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As a Member of Congress from one of the fastest growing States in the country, we hire close to 2,500 new teachers a year, close to 5,000 support staff and faculty.

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Confessio Amantis. Explicit Liber Tercius

Incipit Liber Quartus

Dicunt accidiam fore nutricem viciorum,
Torpet et in cunctis tarda que lenta bonis:
Que fieri possent hodie transfert piger in cras,
Furatoque prius ostia claudit equo.
Poscenti tardo negat emolumenta Cupido,
Set Venus in celeri ludit amore viri.

Upon the vices to procede
After the cause of mannes dede,
The ferste point of Slowthe I calle
Lachesce, and is the chief of alle,
And hath this propreliche of kinde,
To leven alle thing behinde.
Of that he mihte do now hier
He tarieth al the longe yer,
And everemore he seith, 'Tomorwe';
And so he wol his time borwe,
And wissheth after 'God me sende,'
That whan he weneth have an ende,
Thanne is he ferthest to beginne.
Thus bringth he many a meschief inne
Unwar, til that he be meschieved,
And may noght thanne be relieved.
And riht so nowther mor ne lesse
It stant of love and of lachesce:
Som time he slowtheth in a day
That he nevere after gete mai.
Now, Sone, as of this ilke thing,
If thou have eny knowleching,
That thou to love hast don er this,
Tell on. Mi goode fader, yis.
As of lachesce I am beknowe
That I mai stonde upon his rowe,
As I that am clad of his suite:
For whanne I thoghte mi poursuite
To make, and therto sette a day
To speke unto the swete May,
Lachesce bad abide yit,
And bar on hond it was no wit
Ne time forto speke as tho.
Thus with his tales to and fro
Mi time in tariinge he drowh:
Whan ther was time good ynowh,
He seide, 'An other time is bettre;
Thou schalt mowe senden hire a lettre,
And per cas wryte more plein
Than thou be Mowthe durstest sein.'

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poem by John Gower
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Confessio Amantis. Explicit Liber Primus

Incipit Liber Secundus

Inuidie culpa magis est attrita dolore,
Nam sua mens nullo tempore leta manet:
Quo gaudent alii, dolet ille, nec vnus amicus
Est, cui de puro comoda velle facit.
Proximitatis honor sua corda veretur, et omnis
Est sibi leticia sic aliena dolor.
Hoc etenim vicium quam sepe repugnat amanti,
Non sibi, set reliquis, dum fauet ipsa Venus.
Est amor ex proprio motu fantasticus, et que
Gaudia fert alius, credit obesse sibi.

Now after Pride the secounde
Ther is, which many a woful stounde
Towardes othre berth aboute
Withinne himself and noght withoute;
For in his thoght he brenneth evere,
Whan that he wot an other levere
Or more vertuous than he,
Which passeth him in his degre;
Therof he takth his maladie:
That vice is cleped hot Envie.
Forthi, my Sone, if it be so
Thou art or hast ben on of tho,
As forto speke in loves cas,
If evere yit thin herte was
Sek of an other mannes hele?
So god avance my querele,
Mi fader, ye, a thousend sithe:
Whanne I have sen an other blithe
Of love, and hadde a goodly chiere,
Ethna, which brenneth yer be yere,
Was thanne noght so hot as I
Of thilke Sor which prively
Min hertes thoght withinne brenneth.
The Schip which on the wawes renneth,
And is forstormed and forblowe,
Is noght more peined for a throwe
Than I am thanne, whanne I se
An other which that passeth me
In that fortune of loves yifte.
Bot, fader, this I telle in schrifte,
That is nowher bot in o place;
For who that lese or finde grace
In other stede, it mai noght grieve:
Bot this ye mai riht wel believe,
Toward mi ladi that I serve,
Thogh that I wiste forto sterve,

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poem by John Gower
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Confessio Amantis. Explicit Liber Septimus

Incipit Liber Octavus

Que favet ad vicium vetus hec modo regula confert,
Nec novus e contra qui docet ordo placet.
Cecus amor dudum nondum sua lumina cepit,
Quo Venus impositum devia fallit iter.

