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I think when I was two years old in the sandbox. I think I formulated my basic philosophy there, and I haven't really had to alter it very much ever since.

quote by Boyd Rice
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The Interpretation of Nature and

I.

MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.


II.

Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.

III.

Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.

IV.

Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.

V.

The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.

VI.

It would be an unsound fancy and self-contradictory to expect that things which have never yet been done can be done except by means which have never yet been tried.

VII.

The productions of the mind and hand seem very numerous in books and manufactures. But all this variety lies in an exquisite subtlety and derivations from a few things already known; not in the number of axioms.

VIII.

Moreover the works already known are due to chance and experiment rather than to sciences; for the sciences we now possess are merely systems for the nice ordering and setting forth of things already invented; not methods of invention or directions for new works.

IX.

The cause and root of nearly all evils in the sciences is this -- that while we falsely admire and extol the powers of the human mind we neglect to seek for its true helps.

X.

The subtlety of nature is greater many times over than the subtlety of the senses and understanding; so that all those specious meditations, speculations, and glosses in which men indulge are quite from the purpose, only there is no one by to observe it.

XI.

As the sciences which we now have do not help us in finding out new works, so neither does the logic which we now have help us in finding out new sciences.

XII.

The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search after truth. So it does more harm than good.

XIII.

[...] Read more

poem by Sir Francis Bacon
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Part 9 of Trout Fishing in America

SANDBOX MINUS JOHN

DILLINGER EQUALS WHAT?

Often I return to the cover of Trout Fishing in America. I

took the baby and went down there this morning. They were

watering the cover with big revolving sprinklers. I saw some

bread lying on the grass. It had been put there to feed the

pigeons.

The old Italians are always doing things like that. The

bread had been turned to paste by the water and was squashed

flat against the grass. Those dopey pigeons were waiting until

the water and grass had chewed up the bread for them, so

they wouldn't have to do it themselves.

I let the baby play in the sandbox and I sat down on a bench

and looked around. There was a beatnik sitting at the other

end -of the bench. He had his sleeping bag beside him and he

was eating apple turnovers. He had a huge sack of apple turn-

overs and he was gobbling them down like a turkey. It was

probably a more valid protest than picketing missile bases.

The baby played in the sandbox. She had on a red dress

and the Catholic church was towering up behind her red dress.

There was a brick john between her dress and the church. It

was there by no accident. Ladies to the left and gents to the

right.

[...] Read more

poem by Richard Brautigan
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Little Altar Boy

Little alter boy, I wonder could you pray for me?
Little alter boy, for I have gone astray
What must I do to be holy like you?
Little alter boy ,oh, let me hear you pray
Little alter boy, I wonder could you ask your lord
Ask him, alter boy, to take my sins away
What must I do to be holy like you?
Little alter boy, oh, let me hear you pray
Lift up your voice and send a pray above
Help me rejoice and fill that prayer with love
Now I know my life has been all wrong
Lift my your voice and help a sinner be strong
Little alter boy, I wonder could you pry for me?
Could you tell our lord Im gonna change my ways today?
What must I do to be holy like you?
Little alter boy, oh, let me hear you pray
Little alter boy please let me hear you pray!

song performed by Carpenters
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Flos Lunae

I would not alter thy cold eyes,
Nor trouble the calm fount of speech
With aught of passion or surprise.
The heart of thee I cannot reach:
I would not alter thy cold eyes!

I would not alter thy cold eyes;
Nor have thee smile, nor make thee weep:
Though all my life droops down and dies,
Desiring thee, desiring sleep,
I would not alter thy cold eyes.

I would not alter thy cold eyes;
I would not change thee if I might,
To whom my prayers for incense rise,
Daughter of dreams! my moon of night!
I would not alter thy cold eyes.

