Memories
She dressed and made herself up,
She had drunk her tea from a favorite cup.
It was a gentle Victorian day a day of ease.
A gentle breeze blew through winter trees.
She waited on the platform for the red rattler train,
Wondering if she might require an umbrella if it rains.
Her thoughts strayed to her old school days,
When they got up to some mischief ways.
She arrived and joined city the rush hour crowd,
Paperboy's calls, cars rushing, all covered in a misty shroud.
Quick coffee compliments of work; clock on and begin.
Her day would not be ordinary it fact you might say amazing.
He lived just out side the city central with his parents,
By tram, he enters Melbourne town with its wonderful scents.
He too hears paperboys, walks among the rushing cars,
Its coffee aroma; misty atmospheres and bars.
Then while installing the carpeted floor,
The glamorous, green clad angel he saw.
The carpet layer saw the drape of her golden hair.
To be without her he could not bare.
This lowly man, as he felt,
Thought his racing heart would smoulder and melt.
He approached in a nervous manner,
She may reject him with the power of a hammer.
With false confidence, he made his voice sound concrete,
Hoping a date to secure, whilst shaking to his feet.
He asked and she accepted.
He could not believe, he had not been rejected.
Forty-six years gone past, they have navigated many a reef,
Their love has grown beyond belief.
Even today they grow together in many ways,
In the spiritual, secular, they live love and play.
R. K. Hart 29/09/2012
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poem by R.K. Hart
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Related quotes
Seasonable Retour-Knell
SEASONABLE RETOUR KNELL
Variations on a theme...
SEASONABLE ROUND ROBIN ROLE REVERSALS
Author notes
A mirrored Retourne may not only be read either from first line to last or from last to first as seen in the mirrors, but also by inverting the first and second phrase of each line, either rhyming AAAA or ABAB for each verse. thus the number of variations could be multiplied several times.- two variations on the theme have been included here but could have been extended as in SEASONABLE ROUND ROBIN ROLE REVERSALS robi03_0069_robi03_0000
In respect of SEASONABLE ROUND ROBIN ROLE REVERSALS
This composition has sought to explore linguistic potential. Notes and the initial version are placed before rather than after the poem.
Six variations on a theme have been selected out of a significant number of mathematical possibilities using THE SAME TEXT and a reverse mirror for each version. Mirrors repeat the seasons with the lines in reverse order.
For the second roll the first four syllables of each line are reversed, and sense is retained both in the normal order of seasons and the reversed order as well... The 3rd and 4th variations offer ABAB rhyme schemes retaining the original text. The 5th and 6th variations modify the text into rhyming couplets.
Given the linguistical structure of this symphonic composition the score could be read in inversing each and every line and each and every hemistitch. There are minor punctuation differences between versions.
One could probably attain sonnet status for each of the four seasons and through partioning in 3 groups of 4 syllables extend the possibilites ad vitam.
Seasonable Round Robin Roll Reversals
robi03_0069_robi03_0000 QXX_DNZ
Seasonable Retour-Knell
robi03_0070_robi03_0069 QXX_NXX
26 March 1975 rewritten 20070123
lllllllllllllllllllllllllllllllllllll lllllllllllllllllll
For previous version see below
_______________________________________
SPRING SUMMER
Life is at ease Young lovers long
Land under plough; To hold their dear;
Whispering trees, Dewdrops among,
Answering cow. Bold, know no fear.
Blossom, the bees, Life full of song,
Burgeoning bough; Cloudless and clear;
Soft-scented breeze, Days fair and long,
Spring warms life now. Summer sends cheer.
AUTUMN WINTER
Each leaf decays, Harvested sheaves
Each life must bow; And honeyed hives;
Our salad days Trees stripped of leaves,
Are ending now. Jack Frost has knives.
Fruit heavy lays Time, Prince of thieves,
Bending the bough, - Onward he drives,
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poem by Jonathan Robin
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Mind Train
Dub-dub, dub-dub,
Dub-dub, dub-dub,
Oh, ooh, oh, oh,
Dub-dub train,
Dub-dub train, dub train, dub train, dub.
