Gods Favoured Me
Heat – no air-con today – realising France’s dream of
saving their coastline due to the Greenhouse effect,
went for a lunch-break stroll singing all the way,
refusing to contemplate office problems
The gods favoured me on my first day, email connection
restored, now I am so privileged to read criticism of the
work I did before leaving on holiday, I am still girdling
my loins with positive thoughts
Before tackling heartbreaking rejection of words I wrote,
New Year’s Resolution: never face today what can be
deferred to tomorrow, stop and smell the roses, I can
read nasty remarks any time
The mere fact of having an office in which to be miserable
is such a source of joy and delight, not to be spoilt with
feelings of inadequacy; why cry about the humours of
those in charge trying to convince me I am
A disaster because I cannot write the words they dictate,
cannot march to the tune they prescribe, kept in my place
by them changing their translation rules every day - I am
thankful that I can still think and feel after years
As a civil servant, I should have turned into a cyborg ages
ago, yet the incessant stream of criticism proves I am still
the same human I was at the beginning – people like me
cannot be changed into robots
No matter how much criticism is directed our way, olé!
poem by Margaret Alice Second
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[...] Read more
poem by Caasder Fronds
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Fitration Bags
2.5 gallon shopvac bags
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[...] Read more
poem by Rwetewrt Erwtwer
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Trash Bag
1 bag cement mold
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[...] Read more
poem by Rwetewrt Erwtwer
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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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The Avowyng of Arthur
He that made us on the mulde,
And fair fourmet the folde,
Atte His will, as He wold,
The see and the sande,
Giffe hom joy that will here
Of dughti men and of dere,
Of haldurs that before us were,
That lifd in this londe.
One was Arther the Kinge,
Wythowtun any letting;
Wyth him was mony lordinge
Hardi of honde.
Wice and war ofte thay were,
Bold undur banere,
And wighte weppuns wold were,
And stifly wold stond.
This is no fantum ne no fabull;
Ye wote wele of the Rowun Tabull,
Of prest men and priveabull,
Was holdun in prise:
Chevetan of chivalry,
Kyndenesse and curtesy,
Hunting full warly,
As wayt men and wise.
To the forest thay fare
To hunte atte buk and atte bare,
To the herte and to the hare,
That bredus in the rise.
The King atte Carlele he lay;
The hunter cummys on a day -
Sayd, 'Sir, ther walkes in my way
A well grim gryse.
'He is a balefull bare -
Seche on segh I nevyr are:
He hase wroghte me mycull care
And hurte of my howundes,
Slayn hom downe slely
Wyth feghting full furcely.
Wasse ther none so hardi
Durste bide in his bandus.
On him spild I my spere
And mycull of my nothir gere.
Ther moue no dintus him dere,
Ne wurche him no wowundes.
He is masly made -
All offellus that he bade.
Ther is no bulle so brade
That in frith foundes.
[...] Read more
poem by Anonymous Olde English
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Alsace-Lorraine
I
The sister Hours in circles linked,
Daughters of men, of men the mates,
Are gone on flow with the day that winked,
With the night that spanned at golden gates.
Mothers, they leave us, quickening seed;
They bear us grain or flower or weed,
As we have sown; is nought extinct
For them we fill to be our Fates.
Life of the breath is but the loan;
Passing death what we have sown.
Pearly are they till the pale inherited stain
Deepens in us, and the mirrors they form on their flow
Darken to feature and nature: a volumed chain,
Sequent of issue, in various eddies they show.
Theirs is the Book of the River of Life, to read
Leaf by leaf by reapers of long-sown seed:
There doth our shoot up to light from a spiriting sane
Stand as a tree whereon numberless clusters grow:
Legible there how the heart, with its one false move
Cast Eurydice pallor on all we love.
Our fervid heart has filled that Book in chief;
Our fitful heart a wild reflection views;
Our craving heart of passion suckling grief
Disowns the author's work it must peruse;
Inconscient in its leap to wreak the deed,
A round of harvests red from crimson seed,
It marks the current Hours show leaf by leaf,
And rails at Destiny; nor traces clues;
Though sometimes it may think what novel light
Will strike their faces when the mind shall write.
II
Succourful daughters of men are the rosed and starred
Revolving Twelves in their fluent germinal rings,
Despite the burden to chasten, abase, depose.
Fallen on France, as the sweep of scythe over sward,
They breathed in her ear their voice of the crystal springs,
That run from a twilight rise, from a twilight close,
Through alternate beams and glooms, rejoicingly young.
