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Let those only return to their homes who are called by the imperative duties which they owe to their families, and those who by their glorious wounds have deserved the credit of their country.

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You Owe Me

Nas]
Uh, it's real, it's real, it's real
Uh, uh, owe me back, uh shorty
Shorty, what up, huh?
Come on
1 - [ginuwine]
Shorty, say what's your price
Just to back it up
You can hold my ice
Now let's say you owe me something
[nas]
Yeah, owe me back like you owe your tax
Owe me back like forty acres to blacks
Pay me back when you shake it like that girl
2 - [ginuwine]
Shorty, say what's your price
Just to back it up
You can hold my ice
Now let's say you owe, owe, owe
[nas]
Yeah owe me back like you owe your rent
Owe me back like its money i spent
Pay me back when you shake it again
The don, all the time, with all the shine
You small time, i ball with mine
Links, minks, bentley, it's all with mine
My jams bump out to the borderline
Uk hot with it, blew spots with it
Every continent love when i spit it
Corners to blocks, even the cops feel it
Brothas on lockdown on their cock feel it
It's real in the field the last mohegan
Who survived in the streets and did something decent
Now i got plans to buy the whole hood
Legit' now, i ain't gotta lie to no judge
I make hits now, money i flip now
Hood fella every honey wanna kiss now
I lit up my neck, pinkie, and wrist now
So girls everywhere, this is how we get down
Repeat 1
3 - [ginuwine]
Shorty, say what's your price
Just to back it up
You can hold my ice
Now let's say you owe, owe, owe
[nas]
Yeah owe me back like you owe your rent
Owe me back like its money i lent
Pay me back when you shake it again
[nas]

[...] Read more

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Would you ever believe

WOULD YOU EVER believe if I called a nondescript table of teakwood; as a vivacious bird soaring high in the sky,

Would you ever believe if I called a ruffled sheet of paper; as a chunk of glittering gold,

Would you ever believe if I called a grandiloquent watch embodied with diamonds; as a lump of bedraggled stone,

Would you ever believe if I called a mountain of compacted mud; as a switchboard of pugnacious electricity,

Would you ever believe if I called a resplendent rainbow in the sky; as a broomstick with incongruous bristles,

Would you ever believe if I called a rusty canister of dilapidated iron; as a mesmerizing rose growing in the garden,

Would you ever believe if I called a pink tablet of luxury soap; as a mosquito hovering acrimoniously in the cloistered room,

Would you ever believe if I called a boat rollicking merrily on the undulating waves; as a rustic jungle spider,

Would you ever believe if I called a valley profusely embedded with snow; as an unscrupulous dog on the street,

Would you ever believe if I called a pair of luscious lips; as a disdainfully fetid shoe,

Would you ever believe if I called a fluorescent rod of light; as a jagged bush of cactus growing in the sweltering desert,

Would you ever believe if I called the blazing sun; as a pudgy bar of delectable chocolate,
Would you ever believe if I called an angular sculptured bone; as acid bubbling in a swanky bottle,

Would you ever believe if I called a scintillating oyster; as an inarticulate matchstick coated with lead,

Would you ever believe if I called a cluster of bells jingling from the ceiling; as a sordid cockroach philandering beside the lavatory seat,

Would you ever believe if I called a fruit of succulent coconut; as a dead mans morbid tooth,

Would you ever believe If I called a steaming cup of filter coffee; as gaudily colored water emanating from the street fountains,

Would you ever believe if I called the majestic statue of a revered historian; as a slab of tangy peanut butter,

Would you ever believe if I called a vibrant shirt; as a protuberant pigeon discerningly pecking its beak at grains scattered on the floor,

Would you ever believe if I called a flocculent bud of cotton; as a camouflaged lizard transgressing through wild projections of grass,

Would you ever believe if I called a photograph depicting the steep gorges; as a gutter inundated with obnoxious sewage,

Would you ever believe if I called a lanky giraffe; as a convict nefariously lurking through solitary streets of the city,

Would you ever believe if I called a pair of flamboyant sunglasses; as a weird tattoo to be adhered to the chest,

Would you ever believe if I called a chicken’s egg; as logs of sooty charcoal abundantly stashed in the colossal warehouse,

Would you ever believe if I called a biscuit replete with golden honey; as a ominously slithering reptile in the jungles,

Would you ever believe if I called a bald man possessing a profoundly tonsured scalp; as a gas balloon floating in insipid air,

[...] Read more

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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! !