------------------------------------ -----------------------------------------------
The myhti god, which unbegunne
Stant of himself and hath begunne
Alle othre thinges at his wille,
The hevene him liste to fulfille
Of alle joie, where as he
Sit inthronized in his See,
And hath hise Angles him to serve,
Suche as him liketh to preserve,
So that thei mowe noght forsueie:
Bot Lucifer he putte aweie,
With al the route apostazied
Of hem that ben to him allied,
Whiche out of hevene into the helle
From Angles into fendes felle;
Wher that ther is no joie of lyht,
Bot more derk than eny nyht
The peine schal ben endeles;
And yit of fyres natheles
Ther is plente, bot thei ben blake,
Wherof no syhte mai be take.
Thus whan the thinges ben befalle,
That Luciferes court was falle
Wher dedly Pride hem hath conveied,
Anon forthwith it was pourveied
Thurgh him which alle thinges may;
He made Adam the sexte day
In Paradis, and to his make
Him liketh Eve also to make,
And bad hem cresce and multiplie.
For of the mannes Progenie,
Which of the womman schal be bore,
The nombre of Angles which was lore,
Whan thei out fro the blisse felle,
He thoghte to restore, and felle
In hevene thilke holy place
Which stod tho voide upon his grace.
Bot as it is wel wiste and knowe,
Adam and Eve bot a throwe,
So as it scholde of hem betyde,
In Paradis at thilke tyde
Ne duelten, and the cause why,
Write in the bok of Genesi,

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poem by John Gower
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Social Netowrking Of Robots

end of world war
end of world war 11
end of world scenarios
end of world thursday prophet
end of world wa rtwo
end of world war 2 france
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end of world wallpapers
end of world scenerio
end of world time clock
end of wortd
end of world wtf mate youtube
end of world west america
end of world war ii
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end of wrestling match signal
end of worlds
end of worldwar 2
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end of wrestling match indicator
end of world war 2 wikipedia
end of world war 21945
end of world war one
end of world wite web
end of worled war 2
end of world wide ii
end of world war 2 info
end of world war two date
end of wow
end of ww 2
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end of ww1 treaty of versailles
end of ww1 treaty
end of ww ii
end of ww2 in czechoslovakia
end of ww2 date
end of ww1 ghost photos
end of ww1 treaty of vers
end of ww 1
end of ww2 for japanese americans
end of ww-ii
end of ww2 battleship
end of wrold war 2
end of ww11

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poem by Rwetewrt Erwtwer
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Confessio Amantis. Explicit Prologus

Incipit Liber Primus

Naturatus amor nature legibus orbem
Subdit, et vnanimes concitat esse feras:
Huius enim mundi Princeps amor esse videtur,
Cuius eget diues, pauper et omnis ope.
Sunt in agone pares amor et fortuna, que cecas
Plebis ad insidias vertit vterque rotas.
Est amor egra salus, vexata quies, pius error,
Bellica pax, vulnus dulce, suaue malum.

I may noght strecche up to the hevene
Min hand, ne setten al in evene
This world, which evere is in balance:
It stant noght in my sufficance
So grete thinges to compasse,
Bot I mot lete it overpasse
And treten upon othre thinges.
Forthi the Stile of my writinges
Fro this day forth I thenke change
And speke of thing is noght so strange,
Which every kinde hath upon honde,
And wherupon the world mot stonde,
And hath don sithen it began,
And schal whil ther is any man;
And that is love, of which I mene
To trete, as after schal be sene.
In which ther can noman him reule,
For loves lawe is out of reule,
That of tomoche or of tolite
Welnyh is every man to wyte,
And natheles ther is noman
In al this world so wys, that can
Of love tempre the mesure,
Bot as it falth in aventure:
For wit ne strengthe may noght helpe,
And he which elles wolde him yelpe
Is rathest throwen under fote,
Ther can no wiht therof do bote.
For yet was nevere such covine,
That couthe ordeine a medicine
To thing which god in lawe of kinde
Hath set, for ther may noman finde
The rihte salve of such a Sor.
It hath and schal ben everemor
That love is maister wher he wile,
Ther can no lif make other skile;
For wher as evere him lest to sette,
Ther is no myht which him may lette.
Bot what schal fallen ate laste,

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poem by John Gower
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Confessio Amantis. Explicit Liber Secundus

Incipit Liber Tercius

Ira suis paribus est par furiis Acherontis,
Quo furor ad tempus nil pietatis habet.
Ira malencolicos animos perturbat, vt equo
Iure sui pondus nulla statera tenet.
Omnibus in causis grauat Ira, set inter amantes,
Illa magis facili sorte grauamen agit:
Est vbi vir discors leuiterque repugnat amori,
Sepe loco ludi fletus ad ora venit.

