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Food, Clothing, Money, Shelter, and...

Food, clothing, money and shelter
I have them all
Why is this heaviness in life
Why is it to be hauled?

Food, clothing, money and shelter
are all requirements of my body
While pursuing all these material necessities
I forgot to feed my soul.

An engine needs fuel to be propelled
Soul needs a goal
Without goal the life is empty
Goal makes the life whole.

No goal means no life
Worry and fear cloud the soul
To live life to the fullest
I need to have something in the morning
to wake up for.

poem by Anshul Gupta
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Book III - Part 03 - The Soul is Mortal

Now come: that thou mayst able be to know
That minds and the light souls of all that live
Have mortal birth and death, I will go on
Verses to build meet for thy rule of life,
Sought after long, discovered with sweet toil.
But under one name I'd have thee yoke them both;
And when, for instance, I shall speak of soul,
Teaching the same to be but mortal, think
Thereby I'm speaking also of the mind-
Since both are one, a substance interjoined.

First, then, since I have taught how soul exists
A subtle fabric, of particles minute,
Made up from atoms smaller much than those
Of water's liquid damp, or fog, or smoke,
So in mobility it far excels,
More prone to move, though strook by lighter cause
Even moved by images of smoke or fog-
As where we view, when in our sleeps we're lulled,
The altars exhaling steam and smoke aloft-
For, beyond doubt, these apparitions come
To us from outward. Now, then, since thou seest,
Their liquids depart, their waters flow away,
When jars are shivered, and since fog and smoke
Depart into the winds away, believe
The soul no less is shed abroad and dies
More quickly far, more quickly is dissolved
Back to its primal bodies, when withdrawn
From out man's members it has gone away.
For, sure, if body (container of the same
Like as a jar), when shivered from some cause,
And rarefied by loss of blood from veins,
Cannot for longer hold the soul, how then
Thinkst thou it can be held by any air-
A stuff much rarer than our bodies be?

Besides we feel that mind to being comes
Along with body, with body grows and ages.
For just as children totter round about
With frames infirm and tender, so there follows
A weakling wisdom in their minds; and then,
Where years have ripened into robust powers,
Counsel is also greater, more increased
The power of mind; thereafter, where already
The body's shattered by master-powers of eld,
And fallen the frame with its enfeebled powers,
Thought hobbles, tongue wanders, and the mind gives way;
All fails, all's lacking at the selfsame time.
Therefore it suits that even the soul's dissolved,
Like smoke, into the lofty winds of air;

[...] Read more

poem by Lucretius
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The Bare Necessities

Look for the bare necessities
The simple bare necessities
Forget about your worries and your strife
I mean the bare necessities
Old Mother Nature's recipes
That brings the bare necessities of life
Wherever I wander, wherever I roam
I couldn't be fonder of my big home
The bees are buzzin' in the tree
To make some honey just for me
When you look under the rocks and plants
And take a glance at the fancy ants
Then maybe try a few
The bare necessities of life will come to you
They'll come to you!
Look for the bare necessities
The simple bare necessities
Forget about your worries and your strife
I mean the bare necessities
That's why a bear can rest at ease
With just the bare necessities of life
Now when you pick a pawpaw
Or a prickly pear
And you prick a raw paw
Next time beware
Don't pick the prickly pear by the paw
When you pick a pear
Try to use the claw
But you don't need to use the claw
When you pick a pear of the big pawpaw
Have I given you a clue ?
The bare necessities of life will come to you
They'll come to you!
So just try and relax, yeah cool it
Fall apart in my backyard
'Cause let me tell you something little britches
If you act like that bee acts, uh uh
You're working too hard
And don't spend your time lookin' around
For something you want that can't be found
When you find out you can live without it
And go along not thinkin' about it
I'll tell you something true
The bare necessities of life will come to you
Look for the bare necessities
The simple bare necessities
Forget about your worries and your strife
I mean the bare necessities
That's why a bear can rest at ease
With just the bare necessities of life

[...] Read more

song performed by Bowling For Soup
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

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poem by Robert Browning from The Ring and the Book
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Nuclear Is Safe? No They Lied To You

A list of non classified nuclear disasters
chalk one up for Chalk River Canada
rating 5 a “reactor shutoff rod failure,

combined with several operator errors,
led to a major power excursion of more
than double the reactor's rated output
at AECL's NRX reactor” then a big deal.1952

Entrant two Windscale Pile United Kingdom
rating 5 a “Release of radioactive material to
the environment following a fire in a reactor
core.” Toast a good year for nuclear disasters.1957

graphite core of a British nuclear “[weapons
programme] reactor at Windscale, Cumberland
(now Sellafield, Cumbria) caught fire, releasing
substantial amounts of radioactive contamination
into the surrounding area.” Radioactive fire.

