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Fun.

What is fun? ? ? ? This question came up.
Many young or old are bored, always with an empty cup.
Some want something, special they think it is better,
When they drink, smoke, drug, blow their brain, become a user.

Do you think these are fun? ? ? ? ? ?

How about we hear so much
Of the college kids hazing, parties and such,
Can you imagine those kids will became world leaders,
Doctors, layers, teachers and example for all peoples.

The world is never that same, spiraling forward,
So the challenges are growing according as standard.
Newer and newer problems come up for us all,
It is up to us how we face them, strong or we fall.

Choose to be noble and never a looser, that is the real living.

poem by LaSoaphia QuXazs
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The Perfect Drug

The perfect drug
I got my head, but my head is unraveling
Cant keep control, cant keep track of where its traveling
I got my heart but my heart is no good
And youre the only one thats understood
I come along but I dont know where youre taking me
I shouldnt go but youre reaching back and shaking me
Turn off the sun, pull the stars from the sky
The more I give to you, the more I die
And I want you
And I want you
And I want you
And I want you
You are the perfect drug, the perfect drug, the perfect drug
You are the perfect drug, the perfect drug, the perfect drug
You make me hard, when Im all soft inside
I see the truth, when Im all stupid eyed
The arrow goes straight through my heart
Without you everything just falls apart
My blood wants to say hello to you
My feelings want to get inside of you
My soul is so afraid to realize
Every little word is a lack of me
And I want you
And I want you
And I want you
And I want you
You are the perfect drug, the perfect drug, the perfect drug
You are the perfect drug, the perfect drug, the perfect drug
You are the perfect drug, the perfect drug, the perfect drug
You are the perfect drug, the perfect drug, the perfect drug
You are the perfect drug, the perfect drug, the perfect drug
You are the perfect drug, the perfect drug, the perfect drug
(whispering)
You are the perfect drug, the perfect drug, the perfect drug
You are the perfect drug, the perfect drug, the perfect drug
You are the perfect drug, the drug, the perfect drug
Take me, with you
Take me, with you
Take me, with you
(continues in backround)
Without you, without you everything falls apart
Without you, its not as much fun to pick up the pieces
Without you, without you everything falls apart
Without you, its not as much fun to pick up the pieces
Its not as much fun to pick up the pieces
Its not as much fun to pick up the pieces
Without you, without you everything falls apart
Without you, its not as much fun to pick up the pieces

song performed by Nine Inch Nails
Added by Lucian Velea
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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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Happy Teacher’s Day in India,2010

Teachers teach students to learn;
Teachers show them how to earn;
Teachers guide students to read;
Teachers help them if they need.

Teachers share with pupils, ken;
Teachers show them how to pen;
Teachers train them in most things;
Teachers make them good earthlings!

Teachers mould their character;
Teachers act facilitator;
Teachers are a boon on earth;
Teachers bring students, mirth!

Teachers care for children-wards;
Teachers don’t expect rewards;
Teachers slog throughout life-span;
Teachers make them man / woman.

Teachers are a humble lot;
Teachers make learning, an art;
Teachers perform well their part;
Teachers love students in heart!

Teachers are next to parents;
Teachers are a nation’s wealth;
Teachers make a student great;
Teachers are a must for all.

Revere teachers on this Day;
Thank them truly in some way;
Emulate them, if you may;
‘Give them good health, God’, you pray!

“Happy Teachers’ Day! ”

Most lovingly dedicated to all my teachers,
Living and dead, who made me,
‘What I am, today! ’

Copyright by Dr John Celes 05-09-2010

poem by John Celes
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Teacher’s Day in India,2010

Teachers teach students to learn;
Teachers show them how to earn;
Teachers guide students to read;
Teachers help them if they need.

Teachers share with pupils, ken;
Teachers show them how to pen;
Teachers train them in most things;
Teachers make them good earthlings!

Teachers mould their character;
Teachers act facilitator;
Teachers are a boon on earth;
Teachers bring students, mirth!

Teachers care for children-wards;
Teachers don’t expect rewards;
Teachers slog throughout life-span;
Teachers make them man / woman.