----------------------------------- ------------------------------------------------

If thou the vices lest to knowe,
Mi Sone, it hath noght ben unknowe,
Fro ferst that men the swerdes grounde,
That ther nis on upon this grounde,
A vice forein fro the lawe,
Wherof that many a good felawe
Hath be distraght be sodein chance;
And yit to kinde no plesance
It doth, bot wher he most achieveth
His pourpos, most to kinde he grieveth,
As he which out of conscience
Is enemy to pacience:
And is be name on of the Sevene,
Which ofte hath set this world unevene,
And cleped is the cruel Ire,
Whos herte is everemore on fyre
To speke amis and to do bothe,
For his servantz ben evere wrothe.
Mi goode fader, tell me this:
What thing is Ire? Sone, it is
That in oure englissh Wrathe is hote,
Which hath hise wordes ay so hote,
That all a mannes pacience
Is fyred of the violence.
For he with him hath evere fyve
Servantz that helpen him to stryve:
The ferst of hem Malencolie
Is cleped, which in compaignie
An hundred times in an houre
Wol as an angri beste loure,
And noman wot the cause why.
Mi Sone, schrif thee now forthi:
Hast thou be Malencolien?
Ye, fader, be seint Julien,
Bot I untrewe wordes use,
I mai me noght therof excuse:
And al makth love, wel I wot,

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poem by John Gower
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The Vision Of Piers Plowman - Part 03

Now is Mede the mayde and no mo of hem alle,
With bedeles and baillies brought bifore the Kyng.
The Kyng called a clerk - l kan noght his name -
To take Mede the maide and maken hire at ese.
I shal assayen hire myself and soothliche appose
What man of this world that hire were levest.
And if she werche bi wit and my wil folwe
I wol forgyven hire this gilt, so me God helpe!'
Curteisly the clerk thanne, as the Kyng highte,
Took Mede bi the myddel and broghte hire into chambre.
Ac ther was murthe and mynstralcie Mede to plese;
That wonyeth at Westmynstre worshipeth hire alle.
Gentilliche with joye the justices somme
Busked hem to the bour ther the burde dwellede,
Conforted hyre kyndely by Clergies leve,
And seiden, ' Mourne noght, Mede, ne make thow no sorwe,
For we wol wisse the Kyng and thi wey shape
To be wedded at thi wille and wher thee leef liketh
For al Conscienees cast or craft, as I trowe.'
Mildely Mede thanne merciede hem alle

Of hire grete goodnesse - and gaf hem echone
Coupes of clene gold and coppes of silver,
Rynges with rubies and richesses manye,
The Ieeste man of hire meynee a moton of golde.
Thanne laughte thei leve thise lordes at Mede.
With that comenclerkes to conforten hire the same,
And beden hire be blithe - 'For we beth thyne owene
For to werche thi wille the while thow myght laste.'
Hendiliche heo thanne bihighte hem the same -
To loven hem lelly and lordes to make,
And in the consistorie at the court do callen hire names.
' Shal no lewednesse lette the clerke that I lovye,
That he ne worth first avaunced for I am biknowen
Ther konnynge clerkes shul clokke bihynde.'
Thanne cam ther a confessour coped as a frere;
To Mede the mayde [mekeliche he loutede]
And seide ful softely, in shrift as it were,
'Theigh lewed men and lered men hadde leyen by thee bothe.
And Falshede hadde yfolwed thee alle thise fifty wynter,
I shal assoille thee myself for a seem of whete,
And also be thi bedeman, and bere wel thyn er[ende],
Amonges knyghtes and clerkes, Conscience to torne.
Thanne Mede for hire mysdedes to that man kneled,
And shrof hire of hire sherewednesse - shamelees, I trowe;
Tolde hym a tale and took hym a noble
For to ben hire bedeman and hire brocour als.
Thanne he assoiled hire soone and sithen he seide,
' We have a wyndow in werchynge, wole stonden us ful hye;
Woldestow glaze that gable and grave therinne thy name,

