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On my return to Pittsburgh, I resolved to go back to the fundamental problems of electronic structure that I had contemplated abstractly many years earlier.

quote by John Pople
Added by Lucian Velea
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We The Electronic

See us on the underground
Packed up in our sardine cans
Tailor made with suits and shades
Lipstick teeth and waxwork hands
Electronic, we're electronic
Jumping on conveyor belts
Escalators in our heads
Programmed for another day
Talking to a faceless friend
Electronic, so moronic
We're electronic, we the electronic
Electronic
Hear the ticking in our beds
Find the balance in our heads
Wishing we could make a change
See the morning coming in
Electronic, so moronic
We're electronic, we the electronic
Electronic
Electronic, so moronic
We're electronic, we the electronic
Electronic
Electronic, so moronic
We're electronic, we the electronic
Electronic

song performed by Feeder
Added by Lucian Velea
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Problems

I wont take no lies, hanging out all night
The gig is up, enough, its enough
Youre wrong, dead wrong, wont take no more
Cause I see your game and dumb is not my name
Pack your bags, call you a cab
No more laughs
Cause Im not the one that youre gonna play on
Move along, sing a song
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
Got love for you, but I cant stand you
I page you, you wont call
Whats a 2-way for
Strike one, strike two, strike three, no more me
Cause I see the game and dumbs not my name
Pack your bags, call you a cab
No more laughs
Cause Im not the one that youre gonna play on
Move along, sing a song
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
We can do this any way that
You want cause I dont care
Its no problem and Im not the one
Pack your bags, call you a cab
No more laughs
Cause Im not the one that youre gonna play on
Move along, sing a song
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
[over chorus]
Its plain to see, you cant have me

[...] Read more

song performed by Nivea
Added by Lucian Velea
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Veterinary Camps

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[...] Read more

poem by Caasder Fronds
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Problems

Feat. coffee brown
Problems
Problems with your girl today
Problems
Problems with your man today
Situations
Hard to handle
Got me going out of my head
Theres so much pressure
I just cant deal
You think its all about
You and that sex appeal
But I got problems
(slickin around on the l to the hotel, all around town)
Let me know
(whos it gonna be, him or me)
It cant be three
Problems
Problems with your girl today
Problems
Problems with your girl today
[coffee brown]
Here we are
The two of us together
Taking this crazy chance
To be all alone
My man dont know
That we been loving each other
Cuz if he found out
Well have nothing
Nothing but
Problems
Problems with your man today
Problems
Problems with your man today
Problems
Problems with your man today
Problems
Problems with your man today
[next]
Said, can I get a witness
So many problems
Can I get a witness
[coffee]
Can I get a witness
So many problems
Can I get a witness
Problems
Problems with your girl today
Problems

[...] Read more

song performed by Next
Added by Lucian Velea
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Problems (feat. Koffee Brown)

Problems
Problems with your girl today
Problems
Problems with your man today
situations hard to handle
got me goin out ofmy head
theres so much pressure
i just cant deal
you think its all about you
and that sex appeal
but i got problems
(slickin around on the "L" to the hotel all around town) let me know
(whos it gonna be him or me)
it cant be three
problems
problems with your girl today
problems
problems with your girl today
here we are
the two of us together
takin this crazy chance
to be all alone
my man dont know
that we been lovin eachother
cuz if he found out
we'll have nothin
nothin but
Problems
problems with your man today
problems
problems with your man today
problems
problems with your man today
problems
problems with your man today
said can i get a witness
so many problems
can i get a witness
can i get a witness
so many problems
can i get a witness
problems
problems with your girl today
problems
problems with your man today
problems
problems with your girl today
problems
problems with your man today

song performed by Next
Added by Lucian Velea
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He Knows You Know

