Freelanced Delusions
Trite expressions exchanged,
Are as satisfying as scheduled rehearsals...
For an anticipated wedding,
That has no performance date to occur.
Or a sermon heard that is preached,
About the evils of sin.
And the evils of sin are taught to teach,
Over and over again.
A repetition done dawns on the listener,
With a purpose served...
That becomes less effective.
And affects discouragement.
Why can't folks just be upfront?
And be for real.
Instead of killing time...
To appeal to one's mind.
Why can't folks just be upfront?
And confront the truth.
Instead of diluting it...
To soothe with freelanced delusions.
Trite expressions exchanged,
Are as satisfying as scheduled rehearsals...
For an anticipated wedding,
That has no performance date to occur.
Or a sermon heard that is preached,
About the evils of sin.
And the evils of sin are taught to teach,
Over and over again.
Why can't folks just be upfront?
And be for real.
Instead of killing time...
To appeal to one's mind.
And why can't folks just be upfront?
With a confronting of the truth.
Instead of diluting it,
To soothe with freelanced delusions.
poem by Lawrence S. Pertillar
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poem by David Keig
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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:
[...] Read more
poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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Joy In Repetition
{crowd noise same as for alphabet street}
He like to frequent this club down up on 36th
Pimps and thangs like 2 hang outside and cuss for kicks
Talking 2 no one in particular, they say the baddest I am tonight
4 letter words are seldom heard with such dignity and bite.
All the poets and the part time singers always hang inside
Live music from a band plays a song called soul psychodelicide.
The songs a year long and had been playing 4 months when he
Walked into the place.
No one seemed to care, an introverted this-is-it look on most of their faces.
Up on the mic repeating 2 words, over and over again
Was this woman he had never noticed before he lost himself in the
Articulated manner in which she said them.
These 2 words, a little bit behind the beat.
I mean just enough 2 turn u on.
4 everytime she said the words another one of his doubts were gone.
Should he try 2 rap with her? should he stand and stare?
No one else was watching her, she didnt seem 2 care.
So over and over, she said the words til he could take no more, (no more)
He dragged her from the stage and together they ran through the back door
In the alley over by the curb he said tell me whats your name
She only said the words again and it started to rain (rain, rain, rain)
2 words falling between the drops and the moans of his condition
Holding someone is truly believing theres joy in repetition.
Theres joy in repetition.
Theres joy in repetition.
Theres joy in repetition.
Theres joy in repetition.
She said love me, love me, what she say?
She say love me, love me.
Joy, why dont u love me baby, joy, why cant u love me baby
Joy, come on and love me baby, joy in repetition
Alright, joy in repetition,
Alright, joy in repetition,
Alright, joy in repetition,
Alright, joy, all my wishes add up to one
Love me, joy, love me, joy, love me, joy
Love me, love me, joy, joy, joy in repetition
Joy, joy in repetition,
Joy, joy (love me) in repetition,
Love me, love, joy, joy, joy in repetition
Joy, and Im gonna say it again, joy, joy, and Im gonna say it again,
Joy, Id like 2 go way up high and say, love me, joy
Ill say love me, joy
Joy, joy in repetition, joy in repetition
Theres joy in repetition
song performed by Prince
Added by Lucian Velea
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Up Front (feat. Debra Bird)
By Barry Manilow and Bruce Sussman
--------------------------------------------------------------------------------
Things were very quiet, back there
You really oughtta try it, back there
But when you think youve had enough
Its come the time to pack your stuff and go
I know
I know Im goin upfront, out in front
Leavin everyone behind, got to see what I can find
Upfront
Upfront, out in front, I was always meant to be
There for all the world to see
Upfront
Nothin but beginners, back there
They never heard of winners, back there
They laughed at all my crazy schemes
They told me to forget my dreams and stay
No way
The way to go is upfront, out in front
Leavin everyone behind, got to see what I can find
Upfront
Upfront, out in front, I was always meant to be
There for all the world to see
Where the livin is high
And the lovin is free and easy
Every star in the sky is shinin for me, for me
Upfront, out in front,
Leavin everyone behind, got to see what I can find upfront
Upfront, out in front, I was always meant to be
There for all the world to see
song performed by Barry Manilow
Added by Lucian Velea
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Song Of The Broad-Axe
WEAPON, shapely, naked, wan!
Head from the mother's bowels drawn!
Wooded flesh and metal bone! limb only one, and lip only one!