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poem by William Langland
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Confessio Amantis. Explicit Liber Quintus

Incipit Liber Sextus

Est gula, que nostrum maculavit prima parentem
Ex vetito pomo, quo dolet omnis homo
Hec agit, ut corpus anime contraria spirat,
Quo caro fit crassa, spiritus atque macer.
Intus et exterius si que virtutis habentur,
Potibus ebrietas conviciata ruit.
Mersa sopore labis, que Bachus inebriat hospes,
Indignata Venus oscula raro premit.

---------------------------------- -------------------------------------------------

The grete Senne original,
Which every man in general
Upon his berthe hath envenymed,
In Paradis it was mystymed:
Whan Adam of thilke Appel bot,
His swete morscel was to hot,
Which dedly made the mankinde.
And in the bokes as I finde,
This vice, which so out of rule
Hath sette ous alle, is cleped Gule;
Of which the branches ben so grete,
That of hem alle I wol noght trete,
Bot only as touchende of tuo
I thenke speke and of no mo;
Wherof the ferste is Dronkeschipe,
Which berth the cuppe felaschipe.
Ful many a wonder doth this vice,
He can make of a wisman nyce,
And of a fool, that him schal seme
That he can al the lawe deme,
And yiven every juggement
Which longeth to the firmament
Bothe of the sterre and of the mone;
And thus he makth a gret clerk sone
Of him that is a lewed man.
Ther is nothing which he ne can,
Whil he hath Dronkeschipe on honde,
He knowth the See, he knowth the stronde,
He is a noble man of armes,
And yit no strengthe is in his armes:
Ther he was strong ynouh tofore,
With Dronkeschipe it is forlore,
And al is changed his astat,
And wext anon so fieble and mat,
That he mai nouther go ne come,
Bot al togedre him is benome
The pouer bothe of hond and fot,

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poem by John Gower
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Happy Teacher’s Day in India,2010

Teachers teach students to learn;
Teachers show them how to earn;
Teachers guide students to read;
Teachers help them if they need.

Teachers share with pupils, ken;
Teachers show them how to pen;
Teachers train them in most things;
Teachers make them good earthlings!

Teachers mould their character;
Teachers act facilitator;
Teachers are a boon on earth;
Teachers bring students, mirth!

Teachers care for children-wards;
Teachers don’t expect rewards;
Teachers slog throughout life-span;
Teachers make them man / woman.

Teachers are a humble lot;
Teachers make learning, an art;
Teachers perform well their part;
Teachers love students in heart!

Teachers are next to parents;
Teachers are a nation’s wealth;
Teachers make a student great;
Teachers are a must for all.

Revere teachers on this Day;
Thank them truly in some way;
Emulate them, if you may;
‘Give them good health, God’, you pray!

“Happy Teachers’ Day! ”

Most lovingly dedicated to all my teachers,
Living and dead, who made me,
‘What I am, today! ’

Copyright by Dr John Celes 05-09-2010

poem by John Celes
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Teacher’s Day in India,2010

Teachers teach students to learn;
Teachers show them how to earn;
Teachers guide students to read;
Teachers help them if they need.

Teachers share with pupils, ken;
Teachers show them how to pen;
Teachers train them in most things;
Teachers make them good earthlings!

Teachers mould their character;
Teachers act facilitator;
Teachers are a boon on earth;
Teachers bring students, mirth!

Teachers care for children-wards;
Teachers don’t expect rewards;
Teachers slog throughout life-span;
Teachers make them man / woman.

Teachers are a humble lot;
Teachers make learning, an art;
Teachers perform well their part;
Teachers love students in heart!

Teachers are next to parents;
Teachers are a nation’s wealth;
Teachers make a student great;
Teachers are a must for all.

