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The income tax is a twentieth-century socialist experiment that has failed. Before the income tax was imposed on us just 80 years ago, government had no claim to our income. Only sales, excise, and tariff taxes were allowed.

quote by Alan Keyes
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The Final Tax

Said Statesman A to Statesman Z:
'What can we tax that is not paying?
We’re taxing every blessed thing—
Here’s what our people are defraying:

'Tariff tax, income tax,
Tax on retail sales,
Club tax, school tax,
Tax on beers and ales,

'City tax, county tax,
Tax on obligations,
War tax. wine tax,
Tax on corporations,

'Brewer tax, sewer tax,
Tax on motor cars,
Bond tax, stock tax,
Tax on liquor bars,

'Bridge tax, check tax,
Tax on drugs and pills,
Gas tax, ticket tax,
Tax on gifts in wills,

'Poll tax, dog tax,
Tax on money loaned,
State tax, road tax,
Tax on all things owned,

'Stamp tax, land tax,
Tax on wedding ring,
High tax, low tax,
Tax on everything!'

Said Statesman A to Statesman Z:
'That is the list, a pretty bevy;
No thing or act that is untaxed;
There’s nothing more on which to levy.'

Said Statesman Z to Statesman A:
'The deficit each moment waxes;
This is no time for us to fail—
We will decree a tax on taxes.'

poem by Ellis Parker Butler
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20 Century Boy

Friends say its fine, friends say its good
Everybody says its just like robin hood
I move like a rat, talk like a cat, sting like a bee
Babe Im gonna be your man
And its plain to see you were meant for me, yeah
Im your toy your twentieth century boy
Friends says its fine, friends says its good
Everybody says its just like robin hood
Fly like a plane, drive like a car, hold out your hand
Babe Im gonna be your man
And its plain to see you were meant for me, yeah
Im your boy your twentieth century toy
Twentieth century boy
I wanna be your toy
Twentieth century boy
I wanna be your toy
Twentieth century boy
I wanna be your toy
Twentieth century boy
I wanna be your toy
Friends say its fine, friends say its good
Everybody says its just like rock n roll
I move like a cat, talk like a rat, sting like a bee
Babe Im gonna be your man
And its plain to see you were meant for me, yeah
Im your toy your twentieth century boy
Twentieth century boy
I wanna be your toy
Twentieth century boy
I wanna be your toy
Twentieth century boy
I wanna be your toy
Twentieth century boy
I wanna be your toy

song performed by Placebo
Added by Lucian Velea
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Twentieth Century

Oh, the Twentieth Century wasn't all that bad
It was a time like no one else has ever had
We learned to drive, we learned to fly
We sent a man into the sky
When he walked on the moon, we were so glad
Yeah, the Twentieth Century wasn't all that bad
Yeah, the Twentieth Century was quite a ride
We had to learn to see the other side
We had demonstrations and liberations
Great depressions and good vibrations
And doors that once were closed were opened wide
Oh, the Twentieth Century was quite a ride
We had movin' pictures and radio
And Broadway, country, rock and roll
In 1900, who'd a bet we'd all be surfing on the internet
Yeah, the Twentieth Century was a heck of a show
We all had our fifteen minutes, don't you know
Assembly lines, celebrities,
the spotlight shined on you and me
And everybody got a standin' O
Yeah, the Twentieth Century was a heck of a show
From blocks of ice to air condition
Telegraph to television
In 1900, who'd a known we all wind up
with pocket phones
The Twentieth Century wasn't all that long
Just a hundred years has come and gone
We can't go back even if we try
So I'll just smile and wave goodbye
To see it leavin' makes me kinda sad
It was a time like no one else has ever had
Oh, the Twentieth Century wasn't all that bad
The Twentieth Century
Bye-bye
The Twentieth Century
Goodbye

song performed by Alabama
Added by Lucian Velea
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I Should Be Allowed To Think

