Citatepedia^®.com

Respect Is Not

Respect is not given on a whim
It is not your due
It is something you must pursue

Respect is not a constant
It is not easy to attain
It is something you must maintain

Respect is not a right
It is a lesson you learn
Respect is something you must earn

poem by Sarah Wilson
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Easy Skanking

Easy skanking (skankin it easy);
Easy skanking (skankin it slow);
Easy skanking (skankin it easy);
Easy skanking (skankin it slow).
Excuse me while I light my spliff; (spliff)
Good god, I gotta take a lift: (lift)
From reality I just cant drift; (drift)
Thats why I am staying with this riff. (riff)
Take it easy (easy skankin);
Lord, I take it easy! (easy skankin);
Take it easy (easy skankin);
Got to take it easy (easy skankin).
See: were takin it easy (ooh-wah-da da-da)
We taking it slow, (ooh-wah-da da-da)
Takin it easy (easy);
Got to take it slow (slow-slow)
So take it easy (easy skankin - da-da-da-da-da-da)
Wo-oh, take it easy (easy skankin)
Take it easy (easy skankin - da-da-da-da-da-da)
Take it easy. (easy skankin)
Excuse me while I light my spliff; (spliff)
Oh, god, I gotta take a lift: (lift)
From reality I just cant drift; (drift)
Thats why I am staying with this riff. (riff)
Take it easy (takin it easy);
Got to take it easy (takin it slow);
Take it easy (takin it easy);
Skanky, take it easy (takin it slow).
Tell you what:
Herb for my wine; (ooh-wa-da-da-da)
Honey for my strong drink; (ooh-wa-da-da-da)
Herb for my wine; (ooh-wa-da-da-da)
Honey for my strong drink.
I shake it easy (takin it easy);
Skanky, take it easy (skankin it slow);
Take it (takin it easy) easy;
Take it (skankin it slow) easy;
Take it easy (takin it easy);
Oh-oh-ooh! (skankin it slow);
Little bit easier (takin it easy);
Skanky, take it easy (skankin it slow).
Take it easy! take it easy! take it easy! /fadeout/

song performed by Bob Marley
Added by Lucian Velea
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A Man Could Get Arrested

(tennant/lowe)
--------------
Do it (do it do it do it do it do it...)
Do it do it do it do it do it do it do it do it...
Do it now do it now do it now do it now do it now do it now do it now
Do it (do it do it do it do it...)
Late on tuesday evening, such a commotion in the street
Someone broke a window, and someones head got beat
A wave of breaking bottles, crashed across the city street
And someone got arrested, for the breach of the peace
If you wanna walk (walk walk walk walk)
Dont talk (talk talk talk talk)
Do it! (do it do it do it do it do it do it do it)
If you wanna earn (earn earn earn earn)
Learn (learn learn learn)
How to do it! (do it do it do it do it do it do it do it)
And if you wanna ride (ride ride ride ride)
Dont hide (dont hide)
Do it! (do it do it do it do it do it do it do it do it)
If you wanna stay (stay stay stay)
Dont say (say say say)
Prove it! (prove it prove it prove it prove it prove it prove it)
How much longer are you gonna sit and talk to me?
You got so many problems and a split personality
You want to see a doctor before our love is tested
How much longer a man could get arrested?
If you wanna walk (walk walk walk walk)
Dont talk (talk talk talk talk)
Do it! (do it do it do it do it do it do it do it)
If you wanna earn (earn earn earn earn)
Learn (learn learn learn learn)
How to do it! (do it do it do it do it do it)
And if you wanna ride (ride ride ride ride)
Dont hide (hide hide hide hide hide)
Do it! (do it do it do it do it do it do it)
And if you wanna stay (stay stay stay)
Dont say (say say say)
Prove it! (prove it prove it prove it prove it prove it prove it)
Youve got your health, youve got everything, thats what my doctor said
You may not have much cash, but youve got a roof over your head
Of course I said I loved you, not just cause you insisted
How much longer a man could get arrested?
If you wanna walk (walk walk walk walk)
Dont talk (talk talk talk talk)
Do it! (do it do it do it do it do it do it do it)
If you wanna earn (earn earn earn earn)
Learn (learn learn learn learn)
How to do it! (do it do it do it do it do it do it)
If you wanna ride
Dont hide

[...] Read more

song performed by Pet Shop Boys
Added by Lucian Velea
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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

[...] Read more

poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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Easy Thing

