In order to fully realise our aspirations, we must create in the masses of the people the sense of sacrifice and responsibility that has been the characteristic of the anarchist movement throughout its historic development in Spain.
quote by Frederica Montseny
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[...] Read more
poem by Rwetewrt Erwtwer
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The Sacrifice Of Victor
What is sacrifice?
(we s... we s... we s... we sacrifice)
Npg in mass attack, sonny, please.
(we sacrifice)
Church if u will, please turn 2 the book of victor (we s, we s)
We like 2 start at the top if u dont mind
(we sacrifice)
(dont say it, preacher)
I was born on a blood stained table
Cord wrapped around my neck
Epilectic til the age of 7
I was sure heaven marked the deck
(we sacrifice)
I know joy lives round the corner
{joy for sale down on the corner} (we sacrifice)
One day Ill visit her Im gonna
{out on my block Im just a loner} (we sacrifice)
When she tell me everything {tell me}
Thats when the angels sing {sacrifice}
Thats when the victory is sho nuff {sho nuff down with the sacrifice}
(we sacrifice)
(help me)
(dont say it, preacher)
Mama held up her baby 4 protection
From a man with a strap in his hand
Ask the victor bout pain and rejection
U think he dont when he do understand
(we sacrifice)
I know joy lives round the corner
{joy for sale down on the corner} (we sacrifice)
One day Ill visit her Im gonna
{out on my block Im just a loner} (we sacrifice)
When she tell me everything {tell me}
Thats when the angels sing {sacrifice}
Thats when the victory is sho nuff {sho nuff down with the sacrifice}
(we sacrifice)
(help me)
{s.a.c.r.i.f.i.c.e}
(we-we-we sacrifice)
(dont say it preacher)
(sac-sacrifice)
(we-we-we sacrifice)
(we-we-we sacrifice)
(sacrifice... if u turn the page)
(dont say it, preacher)
1967 in a bus marked public schools
Rode me and a group of unsuspecting political tools
Our parents wondered what it was like 2 have another color near
So they put their babies together 2 eliminate the fear
We sacrifice yes we did
[...] Read more
song performed by Prince
Added by Lucian Velea
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Exodus (Laswell Mix)
[Bob Marley]
Exodus: Movement of Jah people! Oh-oh-oh, yea-eah!
.......
Men and people will fight ya down (Tell me why!)
When ya see Jah light. (Ha-ha-ha-ha-ha-ha-ha!)
Let me tell you if you're not wrong; (Then, why?)
Everything is all right.
So we gonna walk - all right! - through de roads of creation:
We the generation (Tell me why!)
(Trod through great tribulation) trod through great tribulation.
Exodus, all right! Movement of Jah people!
Oh, yeah! O-oo, yeah! All right!
Exodus: Movement of Jah people! Oh, yeah!
Yeah-yeah-yeah, well!
Uh! Open your eyes and look within:
Are you satisfied (with the life you're living)? Uh!
We know where we're going, uh!
We know where we're from.
We're leaving Babylon,
We're going to our Father land.
2, 3, 4: Exodus: movement of Jah people! Oh, yeah!
(Movement of Jah people!) Send us another brother Moses!
(Movement of Jah people!) From across the Red Sea!
(Movement of Jah people!) Send us another brother Moses!
(Movement of Jah people!) From across the Red Sea!
Movement of Jah people!
---
/Instrumental break/
---
Exodus, all right! Oo-oo-ooh! Oo-ooh!
Movement of Jah people! Oh, yeah!
Exodus!
Exodus! All right!
Exodus! Now, now, now, now!
Exodus!
Exodus! Oh, yea-ea-ea-ea-ea-ea-eah!
Exodus!
Exodus! All right!
Exodus! Uh-uh-uh-uh!
Move! Move! Move! Move! Move! Move!
Open your eyes and look within:
Are you satisfied with the life you're living?
We know where we're going;
We know where we're from.
We're leaving Babylon, y'all!
We're going to our Father's land.