I would not alter thy cold eyes,
With trouble of the human heart:
Within their glance my spirit lies,
A frozen thing, alone, apart;
I would not alter thy cold eyes.

poem by Ernest Christopher Dowson
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Rubberneckin

(words & music by jones - warren)
Stop, look and listen baby thats my philosophy
If your rubberneckin baby well thats all right with me
Stop, look and listen baby thats my philosophy
Its called rubberneckin baby but thats all right with me
Some people say Im wasting time yeh, but they dont really know
I like what I see I see what I like yeh, it gives me such a glow
First thing in the morning, last thing at night
I look, stare everywhere and see everything inside
Stop, look and listen baby thats my philosophy
If your rubberneckin baby well thats all right with me
Stop, look and listen baby thats my philosophy
Its called rubberneckin baby but thats all right with me
Some people say Im wasting time yeh, but they dont really know
I like what I see I see what I like yeh, it gives me such a glow
Sittin on the back porch all by myself
Along came mary jane with somebody else
Well, stop, look and listen baby thats my philosophy
Its called rubberneckin baby but thats all right with me
Some people say Im wasting time yeh, but I dont really care
I like what I see, I see what I like yeh, it gives me such a glow
Sittin on the back porch all by myself
Along came mary jane with somebody else
Well, stop, look and listen baby thats my philosophy
Its called rubberneckin baby but thats all right with me
Stop, look and listen baby thats my philosophy
Stop, look and listen baby thats my philosophy
Stop, look and listen baby thats my philosophy
Stop

song performed by Elvis Presley
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Rubberneckin (Original)

Stop, look and listen baby that's my philosophy
If your rubberneckin' baby well that's all right with me
Stop, look and listen baby that's my philosophy
It's called rubberneckin' baby but that's all right with me
Some people say I'm wasting time yeh, but they don't really know
I like what I see I see what I like yeh, it gives me such a glow
First thing in the morning, last thing at night
I look, stare everywhere and see everything inside
Stop, look and listen baby that's my philosophy
If your rubberneckin' baby well that's all right with me
Stop, look and listen baby that's my philosophy
It's called rubberneckin' baby but that's all right with me
Some people say I'm wasting time yeh, but they don't really know
I like what I see I see what I like yeh, it gives me such a glow
Sittin' on the back porch all by myself
Along came Mary Jane with somebody else
Well, stop, look and listen baby that's my philosophy
It's called rubberneckin' baby but that's all right with me
Some people say I'm wasting time yeh, but I don't really care
I like what I see, I see what I like yeh, it gives me such a glow
Sittin' on the back porch all by myself
Along came Mary Jane with somebody else
Well, stop, look and listen baby that's my philosophy
It's called rubberneckin' baby but that's all right with me
Stop, look and listen baby that's my philosophy
Stop, look and listen baby that's my philosophy
Stop, look and listen baby that's my philosophy
Stop

song performed by Elvis Presley
Added by Lucian Velea
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Too Much In-The-Love

A position of proposition kept.
Researched...
With a common sense,
Not academic!

I am not someone to invite to test.
But I've never met an obstacle...
That has of yet,
Made me unhappy because we've met.

'Cause I'm...
Too much in-the-love!
Yes,
I'm...
Just too basic.

I studied all the books in school.
And as a rule I found this true...
I am,
Too much in-the-love!
Yes!
And...
Just too basic.

My Masters and my Doctorate,
I got early in life.
And the military taught me...
To be,
Decisive!

A position of proposition kept.
Researched...
With a common sense,
Not academic!

'Cause I'm...
Too much in-the-love!
Yes,
In-the-LOVE!
And...
Just 'too' basic.

My 'degree' is in my 'own' history!
And my proposition spoken,
Is in my position...
Stated!

Too much in-the-love!
Yes,
In-the-LOVE!

[...] Read more

poem by Lawrence S. Pertillar
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Cannibal Surf Babe

(music: marillion lyrics: steve hogarth & john helmer)
Well she tied me to the headboard with a surf leach
And her wet hair hugged her body like a long-lost friend
And I really tried my best to get across to her
But nothing she would say could be defended
Well her birthday suit it was her only present
When I looked into her eyes - no history
And I told her eating people wasnt pleasant
But she laughed a snake eye laugh and walked away from me
I watched her as she walked across the coals
I watched her as she walked across the coals
She was singing: I was born in nineteen sixty weird
And I am your nightmare surfer babe
Mr. wilson wheres your sandbox and your beard
Are you still looking for the perfect microwave
So I did my best to try and get across her
I said: one day every pebble hits the beach
And I kissed her face and held her like a long-lost friend
But she was too far out there to be reached
She was singing: I was born in nineteen sixty weird
Im your nightmare surfer babe
Mr. wilson wheres your sandbox and your beard
Are you still looking for that perfect microwave?
And the sun came up over the mountain
And the waves rolled in across the bay
And the fabulous brightly coloured birds flew up out of the forest
And she said well were all heavens beautiful children livin together in paradise
Lie down my dear... youre going to enjoy this
She looked like shed had sex
With a tyrranosaurus rex
She was singing: I was born in nineteen sixty weird
Im your nightmare surfer babe
Mr. wilson wheres your sandbox and your beard
Are you still looking for that perfect microwave?
And I watched her as she walked across the coals
And I watched her as she walked across the coals

song performed by Marillion
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The Origin Of The Universe -ten Questions Answered

1.How did the UNIVERSE originate?