(derek disck/steve rothery/ pete trewavas/ micheal pointer/mark kelly/diz minnett/brian jellyman)
He knows, you know, he knows, you know
Problems, problems, problems, problems
Light switch, yellow fever, crawling up your bathroom wall
Singing psychedelic praises to the depths of a china bowl
Youve got venom in your stomach, youve got poison in your head
You should have listened to the priest at the confession
When he offered you the sacred bread
He knows, you know, he knows, you know, he knows, you know
But hes got problems
Fast feed, crystal fever, swarming through a fractured mind
Chilling needles freeze emotion, the blind shall lead the blind
Youve got venom in you stomach, youve got poison in your head
When your conscience whispered, the vein lines stiffened
You were walking with the dead
He knows, you know, he knows, you know, he knows, you know
Hes got experience
Hes got experience, he knows, you know
But hes got problems
Problems, problems, problems, problems, problems, problems.
He knows...
Slash wrist, scarlet fever, crawled under your bathroom door
Pumping arteries ooze the problem, through the gap that the razor tore
Youve got venom in your stomach, youve got poison in your head
You should have listened to your analyst questions when yo lay on his leather bed
He knows, you know, he knows, you know, he knows, you know
But hes got problems
Blank eyes, purple fever, streaming through the frosted pane
You learned your lesson far to late from the links in a chemist chain
Youve got venom in your stomach, youve got poison in your head
You should have stayed at home and talked with father
Listen to the lies he fed
He knows, you know, he knows, you know, he knows, you know
But hes got problems
He knows, you know, he knows, you know, he knows, you know
Hes got experience
Hes got experience, he knows, you know
He knows, you know, you know, you know
You know, you know, you know, you know
Problems, problems, problems, problems, problems, problems
Dont give me your problems

song performed by Marillion
Added by Lucian Velea
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Return!

RETURN, return! all night my lamp is burning,
All night, like it, my wide eyes watch and burn;
Like it, I fade and pale, when day returning
Bears witness that the absent can return,
Return, return.

Like it, I lessen with a lengthening sadness,
Like it, I burn to waste and waste to burn,
Like it, I spend the golden oil of gladness
To feed the sorrowy signal for return,
Return, return.

Like it, like it, whene'er the east wind sings,
I bend and shake; like it, I quake and yearn,
When Hope's late butterflies, with whispering wings,
Fly in out of the dark, to fall and burn--
Burn in the watchfire of return,
Return, return.

Like it, the very flame whereby I pine
Consumes me to its nature. While I mourn
My soul becomes a better soul than mine,
And from its brightening beacon I discern
My starry love go forth from me, and shine
Across the seas a path for thy return,
Return, return.

Return, return! all night I see it burn,
All night it prays like me, and lifts a twin
Of palmed praying hands that meet and yearn--
Yearn to the impleaded skies for thy return.
Day, like a golden fetter, locks them in,
And wans the light that withers, tho' it burn
As warmly still for thy return;
Still thro' the splendid load uplifts the thin
Pale, paler, palest patience that can learn
Naught but that votive sign for thy return--
That single suppliant sign for thy return,
Return, return.

Return, return! lest haply, love, or e'er
Thou touch the lamp the light have ceased to burn,
And thou, who thro' the window didst discern
The wonted flame, shalt reach the topmost stair
To find no wide eyes watching there,
No wither'd welcome waiting thy return!
A passing ghost, a smoke-wreath in the air,
The flameless ashes, and the soulless urn,
Warm with the famish'd fire that lived to burn--
Burn out its lingering life for thy return,

[...] Read more

poem by Sydney Thompson Dobell
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She Touches A Sad String Of Soft Recall

Return, return! all night my lamp is burning,
All night, like it, my wide eyes watch and burn;
Like it, I fade and pale, when day returning
Bears witness that the absent can return,
Return, return.

Like it, I lessen with a lengthening sadness,
Like it, I burn to waste and waste to burn,
Like it, I spend the golden oil of gladness
To feed the sorrowy signal for return,
Return, return.

Like it, like it, whene'er the east wind sings,
I bend and shake; like it, I quake and yearn,
When Hope's late butterflies, with whispering wings,
Fly in out of the dark, to fall and burn-
Burn in the watchfire of return,
Return, return.

Like it, the very flame whereby I pine
Consumes me to its nature. While I mourn
My soul becomes a better soul than mine,
And from its brightening beacon I discern
My starry love go forth from me, and shine
Across the seas a path for thy return,
Return, return.

Return, return! all night I see it burn,
All night it prays like me, and lifts a twin
Of palmèd praying hands that meet and yearn-
Yearn to the impleaded skies for thy return.
Day, like a golden fetter, locks them in,
And wans the light that withers, tho' it burn
As warmly still for thy return;
Still thro' the splendid load uplifts the thin
Pale, paler, palest patience that can learn
Nought but that votive sign for thy return-
That single suppliant sign for thy return,
Return, return.

