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The Automatic Umpire

Now, Plugger Palook was a man in a thousand
(Said Horace the Howler) not one of yer fools.
But his barrackers vowed that he wasn't allowed
Full scope for his talents account o' the rools.
For Plugger Palook was a footballer. Get me?
An' one of the old-school. A wonder! A wow!
He was no lily-handed gazook to be branded
No sort of weaklin'. Not Plugger; no how.

Not much of a kicker - not so you would notice
His handball an' passin' left much to desire;
A dub at high-markin', his business was narkin'
An' knocking out umpires wot rose up his ire.
He'd done in a dozen first half of the season,
But the depth of officials you never can tell.
Now, a shortage they're fearin'; so, Plugger, not hearin',
They goes an puts in a serlenium cell!

The dawgs! Plugger starts in the very first quarter
An' gets a bit rough'ouse in makin' things hot
When the cells says, 'Now, Plugger! You ain't playin' rugger
Let up on them larrups.' An' Plugger says, WOT!!'
'Twas the first time in years than an umpire had cheeked him;
So Plugger lets out a sockdollager crack.
There's a flash an' a sizzle; then he does a mizzle
And lands out-o'-bounds on the broad of his back.

Well I'll say he was game, tho' a good bit bewildered,
For he comes back again when he finds he is whole.
Then he tries for to tackle, but soars with a crackle,
Up, clean thro' the posts; an' the crowd it roars, 'Goal!'...
An' the heads calls that football! (said Horace the Howler)
Deep pity for him in me proud heart it wells.
A champion world-beater! A reel umpire eater!
Done in an' disgraced by serlenium cells!

poem by Clarence Michael James Stanislaus Dennis
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Last Thoughts On Woody Guthrie

When yer head gets twisted and yer mind grows numb
When you think youre too old, too young, too smart or too dumb
When yer laggin behind an losin yer pace
In a slow-motion crawl of lifes busy race
No matter what yer doing if you start givin up
If the wine dont come to the top of yer cup
If the winds got you sideways with with one hand holdin on
And the other starts slipping and the feeling is gone
And yer train engine fire needs a new spark to catch it
And the woods easy findin but yer lazy to fetch it
And yer sidewalk starts curlin and the street gets too long
And you start walkin backwards though you know its wrong
And lonesome comes up as down goes the day
And tomorrows mornin seems so far away
And you feel the reins from yer pony are slippin
And yer rope is a-slidin cause yer hands are a-drippin
And yer sun-decked desert and evergreen valleys
Turn to broken down slums and trash-can alleys
And yer sky cries water and yer drain pipes a-pourin
And the lightnins a-flashing and the thunders a-crashin
And the windows are rattlin and breakin and the roof tops a-shakin
And yer whole worlds a-slammin and bangin
And yer minutes of sun turn to hours of storm
And to yourself you sometimes say
I never knew it was gonna be this way
Why didnt they tell me the day I was born
And you start gettin chills and yer jumping from sweat
And youre lookin for somethin you aint quite found yet
And yer knee-deep in the dark water with yer hands in the air
And the whole worlds a-watchin with a window peek stare
And yer good gal leaves and shes long gone a-flying
And yer heart feels sick like fish when theyre fryin
And yer jackhammer falls from yer hand to yer feet
And you need it badly but it lays on the street
And yer bells bangin loudly but you cant hear its beat
And you think yer ears might a been hurt
Or yer eyesve turned filthy from the sight-blindin dirt
And you figured you failed in yesterdays rush
When you were faked out an fooled white facing a four flush
And all the time you were holdin three queens
And its makin you mad, its makin you mean
Like in the middle of life magazine
Bouncin around a pinball machine
And theres something on yer mind you wanna be saying
That somebody someplace oughta be hearin
But its trapped on yer tongue and sealed in yer head
And it bothers you badly when your layin in bed
And no matter how you try you just cant say it
And yer scared to yer soul you just might forget it
And yer eyes get swimmy from the tears in yer head

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song performed by Bob Dylan
Added by Lucian Velea
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Reversal Of A Dog

