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The country remains dependent on oil. But as we are now learning, oil is becoming increasingly scarce.

quote by Armstrong Williams
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Whose Country Is This?

Whose country is this?
It is a land full of snakes;
Whose country is this?
It is a land full of many waters;
Whose country is this?
It is a land full of thieves! !
Whose country is this?
It is a land full of people;
Whose country is this?
It is a land full of oil;
Whose country is this?
It is a land full of earthquakes!
Whose country is this?
it is a land full of lovers;
Whose country is this?
It is a land full of volcanoes!
Whose country is this?
It is a land full of beautiful flowers;
Whose country is this?
It is a land full of hansome men;
Whose country is this?
It is a land full of beautiful women;
Whose country is this?
It is a land full of roses;
Whose country is this?
it is a land ruled only by men;
Whose country is this?
It is a land without rainfall;
Whose country is this?
It is a land ruled by a woman;
Whose country is this?
It is a land full of corruption!
Whose country is this?
It is a land full of pirates! !
Whose country is this?
It is a land ruled by law;
Whose country is this?
It is a land controlled by rebels!
Whose country is this?
It is a land full of ice;
Whose country is this?
It is a land full of pregnant women;
Whose country is this?
It is a land full of the sins of Sodom and Gomorrah!
Whose country is this?
It is a land full of singers;
Whose country is this?
It is a land full of troubles;
Whose country is this?
It is a land full of war! !

[...] Read more

poem by Edward Kofi Louis
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One-Eighty By Summer

Come on just say it,
You need me like a bad habit,
One that leaves you defenseless, dependent, and alone.
Come on just say it (Are you afraid to),
You need me like a bad habit (Say what you want to, tell me you want to),
One that leaves you defenseless, dependent, and alone (Are you afraid to say what you want to, tell me you want to).
Well I hold my tongue use it to assess,
The damage from way back when it mattered,
But nothing seems important anymore,
Were just protecting ourselves from our self,
And I dont think Ill ever come back down (I dont think Ill ever come back down),
I dont think Ill ever come back down (I dont think Ill ever come back down),
I dont think Ill ever come back down (I dont think Ill ever come back),
I dont think Ill ever come back
Are you ashamed to say what you want to tell me you want to.
Are you ashamed to say what you want to tell me you want to.
(Come on just say it) Are you ashamed to (Come on just say it) say what you want to tell me you want to.
(Come on just say it) Are you ashamed to (Come on just say it) say what you want to tell me you want to.
Im making the difference,
It just seems pointless,
Well Ill be obvious,
Thats got out of focus,
Why cant you just be happy,
Why cant you just be happy.
And I dont think Ill ever come back down (I dont think Ill ever come back down),
I dont think Ill ever come back down (I dont think Ill ever come back down),
I dont think Ill ever come back down (I dont think Ill ever come back),
I dont think Ill ever come back...
(Just come back {over and over, about 15 times})
Just come on just say it,
Come on just say it,
Well Ill just say it,
Ill just say it,
I need you defenseless, dependent and alone.
(Just come back {over and over, about 9 times})
She says live up to your first impression,
Well my best side was your worst invention,
In case you live without the intention,
In case you live without the intention.
(Just come back {over and over, about 8 times})
She says live up to your first impression,
Well my best side was your worst invention,
In case you live without the intention,
In case you live without the intention.
She says live up to your first impression (Come on, just say it),
Well my best side was your worst invention (Come on, just say it),
Why cant you live without the intention (I need you defenseless, dependent),
Why cant you love without the intention (alone).
She says live up to your first impression (I just say it),
Well my best side was your worst invention (I just say it),

[...] Read more

song performed by Taking Back Sunday
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Oil Replaces Gold Standard

(Essay)

“Oil is the new gold standard. As international community becomes more oil dependent the closer mankind moves to global fascism.”
ROTMS

Securing all known oil reserves is the goal/long term plan of the United States, Britain and other conspirators. This gives them control over extraction, distribution and pricing.