[...] Read more

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Return!

RETURN, return! all night my lamp is burning,
All night, like it, my wide eyes watch and burn;
Like it, I fade and pale, when day returning
Bears witness that the absent can return,
Return, return.

Like it, I lessen with a lengthening sadness,
Like it, I burn to waste and waste to burn,
Like it, I spend the golden oil of gladness
To feed the sorrowy signal for return,
Return, return.

Like it, like it, whene'er the east wind sings,
I bend and shake; like it, I quake and yearn,
When Hope's late butterflies, with whispering wings,
Fly in out of the dark, to fall and burn--
Burn in the watchfire of return,
Return, return.

Like it, the very flame whereby I pine
Consumes me to its nature. While I mourn
My soul becomes a better soul than mine,
And from its brightening beacon I discern
My starry love go forth from me, and shine
Across the seas a path for thy return,
Return, return.

Return, return! all night I see it burn,
All night it prays like me, and lifts a twin
Of palmed praying hands that meet and yearn--
Yearn to the impleaded skies for thy return.
Day, like a golden fetter, locks them in,
And wans the light that withers, tho' it burn
As warmly still for thy return;
Still thro' the splendid load uplifts the thin
Pale, paler, palest patience that can learn
Naught but that votive sign for thy return--
That single suppliant sign for thy return,
Return, return.

Return, return! lest haply, love, or e'er
Thou touch the lamp the light have ceased to burn,
And thou, who thro' the window didst discern
The wonted flame, shalt reach the topmost stair
To find no wide eyes watching there,
No wither'd welcome waiting thy return!
A passing ghost, a smoke-wreath in the air,
The flameless ashes, and the soulless urn,
Warm with the famish'd fire that lived to burn--
Burn out its lingering life for thy return,

[...] Read more

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She Touches A Sad String Of Soft Recall

Return, return! all night my lamp is burning,
All night, like it, my wide eyes watch and burn;
Like it, I fade and pale, when day returning
Bears witness that the absent can return,
Return, return.


Like it, I lessen with a lengthening sadness,
Like it, I burn to waste and waste to burn,
Like it, I spend the golden oil of gladness
To feed the sorrowy signal for return,
Return, return.


Like it, like it, whene'er the east wind sings,
I bend and shake; like it, I quake and yearn,
When Hope's late butterflies, with whispering wings,
Fly in out of the dark, to fall and burn-
Burn in the watchfire of return,
Return, return.


Like it, the very flame whereby I pine
Consumes me to its nature. While I mourn
My soul becomes a better soul than mine,
And from its brightening beacon I discern
My starry love go forth from me, and shine
Across the seas a path for thy return,
Return, return.


Return, return! all night I see it burn,
All night it prays like me, and lifts a twin
Of palmèd praying hands that meet and yearn-
Yearn to the impleaded skies for thy return.
Day, like a golden fetter, locks them in,
And wans the light that withers, tho' it burn
As warmly still for thy return;
Still thro' the splendid load uplifts the thin
Pale, paler, palest patience that can learn
Nought but that votive sign for thy return-
That single suppliant sign for thy return,
Return, return.