A warm welcome to entrant three. Kyshtym
Russia rating 6 a “Significant release of
radioactive material to the environment
from explosion of a high activity waste tank.” 1957

Please all welcome contestant one back
Chalk River Canada (rating?) “Due to
inadequate cooling a damaged uranium
fuel rod caught fire and was torn in two.” 1958

Champagne pops cheer another good year
Vinč a Yugoslavia (rating?) “During
a subcritical counting experiment a power
buildup went undetected - six scientists
received high doses.” What detailed detail? 1958

Applause please for our first American entry
Santa Susana Field Laboratory US (rating?)
“Partial core meltdown.” Sounds serious.
Tick one deep operations public cover up.1959

Time to take a nice country waltz in a US county
Westinghouse Waltz Mill Westmoreland County
(rating?) a core melt accident in a test reactor? 1960

Looks like American is going for a hat trick
Charlestown US (rating?) “Error by a worker
at a United Nuclear Corporation fuel facility
led to an accidental criticality”. Human error? 1964

[...] Read more

poem by Terence George Craddock
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Overweight with Food

Are you just a tub of lard and
Vastly overweight?
Do you think that when you die you'll
Need a piano crate
To act as coffin for your frame? -
Chosen as you die in shame, with
Only you to take the blame
For years of eating much the same:
A daily calorific fest
Gourmands of your ilk digest!

Is your heart in final fling and
Nearly set to burst?
Are your arteries bunged and clogged and
Feeling now the worst
For wear? - your aneurysm fit to blow
While blood as thick as rising dough
Cries 'Halt! ' to any hope of flow:
A dreadful state to put on show
In front of any nurse!
Best you hail a hearse.

Copyright Mark R Slaughter 2009

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poem by Mark R Slaughter
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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)
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Book III - Part 02 - Nature And Composition Of The Mind

First, then, I say, the mind which oft we call
The intellect, wherein is seated life's
Counsel and regimen, is part no less
Of man than hand and foot and eyes are parts
Of one whole breathing creature. But some hold
That sense of mind is in no fixed part seated,
But is of body some one vital state,-
Named "harmony" by Greeks, because thereby
We live with sense, though intellect be not
In any part: as oft the body is said
To have good health (when health, however, 's not
One part of him who has it), so they place
The sense of mind in no fixed part of man.
Mightily, diversly, meseems they err.
Often the body palpable and seen
Sickens, while yet in some invisible part
We feel a pleasure; oft the other way,
A miserable in mind feels pleasure still
Throughout his body- quite the same as when
A foot may pain without a pain in head.
Besides, when these our limbs are given o'er
To gentle sleep and lies the burdened frame
At random void of sense, a something else
Is yet within us, which upon that time
Bestirs itself in many a wise, receiving
All motions of joy and phantom cares of heart.
Now, for to see that in man's members dwells
Also the soul, and body ne'er is wont
To feel sensation by a "harmony"
Take this in chief: the fact that life remains
Oft in our limbs, when much of body's gone;
Yet that same life, when particles of heat,
Though few, have scattered been, and through the mouth
Air has been given forth abroad, forthwith
Forever deserts the veins, and leaves the bones.
Thus mayst thou know that not all particles
Perform like parts, nor in like manner all
Are props of weal and safety: rather those-
The seeds of wind and exhalations warm-
Take care that in our members life remains.
Therefore a vital heat and wind there is
Within the very body, which at death
Deserts our frames. And so, since nature of mind
And even of soul is found to be, as 'twere,
A part of man, give over "harmony"-
Name to musicians brought from Helicon,-
Unless themselves they filched it otherwise,
To serve for what was lacking name till then.
Whate'er it be, they're welcome to it- thou,
Hearken my other maxims.