Gray-blue leaf by red-heat grown! helve produced from a little seed
sown!
Resting the grass amid and upon,
To be lean'd, and to lean on.
Strong shapes, and attributes of strong shapes--masculine trades,
sights and sounds;
Long varied train of an emblem, dabs of music;
Fingers of the organist skipping staccato over the keys of the great
organ.
Welcome are all earth's lands, each for its kind; 10
Welcome are lands of pine and oak;
Welcome are lands of the lemon and fig;
Welcome are lands of gold;
Welcome are lands of wheat and maize--welcome those of the grape;
Welcome are lands of sugar and rice;
Welcome the cotton-lands--welcome those of the white potato and sweet
potato;
Welcome are mountains, flats, sands, forests, prairies;
Welcome the rich borders of rivers, table-lands, openings;
Welcome the measureless grazing-lands--welcome the teeming soil of
orchards, flax, honey, hemp;
Welcome just as much the other more hard-faced lands; 20
Lands rich as lands of gold, or wheat and fruit lands;
Lands of mines, lands of the manly and rugged ores;
Lands of coal, copper, lead, tin, zinc;
LANDS OF IRON! lands of the make of the axe!
The log at the wood-pile, the axe supported by it;
The sylvan hut, the vine over the doorway, the space clear'd for a
garden,
The irregular tapping of rain down on the leaves, after the storm is
lull'd,
The wailing and moaning at intervals, the thought of the sea,
The thought of ships struck in the storm, and put on their beam ends,
and the cutting away of masts;
The sentiment of the huge timbers of old-fashion'd houses and
barns; 30
The remember'd print or narrative, the voyage at a venture of men,
families, goods,
The disembarkation, the founding of a new city,
The voyage of those who sought a New England and found it--the outset
anywhere,
The settlements of the Arkansas, Colorado, Ottawa, Willamette,
[...] Read more
poem by Walt Whitman
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VI. Giuseppe Caponsacchi
Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,
[...] Read more
poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Whatever It May Be that Affects
What,
Ever it may be that affects...
You have it in yourself,
To disconnect it.
Whatever it may be that affects,
You have it in yourself...
To disconnect it.
Whatever it may be that affects.
Whatever it may be that affects.
A loneliness you wish to rid!
Whatever it may be that affects.
Emotions breeding to feed on fears!
Whatever it may be that affects.
Whatever it may be that affects.
Heartbreak that can not escape the aching.
Let it go!
Don't let it upset.
You gave to it now from you erase it!
Whatever it may be that affects,
You have it in yourself...
To disconnect it.
Whatever it may be that affects.
Whatever it may be that affects.
Let it go!
Don't let it upset.
Whatever it may be that affects.
Let it go!
Don't let it upset.
Whatever it may be that affects.
Let it go!
Don't let it upset.
Whatever it may be that affects.
Whatever it may be that affects.
poem by Lawrence S. Pertillar
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Rime Of The Ancient Mariner, The
IN SEVEN PARTS
Facile credo, plures esse Naturas invisibiles quam visibiles in rerum
universitate. Sed horum omnium familiam quis nobis enarrabit ? et gradus et
cognationes et discrimina et singulorum munera ? Quid agunt ? quae loca
habitant ? Harum rerum notitiam semper ambivit ingenium humanum, nunquam
attigit. Juvat, interea, non diffiteor, quandoque in animo, tanquam in
tabulâ, majoris et melioris mundi imaginem contemplari : ne mens assuefacta
hodiernae vitae minutiis se contrahat nimis, et tota subsidat in pusillas
cogitationes. Sed veritati interea invigilandum est, modusque servandus, ut
certa ab incertis, diem a nocte, distinguamus. - T. Burnet, Archaeol.
Phil., p. 68 (slightly edited by Coleridge).
Translation
-------------------
ARGUMENT
How a Ship having passed the Line was driven by storms to the cold Country
towards the South Pole ; and how from thence she made her course to the
tropical Latitude of the Great Pacific Ocean ; and of the strange things
that befell ; and in what manner the Ancyent Marinere came back to his own
Country.
PART I
An ancient Mariner meeteth three Gallants bidden to a wedding-feast, and
detaineth one.
It is an ancient Mariner,
And he stoppeth one of three.
`By thy long beard and glittering eye,
Now wherefore stopp'st thou me ?
The Bridegroom's doors are opened wide,
And I am next of kin ;
The guests are met, the feast is set :
May'st hear the merry din.'
