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To teach one's self is to be forced to learn twice.

quote by Ellen Glasgow
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Messiah

Messiah!
Messiah!
Messiaaaaaaahhhh!
Messiah!
Messiaaaaaaahhhh!
Messiah!
Messiah!
Messiah!
Messiaaaaaaahhhh!
Messiah!
Messiaaaaaaahhhh!
Messiah!
Forced down and forced out
Forced down and forced out
Forced down and forced out
Forced down and forced out
Forced down and forced out
Forced down and forced out
Forced down and forced out
Forced down and forced out
Forced down and forced out and
Forced down and forced out
Forced down and forced out and
Forced down and forced out

song performed by Fear Factory
Added by Lucian Velea
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Learn

when broken
learn
when happy
learn
when bored
learn
when you float and does not know what to do
learn just the same
when filled with idealism
learn
when fed with what you cannot swallow
learn again
when the times get rough and you want to kill yourself
learn, learn, learn
you still have many things to learn
faces of life
bodies of life
learn, learn, learn everything
do not surrender

for in truth, you do not do what you only want
you will also do what you are told to do
no questions asked
or you will be left out
or you will be not a part of the picture
this life
learn, learn, learn, always learn
do not surrender
live, learn, live, learn
you will soon do all that others will tell you
learn, learn and learn again

and sooner you will have learned everything
and then do what you want to do
with firm conviction
you know now what is right
and that is what you will do,

now without even being told
you have become yourself

but still learn, learn, and learn again
because

you might be wrong,
try thinking some more, learn
relearn, learn, learn, learn, forevermore....

poem by Ric S. Bastasa
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You Learn

I recommend getting your heart trampled on to anyone
I recommend walking around naked in your living room
Swallow it down (what a jagged little pill)
It feels so good (swimming in your stomach)
Wait until the dust settles

You live you learn
You love you learn
You cry you learn
You lose you learn
You bleed you learn
You scream you learn

I recommend biting off more then you can chew to anyone
I certainly do
I recommend sticking your foot in your mouth at any time
Feel free
Throw it down (the caution blocks you from the wind)
Hold it up (to the rays)
You wait and see when the smoke clears

You live you learn
You love you learn
You cry you learn
You lose you learn
You bleed you learn
You scream you learn

Wear it out (the way a three-year-old would do)
Melt it down (you're gonna have to eventually anyway)
The fire trucks are coming up around the bend

You live you learn
You love you learn
You cry you learn
You lose you learn
You bleed you learn
You scream you learn

You grieve you learn
You choke you learn
You laugh you learn
You choose you learn
You pray you learn
You ask you learn
You live you learn

song performed by Alanis Morissette from Jagged Little Pill
Added by Lucian Velea
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Learn

Learn, learn, learn,—
Our beautiful world is not a field for sheep;
Not just a place wherein to laugh and weep,
To eat and drink, to dance and sigh and sleep,
And then to moulder into senseless dust.

Learn, learn, learn,—
Look up and learn—you cannot look too high!
Not for the earthly wealth which brains can buy,
Not for the sake of gold and luxury—
Treasures corrupted by the moth and rust.

Learn, learn, learn,—
As one in whom the Lord has breathed His breath,
And aye redeemèd from the power of death—
Not as the dumb brute-beast that perisheth,
Not as a soulless, thoughtless, thankless clod.

Learn, learn, learn,—
With love and awe and patience—not in haste;
Drink deeply,—do not pass by with a taste;
O make your land a garden, not a waste!—
Your mind bright, to reflect the face of God.

Learn, learn, learn,—
The mystic beauty and the truth of life;
Search out the treasures whereof earth is rife,
Search on all sides, with pain and prayer and strife;
Search even into darkness. Do not fear.

Learn, learn, learn,—
With a true, steadfast heart, lay up your hoard;
God will sort out the treasures you have stored,
And set them in His bright light, afterward.
He will make all your difficulties clear.

Learn, learn, learn,—
Death is no breaking at a certain place;
We only pause there for a little space.
And then—you would not shame Him to His face?—
You, in His Image and own Likeness made!

