Gold and silver, like other commodities, have an intrinsic value, which is not arbitrary, but is dependent on their scarcity, the quantity of labour bestowed in procuring them, and the value of the capital employed in the mines which produce them.
quote by David Ricardo
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Related quotes
The Golden Age
Long ere the Muse the strenuous chords had swept,
And the first lay as yet in silence slept,
A Time there was which since has stirred the lyre
To notes of wail and accents warm with fire;
Moved the soft Mantuan to his silvery strain,
And him who sobbed in pentametric pain;
To which the World, waxed desolate and old,
Fondly reverts, and calls the Age of Gold.
Then, without toil, by vale and mountain side,
Men found their few and simple wants supplied;
Plenty, like dew, dropped subtle from the air,
And Earth's fair gifts rose prodigal as prayer.
Love, with no charms except its own to lure,
Was swiftly answered by a love as pure.
No need for wealth; each glittering fruit and flower,
Each star, each streamlet, made the maiden's dower.
Far in the future lurked maternal throes,
And children blossomed painless as the rose.
No harrowing question `why,' no torturing `how,'
Bent the lithe frame or knit the youthful brow.
The growing mind had naught to seek or shun;
Like the plump fig it ripened in the sun.
From dawn to dark Man's life was steeped in joy,
And the gray sire was happy as the boy.
Nature with Man yet waged no troublous strife,
And Death was almost easier than Life.
Safe on its native mountains throve the oak,
Nor ever groaned 'neath greed's relentless stroke.
No fear of loss, no restlessness for more,
Drove the poor mariner from shore to shore.
No distant mines, by penury divined,
Made him the sport of fickle wave or wind.
Rich for secure, he checked each wish to roam,
And hugged the safe felicity of home.
Those days are long gone by; but who shall say
Why, like a dream, passed Saturn's Reign away?
Over its rise, its ruin, hangs a veil,
And naught remains except a Golden Tale.
Whether 'twas sin or hazard that dissolved
That happy scheme by kindly Gods evolved;
Whether Man fell by lucklessness or pride,-
Let jarring sects, and not the Muse, decide.
But when that cruel Fiat smote the earth,
Primeval Joy was poisoned at its birth.
In sorrow stole the infant from the womb,
The agëd crept in sorrow to the tomb.
The ground, so bounteous once, refused to bear
More than was wrung by sower, seed, and share.
[...] Read more
poem by Alfred Austin
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One-Eighty By Summer
Come on just say it,
You need me like a bad habit,
One that leaves you defenseless, dependent, and alone.
Come on just say it (Are you afraid to),
You need me like a bad habit (Say what you want to, tell me you want to),
One that leaves you defenseless, dependent, and alone (Are you afraid to say what you want to, tell me you want to).
Well I hold my tongue use it to assess,
The damage from way back when it mattered,
But nothing seems important anymore,
Were just protecting ourselves from our self,
And I dont think Ill ever come back down (I dont think Ill ever come back down),
I dont think Ill ever come back down (I dont think Ill ever come back down),
I dont think Ill ever come back down (I dont think Ill ever come back),
I dont think Ill ever come back
Are you ashamed to say what you want to tell me you want to.
Are you ashamed to say what you want to tell me you want to.
(Come on just say it) Are you ashamed to (Come on just say it) say what you want to tell me you want to.
(Come on just say it) Are you ashamed to (Come on just say it) say what you want to tell me you want to.
Im making the difference,
It just seems pointless,
Well Ill be obvious,
Thats got out of focus,
Why cant you just be happy,
Why cant you just be happy.
And I dont think Ill ever come back down (I dont think Ill ever come back down),
I dont think Ill ever come back down (I dont think Ill ever come back down),
I dont think Ill ever come back down (I dont think Ill ever come back),
I dont think Ill ever come back...
(Just come back {over and over, about 15 times})
Just come on just say it,
Come on just say it,
Well Ill just say it,
Ill just say it,
I need you defenseless, dependent and alone.
(Just come back {over and over, about 9 times})
She says live up to your first impression,
Well my best side was your worst invention,
In case you live without the intention,
In case you live without the intention.