He holds him with his skinny hand,
`There was a ship,' quoth he.
`Hold off ! unhand me, grey-beard loon !'
Eftsoons his hand dropt he.
The Wedding-Guest is spell-bound by the eye of the old seafaring man, and
constrained to hear his tale.
He holds him with his glittering eye--
The Wedding-Guest stood still,
And listens like a three years' child :
[...] Read more
poem by Samuel Taylor Coleridge
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The Rime Of The Ancient Mariner
IN SEVEN PARTS
Facile credo, plures esse Naturas invisibiles quam visibiles in rerum
universitate. Sed horum omnium familiam quis nobis enarrabit ? et gradus et
cognationes et discrimina et singulorum munera ? Quid agunt ? quae loca
habitant ? Harum rerum notitiam semper ambivit ingenium humanum, nunquam
attigit. Juvat, interea, non diffiteor, quandoque in animo, tanquam in
tabulâ, majoris et melioris mundi imaginem contemplari : ne mens assuefacta
hodiernae vitae minutiis se contrahat nimis, et tota subsidat in pusillas
cogitationes. Sed veritati interea invigilandum est, modusque servandus, ut
certa ab incertis, diem a nocte, distinguamus. - T. Burnet, Archaeol.
Phil., p. 68 (slightly edited by Coleridge).
Translation
-------------------
ARGUMENT
How a Ship having passed the Line was driven by storms to the cold Country
towards the South Pole ; and how from thence she made her course to the
tropical Latitude of the Great Pacific Ocean ; and of the strange things
that befell ; and in what manner the Ancyent Marinere came back to his own
Country.
PART I
An ancient Mariner meeteth three Gallants bidden to a wedding-feast, and
detaineth one.
It is an ancient Mariner,
And he stoppeth one of three.
`By thy long beard and glittering eye,
Now wherefore stopp'st thou me ?
The Bridegroom's doors are opened wide,
And I am next of kin ;
The guests are met, the feast is set :
May'st hear the merry din.'
He holds him with his skinny hand,
`There was a ship,' quoth he.
`Hold off ! unhand me, grey-beard loon !'
Eftsoons his hand dropt he.
The Wedding-Guest is spell-bound by the eye of the old seafaring man, and
constrained to hear his tale.
He holds him with his glittering eye--
The Wedding-Guest stood still,
And listens like a three years' child :
[...] Read more
poem by Samuel Taylor Coleridge
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A Preacher
"Lest that by any means
When I have preached to others I myself
Should be a castaway." If some one now
Would take that text and preach to us that preach, --
Some one who could forget his truths were old
And what were in a thousand bawling mouths
While they filled his -- some one who could so throw
His life into the old dull skeletons
Of points and morals, inferences, proofs,
Hopes, doubts, persuasions, all for time untold
Worn out of the flesh, that one could lose from mind
How well one knew his lesson, how oneself
Could with another, may be choicer, style
Enforce it, treat it from another view
And with another logic -- some one warm
With the rare heart that trusts itself and knows
Because it loves -- yes such a one perchance,
With such a theme, might waken me as I
Have wakened others, I who am no more
Than steward of an eloquence God gives
For others' use not mine. But no one bears
Apostleship for us. We teach and teach
Until, like drumming pedagogues, we lose
The thought that what we teach has higher ends
Than being taught and learned. And if a man
Out of ourselves should cry aloud, "I sin,
And ye are sinning, all of us who talk
Our Sunday half-hour on the love of God,
Trying to move our peoples, then go home
To sleep upon it and, when fresh again,
To plan another sermon, nothing moved,
Serving our God like clock-work sentinels,
We who have souls ourselves," why I like the rest
Should turn in anger: "Hush this charlatan
Who, in his blatant arrogance, assumes
Over us who know our duties."
Yet that text
Which galls me, what a sermon might be made
Upon its theme! How even I myself
Could stir some of our priesthood! Ah! but then
Who would stir me?
I know not how it is;
I take the faith in earnest, I believe,
Even at happy times I think I love,
I try to pattern me upon the type
My Master left us, am no hypocrite
Playing my soul against good men's applause,
Nor monger of the Gospel for a cure,
But serve a Master whom I chose because
It seemed to me I loved him, whom till now
[...] Read more
poem by Augusta Davies Webster
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Repetition
You get up in the morning
And every single day
Is just a repetition
Its always been that way
You live alone inside your head
Incommunicado, in the land of living dead
Each days a repetition
Of the one that went before
Like watching an old movie
You cant sit through anymore
Why dont you kick the habit
And walk right out that door?
