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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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Absalom and Achitophel

In pious times, e'er Priest-craft did begin,
Before Polygamy was made a sin;
When man, on many, multiply'd his kind,
E'r one to one was, cursedly, confind:
When Nature prompted, and no law deny'd
Promiscuous use of Concubine and Bride;
Then, Israel's monarch, after Heaven's own heart,
His vigorous warmth did, variously, impart
To Wives and Slaves; And, wide as his Command,
Scatter'd his Maker's Image through the Land.
Michal, of Royal blood, the Crown did wear,
A Soyl ungratefull to the Tiller's care;
Not so the rest; for several Mothers bore
To Godlike David, several Sons before.
But since like slaves his bed they did ascend,
No True Succession could their seed attend.
Of all this Numerous Progeny was none
So Beautifull, so brave as Absalon:
Whether, inspir'd by some diviner Lust,
His father got him with a greater Gust;
Or that his Conscious destiny made way
By manly beauty to Imperiall sway.
Early in Foreign fields he won Renown,
With Kings and States ally'd to Israel's Crown
In Peace the thoughts of War he could remove,
And seem'd as he were only born for love.
What e'er he did was done with so much ease,
In him alone, 'twas Natural to please.
His motions all accompanied with grace;
And Paradise was open'd in his face.
With secret Joy, indulgent David view'd
His Youthfull Image in his Son renew'd:
To all his wishes Nothing he deny'd,
And made the Charming Annabel his Bride.
What faults he had (for who from faults is free?)
His Father could not, or he would not see.
Some warm excesses, which the Law forbore,
Were constru'd Youth that purg'd by boyling o'r:
And Amnon's Murther, by a specious Name,
Was call'd a Just Revenge for injur'd Fame.
Thus Prais'd, and Lov'd, the Noble Youth remain'd,
While David, undisturb'd, in Sion raign'd.
But Life can never be sincerely blest:
Heaven punishes the bad, and proves the best.
The Jews, a Headstrong, Moody, Murmuring race,
As ever try'd th' extent and stretch of grace;
God's pamper'd people whom, debauch'd with ease,
No King could govern, nor no God could please;
(Gods they had tri'd of every shape and size
That Gods-smiths could produce, or Priests devise.)

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poem by John Dryden
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Hudibras: Part 3 - Canto II

THE ARGUMENT

The Saints engage in fierce Contests
About their Carnal interests;
To share their sacrilegious Preys,
According to their Rates of Grace;
Their various Frenzies to reform,
When Cromwel left them in a Storm
Till, in th' Effigy of Rumps, the Rabble
Burns all their Grandees of the Cabal.

THE learned write, an insect breeze
Is but a mungrel prince of bees,
That falls before a storm on cows,
And stings the founders of his house;
From whose corrupted flesh that breed
Of vermin did at first proceed.
So e're the storm of war broke out,
Religion spawn'd a various rout
Of petulant Capricious sects,
The maggots of corrupted texts,
That first run all religion down,
And after ev'ry swarm its own.
For as the Persian Magi once
Upon their mothers got their sons,
That were incapable t' enjoy
That empire any other way;
So PRESBYTER begot the other
Upon the good old Cause, his mother,
Then bore then like the Devil's dam,
Whose son and husband are the same.
And yet no nat'ral tie of blood
Nor int'rest for the common good
Cou'd, when their profits interfer'd,
Get quarter for each other's beard.
For when they thriv'd, they never fadg'd,
But only by the ears engag'd:
Like dogs that snarl about a bone,
And play together when they've none,
As by their truest characters,
Their constant actions, plainly appears.
Rebellion now began, for lack
Of zeal and plunders to grow slack;
The Cause and covenant to lessen,
And Providence to b' out of season:
For now there was no more to purchase
O' th' King's Revenue, and the Churches,
But all divided, shar'd, and gone,
That us'd to urge the Brethren on;
Which forc'd the stubborn'st for the Cause,

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poem by Samuel Butler
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Through the eyes of a Field Coronet (Epic)

Introduction

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

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

Prologue

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

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

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

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

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

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

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

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poem by Gert Strydom
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Mirrors Of Our Time