The laface cartel featuring tlc
(appears on the boomerang soundtrack)
Bow wow wow yippie-yo-yippie-yay
Bow wow yippie-yo-yippie-yay
Bow wow wow yippie-yo-yippie-yay
Bow wow yippie-yo-yippie-yay
Cadillac kinda class
She was the girl too fly
You know I had to check that name and number
Just like I did all the others
I turned them all out
She played right into everything I said
Took me out and then to bed
Shell be runnin things instead
I never gave a second thought about it
Right then I knew she flipped it on me
She was reversal of a...
Chorus:
Dog
How could she do that to me
She macked the hell out of me
It was the its the reversal of a dog
I must be totally blind
Completely out of my mind
It was the total reversal of a dog
Yo I hope youre not thinkin for just a minute
That hell refuse to let me in
Then I will stand and you cant win
And we can go for a ride
But you told me hat 2 back
Before I was steadily comin at
Lets take the trip the welcome to the first side
Its the reversal of a dog
Bow wow wow yippie-yo-yippie-yay
Bow wow yippie-yo-yippie-yay
Bow wow wow yippie-yo-yippie-yay
Bow wow yippie-yo-yippie-yay
Saw my girl the next day
Tried to make my next play
But she was nonchalant about it
She knew I couldnt live without it
So she played me bad
That girl could
Walk and she could pull my chain
I would jump to anything
The dog in me was not the same
I never could tell what it was about her
Right then I knew she flipped it on me
She was reversal of a...
Chorus

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song performed by TLC
Added by Lucian Velea
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Cow

Aw, go write yer tinklin' jingle, an' yer pretty phrases mingle,
Fer the mamby-pamby girl, all fluffy frill an' shinin' silk.
Them's the sort ter fetch yer trouble, when yer tries 'em, in the double.
Blow yer beauty! Wot's the matter with the maiden 'oo kin milk?
Them there rhymers uv the wattle! An' the bardlet uv the bottle -
'Im that sings uv sparklin' wine, an' does a perish fer the beer;
An' yer slap-dash 'orsey po-it! Garn! If you blokes only know it,
You 'ave missed the single subjec' fit ter rhyme about down 'ere.
An' although I ain't a bard, with bloomin' bays upon me brow,
I kinsider that it's up ter me ter sing about The Cow.
Cow, Cow
(Though it ain't a pretty row,
It's a word that 'ipnertises me; I couldn't tell yer 'ow.)
Though I ain't a gifted rhymer,
Nor a blamed Parnassus climber,
I'm inspired ter sing a tune er two about the Blessed Cow.

0h, the cow-bells are a-tinklin', and the daisies are a twinklin'
Well, that ain't the style ersackly I intended fer to sing.
'Ark, was over music greater then the buzzin' sepy-rater,
Coinin' gaily money daily fer the - no, that's not the thing!
'Omeward comes the cows a-lowin', an' the butter-cups are blowin';
But there's better butter in the - Blarst ! That ain't the proper way
See the pretty milkmaid walkin' - aw, it ain't no use er talkin'.
Listen 'ere, I want ter tell yer this: A cow's ther thing ter pay!
Sell yer 'orses, sell yer arrers, an' yer reapers, an' yer plough;
If yer want yer land ter pay yer, sacrifice yer life ter Cow
Cow, Cow
Sittin' underneath the bough,
With a bail, an' with a pail, an' with a little stool, an' thou
Kickin' when I pull yer teat there,
Swishin' flies, the pretty creatur.
Ah, there ain't no music sweeter - money squirtin' from the Cow.

Take away the wine-cup; take it. An' the foamin' flagon, break it.
Brimmin' cups uv butter-milk'll set yer glowin' thro' an' thro';
An' the reason I'm teetotal is becos me thrifty throat'll
Jest refuse ter swaller stuff that's costin' me a precious sou.
Once I wus a sinful spender. Used ter go a roarin' bender
Used ter often spend a thruppence when ther' wasn't any need.
An' the many ways I've busted money, when I should er trusted
It ter cattle an' erconomy, 'ud cause yer 'eart ter bleed
But I'm glad, me friends, that godliness 'as made me careful now;
Tho' I lorst the thing wot's next it when I cottoned ter the Cow.
Cow, Cow
Trudin' thro' the sloppy slough.
Ah, I once despised the Jews, but I kin under-stand 'em now
When they needed elevatin',
An' ole Moses kep' 'em waitin'
Fer religi'n, they went straight 'n' sorter substichooted Cow.

