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I encourage students to pursue an idea far enough so they can see what the cliches and stereotypes are. Only then do they begin to hit pay dirt.

quote by Robert Morgan
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Book Of The Duchesse

THE PROEM

I have gret wonder, be this lighte,
How that I live, for day ne nighte
I may nat slepe wel nigh noght,
I have so many an ydel thoght
Purely for defaute of slepe
That, by my trouthe, I take no kepe
Of no-thing, how hit cometh or goth,
Ne me nis no-thing leef nor loth.
Al is y-liche good to me --
Ioye or sorowe, wherso hyt be --
For I have feling in no-thinge,
But, as it were, a mased thing,
Alway in point to falle a-doun;
For sorwful imaginacioun
Is alway hoolly in my minde.
And wel ye wite, agaynes kynde
Hit were to liven in this wyse;
For nature wolde nat suffyse
To noon erthely creature
Not longe tyme to endure
Withoute slepe, and been in sorwe;
And I ne may, ne night ne morwe,
Slepe; and thus melancolye
And dreed I have for to dye,
Defaute of slepe and hevinesse
Hath sleyn my spirit of quiknesse,
That I have lost al lustihede.
Suche fantasies ben in myn hede
So I not what is best to do.
But men myght axe me, why soo
I may not slepe, and what me is?
But natheles, who aske this
Leseth his asking trewely.
My-selven can not telle why
The sooth; but trewely, as I gesse,
I holde hit be a siknesse
That I have suffred this eight yere,
And yet my bote is never the nere;
For ther is phisicien but oon,
That may me hele; but that is doon.
Passe we over until eft;
That wil not be, moot nede be left;
Our first matere is good to kepe.
So whan I saw I might not slepe,
Til now late, this other night,
Upon my bedde I sat upright
And bad oon reche me a book,
A romaunce, and he hit me took

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poem by Geoffrey Chaucer
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Sociology Assignment

THE APPLICATION OF SOCIOLOGY OF EDUCATION IN CLASSROOM TEACHING

INTRODUCTION
Sociology of education, as defined by Pavalko (1976) , is the scientific analysis of the social processes and patterns involved in the educational system. It is concerned with educational aims, methods, and institutions in relation to social and cultural forces of the society in which they function. This assumes that education is a combination of social acts and it deals with human interaction. In the education of the individual, it concerns the influence of social life and social relationships on the development of personality. Sociology of education is very significant as it introduces a teacher to a collection of techniques that are required in classroom teaching. Such techniques include; understanding and applying interaction in the classroom, the disposition of norms to the students by the teachers, understanding teacher-student relationship and communication, provision of career guidance and finally understanding social roles of teachers and students. This essay, therefore, discusses how we, as teachers to be, can apply the above sociological techniques in classroom teaching in secondary schools.

INTERACTION
A classroom, like any other social group, requires all the members to participate and interact with each other for a common goal. A teacher as a leader in the classroom can make sure that there is interaction among his/her students by forming study groups or circles. In these study circles there is mutual influence and benefit among students since students can participate in the discussions that the group undertakes. Interaction in these groups can be cooperative and competitive among students (Ottaway,1960) .

In these groups members are in face to face interaction with each other and there are a small number of participants, this encourages the students to speak out their minds on a given topic. This is so because in a small group every student is given a chance to express himself/herself as compared to the whole class. This gives a chance to some students who can not express themselves fully when there are many people around them. This helps students to build self confidence since their views can be heard by their peers. It also builds a habit of doing things together as a result there is unity among members of the group (Ashley et. al.,1970) .

In this case, the teacher as a leader in the classroom does not dominate in the classroom activities but rather just controls the thoughts and behaviour of his pupils and sets the tone of the interaction patterns in the classroom. The teacher is also there to facilitate in the discussions. However, a teacher needs not to always be present in these groups since some students may not interact fully in the presence of their teacher than their peers. In this case, indirect control from a teacher may be more effective than direct (Ottaway,1960) .

NORMS
Sociology of education analyzes the sociological processes that have a bearing in the education system. One of such sociological processes is the disposition of norms that a teacher imparts in his/her students through interaction in class. The students’ awareness of these norms facilitates the teaching process, on the part of the teacher, and the learning process on the part of students. The impartation of norms on the students is referred to as the hidden curriculum because it is not included on the formal curriculum. Though not included on paper, the students are supposed to know these norms because the way they conduct themselves in class (morally) will affect the teaching and learning processes either positively or negatively. For instance, some students may choose not to cooperate in taking assignments. This tendency may be triggered by the students’ lack of proper direction in their behavior that departs from the values and norms that guide the society. Such students if not handled professionally by the teacher may cause havoc in class. This is where sociology of education becomes vital to classroom management in secondary schools. In sociology of education a teacher learns how to manage students, both those who are morally upright and those morally decayed.