THE ECONOMY is a hose.
The Government collects water from the people
and pours it into the top of the hose
and gives it back to the people.
Near the top of the hose is a hole.
A lot of the water pours out of this into a tank
marked Government which is always empty.
The rest flows down towards the people.
It passes other holes marked
Government Agencies
Government buildings
Government contingencies
Government perks
There are also holes marked
Lawyers
Accountants
Criminals.
The Government is always trying
to stop these last three holes.
Finally what is left of the water
reaches people at the end of the hose.
The people fight over it
(it is never enough) .
When they get very thirsty they start
to throw stones at the government
and threaten to sack them.
The government then reluctantly
pours more water into the top of the hose
(which they get from the people) .
Finally when the people are very thirsty indeed,
under the leadership of the
Lawyers
Accountants
and other Criminals,
they attack the tank marked Government
and break it open.
It is always empty.
Then many of the people die
(except for the Lawyers, Accountants
and other Criminals.)
The survivors go off and look for a new well,
drink as much as they can
as quickly as they can
and wait for a new Government to find them.

poem by Brian Taylor
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S-e-x-x-y

Dressed only in clothes
From her head to her toes
This is the way
The talking part goes
S-e-x-x-y
More than enough
Around the clock with nobody else
S-e-x-x-y
There she is
Standing on the bed
Cookie in one hand, wig on her head
S-e-x-x-y
X because its extra baby
Y because its extra baby
Unnoticed by few
Very very few
And that includes you
Look inside your mind
Look inside your eye
Secret agent spy, come to see why
S-e-x-x-y
One finger nail
Across your back
Babys first gold tooth initials inscribed
S-e-x-x-y
X because its extra baby
Y because its extra baby
You gotta understand
She wants to be your man
Shes got another plan
Notes
The infamous warren rigg microwave remix goes as follows:
S-e-x-x-y
S-e-x-x-y
S-e-x-x-y
S-e-x-x-y
S-e-x-x-y
S-e-x-x-y
S-e-x-x-y
S-e-x-x-y
S-e-x-x-y
S-e-x-x-y
S-e-x-x-y
S-e-x-x-y
S-e-x-x-y
S-e-x-x-y
S-e-x-x-y
S-e-x-x-y
S-e-x-x-y s-e-x-x-y
S-e-x-x-y s-e-x-x-y

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song performed by They Might Be Giants
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Government

The Government -- I heard about the Government and
I went out to find it. I said I would look closely at
it when I saw it.
Then I saw a policeman dragging a drunken man to
the callaboose. It was the Government in action.
I saw a ward alderman slip into an office one morning
and talk with a judge. Later in the day the judge
dismissed a case against a pickpocket who was a
live ward worker for the alderman. Again I saw
this was the Government, doing things.
I saw militiamen level their rifles at a crowd of
workingmen who were trying to get other workingmen
to stay away from a shop where there was a strike
on. Government in action.
Everywhere I saw that Government is a thing made of
men, that Government has blood and bones, it is
many mouths whispering into many ears, sending
telegrams, aiming rifles, writing orders, saying
"yes" and "no."
Government dies as the men who form it die and are laid
away in their graves and the new Government that
comes after is human, made of heartbeats of blood,
ambitions, lusts, and money running through it all,
money paid and money taken, and money covered
up and spoken of with hushed voices.
A Government is just as secret and mysterious and sensitive
as any human sinner carrying a load of germs,
traditions and corpuscles handed down from
fathers and mothers away back.

poem by Carl Sandburg
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The Old Man's Wish

If I live to be old, for I find I go down,
Let this be my fate: In a country town
May I have a warm house, with a stone at the gate,
And a cleanly young girl to rub my bald pate.
May I govern my passion with an absolute sway,
And grow wiser and better as my strength wears away,
Without gout or stone, by a gentle decay.

Near a shady grove, and a murmuring brook,
With the ocean at distance, whereupon I may look,
With a spacious plain without hedge or stile,
And an easy pad-nag to ride out a mile.
May I govern my passion with an absolute sway,
And grow wiser and better as my strength wears away,
Without gout or stone, by a gentle decay.

With Horace and Petrarch, and two or three more
Of the best wits that reign'd in the ages before,
With roast mutton, rather than ven'son or veal,
And clean though coarse linen at every meal.
May I govern my passion with an absolute sway,
And grow wiser and better as my strength wears away,
Without gout or stone, by a gentle decay.

With a pudding on Sundays, with stout humming liquor,
And remnants of Latin to welcome the vicar,
With Monte-Fiascone or Burgundy wine,
To drink the King's health as oft as I dine.
May I govern my passion with an absolute sway,
And grow wiser and better as my strength wears away,
Without gout or stone, by a gentle decay.