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poem by Clarence Michael James Stanislaus Dennis
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A Word to Texas Jack

Texas Jack, you are amusin’. By Lord Harry, how I laughed
When I seen yer rig and saddle with its bulwarks fore-and-aft;
Holy smoke! In such a saddle how the dickens can yer fall?
Why, I seen a gal ride bareback with no bridle on at all!
Gosh! so-help-me! strike-me-balmy! if a bit o’ scenery
Like ter you in all yer rig-out on the earth I ever see!
How I’d like ter see a bushman use yer fixins, Texas Jack;
On the remnant of a saddle he can ride to hell and back.
Why, I heerd a mother screamin’ when her kid went tossin’ by
Ridin’ bareback on a bucker that had murder in his eye.
What? yer come to learn the natives how to squat on horse’s back!
Learn the cornstalk ridin’! Blazes!—w’at yer giv’n’us, Texas Jack?
Learn the cornstalk—what the flamin’, jumptup! where’s my country gone?
Why, the cornstalk’s mother often rides the day afore he’s born!

You may talk about your ridin’ in the city, bold an’ free,
Talk o’ ridin’ in the city, Texas Jack, but where’d yer be
When the stock horse snorts an’ bunches all ’is quarters in a hump,
And the saddle climbs a sapling, an’ the horse-shoes split a stump?

No, before yer teach the native you must ride without a fall
Up a gum or down a gully nigh as steep as any wall—
You must swim the roarin’ Darlin’ when the flood is at its height
Bearin’ down the stock an’ stations to the Great Australian Bight.

You can’t count the bulls an’ bisons that yer copped with your lassoo—
But a stout old myall bullock p’raps ’ud learn yer somethin’ new;
Yer’d better make yer will an’ leave yer papers neat an’ trim
Before yer make arrangements for the lassooin’ of him;
Ere you ’n’ yer horse is catsmeat, fittin’ fate for sich galoots,
And yer saddle’s turned to laces like we put in blucher boots.

And yer say yer death on Injins! We’ve got somethin’in yer line—
If yer think your fitin’s ekal to the likes of Tommy Ryan.
Take yer karkass up to Queensland where the allygators chew
And the carpet-snake is handy with his tail for a lassoo;

Ride across the hazy regins where the lonely emus wail
An’ ye’ll find the black’ll track yer while yer lookin’ for his trail;
He can track yer without stoppin’ for a thousand miles or more—
Come again, and he will show yer where yer spit the year before.
But yer’d best be mighty careful, you’ll be sorry you kem here
When yer skewered to the fakements of yer saddle with a spear—
When the boomerang is sailin’ in the air, may heaven help yer!
It will cut yer head off goin’, an’ come back again and skelp yer.

P.S.—As poet and as Yankee I will greet you, Texas Jack,
For it isn’t no ill-feelin’ that is gettin’ up my back,
But I won’t see this land crowded by each Yank and British cuss
Who takes it in his head to come a-civilisin’ us.

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poem by Henry Lawson
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Put Yer Money Where Your Mouth Is

(noel gallagher)
(vocals by liam)
Put yer money where yer mouth is
Your momma said that you were real
Put yer money where yer mouth is
Your momma said the tune was real
Ready or not
And come what may
You betcha going down for judgement day
So put yer money in yer mouth
And your hands right up on the wheel
Put yer money where yer mouth is
Your papa said that you were real
Put yer money where yer mouth is
Your paa said that you were real
Ready or not
And come what may
You betcha going down for judgement day
So put yer money in yer mouth
And your hands right up on the wheel
Put yer money where yer mouth is
Your papa said that you were real
Put yer money where yer mouth is
Your papa said that you were real
Ready or not
And come what may
You betcha going down for judgement day
So put yer money in yer mouth
And your hands right up on the wheel
Aaaahhhhhhhhhhh!!!
Aaaahhhhhhhhhhh!!!
Whhhooooooo
Put yer money where yer mouth is
Your momma said that you were real
Put yer money where yer mouth is
Your momma said that you were real
Ready or not
And come what may
You betcha going down for judgement day
So put yer money in yer mouth
And your hands right up on the wheel
Aaaahhhhhhhhhhh!!!
Aaaahhhhhhhhhhh!!!
Watch out
Hey watch out
W-w-w-w-w-w-watch out
Hey watch out
Hey
Aaaahhhhhhhhhhh!!!
Aaaahhhhhhhhhhh!!!