(Just come back {over and over, about 8 times})
She says live up to your first impression,
Well my best side was your worst invention,
In case you live without the intention,
In case you live without the intention.
She says live up to your first impression (Come on, just say it),
Well my best side was your worst invention (Come on, just say it),
Why cant you live without the intention (I need you defenseless, dependent),
Why cant you love without the intention (alone).
She says live up to your first impression (I just say it),
Well my best side was your worst invention (I just say it),
[...] Read more
song performed by Taking Back Sunday
Added by Lucian Velea
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The Golden Whales Of California
Part I.A Short Walk Along the Coast
Yes, I have walked in California,
And the rivers there are blue and white.
Thunderclouds of grapes hang on the mountains.
Bears in the meadows pitch and fight.
(Limber, double- jointed lords of fate,
Proud native sons of the Golden Gate.)
And flowers burst like bombs in California,
Exploding on tomb and tower.
And the panther-cats chase the red rabbits,
Scatter their young blood every hour.
And the cattle on the hills of California
And the very swine in the holes
Have ears of silk and velvet
And tusks like long white poles.
And the very swine, big hearted,
Walk with pride to their doom
For they feed on the sacred raisins
Where the great black agates loom.
Goshawfuls are Burbanked with the grizzly bears.
At midnight their children come clanking up the stairs.
They wriggle up the canyons,
Nose into the caves,
And swallow the papooses and the Indian braves.
The trees climb so high the crows are dizzy
Flying to their nests at the top.
While the jazz-birds screech, and storm the brazen beach
And the sea-stars turn flip flop.
The solid Golden Gate soars up to Heaven.
Perfumed cataracts are hurled
From the zones of silver snow
To the ripening rye below,
To the land of the lemon and the nut
And the biggest ocean in the world.
While the Native Sons, like lords tremendous
Lift up their heads with chants sublime,
And the band-stands sound the trombone, the saxophone and xylophone
And the whales roar in perfect tune and time.
And the chanting of the whales of California
I have set my heart upon.
It is sometimes a play by Belasco,
Sometimes a tale of Prester John.
Part II.The Chanting of the Whales
North to the Pole, south to the Pole
The whales of California wallow and roll.
[...] Read more
poem by Vachel Lindsay
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Silver And Gold
Silver, silver and gold
Silver and gold, silver and gold
Ev'ryone wishes for silver and gold
How do you measure its worth?
Just by the pleasure it gives here on earth.
Silver and gold, silver and gold
Mean so much more when I see
Silver and gold decorations
On ev'ry Christmas tree.
Silver, silver and gold
Silver, silver and gold
Silver and gold
Silver and gold
Silver and gold
Wise men brought gifts to the mange I'm told
Mary was humble to see
Shepherds and kings there on bended knees
It's silver and gold, silver and gold
Feeling the world with their lives
Silver and gold how they shimmer on ev'ry Christmas night
On ev'ry Christmas night
Silver, silver and gold
song performed by Vanessa Williams
Added by Lucian Velea
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Silver & Gold
Words and Music by Johnny Marks.
Silver, silver and gold
Silver and gold, silver and gold
Ev'ryone wishes for silver and gold
How do you measure its worth?
Just by the pleasure it gives here on earth.
Silver and gold, silver and gold
Mean so much more when I see
Silver and gold decorations
On ev'ry Christmas tree.
Silver, silver and gold
Silver, silver and gold
Silver and gold
Silver and gold
Silver and gold
Wise men brought gifts to the mange I'm told
Mary was humble to see
Shepherds and kings there on bended knees
It's silver and gold, silver and gold
Feeling the world with their lives
Silver and gold how they shimmer on ev'ry Christmas night
On ev'ry Christmas night
Silver, silver and gold
song performed by Vanessa Williams
Added by Lucian Velea
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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.
[...] Read more
poem by Sir Francis Bacon
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A Voice From The Factories
WHEN fallen man from Paradise was driven,
Forth to a world of labour, death, and care;
Still, of his native Eden, bounteous Heaven
Resolved one brief memorial to spare,
And gave his offspring an imperfect share
Of that lost happiness, amid decay;
Making their first approach to life seem fair,
And giving, for the Eden past away,
CHILDHOOD, the weary life's long happy holyday.