Learn, learn, learn,—
Walk with wide-open eyes and reverent heart.
Worship as God the beautiful in art.
Though you see now but dimly, and in part,
All shall be clear in time. Be not afraid.

poem by Ada Cambridge
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Teach Me How to Eat

If you notice I stay hungry,
Teach me how to eat.
If you notice no baloney,
Teach me how to eat.

More discipline I may be needing.
Teach me how to eat.
More seriousness I may yet miss.
Teach me how to eat.

No medications do I take,
To keep a pace that irritates.
No longer young with dumb ideals.
Teach me how to eat.

I wish a peace that keeps me feeding.
So teach me how to eat.
I see in you more than in some.
The ones who can not overcome.
I see some stumble as others run.
But you,
Know how to eat.

Success you've reached and still you seek.
Teach me how to eat...
I'm hungry.
Teach me how to eat.

Success you've reached and still you seek.
Teach me how to eat...
I'm hungry.
Teach me how to eat.

If you notice I stay hungry,
Teach me how to eat.
If you notice no baloney,
Teach me how to eat.
I'm hungry.
Teach me how to eat.

Teach me how to eat.
I'm hungry.
Teach me how to eat.

poem by Lawrence S. Pertillar
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Knock It Up a Notch

Teach me...
How to knock it up a notch.
Teach me...
What it is that you've got!

Teach me.
I'm willing and able.
Teach me.
Don't you want my help,
To fulfill your need.

Teach me...
How to knock it up a notch.
Teach me...
What it is that you've got!
Will you teach me.
When you want that bop to stop.
Teach me...
And I promise you one day I'll want to 'eatcha'.

And there will be a need for slower speed,
When I begin to heat the teacher.

Um-um,
Mama teach me...
How to knock it up a notch.
Oh Mama teach me...
What it is that you've got!
Give me what it is until I like it more than not!

Teach me...
How to knock it up a notch.
Teach me...
What it is that you've got!
Will you teach me.
When you want that bop to stop.
Teach me...
And I'll promise you'll,
We'll switch up when you want me as your teacher.

We'll switch up when you want me as your teacher.
Switch up when you want me as your teacher.
We'll switch up when you want me as your teacher.
Switch up when you want me as your teacher.

poem by Lawrence S. Pertillar
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Tirocinium; or, a Review of Schools

It is not from his form, in which we trace
Strength join'd with beauty, dignity with grace,
That man, the master of this globe, derives
His right of empire over all that lives.
That form, indeed, the associate of a mind
Vast in its powers, ethereal in its kind,
That form, the labour of Almighty skill,
Framed for the service of a freeborn will,
Asserts precedence, and bespeaks control,
But borrows all its grandeur from the soul.
Hers is the state, the splendour, and the throne,
An intellectual kingdom, all her own.
For her the memory fills her ample page
With truths pour’d down from every distant age;
For her amasses an unbounded store,
The wisdom of great nations, now no more;
Though laden, not encumber’d with her spoil;
Laborious, yet unconscious of her toil;
When copiously supplied, then most enlarged;
Still to be fed, and not to be surcharged.
For her the Fancy, roving unconfined,
The present muse of every pensive mind,
Works magic wonders, adds a brighter hue
To Nature’s scenes than Nature ever knew.
At her command winds rise and waters roar,
Again she lays them slumbering on the shore;
With flower and fruit the wilderness supplies,
Or bids the rocks in ruder pomp arise.
For her the Judgment, umpire in the strife
That Grace and Nature have to wage through life,
Quick-sighted arbiter of good and ill,
Appointed sage preceptor to the Will,
Condemns, approves, and, with a faithful voice,
Guides the decision of a doubtful choice.
Why did the fiat of a God give birth
To yon fair Sun and his attendant Earth?
And, when descending he resigns the skies,
Why takes the gentler Moon her turn to rise,
Whom Ocean feels through all his countless waves,
And owns her power on every shore he laves?
Why do the seasons still enrich the year,
Fruitful and young as in their first career?
Spring hangs her infant blossoms on the trees,
Rock’d in the cradle of the western breeze:
Summer in haste the thriving charge receives
Beneath the shade of her expanded leaves,
Till Autumn’s fiercer heats and plenteous dews
Dye them at last in all their glowing hues.—
‘Twere wild profusion all, and bootless waste,
Power misemploy’d, munificence misplaced,

