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The very aim and end of our institutions is just this that we may think what we like and say what we think.

quote by Nadine Gordimer
Added by Lucian Velea
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My Dream

My Aim is my Dream
I always Dream about my Aim

And Dream and Dream about my aim
My Aim is not to dream, which comes and goes
But still, I Dream and Dream about my Aim

I Dream about my Aim to reach the Fame
To Reach Fame, I Dream about my Aim
To reach Fame, I should not only Aim, but I should climb the Beam

I Should Climb the Beam to have my Dream
When I acquire my Dream, I will acquire my Aim
Because my Dream is about my Aim
I have an Aim which will bring me the Fame
To have the Fame, I have to climb the Beam
To have the Fame, I wanted to climb the Beam

The Beam of Dedication, the Beam of Hard-work,
The beam of Difficulty and the Beam of Obstacles
When I want to have the Fame I have to climb the Beam
When I Climb the Beam, I will have my Fame.

And I Dream and Dream about my Aim
My Aim will always bring me Fame.

You too Dream about your aim
But your Aim should not become a Dream.

poem by Narendra Kuppan
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A Poetic Tribute to Shri. APJ Abdul Kalam

Aim for the moon, if not the Mars;
Aim for the stars but avoid wars;
Aim for frontiers, without a fence;
Aim for world-peace, co-existence.

Aim for children who have a dream;
Aim for good youth, with smiles to beam;
Aim for a stronger India;
Aim for a world that’s terror-free.

Aim for dialogues, not sanctions;
Aim for amity of nations;
Aim for a better world for man;
Aim for achievements in life-span!

Abdul Kalam, he had a dream;
And labored hard within a team;
He gave the country missiles great;
And made Bharat, a nuclear state!

He served his tenure usefully;
He left his office peacefully;
He lives a life most hopefully;
‘Just love your brethren sincerely! ’

Fondly and most respectfully dedicated to
Shri APJ Abdul Kalam,
Our beloved Ex-President of INDIA

Copyright by Dr John Celes 7-24-2007

poem by John Celes
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Shoot High Aim Low

We hit the blue fields
In the blue sedan we didnt get much further
Just as the sun was rising in the mist
We were all alone we didnt need much more
So fast this expidition
So vast this heavy load
With a touch of luck and a sense of need
Seeing the guns and their faces
We look around the open shore
Waiting for something
Shoot high break low
Aim high shoot low
Break high let go
Shoot high aim low
This was to be our last ride
With the steel guitar and the love you give me
Underneath the skin a feeling, a breakdown
Well we sat for hours on the crimson sand
Exchanges in the currency of humans bought and sold
And the leaders seem to lose control
Shall we lose ourselves for a reason
Shall we burn ourselves for the answer
Have we found the place that were looking for
Someone shouted open the door
Lookout
Shoot high break low
Aim high shoot low
Feeling of imagination
Break high let go
Shoot high aim low
Shoot high aim low
Nothing you can say
Shoot high let go
Takes me by surprise
Shoot high aim low
Who sayss theres got to be a reason
Shoot high let go
Who says theres got to be an answer
We were all alone, we didnt need much more
Shoot high aim low
The suns so hard on this endless highway
Shoot high let go
Shoot high aim low
Ive heard the singers, who sing of love
Shoot high let go
In the blue sedan we never got much further
Shoot high aim low

song performed by Yes
Added by Lucian Velea
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Shoot High Aim Low

We hit the blue fields
In the blue sedan we didnt get much further
Just as the sun was rising in the mist
We were all alone we didnt need much more
So fast this expidition
So vast this heavy load
With a touch of luck and a sense of need
Seeing the guns and their faces
We look around the open shore
Waiting for something
Shoot high break low
Aim high shoot low
Break high let go
Shoot high aim low
This was to be our last ride
With the steel guitar and the love you give me
Underneath the skin a feeling, a breakdown
Well we sat for hours on the crimson sand
Exchanges in the currency of humans bought and sold
And the leaders seem to lose control
Shall we lose ourselves for a reason
Shall we burn ourselves for the answer
Have we found the place that were looking for
Someone shouted open the door
Lookout
Shoot high break low
Aim high shoot low
Feeling of imagination
Break high let go
Shoot high aim low
Shoot high aim low
Nothing you can say
Shoot high let go
Takes me by surprise
Shoot high aim low
Who sayss theres got to be a reason
Shoot high let go
Who says theres got to be an answer
We were all alone, we didnt need much more
Shoot high aim low
The suns so hard on this endless highway
Shoot high let go
Shoot high aim low
Ive heard the singers, who sing of love
Shoot high let go
In the blue sedan we never got much further
Shoot high aim low

song performed by Yes
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Vida's Game Of Chess

