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Doin' What Comes Natur'lly

ANNIE OAKLEY and FEMALE CHORUS:
Folks are dumb where I come from,
They ain't had any learning.
Still they're happy as can be
Doin' what comes naturally (doin' what comes naturally).
Folks like us could never fuss
With schools and books and learning.
Still we've gone from A to Z,
Doin' what comes naturally (doin' what comes naturally)
You don't have to know how to read or write
When you're out with a feller in the pale moonlight.
You don't have to look in a book to find out
What he thinks of the moon and what is on his mind.
That comes naturally (that comes naturally).
My uncle out in Texas can't even write his name.
He signs his checks with "x's"
But they cash them just the same.
If you saw my pa and ma,
You'd know they had no learning,
Still they've raised a family
Doin' what comes naturally (doin' what comes naturally)
Cousin Jack has never read an almanac on drinking
Still he's always on the spree
Doin' what comes naturally (doin' what comes naturally).
Sister Sal who's musical has never had a lesson,
Still she's learned to sing off-key
Doin' what comes naturally (doin' what comes naturally).
You don't have to go a private school
Not to pick up a penny near a stubborn mule,
You don't have to have a professor's dome
Not to go for the honey when the bee's not home.
That comes naturally (that comes naturally).
My tiny baby brother, who's never read a book,
Knows one sex from the other,
All he had to do was look,
Grandpa Bill is on the hill
With someone he just married.
There he is at ninety-three,
Doin' what comes naturally (doin' what comes naturally

song performed by Irving Berlin
Added by Lucian Velea
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Enoch Arden

Long lines of cliff breaking have left a chasm;
And in the chasm are foam and yellow sands;
Beyond, red roofs about a narrow wharf
In cluster; then a moulder'd church; and higher
A long street climbs to one tall-tower'd mill;
And high in heaven behind it a gray down
With Danish barrows; and a hazelwood,
By autumn nutters haunted, flourishes
Green in a cuplike hollow of the down.

Here on this beach a hundred years ago,
Three children of three houses, Annie Lee,
The prettiest little damsel in the port,
And Philip Ray the miller's only son,
And Enoch Arden, a rough sailor's lad
Made orphan by a winter shipwreck, play'd
Among the waste and lumber of the shore,
Hard coils of cordage, swarthy fishing-nets,
Anchors of rusty fluke, and boats updrawn,
And built their castles of dissolving sand
To watch them overflow'd, or following up
And flying the white breaker, daily left
The little footprint daily wash'd away.

A narrow cave ran in beneath the cliff:
In this the children play'd at keeping house.
Enoch was host one day, Philip the next,
While Annie still was mistress; but at times
Enoch would hold possession for a week:
`This is my house and this my little wife.'
`Mine too' said Philip `turn and turn about:'
When, if they quarrell'd, Enoch stronger-made
Was master: then would Philip, his blue eyes
All flooded with the helpless wrath of tears,
Shriek out `I hate you, Enoch,' and at this
The little wife would weep for company,
And pray them not to quarrel for her sake,
And say she would be little wife to both.

But when the dawn of rosy childhood past,
And the new warmth of life's ascending sun
Was felt by either, either fixt his heart
On that one girl; and Enoch spoke his love,
But Philip loved in silence; and the girl
Seem'd kinder unto Philip than to him;
But she loved Enoch; tho' she knew it not,
And would if ask'd deny it. Enoch set
A purpose evermore before his eyes,
To hoard all savings to the uttermost,
To purchase his own boat, and make a home

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poem by Alfred Lord Tennyson
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Anything You Can Do