Exodus, all right! Movement of Jah people!
Exodus: movement of Jah people!
Movement of Jah people!
Movement of Jah people!
[...] Read more
song performed by Bob Marley
Added by Lucian Velea
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The Believer's Principles : Chap. IV.
Faith and Sense Natural, compared and distinguished.
When Abram's body, Sarah's womb,
Were ripe for nothing but the tomb,
Exceeding old, and wholly dead,
Unlike to bear the promis'd seed:
Faith said, 'I shall an Isaac see;'
'No, no,' said Sense, 'it cannot be;'
Blind Reason, to augment the strife,
Adds, 'How can death engender life?'
My heart is like a rotten tomb,
More dead than ever Sarah's womb;
O! can the promis'd seed of grace
Spring forth from such a barren place?
Sense gazing but on flinty rocks,
My hope and expectation chokes:
But could I, skill'd in Abram's art,
O'erlook my dead and barren heart;
And build my hope on nothing less
That divine pow'r and faithfulness;
Soon would I find him raise up sons
To Abram, out of rocks and stones.
Faith acts as busy boatmen do,
Who backward look and forward row;
It looks intent to things unseen,
Thinks objects visible too mean.
Sense thinks it madness thus to steer,
And only trusts its eye and ear;
Into faith's boat dare thrust its oar,
And put it further from the shore.
Faith does alone the promise eye;
Sense won't believe unless it see;
Nor can it trust the divine guide,
Unless it have both wind and tide.
Faith thinks the promise sure and good;
Sense doth depend on likelihood;
Faith ev'n in storms believes the seers;
Sense calls all men, ev'n prophets, liars.
Faith uses means, but rests on none;
Sense sails when outward means are gone:
[...] Read more
poem by Ralph Erskine
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Oh, thou, in Hellas deemed of heavenly birth,
Muse, formed or fabled at the minstrel’s will!
Since shamed full oft by later lyres on earth,
Mine dares not call thee from thy sacred hill:
Yet there I’ve wandered by thy vaunted rill;
Yes! sighed o’er Delphi’s long-deserted shrine
Where, save that feeble fountain, all is still;
Nor mote my shell awake the weary Nine
To grace so plain a tale - this lowly lay of mine.
II.
Whilome in Albion’s isle there dwelt a youth,
Who ne in virtue’s ways did take delight;
But spent his days in riot most uncouth,
And vexed with mirth the drowsy ear of Night.
Ah, me! in sooth he was a shameless wight,
Sore given to revel and ungodly glee;
Few earthly things found favour in his sight
Save concubines and carnal companie,
And flaunting wassailers of high and low degree.
III.
Childe Harold was he hight: - but whence his name
And lineage long, it suits me not to say;
Suffice it, that perchance they were of fame,
And had been glorious in another day:
But one sad losel soils a name for aye,
However mighty in the olden time;
Nor all that heralds rake from coffined clay,
Nor florid prose, nor honeyed lines of rhyme,
Can blazon evil deeds, or consecrate a crime.
IV.
Childe Harold basked him in the noontide sun,
Disporting there like any other fly,
Nor deemed before his little day was done
One blast might chill him into misery.
But long ere scarce a third of his passed by,
Worse than adversity the Childe befell;
He felt the fulness of satiety:
Then loathed he in his native land to dwell,
Which seemed to him more lone than eremite’s sad cell.
V.
For he through Sin’s long labyrinth had run,
Nor made atonement when he did amiss,
[...] Read more
poem by Byron from Childe Harold's Pilgrimage (1818)
Added by Veronica Serbanoiu
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Canto the First
Oh, thou, in Hellas deemed of heavenly birth,
Muse, formed or fabled at the minstrel’s will!
Since shamed full oft by later lyres on earth,
Mine dares not call thee from thy sacred hill:
Yet there I’ve wandered by thy vaunted rill;
Yes! sighed o’er Delphi’s long-deserted shrine
Where, save that feeble fountain, all is still;
Nor mote my shell awake the weary Nine
To grace so plain a tale - this lowly lay of mine.
