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Events alone rarely provide much guide to the future.

quote by Walter Lord
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Magnificently enchanting night

The calm which the stringent day miserably dithered to provide; was profoundly imparted by the chilly breeze of the dark night,

The tumultuous passion which the austerely acerbic day failed to provide; was profoundly imparted by the agony of the resplendent night,

The ocean of dreams which the acrimonious day floundered every second to provide; was profoundly imparted by the mesmerizing fantasy of the velvety night,

The cloud of tingling sensations which the sultry day stumbled to provide; was profoundly imparted by the tantalizing charisma of the moonlit night,

The poignant aroma of romance which the brilliantly sweltering day tripped to provide; was profoundly imparted by the overwhelmingly silvery night,

The delectably sweet flavor which the harshly perspiring day dawdled to provide; was profoundly imparted by the surreal and stormy night,

The stupendous congeniality which the monstrously illuminated day succumbed to provide; was profoundly imparted by the superlatively friendly and voluptuous night,

The tunnel of unrelenting adventure which the monotonous day ludicrously refrained to provide; was profoundly imparted by the spell binding and exotically perfumed night,

The astoundingly fragrant aura which the nondescript day faltered to provide; was profoundly imparted by the piquantly pepped up night,

The enigmatic tales of fascinating mystery which the day abysmally shirked to provide; was profoundly imparted by the enticing and profusely titillating night,
The vivacious rainbow of colors which the incorrigibly boring day fluttered to provide; was profoundly imparted by the gorgeously whispering night,

The flamboyant rays of fire which the cloudy day horrendously nictitated to provide; was profoundly imparted by the vividly vibrant night,

The dreary trail of incredulous sedation that the day obnoxiously dwindled to provide; was profoundly imparted by the incomprehensibly seductive night,

The magical wave of longing that the stoical day irrevocably refused to provide; was profoundly imparted by the mystically simmering night,

The cold beads of unprecedented exhilaration that the abysmally hot day pathetically slithered to provide; was profoundly imparted by the majestic and princely night,

The ardently milky aroma which the intractably bright day disastrously shivered to provide; was profoundly imparted by the ravishingly dainty night,

The unparalleled tremors of ecstasy which the brutal beams of day insurmountably struggled to provide; was profoundly imparted by the stringently spicy winds of night,

The opulent showers of nostalgia which the murderously blazing day wavered to provide; was profoundly imparted by the opalescent shades of the night,

And the celestial stupor which the savagely bubbling day thoroughly failed to provide; was profoundly imparted by the magnificently enchanting night…

poem by Nikhil Parekh
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The Hind And The Panther, A Poem In Three Parts : Part II.

“Dame,” said the Panther, “times are mended well,
Since late among the Philistines you fell.
The toils were pitched, a spacious tract of ground
With expert huntsmen was encompassed round;
The inclosure narrowed; the sagacious power
Of hounds and death drew nearer every hour.
'Tis true, the younger lion 'scaped the snare,
But all your priestly calves lay struggling there,
As sacrifices on their altars laid;
While you, their careful mother, wisely fled,
Not trusting destiny to save your head.
For, whate'er promises you have applied
To your unfailing Church, the surer side
Is four fair legs in danger to provide;
And whate'er tales of Peter's chair you tell,
Yet, saving reverence of the miracle,
The better luck was yours to 'scape so well.”
“As I remember,” said the sober Hind,
“Those toils were for your own dear self designed,
As well as me; and with the selfsame throw,
To catch the quarry and the vermin too,—
Forgive the slanderous tongues that called you so.
Howe'er you take it now, the common cry
Then ran you down for your rank loyalty.
Besides, in Popery they thought you nurst,
As evil tongues will ever speak the worst,
Because some forms, and ceremonies some
You kept, and stood in the main question dumb.
Dumb you were born indeed; but, thinking long,
The test, it seems, at last has loosed your tongue:
And to explain what your forefathers meant,
By real presence in the sacrament,
After long fencing pushed against a wall,
Your salvo comes, that he's not there at all:
There changed your faith, and what may change may fall.
Who can believe what varies every day,
Nor ever was, nor will be at a stay?”
“Tortures may force the tongue untruths to tell,
And I ne'er owned myself infallible,”
Replied the Panther: “grant such presence were,
Yet in your sense I never owned it there.
A real virtue we by faith receive,
And that we in the sacrament believe.”
“Then,” said the Hind, “as you the matter state,
Not only Jesuits can equivocate;
For real, as you now the word expound,
From solid substance dwindles to a sound.
Methinks, an Æsop's fable you repeat;
You know who took the shadow for the meat:
Your Church's substance thus you change at will,

[...] Read more

poem by John Dryden
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Future Babies

A flower stands erect upon the stem.

