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The Iliad: Book 5

Then Pallas Minerva put valour into the heart of Diomed, son of
Tydeus, that he might excel all the other Argives, and cover himself
with glory. She made a stream of fire flare from his shield and helmet
like the star that shines most brilliantly in summer after its bath in
the waters of Oceanus- even such a fire did she kindle upon his head
and shoulders as she bade him speed into the thickest hurly-burly of
the fight.
Now there was a certain rich and honourable man among the Trojans,
priest of Vulcan, and his name was Dares. He had two sons, Phegeus and
Idaeus, both of them skilled in all the arts of war. These two came
forward from the main body of Trojans, and set upon Diomed, he being
on foot, while they fought from their chariot. When they were close up
to one another, Phegeus took aim first, but his spear went over
Diomed's left shoulder without hitting him. Diomed then threw, and his
spear sped not in vain, for it hit Phegeus on the breast near the
nipple, and he fell from his chariot. Idaeus did not dare to
bestride his brother's body, but sprang from the chariot and took to
flight, or he would have shared his brother's fate; whereon Vulcan
saved him by wrapping him in a cloud of darkness, that his old
father might not be utterly overwhelmed with grief; but the son of

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poem by Homer, translated by Samuel Butler
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The Sea-Swallows

THIS FELL when Christmas lights were done,
Red rose leaves will never make wine;
But before the Easter lights begun;
The ways are sair fra’ the Till to the Tyne.

Two lovers sat where the rowan blows
And all the grass is heavy and fine,
By the gathering-place of the sea-swallows
When the wind brings them over Tyne.

Blossom of broom will never make bread,
Red rose leaves will never make wine;
Between her brows she is grown red,
That was full white in the fields by Tyne.

“O what is this thing ye have on,
Show me now, sweet daughter of mine?”
“O father, this is my little son
That I found hid in the sides of Tyne.

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poem by Algernon Charles Swinburne
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The Iliad: Book 8

Now when Morning, clad in her robe of saffron, had begun to suffuse
light over the earth, Jove called the gods in council on the topmost
crest of serrated Olympus. Then he spoke and all the other gods gave
ear. "Hear me," said he, "gods and goddesses, that I may speak even as
I am minded. Let none of you neither goddess nor god try to cross
me, but obey me every one of you that I may bring this matter to an
end. If I see anyone acting apart and helping either Trojans or
Danaans, he shall be beaten inordinately ere he come back again to
Olympus; or I will hurl him down into dark Tartarus far into the
deepest pit under the earth, where the gates are iron and the floor
bronze, as far beneath Hades as heaven is high above the earth, that
you may learn how much the mightiest I am among you. Try me and find
out for yourselves. Hangs me a golden chain from heaven, and lay
hold of it all of you, gods and goddesses together- tug as you will,
you will not drag Jove the supreme counsellor from heaven to earth;
but were I to pull at it myself I should draw you up with earth and
sea into the bargain, then would I bind the chain about some
pinnacle of Olympus and leave you all dangling in the mid firmament.
So far am I above all others either of gods or men."
They were frightened and all of them of held their peace, for he had

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poem by Homer, translated by Samuel Butler
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The Iliad: Book 11

And now as Dawn rose from her couch beside Tithonus, harbinger of
light alike to mortals and immortals, Jove sent fierce Discord with
the ensign of war in her hands to the ships of the Achaeans. She
took her stand by the huge black hull of Ulysses' ship which was
middlemost of all, so that her voice might carry farthest on either
side, on the one hand towards the tents of Ajax son of Telamon, and on
the other towards those of Achilles- for these two heroes,
well-assured of their own strength, had valorously drawn up their
ships at the two ends of the line. There she took her stand, and
raised a cry both loud and shrill that filled the Achaeans with
courage, giving them heart to fight resolutely and with all their
might, so that they had rather stay there and do battle than go home
in their ships.
The son of Atreus shouted aloud and bade the Argives gird themselves
for battle while he put on his armour. First he girded his goodly
greaves about his legs, making them fast with ankle clasps of
silver; and about his chest he set the breastplate which Cinyras had
once given him as a guest-gift. It had been noised abroad as far as
Cyprus that the Achaeans were about to sail for Troy, and therefore he
gave it to the king. It had ten courses of dark cyanus, twelve of

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poem by Homer, translated by Samuel Butler
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Reflections Of A Magistrand

on returning to St. Andrews

In the hard familiar horse-box I am sitting once again;
Creeping back to old St. Andrews comes the slow North British train,

Bearing bejants with their luggage (boxes full of heavy books,
Which the porter, hot and tipless, eyes with unforgiving looks),

Bearing third year men and second, bearing them and bearing me,
Who am now a fourth year magnate with two parts of my degree.