I saw the best minds of my generation
Destroyed by madness, starving, hysterical
I should be allowed to glue my poster
I should be allowed to think
I should be allowed to glue my poster
I should be allowed to think
I should be allowed to think
I should be allowed to think
And I should be allowed to blurt the merest idea
If by random whim, one occurs to me
If necessary, leave paper stains on the grey utility pole
I saw the worst bands of my generation
Applied by magic marker to dry wall
I should be allowed to shoot my mouth off
I should have a call in show
I should be allowed to glue my poster
I should be allowed to think
I should be allowed to think
I should be allowed to think
And I should be allowed to blurt the merest idea
If by random whim, one occurs to me
If necessary, leave paper stains on the grey utility pole
I am not allowed
To ever come up with a single original thought
I am not allowed
To meet the criminal government agent who oppresses me
I was the worst hope of my generation
Destroyed by madness, starving, hysterical
I should be allowed to share my feelings
I should be allowed to feel
I should be allowed to glue my poster
I should be allowed to think
I should be allowed to think
I should be allowed to think
And I should be allowed to blurt the merest idea
If by random whim one occurs to me
But sadly, this can never be
I am not allowed to think
I am not allowed to think
I am not allowed to think (I am not allowed to think)
I am not allowed to think (I am not allowed to think)
I am not allowed to think (I am not allowed to think)
I am not allowed to think (I am not allowed to think)

song performed by They Might Be Giants
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Twentieth Century Fox

Well, shes fashionably lean, and shes fashionably late
Shell never wreck a scene, shell never break a date
But shes no drag, just watch the way she walks
Shes a twentieth century fox, shes a twentieth century fox
No tears, no fears, no ruined years, no clocks
Shes a twentieth century fox, oh yeah
Shes the queen of cool, and shes the lady who waits
Sent to manless school, it never hesitates
She wont waste time, on elementary talk
cause shes a twentieth century fox, shes a twentieth century fox
Got the world locked up, inside a plastic box
Shes a twentieth century fox, oh yeah
Twentieth century fox, oh yeah
Twentieth century fox
Shes a twentieth century fox

song performed by Doors
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Twentieth Century Fox

Written by The Doors
Well, she's fashionably lean
Hey and she's fashionably late
She'll never gonna wreck a scene
She'll never break a date
But now she's no drag
Just watch the way that she walks
She's a twentieth century fox
She's a twentieth century fox
She's got world, she's got the world
All locked up inside a plastic box
She's a twentieth century fox, oh yeah
She's the queen of cool
And she's the lady who waits
Sent to manless school
She never gonna hesitate
Well know she don't waste her time
On all this elementary talk
She's a twentieth century fox
She's a twentieth century fox
She got the world, babe,
Now she got this world
She got it all locked up
Inside some kind of plastic plastic box
She's a Twentieth century fox, oh yeah
She's a Twentieth century fox, oh yeah
She's a Twentieth century fox, oh yeah
She's a Twentieth century fox

song performed by John Mellencamp
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20th Century Man

This is the age of machinery,
A mechanical nightmare,
The wonderful world of technology,
Napalm hydrogen bombs biological warfare,
This is the twentieth century,
But too much aggravation
Its the age of insanity,
What has become of the green pleasant fields of jerusalem.
Aint got no ambition, Im just disillusioned
Im a twentieth century man but I dont wanna be here.
My mama said she cant understand me
She cant see my motivation
Just give me some security,
Im a paranoid schizoid product of the twentieth century.
You keep all your smart modern writers
Give me william shakespeare
You keep all your smart modern painters
Ill take rembrandt, titian, da vinci and gainsborough,
Girl we gotta get out of here
We gotta find a solution
Im a twentieth century man but I dont want to die here.
I was born in a welfare state
Ruled by bureaucracy
Controlled by civil servants
And people dressed in grey
Got no privacy got no liberty
Cos the twentieth century people
Took it all away from me.
Dont wanna get myself shot down
By some trigger happy policeman,
Gotta keep a hold on my sanity
Im a twentieth century man but I dont wanna die here.
My mama says she cant understand me
She cant see my motivation
Aint got no security,
Im a twentieth century man but I dont wanna be here.
This is the twentieth century
But too much aggravation
This is the edge of insanity
Im a twentieth century man but I dont wanna be here.

song performed by Kinks
Added by Lucian Velea
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Twentieth Century Fox