Love, love is so hard
Love is so hard to find
When love, such an easy thing
Such an easy thing
Such an easy thing to lose, yeah
Words, words are so hard
Words are so hard to find
When love, such an easy thing
Such an easy thing
Such an easy thing to lose, yeah
When you find your love
Will you know its real
When you lose it all
Will you really feel love
Love, love is so hard
Love is so hard to find
cause loves such an easy thing
Such an easy thing
Such an easy thing to lose, yeah
When you find your love
Will you know its real
When you lose it all
Will you really feel love
Love, love is so hard
Love is so hard to find
cause love (love) such an easy thing (so easy)
Such an easy thing (love is so easy)
Such an easy thing to lose, yeah (love)
Love (love) such an easy thing (so easy)
Such an easy thing (love is so easy)
Such an easy thing to lose, yeah (love, love is so easy to lose)
Love (love) such an easy thing (so easy)
Such an easy thing (love is so easy)
Such an easy thing to lose, yeah (love)
Love (love) such an easy thing (so easy)
Such an easy thing (love is so easy)
Such an easy thing to lose, (love, love is so easy to lose)

song performed by Kiss
Added by Lucian Velea
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Backdoor Medley

I. backdoor love affair
Got to have you, baby, even
Though you say that you dont care.
Got to have you, baby, even
Though you say that you dont care.
Any way you want it,
Settle for a backdoor love affair.
Ii. mellow down easy
Jump, jump here, jump, jump there,
Jump, jump, baby, everywhere.
Dont you mellow down easy,
Babe, you got to mellow down easy.
Dont you mellow down easy.
Got to mellow down easy.
Dont you mellow down easy.
Got to mellow down easy, babe.
Dont you mellow down easy.
Got to mellow down easy.
Dont you mellow down easy.
Mellow down easy when you really wanna blow your top.
Shake, shake here, shake, shake there,
Shake, shake, baby, everywhere.
Dont you mellow down easy,
Babe, you got to mellow down easy.
Dont you mellow down easy.
Got to mellow down easy.
Dont you mellow down easy.
Got to mellow down easy, babe.
Dont you mellow down easy.
Got to mellow down easy.
Dont you mellow down easy.
Mellow down easy when you really wanna blow your top.
Shake, shake here, shake, shake there,
Shake, shake, baby, everywhere.
Dont you mellow down easy,
Babe, you got to mellow down easy.
Dont you mellow down easy.
Got to mellow down easy.
Dont you mellow down easy.
Got to mellow down easy, babe.
Dont you mellow down easy.
Got to mellow down easy.
Dont you mellow down easy.
Mellow down easy when you really wanna blow your top.
Iii. backdoor love affair no.2
Baby baby baby baby, dont you want a man like me?
Uh-huh uh-huh, yes I do, yes I do.
Oh, baby baby baby baby, dont you want a man like me?
Uh-huh uh-huh, uh-huh uh-huh, uh-huh uh-huh.
Oh, I give you lovin by the daytime,

[...] Read more

song performed by ZZ Top
Added by Lucian Velea
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Henry And Emma. A Poem.

Upon the Model of The Nut-Brown Maid. To Cloe.

Thou, to whose eyes I bend, at whose command
(Though low my voice, though artless be my hand.
I take the sprightly reed, and sing and play,
Careless of what the censuring world may say;
Bright Cloe! object of my constant vow,
Wilt thou a while unbend thy serious brow?
Wilt thou with pleasure hear thy lover's strains,
And with one heavenly smile o'erpay his pains?
No longer shall the Nut-brown Maid be old,
Though since her youth three hundred years have roll'd:
At thy desire she shall again be raised,
And her reviving charms in lasting verse be praised.

No longer man of woman shall complain,
That he may love and not be loved again;
That we in vain the fickle sex pursue,
Who change the constant lover for the new.
Whatever has been writ, whatever said
Henceforth shall in my verse refuted stand,
Be said to winds, or writ upon the sand:
And while my notes to future times proclaim
Unconquer'd love and ever-during flame,
O, fairest of the sex, be thou my muse;
Deign on my work thy influence to diffuse:
Let me partake the blessings I rehearse,
And grant me love, the just reward of verse.