“Peak oil” is a myth created to instill fear and create panic. There’s enough oil in Alaska alone to furnish the needs of the United States for more than enough time to develop alternate energy. The exploration, mapping, drilling and capping of oil wells on Gull Island located in the waters of Prudhoe Bay, Alaska is well known. The by-product of the Alaskan oil wells is an abundance of natural gas, indeed enough to supply heating needs in the U.S. for a very long time. The current administration dare not open this vast oil/natural gas reserve, lest their long term plans be spoiled.

In order to accomplish a global monopoly the conspirators must eliminate rogue producer/competitors like Iran, Venezuela and Russia. To this end, Bush-Cheney are currently pressing hard to start a war with Iran, by any means including lies and false accusations. They’re acutely aware that Iranian oil production readies to sell their oil for currencies other than the U.S. dollar. This could dramatically lower the price of gas at the pump and devastate the U.S. economy.

You may ask why/how could lower prices be harmful to the U.S. economy.
The simple truth resides in the deals cut with Saudi Arabia and other world oil producers by the USA. Indeed, the written and unwritten agreements that guarantee producers fabulous wealth, as long as they sell oil for dollars. The principal reason why Bush invaded Iraq was to curtail Hussein’s threat to sell oil for Euros. He’d still be in power today had he played ball with U.S. handlers.

As the largest oil producer in the world Saudi Arabia represents a classic example of how “One hand washes the other”. Big oil companies develop the oil fields and supervise extraction, Wall Street banking middlemen set oil barrel prices for dollars and collect huge profits, then as agreed Saudis plow their profits into the U.S. to help pay off debt. Should this delicate balance be disturbed, U.S. economic collapse would ensue. Now plug this scenario into other world producers and the conspiracy is exposed.

As it stands today, high prices at the gas pump are servicing national debt by we the consumers. To make things worse, offshore hedge funds are manipulating oil futures by speculating on the rise and fall of price of a barrel of oil, thus adding to volatility.

Planning and common sense have been thrown out the window for global control and profit…what follows is global fascism and “New World Order”.

As a global citizens and consumers we must seek the truth of what is taking place and then unite through national protest and organization. Knowledge is our true power and way out of a messy situation created by a greedy few.

“The righteous many, shall reclaim power and freedom from an evil few”
ROTMS

poem by Ray Lucero
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Lara. A Tale

The Serfs are glad through Lara's wide domain,
And slavery half forgets her feudal chain;
He, their unhoped, but unforgotten lord--
The long self-exiled chieftain is restored:
There be bright faces in the busy hall,
Bowls on the board, and banners on the wall;
Far chequering o'er the pictured window, plays
The unwonted fagots' hospitable blaze;
And gay retainers gather round the hearth,
With tongues all loudness, and with eyes all mirth.

II.
The chief of Lara is return'd again:
And why had Lara cross'd the bounding main?
Left by his sire, too young such loss to know,
Lord of himself;--that heritage of woe,
That fearful empire which the human breast
But holds to rob the heart within of rest!--
With none to check, and few to point in time
The thousand paths that slope the way to crime;
Then, when he most required commandment, then
Had Lara's daring boyhood govern'd men.
It skills not, boots not, step by step to trace
His youth through all the mazes of its race;
Short was the course his restlessness had run,
But long enough to leave him half undone.

III.
And Lara left in youth his fatherland;
But from the hour he waved his parting hand
Each trace wax'd fainter of his course, till all
Had nearly ceased his memory to recall.
His sire was dust, his vassals could declare,
'Twas all they knew, that Lara was not there;
Nor sent, nor came he, till conjecture grew
Cold in the many, anxious in the few.
His hall scarce echoes with his wonted name,
His portrait darkens in its fading frame,
Another chief consoled his destined bride,
The young forgot him, and the old had died;
'Yet doth he live!' exclaims the impatient heir,
And sighs for sables which he must not wear.
A hundred scutcheons deck with gloomy grace
The Laras' last and longest dwelling-place;
But one is absent from the mouldering file,
That now were welcome to that Gothic pile.