[...] Read more

poem by William Cowper
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Gone Dead Train

Its a gone dead train
Yes, its a gone dead train
My engine was pumpin steam
And I was grindin at you hard and fast
Burnin down the rails, tryin to heat the way
Haulin ass and ridin up the track
And I laughed at the conductor who was tellin me my coal
It would never last
But then the fire in my boiler
Up and quit before I came
Aint no empty cellar
Like a gone dead train
Once was at a time when I could
Mama shave em dry
And raise a fever ice-down chill
Waitin at the station
With a heavy loaded sack
Savin up and holdin just to spill
Shootin my supply through my demons eye
Instead of holdin my time, I hope I will
But then the fire in my boiler
Up and quit before I came
There aint no empty cellar
Needs a gone dead train
Yes its a gone dead train
Im gonna teach it to learn now, now
Its a gone dead train
Yes its a gone dead train
Im gonna teach it to learn now, now
Its a gone dead train
Gonna teach it, gonna teach it to learn
There aint no easy day
When your daily runs a downhill pull
And there aint no easy way
Wishin for some jelly roll
There aint no switch been made
To make your juicy lemon find
A spring to run a dry well full
But then the fire in my boiler
Up and quit before I came
Aint no empty cellar
Needs a gone dead train
Yes its a gone dead train
Im gonna teach it to learn
You know its a gone dead train
Gonna teach it, gonna teach it to burn
Its a gone dead train
Its a gone dead train, you gotta learn
Its a gone dead train
Gonna teach it, gonna teach it, gonna teach it to burn.

[...] Read more

song performed by Nazareth
Added by Lucian Velea
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An Essay on Criticism

Part I

INTRODUCTION. That it is as great a fault to judge ill as to write ill, and a more dangerous one to the public. That a true Taste is as rare to be found as a true Genius. That most men are born with some Taste, but spoiled by false education. The multitude of Critics, and causes of them. That we are to study our own Taste, and know the limits of it. Nature the best guide of judgment. Improved by Art and rules, which are but methodized Nature. Rules derived from the practice of the ancient poets. That therefore the ancients are necessary to be studied by a Critic, particularly Homer and Virgil. Of licenses, and the use of them by the ancients. Reverence due to the ancients, and praise of them.

'Tis hard to say if greater want of skill
Appear in writing or in judging ill;
But of the two less dangerous is th'offence
To tire our patience than mislead our sense:
Some few in that, but numbers err in this;
Ten censure wrong for one who writes amiss;
A fool might once himself alone expose;
Now one in verse makes many more in prose.

'Tis with our judgments as our watches, none
Go just alike, yet each believes his own.
In Poets as true Genius is but rare,
True Taste as seldom is the Critic's share;
Both must alike from Heav'n derive their light,
These born to judge, as well as those to write.
Let such teach others who themselves excel,
And censure freely who have written well;
Authors are partial to their wit, 'tis true,
But are not Critics to their judgment too?

Yet if we look more closely, we shall find
Most have the seeds of judgment in their mind:
Nature affords at least a glimm'ring light;
The lines, tho' touch'd but faintly, are drawn right:
But as the slightest sketch, if justly traced,
Is by ill col'ring but the more disgraced,
So by false learning is good sense defaced:
Some are bewilder'd in the maze of schools,
And some made coxcombs Nature meant but fools:
In search of wit these lose their common sense,
And then turn Critics in their own defence:
Each burns alike, who can or cannot write,
Or with a rival's or an eunuch's spite.
All fools have still an itching to deride,
And fain would be upon the laughing side.
If Mævius scribble in Apollo's spite,
There are who judge still worse than he can write.