From all the repetition
Day after day
All the repetition
Its always been that way
Its in your head, its in your eyes
Youre boring and its no surprise
With all the repetition
Day after day
All the repetition
They say its time to start all over
And call it a day
But you go right back where you started
Day after day
You go right back to where you started
Day after day, after day, after day, after day
You look in the mirror
Is anybody there?
Its only a reflection
That doesnt really care
Youre a product of your time
Looking hard for something, but you never saw the sign
Lock inside a prison
But thats where you wanna be
Stuck in solitary
And youve thrown away the key
You say you want your freedom
But you dont wanna get away
Then you wake up, its time for you
To start another day
With all the repetition, day after day, all the repetition
All the repetition day after day
Another chance, another day
You know its time to get away from all the repetition
Day after day
How long you gonna sit and wait
Youre getting on its getting late
They say its time to start all over
And call it a day
[...] Read more
song performed by Kinks
Added by Lucian Velea
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The Victories Of Love. Book II
I
From Jane To Her Mother
Thank Heaven, the burthens on the heart
Are not half known till they depart!
Although I long'd, for many a year,
To love with love that casts out fear,
My Frederick's kindness frighten'd me,
And heaven seem'd less far off than he;
And in my fancy I would trace
A lady with an angel's face,
That made devotion simply debt,
Till sick with envy and regret,
And wicked grief that God should e'er
Make women, and not make them fair.
That he might love me more because
Another in his memory was,
And that my indigence might be
To him what Baby's was to me,
The chief of charms, who could have thought?
But God's wise way is to give nought
Till we with asking it are tired;
And when, indeed, the change desired
Comes, lest we give ourselves the praise,
It comes by Providence, not Grace;
And mostly our thanks for granted pray'rs
Are groans at unexpected cares.
First Baby went to heaven, you know,
And, five weeks after, Grace went, too.
Then he became more talkative,
And, stooping to my heart, would give
Signs of his love, which pleased me more
Than all the proofs he gave before;
And, in that time of our great grief,
We talk'd religion for relief;
For, though we very seldom name
Religion, we now think the same!
Oh, what a bar is thus removed
To loving and to being loved!
For no agreement really is
In anything when none's in this.
Why, Mother, once, if Frederick press'd
His wife against his hearty breast,
The interior difference seem'd to tear
My own, until I could not bear
The trouble. 'Twas a dreadful strife,
And show'd, indeed, that faith is life.
He never felt this. If he did,
I'm sure it could not have been hid;
For wives, I need not say to you,
[...] Read more
poem by Coventry Patmore
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The Task: Book VI. -- The Winter Walk at Noon
There is in souls a sympathy with sounds;
And as the mind is pitch’d the ear is pleased
With melting airs, or martial, brisk, or grave:
Some chord in unison with what we hear
Is touch’d within us, and the heart replies.
How soft the music of those village bells,
Falling at intervals upon the ear
In cadence sweet, now dying all away,
Now pealing loud again, and louder still,
Clear and sonorous, as the gale comes on!
With easy force it opens all the cells
Where Memory slept. Wherever I have heard
A kindred melody, the scene recurs,
And with it all its pleasures and its pains.
Such comprehensive views the spirit takes,
That in a few short moments I retrace
(As in a map the voyager his course)
The windings of my way through many years.
Short as in retrospect the journey seems,
It seem’d not always short; the rugged path,
And prospect oft so dreary and forlorn,
Moved many a sigh at its disheartening length.
Yet, feeling present evils, while the past
Faintly impress the mind, or not at all,
How readily we wish time spent revoked,
That we might try the ground again, where once
(Through inexperience, as we now perceive)
We miss’d that happiness we might have found!
Some friend is gone, perhaps his son’s best friend,
A father, whose authority, in show
When most severe, and mustering all its force,
Was but the graver countenance of love:
Whose favour, like the clouds of spring, might lower,
And utter now and then an awful voice,
But had a blessing in its darkest frown,
Threatening at once and nourishing the plant.
We loved, but not enough, the gentle hand
That rear’d us. At a thoughtless age, allured
By every gilded folly, we renounced
His sheltering side, and wilfully forewent
That converse, which we now in vain regret.