It was from the bang, bang and the bang,
It was through the big bang
And you know it for certain.

Yes, the universe originated through the Big Bang.

2.What was the Big Bang?

An explosion of a particle was it
And the particle was smaller than an atom.
It was first explosion for our cause.

Yes, it was a causeless act of explosion of a small particle that resulted in the evolution of an ever expanding universe. Before the Big Bang the universe was smaller than an atom! There was only a point of time then and not a place! The Big Bang theory is the prevailing cosmological model that describes the early development of the Universe.According to the Big Bang theory, the Universe was once in an extremely hot and dense state which expanded rapidly.

3.What followed the act of expansion of the universe?

Then began the expansion,
An expansion that is still going on
And then and thus began the life of our universe.

The rapid expansion caused the Universe to cool and resulted in its present continuously expanding state. According to the most recent measurements and observations, the Big Bang occurred approximately 13.75 billion years ago, which is thus considered the age of the Universe.

4.What happened in the next stage?

There came the phases of energy
And the wonder of electrons, protons and neutrons.
We learnt about from the sweet mouth of our teacher first.

After its initial expansion from a singularity, the Universe cooled sufficiently to allow energy to be converted into various subatomic particles, including protons, neutrons, and electrons.While protons and neutrons combined to form the first atomic nuclei only a few minutes after the Big Bang, it would take thousands of years for electrons to combine with them and create electrically neutral atoms.The first element produced was hydrogen, along with traces of helium and lithium. Giant clouds of these primordial elements would coalesce through gravity to form stars and galaxies, and the heavier elements would be synthesized either within stars orduring supernovae.

5.What is the scientific theory/relevance of the Big Bang?

Truth is that matters much to us
And the core ideas have to lead us.
Or else we might go back to life darker still.

The Big Bang is a well-tested scientific theory and is widely accepted within the scientific community. It offers a comprehensive explanation for a broad range of observed phenomena. Since its conception, abundant evidence has been uncovered in support of the model. The core ideas of the Big Bang—the expansion, the early hot state, the formation of helium, and the formation of galaxies—are derived from many observations that are independent from any cosmological model; these include the abundance of light elements, the cosmic microwave background, large scale structure, and the Hubble diagram for Type I - a supernovae.

6.What will be the phases of the expansion of the universe?

An ever expanding mystery it is
Closer it was then and now it will be farther and farther.
And once begun it can`t go back ever.

As the distance between galaxy clusters is increasing today, it can be inferred that everything was closer together in the past. This idea has been considered in detail back in time to extreme densities and temperatures, and large particle accelerators have been built to experiment in such conditions, resulting in further development of the model. On the other hand, these accelerators have limited capabilities to probe into such high energy regimes.

7.Does the Big Bang theory explain everything?

[...] Read more

poem by M.d Dinesh Nair
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Bishop Blougram's Apology

No more wine? then we'll push back chairs and talk.
A final glass for me, though: cool, i' faith!
We ought to have our Abbey back, you see.
It's different, preaching in basilicas,
And doing duty in some masterpiece
Like this of brother Pugin's, bless his heart!
I doubt if they're half baked, those chalk rosettes,
Ciphers and stucco-twiddlings everywhere;
It's just like breathing in a lime-kiln: eh?
These hot long ceremonies of our church
Cost us a little—oh, they pay the price,
You take me—amply pay it! Now, we'll talk.