Revere teachers on this Day;
Thank them truly in some way;
Emulate them, if you may;
‘Give them good health, God’, you pray!

“Happy Teachers’ Day! ”

Most lovingly dedicated to all my teachers,
Living and dead, who made me,
‘What I am, today! ’

Copyright by Dr John Celes 05-09-2010

poem by John Celes
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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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22,000 Days

Even tho I know its only
Me and my dreams
That drive me so let me go please
Let me go onto tomorrow
One day at a time
Now I know the only foe is time
22,000 days, 22,000 days its not alot,
Its all you got 22,000 days
22,000 nights, 22,000 nights, its all you know
So start the show and this time
Feel the flow and get it right
Now the time when I first saw you is over and gone
Then I knew my life with you would go on
Knowing you so much longer
Ive change in mind change for you
You have changed to mine
22,000 days, 22,000 days its not alot,
Its all you got 22,000 days
22,000 nights, 22,000 nights, its all you know
So start the show and this time
Feel the flow and get it right
Everybody knows, it always shows
Wasting times an aggravation
Got no time for confrontation
You want to take a lot
By love by law or stealth
Times the only real wealth you have got
Even tho I know its only me and my dreams
That drive me so let me go please
Let me go onto tomorrow
One day at a time
Now I know the only foe is time
22,000 days, 22,000 days its not alot,
Its all you got 22,000 days
22,000 nights, 22,000 nights, its all you know
So start the show 22,000 days
22,000 days, 22,000 days its not alot,
Its all you got 22,000 days
22,000 nights, 22,000 nights, its all you know
So start the show 22,000 ways

song performed by Moody Blues
Added by Lucian Velea
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Whose Country Is This?

Whose country is this?
It is a land full of snakes;
Whose country is this?
It is a land full of many waters;
Whose country is this?
It is a land full of thieves! !
Whose country is this?
It is a land full of people;
Whose country is this?
It is a land full of oil;
Whose country is this?
It is a land full of earthquakes!
Whose country is this?
it is a land full of lovers;
Whose country is this?
It is a land full of volcanoes!
Whose country is this?
It is a land full of beautiful flowers;
Whose country is this?
It is a land full of hansome men;
Whose country is this?
It is a land full of beautiful women;
Whose country is this?
It is a land full of roses;
Whose country is this?
it is a land ruled only by men;
Whose country is this?
It is a land without rainfall;
Whose country is this?
It is a land ruled by a woman;
Whose country is this?
It is a land full of corruption!
Whose country is this?
It is a land full of pirates! !
Whose country is this?
It is a land ruled by law;
Whose country is this?
It is a land controlled by rebels!
Whose country is this?
It is a land full of ice;
Whose country is this?
It is a land full of pregnant women;
Whose country is this?
It is a land full of the sins of Sodom and Gomorrah!
Whose country is this?
It is a land full of singers;
Whose country is this?
It is a land full of troubles;
Whose country is this?
It is a land full of war! !

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poem by Edward Kofi Louis
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As I Sat Alone By Blue Ontario's Shores

AS I sat alone, by blue Ontario's shore,
As I mused of these mighty days, and of peace return'd, and the dead
that return no more,
A Phantom, gigantic, superb, with stern visage, accosted me;
Chant me the poem, it said, that comes from the soul of America--
chant me the carol of victory;
And strike up the marches of Libertad--marches more powerful yet;
And sing me before you go, the song of the throes of Democracy.

(Democracy--the destin'd conqueror--yet treacherous lip-smiles
everywhere,
And Death and infidelity at every step.)

A Nation announcing itself,
I myself make the only growth by which I can be appreciated, 10
I reject none, accept all, then reproduce all in my own forms.

A breed whose proof is in time and deeds;
What we are, we are--nativity is answer enough to objections;
We wield ourselves as a weapon is wielded,
We are powerful and tremendous in ourselves,
We are executive in ourselves--We are sufficient in the variety of
ourselves,
We are the most beautiful to ourselves, and in ourselves;
We stand self-pois'd in the middle, branching thence over the world;
From Missouri, Nebraska, or Kansas, laughing attacks to scorn.