Return, return! lest haply, love, or e'er
Thou touch the lamp the light have ceased to burn,
And thou, who thro' the window didst discern
The wonted flame, shalt reach the topmost stair
To find no wide eyes watching there,

[...] Read more

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The Ghost - Book IV

Coxcombs, who vainly make pretence
To something of exalted sense
'Bove other men, and, gravely wise,
Affect those pleasures to despise,
Which, merely to the eye confined,
Bring no improvement to the mind,
Rail at all pomp; they would not go
For millions to a puppet-show,
Nor can forgive the mighty crime
Of countenancing pantomime;
No, not at Covent Garden, where,
Without a head for play or player,
Or, could a head be found most fit,
Without one player to second it,
They must, obeying Folly's call,
Thrive by mere show, or not at all
With these grave fops, who, (bless their brains!)
Most cruel to themselves, take pains
For wretchedness, and would be thought
Much wiser than a wise man ought,
For his own happiness, to be;
Who what they hear, and what they see,
And what they smell, and taste, and feel,
Distrust, till Reason sets her seal,
And, by long trains of consequences
Insured, gives sanction to the senses;
Who would not (Heaven forbid it!) waste
One hour in what the world calls Taste,
Nor fondly deign to laugh or cry,
Unless they know some reason why;
With these grave fops, whose system seems
To give up certainty for dreams,
The eye of man is understood
As for no other purpose good
Than as a door, through which, of course,
Their passage crowding, objects force,
A downright usher, to admit
New-comers to the court of Wit:
(Good Gravity! forbear thy spleen;
When I say Wit, I Wisdom mean)
Where (such the practice of the court,
Which legal precedents support)
Not one idea is allow'd
To pass unquestion'd in the crowd,
But ere it can obtain the grace
Of holding in the brain a place,
Before the chief in congregation
Must stand a strict examination.
Not such as those, who physic twirl,
Full fraught with death, from every curl;

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Through the eyes of a Field Coronet (Epic)

Introduction

In the kaki coloured tent in Umbilo he writes
his life’s story while women, children and babies are dying,
slowly but surely are obliterated, he see how his nation is suffering
while the events are notched into his mind.

Lying even heavier on him is the treason
of some other Afrikaners who for own gain
have delivered him, to imprisonment in this place of hatred
and thoughts go through him to write a book.


Prologue

The Afrikaner nation sprouted
from Dutchmen,
who fought decades without defeat
against the super power Spain

mixed with French Huguenots
who left their homes and belongings,
with the revocation of the Edict of Nantes.
Associate this then with the fact

that these people fought formidable
for seven generations
against every onslaught that they got
from savages en wild animals

becoming marksmen, riding
and taming wild horses
with one bullet per day
to hunt a wild antelope,

who migrated right across the country
over hills in mass protest
and then you have
the most formidable adversary
and then let them fight

in a natural wilderness
where the hunter,
the sniper and horseman excels
and any enemy is at a lost.

Let them then also be patriotic
into their souls,
believe in and read
out of the word of God

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Tom Zart's 52 Best Of The Rest America At War Poems

SONS AND DAUGHTERS OF WORLD WAR III

The White House
Washington
Tom Zart's Poems


March 16,2007
Ms. Lillian Cauldwell
President and Chief Executive Officer
Passionate Internet Voices Radio
Ann Arbor Michigan

Dear Lillian:
Number 41 passed on the CDs from Tom Zart. Thank you for thinking of me. I am thankful for your efforts to honor our brave military personnel and their families. America owes these courageous men and women a debt of gratitude, and I am honored to be the commander in chief of the greatest force for freedom in the history of the world.
Best Wishes.

Sincerely,

George W. Bush


SONS AND DAUGHTERS OF WORLD WAR III


Our sons and daughters serve in harm's way
To defend our way of life.
Some are students, some grandparents
Many a husband or wife.

They face great odds without complaint
Gambling life and limb for little pay.
So far away from all they love
Fight our soldiers for whom we pray.

The plotters and planners of America's doom
Pledge to murder and maim all they can.
From early childhood they are taught
To kill is to become a man.

They exploit their young as weapons of choice
Teaching in heaven, virgins will await.
Destroying lives along with their own
To learn of their falsehoods too late.