TRANSLATED

ARMIES of box that sportively engage
And mimic real battles in their rage,
Pleased I recount; how, smit with glory's charms,
Two mighty Monarchs met in adverse arms,
Sable and white; assist me to explore,
Ye Serian Nymphs, what ne'er was sung before.
No path appears: yet resolute I stray
Where youth undaunted bids me force my way.
O'er rocks and cliffs while I the task pursue,
Guide me, ye Nymphs, with your unerring clue.
For you the rise of this diversion know,
You first were pleased in Italy to show
This studious sport; from Scacchis was its name,
The pleasing record of your Sister's fame.

When Jove through Ethiopia's parch'd extent
To grace the nuptials of old Ocean went,
Each god was there; and mirth and joy around
To shores remote diffused their happy sound.
Then when their hunger and their thirst no more
Claim'd their attention, and the feast was o'er;
Ocean with pastime to divert the thought,
Commands a painted table to be brought.
Sixty-four spaces fill the chequer'd square;
Eight in each rank eight equal limits share.
Alike their form, but different are their dyes,
They fade alternate, and alternate rise,
White after black; such various stains as those
The shelving backs of tortoises disclose.
Then to the gods that mute and wondering sate,
You see (says he) the field prepared for fate.
Here will the little armies please your sight,
With adverse colours hurrying to the fight:
On which so oft, with silent sweet surprise,
The Nymphs and Nereids used to feast their eyes,
And all the neighbours of the hoary deep,
When calm the sea, and winds were lull'd asleep
But see, the mimic heroes tread the board;
He said, and straightway from an urn he pour'd
The sculptured box, that neatly seem'd to ape
The graceful figure of a human shape:--
Equal the strength and number of each foe,
Sixteen appear'd like jet, sixteen like snow.
As their shape varies various is the name,
Different their posts, nor is their strength the same.
There might you see two Kings with equal pride
Gird on their arms, their Consorts by their side;
Here the Foot-warriors glowing after fame,

[...] Read more

poem by Oliver Goldsmith
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The Growth of Love

1
They that in play can do the thing they would,
Having an instinct throned in reason's place,
--And every perfect action hath the grace
Of indolence or thoughtless hardihood--
These are the best: yet be there workmen good
Who lose in earnestness control of face,
Or reckon means, and rapt in effort base
Reach to their end by steps well understood.
Me whom thou sawest of late strive with the pains
Of one who spends his strength to rule his nerve,
--Even as a painter breathlessly who stains
His scarcely moving hand lest it should swerve--
Behold me, now that I have cast my chains,
Master of the art which for thy sake I serve.

2
For thou art mine: and now I am ashamed
To have uséd means to win so pure acquist,
And of my trembling fear that might have misst
Thro' very care the gold at which I aim'd;
And am as happy but to hear thee named,
As are those gentle souls by angels kisst
In pictures seen leaving their marble cist
To go before the throne of grace unblamed.
Nor surer am I water hath the skill
To quench my thirst, or that my strength is freed
In delicate ordination as I will,
Than that to be myself is all I need
For thee to be most mine: so I stand still,
And save to taste my joy no more take heed.

3
The whole world now is but the minister
Of thee to me: I see no other scheme
But universal love, from timeless dream
Waking to thee his joy's interpreter.
I walk around and in the fields confer
Of love at large with tree and flower and stream,
And list the lark descant upon my theme,
Heaven's musical accepted worshipper.
Thy smile outfaceth ill: and that old feud
'Twixt things and me is quash'd in our new truce;
And nature now dearly with thee endued
No more in shame ponders her old excuse,
But quite forgets her frowns and antics rude,
So kindly hath she grown to her new use.

4

[...] Read more

poem by Robert Seymour Bridges
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The Iliad: Book 13