With a courage undaunted may I face my last day,
And when I am dead may the better sort say,
In the morning when sober, in the evening when mellow,
He's gone, and left not behind him his fellow.
May I govern my passion with an absolute sway,
And grow wiser and better as my strength wears away,
Without gout or stone, by a gentle decay.

poem by Anonymous Americas
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Those Glory Days

Those glory days...
Come to be lived and meant for seekers of adventure.

Those glory days...
Do not support the liniment impotent people.

Those glory days...
Will not be felt that way for those who are in pain.
The ones complaining everyday and that remains the same.

Those glory days...
Come to be lived and meant for seekers of adventure.

Those glory days...
Do not support the liniment impotent people.

Those glory days...
Are for those who reach and seek an energy.
The ones who stand up straight to get up off of their knees.
The ones not looking for someone to convince and please.
The ones who choose to live their lives happily in ease.

Those glory days...
Do not support the liniment impotent people.

Those glory days...
Will not be felt that way for those who are in pain.
The ones complaining everyday and that remains the same.

Those glory days...
Do not support the liniment impotent people.

Those glory days...
Will not be felt that way for those who are in pain.
The ones complaining everyday and that remains the same.

Those glory days...
Are for those who reach and seek an energy.
The ones who stand up straight to get up off of their knees.
The ones not looking for someone to convince and please.
The ones who choose to live their lives happily in ease.

Those glory days...
Do not support the liniment impotent people.
Those glory days...
Do not support the liniment impotent people.
Those glory days...
Do not support the liniment impotent people.
Those glory days...
Will not be felt that way for those who are in pain.

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poem by Lawrence S. Pertillar
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Anarchists

The leaders of this country,
Think were the ones that do wrong,
They take control of the power,
and steal this land of forgotten freedom

Its not the people afraid of the government,
Its the government afraid of the people

They call the ones dressed in black,
The evil ones but we fight back,
We've got hackers, we've got protesters,
we let no man left behind

Its not the people afraid of the government,
Its the government afraid of the people

The unions dressed in black,
With their flag raised up high,
Don't take no for an answer,
As the forces stain the streets with blood

Its not the people afraid of the government,
Its the government afraid of the people

We fight for the people,
Our obligation is good as gold,
And though we fight with arms of steel,
we don't let death go in vein

Its not the people afraid of the government,
Its the government afraid of the people

poem by Bing D'Amico
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Take A Look

I don't know what you're after
Wannna know all the details of my disaster
Like an accident on the side of the road
When you're driving past slow but there's nothing to see here
Wanna take a look, take a look
Wanna take a look, take a look
Wanna take a look, take a look
Wanna take a look, take a look
I'm some kind of freak now and
You'll never see me the same
What's all the fuss about?
Are you sure you wanna find out?
Cause once you know the truth
You might wish you'd walked away
Wanna take a look, take a look
Wanna take a look, take a look
Wanna take a look, take a look
Wanna take a look, take a look
What if I'm not able
To put my cards on the table?
And would it liberate you
If you knew what I knew?
It's been over a year now and
I never saw him again
The facts and the fiction
Collide as the bodies untangle
And the traffic moves on like it did
Wanna take a look, take a look
Wanna take a look, take a look
Wanna take a look, take a look
Wanna take a look, take a look
Wanna take a look, take a look
Wanna take a look, take a look
Wanna take a look, take a look
Wanna take a look, take a look

song performed by Liz Phair
Added by Lucian Velea
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Who is obligated?

Obligated to take care,
Obligated to spare,
Obligated to be awake,
Obligated to sacrifice,
Obligated to worry,
Obligated to keep smile,
Obligated for life,
Obligated for the name,
Obligated for giving birth,
Obligated for the initial,
Obligated with responsibilities.

What obligation do they have,
When they disown them?
What obligation do they have,
when they abandon them?
What obligation do they have,
when they torture them?
What obligation do they have,
when they walk over them?
What obligation do human have,
when they are alone?

poem by Veeraiyah Subbulakshmi
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All Tomorrow's Parties

And what costume shall the poor girl wear
To all tomorrow's parties
A hand-me-down dress from who knows where
To all tomorrow's parties
And where will she go and what shall she do
When midnight comes around
She'll turn once more to Sunday's clown
And cry behind the door
And what costume shall the poor girl wear
To all tomorrow's parties
Why silks and linens of yesterday's gowns
To all tomorrow's parties
And what will she do with Thursday's rags
When Monday comes around
She'll turn once more to Sunday's clown
And cry behind the door
And what costume shall the poor girl wear
To all tomorrow's parties
For Thursday's child is Sunday's clown
For whom none will go mourning
A blackened shroud, a hand-me-down gown
Of rags and silks, a costume
Fit for one who sits and cries
For all tomorrow's parties

song performed by Simple Minds
Added by Lucian Velea
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All Tomorrows Parties