So, you despise me, Mr. Gigadibs.
No deprecation—nay, I beg you, sir!
Beside 't is our engagement: don't you know,
I promised, if you'd watch a dinner out,
We'd see truth dawn together?—truth that peeps
Over the glasses' edge when dinner's done,
And body gets its sop and holds its noise
And leaves soul free a little. Now's the time:
Truth's break of day! You do despise me then.
And if I say, "despise me"—never fear!
1 know you do not in a certain sense—
Not in my arm-chair, for example: here,
I well imagine you respect my place
(Status, entourage, worldly circumstance)
Quite to its value—very much indeed:
—Are up to the protesting eyes of you
In pride at being seated here for once—
You'll turn it to such capital account!
When somebody, through years and years to come,
Hints of the bishop—names me—that's enough:
"Blougram? I knew him"—(into it you slide)
"Dined with him once, a Corpus Christi Day,
All alone, we two; he's a clever man:
And after dinner—why, the wine you know—
Oh, there was wine, and good!—what with the wine . . .
'Faith, we began upon all sorts of talk!
He's no bad fellow, Blougram; he had seen
Something of mine he relished, some review:
He's quite above their humbug in his heart,
Half-said as much, indeed—the thing's his trade.
I warrant, Blougram's sceptical at times:
How otherwise? I liked him, I confess!"
Che che, my dear sir, as we say at Rome,
Don't you protest now! It's fair give and take;
You have had your turn and spoken your home-truths:
The hand's mine now, and here you follow suit.

[...] Read more

poem by Robert Browning from Men and Women (1855)
Added by Veronica Serbanoiu
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Canto the First

I
I want a hero: an uncommon want,
When every year and month sends forth a new one,
Till, after cloying the gazettes with cant,
The age discovers he is not the true one;
Of such as these I should not care to vaunt,
I'll therefore take our ancient friend Don Juan—
We all have seen him, in the pantomime,
Sent to the devil somewhat ere his time.

II
Vernon, the butcher Cumberland, Wolfe, Hawke,
Prince Ferdinand, Granby, Burgoyne, Keppel, Howe,
Evil and good, have had their tithe of talk,
And fill'd their sign posts then, like Wellesley now;
Each in their turn like Banquo's monarchs stalk,
Followers of fame, "nine farrow" of that sow:
France, too, had Buonaparté and Dumourier
Recorded in the Moniteur and Courier.

III
Barnave, Brissot, Condorcet, Mirabeau,
Petion, Clootz, Danton, Marat, La Fayette,
Were French, and famous people, as we know:
And there were others, scarce forgotten yet,
Joubert, Hoche, Marceau, Lannes, Desaix, Moreau,
With many of the military set,
Exceedingly remarkable at times,
But not at all adapted to my rhymes.

IV
Nelson was once Britannia's god of war,
And still should be so, but the tide is turn'd;
There's no more to be said of Trafalgar,
'T is with our hero quietly inurn'd;
Because the army's grown more popular,
At which the naval people are concern'd;
Besides, the prince is all for the land-service,
Forgetting Duncan, Nelson, Howe, and Jervis.

V
Brave men were living before Agamemnon
And since, exceeding valorous and sage,
A good deal like him too, though quite the same none;
But then they shone not on the poet's page,
And so have been forgotten:—I condemn none,
But can't find any in the present age
Fit for my poem (that is, for my new one);
So, as I said, I'll take my friend Don Juan.

[...] Read more

poem by Byron from Don Juan (1824)
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Recollections

I.

Years upon years, as a course of clouds that thicken
Thronging the ways of the wind that shifts and veers,
Pass, and the flames of remembered fires requicken
Years upon years.

Surely the thought in a man's heart hopes or fears
Now that forgetfulness needs must here have stricken
Anguish, and sweetened the sealed-up springs of tears.

Ah, but the strength of regrets that strain and sicken,
Yearning for love that the veil of death endears,
Slackens not wing for the wings of years that quicken -
Years upon years.

II.

Years upon years, and the flame of love's high altar
Trembles and sinks, and the sense of listening ears
Heeds not the sound that it heard of love's blithe psalter
Years upon years.

Only the sense of a heart that hearkens hears,
Louder than dreams that assail and doubts that palter,
Sorrow that slept and that wakes ere sundawn peers.

Wakes, that the heart may behold, and yet not falter,
Faces of children as stars unknown of, spheres
Seen but of love, that endures though all things alter,
Years upon years.

III.

Years upon years, as a watch by night that passes,
Pass, and the light of their eyes is fire that sears
Slowly the hopes of the fruit that life amasses
Years upon years.

Pale as the glimmer of stars on moorland meres
Lighten the shadows reverberate from the glasses
Held in their hands as they pass among their peers.

