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I'm very learning-disabled, and I think it drove me to what I'm doing.

quote by Chuck Close
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I Drove All Night

I had to escape
The city was sticky and cruel
Maybe I should have called you first
But I was dying to get to you
I was dreaming while I drove
The long straight road ahead, uh, huh
Could taste your sweet kisses
Your arms open wide
This fever for you is just burning me up inside
I drove all night to get to you
Is that alright
I drove all night
Crept in your room
Woke you from your sleep
To make love to you
Is that alright
I drove all night
What in this world
Keeps us from tearing apart
No matter where I go I hear
The beating of our one heart
I think about you
When the night is cold and dark
No one can move me
The way that you do
Nothing erases the feeling between me and you
I drove all night to get to you
Is that alright
I drove all night
Crept in your room
Woke you from your sleep
To make love to you
Is that alright
I drove all night
Could taste your sweet kisses
Your arms open wide
This fever for you is just burning me up inside
I drove all night to get to you
Is that alright
I drove all night
Crept in your room
Is that alright
I drove all night
I drove all night to get to you
Is that alright
I drove all night
Crept in your room
Woke you from your sleep

song performed by Celine Dion
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The Iliad: Book 5

Then Pallas Minerva put valour into the heart of Diomed, son of
Tydeus, that he might excel all the other Argives, and cover himself
with glory. She made a stream of fire flare from his shield and helmet
like the star that shines most brilliantly in summer after its bath in
the waters of Oceanus- even such a fire did she kindle upon his head
and shoulders as she bade him speed into the thickest hurly-burly of
the fight.
Now there was a certain rich and honourable man among the Trojans,
priest of Vulcan, and his name was Dares. He had two sons, Phegeus and
Idaeus, both of them skilled in all the arts of war. These two came
forward from the main body of Trojans, and set upon Diomed, he being
on foot, while they fought from their chariot. When they were close up
to one another, Phegeus took aim first, but his spear went over
Diomed's left shoulder without hitting him. Diomed then threw, and his
spear sped not in vain, for it hit Phegeus on the breast near the
nipple, and he fell from his chariot. Idaeus did not dare to
bestride his brother's body, but sprang from the chariot and took to
flight, or he would have shared his brother's fate; whereon Vulcan
saved him by wrapping him in a cloud of darkness, that his old
father might not be utterly overwhelmed with grief; but the son of
Tydeus drove off with the horses, and bade his followers take them
to the ships. The Trojans were scared when they saw the two sons of
Dares, one of them in fright and the other lying dead by his
chariot. Minerva, therefore, took Mars by the hand and said, "Mars,
Mars, bane of men, bloodstained stormer of cities, may we not now
leave the Trojans and Achaeans to fight it out, and see to which of
the two Jove will vouchsafe the victory? Let us go away, and thus
avoid his anger."
So saying, she drew Mars out of the battle, and set him down upon
the steep banks of the Scamander. Upon this the Danaans drove the
Trojans back, and each one of their chieftains killed his man. First
King Agamemnon flung mighty Odius, captain of the Halizoni, from his
chariot. The spear of Agamemnon caught him on the broad of his back,
just as he was turning in flight; it struck him between the
shoulders and went right through his chest, and his armour rang
rattling round him as he fell heavily to the ground.
Then Idomeneus killed Phaesus, son of Borus the Meonian, who had
come from Varne. Mighty Idomeneus speared him on the right shoulder as
he was mounting his chariot, and the darkness of death enshrouded
him as he fell heavily from the car.
The squires of Idomeneus spoiled him of his armour, while
Menelaus, son of Atreus, killed Scamandrius the son of Strophius, a
mighty huntsman and keen lover of the chase. Diana herself had
taught him how to kill every kind of wild creature that is bred in
mountain forests, but neither she nor his famed skill in archery could
now save him, for the spear of Menelaus struck him in the back as he
was flying; it struck him between the shoulders and went right through
his chest, so that he fell headlong and his armour rang rattling round
him.
Meriones then killed Phereclus the son of Tecton, who was the son of

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poem by Homer, translated by Samuel Butler
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An Essay on Criticism

Part I

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

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

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

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

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

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poem by Alexander Pope
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I Drove All Night