ANNIE: Anything you can do I can do better
......I can do anything better than you
FRANK: No, you can't
ANNIE: Yes, I can
FRANK: No, you can't
ANNIE: Yes, I can
FRANK: No, you can't
ANNIE: Yes, I can, yes, I can
FRANK: Anything you can be I can be greater
......Sooner or later I'm greater than you
ANNIE: No, you're not
FRANK: Yes, I am
ANNIE: No, you're not
FRANK: Yes, I am
ANNIE: No, you're not
FRANK: Yes, I am, yes I am
FRANK: I can shoot a partridge with a single cartridge
ANNIE: I can get a sparrow with a bow and arrow
FRANK: I can live on bread and cheese
ANNIE: And only on that?
FRANK: Yes
ANNIE: So can a rat
FRANK: Any note you can reach I can go higher
ANNIE: I can sing anything higher than you
FRANK: No, you can't
ANNIE: Yes, I can
FRANK: No, you can't
ANNIE: Yes, I can
FRANK: No, you can't
ANNIE: Yes, I can
FRANK: No, you can't
ANNIE: Yes, I can
FRANK: No, you can't
ANNIE: Yes, I can
ANNIE: Anything you can buy I can buy cheaper
......I can buy anything cheaper than you
FRANK: Fifty cents
ANNIE: Forty cents
FRANK: Thirty cents
ANNIE: Twenty cents
FRANK: No, you can't
ANNIE: Yes, I can, yes, I can
FRANK: Anything you can say I can say softer
ANNIE: I can say anything softer than you
FRANK: No, you can't
ANNIE: Yes, I can
FRANK: No, you can't
ANNIE: Yes, I can
FRANK: No, you can't
ANNIE: Yes, I can, yes, I can

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song performed by Irving Berlin
Added by Lucian Velea
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So So Dumb

Uh
Oh yeah
Alright (alright)
Alright alright
Dumb dumb dumb
So so dumb so dumb
Dumb dumb dumb
So so dumb so dumb
Everytime I see ya
Simple bitch pleads
Come here and talk to me
Wanna tell ya (huh)
Tell ya whats been on my mind
The wifes a friend of mine
Why do you need some
Georgia pine in your life
Do you love everything
About the woman you with
Why you tryin to get with t
I thought that you had
Responsibility
See your wife is beautiful (huh)
The kid is two years old (hey)
She folds all your clothes
Whatcha runnin around for
I cant think that youre so
Dumb dumb dumb
She thinks youre so faithful
So so dumb so dumb
And shes such a pretty girl
Dumb dumb dumb
How could you be so damn
So so dumb so dumb
I cant believe
Youre knockin
Youre knockin at my door
I should get my gun
And gun you to the floor
But instead
I think Ill invite you in
Ima call your wife boy
And let her know where youve been
Cuz she thinks that
Youre so faithful
Boy youre so dumb (dumb)
Aint goin down like that no more
Guess whos knockin at the front door
Aint nobody you wanna see come in
You should appreciate your girl
Stop tryin to push it on me

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song performed by TLC
Added by Lucian Velea
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Annie Mae

Written by natalie cole
(hoo, hoo, hoo) mmm (hoo, hoo, hoo)
Growing up wasnt easy for annie mae
(hoo, hoo, hoo)
A little girl in a great big world
Annie mae (hoo, hoo, hoo)
No one knew about her past
Some people swore shed never last
She was (growing up much too fast)
Growing (hoo, hoo, hoo)
Just a little too fast (hoo, hoo, hoo)
Never had her a mama, no, no
Annie mae (hoo, hoo, hoo)
Rarely heard a kind spoken word
Annie mae (hoo, hoo, hoo)
Looking at life through an empty shell
And all the time shes catching hell
She was growing
(growing up much too fast) up much too fast
Does anybody know where is annie mae today
Where oh where is annie mae
All you got to do is look into the faces of
All the young girls
On the avenue--(young girls!)
Oh, well, (hoo, hoo, hoo) ha
In the night hear her cry, annie mae (hoo, hoo, hoo)
Hurt and pain keeps coming again
And again, and again, annie mae (hoo, hoo, hoo)
Trippin and runnin is blowin her mind
Tryin to decide if shell make it this time
She was (growing up) oh, yeah (much too fast)
She was (growing up much too fast)
Somebody got to stop her, oh annie, annie
(ooh) (hoo, hoo, hoo) (where is annie mae)
Annie, annie
Somebody
(ooh) (hoo, hoo, hoo) (where is annie mae)
Got to stop her, oh, annie, annie,
(ooh) (hoo, hoo, hoo) (where is annie mae)
Annie, annie
Shes runnin, shes runnin
Growin up too fast, oh, oh
(shes running) oh, oh
Growin up too fast, oh, oh
(shes runnin) oh, oh
Growin up too fast, oh, hey
(shes runnin) annie, annie mae, yeah
(shes running) where you goin annie
(shes runnin) dont you think somebody aught to stop you
(shes runnin) somebody aught to stop you

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song performed by Natalie Cole
Added by Lucian Velea
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Finale