She claims we travel in a rollin' jet
But in fact she arrived on a blue Corvette
She almost dares to plush your tail
Loves her daddy's cash 'cause it spends so well
Just watch the way she walks, she's got a double [wild] figure
Watch her body talk
Chorus:
She's a twentieth century fox, oh watch her walk
She's a twentieth century fox, talk that talk
She got designer jeans, so tight 'n blue
Regardin' the sweat when she looks at you
She loves lights, cameras and action
To the boys on the set, she's the star attraction
Just watch the way she walks, she's got it all up front
Just watch her body talk
(chorus)
(Solo)
(Talk that talk, ooh)
She got designer jeans, so tight 'n blue
Regardin' the sweat when she looks at you
She loves lights, cameras and action
To the boys on the set, she's the star attraction
Just watch the way she walks, she's got a double [wild] figure
Just watch her body talk
(chorus)
She's a twentieth century fox, oh watch her walk, watch her walk
She's a twentieth century fox, talk that talk
(Walk that walk, talk that talk)
Twentieth century fox, she's a twentieth century fox
Twentieth century fox, twentieth century fox... (to fade

song performed by 38 Special
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Last Instructions to a Painter

After two sittings, now our Lady State
To end her picture does the third time wait.
But ere thou fall'st to work, first, Painter, see
If't ben't too slight grown or too hard for thee.
Canst thou paint without colors? Then 'tis right:
For so we too without a fleet can fight.
Or canst thou daub a signpost, and that ill?
'Twill suit our great debauch and little skill.
Or hast thou marked how antic masters limn
The aly-roof with snuff of candle dim,
Sketching in shady smoke prodigious tools?
'Twill serve this race of drunkards, pimps and fools.
But if to match our crimes thy skill presumes,
As th' Indians, draw our luxury in plumes.
Or if to score out our compendious fame,
With Hooke, then, through the microscope take aim,
Where, like the new Comptroller, all men laugh
To see a tall louse brandish the white staff.
Else shalt thou oft thy guiltless pencil curse,
Stamp on thy palette, not perhaps the worse.
The painter so, long having vexed his cloth--
Of his hound's mouth to feign the raging froth--
His desperate pencil at the work did dart:
His anger reached that rage which passed his art;
Chance finished that which art could but begin,
And he sat smiling how his dog did grin.
So mayst thou pérfect by a lucky blow
What all thy softest touches cannot do.

Paint then St Albans full of soup and gold,
The new court's pattern, stallion of the old.
Him neither wit nor courage did exalt,
But Fortune chose him for her pleasure salt.
Paint him with drayman's shoulders, butcher's mien,
Membered like mules, with elephantine chine.
Well he the title of St Albans bore,
For Bacon never studied nature more.
But age, allayed now that youthful heat,
Fits him in France to play at cards and treat.
Draw no commission lest the court should lie,
That, disavowing treaty, asks supply.
He needs no seal but to St James's lease,
Whose breeches wear the instrument of peace;
Who, if the French dispute his power, from thence
Can straight produce them a plenipotence..
Nor fears he the Most Christian should trepan
Two saints at once, St Germain, St Alban,
But thought the Golden Age was now restored,
When men and women took each other's word.

[...] Read more

poem by Andrew Marvell
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In The 21st Century

When the river runs dry, what will we say
Na na na na na na na na hey hey
In the 21st century
Oh when the river runs dry, what will we do
Na na na na na na na na oh-hoo
In the 21st century
When the river runs dry, what will we wear
Na na na na na na na na where?
To the 21st century
Now some people sing, some people say
Na na na na na na na na hey hey
Get up off your knees and pray
Pray that the earth dont tire, of the way that were puttin her down
Hope that the universe dont say Im still expanding but your time is up
Some people sing, some people sigh
Na na na na na na na na why?
Why cant we live in peace
Some people sing, some people say
Na na na na na na na na hey hey
In the 21st century
Hope that the earth dont tire, of the way that were puttin her down
Hope the universe dont say - stop spinning around
Hope the world dont say that weve got no place to go
Hope the universe dont say Ill be expanding for a while, you? no!
In the 21st century
In the 21st century
In the 21st century
In the 21st century
In the 21st century
21st century
21st century
21st century
21st century
21st century
In the 21st century
21st century
When the river runs dry, what will we say
Na na na na na na na na hey hey
21st century
The 21st century
The 21st century
The 21st century
Oh when the river runs dry, what will we do
Na na na na na na na na oh-hoo

song performed by Men Without Hats
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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:

[...] Read more

poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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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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A Real Motorcycle

Unspeakable. The word that fills up the
poem, that the head
tries to excise.
At 6 a.m., the wet lion. Its sewn plush face
on the porch rail in the rain.
Heavy rains later, & maybe a thunderstorm.
12 or 13 degrees.

