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What is important is to keep learning, to enjoy challenge, and to tolerate ambiguity. In the end there are no certain answers.

quote by Martina Horner
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If A Man Answers

(toby keith/chuck cannon)
You said you need a little time
A little time to yourself
Im staring down this telephone wonderin
There might be someone else
If a man answers when I call
Ill just hang up, I wont say anything at all
If a man answers I know what Ill do
Ill lie here awake so I dont dream about you
If a man answers this time of night
At least Ill know somebodys holding you tight
If a man answers I wont call again
And Ill know where I stand while I twist in the wind
Oh baby, Im just missin you
Im crazy still in love with you
I know my heart will break in two
If a man answers, if a man answers
I just gotta tell you girl
Maybe somehow make you see
How much I want you to come back to me
But if a man answers youll never know
Hell let you sleep while I let you go
Oh baby, Im just missin you
Im crazy still in love with you
I know my heart will break in two
If a man answers, if a man answers
If a man answers youll never know
If a man answers Ill let you go
If a man answers this time of night
If a man answers hes holding you tight
If a man answers, if a man answers
If a man answers, if a man answers
If a man answers, oh if a man answers
If a man answers, if a man answers

song performed by Toby Keith
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An Essay on Criticism

Part I

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

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

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

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

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

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poem by Alexander Pope
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The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.

Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.

Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’

METHODOLOGY

The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.

RESULTS

Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.

Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.

We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .

In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.

In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.

Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.

Negative impacts of poverty on education

Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.

Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.

Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.

This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.

It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.

As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.

In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .

In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.

In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.

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poem by Innocent Masina Nkhonyo
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Dont Ask Me

I got ideas but I dont know it all
And when I speak you know my voice is small
And when Im walking down the street
I never smile at folks I meet
Cause I know they wont smile at me
Now ask yourself why this should be
But if you want the answers
If you want the answers
Dont ask me
If you want the answers
If you want the answers
Dont ask me
I got feelings but they dont count for much
And I shake my fist but I got no power as such
But if I tell you what I see
Dont throw my words right back at me
Cause I cant shout and I cant moan
Cause I got problems of my own
But if you want the answers
If you want the answers
Dont ask me
If you want the answers
If you want the answers
Dont ask me
Someday soon I gotta learn enough
To justify my actions
Until then I want you all to try
To share my gut reactions
Gut reactions
But if you want the answers
If you want the answers
Dont ask me
If you want the answers
If you want the answers
Dont ask me

song performed by Joe Jackson
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Up For The Challenge

Up for the challenge,
And wearing brand new boots.
Up for the challenge.
I've got something to prove!
If I win or lose.

Depictions make no sense.
Whether intended,
Or made by accident.

Up for the challenge,
And wearing brand new boots.
Up for the challenge.
I've got something to prove!
If I win or lose.

Someone others thought a fool,
Maybe one who someday rules!

Some have no purpose but to fly at night like bats.
Some have no purpose but to chitter chat in packs.
Some have no purpose but to stir up tit for tats...
And,
Be petty like that.
'Cause...
That is where their minds are at!

Up for the challenge.
And I know that I can manage it!

Up for the challenge,
And wearing brand new boots.
Up for the challenge,
'Cause I've got something to prove.

Depictions make no sense.
Whether intended,
Or made by accident.
But I admit I get incensed,
When no one but me pays my rent!

'Oh? '

No 'Oh'.

Some have no purpose but to fly at night like bats.
And...
Some have no purpose but to chitter chat in packs.
And...
Some have no purpose but to stir up tit for tats.

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poem by Lawrence S. Pertillar
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Feeling Out Of Sorts?

Feeling out of sorts these days?
Want to know what you can do?
Need help? Here are 50 ways,
Maybe you'll benefit from a few

ROTMS

SYMPTOMS OF SPIRITUAL AWAKENING

1. Changing sleep patterns: restlessness, hot feet, waking up two or three times a night. Feeling tired after you wake up and sleepy off and on during the day.
There is something called the Triad Sleep Pattern that occurs for many: you sleep for about 2-3 hours, wake up, go back to sleep for another couple of hours, wake again, and go back to sleep again. For others, the sleep requirements have changed. You can get by on less sleep.
Lately I have been experiencing huge waves of energy running into my body from the crown. It feels good, but it keeps me awake for a long time, then subsides.