Nothing is sinful to us outside of ourselves, 20
Whatever appears, whatever does not appear, we are beautiful or
sinful in ourselves only.

(O mother! O sisters dear!
If we are lost, no victor else has destroy'd us;
It is by ourselves we go down to eternal night.)

Have you thought there could be but a single Supreme?
There can be any number of Supremes--One does not countervail
another, any more than one eyesight countervails another, or
one life countervails another.

All is eligible to all,
All is for individuals--All is for you,
No condition is prohibited--not God's, or any.

All comes by the body--only health puts you rapport with the
universe. 30

Produce great persons, the rest follows.

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poem by Walt Whitman
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Confessio Amantis, Book III

Appolinus his lev{.e} tok,
To God and al the lond betok
With al the poeple long and brod,
That he no lenger there abod.
The king and queen{.e} sorw{.e} mad{.e},
Bot yit somdiel thei weren glad{.e}
Of such thing as thei herden tho:
And thus betwen the wel and wo
To schip he goth, his wif with child{.e},
The which was ever{.e} meke and myld{.e}
And wold{.e} noght departe him fro,
Such lov{.e} was betwen hem tuo.
Lichorida for hire offic{.e}
Was tak{.e}, which was a norric{.e},
To wend{.e} with this yong{.e} wif,
To whom was schape a woful lif.
Withinne a time, as it betidd{.e},
Whan thei were in the see amidd{.e},
Out of the north they sihe a cloud{.e};
The storm aros, the wynd{.e}s loud{.e}
Thei blewen many a dredful blast,
The welkn{.e} was al overcast,
The derk{.e} nyht the sonne hath under,
Ther was a gret tempeste of thunder:
The mone and ek the sterr{.e}s both{.e}
In blak{.e} cloud{.e}s thei hem cloth{.e},
Wherof here briht{.e} lok thei hyd{.e}.
This yong{.e} ladi wepte and crid{.e},
To whom no confort myhte avail{.e};
Of child{.e} sche began travail{.e},
Wher sche lay in a caban clos:
Hire woful lord fro hire aros,
And that was longe er eny morw{.e},
So that in anguisse and in sorw{.e}
Sche was deliver{.e}d al be nyht{.e}
And ded in every mannes syht{.e};
Bot nath{.e}les for al this wo
A maid{.e} child was bor{.e} tho.

Appolinus whan he this knew,
For sorwe a swoune he overthrew,
That noman wiste in him no lif.
And whanne he wok, he seide, "Ha, wif,
Mi lust, mi joi{.e}, my desir,
Mi welthe and my recoverir,
Why schal I live, and thou schalt dy{.e}?
Ha, thou fortune, I thee deffi{.e},
Nou hast thou do to me thi werst{.e}.
Ha, hert{.e}, why ne wolt thou berst{.e},
That forth with hire I myht{.e} pass{.e}?

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poem by John Gower
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The Vision Of Piers Plowman - Part 10

Thanne hadde Wit a wif, was hote Dame Studie,
That lene was of lere and of liche bothe.
She was wonderly wroth that Wit me thus taughte,
And al staiynge Dame Studie sterneliche seide.
'Wel artow wis,' quod she to Wit, 'any wisdomes to telle
To flatereres or to fooles that frenetike ben of wittes!' -
And blamed hym and banned hym and bad hym be stille -
'With swiche wise wordes to wissen any sottes!'
And seide, ' Nolite mittere, man, margery perles
Among hogges that han hawes at wille.
Thei doon but dryvele theron - draf were hem levere
Than al the precious perree that in paradis wexeth.
I seye it by swiche,' quod she, 'that sheweth by hir werkes
That hem were levere lond and lordshipe on erthe,
Or richesse or rentes and reste at hir wille
Than alle the sooth sawes that Salamon seide evere.