II.
Whilome in Albion’s isle there dwelt a youth,
Who ne in virtue’s ways did take delight;
But spent his days in riot most uncouth,
And vexed with mirth the drowsy ear of Night.
Ah, me! in sooth he was a shameless wight,
Sore given to revel and ungodly glee;
Few earthly things found favour in his sight
Save concubines and carnal companie,
And flaunting wassailers of high and low degree.
III.
Childe Harold was he hight: - but whence his name
And lineage long, it suits me not to say;
Suffice it, that perchance they were of fame,
And had been glorious in another day:
But one sad losel soils a name for aye,
However mighty in the olden time;
Nor all that heralds rake from coffined clay,
Nor florid prose, nor honeyed lines of rhyme,
Can blazon evil deeds, or consecrate a crime.
IV.
Childe Harold basked him in the noontide sun,
Disporting there like any other fly,
Nor deemed before his little day was done
One blast might chill him into misery.
But long ere scarce a third of his passed by,
Worse than adversity the Childe befell;
He felt the fulness of satiety:
Then loathed he in his native land to dwell,
Which seemed to him more lone than eremite’s sad cell.
V.
For he through Sin’s long labyrinth had run,
Nor made atonement when he did amiss,
[...] Read more
poem by Byron from Childe Harold's Pilgrimage (1818)
Added by Veronica Serbanoiu
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Childe Harold's Pilgrimage: A Romaunt. Canto I.
To Ianthe:
Not in those climes where I have late been straying,
Though Beauty long hath there been matchless deem'd;
Not in those visions to the heart displaying
Forms which it sighs but to have only dream'd,
Hath aught like thee in truth or fancy seem'd:
Nor, having seen thee, shall I vainly seek
To paint those charms which varied as they beam'd --
To such as see thee not my words were weak;
To those who gaze on thee what language could they speak?
Ah! may'st thou ever be what now thou art,
Nor unbeseem the promise of thy spring,
As fair in form, as warm yet pure in heart,
Love's image upon earth without his wing,
And guileless beyond Hope's imagining!
And surely she who now so fondly rears
Thy youth, in thee, thus hourly brightening,
Beholds the rainbow of her future years,
Before whose heavenly hues all sorrow disappears.
Young Peri of the West!-'tis well for me
My years already doubly number thine;
My loveless eye unmov'd may gaze on thee,
And safely view thy ripening beauties shine;
Happy, I ne'er shall see them in decline,
Happier, that while all younger hearts shall bleed,
Mine shall escape the doom thine eyes assign
To those whose admiration shall succeed,
But mixed with pangs to Love's even loveliest hours decreed.
Oh! let that eye, which, wild as the Gazelle's,
Now brightly bold or beautifully shy,
Wins as it wanders, dazzles where it dwells,
Glance o'er this page; nor to my verse deny
That smile for which my breast might vainly sigh,
Could I to thee be ever more than friend:
This much, dear maid, accord; nor question why
To one so young my strain I would commend,
But bid me with my wreath one matchless lily blend.
Such is thy name with this my verse entwin'd;
And long as kinder eyes a look shall cast
On Harold's page, Ianthe's here enshrin'd
Shall thus be first beheld, forgotten last:
My days once number'd, should this homage past
Attract thy fairy fingers near the lyre
Of him who hail'd thee, loveliest as thou wast,
Such is the most my memory may desire;
Though more than Hope can claim, could Friendship less require?
[...] Read more
Canto the First
I
I want a hero: an uncommon want,
When every year and month sends forth a new one,
Till, after cloying the gazettes with cant,
The age discovers he is not the true one;
Of such as these I should not care to vaunt,
I'll therefore take our ancient friend Don Juan—
We all have seen him, in the pantomime,
Sent to the devil somewhat ere his time.
