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No one is more insufferable than he who lacks basic courtesy.

quote by Bryant H. McGill
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Pearl

Pearl of delight that a prince doth please
To grace in gold enclosed so clear,
I vow that from over orient seas
Never proved I any in price her peer.
So round, so radiant ranged by these,
So fine, so smooth did her sides appear
That ever in judging gems that please
Her only alone I deemed as dear.
Alas! I lost her in garden near:
Through grass to the ground from me it shot;
I pine now oppressed by love-wound drear
For that pearl, mine own, without a spot.

2
Since in that spot it sped from me,
I have looked and longed for that precious thing
That me once was wont from woe to free,
To uplift my lot and healing bring,
But my heart doth hurt now cruelly,
My breast with burning torment sting.
Yet in secret hour came soft to me
The sweetest song I e'er heard sing;
Yea, many a thought in mind did spring
To think that her radiance in clay should rot.
O mould! Thou marrest a lovely thing,
My pearl, mine own, without a spot.

3
In that spot must needs be spices spread
Where away such wealth to waste hath run;
Blossoms pale and blue and red
There shimmer shining in the sun;
No flower nor fruit their hue may shed
Where it down into darkling earth was done,
For all grass must grow from grains that are dead,
No wheat would else to barn be won.
From good all good is ever begun,
And fail so fair a seed could not,
So that sprang and sprouted spices none
From that precious pearl without a spot.

4
That spot whereof I speak I found
When I entered in that garden green,
As August's season high came round
When corn is cut with sickles keen.
There, where that pearl rolled down, a mound
With herbs was shadowed fair and sheen,
With gillyflower, ginger, and gromwell crowned,
And peonies powdered all between.

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poem by Anonymous Olde English
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Manali - the Land of Gods

I always wondered why this place,
was called the land of Gods.
With harsh cold and mountain folds,
With loneliness and uneven moulds,
Without comforts and anything mod,
I didnýt know why it was called the Gods.

When I got the opportunity,
I decided to see,
Whether what I had heard was truth or hearsay.
Although I find it difficult to climb,
I agreed to join this treacherous mime.

When I arrived at the camp site,
I was dumbstruck and beholden with the sight,
Which stood before my very eyes.
Snow covered mountains, gushing streams, and the beautiful sunrise. And as I saw the various moods,
Of nature and it's various goods,
I slowly started to understand,
Why it is called the Land of God,
Despite the lack of anything mod.

Because the grass here is green,
And not the brown with which the cities teem.
Because the water here is pure,
And does not require a testing gear.
Because the birds here are free,
And not caged-in, as we see.
This land which lacks anything mod,
Is called the Land of Gods.

Because the mountains here reach up to heaven,
And are not like the Sahyadris all paven.
Because the wind here spreads fragrance,
Not dust, smoke, and other jargon.
Because the flowers here naturally bloom,
And are not forced to grow in pots to face their doom.
That's why this land which lacks anything mod,
Is called the Land of Gods.

Because the lakes here are blue,
And do not stink with the city stew.
Because the people here are simple,
And do not show off false smiles and dimples.
Because everything here is pure and natural,
This land which lacks anything mod,
Is called the Land of Gods.

Because the sun sets over a spectacular horizon,
And does not have to hide behind concrete prisons.

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poem by Dipti Date Gokhale
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Too Much In-The-Love

A position of proposition kept.
Researched...
With a common sense,
Not academic!

I am not someone to invite to test.
But I've never met an obstacle...
That has of yet,
Made me unhappy because we've met.

'Cause I'm...
Too much in-the-love!
Yes,
I'm...
Just too basic.

I studied all the books in school.
And as a rule I found this true...
I am,
Too much in-the-love!
Yes!
And...
Just too basic.

My Masters and my Doctorate,
I got early in life.
And the military taught me...
To be,
Decisive!

A position of proposition kept.
Researched...
With a common sense,
Not academic!

'Cause I'm...
Too much in-the-love!
Yes,
In-the-LOVE!
And...
Just 'too' basic.

My 'degree' is in my 'own' history!
And my proposition spoken,
Is in my position...
Stated!

Too much in-the-love!
Yes,
In-the-LOVE!

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poem by Lawrence S. Pertillar
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Courtesy

Of Courtesy, it is much less
Than Courage of Heart or Holiness,
Yet in my Walks it seems to me
That the Grace of God is in Courtesy.

On Monks I did in Storrington fall,
They took me straight into their Hall;
I saw Three Pictures on a wall,
And Courtesy was in them all.

The first the Annunciation;
The second the Visitation;
The third the Consolation,
Of God that was Our Lady's Son.