Return, return! lest haply, love, or e'er
Thou touch the lamp the light have ceased to burn,
And thou, who thro' the window didst discern
The wonted flame, shalt reach the topmost stair
To find no wide eyes watching there,

[...] Read more

poem by Sydney Thompson Dobell
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Canto the First

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

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

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

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

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

[...] Read more

poem by Byron from Don Juan (1824)
Added by Veronica Serbanoiu
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It Was Never Contemplated

When old ADAM bit the apple,
And thereafter had to grapple
With hard toil to earn his daily bread by sweat,
There's no doubt that he protested
That his 'rights' had been molested,
And he's probably protesting strongly yet:
'When this garden was created
It was never contemplated
It was never in the schedule or the plan
'Twasn't even dimly hinted
That my living would be stinted,
Or that Work would ever be the lot of man.'

But in spite of protestation
ADAM, with his lone relation,
Was evicted in an arbitrary way,
Even though that resolution
Wasn't in the Constitution,
And his children have been grafting to this day.
But poor ADAM'S old contention
Has become a stock convention
'Mid the ADAMS of the nations ever since,
'Mid the shufflers and the shirkers,
Crusted Tory anti-workers,
They whom nought but 'precedent' can e'er convince.

They're the ADAMS of the race; they're the men that clog the pace,
With their backs upon the vanguard and their eyes upon the rear;
Praising loud their point of view, and regarding owt that's new
With a rabid Tory hatred and a vague old-fashioned fear.
They're the men of yester-year loitering all needless here,
And meandering around and 'round in aimless, endless rings.
Ever ready to resent acts without a precedent,
Such as were not contemplated in the ancient scheme of things.
'O, it was not contemplated!'
'Tis the cry of the belated,
The complaint of all the Old Worlds waterlogged;
Tis the trade-mark of the Tory;
'Tis the declaration hoary;
'Tis the protest of the busted and the bogged.
Mark, whenever it is uttered
By the lips of ancients muttered,
There is wisdom lacking here, at any rate
For, when Tories were created
It was never contemplated
That they ever would attempt to contemplate.

There are many things decided,
Quite by precedent unguided.
It was never contemplated, by the way.

[...] Read more

poem by Clarence Michael James Stanislaus Dennis
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Gebir

FIRST BOOK.

I sing the fates of Gebir. He had dwelt
Among those mountain-caverns which retain
His labours yet, vast halls and flowing wells,
Nor have forgotten their old master's name
Though severed from his people here, incensed
By meditating on primeval wrongs,
He blew his battle-horn, at which uprose
Whole nations; here, ten thousand of most might
He called aloud, and soon Charoba saw
His dark helm hover o'er the land of Nile,
What should the virgin do? should royal knees
Bend suppliant, or defenceless hands engage
Men of gigantic force, gigantic arms?
For 'twas reported that nor sword sufficed,
Nor shield immense nor coat of massive mail,
But that upon their towering heads they bore
Each a huge stone, refulgent as the stars.
This told she Dalica, then cried aloud:
'If on your bosom laying down my head
I sobbed away the sorrows of a child,
If I have always, and Heaven knows I have,
Next to a mother's held a nurse's name,
Succour this one distress, recall those days,
Love me, though 'twere because you loved me then.'
But whether confident in magic rites
Or touched with sexual pride to stand implored,
Dalica smiled, then spake: 'Away those fears.
Though stronger than the strongest of his kind,
He falls-on me devolve that charge; he falls.
Rather than fly him, stoop thou to allure;
Nay, journey to his tents: a city stood
Upon that coast, they say, by Sidad built,
Whose father Gad built Gadir; on this ground
Perhaps he sees an ample room for war.
Persuade him to restore the walls himself
In honour of his ancestors, persuade -
But wherefore this advice? young, unespoused,
Charoba want persuasions! and a queen!'
'O Dalica!' the shuddering maid exclaimed,
'Could I encounter that fierce, frightful man?
Could I speak? no, nor sigh!'
'And canst thou reign?'
Cried Dalica; 'yield empire or comply.'
Unfixed though seeming fixed, her eyes downcast,
The wonted buzz and bustle of the court
From far through sculptured galleries met her ear;
Then lifting up her head, the evening sun
Poured a fresh splendour on her burnished throne-

[...] Read more

poem by Walter Savage Landor
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Fundamental Humans

Fundamental Christianity
Fundamental Islam
Fundamental Judaism
Fundamental Buddhism
Fundamental?

What happened to fundamental humans?

Why so many God brokers?