Advice: Get used to it. Make peace with it and don't worry about getting enough sleep (which often causes more insomnia) . You will be able to make it through the day if you hold thoughts of getting just what you need. You can also request your Higher Power to give you a break now and then and give you a good, deep night's sleep.

If you can't go back to sleep right away, use the waking moments to meditate, read poetry, write in your journal or look at the moon. Your body will adjust to the new pattern.

2. Activity at the crown of the head: Tingling, itching, prickly, crawling sensations along the scalp and/or down the spine. A sense of energy vibrating on top of the head, as if energy is erupting from the head in a shower. Also the sensation of energy pouring in through the crown, described as 'sprinkles'.

This may also be experienced as pressure on the crown, as if someone is pushing his/her finger into the center of your head. As I mentioned in #1, I have been experiencing huge downloads of energy through the crown.
In the past, I have felt more generalized pressure, as if my head is in a gentle vise. One man related that his hair stood on end and his body was covered with goosebumps.

Advice: This is nothing to be alarmed about. What you are experiencing is an opening of the crown chakra. The sensations mean that you are opening up to receive divine energy.

3. Sudden waves of emotion. Crying at the dropp of a hat. Feeling suddenly angry or sad with little provocation. Or inexplicably depressed. Then very happy. Emotional roller coaster. There is often a pressure or sense of emotions congested in the heart chakra (the middle of the chest) . This is not to be confused with the heart, which is located to the left of the heart chakra.

Advice: Accept your feelings as they come up and let them go. Go directly to your heart chakra and feel the emotion. Expand it outward to your all your fields and breathe deeply from the belly all the way up to your upper chest. Just feel the feeling and let it evaporate on its own. Don't direct the emotions at anyone.

You are cleaning out your past. If you want some help with this, say out loud that you intend to release all these old issues and ask your Higher Power to help you. You can also ask Grace Elohim to help you release with ease and gentleness. Be grateful that your body is releasing the see motions and not holding onto them inside where they can do harm.

One source suggests that depression is linked to letting go of relationships to people, work, etc. that no longer match us and our frequencies. When we feel guilty about letting go of these relationships, depression helps us medicate that pain.

4. Old 'stuff' seems to be coming up, as described above, and the people with whom you need to work it out (or their clones) appear in your life. Completion issues.

Or perhaps you need to work through issues of self-worth, abundance, creativity, addictions, etc. The resources or people you need to help you move through these issues start to appear.

Advice: Same as #3. Additionally, don't get too involved in analyzing these issues. Examining them too much will simply cycle you back through them over and over again at deeper and deeper levels. Get professional help if you need to and walk through it.

Do not try to avoid them or disassociate yourself from them. Embrace whatever comes up and thank it for helping you move ahead. Thank your Higher Power for giving you the opportunity to release these issues. Remember, you don't want these issues to stay stuck in your body.

5. Changes in weight. The weight gain in the US population is phenomenal. Other people may be losing weight.

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poem by Ray Lucero
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If It's Love!

It's important that unshown love,
Comes directly shown from you.
To say it...
Doesn't make,
That-love-be-true!

It's important that unshown love,
Is a thing one wants to do...
Just to prove what is said,
Is absolutely true.

A hug,
And maybe a kiss.
A touch,
That has been missed.
A show of thoughtfulness...
Can go a very long distance.

A call,
Every once in a while...
Will go further than a mile.
If love is there to be shared...
Show someone they are cared for!
And doubts will come no more.

It's important that unshown love,
Comes directly shown from you.
To say it...
Doesn't make,
That-love-be-true!

It's important it's directly shown,
If it's love.
Yes!

It's important it's directly shown,
If it's love.
Yes!

It's important it's directly shown.
It's important it's directly shown.
It's important it's directly shown,
If it's love!

It shoos a boo-hooin'...
Known.