Now when Jove had thus brought Hector and the Trojans to the
ships, he left them to their never-ending toil, and turned his keen
eyes away, looking elsewhither towards the horse-breeders of Thrace,
the Mysians, fighters at close quarters, the noble Hippemolgi, who
live on milk, and the Abians, justest of mankind. He no longer
turned so much as a glance towards Troy, for he did not think that any
of the immortals would go and help either Trojans or Danaans.
But King Neptune had kept no blind look-out; he had been looking
admiringly on the battle from his seat on the topmost crests of wooded
Samothrace, whence he could see all Ida, with the city of Priam and
the ships of the Achaeans. He had come from under the sea and taken
his place here, for he pitied the Achaeans who were being overcome
by the Trojans; and he was furiously angry with Jove.
Presently he came down from his post on the mountain top, and as
he strode swiftly onwards the high hills and the forest quaked beneath
the tread of his immortal feet. Three strides he took, and with the
fourth he reached his goal- Aegae, where is his glittering golden
palace, imperishable, in the depths of the sea. When he got there,
he yoked his fleet brazen-footed steeds with their manes of gold all
flying in the wind; he clothed himself in raiment of gold, grasped his
gold whip, and took his stand upon his chariot. As he went his way
over the waves the sea-monsters left their lairs, for they knew
their lord, and came gambolling round him from every quarter of the
deep, while the sea in her gladness opened a path before his
chariot. So lightly did the horses fly that the bronze axle of the car
was not even wet beneath it; and thus his bounding steeds took him
to the ships of the Achaeans.
Now there is a certain huge cavern in the depths of the sea midway
between Tenedos and rocky Imbrus; here Neptune lord of the
earthquake stayed his horses, unyoked them, and set before them
their ambrosial forage. He hobbled their feet with hobbles of gold
which none could either unloose or break, so that they might stay
there in that place until their lord should return. This done he
went his way to the host of the Achaeans.
Now the Trojans followed Hector son of Priam in close array like a
storm-cloud or flame of fire, fighting with might and main and raising
the cry battle; for they deemed that they should take the ships of the
Achaeans and kill all their chiefest heroes then and there.
Meanwhile earth-encircling Neptune lord of the earthquake cheered on
the Argives, for he had come up out of the sea and had assumed the
form and voice of Calchas.
First he spoke to the two Ajaxes, who were doing their best already,
and said, "Ajaxes, you two can be the saving of the Achaeans if you
will put out all your strength and not let yourselves be daunted. I am
not afraid that the Trojans, who have got over the wall in force, will
be victorious in any other part, for the Achaeans can hold all of them
in check, but I much fear that some evil will befall us here where
furious Hector, who boasts himself the son of great Jove himself, is
leading them on like a pillar of flame. May some god, then, put it
into your hearts to make a firm stand here, and to incite others to do

[...] Read more

poem by Homer, translated by Samuel Butler
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Personally, I'm in favor of democracy, which means that the central institutions of society have to be under popular control. Now, under capitalism, we can't have democracy by definition. Capitalism is a system in which the central institutions of society are in principle under autocratic control. Thus, a corporation or an industry is, if we were to think of it in political terms, fascist that is, it has tight control at the top and strict obedience has to be establishedat every level--there's little bargaining, a little give and take,but the line of authority is perfectly straightforward. Just as I'm opposed to political fascism, I'm opposed to economic fascism. I think that until the major institutions of society are under the popular control of participants and communities, it's pointless to talk about democracy.

quote by Noam Chomsky
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Neoliberalism And The IMF

Who imposed neoliberalism upon
its victims and what is vile agenda?
Neoliberalism revealed road to hell.

As neoliberalism spreads
agenda fed around the world
like a modern day plague

or a Sheriff of Nottingham
coldly counting out gold coins
amassed stolen from serfdom.

We skip merrily to powerhouse
baron modern day bankers
International Monetary Fund.

The serf medieval farmer
of feudal Europe cultivating
land belonging to a knight?

The landowner buys sells serfs
as land is bought and sold
purchased sold with the land.

Who today could be likened
to a labourer legally bound by
law serving his lord master?

Who indeed? Ignoring modern
slavery more prolific than ever
historically in contemporary
many layered twistered forms?

Is it true that around the world
neoliberalism is imposed by
powerful financial institutions?

Esteemed institutions like famous
International Monetary Fund (IMF)
the Inter-American Development
Bank and the World Bank. Yes!

Banks rape raging all over Latin America!

Neo-liberalism weeds CIA its way into Chile
courtesy agenda of University of Chicago
Milton Friedman who hates welfare dependency
CIA-supports coup against local popularly
elected Allende regime in takeover 1973
then takes out regimes in other countries...