FRANK BUTLER:
The cowboys, the wrestlers, the tumblers, the clowns
The roustabouts that move the show at dawn
ANNIE OAKLEY:
The music, the spotlights, the people, the towns
Your baggage with the labels pasted on
FRANK BUTLER:
The sawdust and the horses and the smell
ANNIE OAKLEY:
The towel you've taken from the last hotel
ANNIE OAKLEY, FRANK BUTLER and CHORUS:
There's no business like show business
Like no business I know
Everything about it is appealing
Everything the traffic will allow
No where could you have that happy feeling
When you aren't stealing that extra bow
There's no people like show people
They smile when they are low
Even with a turkey that you know will fold
You may be stranded out in the cold
Still you wouldn't change it for a sack o' gold
Let's go on with the show
Let's go on with the show!
ANNIE OAKLEY and FRANK BUTLER:
They say that falling in love is wonderful
It's wonderful, so they say.
And with a moon up above it's wonderful
It's wonderful, so they tell me.
ANNIE OAKLEY:
I can't recall who said it
FRANK BUTLER:
I know I never read it
I only know that falling in love is grand
And to hold a girl in your arms
Is wonderful,
ANNIE OAKLEY:
Wonderful...
ANNIE OAKLEY and FRANK BUTLER:
In every way
So they say

song performed by Irving Berlin
Added by Lucian Velea
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Allegany Camp

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amelia earhart in japanese war camp

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poem by Rwetewrt Erwtwer
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First Book

OF writing many books there is no end;
And I who have written much in prose and verse
For others' uses, will write now for mine,–
Will write my story for my better self,
As when you paint your portrait for a friend,
Who keeps it in a drawer and looks at it
Long after he has ceased to love you, just
To hold together what he was and is.

I, writing thus, am still what men call young;
I have not so far left the coasts of life
To travel inland, that I cannot hear
That murmur of the outer Infinite
Which unweaned babies smile at in their sleep
When wondered at for smiling; not so far,
But still I catch my mother at her post
Beside the nursery-door, with finger up,
'Hush, hush–here's too much noise!' while her sweet eyes
Leap forward, taking part against her word
In the child's riot. Still I sit and feel
My father's slow hand, when she had left us both,
Stroke out my childish curls across his knee;
And hear Assunta's daily jest (she knew
He liked it better than a better jest)
Inquire how many golden scudi went
To make such ringlets. O my father's hand,
Stroke the poor hair down, stroke it heavily,–
Draw, press the child's head closer to thy knee!
I'm still too young, too young to sit alone.

I write. My mother was a Florentine,
Whose rare blue eyes were shut from seeing me
When scarcely I was four years old; my life,
A poor spark snatched up from a failing lamp
Which went out therefore. She was weak and frail;
She could not bear the joy of giving life–
The mother's rapture slew her. If her kiss
Had left a longer weight upon my lips,
It might have steadied the uneasy breath,
And reconciled and fraternised my soul
With the new order. As it was, indeed,
I felt a mother-want about the world,
And still went seeking, like a bleating lamb
Left out at night, in shutting up the fold,–
As restless as a nest-deserted bird
Grown chill through something being away, though what
It knows not. I, Aurora Leigh, was born
To make my father sadder, and myself
Not overjoyous, truly. Women know
The way to rear up children, (to be just,)

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poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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Annie Marshall the Foundling

Annie Marshall was a foundling, and lived in Downderry,
And was trained up by a coast-guardsman, kind-hearted and merry
And he loved Annie Marshall as dear as his life,
And he resolved to make her his own loving wife.

The night was tempestuous, most terrific, and pitch dark,
When Matthew Pengelly rescued Annie Marshall from an ill-fated barque,
But her parents were engulfed in the briny deep,
Which caused poor Annie at times to sigh and weep.

One day Matthew asked Annie if she would be his wife,
And Annie replied, I never thought of it in all my life;
Yes, my wife, Annie, replied Matthew, hold hard a bit,
Remember, Annie, I've watched you grow up, and consider you most fit.

Poor Annie did not speak, she remained quite mute,
And with agitation she trembled from head to foot,
The poor girl was in a dilemma, she knew not what to say,
And owing to Matthew training her, she couldn't say him nay.

Oh! Matthew, I'm afraid I would not make you a good wife,
And in that respect there would be too much strife,
And the thought thereof, believe me, makes me feel ill,
Because I'm unfit to be thy wife, Matthew, faltered the poor girl.

