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How much greater would their contributions to the U.S. economy be if U.S. copyright owners could access foreign markets otherwise dominated by pirate product?

quote by Howard Berman
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The Princess Betrothed To The King Of Garba

WHAT various ways in which a thing is told
Some truth abuse, while others fiction hold;
In stories we invention may admit;
But diff'rent 'tis with what historick writ;
Posterity demands that truth should then
Inspire relation, and direct the pen.

ALACIEL'S story's of another kind,
And I've a little altered it, you'll find;
Faults some may see, and others disbelieve;
'Tis all the same:--'twill never make me grieve;
Alaciel's mem'ry, it is very clear,
Can scarcely by it lose; there's naught to fear.
Two facts important I have kept in view,
In which the author fully I pursue;
The one--no less than eight the belle possessed,
Before a husband's sight her eyes had blessed;
The other is, the prince she was to wed
Ne'er seemed to heed this trespass on his bed,
But thought, perhaps, the beauty she had got
Would prove to any one a happy lot.

HOWE'ER this fair, amid adventures dire,
More sufferings shared than malice could desire;
Though eight times, doubtless, she exchanged her knight
No proof, that she her spouse was led to slight;
'Twas gratitude, compassion, or good will;
The dread of worse;--she'd truly had her fill;
Excuses just, to vindicate her fame,
Who, spite of troubles, fanned the monarch's flame:
Of eight the relict, still a maid received ;--
Apparently, the prince her pure believed;
For, though at times we may be duped in this,
Yet, after such a number--strange to miss!
And I submit to those who've passed the scene,
If they, to my opinion, do not lean.

THE king of Alexandria, Zarus named,
A daughter had, who all his fondness claimed,
A star divine Alaciel shone around,
The charms of beauty's queen were in her found;
With soul celestial, gracious, good, and kind,
And all-accomplished, all-complying mind.

THE, rumour of her worth spread far and wide,
The king of Garba asked her for his bride,
And Mamolin (the sov'reign of the spot,)
To other princes had a pref'rence got.

THE fair, howe'er, already felt the smart

[...] Read more

poem by La Fontaine
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Death Of The Middle Class

Oligarchs and Banksters tighten financial screws
In a bold attempt to kill the global Middle Class
Heads of State unable/unwilling to halt this ruse
The “Great Depression of 1929” we soon surpass

ROTMS

By Andrew Gavin Marshall - Global Research

We now stand at the edge of the global financial abyss of a ‘Great Global Debt Depression, ’ where nations, mired in extreme debt, are beginning to implement ‘fiscal austerity’ measures to reduce their deficits, which will ultimately result in systematic global social genocide, as the middle classes vanish and the social foundations upon which our nations rest are swept away. How did we get here? Who brought us here? Where is this road leading? These are questions I will briefly attempt to answer.

At the heart of the global political economy is the central banking system. Central banks are responsible for printing a nation’s currency and setting interest rates, thus determining the value of the currency. This should no doubt be the prerogative of a national government, however, central banks are of a particularly deceptive nature, in which while being imbued with governmental authority, they are in fact privately owned by the world’s major global banks, and are thus profit-seeking institutions. How do central banks make a profit? The answer is simple: how do all banks make a profit? Interest on debt. Loans are made, interest rates are set, and profits are made. It is a system of debt, imperial economics at its finest.

In the United States, President Woodrow Wilson signed the Federal Reserve Act in 1913, creating the Federal Reserve System, with the Board located in Washington, appointed by the President, but where true power rested in the 12 regional banks, most notably among them, the Federal Reserve Bank of New York. The regional Fed banks were private banks, owned in shares by the major banks in each region, which elected the board members to represent them, and who would then share power with the Federal Reserve Board in Washington.

In the early 1920s, the Council on Foreign Relations was formed in the United States as the premier foreign policy think tank, dominated by powerful banking interests. In 1930, the Bank for International Settlements (BIS) was created to manage German reparations payments, but it also had another role, which was much less known, but much more significant. It was to act as a “coordinator of the operations of central banks around the world.” Essentially, it is the central bank for the world’s central banks, whose operations are kept ‘strictly confidential.’ As historian Carroll Quigley wrote:

'The powers of financial capitalism had another far-reaching aim, nothing less than to create a world system of financial control in private hands able to dominate the political system of each country and the economy of the world as a whole. This system was to be controlled in a feudalist fashion by the central banks of the world acting in concert, by secret agreements arrived at in frequent private meetings and conferences. The apex of the system was to be the Bank for International Settlements in Basel, Switzerland, a private bank owned and controlled by the world’s central banks which were themselves private corporations.'

In 1954, the Bilderberg Group was formed as a secretive global think tank, comprising intellectual, financial, corporate, political, military and media elites from Western Europe and North America, with prominent bankers such as David Rockefeller, as well as European royalty, such as the Dutch royal family, who are the largest shareholders in Royal Dutch Shell, whose CEO attends every meeting. This group of roughly 130 elites meets every year in secret to discuss and debate global affairs, and to set general goals and undertake broad agendas at various meetings. The group was initially formed to promote European integration. The 1956 meeting discussed European integration and a common currency. In fact, the current Chairman of the Bilderberg Group told European media last year that the euro was debated at the Bilderberg Group.