Odd:
It bears the naked flesh of many men –
Pulsing, writhing, arteries humming;
Androgenic fluids chase their channels
To the ground, caking at a mound
Of naked girls, who pout in doubt and
Hurl their rabid glares from eyes
That catch the light of want
And desperation.

Sighs:
They know the separation
Stays their open legs
From bursting cocks.

Masturbation of the mind
Is all they need –
They’re in the docks of
Fate:
The evil Overpopulation’s out to feed
Their thund’rous urge to procreate!

Forget the conjugation, just for once?
Bag the bulbous tits in bras.
I know they want the tongue on c*nts;

But focus! Where’s the room to live?
And think about the future babies.

THINK:

You know they won’t forgive
Your selfish drive to suck, to shag.
The Dying Age of Man will drag
Him down to disappear.

So keep the girls away from sperm –
Don’t let the men up there!

Copyright © Mark R Slaughter 2011

[...] Read more

poem by Mark R Slaughter
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Modern Girl

Once a beautiful miss america married mr. right
Had a little baby girl, born on a stormy night
But that was once upon a time, now its a brand new world
Gimme the future, gimme the future, gimme the future with a modern girl
Gimme the future, gimme the future, gimme the future with a modern girl
Somewhere just between the past and somethin dawnin new
Theres a break in the chain, theres a skip in the clock
Girl thats where Im gonna find you
Between the boy I was before and what Im gonna be
Theres a clash on the border, a flame in the sky
Girl thats where youre gonna find me
Cant you hear the planet groanin like a broken down machine
Rusted with the guilty tears of fallen kings and queens
But you and I stand innocent, baby its a brand new world
Gimme the future, gimme the future, gimme the future with a modern girl
Gimme the future, gimme the future, gimme the future with a modern girl
(gimme the future, gimme the future, gimme the future with a modern girl)
Bridge:
Were the son and the daughter on a new freeway
(gimme the future, gimme the future)
Laughin while the road maps blow away
(gimme the future with a modern girl)
Were the son and the daughter and we aint afraid
(gimme the future, gimme the future)
Wont be makin the mistakes our fathers made
(gimme the future with a modern girl)
(gimme the future, gimme the future) oh, gimme the future with a modern girl
(gimme the future, gimme the future) oh, gimme the future with a modern girl
Once a beautiful miss america married mr. right
Had a little baby boy, born on a stormy night
But that was once upon a time, now its a brand new world
Gimme the future, gimme the future - gimme the future with a modern girl...
(repeats out)
(bridge)

song performed by Meat Loaf
Added by Lucian Velea
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Little Chief

Touch me now
Feel my face
You are the one
For you I breathe
Eager hands in skin so fresh
You are the one
For you I breathe
Trusting smile
So sweet and safe
You are the one
For you I breathe
So touch me now
And trust always
For you are the one
You are my son
Precious little life
To guide and lead
With open arms
I'll guide and I'll lead
Precious little life
To guide and lead
With an open mind
I'll guide and I'll lead
Precious little life
To guide and lead
With open eyes
I'll guide and I'll lead
Precious little life
To guide and lead
With an open mind
I'll guide and I'll lead
You where ever your heart wants to go
Touch me now
Feel my face
You are the one
For you I breathe
Eager hands in skin so fresh
You are the one
For you I breathe
Eager hands in skin so fresh
You are the one
For you I breathe
Trusting smile
So sweet and safe
You are the one
For you I breathe
So touch me now
And trust always
You are my son
Precious little life

[...] Read more

song performed by Xavier Rudd
Added by Lucian Velea
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Little Chief