Have humans forgotten how to speak directly to God?

Jihad?
Crusade?
Inquisition?
Forced missionary conversion?
Dogma?
Why have so many innocent people died in the name of God?

Fundamental religion has robbed fundamental humans,
of their sovereignty, freedom and connection to God.

An age nears;

When people awaken to inner truth
Establish a personal relationship with Creator
Restore balance within themselves
Restore balance to Mother Earth
Establish a lasting peace

Indigenous people around the world have been right all along;

“We’re all One”

poem by Ray Lucero
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Problems

I have problems, and you have problems
Let's make problems with our problems
When I'm the problem you're the problem
But we know where the problem for one another

I start my day by any other way
Looking under my bed for the metallic crate
Encrypted with a steel isomorphic key
Projecting documents enveloped with two words

"Today's problems"

When I have no problems I make more problems
To entwine the world with inventive problems
What would we do if we did not have problems?
Neglect our security for hypothesizing new problems

Problems, Problems, Problems

An exegesis of problems
Categorized and productized
In rationale arrangements
Ontologically customized
Parasitically neurological
And involuntarily exercised

I empty the glass and make if full
To furbish the center that never holds
Happiness elixirs baseless catchment
Percolating vertices of inverted orphans

So what's the problem?

poem by Kevin Patrick
Added by Poetry Lover
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The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.

Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.

Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’

METHODOLOGY

The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.

RESULTS

Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.

Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.

We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .

In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.

In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.

Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.

Negative impacts of poverty on education

Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.

Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.

Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.

This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.

It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.

As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.

In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .

In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.

In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.

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poem by Innocent Masina Nkhonyo
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Return running back

Try as hard as you could. But even if you placed “Destiny” in the most enchantingly celestial of paradise; it would inevitably and still return running back; from wherever on this boundless Universe; only to the periphery of the rustically bohemian palms,

Try as hard as you could. But even if you placed “Smile” in the most spell bindingly opulent of paradise; it would inevitably and still return running back; from wherever on this fathomless Universe; only to the peripher of the altruistically compassionate lips,

Try as hard as you could. But even if you placed “Empathy” in the most beautifully unassailable of paradise; it would inevitably and still return running back; from wherever on this limitless Universe; only to the periphery of the synergistically twinkling eye,

Try as hard as you could. But even if you placed “Hunger” in the most magically untainted of paradise; it would inevitably and still return running back; from wherever on this colossal Universe; only to the periphery of the tirelessly impoverished stomach,

Try as hard as you could. But even if you placed “Truth” in the most jubilantly mesmerizing of paradise; it would inevitably and still return running back; from wherever on this gigantic Universe; only to the periphery of the synergistically burgeoning conscience,

Try as hard as you could. But even if you placed “Fantasy” in the most victoriously unfettered of paradise; it would inevitably and still return running back; from wherever on this interminable Universe; only to the periphery of the uninhibitedly gifted brain,

Try as hard as you could. But even if you placed “Humanity” in the most astoundingly sparkling of paradise; it would inevitably and still return running back; from wherever on this unceasing Universe; only to the periphery of the symbiotically enchanting veins,

Try as hard as you could. But even if you placed “Strength” in the most fantastically emollient of paradise; it would inevitably and still return running back; from wherever on this endless Universe; only to the periphery of the blessedly venerated soul,

Try as hard as you could. But even if you placed “Perseverance” in the most fabulously scintillating of paradise; it would inevitably and still return running back; from wherever on this insuperable Universe; only to the periphery of the righteously perspiring armpits,

Try as hard as you could. But even if you placed “Adventure” in the most enthrallingly undying of paradise; it would inevitably and still return running back; from wherever on this poignant Universe; only to the periphery of the nimbly dancing feet,

Try as hard as you could. But even if you placed “Optimism” in the most indisputably pristine paradise; it would inevitably and still return running back; from wherever on this Herculean Universe; only to the periphery of the fearlessly advancing stride,

Try as hard as you could. But even if you placed “Ecstasy” in the most gloriously bewitching of paradise; it would inevitably and still return running back; from wherever on this unlimited Universe; only to the periphery of the intricately nubile skin,

Try as hard as you could. But even if you placed “Melody” in the most amazingly glistening of paradise; it would inevitably and still return running back; from wherever on this unsurpassable Universe; only to the periphery of the wonderfully vivacious throat,

