.
Scientist:
So you would hold up all human progress
until the over-arching Idea comes along
before we act?
Philosopher:
Ah, but note that progress that destroys
the planet is not
progress at all
but only a blind mistake;
one I might add,
that did not have
an Idea or Clue
[...] Read more
poem by Lonnie Hicks
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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!
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Through the eyes of a Field Coronet (Epic)
Introduction
In the kaki coloured tent in Umbilo he writes
his life’s story while women, children and babies are dying,
slowly but surely are obliterated, he see how his nation is suffering
while the events are notched into his mind.
Lying even heavier on him is the treason
of some other Afrikaners who for own gain
have delivered him, to imprisonment in this place of hatred
and thoughts go through him to write a book.
Prologue
The Afrikaner nation sprouted
from Dutchmen,
who fought decades without defeat
against the super power Spain
mixed with French Huguenots
who left their homes and belongings,
with the revocation of the Edict of Nantes.
Associate this then with the fact
that these people fought formidable
for seven generations
against every onslaught that they got
from savages en wild animals
becoming marksmen, riding
and taming wild horses
with one bullet per day
to hunt a wild antelope,
who migrated right across the country
over hills in mass protest
and then you have
the most formidable adversary
and then let them fight
in a natural wilderness
where the hunter,
the sniper and horseman excels
and any enemy is at a lost.
Let them then also be patriotic
into their souls,
believe in and read
out of the word of God
[...] Read more
poem by Gert Strydom
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The Autumn-Spirit.
Now the Autumn-Spirit reigneth over mountain, vale and plain,
And the Earth, bedecked with symbols of the Autumn-Spirit's reign,
Makes us think about the season of the flowers with a sigh,
When life was lush in every tree-love laughed in every eye,
Whilst her lineaments of beauty were imprinted on the sod,
When the Spring with Winter wrestled, on that gala-day of God!
But the Spring is dead and buried, and the Summer's vital fire,
Like a heap of sullen embers, smoulders ready to expire;
For the Autumn-Spirit, reigning over mountain, vale and plain,
Robes the Earth in royal symbols emblematic of his reign!
Hark! a singing train of seraphim doth o'er its surface pass!
Mark! their flowing robes of flame have singed the green and speary grass!
Witness! every tender blade appeareth tipped and tinged with brown,
And the hedge is hemmed with rose-leaves, which their wings have shaken down,
Though the hind but hears the whirring of ten thousand pinions beat,
Sees a cloud of birds of passage trail its shadow by his feet,
For the pageantry of Heaven hath escaped his optics dim,
And he sees but birds of passage in the God-sent seraphim,
While the Autumn-Spirit reigneth over mountain, vale and plain,
And the Earth is robed in symbols of the Autumn-Spirit's reign!
While his tread is on the mountain, through the valley and the plain,
Like some Fate-commissioned angel, Desolation tracks his train,
And the glory of the Summer and the beauty of the Spring
Form a carpet for his feet, a fading, weird, and worn-out thing!
And his wings distil an odour, as of corpses in perfume,
Warbled through his ghastly whispers sound the sighs of buried bloom,
And his accents are dim echoes from the hollow caves of Death,
And the wailing woods are withered by his cold and crisping breath,
For the Autumn-Spirit reigneth over mountain, vale and plain,
And the Earth is robed in symbols of the Autumn-spirit's reign!
Where the Poet loves to saunter in some unfrequented nook,
Or to sit and learn the language of the ever-babbling brook,
While its glassy surface mirrors the deep gulf of Heaven's blue,
Where the sunny cloud-ships, sailing, point to vapour lands in view,
There the river's creeks are mantled with red leaves and yellow foam,
And its broken banks are scattered with dead branches dipped in loam,
And a wail of desolation through the fading forest hums,
And the Winds grow chill by thinking of the Winter ere it comes,
While the Autumn-Spirit reigneth over mountain, vale and plain,
And the Earth is robed in symbols of the Autumn-Spirit's reign!
Where the lily of the valley and the violet of the copse
Looked like Thoughts incorporated-like embodied youthful Hopes!