Some have at first for Wits, then Poets pass'd;
Turn'd Critics next, and prov'd plain Fools at last.
Some neither can for Wits nor Critics pass,
As heavy mules are neither horse nor ass.
Those half-learn'd witlings, numerous in our isle,
As half-form'd insects on the banks of Nile;
Unfinish'd things, one knows not what to call,

[...] Read more

poem by Alexander Pope
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Teach The Gifted Children

Teach the gifted children
Teach them to have mercy
Teach them about sunsets
Teach them about moonrise
Teach them about anger
The sin that comes with dawning
Teach them about flowers
And the beauty of forgetfulness
Then take me to the river (take me to the river)
And put me in the water (and put me in the water)
Bless them and forgive them (take me to the river)
Father cause they just dont know (take me to the river)
All the gifted children
Teach the gifted children
The way of men and animals
Teach them about cities
The history of the mysteries
Their vice and their virtues
About branches that blow in the wind
On the wages of their sins
Teach them of forgiveness
Teach them about mercy
Teach them about music
And the cool and cleansing waters
What do they say, take me to the river (take me to the river)
Take me to the river (take me to the river)
Put me in the water (take me to the river)
And teach the gifted children (take me to the river)
All the gifted children (take me to the river)
(take me to the river)
(take me to the river)

song performed by Lou Reed
Added by Lucian Velea
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Teach Me How To Fly

It's never to late to open the gate.
'Teach me.
Teach me.'
Age is nothing but an excuse to make.
'Teach me to free myself.
Teach me like no one else.'

Moons come and those Summers go.
It's never too late to open the gate.
Minds in fear keep those dreams slowed.
Age aint nothing but an excuse to make.
'Teach me.
Teach me.
Teach me how to fly.'
It's never too late to open the gate.
'Teach me,
I'd like to try.'

You're the only one who decides it's too late.
You're the only one afraid to open the gate.
You're the one with urges wishing to escape.

'Why can't you reach me to teach me,
To break away from those limits made? '

You're the only one who decides it's too late.
You're the only one afraid to open the gate.
You're the one with urges wishing to escape.

'Teach me.
Teach me.
Teach me how to fly.'

I can't.
It was something I desired.
And with that desire...
I found it could be done.

poem by Lawrence S. Pertillar
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Teach Me Not Because

teach me not
of hatred.my heart
cries for love true and pure
teach, me not of wars
my mind had not come across
what is meant of prison cells
i do not wish to chase white doves
and put them in a cage
die of hunger
i want them to live peacefully
freely...dance with the wind
rest on white clouds
for they are the keeper of peace
not just on earth but also in heaven.
teach me not
of isolation and despair
i want to live among men
care for their plight
sing for them the songs of the lark
and their dreams be of a place
where sadness is but a dream
and not a stark reality..
teach me not to hate silence
for it is a virtue and a medium
to know better the beats from within
for i know that noisines drives
away the goodnesss of the heart
and the beauty of the soul..
teach me not to hate
teach me not of wars
teach me not of despair
teach me not of isolation
but..
teach me how to appreciate peace
teach me how to love
teach me how to care
teach me how to share
because i only wanted
to be an instrument of peace
of love
of care
of compassion
of serenity
because
i am
a man
a loving creature
of....
God

poem by Villiamor Calventas
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VI. Giuseppe Caponsacchi

Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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We Teach Them Young

We teach them young,
What to dislike.
And...
To separate into divisons,
With preferences selected.

We teach them young,
How to hate and who to fight.
With weapons used to kill.
And incite with mindless deeds.
We...
Teach them this!

We teach them,
With a rehabilitation done...
To respect laws when broken.
With the best of pretentions kept.
We...
Teach them this!

We teach them young,
The art of deception.
Self righteousness and hypocriscy.
And then when they reflect these lessons taught...
We teach them denial to have others believe.

We teach them young with a doing done they do!
And yet we get upset with regrets to protest those tests,
They have passed.
With accusations directed at others to blame,
For implimenting those tasks we teach.

We...
Teach them young!
With a doing of this not to admit.
As we wish for escape from their commitments,
Made.

We...
Teach them young.

poem by Lawrence S. Pertillar
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Tom Zart's 52 Best Of The Rest America At War Poems

SONS AND DAUGHTERS OF WORLD WAR III

The White House
Washington
Tom Zart's Poems

March 16,2007
Ms. Lillian Cauldwell
President and Chief Executive Officer
Passionate Internet Voices Radio
Ann Arbor Michigan

Dear Lillian:
Number 41 passed on the CDs from Tom Zart. Thank you for thinking of me. I am thankful for your efforts to honor our brave military personnel and their families. America owes these courageous men and women a debt of gratitude, and I am honored to be the commander in chief of the greatest force for freedom in the history of the world.
Best Wishes.