IV.
He comes at last in sudden loneliness,
And whence they know not, why they need not guess;

[...] Read more

poem by Byron
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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,

[...] Read more

poem by Alexander Pope
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Sensitive Selfless Scribe's Shorthand Script Successfully Shows Superb Syllabic Stanza Susurration

Kindly refer to Notes
-------
SENSITIVE SELFLESS SCRIBE'S SHORTHAND SCRIPT SUCCESSFULLY SHOWS SUPERB SYLLABIC STANZA SUSURRATION
Stanza stanza swift succeeding
seldom static, subtly speeding
serried series, saccharinic,
sentences scarce schizophrenic.

Sentences scarce schizophrenic,
salvos sparkle, sagenitic,
succulent succession seeding
stanza stanza swift succeeding.

Stanza stanza swift succeeding
serenade sauteed spoonfeeding
special scansion ‘S’ syllabic,
sentences scarce schizophrenic.

Sentences scarce schizophrenic
solo solves sound stream, strabismic
seeker sees successful screeding
stanza stanza swift succeeding.

Stanza stanza swift succeeding.
syntax sense spurns stale subbreeding
shedding sorrow syphilitic,
sentences scarce schizophrenic.

Sentences scarce schizophrenic,
salvoes sparkle sagenitic,
selfless scribe’s script seldom skeeding,
stanza stanza swift succeeding.

Stanza stanza swift succeeding
scatter satire chickenfeeding
subharmonic synchronistic
sentences scarce schizophrenic.

Sentences scarce schizophrenic,
sagely swirl substantives scenic
steadfastly serene crossbreeding
stanza stanza swift succeeding.

Stanza stanza swift succeeding,
sinless scintillating reading,
sotto voce suave systemic
sentences scarce schizophrenic.

Sentences scarce schizophrenic,
supercalifragilistic,

[...] Read more

poem by Jonathan Robin
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Allegany Camp

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amazon lodge dutch oven camp
ambassador camp at lake waccamaw nc
ambassador camp inc
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ambassador chalet at doral
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amber bowers
amber camp lazlo
amber pow camp
amberg germany dp camp
ambition camp hockey pro
ambler baseball camp
ambleside scotland school camp
ambon pow camp
ambor island pow camp
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ambulance bower
amc camp dodge
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amc summer camp for s 2007
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amc summer movie camp arlington
amc summer movie camp ontario california
amc theater camp hill
amc theatres summer camp
amcmovie camps
amelia earhart in japanese war camp

[...] Read more

poem by Rwetewrt Erwtwer
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Oh, thou, in Hellas deemed of heavenly birth,
Muse, formed or fabled at the minstrel’s will!
Since shamed full oft by later lyres on earth,
Mine dares not call thee from thy sacred hill:
Yet there I’ve wandered by thy vaunted rill;
Yes! sighed o’er Delphi’s long-deserted shrine
Where, save that feeble fountain, all is still;
Nor mote my shell awake the weary Nine
To grace so plain a tale - this lowly lay of mine.

II.

Whilome in Albion’s isle there dwelt a youth,
Who ne in virtue’s ways did take delight;
But spent his days in riot most uncouth,
And vexed with mirth the drowsy ear of Night.
Ah, me! in sooth he was a shameless wight,
Sore given to revel and ungodly glee;
Few earthly things found favour in his sight
Save concubines and carnal companie,
And flaunting wassailers of high and low degree.

III.

Childe Harold was he hight: - but whence his name
And lineage long, it suits me not to say;
Suffice it, that perchance they were of fame,
And had been glorious in another day:
But one sad losel soils a name for aye,
However mighty in the olden time;
Nor all that heralds rake from coffined clay,
Nor florid prose, nor honeyed lines of rhyme,
Can blazon evil deeds, or consecrate a crime.

IV.

Childe Harold basked him in the noontide sun,
Disporting there like any other fly,
Nor deemed before his little day was done
One blast might chill him into misery.
But long ere scarce a third of his passed by,
Worse than adversity the Childe befell;
He felt the fulness of satiety:
Then loathed he in his native land to dwell,
Which seemed to him more lone than eremite’s sad cell.

V.