The fearful cry we must submit
And find a way to soothe them.
Where defenders worry if we stand down
The future for America is grim.

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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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The Farewell

_P_. Farewell to Europe, and at once farewell
To all the follies which in Europe dwell;
To Eastern India now, a richer clime,
Richer, alas! in everything but rhyme,
The Muses steer their course; and, fond of change,
At large, in other worlds, desire to range;
Resolved, at least, since they the fool must play,
To do it in a different place, and way.
_F_. What whim is this, what error of the brain,
What madness worse than in the dog-star's reign?
Why into foreign countries would you roam,
Are there not knaves and fools enough at home?
If satire be thy object--and thy lays
As yet have shown no talents fit for praise--
If satire be thy object, search all round,
Nor to thy purpose can one spot be found
Like England, where, to rampant vigour grown,
Vice chokes up every virtue; where, self-sown,
The seeds of folly shoot forth rank and bold,
And every seed brings forth a hundredfold.
_P_. No more of this--though Truth, (the more our shame,
The more our guilt) though Truth perhaps may claim,
And justify her part in this, yet here,
For the first time, e'en Truth offends my ear;
Declaim from morn to night, from night to morn,
Take up the theme anew, when day's new-born,
I hear, and hate--be England what she will,
With all her faults, she is my country still.
_F_. Thy country! and what then? Is that mere word
Against the voice of Reason to be heard?
Are prejudices, deep imbibed in youth,
To counteract, and make thee hate the truth?
'Tis sure the symptom of a narrow soul
To draw its grand attachment from the whole,
And take up with a part; men, not confined
Within such paltry limits, men design'd
Their nature to exalt, where'er they go,
Wherever waves can roll, and winds can blow,
Where'er the blessed sun, placed in the sky
To watch this subject world, can dart his eye,
Are still the same, and, prejudice outgrown,
Consider every country as their own;
At one grand view they take in Nature's plan,
Not more at home in England than Japan.
_P_. My good, grave Sir of Theory, whose wit,
Grasping at shadows, ne'er caught substance yet,
'Tis mighty easy o'er a glass of wine
On vain refinements vainly to refine,
To laugh at poverty in plenty's reign,
To boast of apathy when out of pain,

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The Aeneid of Virgil: Book 11

SCARCE had the rosy Morning rais’d her head
Above the waves, and left her wat’ry bed;
The pious chief, whom double cares attend
For his unburied soldiers and his friend,
Yet first to Heav’n perform’d a victor’s vows: 5
He bar’d an ancient oak of all her boughs;
Then on a rising ground the trunk he plac’d,
Which with the spoils of his dead foe he grac’d.
The coat of arms by proud Mezentius worn,
Now on a naked snag in triumph borne, 10
Was hung on high, and glitter’d from afar,
A trophy sacred to the God of War.
Above his arms, fix’d on the leafless wood,
Appear’d his plumy crest, besmear’d with blood:
His brazen buckler on the left was seen; 15
Truncheons of shiver’d lances hung between;
And on the right was placed his corslet, bor’d;
And to the neck was tied his unavailing sword.
A crowd of chiefs inclose the godlike man,
Who thus, conspicuous in the midst, began: 20
“Our toils, my friends, are crown’d with sure success;
The greater part perform’d, achieve the less.
Now follow cheerful to the trembling town;
Press but an entrance, and presume it won.
Fear is no more, for fierce Mezentius lies, 25
As the first fruits of war, a sacrifice.
Turnus shall fall extended on the plain,
And, in this omen, is already slain.
Prepar’d in arms, pursue your happy chance;
That none unwarn’d may plead his ignorance, 30
And I, at Heav’n’s appointed hour, may find
Your warlike ensigns waving in the wind.
Meantime the rites and fun’ral pomps prepare,
Due to your dead companions of the war:
The last respect the living can bestow, 35
To shield their shadows from contempt below.
That conquer’d earth be theirs, for which they fought,
And which for us with their own blood they bought;
But first the corpse of our unhappy friend
To the sad city of Evander send, 40
Who, not inglorious, in his age’s bloom,
Was hurried hence by too severe a doom.”
Thus, weeping while he spoke, he took his way,
Where, new in death, lamented Pallas lay.
Acoetes watch’d the corpse; whose youth deserv’d 45
The father’s trust; and now the son he serv’d
With equal faith, but less auspicious care.
Th’ attendants of the slain his sorrow share.
A troop of Trojans mix’d with these appear,
And mourning matrons with dishevel’d hair. 50

