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First Kiss

(Childhood Humor)

I was 8, she nearly 10
I always liked older girls
Closed my eyes, puckered, then
Felt dizzy, my brain all a whirl

But I digress…

Her name “Maggie O’Toole”
A big Irish girl of 150 pounds
Tallest girl in grade school
Pigtails nearly touched ground

Blazing red hair, temper to match
Strong as an ox, to be sure
Over left eye she wore a black patch
In spite of all this, she'd a certain allure

Back to the kiss…

I stood on tiptoes, felt like a fool
She moved close, I felt her hot breath
I snuck a peek, she’d started to drool
Her mouth smelled of warmed over death

I committed to go thru with the kiss
To not do so would be most unkind
In this clumsy moment of unlikely bliss
I knew “puppy-love” was indeed blind

(I still think of you Maggie wherever you are)

ROTMS

poem by Ray Lucero
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O'Toole And McSharry

In the valley of the Lachlan, where the perfume from the pines
Fills the glowing summer air like incense spreading;
Where the silent flowing river like a bar of silver shines
When the winter moon it pallid beams is shedding;
In a hut on a selection, near a still and silent pool,
Lived two mates, who used to shear and fence and carry;
The one was known near and far as Dandy Dan O'Toole
And the other as Cornelius McSharry.

And they'd share each other's blankets, and each other's horses ride,
And go off together shearing in the summer;
They would canter on from sunrise to the gloaming, side by side,
While McSharry rode the Barb and Dan the Drummer.
And the boys along the Lachlan recognised it as a rule
From Eugowra to the plains of Wanandarry,
That if ever love was stronger than McSharry's for O'Toole
'Twas the love O'Toole extended to McSharry.

And their love might have continued and been constant to the end
And they might have still been affable and jolly,
But they halted at a shanty where the river takes a bend,
And were waited on by Doolan's daughter, Polly.
Now, this pretty Polly Doolan was so natty, neat and cool
And so pleasant that they both agreed to tarry,
For she winked her dexter eyelid at susceptible O'Toole,
While she slyly winked the other — at McSharry.

So they drank her health in bumpers till the rising of the moon,
And she had them both in bondage so completely
That each time they talked of going she said, "Must you go so soon?"
And they couldn't go, she smiled at them so sweetly.
Dan O'Toole grew sentimental and McSharry played the fool,
Though they each had sworn an oath they'd never marry,
Yet the self-same dart from Cupid's bow that vanquished Dan O'Toole
Had gone through the heart of honest Con McSharry.

Then McSharry thought if Dandy Dan got drunk and went to bed,
He (McSharry) could indulge his little folly,
And Dan thought if McSharry once in drunken sleep lay spread,
He could have a little flirt with pretty Polly;
So they kept the bottle going till they both were pretty full,
And yet each rival seemed inclined to tarry;
The precise amount of pain-killer it took to fill O'Toole,
Was required to close the optics of McSharry.

So the rivals lost their tempers and they called each other names
And disturbed the Doolan children from their pillows,
And when Doolan came and told them that he wouldn't have such games,
They must go and fight it out beneath the willows.
So they went beneath the willows, near a deep and shady pool,

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poem by Thomas E. Spencer
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The House Of Dust: Complete

I.

The sun goes down in a cold pale flare of light.
The trees grow dark: the shadows lean to the east:
And lights wink out through the windows, one by one.
A clamor of frosty sirens mourns at the night.
Pale slate-grey clouds whirl up from the sunken sun.

And the wandering one, the inquisitive dreamer of dreams,
The eternal asker of answers, stands in the street,
And lifts his palms for the first cold ghost of rain.
The purple lights leap down the hill before him.
The gorgeous night has begun again.

'I will ask them all, I will ask them all their dreams,
I will hold my light above them and seek their faces.
I will hear them whisper, invisible in their veins . . .'
The eternal asker of answers becomes as the darkness,
Or as a wind blown over a myriad forest,
Or as the numberless voices of long-drawn rains.