Dub-dub, dub-dub,
Dub train, dub, dub-dub train passed through my mind,
Dub, dub-dub train passed through my mind,
Oh, oh, ah, ah.
I thought of killing that man,
Oh, oh, dub-dub train passed through my mind.
Oh, oh.
33 windows shining,
33 windows shining like, shining like, shining like a...
Dub-dub, dub-dub, oh, oh, oh,
Dub-dub, dub-dub, oh, oh, oh,...
Shining the clouds, shining the trees,
Shining empty buildings, shining empty buildings, shining my mind.
Dub-dub, dub-dub, passed many signs, passed many towns,
Ooh, ooh, ooh...
Dub-dub, dub-dub, dub train, oh, train, dub, oh, oh,...
Dub-dub, dub-dub, ooh, train, ooh, pain, train, oh.
I thought of killing that man,
I thought of killing that man.
Dub-dub, dub-dub,
Dub train passed through my mind,
Train passed through my mind, oh, ooh...
Dub-dub, dub-dub, oh train, oh, train.
33 windows shining through my mind,
Shining through my...ooh
Dub-dub, dub-dub, oh, dub-dub,
Ooh, ooh,
Dub-dub train passed through my mind,
Oh, the dub-dub train passed through my mind,
Passed through my mind, ooh, ooh....
Oh, train, dub train,
Dub-dub, oh, dub-dub, oh.
Oh, oh,...
I thought of killing, i thought of killing that man.
A-dub-dub train, oh, oh, train, train, train, train,
Oh, oh, oh...
Train, train, dub-dub-dub-dub train, dub-dub.
Shining the clouds, shining the trees,
Shining empty buildings, shine, shine, shine, shine, shine -
33 windows, 33 windows shining like a...
Shine, shine, shine.
Dub-dub, dub-dub, ooh, oh...
Passed many signs, passed many signs,
Oh, yes, yes, dub-dub, oh, yes,
Dub-dub, dub-dub, oh, oh,...
[...] Read more
song performed by Yoko Ono
Added by Lucian Velea
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Mind Train
Dub-dub, dub-dub,
Dub-dub, dub-dub,
Oh, ooh, oh, oh,
Dub-dub train,
Dub-dub train, dub train, dub train, dub.
Dub-dub, dub-dub,
Dub train, dub, dub-dub train passed through my mind,
Dub, dub-dub train passed through my mind,
Oh, oh, ah, ah.
I thought of killing that man,
Oh, oh, dub-dub train passed through my mind.
Oh, oh.
33 windows shining,
33 windows shining like, shining like, shining like a...
Dub-dub, dub-dub, oh, oh, oh,
Dub-dub, dub-dub, oh, oh, oh,...
Shining the clouds, shining the trees,
Shining empty buildings, shining empty buildings, shining my mind.
Dub-dub, dub-dub, passed many signs, passed many towns,
Ooh, ooh, ooh...
Dub-dub, dub-dub, dub train, oh, train, dub, oh, oh,...
Dub-dub, dub-dub, ooh, train, ooh, pain, train, oh.
I thought of killing that man,
I thought of killing that man.
Dub-dub, dub-dub,
Dub train passed through my mind,
Train passed through my mind, oh, ooh...
Dub-dub, dub-dub, oh train, oh, train.
33 windows shining through my mind,
Shining through my...ooh
Dub-dub, dub-dub, oh, dub-dub,
Ooh, ooh,
Dub-dub train passed through my mind,
Oh, the dub-dub train passed through my mind,
Passed through my mind, ooh, ooh....
Oh, train, dub train,
Dub-dub, oh, dub-dub, oh.
Oh, oh,...
I thought of killing, i thought of killing that man.
A-dub-dub train, oh, oh, train, train, train, train,
Oh, oh, oh...
Train, train, dub-dub-dub-dub train, dub-dub.
Shining the clouds, shining the trees,
Shining empty buildings, shine, shine, shine, shine, shine -
33 windows, 33 windows shining like a...
Shine, shine, shine.
Dub-dub, dub-dub, ooh, oh...
Passed many signs, passed many signs,
Oh, yes, yes, dub-dub, oh, yes,
Dub-dub, dub-dub, oh, oh,...