Time will prove that, dear Annie, but why are you so calm?
Then Annie put her hand shyly into Matthew's brown palm
Just then the flashing lightning played upon Annie's face,
And the loud thunder drowned Matthew's words as Annie left the place.

But Matthew looked after her as she went home straightway,
And his old heart felt light and gay,
As he looked forward for his coming marriage day,
Because he knew that Annie Marshall couldn't say him nay.

Then the sky drew dark, and the sea lashed itself into foam,
But he heeded it not as he sat there alone,
Till the sound of a gun came booming o'er the sea,
Then Matthew had to attend to his duty immediately.

A ship, he muttered, Lord, help them! and coming right in by the sound,
And in a few minutes she will run aground.
And the vessel was dashed against the rocks with her helpless crew,
Then in hot haste for assistance Matthew instantly flew.

Then Matthew returned with a few men all willing to lend their aid,
But amongst them all Matthew seemed the least afraid;
Then an old man cried, Save my boy, for his mother's sake,
Oh! Matthew, try and save him, or my heart will break!

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poem by William Topaz McGonagall
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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 Lass of Lochroyan

'O WHA will shoe my bonny foot?
   And wha will glove my hand?
And wha will bind my middle jimp
   Wi' a lang, lang linen band?

'O wha will kame my yellow hair,
   With a haw bayberry kame?
And wha will be my babe's father
   Till Gregory come hame?'

'They father, he will shoe thy foot,
   Thy brother will glove thy hand,
Thy mither will bind thy middle jimp
   Wi' a lang, lang linen band.

'Thy sister will kame thy yellow hair,
   Wi' a haw bayberry kame;
The Almighty will be thy babe's father
   Till Gregory come hame.'

'And wha will build a bonny ship,
   And set it on the sea?
For I will go to seek my love,
   My ain love Gregory.'

Up then spak her father dear,
   A wafu' man was he;
'And I will build a bonny ship,
   And set her on the sea.

'And I will build a bonny ship,
   And set her on the sea,
And ye sal gae and seek your love,
   Your ain love Gregory.'

Then he 's gart build a bonny ship,
   And set it on the sea,
Wi' four-and-twenty mariners,
   To bear her company.

O he 's gart build a bonny ship,
   To sail on the salt sea;
The mast was o' the beaten gold,
   The sails o' cramoisie.

The sides were o' the gude stout aik,
   The deck o' mountain pine,
The anchor o' the silver shene,
   The ropes o' silken twine.

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poem by Anonymous
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Seventh Book

'THE woman's motive? shall we daub ourselves
With finding roots for nettles? 'tis soft clay
And easily explored. She had the means,
The moneys, by the lady's liberal grace,
In trust for that Australian scheme and me,
Which so, that she might clutch with both her hands,
And chink to her naughty uses undisturbed,
She served me (after all it was not strange,;
'Twas only what my mother would have done)
A motherly, unmerciful, good turn.

'Well, after. There are nettles everywhere,
But smooth green grasses are more common still;
The blue of heaven is larger than the cloud;
A miller's wife at Clichy took me in
And spent her pity on me,–made me calm
And merely very reasonably sad.
She found me a servant's place in Paris where
I tried to take the cast-off life again,
And stood as quiet as a beaten ass
Who, having fallen through overloads, stands up
To let them charge him with another pack.

'A few months, so. My mistress, young and light,
Was easy with me, less for kindness than
Because she led, herself, an easy time
Betwixt her lover and her looking-glass,
Scarce knowing which way she was praised the most.
She felt so pretty and so pleased all day
She could not take the trouble to be cross,
But sometimes, as I stooped to tie her shoe,
Would tap me softly with her slender foot
Still restless with the last night's dancing in't,
And say 'Fie, pale-face! are you English girls
'All grave and silent? mass-book still, and Lent?
'And first-communion colours on your cheeks,
'Worn past the time for't? little fool, be gay!'
At which she vanished, like a fairy, through
A gap of silver laughter.
'Came an hour
When all went otherwise. She did not speak,
But clenched her brows, and clipped me with her eyes
As if a viper with a pair of tongs,
Too far for any touch, yet near enough
To view the writhing creature,–then at last,
'Stand still there, in the holy Virgin's name,
'Thou Marian; thou'rt no reputable girl,
'Although sufficient dull for twenty saints!
'I think thou mock'st me and my house,' she said;
'Confess thou'lt be a mother in a month,