[...] Read more

poem by Terence George Craddock
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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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I shall set my course to the end that no man need fear to speak the truth. I could not do less, for the opportunities for service my country has given me and the honors it has conferred upon me have imposed an obligation which is not discharged by the termination of public service. Much that I have seen since my return to my native land after an absence of many years has filled me with immeasurable satisfaction and pride. Our material progress has been little short of phenomenal. It has established an eminence in material strength so far in advance of any other nation or combination of nations that talk of imminent threat to our national security through the application of external force is pure nonsense. It is not of any external threat that I concern myself but rather of insidious forces working from within which have already so drastically altered the character of our free institutions — those institutions which formerly we hailed as something beyond question or challenge — those institutions we proudly called the American way of life.

quote by Douglas MacArthur
Added by Veronica Serbanoiu
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Aim for the chopping block. If you aim for the wood, you will have nothing. Aim past the wood, aim through the wood; aim for the chopping block.

quote by Annie Dillard
Added by Lucian Velea
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V. Count Guido Franceschini

Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!

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poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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It is important that an aim never be defined in terms of activity or methods. It must always relate directly to how life is better for everyone. . . . The aim of the system must be clear to everyone in the system. The aim must include plans for the future. The aim is a value judgment.

quote by W. Edwards Deming
Added by Lucian Velea
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Last Goodbye

Ain't no hamlet on the road tonight
Everybody here is sleeping tight
Ain't nobody gonna find us here
We'll disappear
There's a dancer in the arms of love
And he's dancing on the sky above
And the truth is that we will never know
Will love full flow
Aim high shoot low
We gotta aim high shoot low baby

Ain't no hamlet on the road tonight
Ain't nobody here to make it right
Cause we couldn't seem to find a way for love to stay
If you had another night to give
I would have another night to live
But you never gonna see me cry the last goodbye

Is it claudy where you walk tonight
Are the neon lights shining bright
Are you looking for a place to stay
To get away
and the tears ??? down the hill
Running fast with no time to care
And the truth is that we will never know
Will love would flow
Aim high shoot low
We gotta aim high shoot low baby

Ain't no hamlet on the road tonight
Ain't nobody here to make it right
Cause we couldn't seem to find a way for love to stay
If you had another night to give
I would have another night to live
But you never gonna see me cry the last goodbye

If I could do it over

song performed by Atomic Kitten from Feels So Good
Added by Lucian Velea
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Bad Girl

Bad girl , you throw me round and make me cry
Youre just a bad girl , your every kisses tell me lies
Im gonna leave you
But if I do my heart will die
What can I do , its all cos of you
Slow down , you leave those other guys alone
Theres gonna be a showdown
I aim to leave you on your own
Cos youre a bad girl
And all you ever do is break my heart in two
Its all cos of you
This love of mine
A waste of time
I aim to share that moon above
Youve got me on a string
You got me wondering
If I am still the man you love
Youre just a bad girl
You throw me kisses while you may
Youre gonna be a sad girl
I aim to throw your love away
Cos youre gonna cheat me
I know its true and Im warning you
Stay away from me , stay away from me
This love of mine
A waste of time
I am to share that moon above
Youve got me on a string
You got me wondering
If I am still the man you love
Youre just a bad girl
You throw me kisses while you may
Youre gonna be a sad girl
I aim to throw your love away
Cos youre gonna cheat me
I know its true and Im warning you
Stay away from me , stay away from me
Stay away from me , stay away from me
Stay away from me , stay away from me

song performed by Bee Gees
Added by Lucian Velea
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Blood Bound

Countdown, descending down to zero
Bursting into flames
Can't you see the coming of a hero
On this enchanting day
So stand up and be counted
In the solar glance in the desert sand
No longer the hunted
United we are 'til the day we fall
A chain unbreakable
Every link is allied to our mighty vow
We're Blood Bound - We aim for the sun
The luminous moon will take us high over ground
We're Blood Bound - Collecting the stars
We hold a power that is greater than all
We're Blood Bound
Watch out, the heathen's all around us
Always watch you back
We've got a lust for freedom
Whatever they say we know we'll stay
We are indestructible
And no matter what happens we will rise above
We're Blood Bound - We aim for the sun
The luminous moon will take us high over ground
We're Blood Bound - Collecting the stars
We hold a power that is greater than all
We're Blood Bound
Look into my eyes
Tell me what is hidden deep inside
Chains about to break
It's the everlasting freedom for us all
We're Blood Bound - We aim for the sun
The luminous moon will take us high over ground
We're Blood Bound - Collecting the stars
We hold a power together
We're Blood Bound - We aim for the sun
The luminous moon will take us high over ground
We're Blood Bound - Collecting the stars
We hold a power together - Blood Bound
Power forever - Blood Bound
Power - We're Blood Bound

song performed by Hammerfall
Added by Lucian Velea
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The Ghost - Book IV