[...] Read more
song performed by Yoko Ono
Added by Lucian Velea
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Platform of love
When I tried running on a platform of white ice; I
scornfully slipped; and in the end all that I was able
to taste was incredulously frozen water,
When I tried running on a platform of tangy salt; I
inevitably lost my footing; and there was nothing but
vivaciously ominous powder all over my trembling skin,
When I tried running on a platform of brilliantly
yellow and pure butter; I hurled forward with a
stifled gasp after some time; with the follicles of my
hair incorrigibly sticking to each other like the
gigantic tree and its flimsy roots,
When I tried running on a platform of scintillating
glass; I abysmally floundered; tripped head on to have
my supple skin ruthlessly punctured and in pools of
ghastly blood,
When I tried running on a platform of feathered silk;
I dismally broke the bones of my dainty nose; and my
eyeballs popped out like bouncy springs reverberating
incessantly in free space,
When I tried running on a platform of silver sands; I
collapsed with a thunderous thud on the obdurate
floor; with my shoe flying over my shoulder and all my
expensive pair of clothes ripping apart mercilessly at
their sensitive seams,
When I tried running on a platform of slimy oyster
shells; I heard a deafeningly banging noise inundate
the atmosphere; winced in incomprehensible amount of
agony after twisting my knee to unprecedented limits,
When I tried running on a platform of astoundingly
smooth talcum powder; I fell 10 steps backward instead
of marching towards realms of irrefutably victory,
When I tried running on a platform of disdainful
grease; I kept intractably jogging at a single spot
for hours on the trot; while infact all my adversaries
had already reached the voluptuous strings of the
finishing line,
When I tried running on a platform of satiny white
paper; there were infinite obstreperous and unruly
voices that deluged the soft ambience; and all that
resulted as an outcome was prominently gaping holes in
the body of the sheet which now fitted snugly on my
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poem by Nikhil Parekh
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Meet Me At The Station
(brother williams memphis sanctified singers)
Well if I get to heaven before you do
I will meet you at the station when your train comes along
Ill be watching and waiting, mother dear, for you
I will meet you at the station when your train comes along
Father, when the train
Father, when the train
Meet me at the station when the train comes along
When the train
Father, when the train comes along
I will meet you at the station when your train comes along
Well if my eyes see the glory, before yours do
I will meet you at the station when your train comes along
Ill be watching and waiting, father, for you
I will meet you at the station whe your train comes along
Father, when the train
Father, when the train
Meet me at the station when the train comes along
Father, when the train
Father, when the train comes along
I will meet you at the station when your train comes along
Now if my feet touch the homeline before yours do
I will meet you at the station when the train comes along
Ill be watching and waiting, my brother, for you
I will meet you at the station when the train comes along
When the train
When the train
Meet me at the station when the train comes along
When the train
When the train comes along
Meet me at the station when the train comes along
When the train
When the train
Meet me at the station when the train comes along
When the train
When the train comes along
Meet me at the station when the train comes along
Now if you see gods country before I do
Will you meet me at the station when my train comes along
Will you be there watching, sister, for me
Will you meet me at the station when my train comes along
When my train
When my train
Meet me at the station when my train comes along
When my train
Sister, when my train comes along
Will you meet me at the station when my train comes along
When the train
When the train
Meet me at the station when my train comes along
[...] Read more
song performed by Waterboys
Added by Lucian Velea
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Evangeline: A Tale of Acadie
This is the forest primeval. The murmuring pines and the hemlocks,
Bearded with moss, and in garments green, indistinct in the twilight,
Stand like Druids of eld, with voices sad and prophetic,
Stand like harpers hoar, with beards that rest on their bosoms.
Loud from its rocky caverns, the deep-voiced neighboring ocean
Speaks, and in accents disconsolate answers the wail of the forest.
This is the forest primeval; but where are the hearts that beneath it
Leaped like the roe, when he hears in the woodland the voice of the huntsman
Where is the thatch-roofed village, the home of Acadian farmers,--
Men whose lives glided on like rivers that water the woodlands,
Darkened by shadows of earth, but reflecting an image of heaven?
Waste are those pleasant farms, and the farmers forever departed!