The first was of St. Gabriel;
On Wings a-flame from Heaven he fell;
And as he went upon one knee
He shone with Heavenly Courtesy.

Our Lady out of Nazareth rode -
It was Her month of heavy load;
Yet was her face both great and kind,
For Courtesy was in Her Mind.

The third it was our Little Lord,
Whom all the Kings in arms adored;
He was so small you could not see
His large intent of Courtesy.

Our Lord, that was Our Lady's Son,
Go bless you, People, one by one;
My Rhyme is written, my work is done.

poem by Hilaire Belloc
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Lancelot And Elaine

Elaine the fair, Elaine the loveable,
Elaine, the lily maid of Astolat,
High in her chamber up a tower to the east
Guarded the sacred shield of Lancelot;
Which first she placed where the morning's earliest ray
Might strike it, and awake her with the gleam;
Then fearing rust or soilure fashioned for it
A case of silk, and braided thereupon
All the devices blazoned on the shield
In their own tinct, and added, of her wit,
A border fantasy of branch and flower,
And yellow-throated nestling in the nest.
Nor rested thus content, but day by day,
Leaving her household and good father, climbed
That eastern tower, and entering barred her door,
Stript off the case, and read the naked shield,
Now guessed a hidden meaning in his arms,
Now made a pretty history to herself
Of every dint a sword had beaten in it,
And every scratch a lance had made upon it,
Conjecturing when and where: this cut is fresh;
That ten years back; this dealt him at Caerlyle;
That at Caerleon; this at Camelot:
And ah God's mercy, what a stroke was there!
And here a thrust that might have killed, but God
Broke the strong lance, and rolled his enemy down,
And saved him: so she lived in fantasy.

How came the lily maid by that good shield
Of Lancelot, she that knew not even his name?
He left it with her, when he rode to tilt
For the great diamond in the diamond jousts,
Which Arthur had ordained, and by that name
Had named them, since a diamond was the prize.

For Arthur, long before they crowned him King,
Roving the trackless realms of Lyonnesse,
Had found a glen, gray boulder and black tarn.
A horror lived about the tarn, and clave
Like its own mists to all the mountain side:
For here two brothers, one a king, had met
And fought together; but their names were lost;
And each had slain his brother at a blow;
And down they fell and made the glen abhorred:
And there they lay till all their bones were bleached,
And lichened into colour with the crags:
And he, that once was king, had on a crown
Of diamonds, one in front, and four aside.
And Arthur came, and labouring up the pass,
All in a misty moonshine, unawares

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poem by Alfred Lord Tennyson
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The Song Of Courtesy

I

When Sir Gawain was led to his bridal-bed,
By Arthur's knights in scorn God-sped:-
How think you he felt?
O the bride within
Was yellow and dry as a snake's old skin;
Loathly as sin!
Scarcely faceable,
Quite unembraceable;
With a hog's bristle on a hag's chin! -
Gentle Gawain felt as should we,
Little of Love's soft fire knew he:
But he was the Knight of Courtesy.

II

When that evil lady he lay beside
Bade him turn to greet his bride,
What think you he did?
O, to spare her pain,
And let not his loathing her loathliness vain
Mirror too plain,
Sadly, sighingly,
Almost dyingly,
Turned he and kissed her once and again.
Like Sir Gawain, gentles, should we?
SILENT, ALL! But for pattern agree
There's none like the Knight of Courtesy.

III

Sir Gawain sprang up amid laces and curls:
Kisses are not wasted pearls:-
What clung in his arms?
O, a maiden flower,
Burning with blushes the sweet bride-bower,
Beauty her dower!
Breathing perfumingly;
Shall I live bloomingly,
Said she, by day, or the bridal hour?
Thereat he clasped her, and whispered he,
Thine, rare bride, the choice shall be.
Said she, Twice blest is Courtesy!

IV

Of gentle Sir Gawain they had no sport,
When it was morning in Arthur's court;
What think you they cried?

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poem by George Meredith
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Orlando Furioso Canto 19

ARGUMENT
Medoro, by Angelica's quaint hand,
Is healed, and weds, and bears her to Catay.
At length Marphisa, with the chosen band,
After long suffering, makes Laiazzi's bay.
Guido the savage, bondsman in the land,
Which impious women rule with civil sway,
With Marphisa strives in single fight,
And lodges her and hers at full of night.

I
By whom he is beloved can no one know,
Who on the top of Fortune's wheel is seated;
Since he, by true and faithless friends, with show
Of equal faith, in glad estate is greeted.
But, should felicity be changed to woe,
The flattering multitude is turned and fleeted!
While he who loves his master from his heart,
Even after death performs his faithful part.