Teachers are a humble lot;
Teachers make learning, an art;
Teachers perform well their part;
Teachers love students in heart!

Teachers are next to parents;
Teachers are a nation’s wealth;
Teachers make a student great;
Teachers are a must for all.

Revere teachers on this Day;
Thank them truly in some way;
Emulate them, if you may;
‘Give them good health, God’, you pray!

“Happy Teachers’ Day! ”

Most lovingly dedicated to all my teachers,
Living and dead, who made me,
‘What I am, today! ’

Copyright by Dr John Celes 05-09-2010

poem by John Celes
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Virginia's Story

Elizabeth Gates-Wooten is my Grand mom.

She was born in Canada with her father and brothers.
They owned a Barber Shoppe.
I don't remember exactly where in Canada.
I believe it was right over the border like Windsor or Toronto.
I never knew exactly where it was.

When she was old enough she got married.

First, she married a man by the name of Frank Gates.
He was from Madagascar.
He fathered my mom and her brother and sister.
The boy's name was Frank Gates, Jr.
Two girls name were Anna and Agnes.

Agnes was my mother.

Frank Gates went crazy after the war
He drank a lot and died
Then grandma Elizabeth married a man by the name of Mr. Wooten.
He had a German name, but I don't think he was German.
She took his last name after they got married.

Then they moved to West Virginia in the United States.

Their son, Frank Gates Jr. Became a delegate in the democratic party.
He use to get into a lot of trouble because he liked to fight.
He was a delegate from the 1940's to 1970's.
He died of gout in the 1970's.

Anna was a maid and cook.

She baked cakes and stuff for people as a side line.
She had a hump on her back (scoliosis) .
She had to walk with a cane.
She could cook good though.
She did this kind of work all of her life, just like her mom, Elizabeth

They were both good cooks

They had a lot of money because they had these skills
Especially when people had parties.
Because they would make all of this food and then they would have left-overs.
We got to eat a lot of stuff we normally wouldn't get because of that.
When they cooked, they didn't use no measuring stuff, they would just use there hand.

My moms name was Agnes Barrie Gates.

She married James Wright and moved to Cleveland.

[...] Read more

poem by Talile Ali
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The House Of Dust: Complete

I.

The sun goes down in a cold pale flare of light.
The trees grow dark: the shadows lean to the east:
And lights wink out through the windows, one by one.
A clamor of frosty sirens mourns at the night.
Pale slate-grey clouds whirl up from the sunken sun.

And the wandering one, the inquisitive dreamer of dreams,
The eternal asker of answers, stands in the street,
And lifts his palms for the first cold ghost of rain.
The purple lights leap down the hill before him.
The gorgeous night has begun again.

'I will ask them all, I will ask them all their dreams,
I will hold my light above them and seek their faces.
I will hear them whisper, invisible in their veins . . .'
The eternal asker of answers becomes as the darkness,
Or as a wind blown over a myriad forest,
Or as the numberless voices of long-drawn rains.

We hear him and take him among us, like a wind of music,
Like the ghost of a music we have somewhere heard;
We crowd through the streets in a dazzle of pallid lamplight,
We pour in a sinister wave, ascend a stair,
With laughter and cry, and word upon murmured word;
We flow, we descend, we turn . . . and the eternal dreamer
Moves among us like light, like evening air . . .

Good-night! Good-night! Good-night! We go our ways,
The rain runs over the pavement before our feet,
The cold rain falls, the rain sings.
We walk, we run, we ride. We turn our faces
To what the eternal evening brings.

Our hands are hot and raw with the stones we have laid,
We have built a tower of stone high into the sky,
We have built a city of towers.

Our hands are light, they are singing with emptiness.
Our souls are light; they have shaken a burden of hours . . .
What did we build it for? Was it all a dream? . . .
Ghostly above us in lamplight the towers gleam . . .
And after a while they will fall to dust and rain;
Or else we will tear them down with impatient hands;
And hew rock out of the earth, and build them again.

II.