Roy orbison
I had to escape , the city was sticky and cruel
Maybe I should have called you first
But I was dying to get to you
I was dreaming while I drove
The long straight road ahead
Uh-huh, yeah
Could taste your sweet kisses, your arms open wide
This fever for you was just burning me up inside
I drove all night to get to you
Is that all right?
I drove all night, crept in your room
Woke you from your sleep to make love to you
Is that all right?
I drove all night
What in this world keeps us from falling apart?
No matter where I go
I hear the beating of our one heart
I think about you when the night is cold and dark
Uh-huh, yeah
No one can move me the way that you do
Nothing erases this feeling between me and you
I drove all night to get to you
Is that all right?
I drove all night, crept in your room
Woke you from your sleep to make love to you
Is that all right?
I drove all night
Could taste your sweet kisses, your arms open wide
This fever for you was just burning me up inside
I drove all night to get to you
Is that all right?
I drove all night, crept in your room
Is that all right?
I drove all night

song performed by Roy Orbison
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I Droove All Night

I had to escape , The city was sticky and cruel
Maybe I should have called you first
But I was dying to get to you
I was dreaming while I drove
The long straight road ahead
Uh-huh, yeah
Could taste your sweet kisses, your arms open wide
This fever for you was just burning me up inside
I drove all night to get to you
Is that all right?
I drove all night, crept in your room
Woke you from your sleep to make love to you
Is that all right?
I drove all night
What in this world keeps us from falling apart?
No matter where I go
I hear the beating of our one heart
I think about you when the night is cold and dark
Uh-huh, yeah
No one can move me the way that you do
Nothing erases this feeling between me and you
I drove all night to get to you
Is that all right?
I drove all night, crept in your room
Woke you from your sleep to make love to you
Is that all right?
I drove all night
Could taste your sweet kisses, your arms open wide
This fever for you was just burning me up inside
I drove all night to get to you
Is that all right?
I drove all night, crept in your room
Is that all right?
I drove all night

song performed by Roy Orbison
Added by Lucian Velea
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The Kids That Changed My Life

when you are walking down the street or
in your highschool or college
or just driving to work and see a disabled person
wheelchair or not
don't feel sorry or petty them cause
they would not change or take away there disability
because it has made who they are today
but when you are thinking about having your own kids
here are some interesting facts

one in one hundred fifty kids are born with some type of Autism
one in one hundred eighty have one of the four types of c Palsy
one in one thousand have Down Syndrome
you have a 10% chance in having a disabled kid
even if you nor your partner have a disability
scary?
I don't think so

my life was changed by
one of those “disabled” kids
Sarah Carter
she is one of the smartest people I know
and funniest
I have ever met in my life
I would have never known getting to know
Sarah and the other students in the class
would have change my life or
because of Sarah and the other students
I had found my destiny
getting to know them was the best decision I will ever make
they have made me believe
that the most amazing people that you’ll find in the oddest places
or when you don’t expect

when I grow up I want to have a big family and
within that family I want a physically disabled child of my own
because the most powerful people are the ones that have to fight for life

those kids that were all my age
have shown me that being disabled can be a good thing or a bad thing
in all depends all on how you look at it
so thank you Sarah thank you Monica thank you Kurtis
thank you Kelsey thank you Anna-Karen thank you Cris
thank you Violet thank you Jasmin thank you Robert
and thank you to all the staff that made the classroom
that the kids that changed my life to go to school
because with out you
my life would still be at a dead end
and I wouldn’t have discovered that kids my own age
could change my life

poem by Mrs. Cynosure
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Nevada Mental Institute

Is this really a mental hospital?
It didn't look that way to me
a man in his wheel chair
kept saying this to himself
'O I wish I was never born!
O I wish I was never born! '
Some gaunt apparitions
here and there
minding their own businesses
howling at me
'Stay away! '
Seeing the blood stains
on the carpet floor
I shivered with fear and fright
that they might
devour me and my body
drinking my blood
dripping on the floor
which caused me to refuse
to take any medications
Was nice they didn't impose them on me
simply a shot or two
once in a while
Gosh!
Let me get some sleep
can you stop these women
screaming at nights
in room where I was assigned
to stay and sleep?
Madness drove me to all the way
to that place
though I tried to escape
the hands who put me there
after a long ride to San Francisco
to see the one I wanted to see
but failed to find the person's number
on phone book
for his wife's name was
on the registered
Couldn't keep these followers
from my back
in fear of being murdered
I decided to kill myself
but not with enough money to buy
the twenty-five dolor silver knife
from the shop I visited
during the break of the bus stop
I ran for help
to the law enforcement man
who took me to the hospital

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poem by Sangnam Nam
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The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.

Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.

Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’

METHODOLOGY

The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.

RESULTS

Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.

Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.

We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .

In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.

In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.

Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.

Negative impacts of poverty on education

Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.

Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.

Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.

This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.

It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.

As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.

In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .

In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.

In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.

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poem by Innocent Masina Nkhonyo
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The Iliad: Book 16

Thus did they fight about the ship of Protesilaus. Then Patroclus
drew near to Achilles with tears welling from his eyes, as from some
spring whose crystal stream falls over the ledges of a high precipice.
When Achilles saw him thus weeping he was sorry for him and said,
"Why, Patroclus, do you stand there weeping like some silly child that
comes running to her mother, and begs to be taken up and carried-
she catches hold of her mother's dress to stay her though she is in
a hurry, and looks tearfully up until her mother carries her- even
such tears, Patroclus, are you now shedding. Have you anything to
say to the Myrmidons or to myself? or have you had news from Phthia
which you alone know? They tell me Menoetius son of Actor is still
alive, as also Peleus son of Aeacus, among the Myrmidons- men whose
loss we two should bitterly deplore; or are you grieving about the
Argives and the way in which they are being killed at the ships, throu
their own high-handed doings? Do not hide anything from me but tell me
that both of us may know about it."
Then, O knight Patroclus, with a deep sigh you answered,
"Achilles, son of Peleus, foremost champion of the Achaeans, do not be
angry, but I weep for the disaster that has now befallen the
Argives. All those who have been their champions so far are lying at
the ships, wounded by sword or spear. Brave Diomed son of Tydeus has
been hit with a spear, while famed Ulysses and Agamemnon have received
sword-wounds; Eurypylus again has been struck with an arrow in the
thigh; skilled apothecaries are attending to these heroes, and healing
them of their wounds; are you still, O Achilles, so inexorable? May it
never be my lot to nurse such a passion as you have done, to the
baning of your own good name. Who in future story will speak well of
you unless you now save the Argives from ruin? You know no pity;
knight Peleus was not your father nor Thetis your mother, but the grey
sea bore you and the sheer cliffs begot you, so cruel and
remorseless are you. If however you are kept back through knowledge of
some oracle, or if your mother Thetis has told you something from
the mouth of Jove, at least send me and the Myrmidons with me, if I
may bring deliverance to the Danaans. Let me moreover wear your
armour; the Trojans may thus mistake me for you and quit the field, so
that the hard-pressed sons of the Achaeans may have breathing time-
which while they are fighting may hardly be. We who are fresh might
soon drive tired men back from our ships and tents to their own city."
He knew not what he was asking, nor that he was suing for his own
destruction. Achilles was deeply moved and answered, "What, noble
Patroclus, are you saying? I know no prophesyings which I am
heeding, nor has my mother told me anything from the mouth of Jove,
but I am cut to the very heart that one of my own rank should dare
to rob me because he is more powerful than I am. This, after all
that I have gone through, is more than I can endure. The girl whom the
sons of the Achaeans chose for me, whom I won as the fruit of my spear
on having sacked a city- her has King Agamemnon taken from me as
though I were some common vagrant. Still, let bygones be bygones: no
man may keep his anger for ever; I said I would not relent till battle
and the cry of war had reached my own ships; nevertheless, now gird my

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poem by Homer, translated by Samuel Butler
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Youre Learning

(ira louvin/charlie louvin)
You are learning what its like to sit and cry
And wonder why your plans went wrong
You are learning how it feels when pain is real
To realize youre all alone
Yes youre learning
We had the chance to be happy
Nothing stood in our way
If only youd meant what you promised
We wouldnt crying today
You are learning that a lie can make you cry
For the truth your heart reveals
You are learning that a flirt can cause a hurt
Even though your love is real
Yes youre learning
We had the chance to be happy
Nothing stood in our way
If only youd meant what you promised
We wouldnt crying today
You are learning that a lie can make you cry
For the truth your heart reveals
You are learning that a flirt can cause a hurt
Even though your love is real
Yes youre learning
Yes youre learning

song performed by Emmylou Harris
Added by Lucian Velea
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Learning To Live