Sociology of education also instructs teachers to be exemplary. The teaching ethics are also very clear on this point as Ashley et al. (1970) declare that teaching professional training emphasizes moral virtues and exemplary behavior on the part of teachers. They have to behave, dress and speak as role models. True to that proverb that says “action speaks louder than words”, teacher’s behavior will have a great impact on the conduct of his/her students. If the teacher is not morally upright the students are likely to be like him/her in their conduct. One other point that may help curb indiscipline in students is through the provision of enough work to keep the students busy. This is helpful because when the students are idle they tend to misbehave (Abromitis,2009) .

TEACHER-STUDENT RELATIONSHIP AND COMMUNICATION
The maintenance of a harmonious social relationship between a teacher and those undergoing socialization (students) , is one of the applications of sociology of education in a classroom. The social interaction within the classroom will help teachers understand the psychological variables that affect the social behaviour of students. For instance, a student’s performance may be affected by poverty and funeral at home among other things. This stresses that each individual is a member of a wide family and gets influenced by social and cultural factors as well. A teacher, therefore, is supposed to identify those students who are not doing well in class as expected and try to find the source of their problems and counsel them accordingly. For instance, sociology of education enables a teacher to establish the real cause of impoliteness in some students that even cause destructions during classes. A teacher does this through inquiries that he/she makes about the naughty students’ back ground that sometimes may be responsible for the students’ bad behavior.

The teacher’s awareness of such backgrounds will enable him/her to know where to start the intervention of shaping the behavior of students. When the good behavior of once ill-mannered students is restored, the teaching and learning processes go smoothly. This suggests that there should be a good communication and interaction between teachers and students. However, Zeleny (1948) as cited in Pavalko (1976) warns that the teacher should not be too friendly with the students. This is because it will be very difficult to provide counseling to them and eventually fail to induce changed behaviour when they go wrong.
CAREER GUIDANCE
A school as a social institution is expected to produce people who are reliable for continuity of a society as far as leadership and management of social institutions is concerned. In view of this, we can say it is important for teachers to include lessons in decision-making and career guidance. Though career guidance is over looked by many schools, it plays an important role. Harris (1999) says career guidance helps students to identify the work-related competences they are developing through the various school subjects and relate them to their career planning. In short, career guidance acts as an advocate for students in establishing their career ladders.

Career guidance needs enforcement because not all students are aware of the different job opportunities that are in the corporate world. For instance, asking children from rural areas about their ambitions, most of them will talk about nursing and teaching as opposed to those from urban areas who will talk of becoming, a pilot, an accountant, a lawyer and many more. This is due to parents’ or guardians’ ‘level of education and children’s exposure to media or other sources of information. Therefore, a teacher should not take it for granted that all students are aware about careers.

A teacher can impart career lessons through different ways. First of all, a teacher needs to include in his or her curriculum a special time at least 20 to 30 minutes per week for career lessons (Harris,1999) . In a classroom, a teacher may use personal approach, where he or she can ask students of their ambitions and provide information on the requirements and the institution(s) that offer(s) them. Secondly, a teacher can use interactive and experimental exercises, where he or she can put students into groups and ask them to interview different personnel on their professions and how they managed to achieve them. Afterwards students can present their findings to a class. Apart from motivating students, this method can also promote interaction between students and the community.

SOCIAL ROLES OF TEACHERS AND STUDENTS
Social role is among the five basic concepts in the sociology of education. A social role is a behavior appropriate to a particular position in a social group. A classroom as a sub-social system has actors and participants, who are teachers and students respectively. Sociology of education enables a teacher to realize his/her role and at the same time helps the students realize theirs. The teacher playing his/her role has to teach and encourage the students to learn. The role of a teacher is really a combination of sub-roles which the skillful teacher fits to produce a useful pattern of teaching. One of these sub-roles includes, being an instructor, whereby the teacher gives instructions and shows the students in a classroom how to learn and answer questions. This is the role the teacher prepares for, explicitly and directly. On the other hand, the students on their part have to listen, attend classes, submit assignments regularly and take examinations. Cooperation demands high degree of predictability of conduct and requires that individuals should make personal sacrifices in favour of societal expectations. In other words, where a teacher’s personal interests or commitments are in conflict with his or her role as a teacher, his/her personal interests have to give way to his/her teaching role (Ezewu,1983) .

