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In 2003, I introduced and passed The Tornado Shelters Act, which allows local governments to use Community Development Block Grant funds to construct storm shelters in manufactured housing communities.

quote by Spencer Bachus
Added by Lucian Velea
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Road Block

Yeah!, all right!
Oh, ain't no problem
Carry no heavy load
Lord, no!
Why can't i love you, baby ?
You try to block my road.
You try to block my road. hey!
Oh, better off to hand you
Everything i own, ha ha ha ha!
Strange to see you waiting for me,
You try to block my road, yeah yeah,
Try to block my road
Hey, hey, hey, hey.
Road block
Road block
Road block
Road block
Road block daddy daddy daddy
Road block
Road block
Alright on the road block
Road block
Road block
Road block
Road block
Road block
Road block
Yeah! road block
Road block, alright, alright, alright!
Road block
Road block
Road block
Road block
Road block
Road block
Whoa road block
Road block
Road block
Road block
Road block
Road block
Road block
Road block
Road block
Road block
Road block
Road block
Yeah!
Try to block my road, daddy daddy daddy
I said now every time i turn around

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song performed by Janis Joplin
Added by Lucian Velea
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Adrienne Vittadini

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poem by Caasder Fronds
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Fitration Bags

2.5 gallon shopvac bags
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poem by Rwetewrt Erwtwer
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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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VIII. Dominus Hyacinthus de Archangelis, Pauperum Procurator

Ah, my Giacinto, he's no ruddy rogue,
Is not Cinone? What, to-day we're eight?
Seven and one's eight, I hope, old curly-pate!
—Branches me out his verb-tree on the slate,
Amo-as-avi-atum-are-ans,
Up to -aturus, person, tense, and mood,
Quies me cum subjunctivo (I could cry)
And chews Corderius with his morning crust!
Look eight years onward, and he's perched, he's perched
Dapper and deft on stool beside this chair,
Cinozzo, Cinoncello, who but he?
—Trying his milk-teeth on some crusty case
Like this, papa shall triturate full soon
To smooth Papinianian pulp!

It trots
Already through my head, though noon be now,
Does supper-time and what belongs to eve.
Dispose, O Don, o' the day, first work then play!
—The proverb bids. And "then" means, won't we hold
Our little yearly lovesome frolic feast,
Cinuolo's birth-night, Cinicello's own,
That makes gruff January grin perforce!
For too contagious grows the mirth, the warmth
Escaping from so many hearts at once—
When the good wife, buxom and bonny yet,
Jokes the hale grandsire,—such are just the sort
To go off suddenly,—he who hides the key
O' the box beneath his pillow every night,—
Which box may hold a parchment (someone thinks)
Will show a scribbled something like a name
"Cinino, Ciniccino," near the end,
"To whom I give and I bequeath my lands,
"Estates, tenements, hereditaments,
"When I decease as honest grandsire ought."
Wherefore—yet this one time again perhaps—
Shan't my Orvieto fuddle his old nose!
Then, uncles, one or the other, well i' the world,
May—drop in, merely?—trudge through rain and wind,
Rather! The smell-feasts rouse them at the hint
There's cookery in a certain dwelling-place!
Gossips, too, each with keepsake in his poke,
Will pick the way, thrid lane by lantern-light,
And so find door, put galligaskin off
At entry of a decent domicile
Cornered in snug Condotti,—all for love,
All to crush cup with Cinucciatolo!

Well,
Let others climb the heights o' the court, the camp!