In 1973, David Rockefeller, Chairman and CEO of Chase Manhattan Bank, Chairman of the Council on Foreign Relations and a member of the Steering Committee of the Blderberg Group, formed the Trilateral Commission with CFR academic Zbigniew Brzezinski. That same year, the oil price shocks created a wealth of oil money, which was discussed at that years Bilderberg meeting 5 months prior to the oil shocks, and the money was funneled through western banks, which loaned it to ‘third world’ nations desperately in need of loans to finance industrialization.

When Jimmy Carter became President in 1977, he appointed over two dozen members of the Trilateral Commission into his cabinet, including himself, and of course, Zbigniew Brzezinski, who was his National Security Adviser. In 1979, Carter appointed David Rockefeller’s former aide and friend, Paul Volcker, who had held various positions at the Federal Reserve Bank of New York and the U.S. Treasury Department, and who also happened to be a member of the Trilateral Commission, as Chairman of the Federal Reserve. When another oil shock took place in 1979, Volcker decided to raise interest rates from 2% in the late 70s, to 18% in the early 80s. The effect this had was that the countries of the developing world suddenly had to pay enormous interest on their loans, and in 1982, Mexico announced it could no longer afford to pay its interest, and it defaulted on its debt, which set off the 1980s debt crisis – collapsing nations in debt across Latin America, Africa and parts of Asia.

It was the IMF and the World Bank came to the ‘assistance’ of the Third World with their ‘structural adjustment programs’, which forced countries seeking assistance to privatize all state owned industries and resources, devalue their currencies, liberalize their economies, dismantle health, education and social services; ultimately resulting in the re-colonization of the ‘Third World’ as Western corporations and banks bought all their assets and resources, and ultimately created the conditions of social genocide, with the spread of mass poverty, and the emergence of corrupt national elites who were subservient to the interests of Western elites. The people in these nations would protest, riot and rebel, and the states would clamp down with the police and military.

In the West, corporations and banks saw rapid, record-breaking profits. This was the era in which the term ‘globalization’ emerged. While profits soared, wages for people in the West did not. Thus, to consume in an economy in which prices were rising, people had to go into debt. This is why this era marked the rise of credit cards fueling consumption, and the middle class became a class based entirely on debt.

In the 1990s, the ‘new world order’ was born, with America ruling the global economy, free trade agreements began integrating regional and global markets for the benefit of global banks and corporations, and speculation dominated the economy.

The global economic crisis arose as a result of decades of global imperialism – known recently as ‘globalization’ – and the reckless growth of– speculation, derivatives and an explosion of debt. As the economic crisis spread, nations of the world, particularly the United States, bailed out the major banks (which should have been made to fail and crumble under their own corruption and greed) , and now the West has essentially privatized profits for the banks, and socialized the risk. In other words, the nations bought the debt from the banks, and now the people have to pay for it. The people, however, are immersed in their own personal debt to such degrees that today, the average Canadian is $39,000 in debt, and students are graduating into a jobless market with tens to hundreds of thousands of dollars of student debt that they will never repay. Hence, we are now faced with a global debt crisis.

To manage the economic crisis, the G20 was established as the major international forum for cooperation among the 20 major economies of the world, including the major developing – or emerging – economies, such as India, Brazil, South Africa and China. At the onset of the financial crisis, China and Russia’s central banks began calling for the establishment of a global currency to replace the U.S. dollar as the world reserve currency. This proposal was backed by the UN and the IMF. It should be noted, however, that the Chinese and Russian central banks cooperate with the Western central banks through the Bank for International Settlements – which the President of the European Central Bank, Jean-Claude Trichet, recently said was the principle forum for “governance of central bank cooperation” and that the G20 is “the prime group for global economic governance.” In 2009, the IMF stated that the BIS “is the central and the oldest focal point for coordination of global governance arrangements.” The President of the European Union, appointed to the position after attending a Bilderberg meeting, declared 2009 as the “first year of global governance.” The 2009 Bilderberg meeting reported on the desire to create a global treasury, or global central bank, to manage the world economy. In 2009, prior to the Bilderberg meeting in fact, the G20 set in motion plans to make the IMF a global central bank of sorts, issuing and even printing its own currency – called Special Drawing Rights (SDRs) – which is valued against a basket of currencies. In May of 2010, the IMF Managing Director stated that “crisis is an opportunity, ” and while Special Drawing Rights are a step in the right direction, ultimately what is needed is “a new global currency issued by a global central bank, with robust governance and institutional features.” Thus, we see the emergence of a process towards the formation of a global central bank and a global currency, totally unaccountable to any nation or people, and totally controlled by global banking interests.

In 2010, Greece was plunged into a debt crisis, a crisis which is now spreading across Europe, to the U.K. and eventually to Japan and the United States. If we look at Greece, we see the nature of the global debt crisis. The debt is owed to major European and American banks. To pay the interest on the debt, Greece had to get a loan from the European Central Bank and the IMF, which forced the country to impose ‘fiscal austerity’ measures as a condition for the loans, pressuring Greece to commit social genocide. Meanwhile, the major banks of America and Europe speculate against the Greek debt, further plunging the country into economic and social crisis. The loan is granted, to pay the interest, yet simply has the effect of adding to the overall debt, as a new loan is new debt. Thus, Greece is caught in the same debt trap that re-colonized the Third World.