(without your love)
I still have your picture
By the bed where you used to lay
I still have the memories
That you aint goin from day to day
I still miss the little things
You used to do and say
Ill always believe in love
Come what may
Im learning to live
Without your love
All I can do is carry on
Living without you
Im learning to live
Without your love
Now that youre gone
Whatever the emptiness
Whatever the pain
I wont change my love for you
Ill always feel the same
Im learning to live
Without your love
All I can do is carry on
Living without you
Im learning to live
Without your love
Now that youre gone
Im learning to live
Im learning to live
Im learning to live
Im learning to live
I still call your number
Im still in love with you
I still believe in love
Maybe that will see me through
Im learning to live
Without your love
All I can do is carry on
Living without you
Im learning to live
Without your love
Now that youre gone
[repeat / fade]

song performed by Rick Astley
Added by Lucian Velea
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The Night They Drove Old Dixie Down

This song appears on two albums, and was first released on the whose garden was
This? album, and has also been released on the changes album.
Virgil caine is the name, I served on the danville train
So much cavalry came and tore up the tracks again
In the summer of sixty-five we were hungry just barely alive
By may the tenth richmond had fell its a time I remember so well
The night they drove old dixie down and the bells were ringin
The night they drove old dixie down and the people were singin
They went la na na na na na la na na na na na na na
Back home in tennessee my wife called out for me
Say virgil come quick and see there goes robert e lee
I dont mind choppin wood and I dont care if da money aint good
You take what you need and save the rest but they should never have taken the
Very best
The night they drove old dixie down and the bells were ringin
The night they drove old dixie down and the people were singin
They went la na na na na na la na na na na na na na
Like my father before me he was a workin man
Like my brother above me he took a rebels stand
He was just eighteen proud and brave when a yankee laid him in his grave
I swear by the blood beneath my feet you cant raise a caine back up when hes
In defeat
The night they drove old dixie down and the bells were ringin
The night they drove old dixie down and the people were singin
They went la na na na na na la na na na na na na na
The night they drove old dixie down and the bells were ringin
The night they drove old dixie down and the people were singin
They went la na na na na na la na na na na na na na..................
Words and music by r robertson

song performed by John Denver
Added by Lucian Velea
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It's Hard Being Disabled Period

It’s hard being disabled period.
But to be young, disabled and
in search of love some times seems
ridiculous.

For when you are in a wheelchair
People of the opposite sex seem
to never pay you any attention,
and if they do they always seem to
just want to be friends.

Well, I got plenty of friends,
but I have not one lover.

It’s hard being disabled period.
But it’s even harder to be young, disabled
and in search for love.

poem by Lore Me34
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The Odyssey: Book 9