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poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

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poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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La Chronique Ascendante des Ducs de Normandie

Mil chent et soisante anz out de temps et d'espace
puiz que Dex en la Virge descendi par sa grace,
quant un clerc de Caen, qui out non Mestre Vace,
s'entremist de l'estoire de Rou et de s'estrasce,
qui conquist Normendie, qui qu'en poist ne qui place,
contre l'orgueil de France, qui encor les menasce,
que nostre roi Henri la congnoissë et sace.
Qui gaires n'a de rentes ne gaires n'en porcache ;
mez avarice a frait a largesce sa grace,
ne peut lez mainz ouvrir, plus sont gelez que glace, .
ne sai ou est reposte, ne truiz train ne trace;
qui ne soit losengier ne encort liu ne place,
a plusors i fait on la cue lovinace.
Ce ne fu mie el temps Virgile ne Orace
ne el temps Alixandre ne Cesar ne Estace,
lores avoit largesce vertu et efficace.
Du roi Henri voil faire ceste premiere page,
qui prist Alianor, dame de haut parage,
Dex doinst a ambedeuls de bien faire courage!
Ne me font mie rendre a la court le musage,
de dons et de pramesses chascun d' euls m' asouage ;
mez besoing vient souvent qui tost sigle et tost nage,
et souvent me fait meitre le denier et le gage.
France est Alienor et debonnaire et sage ;
roÿne fu de France en son premier aage,
Looÿs l' espousa qui out grant mariage;
en Jerusalem furent en lonc pelerinage,
assez y traist chescun travail et ahanage,
Quant reparriez s' en furent, par conseil du barnage
s' em parti la roÿne o riche parentage;
de cele departie n'out elle nul damage ;
a Poitiers s'en ala, son naturel manage,
n'i out plus prochain heir qu'el fu de son lignage.
Li roiz Henri la prist o riche mariage,
cil qui tint Engleterre et la terre marage
entre Espaingne et Escosce, de rivage en rivage ;
grant parole est de lui et de son vasselage,
des felons qu'il destraint comme oysel clos en cage ;
n' a baron en sa terre o si grant herbergage
qui ost le pais enfraindre em plein ne en boscage,
se il peut estre ataint, n'et des membres hontage,
ou qu'il n'i lest le cors ou l' ame en ostage.

La geste voil de Rou et dez Normanz conter,
lors faiz et lor proësce doi je bien recorder.
Les boisdies de France ne font mie a celer,
tout tens voudrent Franchoiz Normanz desheriter
et tout tens se penerent d' euls vaincre et d'els grever,
et quant Franceiz nes porent par force sormonter
par plusors tricheries lez soulent agraver ;

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poem by Wace
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The Interpretation of Nature and

I.

MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.


II.

Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.

III.

Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.

IV.

Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.

V.

The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.

VI.

It would be an unsound fancy and self-contradictory to expect that things which have never yet been done can be done except by means which have never yet been tried.

VII.

The productions of the mind and hand seem very numerous in books and manufactures. But all this variety lies in an exquisite subtlety and derivations from a few things already known; not in the number of axioms.

VIII.

Moreover the works already known are due to chance and experiment rather than to sciences; for the sciences we now possess are merely systems for the nice ordering and setting forth of things already invented; not methods of invention or directions for new works.

IX.

The cause and root of nearly all evils in the sciences is this -- that while we falsely admire and extol the powers of the human mind we neglect to seek for its true helps.

X.

The subtlety of nature is greater many times over than the subtlety of the senses and understanding; so that all those specious meditations, speculations, and glosses in which men indulge are quite from the purpose, only there is no one by to observe it.

XI.

As the sciences which we now have do not help us in finding out new works, so neither does the logic which we now have help us in finding out new sciences.

XII.

The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search after truth. So it does more harm than good.

XIII.