There is a social and a personal aspect of every role that is significant to an individual. For instance, a person learns the expected and rewarded behaviour for each role. Students learn when to give priority to a particular role. In a classroom situation, the students learn to take the role of a pupil most of the time rather than the role of a playmate. (Havighurst et al.,1963) .

CONCLUSION
After discussing the above sociological techniques we have the audacity to conclude that Sociology of education adds to the teacher’s kit of intellectual tools. In this case, a set of sociological insights and concepts that will allow him/her to take account in his decision-making organization, cultural and interpersonal factors at work in his/her environment. Therefore, Sociology of education is essential as it equips teachers with great knowledge on how to socialize their students in a classroom situation in secondary schools.

LIST OF REFERENCES.

Abromitis, B. (2009, Feb 27) .Teachers Creating an effective learning Environment in a
monitored Classroom; Sociology of Education. www.google.com.

Ashley, J.B., Cohen, S.H., & Slatter, R.G. (1970) . An Introduction to the Sociology of
Education. Macmillan and Co Ltd: London & Basingstoke, pp.117-139

Ezewu, E.B.A. (1983) . Sociology of Education. Longman: London, pp.13-14

Harris, S. (1999) . Careers education: contesting policy and practice. Sage

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poem by Innocent Masina Nkhonyo
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Cleanness

Clannesse who so kyndly cowþe comende
& rekken vp alle þe resounz þat ho by ri3t askez,
Fayre formez my3t he fynde in for[þ]ering his speche
& in þe contrare kark & combraunce huge.
For wonder wroth is þe Wy3þat wro3t alle þinges
Wyth þe freke þat in fylþe fol3es Hym after,
As renkez of relygioun þat reden & syngen
& aprochen to hys presens & prestez arn called;
Thay teen vnto his temmple & temen to hym seluen,
Reken with reuerence þay rychen His auter;
Þay hondel þer his aune body & vsen hit boþe.
If þay in clannes be clos þay cleche gret mede;
Bot if þay conterfete crafte & cortaysye wont,
As be honest vtwyth & inwith alle fylþez,
Þen ar þay synful hemself & sulped altogeder
Boþe God & His gere, & hym to greme cachen.
He is so clene in His courte, þe Kyng þat al weldez,
& honeste in His housholde & hagherlych serued
With angelez enourled in alle þat is clene,
Boþ withine & withouten in wedez ful bry3t;
Nif he nere scoymus & skyg & non scaþe louied,
Hit were a meruayl to much, hit mo3t not falle.
Kryst kydde hit Hymself in a carp onez,
Þeras He heuened a3t happez & hy3t hem her medez.
Me mynez on one amonge oþer, as Maþew recordez,
Þat þus clanness vnclosez a ful cler speche:
Þe haþel clene of his hert hapenez ful fayre,
For he schal loke on oure Lorde with a bone chere';
As so saytz, to þat sy3t seche schal he neuer
Þat any vnclannesse hatz on, auwhere abowte;
For He þat flemus vch fylþe fer fro His hert
May not byde þat burre þat hit His body ne3en.
Forþy hy3not to heuen in haterez totorne,
Ne in þe harlatez hod, & handez vnwaschen.
For what vrþly haþel þat hy3honour haldez
Wolde lyke if a ladde com lyþerly attyred,
When he were sette solempnely in a sete ryche,
Abof dukez on dece, with dayntys serued?
Þen þe harlot with haste helded to þe table,
With rent cokrez at þe kne & his clutte traschez,
& his tabarde totorne, & his totez oute,
Oþer ani on of alle þyse, he schulde be halden vtter,
With mony blame ful bygge, a boffet peraunter,
Hurled to þe halle dore & harde þeroute schowued,
& be forboden þat bor3e to bowe þider neuer,
On payne of enprysonment & puttyng in stokkez;
& þus schal he be schent for his schrowde feble,
Þa3neuer in talle ne in tuch he trespas more.
& if vnwelcum he were to a worþlych prynce,
3et hym is þe hy3e Kyng harder in her euen;

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poem by Anonymous Americas
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Steamheaters

She wants a love...
She can take into her arms.
Hold her with her charms.
And sing love songs,
To allure
And captivate!
Heating...
Without setting off the alarm!

He wants a love...
No other one has had.
When it is 'his' booty...
He likes it slow not fast!
And he's glad no one has had,
To touch his booty's ass!
If that has to happen,
He knew he would be sad!

And...
'What' they want...
Maybe a bit too soon.
They need more memory moments.
Before beginning to cast eyes on that 'fullmoon'!
As they lay naked on the basement floor...
Sighing and grinding in lovebird swoons!