[...] Read more

poem by Conrad Potter Aiken
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Pharsalia - Book VII: The Battle

Ne'er to the summons of the Eternal laws
More slowly Titan rose, nor drave his steeds,
Forced by the sky revolving, up the heaven,
With gloomier presage; wishing to endure
The pangs of ravished light, and dark eclipse;
And drew the mists up, not to feed his flames,
But lest his light upon Thessalian earth
Might fall undimmed.

Pompeius on that morn,
To him the latest day of happy life,
In troubled sleep an empty dream conceived.
For in the watches of the night he heard
Innumerable Romans shout his name
Within his theatre; the benches vied
To raise his fame and place him with the gods;
As once in youth, when victory was won
O'er conquered tribes where swift Iberus flows,
And where Sertorius' armies fought and fled,
The west subdued, with no less majesty
Than if the purple toga graced the car,
He sat triumphant in his pure white gown
A Roman knight, and heard the Senate's cheer.
Perhaps, as ills drew near, his anxious soul,
Shunning the future wooed the happy past;
Or, as is wont, prophetic slumber showed
That which was not to be, by doubtful forms
Misleading; or as envious Fate forbade
Return to Italy, this glimpse of Rome
Kind Fortune gave. Break not his latest sleep,
Ye sentinels; let not the trumpet call
Strike on his ear: for on the morrow's night
Shapes of the battle lost, of death and war
Shall crowd his rest with terrors. Whence shalt thou
The poor man's happiness of sleep regain?
Happy if even in dreams thy Rome could see
Once more her captain! Would the gods had given
To thee and to thy country one day yet
To reap the latest fruit of such a love:
Though sure of fate to come! Thou marchest on
As though by heaven ordained in Rome to die;
She, conscious ever of her prayers for thee
Heard by the gods, deemed not the fates decreed
Such evil destiny, that she should lose
The last sad solace of her Magnus' tomb.
Then young and old had blent their tears for thee,
And child unbidden; women torn their hair
And struck their bosoms as for Brutus dead.
But now no public woe shall greet thy death
As erst thy praise was heard: but men shall grieve

[...] Read more

poem by Marcus Annaeus Lucanus
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The Booker Washington Trilogy

I. A NEGRO SERMON:—SIMON LEGREE

(To be read in your own variety of negro dialect.)

Legree's big house was white and green.
His cotton-fields were the best to be seen.
He had strong horses and opulent cattle,
And bloodhounds bold, with chains that would rattle.
His garret was full of curious things:
Books of magic, bags of gold,
And rabbits' feet on long twine strings.
But he went down to the Devil.

Legree he sported a brass-buttoned coat,
A snake-skin necktie, a blood-red shirt.
Legree he had a beard like a goat,
And a thick hairy neck, and eyes like dirt.
His puffed-out cheeks were fish-belly white,
He had great long teeth, and an appetite.
He ate raw meat, 'most every meal,
And rolled his eyes till the cat would squeal.

His fist was an enormous size
To mash poor niggers that told him lies:
He was surely a witch-man in disguise.
But he went down to the Devil.

He wore hip-boots, and would wade all day
To capture his slaves that had fled away.
But he went down to the Devil.

He beat poor Uncle Tom to death
Who prayed for Legree with his last breath.
Then Uncle Tom to Eva flew,
To the high sanctoriums bright and new;
And Simon Legree stared up beneath,
And cracked his heels, and ground his teeth:
And went down to the Devil.

He crossed the yard in the storm and gloom;
He went into his grand front room.
He said, "I killed him, and I don't care."
He kicked a hound, he gave a swear;
He tightened his belt, he took a lamp,
Went down cellar to the webs and damp.
There in the middle of the mouldy floor
He heaved up a slab, he found a door —
And went down to the Devil.