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song performed by Oasis
Added by Lucian Velea
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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:

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poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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Pictures Of Lily

I used to wake up in the morning
I used to wake up in the morning
I used to feel so bad
I used to feel so bad
I got so sick of having sleepless nights
I got so sick of having sleepless nights
I went and told my dad
I went and told my dad
He said, son now heres some little something
He said, son now heres some little something
And stuck them on my wall
And stuck them on my wall
And now my nights aint quite so lonely
And now my nights aint quite so lonely
In fact i, I dont feel bad at all
In fact i, I dont feel bad at all
Pictures of lily made my life so wonderful
Pictures of lily made my life so wonderful
Pictures of lily helped me sleep at night
Pictures of lily helped me sleep at night
Pitcures of lily solved my childhood problems
Pitcures of lily solved my childhood problems
Pictures of lily helped me feel alright
Pictures of lily helped me feel alright
Pictures of lily
Pictures of lily
Lily, oh lily
Lily, oh lily
Lily, oh lily
Lily, oh lily
Pictures of lily
Pictures of lily
And then one day things werent quite so fine
And then one day things werent quite so fine
I fell in love with lily
I fell in love with lily
I asked my dad where lily I could find
I asked my dad where lily I could find
He said, son, now dont be silly
He said, son, now dont be silly
shes been dead since 1929
Shes been dead since 1929
Oh, how I cried that night
Oh, how I cried that night
If only Id been born in lilys time
If only Id been born in lilys time
It would have been alright
It would have been alright
Pictures of lily made my life so wonderful
Pictures of lily made my life so wonderful

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song performed by Who
Added by Lucian Velea
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Old Spookses' Pass

I.
WE'D camped that night on Yaller Bull Flat,--
Thar was Possum Billy, an' Tom, an' me.
Right smart at throwin' a lariat
Was them two fellers, as ever I see;
An' for ridin' a broncho, or argyin' squar
With the devil roll'd up in the hide of a mule,
Them two fellers that camp'd with me thar
Would hev made an' or'nary feller a fool.
II.
Fur argyfyin' in any way,
Thet hed to be argy'd with sinew an' bone,
I never see'd fellers could argy like them;
But just right har I will hev to own
Thet whar brains come in in the game of life,
They held the poorest keerds in the lot;
An' when hands was shown, some other chap
Rak'd in the hull of the blamed old pot!
III.
We was short of hands, the herd was large,
An' watch an' watch we divided the night;
We could hear the coyotes howl an' whine,
But the darned critters kept out of sight
Of the camp-fire blazin'; an' now an' then
Thar cum a rustle an' sort of rush--
A rattle a-sneakin' away from the blaze,
Thro' the rattlin', cracklin' grey sage bush.
IV.
We'd chanc'd that night on a pootyish lot,
With a tol'ble show of tall, sweet grass--
We was takin' Speredo's drove across
The Rockies, by way of "Old Spookses' Pass"--
An' a mite of a creek went crinklin' down,
Like a "pocket" bust in the rocks overhead,
Consid'able shrunk, by the summer drought,
To a silver streak in its gravelly bed.
V.
'Twas a fairish spot fur to camp a' night;
An' chipper I felt, tho' sort of skeer'd
That them two cowboys with only me,
Couldn't boss three thousand head of a herd.
I took the fust of the watch myself;
An' as the red sun down the mountains sprang,
I roll'd a fresh quid, an' got on the back
Of my peart leetle chunk of a tough mustang.
VI.
An' Possum Billy was sleepin' sound
Es only a cowboy knows how to sleep;
An' Tommy's snores would hev made a old
Buffalo bull feel kind o' cheap.

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poem by Isabella Valancy Crawford
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Seasonable Retour-Knell

SEASONABLE RETOUR KNELL
Variations on a theme...
SEASONABLE ROUND ROBIN ROLE REVERSALS

Author notes

A mirrored Retourne may not only be read either from first line to last or from last to first as seen in the mirrors, but also by inverting the first and second phrase of each line, either rhyming AAAA or ABAB for each verse. thus the number of variations could be multiplied several times.- two variations on the theme have been included here but could have been extended as in SEASONABLE ROUND ROBIN ROLE REVERSALS robi03_0069_robi03_0000

In respect of SEASONABLE ROUND ROBIN ROLE REVERSALS
This composition has sought to explore linguistic potential. Notes and the initial version are placed before rather than after the poem.
Six variations on a theme have been selected out of a significant number of mathematical possibilities using THE SAME TEXT and a reverse mirror for each version. Mirrors repeat the seasons with the lines in reverse order.

For the second roll the first four syllables of each line are reversed, and sense is retained both in the normal order of seasons and the reversed order as well... The 3rd and 4th variations offer ABAB rhyme schemes retaining the original text. The 5th and 6th variations modify the text into rhyming couplets.

Given the linguistical structure of this symphonic composition the score could be read in inversing each and every line and each and every hemistitch. There are minor punctuation differences between versions.