As beauty's potent queen with every grace
That once was Emma's has adorn'd thy face,
And as her son has to my bosom dealt
That constant flame which faithful Henry felt,
O let the story with thy life agree,
Let men once more the bright example see;
What Emma was to him be thou to me:
Nor send me by thy frown from her I love,
Distant and sad, a banish'd man to rove:
But, oh! with pity long entreated crown
My pains and hopes: and when thou say'st that one
Of all mankind thou lovest, oh! think on me alone.

Where beauteous Isis and her husband Thame
With mingled waves for ever flow the same,
In times of yore an ancient baron lived,
Great gifts bestowed, and great respect received.

When dreadful Edward, with successful care
Led his free Britons to the Gallic war,

[...] Read more

poem by Matthew Prior
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Take Love Easy

Easy
Easy
Take love easy, easy easy
Never let your feelings show
Make it breezy, breezy breezy
Easy come and easy go
Never smile too brightly brightly
When your heart is riding high
Let your heart break, oh so slightly
When your baby says goodbye
That well known flame is mighty hot
As all of us have learned
So handle it with velvet gloves
And you wont get your fingers burned
Take love easy, easy
On the free and easy plan
And if you cant take it easy
Take it easy as you can
Take love easy, easy
Never let your feelings show
Make it breezy, breezy, easy
Easy, easy come and easy go
Never smile too brightly brightly
When your heart is riding high
Let your heart break, oh so slightly
When your baby says goodbye
That well known flame is mighty hot
As all of us have learned
So handle it, handle it with velvet gloves
And you wont get your fingers burned
Take love easy, easy easy
On the free and easy plan
And if you cant take it easy
Take it easy as you can
Take it easy
Take it easy
Take it easy, take it easy, take it easy, take it easy

song performed by Ella Fitzgerald
Added by Lucian Velea
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The Ghost - Book IV

Coxcombs, who vainly make pretence
To something of exalted sense
'Bove other men, and, gravely wise,
Affect those pleasures to despise,
Which, merely to the eye confined,
Bring no improvement to the mind,
Rail at all pomp; they would not go
For millions to a puppet-show,
Nor can forgive the mighty crime
Of countenancing pantomime;
No, not at Covent Garden, where,
Without a head for play or player,
Or, could a head be found most fit,
Without one player to second it,
They must, obeying Folly's call,
Thrive by mere show, or not at all
With these grave fops, who, (bless their brains!)
Most cruel to themselves, take pains
For wretchedness, and would be thought
Much wiser than a wise man ought,
For his own happiness, to be;
Who what they hear, and what they see,
And what they smell, and taste, and feel,
Distrust, till Reason sets her seal,
And, by long trains of consequences
Insured, gives sanction to the senses;
Who would not (Heaven forbid it!) waste
One hour in what the world calls Taste,
Nor fondly deign to laugh or cry,
Unless they know some reason why;
With these grave fops, whose system seems
To give up certainty for dreams,
The eye of man is understood
As for no other purpose good
Than as a door, through which, of course,
Their passage crowding, objects force,
A downright usher, to admit
New-comers to the court of Wit:
(Good Gravity! forbear thy spleen;
When I say Wit, I Wisdom mean)
Where (such the practice of the court,
Which legal precedents support)
Not one idea is allow'd
To pass unquestion'd in the crowd,
But ere it can obtain the grace
Of holding in the brain a place,
Before the chief in congregation
Must stand a strict examination.
Not such as those, who physic twirl,
Full fraught with death, from every curl;

[...] Read more

poem by Charles Churchill
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Hudibras: Part 3 - Canto II

THE ARGUMENT

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

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

[...] Read more

poem by Samuel Butler
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On The Death Of Damon. (Translated From Milton)