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Satan Absolved

(In the antechamber of Heaven. Satan walks alone. Angels in groups conversing.)
Satan. To--day is the Lord's ``day.'' Once more on His good pleasure
I, the Heresiarch, wait and pace these halls at leisure
Among the Orthodox, the unfallen Sons of God.
How sweet in truth Heaven is, its floors of sandal wood,
Its old--world furniture, its linen long in press,
Its incense, mummeries, flowers, its scent of holiness!
Each house has its own smell. The smell of Heaven to me
Intoxicates and haunts,--and hurts. Who would not be
God's liveried servant here, the slave of His behest,
Rather than reign outside? I like good things the best,
Fair things, things innocent; and gladly, if He willed,
Would enter His Saints' kingdom--even as a little child.

[Laughs. I have come to make my peace, to crave a full amaun,
Peace, pardon, reconcilement, truce to our daggers--drawn,
Which have so long distraught the fair wise Universe,
An end to my rebellion and the mortal curse
Of always evil--doing. He will mayhap agree
I was less wholly wrong about Humanity
The day I dared to warn His wisdom of that flaw.
It was at least the truth, the whole truth, I foresaw
When He must needs create that simian ``in His own
Image and likeness.'' Faugh! the unseemly carrion!
I claim a new revision and with proofs in hand,
No Job now in my path to foil me and withstand.
Oh, I will serve Him well!
[Certain Angels approach. But who are these that come
With their grieved faces pale and eyes of martyrdom?
Not our good Sons of God? They stop, gesticulate,
Argue apart, some weep,--weep, here within Heaven's gate!
Sob almost in God's sight! ay, real salt human tears,
Such as no Spirit wept these thrice three thousand years.
The last shed were my own, that night of reprobation
When I unsheathed my sword and headed the lost nation.
Since then not one of them has spoken above his breath
Or whispered in these courts one word of life or death
Displeasing to the Lord. No Seraph of them all,
Save I this day each year, has dared to cross Heaven's hall
And give voice to ill news, an unwelcome truth to Him.
Not Michael's self hath dared, prince of the Seraphim.
Yet all now wail aloud.--What ails ye, brethren? Speak!
Are ye too in rebellion? Angels. Satan, no. But weak
With our long earthly toil, the unthankful care of Man.

Satan. Ye have in truth good cause.

Angels. And we would know God's plan,
His true thought for the world, the wherefore and the why
Of His long patience mocked, His name in jeopardy.

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The Aeneid of Virgil: Book 2