It's important it's directly shown.
It's important it's directly shown.
It's important it's directly shown,

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poem by Lawrence S. Pertillar
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Youre Learning

(ira louvin/charlie louvin)
You are learning what its like to sit and cry
And wonder why your plans went wrong
You are learning how it feels when pain is real
To realize youre all alone
Yes youre learning
We had the chance to be happy
Nothing stood in our way
If only youd meant what you promised
We wouldnt crying today
You are learning that a lie can make you cry
For the truth your heart reveals
You are learning that a flirt can cause a hurt
Even though your love is real
Yes youre learning
We had the chance to be happy
Nothing stood in our way
If only youd meant what you promised
We wouldnt crying today
You are learning that a lie can make you cry
For the truth your heart reveals
You are learning that a flirt can cause a hurt
Even though your love is real
Yes youre learning
Yes youre learning

song performed by Emmylou Harris
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Learning To Live

(without your love)
I still have your picture
By the bed where you used to lay
I still have the memories
That you aint goin from day to day
I still miss the little things
You used to do and say
Ill always believe in love
Come what may
Im learning to live
Without your love
All I can do is carry on
Living without you
Im learning to live
Without your love
Now that youre gone
Whatever the emptiness
Whatever the pain
I wont change my love for you
Ill always feel the same
Im learning to live
Without your love
All I can do is carry on
Living without you
Im learning to live
Without your love
Now that youre gone
Im learning to live
Im learning to live
Im learning to live
Im learning to live
I still call your number
Im still in love with you
I still believe in love
Maybe that will see me through
Im learning to live
Without your love
All I can do is carry on
Living without you
Im learning to live
Without your love
Now that youre gone
[repeat / fade]

song performed by Rick Astley
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The Challenge

I had a dream
To challenge a scheme
And with my scheme
I shattered my dream
I had a scheme
To challenge a dream
And with my dream
I shattered my scheme
The scheme the brain and the dream
They challenged my self-esteem
I had a brain that conceived the dream
That challenged the scheme
That shattered the dream
That challenged my self-esteem
I had a brain that conceived the scheme
That challenged the dream
That shattered the scheme
That challenged my self-esteem
The brain the scheme and the dream
They challenged my self-esteem
With my self-esteem,
I challenge my scheme
To challenge my brain
To conceive the dream
That shattered the scheme
With my, scheme
I challenge my self-esteem
To challenge my brain
To conceive the dream
That shattered my self-esteem
With my, dream
I challenge my self-esteem
To challenge my brain
To conceive the scheme
That shattered the dream
My self-esteem the brain and the dream
They challenged the scheme

6/20/07

poem by Jim Milks
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What is important is to keep learning, to enjoy challenge, and to tolerate ambiguity. In the end there are no certain answers.

quote by Martina Horner
Added by Lucian Velea
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The Convocation: A Poem

When Vertue's Standard Ecclesiasticks bear,
Their sacred Robe the noblest Minds revere.
All to its Guidance do their Thoughts submit,
But such who triumph in licentious Wit;
And nauseous Mirth as high Desert esteem,
When rais'd by Scorn upon Religion's Theme
As Kings by Right Divine o'er Nations sway,
As the most worthy, their high Pow'rs obey;
Homage by all is to the Priesthood born,
And none but Fools their Heav'nly Pastors scorn.

Yet censure not the Muse's Freedom here:
If urg'd by Errors, she must seem severe!
Tho' keen her Satyr, she no Envy bears;
Tho' Priests she lashes, she their Function spares.
Nor for ill Members such the Clergy calls,
But on their Shame, and not their Glory, falls.

Of all the Plagues with which the World is curst,
Time has still prov'd that Priestcraft is the worst.
By some, what Notions thro' the World are spread?
On Falshoods grounded, and from Int'rest bred;
Errour has still the giddy World perplext,
Whilst Scripture gilds it with some sacred Text.
This wild Opinions Strife and Faction brings,
The Bane of Nations, the Misrule of Kings.
Priests oft profane what they from Heav'n derive;
Some live by Legends, some by Murders thrive,
Some sell their Gods, and Altar-Rites deface,
With Doctrines some the Brain-sick People craze.

The Pagan prey on slaughter'd Wretches Fates,
The Romish fatten on the best Estates,
The British stain what Heav'n has right confest,
And Sectaries the Scriptures falsly wrest.

Amongst the Tribe, how few are, as they ought,
Clear in their Souls, instructive in their Thought!
The Good, like Prophets, shew their Precepts pure;
The Ill with Craft the Heav'nly Light obscure;
False to their Trust, they lead their Flocks astray,
And with their Errors cloud the sacred Way.