Ye Nymphs of Himera (for ye have shed
Erewhile for Daphnis and for Hylas dead,
And over Bion's long-lamented bier,
The fruitless meed of many a sacred tear)
Now, through the villas laved by Thames rehearse
The woes of Thyrsis in Sicilian verse,
What sighs he heav'd, and how with groans profound
He made the woods and hollow rocks resound
Young Damon dead; nor even ceased to pour
His lonely sorrows at the midnight hour.
The green wheat twice had nodded in the ear,
And golden harvest twice enrich'd the year,
Since Damon's lips had gasp'd for vital air
The last, last time, nor Thyrsis yet was there;
For he, enamour'd of the Muse, remain'd
In Tuscan Fiorenza long detain'd,
But, stored at length with all he wish'd to learn,
For his flock's sake now hasted to return,
And when the shepherd had resumed his seat
At the elm's root within his old retreat,
Then 'twas his lot, then, all his loss to know,
And, from his burthen'd heart, he vented thus his woe.
Go, seek your home, my lambs; my thoughts are due
To other cares than those of feeding you.
Alas! what Deities shall I suppose
In heav'n or earth concern'd for human woes,
Since, Oh my Damon! their severe decree
So soon condemns me to regret of Thee!
Depart'st thou thus, thy virtues unrepaid
With fame and honour, like a vulgar shade?
Let him forbid it, whose bright rod controls,
And sep'rates sordid from illustrious souls,
Drive far the rabble, and to Thee assign
A happier lot with spirits worthy thine!
Go, seek your home, my lambs; my thoughts are due
To other cares than those of feeding you.
Whate'er befall, unless by cruel chance
The wolf first give me a forbidding glance,
Thou shalt not moulder undeplor'd, but long
Thy praise shall dwell on ev'ry shepherd's tongue;
To Daphnis first they shall delight to pay,
And, after Him, to thee the votive lay,
While Pales shall the flocks and pastures love,
Or Faunus to frequent the field or grove,
At least if antient piety and truth
With all the learned labours of thy youth
May serve thee aught, or to have left behind
A sorrowing friend, and of the tuneful kind.
Go, seek your home, my lambs, my thoughts are due
To other cares than those of feeding you.

[...] Read more

poem by William Cowper
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Orlando Furioso Canto 20

ARGUMENT
Guido and his from that foul haunt retire,
While all Astolpho chases with his horn,
Who to all quarters of the town sets fire,
Then roving singly round the world is borne.
Marphisa, for Gabrina's cause, in ire
Puts upon young Zerbino scathe and scorn,
And makes him guardian of Gabrina fell,
From whom he first learns news of Isabel.

I
Great fears the women of antiquity
In arms and hallowed arts as well have done,
And of their worthy works the memory
And lustre through this ample world has shone.
Praised is Camilla, with Harpalice,
For the fair course which they in battle run.
Corinna and Sappho, famous for their lore,
Shine two illustrious light, to set no more.

II
Women have reached the pinnacle of glory,
In every art by them professed, well seen;
And whosoever turns the leaf of story,
Finds record of them, neither dim nor mean.
The evil influence will be transitory,
If long deprived of such the world had been;
And envious men, and those that never knew
Their worth, have haply hid their honours due.

III
To me it plainly seems, in this our age
Of women such is the celebrity,
That it may furnish matter to the page,
Whence this dispersed to future years shall be;
And you, ye evil tongues which foully rage,
Be tied to your eternal infamy,
And women's praises so resplendent show,
They shall, by much, Marphisa's worth outgo.

IV
To her returning yet again; the dame
To him who showed to her such courteous lore,
Refused not to disclose her martial name,
Since he agreed to tell the style be bore.
She quickly satisfied the warrior's claim;
To learn his title she desired so sore.
'I am Marphisa,' the virago cried:
All else was known, as bruited far and wide.

[...] Read more

poem by Ludovico Ariosto
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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

[...] Read more

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

when broken
learn
when happy
learn
when bored
learn
when you float and does not know what to do
learn just the same
when filled with idealism
learn
when fed with what you cannot swallow
learn again
when the times get rough and you want to kill yourself
learn, learn, learn
you still have many things to learn
faces of life
bodies of life
learn, learn, learn everything
do not surrender

for in truth, you do not do what you only want
you will also do what you are told to do
no questions asked
or you will be left out
or you will be not a part of the picture
this life
learn, learn, learn, always learn
do not surrender
live, learn, live, learn
you will soon do all that others will tell you
learn, learn and learn again

and sooner you will have learned everything
and then do what you want to do
with firm conviction
you know now what is right
and that is what you will do,

now without even being told
you have become yourself

but still learn, learn, and learn again
because

you might be wrong,
try thinking some more, learn
relearn, learn, learn, learn, forevermore....

poem by Ric S. Bastasa
Added by Poetry Lover
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An Essay on Criticism

Part I

INTRODUCTION. That it is as great a fault to judge ill as to write ill, and a more dangerous one to the public. That a true Taste is as rare to be found as a true Genius. That most men are born with some Taste, but spoiled by false education. The multitude of Critics, and causes of them. That we are to study our own Taste, and know the limits of it. Nature the best guide of judgment. Improved by Art and rules, which are but methodized Nature. Rules derived from the practice of the ancient poets. That therefore the ancients are necessary to be studied by a Critic, particularly Homer and Virgil. Of licenses, and the use of them by the ancients. Reverence due to the ancients, and praise of them.