At the recent G20 meeting in Toronto, the major nations of the world agreed to impose fiscal austerity – or in other words, commit social genocide – within their nations, in a veritable global structural adjustment program. So now we will see the beginnings of the Great Global Debt Depression, in which major western and global nations cut social spending, create mass unemployment by dismantling health, education, and social services. Further, state infrastructure – such as roads, bridges, airports, ports, railways, prisons, hospitals, electric transmission lines and water – will be privatized, so that global corporations and banks will own the entirely of national assets. Simultaneously, of course, taxes will be raised dramatically to levels never before seen. The BIS said that interest rates should rise at the same time, meaning that interest payments on debt will dramatically increase at both the national and individual level, forcing governments to turn to the IMF for loans – likely in the form of its new global reserve currency – to simply pay the interest, and will thus be absorbing more debt. Simultaneously, of course, the middle class will in effect have its debts called in, and since the middle class exists only as an illusion, the illusion will vanish.

Already, towns, cities, and states across America are resorting to drastic actions to reduce their debts, such as closing fire stations, scaling back trash collection, turning off street lights, ending bus services and public transportation, cutting back on library hours or closing them altogether, school districts cutting down the school day, week or year. Simultaneously, this is occurring with a dramatic increase in the rate of privatizations or “public-private partnerships” in which even libraries are being privatized.

No wonder then, that this month, the Managing Director of the IMF warned that America and Europe, in the midst of the worst jobs crisis since the Great Depression, face an “explosion of social unrest.” Just yesterday, Europe experienced a wave of mass protests and social unrest in opposition to ‘austerity measures’, with a general strike in Spain involving millions of people, and a march on the EU headquarters in Brussels of nearly 100,000 people. As social unrest spreads, governments will likely react – as we saw in the case of the G20 in Toronto – with oppressive police state measures. Here, we see the true relevance of the emergence of ‘Homeland Security States’, designed not to protect people from terrorists, but to protect the powerful from the people.

So while things have never seemed quite so bleak, there is a dim and growing beacon of hope, in what Zbigniew Brzezinski has termed as the greatest threat to elite interests everywhere – the ‘global political awakening’. The global political awakening is representative of the fact that for the first time in all of human history, mankind is politically awakened and stirring, activated and aware, and that generally – as Zbigniew Brzezinski explains – generally is aware of global inequalities, exploitation, and disrespect. This awakening is largely the result of the information revolution – thus revealing the contradictory nature of the globalization project – as while it globalizes power and oppression, so too does it globalize awareness and opposition. This awakening is the greatest threat to entrenched elite interests everywhere. The awakening, while having taken root in the global south – already long subjected to exploitation and devastation – is now stirring in the west, and will grow as the economy crumbles. As the middle classes realize their consumption was an illusion of wealth, they will seek answers and demand true change, not the Wall Street packaged ‘brand-name’ change of Obama Inc., but true, inspired, and empowering change.

In 1967, Martin Luther King delivered a speech in which he spoke out against the Vietnam War and the American empire, and he stated that, “It seems as if we are on the wrong side of a world revolution.” So now it seems to me that the time has come for that to change.

Andrew Gavin Marshall is a Research Associate with the Centre for Research on Globalization (CRG) .

poem by Ray Lucero
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The Aeneid of Virgil: Book 7

AND thou, O matron of immortal fame,
Here dying, to the shore hast left thy name;
Cajeta still the place is call’d from thee,
The nurse of great Æneas’ infancy.
Here rest thy bones in rich Hesperia’s plains; 5
Thy name (’t is all a ghost can have) remains.
Now, when the prince her fun’ral rites had paid,
He plow’d the Tyrrhene seas with sails display’d.
From land a gentle breeze arose by night,
Serenely shone the stars, the moon was bright, 10
And the sea trembled with her silver light.
Now near the shelves of Circe’s shores they run,
(Circe the rich, the daughter of the Sun,)
A dang’rous coast: the goddess wastes her days
In joyous songs; the rocks resound her lays: 15
In spinning, or the loom, she spends the night,
And cedar brands supply her father’s light.
From hence were heard, rebellowing to the main,
The roars of lions that refuse the chain,
The grunts of bristled boars, and groans of bears, 20
And herds of howling wolves that stun the sailors’ ears.
These from their caverns, at the close of night,
Fill the sad isle with horror and affright.
Darkling they mourn their fate, whom Circe’s pow’r,
(That watch’d the moon and planetary hour,) 25
With words and wicked herbs from humankind
Had alter’d, and in brutal shapes confin’d.
Which monsters lest the Trojans’ pious host
Should bear, or touch upon th’ inchanted coast,
Propitious Neptune steer’d their course by night 30
With rising gales that sped their happy flight.
Supplied with these, they skim the sounding shore,
And hear the swelling surges vainly roar.
Now, when the rosy morn began to rise,
And wav’d her saffron streamer thro’ the skies; 35
When Thetis blush’d in purple not her own,
And from her face the breathing winds were blown,
A sudden silence sate upon the sea,
And sweeping oars, with struggling, urge their way.
The Trojan, from the main, beheld a wood, 40
Which thick with shades and a brown horror stood:
Betwixt the trees the Tiber took his course,
With whirlpools dimpled; and with downward force,
That drove the sand along, he took his way,
And roll’d his yellow billows to the sea. 45
About him, and above, and round the wood,
The birds that haunt the borders of his flood,
That bath’d within, or basked upon his side,
To tuneful songs their narrow throats applied.
The captain gives command; the joyful train 50