Sincerely,

George W. Bush

SONS AND DAUGHTERS OF WORLD WAR III

Our sons and daughters serve in harm's way
To defend our way of life.
Some are students, some grandparents
Many a husband or wife.

They face great odds without complaint
Gambling life and limb for little pay.
So far away from all they love
Fight our soldiers for whom we pray.

The plotters and planners of America's doom
Pledge to murder and maim all they can.
From early childhood they are taught
To kill is to become a man.

They exploit their young as weapons of choice
Teaching in heaven, virgins will await.
Destroying lives along with their own
To learn of their falsehoods too late.

The fearful cry we must submit
And find a way to soothe them.
Where defenders worry if we stand down
The future for America is grim.

[...] Read more

poem by Tom Zart
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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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The Columbiad: Book IX

The Argument

Vision suspended. Night scene, as contemplated from the mount of vision. Columbus inquires the reason of the slow progress of science, and its frequent interruptions. Hesper answers, that all things in the physical as well as the moral and intellectual world are progressive in like manner. He traces their progress from the birth of the universe to the present state of the earth and its inhabitants; asserts the future advancement of society, till perpetual peace shall be established. Columbus proposes his doubts; alleges in support of them the successive rise and downfal of ancient nations; and infers future and periodical convulsions. Hesper, in answer, exhibits the great distinction between the ancient and modern state of the arts and of society. Crusades. Commerce. Hanseatic League. Copernicus. Kepler. Newton, Galileo. Herschel. Descartes. Bacon. Printing Press. Magnetic Needle. Geographical discoveries. Federal system in America. A similar system to be extended over the whole earth. Columbus desires a view of this.

But now had Hesper from the Hero's sight
Veil'd the vast world with sudden shades of night.
Earth, sea and heaven, where'er he turns his eye,
Arch out immense, like one surrounding sky
Lamp'd with reverberant fires. The starry train
Paint their fresh forms beneath the placid main;
Fair Cynthia here her face reflected laves,
Bright Venus gilds again her natal waves,
The Bear redoubling foams with fiery joles,
And two dire dragons twine two arctic poles.
Lights o'er the land, from cities lost in shade,
New constellations, new galaxies spread,
And each high pharos double flames provides,
One from its fires, one fainter from the tides.

Centred sublime in this bivaulted sphere,
On all sides void, unbounded, calm and clear,
Soft o'er the Pair a lambent lustre plays,
Their seat still cheering with concentred rays;
To converse grave the soothing shades invite.
And on his Guide Columbus fixt his sight:
Kind messenger of heaven, he thus began,
Why this progressive laboring search of man?
If men by slow degrees have power to reach
These opening truths that long dim ages teach,
If, school'd in woes and tortured on to thought,
Passion absorbing what experience taught,
Still thro the devious painful paths they wind,
And to sound wisdom lead at last the mind,
Why did not bounteous nature, at their birth,
Give all their science to these sons of earth,
Pour on their reasoning powers pellucid day,
Their arts, their interests clear as light display?
That error, madness and sectarian strife
Might find no place to havock human life.

To whom the guardian Power: To thee is given
To hold high converse and inquire of heaven,
To mark untraversed ages, and to trace
Whate'er improves and what impedes thy race.
Know then, progressive are the paths we go
In worlds above thee, as in thine below
Nature herself (whose grasp of time and place
Deals out duration and impalms all space)

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poem by Joel Barlow
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A Castaway

Poor little diary, with its simple thoughts,
its good resolves, its "Studied French an hour,"
"Read Modern History," "Trimmed up my grey hat,"
"Darned stockings," "Tatted," "Practised my new song,"
"Went to the daily service," "Took Bess soup,"
"Went out to tea." Poor simple diary!
and did I write it? Was I this good girl,
this budding colourless young rose of home?
did I so live content in such a life,
seeing no larger scope, nor asking it,
than this small constant round -- old clothes to mend,
new clothes to make, then go and say my prayers,
or carry soup, or take a little walk
and pick the ragged-robins in the hedge?
Then for ambition, (was there ever life
that could forego that?) to improve my mind
and know French better and sing harder songs;
for gaiety, to go, in my best white
well washed and starched and freshened with new bows,
and take tea out to meet the clergyman.
No wishes and no cares, almost no hopes,
only the young girl's hazed and golden dreams
that veil the Future from her.