[...] Read more

poem by Sir Francis Bacon
Added by Poetry Lover
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Tornado

Nature deadly twisters
War of winds strikes again
You live in a nice neighborhood
As nice as it will be after
They drop down from the clouds
Completely out man's control
Some day it's gonna catch me
The tornado is right behind
It picks me up to overseas
The tornado is right there
Cumulonimbus storms arrive
Lightning flashes a hundred miles around
Electrical collision course
Creates the elephant trunk
Creeping and looking for your home
Sucking anything from the ground
Go 25.000 feet in the air
The deadlist of all thunderheads
The strong winds and the vacuum
Are gonna take you to the heart of the storm
Moving and turning
No escape, you disappear
It rips you off, keeps you in
Rises you up and pushes you out
Into the guts of the tornado
Get high by the suction of the funnel
Spinning at 300 miles an hour
And trying to outwit this monster
Moving and turning
No escape, you disappear
It rips you off, keeps you in
Rises you up and pushes you out
The frontal attack, now is in the past
Is it finished, or is it coming back?
No one knows, where it goes
Am I safe ? Am I gone with it ?
Running scared !!
Do it quickly, if you see it
There is no time, for a warning
The tornado has struck, hope you have some luck
Dust will make you blind, nothing you can find
Running scared !
Tornado ! Tornado ! Tornado !!

song performed by Voivod
Added by Lucian Velea
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IX. Juris Doctor Johannes-Baptista Bottinius, Fisci et Rev. Cam. Apostol. Advocatus

Had I God's leave, how I would alter things!
If I might read instead of print my speech,—
Ay, and enliven speech with many a flower
Refuses obstinate to blow in print,
As wildings planted in a prim parterre,—
This scurvy room were turned an immense hall;
Opposite, fifty judges in a row;
This side and that of me, for audience—Rome:
And, where yon window is, the Pope should hide—
Watch, curtained, but peep visibly enough.
A buzz of expectation! Through the crowd,
Jingling his chain and stumping with his staff,
Up comes an usher, louts him low, "The Court
"Requires the allocution of the Fisc!"
I rise, I bend, I look about me, pause
O'er the hushed multitude: I count—One, two—

Have ye seen, Judges, have ye, lights of law,—
When it may hap some painter, much in vogue
Throughout our city nutritive of arts,
Ye summon to a task shall test his worth,
And manufacture, as he knows and can,
A work may decorate a palace-wall,
Afford my lords their Holy Family,—
Hath it escaped the acumen of the Court
How such a painter sets himself to paint?
Suppose that Joseph, Mary and her Babe
A-journeying to Egypt, prove the piece:
Why, first he sedulously practiseth,
This painter,—girding loin and lighting lamp,—
On what may nourish eye, make facile hand;
Getteth him studies (styled by draughtsmen so)
From some assistant corpse of Jew or Turk
Or, haply, Molinist, he cuts and carves,—
This Luca or this Carlo or the like.
To him the bones their inmost secret yield,
Each notch and nodule signify their use:
On him the muscles turn, in triple tier,
And pleasantly entreat the entrusted man
"Familiarize thee with our play that lifts
"Thus, and thus lowers again, leg, arm and foot!"
—Ensuring due correctness in the nude.
Which done, is all done? Not a whit, ye know!
He,—to art's surface rising from her depth,—
If some flax-polled soft-bearded sire be found,
May simulate a Joseph, (happy chance!)—
Limneth exact each wrinkle of the brow,
Loseth no involution, cheek or chap,
Till lo, in black and white, the senior lives!
Is it a young and comely peasant-nurse

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Rubber Bullets

I went to a party at the local county jail
All the cons were dancing and the band began to wail
But the guys were indiscreet
They were brawling in the street
At the local dance at the local county jail
Well the band were playing
And the booze began to flow
But the sound came over on the police car radio
Down at precinct 49
Having a tear-gas of a time
Sergeant baker got a call from the governor of the county jail
Load up, load up, load up with rubber bullets
Load up, load up, load up with rubber bullets
I love to hear those convicts squeal
Its a shame these slugs aint real
But we cant have dancin at the local county jail
Sergeant baker and his men made a bee-line for the jail
And for miles around
You could hear the sirens wail
Theres a rumor goin round death row
That a fuse is gonna blow
At the local hop at the local county jail
Whatcha gonna do about it, whatcha gonna do
Whatcha gonna do about it, whatcha gonna do
Sergeant baker started talkin
With a bullhorn in his hand
He was cool, he was clear
He was always in command
He said blood will flow;
Here padre
Padre you talk to your boys...
Trust in me -
God will come to set you free
Well we dont understand
Why you called in the national guard
When uncle sam is the one
Who belongs in the exercise yard
We all got balls and brains
But somes got balls and chains
At the local dance at the local county jail
Load up, load up, load up with rubber bullets
Load up, load up, load up with rubber bullets
Is it really such a crime
For a guy to spend his time
At the local dance at the local county jail
At the local dance at the local county jail
Whatcha gonna do about it, whatcha gonna do
Whatcha gonna do about it, whatcha gonna do