Lights that are shadows, as ghosts on graveyard grasses,
Moving on paths that the moon of memory cheers,
Shew but as mists over cloudy mountain passes
Years upon years.

poem by Algernon Charles Swinburne
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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,

[...] Read more

poem by Charles Churchill
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The philosophy to live

The life is
respect and dignity
My philosophy of
life is to
live with dreams
Is satisfying to
think at the
philosophy to live
The philosophy to
live is sacred
and genuine
Is essential that
the philosophy to
live is a
conscious and satisfying
act of our
personal existence
The philosophy to
live must be
defended from excessive
attacks
The philosophy to
live will be
a peaceful and
motivated revolution
The life is
a great and
magnificent work
The life must
be lived slowly
because only thus
can be authentic
The life is
not appearance
The life travels
in the present
The life is
an alternation of
emotions and sensations
There shouldn't be
obsessions in life
because it's an
unrepeatable and extravagant
thing

poem by Laura arwen
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OBIIT MDCCCXXXIII (Entire)

Strong Son of God, immortal Love,
Whom we, that have not seen thy face,
By faith, and faith alone, embrace,
Believing where we cannot prove;
Thine are these orbs of light and shade;
Thou madest Life in man and brute;
Thou madest Death; and lo, thy foot
Is on the skull which thou hast made.

Thou wilt not leave us in the dust:
Thou madest man, he knows not why,
He thinks he was not made to die;
And thou hast made him: thou art just.

Thou seemest human and divine,
The highest, holiest manhood, thou:
Our wills are ours, we know not how;
Our wills are ours, to make them thine.

Our little systems have their day;
They have their day and cease to be:
They are but broken lights of thee,
And thou, O Lord, art more than they.

We have but faith: we cannot know;
For knowledge is of things we see;
And yet we trust it comes from thee,
A beam in darkness: let it grow.

Let knowledge grow from more to more,
But more of reverence in us dwell;
That mind and soul, according well,
May make one music as before,

But vaster. We are fools and slight;
We mock thee when we do not fear:
But help thy foolish ones to bear;
Help thy vain worlds to bear thy light.

Forgive what seem’d my sin in me;
What seem’d my worth since I began;
For merit lives from man to man,
And not from man, O Lord, to thee.

Forgive my grief for one removed,
Thy creature, whom I found so fair.
I trust he lives in thee, and there
I find him worthier to be loved.

Forgive these wild and wandering cries,

[...] Read more

poem by Alfred Lord Tennyson
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Five Years

Pushing thru the market square, so many mothers sighing
News had just come over, we had five years left to cry in
News guy wept and told us, earth was really dying
Cried so much his face was wet, then I knew he was not lying
I heard telephones, opera house, favourite melodies
I saw boys, toys electric irons and t.v.s
My brain hurt like a warehouse, it had no room to spare
I had to cram so many things to store everything in there
And all the fat-skinny people, and all the tall-short people
And all the nobody people, and all the somebody people
I never thought Id need so many people
A girl my age went off her head, hit some tiny children
If the black hadnt a-pulled her off, I think she would have killed them
A soldier with a broken arm, fixed his stare to the wheels of a cadillac
A cop knelt and kissed the feet of a priest, and a queer threw up at the sight of that
I think I saw you in an ice-cream parlour, drinking milk shakes cold and long
Smiling and waving and looking so fine, dont think
You knew you were in this song
And it was cold and it rained so I felt like an actor
And I thought of ma and I wanted to get back there
Your face, your race, the way that you talk
I kiss you, youre beautiful, I want you to walk
Weve got five years, stuck on my eyes
Five years, what a surprise
Weve got five years, my brain hurts a lot
Five years, thats all weve got
Weve got five years, what a surprise
Five years, stuck on my eyes
Weve got five years, my brain hurts a lot
Five years, thats all weve got
Weve got five years, stuck on my eyes
Five years, what a surprise
Weve got five years, my brain hurts a lot
Five years, thats all weve got
Weve got five years, what a surprise
Weve got five years, stuck on my eyes
Weve got five years, my brain hurts a lot
Five years, thats all weve got
Five years
Five years
Five years
Five years

song performed by David Bowie
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The four Monarchyes, the Assyrian being the first, beginning under Nimrod, 131. Years after the Floo