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poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
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Tale XXI

The Learned Boy

An honest man was Farmer Jones, and true;
He did by all as all by him should do;
Grave, cautious, careful, fond of gain was he,
Yet famed for rustic hospitality:
Left with his children in a widow'd state,
The quiet man submitted to his fate;
Though prudent matrons waited for his call,
With cool forbearance he avoided all;
Though each profess'd a pure maternal joy,
By kind attention to his feeble boy;
And though a friendly Widow knew no rest,
Whilst neighbour Jones was lonely and distress'd;
Nay, though the maidens spoke in tender tone
Their hearts' concern to see him left alone,
Jones still persisted in that cheerless life,
As if 'twere sin to take a second wife.
Oh! 'tis a precious thing, when wives are dead,
To find such numbers who will serve instead;
And in whatever state a man be thrown,
'Tis that precisely they would wish their own;
Left the departed infants--then their joy
Is to sustain each lovely girl and boy:
Whatever calling his, whatever trade,
To that their chief attention has been paid;
His happy taste in all things they approve,
His friends they honour, and his food they love;
His wish for order, prudence in affairs,
An equal temper (thank their stars!), are theirs;
In fact, it seem'd to be a thing decreed,
And fix'd as fate, that marriage must succeed:
Yet some, like Jones, with stubborn hearts and

hard,
Can hear such claims and show them no regard.
Soon as our Farmer, like a general, found
By what strong foes he was encompass'd round,
Engage he dared not, and he could not fly,
But saw his hope in gentle parley lie;
With looks of kindness then, and trembling heart,
He met the foe, and art opposed to art.
Now spoke that foe insidious--gentle tones,
And gentle looks, assumed for Farmer Jones:
'Three girls,' the Widow cried, 'a lively three
To govern well--indeed it cannot be.'
'Yes,' he replied, 'it calls for pains and care:
But I must bear it.'--'Sir, you cannot bear;
Your son is weak, and asks a mother's eye:'
'That, my kind friend, a father's may supply.'

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poem by George Crabbe
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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
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Eighth Book

ONE eve it happened when I sate alone,
Alone upon the terrace of my tower,
A book upon my knees, to counterfeit
The reading that I never read at all,
While Marian, in the garden down below,
Knelt by the fountain (I could just hear thrill
The drowsy silence of the exhausted day)
And peeled a new fig from that purple heap
In the grass beside her,–turning out the red
To feed her eager child, who sucked at it
With vehement lips across a gap of air
As he stood opposite, face and curls a-flame
With that last sun-ray, crying, 'give me, give,'
And stamping with imperious baby-feet,
(We're all born princes)–something startled me,–
The laugh of sad and innocent souls, that breaks
Abruptly, as if frightened at itself;
'Twas Marian laughed. I saw her glance above
In sudden shame that I should hear her laugh,
And straightway dropped my eyes upon my book,
And knew, the first time, 'twas Boccaccio's tales,
The Falcon's,–of the lover who for love
Destroyed the best that loved him. Some of us
Do it still, and then we sit and laugh no more.
Laugh you, sweet Marian! you've the right to laugh,
Since God himself is for you, and a child!
For me there's somewhat less,–and so, I sigh.

The heavens were making room to hold the night,
The sevenfold heavens unfolding all their gates
To let the stars out slowly (prophesied
In close-approaching advent, not discerned),
While still the cue-owls from the cypresses
Of the Poggio called and counted every pulse
Of the skyey palpitation. Gradually
The purple and transparent shadows slow
Had filled up the whole valley to the brim,
And flooded all the city, which you saw
As some drowned city in some enchanted sea,
Cut off from nature,–drawing you who gaze,
With passionate desire, to leap and plunge,
And find a sea-king with a voice of waves,
And treacherous soft eyes, and slippery locks
You cannot kiss but you shall bring away
Their salt upon your lips. The duomo-bell
Strikes ten, as if it struck ten fathoms down,
So deep; and fifty churches answer it
The same, with fifty various instances.
Some gaslights tremble along squares and streets
The Pitti's palace-front is drawn in fire:

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poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
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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

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poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
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A Fable For Critics