Only to Earth's best loved, at the breathless turns
Where Life in fold of the Shadow reclines unstrung,
And a ghostly lamp of their moment's union burns,
Will such pure notes from the fountain-head be sung.
Voice of Earth's very soul to the soul she would see renewed:
[...] Read more
poem by George Meredith
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L.a. Connection
Oh, carry home my broken bones and lay me down to rest
Forty days of cries and moans i guess i've failed to pass the test
I've been sent away not a thing to say
I'm banished from the fold
I'm a fallen angel who's lost his wings and left out in the cold
Ooooh l.a. connection
Oh l.a. connection
L.a. connection, yeah
Operator place a call keep secret but it through
Investigator knows it all he's at the window i wonder who
I've got to cut the line and let me drift find a haven in the storm
I got no time i need a lift to where it's sweet and close and warm
I say
Ooooh l.a. connection
Oh l.a. connection
L.a. connection
Hey, carry home my broken bones and lay me down to rest
Forty days of cries and moans well i've just failed the test
Feel i'm balanced on the brim should i lean another way
Like a flame that's going on the dim needs blessing from the day, oh
Ooooh l.a. connection, l.a. connection
Oh take me away i got nothing to say
It's got to be an l.a. connection, oh
Ooooh l.a. connection, l.a. connection
Ooooh, l.a., l.a., l.a., l.a., l.a. connection
Connection, oh
Ooooh l.a. connection, l.a. connection
Oh l.a., oh, l.a. connection
L.a., l.a. inspection
Ooooh l.a. connection, l.a. connection
Oh i'm down, oh i'm down
I can't take a rejection
L.a., need an l.a. connection
L.a., yeah, oh l.a. connection
L.a. connection
I'm flying away
Take me back home, i gotta get home to l.a.
L.a., l.a. connection, l.a.
Oh, l.a. connection, l.a. connection
Ooooh, ooooh, l.a. connection, l.a.
song performed by Rainbow
Added by Lucian Velea
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The Song Of Theodolinda
I
Queen Theodolind has built
In the earth a furnace-bed:
There the Traitor Nail that spilt
Blood of the anointed Head,
Red of heat, resolves in shame:
White of heat, awakes to flame.
Beat, beat! white of heat,
Red of heat, beat, beat!
II
Mark the skeleton of fire
Lightening from its thunder-roof:
So comes this that saw expire
Him we love, for our behoof!
Red of heat, O white of heat,
This from off the Cross we greet.
III
Brown-cowled hammermen around
Nerve their naked arms to strike
Death with Resurrection crowned,
Each upon that cruel spike.
Red of heat the furnace leaps,
White of heat transfigured sleeps.
IV
Hard against the furnace core
Holds the Queen her streaming eyes:
Lo! that thing of piteous gore
In the lap of radiance lies,
Red of heat, as when He takes,
White of heat, whom earth forsakes.
V
Forth with it, and crushing ring
Iron hymns, for men to hear
Echoes of the deeds that sting
Earth into its graves, and fear!
Red of heat, He maketh thus,
White of heat, a crown of us.
VI
This that killed Thee, kissed Thee, Lord!
[...] Read more
poem by George Meredith
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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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The Ballad of the White Horse
DEDICATION
Of great limbs gone to chaos,
A great face turned to night--
Why bend above a shapeless shroud
Seeking in such archaic cloud
Sight of strong lords and light?
Where seven sunken Englands
Lie buried one by one,
Why should one idle spade, I wonder,
Shake up the dust of thanes like thunder
To smoke and choke the sun?
In cloud of clay so cast to heaven
What shape shall man discern?
These lords may light the mystery
Of mastery or victory,
And these ride high in history,
But these shall not return.
Gored on the Norman gonfalon
The Golden Dragon died:
We shall not wake with ballad strings
The good time of the smaller things,
We shall not see the holy kings
Ride down by Severn side.
Stiff, strange, and quaintly coloured
As the broidery of Bayeux
The England of that dawn remains,
And this of Alfred and the Danes
Seems like the tales a whole tribe feigns
Too English to be true.
Of a good king on an island
That ruled once on a time;
And as he walked by an apple tree
There came green devils out of the sea
With sea-plants trailing heavily
And tracks of opal slime.
Yet Alfred is no fairy tale;
His days as our days ran,
He also looked forth for an hour
On peopled plains and skies that lower,
From those few windows in the tower
That is the head of a man.