ALL were attentive to the godlike man,
When from his lofty couch he thus began:
“Great queen, what you command me to relate
Renews the sad remembrance of our fate:
An empire from its old foundations rent, 5
And ev’ry woe the Trojans underwent;
A peopled city made a desart place;
All that I saw, and part of which I was:
Not ev’n the hardest of our foes could hear,
Nor stern Ulysses tell without a tear. 10
And now the latter watch of wasting night,
And setting stars, to kindly rest invite;
But, since you take such int’rest in our woe,
And Troy’s disastrous end desire to know,
I will restrain my tears, and briefly tell 15
What in our last and fatal night befell.
By destiny compell’d, and in despair,
The Greeks grew weary of the tedious war,
And by Minerva’s aid a fabric rear’d,
Which like a steed of monstrous height appear’d: 20
The sides were plank’d with pine; they feign’d it made
For their return, and this the vow they paid.
Thus they pretend, but in the hollow side
Selected numbers of their soldiers hide:
With inward arms the dire machine they load, 25
And iron bowels stuff the dark abode.
In sight of Troy lies Tenedos, an isle
(While Fortune did on Priam’s empire smile)
Renown’d for wealth; but, since, a faithless bay,
Where ships expos’d to wind and weather lay. 30
There was their fleet conceal’d. We thought, for Greece
Their sails were hoisted, and our fears release.
The Trojans, coop’d within their walls so long,
Unbar their gates, and issue in a throng,
Like swarming bees, and with delight survey 35
The camp deserted, where the Grecians lay:
The quarters of the sev’ral chiefs they show’d;
Here Phœnix, here Achilles, made abode;
Here join’d the battles; there the navy rode.
Part on the pile their wond’ring eyes employ: 40
The pile by Pallas rais’d to ruin Troy.
Thymoetes first (’t is doubtful whether hir’d,
Or so the Trojan destiny requir’d)
Mov’d that the ramparts might be broken down,
To lodge the monster fabric in the town. 45
But Capys, and the rest of sounder mind,
The fatal present to the flames designed,
Or to the wat’ry deep; at least to bore
The hollow sides, and hidden frauds explore.
The giddy vulgar, as their fancies guide, 50

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I'll Stick Around

I thought I knew all it took to bother you
Every word I said was true; that you'll see
How could it be I'm the only one who sees
Your rehearsed insanity Yeah

I still refused all the methods you've abused
Its alright if you're confused; let me be
I've been around all the pawns you've gagged and bound
They'll come back and knock you down
And I'll be free

I've taken all and I've endured
One day it all will fade I'm sure

I don't owe you anything
I don't owe you anything
I don't owe you anything
I don't owe you anything

I had no hand in your ever desperate plan
It will turn and when it lands words are due
I should have known we were better off alone
I looked in and i was shown you were too

I've taken all and I've endured
One day it all will fade I'm sure

I don't owe you anything
I don't owe you anything
I don't owe you anything
I don't owe you anything
I don't owe you anything
I don't owe you anything
I don't owe you anything
I don't owe you anything

I'll stick around
I'll stick around and learn from all that came from it

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John Milton

Paradise Regained

THE FIRST BOOK

I, WHO erewhile the happy Garden sung
By one man's disobedience lost, now sing
Recovered Paradise to all mankind,
By one man's firm obedience fully tried
Through all temptation, and the Tempter foiled
In all his wiles, defeated and repulsed,
And Eden raised in the waste Wilderness.
Thou Spirit, who led'st this glorious Eremite
Into the desert, his victorious field
Against the spiritual foe, and brought'st him thence 10
By proof the undoubted Son of God, inspire,
As thou art wont, my prompted song, else mute,
And bear through highth or depth of Nature's bounds,
With prosperous wing full summed, to tell of deeds
Above heroic, though in secret done,
And unrecorded left through many an age:
Worthy to have not remained so long unsung.
Now had the great Proclaimer, with a voice
More awful than the sound of trumpet, cried
Repentance, and Heaven's kingdom nigh at hand 20
To all baptized. To his great baptism flocked
With awe the regions round, and with them came
From Nazareth the son of Joseph deemed
To the flood Jordan--came as then obscure,
Unmarked, unknown. But him the Baptist soon
Descried, divinely warned, and witness bore
As to his worthier, and would have resigned
To him his heavenly office. Nor was long
His witness unconfirmed: on him baptized
Heaven opened, and in likeness of a Dove 30
The Spirit descended, while the Father's voice
From Heaven pronounced him his beloved Son.
That heard the Adversary, who, roving still
About the world, at that assembly famed
Would not be last, and, with the voice divine
Nigh thunder-struck, the exalted man to whom
Such high attest was given a while surveyed
With wonder; then, with envy fraught and rage,
Flies to his place, nor rests, but in mid air
To council summons all his mighty Peers, 40
Within thick clouds and dark tenfold involved,
A gloomy consistory; and them amidst,
With looks aghast and sad, he thus bespake:--
"O ancient Powers of Air and this wide World
(For much more willingly I mention Air,
This our old conquest, than remember Hell,
Our hated habitation), well ye know
How many ages, as the years of men,