Phoebus, sitting one day in a laurel-tree's shade,
Was reminded of Daphne, of whom it was made,
For the god being one day too warm in his wooing,
She took to the tree to escape his pursuing;
Be the cause what it might, from his offers she shrunk,
And, Ginevra-like, shut herself up in a trunk;
And, though 'twas a step into which he had driven her,
He somehow or other had never forgiven her;
Her memory he nursed as a kind of a tonic,
Something bitter to chew when he'd play the Byronic,
And I can't count the obstinate nymphs that he brought over
By a strange kind of smile he put on when he thought of her.
'My case is like Dido's,' he sometimes remarked;
'When I last saw my love, she was fairly embarked
In a laurel, as _she_ thought-but (ah, how Fate mocks!)
She has found it by this time a very bad box;
Let hunters from me take this saw when they need it,-
You're not always sure of your game when you've treed it.
Just conceive such a change taking place in one's mistress!
What romance would be left?-who can flatter or kiss trees?
And, for mercy's sake, how could one keep up a dialogue
With a dull wooden thing that will live and will die a log,-
Not to say that the thought would forever intrude
That you've less chance to win her the more she is wood?
Ah! it went to my heart, and the memory still grieves,
To see those loved graces all taking their leaves;
Those charms beyond speech, so enchanting but now,
As they left me forever, each making its bough!
If her tongue _had_ a tang sometimes more than was right,
Her new bark is worse than ten times her old bite.'

Now, Daphne-before she was happily treeified-
Over all other blossoms the lily had deified,
And when she expected the god on a visit
('Twas before he had made his intentions explicit),
Some buds she arranged with a vast deal of care,
To look as if artlessly twined in her hair,
Where they seemed, as he said, when he paid his addresses,
Like the day breaking through, the long night of her tresses;
So whenever he wished to be quite irresistible,
Like a man with eight trumps in his hand at a whist-table
(I feared me at first that the rhyme was untwistable,
Though I might have lugged in an allusion to Cristabel),-
He would take up a lily, and gloomily look in it,
As I shall at the--, when they cut up my book in it.

Well, here, after all the bad rhyme I've been spinning,
I've got back at last to my story's beginning:
Sitting there, as I say, in the shade of his mistress,
As dull as a volume of old Chester mysteries,

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poem by James Russell Lowell
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Annie Christian

Annie christian wanted to be number 1
But her kingdom never comes, thy will be done
She couldnt stand the glory, she would be 2nd to none
The way annie tells the story, shes his only son
Annie christian wanted to be a big star
So she moved to atlanta and she bought a blue car
She killed black children, and whats fair is fair
If u try and say ure crazy, everybody say electric chair
Electric chair
Annie christian, annie christ
Until ure crucified, Ill live my life in taxicabs
Annie christian, annie christ
Until ure crucified, Ill live my life in taxicabs
Annie christian was a whore always looking for some fun
Being good was such a bore, so she bought a gun
She killed john lennon, shot him down cold
She tried to kill reagan, everybody say gun control
Gun control
Annie christian, annie christ
Until ure crucified Ill live my life in taxicabs
Annie christian, annie christ
Until ure crucified Ill live my life in taxicabs
Liar liar liar! got ya in a jam
Put your head on the block, somebody say abscam
Abscam
Annie christian, annie christ
Until ure crucified Ill live my life in taxicabs
Annie christian, annie christ
Until ure crucified Ill live my life in taxicabs

song performed by Prince
Added by Lucian Velea
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The Grandmother

I.
And Willy, my eldest-born, is gone, you say, little Anne?
Ruddy and white, and strong on his legs, he looks like a man.
And Willy's wife has written: she never was over-wise,
Never the wife for Willy: he would n't take my advice.

II.
For, Annie, you see, her father was not the man to save,
Had n't a head to manage, and drank himself into his grave.
Pretty enough, very pretty! but I was against it for one.
Eh!--but he would n't hear me--and Willy, you say, is gone.

III.
Willy, my beauty, my eldest-born, the flower of the flock;
Never a man could fling him: for Willy stood like a rock.
`Here's a leg for a babe of a week!' says doctor; and he would be bound,
There was not his like that year in twenty parishes round.

IV.
Strong of his hands, and strong on his legs, but still of his tongue!
I ought to have gone before him: I wonder he went so young.
I cannot cry for him, Annie: I have not long to stay;
Perhaps I shall see him the sooner, for he lived far away.

V.
Why do you look at me, Annie? you think I am hard and cold;
But all my children have gone before me, I am so old:
I cannot weep for Willy, nor can I weep for the rest;
Only at your age, Annie, I could have wept with the best.