[...] Read more

poem by Publius Vergilius Maro
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Foreign Lands

You may roam the wide seas over, follow, meet, and cross the sun,
Sail as far as ships can sail, and travel far as trains can run;
You may ride and tramp wherever range or plain or sea expands,
But the crowd has been before you, and you’ll not find ‘Foreign Lands;’
For the Early Days are over,
And no more the white-winged rover
Sinks the gale-worn coast of England bound for bays in Foreign Lands.
Foreign Lands are in the distance dim and dreamlike, faint and far,
Long ago, and over yonder, where our boyhood fancies are,
For the land is by the railway cramped as though with iron bands,
And the steamship and the cable did away with Foreign Lands.
Ah! the days of blue and gold!
When the news was six months old—
But the news was worth the telling in the days of Foreign Lands.

Here we slave the dull years hopeless for the sake of Wool and Wheat
Here the homes of ugly Commerce—niggard farm and haggard street;
Yet our mothers and our fathers won the life the heart demands—
Less than fifty years gone over, we were born in Foreign Lands.

When the gipsies stole the children still, in village tale and song,
And the world was wide to travel, and the roving spirit strong;
When they dreamed of South Sea Islands, summer seas and coral strands—
Then the bravest hearts of England sailed away to Foreign Lands,
‘Fitting foreign’—flood and field—
Half the world and orders sealed—
And the first and best of Europe went to fight in Foreign Lands.

Canvas towers on the ocean—homeward bound and outward bound—
Glint of topsails over islands—splash of anchors in the sound;
Then they landed in the forests, took their strong lives in their hands,
And they fought and toiled and conquered—making homes in Foreign Lands,
Through the cold and through the drought—
Further on and further out—
Winning half the world for England in the wilds of Foreign Lands.

Love and pride of life inspired them when the simple village hearts
Followed Master Will and Harry—gone abroad to ‘furrin parts’
By our townships and our cities, and across the desert sands
Are the graves of those who fought and died for us in Foreign Lands—
Gave their young lives for our sake
(Was it all a grand mistake?)
Sons of Master Will and Harry born abroad in Foreign Lands!

Ah, my girl, our lives are narrow, and in sordid days like these,
I can hate the things that banished ‘Foreign Lands across the seas,’
But with all the world before us, God above us—hearts and hands,
I can sail the seas in fancy far away to Foreign Lands.

poem by Henry Lawson
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The Old Man's Calendar

OFT have I seen in wedlock with surprise,
That most forgot from which true bliss would rise
When marriage for a daughter is designed,
The parents solely riches seem to mind;
All other boons are left to heav'n above,
And sweet SIXTEEN must SIXTY learn to love!
Yet still in other things they nicer seem,
Their chariot-horses and their oxen-team
Are truly matched;--in height exact are these,
While those each shade alike must have to please;
Without the choice 'twere wonderful to find,
Or coach or wagon travel to their mind.
The marriage journey full of cares appears,
When couples match in neither souls nor years!
An instance of the kind I'll now detail:
The feeling bosom will such lots bewail!

QUINZICA, (Richard), as the story goes,
Indulged his wife at balls, and feasts, and shows,
Expecting other duties she'd forget,
In which howe'er he disappointment met.
A judge in Pisa, Richard was, it seems,
In law most learned: wily in his schemes;
But silver beard and locks too clearly told,
He ought to have a wife of diff'rent mould;
Though he had taken one of noble birth,
Quite young, most beautiful, and formed for mirth,
Bartholomea Galandi her name;
The lady's parents were of rank and fame;
Our JUDGE herein had little wisdom shown,
And sneering friends around were often known
To say, his children ne'er could fathers lack:
At giving counsel some have got a knack,
Who, were they but at home to turn their eyes,
Might find, perhaps, they're not so over-wise.

QUINZICA, then perceiving that his pow'rs
Fell short of what a bird like his devours,
T'excuse himself and satisfy his dear,
Pretended that, no day within the year,
To Hymen, as a saint, was e'er assigned,
In calendar, or book of any kind,
When full ATTENTION to the god was paid:--
To aged sires a nice convenient aid;
But this the sex by no means fancy right;
Few days to PLEASURE could his heart invite
At times, the week entire he'd have a fast;
At others, say the day 'mong saints was classed,
Though no one ever heard its holy name;--
FAST ev'ry Friday--Saturday the same,

[...] Read more

poem by La Fontaine
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Committing Suicide is a Fad

We have met the enemy, and they are us.
—Walt Kelley, Pogo
†

In major national newspapers
very soon, you will see my ad:
thanks to years of research
and cutting-edge technology
a wonderful product, I’ve made,

for committing suicide.
And I say
“Committing suicide is a fad.”
I’m Dr. Bulggard.

My idea’s going to shake the world.
Since many people seem to commit suicide
of one sort or another, I thought,
there must be a big demand out there.
So I commissioned a marketing survey
and the stats we got were astounding;
nothing fell within the gray.

And all companies in this business
had only but one thing in common:
ever-rising growth!
Cigarettes, junk food, or the like,
that makes them each multibillionaires.

I say my product compares,
at anytime is better than theirs!