Scattered like dust and leaves, when the mighty blasts of October
Seize them, and whirl them aloft, and sprinkle them far o'er the ocean
Naught but tradition remains of the beautiful village of Grand-Pre.
Ye who believe in affection that hopes, and endures, and is patient,
Ye who believe in the beauty and strength of woman's devotion,
List to the mournful tradition still sung by the pines of the forest;
List to a Tale of Love in Acadie, home of the happy.
PART THE FIRST
I
In the Acadian land, on the shores of the Basin of Minas,
Distant, secluded, still, the little village of Grand-Pre
Lay in the fruitful valley. Vast meadows stretched to the eastward,
Giving the village its name, and pasture to flocks without number.
Dikes, that the hands of the farmers had raised with labor incessant,
Shut out the turbulent tides; but at stated seasons the flood-gates
Opened, and welcomed the sea to wander at will o'er the meadows.
West and south there were fields of flax, and orchards and cornfields
Spreading afar and unfenced o'er the plain; and away to the northward
Blomidon rose, and the forests old, and aloft on the mountains
Sea-fogs pitched their tents, and mists from the mighty Atlantic
Looked on the happy valley, but ne'er from their station descended
There, in the midst of its farms, reposed the Acadian village.
Strongly built were the houses, with frames of oak and of hemlock,
Such as the peasants of Normandy built in the reign of the Henries.
Thatched were the roofs, with dormer-windows; and gables projecting
Over the basement below protected and shaded the doorway.
There in the tranquil evenings of summer, when brightly the sunset
Lighted the village street and gilded the vanes on the chimneys,
Matrons and maidens sat in snow-white caps and in kirtles
Scarlet and blue and green, with distaffs spinning the golden
Flax for the gossiping looms, whose noisy shuttles within doors
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poem by Henry Wadsworth Longfellow
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The Four Seasons : Autumn
Crown'd with the sickle and the wheaten sheaf,
While Autumn, nodding o'er the yellow plain,
Comes jovial on; the Doric reed once more,
Well pleased, I tune. Whate'er the wintry frost
Nitrous prepared; the various blossom'd Spring
Put in white promise forth; and Summer-suns
Concocted strong, rush boundless now to view,
Full, perfect all, and swell my glorious theme.
Onslow! the Muse, ambitious of thy name,
To grace, inspire, and dignify her song,
Would from the public voice thy gentle ear
A while engage. Thy noble cares she knows,
The patriot virtues that distend thy thought,
Spread on thy front, and in thy bosom glow;
While listening senates hang upon thy tongue,
Devolving through the maze of eloquence
A roll of periods, sweeter than her song.
But she too pants for public virtue, she,
Though weak of power, yet strong in ardent will,
Whene'er her country rushes on her heart,
Assumes a bolder note, and fondly tries
To mix the patriot's with the poet's flame.
When the bright Virgin gives the beauteous days,
And Libra weighs in equal scales the year;
From Heaven's high cope the fierce effulgence shook
Of parting Summer, a serener blue,
With golden light enliven'd, wide invests
The happy world. Attemper'd suns arise,
Sweet-beam'd, and shedding oft through lucid clouds
A pleasing calm; while broad, and brown, below
Extensive harvests hang the heavy head.
Rich, silent, deep, they stand; for not a gale
Rolls its light billows o'er the bending plain:
A calm of plenty! till the ruffled air
Falls from its poise, and gives the breeze to blow.
Rent is the fleecy mantle of the sky;
The clouds fly different; and the sudden sun
By fits effulgent gilds the illumined field,
And black by fits the shadows sweep along.
A gaily chequer'd heart-expanding view,
Far as the circling eye can shoot around,
Unbounded tossing in a flood of corn.
These are thy blessings, Industry! rough power!
Whom labour still attends, and sweat, and pain;
Yet the kind source of every gentle art,
And all the soft civility of life:
Raiser of human kind! by Nature cast,
Naked, and helpless, out amid the woods
And wilds, to rude inclement elements;
With various seeds of art deep in the mind
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poem by James Thomson
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The Dream
'TWAS summer eve; the changeful beams still play'd
On the fir-bark and through the beechen shade;
Still with soft crimson glow'd each floating cloud;
Still the stream glitter'd where the willow bow'd;
Still the pale moon sate silent and alone,
Nor yet the stars had rallied round her throne;
Those diamond courtiers, who, while yet the West
Wears the red shield above his dying breast,
Dare not assume the loss they all desire,
Nor pay their homage to the fainter fire,
But wait in trembling till the Sun's fair light
Fading, shall leave them free to welcome Night!