II.
Sacred to heavenly peace, those years remain!
And when with clouds their dawn is overcast,
Unnatural seem the sorrow and the pain
(Which rosy joy flies forth to banish fast,
Because that season's sadness may not last).
Light is their grief! a word of fondness cheers
The unhaunted heart; the shadow glideth past;
Unknown to them the weight of boding fears,
And soft as dew on flowers their bright, ungrieving tears.
III.
See the Stage-Wonder (taught to earn its bread
By the exertion of an infant skill),
Forsake the wholesome slumbers of its bed,
And mime, obedient to the public will.
Where is the heart so cold that does not thrill
With a vexatious sympathy, to see
That child prepare to play its part, and still
With simulated airs of gaiety
Rise to the dangerous rope, and bend the supple knee?
IV.
Painted and spangled, trembling there it stands,
Glances below for friend or father's face,
Then lifts its small round arms and feeble hands
With the taught movements of an artist's grace:
Leaves its uncertain gilded resting-place--
Springs lightly as the elastic cord gives way--
And runs along with scarce perceptible pace--
Like a bright bird upon a waving spray,
Fluttering and sinking still, whene'er the branches play.
V.
Now watch! a joyless and distorted smile
Its innocent lips assume; (the dancer's leer!)
Conquering its terror for a little while:
Then lets the TRUTH OF INFANCY appear,
And with a stare of numbed and childish fear
Looks sadly towards the audience come to gaze
[...] Read more
poem by Caroline Elizabeth Sarah Norton
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Silver Heels
Written by bob welch.
She came in like a hurricane
Wearing boots and diamond rings
With a fox fur on her shoulder
She set wondering
And I could tell she was feeling abandoned
Because she flashed a look across my way
She said hop for a ride
Youll never ask me but Ill tell you anyway
She took me out on the blackboard jungle
Put me straight in a hurricane
She hypnotized my eyes with her silver heeled ways
If I could sing like paul mccartney, or get funky like etta james
Id never change, Id never change, Id never change silver heeled ways
She came in and her flags were flying
She was a sailboat of sweet perfume
And I could see that her eyes were smiling
From across the room
Well I couldnt think of conversation
I was busy looking at her furs
She said hey, youll never ask me
So I guess Ill say the word
She took me out on the blackboard jungle
Put me straight in a hurricane
She hypnotized my eyes with her silver heeled ways
If I could sing like paul mccartney, and funky like etta james
Id never change, Id never change, no Id never change silver heeled ways
(silver, silver heels) thats what I mean
(silver) whoo talking bout silver (silver heels)
(silver) alright (silver heels)
Im talkin bout silver (silver) silver heels (silver)
She took me out on the blackboard jungle
Put me straight in a hurricane
She hypnotized my eyes with her silver heeled ways
If I could sing like paul mccartney, and funky like etta james
Id never change, no Id never change her, Id never change silver heeled ways
(silver) oooh silver heels
(silver) talkin bout silver heels
(silver) silver heels
(silver) thats what I mean...