For he through Sin’s long labyrinth had run,
Nor made atonement when he did amiss,

[...] Read more

poem by Byron from Childe Harold's Pilgrimage (1818)
Added by Veronica Serbanoiu
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Canto the First

Oh, thou, in Hellas deemed of heavenly birth,
Muse, formed or fabled at the minstrel’s will!
Since shamed full oft by later lyres on earth,
Mine dares not call thee from thy sacred hill:
Yet there I’ve wandered by thy vaunted rill;
Yes! sighed o’er Delphi’s long-deserted shrine
Where, save that feeble fountain, all is still;
Nor mote my shell awake the weary Nine
To grace so plain a tale - this lowly lay of mine.

II.

Whilome in Albion’s isle there dwelt a youth,
Who ne in virtue’s ways did take delight;
But spent his days in riot most uncouth,
And vexed with mirth the drowsy ear of Night.
Ah, me! in sooth he was a shameless wight,
Sore given to revel and ungodly glee;
Few earthly things found favour in his sight
Save concubines and carnal companie,
And flaunting wassailers of high and low degree.

III.

Childe Harold was he hight: - but whence his name
And lineage long, it suits me not to say;
Suffice it, that perchance they were of fame,
And had been glorious in another day:
But one sad losel soils a name for aye,
However mighty in the olden time;
Nor all that heralds rake from coffined clay,
Nor florid prose, nor honeyed lines of rhyme,
Can blazon evil deeds, or consecrate a crime.

IV.

Childe Harold basked him in the noontide sun,
Disporting there like any other fly,
Nor deemed before his little day was done
One blast might chill him into misery.
But long ere scarce a third of his passed by,
Worse than adversity the Childe befell;
He felt the fulness of satiety:
Then loathed he in his native land to dwell,
Which seemed to him more lone than eremite’s sad cell.

V.

For he through Sin’s long labyrinth had run,
Nor made atonement when he did amiss,

[...] Read more

poem by Byron from Childe Harold's Pilgrimage (1818)
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Childe Harold's Pilgrimage: A Romaunt. Canto I.

To Ianthe:

Not in those climes where I have late been straying,
Though Beauty long hath there been matchless deem'd;
Not in those visions to the heart displaying
Forms which it sighs but to have only dream'd,
Hath aught like thee in truth or fancy seem'd:
Nor, having seen thee, shall I vainly seek
To paint those charms which varied as they beam'd --
To such as see thee not my words were weak;
To those who gaze on thee what language could they speak?
Ah! may'st thou ever be what now thou art,
Nor unbeseem the promise of thy spring,
As fair in form, as warm yet pure in heart,
Love's image upon earth without his wing,
And guileless beyond Hope's imagining!
And surely she who now so fondly rears
Thy youth, in thee, thus hourly brightening,
Beholds the rainbow of her future years,
Before whose heavenly hues all sorrow disappears.

Young Peri of the West!-'tis well for me
My years already doubly number thine;
My loveless eye unmov'd may gaze on thee,
And safely view thy ripening beauties shine;
Happy, I ne'er shall see them in decline,
Happier, that while all younger hearts shall bleed,
Mine shall escape the doom thine eyes assign
To those whose admiration shall succeed,
But mixed with pangs to Love's even loveliest hours decreed.

Oh! let that eye, which, wild as the Gazelle's,
Now brightly bold or beautifully shy,
Wins as it wanders, dazzles where it dwells,
Glance o'er this page; nor to my verse deny
That smile for which my breast might vainly sigh,
Could I to thee be ever more than friend:
This much, dear maid, accord; nor question why
To one so young my strain I would commend,
But bid me with my wreath one matchless lily blend.

Such is thy name with this my verse entwin'd;
And long as kinder eyes a look shall cast
On Harold's page, Ianthe's here enshrin'd
Shall thus be first beheld, forgotten last:
My days once number'd, should this homage past
Attract thy fairy fingers near the lyre
Of him who hail'd thee, loveliest as thou wast,
Such is the most my memory may desire;
Though more than Hope can claim, could Friendship less require?

[...] Read more

poem by Byron
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Canto the Fourth

I.

I stood in Venice, on the Bridge of Sighs;
A palace and a prison on each hand:
I saw from out the wave her structures rise
As from the stroke of the enchanter’s wand:
A thousand years their cloudy wings expand
Around me, and a dying glory smiles
O’er the far times when many a subject land
Looked to the wingèd Lion’s marble piles,
Where Venice sate in state, throned on her hundred isles!