II
Vernon, the butcher Cumberland, Wolfe, Hawke,
Prince Ferdinand, Granby, Burgoyne, Keppel, Howe,
Evil and good, have had their tithe of talk,
And fill'd their sign posts then, like Wellesley now;
Each in their turn like Banquo's monarchs stalk,
Followers of fame, "nine farrow" of that sow:
France, too, had Buonaparté and Dumourier
Recorded in the Moniteur and Courier.
III
Barnave, Brissot, Condorcet, Mirabeau,
Petion, Clootz, Danton, Marat, La Fayette,
Were French, and famous people, as we know:
And there were others, scarce forgotten yet,
Joubert, Hoche, Marceau, Lannes, Desaix, Moreau,
With many of the military set,
Exceedingly remarkable at times,
But not at all adapted to my rhymes.
IV
Nelson was once Britannia's god of war,
And still should be so, but the tide is turn'd;
There's no more to be said of Trafalgar,
'T is with our hero quietly inurn'd;
Because the army's grown more popular,
At which the naval people are concern'd;
Besides, the prince is all for the land-service,
Forgetting Duncan, Nelson, Howe, and Jervis.
V
Brave men were living before Agamemnon
And since, exceeding valorous and sage,
A good deal like him too, though quite the same none;
But then they shone not on the poet's page,
And so have been forgotten:—I condemn none,
But can't find any in the present age
Fit for my poem (that is, for my new one);
So, as I said, I'll take my friend Don Juan.
[...] Read more
poem by Byron from Don Juan (1824)
Added by Veronica Serbanoiu
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He was every person's Creator
For every bird gruesomely killed; he had the power to
create infinite more fledglings,
For every river dried miserably to a trickle; he had
the power to create infinite oceans,
For every tree brutally chopped to the ground; he had
the power to create infinite forests,
For every eye inadvertently blinded; he had the power
to create infinite with sight,
For every satanic night taking a complete stranglehold
on light; he had the power to create infinite
brilliant days,
For every tongue which was disdainfully dumb; he had
the power to create infinite mouths which could speak
and shout,
For every iota of currency furtively stolen; he had
the power to create infinite banks looming high and
handsome till the heavens,
For every couple who was childless and rendered
cruelly unable to procreate; he had the power to
create infinite more households bustling with a
battalion of toddlers,
For every brain that was wholesomely exhausted; he
had the power to create infinite intelligent minds,
For every child disastrously orphaned on the streets;
he had the power to create infinite families complete
in all respects,
For every blade of grass mercilessly trampled; he had
the power to create infinite meadows of lush green
crop,
For every skeleton lying disdainfully buried under the
coffin; he had the power to create infinite bodies;
dancing about in robust health and thunderous fervor,
For every scalp that was balder than the egg; he had
the power to create infinite strands of shimmering
hair,
For every life lost unwittingly during the tumultuous
earthquake; he had the power to create infinite more
souls as Kings,
[...] Read more
poem by Nikhil Parekh
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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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Responsibility
Ooo-ooo-ooo-ooo-ooo-eee,
Into my life came responsibility.
Shes got some shakin, kickin, sailin, long blonde hair,
And when I want to get off you know shell take me there.
Im talkin bout ...
Ooo-ooo-ooo-ooo-ooo-eee,
She fill me up with responsibility.
Ooo-ooo-ooo-ooo-ooo-eee,
She fill me up and let me down, cant you see ...
Life is full of re ...
Re-spons-ibil-ity.
Life is full of re ...
Re-spons--responsibility.
Life is full of re ...
Re-re--responsibility.
Life is full of responsibility.
And Im responsible for you and me.
Good lovin messin up my mind,
A chick like this one is so hard to find.
She takes care of everything I need,
And when I want some stuff you know that she takes heed.
Im talkin bout ...
Ooo-ooo-ooo-ooo-ooo-eee,
She fill me up with responsibility -- yeah.
Ooo-ooo-ooo-ooo-ooo-eee,
She fill me up and let me down, cant you see ...
Life is full of re ...
Re-spons-ibil-ity.
Life is full of re ...