song performed by Fleetwood Mac
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I Discover The World In India
red vermillion streaked hair
a red wattled lapwing
orange, same time each day, sunrises and sunsets
yellow and black taxi colours, yellow temple flags, bright yellow confectionery shops, yellow bright fragrant perfume shops
green lush city pot plants, green lush country side
light blue warm skies, light blue cool cabs
indigo blue dupattas, turbans
navy blue trains, absence of starchy navy blue suits
sexy, pink, curved, massive majestic palaces, pink film posters
gold and glass chhum chhummy bangles
one purple TV happily watched by hundreds of labourers, purple crow sounds
gold chhum chhummy payals
white nehru jackets, pyjamas and kurtas, white cracking paint on grand old victorian buildings, white floor seating
_______
I discover
white clear eyes, white teeth behind white greetings
gold namastes
purple glee at fairs, purple glee when trying new technology and at receiving smallest of gifts
gold helping hands
many pink smiles
navy blue restful sleep on pavements, on roof terraces
indigo blue uniforms on giving railway porters
light blue singing on pavements, in big halls
limitless sincere green hospitality
endless yellow courtesy and welcomes
orange early morning school uniforms and school bags
an orange headed minla
red eyed hard working farmers and labourers
_______
the world
red rose petals in idol garlands, red rose petals at feet of idols
orange marigolds and sadhus, orange sacred cows
yellow rose petals in idol garlands, at feet of idols
a yellow eurasian golden eriole
green mango leaf awnings at entrances
light blue shiny clothes for deities, light blue ganges, light blue yamuna, light blue ceremonies
indigo blue in ancient temple and church paintings, indigo blue in contemporary art , indigo blue art and artists everywhere
navy blue backdropp in Shree Nathji's haveli
pink garlands on shiv lings, pink stained rice in flower formations on pooja tables
gold crowns for goddesses and gods
purple checks on worship lungis
gold ornaments on idols in gold temples, gold borders on worship saris
white churches, brahmins clad in white, stirring orators in white, ancient white stone sculptures and carvings
_____
in India
white barfi, white lassi, white raw and crunchy radishes
gold basundi, gold masala dosas, gold pani puris
[...] Read more
poem by Bhupen Thakker
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The Third Monarchy, being the Grecian, beginning under Alexander the Great in the 112. Olympiad.
Great Alexander was wise Philips son,
He to Amyntas, Kings of Macedon;
The cruel proud Olympias was his Mother,
She to Epirus warlike King was daughter.
This Prince (his father by Pausanias slain)
The twenty first of's age began to reign.
Great were the Gifts of nature which he had,
His education much to those did adde:
By art and nature both he was made fit,
To 'complish that which long before was writ.
The very day of his Nativity
To ground was burnt Dianaes Temple high:
An Omen to their near approaching woe,
Whose glory to the earth this king did throw.
His Rule to Greece he scorn'd should be confin'd,
The Universe scarce bound his proud vast mind.
This is the He-Goat which from Grecia came,
That ran in Choler on the Persian Ram,
That brake his horns, that threw him on the ground
To save him from his might no man was found:
Philip on this great Conquest had an eye,
But death did terminate those thoughts so high.
The Greeks had chose him Captain General,
Which honour to his Son did now befall.
(For as Worlds Monarch now we speak not on,
But as the King of little Macedon)
Restless both day and night his heart then was,
His high resolves which way to bring to pass;
Yet for a while in Greece is forc'd to stay,
Which makes each moment seem more then a day.
Thebes and stiff Athens both 'gainst him rebel,
Their mutinies by valour doth he quell.
This done against both right and natures Laws,
His kinsmen put to death, who gave no cause;
That no rebellion in in his absence be,
Nor making Title unto Sovereignty.
And all whom he suspects or fears will climbe,
Now taste of death least they deserv'd in time,
Nor wonder is t if he in blood begin,
For Cruelty was his parental sin,
Thus eased now of troubles and of fears,
Next spring his course to Asia he steers;
Leavs Sage Antipater, at home to sway,
And through the Hellispont his Ships made way.
Coming to Land, his dart on shore he throws,
Then with alacrity he after goes;
And with a bount'ous heart and courage brave,
His little wealth among his Souldiers gave.
And being ask'd what for himself was left,
Reply'd, enough, sith only hope he kept.
[...] Read more
poem by Anne Bradstreet
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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.