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The Candidate

This poem was written in , on occasion of the contest between the
Earls of Hardwicke and Sandwich for the High-stewardship of the
University of Cambridge, vacant by the death of the Lord Chancellor
Hardwicke. The spirit of party ran high in the University, and no
means were left untried by either candidate to obtain a majority. The
election was fixed for the th of March, when, after much
altercation, the votes appearing equal, a scrutiny was demanded;
whereupon the Vice-Chancellor adjourned the senate _sine die_. On
appeal to the Lord High-Chancellor, he determined in favour of the
Earl of Hardwicke, and a mandamus issued accordingly.

Enough of Actors--let them play the player,
And, free from censure, fret, sweat, strut, and stare;
Garrick abroad, what motives can engage
To waste one couplet on a barren stage?
Ungrateful Garrick! when these tasty days,
In justice to themselves, allow'd thee praise;
When, at thy bidding, Sense, for twenty years,
Indulged in laughter, or dissolved in tears;
When in return for labour, time, and health,
The town had given some little share of wealth,
Couldst thou repine at being still a slave?
Darest thou presume to enjoy that wealth she gave?
Couldst thou repine at laws ordain'd by those
Whom nothing but thy merit made thy foes?
Whom, too refined for honesty and trade,
By need made tradesmen, Pride had bankrupts made;
Whom Fear made drunkards, and, by modern rules,
Whom Drink made wits, though Nature made them fools;
With such, beyond all pardon is thy crime,
In such a manner, and at such a time,
To quit the stage; but men of real sense,
Who neither lightly give, nor take offence,
Shall own thee clear, or pass an act of grace,
Since thou hast left a Powell in thy place.
Enough of Authors--why, when scribblers fail,
Must other scribblers spread the hateful tale?
Why must they pity, why contempt express,
And why insult a brother in distress?
Let those, who boast the uncommon gift of brains
The laurel pluck, and wear it for their pains;
Fresh on their brows for ages let it bloom,
And, ages past, still flourish round their tomb.
Let those who without genius write, and write,
Versemen or prosemen, all in Nature's spite,
The pen laid down, their course of folly run
In peace, unread, unmention'd, be undone.
Why should I tell, to cross the will of Fate,
That Francis once endeavour'd to translate?
Why, sweet oblivion winding round his head,

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The Little Homes

We have heard the cheering, brothers,
We have heard the martial peal;
We have seen the soldiers marching
And the glint of sun and steel.
We have heard the songs, the shouting;
But, while forth the soldier roams,
Who has heard the weeping, brothers,
In the Little Homes?

We have seen the gay processions
And the careless, laughing crowds.;
We have seen the banners waving
Out against the peaceful clouds;
Yet, while colors proudly flutter
Over noble spires and domes,
Who has seen the mourning, brothers,
In the Little Homes?

From the Little Homes that nestle
Where the smiling fields sweep wide,
From the Little Homes that huddle
In the city, side by side,
They have called the eager fighters
Men who went with smiles and cheers;
Pride of wives and pride of mothers,
Choking back the tears!

Women of the little homesteads,
Women of the city slums,
They are waiting, ever waiting;
And the sound of muffled drums
In some stricken Home is echoed,
Where grey Grief is guest to-day.
And to-morrow? Nay, the others
Still must wait - and pray.

What the Little Homes shall suffer,
What the Little Homes shall pay
Must be more than sturdy fighters,
More than women's grief to-day.
In the years that follow after,
Be our battles won or lost,
In the Little Homes, my brothers,
They shall pay the cost.