[...] Read more

poem by Vachel Lindsay
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Have Fun

(bernard edwards/nile rodgers)
Hey, everybody
Have fun again
I want you to have fun
Have fun again
I want you to have fun
Just like little children
Like the little children
Know how they have fun
Just like little children
Like the little children
Know how they have fun
Meanwhile back at the ranch
You're unhappy, now here's your chance
Don't you let the pressure appear
Make your lifestyle hectic all year
Have fun again
I want you to have fun
Have fun again
I want you to have fun
Just like little children
Like the little children
Know how they have fun
Just like little children
Like the little children
Know how they have fun
Money won't be enough
When the going gets tough, it's rough
Try to cuddle with your business
And you'll see that love is priceless
If you don't believe what i say
Just experiment one day
I think that you will agree
That we need some kind of relief
Relif, relief
Have fun again
I want you to have fun
Have fun again
I want you to have fun
Just like little children
Like the little children
Know how they have fun
Just like little children
Like the little children
Know how they have fun
Have fun again
Have fun
Have fun again
I want you to have fun
Just like little children

[...] Read more

song performed by Diana Ross
Added by Lucian Velea
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Imagine the World

Imagine the world ……………………….
Imagine the world without wars…
Imagine the world without your laws
Imagine your life without fear
Imagine your eyes without a tear
Imagine all men were real men
Imagine…imagine…imagine…
Imagine life without hate
Imagine you knew your own fate
Imagine all children were happy
Imagine all nations were free
What would life be like?
Imagine no-one were blind
Imagine all the woes behind
Imagine…….imagine……..imagine….
Imagi ne earth were flat
Imagine man without a heart
Imagine the day without light
Imagine the dark without the night
Imagine……….imagine……imagine……
Imagine faces without a smile
Imagine birds without a nightingale
Imagine …imagine…imagine
What would life be like?

poem by Bouche Cousue
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Imagine That

Dream...
Imagine...
Close your eyes...
Ooh...(yah)
Ooh...(next)
Ooh...(divine mill...2k3)
Ooh... (tweet)
Ooh... (r.l.)
Ooh... (and t-low)
Now I might not have
5 or 6 cars in my garage
But would you settle for a nice massage
And the love of a lifetime
Girl...
I swear to God that
With a whole lot of love
And little bit of faith
That we can make it
You just gotta believe that...
We could roll till the wheels fall off (and)
Imma love you till my souls gone on (cause)
It can happen, baby, just hold on
Close your eyes and dream (and imagine that)
Imagine that smile ever leavin your face
Comin home from work and never leavin the place
Got chocolates and champagne just for you to taste
(close your eyes)
Close your eyes, girl, imagine that
Imagine benzes in the parkin lot
A different chauffeur for every car you got
Islands to settle on a private yacht (just close your eyes)
Close your eyes, girl, imagine that
I know you deserve
More than I got right now
But baby, theres no doubt
cause youve always stayed down
I swear to God that
With a whole lot of love
And a little bit of faith
That we can make it
You just gotta believe that
We could roll till the wheels fall off (and)
Imma love you till my souls gone on (hey)
It can happen, baby, just hold on
Close your eyes and dream (and imagine that)
Imagine that smile ever leavin your face
Comin home from work and never leavin the place
Got chocolate and champagne just for you to taste
(close your eyes)
Close your eyes, girl, imagine that (and imagine that)

[...] Read more

song performed by Next
Added by Lucian Velea
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Three Women

My love is young, so young;
Young is her cheek, and her throat,
And life is a song to be sung
With love the word for each note.

Young is her cheek and her throat;
Her eyes have the smile o' May.
And love is the word for each note
In the song of my life to-day.

Her eyes have the smile o' May;
Her heart is the heart of a dove,
And the song of my life to-day
Is love, beautiful love.

Her heart is the heart of a dove,
Ah, would it but fly to my breast
Where love, beautiful love,
Has made it a downy nest.

Ah, would she but fly to my breast,
My love who is young, so young;
I have made her a downy nest
And life is a song to be sung.

1
I.
A dull little station, a man with the eye
Of a dreamer; a bevy of girls moving by;
A swift moving train and a hot Summer sun,
The curtain goes up, and our play is begun.
The drama of passion, of sorrow, of strife,
Which always is billed for the theatre Life.
It runs on forever, from year unto year,
With scarcely a change when new actors appear.
It is old as the world is-far older in truth,
For the world is a crude little planet of youth.
And back in the eras before it was formed,
The passions of hearts through the Universe stormed.