'WHAT? '

Steamheaters drip...
Just 'getting it'!
They both are wet,
From the basement water!

Steamheaters kiss...
With sexiness.
He sucked her tits,
'Til her husband caught her,
With his best friend...
'getin' it! '

'Uh...
For clarification,
Will you say that again, please? '

You want it sung?

'No,
I just want it heard.
I may have misunderstood!
What I thought your blurted,

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poem by Lawrence S. Pertillar
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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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Hit Me With A Rock

When I was a little boy
(when I was just a boy)
And my mother would call my name
(when I was just a boy)
Shed say I had to be in the house by seven
(when I was just a boy)
But Id stay out late at night
(when I was just a boy)
And when Id finally get back in
Oh, I know shed hit me, shed hit me
Shed sit me on her knees and whip me
Oh, shed hit me with a rock
Shed whip me with a rock, oh baby
Shed hit me (hit me with a rock)
Shed hit me, hit me, hit me, hit me
(hit me with a rock)
And when I was grown to be a man
(grown to be a man)
The minute the boss would call my name
(grown to be a man)
And say I had to be in the office by seven
(grown to be a man)
Im a constipated man
(grown to be a man)
And when Id finally get back in
Oh, my bossd hit me, hed hit me
Hed tie me to a chair and whip me
Oh hed hit me with a rock
Hed whip me with a rock, oh baby
Hed hit me (hit me with a rock)
Hed hit me, hit me, hit me, hit me
(hit me with a rock)
When I was grown to be president
(was the president)
The minute the congressd call my name
(was the president)
And said some papers had to be signed by thursday
(had to be signed by thursday)
Id fly away to pakistan
(was the president)
And the second that Id get back home
Oh, I know theyd hit me, theyd hit me
With leather and chains theyd whip me
Oh, theyd hit me with a rock
Theyd whip me with a rock, oh baby
Theyd hit me. (hit me with a rock)
Theyd hit me, hit me, hit me, hit me
(hit me with a rock)
Hit me, hit me, hit me
(hit me with a rock)

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song performed by Weird Al Yankovic
Added by Lucian Velea
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The Avowyng of Arthur

He that made us on the mulde,
And fair fourmet the folde,
Atte His will, as He wold,
The see and the sande,
Giffe hom joy that will here
Of dughti men and of dere,
Of haldurs that before us were,
That lifd in this londe.
One was Arther the Kinge,
Wythowtun any letting;
Wyth him was mony lordinge
Hardi of honde.
Wice and war ofte thay were,
Bold undur banere,
And wighte weppuns wold were,
And stifly wold stond.

This is no fantum ne no fabull;
Ye wote wele of the Rowun Tabull,
Of prest men and priveabull,
Was holdun in prise:
Chevetan of chivalry,
Kyndenesse and curtesy,
Hunting full warly,
As wayt men and wise.
To the forest thay fare
To hunte atte buk and atte bare,
To the herte and to the hare,
That bredus in the rise.
The King atte Carlele he lay;
The hunter cummys on a day -
Sayd, 'Sir, ther walkes in my way
A well grim gryse.
'He is a balefull bare -
Seche on segh I nevyr are:
He hase wroghte me mycull care
And hurte of my howundes,
Slayn hom downe slely
Wyth feghting full furcely.
Wasse ther none so hardi
Durste bide in his bandus.
On him spild I my spere
And mycull of my nothir gere.
Ther moue no dintus him dere,
Ne wurche him no wowundes.
He is masly made -
All offellus that he bade.
Ther is no bulle so brade
That in frith foundes.

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poem by Anonymous Olde English
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The Libelle of Englyshe Polycye

Here beginneth the Prologe of the processe of the Libelle of Englyshe polycye, exhortynge alle Englande to kepe the see enviroun and namelye the narowe see, shewynge whate profete commeth thereof and also whate worshype and salvacione to Englande and to alle Englyshe menne.

The trewe processe of Englysh polycye
Of utterwarde to kepe thys regne in rest
Of oure England, that no man may denye
Ner say of soth but it is one the best,
Is thys, as who seith, south, north, est and west
Cheryshe marchandyse, kepe thamyralte,
That we bee maysteres of the narowe see.

For Sigesmonde the grete Emperoure,
Whyche yet regneth, whan he was in this londe
Wyth kynge Herry the vte, prince of honoure,
Here moche glorye, as hym thought, he founde,
A myghty londe, whyche hadde take on honde
To werre in Fraunce and make mortalite,
And ever well kept rounde aboute the see.