[...] Read more
poem by Innocent Masina Nkhonyo
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A Pearls Worth
Silver pearls fall down her skin
She knows she must do it for she can't stay strong
For all she has to do is count to ten
She knows he's always wrong
Silver pearls fall down her face
In the dead of night, it is so dark
She stands in the room with fear, with hate
In her soul the pain he gave has left its mark
Silver pearls fall on the barrel
As she holds the gun in her hands
For long before this night their love grew stale
And oh how she thinks it is easy to hold life and death in her hands
Silver pearls fall over bruises, the pain
She bites her lip as she counts one... two
In her heart he's left the stain
She looks at his still body three... four
Silver pearls fall as she moves her hands
She walks to his side
In front of his face she stands
As her mind starts the chant 'he lied'
Silver pearls fall five... six
She holds the barrel to his head
Seven... Eight... she moves her feet just to stall
She knows it won't matter for she is already dead
Silver pearls shade her eyes
Nine... she counts on
her mind filled with his lies
Ten... her finger tightens as he opens his eyes
Silver pearls fall as she pulls the trigger, pulls the string
His eyes wonder, as he fades
His mouth moves, and she remembers the thing
Now she only see dark shades
Silver pearls fall as he leaves her, as she turns
Her daughter stands at the door at only six
Her hand turns
Her eyes search through the young girls eyes
Silver pearls fall as she mouths her last breath
The trigger is pulled as she sinks to her knees
The girls screams fill her mind, for she feels the hand of death
And only now she sees
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poem by Bethany Maxwell
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The Recluse - Book First
HOME AT GRASMERE
ONCE to the verge of yon steep barrier came
A roving school-boy; what the adventurer's age
Hath now escaped his memory--but the hour,
One of a golden summer holiday,
He well remembers, though the year be gone--
Alone and devious from afar he came;
And, with a sudden influx overpowered
At sight of this seclusion, he forgot
His haste, for hasty had his footsteps been
As boyish his pursuits; and sighing said,
'What happy fortune were it here to live!
And, if a thought of dying, if a thought
Of mortal separation, could intrude
With paradise before him, here to die!'
No Prophet was he, had not even a hope,
Scarcely a wish, but one bright pleasing thought,
A fancy in the heart of what might be
The lot of others, never could be his.
The station whence he looked was soft and green,
Not giddy yet aerial, with a depth
Of vale below, a height of hills above.
For rest of body perfect was the spot,
All that luxurious nature could desire;
But stirring to the spirit; who could gaze
And not feel motions there? He thought of clouds
That sail on winds: of breezes that delight
To play on water, or in endless chase
Pursue each other through the yielding plain
Of grass or corn, over and through and through,
In billow after billow, evermore
Disporting--nor unmindful was the boy
Of sunbeams, shadows, butterflies and birds;
Of fluttering sylphs and softly-gliding Fays,
Genii, and winged angels that are Lords
Without restraint of all which they behold.
The illusion strengthening as he gazed, he felt
That such unfettered liberty was his,
Such power and joy; but only for this end,
To flit from field to rock, from rock to field,
From shore to island, and from isle to shore,
From open ground to covert, from a bed
Of meadow-flowers into a tuft of wood;
From high to low, from low to high, yet still
Within the bound of this huge concave; here
Must be his home, this valley be his world.
Since that day forth the Place to him--'to me'
(For I who live to register the truth
Was that same young and happy Being) became
[...] Read more
poem by William Wordsworth
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Cyder: Book I
-- -- Honos erit huic quoq; Pomo? Virg.
What Soil the Apple loves, what Care is due
To Orchats, timeliest when to press the Fruits,
Thy Gift, Pomona, in Miltonian Verse
Adventrous I presume to sing; of Verse
Nor skill'd, nor studious: But my Native Soil
Invites me, and the Theme as yet unsung.
Ye Ariconian Knights, and fairest Dames,
To whom propitious Heav'n these Blessings grants,
Attend my Layes; nor hence disdain to learn,
How Nature's Gifts may be improv'd by Art.
And thou, O Mostyn, whose Benevolence,
And Candor, oft experienc'd, Me vouchsaf'd
To knit in Friendship, growing still with Years,
Accept this Pledge of Gratitude and Love.
May it a lasting Monument remain
Of dear Respect; that, when this Body frail
Is moulder'd into Dust, and I become
As I had never been, late Times may know
I once was blest in such a matchless Friend.