One could probably attain sonnet status for each of the four seasons and through partioning in 3 groups of 4 syllables extend the possibilites ad vitam.

Seasonable Round Robin Roll Reversals
robi03_0069_robi03_0000 QXX_DNZ
Seasonable Retour-Knell
robi03_0070_robi03_0069 QXX_NXX
26 March 1975 rewritten 20070123
lllllllllllllllllllllllllllllllllllll lllllllllllllllllll
For previous version see below
_______________________________________
SPRING SUMMER

Life is at ease Young lovers long
Land under plough; To hold their dear;
Whispering trees, Dewdrops among,
Answering cow. Bold, know no fear.

Blossom, the bees, Life full of song,
Burgeoning bough; Cloudless and clear;
Soft-scented breeze, Days fair and long,
Spring warms life now. Summer sends cheer.

AUTUMN WINTER

Each leaf decays, Harvested sheaves
Each life must bow; And honeyed hives;
Our salad days Trees stripped of leaves,
Are ending now. Jack Frost has knives.

Fruit heavy lays Time, Prince of thieves,
Bending the bough, - Onward he drives,

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poem by Jonathan Robin
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Wow

Emily...
Were all alone on the stage tonight.
Weve been told were not afraid of you.
We know all our lines so well, uh-huh.
Weve said them so many times:
Time and time again,
Line and line again.
Ooh, yeah, youre amazing!
We think youre incredible.
You say were fantastic,
But still we dont head the bill.
Wow! wow! wow! wow! wow! wow! unbelievable!
Wow! wow! wow! wow! wow! wow! unbelievable!
When the actor reaches his death,
You know its not for real. he just holds his breath.
But he always dives too soon, too fast to save himself.
Hell never make the screen.
Hell never make the sweeney,
Be that movie queen.
Hes too busy hitting the vaseline.
Ooh, yeah, youre amazing!
We think you are really cool.
Wed give you a part, my love,
But youd have to play the fool.
Wow! wow! wow! wow! wow! wow! unbelievable!
Wow! wow! wow! wow! wow! wow! unbelievable!
Were all alone on the stage tonight.
Were all alone,
On the stage,
Tonight.

song performed by Kate Bush
Added by Lucian Velea
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Possum

Jist 'ere it gripped me, on a sudden, like a red-'ot knife.
I wus diggin' in the garden, talkin' pleasant to me wife,
When it got me good an' solid, an' I fetches out a yell,
An' curses soft down in me neck, an' breathes 'ard fer a spell.
Then, when I tries to straighten up, it stabs me ten times worse.
I thinks per'aps I'm dyin', an' chokes back a reel 'ot curse.

'I've worked too fast,' I tells Doreen. 'Me backbone's runnin' 'ot.
I'm sick! I've got-0o, 'oly wars! I dunno wot I've got!
Jist 'ere - Don't touch! - jist round back 'ere, a blazin' little pain.
Is clawin' up me spinal cord an' slidin' down again.'
'You come inside,' she sez. 'Per'aps it's stoopin' in the sun.
Does it 'urt much?' I sez, 'Oh, no; I'm 'avin' lots o' fun.'

Then, cooin' to me, woman-like, she pilots me inside.
It stabs me every step I takes; I thort I could 'a' died.
'There now,' she sez. 'Men can't stand pain, it's alwus understood.'
'Stand pain?' I owls. Then, Jumpin' Jakes! It gits me reely good!
So I gets to bed in sections, fer it give me beans to bend,
An' shuts me eyes, an' groans again, an' jist waits fer the end.

'Now, you lie still,' she orders me, 'until I think wot's best.
Per'aps 'ot bran, or poultices. You jist lie still, an' rest,'
Rest? 'Oly Gosh! I clinched me teeth, an' clawed the bloomin' bunk;
Fer a red-'ot poker jabbed me ev'ry time I much as wunk.
I couldn't corf, I couldn't move, I couldn't git me breath.
'Look after Bill,' I tells Doreen. 'I feels that… this is… death.'

'Death, fiddlesticks,' she laughs at me. 'You jist turn over now.'
I 'owls, ''Ere! Don't you touch me, or there'll be a blazin' row!
I want to die jist as I am.' She sez, 'Now, Bill, 'ave sense.
This 'as to go on while it's 'ot.' I groans, 'I've no defence.'
An' so she 'as 'er way wiv me. An', tho' I'm suff'rin' bad,
I couldn't 'elp but noticin' the gentle touch she 'ad.