They shall pay the cost of glory,
They shall pay the price of peace,
Years and many long years after
All the sounds of battle cease.
When the sword is sheathed - or broken

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The Believer's Jointure : Chapter II.

Containing the Marks and Characters of the Believer in Christ; together with some further privileges and grounds of comfort to the Saints.

Sect. I.


Doubting Believers called to examine, by marks drawn from their love to Him and his presence, their view of his glory, and their being emptied of Self-Righteousness, &c.


Good news! but, says the drooping bride,
Ah! what's all this to me?
Thou doubt'st thy right, when shadows hide
Thy Husband's face from thee.

Though sin and guilt thy spirit faints,
And trembling fears thy fate;
But harbour not thy groundless plaints,
Thy Husband's advent wait.

Thou sobb'st, 'O were I sure he's mine,
This would give glad'ning ease;'
And say'st, Though wants and woes combine,
Thy Husband would thee please.

But up and down, and seldom clear,
Inclos'd with hellish routs;
Yet yield thou not, nor foster fear:
Thy Husband hates thy doubts.

Thy cries and tears may slighted seem,
And barr'd from present ease;
Yet blame thyself, but never dream
Thy Husband's ill to please.

Thy jealous unbelieving heart
Still droops, and knows not why;
Then prove thyself to ease thy smart,
Thy Husband bids the try.

The following questions put to the
As scripture-marks, may tell
And shew, what'er thy failings be,
Thy Husband loves thee well.


MARKS.

Art thou content when he's away?
Can earth allay thy pants?
If conscience witness, won't it say,
Thy Husband's all thou wants?

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Metamorphoses: Book The Ninth

Theseus requests the God to tell his woes,
Whence his maim'd brow, and whence his groans arose
Whence thus the Calydonian stream reply'd,
With twining reeds his careless tresses ty'd:
Ungrateful is the tale; for who can bear,
When conquer'd, to rehearse the shameful war?
Yet I'll the melancholy story trace;
So great a conqu'ror softens the disgrace:
Nor was it still so mean the prize to yield,
As great, and glorious to dispute the field.
The Story of Perhaps you've heard of Deianira's name,
Achelous and For all the country spoke her beauty's fame.
Hercules Long was the nymph by num'rous suitors woo'd,
Each with address his envy'd hopes pursu'd:
I joyn'd the loving band; to gain the fair,
Reveal'd my passion to her father's ear.
Their vain pretensions all the rest resign,
Alcides only strove to equal mine;
He boasts his birth from Jove, recounts his spoils,
His step-dame's hate subdu'd, and finish'd toils.
Can mortals then (said I), with Gods compare?
Behold a God; mine is the watry care:
Through your wide realms I take my mazy way,
Branch into streams, and o'er the region stray:
No foreign guest your daughter's charms adores,
But one who rises in your native shores.
Let not his punishment your pity move;
Is Juno's hate an argument for love?
Though you your life from fair Alcmena drew,
Jove's a feign'd father, or by fraud a true.
Chuse then; confess thy mother's honour lost,
Or thy descent from Jove no longer boast.
While thus I spoke, he look'd with stern disdain,
Nor could the sallies of his wrath restrain,
Which thus break forth. This arm decides our right;
Vanquish in words, be mine the prize in fight.
Bold he rush'd on. My honour to maintain,
I fling my verdant garments on the plain,
My arms stretch forth, my pliant limbs prepare,
And with bent hands expect the furious war.
O'er my sleek skin now gather'd dust he throws,
And yellow sand his mighty muscles strows.
Oft he my neck, and nimble legs assails,
He seems to grasp me, but as often fails.
Each part he now invades with eager hand;
Safe in my bulk, immoveable I stand.
So when loud storms break high, and foam and roar
Against some mole that stretches from the shore;
The firm foundation lasting tempests braves,
Defies the warring winds, and driving waves.

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VI. Giuseppe Caponsacchi

Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,

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