song performed by 10 Cc
Added by Lucian Velea
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Medley: Rubber Bullets/silly Love Songs/life Is A Hinestrone

I went to a party at the local county jail
All the cons were dancing and the band began to wail
But the guys were indiscreet
They were brawling in the street
At the local dance at the local county jail
Well the band were playing
And the booze began to flow
But the sound came over on the police car radio
Down at precinct 49
Having a tear-gas of a time
Sergeant baker got a call from the governor of the county jail
Load up, load up, load up with rubber bullets
Load up, load up, load up with rubber bullets
I love to hear those convicts squeal
Its a shame these slugs aint real
But we cant have dancin at the local county jail
Sergeant baker and his men made a bee-line for the jail
And for miles around
You could hear the sirens wail
Theres a rumor goin round death row
That a fuse is gonna blow
At the local hop at the local county jail
Whatcha gonna do about it, whatcha gonna do
Whatcha gonna do about it, whatcha gonna do
Sergeant baker started talkin
With a bullhorn in his hand
He was cool, he was clear
He was always in command
He said blood will flow;
Here padre
Padre you talk to your boys...
Trust in me -
God will come to set you free
Well we dont understand
Why you called in the national guard
When uncle sam is the one
Who belongs in the exercise yard
We all got balls and brains
But somes got balls and chains
At the local dance at the local county jail
Load up, load up, load up with rubber bullets
Load up, load up, load up with rubber bullets
Is it really such a crime
For a guy to spend his time
At the local dance at the local county jail
At the local dance at the local county jail
Whatcha gonna do about it, whatcha gonna do
Whatcha gonna do about it, whatcha gonna do
===================
10cc - silly love

[...] Read more

song performed by 10 Cc
Added by Lucian Velea
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Rubber Bullets/sngl/bonus

10cc - rubber bullets
---------------------
I went to a party at the local county jail
All the cons were dancing and the band began to wail
But the guys were indiscreet
They were brawling in the street
At the local dance at the local county jail
Well the band were playing
And the booze began to flow
But the sound came over on the police car radio
Down at precinct 49
Having a tear-gas of a time
Sergeant baker got a call from the governor of the county jail
Load up, load up, load up with rubber bullets
Load up, load up, load up with rubber bullets
I love to hear those convicts squeal
It's a shame these slugs ain't real
But we can't have dancin' at the local county jail
Sergeant baker and his men made a bee-line for the jail
And for miles around
You could hear the sirens wail
There's a rumor goin' round death row
That a fuse is gonna blow
At the local hop at the local county jail
Whatcha gonna do about it, whatcha gonna do
Whatcha gonna do about it, whatcha gonna do
Sergeant baker started talkin'
With a bullhorn in his hand
He was cool, he was clear
He was always in command
He said "blood will flow;
Here padre
Padre you talk to your boys..."
"trust in me -
God will come to set you free"
Well we don't understand
Why you called in the national guard
When uncle sam is the one
Who belongs in the exercise yard
We all got balls and brains
But some's got balls and chains
At the local dance at the local county jail
Load up, load up, load up with rubber bullets
Load up, load up, load up with rubber bullets
Is it really such a crime
For a guy to spend his time
At the local dance at the local county jail
At the local dance at the local county jail
Whatcha gonna do about it, whatcha gonna do
Whatcha gonna do about it, whatcha gonna do

song performed by 10 Cc
Added by Lucian Velea
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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