Maurice Somerville passed the cluster of girls
Who twisted their ribbons and fluttered their curls
In vain to attract him; his mind it was plain
Was wholly intent on the incoming train.
That great one eyed monster puffed out its black breath,
Shrieked, snorted and hissed, like a thing bent on death,

[...] Read more

poem by Ella Wheeler Wilcox
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Absalom and Achitophel

In pious times, e'er Priest-craft did begin,
Before Polygamy was made a sin;
When man, on many, multiply'd his kind,
E'r one to one was, cursedly, confind:
When Nature prompted, and no law deny'd
Promiscuous use of Concubine and Bride;
Then, Israel's monarch, after Heaven's own heart,
His vigorous warmth did, variously, impart
To Wives and Slaves; And, wide as his Command,
Scatter'd his Maker's Image through the Land.
Michal, of Royal blood, the Crown did wear,
A Soyl ungratefull to the Tiller's care;
Not so the rest; for several Mothers bore
To Godlike David, several Sons before.
But since like slaves his bed they did ascend,
No True Succession could their seed attend.
Of all this Numerous Progeny was none
So Beautifull, so brave as Absalon:
Whether, inspir'd by some diviner Lust,
His father got him with a greater Gust;
Or that his Conscious destiny made way
By manly beauty to Imperiall sway.
Early in Foreign fields he won Renown,
With Kings and States ally'd to Israel's Crown
In Peace the thoughts of War he could remove,
And seem'd as he were only born for love.
What e'er he did was done with so much ease,
In him alone, 'twas Natural to please.
His motions all accompanied with grace;
And Paradise was open'd in his face.
With secret Joy, indulgent David view'd
His Youthfull Image in his Son renew'd:
To all his wishes Nothing he deny'd,
And made the Charming Annabel his Bride.
What faults he had (for who from faults is free?)
His Father could not, or he would not see.
Some warm excesses, which the Law forbore,
Were constru'd Youth that purg'd by boyling o'r:
And Amnon's Murther, by a specious Name,
Was call'd a Just Revenge for injur'd Fame.
Thus Prais'd, and Lov'd, the Noble Youth remain'd,
While David, undisturb'd, in Sion raign'd.
But Life can never be sincerely blest:
Heaven punishes the bad, and proves the best.
The Jews, a Headstrong, Moody, Murmuring race,
As ever try'd th' extent and stretch of grace;
God's pamper'd people whom, debauch'd with ease,
No King could govern, nor no God could please;
(Gods they had tri'd of every shape and size
That Gods-smiths could produce, or Priests devise.)

[...] Read more

poem by John Dryden
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King Solomon And The Queen Of Sheba

(A Poem Game.)

“And when the Queen of Sheba heard of the fame of Solomon, . . .
she came to prove him with hard questions.”

[The men’s leader rises as he sees the Queen unveiling
and approaching a position that gives her half of the stage.]

Men’s Leader: The Queen of Sheba came to see King Solomon.
[He bows three times.]
I was King Solomon,
I was King Solomon,
I was King Solomon.

[She bows three times.]
Women’s Leader: I was the Queen,
I was the Queen,
I was the Queen.

Both Leaders: We will be king and queen,
[They stand together stretching their hands over the land.]
Reigning on mountains green,
Happy and free
For ten thousand years.

[They stagger forward as though carrying a yoke together.]
Both Leaders: King Solomon he had four hundred oxen.

Congregation: We were the oxen.

[Here King and Queen pause at the footlights.]
Both Leaders: You shall feel goads no more.
[They walk backward, throwing off the yoke and rejoicing.]
Walk dreadful roads no more,
Free from your loads
For ten thousand years.

[The men’s leader goes forward, the women’s leader dances round him.]
Both Leaders: King Solomon he had four hundred sweethearts.

[Here he pauses at the footlights.]
Congregation: We were the sweethearts.