We hear him and take him among us, like a wind of music,
Like the ghost of a music we have somewhere heard;
We crowd through the streets in a dazzle of pallid lamplight,
We pour in a sinister wave, ascend a stair,
With laughter and cry, and word upon murmured word;
We flow, we descend, we turn . . . and the eternal dreamer
Moves among us like light, like evening air . . .

Good-night! Good-night! Good-night! We go our ways,
The rain runs over the pavement before our feet,
The cold rain falls, the rain sings.
We walk, we run, we ride. We turn our faces
To what the eternal evening brings.

Our hands are hot and raw with the stones we have laid,
We have built a tower of stone high into the sky,
We have built a city of towers.

Our hands are light, they are singing with emptiness.
Our souls are light; they have shaken a burden of hours . . .
What did we build it for? Was it all a dream? . . .
Ghostly above us in lamplight the towers gleam . . .
And after a while they will fall to dust and rain;
Or else we will tear them down with impatient hands;
And hew rock out of the earth, and build them again.

II.

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poem by Conrad Potter Aiken
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Thoughts Of A Goldfish

I am a goldfish; I am swimming around this bowl. It is getting dizzy.

A goldfish I am; It is getting dizzy. Swimming around this bowl I am.
Am I a goldfish? I am swimming around this bowl. It is getting dizzy.
It is getting dizzy, swimming around this bowl, I am a goldfish. I am.
Around this bowl I am swimming. It is getting dizzy. I am a goldfish
I am a goldfish. It is getting dizzy around this bowl, I am swimming.
I am swimming around this bowl; I am a goldfish. It is getting dizzy.
Around this bowl, it is getting dizzy. I am a goldfish; I am swimming.
I am a goldfish. It is getting dizzy. I am swimming around this bowl.
I am a goldfish. Bowl this around: it is getting dizzy. I am swimming.
I am swimming around this bowl. Am I a goldfish? It is getting dizzy.
Am I a goldfish bowl? It is getting dizzy. Am I swimming around this?
It is getting dizzy. I am a goldfish. Am I swimming around this bowl?
Am I a goldfish? Around this bowl am I swimming? It is getting dizzy.
Am I a goldfish? I am. It is getting dizzy, swimming around this bowl.
Am I a goldfish? It is getting dizzy. I am swimming around this bowl.
Am I a goldfish swimming? Around this bowl, I am. It is getting dizzy.
Am I a goldfish? It is getting dizzy. Around this bowl I am swimming.
Am I swimming? I am a goldfish around this bowl. It is getting dizzy.
Am I swimming? Is it getting dizzy? Around this bowl I am a goldfish.
It is getting dizzy. Am I swimming? Am I a goldfish around this bowl?
Am I a-swimming? I am a round goldfish. This bowl, it is getting dizzy.
This bowl: It is getting dizzy. I am a goldfish I am swimming around.
Am I a bowl? It is getting dizzy. I am a goldfish swimming around this.
It is getting dizzy. Am I a round bowl? I am this goldfish a-swimming.
I am a goldfish I am swimming around. Is this bowl getting dizzy? It is.
Is it? I am getting a goldfish. I am swimming around this dizzy bowl.
I am. I am swimming around this goldfish bowl. Dizzy it is a-getting.
I am a dizzy goldfish swimming. I am a round bowl. Is it getting this?
Is this bowl around a dizzy, swimming goldfish? I am. I am getting it.
Is this getting dizzy? Am I a round goldfish? Am I a swimming bowl?

I am a goldfish; I am swimming around this bowl. It is getting dizzy.

poem by C. Richard Miles
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Ain't Gonna Work On Your Farm No More

I ain’t gonna work on your farm no more
I ain’t gonna scrub all your floors,
I ain’t gonna take all your friends who ignore
what I do when they hide behind doors
where they pay no attention to stuff that I think,
and say, when they pay me a dime,
that I ain’t entitled to spend it on drink,
or ladies who show me good time.
I ain’t gonna work for your children or friends
who preach of the law and the Lord,
and hear all those messages God never sends
to people with who He is bored,
like I am. I ain’t gonna work on your farm,
instead I will write me a song,
and pray that its words will all sound the alarm,
for I expect to be back before long.