II
Were the heart seen as is the outward cheer,
He who at court is held in sovereign grace,
And he that to his lord is little dear,
With parts reversed, would fill each other's place;
The humble man the greater would appear,
And he, now first, be hindmost in the race.
But be Medoro's faithful story said,
The youth who loved his lord, alive or dead.

III
The closest path, amid the forest gray,
To save himself, pursued the youth forlorn;
But all his schemes were marred by the delay
Of that sore weight upon his shoulders born.
The place he knew not, and mistook the way,
And hid himself again in sheltering thorn.
Secure and distant was his mate, that through
The greenwood shade with lighter shoulders flew.

IV
So far was Cloridan advanced before,
He heard the boy no longer in the wind;
But when he marked the absence of Medore,
It seemed as if his heart was left behind.
'Ah! how was I so negligent,' (the Moor
Exclaimed) 'so far beside myself, and blind,
That I, Medoro, should without thee fare,
Nor know when I deserted thee or where?'

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poem by Ludovico Ariosto
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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:

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poem by Byron
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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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Swearing is like any other music... If it is not done well, if it is not done with a fine and discriminating art, and vitalized with gracious and heartborn feeling, it lacks beauty, it lacks charm, it lacks expression, it lacks nobleness, it lacks majesty...

David Gridley in Indiantown
Added by Lucian Velea
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Idylls of the King: The Last Tournament (excerpt)

Dagonet, the fool, whom Gawain in his mood
Had made mock-knight of Arthur's Table Round,
At Camelot, high above the yellowing woods,
Danced like a wither'd leaf before the hall.
And toward him from the hall, with harp in hand,
And from the crown thereof a carcanet
Of ruby swaying to and fro, the prize
Of Tristram in the jousts of yesterday,
Came Tristram, saying, "Why skip ye so, Sir Fool?"

For Arthur and Sir Lancelot riding once
Far down beneath a winding wall of rock
Heard a child wail. A stump of oak half-dead.
From roots like some black coil of carven snakes,
Clutch'd at the crag, and started thro' mid air
Bearing an eagle's nest: and thro' the tree
Rush'd ever a rainy wind, and thro' the wind
Pierced ever a child's cry: and crag and tree
Scaling, Sir Lancelot from the perilous nest,
This ruby necklace thrice around her neck,
And all unscarr'd from beak or talon, brought
A maiden babe; which Arthur pitying took,
Then gave it to his Queen to rear: the Queen
But coldly acquiescing, in her white arms
Received, and after loved it tenderly,
And named it Nestling; so forgot herself
A moment, and her cares; till that young life
Being smitten in mid heaven with mortal cold
Past from her; and in time the carcanet
Vext her with plaintive memories of the child:
So she, delivering it to Arthur, said,
"Take thou the jewels of this dead innocence,
And make them, an thou wilt, a tourney-prize."

To whom the King, "Peace to thine eagle-borne
Dead nestling, and this honour after death,
Following thy will! but, O my Queen, I muse
Why ye not wear on arm, or neck, or zone
Those diamonds that I rescued from the tarn,
And Lancelot won, methought, for thee to wear."

"Would rather you had let them fall," she cried,
"Plunge and be lost--ill-fated as they were,
A bitterness to me!--ye look amazed,
Not knowing they were lost as soon as given--
Slid from my hands, when I was leaning out
Above the river--that unhappy child
Past in her barge: but rosier luck will go
With these rich jewels, seeing that they came
Not from the skeleton of a brother-slayer,

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poem by Alfred Lord Tennyson
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The Last Tournament

Dagonet, the fool, whom Gawain in his mood
Had made mock-knight of Arthur's Table Round,
At Camelot, high above the yellowing woods,
Danced like a withered leaf before the hall.
And toward him from the hall, with harp in hand,
And from the crown thereof a carcanet
Of ruby swaying to and fro, the prize
Of Tristram in the jousts of yesterday,
Came Tristram, saying, `Why skip ye so, Sir Fool?'

For Arthur and Sir Lancelot riding once
Far down beneath a winding wall of rock
Heard a child wail. A stump of oak half-dead,
From roots like some black coil of carven snakes,
Clutched at the crag, and started through mid air
Bearing an eagle's nest: and through the tree
Rushed ever a rainy wind, and through the wind
Pierced ever a child's cry: and crag and tree
Scaling, Sir Lancelot from the perilous nest,
This ruby necklace thrice around her neck,
And all unscarred from beak or talon, brought
A maiden babe; which Arthur pitying took,
Then gave it to his Queen to rear: the Queen
But coldly acquiescing, in her white arms
Received, and after loved it tenderly,
And named it Nestling; so forgot herself
A moment, and her cares; till that young life
Being smitten in mid heaven with mortal cold
Past from her; and in time the carcanet
Vext her with plaintive memories of the child:
So she, delivering it to Arthur, said,
`Take thou the jewels of this dead innocence,
And make them, an thou wilt, a tourney-prize.'