When time was young, & World in Infancy,
Man did not proudly strive for Soveraignty:
But each one thought his petty Rule was high,
If of his house he held the Monarchy.
This was the golden Age, but after came
The boisterous son of Chus, Grand-Child to Ham,
That mighty Hunter, who in his strong toyles
Both Beasts and Men subjected to his spoyles:
The strong foundation of proud Babel laid,
Erech, Accad, and Culneh also made.
These were his first, all stood in Shinar land,
From thence he went Assyria to command,
And mighty Niniveh, he there begun,
Not finished till he his race had run.
Resen, Caleh, and Rehoboth likewise
By him to Cities eminent did rise.
Of Saturn, he was the Original,
Whom the succeeding times a God did call,
When thus with rule, he had been dignifi'd,
One hundred fourteen years he after dy'd.
Belus.
Great Nimrod dead, Belus the next his Son
Confirms the rule, his Father had begun;
Whose acts and power is not for certainty
Left to the world, by any History.
But yet this blot for ever on him lies,
He taught the people first to Idolize:
Titles Divine he to himself did take,
Alive and dead, a God they did him make.
This is that Bel the Chaldees worshiped,
Whose Priests in Stories oft are mentioned;
This is that Baal to whom the Israelites
So oft profanely offered sacred Rites:
This is Beelzebub God of Ekronites,
Likewise Baalpeor of the Mohabites,
His reign was short, for as I calculate,
At twenty five ended his Regal date.
Ninus.
His Father dead, Ninus begins his reign,
Transfers his seat to the Assyrian plain;
And mighty Nineveh more mighty made,
Whose Foundation was by his Grand-sire laid:
Four hundred forty Furlongs wall'd about,
On which stood fifteen hundred Towers stout.
The walls one hundred sixty foot upright,
So broad three Chariots run abrest there might.
Upon the pleasant banks of Tygris floud
This stately Seat of warlike Ninus stood:
This Ninus for a God his Father canonized,
To whom the sottish people sacrificed.

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poem by Anne Bradstreet
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The Dream

'TWAS summer eve; the changeful beams still play'd
On the fir-bark and through the beechen shade;
Still with soft crimson glow'd each floating cloud;
Still the stream glitter'd where the willow bow'd;
Still the pale moon sate silent and alone,
Nor yet the stars had rallied round her throne;
Those diamond courtiers, who, while yet the West
Wears the red shield above his dying breast,
Dare not assume the loss they all desire,
Nor pay their homage to the fainter fire,
But wait in trembling till the Sun's fair light
Fading, shall leave them free to welcome Night!

So when some Chief, whose name through realms afar
Was still the watchword of succesful war,
Met by the fatal hour which waits for all,
Is, on the field he rallied, forced to fall,
The conquerors pause to watch his parting breath,
Awed by the terrors of that mighty death;
Nor dare the meed of victory to claim,
Nor lift the standard to a meaner name,
Till every spark of soul hath ebb'd away,
And leaves what was a hero, common clay.

Oh! Twilight! Spirit that dost render birth
To dim enchantments; melting Heaven with Earth,
Leaving on craggy hills and rumning streams
A softness like the atmosphere of dreams;
Thy hour to all is welcome! Faint and sweet
Thy light falls round the peasant's homeward feet,
Who, slow returning from his task of toil,
Sees the low sunset gild the cultured soil,
And, tho' such radliance round him brightly glows,
Marks the small spark his cottage window throws.
Still as his heart forestals his weary pace,
Fondly he dreams of each familiar face,
Recalls the treasures of his narrow life,
His rosy children, and his sunburnt wife,

To whom his coming is the chief event
Of simple days in cheerful labour spent.
The rich man's chariot hath gone whirling past,
And those poor cottagers have only cast
One careless glance on all that show of pride,
Then to their tasks turn'd quietly aside;
But him they wait for, him they welcome home,
Fond sentinels look forth to see him come;
The fagot sent for when the fire grew dim,
The frugal meal prepared, are all for him;
For him the watching of that sturdy boy,

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poem by Caroline Elizabeth Sarah Norton
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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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While Oysters Make Pearls...

I saw God
in three dolphins
swimming
I sat in his sandbox

the seagull's footprints
reminded me
of peace signs
upside down

nature is whaling
while oysters make
pearls...

I am playing
in God's sandbox
soaking up
the sublime

Mother Ocean
Mother Earth
Mother
me

poem by L.K. Thayer
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