How gladly would the man recall to life
The boy’s neglected sire! a mother too,
That softer friend, perhaps more gladly still,
Might he demand them at the gates of death.
Sorrow has, since they went, subdued and tamed
The playful humour; he could now endure
(Himself grown sober in the vale of tears)
And feel a parent’s presence no restraint.
But not to understand a treasure’s worth
[...] Read more
poem by William Cowper
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Gunface
Gonna go downtown
Gonna get my gun
Gonna dress real sharp
Gonna beat my drum
I ain't gonna lie
Gonna walk so slow
Gonna talk just right
And my diamond ring
Gonna shine so bright
I ain't gonna lie
I've got a debt to repay
I ain't gonna cry
I put a gun in your face
You'll pay with your life
And I got my ears
And I got my eyes
And I got my narks
And my alibis
I won't waste your time
You made one false move
You made one mistake
When the juice is squeezed
That's the way it breaks
You'll pay for your crime
Your tongue lickin' way out of place
I'll rip it out
I'll stick a gun in your face
You'll pay with your life
I taught her everything I taught her how to dream
I taught her everything
I'm gonna teach her how to scream
I taught her all she knows
I taught her how to lie
I taught her everything
I'm gonna teach her how to cry
And you cause me hurt
And you cause me pain
And you turned the tap
On my burning rage
And I can't put it out
Gonna leave no sign
Gonna leave no trace
[...] Read more
song performed by Rolling Stones from Bridges To Babylon
Added by Lucian Velea
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South Carolina
The other day my neighbor has a dented bike
Second day he called me from intensive care
Says he needs a picture of the dented bike
For the evidence of what a wreck he had
Accident
Accident
Lift that fork, eat that snail
Garcon summoned, have a new cocktail
Lift that fork, eat that snail
Garcon summoned, have a new cocktail
Crash my bicycle
Crash my bicycle
In a big south carolina wreck
I crash my bicyle
Crash my bicycle
Crash my bicycle
In a big south carolina wreck
I crash my bicyle
And I won some damages and they were punitive
By which I mean the punishment was damaging
It crushed my head
It crushed my head
Garcon, wheres my drink?
Wreck!
Observe the front wheel spinning upside down
Wreck!
The red reflector fragments strewn around
Wreck!
The back wheels o is now a letter d
Wreck!
I was an i and now I am a v
Lift that fork, eat that snail
Garcon summoned, have a new cocktail
Lift that fork, eat that snail
Garcon summoned, have a new cocktail
Crash my bicycle
Crash my bicycle
In a big south carolina wreck
I crash my bicyle
Crash my bicycle
Crash my bicycle
In a big south carolina wreck
I crash my bicyle
If I had to do it all again, buy* bicycle
If I had to do it, I would crash my bicycle
Id crush my head
Collect the bread
Crash my bicycle
Move along folks
Push her back there, move along
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song performed by They Might Be Giants
Added by Lucian Velea
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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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Tirocinium; or, a Review of Schools
It is not from his form, in which we trace
Strength join'd with beauty, dignity with grace,
That man, the master of this globe, derives
His right of empire over all that lives.
That form, indeed, the associate of a mind
Vast in its powers, ethereal in its kind,
That form, the labour of Almighty skill,
Framed for the service of a freeborn will,
Asserts precedence, and bespeaks control,
But borrows all its grandeur from the soul.
Hers is the state, the splendour, and the throne,
An intellectual kingdom, all her own.
For her the memory fills her ample page
With truths pour’d down from every distant age;
For her amasses an unbounded store,
The wisdom of great nations, now no more;
Though laden, not encumber’d with her spoil;
Laborious, yet unconscious of her toil;
When copiously supplied, then most enlarged;
Still to be fed, and not to be surcharged.
For her the Fancy, roving unconfined,
The present muse of every pensive mind,
Works magic wonders, adds a brighter hue
To Nature’s scenes than Nature ever knew.
At her command winds rise and waters roar,
Again she lays them slumbering on the shore;
With flower and fruit the wilderness supplies,
Or bids the rocks in ruder pomp arise.
For her the Judgment, umpire in the strife
That Grace and Nature have to wage through life,
Quick-sighted arbiter of good and ill,
Appointed sage preceptor to the Will,
Condemns, approves, and, with a faithful voice,
Guides the decision of a doubtful choice.
Why did the fiat of a God give birth
To yon fair Sun and his attendant Earth?
And, when descending he resigns the skies,
Why takes the gentler Moon her turn to rise,
Whom Ocean feels through all his countless waves,
And owns her power on every shore he laves?