Tho' artless Numbers may my Verses throng,
Yet now Religion's Cause inspires my Song:

[...] Read more

poem by Richard Savage
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Retirement

Hackney'd in business, wearied at that oar,
Which thousands, once fast chain'd to, quit no more,
But which, when life at ebb runs weak and low,
All wish, or seem to wish, they could forego;
The statesman, lawyer, merchant, man of trade,
Pants for the refuge of some rural shade,
Where, all his long anxieties forgot
Amid the charms of a sequester'd spot,
Or recollected only to gild o'er
And add a smile to what was sweet before,
He may possess the joys he thinks he sees,
Lay his old age upon the lap of ease,
Improve the remnant of his wasted span,
And, having lived a trifler, die a man.
Thus conscience pleads her cause within the breast,
Though long rebell'd against, not yet suppress'd,
And calls a creature form'd for God alone,
For Heaven's high purposes, and not his own,
Calls him away from selfish ends and aims,
From what debilitates and what inflames,
From cities humming with a restless crowd,
Sordid as active, ignorant as loud,
Whose highest praise is that they live in vain,
The dupes of pleasure, or the slaves of gain,
Where works of man are cluster'd close around,
And works of God are hardly to be found,
To regions where, in spite of sin and woe,
Traces of Eden are still seen below,
Where mountain, river, forest, field, and grove,
Remind him of his Maker’s power and love.
'Tis well, if look’d for at so late a day,
In the last scene of such a senseless play,
True wisdom will attend his feeble call,
And grace his action ere the curtain fall.
Souls, that have long despised their heavenly birth,
Their wishes all impregnated with earth,
For threescore years employ’d with ceaseless care,
In catching smoke, and feeding upon air,
Conversant only with the ways of men,
Rarely redeem the short remaining ten.
Inveterate habits choke the unfruitful heart,
Their fibres penetrate its tenderest part,
And, draining its nutritious power to feed
Their noxious growth, starve every better seed.
Happy, if full of days—but happier far,
If, ere we yet discern life’s evening star,
Sick of the service of a world that feeds
Its patient drudges with dry chaff and weeds,
We can escape from custom’s idiot sway,
To serve the sovereign we were born to obey.

[...] Read more

poem by William Cowper
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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

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

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

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

[...] Read more

poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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The Task: Book III. -- The Garden

As one who, long in thickets and in brakes
Entangled, winds now this way and now that
His devious course uncertain, seeking home;
Or, having long in miry ways been foil’d,
And sore discomfited, from slough to slough
Plunging, and half despairing of escape;
If chance at length he finds a greensward smooth
And faithful to the foot, his spirits rise,
He chirrups brisk his ear-erecting steed,
And winds his way with pleasure and with ease:
So I, designing other themes, and call’d
To adorn the Sofa with eulogium due,
To tell its slumbers, and to paint its dreams,
Have rambled wide. In country, city, seat
Of academic fame (howe’er deserved),
Long held, and scarcely disengaged at last.
But now with pleasant pace a cleanlier road
I mean to tread. I feel myself at large,
Courageous, and refresh’d for future toil,
If toil awaits me, or if dangers new.

Since pulpits fail, and sounding boards reflect
Most part an empty ineffectual sound,
What chance that I, to fame so little known,
Nor conversant with men or manners much,
Should speak to purpose, or with better hope
Crack the satiric thong? ‘Twere wiser far
For me, enamour’d of sequester’d scenes,
And charm’d with rural beauty, to repose,
Where chance may throw me, beneath elm or vine,
My languid limbs, when summer sears the plains;
Or, when rough winter rages, on the soft
And shelter’d Sofa, while the nitrous air
Feeds a blue flame, and makes a cheerful hearth;
There, undisturb’d by Folly, and apprised
How great the danger of disturbing her,
To muse in silence, or at least confine
Remarks that gall so many to the few,
My partners in retreat. Disgust conceal’d
Is ofttimes proof of wisdom, when the fault
Is obstinate, and cure beyond our reach.

Domestic Happiness, thou only bliss
Of Paradise that has survived the fall!
Though few now taste thee unimpair’d and pure,
Or tasting long enjoy thee! too infirm,
Or too incautious, to preserve thy sweets
Unmix’d with drops of bitter, which neglect
Or temper sheds into thy crystal cup;
Thou art the nurse of Virtue, in thine arms

[...] Read more

poem by William Cowper
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Its Over