'Wisdom and wit now is noght worth a kerse
But if it be carded with coveitise as clotheres kemben hir wolle.
Whoso can contreve deceites and conspire wronges
And lede forth a loveday to lette with truthe - .
That swiche craftes kan to counseil [are] cleped ;
Thei lede lordes with lesynges and bilieth truthe.
' Job the gentile in hise gestes witnesseth
That wikked men, thei welden the welthe of this worlde,
And that thei ben lordes of ech a lond, that out of lawe libbeth
Quare impii vivunt ? bene est omnibus qui prevaricantur et inique agunt ?
'The Sauter seith the same by swiche that doon ille
Ecce ipsi peccatores habundantes in seculo obtinuerunt divicias.
' Lo!' seith holy lettrure, ' whiche lordes beth thise sherewes!'
Thilke that God moost gyveth, leest good thei deleth,
And moost unkynde to the commune, that moost catel weldeth
Que perfecisti destruxerunt, iustus autem &c.
'Harlotes for hir harlotrie may have of hir goodes,
And japeris and jogelours and jangleris of gestes;
Ac he that hath Holy Writ ay in his mouthe
And kan telle of Tobye and of the twelve Apostles
Or prechen of the penaunce that Pilat wroghte
To Jesu the gentile, that Jewes todrowe -
Litel is he loved that swich a lesson sheweth,
Or daunted or drawe forth - I do it on God hymselve!
'But thoo that feynen hem foolis and with faityng libbeth
Ayein the lawe of Oure Lord, and lyen on hemselve,
Spitten and spuen and speke foule wordes,
Drynken and drevelen and do men for to gape,
Likne men and lye on hem that leneth hem no yiftes -
Thei konne na moore mynstralcie ne musik men to glade

Than Munde the Millere of Multa fecit Deus.
Ne were hir vile harlotrye, have God my trouthe,

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poem by William Langland
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Picking Teachers For Their Leader

Strangers!
Come before the darkness of night,
Crawls.
As twilight escorts the rising moon!
Strangers...
Known in dreams.
Whisper of their presence unseen.
But felt...
By a familiar comfort embraced.

My steps cease to seek a quickened pace.
There is no wish for leaving.
I am told in my mind I should stay.
Soft voices dance within rainbowed light!
Sparkling to convince...
I should pray with faith.
And they would make my life right!

Picking teachers for their Leader.
For the One never shown.
The One who through scriptures...
Repeated to make appear,
But left still for them to go unknown.

Picking teachers for their Leader.
How they do it like it's done...
When they come,
Nobody knows.

Their picking teachers for their Leader.
They say He's number One.
Like none other like He,
Upon me with gifts bestowed!

Strangers!
Come before the darkness of night,
Crawls.
As twilight escorts the rising moon!
Strangers...
Known in dreams.
Whisper of their presence unseen.
But felt...
By a familiar comfort embraced.

Their picking teachers for their Leader.
As God demands.
Their picking teachers for their Leader.
As God Commands.
Their picking teachers for their Leader.
And I understand...

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poem by Lawrence S. Pertillar
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I'm Gonna Be

When i wake up yeah i know i'm gonna be
I'm gonna be the man who wakes up next to you
When i go out yeah i know i'm gonna be
I'm gonna be the man who goes along with you
If i get drunk yes i know i'm gonna be
I'm gonna be the man who gets drunk next to you
And if i haver yeah i know i'm gonna be
I'm gonna be the man who's havering to you
But i would walk 500 miles
And i would walk 500 more
Just to be the man who walked 5,000 miles
To fall down at your door
When i'm working yes i know i'm gonna be
I'm gonna be the man who's working hard for you
And when the money comes in for the work i'll do
I'll pass almost every penny on to you
When i come home yeah i know i'm gonna be
I'm gonna be the man who comes back home to you
And if i grow old well i know i'm gonna be
I'm gonna be the man who's growing old with you
But i would walk 500 miles
And i would walk 500 more
Just to be the man who walked 5,000 miles
To fall down at your door
When i'm lonely well i know i'm gonna be
I'm gonna be the man whose lonely without you
When i'm dreaming well i know i'm gonna dream
I'm gonna dream about the time when i'm with you.
When i go out yeah i know i'm gonna be
I'm gonna be the man who goes along with you
When i come home yes i know i'm gonna be,
I'm gonna, be the man who comes back home with you
I'm gonna be the man who's coming home with you
But i would walk 500 miles
And i would walk 500 more
Just to be the man who walked 5,000 miles
To fall down at your door
But i would walk 500 miles
And i would walk 500 more
Just to be the man who walked 5,000 miles
To fall down at your door

song performed by Proclaimers
Added by Lucian Velea
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10. 000 Lightyears