Re-spons--responsibility.
Life is full of re ...
Re-re--responsibility.
Life is full of responsibility.
And Im responsible as I can be.
Yeah, responsible, responsible baby.
Yeah, responsible.
Ooo-ooo-ooo-ooo-ooo-eee.
Ooo-ooo-ooo-ooo-ooo-eee.
Responsible, responsible baby.
Im tryin to be responsible, responsible baby ...
... yeah, ayyyy ... yeah ... ayyyy ...
Every day, baby; yes I am, baby; you know I can, baby.
Life is full of re ...
Re-spons-ibil-ity.
Life is full of re ...
Re-spons--responsibility.
Life is full of re ...
Re-re--responsibility.
Life is full of responsibility.
And Im responsible for you and me.
[...] Read more
song performed by Grand Funk Railroad
Added by Lucian Velea
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The Interpretation of Nature and
I.
MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.
II.
Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.
III.
Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.
IV.
Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.
V.
The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.
VI.
It would be an unsound fancy and self-contradictory to expect that things which have never yet been done can be done except by means which have never yet been tried.
VII.
The productions of the mind and hand seem very numerous in books and manufactures. But all this variety lies in an exquisite subtlety and derivations from a few things already known; not in the number of axioms.
VIII.
Moreover the works already known are due to chance and experiment rather than to sciences; for the sciences we now possess are merely systems for the nice ordering and setting forth of things already invented; not methods of invention or directions for new works.
IX.
The cause and root of nearly all evils in the sciences is this -- that while we falsely admire and extol the powers of the human mind we neglect to seek for its true helps.
X.
The subtlety of nature is greater many times over than the subtlety of the senses and understanding; so that all those specious meditations, speculations, and glosses in which men indulge are quite from the purpose, only there is no one by to observe it.
XI.
As the sciences which we now have do not help us in finding out new works, so neither does the logic which we now have help us in finding out new sciences.
XII.
The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search after truth. So it does more harm than good.
XIII.
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poem by Sir Francis Bacon
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The Forest Sanctuary - Part I.
I.
The voices of my home!-I hear them still!
They have been with me through the dreamy night-
The blessed household voices, wont to fill
My heart's clear depths with unalloy'd delight!
I hear them still, unchang'd:-though some from earth
Are music parted, and the tones of mirth-
Wild, silvery tones, that rang through days more bright!
Have died in others,-yet to me they come,
Singing of boyhood back-the voices of my home!
II.
They call me through this hush of woods, reposing
In the grey stillness of the summer morn,
They wander by when heavy flowers are closing,
And thoughts grow deep, and winds and stars are born;
Ev'n as a fount's remember'd gushings burst
On the parch'd traveller in his hour of thirst,
E'en thus they haunt me with sweet sounds, till worn
By quenchless longings, to my soul I say-
Oh! for the dove's swift wings, that I might flee away,
III.
And find mine ark!-yet whither?-I must bear
A yearning heart within me to the grave.
I am of those o'er whom a breath of air-
Just darkening in its course the lake's bright wave,
And sighing through the feathery canes -hath power
To call up shadows, in the silent hour,
From the dim past, as from a wizard's cave!-
So must it be!-These skies above me spread,
Are they my own soft skies?-Ye rest not here, my dead!
IV.
Ye far amidst the southern flowers lie sleeping,
Your graves all smiling in the sunshine clear,
Save one!-a blue, lone, distant main is sweeping
High o'er one gentle head-ye rest not here!-
'Tis not the olive, with a whisper swaying,
Not thy low ripplings, glassy water, playing
Through my own chesnut groves, which fill mine ear;
But the faint echoes in my breast that dwell,
And for their birth-place moan, as moans the ocean-shell.
V.
Peace!-I will dash these fond regrets to earth,
Ev'n as an eagle shakes the cumbering rain
From his strong pinion. Thou that gav'st me birth,
And lineage, and once home,-my native Spain!
My own bright land-my father's land-my child's!