That ev'nin', when the doctor come, sez 'e, 'Ah! 'Urtin' much?
Where is the trouble?' I sez, 'Where you ain't allowed to touch!'
'E mauls an' prods me while I 'owls to beat the bloomin' band.
Gawbli'me! I'd 'a' cracked 'im if I'd strength to lift me 'and.
'Discribe yer symtims now,' sez 'e. I fills meself wiv wind,
An' slung 'im out a catalog while 'e jist stood an' grinned.

'Ar, bar!' 'e sez. 'Sciatiker! Oh, we'll soon 'ave yeh well.'
'Sciatiker?' sez I. 'Yer sure yeh don't mean Jumpin' 'Ell?
It ain't no privit devil wiv a little jagged knife?'
'Tut, rut,' 'e grins. 'You'll soon be right. I leaves yeh to yer wife.'
I looks at 'er, she smiles at me, an' when I seen that smile:
'Aw, poultices!' I groans. An' she injoys it all the while!

But I'm marri'd to a woman; an', I gives yeh my straight tip,

[...] Read more

poem by Clarence Michael James Stanislaus Dennis
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The Grocery

'Hullo, Alice!'
'Hullo, Leon!'
'Say, Alice, gi' me a couple
O' them two for five cigars,
Will yer?'
'Where's your nickel?'
'My! Ain't you close!
Can't trust a feller, can yer.'
'Trust you! Why
What you owe this store
Would set you up in business.
I can't think why Father 'lows it.'
'Yer Father's a sight more neighbourly
Than you be. That's a fact.
Besides, he knows I got a vote.'
'A vote! Oh, yes, you got a vote!
A lot o' good the Senate'll be to Father
When all his bank account
Has run away in credits.
There's your cigars,
If you can relish smokin'
With all you owe us standin'.'
'I dunno as that makes 'em taste any diff'rent.
You ain't fair to me, Alice, 'deed you ain't.
I work when anythin's doin'.
I'll get a carpenterin' job next Summer sure.
Cleve was tellin' me to-day he'd take me on come Spring.'
'Come Spring, and this December!
I've no patience with you, Leon,
Shilly-shallyin' the way you do.
Here, lift over them crates o' oranges
I wanter fix 'em in the winder.'
'It riles yer, don't it, me not havin' work.
You pepper up about it somethin' good.
You pick an' pick, and that don't help a mite.
Say, Alice, do come in out o' that winder.
Th' oranges c'n wait,
An' I don't like talkin' to yer back.'
'Don't you! Well, you'd better make the best o' what
you can git.
Maybe you won't have my back to talk to soon.
They look good in pyramids with the 'lectric light on 'em,
Don't they?
Now hand me them bananas
An' I'll string 'em right acrost.'
'What do yer mean
'Bout me not havin' you to talk to?
Are yer springin' somethin' on me?'
'I don't know 'bout springin'
When I'm tellin' you right out.

[...] Read more

poem by Amy Lowell
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It Aint No Use

Um um um um
Um um um um
There aint no reason for us sittin down
To try to talk our problems out
cause we know the truth,
It aint no use each other we must do without.
There aint no reason tryin to force a smile
When pain is really in its place
cause we know the truth,
It aint no use lets part before we lose loves trace.
(weve got to say)
Wow oh oh ooh
(bye bye bye bye bye)
Wow oh oh ooh
(bye bye bye bye bye)
Wow oh ooh oh ooh wow oh ooh
Wow oh oh oh ooh
As I look back Im really tryn to see
Just what it was that made us spark
cause the fires out
It leaves no doubt, the flames not burning in our hearts.
We still are young and both of us have time
To find our winter love in spring
Yes we know the truth
It aint no use, were not each others evrything.
(we always must say bye)
Wow oh oh ooh yeah
(bye bye bye bye bye)
Wow oh oh ooh yeah
(bye bye bye bye bye)
Wow oh ooh oh ooh wow oh ooh
Wow oh oh oh ooh
(hate to say goodbye)
Wow oh oh ooh yeah
(bye bye bye bye bye)
Wow oh oh ooh yeah
(bye bye bye bye bye)
Wow oh ooh oh ooh wow oh ooh
Wow oh oh oh ooh
(why we say bye)
Wow oh oh ooh
(bye bye bye bye bye)
The trill is gone babe, yeah, yeah, yeah
(bye bye bye bye bye)
I tried my best to make it work
(wow oh oh oh ooh)
But it seems that we cant get it together, yeah,
(wow oh ooh)
Weve got to run in the world
(bye bye bye bye bye)