'Tis hard to say if greater want of skill
Appear in writing or in judging ill;
But of the two less dangerous is th'offence
To tire our patience than mislead our sense:
Some few in that, but numbers err in this;
Ten censure wrong for one who writes amiss;
A fool might once himself alone expose;
Now one in verse makes many more in prose.

'Tis with our judgments as our watches, none
Go just alike, yet each believes his own.
In Poets as true Genius is but rare,
True Taste as seldom is the Critic's share;
Both must alike from Heav'n derive their light,
These born to judge, as well as those to write.
Let such teach others who themselves excel,
And censure freely who have written well;
Authors are partial to their wit, 'tis true,
But are not Critics to their judgment too?

Yet if we look more closely, we shall find
Most have the seeds of judgment in their mind:
Nature affords at least a glimm'ring light;
The lines, tho' touch'd but faintly, are drawn right:
But as the slightest sketch, if justly traced,
Is by ill col'ring but the more disgraced,
So by false learning is good sense defaced:
Some are bewilder'd in the maze of schools,
And some made coxcombs Nature meant but fools:
In search of wit these lose their common sense,
And then turn Critics in their own defence:
Each burns alike, who can or cannot write,
Or with a rival's or an eunuch's spite.
All fools have still an itching to deride,
And fain would be upon the laughing side.
If Mævius scribble in Apollo's spite,
There are who judge still worse than he can write.

Some have at first for Wits, then Poets pass'd;
Turn'd Critics next, and prov'd plain Fools at last.
Some neither can for Wits nor Critics pass,
As heavy mules are neither horse nor ass.
Those half-learn'd witlings, numerous in our isle,
As half-form'd insects on the banks of Nile;
Unfinish'd things, one knows not what to call,

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poem by Alexander Pope
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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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The Aeneid of Virgil: Book 12

WHEN Turnus saw the Latins leave the field,
Their armies broken, and their courage quell’d,
Himself become the mark of public spite,
His honor question’d for the promis’d fight;
The more he was with vulgar hate oppress’d, 5
The more his fury boil’d within his breast:
He rous’d his vigor for the last debate,
And rais’d his haughty soul to meet his fate.
As, when the swains the Libyan lion chase,
He makes a sour retreat, nor mends his pace; 10
But, if the pointed jav’lin pierce his side,
The lordly beast returns with double pride:
He wrenches out the steel, he roars for pain;
His sides he lashes, and erects his mane:
So Turnus fares; his eyeballs flash with fire, 15
Thro’ his wide nostrils clouds of smoke expire.
Trembling with rage, around the court he ran,
At length approach’d the king, and thus began:
“No more excuses or delays: I stand
In arms prepar’d to combat, hand to hand, 20
This base deserter of his native land.
The Trojan, by his word, is bound to take
The same conditions which himself did make.
Renew the truce; the solemn rites prepare,
And to my single virtue trust the war. 25
The Latians unconcern’d shall see the fight;
This arm unaided shall assert your right:
Then, if my prostrate body press the plain,
To him the crown and beauteous bride remain.”
To whom the king sedately thus replied: 30
“Brave youth, the more your valor has been tried,
The more becomes it us, with due respect,
To weigh the chance of war, which you neglect.
You want not wealth, or a successive throne,
Or cities which your arms have made your own: 35
My towns and treasures are at your command,
And stor’d with blooming beauties is my land;
Laurentum more than one Lavinia sees,
Unmarried, fair, of noble families.
Now let me speak, and you with patience hear, 40
Things which perhaps may grate a lover’s ear,
But sound advice, proceeding from a heart
Sincerely yours, and free from fraudful art.
The gods, by signs, have manifestly shown,
No prince Italian born should heir my throne: 45
Oft have our augurs, in prediction skill’d,
And oft our priests, a foreign son reveal’d.
Yet, won by worth that cannot be withstood,
Brib’d by my kindness to my kindred blood,
Urg’d by my wife, who would not be denied, 50

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poem by Publius Vergilius Maro
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The Hearts Filthy Lesson