[...] Read more
poem by Felicia Dorothea Hemans
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The Vision of Don Roderick
Introduction.
I.
Lives there a strain, whose sounds of mounting fire
May rise distinguished o'er the din of war;
Or died it with yon Master of the Lyre
Who sung beleaguered Ilion's evil star?
Such, WELLINGTON, might reach thee from afar,
Wafting its descant wide o'er Ocean's range;
Nor shouts, nor clashing arms, its mood could mar,
All, as it swelled 'twixt each loud trumpet-change,
That clangs to Britain victory, to Portugal revenge!
II.
Yes! such a strain, with all o'er-pouring measure,
Might melodise with each tumultuous sound
Each voice of fear or triumph, woe or pleasure,
That rings Mondego's ravaged shores around;
The thundering cry of hosts with conquest crowned,
The female shriek, the ruined peasant's moan,
The shout of captives from their chains unbound,
The foiled oppressor's deep and sullen groan,
A Nation's choral hymn, for tyranny o'erthrown.
III.
But we, weak minstrels of a laggard day
Skilled but to imitate an elder page,
Timid and raptureless, can we repay
The debt thou claim'st in this exhausted age?
Thou givest our lyres a theme, that might engage
Those that could send thy name o'er sea and land,
While sea and land shall last; for Homer's rage
A theme; a theme for Milton's mighty hand -
How much unmeet for us, a faint degenerate band!
IV.
Ye mountains stern! within whose rugged breast
The friends of Scottish freedom found repose;
Ye torrents! whose hoarse sounds have soothed their rest,
Returning from the field of vanquished foes;
Say, have ye lost each wild majestic close
That erst the choir of Bards or Druids flung,
What time their hymn of victory arose,
And Cattraeth's glens with voice of triumph rung,
And mystic Merlin harped, and grey-haired Llywarch sung?
V.
Oh! if your wilds such minstrelsy retain,
As sure your changeful gales seem oft to say,
When sweeping wild and sinking soft again,
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poem by Sir Walter Scott
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An Essay on Criticism
Part I
INTRODUCTION. That it is as great a fault to judge ill as to write ill, and a more dangerous one to the public. That a true Taste is as rare to be found as a true Genius. That most men are born with some Taste, but spoiled by false education. The multitude of Critics, and causes of them. That we are to study our own Taste, and know the limits of it. Nature the best guide of judgment. Improved by Art and rules, which are but methodized Nature. Rules derived from the practice of the ancient poets. That therefore the ancients are necessary to be studied by a Critic, particularly Homer and Virgil. Of licenses, and the use of them by the ancients. Reverence due to the ancients, and praise of them.
'Tis hard to say if greater want of skill
Appear in writing or in judging ill;
But of the two less dangerous is th'offence
To tire our patience than mislead our sense:
Some few in that, but numbers err in this;
Ten censure wrong for one who writes amiss;
A fool might once himself alone expose;
Now one in verse makes many more in prose.
'Tis with our judgments as our watches, none
Go just alike, yet each believes his own.
In Poets as true Genius is but rare,
True Taste as seldom is the Critic's share;
Both must alike from Heav'n derive their light,
These born to judge, as well as those to write.
Let such teach others who themselves excel,
And censure freely who have written well;
Authors are partial to their wit, 'tis true,
But are not Critics to their judgment too?
Yet if we look more closely, we shall find
Most have the seeds of judgment in their mind:
Nature affords at least a glimm'ring light;
The lines, tho' touch'd but faintly, are drawn right:
But as the slightest sketch, if justly traced,
Is by ill col'ring but the more disgraced,
So by false learning is good sense defaced:
Some are bewilder'd in the maze of schools,
And some made coxcombs Nature meant but fools:
In search of wit these lose their common sense,
And then turn Critics in their own defence:
Each burns alike, who can or cannot write,
Or with a rival's or an eunuch's spite.
All fools have still an itching to deride,
And fain would be upon the laughing side.
If Mævius scribble in Apollo's spite,
There are who judge still worse than he can write.