Try as hard as you could. But even if you placed “Artistry” in the most resplendently enigmatic of paradise; it would inevitably and still return running back; from wherever on this unbridled Universe; only to the periphery of the magnetically embellished fingers,

Try as hard as you could. But even if you placed “Sensitivity” in the most adorably effervescent of paradise; it would inevitably and still return running back; from wherever on this ebullient Universe; only to the periphery of the bounteously unimpeachable ears,

Try as hard as you could. But even if you placed “Mystery” in the most vibrantly virile of paradise; it would inevitably and still return running back; from wherever on this unbelievable Universe; only to the periphery of the tranquilly ameliorating shadow,

Try as hard as you could. But even if you placed “Sensuality” in the most iridescently redolent of paradise; it would inevitably and still return running back; from wherever on this interminable Universe; only to the periphery of the eternally fiery nostrils,

Try as hard as you could. But even if you placed “Humility” in the most ubiquitously proliferating of paradise; it would inevitably and still return running back; from wherever on this impregnable Universe; only to the periphery of the harmoniously obeisant neck,

And try as hard as you could. But even if you placed “Love” in the most incredulously bedazzling of paradise; it would inevitably and still return running back; from wherever on this magical Universe; only to the periphery of the immortally throbbing heart….

poem by Nikhil Parekh
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Solomon on the Vanity of the World, A Poem. In Three Books. - Power. Book III.

The Argument

Solomon considers man through the several stages and conditions of life, and concludes, in general, that we are all miserable. He reflects more particularly upon the trouble and uncertainty of greatness and power; gives some instances thereof from Adam down to himself; and still concludes that All Is Vanity. He reasons again upon life, death, and a future being; finds human wisdom too imperfect to resolve his doubts; has recourse to religion; is informed by an angel what shall happen to himself, his family, and his kingdom, till the redemption of Israel; and, upon the whole, resolves to submit his inquiries and anxieties to the will of his Creator.

Come then, my soul: I call thee by that name,
Thou busy thing, from whence I know I am;
For, knowing that I am, I know thou art,
Since that must needs exist which can impart:
But how thou camest to be, or whence thy spring,
For various of thee priests and poets sing.

Hearest thou submissive, but a lowly birth,
Some secret particles of finer earth,
A plain effect which Nature must beget,
As motion orders, and as atoms meet,
Companion of the body's good or ill,
From force of instinct more than choice of will,
Conscious of fear or valour, joy or pain,
As the wild courses of the blood ordain;
Who, as degrees of heat and cold prevail,
In youth dost flourish, and with age shalt fail,
Till, mingled with thy partner's latest breath,
Thou fliest, dissolved in air and lost in death.

Or, if thy great existence would aspire
To causes more sublime, of heavenly fire
Wert thou a spark struck off, a separate ray,
Ordain'd to mingle with terrestrial clay,
With it condemn'd for certain years to dwell,
To grieve its frailties, and its pains to feel,
To teach it good and ill, disgrace or fame,
Pale it with rage, or redden it with shame,
To guide its actions with informing care,
In peace to judge, to conquer in the war;
Render it agile, witty, valiant, sage,
As fits the various course of human age,
Till, as the earthly part decays and falls,
The captive breaks her prison's mouldering walls,
Hovers awhile upon the sad remains,
Which now the pile or sepulchre contains,
And thence, with liberty unbounded, flies,
Impatient to regain her native skies?

Whate'er thou art, where'er ordain'd to go,
(Points which we rather may dispute than know)
Come on, thou little inmate of this breast,
Which for thy sake from passions'l divest
For these, thou say'st, raise all the stormy strife,

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poem by Matthew Prior
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No Return

Im at the point of no return
Im watching the candle burn
Both ends
Theres a lesson we
Both can learn - this time
So if you wanna make my day
Theres something
Youve gotta say
Now please dont laugh
And turn away - this time
I dont wanna make a fuss
But this is the time for us
And I aint gonna miss the buss
This time
No return
So therell be no turning back
Once I know that
Youll be by my side
No return
Maybe youll give me all the love
That you always felt
You had to hide
No return
Ive come a thousand miles
Across the ocean
But that aint half
As far as my emotion
Now Ive reached
The point of no return
While on my way down the avenue
I had to stop for a drink or two
Or three
Now not that I was stalling you
For time
Its just I wanted to feel my best
And I almost passed the test
I need your lovin to do the rest
This time
No return - so please dont ever do
What youve done
So many times before
No return
Because Ive made up my mind
That this time Ill make it
Thru your door
No return - I rode above the clouds
So far below me
But didnt get as high as
When you hold me
Now Ive reached

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song performed by Uriah Heep
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)
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Sigismond And Guiscardo. From Boccace

While Norman Tancred in Salerno reigned,
The title of a gracious Prince he gained;
Till turned a tyrant in his latter days,
He lost the lustre of his former praise,
And from the bright meridian where he stood
Descending dipped his hands in lovers' blood.