10.000 lightyears somewhere out in space
They practice love and they know what it takes
No competition and no jealousy
Living in freedom and humanity
10.000 lightyears away, lightyears away far from pain
Came to a place full of grace and of peace
10.000 lightyears away from our fear
Suddenly its ringing in my ears
Why is it now I dont wanna be here
I feel like flow in that clock at the wall
God, how I wish that this dream would go on
10.000 lightyears away, lightyears away far from pain
Came to a place full of grace and of peace
10.000 lightyears away from our fear
10.000 lightyears somewhere out in space (10.000 lightyears)
10.000 lightyears somewhere out in space (10.000 lightyears)
10.000 lightyears somewhere out in space (10.000 lightyears)
10.000 lightyears somewhere out in space (10.000 lightyears)
3rd verse - on promo-lp 206 318-000 only!!!
Reality comes knocking at my door
I face the same obligations once more
Dreams took me 10.000 lightyears away
Id give all I got if thats where I could stay

song performed by Boney M.
Added by Lucian Velea
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The Vision Of Piers Plowman - Part 04

' Cesseth!' seide the Kyng, ' I suffre yow no lenger.
Ye shul saughtne, forsothe, and serve me bothe.
Kis hire,' quod the Kyng, 'Conscience, I hote!'
' Nay, by Crist!' quod Conscience, ' congeye me rather!
But Reson rede me therto, rather wol I deye.'
'And I comaunde thee,' quod the Kyng to Conseience thanne,
'Rape thee to ryde, and Reson that thow fecche.
Comaunde hym that he come my counseil to here,
For he shal rule my reaume and rede me the beste
Mede and of mo othere, what man shal hire wedde,

And acounte with thee, Conscience, so me Crist helpe,
How thow lernest the peple, the lered and the lewed!'
'I am fayn of that foreward,' seide the freke thanne,
And ryt right to Reson and rouneth in his ere,
And seide hym as the Kyng seide, and sithen took his leve.
'I shal arraye me to ryde,' quod Reson,-reste thee a while,'
And called Caton his knave, curteis of speche,
And also Tomme Trewe-tonge-tel-me-no-tales
Ne lesynge-to-laughen-of-for-I-loved-hem-nevere.
' Set my sadel upon Suffre-til-I-se-my-tyme,
And lat warroke hym wel with witty-wordes gerthes.
Hange on hym the hevy brydel to holde his heed lowe,
For he wol make ''wehee'' twies er he be there.'
Thanne Conscience on his capul caireth forth faste,
And Reson with hym ryt, rownynge togideres
Whiche maistries Mede maketh on this erthe.
Oon Waryn Wisdom and Witty his fere
Folwed hem faste, for thei hadde to doone
In th'Eseheker and in the Chauncerye, to ben descharged of thynges,
And riden faste for Reson sholde rede hem the beste
For to save hem for silver from shame and from harmes.
A[c] Conscience knew hem wel, thei loved coveitise,
And bad Reson ryde faste and recche of hir neither
'Ther are wiles in hire wordes, and with Mede thei dweneth -
Ther as wrathe and wranglynge is, ther wynne thei silver;
Ac there is love and leautee, thei wol noght come there
Contricio et infelicitas in viis eorum &c.
Thei ne gyveth noght of God one goose wynge
Non est timor Dei ante oculos eorum &c.
For thei wolde do moore for a dozeyne chiknes
Than for the love of Oure Lorde or alle hise leeve seintes!

Forthi, Reson, lat hem ride, tho riche by hemselve -
For Conscience knoweth hem noght, ne Crist, as I trowe.'
And thanne Reson rood faste the righte heighe gate,
As Conscience hym kenned, til thei come to the Kynge.
Curteisly the Kyng thanne com ayeins Reson,
And bitwene hymsel and his sone sette hym on benche,
And wordeden wel wisely a gret while togideres.

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poem by William Langland
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