And to the kynge thus he seyde, 'My brothere',
Whan he perceyved too townes, Calys and Dovere,
'Of alle youre townes to chese of one and other
To kepe the see and sone for to come overe,
To werre oughtwardes and youre regne to recovere,
Kepe these too townes sure to youre mageste
As youre tweyne eyne to kepe the narowe see'.

For if this see be kepte in tyme of werre,
Who cane here passe withought daunger and woo?
Who may eschape, who may myschef dyfferre?
What marchaundy may forby be agoo?
For nedes hem muste take truse every foo,
Flaundres and Spayne and othere, trust to me,
Or ellis hyndered alle for thys narowe see.

Therfore I caste me by a lytell wrytinge
To shewe att eye thys conclusione,
For concyens and for myne acquytynge
Ayenst God, and ageyne abusyon
And cowardyse and to oure enmyes confusione;
For iiij. thynges oure noble sheueth to me,
Kyng, shype and swerde and pouer of the see.

Where bene oure shippes, where bene oure swerdes become?
Owre enmyes bid for the shippe sette a shepe.
Allas, oure reule halteth, hit is benome.

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poem by Anonymous Olde English
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Patience

Pacience is a poynt, þa33e,
& quo for þro may no3t þole, þe þikker he sufferes.
&Thorn;en is better to abyde þe bur vmbestoundes
&Thorn;en ay þrow forth my þro, þa33e masse,
How Mathew melede þat his Mayster His meyny con teche.
A3t happes He hem hy3t & vcheon a mede,
Sunderlupes, for hit dissert, vpon a ser wyse:
Thay arn happen þat han in hert pouerte,
For hores is þe heuen-ryche to holde for euer;
&Thorn;ay ar happen also þat haunte mekenesse,
For þay schal welde þis worlde & alle her wylle haue;
Thay ar happen also þat for her harme wepes,
For þay schal comfort encroche in kythes ful mony;
&Thorn;ay ar happen also þat hungeres after ry3t,
For þay schal frely be refete ful of alle gode;
Thay ar happen also þat han in hert rauþe,
For mercy in alle maneres her mede schal worþe;
&Thorn;ay ar happen also þat arn of hert clene,
For þay her Sauyour in sete schal se with her y3en;
Thay ar happen also þat halden her pese,
For þay þe gracious Godes sunes schal godly be called;
&Thorn;ay ar happen also þat con her hert stere,
For hores is þe heuen-ryche, as I er sayde.
These arn þe happes alle a3t þat vus bihy3t weren,
If we þyse ladyes wolde lof in lyknyng of þewes:
Dame Pouert, Dame Pitee, Dame Penaunce þe þrydde,
Dame Mekenesse, Dame Mercy, & miry Clannesse,
& þenne Dame Pes, & Pacyence put in þerafter.
He were happen þat hade one; alle were þe better.
Bot [s]yn I am put to a poynt þat pouerte hatte,
I schal me poruay pacyence & play me with boþe,
For in þe tyxte þere þyse two arn in teme layde,
Hit arn fettled in on forme, þe forme & þe laste,
& by quest of her quoyntyse enquylen on mede.
& als, in myn vpynyoun, hit arn of on kynde:
For þeras pouert hir proferes ho nyl be put vtter,
Bot lenge wheresoeuer hir lyst, lyke oþer greme;
& þereas pouert enpresses, þa33tloker hit lyke & her lotes prayse,
&Thorn;enne wyþer wyth & be wroth & þe wers haue.
3if me be dy3t a destyne due to haue,
What dowes me þe dedayn, oþer dispit make?
Oþer 3if my lege lorde lyst on lyue me to bidde
Oþer to ryde oþer to renne to Rome in his ernde,
What grayþed me þe grychchyng bot grame more seche?
Much 3if he me ne made, maugref my chekes,
& þenne þrat moste I þole & vnþonk to mede,
&Thorn;e had bowed to his bode bongre my hyure.
Did not Jonas in Jude suche jape sumwhyle?
To sette hym to sewrte, vnsounde he hym feches.
Wyl 3e tary a lyttel tyne & tent me a whyle,

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poem by Anonymous Americas
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The Parliament Of Fowles

Here begynyth the Parlement of Foulys

THE PROEM

The lyf so short, the craft so long to lerne,
Thassay so hard, so sharp the conquering,
The dredful Ioy, that alwey slit so yerne,
Al this mene I by love, that my feling
Astonyeth with his wonderful worching
So sore y-wis, that whan I on him thinke,
Nat wot I wel wher that I wake or winke.

For al be that I knowe nat love in dede,
Ne wot how that he quyteth folk hir hyre,
Yet happeth me ful ofte in bokes rede
Of his miracles, and his cruel yre;
Ther rede I wel he wol be lord and syre,
I dar not seyn, his strokes been so sore,
But God save swich a lord! I can no more.