Coxcombs, who vainly make pretence
To something of exalted sense
'Bove other men, and, gravely wise,
Affect those pleasures to despise,
Which, merely to the eye confined,
Bring no improvement to the mind,
Rail at all pomp; they would not go
For millions to a puppet-show,
Nor can forgive the mighty crime
Of countenancing pantomime;
No, not at Covent Garden, where,
Without a head for play or player,
Or, could a head be found most fit,
Without one player to second it,
They must, obeying Folly's call,
Thrive by mere show, or not at all
With these grave fops, who, (bless their brains!)
Most cruel to themselves, take pains
For wretchedness, and would be thought
Much wiser than a wise man ought,
For his own happiness, to be;
Who what they hear, and what they see,
And what they smell, and taste, and feel,
Distrust, till Reason sets her seal,
And, by long trains of consequences
Insured, gives sanction to the senses;
Who would not (Heaven forbid it!) waste
One hour in what the world calls Taste,
Nor fondly deign to laugh or cry,
Unless they know some reason why;
With these grave fops, whose system seems
To give up certainty for dreams,
The eye of man is understood
As for no other purpose good
Than as a door, through which, of course,
Their passage crowding, objects force,
A downright usher, to admit
New-comers to the court of Wit:
(Good Gravity! forbear thy spleen;
When I say Wit, I Wisdom mean)
Where (such the practice of the court,
Which legal precedents support)
Not one idea is allow'd
To pass unquestion'd in the crowd,
But ere it can obtain the grace
Of holding in the brain a place,
Before the chief in congregation
Must stand a strict examination.
Not such as those, who physic twirl,
Full fraught with death, from every curl;

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poem by Charles Churchill
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Napoleon

I

Cannon his name,
Cannon his voice, he came.
Who heard of him heard shaken hills,
An earth at quake, to quiet stamped;
Who looked on him beheld the will of wills,
The driver of wild flocks where lions ramped:
Beheld War's liveries flee him, like lumped grass
Nid-nod to ground beneath the cuffing storm;
While laurelled over his Imperial form,
Forth from her bearded tube of lacquey brass,
Reverberant notes and long blew volant Fame.
Incarnate Victory, Power manifest,
Infernal or God-given to mankind,
On the quenched volcano's cusp did he take stand,
A conquering army's height above the land,
Which calls that army offspring of its breast,
And sees it mid the starry camps enshrined;
His eye the cannon's flame,
The cannon's cave his mind.

II

To weld the nation in a name of dread,
And scatter carrion flies off wounds unhealed,
The Necessitated came, as comes from out
Electric ebon lightning's javelin-head,
Threatening agitation in the revealed
Founts of our being; terrible with doubt,
With radiance restorative. At one stride
Athwart the Law he stood for sovereign sway.
That Soliform made featureless beside
His brilliancy who neighboured: vapour they;
Vapour what postured statues barred his tread.
On high in amphitheatre field on field,
Italian, Egyptian, Austrian,
Far heard and of the carnage discord clear,
Bells of his escalading triumphs pealed
In crashes on a choral chant severe,
Heraldic of the authentic Charlemagne,
Globe, sceptre, sword, to enfold, to rule, to smite,
Make unity of the mass,
Coherent or refractory, by his might.

Forth from her bearded tube of lacquey brass,
Fame blew, and tuned the jangles, bent the knees
Rebellious or submissive; his decrees
Were thunder in those heavens and compelled:
Such as disordered earth, eclipsed of stars,

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poem by George Meredith
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The Judgment Of Paris

1

Far in the depth of Ida's inmost grove,
A scene for love and solitude design'd;
Where flowery woodbines wild, by Nature wove,
Form'd the lone bower, the royal swain reclined.

2

All up the craggy cliffs, that tower'd to heaven,
Green waved the murmuring pines on every side;
Save where, fair opening to the beam of even,
A dale sloped gradual to the valley wide.

3

Echo'd the vale with many a cheerful note;
The lowing of the herds resounding long,
The shrilling pipe, and mellow horn remote,
And social clamours of the festive throng.

4

For now, low hovering o'er the western main,
Where amber clouds begirt his dazzling throne,
The Sun with ruddier verdure deck'd the plain;
And lakes and streams and spires triumphal shone.

5

And many a band of ardent youths were seen;
Some into rapture fired by glory's charms,
Or hurl'd the thundering car along the green,
Or march'd embattled on in glittering arms.

6

Others more mild, in happy leisure gay,
The darkening forest's lonely gloom explore,
Or by Scamander's flowery margin stray,
Or the blue Hellespont's resounding shore.

7

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poem by James Beattie
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