Where the golden-tubëd honeysuckle's pipes were interwound
With the ruddy-tinted roses breathing scented music round,
In the field or the forest, by the verdure-sheltered rills,
Where, in green and golden garments, Summer sate among the hills,
[...] Read more
poem by William Billington
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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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Naked Eye
You can come inside
Come into the naked eye
My only world falls in again
I see your face fall in again
Its so dark
I dont know your name
Its so dark
And I dont know your name
Only mirrors lie only mirrors lie now
Only mirrors lie only mirrors lie now
Through the needles eye
Through the needles eye now
Only mirrors lie
Lie lie
You can come inside
Come into the naked eye
Naked
Naked
I feel so high
Going up on the wall
And youre down below me
Look all around look all around now
Look all around look all around now
Only mirrors lie only mirrors lie now
Only mirrors lie only mirrors lie now
Through the needles eye
Through the needles eye now
Only mirrors lie
Lie lie
You can come inside
Come into the naked eye
Naked
Naked
Just wanted a special view
Just me and you
Just just just the two of us
Just two of us
Going up on the wall
Up on the wall
Going up on the wall
Up on the wall
Naked eye naked eye
What do you see
And whats there to learn
Reading your books
Third diagram
Someones in the room down below
Someone someone
Someone below
Insects
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song performed by Simple Minds
Added by Lucian Velea
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Prince Hohenstiel-Schwangau, Saviour of Society
Epigraph
Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.
I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.
You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:
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poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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The Interpretation of Nature and
I.
MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.
II.
Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.
III.
Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.
IV.
Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.
V.
The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.
VI.
It would be an unsound fancy and self-contradictory to expect that things which have never yet been done can be done except by means which have never yet been tried.
VII.
The productions of the mind and hand seem very numerous in books and manufactures. But all this variety lies in an exquisite subtlety and derivations from a few things already known; not in the number of axioms.
VIII.
Moreover the works already known are due to chance and experiment rather than to sciences; for the sciences we now possess are merely systems for the nice ordering and setting forth of things already invented; not methods of invention or directions for new works.
IX.
The cause and root of nearly all evils in the sciences is this -- that while we falsely admire and extol the powers of the human mind we neglect to seek for its true helps.
X.
The subtlety of nature is greater many times over than the subtlety of the senses and understanding; so that all those specious meditations, speculations, and glosses in which men indulge are quite from the purpose, only there is no one by to observe it.
XI.
As the sciences which we now have do not help us in finding out new works, so neither does the logic which we now have help us in finding out new sciences.
XII.
The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search after truth. So it does more harm than good.
XIII.
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poem by Sir Francis Bacon
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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,
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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The greatest sin
Having supremely spell binding eyes was simply not a sin at all; but
pretending that you were gruesomely blind; unable to see a step
further even after possessing them right since innocent childhood;
was the greatest sin,
Having robust complexioned feet was simply not a sin at all; but
pretending that you couldn't walk even an inch forward; had not the
slightest of capacity to run even after possessing them right since
innocent childhood; was the greatest sin,
Having tenaciously knotted fingers projecting from the palm was
simply not a sin at all; but pretending that you had grave difficulty
in hoisting objects; didn't posses the most minuscule of power to
defend yourself even after possessing them right since innocent
childhood; was the greatest sin,
Having dangling earlobes delectably cascading from the periphery of
your rubicund cheek was simply not a sin at all; but pretending that
you couldn't bear the tiniest of sound; floundered miserably to
decipher the intricacy of voice even after possessing them right
since innocent childhood; was the greatest sin,
Having a perfectly throbbing heart palpitating in marvellous
synchrony inside your chest was simply not a sin at all; but
pretending that you just didn't have the power to love; the virtue to
embrace other humans of your kind even after possessing it right
since innocent childhood; was the greatest sin,
Having dual pairs of luscious lips was simply not a sin at all; but
pretending that you couldn't speak a single word; abysmally stuttered
to convey the most infinitesimal of message to your compatriots even
after possessing them right since innocent childhood; was the
greatest sin,
Having ravishing clusters of hair on your scalp was simply not a sin
at all; but pretending that God had kept you disdainfully bald; that
your head shivered uncontrollably in cold even after possessing them
right since innocent childhood; was the greatest sin,
Having boundless lines on your glowing palm was simply not a sin at
all; but pretending that your entire life was ruined; your progress
had come to an abrupt standstill even after possessing them right
since innocent childhood; was the greatest sin,
Having pompously bulging muscle in your arms was simply not a sin at
all; but pretending that you were as feeble as a mosquito; couldn't
lift your very own body even after having them right since innocent
childhood; was the greatest sin,
Having thousands of voluptuously tantalizing eyelashes extruding from
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poem by Nikhil Parekh
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The Idols
An Ode
Luce intellettual, piena d' amore
Prelude
Lo, the spirit of a pulsing star within a stone
Born of earth, sprung from night!