And I didnt think about
All the ways I hurt you and myself
And I hide
Wouldnt say a thing to you
I keep it to myself and my mind
I cant stand without you
And I wont find the answers when youre gone
But its over to you
And I cant find the answers when youre gone
And its over to you
And you cant find the answer where you are
And you know
(and you know)
I need you now
This aint easy to admit
And no one needs to know
What goes on behind the door in my room
Im peeking through the walls in my mind
And I cant stand without you
I wont find the answers when youre gone
But its over to you
And I cant find the answers when youre gone
And its over to you
And you cant find the answers where you are
I will tear you down
I will tear you down
To get into the world you wanted
Im kicking through the wall
No one can believe in things that never change
[chorus]
And its over to you
And I cant find the answers when youre gone
And I cant find the answers when youre gone
And I cant find the answers when youre gone

song performed by Goo Goo Dolls
Added by Lucian Velea
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Little Devotional

Well I'm blowing smoke out of your window
And you're slipping back into your dress
You know you were always such a lady
I've always been impressed
But gentlemen
They don't ask questions
Just keep quiet
She'll pay attention
Gentlemen don't ask questions
We could pay attention
I said, "I'm gonna have myself in shambles
Before your folks are up and looking for some answers."
Said, "I'm gonna have myself in shambles
Before your folks are up and looking for some answers."
Well I pictured you in blue
But I have to say I'm more partial to the red
Deep, dark, and devastating
Leaving no question as to where you've been
I calm the crowd by keeping quiet
Move like a shadow up to your matress
Gentlemen don't ask questions
We could pay attention
Do you think he'd be better ('Cause we're down for competition)
Doing what I do best?
Do you think he'd be better (This could all be on purpose)
Doing what I do best?
I said, "I'm gonna have myself in shambles
Before your folks are up and looking for some answers."
Said, "I'm gonna have myself in shambles
Before your folks are up and looking for some answers."
Do you think he'd be better
Doing what I do best?
Do you think he'd be better
Doing what I do best?
Do you think he'd be better ('Cause we're down for competition)
Doing what I do best?
Do you think he'd be better (This could all be on purpose)
Doing what I do best?
I said, "I'm gonna have myself in shambles
Before your folks are up and looking for some answers."
Said, "I'm gonna have myself in shambles
Before your folks are up and looking for some answers."
Said, "I'm gonna have myself in shambles
Before your folks are up and looking for some answers."
Said, "I'm gonna have myself in shambles
Before your folks are up and looking for some answers.

song performed by Taking Back Sunday
Added by Lucian Velea
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Somewhere Down The Road

(Wayne Kirkpatrick/Amy Grant)
So much pain and no good reason why
You cried until the tears run dry
Nothing else can make you understand
The one thing that you held so dear
Is slipping from your hand
And you say
Why, why, why
Does it go this way
And why, why, why
And all I can say is
Somewhere down the road
There'll be answers to the questions
Somewhere down the road
Though we cannot see it now
And somewhere down the road
You will find mighty arms reaching for you
And they will have the answers
At the end of the road
Yesterday I thought I'd seen it all
I thought I'd climbed the highest wall
But now I see that learning never ends
And all I know to do is keep on walking
'Round the bend
Singing
Why, why, why
Does it go this way
Why, why, why
And all I can say is
Somewhere down the road
There'll be answers to the questions
Somewhere down the road
Though we cannot see it now
And somewhere down the road
You will find mighty arms reaching for you
And they will hold the answers
At the end of the road
Somewhere, somewhere down
And somewhere down the road
There'll be answers to the questions
Somewhere down the road
Though we cannot see it now
And somewhere down the road
You will find mighty arms reaching for you
They will have the answers
At the end of the road
They will have the answers
At the end of the road
Somewhere down the road, yeah
Somewhere, somewhere

[...] Read more

song performed by Faith Hill
Added by Lucian Velea
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Learning To Love Him

Im learning to love him
To love and forgive
Im learning to trust him
To let the man live
Im learning to see him
To see who he is
Im learning to love
The beauty he is
Im learning to love him
To love and forgive
Im learning to trust him
To let the man live
Im learning to hold
His life in my hands
Im learning to love
Me just as I am

song performed by Waterboys
Added by Lucian Velea
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Learning To Love Him

Im learning to love him
To love and forgive
Im learning to trust him
To let the man live
Im learning to see him
To see who he is
Im learning to love
The beauty he is
Im learning to love him
To love and forgive
Im learning to trust him
To let the man live
Im learning to hold
His life in my hands
Im learning to love
Me just as I am

song performed by Waterboys
Added by Lucian Velea
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