I wonder in this rapid age of technology,
we do everything faster,
why then does suicide remain so neglected?
In the matter of efficiency and fastness,
it seems sheer carelessness!

Let’s examine the inefficient ways
of committing suicide we see at present.
People smoke,
and know they may get cancer.
They take drugs
and know they may end up worse than dead.
They eat junk food
and know they may have a heart attack.
They don’t walk or exercise
although they’re forty pounds overweight.
Just keep counting…

[...] Read more

poem by Amrit Rathi
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The Interpretation of Nature and

I.

MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.


II.

Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.

III.

Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.

IV.

Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.

V.

The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.

VI.

It would be an unsound fancy and self-contradictory to expect that things which have never yet been done can be done except by means which have never yet been tried.

VII.

The productions of the mind and hand seem very numerous in books and manufactures. But all this variety lies in an exquisite subtlety and derivations from a few things already known; not in the number of axioms.

VIII.

Moreover the works already known are due to chance and experiment rather than to sciences; for the sciences we now possess are merely systems for the nice ordering and setting forth of things already invented; not methods of invention or directions for new works.

IX.

The cause and root of nearly all evils in the sciences is this -- that while we falsely admire and extol the powers of the human mind we neglect to seek for its true helps.

X.

The subtlety of nature is greater many times over than the subtlety of the senses and understanding; so that all those specious meditations, speculations, and glosses in which men indulge are quite from the purpose, only there is no one by to observe it.

XI.

As the sciences which we now have do not help us in finding out new works, so neither does the logic which we now have help us in finding out new sciences.

XII.

The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search after truth. So it does more harm than good.

XIII.

[...] Read more

poem by Sir Francis Bacon
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The Corsair

'O'er the glad waters of the dark blue sea,
Our thoughts as boundless, and our soul's as free
Far as the breeze can bear, the billows foam,
Survey our empire, and behold our home!
These are our realms, no limits to their sway-
Our flag the sceptre all who meet obey.
Ours the wild life in tumult still to range
From toil to rest, and joy in every change.
Oh, who can tell? not thou, luxurious slave!
Whose soul would sicken o'er the heaving wave;
Not thou, vain lord of wantonness and ease!
whom slumber soothes not - pleasure cannot please -
Oh, who can tell, save he whose heart hath tried,
And danced in triumph o'er the waters wide,
The exulting sense - the pulse's maddening play,
That thrills the wanderer of that trackless way?
That for itself can woo the approaching fight,
And turn what some deem danger to delight;
That seeks what cravens shun with more than zeal,
And where the feebler faint can only feel -
Feel - to the rising bosom's inmost core,
Its hope awaken and Its spirit soar?
No dread of death if with us die our foes -
Save that it seems even duller than repose:
Come when it will - we snatch the life of life -
When lost - what recks it but disease or strife?
Let him who crawls enamour'd of decay,
Cling to his couch, and sicken years away:
Heave his thick breath, and shake his palsied head;
Ours - the fresh turf; and not the feverish bed.
While gasp by gasp he falters forth his soul,
Ours with one pang - one bound - escapes control.
His corse may boast its urn and narrow cave,
And they who loath'd his life may gild his grave:
Ours are the tears, though few, sincerely shed,
When Ocean shrouds and sepulchres our dead.
For us, even banquets fond regret supply
In the red cup that crowns our memory;
And the brief epitaph in danger's day,
When those who win at length divide the prey,
And cry, Remembrance saddening o'er each brow,
How had the brave who fell exulted now!'

II.
Such were the notes that from the Pirate's isle
Around the kindling watch-fire rang the while:
Such were the sounds that thrill'd the rocks along,
And unto ears as rugged seem'd a song!
In scatter'd groups upon the golden sand,
They game-carouse-converse-or whet the brand:

[...] Read more

poem by Byron
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In A Foreign Land

It was a matter of fact that when I paid all my tax
I held my world in the palm of my hand
And all of my debts were causing me to defect
To a land of bananas and sand
So I ran, yes I ran, yes I ran to a foreign land
Here I am, here I am
Here I am in a foreign land
Im so glad we made it
I thought wed never land
I grabbed all my cash
And decided to dash far away
Far away, far away to a foreign land
Here I am, here I am, here I am in a foreign land
Goodbye to all of the rich mans daughters
Goodbye to my debts now Im way cross the water
Far away, far away in a foreign land
Here I am, here I am here I am in a foreign land
La la la la la la
La la la la la la
Please tell my mother and all my ex-lovers
That Ive finally made the grade
Please tell my debtors and the money collectors
That all of my bills will be paid some day
Im away, Im away, far away in a foreign land
Goodbye champagne and caviar set
I wanna slum and drink all the rum I can get
Im away, Im away in a foreign land
Here I am, here I am, here I am in a foreign land
But Im all out of my jack and I cant go back
Im away, far away, far away in a foreign land
La la la la la la
La la la la la la

song performed by Kinks
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Pharsalia - Book II: The Flight Of Pompeius

This was made plain the anger of the gods;
The universe gave signs Nature reversed
In monstrous tumult fraught with prodigies
Her laws, and prescient spake the coming guilt.