Prisoned with the profound fires of the light
That lives like all the tongues of eloquence
Locked in a speech unknown!
The crystal, cold and hard as innocence,
Immures the flame; and yet as if it knew
Raptures or pangs it could not but betray,
As if the light could feel changes of blood and breath
And all--but--human quiverings of the sense,
Throbs of a sudden rose, a frosty blue,
Shoot thrilling in its ray,
Like the far longings of the intellect
Restless in clouding clay.
Who has confined the Light? Who has held it a slave,
Sold and bought, bought and sold?
Who has made of it a mystery to be doled,
Or trophy, to awe with legendary fire,
Where regal banners wave?
And still into the dark it sends Desire.
In the heart's darkness it sows cruelties.
The bright jewel becomes a beacon to the vile,
A lodestar to corruption, envy's own:
Soiled with blood, fought for, clutched at; this world's prize,
Captive Authority. Oh, the star is stone
To all that outward sight,
Yet still, like truth that none has ever used,
Lives lost in its own light.
Troubled I fly. O let me wander again at will
(Far from cries, far from these
Hard blindnesses and frozen certainties!)
Where life proceeds in vastness unaware
And stirs profound and still:
Where leafing thoughts at shy touch of the air
Tremble, and gleams come seeking to be mine,
Or dart, like suddenly remembered youth,
Like the ache of love, a light, lost, found, and lost again.
Surely in the dusk some messenger was there!
But, haunted in the heart, I thirst, I pine.--
Oh, how can truth be truth
Except I taste it close and sweet and sharp
As an apple to the tooth?
[...] Read more
poem by Robert Laurence Binyon
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The Ancient Banner
In boundless mercy, the Redeemer left,
The bosom of his Father, and assumed
A servant's form, though he had reigned a king,
In realms of glory, ere the worlds were made,
Or the creating words, 'Let there be light'
In heaven were uttered. But though veiled in flesh,
His Deity and his Omnipotence,
Were manifest in miracles. Disease
Fled at his bidding, and the buried dead
Rose from the sepulchre, reanimate,
At his command, or, on the passing bier
Sat upright, when he touched it. But he came,
Not for this only, but to introduce
A glorious dispensation, in the place
Of types and shadows of the Jewish code.
Upon the mount, and round Jerusalem,
He taught a purer, and a holier law,—
His everlasting Gospel, which is yet
To fill the earth with gladness; for all climes
Shall feel its influence, and shall own its power.
He came to suffer, as a sacrifice
Acceptable to God. The sins of all
Were laid upon Him, when in agony
He bowed upon the cross. The temple's veil
Was rent asunder, and the mighty rocks,
Trembled, as the incarnate Deity,
By his atoning blood, opened that door,
Through which the soul, can have communion with
Its great Creator; and when purified,
From all defilements, find acceptance too,
Where it can finally partake of all
The joys of His salvation.
But the pure Church he planted,—the pure Church
Which his apostles watered,—and for which,
The blood of countless martyrs freely flowed,
In Roman Amphitheatres,—on racks,—
And in the dungeon's gloom,—this blessed Church,
Which grew in suffering, when it overspread
Surrounding nations, lost its purity.
Its truth was hidden, and its light obscured
By gross corruption, and idolatry.
As things of worship, it had images,
And even painted canvas was adored.
It had a head and bishop, but this head
Was not the Saviour, but the Pope of Rome.
Religion was a traffic. Men defiled,
Professed to pardon sin, and even sell,
The joys of heaven for money,—and to raise
Souls out of darkness to eternal light,
For paltry silver lavished upon them.
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poem by Anonymous Americas
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