Mark Z. Barabak (“He’s Digging ‘Farm, ’” LA Times, June 26,2008) writes that Barack Obama’s favorite Bob Dylan song is “Maggie’s Farm, ” performed in 1995 at the Newport Festival, when he turned electric and never looked back:

I AIN’T GONNA WORK ON MAGGIE’S FARM NO MORE

I ain't gonna work on Maggie's farm no more
I ain't gonna work on Maggie's farm no more
I wake up every morning
hold my hands and pray for rain
I've got a head full of ideas
driving me insane
It's a shame the way she makes me scrub the floor
well, I ain't gonna work on Maggie's farm no more

Well, I ain't gonna work for Maggie's brother no more
I ain't gonna work for Maggie's brother no more
He hands you a nickel
he hands you a dime
He asks you and your friends
if you're having a good time
He blames you every time you slam the door
Well, I ain't gonna work on Maggie's farm no more

Well, I ain't gonna work for Maggie's Pa no more
I ain't gonna work for Maggie's Pa no more
He stubs his cigarette out in your face just for kicks
his bedroom window is made out of bricks
And the National Guard are standing at his door
well, I ain't gonna work on Maggie's farm no more

Well, I ain't gonna work for Maggie's mother no more
I ain't gonna work for Maggie's mother no more
She talks to all the servants about man and God and law

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poem by Gershon Hepner
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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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Social Netowrking Of Robots

end of world war
end of world war 11
end of world scenarios
end of world thursday prophet
end of world wa rtwo
end of world war 2 france
end of world video
end of world war 1 effects
end of world vision
end of world songs
end of world war 2
end of world war 1
end of world wallpapers
end of world scenerio
end of world time clock
end of wortd
end of world wtf mate youtube
end of world west america
end of world war ii
end of world war iii
end of wrestling match signal
end of worlds
end of worldwar 2
end of world war i
end of world war two
end of wrestling match indicator
end of world war 2 wikipedia
end of world war 21945
end of world war one
end of world wite web
end of worled war 2
end of world wide ii
end of world war 2 info
end of world war two date
end of wow
end of ww 2
end of ww2
end of ww1 treaty of versailles
end of ww1 treaty
end of ww ii
end of ww2 in czechoslovakia
end of ww2 date
end of ww1 ghost photos
end of ww1 treaty of vers
end of ww 1
end of ww2 for japanese americans
end of ww-ii
end of ww2 battleship
end of wrold war 2
end of ww11

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poem by Rwetewrt Erwtwer
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Finding Oneself......... [EXTREMELY LONG; Growing Up; Relationships; Humor

Part One

When Bri was 13 and in grade 8,
he noticed classmates beginning to date.
At school (other) boys got their way with the girls with a kiss.
But Bri didn't have the urge; he thought 'what's this? '
He decided he should give it a try,
but each time he tried, the girl would cry.
Not only would she cry; she would run away and hide.
Bri felt between himself and the other boys a great divide.

Back home after school he'd seclude himself in his room and cry.
Through his mind was repeated the question 'why? ' 'Why DO they cry? Why? '

Bri was a straight A+ student with no flubs.
He played football but (except for 'Cooking') he joined not clubs.

After a few months Bri gave up (on girls) . He had NO close friends to set him right;
his parents should have known the problem, but they weren't bright.

In high school he took AP courses, and took 3 courses at a nearby college.
He ignored girls and sports and concentrated on gaining knowledge.

He got a full scholarship to Harvard, but his advisor looked at him funny.
By age 26 he had his PhD in psychology and started making money.
But he still asked 'why? '
It still bothered him and at times he'd cry.