So when some Chief, whose name through realms afar
Was still the watchword of succesful war,
Met by the fatal hour which waits for all,
Is, on the field he rallied, forced to fall,
The conquerors pause to watch his parting breath,
Awed by the terrors of that mighty death;
Nor dare the meed of victory to claim,
Nor lift the standard to a meaner name,
Till every spark of soul hath ebb'd away,
And leaves what was a hero, common clay.
Oh! Twilight! Spirit that dost render birth
To dim enchantments; melting Heaven with Earth,
Leaving on craggy hills and rumning streams
A softness like the atmosphere of dreams;
Thy hour to all is welcome! Faint and sweet
Thy light falls round the peasant's homeward feet,
Who, slow returning from his task of toil,
Sees the low sunset gild the cultured soil,
And, tho' such radliance round him brightly glows,
Marks the small spark his cottage window throws.
Still as his heart forestals his weary pace,
Fondly he dreams of each familiar face,
Recalls the treasures of his narrow life,
His rosy children, and his sunburnt wife,
To whom his coming is the chief event
Of simple days in cheerful labour spent.
The rich man's chariot hath gone whirling past,
And those poor cottagers have only cast
One careless glance on all that show of pride,
Then to their tasks turn'd quietly aside;
But him they wait for, him they welcome home,
Fond sentinels look forth to see him come;
The fagot sent for when the fire grew dim,
The frugal meal prepared, are all for him;
For him the watching of that sturdy boy,
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poem by Caroline Elizabeth Sarah Norton
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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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Ease On Down The Road #1
(charlie smalls)
Ease on down
Ease on down the road
Ease on down
Ease on down the road
Ease on down
Ease on down the road
Come on dorothy,
Dont you carry nothing that might be a load
Come on
There it is!
Come on and ease on down, ease on down the road
Come on and ease on down, ease on down the road
Dont you carry nothing that might be a load
Come on, ease on down, ease on down the road
Come on, ease on down, ease on down the road
Come on, ease on down, ease on down the road
Dont you carry nothing that might be a load
Come on, ease on down, ease on down, down the road
Pick your left foot up
When your right foots down
Come on legs keep movin
Dont you lose no ground
You just keep on keepin
On the road that you choose
Dont you give up walkin
cause you gave up shoes, no
Ease on down, ease on down the road
Come on, ease on down, ease on down the road
Dont you carry nothing that might be a load
Come on, ease on down, ease on down the road
cause there maybe times
When you think you lost your mind
And the steps youre takin
Leave you three, four steps behind
But the road youre walking
Might be long sometimes
You just keep on steppin
And youll be just fine, yeah
Ease on down, ease on down the road
Come on, ease on down, ease on down the road
Dont you carry nothing that might be a load
Come on, ease on down, ease on down the
Oh, there maybe times
When you wish you wasnt born
And you wake one morning
Just to find that your courages gone
But just know that feeling
Only last a little while
You just stick with us
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song performed by Diana Ross
Added by Lucian Velea
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Give Your Heart To The Hawks
1 he apples hung until a wind at the equinox,
That heaped the beach with black weed, filled the dry grass
Under the old trees with rosy fruit.
In the morning Fayne Fraser gathered the sound ones into a
basket,
The bruised ones into a pan. One place they lay so thickly
She knelt to reach them.
Her husband's brother passing
Along the broken fence of the stubble-field,
His quick brown eyes took in one moving glance
A little gopher-snake at his feet flowing through the stubble
To gain the fence, and Fayne crouched after apples
With her mop of red hair like a glowing coal
Against the shadow in the garden. The small shapely reptile
Flowed into a thicket of dead thistle-stalks
Around a fence-post, but its tail was not hidden.