Some have at first for Wits, then Poets pass'd;
Turn'd Critics next, and prov'd plain Fools at last.
Some neither can for Wits nor Critics pass,
As heavy mules are neither horse nor ass.
Those half-learn'd witlings, numerous in our isle,
As half-form'd insects on the banks of Nile;
Unfinish'd things, one knows not what to call,
[...] Read more
poem by Alexander Pope
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Hudibras: Part 3 - Canto II
THE ARGUMENT
The Saints engage in fierce Contests
About their Carnal interests;
To share their sacrilegious Preys,
According to their Rates of Grace;
Their various Frenzies to reform,
When Cromwel left them in a Storm
Till, in th' Effigy of Rumps, the Rabble
Burns all their Grandees of the Cabal.
THE learned write, an insect breeze
Is but a mungrel prince of bees,
That falls before a storm on cows,
And stings the founders of his house;
From whose corrupted flesh that breed
Of vermin did at first proceed.
So e're the storm of war broke out,
Religion spawn'd a various rout
Of petulant Capricious sects,
The maggots of corrupted texts,
That first run all religion down,
And after ev'ry swarm its own.
For as the Persian Magi once
Upon their mothers got their sons,
That were incapable t' enjoy
That empire any other way;
So PRESBYTER begot the other
Upon the good old Cause, his mother,
Then bore then like the Devil's dam,
Whose son and husband are the same.
And yet no nat'ral tie of blood
Nor int'rest for the common good
Cou'd, when their profits interfer'd,
Get quarter for each other's beard.
For when they thriv'd, they never fadg'd,
But only by the ears engag'd:
Like dogs that snarl about a bone,
And play together when they've none,
As by their truest characters,
Their constant actions, plainly appears.
Rebellion now began, for lack
Of zeal and plunders to grow slack;
The Cause and covenant to lessen,
And Providence to b' out of season:
For now there was no more to purchase
O' th' King's Revenue, and the Churches,
But all divided, shar'd, and gone,
That us'd to urge the Brethren on;
Which forc'd the stubborn'st for the Cause,
[...] Read more
poem by Samuel Butler
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It Makes More Sense
It makes more sense,
Stopping something not to start.
Yes it makes more sense,
Not to tear things all apart.
Or bring up filthy garbage,
Knowing it is just a farce.
It makes more sense,
To walk away than to be petty.
And it makes more sense,
To prevent a thumping headache.
And it makes more sense,
Not to argue with a fool.
Knowing this is something done,
Many fools love to do.
And it makes more sense,
Stopping something not to start.
Yes it makes more sense,
Not to tear things all apart.
Or bring up filthy garbage,
Knowing it is just a farce.
And it makes more sense,
Not to argue with a fool.
Knowing this is something done,
Fools love to do.
And it makes more sense,
To keep the peace with every neighbor.
And it makes more sense,
To chase all bitterness away.
And it makes more sense,
To say, 'You're right' than build a hate.
Knowing that tomorrow promises another day.
And it makes more sense,
To keep the peace with every neighbor.
And it makes more sense,
To chase all bitterness away.
And it makes more sense,
To say, 'You're right' than build a hate.
Knowing that tomorrow promises another day.
Yes it makes more sense,
To keep the peace with every neighbor.
And it makes more sense,
To say, 'You're right' than build a hate.
Knowing that tomorrow promises another day.
Yes it makes more sense,
To keep the peace with every neighbor.
[...] Read more
poem by Lawrence S. Pertillar
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Prince Hohenstiel-Schwangau, Saviour of Society
Epigraph
Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.
I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.
You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:
[...] Read more
poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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The Rosciad
Unknowing and unknown, the hardy Muse
Boldly defies all mean and partial views;
With honest freedom plays the critic's part,
And praises, as she censures, from the heart.
Roscius deceased, each high aspiring player
Push'd all his interest for the vacant chair.