But who shall look from Alfred's hood
[...] Read more
poem by Gilbert Keith Chesterton
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The Rain
(rock the joint)
Me i'm supa fly (uh-huh)
Supa dupa fly (uh-huh)
Supa dupa fly
{singing} i can't stand the rain!
(uh) me i'm supa fly (uh-huh)
{singing} 'gainst my window
Supa dupa fly (uh-huh)
Supa dupa fly
{singing} i can't stand the rain!
(uh) me i'm supa fly (uh-huh)
{singing} 'gainst my window
Supa dupa fly (uh-huh)
Supa dupa fly
{singing} i can't stand the rain!
(uh-huh) me i'm supa fly (uh-huh)
{singing} 'gainst my window
When the rain hits my window
I take and {inhale, cough} me some indo
Me and timbaland, ooh, we sang a jangle
We so tight, that you get our styles tango
Sway on dosie-do like you loco
{singing} can we get kinky tonight?
Like coco, so-so
You don't wanna play with my yo-yo
I smoke my hydro on the dee-low
{singing} i can't stand the rain! (uh-huh, uh-huh)
{singing} 'gainst my window (against my window)
{singing} i can't stand the rain! (uh-huh, uh-huh)
{singing} 'gainst my window (against my window)
{singing} i can't stand the rain! (uh-huh, uh-huh)
{singing} 'gainst my window (against my window)
{singing} i can't stand the rain! (uh-huh, uh-huh)
{singing} 'gainst my window (say what?)
Yeah..
Beep beep, who got the keys to the jeep? v-r-rrrrrrrooooom!
(uh-huh) i'm drivin to the beach
Top down, loud sounds, see my peeps (uhh)
Give them pounds, now look who it be (who it be)
It be me me me and timothy (me me!)
Look like it's bout to rain, what a shame (uh-huh)
I got the armor-all to shine up the stain
Oh missy, try to maintain
Icky-icky-icky-icky-icky-icky-icky..
{singing} i can't stand the rain! (uh-huh, uh-huh)
(uh-huh)
{singing} i can't stand the rain! (say what? uh-huh, uh-huh)
{singing} 'gainst my window (uh-huh)
{singing} i can't stand the rain! (uh-huh, uh-huh)
{singing} 'gainst my window (yeah)
[...] Read more
song performed by Missy Elliott
Added by Lucian Velea
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Problems
I wont take no lies, hanging out all night
The gig is up, enough, its enough
Youre wrong, dead wrong, wont take no more
Cause I see your game and dumb is not my name
Pack your bags, call you a cab
No more laughs
Cause Im not the one that youre gonna play on
Move along, sing a song
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
Got love for you, but I cant stand you
I page you, you wont call
Whats a 2-way for
Strike one, strike two, strike three, no more me
Cause I see the game and dumbs not my name
Pack your bags, call you a cab
No more laughs
Cause Im not the one that youre gonna play on
Move along, sing a song
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
We can do this any way that
You want cause I dont care
Its no problem and Im not the one
Pack your bags, call you a cab
No more laughs
Cause Im not the one that youre gonna play on
Move along, sing a song
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
[over chorus]
Its plain to see, you cant have me
[...] Read more
song performed by Nivea
Added by Lucian Velea
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Pharsalia - Book VII: The Battle
Ne'er to the summons of the Eternal laws
More slowly Titan rose, nor drave his steeds,
Forced by the sky revolving, up the heaven,
With gloomier presage; wishing to endure
The pangs of ravished light, and dark eclipse;
And drew the mists up, not to feed his flames,
But lest his light upon Thessalian earth
Might fall undimmed.
Pompeius on that morn,
To him the latest day of happy life,
In troubled sleep an empty dream conceived.
For in the watches of the night he heard
Innumerable Romans shout his name
Within his theatre; the benches vied
To raise his fame and place him with the gods;
As once in youth, when victory was won
O'er conquered tribes where swift Iberus flows,
And where Sertorius' armies fought and fled,
The west subdued, with no less majesty
Than if the purple toga graced the car,
He sat triumphant in his pure white gown
A Roman knight, and heard the Senate's cheer.