To whom the King, `Peace to thine eagle-borne
Dead nestling, and this honour after death,
Following thy will! but, O my Queen, I muse
Why ye not wear on arm, or neck, or zone
Those diamonds that I rescued from the tarn,
And Lancelot won, methought, for thee to wear.'

`Would rather you had let them fall,' she cried,
`Plunge and be lost-ill-fated as they were,
A bitterness to me!-ye look amazed,
Not knowing they were lost as soon as given-
Slid from my hands, when I was leaning out
Above the river-that unhappy child
Past in her barge: but rosier luck will go
With these rich jewels, seeing that they came
Not from the skeleton of a brother-slayer,

[...] Read more

poem by Alfred Lord Tennyson
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Courtesy

I remember years ago
when courtesy was quite normal
amongst most people.
Giving up your seat on a bus
to someone elderly or a mum to be.
Opening the door for a woman
or someone struggling with something.
Being polite to everyone, you met.
Courtesy and respect
then used to hold each other’s hand,
but not anymore, I am afraid.
They have almost vanished
through the passing of time.
Some youngsters swear at you
instead of saying thank you
when you offer to help them out a bit.
The helping hands are hardly ever there
when you need one occasionally.
Instead, they just ignore you
and pass on their way.
I hope someone soon will think
of having a courtesy day.
A day when the whole world
can back on track
with giving a little courtesy every day.

27 April 2009

poem by David Harris
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The Lay of the Last Minstrel: Canto V.

I
Call it not vain;-they do not err,
Who say, that when the Poet dies,
Mute Nature mourns her worshipper,
And celebrates his obsequies:
Who say, tall cliff and cavern lone
For the departed Bard make moan;
That mountains weep in crystal rill;
That flowers in tears of balm distill;
Through his lov'd groves that breezes sigh,
And oaks, in deeper groan, reply;
And rivers teach their rushing wave
To murmur dirges round his grave

II
Not that, in sooth, o'er mortal urn
Those things inanimate can mourn;
But that the stream, the wood, the gale
Is vocal with the plaintive wail
Of those, who, else forgotten long,
Liv'd in the poet's faithful song,
And with the poet's parting breath,
Whose memory feels a second death.
The Maid's pale shade, who wails her lot,
That love, true love, should be forgot,
From rose and hawthorn shakes the tear
Upon the gentle Minstrel's bier:
The phantom Knight, his glory fled,
Mourns o'er the field he heap'd with dead;
Mounts the wild blast that sweeps amain,
And shrieks along the battle-plain.
The Chief, whose antique crownlet long
Still sparkled in the feudal song,
Now, from the mountain's misty throne,
Sees, in the thanedom once his own,
His ashes undistinguish'd lie,
His place, his power, his memory die:
His groans the lonely caverns fill,
His tears of rage impel the rill:
All mourn the Minstrel's harp unstrung,
Their name unknown, their praise unsung.

III
Scarcely the hot assault was staid,
The terms of truce were scarcely made,
When they could spy, from Branksome's towers,
The advancing march of martial powers.
Thick clouds of dust afar appear'd,
And trampling steeds were faintly heard;
Bright spears, above the columns dun,

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poem by Sir Walter Scott
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Orlando Furioso Canto 20

ARGUMENT
Guido and his from that foul haunt retire,
While all Astolpho chases with his horn,
Who to all quarters of the town sets fire,
Then roving singly round the world is borne.
Marphisa, for Gabrina's cause, in ire
Puts upon young Zerbino scathe and scorn,
And makes him guardian of Gabrina fell,
From whom he first learns news of Isabel.

I
Great fears the women of antiquity
In arms and hallowed arts as well have done,
And of their worthy works the memory
And lustre through this ample world has shone.
Praised is Camilla, with Harpalice,
For the fair course which they in battle run.
Corinna and Sappho, famous for their lore,
Shine two illustrious light, to set no more.

II
Women have reached the pinnacle of glory,
In every art by them professed, well seen;
And whosoever turns the leaf of story,
Finds record of them, neither dim nor mean.
The evil influence will be transitory,
If long deprived of such the world had been;
And envious men, and those that never knew
Their worth, have haply hid their honours due.