Of usage, what for luste what for lore,
On bokes rede I ofte, as I yow tolde.
But wherfor that I speke al this? not yore
Agon, hit happed me for to beholde
Upon a boke, was write with lettres olde;
And ther-upon, a certeyn thing to lerne,
The longe day ful faste I radde and yerne.

For out of olde feldes, as men seith,
Cometh al this newe corn fro yeer to yere;
And out of olde bokes, in good feith,
Cometh al this newe science that men lere.
But now to purpos as of this matere --
To rede forth hit gan me so delyte,
That al the day me thoughte but a lyte.

This book of which I make of mencioun,
Entitled was al thus, as I shal telle,
`Tullius of the dreme of Scipioun.';
Chapitres seven hit hadde, of hevene and helle,
And erthe, and soules that therinnr dwelle,
Of whiche, as shortly as I can hit trete,
Of his sentence I wol you seyn the grete.

First telleth hit, whan Scipion was come
In Afrik, how he mette Massinisse,
That him for Ioye in armes hath y nome.
Than telleth hit hir speche and al the blisse
That was betwix hem, til the day gan misse;
And how his auncestre, African so dere,

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poem by Geoffrey Chaucer
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Salut Au Monde

O TAKE my hand, Walt Whitman!
Such gliding wonders! such sights and sounds!
Such join'd unended links, each hook'd to the next!
Each answering all--each sharing the earth with all.

What widens within you, Walt Whitman?
What waves and soils exuding?
What climes? what persons and lands are here?
Who are the infants? some playing, some slumbering?
Who are the girls? who are the married women?
Who are the groups of old men going slowly with their arms about each
other's necks?
What rivers are these? what forests and fruits are these?
What are the mountains call'd that rise so high in the mists?
What myriads of dwellings are they, fill'd with dwellers?

Within me latitude widens, longitude lengthens;
Asia, Africa, Europe, are to the east--America is provided for in the
west;
Banding the bulge of the earth winds the hot equator,
Curiously north and south turn the axis-ends;
Within me is the longest day--the sun wheels in slanting rings--it
does not set for months;
Stretch'd in due time within me the midnight sun just rises above the
horizon, and sinks again;
Within me zones, seas, cataracts, plants, volcanoes, groups,
Malaysia, Polynesia, and the great West Indian islands.

What do you hear, Walt Whitman?

I hear the workman singing, and the farmer's wife singing;
I hear in the distance the sounds of children, and of animals early
in the day;
I hear quick rifle-cracks from the riflemen of East Tennessee and
Kentucky, hunting on hills;
I hear emulous shouts of Australians, pursuing the wild horse;
I hear the Spanish dance, with castanets, in the chestnut shade, to
the rebeck and guitar;
I hear continual echoes from the Thames;
I hear fierce French liberty songs;
I hear of the Italian boat-sculler the musical recitative of old
poems;
I hear the Virginia plantation-chorus of negroes, of a harvest night,
in the glare of pine-knots;
I hear the strong baritone of the 'long-shore-men of Mannahatta;
I hear the stevedores unlading the cargoes, and singing;
I hear the screams of the water-fowl of solitary north-west lakes;
I hear the rustling pattering of locusts, as they strike the grain
and grass with the showers of their terrible clouds;
I hear the Coptic refrain, toward sundown, pensively falling on the

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poem by Walt Whitman
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The Problem of the Idea

The Philosopher:

'The Problem of the 21st century
is the problem of the Origins of the Idea.'

The Idea has driven much
of human history-
a major motivator
many taken together are
Articulators;
Ideas compose all Human Dreams.

But ask what is this Idea
and silence ensues;
ask where is it
in the human mind
and we'll get charts of its activity centers
but nothing about what it is
or where it comes from.

The Scientist:

Well, we don't have to know what a thing is
to utilize it.
We can identify behaviors and integrate
them-
harness them to purpose.

Philosopher:

Sure like the Atomic Bomb. It was built because
we could integrate various disciplines
and make things go bang
without thinking of Consequence.
technical Ideas-too have consequences.

Scientist:

So you would hold up all human progress
until the over-arching Idea comes along
before we act?

Philosopher:
Ah, but note that progress that destroys
the planet is not
progress at all
but only a blind mistake;
one I might add,
that did not have
an Idea or Clue

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poem by Lonnie Hicks
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Anelida and Arcite

Thou ferse god of armes, Mars the rede,
That in the frosty contre called Trace,
Within thy grisly temple ful of drede
Honoured art as patroun of that place;
With thy Bellona, Pallas, ful of grace,
Be present and my song contynue and guye;
At my begynnyng thus to the I crye.