Then waking up one day from a dream, Bri suddenly asked himself 'were they shy?
And if so, why with ME and not the other boys? Why DID they cry? '
The answer could be that his brain and looks were superior.
Were those girls only uncomfortable with boys that were inferior (to him) ?
If that really was the answer, he could now save face,
and could pursue women with HIS high level of brains, looks, and grace.
(But WAS it the answer? He was still not SURE why they did cry.)
For now he would work hard, avoid girls, and try to keep his eyes dry.
In two more years would be a second high school reunion. Thoughts of attending gave Bri a fright. (He'd skipped the first,5 year, reunion.)
But by going this time he might find out if his answer to his 'why? ' was right.

PART TWO

For two more years he waited anxiously for invitation he was dreading.
At times he'd awaken at night from a 'reunion dream', profusely sweating.
Finally it arrived in mail; it would be in June, before it got TOO warm.
He kept his calendar free for the whole month, doubting, at work, he could perform.
He got out the yearbooks his Mom had bought, and he studied each girl's name.
Would he have the nerve to ask them 'why? ' ….OR would he be too scared and lame?

He lived on sedatives for a week. He picked his favorite tie, and a light grey business suit.
Would he find out if the girls had just been shy, or would they give him 'the boot'?

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poem by Bri Edwards
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Virginia's Story

Elizabeth Gates-Wooten is my Grand mom.

She was born in Canada with her father and brothers.
They owned a Barber Shoppe.
I don't remember exactly where in Canada.
I believe it was right over the border like Windsor or Toronto.
I never knew exactly where it was.

When she was old enough she got married.

First, she married a man by the name of Frank Gates.
He was from Madagascar.
He fathered my mom and her brother and sister.
The boy's name was Frank Gates, Jr.
Two girls name were Anna and Agnes.

Agnes was my mother.

Frank Gates went crazy after the war
He drank a lot and died
Then grandma Elizabeth married a man by the name of Mr. Wooten.
He had a German name, but I don't think he was German.
She took his last name after they got married.

Then they moved to West Virginia in the United States.

Their son, Frank Gates Jr. Became a delegate in the democratic party.
He use to get into a lot of trouble because he liked to fight.
He was a delegate from the 1940's to 1970's.
He died of gout in the 1970's.

Anna was a maid and cook.

She baked cakes and stuff for people as a side line.
She had a hump on her back (scoliosis) .
She had to walk with a cane.
She could cook good though.
She did this kind of work all of her life, just like her mom, Elizabeth

They were both good cooks

They had a lot of money because they had these skills
Especially when people had parties.
Because they would make all of this food and then they would have left-overs.
We got to eat a lot of stuff we normally wouldn't get because of that.
When they cooked, they didn't use no measuring stuff, they would just use there hand.

My moms name was Agnes Barrie Gates.

She married James Wright and moved to Cleveland.

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poem by Talile Ali
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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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99 Lbs

Written by: d. bryant
Twenty-five pounds of pure cane sugar
Shes got in each and every kiss
You wouldnt know what Im talking bout
If you never had a love like this
Well, I dont mean to be frank with you all
Its a natural fact
Good things come wrapped up in small, small packages now
Well you cant argue with that
Oh, oh, yeah
Ninety-nine pounds of natural born goodness
Ninety-nine pounds of soul, oh, oh
Ninety-nine pounds of natural born goodness
Ninety-nine pounds of soul
Twenty-five pounds of tenderness
She got in each and every touch
Twenty-five pounds of understanding my woman
cause I was the one running round town worrying too much
Twenty-four pounds of sunday
That I cant see, yeah
And it all adds up to ninety-nine big pounds
Oh, Im talking about a feline friend
Ninety-nine pounds of natural born goodness
Ninety-nine pounds of soul
Ninety-nine pounds of natural born goodness
Ninety-nine pounds of soul
Ninety-nine pounds of natural born goodness
Ninety-nine pounds of soul
Ninety-nine pounds of natural born goodness
Ninety-nine pounds of soul
Ninety-nine pounds of natural born goodness
Ninety-nine pounds of soul
Ninety-nine pounds of natural born goodness
Ninety-nine pounds of soul

song performed by Black Crowes
Added by Lucian Velea
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University Of Central Florida Volleyball