II.

She looks a sea Cybele, fresh from ocean,
Rising with her tiara of proud towers
At airy distance, with majestic motion,
A ruler of the waters and their powers:
And such she was; her daughters had their dowers
From spoils of nations, and the exhaustless East
Poured in her lap all gems in sparkling showers.
In purple was she robed, and of her feast
Monarchs partook, and deemed their dignity increased.

III.

In Venice, Tasso’s echoes are no more,
And silent rows the songless gondolier;
Her palaces are crumbling to the shore,
And music meets not always now the ear:
Those days are gone - but beauty still is here.
States fall, arts fade - but Nature doth not die,
Nor yet forget how Venice once was dear,
The pleasant place of all festivity,
The revel of the earth, the masque of Italy!

IV.

But unto us she hath a spell beyond
Her name in story, and her long array
Of mighty shadows, whose dim forms despond
Above the dogeless city’s vanished sway;
Ours is a trophy which will not decay
With the Rialto; Shylock and the Moor,
And Pierre, cannot be swept or worn away -
The keystones of the arch! though all were o’er,
For us repeopled were the solitary shore.

V.

[...] Read more

poem by Byron from Childe Harold's Pilgrimage (1818)
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Lara

LARA. [1]

CANTO THE FIRST.

I.

The Serfs are glad through Lara's wide domain, [2]
And slavery half forgets her feudal chain;
He, their unhoped, but unforgotten lord —
The long self-exiled chieftain is restored:
There be bright faces in the busy hall,
Bowls on the board, and banners on the wall;
Far chequering o'er the pictured window, plays
The unwonted fagots' hospitable blaze;
And gay retainers gather round the hearth,
With tongues all loudness, and with eyes all mirth.

II.

The chief of Lara is return'd again:
And why had Lara cross'd the bounding main?
Left by his sire, too young such loss to know,
Lord of himself; — that heritage of woe,
That fearful empire which the human breast
But holds to rob the heart within of rest! —
With none to check, and few to point in time
The thousand paths that slope the way to crime;
Then, when he most required commandment, then
Had Lara's daring boyhood govern'd men.
It skills not, boots not, step by step to trace
His youth through all the mazes of its race;
Short was the course his restlessness had run,
But long enough to leave him half undone.

III.

And Lara left in youth his fatherland;
But from the hour he waved his parting hand
Each trace wax'd fainter of his course, till all
Had nearly ceased his memory to recall.
His sire was dust, his vassals could declare,
'Twas all they knew, that Lara was not there;
Nor sent, nor came he, till conjecture grew
Cold in the many, anxious in the few.
His hall scarce echoes with his wonted name,
His portrait darkens in its fading frame,
Another chief consoled his destined bride,
The young forgot him, and the old had died;
"Yet doth he live!" exclaims the impatient heir,
And sighs for sables which he must not wear.

[...] Read more

poem by Byron
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Pharsalia - Book VIII: Death Of Pompeius

Now through Alcides' pass and Tempe's groves
Pompeius, aiming for Haemonian glens
And forests lone, urged on his wearied steed
Scarce heeding now the spur; by devious tracks
Seeking to veil the footsteps of his flight:
The rustle of the foliage, and the noise
Of following comrades filled his anxious soul
With terrors, as he fancied at his side
Some ambushed enemy. Fallen from the height
Of former fortunes, still the chieftain knew
His life not worthless; mindful of the fates:
And 'gainst the price he set on Caesar's head,
He measures Caesar's value of his own.

Yet, as he rode, the features of the chief
Made known his ruin. Many as they sought
The camp Pharsalian, ere yet was spread
News of the battle, met the chief, amazed,
And wondered at the whirl of human things:
Nor held disaster sure, though Magnus' self
Told of his ruin. Every witness seen
Brought peril on his flight: 'twere better far
Safe in a name obscure, through all the world
To wander; but his ancient fame forbad.