And Ulysses answered, "King Alcinous, it is a good thing to hear a
bard with such a divine voice as this man has. There is nothing better
or more delightful than when a whole people make merry together,
with the guests sitting orderly to listen, while the table is loaded
with bread and meats, and the cup-bearer draws wine and fills his
cup for every man. This is indeed as fair a sight as a man can see.
Now, however, since you are inclined to ask the story of my sorrows,
and rekindle my own sad memories in respect of them, I do not know how
to begin, nor yet how to continue and conclude my tale, for the hand
of heaven has been laid heavily upon me.
"Firstly, then, I will tell you my name that you too may know it,
and one day, if I outlive this time of sorrow, may become my there
guests though I live so far away from all of you. I am Ulysses son
of Laertes, reknowned among mankind for all manner of subtlety, so
that my fame ascends to heaven. I live in Ithaca, where there is a
high mountain called Neritum, covered with forests; and not far from
it there is a group of islands very near to one another- Dulichium,
Same, and the wooded island of Zacynthus. It lies squat on the
horizon, all highest up in the sea towards the sunset, while the
others lie away from it towards dawn. It is a rugged island, but it
breeds brave men, and my eyes know none that they better love to
look upon. The goddess Calypso kept me with her in her cave, and
wanted me to marry her, as did also the cunning Aeaean goddess
Circe; but they could neither of them persuade me, for there is
nothing dearer to a man than his own country and his parents, and
however splendid a home he may have in a foreign country, if it be far
from father or mother, he does not care about it. Now, however, I will
tell you of the many hazardous adventures which by Jove's will I met
with on my return from Troy.
"When I had set sail thence the wind took me first to Ismarus, which
is the city of the Cicons. There I sacked the town and put the
people to the sword. We took their wives and also much booty, which we
divided equitably amongst us, so that none might have reason to
complain. I then said that we had better make off at once, but my
men very foolishly would not obey me, so they stayed there drinking
much wine and killing great numbers of sheep and oxen on the sea
shore. Meanwhile the Cicons cried out for help to other Cicons who
lived inland. These were more in number, and stronger, and they were
more skilled in the art of war, for they could fight, either from
chariots or on foot as the occasion served; in the morning, therefore,
they came as thick as leaves and bloom in summer, and the hand of
heaven was against us, so that we were hard pressed. They set the
battle in array near the ships, and the hosts aimed their
bronze-shod spears at one another. So long as the day waxed and it was
still morning, we held our own against them, though they were more
in number than we; but as the sun went down, towards the time when men
loose their oxen, the Cicons got the better of us, and we lost half
a dozen men from every ship we had; so we got away with those that
were left.
"Thence we sailed onward with sorrow in our hearts, but glad to have

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poem by Homer, translated by Samuel Butler
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American Pie

A long, long time ago...
I can still remember
How that music used to make me smile.
And I knew if I had my chance
That I could make those people dance
And, maybe, theyd be happy for a while.
But february made me shiver
With every paper Id deliver.
Bad news on the doorstep;
I couldnt take one more step.
I cant remember if I cried
When I read about his widowed bride,
But something touched me deep inside
The day the music died.
So bye-bye, miss american pie.
Drove my chevy to the levee,
But the levee was dry.
And them good old boys were drinkin whiskey and rye
Singin, thisll be the day that I die.
Thisll be the day that I die.
Did you write the book of love,
And do you have faith in God above,
If the Bible tells you so?
Do you believe in rock n roll,
Can music save your mortal soul,
And can you teach me how to dance real slow?
Well, I know that youre in love with him
'cause I saw you dancin in the gym.
You both kicked off your shoes.
Man, I dig those rhythm and blues.
I was a lonely teenage broncin buck
With a pink carnation and a pickup truck,
But I knew I was out of luck
The day the music died.
I started singin,
Bye-bye, miss american pie.
Drove my chevy to the levee,
But the levee was dry.
Them good old boys were drinkin whiskey and rye
And singin, thisll be the day that I die.
Thisll be the day that I die.
Now for ten years weve been on our own
And moss grows fat on a rollin stone,
But thats not how it used to be.
When the jester sang for the king and queen,
In a coat he borrowed from james dean
And a voice that came from you and me,
Oh, and while the king was looking down,
The jester stole his thorny crown.
The courtroom was adjourned;

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song performed by Don McLean
Added by Lucian Velea
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Learning To Love Him

Im learning to love him
To love and forgive
Im learning to trust him
To let the man live
Im learning to see him
To see who he is
Im learning to love
The beauty he is
Im learning to love him
To love and forgive
Im learning to trust him
To let the man live
Im learning to hold
His life in my hands
Im learning to love
Me just as I am

song performed by Waterboys
Added by Lucian Velea
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Learning To Love Him

Im learning to love him
To love and forgive
Im learning to trust him
To let the man live
Im learning to see him
To see who he is
Im learning to love
The beauty he is
Im learning to love him
To love and forgive
Im learning to trust him
To let the man live
Im learning to hold
His life in my hands
Im learning to love
Me just as I am

song performed by Waterboys
Added by Lucian Velea
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Learning

I'm learning to say thank you.
And I'm learning to say please.
And I'm learning to use Kleenex,
Not my sweater, when I sneeze.
And I'm learning not to dribble.
And I'm learning not to slurp.
And I'm learning (though it sometimes really hurts me)
Not to burp.
And I'm learning to chew softer
When I eat corn on the cob.
And I'm learning that it's much
Much easier to be a slob.