Touch me now
Feel my face
You are the one
For you I breathe
Eager hands in skin so fresh
You are the one
For you I breathe
Trusting smile
So sweet and safe
You are the one
For you I breathe
So touch me now
And trust always
For you are the one
You are my son
Precious little life
To guide and lead
With open arms
I'll guide and I'll lead
Precious little life
To guide and lead
With an open mind
I'll guide and I'll lead
Precious little life
To guide and lead
With open eyes
I'll guide and I'll lead
Precious little life
To guide and lead
With an open mind
I'll guide and I'll lead
You where ever your heart wants to go
Touch me now
Feel my face
You are the one
For you I breathe
Eager hands in skin so fresh
You are the one
For you I breathe
Eager hands in skin so fresh
You are the one
For you I breathe
Trusting smile
So sweet and safe
You are the one
For you I breathe
So touch me now
And trust always
You are my son
Precious little life

[...] Read more

song performed by Xavier Rudd
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The Lady of the Lake: Canto IV. - The Prophecy

I.
The rose is fairest when 't is budding new,
And hope is brightest when it dawns from fears;
The rose is sweetest washed with morning dew
And love is loveliest when embalmed in tears.
O wilding rose, whom fancy thus endears,
I bid your blossoms in my bonnet wave,
Emblem of hope and love through future years!'
Thus spoke young Norman, heir of Armandave,
What time the sun arose on Vennachar's broad wave.

II.
Such fond conceit, half said, half sung,
Love prompted to the bridegroom's tongue.
All while he stripped the wild-rose spray,
His axe and bow beside him lay,
For on a pass 'twixt lake and wood
A wakeful sentinel he stood.
Hark!-on the rock a footstep rung,
And instant to his arms he sprung.
'Stand, or thou diest!-What, Malise?-soon
Art thou returned from Braes of Doune.
By thy keen step and glance I know,
Thou bring'st us tidings of the foe.'-
For while the Fiery Cross tried on,
On distant scout had Malise gone.-
'Where sleeps the Chief?' the henchman said.
'Apart, in yonder misty glade;
To his lone couch I'll be your guide.'-
Then called a slumberer by his side,
And stirred him with his slackened bow,-
'Up, up, Glentarkin! rouse thee, ho!
We seek the Chieftain; on the track
Keep eagle watch till I come back.'

III.
Together up the pass they sped:
'What of the foeman?' Norman said.-
'Varying reports from near and far;
This certain,-that a band of war
Has for two days been ready boune,
At prompt command to march from Doune;
King James the while, with princely powers,
Holds revelry in Stirling towers.
Soon will this dark and gathering cloud
Speak on our glens in thunder loud.
Inured to bide such bitter bout,
The warrior's plaid may bear it out;
But, Norman, how wilt thou provide
A shelter for thy bonny bride?''-

[...] Read more

poem by Sir Walter Scott
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Retirement

Hackney'd in business, wearied at that oar,
Which thousands, once fast chain'd to, quit no more,
But which, when life at ebb runs weak and low,
All wish, or seem to wish, they could forego;
The statesman, lawyer, merchant, man of trade,
Pants for the refuge of some rural shade,
Where, all his long anxieties forgot
Amid the charms of a sequester'd spot,
Or recollected only to gild o'er
And add a smile to what was sweet before,
He may possess the joys he thinks he sees,
Lay his old age upon the lap of ease,
Improve the remnant of his wasted span,
And, having lived a trifler, die a man.
Thus conscience pleads her cause within the breast,
Though long rebell'd against, not yet suppress'd,
And calls a creature form'd for God alone,
For Heaven's high purposes, and not his own,
Calls him away from selfish ends and aims,
From what debilitates and what inflames,
From cities humming with a restless crowd,
Sordid as active, ignorant as loud,
Whose highest praise is that they live in vain,
The dupes of pleasure, or the slaves of gain,
Where works of man are cluster'd close around,
And works of God are hardly to be found,
To regions where, in spite of sin and woe,
Traces of Eden are still seen below,
Where mountain, river, forest, field, and grove,
Remind him of his Maker’s power and love.
'Tis well, if look’d for at so late a day,
In the last scene of such a senseless play,
True wisdom will attend his feeble call,
And grace his action ere the curtain fall.
Souls, that have long despised their heavenly birth,
Their wishes all impregnated with earth,
For threescore years employ’d with ceaseless care,
In catching smoke, and feeding upon air,
Conversant only with the ways of men,
Rarely redeem the short remaining ten.
Inveterate habits choke the unfruitful heart,
Their fibres penetrate its tenderest part,
And, draining its nutritious power to feed
Their noxious growth, starve every better seed.
Happy, if full of days—but happier far,
If, ere we yet discern life’s evening star,
Sick of the service of a world that feeds
Its patient drudges with dry chaff and weeds,
We can escape from custom’s idiot sway,
To serve the sovereign we were born to obey.