We have started off from Leuchars, and my thoughts have started too
Back to times when this sensation was entirely fresh and new.

When I marvelled at the towers beyond the Eden's wide expanse,
Eager-hearted as a boy when first he leaves his father's manse

With some money in his pocket, with some down upon his cheek,
With the elements of Latin, with the rudiments of Greek.

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poem by Robert Fuller Murray
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Book III - Part 02 - Nature And Composition Of The Mind

First, then, I say, the mind which oft we call
The intellect, wherein is seated life's
Counsel and regimen, is part no less
Of man than hand and foot and eyes are parts
Of one whole breathing creature. But some hold
That sense of mind is in no fixed part seated,
But is of body some one vital state,-
Named "harmony" by Greeks, because thereby
We live with sense, though intellect be not
In any part: as oft the body is said
To have good health (when health, however, 's not
One part of him who has it), so they place
The sense of mind in no fixed part of man.
Mightily, diversly, meseems they err.
Often the body palpable and seen
Sickens, while yet in some invisible part
We feel a pleasure; oft the other way,
A miserable in mind feels pleasure still
Throughout his body- quite the same as when
A foot may pain without a pain in head.

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poem by Lucretius
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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.

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poem by Innocent Masina Nkhonyo
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Pharsalia - Book X: Caesar In Egypt

When Caesar, following those who bore the head,
First trod the shore accursed, with Egypt's fates
His fortunes battled, whether Rome should pass
In crimson conquest o'er the guilty land,
Or Memphis' arms should ravish from the world
Victor and vanquished: and the warning shade
Of Magnus saved his kinsman from the sword.

First, by the crime assured, his standards borne
Before, he marched upon the Pharian town;
But when the people, jealous of their laws,
Murmured against the fasces, Caesar knew
Their minds were adverse, and that not for him
Was Magnus' murder wrought. And yet with brow
Dissembling fear, intrepid, through the shrines
Of Egypt's gods he strode, and round the fane
Of ancient Isis; bearing witness all
To Macedon's vigour in the days of old.
Yet did nor gold nor ornament restrain
His hasting steps, nor worship of the gods,

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poem by Marcus Annaeus Lucanus
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Andromeda

Over the sea, past Crete, on the Syrian shore to the southward,
Dwells in the well-tilled lowland a dark-haired AEthiop people,
Skilful with needle and loom, and the arts of the dyer and carver,
Skilful, but feeble of heart; for they know not the lords of Olympus,
Lovers of men; neither broad-browed Zeus, nor Pallas Athene,
Teacher of wisdom to heroes, bestower of might in the battle;
Share not the cunning of Hermes, nor list to the songs of Apollo.
Fearing the stars of the sky, and the roll of the blue salt water,
Fearing all things that have life in the womb of the seas and the livers,
Eating no fish to this day, nor ploughing the main, like the Phoenics,
Manful with black-beaked ships, they abide in a sorrowful region,
Vexed with the earthquake, and flame, and the sea-floods, scourge of
Poseidon.
Whelming the dwellings of men, and the toils of the slow-footed oxen,
Drowning the barley and flax, and the hard-earned gold of the harvest,
Up to the hillside vines, and the pastures skirting the woodland,
Inland the floods came yearly; and after the waters a monster,
Bred of the slime, like the worms which are bred from the slime of the Nile-
bank,
Shapeless, a terror to see; and by night it swam out to the seaward,

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poem by Charles Kingsley
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Kanshi Ram Housing Scheme Of U.P. Government, A Dawn Of Hope For The Underprivileged

Bearing the hope of a better tomorrow,
In their tearful eyes
Bearing the rage of unkind hunger
In their empty stomachs,
Bearing the pain of their loved ones' indifference,
In their restless hearts,
They are leading a miserable life,
A life without roof, A life without ground,
And still waiting for the dawn
Which will surely come,
And dispel the clouds of gloom,
They have lit the candles of hope
In their eyes,
And prepared themselves
To welcome the new dawn of sterling hope.

poem by Mohammad Akmal Nazir
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