Who-e'er expects his lab'ring Trees shou'd bend
With Fruitage, and a kindly Harvest yield,
Be this his first Concern; to find a Tract
Impervious to the Winds, begirt with Hills,
That intercept the Hyperborean Blasts
Tempestuous, and cold Eurus nipping Force,
Noxious to feeble Buds: But to the West
Let him free Entrance grant, let Zephyrs bland
Administer their tepid genial Airs;
Naught fear he from the West, whose gentle Warmth
Discloses well the Earth's all-teeming Womb,
Invigorating tender Seeds; whose Breath
Nurtures the Orange, and the Citron Groves,
Hesperian Fruits, and wafts their Odours sweet
Wide thro' the Air, and distant Shores perfumes.
Nor only do the Hills exclude the Winds:
But, when the blackning Clouds in sprinkling Show'rs
Distill, from the high Summits down the Rain
Runs trickling; with the fertile Moisture chear'd,
The Orchats smile; joyous the Farmers see
Their thriving Plants, and bless the heav'nly Dew.
Next, let the Planter, with Discretion meet,
The Force and Genius of each Soil explore;
To what adapted, what it shuns averse:
[...] Read more
poem by John Arthur Phillips
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Step Outside
Well the walls to wet to sit on
And theres a curtain right over my head
Stamp my feet waiting for a bus
But decide to walk instead
And the american saxophoner follows me
All the way from the tele to the public house
My fingers are always in my ears
But the reeds always in their mouth
And if youve ever crossed your heart and hoped to die
The voices in your head saying you must cry
Then theres more to you than meets the eye
But if you go about your business with capital b
Theyre sure to cut you up with a capital c
And then you will be dead with a capital d
Just step outside
Well we could stop for a conversasion
If we could think of anything to say
But you know youve got nothing to talk about
When nothing happened yesterday
And if I ever commited a murder
I think Id go about it this way
Never mine a rope or a dagger and a cloak
I could spend a week on this estate
And if youve ever crossed your heart and hoped to die
The voices in your head saying you must cry
Then theres more to you than meets the eye
But if you go about your business with capital b
Theyre sure to cut you up with a capital c
And then you will be dead with a capital a
Just step outside
What are you doing tomorrow
And the day after and the day after that
Got some money I can borrow?
Ive become the person Ive admired
And if youve ever crossed your heart and hoped to die
The voices in your head saying you must cry
Then theres more to you than meets the eye
But if you go about your business with capital b
Theyre sure to cut you up with a capital c
And then you will be dead with a capital b
song performed by Housemartins
Added by Lucian Velea
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Beowulf
LO, praise of the prowess of people-kings
of spear-armed Danes, in days long sped,
we have heard, and what honor the athelings won!
Oft Scyld the Scefing from squadroned foes,
from many a tribe, the mead-bench tore,
awing the earls. Since erst he lay
friendless, a foundling, fate repaid him:
for he waxed under welkin, in wealth he throve,
till before him the folk, both far and near,
who house by the whale-path, heard his mandate,
gave him gifts: a good king he!
To him an heir was afterward born,
a son in his halls, whom heaven sent
to favor the folk, feeling their woe
that erst they had lacked an earl for leader
so long a while; the Lord endowed him,
the Wielder of Wonder, with world's renown.
Famed was this Beowulf: far flew the boast of him,
son of Scyld, in the Scandian lands.
So becomes it a youth to quit him well
with his father's friends, by fee and gift,
that to aid him, aged, in after days,
come warriors willing, should war draw nigh,
liegemen loyal: by lauded deeds
shall an earl have honor in every clan.
Forth he fared at the fated moment,
sturdy Scyld to the shelter of God.
Then they bore him over to ocean's billow,
loving clansmen, as late he charged them,
while wielded words the winsome Scyld,
the leader beloved who long had ruled….
In the roadstead rocked a ring-dight vessel,
ice-flecked, outbound, atheling's barge:
there laid they down their darling lord
on the breast of the boat, the breaker-of-rings,
by the mast the mighty one. Many a treasure
fetched from far was freighted with him.
No ship have I known so nobly dight
with weapons of war and weeds of battle,
with breastplate and blade: on his bosom lay
a heaped hoard that hence should go
far o'er the flood with him floating away.
No less these loaded the lordly gifts,
thanes' huge treasure, than those had done
who in former time forth had sent him
sole on the seas, a suckling child.