Perhaps, as ills drew near, his anxious soul,
Shunning the future wooed the happy past;
Or, as is wont, prophetic slumber showed
That which was not to be, by doubtful forms
Misleading; or as envious Fate forbade
Return to Italy, this glimpse of Rome
Kind Fortune gave. Break not his latest sleep,
Ye sentinels; let not the trumpet call
Strike on his ear: for on the morrow's night
Shapes of the battle lost, of death and war
Shall crowd his rest with terrors. Whence shalt thou
The poor man's happiness of sleep regain?
Happy if even in dreams thy Rome could see
Once more her captain! Would the gods had given
To thee and to thy country one day yet
To reap the latest fruit of such a love:
Though sure of fate to come! Thou marchest on
As though by heaven ordained in Rome to die;
She, conscious ever of her prayers for thee
Heard by the gods, deemed not the fates decreed
Such evil destiny, that she should lose
The last sad solace of her Magnus' tomb.
Then young and old had blent their tears for thee,
And child unbidden; women torn their hair
And struck their bosoms as for Brutus dead.
But now no public woe shall greet thy death
As erst thy praise was heard: but men shall grieve
[...] Read more
poem by Marcus Annaeus Lucanus
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Thespis: Act II
DRAMATIS PERSONAE
GODS
Jupiter, Aged Diety
Apollo, Aged Diety
Mars, Aged Diety
Diana, Aged Diety
Mercury
THESPIANS
Thespis
Sillimon
TimidonTipseion
Preposteros
Stupidas
Sparkeio n
Nicemis
Pretteia
Daphne
Cymon
ACT II - The same Scene, with the Ruins Restored
SCENE-the same scene as in Act I with the exception that in place
of the ruins that filled the foreground of the stage, the
interior of a magnificent temple is seen showing the background
of the scene of Act I, through the columns of the portico at the
back. High throne. L.U.E. Low seats below it. All the substitute
gods and goddesses [that is to say, Thespians] are discovered
grouped in picturesque attitudes about the stage, eating and
drinking, and smoking and singing the following verses.
CHO. Of all symposia
The best by half
Upon Olympus, here await us.
We eat ambrosia.
And nectar quaff,
It cheers but don't inebriate us.
We know the fallacies,
Of human food
So please to pass Olympian rosy,
We built up palaces,
Where ruins stood,
And find them much more snug and cosy.
SILL. To work and think, my dear,
Up here would be,
[...] Read more
poem by William Schwenck Gilbert
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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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Con Voi
Mia cara, voglio farvi sapere
Qualcosa che è molto importante per me,
E qualcosa che può essere
Molto importante per lei,
Se apprezzi il mio amore solo
Come valore di tuo.
Mia cara, sono stato con voi per
Come posso ricordare.
Mi ricordo quando eravamo bambini,
E i nostri genitori erano vicini,
E siamo stati vicini, come pure,
Naturalmente
E i nostri genitori sarebbero pianificare 'gioco-date'
Come chiamati li allora e ancora adesso,
E c'era molto di più ad esso.
Si, tua sorella e tuo fratello sarebbe venuto sopra,
E potrebbe appendere fuori con mio fratello, mia sorella e me.
Ricordo che pensavo che le ragazze erano lorde,
E voi, vorrei evitare
E hai pensato che avevo una malattia,
Così sarebbe evitare me, troppo.
Ma, dopo un paio di settimane,
Siamo diventati amici,
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poem by James Roberts
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Problems
Feat. coffee brown
Problems
Problems with your girl today
Problems
Problems with your man today
Situations
Hard to handle
Got me going out of my head
Theres so much pressure
I just cant deal
You think its all about
You and that sex appeal
But I got problems
(slickin around on the l to the hotel, all around town)
Let me know
(whos it gonna be, him or me)
It cant be three
Problems
Problems with your girl today
Problems
Problems with your girl today
[coffee brown]
Here we are
The two of us together
Taking this crazy chance
To be all alone
My man dont know
That we been loving each other
Cuz if he found out
Well have nothing
Nothing but
Problems
Problems with your man today
Problems
Problems with your man today
Problems
Problems with your man today
Problems
Problems with your man today
[next]
Said, can I get a witness
So many problems
Can I get a witness
[coffee]
Can I get a witness
So many problems
Can I get a witness
Problems
Problems with your girl today
Problems
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song performed by Next
Added by Lucian Velea
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Problems (feat. Koffee Brown)
Problems
Problems with your girl today
Problems
Problems with your man today
situations hard to handle
got me goin out ofmy head
theres so much pressure
i just cant deal
you think its all about you
and that sex appeal
but i got problems
(slickin around on the "L" to the hotel all around town) let me know
(whos it gonna be him or me)
it cant be three
problems
problems with your girl today
problems
problems with your girl today
here we are
the two of us together
takin this crazy chance
to be all alone
my man dont know
that we been lovin eachother
cuz if he found out
we'll have nothin
nothin but
Problems
problems with your man today
problems
problems with your man today
problems
problems with your man today
problems
problems with your man today
said can i get a witness
so many problems
can i get a witness
can i get a witness
so many problems
can i get a witness
problems
problems with your girl today
problems
problems with your man today
problems
problems with your girl today
problems
problems with your man today
song performed by Next
Added by Lucian Velea
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Paradise Regained
THE FIRST BOOK
I, WHO erewhile the happy Garden sung
By one man's disobedience lost, now sing
Recovered Paradise to all mankind,
By one man's firm obedience fully tried
Through all temptation, and the Tempter foiled
In all his wiles, defeated and repulsed,
And Eden raised in the waste Wilderness.