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poem by Lucretius
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Living In The Material World

Im living in the material world
Living in the material world
Cant say what Im doing here
But I hope to see much clearer,
After living in the material world
I got born into the material world
Getting worn out in the material world
Use my body like a car,
Taking me both near and far
Met my friends all in the material world
Met them all there in the material world
John and paul here in the material world
Though we started out quite poor
We got richie on a tour
Got caught up in the material world
From the spiritual sky,
Such sweet memories have i
To the spiritual sky
How I pray
Yes I pray
That I wont get lost
Or go astray
As Im fated for the material world
Get frustrated in the material world
Senses never gratified
Only swelling like a tide
That could drown me in the
Material world
From the spiritual sky,
Such sweet memories have i
To the spiritual sky
How I pray
Yes I pray
That I wont get lost
Or go astray
While Im living in the material world
Not much giving in the material world
Got a lot of work to do
Try to get a message through
And get back out of this material world
Im living in the material world
Living in the material world
I hope to get out of this place
By the lord sri krsnas grace
My salvation from the material world
Big ending

song performed by George Harrison
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Feeling Out Of Sorts?

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

ROTMS

SYMPTOMS OF SPIRITUAL AWAKENING

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

[...] Read more

poem by Ray Lucero
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III. The Other Half-Rome

Another day that finds her living yet,
Little Pompilia, with the patient brow
And lamentable smile on those poor lips,
And, under the white hospital-array,
A flower-like body, to frighten at a bruise
You'd think, yet now, stabbed through and through again,
Alive i' the ruins. 'T is a miracle.
It seems that, when her husband struck her first,
She prayed Madonna just that she might live
So long as to confess and be absolved;
And whether it was that, all her sad life long
Never before successful in a prayer,
This prayer rose with authority too dread,—
Or whether, because earth was hell to her,
By compensation, when the blackness broke
She got one glimpse of quiet and the cool blue,
To show her for a moment such things were,—
Or else,—as the Augustinian Brother thinks,
The friar who took confession from her lip,—
When a probationary soul that moved
From nobleness to nobleness, as she,
Over the rough way of the world, succumbs,
Bloodies its last thorn with unflinching foot,
The angels love to do their work betimes,
Staunch some wounds here nor leave so much for God.
Who knows? However it be, confessed, absolved,
She lies, with overplus of life beside
To speak and right herself from first to last,
Right the friend also, lamb-pure, lion-brave,
Care for the boy's concerns, to save the son
From the sire, her two-weeks' infant orphaned thus,
And—with best smile of all reserved for him—
Pardon that sire and husband from the heart.
A miracle, so tell your Molinists!

There she lies in the long white lazar-house.
Rome has besieged, these two days, never doubt,
Saint Anna's where she waits her death, to hear
Though but the chink o' the bell, turn o' the hinge
When the reluctant wicket opes at last,
Lets in, on now this and now that pretence,
Too many by half,—complain the men of art,—
For a patient in such plight. The lawyers first
Paid the due visit—justice must be done;
They took her witness, why the murder was.
Then the priests followed properly,—a soul
To shrive; 't was Brother Celestine's own right,
The same who noises thus her gifts abroad.
But many more, who found they were old friends,
Pushed in to have their stare and take their talk

[...] Read more

poem by Robert Browning from The Ring and the Book
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VI. Giuseppe Caponsacchi