Hearts filthy lesson
Hearts filthy lesson
Hearts filthy lesson
Theres always the diamond friendly
Sitting in the laugh hotel
The hearts filthy lesson
With her hundred miles to hell
Oh, ramona, if there was only something between us
If there was only something between us
Other than our clothes
Something in our skies
Something in our skies
Something in our blood
Something in our skies
Paddy
Paddy, whos been wearing mirandas clothes?
Its the hearts filthy lesson
Hearts filthy lesson
Hearts filthy lesson
Falls upon deaf ears
Its the hearts filthy lesson
Hearts filthy lesson
Hearts filthy lesson
Falls upon deaf ears
Falls upon dead years
Oh ramona, if there was only some kind of future
Oh ramona, if there was only some kind of future
And these cerulean skies
Something in our skies
Something in our skies
Something in our blood
Something in our skies
Paddy, paddy?
Paddy will you carry me, I think Ive lost my way
Im already five years older Im already in my grave
Im already
Im already
Im already
Will you carry me?
Oh paddy, I think Ive lost my way
Paddy
What a fantastic death abyss
Paddy
What a fantastic death abyss
Its the hearts filthy lesson
Tell the others
Its the hearts filthy lesson
What a fantastic death abyss
Tell the others
Its the hearts filthy lesson

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song performed by David Bowie
Added by Lucian Velea
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A Stave Of Roving Tim

(ADDRESSED TO CERTAIN FRIENDLY TRAMPS.)

I

The wind is East, the wind is West,
Blows in and out of haven;
The wind that blows is the wind that's best,
And croak, my jolly raven!
If here awhile we jigged and laughed,
The like we will do yonder;
For he's the man who masters a craft,
And light as a lord can wander.
So, foot the measure, Roving Tim,
And croak, my jolly raven!
The wind according to its whim
Is in and out of haven.

II

You live in rows of snug abodes,
With gold, maybe, for counting;
And mine's the beck of the rainy roads
Against the sun a-mounting.
I take the day as it behaves,
Nor shiver when 'tis airy;
But comes a breeze, all you are on waves,
Sick chickens o' Mother Carey!
So, now for next, cries Roving Tim,
And croak, my jolly raven!
The wind according to its whim
Is in and out of haven.

III

Sweet lass, you screw a lovely leer,
To make a man consider.
If you were up with the auctioneer,
I'd be a handsome bidder.
But wedlock clips the rover's wing;
She tricks him fly to spider;
And when we get to fights in the Ring,
It's trumps when you play outsider.
So, wrench and split, cries Roving Tim,
And croak, my jolly raven!
The wind according to its whim
Is in and out of haven.

IV

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poem by George Meredith
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Conversation

Though nature weigh our talents, and dispense
To every man his modicum of sense,
And Conversation in its better part
May be esteem'd a gift, and not an art,
Yet much depends, as in the tiller’s toil,
On culture, and the sowing of the soil.
Words learn'd by rote a parrot may rehearse,
But talking is not always to converse;
Not more distinct from harmony divine,
The constant creaking of a country sign.
As alphabets in ivory employ,
Hour after hour, the yet unletter’d boy,
Sorting and puzzling with a deal of glee
Those seeds of science call’d his a b c;
So language in the mouths of the adult,
Witness its insignificant result,
Too often proves an implement of play,
A toy to sport with, and pass time away.
Collect at evening what the day brought forth,
Compress the sum into its solid worth,
And if it weigh the importance of a fly,
The scales are false, or algebra a lie.
Sacred interpreter of human thought,
How few respect or use thee as they ought!
But all shall give account of every wrong,
Who dare dishonour or defile the tongue;
Who prostitute it in the cause of vice,
Or sell their glory at a market-price;
Who vote for hire, or point it with lampoon,
The dear-bought placeman, and the cheap buffoon.
There is a prurience in the speech of some,
Wrath stays him, or else God would strike them dumb;
His wise forbearance has their end in view,
They fill their measure and receive their due.
The heathen lawgivers of ancient days,
Names almost worthy of a Christian’s praise,
Would drive them forth from the resort of men,
And shut up every satyr in his den.
Oh, come not ye near innocence and truth,
Ye worms that eat into the bud of youth!
Infectious as impure, your blighting power
Taints in its rudiments the promised flower;
Its odour perish’d, and its charming hue,
Thenceforth ‘tis hateful, for it smells of you.
Not e’en the vigorous and headlong rage
Of adolescence, or a firmer age,
Affords a plea allowable or just
For making speech the pamperer of lust;
But when the breath of age commits the fault,
‘Tis nauseous as the vapour of a vault.

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poem by William Cowper
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VI. Giuseppe Caponsacchi

Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,

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