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poem by Caasder Fronds
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If I Was Older

you should have seen her she was about 17 and knew that i was to young but I knew she was the oneand if I was oldershe would be my girl and i would be her man there's no doubt I knew ther's no doubt
cause if i could be so older to her and give her everything that she wants everything that she wants but until then imma keep on thinking of ways to let this girl really know i gotta let her know
if I was older she would be my girl if I was older I'd give her the world ifnI was older I'd treat her like a queen if I was older always take her out if I was older always ice her out if I was older treat her like a queen if I was older
Now listenshe's so pretty (yea) If I was only (yea) a little bit older (yea) I would tell her (yea) that i like her (that I like her) really like her (really like her) and to me she's just a dime piece all of my friends think my friends think that im crazy to be in love with her the way that i do but they don't know what i do so until them i keep thinking of ways to let this girl really no i gotta let her know if I was older (if I was older) I'd treat her like a queen If I was older (older) if I was older (eyy)
If I was older I would always take her out if I was older always ice her out If I was older (older) and i gotta let her know (i gotta let her know) How i feel (how I feel)and i gotta let her know that love is real (and i gotta let her know its real) ohh ohh yea yea ohh ohh ohh un hun If I was older say she would be my girl
If I wsa older I'd treat her like a queen if I was older (older) If i was older I'd treat her like a queen If I was older always take her out (always take her out) If I was older always ice her out (keep her iced out)
If i was older treat her like a queen (treat her like a queen) If i was older say only If i was older only If i was older

song performed by Corey from I'm Just Corey
Added by Lucian Velea
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The Betrothed

"You must choose between me and your cigar."
-- BREACH OF PROMISE CASE, CIRCA 1885.

Open the old cigar-box, get me a Cuba stout,
For things are running crossways, and Maggie and I are out.

We quarrelled about Havanas -- we fought o'er a good cheroot,
And I knew she is exacting, and she says I am a brute.

Open the old cigar-box -- let me consider a space;
In the soft blue veil of the vapour musing on Maggie's face.

Maggie is pretty to look at -- Maggie's a loving lass,
But the prettiest cheeks must wrinkle, the truest of loves must pass.

There's peace in a Larranaga, there's calm in a Henry Clay;
But the best cigar in an hour is finished and thrown away --

Thrown away for another as perfect and ripe and brown --
But I could not throw away Maggie for fear o' the talk o' the town!

Maggie, my wife at fifty -- grey and dour and old --
With never another Maggie to purchase for love or gold!

And the light of Days that have Been the dark of the Days that Are,
And Love's torch stinking and stale, like the butt of a dead cigar --

The butt of a dead cigar you are bound to keep in your pocket --
With never a new one to light tho' it's charred and black to the socket!

Open the old cigar-box -- let me consider a while.
Here is a mild Manila -- there is a wifely smile.

Which is the better portion -- bondage bought with a ring,
Or a harem of dusky beauties, fifty tied in a string?

Counsellors cunning and silent -- comforters true and tried,
And never a one of the fifty to sneer at a rival bride?

Thought in the early morning, solace in time of woes,
Peace in the hush of the twilight, balm ere my eyelids close,

This will the fifty give me, asking nought in return,
With only a Suttee's passion -- to do their duty and burn.

This will the fifty give me. When they are spent and dead,
Five times other fifties shall be my servants instead.