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poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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Job Proposal

The community has no immunity from the systematic demise
Of inner city enterprise

This demise creates economic development for administrations
In the midst of inner city death cries

Poverty, an opportunity for the business community to procure
Appropriations for the revitalization of bureaucratic relations
Poverty works, it is the hidden agenda that doth lurk

Anti-poverty programs comprehensive and coordinated
Jobs for social workers, counselors and bureaucrats created
While communities, neighborhoods and ghettos waited and waited

Urban Renewal 1949, Community Action Program 1964
Model Cities 1966, Community Development Block Grants 1974
Urban Development Action Grants 1977, Enterprise Zones 1980,
Empowerment Zones 1993

The community has no immunity from the systematice demise
Of inner city enterprise

Poverty and crime are permitted to murder the inner city
Without remorse, without mercy, without justice, without pity

The need for the slums sanctions traditional deterioration of
Social humanity
Representative of, representative of bureaucratic insanity

The community has no immunity from systematic demise
Of inner city enterprise

poem by Josephine DixonBanks
Added by Poetry Lover
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Mind Train

Dub-dub, dub-dub,
Dub-dub, dub-dub,
Oh, ooh, oh, oh,
Dub-dub train,
Dub-dub train, dub train, dub train, dub.
Dub-dub, dub-dub,
Dub train, dub, dub-dub train passed through my mind,
Dub, dub-dub train passed through my mind,
Oh, oh, ah, ah.
I thought of killing that man,
Oh, oh, dub-dub train passed through my mind.
Oh, oh.
33 windows shining,
33 windows shining like, shining like, shining like a...
Dub-dub, dub-dub, oh, oh, oh,
Dub-dub, dub-dub, oh, oh, oh,...
Shining the clouds, shining the trees,
Shining empty buildings, shining empty buildings, shining my mind.
Dub-dub, dub-dub, passed many signs, passed many towns,
Ooh, ooh, ooh...
Dub-dub, dub-dub, dub train, oh, train, dub, oh, oh,...
Dub-dub, dub-dub, ooh, train, ooh, pain, train, oh.
I thought of killing that man,
I thought of killing that man.
Dub-dub, dub-dub,
Dub train passed through my mind,
Train passed through my mind, oh, ooh...
Dub-dub, dub-dub, oh train, oh, train.
33 windows shining through my mind,
Shining through my...ooh
Dub-dub, dub-dub, oh, dub-dub,
Ooh, ooh,
Dub-dub train passed through my mind,
Oh, the dub-dub train passed through my mind,
Passed through my mind, ooh, ooh....
Oh, train, dub train,
Dub-dub, oh, dub-dub, oh.
Oh, oh,...
I thought of killing, i thought of killing that man.
A-dub-dub train, oh, oh, train, train, train, train,
Oh, oh, oh...
Train, train, dub-dub-dub-dub train, dub-dub.
Shining the clouds, shining the trees,
Shining empty buildings, shine, shine, shine, shine, shine -
33 windows, 33 windows shining like a...
Shine, shine, shine.
Dub-dub, dub-dub, ooh, oh...
Passed many signs, passed many signs,
Oh, yes, yes, dub-dub, oh, yes,
Dub-dub, dub-dub, oh, oh,...