High o'er his head they hoist the standard,
a gold-wove banner; let billows take him,
gave him to ocean. Grave were their spirits,
mournful their mood. No man is able
[...] Read more
poem by Charles Baudelaire
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A Word
If I make a word
it is first sculpted from letters
on the page
a canvass across which
letters skate
from margin to margin transforming
into meanings and sentences
which give us art, science, poetry
and civilization.
This is created from an arbitrary entity,
the scratchings we call letters
which in turn form yet another
mysterious entity we call the alphabet.
What manner of miracle is this?
All of civilization is born from
these scribbly scratchings?
So if each letter is an imaginary entity,
an arbitrary symbol we made up
which has no meaning by itself
and lives inside another arbitrary entity
we call the alphabet
we may properly ask
what is going on here?
Meaning here is deriving from an arbitrary nothingness
arbitrarily created from arbitrary letters
by virtue of common agreement around
what words will mean?
Ponder this:
we too, as individuals are letter unique
and, in our variety, form a kind of human alphabet.
What we all mean and can mean to each other
therefore depends upon the words we form
in our families and communities; our human alphabets.
So, one word letters such as 'I' are too self-regarding
and are narcissistic anomalies
not true words at all.
Better words have more syllables than that
and have enabled us to form social sentences
more complex
which we can use for good or ill
peace or war, love or hate.
[...] Read more
poem by Lonnie Hicks
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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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(Forgiveness Poem) An Open Battle Field
My heart is an open battle field
Shoot your bombs.
Lay your mines.
With every wound received.
I will be fine.
Swimming through the time
Let me hit the point of being numb.
Controlling the masses
Just bow down.
And take it in the rear.
Watch as you lose another one you hold so dear.
Falling off the radar.
Who are you?
What are you doing here?
Is this where the poor live?
How long do you think you can survive?
My heart is an open battle field
Shoot your bombs.
Lay your mines.
With every wound received.
I will be fine.
Swimming through the time
Let me hit the point of being numb.
The world is committing suicide.
Everyone just swallow your pride.
If you expect the help from others.
You got to give all you have give.
Lord in my heart let me forgive.
No matter my hated enemy.
My heart is an open battle field
Shoot your bombs.
Lay your mines.
With every wound received.
I will be fine.
Swimming through the time
Let me hit the point of being numb.
It is a forced occurrence.
Not as we want but as we must.
The rules of greed.
In heaven I concede.
Their can't be this hierarchy.
Ruled under one thumb.
The gloom of this darkness.
Follow the leader.
[...] Read more
poem by Ace Of Black Hearts
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Annus Mirabilis, The Year Of Wonders, 1666
1
In thriving arts long time had Holland grown,
Crouching at home and cruel when abroad:
Scarce leaving us the means to claim our own;
Our King they courted, and our merchants awed.
2
Trade, which, like blood, should circularly flow,
Stopp'd in their channels, found its freedom lost:
Thither the wealth of all the world did go,
And seem'd but shipwreck'd on so base a coast.
3
For them alone the heavens had kindly heat;
In eastern quarries ripening precious dew:
For them the Idumaean balm did sweat,
And in hot Ceylon spicy forests grew.
4
The sun but seem'd the labourer of the year;
Each waxing moon supplied her watery store,
To swell those tides, which from the line did bear
Their brimful vessels to the Belgian shore.
5
Thus mighty in her ships, stood Carthage long,
And swept the riches of the world from far;
Yet stoop'd to Rome, less wealthy, but more strong:
And this may prove our second Punic war.
6
What peace can be, where both to one pretend?
(But they more diligent, and we more strong)
Or if a peace, it soon must have an end;
For they would grow too powerful, were it long.
7
Behold two nations, then, engaged so far
That each seven years the fit must shake each land:
Where France will side to weaken us by war,
Who only can his vast designs withstand.
8
See how he feeds the Iberian with delays,
To render us his timely friendship vain:
And while his secret soul on Flanders preys,
He rocks the cradle of the babe of Spain.
9
Such deep designs of empire does he lay
[...] Read more
poem by John Dryden
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