[...] Read more

poem by William Cowper
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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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Back To The Future

(diana ross/bill wray/jim wray)
Every days a new beginning
Thats what I stand for
Since our possibilities
In a world out of control
Youre looking for a miracle
To spray the air feel the rain
Since youre out of control
Married to pain
Which way forever
Which way will I go
Which way forever
Theres no heroes
Take me back, take me out
Back to the future
Back to the future
Change your thinking
Change your mind
Back to the future
Close your eyes and pretend
That youre a bird in the sky
Turn your face to the wind
I know you can learn to fly
Which way forever
Which way will I go
Which way forever
Theres no heroes
Take me back, take me out
Back to the future
Back to the future
Change your thinking
Change your mind
Back to the future
Back to the future
Take me back, take me out
Back to the future
Back to the future
Change your thinking
Change your mind
Back to the future
Back to the future
Believe you can be
Believe that you can
You can make a stay
We can change the world
I know we can
You gotta take me back, take me out
Back to the future
Back to the future
Change your thinking

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song performed by Diana Ross
Added by Lucian Velea
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Accordingly

someday everyone will be wise in the future
everyone will be sensible and forward thinking
wear sensible shoes and act accordingly in the future
wise action according to everyone will be the act
of the future everyone will be futuristic someday
according to god according to everyone and their shoes
in the future everyone will be godless and free
act accordingly in the future or else
play accordions wisely in your godless future
in the future accordions will play themselves

act three in the future: there will be no accordions
everyone will get nostalgic for the accordion god
and act as if they were wise in the future
everyone will be according to god
in the future everyone will not act accordingly
wisdom is unholy in the future
to act accordingly is to stay out of trouble
in the future jails will be bigger and much better
everyone will need some punishment in the future
thinking of accordions will be a crime

lawrence welk is a revolutionary in the future
to act accordingly is to act with wisdom
everyone will act as one in the future
accordingly for everyone to act
in the future everyone will be discredited
everyone must act now to avoid the future
be wise and dont act accordingly
play accordions in the street the future cannot
wait for wisdom and forced accord
one chord might save the future

poem by Stephen Roxborough
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Future, Future Before and Future From The Future: Journey:

O'er the hills,
hills on land,
o'er the land,
land on water,
o'er the water.
water on land,
land on water again.
And again, again...

And so it goes,
to infinity, i see.
: deep thinkers discern:
travelling in the soul,
i went,
muscle stonger than ever,
flying high into SEVENTH HEAVEN,
soaring like the eagle,
with mystery more than,
MYSTERY OF THE PHANTOM FLAME,
but in the body im weak.
Here i lie,
thinking of,
great things.

Was i a weak soul?

Gently in my couch,
i rest,
viewing the infinity,
FUTURE! !

I looked o'er the future,
over the infinity,
i passed hills,
savannas
oceans,
then future.

But in soul not in body.

Was i the weak soul?

I saw what future awaits,
the poor soul.
Who has been living in future,
before time.
Now its the time,
he's doomed.
All things upside down.
I saw eyes red,

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poem by Shalomj THE MESSAGE
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I Seek To Hear God Guide

Your enemy aint here in me.
I refuse to breathe that life you see.
Or stay prolonged on bended knees.

I seek,
To hear God guide.

When I listen I believe.
I'm to follow not to lead.
And rise above those petty pleas...
Of who says what just to compete.
God's guidance is what I seek.

I seek,
To hear God guide.
I seek,
To hear God guide.
I seek,
To hear God guide.

God guides me both day and night.
God is always by my side.

Your enemy aint here in me.
I refuse to breathe that life you see.
Or stay prolonged on bended knees.

Oh I seek,
To hear God guide.
I seek,
To hear God guide.
I seek,
To hear God guide.
God guides me both day and night.
God is always by my side.