[He walks backward. Both clap their hands to the measure.]
Both Leaders: You shall dance round again,
You shall dance round again,
Cymbals shall sound again,
Cymbals shall sound again,
[The Queen appears to gather wildflowers.]

[...] Read more

poem by Vachel Lindsay
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Imagine That

Imagine That
Close your eyes...
Now relax your mind...
Now I want you to picture yourself
Far, far away
(You know your thoughts inside, girl we're 'bout to take a ride)
I don't want you to have a care in the world right now
(Let it go, let it go, let it go, aw yeah)
It's just you... and me
In this moment
Quiet... listen...
Baby take your mind into a zone
Imagine that we're all alone
2-way's off and our friends are gone
Now picture you and me gettin' it on
Take my hand and come with me
Let's indulge in fantasies
Cast your cares and worries
And slowly fall into this ecstasy
I'm gonna rub your body so baby just relax
You've been pourin' out your lovin' and now it's time to pour it back
Imagine that
Imagine that, imagine that, imagine that, imagine (all night long)
Imagine that
Me strokin' your body, imagine that
Imagine that, imagine that, imagine that, imagine (ohh-ho)
Imagine that
Whipped cream and strawberries, know what I mean?
Imagine that, imagine that, imagine that, imagine (ohh-ohh)
Imagine that
Candles and oils surrounding the bed
Imagine that, imagine that, imagine that, imagine (ohh-ho)
Imagine that
And me kissin' your body from feet to head
Imagine that
We don't have to talk
Ohh lay your body here, and watch my fingers walk
Take a second... and imagine the opportunity
You and me sharin' sexual energy
Now girl just meditate on you bein' in this chair
Now close your eyes and act like we're not even here
Girl I'm gonna rub your body so baby just relax
You've been pourin' out your lovin' and now it's time to pour it back
Imagine...
Ima

song performed by R. Kelly
Added by Lucian Velea
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Man Is Especially Special!

Man is something special,
Man has something special!
Man thinks special,
And finds something special,

His smile and laugh are special
And this made him more social.

Man's heart is special,
And always feels special!
Man feels pain and happiness,
Not only of him, but also of others

Man acts and does something special!
So he learnt to fly high, live simple,
Think high
and dive deep

Man is potential,
as he is learner,
Man is potential and can be good teacher!

Man is inventor,
Man is discoverer!
Man is developer,
And man is engineer!

Man is special, as he is a dreamer,
Man is special because,
He can correct himself!

Man became more a man
As he more and more became human,
Man is special, as he is social and cultural,

Man is an artist,
as he able to express
Man is special, as he can understand,
Man can Play, plays and games,
Man is special, as man can be sportive!

Man is special, as man can discuss
Man can be channel
For flow of knowledge.

Man is special, always curious to learn,
Man is special in imaginations!

Man is special, he looked far into space,
Man is special, he looks deep into his own!

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poem by Ramdas Bhandarkar
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The Cyclops

SILENUS:
O Bacchus, what a world of toil, both now
And ere these limbs were overworn with age,
Have I endured for thee! First, when thou fled’st
The mountain-nymphs who nursed thee, driven afar
By the strange madness Juno sent upon thee;
Then in the battle of the Sons of Earth,
When I stood foot by foot close to thy side,
No unpropitious fellow-combatant,
And, driving through his shield my winged spear,
Slew vast Enceladus. Consider now,
Is it a dream of which I speak to thee?
By Jove it is not, for you have the trophies!
And now I suffer more than all before.
For when I heard that Juno had devised
A tedious voyage for you, I put to sea
With all my children quaint in search of you,
And I myself stood on the beaked prow
And fixed the naked mast; and all my boys
Leaning upon their oars, with splash and strain
Made white with foam the green and purple sea,--
And so we sought you, king. We were sailing
Near Malea, when an eastern wind arose,
And drove us to this waste Aetnean rock;
The one-eyed children of the Ocean God,
The man-destroying Cyclopses, inhabit,
On this wild shore, their solitary caves,
And one of these, named Polypheme. has caught us
To be his slaves; and so, for all delight
Of Bacchic sports, sweet dance and melody,
We keep this lawless giant’s wandering flocks.
My sons indeed on far declivities,
Young things themselves, tend on the youngling sheep,
But I remain to fill the water-casks,
Or sweeping the hard floor, or ministering
Some impious and abominable meal
To the fell Cyclops. I am wearied of it!
And now I must scrape up the littered floor
With this great iron rake, so to receive
My absent master and his evening sheep
In a cave neat and clean. Even now I see
My children tending the flocks hitherward.
Ha! what is this? are your Sicinnian measures
Even now the same, as when with dance and song
You brought young Bacchus to Althaea’s halls?