VI.
For I remember a quarrel I had with your father, my dear,
All for a slanderous story, that cost me many a tear.
I mean your grandfather, Annie: it cost me a world of woe,
Seventy years ago, my darling, seventy years ago.

VII.
For Jenny, my cousin, had come to the place, and I knew right well
That Jenny had tript in her time: I knew, but I would not tell.
And she to be coming and slandering me, the base little liar!
But the tongue is a fire as you know, my dear, the tongue is a fire.

VIII.
And the parson made it his text that week, and he said likewise,
That a lie which is half a truth is ever the blackest of lies,
That a lie which is all a lie may be met and fought with outright,
But a lie which is part a truth is a harder matter to fight.

IX.
And Willy had not been down to the farm for a week and a day;

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poem by Alfred Lord Tennyson
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Fifth Book

AURORA LEIGH, be humble. Shall I hope
To speak my poems in mysterious tune
With man and nature,–with the lava-lymph
That trickles from successive galaxies
Still drop by drop adown the finger of God,
In still new worlds?–with summer-days in this,
That scarce dare breathe, they are so beautiful?–
With spring's delicious trouble in the ground
Tormented by the quickened blood of roots.
And softly pricked by golden crocus-sheaves
In token of the harvest-time of flowers?–
With winters and with autumns,–and beyond,
With the human heart's large seasons,–when it hopes
And fears, joys, grieves, and loves?–with all that strain
Of sexual passion, which devours the flesh
In a sacrament of souls? with mother's breasts,
Which, round the new made creatures hanging there,
Throb luminous and harmonious like pure spheres?–
With multitudinous life, and finally
With the great out-goings of ecstatic souls,
Who, in a rush of too long prisoned flame,
Their radiant faces upward, burn away
This dark of the body, issuing on a world
Beyond our mortal?–can I speak my verse
So plainly in tune to these things and the rest,
That men shall feel it catch them on the quick,
As having the same warrant over them
To hold and move them, if they will or no,
Alike imperious as the primal rhythm
Of that theurgic nature? I must fail,
Who fail at the beginning to hold and move
One man,–and he my cousin, and he my friend,
And he born tender, made intelligent,
Inclined to ponder the precipitous sides
Of difficult questions; yet, obtuse to me,–
Of me, incurious! likes me very well,
And wishes me a paradise of good,
Good looks, good means, and good digestion!–ay,
But otherwise evades me, puts me off
With kindness, with a tolerant gentleness,–
Too light a book for a grave man's reading! Go,
Aurora Leigh: be humble.
There it is;
We women are too apt to look to one,
Which proves a certain impotence in art.
We strain our natures at doing something great,
Far less because it's something great to do,
Than, haply, that we, so, commend ourselves
As being not small, and more appreciable
To some one friend. We must have mediators

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poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
Added by Veronica Serbanoiu
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Love Gregor; Or, The Lass Of Lochroyan

'O wha will shoe my fu' fair foot?
And wha will glove my hand?
And wha will lace my middle jimp,
Wi' the new-made London band?

'And wha will kaim my yellow hair,
Wi' the new made silver kaim?
And wha will father my young son,
Till Love Gregor come hame?'

'Your father will shoe your fu' fair foot,
Your mother will glove your hand;
Your sister will lace your middle jimp
Wi' the new-made London band.

'Your brother will kaim your yellow hair,
Wi' the new made silver kaim;
And the king of heaven will father your bairn,
Till Love Gregor come haim.'

'But I will get a bonny boat,
And I will sail the sea,
For I maun gang to Love Gregor,
Since he canno come hame to me.'

O she has gotten a bonny boat,
And sailld the sa't sea fame;
She langd to see her ain true-love,
Since he could no come hame.

'O row your boat, my mariners,
And bring me to the land,
For yonder I see my love's castle,
Close by the sa't sea strand.'

She has ta'en her young son in her arms,
And to the door she's gone,
And lang she's knocked and sair she ca'd,
But answer got she none.

'O open the door, Love Gregor,' she says,
'O open, and let me in;
For the wind blaws thro' my yellow hair,
And the rain draps o'er my chin.'

'Awa, awa, ye ill woman,
You'r nae come here for good;
You'r but some witch, or wile warlock,
Or mer-maid of the flood.'

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poem by Andrew Lang
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