How seemed it just to thee, Olympus' king,
That suffering mortals at thy doom should know
By omens dire the massacre to come?
Or did the primal parent of the world
When first the flames gave way and yielding left
Matter unformed to his subduing hand,
And realms unbalanced, fix by stern decree'
Unalterable laws to bind the whole
(Himself, too, bound by law), so that for aye
All Nature moves within its fated bounds?
Or, is Chance sovereign over all, and we
The sport of Fortune and her turning wheel?
Whate'er be truth, keep thou the future veiled
From mortal vision, and amid their fears
May men still hope.

Thus known how great the woes
The world should suffer, from the truth divine,
A solemn fast was called, the courts were closed,
All men in private garb; no purple hem
Adorned the togas of the chiefs of Rome;
No plaints were uttered, and a voiceless grief
Lay deep in every bosom: as when death
Knocks at some door but enters not as yet,
Before the mother calls the name aloud
Or bids her grieving maidens beat the breast,
While still she marks the glazing eye, and soothes
The stiffening limbs and gazes on the face,
In nameless dread, not sorrow, and in awe
Of death approaching: and with mind distraught
Clings to the dying in a last embrace.

The matrons laid aside their wonted garb:
Crowds filled the temples -- on the unpitying stones
Some dashed their bosoms; others bathed with tears
The statues of the gods; some tore their hair
Upon the holy threshold, and with shrieks
And vows unceasing called upon the names
Of those whom mortals supplicate. Nor all
Lay in the Thunderer's fane: at every shrine
Some prayers are offered which refused shall bring
Reproach on heaven. One whose livid arms
Were dark with blows, whose cheeks with tears bedewed
And riven, cried, 'Beat, mothers, beat the breast,
Tear now the lock; while doubtful in the scales

[...] Read more

poem by Marcus Annaeus Lucanus
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The Tale of Custard The Dragon

Belinda lived in a little white house,
With a little black kitten and a little gray mouse,
And a little yellow dog and a little red wagon,
And a realio, trulio, little pet dragon.

Now the name of the little black kitten was Ink,
And the little gray mouse, she called her Blink,
And the little yellow dog was sharp as Mustard,
But the dragon was a coward, and she called him Custard.

Custard the dragon had big sharp teeth,
And spikes on top of him and scales underneath,
Mouth like a fireplace, chimney for a nose,
And realio, trulio, daggers on his toes.

Belinda was as brave as a barrel full of bears,
And Ink and Blink chased lions down the stairs,
Mustard was as brave as a tiger in a rage,
But Custard cried for a nice safe cage.

Belinda tickled him, she tickled him unmerciful,
Ink, Blink and Mustard, they rudely called him Percival,
They all sat laughing in the little red wagon
At the realio, trulio, cowardly dragon.

Belinda giggled till she shook the house,
And Blink said Week!, which is giggling for a mouse,
Ink and Mustard rudely asked his age,
When Custard cried for a nice safe cage.

Suddenly, suddenly they heard a nasty sound,
And Mustard growled, and they all looked around.
Meowch! cried Ink, and Ooh! cried Belinda,
For there was a pirate, climbing in the winda.

Pistol in his left hand, pistol in his right,
And he held in his teeth a cutlass bright,
His beard was black, one leg was wood;
It was clear that the pirate meant no good.

Belinda paled, and she cried, Help! Help!
But Mustard fled with a terrified yelp,
Ink trickled down to the bottom of the household,
And little mouse Blink strategically mouseholed.

But up jumped Custard, snorting like an engine,
Clashed his tail like irons in a dungeon,
With a clatter and a clank and a jangling squirm
He went at the pirate like a robin at a worm.

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poem by Ogden Nash
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Chanson de pirates (Pirates' Song)

Nous emmenions en esclavage
Cent chrétiens, pêcheurs de corail ;
Nous recrutions pour le sérail
Dans tous les moûtiers du rivage.
En mer, les hardis écumeurs !
Nous allions de Fez à Catane...
Dans la galère capitane
Nous étions quatre-vingts rameurs.

On signale un couvent à terre.
Nous jetons l'ancre près du bord.
A nos yeux s'offre tout d'abord
Une fille du monastère.
Prés des flots, sourde à leurs rumeurs,
Elle dormait sous un platane...
Dans la galère capitane
Nous étions quatre-vingts rameurs.

- La belle fille, il faut vous taire,
Il faut nous suivre. Il fait bon vent.
Ce n'est que changer de couvent.
Le harem vaut le monastère.
Sa hautesse aime les primeurs,
Nous vous ferons mahométane...
Dans la galère capitane
Nous étions quatre-vingts rameurs.

Elle veut fuir vers sa chapelle.
- Osez-vous bien, fils de Satan ?
- Nous osons, dit le capitan.
Elle pleure, supplie, appelle.
Malgré sa plainte et ses clameurs,
On l'emporta dans la tartane...
Dans la galère capitane
Nous étions quatre-vingts rameurs.

Plus belle encor dans sa tristesse,
Ses yeux étaient deux talismans.
Elle valait mille tomans ;
On la vendit à sa hautesse.
Elle eut beau dire : Je me meurs !
De nonne elle devint sultane...
Dans la galère capitane
Nous étions quatre-vingts rameurs.

Pirates' Song

We're bearing five-score Christian dogs
To serve the cruel drivers:

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poem by Victor Hugo
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Captain Teach alias Black Beard

Edward Teach was a native of Bristol, and sailed from that port
On board a privateer, in search of sport,
As one of the crew, during the French War in that station,
And for personal courage he soon gained his Captain's approbation.