(reed)
And what costume shall the poor girl wear
To all tomorrows parties
A hand-me-down dress from who knows where
To all tomorrows parties
And where will she go and what shall she do
When midnight comes around
Shell turn once more to sundays clown
And cry behind the door
And what costume shall the poor girl wear
To all tomorrows parties
Why silks and linens of yesterdays gowns
To all tomorrows parties
And what will she do with thursdays rags
When monday comes around
Shell turn once more to sundays clown
And cry behind the door
And what costume shall the poor girl wear
To all tomorrows parties
For thursdays child is sundays clown
For whom none will go mourning
A blackened shroud, a hand-me-down gown
Of rags and silks, a costume
Fit for one who sits and cries
For all tomorrows parties

song performed by Velvet Underground
Added by Lucian Velea
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Look Who's Dancing

Look who's dancing
Look who's dancing
Look who's dancing now
Look who's dancing
oh look who's dancing
Look who's dancing now
Well, first the dance floor
was like a forbidden land
where people would never dare to go
but now everyone's doing it
I said it's a dance galore
Look who's dancing
Look who's dancing
Look who's dancing now
Look who's dancing
oh look who's dancing
Look who's dancing now
And some are dancing on their feet
some are jumping off the floor
and look at old Granny "B"
she got the, she caught the, she knows the groove for sure
Look who's dancing
Look who's dancing
Look who's dancing now, right around
Look who's dancing
who is dancing
Look who's dancing now, get on the floor
(groove section)
Look who's dancing
Look who's dancing
Look who's dancing now, around the world
Look who's dancing
oh look who's dancing
Look who's dancing now
And some are dancing on their feet
some are jumping off the floor
and look at old Tauter him
he got the, he got the, he got the, he got the beat for sure
Look who's dancing
Look who's dancing
Look who's dancing now
Look who's dancing
check the dancing
Look who's dancing now, get on the floor
(groove section)
Do the ska, the rock steady, the ridim and blues
and if you catch them, then you do the della move
it nuh mek nuh sense to sit down, when you know you can goove
any type of danve you do, you neither win or lose
And if your choice is reggae, you don't need nuh dancing shoes

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song performed by Ziggy Marley
Added by Lucian Velea
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The Aeneid of Virgil: Book 2

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

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poem by Publius Vergilius Maro
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Dixie's Land

1 I wish I was in de land ob cotton,
2 Old times dar am not forgotten;
3 Look away! Look away! Look away! Dixie Land!
4 In Dixie Land whar I was born in,
5 Early on one frosty mornin,
6 Look away! Look away! Look away! Dixie Land!

7 Den I wish I was in Dixie! Hooray! Hooray!
8 In Dixie's Land we'll take our stand, to lib an' die in Dixie.
9 Away! away! away down South in Dixie.
10 Away! away! away down south in Dixie.

11 Ole missus marry 'Will-de-weaber';
12 Willum was a gay deceaber;
13 Look away, look away, look away, Dixie land!
14 But when he put his arm around her,
15 He smiled as fierce as a forty-pounder;
16 Look away, look away, look away, Dixie land!

17 Den I wish I was in Dixie! Hooray! Hooray!
18 In Dixie's Land we'll take our stand, to lib an' die in Dixie.
19 Away! away! away down South in Dixie.
20 Away! away! away down south in Dixie.

21 His face was sharp as a butcher's cleaber;
22 But dat did not seem to greab her;
23 Look away, look away, look away, Dixie land!
24 Ole missus acted de foolish part,
25 And died for a man dat broke her heart;
26 Look away, look away, look away, Dixie land!

27 Den I wish I was in Dixie! Hooray! Hooray!
28 In Dixie's Land we'll take our stand, to lib an' die in Dixie.
29 Away! away! away down South in Dixie.
30 Away! away! away down south in Dixie.

31 Now here's health to de next ole missus,
32 An' all the gals dat want to kiss us;
33 Look away, look away, look away, Dixie land!
34 But if you want to drive 'way sorrow,
35 Come and hear dis song tomorrow;
36 Look away, look away, look away, Dixie land!