CHORUS OF SATYRS:

STROPHE:
Where has he of race divine

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poem by Percy Bysshe Shelley
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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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Picking Teachers For Their Leader

Strangers!
Come before the darkness of night,
Crawls.
As twilight escorts the rising moon!
Strangers...
Known in dreams.
Whisper of their presence unseen.
But felt...
By a familiar comfort embraced.

My steps cease to seek a quickened pace.
There is no wish for leaving.
I am told in my mind I should stay.
Soft voices dance within rainbowed light!
Sparkling to convince...
I should pray with faith.
And they would make my life right!

Picking teachers for their Leader.
For the One never shown.
The One who through scriptures...
Repeated to make appear,
But left still for them to go unknown.

Picking teachers for their Leader.
How they do it like it's done...
When they come,
Nobody knows.

Their picking teachers for their Leader.
They say He's number One.
Like none other like He,
Upon me with gifts bestowed!

Strangers!
Come before the darkness of night,
Crawls.
As twilight escorts the rising moon!
Strangers...
Known in dreams.
Whisper of their presence unseen.
But felt...
By a familiar comfort embraced.

Their picking teachers for their Leader.
As God demands.
Their picking teachers for their Leader.
As God Commands.
Their picking teachers for their Leader.
And I understand...

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poem by Lawrence S. Pertillar
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V. Count Guido Franceschini

Thanks, Sir, but, should it please the reverend Court,
I feel I can stand somehow, half sit down
Without help, make shift to even speak, you see,
Fortified by the sip of … why, 't is wine,
Velletri,—and not vinegar and gall,
So changed and good the times grow! Thanks, kind Sir!
Oh, but one sip's enough! I want my head
To save my neck, there's work awaits me still.
How cautious and considerate … aie, aie, aie,
Nor your fault, sweet Sir! Come, you take to heart
An ordinary matter. Law is law.
Noblemen were exempt, the vulgar thought,
From racking; but, since law thinks otherwise,
I have been put to the rack: all's over now,
And neither wrist—what men style, out of joint:
If any harm be, 't is the shoulder-blade,
The left one, that seems wrong i' the socket,—Sirs,
Much could not happen, I was quick to faint,
Being past my prime of life, and out of health.
In short, I thank you,—yes, and mean the word.
Needs must the Court be slow to understand
How this quite novel form of taking pain,
This getting tortured merely in the flesh,
Amounts to almost an agreeable change
In my case, me fastidious, plied too much
With opposite treatment, used (forgive the joke)
To the rasp-tooth toying with this brain of mine,
And, in and out my heart, the play o' the probe.
Four years have I been operated on
I' the soul, do you see—its tense or tremulous part—
My self-respect, my care for a good name,
Pride in an old one, love of kindred—just
A mother, brothers, sisters, and the like,
That looked up to my face when days were dim,
And fancied they found light there—no one spot,
Foppishly sensitive, but has paid its pang.
That, and not this you now oblige me with,
That was the Vigil-torment, if you please!
The poor old noble House that drew the rags
O' the Franceschini's once superb array
Close round her, hoped to slink unchallenged by,—
Pluck off these! Turn the drapery inside out
And teach the tittering town how scarlet wears!
Show men the lucklessness, the improvidence
Of the easy-natured Count before this Count,
The father I have some slight feeling for,
Who let the world slide, nor foresaw that friends
Then proud to cap and kiss their patron's shoe,
Would, when the purse he left held spider-webs,
Properly push his child to wall one day!

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