Oh I seek,
To hear God guide.
I seek,
To hear God guide.
Oh I seek,
To hear God guide.
God guides me both day and night.

When I listen I believe.
I'm to follow not to lead.
And rise above those petty pleas...
Of who says what just to compete.
God's guidance is what I seek.

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poem by Lawrence S. Pertillar
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Henry And Emma. A Poem.

Upon the Model of The Nut-Brown Maid. To Cloe.

Thou, to whose eyes I bend, at whose command
(Though low my voice, though artless be my hand.
I take the sprightly reed, and sing and play,
Careless of what the censuring world may say;
Bright Cloe! object of my constant vow,
Wilt thou a while unbend thy serious brow?
Wilt thou with pleasure hear thy lover's strains,
And with one heavenly smile o'erpay his pains?
No longer shall the Nut-brown Maid be old,
Though since her youth three hundred years have roll'd:
At thy desire she shall again be raised,
And her reviving charms in lasting verse be praised.

No longer man of woman shall complain,
That he may love and not be loved again;
That we in vain the fickle sex pursue,
Who change the constant lover for the new.
Whatever has been writ, whatever said
Henceforth shall in my verse refuted stand,
Be said to winds, or writ upon the sand:
And while my notes to future times proclaim
Unconquer'd love and ever-during flame,
O, fairest of the sex, be thou my muse;
Deign on my work thy influence to diffuse:
Let me partake the blessings I rehearse,
And grant me love, the just reward of verse.

As beauty's potent queen with every grace
That once was Emma's has adorn'd thy face,
And as her son has to my bosom dealt
That constant flame which faithful Henry felt,
O let the story with thy life agree,
Let men once more the bright example see;
What Emma was to him be thou to me:
Nor send me by thy frown from her I love,
Distant and sad, a banish'd man to rove:
But, oh! with pity long entreated crown
My pains and hopes: and when thou say'st that one
Of all mankind thou lovest, oh! think on me alone.

Where beauteous Isis and her husband Thame
With mingled waves for ever flow the same,
In times of yore an ancient baron lived,
Great gifts bestowed, and great respect received.

When dreadful Edward, with successful care
Led his free Britons to the Gallic war,

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poem by Matthew Prior
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The Future

Im not gonna kill you. I want you to do me a favor,
I want you to tell all your friends about me.
What are you?
Im batman!
Ive seen the future and it will be
Ive seen the future and it works
And if theres life after, we will see
So I cant go like a jerk
Systematic overthrow of the underclass
Hollywood conjures images of the past
New world needs spiritually
That will last
Ive seen the future and it will be
Ive seen the future and it will be
Ive seen the future and it works
And if theres life after, we will see
So I cant go like a jerk
Yellow smiley offers me x
Like hes drinking seven up
I would rather drink 6 razor blades
Razor blades from a paper cup
He cant understand, I say 2 tough
Its just that Ive seen the future
And boy its rough
Ive seen the future and it will be
Ive seen the future and it works
And if theres life after, we will see
So u cant go like a jerk
No, no
Ive seen the future and it will be
Wait a minute
Pretty pony standing on the avenue
Flashin a loaded pistol, 2 dumb 2 be true
Somebody told him playin cops and robbers was cool
Would our rap have been different if we only knew?
Ive seen the future and it will be
Ive seen the future and it works
If theres life after, we will see
Dont go out like a jerk
Systematic overthrow of the underclass
Hollywood conjures images of the past
New world needs spiritually
That will last
Ive seen the future and it will be
Ive seen the future and it will be
Ive seen the future and it will be
Ive seen the future and it will be
Ive seen the future and it will be
Ive seen the future and it will be
Think about the future

song performed by Prince
Added by Lucian Velea
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The Lord Will Provide

Though troubles assail
And dangers affright,
Though friends should all fail
And foes all unite;
Yet one thing secures us,
Whatever betide,
The scripture assures us,
The Lord will provide.

The birds without barn
Or storehouse are fed,
From them let us learn
To trust for our bread:
His saints, what is fitting,
Shall ne'er he denied,
So long as 'tis written,
The Lord will provide.

We may, like the ships,
By tempest be tossed
On perilous deeps,
But cannot be lost.
Though Satan enrages
The wind and the tide,
The promise engages,
The Lord will provide.