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song performed by Stevie Wonder
Added by Lucian Velea
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IV. Tertium Quid

True, Excellency—as his Highness says,
Though she's not dead yet, she's as good as stretched
Symmetrical beside the other two;
Though he's not judged yet, he's the same as judged,
So do the facts abound and superabound:
And nothing hinders that we lift the case
Out of the shade into the shine, allow
Qualified persons to pronounce at last,
Nay, edge in an authoritative word
Between this rabble's-brabble of dolts and fools
Who make up reasonless unreasoning Rome.
"Now for the Trial!" they roar: "the Trial to test
"The truth, weigh husband and weigh wife alike
"I' the scales of law, make one scale kick the beam!"
Law's a machine from which, to please the mob,
Truth the divinity must needs descend
And clear things at the play's fifth act—aha!
Hammer into their noddles who was who
And what was what. I tell the simpletons
"Could law be competent to such a feat
"'T were done already: what begins next week
"Is end o' the Trial, last link of a chain
"Whereof the first was forged three years ago
"When law addressed herself to set wrong right,
"And proved so slow in taking the first step
"That ever some new grievance,—tort, retort,
"On one or the other side,—o'ertook i' the game,
"Retarded sentence, till this deed of death
"Is thrown in, as it were, last bale to boat
"Crammed to the edge with cargo—or passengers?
"'Trecentos inseris: ohe, jam satis est!
"'Huc appelle!'—passengers, the word must be."
Long since, the boat was loaded to my eyes.
To hear the rabble and brabble, you'd call the case
Fused and confused past human finding out.
One calls the square round, t' other the round square—
And pardonably in that first surprise
O' the blood that fell and splashed the diagram:
But now we've used our eyes to the violent hue
Can't we look through the crimson and trace lines?
It makes a man despair of history,
Eusebius and the established fact—fig's end!
Oh, give the fools their Trial, rattle away
With the leash of lawyers, two on either side—
One barks, one bites,—Masters Arcangeli
And Spreti,—that's the husband's ultimate hope
Against the Fisc and the other kind of Fisc,
Bound to do barking for the wife: bow—wow!
Why, Excellency, we and his Highness here
Would settle the matter as sufficiently

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
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The Third Monarchy, being the Grecian, beginning under Alexander the Great in the 112. Olympiad.

Great Alexander was wise Philips son,
He to Amyntas, Kings of Macedon;
The cruel proud Olympias was his Mother,
She to Epirus warlike King was daughter.
This Prince (his father by Pausanias slain)
The twenty first of's age began to reign.
Great were the Gifts of nature which he had,
His education much to those did adde:
By art and nature both he was made fit,
To 'complish that which long before was writ.
The very day of his Nativity
To ground was burnt Dianaes Temple high:
An Omen to their near approaching woe,
Whose glory to the earth this king did throw.
His Rule to Greece he scorn'd should be confin'd,
The Universe scarce bound his proud vast mind.
This is the He-Goat which from Grecia came,
That ran in Choler on the Persian Ram,
That brake his horns, that threw him on the ground
To save him from his might no man was found:
Philip on this great Conquest had an eye,
But death did terminate those thoughts so high.
The Greeks had chose him Captain General,
Which honour to his Son did now befall.
(For as Worlds Monarch now we speak not on,
But as the King of little Macedon)
Restless both day and night his heart then was,
His high resolves which way to bring to pass;
Yet for a while in Greece is forc'd to stay,
Which makes each moment seem more then a day.
Thebes and stiff Athens both 'gainst him rebel,
Their mutinies by valour doth he quell.
This done against both right and natures Laws,
His kinsmen put to death, who gave no cause;
That no rebellion in in his absence be,
Nor making Title unto Sovereignty.
And all whom he suspects or fears will climbe,
Now taste of death least they deserv'd in time,
Nor wonder is t if he in blood begin,
For Cruelty was his parental sin,
Thus eased now of troubles and of fears,
Next spring his course to Asia he steers;
Leavs Sage Antipater, at home to sway,
And through the Hellispont his Ships made way.
Coming to Land, his dart on shore he throws,
Then with alacrity he after goes;
And with a bount'ous heart and courage brave,
His little wealth among his Souldiers gave.
And being ask'd what for himself was left,
Reply'd, enough, sith only hope he kept.