Too long had great Pompeius from the height
Of human greatness, envied of mankind,
Looked on all others; nor for him henceforth
Could life be lowly. The honours of his youth
Too early thrust upon him, and the deeds
Which brought him triumph in the Sullan days,
His conquering navy and the Pontic war,
Made heavier now the burden of defeat,
And crushed his pondering soul. So length of days
Drags down the haughty spirit, and life prolonged
When power has perished. Fortune's latest hour,
Be the last hour of life! Nor let the wretch
Live on disgraced by memories of fame!
But for the boon of death, who'd dare the sea
Of prosperous chance?

Upon the ocean marge
By red Peneus blushing from the fray,
Borne in a sloop, to lightest wind and wave
Scarce equal, he, whose countless oars yet smote
Upon Coreyra's isle and Leucas point,
Lord of Cilicia and Liburnian lands,
Crept trembling to the sea. He bids them steer
For the sequestered shores of Lesbos isle;
For there wert thou, sharer of all his griefs,

[...] Read more

poem by Marcus Annaeus Lucanus
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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 Corsair

'O'er the glad waters of the dark blue sea,
Our thoughts as boundless, and our soul's as free
Far as the breeze can bear, the billows foam,
Survey our empire, and behold our home!
These are our realms, no limits to their sway-
Our flag the sceptre all who meet obey.
Ours the wild life in tumult still to range
From toil to rest, and joy in every change.
Oh, who can tell? not thou, luxurious slave!
Whose soul would sicken o'er the heaving wave;
Not thou, vain lord of wantonness and ease!
whom slumber soothes not - pleasure cannot please -
Oh, who can tell, save he whose heart hath tried,
And danced in triumph o'er the waters wide,
The exulting sense - the pulse's maddening play,
That thrills the wanderer of that trackless way?
That for itself can woo the approaching fight,
And turn what some deem danger to delight;
That seeks what cravens shun with more than zeal,
And where the feebler faint can only feel -
Feel - to the rising bosom's inmost core,
Its hope awaken and Its spirit soar?
No dread of death if with us die our foes -
Save that it seems even duller than repose:
Come when it will - we snatch the life of life -
When lost - what recks it but disease or strife?
Let him who crawls enamour'd of decay,
Cling to his couch, and sicken years away:
Heave his thick breath, and shake his palsied head;
Ours - the fresh turf; and not the feverish bed.
While gasp by gasp he falters forth his soul,
Ours with one pang - one bound - escapes control.
His corse may boast its urn and narrow cave,
And they who loath'd his life may gild his grave:
Ours are the tears, though few, sincerely shed,
When Ocean shrouds and sepulchres our dead.
For us, even banquets fond regret supply
In the red cup that crowns our memory;
And the brief epitaph in danger's day,
When those who win at length divide the prey,
And cry, Remembrance saddening o'er each brow,
How had the brave who fell exulted now!'

II.
Such were the notes that from the Pirate's isle
Around the kindling watch-fire rang the while:
Such were the sounds that thrill'd the rocks along,
And unto ears as rugged seem'd a song!
In scatter'd groups upon the golden sand,
They game-carouse-converse-or whet the brand:

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poem by Byron
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Gone Country

Shes been playing in a room on a strip
For ten years in vegas
Every night she looks in the mirror
But she only ages
Shes been reading about nashville and all
The records that everybodys buying
Says Im a simple girl myself
Grew up on long island
So she packs her bags to try her hand
Says this might be my last chance
Shes gone country, look at them boots
Shes gone country, back to her roots
Shes gone country, a new kind of suit
Shes gone country, here she comes
Well the folk scene is dead
But hes holding out in the village
Hes been writing songs speaking out
Against wealth and privilege
He says i dont believe in money
But a man could make him a killin
Cause some of that stuff dont sound
Much different than dylan
I hear down there its changed you see
Theyre not as backwards as they used to be
Hes gone country, look at them boots
Hes gone country, back to his roots
Hes gone country, a new kind of suit
Hes gone country, here he comes
He commutes to la
But hes got a house in the valley
But the bills are piling up
And the pop scene just aint on the rally
He says honey Im a serious composer
Schooled in voice and composition
But with the crime and the smog these days
This aint no place for children
Lord it sounds so easy it shouldnt take long
Be back in the money in no time at all
Hes gone country, look at them boots
Hes gone country, back to his roots
Hes gone country, a new kind of suit
Hes gone country, here he comes
Yeah hes gone country, a new kind of walk
Hes gone country, a new kind of talk
Hes gone country, look at them boots
Hes gone country, oh back to his roots
Hes gone country
Hes gone country
Everybodys gone country
Yeah weve gone country