His call we obey
Like Abram of old,
Not knowing our way,
But faith makes us bold;
For though we are strangers
We have a good Guide,
And trust in all dangers,
The Lord will provide.

When Satan appears
To stop up our path,
And fill us with fears,
We triumph by faith;
He cannot take from us,
Though oft he has tried,
This heart-cheering promise,
The Lord will provide.

He tells us we're weak,
Our hope is in vain,
The good that we seek
We ne'er shall obtain,
But when such suggestions

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poem by John Newton
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The Columbiad: Book I

The Argument

Natives of America appear in vision. Their manners and characters. Columbus demands the cause of the dissimilarity of men in different countries, Hesper replies, That the human body is composed of a due proportion of the elements suited to the place of its first formation; that these elements, differently proportioned, produce all the changes of health, sickness, growth and decay; and may likewise produce any other changes which occasion the diversity of men; that these elemental proportions are varied, not more by climate than temperature and other local circumstances; that the mind is likewise in a state of change, and will take its physical character from the body and from external objects: examples. Inquiry concerning the first peopling of America. View of Mexico. Its destruction by Cortez. View of Cusco and Quito, cities of Peru. Tradition of Capac and Oella, founders of the Peruvian empire. Columbus inquires into their real history. Hesper gives an account of their origin, and relates the stratagems they used in establishing that empire.

I sing the Mariner who first unfurl'd
An eastern banner o'er the western world,
And taught mankind where future empires lay
In these fair confines of descending day;
Who sway'd a moment, with vicarious power,
Iberia's sceptre on the new found shore,
Then saw the paths his virtuous steps had trod
Pursued by avarice and defiled with blood,
The tribes he foster'd with paternal toil
Snatch'd from his hand, and slaughter'd for their spoil.

Slaves, kings, adventurers, envious of his name,
Enjoy'd his labours and purloin'd his fame,
And gave the Viceroy, from his high seat hurl'd.
Chains for a crown, a prison for a world
Long overwhelm'd in woes, and sickening there,
He met the slow still march of black despair,
Sought the last refuge from his hopeless doom,
And wish'd from thankless men a peaceful tomb:
Till vision'd ages, opening on his eyes,
Cheer'd his sad soul, and bade new nations rise;
He saw the Atlantic heaven with light o'ercast,
And Freedom crown his glorious work at last.

Almighty Freedom! give my venturous song
The force, the charm that to thy voice belong;
Tis thine to shape my course, to light my way,
To nerve my country with the patriot lay,
To teach all men where all their interest lies,
How rulers may be just and nations wise:
Strong in thy strength I bend no suppliant knee,
Invoke no miracle, no Muse but thee.

Night held on old Castile her silent reign,
Her half orb'd moon declining to the main;
O'er Valladolid's regal turrets hazed
The drizzly fogs from dull Pisuerga raised;
Whose hovering sheets, along the welkin driven,
Thinn'd the pale stars, and shut the eye from heaven.
Cold-hearted Ferdinand his pillow prest,
Nor dream'd of those his mandates robb'd of rest,
Of him who gemm'd his crown, who stretch'd his reign
To realms that weigh'd the tenfold poise of Spain;
Who now beneath his tower indungeon'd lies,
Sweats the chill sod and breathes inclement skies.

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poem by Joel Barlow
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Can We See The Future Today? [Part 3]

Human beings have peeped into the future with clairvoyance
Clairvoyance is the ability to perceive future events with
powers that are beyond the natural range of the senses
The practitioners of this art are called clairvoyant or psychic
In esoteric language, clairvoyants are said to possess second sight
How true is clairvoyance as a tool to peep into the future?
The accuracy depends on the clairvoyant or the psychic

The ancients have used the oracle to foresee the future
This is a process of consulting the oracular gods through
a priest or priestess to learn about future events.
The oracles are still in use in many places around the world
Even today, some people will not start a new project
or commence an undertaking without consulting the oracle
How correct is the oracle as a means to foretell the future?
The precision depends on the oracle priest or priestess

Can we see the future today?
Human beings have peeped into the future using necromancy
This is the process of invoking or conjuring up the
spirit of the dead to make prophesies and foretell the future
The practitioners of this art are called medium or spiritualist
How accurate is necromancy as a device to forecast the future?
The veracity depends on the spiritualist or the medium