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poem by Anne Bradstreet
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Lancelot And Elaine

Elaine the fair, Elaine the loveable,
Elaine, the lily maid of Astolat,
High in her chamber up a tower to the east
Guarded the sacred shield of Lancelot;
Which first she placed where the morning's earliest ray
Might strike it, and awake her with the gleam;
Then fearing rust or soilure fashioned for it
A case of silk, and braided thereupon
All the devices blazoned on the shield
In their own tinct, and added, of her wit,
A border fantasy of branch and flower,
And yellow-throated nestling in the nest.
Nor rested thus content, but day by day,
Leaving her household and good father, climbed
That eastern tower, and entering barred her door,
Stript off the case, and read the naked shield,
Now guessed a hidden meaning in his arms,
Now made a pretty history to herself
Of every dint a sword had beaten in it,
And every scratch a lance had made upon it,
Conjecturing when and where: this cut is fresh;
That ten years back; this dealt him at Caerlyle;
That at Caerleon; this at Camelot:
And ah God's mercy, what a stroke was there!
And here a thrust that might have killed, but God
Broke the strong lance, and rolled his enemy down,
And saved him: so she lived in fantasy.

How came the lily maid by that good shield
Of Lancelot, she that knew not even his name?
He left it with her, when he rode to tilt
For the great diamond in the diamond jousts,
Which Arthur had ordained, and by that name
Had named them, since a diamond was the prize.

For Arthur, long before they crowned him King,
Roving the trackless realms of Lyonnesse,
Had found a glen, gray boulder and black tarn.
A horror lived about the tarn, and clave
Like its own mists to all the mountain side:
For here two brothers, one a king, had met
And fought together; but their names were lost;
And each had slain his brother at a blow;
And down they fell and made the glen abhorred:
And there they lay till all their bones were bleached,
And lichened into colour with the crags:
And he, that once was king, had on a crown
Of diamonds, one in front, and four aside.
And Arthur came, and labouring up the pass,
All in a misty moonshine, unawares

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poem by Alfred Lord Tennyson
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I Should Be Allowed To Think

I saw the best minds of my generation
Destroyed by madness, starving, hysterical
I should be allowed to glue my poster
I should be allowed to think
I should be allowed to glue my poster
I should be allowed to think
I should be allowed to think
I should be allowed to think
And I should be allowed to blurt the merest idea
If by random whim, one occurs to me
If necessary, leave paper stains on the grey utility pole
I saw the worst bands of my generation
Applied by magic marker to dry wall
I should be allowed to shoot my mouth off
I should have a call in show
I should be allowed to glue my poster
I should be allowed to think
I should be allowed to think
I should be allowed to think
And I should be allowed to blurt the merest idea
If by random whim, one occurs to me
If necessary, leave paper stains on the grey utility pole
I am not allowed
To ever come up with a single original thought
I am not allowed
To meet the criminal government agent who oppresses me
I was the worst hope of my generation
Destroyed by madness, starving, hysterical
I should be allowed to share my feelings
I should be allowed to feel
I should be allowed to glue my poster
I should be allowed to think
I should be allowed to think
I should be allowed to think
And I should be allowed to blurt the merest idea
If by random whim one occurs to me
But sadly, this can never be
I am not allowed to think
I am not allowed to think
I am not allowed to think (I am not allowed to think)
I am not allowed to think (I am not allowed to think)
I am not allowed to think (I am not allowed to think)
I am not allowed to think (I am not allowed to think)

song performed by They Might Be Giants
Added by Lucian Velea
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Hard Currency

Five thousand dollars
Five thousand dollars
Five thousand dollars
Take it, take it
Five thousand dollars
Five thousand dollars
Five thousand dollars in cash
One hundred thousand
Two hundred thousand
Three hundred thousand
Why? !?
One hundred thousand
Two hundred thousand
Three hundred thousand
Why? !?
Five thousand dollars
Five thousand dollars
Five thousand dollars
Take it, take it
Five thousand dollars
Five thousand dollars
Five thousand dollars in cash
One hundred thousand
Two hundred thousand
Three hundred thousand
Why? !?
One hundred thousand
Two hundred thousand
Three hundred thousand
Why? !?
A half, a million dollars
A million dollars
Fourteen million
Why?
Ten million
Fourteen million
Dont you ever think of money?
Five thousand dollars
Five thousand dollars
Five thousand dollars
Take it, take it
Five thousand dollars
Five thousand dollars
Five thousand dollars in cash
One hundred thousand
Two hundred thousand
Three hundred thousand
Why? !?
One hundred thousand
Two hundred thousand

[...] Read more

song performed by Information Society
Added by Lucian Velea
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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
Added by Poetry Lover
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