The young man drew it all out, and as the coil
Whipped over his wrist, smiled at it; he stepped carefully
Across the sag of the wire. When Fayne looked up
His hand was hidden; she looked over her shoulder
And twitched her sunburnt lips from small white teeth
To answer the spark of malice in his eyes, but turned
To the apples, intent again. Michael looked down
At her white neck, rarely touched by the sun,
But now the cinnabar-colored hair fell off from it;
And her shoulders in the light-blue shirt, and long legs like a boy's
Bare-ankled in blue-jean trousers, the country wear;
He stooped quietly and slipped the small cool snake
Up the blue-denim leg. Fayne screamed and writhed,
Clutching her thigh. 'Michael, you beast.' She stood up
And stroked her leg, with little sharp cries, the slender invader
Fell down her ankle.
Fayne snatched for it and missed;
Michael stood by rejoicing, his rather small
Finely cut features in a dance of delight;
Fayne with one sweep flung at his face
All the bruised and half-spoiled apples in the pan,
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poem by Robinson Jeffers
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Ghost Train
Here they come to steal my soul
(Ghost train)
Wait it out until I know
(Ghost train)
Trying not to feel I give it
(Ghost train)
Moving up until I go go
(Ghost train)
She was not to hear about me leaving
(Ghost train)
Trying to be near my heart
(Ghost train)
Trying not to feel like bleeding
(Ghost train)
Moving up until I'm taught to your side
(Ghost train)
Yeah yeah yeah
(Ghost train)
yeah yeah yeah
(Ghost train)
yeah yeah yeah
(Ghost train)
Got suicide for my baby
(Ghost train)
Living up until I wanted
(Ghost train)
Seeing like I'm out of bed, yeah
(Ghost train)
Moving up and taught I'm a weapon
(Ghost train)
Yeah yeah yeah yeah yeah
(Ghost train)
Yeah yeah yeah yeah yeah
(Ghost train)
I see myself pretend how to get there
(Ghost train)
Dripping down, I'm poisoned on the street
(Ghost train)
Come on come on come on!
(Ghost train)
Come on come on come on!
(Ghost train)
Come on come on come on!
(Ghost train)
Come on come on come on!
(Ghost train)
Come on come on come on!
(Ghost train)
Come on come on come on!
(Ghost train)
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song performed by Gorillaz
Added by Lucian Velea
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Avon's Harvest
Fear, like a living fire that only death
Might one day cool, had now in Avon’s eyes
Been witness for so long of an invasion
That made of a gay friend whom we had known
Almost a memory, wore no other name
As yet for us than fear. Another man
Than Avon might have given to us at least
A futile opportunity for words
We might regret. But Avon, since it happened,
Fed with his unrevealing reticence
The fire of death we saw that horribly
Consumed him while he crumbled and said nothing.
So many a time had I been on the edge,
And off again, of a foremeasured fall
Into the darkness and discomfiture
Of his oblique rebuff, that finally
My silence honored his, holding itself
Away from a gratuitous intrusion
That likely would have widened a new distance
Already wide enough, if not so new.
But there are seeming parallels in space
That may converge in time; and so it was
I walked with Avon, fought and pondered with him,
While he made out a case for So-and-so,
Or slaughtered What’s-his-name in his old way,
With a new difference. Nothing in Avon lately
Was, or was ever again to be for us,
Like him that we remembered; and all the while
We saw that fire at work within his eyes
And had no glimpse of what was burning there.
So for a year it went; and so it went
For half another year—when, all at once,
At someone’s tinkling afternoon at home
I saw that in the eyes of Avon’s wife
The fire that I had met the day before
In his had found another living fuel.
To look at her and then to think of him,
And thereupon to contemplate the fall
Of a dim curtain over the dark end
Of a dark play, required of me no more
Clairvoyance than a man who cannot swim
Will exercise in seeing that his friend
Off shore will drown except he save himself.
To her I could say nothing, and to him
No more than tallied with a long belief
That I should only have it back again
For my chagrin to ruminate upon,
Ingloriously, for the still time it starved;
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poem by Edwin Arlington Robinson
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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
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poem by Gilbert Keith Chesterton
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Canto the Second
I
Oh ye! who teach the ingenuous youth of nations,
Holland, France, England, Germany, or Spain,
I pray ye flog them upon all occasions,
It mends their morals, never mind the pain:
The best of mothers and of educations
In Juan's case were but employ'd in vain,
Since, in a way that's rather of the oddest, he
Became divested of his native modesty.