Why do the seasons still enrich the year,
Fruitful and young as in their first career?
Spring hangs her infant blossoms on the trees,
Rock’d in the cradle of the western breeze:
Summer in haste the thriving charge receives
Beneath the shade of her expanded leaves,
Till Autumn’s fiercer heats and plenteous dews
Dye them at last in all their glowing hues.—
‘Twere wild profusion all, and bootless waste,
Power misemploy’d, munificence misplaced,
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poem by William Cowper
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Christmas-Eve
I.
OUT of the little chapel I burst
Into the fresh night air again.
I had waited a good five minutes first
In the doorway, to escape the rain
That drove in gusts down the common’s centre,
At the edge of which the chapel stands,
Before I plucked up heart to enter:
Heaven knows how many sorts of hands
Reached past me, groping for the latch
Of the inner door that hung on catch,
More obstinate the more they fumbled,
Till, giving way at last with a scold
Of the crazy hinge, in squeezed or tumbled
One sheep more to the rest in fold,
And left me irresolute, standing sentry
In the sheepfold’s lath-and-plaster entry,
Four feet long by two feet wide,
Partitioned off from the vast inside—
I blocked up half of it at least.
No remedy; the rain kept driving:
They eyed me much as some wild beast,
The congregation, still arriving,
Some of them by the mainroad, white
A long way past me into the night,
Skirting the common, then diverging;
Not a few suddenly emerging
From the common’s self thro’ the paling-gaps,—
—They house in the gravel-pits perhaps,
Where the road stops short with its safeguard border
Of lamps, as tired of such disorder;—
But the most turned in yet more abruptly
From a certain squalid knot of alleys,
Where the town’s bad blood once slept corruptly,
Which now the little chapel rallies
And leads into day again,—its priestliness
Lending itself to hide their beastliness
So cleverly (thanks in part to the mason),
And putting so cheery a whitewashed face on
Those neophytes too much in lack of it,
That, where you cross the common as I did,
And meet the party thus presided,
“Mount Zion,” with Love-lane at the back of it,
They front you as little disconcerted,
As, bound for the hills, her fate averted
And her wicked people made to mind him,
Lot might have marched with Gomorrah behind him.
II.
Well, from the road, the lanes or the common,
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poem by Robert Browning
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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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Paradise Lost: Book 10
Mean while the heinous and despiteful act
Of Satan, done in Paradise; and how
He, in the serpent, had perverted Eve,
Her husband she, to taste the fatal fruit,
Was known in Heaven; for what can 'scape the eye
Of God all-seeing, or deceive his heart
Omniscient? who, in all things wise and just,
Hindered not Satan to attempt the mind
Of Man, with strength entire and free will armed,
Complete to have discovered and repulsed
Whatever wiles of foe or seeming friend.
For still they knew, and ought to have still remembered,
The high injunction, not to taste that fruit,
Whoever tempted; which they not obeying,
(Incurred what could they less?) the penalty;
And, manifold in sin, deserved to fall.
Up into Heaven from Paradise in haste
The angelick guards ascended, mute, and sad,
For Man; for of his state by this they knew,
Much wondering how the subtle Fiend had stolen
Entrance unseen. Soon as the unwelcome news
From Earth arrived at Heaven-gate, displeased
All were who heard; dim sadness did not spare
That time celestial visages, yet, mixed
With pity, violated not their bliss.
About the new-arrived, in multitudes
The ethereal people ran, to hear and know
How all befel: They towards the throne supreme,
Accountable, made haste, to make appear,
With righteous plea, their utmost vigilance
And easily approved; when the Most High
Eternal Father, from his secret cloud,
Amidst in thunder uttered thus his voice.
Assembled Angels, and ye Powers returned
From unsuccessful charge; be not dismayed,
Nor troubled at these tidings from the earth,
Which your sincerest care could not prevent;
Foretold so lately what would come to pass,
When first this tempter crossed the gulf from Hell.
I told ye then he should prevail, and speed
On his bad errand; Man should be seduced,
And flattered out of all, believing lies
Against his Maker; no decree of mine
Concurring to necessitate his fall,
Or touch with lightest moment of impulse
His free will, to her own inclining left
In even scale. But fallen he is; and now
What rests, but that the mortal sentence pass
On his transgression,--death denounced that day?
Which he presumes already vain and void,
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poem by John Milton
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