III
To me it plainly seems, in this our age
Of women such is the celebrity,
That it may furnish matter to the page,
Whence this dispersed to future years shall be;
And you, ye evil tongues which foully rage,
Be tied to your eternal infamy,
And women's praises so resplendent show,
They shall, by much, Marphisa's worth outgo.

IV
To her returning yet again; the dame
To him who showed to her such courteous lore,
Refused not to disclose her martial name,
Since he agreed to tell the style be bore.
She quickly satisfied the warrior's claim;
To learn his title she desired so sore.
'I am Marphisa,' the virago cried:
All else was known, as bruited far and wide.

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poem by Ludovico Ariosto
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She Who Lacks His Touch

She who lacks his touch
She with lack of trust
Only to remain in dust

She who wants no luck
What she would give for lust
She with lack of trust

Her eyes have bled with time
Her life not to remain in line
What she would give for lust
She who lacks his trust

Her image has began to change
Her reflection is not the same
Her grip tightens on the brush
She with lack of trust

This anger can not remain
Something has to change
She who lacks his trust
What she will do for lust

The knife once used for peeling
Now lay under her pillow
Her presence will now be felt
She who lacks his trust

The time has come
The final dance begun
She gets his final touch
What she has done for lust

poem by Morgan Bodden
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Crazy Fool

Some folks say that smokin herb is a crime
if they catch you smokin they're bound to drop the dime
Insufferable Informable Crazy fools
wait with their fingers crossed for you to break the rules
and in the evenin we try to jam
we like the music loud in this here band
we let the bass and drop as loud as we can stand
somebody always gotta turn informer for the man
i wanna know,know right now
is there one of you in the crowd
are you gonna call 911
and spoil all of my fun
you cra-zy fools
Im the mooood
are you ready
Im in the moood
come on now ya(x2)
come on
and load up the bong
crank up the sound
let the informer call 911 (x2)
and when securities police force arrive
dont try to run dont try to hide
just pull out the 9 , pop in the clip
and let one slip
into these cra-zy fools
Im in the mood
are you ready
Im in the mood com on now ya(x2)
and in the evenin we try to jam
we like the music loud in this here van
oh i wanna know now
i wanna know know right now
are you willin are you willin and able
oooohhh like these cra-zy fools
some folks say that smokin herb is a crime
and if they catch u somkin their bound to drop the dime
Insufferable Informable Crazy fools
wait with their fingers crossed for u to break the rules
Im in the mood
get ready
Im in the mood come on now ya(x4)

song performed by Sublime
Added by Lucian Velea
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The basic needs

If you don’t have one
Wonder if you come
When you don’t come home,
It is a basic need.

If you don’t have one
Listen to the feelings
You want to share with,
It is a basic need.

If you don’t have one
Attend you away
In case you fall sick,
It is a basic need.

Food, clothes, shelter
Alone aren’t the basic needs.
22.08.2008

poem by Rm. Shanmugam Chettiar
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I Am Aroused

I am aroused.
Because of the state of my lifestyle.
It's simple and basic from greedy needs.
And this has me happy...
Like no one would believe.

I am...
Aroused.
Because of the state of my lifestyle.
It's simple and basic from greedy needs.
And this has me happy...
Like no one would believe.

Economics use to rob me,
From a peaceful sleep.
Thinking who to impress and to please.

When I got 'downsized'
My heart I thought would stop.
Seeing myself broken and on bended knees.

But,
I got...
Aroused.
A pity party started but I took my leave.
I didn't want nobody pity me!

Somehow,
I-got-aroused!
And started the beginning of a new lifestyle.
It's simple and basic from greedy needs.
And this has me happy...
Like no one would believe.

Happy like a monkey,
In a banana tree.

Economics use to rob me,
From a peaceful sleep.
Thinking who to impress and to please.

When I got 'downsized'
My heart I thought would stop.
Seeing myself broken and on bended knees.

And no pity party started was a remedy.
No pity party started was for me.

Then I got aroused.
And this has me happy...

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poem by Lawrence S. Pertillar
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Good Behavior and courtesy are needed for everything!

It is a common scene
At the market
When we go for shopping
The sellers sell their goods
The customers buy
But good behavior and courtesy are needed among them
Prophet Zabber Ibn Abdullah (RA) said Allah shows his mercy and love towards those who have patience and good courtesy
Even the sellers and customers
Should have patience, speak with good courtesy and posses good behavior
As a result, their relationship become sweet
And they are blessed by Allah! !

Sources: Bukhari Shorif

poem by Z.I. Mahmud
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