[...] Read more

song performed by Yoko Ono
Added by Lucian Velea
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Mind Train

Dub-dub, dub-dub,
Dub-dub, dub-dub,
Oh, ooh, oh, oh,
Dub-dub train,
Dub-dub train, dub train, dub train, dub.
Dub-dub, dub-dub,
Dub train, dub, dub-dub train passed through my mind,
Dub, dub-dub train passed through my mind,
Oh, oh, ah, ah.
I thought of killing that man,
Oh, oh, dub-dub train passed through my mind.
Oh, oh.
33 windows shining,
33 windows shining like, shining like, shining like a...
Dub-dub, dub-dub, oh, oh, oh,
Dub-dub, dub-dub, oh, oh, oh,...
Shining the clouds, shining the trees,
Shining empty buildings, shining empty buildings, shining my mind.
Dub-dub, dub-dub, passed many signs, passed many towns,
Ooh, ooh, ooh...
Dub-dub, dub-dub, dub train, oh, train, dub, oh, oh,...
Dub-dub, dub-dub, ooh, train, ooh, pain, train, oh.
I thought of killing that man,
I thought of killing that man.
Dub-dub, dub-dub,
Dub train passed through my mind,
Train passed through my mind, oh, ooh...
Dub-dub, dub-dub, oh train, oh, train.
33 windows shining through my mind,
Shining through my...ooh
Dub-dub, dub-dub, oh, dub-dub,
Ooh, ooh,
Dub-dub train passed through my mind,
Oh, the dub-dub train passed through my mind,
Passed through my mind, ooh, ooh....
Oh, train, dub train,
Dub-dub, oh, dub-dub, oh.
Oh, oh,...
I thought of killing, i thought of killing that man.
A-dub-dub train, oh, oh, train, train, train, train,
Oh, oh, oh...
Train, train, dub-dub-dub-dub train, dub-dub.
Shining the clouds, shining the trees,
Shining empty buildings, shine, shine, shine, shine, shine -
33 windows, 33 windows shining like a...
Shine, shine, shine.
Dub-dub, dub-dub, ooh, oh...
Passed many signs, passed many signs,
Oh, yes, yes, dub-dub, oh, yes,
Dub-dub, dub-dub, oh, oh,...

[...] Read more

song performed by Yoko Ono
Added by Lucian Velea
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Tannhauser

The Landgrave Hermann held a gathering
Of minstrels, minnesingers, troubadours,
At Wartburg in his palace, and the knight,
Sir Tannhauser of France, the greatest bard,
Inspired with heavenly visions, and endowed
With apprehension and rare utterance
Of noble music, fared in thoughtful wise
Across the Horsel meadows. Full of light,
And large repose, the peaceful valley lay,
In the late splendor of the afternoon,
And level sunbeams lit the serious face
Of the young knight, who journeyed to the west,
Towards the precipitous and rugged cliffs,
Scarred, grim, and torn with savage rifts and chasms,
That in the distance loomed as soft and fair
And purple as their shadows on the grass.
The tinkling chimes ran out athwart the air,
Proclaiming sunset, ushering evening in,
Although the sky yet glowed with yellow light.
The ploughboy, ere he led his cattle home,
In the near meadow, reverently knelt,
And doffed his cap, and duly crossed his breast,
Whispering his 'Ave Mary,' as he heard
The pealing vesper-bell. But still the knight,
Unmindful of the sacred hour announced,
Disdainful or unconscious, held his course.
'Would that I also, like yon stupid wight,
Could kneel and hail the Virgin and believe!'
He murmured bitterly beneath his breath.
'Were I a pagan, riding to contend
For the Olympic wreath, O with what zeal,
What fire of inspiration, would I sing
The praises of the gods! How may my lyre
Glorify these whose very life I doubt?
The world is governed by one cruel God,
Who brings a sword, not peace. A pallid Christ,
Unnatural, perfect, and a virgin cold,
They give us for a heaven of living gods,
Beautiful, loving, whose mere names were song;
A creed of suffering and despair, walled in
On every side by brazen boundaries,
That limit the soul's vision and her hope
To a red hell or and unpeopled heaven.
Yea, I am lost already,-even now
Am doomed to flaming torture for my thoughts.
O gods! O gods! where shall my soul find peace?'
He raised his wan face to the faded skies,
Now shadowing into twilight; no response
Came from their sunless heights; no miracle,
As in the ancient days of answering gods.