'Twas in the spring of 1717, Captajn Harnigold and Teach sailed from Providence
For the continent of America, and no further hence;
And in their way captured a vessel laden with flour,
Which they put on board their own vessels in the space of an hour.

They also seized two other vessels snd took some gallons of wine,
Besides plunder to a considerable value, and most of it most costly design;
And after that they made a prize of a large French Guinea-man,
Then to act an independent part Teach now began.

But the news spread throughout America, far and near,
And filled many of the inhabitants' hearts with fear;
But Lieutenant Maynard with his sloops of war directly steered,
And left James River on the 17th November in quest of Black Beard,
And on the evening of the 21st came in sight of the pirate;
And when Black Beard spied his sloops he felt elate.

When he saw the sloops sent to apprehend him,
He didn't lose his courage, but fiendishly did grin;
And told his men to cease from drinking and their tittle-tattle,
Although he had only twenty men on board, and prepare for battle.

In case anything should happen to him during the engagement,
One of his men asked him, who felt rather discontent,
Whether his wife knew where he had buried his pelf,
When he impiously replied that nobody knew but the devil and himself.

In the Morning Maynard weighed and sent his boat to sound,
Which, coming near the pirate, unfortunately ran aground;
But Maynard lightened his vessel of the ballast and water,
Whilst from the pirates' ship small shot loudly did clatter.

But the pirates' small shot or slugs didn't Maynard appal,
He told his men to take their cutlasses and be ready upon his call;
And to conceal themselves every man below,
While he would remain at the helm and face the foe.

Then Black Beard cried, "They're all knocked on the head,"
When he saw no hand upon deck he thought they were dead;
Then Black Beard boarded Maynard'a sloop without dismay,
But Maynard's men rushed upon deck, then began the deadly fray.
Then Black Beard and Maynard engaged sword in hand,
And the pirate fought manfully and made a bold stand;
And Maynard with twelve men, and Black Beard with fourteen,
Made the most desperate and bloody conflict that ever was seen.

[...] Read more

poem by William Topaz McGonagall
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Bulls and Bears

Markets crashed
Hopes dashed
Brokers lashed
Doctors cashed
traders bashed
Overnight bankrupt
Shutters shut
Investors harassed
Analysts embarrassed
Govt. appeals
Don’t desperate feel
Markets volatile
Remain agile
Strong fundamentals
Good long term potential
Global concerns
Markets govern
Recession- sub prime crisis
Inflation-sky high prices
Bears overpower
Bulls run for cover
Bears or bulls
Markets pulls
Smart picks
Take risks
I f you are Weak hearted
Stay away from the markets.

poem by Mamta Agarwal
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Not Easy To Overcome

There are huge potentials of the markets waiting for you over there,
So why can't you take advantage of it to express yourself?
For there are no finger prints in this world which are the same,
But the masters are not easy to overcome.

Show up to the course and be very objective and realistic to your muse,
And bring out a constructive commitment towards your goals!
For writing is like a skill which has an artistic roll to play always,
But the masters are not easy to overcome.

Aim at the potential markets around you and try to get there!
For i will meet you when you get there;
But breaking through these markets will let you feel heaven right here on earth!
All the same, the masters are not easy to overcome.

These huge potentials of these markets are what you need,
But criticise me if i am wrong;
For the true potentials of your talents are what makes up the markets,
And you need a break through to satisfy your muse with your mind!
But the masters are not easy to overcome.

poem by Edward Kofi Louis
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Absalom and Achitophel

In pious times, e'er Priest-craft did begin,
Before Polygamy was made a sin;
When man, on many, multiply'd his kind,
E'r one to one was, cursedly, confind:
When Nature prompted, and no law deny'd
Promiscuous use of Concubine and Bride;
Then, Israel's monarch, after Heaven's own heart,
His vigorous warmth did, variously, impart
To Wives and Slaves; And, wide as his Command,
Scatter'd his Maker's Image through the Land.
Michal, of Royal blood, the Crown did wear,
A Soyl ungratefull to the Tiller's care;
Not so the rest; for several Mothers bore
To Godlike David, several Sons before.
But since like slaves his bed they did ascend,
No True Succession could their seed attend.
Of all this Numerous Progeny was none
So Beautifull, so brave as Absalon:
Whether, inspir'd by some diviner Lust,
His father got him with a greater Gust;
Or that his Conscious destiny made way
By manly beauty to Imperiall sway.
Early in Foreign fields he won Renown,
With Kings and States ally'd to Israel's Crown
In Peace the thoughts of War he could remove,
And seem'd as he were only born for love.
What e'er he did was done with so much ease,
In him alone, 'twas Natural to please.
His motions all accompanied with grace;
And Paradise was open'd in his face.
With secret Joy, indulgent David view'd
His Youthfull Image in his Son renew'd:
To all his wishes Nothing he deny'd,
And made the Charming Annabel his Bride.
What faults he had (for who from faults is free?)
His Father could not, or he would not see.
Some warm excesses, which the Law forbore,
Were constru'd Youth that purg'd by boyling o'r:
And Amnon's Murther, by a specious Name,
Was call'd a Just Revenge for injur'd Fame.
Thus Prais'd, and Lov'd, the Noble Youth remain'd,
While David, undisturb'd, in Sion raign'd.
But Life can never be sincerely blest:
Heaven punishes the bad, and proves the best.
The Jews, a Headstrong, Moody, Murmuring race,
As ever try'd th' extent and stretch of grace;
God's pamper'd people whom, debauch'd with ease,
No King could govern, nor no God could please;
(Gods they had tri'd of every shape and size
That Gods-smiths could produce, or Priests devise.)