Inside: an iris, candle, poster of the
many-breasted Artemis in a stone hat
from Anatolia

A little pedal steel guitar

A photograph of her at a table by the sea,
her shoulder blocked by the red geranium.
The sea tho invisible can be smelled by the casual watcher
Incredible salt air
in my throat when I see her.

'Suddenly you discover that you'll spend your entire life
in disorder; it's all that you have; you must learn to live
with it.'

2

Four tanks, & the human white-shirted body
stopped on June 5 in Place Tian an Men.

Or 'a red pullover K-Way.' There is not much time left
to say these things. The urgency of that,

desire that dogged the body all winter
& has scarcely left,
now awaits the lilacs, their small white bunches.
Gaily.
As if their posies will light up
the curious old intentional bruise.

Adjective, adjective, adjective, noun!

3

Or just, lilac moon.

What we must, & cannot, excise from the head.
Her hand holding, oh, The New Path to the Waterfall?
Or the time I walked in too quickly, looked up
at her shirtless, grinning.
Pulling her down into the front of me, silly!

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poem by Erin Mouré
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The Hind And The Panther, A Poem In Three Parts : Part III.

Much malice, mingled with a little wit,
Perhaps may censure this mysterious writ;
Because the muse has peopled Caledon
With panthers, bears, and wolves, and beasts unknown,
As if we were not stocked with monsters of our own.
Let Æsop answer, who has set to view
Such kinds as Greece and Phrygia never knew;
And Mother Hubbard, in her homely dress,
Has sharply blamed a British lioness;
That queen, whose feast the factious rabble keep,
Exposed obscenely naked, and asleep.
Led by those great examples, may not I
The wonted organs of their words supply?
If men transact like brutes, 'tis equal then
For brutes to claim the privilege of men.
Others our Hind of folly will indite,
To entertain a dangerous guest by night.
Let those remember, that she cannot die,
Till rolling time is lost in round eternity;
Nor need she fear the Panther, though untamed,
Because the Lion's peace was now proclaimed;
The wary savage would not give offence,
To forfeit the protection of her prince;
But watched the time her vengeance to complete,
When all her furry sons in frequent senate met;
Meanwhile she quenched her fury at the flood,
And with a lenten salad cooled her blood.
Their commons, though but coarse, were nothing scant,
Nor did their minds an equal banquet want.
For now the Hind, whose noble nature strove
To express her plain simplicity of love,
Did all the honours of her house so well,
No sharp debates disturbed the friendly meal.
She turned the talk, avoiding that extreme,
To common dangers past, a sadly-pleasing theme;
Remembering every storm which tossed the state,
When both were objects of the public hate,
And dropt a tear betwixt for her own children's fate.
Nor failed she then a full review to make
Of what the Panther suffered for her sake;
Her lost esteem, her truth, her loyal care,
Her faith unshaken to an exiled heir,
Her strength to endure, her courage to defy,
Her choice of honourable infamy.
On these, prolixly thankful, she enlarged;
Then with acknowledgments herself she charged;
For friendship, of itself an holy tie,
Is made more sacred by adversity.
Now should they part, malicious tongues would say,
They met like chance companions on the way,

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poem by John Dryden
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Am I Allowed

Am I allowed
To wish not to breathe?
Am I allowed
To skip over tomorrow?
And,
Am I allowed
Not to believe,
Who it is that speaks.
Or,
Whom everybody follows?

Am I allowed
To want my own needs?
Am I allowed
Not to beg or borrow.
Am I allowed
Not to be deceived,
By who those that I know
Are low, lazy and shallow?

Am I allowed
My own company?
Am I allowed
To float or row my boat?
And,
Am I allowed
To see what I see,
Who it is that show
Not which way to go?

Am I allowed
To want my own needs?
Am I allowed
Not to beg or borrow.
Am I allowed
Not to be deceived,
By who those that I know
Are low, lazy and shallow?

Am I allowed
My own company?
Am I allowed
To float or row my boat?
And,
Am I allowed
To see what I see,
Who it is that show
Not which way to go?

Am I allowed

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poem by Lawrence S. Pertillar
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Taxed

Taxed in our groceries and taxed in our pay
The taxman keeps taking from us every day
But of heavy taxes the bureaucrats he spare
Tax every battler not the billionaire.

Who says that everything in life is fair
The wealthy of tax never pay their fair share
The wealthy getting wealthier with advantage on their side
And the gap getting wider in the social divide.