So long since:
and now it seems a jest to talk of me
as if I could be one with her, of me
who am ...... me.

And what is that? My looking-glass
answers it passably; a woman sure,
no fiend, no slimy thing out of the pools,
a woman with a ripe and smiling lip
that has no venom in its touch I think,
with a white brow on which there is no brand;
a woman none dare call not beautiful,
not womanly in every woman's grace.

Aye let me feed upon my beauty thus,
be glad in it like painters when they see
at last the face they dreamed but could not find
look from their canvass on them, triumph in it,
the dearest thing I have. Why, 'tis my all,
let me make much of it: is it not this,
this beauty, my own curse at once and tool
to snare men's souls -- (I know what the good say
of beauty in such creatures) -- is it not this
that makes me feel myself a woman still,
some little pride, some little --

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poem by Augusta Davies Webster
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Hookey Rookie

You can teach me...
Like I never ever had been taught in time before.

Said you can teach me...
Like I never ever had been taught in time before.
'Cause before I met you, baby...
I played hookey!

You can teach me...
Like I never ever had been taught in time before.

Said you can teach me...
Like I never ever had been taught in time before.
'Cause before I met you, baby...
I played hookey!

I asked myself if that did...benefit?
What I did.
And who was with me.
Nothing that was done then was a fit.
No one would give.
And being played in the streets today...
Some say ain't easy!
I left it done and behind me, to forget.

You can teach me...
Like I never ever had been taught in time before.

Said you can teach me...
Like I never ever had been taught in time before.
'Cause before I met you, baby...
I played hookey!

Yes...
And you can teach me.
Like I never ever had been taught in time before.
Said you can teach me...
Like I never ever had been taught in time before.
'Cause before I met you, baby...
I played hookey!

Just for nookie.
I played hookey!
Just a rookie,
Gettin' nookie!
Missing you...
My Cookie!

You can teach me...
Like I never ever had been taught in time before.

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poem by Lawrence S. Pertillar
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Conversation

Though nature weigh our talents, and dispense
To every man his modicum of sense,
And Conversation in its better part
May be esteem'd a gift, and not an art,
Yet much depends, as in the tiller’s toil,
On culture, and the sowing of the soil.
Words learn'd by rote a parrot may rehearse,
But talking is not always to converse;
Not more distinct from harmony divine,
The constant creaking of a country sign.
As alphabets in ivory employ,
Hour after hour, the yet unletter’d boy,
Sorting and puzzling with a deal of glee
Those seeds of science call’d his a b c;
So language in the mouths of the adult,
Witness its insignificant result,
Too often proves an implement of play,
A toy to sport with, and pass time away.
Collect at evening what the day brought forth,
Compress the sum into its solid worth,
And if it weigh the importance of a fly,
The scales are false, or algebra a lie.
Sacred interpreter of human thought,
How few respect or use thee as they ought!
But all shall give account of every wrong,
Who dare dishonour or defile the tongue;
Who prostitute it in the cause of vice,
Or sell their glory at a market-price;
Who vote for hire, or point it with lampoon,
The dear-bought placeman, and the cheap buffoon.
There is a prurience in the speech of some,
Wrath stays him, or else God would strike them dumb;
His wise forbearance has their end in view,
They fill their measure and receive their due.
The heathen lawgivers of ancient days,
Names almost worthy of a Christian’s praise,
Would drive them forth from the resort of men,
And shut up every satyr in his den.
Oh, come not ye near innocence and truth,
Ye worms that eat into the bud of youth!
Infectious as impure, your blighting power
Taints in its rudiments the promised flower;
Its odour perish’d, and its charming hue,
Thenceforth ‘tis hateful, for it smells of you.
Not e’en the vigorous and headlong rage
Of adolescence, or a firmer age,
Affords a plea allowable or just
For making speech the pamperer of lust;
But when the breath of age commits the fault,
‘Tis nauseous as the vapour of a vault.

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poem by William Cowper
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