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song performed by Alan Jackson
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The Farewell

_P_. Farewell to Europe, and at once farewell
To all the follies which in Europe dwell;
To Eastern India now, a richer clime,
Richer, alas! in everything but rhyme,
The Muses steer their course; and, fond of change,
At large, in other worlds, desire to range;
Resolved, at least, since they the fool must play,
To do it in a different place, and way.
_F_. What whim is this, what error of the brain,
What madness worse than in the dog-star's reign?
Why into foreign countries would you roam,
Are there not knaves and fools enough at home?
If satire be thy object--and thy lays
As yet have shown no talents fit for praise--
If satire be thy object, search all round,
Nor to thy purpose can one spot be found
Like England, where, to rampant vigour grown,
Vice chokes up every virtue; where, self-sown,
The seeds of folly shoot forth rank and bold,
And every seed brings forth a hundredfold.
_P_. No more of this--though Truth, (the more our shame,
The more our guilt) though Truth perhaps may claim,
And justify her part in this, yet here,
For the first time, e'en Truth offends my ear;
Declaim from morn to night, from night to morn,
Take up the theme anew, when day's new-born,
I hear, and hate--be England what she will,
With all her faults, she is my country still.
_F_. Thy country! and what then? Is that mere word
Against the voice of Reason to be heard?
Are prejudices, deep imbibed in youth,
To counteract, and make thee hate the truth?
'Tis sure the symptom of a narrow soul
To draw its grand attachment from the whole,
And take up with a part; men, not confined
Within such paltry limits, men design'd
Their nature to exalt, where'er they go,
Wherever waves can roll, and winds can blow,
Where'er the blessed sun, placed in the sky
To watch this subject world, can dart his eye,
Are still the same, and, prejudice outgrown,
Consider every country as their own;
At one grand view they take in Nature's plan,
Not more at home in England than Japan.
_P_. My good, grave Sir of Theory, whose wit,
Grasping at shadows, ne'er caught substance yet,
'Tis mighty easy o'er a glass of wine
On vain refinements vainly to refine,
To laugh at poverty in plenty's reign,
To boast of apathy when out of pain,

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poem by Charles Churchill
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The Four Seasons : Autumn

Crown'd with the sickle and the wheaten sheaf,
While Autumn, nodding o'er the yellow plain,
Comes jovial on; the Doric reed once more,
Well pleased, I tune. Whate'er the wintry frost
Nitrous prepared; the various blossom'd Spring
Put in white promise forth; and Summer-suns
Concocted strong, rush boundless now to view,
Full, perfect all, and swell my glorious theme.
Onslow! the Muse, ambitious of thy name,
To grace, inspire, and dignify her song,
Would from the public voice thy gentle ear
A while engage. Thy noble cares she knows,
The patriot virtues that distend thy thought,
Spread on thy front, and in thy bosom glow;
While listening senates hang upon thy tongue,
Devolving through the maze of eloquence
A roll of periods, sweeter than her song.
But she too pants for public virtue, she,
Though weak of power, yet strong in ardent will,
Whene'er her country rushes on her heart,
Assumes a bolder note, and fondly tries
To mix the patriot's with the poet's flame.
When the bright Virgin gives the beauteous days,
And Libra weighs in equal scales the year;
From Heaven's high cope the fierce effulgence shook
Of parting Summer, a serener blue,
With golden light enliven'd, wide invests
The happy world. Attemper'd suns arise,
Sweet-beam'd, and shedding oft through lucid clouds
A pleasing calm; while broad, and brown, below
Extensive harvests hang the heavy head.
Rich, silent, deep, they stand; for not a gale
Rolls its light billows o'er the bending plain:
A calm of plenty! till the ruffled air
Falls from its poise, and gives the breeze to blow.
Rent is the fleecy mantle of the sky;
The clouds fly different; and the sudden sun
By fits effulgent gilds the illumined field,
And black by fits the shadows sweep along.
A gaily chequer'd heart-expanding view,
Far as the circling eye can shoot around,
Unbounded tossing in a flood of corn.
These are thy blessings, Industry! rough power!
Whom labour still attends, and sweat, and pain;
Yet the kind source of every gentle art,
And all the soft civility of life:
Raiser of human kind! by Nature cast,
Naked, and helpless, out amid the woods
And wilds, to rude inclement elements;
With various seeds of art deep in the mind