II
Had he but been placed at a public school,
In the third form, or even in the fourth,
His daily task had kept his fancy cool,
At least, had he been nurtured in the north;
Spain may prove an exception to the rule,
But then exceptions always prove its worth -—
A lad of sixteen causing a divorce
Puzzled his tutors very much, of course.
III
I can't say that it puzzles me at all,
If all things be consider'd: first, there was
His lady-mother, mathematical,
A—never mind; his tutor, an old ass;
A pretty woman (that's quite natural,
Or else the thing had hardly come to pass);
A husband rather old, not much in unity
With his young wife—a time, and opportunity.
IV
Well—well, the world must turn upon its axis,
And all mankind turn with it, heads or tails,
And live and die, make love and pay our taxes,
And as the veering wind shifts, shift our sails;
The king commands us, and the doctor quacks us,
The priest instructs, and so our life exhales,
A little breath, love, wine, ambition, fame,
Fighting, devotion, dust,—perhaps a name.
V
I said that Juan had been sent to Cadiz -—
A pretty town, I recollect it well -—
'T is there the mart of the colonial trade is
(Or was, before Peru learn'd to rebel),
And such sweet girls—I mean, such graceful ladies,
Their very walk would make your bosom swell;
I can't describe it, though so much it strike,
Nor liken it—I never saw the like:
[...] Read more
poem by Byron from Don Juan (1824)
Added by Veronica Serbanoiu
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Umbrella Man
When the sun just refuses to shine on through
And its cats and doggies all over you
You need some protection so what do you do
See the umbrella man
Go and see the umbrella man
When its raining - umbrella man, umbrella man
You can see him when its sunny, when the rain comes down
You ought to find a corner where hes always found
A reflection in a puddle, just turn around
To see the umbrella man
Go and see the umbrella man
When its raining - umbrella man, umbrella man
There are some things in life on which you can depend
Dont try to guess when itll rain again
You dont have to worry cause youve got a friend
Come see the umbrella man
I will be your umbrella man
When its raining - umbrella man
Go and see the umbrella man
Dont forget the umbrella man
When its raining - umbrella man
I will be your umbrella man, umbrella man
song performed by Utopia
Added by Lucian Velea
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The Undying One- Canto III
'THERE is a sound the autumn wind doth make
Howling and moaning, listlessly and low:
Methinks that to a heart that ought to break
All the earth's voices seem to murmur so.
The visions that crost
Our path in light--
The things that we lost
In the dim dark night--
The faces for which we vainly yearn--
The voices whose tones will not return--
That low sad wailing breeze doth bring
Borne on its swift and rushing wing.
Have ye sat alone when that wind was loud,
And the moon shone dim from the wintry cloud?
When the fire was quench'd on your lonely hearth,
And the voices were still which spoke of mirth?
If such an evening, tho' but one,
It hath been yours to spend alone--
Never,--though years may roll along
Cheer'd by the merry dance and song;
Though you mark'd not that bleak wind's sound before,
When louder perchance it used to roar--
Never shall sound of that wintry gale
Be aught to you but a voice of wail!
So o'er the careless heart and eye
The storms of the world go sweeping by;
But oh! when once we have learn'd to weep,
Well doth sorrow his stern watch keep.
Let one of our airy joys decay--
Let one of our blossoms fade away--
And all the griefs that others share
Seem ours, as well as theirs, to bear:
And the sound of wail, like that rushing wind
Shall bring all our own deep woe to mind!
'I went through the world, but I paused not now
At the gladsome heart and the joyous brow:
I went through the world, and I stay'd to mark
Where the heart was sore, and the spirit dark:
And the grief of others, though sad to see,
Was fraught with a demon's joy to me!
'I saw the inconstant lover come to take
Farewell of her he loved in better days,
And, coldly careless, watch the heart-strings break--
Which beat so fondly at his words of praise.