For hit ful depe is sonken in my mynde,
With pitous hert in Englyssh to endyte
This olde storie, in Latyn which I fynde,
Of quene Anelida and fals Arcite,
That elde, which that al can frete and bite,
As hit hath freten mony a noble storie,
Hath nygh devoured out of oure memorie.

Be favorable eke, thou Polymya,
On Parnaso that with thy sustres glade,
By Elycon, not fer from Cirrea,
Singest with vois memorial in the shade,
Under the laurer which that may not fade,
And do that I my ship to haven wynne.
First folowe I Stace, and after him Corynne.

The Story.

Iamque domos patrias Cithice post aspera gentis
Prelia laurigero subeunte Thesea curru
Letifici plausus missusque ad sidera vulgi

When Theseus with werres longe and grete
The aspre folk of Cithe had overcome,
With laurer corouned, in his char gold-bete,
Hom to his contre-houses is he come,
For which the peple, blisful al and somme,
So cry{:e}den that to the sterres hit wente,
And him to honouren dide al her entente.

Beforn this duk, in signe of victorie,
The trompes come, and in his baner large
The ymage of Mars, and in tokenyng of glorie
Men myghte sen of tresour many a charge,
Many a bright helm, and many a spere and targe,
Many a fresh knyght, and many a blysful route,
On hors, on fote, in al the feld aboute.

Ipolita his wif, the hardy quene
Of Cithia, that he conquered hadde,
With Emelye her yonge suster shene,

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poem by Geoffrey Chaucer
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Rejected

She says she’s very sorry, as she sees you to the gate;
You calmly say ‘Good-bye’ to her while standing off a yard,
Then you lift your hat and leave her, walking mighty stiff and straight—
But you’re hit, old man—hit hard.
In your brain the words are burning of the answer that she gave,
As you turn the nearest corner and you stagger just a bit;
But you pull yourself together, for a man’s strong heart is brave
When it’s hit, old man—hard hit.

You might try to drown the sorrow, but the drink has no effect;
You cannot stand the barmaid with her coarse and vulgar wit;
And so you seek the street again, and start for home direct,
When you’re hit, old man—hard hit.

You see the face of her you lost, the pity in her smile—
Ah! she is to the barmaid as is snow to chimney grit;
You’re a better man and nobler in your sorrow, for a while,
When you’re hit, old man—hard hit.

And, arriving at your lodgings, with a face of deepest gloom,
You shun the other boarders and your manly brow you knit;
You take a light and go upstairs directly to your room—
But the whole house knows you’re hit.

You clutch the scarf and collar, and you tear them from your throat,
You rip your waistcoat open like a fellow in a fit;
And you fling them in a corner with the made-to-order coat,
When you’re hit, old man—hard hit.

You throw yourself, despairing, on your narrow little bed,
Or pace the room till someone starts with ‘Skit! cat!—skit!’
And then lie blindly staring at the plaster overhead—
You are hit, old man—hard hit.

It’s doubtful whether vanity or love has suffered worst,
So neatly in our nature are those feelings interknit,
Your heart keeps swelling up so bad, you wish that it would burst,
When you’re hit, old man—hard hit.

You think and think, and think, and think, till you go mad almost;
Across your sight the spectres of the bygone seem to flit;
The very girl herself seems dead, and comes back as a ghost,
When you’re hit, like this—hard hit.

You know that it’s all over—you’re an older man by years,
In the future not a twinkle, in your black sky not a split.
Ah! you’ll think it well that women have the privilege of tears,
When you’re hit, old man—hard hit.

You long and hope for nothing but the rest that sleep can bring,

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poem by Henry Lawson
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All I Need From You Is That You Clean Me, Mama

you lay a mat on the floor
for you to understand dirt and its implications its complications
to the wall
or to the center table and to the rest of the parts of your house,
dirt must be eradicated, that is your rule number one,
so you put lots of mats and rugs, doormats, floormats,
in every door in every corner of the floor

all dirts are not welcome,
it is as though you have studied dirt at length for years,
what is dirt? what are the kinds of dirt? the causes of dirt?
the consequences of dirt? the historical background of dirt,
and your recommendations finally about
dirt
its control and eradication,

you have talked about dirt and how you disliked it,
how you have driven dirt away from this house
how you called they police when dirt resisted to leave
and of course they all were arrested and jailed
without bond
the judge convicted dirt on the basis of those dirty exhibits
and dirty testimonial evidence,

dirt must be poisoned by lethal injection, hanged, electrocuted,
to make them disappear forever
that is your firm belief
your solid conviction

the sound philosophy of
your society

you are talking to me, and i will now tell you who am i really,
my name, the place where i live, my family and how i am related to you,

mother, i am dirt, my name is dirty, my family is dirty,
i live in a dirty place, i am your son,

i cannot step on your doormat, immediately i must leave now
you will report me to the police and i will be arrested
and jailed and even be hanged dead,

all i need is only that you clean me, mama.
now, please........