37 Den I wish I was in Dixie! Hooray! Hooray!
38 In Dixie's Land we'll take our stand, to lib an' die in Dixie.
39 Away! away! away down South in Dixie.
40 Away! away! away down south in Dixie.

41 Dar's buckwheat cakes an' Injin batter,
42 Makes you fat or a little fatter;

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poem by Daniel Decatur Emmett
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Tale XVIII

THE WAGER.

Counter and Clubb were men in trade, whose pains,
Credit, and prudence, brought them constant gains;
Partners and punctual, every friend agreed
Counter and Clubb were men who must succeed.
When they had fix'd some little time in life,
Each thought of taking to himself a wife:
As men in trade alike, as men in love,
They seem'd with no according views to move;
As certain ores in outward view the same,
They show'd their difference when the magnet came.
Counter was vain: with spirit strong and high,
'Twas not in him like suppliant swain to sigh:
'His wife might o'er his men and maids preside,
And in her province be a judge and guide;
But what he thought, or did, or wish'd to do,
She must not know, or censure if she knew;
At home, abroad, by day, by night, if he
On aught determined, so it was to be:
How is a man,' he ask'd, 'for business fit,
Who to a female can his will submit?
Absent a while, let no inquiring eye
Or plainer speech presume to question why:
But all be silent; and, when seen again,
Let all be cheerful--shall a wife complain?
Friends I invite, and who shall dare t'object,
Or look on them with coolness or neglect?
No! I must ever of my house be head,
And, thus obey'd, I condescend to wed.'
Clubb heard the speech--'My friend is nice, said

he;
A wife with less respect will do for me:
How is he certain such a prize to gain?
What he approves, a lass may learn to feign,
And so affect t'obey till she begins to reign;
A while complying, she may vary then,
And be as wives of more unwary men;
Beside, to him who plays such lordly part,
How shall a tender creature yield her heart;
Should he the promised confidence refuse,
She may another more confiding choose;
May show her anger, yet her purpose hide,
And wake his jealousy, and wound his pride.
In one so humbled, who can trace the friend?
I on an equal, not a slave, depend;
If true, my confidence is wisely placed,
And being false, she only is disgraced.'
Clubb, with these notions, cast his eye around;

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poem by George Crabbe
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V. Count Guido Franceschini

Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!

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poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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The Borough. Letter I

'DESCRIBE the Borough'--though our idle tribe
May love description, can we so describe,
That you shall fairly streets and buildings trace,
And all that gives distinction to a place?
This cannot be; yet moved by your request
A part I paint--let Fancy form the rest.
Cities and towns, the various haunts of men,
Require the pencil; they defy the pen:
Could he who sang so well the Grecian fleet,
So well have sung of alley, lane, or street?
Can measured lines these various buildings show,
The Town-Hall Turning, or the Prospect Row?
Can I the seats of wealth and want explore,
And lengthen out my lays from door to door?
Then let thy Fancy aid me--I repair
From this tall mansion of our last year's Mayor,
Till we the outskirts of the Borough reach,
And these half-buried buildings next the beach,
Where hang at open doors the net and cork,
While squalid sea-dames mend the meshy work;
Till comes the hour when fishing through the tide
The weary husband throws his freight aside;
A living mass which now demands the wife,
Th' alternate labours of their humble life.
Can scenes like these withdraw thee from thy wood,
Thy upland forest, or thy valley's flood?
Seek then thy garden's shrubby bound, and look,
As it steals by, upon the bordering brook;
That winding streamlet, limpid, lingering slow,
Where the reeds whisper when the zephyrs blow;
Where in the midst, upon a throne of green,
Sits the large Lily as the water's queen;
And makes the current, forced awhile to stay,
Murmur and bubble as it shoots away;
Draw then the strongest contrast to that stream,
And our broad river will before thee seem.
With ceaseless motion comes and goes the tide,
Flowing, it fills the channel vast and wide;
Then back to sea, with strong majestic sweep
It rolls, in ebb yet terrible and deep;
Here Samphire-banks and Saltwort bound the flood,
There stakes and sea-weeds withering on the mud;
And higher up, a ridge of all things base,
Which some strong tide has roll'd upon the place.
Thy gentle river boasts its pigmy boat,
Urged on by pains, half-grounded, half afloat:
While at her stern an angler takes his stand,
And marks the fish he purposes to land;
From that clear space, where, in the cheerful ray
Of the warm sun, the scaly people play.

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poem by George Crabbe
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