[...] Read more

poem by Emma Lazarus
Added by Poetry Lover
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Prettiest Cop On The Block

I'm 6 foot 3 with a fist like a hammer
And I work with the Vice Squad when I can
And when I pull out my badge they forget all my glamor
Little guys all surprised
Take a seat
Peek at me
It's a bust
I'm a man
I'm the prettiest cop on the block I set your souls on fire
Yes, I'm the prettiest cop on the block
I'm cool and I'm so mean
Oh, I'm the prettiest cop on the block
I've handcuffed your desire
I've got a stiff reputation with a stick like a rock
My kids are confused and my wife is in shock
I'm a full blooded man not a weak immitation
I like to flex my arms in the neon lights
I'm a queen on the street and a king at the station
It's a secret of mine, not a sign I'm gonna make that right
Because..
I'm the prettiest cop on the block I set your souls on fire
Yes, I'm the prettiest cop on the block
I'm cool and I'm so mean
Oh, I'm the prettiest cop on the block
I've handcuffed your desire
I've got a stiff reputation with a stick like a rock
My kids are confused and my wife is in shock
I must look pretty shocking
In my bullet proof vest
With my black lace stockings
All this hair on my chest
When the boys see me coming
All the boys start to run
They all got their empty holsters
And I got the only gun
Because..
Because, I'm the prettiest cop on the block
I set your souls on fire
Yes, I'm the prettiest cop on the block
I'm cool and I'm so mean
Yes, I'm the prettiest cop on the block
I handcuff your desires
I got a stiff reputation with a stick like a rock
My kids are confused and my wife is in shock
I'm the prettiest cop on the block
I set your souls on fire
Yes, I'm the prettiest cop on the block
And I'm cool -- so mean
I'm the prettiest cop on the block
I handcuff your desires

[...] Read more

song performed by Alice Cooper
Added by Lucian Velea
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II. Half-Rome

What, you, Sir, come too? (Just the man I'd meet.)
Be ruled by me and have a care o' the crowd:
This way, while fresh folk go and get their gaze:
I'll tell you like a book and save your shins.
Fie, what a roaring day we've had! Whose fault?
Lorenzo in Lucina,—here's a church
To hold a crowd at need, accommodate
All comers from the Corso! If this crush
Make not its priests ashamed of what they show
For temple-room, don't prick them to draw purse
And down with bricks and mortar, eke us out
The beggarly transept with its bit of apse
Into a decent space for Christian ease,
Why, to-day's lucky pearl is cast to swine.
Listen and estimate the luck they've had!
(The right man, and I hold him.)

Sir, do you see,
They laid both bodies in the church, this morn
The first thing, on the chancel two steps up,
Behind the little marble balustrade;
Disposed them, Pietro the old murdered fool
To the right of the altar, and his wretched wife
On the other side. In trying to count stabs,
People supposed Violante showed the most,
Till somebody explained us that mistake;
His wounds had been dealt out indifferent where,
But she took all her stabbings in the face,
Since punished thus solely for honour's sake,
Honoris causâ, that's the proper term.
A delicacy there is, our gallants hold,
When you avenge your honour and only then,
That you disfigure the subject, fray the face,
Not just take life and end, in clownish guise.
It was Violante gave the first offence,
Got therefore the conspicuous punishment:
While Pietro, who helped merely, his mere death
Answered the purpose, so his face went free.
We fancied even, free as you please, that face
Showed itself still intolerably wronged;
Was wrinkled over with resentment yet,
Nor calm at all, as murdered faces use,
Once the worst ended: an indignant air
O' the head there was—'t is said the body turned
Round and away, rolled from Violante's side
Where they had laid it loving-husband-like.
If so, if corpses can be sensitive,
Why did not he roll right down altar-step,
Roll on through nave, roll fairly out of church,
Deprive Lorenzo of the spectacle,

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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