She was a faded, painted, guilt-bow'd thing,
Seeking to mock the hues of early spring,
When misery and years had done their worst
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poem by Caroline Elizabeth Sarah Norton
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The White Cliffs
I
I have loved England, dearly and deeply,
Since that first morning, shining and pure,
The white cliffs of Dover I saw rising steeply
Out of the sea that once made her secure.
I had no thought then of husband or lover,
I was a traveller, the guest of a week;
Yet when they pointed 'the white cliffs of Dover',
Startled I found there were tears on my cheek.
I have loved England, and still as a stranger,
Here is my home and I still am alone.
Now in her hour of trial and danger,
Only the English are really her own.
II
It happened the first evening I was there.
Some one was giving a ball in Belgrave Square.
At Belgrave Square, that most Victorian spot.—
Lives there a novel-reader who has not
At some time wept for those delightful girls,
Daughters of dukes, prime ministers and earls,
In bonnets, berthas, bustles, buttoned basques,
Hiding behind their pure Victorian masks
Hearts just as hot - hotter perhaps than those
Whose owners now abandon hats and hose?
Who has not wept for Lady Joan or Jill
Loving against her noble parent's will
A handsome guardsman, who to her alarm
Feels her hand kissed behind a potted palm
At Lady Ivry's ball the dreadful night
Before his regiment goes off to fight;
And see him the next morning, in the park,
Complete in busbee, marching to embark.
I had read freely, even as a child,
Not only Meredith and Oscar Wilde
But many novels of an earlier day—
Ravenshoe, Can You Forgive Her?, Vivien Grey,
Ouida, The Duchess, Broughton's Red As a Rose,
Guy Livingstone, Whyte-Melville— Heaven knows
What others. Now, I thought, I was to see
Their habitat, though like the Miller of Dee,
I cared for none and no one cared for me.
III
A light blue carpet on the stair
And tall young footmen everywhere,
Tall young men with English faces
Standing rigidly in their places,
Rows and rows of them stiff and staid
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poem by Alice Duer Miller
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Tea Is A Platform
Tea is a platform
Tea is a platform
Platform to finalise deals
Deals of businesses
Businesses of sale and purchase
Sale and purchase of commodities
Commodities like bullion, cereals, tea
Tea for sale to customers
Customers drink tea at some platform
Tea is a platform
Platform to make friends
Friends to have co-operation
Co-operation to work together
Work together at a platform
Tea is a platform
Platform to deal with spouse
Spouses take tea together
Together to refresh their mood
Fresh moods of spouses
make a platform
poem by S.D. Tiwari
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The Troubadour. Canto 2
THE first, the very first; oh! none
Can feel again as they have done;
In love, in war, in pride, in all
The planets of life's coronal,
However beautiful or bright,--
What can be like their first sweet light?
When will the youth feel as he felt,
When first at beauty's feet he knelt?
As if her least smile could confer
A kingdom on its worshipper;
Or ever care, or ever fear
Had cross'd love's morning hemisphere.
And the young bard, the first time praise
Sheds its spring sunlight o'er his lays,
Though loftier laurel, higher name,
May crown the minstrel's noontide fame,
They will not bring the deep content
Of his lure's first encouragement.
And where the glory that will yield
The flush and glow of his first field
To the young chief? Will RAYMOND ever
Feel as he now is feeling?--Never.
The sun wept down or ere they gain'd
The glen where the chief band remain'd.
It was a lone and secret shade,
As nature form'd an ambuscade
For the bird's nest and the deer's lair,
Though now less quiet guests were there.
On one side like a fortress stood
A mingled pine and chesnut wood;
Autumn was falling, but the pine
Seem'd as it mock'd all change; no sign
Of season on its leaf was seen,
The same dark gloom of changeless green.
But like the gorgeous Persian bands
'Mid the stern race of northern lands,
The chesnut boughs were bright with all
That gilds and mocks the autumn's fall.
Like stragglers from an army's rear
Gradual they grew, near and less near,
Till ample space was left to raise,
Amid the trees, the watch-fire's blaze;
And there, wrapt in their cloaks around,
The soldiers scatter'd o'er the ground.
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poem by Letitia Elizabeth Landon
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