More taxes on petrol and more taxes on beer
Of taxes and more taxes is all that we hear
Taxed in our electricity bills and taxed by our bank
For some of our poverty the tax man we can thank.

Taxes even on the water that we drink
Soon they will tax us on the thoughts we think
We are burdened by taxes it does seem to me
And it's thanks to the tax man for our poverty.

poem by Francis Duggan
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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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Tax the Love

Oh Politicians!
you are now thinking to levy “Flush Tax”,
In future, you may tax even our earwax…

Instead,
Tax those, who fall in love
Tax those, who fall out of love
Tax those, who search for love
Tax those, who crave for love
Tax those, who love to love
Tax those, who hate to love
Tax those, who glorify the love
Tax those, who vilify the love
Tax those, who read about love
Tax those, who write about love
Tax those, who comment about love

And your coffers will be
overflowed with dough
In a one go...

For,
It is not the elusive dark matter that keeps
universe falling apart,
But the mysterious love that
stays in every human’s heart.

So,
Tax the love
fill your trove.

poem by Hitesh Sheth (2009)
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Eighth Book

ONE eve it happened when I sate alone,
Alone upon the terrace of my tower,
A book upon my knees, to counterfeit
The reading that I never read at all,
While Marian, in the garden down below,
Knelt by the fountain (I could just hear thrill
The drowsy silence of the exhausted day)
And peeled a new fig from that purple heap
In the grass beside her,–turning out the red
To feed her eager child, who sucked at it
With vehement lips across a gap of air
As he stood opposite, face and curls a-flame
With that last sun-ray, crying, 'give me, give,'
And stamping with imperious baby-feet,
(We're all born princes)–something startled me,–
The laugh of sad and innocent souls, that breaks
Abruptly, as if frightened at itself;
'Twas Marian laughed. I saw her glance above
In sudden shame that I should hear her laugh,
And straightway dropped my eyes upon my book,
And knew, the first time, 'twas Boccaccio's tales,
The Falcon's,–of the lover who for love
Destroyed the best that loved him. Some of us
Do it still, and then we sit and laugh no more.
Laugh you, sweet Marian! you've the right to laugh,
Since God himself is for you, and a child!
For me there's somewhat less,–and so, I sigh.

The heavens were making room to hold the night,
The sevenfold heavens unfolding all their gates
To let the stars out slowly (prophesied
In close-approaching advent, not discerned),
While still the cue-owls from the cypresses
Of the Poggio called and counted every pulse
Of the skyey palpitation. Gradually
The purple and transparent shadows slow
Had filled up the whole valley to the brim,
And flooded all the city, which you saw
As some drowned city in some enchanted sea,
Cut off from nature,–drawing you who gaze,
With passionate desire, to leap and plunge,
And find a sea-king with a voice of waves,
And treacherous soft eyes, and slippery locks
You cannot kiss but you shall bring away
Their salt upon your lips. The duomo-bell
Strikes ten, as if it struck ten fathoms down,
So deep; and fifty churches answer it
The same, with fifty various instances.
Some gaslights tremble along squares and streets
The Pitti's palace-front is drawn in fire:

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poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
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Paying Taxes

Done-with-a-minimum.
Donewithaminimum.
Done -with-a-minimum.
Donewithaminimum.

The rich pay...
Donewithaminimum, donewithaminimum, donewithaminimum.
And some say...
With lifestyles out of reach.

They've got 'moolay'...
Donewithaminimum, donewithaminimum, donewithaminimum.
And you and I will not be relieved from paying taxes.

The rich pay...
Donewithaminimum, donewithaminimum, donewithaminimum.
And some say...
With lifestyles out of reach.

They've got 'moolay'...
Donewithaminimum, donewithaminimum, donewithaminimum.
And you and I will not be relieved from paying taxes.

The money,
The rich have...
Flows nonstop!
Pootoo-poo-too-too-toot!
Pootoo-poo-too-too-toot!

The money,
The rich have...
Many aint got!
Pootoo-poo-too-too-toot!
Pootoo-poo-too-too-toot!

And those poor have paved the way,
For the snobs and snots.
It's clear who are the 'haves' and those 'have nots'.

Oh...
Done-with-a-minimum.
Do newithaminimum.
Done-with-a-minimum.
Donewi thaminimum.

The rich pay...
Donewithaminimum, donewithaminimum, donewithaminimum.
And some say...
With lifestyles out of reach.

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poem by Lawrence S. Pertillar
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