poem by Ric S. Bastasa
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Social Netowrking Of Robots

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

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poem by Rwetewrt Erwtwer
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Drinking my own anger

I couldn’t hit the earth in my bouts of anger; as it
was the one which grew the food necessary for my
survival,

I couldn’t hit the wall in my bouts of anger; as it
was the one which sequestered my scalp against
tumultuous storm and rain; it was the one which constituted and
fortified my dwelling,

I couldn't hit the tree in my bouts of anger; as it
was laden with the fruits I nibbled in my times of
relish; imparted me with velvety breeze in the
sweltering night,

I couldn’t hit the mirror in my bouts of anger; as it
magnificently portrayed to me my pellucid and candid
reflection; and doing so I knew would exacerbate the
situation further; would make my own hand bleed,

I couldn’t hit mothers stomach in my bouts of anger;
for it was the singular pouch which had bore me for 9
months unrelentingly; the very sacred sac which was
responsible for my existence today,

I couldn’t hit the snake in my bouts of anger; for it
guarded my treasury of wealth unflinchingly all night
and day; and would viciously retort back the instant I
raised my fingers to strike,

I couldn’t hit the Sun in my bouts of anger; for it
was the sole source of light which maneuvered me in
the day; lit up my every morning with an enchanting
smile,
I couldn’t hit the child in my bouts of anger; for it
was all the energy I possessed; was the sweetest
little form of God running gleefully on this earth,

I couldn’t hit the waters in my bouts of anger; for
they were the ones who pacified my thirst several
times a day; blended my life with loads of mesmerizing
cool and shade,

I couldn’t hit the silver plate in my bouts of anger;
for it was the one in which I actually consumed my
food three times in a day; and insulting it could
probably result in not getting food even three times a
year,

I couldn’t hit the car in my bouts of anger; for it
was the one which transported me marathon distances;

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poem by Nikhil Parekh
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The Iliad: Book 5

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

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poem by Homer, translated by Samuel Butler
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Ladies Pay

All the sailors theyre all home from leave
And everybodys waiting for them to try to deceive
The storekeepers have drawn their lace curtains bare
And all the women and the wee young girls all waiting there
Oh, but how the ladies pay
Oh, if they only knew how the ladies pay
Yeah now, how the ladies pay
Oh, when the men theyve gone away
Nobody is standing on upon the door
And nobody is feeding any of the poor
The poor sick soldier lies in bed beside his girl
Thinking of another place on the other side of the world
Ah
How the ladies pay
Oh-oh, oh, how the ladies pay
When the men theyve gone away
Oh, I wish I knew how the ladies pay
Day and night, night and day
How the ladies pay
Day and night, night and day
How the ladies pay
Day and night
Night and day
Day and night
Day and night, night and day, ladies pay now
Night and day, day and night
How the ladies pay
Day and night, night and day
How the ladies pay
Day and night now
Night and day and now
How the pay now
Oh, how the pay now
Ladies pay, ladies pay
Ah, ladies pay the way now
Ladies pay, ah, ladies pay
Ah, ladies pay
Night and day, night and day, night and day
Oh, how the ladies pay
Oh, night and day, night and day, night and day
Oh, how the ladies pay

song performed by Lou Reed
Added by Lucian Velea
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Another Hit n Run

Union jack is back with a hole in his head
Hes gettin badly burned every time
Hes laughin at me and dancin on my sneakers
And his sixties songs are blowin up my speakers
I say you got no respect
Respect for authority
Youre just playing your dirty tricks
And then come cryin to me
Hit and run, hit and run
Its just a hit and run
Another hit and run
The bulldog lost his bite and his breath has gone bad
And the whole damn world is really laughin mad
Hit it!!
Oh bring it down
Oh you bring it down
I say you aint got no respect
I say you aint got no respect
No you aint got no respect
And you hit me when Im down
Hit and run, hit and run
Its just another hit and run
I said its just another hit and run
Oh yeah, hit and run
Oh yeah, hit and run
Oh yeah, hit and run
Oh yeah, hit and run
Oh yeah, hit and run
Its just another hit and run
Hit and run

song performed by Def Leppard
Added by Lucian Velea
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