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poem by James Thomson
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The Aeneid of Virgil: Book 2

ALL were attentive to the godlike man,
When from his lofty couch he thus began:
“Great queen, what you command me to relate
Renews the sad remembrance of our fate:
An empire from its old foundations rent, 5
And ev’ry woe the Trojans underwent;
A peopled city made a desart place;
All that I saw, and part of which I was:
Not ev’n the hardest of our foes could hear,
Nor stern Ulysses tell without a tear. 10
And now the latter watch of wasting night,
And setting stars, to kindly rest invite;
But, since you take such int’rest in our woe,
And Troy’s disastrous end desire to know,
I will restrain my tears, and briefly tell 15
What in our last and fatal night befell.
“By destiny compell’d, and in despair,
The Greeks grew weary of the tedious war,
And by Minerva’s aid a fabric rear’d,
Which like a steed of monstrous height appear’d: 20
The sides were plank’d with pine; they feign’d it made
For their return, and this the vow they paid.
Thus they pretend, but in the hollow side
Selected numbers of their soldiers hide:
With inward arms the dire machine they load, 25
And iron bowels stuff the dark abode.
In sight of Troy lies Tenedos, an isle
(While Fortune did on Priam’s empire smile)
Renown’d for wealth; but, since, a faithless bay,
Where ships expos’d to wind and weather lay. 30
There was their fleet conceal’d. We thought, for Greece
Their sails were hoisted, and our fears release.
The Trojans, coop’d within their walls so long,
Unbar their gates, and issue in a throng,
Like swarming bees, and with delight survey 35
The camp deserted, where the Grecians lay:
The quarters of the sev’ral chiefs they show’d;
Here Phœnix, here Achilles, made abode;
Here join’d the battles; there the navy rode.
Part on the pile their wond’ring eyes employ: 40
The pile by Pallas rais’d to ruin Troy.
Thymoetes first (’t is doubtful whether hir’d,
Or so the Trojan destiny requir’d)
Mov’d that the ramparts might be broken down,
To lodge the monster fabric in the town. 45
But Capys, and the rest of sounder mind,
The fatal present to the flames designed,
Or to the wat’ry deep; at least to bore
The hollow sides, and hidden frauds explore.
The giddy vulgar, as their fancies guide, 50

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poem by Publius Vergilius Maro
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Put Some Drive In Your Country

Well I was raised on country classics
Like Roy Acuff and George Jones
Lord I loved to hear 'em
Sing all them old time country songs
But I really got excited 'bout the time I turned 15
That's the first time I heard Waylon and old Bocephus sing
They put some drive in their country that really turned me on
Yeah, put some drive in your country
Keep country drivin' on
When the music gets you movin'
You know that can't be wrong
Every time I hear that outlaw stuff on my car radio
It makes me wanna drive it just as fast as it will go
Put some drive in your country
Let's keep country drivin' on
We played some shows in Atlanta on Sunday afternoons
The gigs were packed and I was nervous
Cause I wanted folks to like my tunes
The crowds were full of younger people
They were all about my age
So I turned and told the band just before we walked on stage
Put some drive in your country fellas
We turned those people on
Yeah, put some drive in your country
Keep country drivin' on
When the music gets you dancin'
You know that can't be wrong
See I made myself a promise when I was just a kid
I'd mix southern rock and country and that's just what I did
Put some drive in your country
Keep country drivin' on
Put some drive in your country
Hey, let's keep country drivin' on
When the music gets you movin'
You know that can't be wrong
I still love old country
I ain't tryin' to put it down
Damn I miss Duanne Allman
I wish he was still around
Put some drive in the country
Keep country drivin' on
Put some drive in the country
Let's keep country drivin' on

song performed by Travis Tritt
Added by Lucian Velea
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