Thou Spirit, who led'st this glorious Eremite
Into the desert, his victorious field
Against the spiritual foe, and brought'st him thence 10
By proof the undoubted Son of God, inspire,
As thou art wont, my prompted song, else mute,
And bear through highth or depth of Nature's bounds,
With prosperous wing full summed, to tell of deeds
Above heroic, though in secret done,
And unrecorded left through many an age:
Worthy to have not remained so long unsung.
Now had the great Proclaimer, with a voice
More awful than the sound of trumpet, cried
Repentance, and Heaven's kingdom nigh at hand 20
To all baptized. To his great baptism flocked
With awe the regions round, and with them came
From Nazareth the son of Joseph deemed
To the flood Jordan--came as then obscure,
Unmarked, unknown. But him the Baptist soon
Descried, divinely warned, and witness bore
As to his worthier, and would have resigned
To him his heavenly office. Nor was long
His witness unconfirmed: on him baptized
Heaven opened, and in likeness of a Dove 30
The Spirit descended, while the Father's voice
From Heaven pronounced him his beloved Son.
That heard the Adversary, who, roving still
About the world, at that assembly famed
Would not be last, and, with the voice divine
Nigh thunder-struck, the exalted man to whom
Such high attest was given a while surveyed
With wonder; then, with envy fraught and rage,
Flies to his place, nor rests, but in mid air
To council summons all his mighty Peers, 40
Within thick clouds and dark tenfold involved,
A gloomy consistory; and them amidst,
With looks aghast and sad, he thus bespake:--
"O ancient Powers of Air and this wide World
(For much more willingly I mention Air,
This our old conquest, than remember Hell,
Our hated habitation), well ye know
How many ages, as the years of men,
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poem by John Milton
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Figli Di Pitagora
Siamo figli di Pitagora e di Casadei
Di Macchiavelli e di Tot
Cresciuti con una morale cattolica
E con i Depeche Mode
Siamo figli di Pitagora e di Trinit
Di Michelangelo e Dario Fo
cresciuti con una morale cattolica
E con i Depeche Mode
E con i Depeche Mode...
Everywhere
we have been everywhere
we 've broken barricades
thanks to the fathers we've had
Who knows how many men
will go along our way
We're living every day
Never forgetting where we're from
Siamo figli di Pitagora e di Casadei
Di Macchiavelli e di Tot
Cresciuti con una morale cattolica
E con i Depeche Mode
Siamo figli di Pitagora e di Trinit
Di Michelangelo e Dario Fo
cresciuti con una morale cattolica
E con i Depeche Mode
E con i Depeche Mode...
Motherland
As well as fatherland
Some say godfatherland
But that's the land that we have
Who knows how many men
Will go along our way
We're living every day
Never forgetting where we're from
Siamo figli di Pitagora e di Casadei
Di Macchiavelli e di Tot
Cresciuti con una morale cattolica
E con i Depeche Mode
Siamo figli di Pitagora e di Trinit
Di Michelangelo e Dario Fo
cresciuti con una morale cattolica
E con i Depeche Mode
E con i Depeche Mode...
Siamo figli di Pitagora e di Casadei
Di Macchiavelli e di Tot
Cresciuti con una morale cattolica
E con i Depeche Mode
Siamo figli di Pitagora e di Trinit
Di Michelangelo e Dario Fo
cresciuti con una morale cattolica
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song performed by Eiffel 65
Added by Lucian Velea
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