Can we see the future today?
Some people have used I Ching to peep into the future
I Ching is a Chinese system of divination or
fortune-telling that has been in use since the B.C era
In English language, I Ching is called the Book of Changes
There are many methods of using I Ching, but the most
popular ones are the yarrow stalks and the coin methods

Another Chinese method of divination that has been
practiced since the B.C era is called Feng Shui
Feng shui which in english means wind and water is
defined by encarta as a Chinese system that studies
people’s relationships to their environment, especially
their home or workspace, in order to achieve maximum
harmony with the spiritual forces believed to influence all places
Today, believers in feng shui can be found in many countries
[To Be Concluded in Part 4]

poem by Julius Babarinsa
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Lara

LARA. [1]

CANTO THE FIRST.

I.

The Serfs are glad through Lara's wide domain, [2]
And slavery half forgets her feudal chain;
He, their unhoped, but unforgotten lord —
The long self-exiled chieftain is restored:
There be bright faces in the busy hall,
Bowls on the board, and banners on the wall;
Far chequering o'er the pictured window, plays
The unwonted fagots' hospitable blaze;
And gay retainers gather round the hearth,
With tongues all loudness, and with eyes all mirth.

II.

The chief of Lara is return'd again:
And why had Lara cross'd the bounding main?
Left by his sire, too young such loss to know,
Lord of himself; — that heritage of woe,
That fearful empire which the human breast
But holds to rob the heart within of rest! —
With none to check, and few to point in time
The thousand paths that slope the way to crime;
Then, when he most required commandment, then
Had Lara's daring boyhood govern'd men.
It skills not, boots not, step by step to trace
His youth through all the mazes of its race;
Short was the course his restlessness had run,
But long enough to leave him half undone.

III.

And Lara left in youth his fatherland;
But from the hour he waved his parting hand
Each trace wax'd fainter of his course, till all
Had nearly ceased his memory to recall.
His sire was dust, his vassals could declare,
'Twas all they knew, that Lara was not there;
Nor sent, nor came he, till conjecture grew
Cold in the many, anxious in the few.
His hall scarce echoes with his wonted name,
His portrait darkens in its fading frame,
Another chief consoled his destined bride,
The young forgot him, and the old had died;
"Yet doth he live!" exclaims the impatient heir,
And sighs for sables which he must not wear.

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poem by Byron
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Lara. A Tale

The Serfs are glad through Lara's wide domain,
And slavery half forgets her feudal chain;
He, their unhoped, but unforgotten lord--
The long self-exiled chieftain is restored:
There be bright faces in the busy hall,
Bowls on the board, and banners on the wall;
Far chequering o'er the pictured window, plays
The unwonted fagots' hospitable blaze;
And gay retainers gather round the hearth,
With tongues all loudness, and with eyes all mirth.

II.
The chief of Lara is return'd again:
And why had Lara cross'd the bounding main?
Left by his sire, too young such loss to know,
Lord of himself;--that heritage of woe,
That fearful empire which the human breast
But holds to rob the heart within of rest!--
With none to check, and few to point in time
The thousand paths that slope the way to crime;
Then, when he most required commandment, then
Had Lara's daring boyhood govern'd men.
It skills not, boots not, step by step to trace
His youth through all the mazes of its race;
Short was the course his restlessness had run,
But long enough to leave him half undone.

III.
And Lara left in youth his fatherland;
But from the hour he waved his parting hand
Each trace wax'd fainter of his course, till all
Had nearly ceased his memory to recall.
His sire was dust, his vassals could declare,
'Twas all they knew, that Lara was not there;
Nor sent, nor came he, till conjecture grew
Cold in the many, anxious in the few.
His hall scarce echoes with his wonted name,
His portrait darkens in its fading frame,
Another chief consoled his destined bride,
The young forgot him, and the old had died;
'Yet doth he live!' exclaims the impatient heir,
And sighs for sables which he must not wear.
A hundred scutcheons deck with gloomy grace
The Laras' last and longest dwelling-place;
But one is absent from the mouldering file,
That now were welcome to that Gothic pile.

IV.
He comes at last in sudden loneliness,
And whence they know not, why they need not guess;

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poem by Byron
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