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poem by John Dryden
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The Aeneid of Virgil: Book 12

WHEN Turnus saw the Latins leave the field,
Their armies broken, and their courage quell’d,
Himself become the mark of public spite,
His honor question’d for the promis’d fight;
The more he was with vulgar hate oppress’d, 5
The more his fury boil’d within his breast:
He rous’d his vigor for the last debate,
And rais’d his haughty soul to meet his fate.
As, when the swains the Libyan lion chase,
He makes a sour retreat, nor mends his pace; 10
But, if the pointed jav’lin pierce his side,
The lordly beast returns with double pride:
He wrenches out the steel, he roars for pain;
His sides he lashes, and erects his mane:
So Turnus fares; his eyeballs flash with fire, 15
Thro’ his wide nostrils clouds of smoke expire.
Trembling with rage, around the court he ran,
At length approach’d the king, and thus began:
“No more excuses or delays: I stand
In arms prepar’d to combat, hand to hand, 20
This base deserter of his native land.
The Trojan, by his word, is bound to take
The same conditions which himself did make.
Renew the truce; the solemn rites prepare,
And to my single virtue trust the war. 25
The Latians unconcern’d shall see the fight;
This arm unaided shall assert your right:
Then, if my prostrate body press the plain,
To him the crown and beauteous bride remain.”
To whom the king sedately thus replied: 30
“Brave youth, the more your valor has been tried,
The more becomes it us, with due respect,
To weigh the chance of war, which you neglect.
You want not wealth, or a successive throne,
Or cities which your arms have made your own: 35
My towns and treasures are at your command,
And stor’d with blooming beauties is my land;
Laurentum more than one Lavinia sees,
Unmarried, fair, of noble families.
Now let me speak, and you with patience hear, 40
Things which perhaps may grate a lover’s ear,
But sound advice, proceeding from a heart
Sincerely yours, and free from fraudful art.
The gods, by signs, have manifestly shown,
No prince Italian born should heir my throne: 45
Oft have our augurs, in prediction skill’d,
And oft our priests, a foreign son reveal’d.
Yet, won by worth that cannot be withstood,
Brib’d by my kindness to my kindred blood,
Urg’d by my wife, who would not be denied, 50

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poem by Publius Vergilius Maro
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Cars... Waiting in the sun(9/11/01)

Patiently waiting their owners,
the cars sit alone
Blue Mercedes, black ford,
red Dodge, grey Toyota

But for tonight these waiting cars,
will not be going home
No one gives it a thought,
nor cares an iota

Only two days later
does one give it a thought
That these cars waiting their owners,
and coated with dust

Would never be driven again
by their owners
Though waiting, patiently…
oblivious in trust

Waiting in bright sunlight,
where once there was shade
From the two majestic towers
that seemed to forever persist

Waiting in the lonely parking lot
for owners delayed
By the fact that their owners…
and the towers… no longer exist.

poem by David Whalen
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Faces In The Street

They lie, the men who tell us in a loud decisive tone
That want is here a stranger, and that misery's unknown;
For where the nearest suburb and the city proper meet
My window-sill is level with the faces in the street --
Drifting past, drifting past,
To the beat of weary feet --
While I sorrow for the owners of those faces in the street.

And cause I have to sorrow, in a land so young and fair,
To see upon those faces stamped the marks of Want and Care;
I look in vain for traces of the fresh and fair and sweet
In sallow, sunken faces that are drifting through the street --
Drifting on, drifting on,
To the scrape of restless feet;
I can sorrow for the owners of the faces in the street.

In hours before the dawning dims the starlight in the sky
The wan and weary faces first begin to trickle by,
Increasing as the moments hurry on with morning feet,
Till like a pallid river flow the faces in the street --
Flowing in, flowing in,
To the beat of hurried feet --
Ah! I sorrow for the owners of those faces in the street.

The human river dwindles when 'tis past the hour of eight,
Its waves go flowing faster in the fear of being late;
But slowly drag the moments, whilst beneath the dust and heat
The city grinds the owners of the faces in the street --
Grinding body, grinding soul,
Yielding scarce enough to eat --
Oh! I sorrow for the owners of the faces in the street.

And then the only faces till the sun is sinking down
Are those of outside toilers and the idlers of the town,
Save here and there a face that seems a stranger in the street,
Tells of the city's unemployed upon his weary beat --
Drifting round, drifting round,
To the tread of listless feet --
Ah! My heart aches for the owner of that sad face in the street.

And when the hours on lagging feet have slowly dragged away,
And sickly yellow gaslights rise to mock the going day,
Then flowing past my window like a tide in its retreat,
Again I see the pallid stream of faces in the street --
Ebbing out, ebbing out,
To the drag of tired feet,
While my heart is aching dumbly for the faces in the street.

And now all blurred and smirched with vice the day's sad pages end,
For while the short `large hours' toward the longer `small hours' trend,

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poem by Henry Lawson
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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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