The buskin'd heroes of the mimic stage
No longer whine in love, and rant in rage;
The monarch quits his throne, and condescends
Humbly to court the favour of his friends;
For pity's sake tells undeserved mishaps,
And, their applause to gain, recounts his claps.
Thus the victorious chiefs of ancient Rome,
To win the mob, a suppliant's form assume;
In pompous strain fight o'er the extinguish'd war,
And show where honour bled in every scar.
But though bare merit might in Rome appear
The strongest plea for favour, 'tis not here;
We form our judgment in another way;
And they will best succeed, who best can pay:
Those who would gain the votes of British tribes,
Must add to force of merit, force of bribes.
What can an actor give? In every age
Cash hath been rudely banish'd from the stage;
Monarchs themselves, to grief of every player,
Appear as often as their image there:
They can't, like candidate for other seat,
Pour seas of wine, and mountains raise of meat.
Wine! they could bribe you with the world as soon,
And of 'Roast Beef,' they only know the tune:
But what they have they give; could Clive do more,
Though for each million he had brought home four?
Shuter keeps open house at Southwark fair,
And hopes the friends of humour will be there;
In Smithfield, Yates prepares the rival treat
For those who laughter love, instead of meat;
Foote, at Old House,--for even Foote will be,
In self-conceit, an actor,--bribes with tea;
Which Wilkinson at second-hand receives,
And at the New, pours water on the leaves.
The town divided, each runs several ways,
As passion, humour, interest, party sways.
Things of no moment, colour of the hair,
Shape of a leg, complexion brown or fair,
A dress well chosen, or a patch misplaced,
Conciliate favour, or create distaste.
From galleries loud peals of laughter roll,
And thunder Shuter's praises; he's so droll.
Embox'd, the ladies must have something smart,
[...] Read more
poem by Charles Churchill
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Vision Of Columbus - Book 8
And now the Angel, from the trembling sight,
Veil'd the wide world–when sudden shades of night
Move o'er the ethereal vault; the starry train
Paint their dim forms beneath the placid main;
While earth and heaven, around the hero's eye,
Seem arch'd immense, like one surrounding sky.
Still, from the Power superior splendors shone,
The height emblazing like a radiant throne;
To converse sweet the soothing shades invite,
And on the guide the hero fix'd his sight.
Kind messenger of Heaven, he thus began,
Why this progressive labouring search of man?
If man by wisdom form'd hath power to reach
These opening truths that following ages teach,
Step after step, thro' devious mazes, wind,
And fill at last the measure of the mind,
Why did not Heaven, with one unclouded ray,
All human arts and reason's powers display?
That mad opinions, sects and party strife
Might find no place t'imbitter human life.
To whom the Angelic Power; to thee 'tis given,
To hold high converse, and enquire of heaven,
To mark uncircled ages and to trace
The unfolding truths that wait thy kindred race.
Know then, the counsels of th'unchanging Mind,
Thro' nature's range, progressive paths design'd,
Unfinish'd works th'harmonious system grace,
Thro' all duration and around all space;
Thus beauty, wisdom, power, their parts unroll,
Till full perfection joins the accordant whole.
So the first week, beheld the progress rise,
Which form'd the earth and arch'd th'incumbant skies.
Dark and imperfect first, the unbeauteous frame,
From vacant night, to crude existence came;
Light starr'd the heavens and suns were taught their bound,
Winds woke their force, and floods their centre found;
Earth's kindred elements, in joyous strife,
Warm'd the glad glebe to vegetable life,
Till sense and power and action claim'd their place,
And godlike reason crown'd the imperial race.
Progressive thus, from that great source above,
Flows the fair fountain of redeeming love.
Dark harbingers of hope, at first bestow'd,
Taught early faith to feel her path to God:
Down the prophetic, brightening train of years,
Consenting voices rose of different seers,
In shadowy types display'd the accomplish'd plan,
When filial Godhead should assume the man,
When the pure Church should stretch her arms abroad,
Fair as a bride and liberal as her God;
[...] Read more
poem by Joel Barlow
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