This Prince, of Fortune's favour long possessed,
Yet was with one fair daughter only blessed;
And blessed he might have been with her alone,
But oh! how much more happy had he none!
She was his care, his hope, and his delight,
Most in his thought, and ever in his sight:
Next, nay beyond his life, he held her dear;
She lived by him, and now he lived in her.
For this, when ripe for marriage, he delayed
Her nuptial bands, and kept her long a maid,
As envying any else should share a part
Of what was his, and claiming all her heart.
At length, as public decency required,
And all his vassals eagerly desired,
With mind averse, he rather underwent
His people's will than gave his own consent.
So was she torn, as from a lover's side,
And made, almost in his despite, a bride.

Short were her marriage joys; for in the prime
Of youth, her lord expired before his time;
And to her father's court in little space
Restored anew, she held a higher place;
More loved, and more exalted into grace.
This Princess, fresh and young, and fair and wise,
The worshipped idol of her father's eyes,
Did all her sex in every grace exceed,
And had more wit beside than women need.

Youth, health, and ease, and most an amorous mind,
To second nuptials had her thoughts inclined;
And former joys had left a secret string behind.
But, prodigal in every other grant,
Her sire left unsupplied her only want,
And she, betwixt her modesty and pride,
Her wishes, which she could not help, would hide.

Resolved at last to lose no longer time,
And yet to please her self without a crime,
She cast her eyes around the court, to find
A worthy subject suiting to her mind,
To him in holy nuptials to be tied,
A seeming widow, and a secret bride.

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poem by John Dryden
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The Aeneid of Virgil: Book 11

SCARCE had the rosy Morning rais’d her head
Above the waves, and left her wat’ry bed;
The pious chief, whom double cares attend
For his unburied soldiers and his friend,
Yet first to Heav’n perform’d a victor’s vows: 5
He bar’d an ancient oak of all her boughs;
Then on a rising ground the trunk he plac’d,
Which with the spoils of his dead foe he grac’d.
The coat of arms by proud Mezentius worn,
Now on a naked snag in triumph borne, 10
Was hung on high, and glitter’d from afar,
A trophy sacred to the God of War.
Above his arms, fix’d on the leafless wood,
Appear’d his plumy crest, besmear’d with blood:
His brazen buckler on the left was seen; 15
Truncheons of shiver’d lances hung between;
And on the right was placed his corslet, bor’d;
And to the neck was tied his unavailing sword.
A crowd of chiefs inclose the godlike man,
Who thus, conspicuous in the midst, began: 20
“Our toils, my friends, are crown’d with sure success;
The greater part perform’d, achieve the less.
Now follow cheerful to the trembling town;
Press but an entrance, and presume it won.
Fear is no more, for fierce Mezentius lies, 25
As the first fruits of war, a sacrifice.
Turnus shall fall extended on the plain,
And, in this omen, is already slain.
Prepar’d in arms, pursue your happy chance;
That none unwarn’d may plead his ignorance, 30
And I, at Heav’n’s appointed hour, may find
Your warlike ensigns waving in the wind.
Meantime the rites and fun’ral pomps prepare,
Due to your dead companions of the war:
The last respect the living can bestow, 35
To shield their shadows from contempt below.
That conquer’d earth be theirs, for which they fought,
And which for us with their own blood they bought;
But first the corpse of our unhappy friend
To the sad city of Evander send, 40
Who, not inglorious, in his age’s bloom,
Was hurried hence by too severe a doom.”
Thus, weeping while he spoke, he took his way,
Where, new in death, lamented Pallas lay.
Acoetes watch’d the corpse; whose youth deserv’d 45
The father’s trust; and now the son he serv’d
With equal faith, but less auspicious care.
Th’ attendants of the slain his sorrow share.
A troop of Trojans mix’d with these appear,
And mourning matrons with dishevel’d hair. 50

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poem by Publius Vergilius Maro
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