poem by Judith Viorst
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Christmas-Eve

I.
OUT of the little chapel I burst
Into the fresh night air again.
I had waited a good five minutes first
In the doorway, to escape the rain
That drove in gusts down the common’s centre,
At the edge of which the chapel stands,
Before I plucked up heart to enter:
Heaven knows how many sorts of hands
Reached past me, groping for the latch
Of the inner door that hung on catch,
More obstinate the more they fumbled,
Till, giving way at last with a scold
Of the crazy hinge, in squeezed or tumbled
One sheep more to the rest in fold,
And left me irresolute, standing sentry
In the sheepfold’s lath-and-plaster entry,
Four feet long by two feet wide,
Partitioned off from the vast inside—
I blocked up half of it at least.
No remedy; the rain kept driving:
They eyed me much as some wild beast,
The congregation, still arriving,
Some of them by the mainroad, white
A long way past me into the night,
Skirting the common, then diverging;
Not a few suddenly emerging
From the common’s self thro’ the paling-gaps,—
—They house in the gravel-pits perhaps,
Where the road stops short with its safeguard border
Of lamps, as tired of such disorder;—
But the most turned in yet more abruptly
From a certain squalid knot of alleys,
Where the town’s bad blood once slept corruptly,
Which now the little chapel rallies
And leads into day again,—its priestliness
Lending itself to hide their beastliness
So cleverly (thanks in part to the mason),
And putting so cheery a whitewashed face on
Those neophytes too much in lack of it,
That, where you cross the common as I did,
And meet the party thus presided,
“Mount Zion,” with Love-lane at the back of it,
They front you as little disconcerted,
As, bound for the hills, her fate averted
And her wicked people made to mind him,
Lot might have marched with Gomorrah behind him.

II.
Well, from the road, the lanes or the common,

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poem by Robert Browning
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Metamorphoses: Book The Twelfth

PRIAM, to whom the story was unknown,
As dead, deplor'd his metamorphos'd son:
A cenotaph his name, and title kept,
And Hector round the tomb, with all his brothers,
wept.
This pious office Paris did not share;
Absent alone; and author of the war,
Which, for the Spartan queen, the Grecians drew
T' avenge the rape; and Asia to subdue.
The A thousand ships were mann'd, to sail the sea:
Trojan War Nor had their just resentments found delay,
Had not the winds, and waves oppos'd their way.
At Aulis, with united pow'rs they meet,
But there, cross-winds or calms detain'd the fleet.
Now, while they raise an altar on the shore,
And Jove with solemn sacrifice adore;
A boding sign the priests and people see:
A snake of size immense ascends a tree,
And, in the leafie summit, spy'd a nest,
Which o'er her callow young, a sparrow press'd.
Eight were the birds unfledg'd; their mother flew,
And hover'd round her care; but still in view:
'Till the fierce reptile first devour'd the brood,
Then seiz'd the flutt'ring dam, and drunk her
blood.
This dire ostent, the fearful people view;
Calchas alone, by Phoebus taught, foreknew
What Heav'n decreed; and with a smiling glance,
Thus gratulates to Greece her happy chance:
O Argives, we shall conquer: Troy is ours,
But long delays shall first afflict our pow'rs:
Nine years of labour, the nine birds portend;
The tenth shall in the town's destruction end.
The serpent, who his maw obscene had fill'd,
The branches in his curl'd embraces held:
But, as in spires he stood, he turn'd to stone:
The stony snake retain'd the figure still his own.
Yet, not for this, the wind-bound navy weigh'd;
Slack were their sails; and Neptune disobey'd.
Some thought him loth the town should be destroy'd,
Whose building had his hands divine employ'd:
Not so the seer; who knew, and known foreshow'd,
The virgin Phoebe, with a virgin's blood
Must first be reconcil'd: the common cause
Prevail'd; and pity yielding to the laws,
Fair Iphigenia the devoted maid
Was, by the weeping priests, in linnen-robes
array'd;
All mourn her fate; but no relief appear'd;
The royal victim bound, the knife already rear'd:

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poem by Ovid
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