The furrows of far-off Java, the isles of the Spanish Main,

[...] Read more

poem by Rudyard Kipling
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Dizzy

I wanna know who you are
No more admiring you from a far
You walk by I get weak in the knees
I get next to you andi get dizzy dizzy
The way you look the way you move
Your body's telling me that I cant lose
You and me were meant to be
I get next to you and I get dizzy dizzy

My head is spinning round and round
You got me feeling like my feet arent on the ground
What is this power that you have over me
I get next to you and I get dizzy dizzy
I dont know just what to do
I've been in love but this is something new
Your the one for me its plain to see
I get next to you and I get dizzy dizzy

With my eyes open I wanna see your face
Spend all my days in your sweet embrace
Just one night with you could set me free
I get next to you and i get dizzy dizzy
You make me think of things to come
I'm dreaming that I'm making love
I dont know what you doing to me
I get next to you and i get dizzy dizzy

My head is spinning round and round
You got me feeling like my feet arent on the ground
What is this power that you have over me
I get next to you and I get dizzy dizzy
I dont know just what to do
I've been in love but this is something new
Your the one for me its plain to see
I get next to you and I get dizzy dizzy

(rap)
Hey I wanna hear you scream
Girl do you wanna get with me
Actually its plain to see
The way you move is making me dizzy
Dont know just what to do
I need some love to get me through
I'm feeling you

song performed by 98 Degrees from Revelation
Added by Lucian Velea
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Tamar

I
A night the half-moon was like a dancing-girl,
No, like a drunkard's last half-dollar
Shoved on the polished bar of the eastern hill-range,
Young Cauldwell rode his pony along the sea-cliff;
When she stopped, spurred; when she trembled, drove
The teeth of the little jagged wheels so deep
They tasted blood; the mare with four slim hooves
On a foot of ground pivoted like a top,
Jumped from the crumble of sod, went down, caught, slipped;
Then, the quick frenzy finished, stiffening herself
Slid with her drunken rider down the ledges,
Shot from sheer rock and broke
Her life out on the rounded tidal boulders.

The night you know accepted with no show of emotion the little
accident; grave Orion
Moved northwest from the naked shore, the moon moved to
meridian, the slow pulse of the ocean
Beat, the slow tide came in across the slippery stones; it drowned
the dead mare's muzzle and sluggishly
Felt for the rider; Cauldwell’s sleepy soul came back from the
blind course curious to know
What sea-cold fingers tapped the walls of its deserted ruin.
Pain, pain and faintness, crushing
Weights, and a vain desire to vomit, and soon again
die icy fingers, they had crept over the loose hand and lay in the
hair now. He rolled sidewise
Against mountains of weight and for another half-hour lay still.
With a gush of liquid noises
The wave covered him head and all, his body
Crawled without consciousness and like a creature with no bones,
a seaworm, lifted its face
Above the sea-wrack of a stone; then a white twilight grew about
the moon, and above
The ancient water, the everlasting repetition of the dawn. You
shipwrecked horseman
So many and still so many and now for you the last. But when it
grew daylight
He grew quite conscious; broken ends of bone ground on each
other among the working fibers
While by half-inches he was drawing himself out of the seawrack
up to sandy granite,
Out of the tide's path. Where the thin ledge tailed into flat cliff
he fell asleep. . . .
Far seaward
The daylight moon hung like a slip of cloud against the horizon.
The tide was ebbing
From the dead horse and the black belt of sea-growth. Cauldwell
seemed to have felt her crying beside him,

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poem by Robinson Jeffers
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Second Book

TIMES followed one another. Came a morn
I stood upon the brink of twenty years,
And looked before and after, as I stood
Woman and artist,–either incomplete,
Both credulous of completion. There I held
The whole creation in my little cup,
And smiled with thirsty lips before I drank,
'Good health to you and me, sweet neighbour mine
And all these peoples.'
I was glad, that day;
The June was in me, with its multitudes
Of nightingales all singing in the dark,
And rosebuds reddening where the calyx split.
I felt so young, so strong, so sure of God!
So glad, I could not choose be very wise!
And, old at twenty, was inclined to pull
My childhood backward in a childish jest
To see the face of't once more, and farewell!
In which fantastic mood I bounded forth
At early morning,–would not wait so long
As even to snatch my bonnet by the strings,
But, brushing a green trail across the lawn
With my gown in the dew, took will and way
Among the acacias of the shrubberies,
To fly my fancies in the open air
And keep my birthday, till my aunt awoke
To stop good dreams. Meanwhile I murmured on,
As honeyed bees keep humming to themselves;
'The worthiest poets have remained uncrowned
Till death has bleached their foreheads to the bone,
And so with me it must be, unless I prove
Unworthy of the grand adversity,–
And certainly I would not fail so much.
What, therefore, if I crown myself to-day
In sport, not pride, to learn the feel of it,
Before my brows be numb as Dante's own
To all the tender pricking of such leaves?
Such leaves? what leaves?'
I pulled the branches down,
To choose from.
'Not the bay! I choose no bay;
The fates deny us if we are overbold:
Nor myrtle–which means chiefly love; and love
Is something awful which one dare not touch
So early o' mornings. This verbena strains
The point of passionate fragrance; and hard by,
This guelder rose, at far too slight a beck
Of the wind, will toss about her flower-apples.
Ah–there's my choice,–that ivy on the wall,
That headlong ivy! not a leaf will grow

[...] Read more

poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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Using Boot Camp

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poem by Caasder Fronds
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XI. Guido

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

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

Some girls got it some girls dont
Some girls do it some girls wont
Some girls want to run your life
Some want to sink your boat
Girls- sweet sweet girls
Make you break you girls dont care
Wake you shake you get you there
Some girls like to play it cool
Some like to kiss and tell
Girls- sweet sweet girls
Its not new but its gotta be faced
A man can be turned by a pretty face
Cant live with them
Cant live without them
Girls- sweet sweet girls
Girls in movies girls in space
Girls on t.v. girls that race
Some girls want to tie you down
Some girls dont want to know
Girls- sweet sweet girls
Its not true but its gotta be faced
A man can be turned by a pretty face
Cant live with them
Cant live without them
Girls- sweet sweet girls
Some girls got it some girls dont
Some girls do it some girls wont
Some girls want to run your life
Some want to sink your boat
Girls- sweet sweet girls
Girls- sweet sweet girls
Girls- sweet sweet girls
Girls- sweet sweet sweet girls
(mccafferty,agnew,charlton,sweet)
Copyright 1989 m.a.c.s. music

song performed by Nazareth
Added by Lucian Velea
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Touched A Dream

(Talking) Girl you just don’t know
Last night was incredible. Listen. Check it out.
Last night, I felt the skies open up and rain down heaven
Last night, I felt the sun, the moon and the stars come together
Last night, I heard an angel speak to me he said us forever
And while we were making love, I saw visions of a tropical river
Last night I
Touched a dream
When you were here with me
Last night I
Touched a dream
Girl you fulfill my fantasy
Touched a dream
Said we rewrote the book of love making history
Touched a dream
Last night you brought my dreams to reality
Now last night, I could have sworn I saw an eagle spread his wings
Last night, I heard a massive choir lift their voice and sing
Last night, I saw the world living in peace and harmony
While we were making love, I felt my soul being set free
Last night I
Touched a dream
You were here with me
Last night I
Touched a dream
And you fulfill my fantasy
Touched a dream
I said we rewrote the book of love making history
Touched a dream
Ooh yeah, girl you brought my dreams to reality
After the rain comes the rainbow
The sun will shine after the storm
Oh yes it will and Mother Nature guarantees
Jumped the mountain and touched the sky
Over the sea baby we can fly
When we made love I see the flowers the trees the birds the bees
Last night I touched a dream girl
Touched a dream
You right here with me
Touched a dream
Ohhh ohh oooh a dream
Touched a dream
You fulfill my fantasy oh baby yes you did
Touched a dream
And baby we rewrote the book of love making history yeah yeah
Touched a dream
Girl, you brought my dreams to a reality yeah hey
Last night when you were lying next to me
Touched a dream
You fulfill my fantasy

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song performed by R. Kelly
Added by Lucian Velea
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