Answer you, Sirs? Do I understand aright?
Have patience! In this sudden smoke from hell,—
So things disguise themselves,—I cannot see
My own hand held thus broad before my face
And know it again. Answer you? Then that means
Tell over twice what I, the first time, told
Six months ago: 't was here, I do believe,
Fronting you same three in this very room,
I stood and told you: yet now no one laughs,
Who then … nay, dear my lords, but laugh you did,
As good as laugh, what in a judge we style
Laughter—no levity, nothing indecorous, lords!
Only,—I think I apprehend the mood:
There was the blameless shrug, permissible smirk,
The pen's pretence at play with the pursed mouth,
The titter stifled in the hollow palm
Which rubbed the eyebrow and caressed the nose,
When I first told my tale: they meant, you know,
"The sly one, all this we are bound believe!
"Well, he can say no other than what he says.
"We have been young, too,—come, there's greater guilt!
"Let him but decently disembroil himself,
"Scramble from out the scrape nor move the mud,—
"We solid ones may risk a finger-stretch!
And now you sit as grave, stare as aghast
As if I were a phantom: now 't is—"Friend,
"Collect yourself!"—no laughing matter more—
"Counsel the Court in this extremity,
"Tell us again!"—tell that, for telling which,
I got the jocular piece of punishment,
Was sent to lounge a little in the place
Whence now of a sudden here you summon me
To take the intelligence from just—your lips!
You, Judge Tommati, who then tittered most,—
That she I helped eight months since to escape
Her husband, was retaken by the same,
Three days ago, if I have seized your sense,—
(I being disallowed to interfere,
Meddle or make in a matter none of mine,
For you and law were guardians quite enough
O' the innocent, without a pert priest's help)—
And that he has butchered her accordingly,
As she foretold and as myself believed,—
And, so foretelling and believing so,
We were punished, both of us, the merry way:
Therefore, tell once again the tale! For what?
Pompilia is only dying while I speak!
Why does the mirth hang fire and miss the smile?
My masters, there's an old book, you should con
For strange adventures, applicable yet,

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

Give your body to me
Give your body to me
let your body be free
free your body, your body with me
Give your body to me
Give your body to me
let your body be free
free your body, your body with me
i wanna undress you
i wanna caress you
dont wanna be coy
its time to get me off
i wanna undress you
i wanna caress you
dont wanna be coy
its time to get me off
cmon baby thrust me trust me
get me off
your my poison and i can not get enough
cmon baby thrust me trust me
get me off
your my poison and i can not get enough
get me off
get me off
get me off
(getting loose getting loose)
get me off
get me off
get me off
youve got to get me off
Give your body to me
Give your body to me
let your body be free
free your body, your body with me
Give your body to me
Give your body to me
let your body be free
free your body, your body with me
i wanna undress you
i wanna caress you
dont wanna be coy
its time to get me off
i wanna undress you
i wanna caress you
dont wanna be coy
its time to get me off
cmon baby thrust me trust me
get me off
your my poison and i can not get enough
cmon baby thrust me trust me

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song performed by Fat Joe
Added by Lucian Velea
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Social Netowrking Of Robots

end of world war
end of world war 11
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end of ww1 treaty of versailles
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end of ww ii
end of ww2 in czechoslovakia
end of ww2 date
end of ww1 ghost photos
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end of ww 1
end of ww2 for japanese americans
end of ww-ii
end of ww2 battleship
end of wrold war 2
end of ww11

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poem by Rwetewrt Erwtwer
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You Have Got To Know Me

If you really want to know what it's like...
To hold a pillow tight without crying,
But...
Feeling inside your emotions are dying.
Well...
You have got to know me.
'Cause,
I've been there not to leave.

If you really want to know what it's like...
To hold a pillow tight without crying,
But...
Feeling inside your emotions are dying.
Well...
You have got to know me.
'Cause,
I've been there not to leave.

You have got to know me.
And...
This you'll agree when you see!
This is...
I,
Guarantee.
You have 'got' to know me.

How about now?
We can get together and feed that need.
We can get together and...

How about now?
We can get together and feed that need.
Feed that need.
Feed that need

How about how about now?
We can get together and feed that need.
How about how about now?
We can get together and...
Feed that need.
Feed that need

What about now?
We can get together and...
What about now?
Feed that need.
What about now?
We can get together and...
What about now?
Feed that need.

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poem by Lawrence S. Pertillar
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The Tower Beyond Tragedy

I
You'd never have thought the Queen was Helen's sister- Troy's
burning-flower from Sparta, the beautiful sea-flower
Cut in clear stone, crowned with the fragrant golden mane, she
the ageless, the uncontaminable-
This Clytemnestra was her sister, low-statured, fierce-lipped, not
dark nor blonde, greenish-gray-eyed,
Sinewed with strength, you saw, under the purple folds of the
queen-cloak, but craftier than queenly,
Standing between the gilded wooden porch-pillars, great steps of
stone above the steep street,
Awaiting the King.
Most of his men were quartered on the town;
he, clanking bronze, with fifty
And certain captives, came to the stair. The Queen's men were
a hundred in the street and a hundred
Lining the ramp, eighty on the great flags of the porch; she
raising her white arms the spear-butts
Thundered on the stone, and the shields clashed; eight shining
clarions
Let fly from the wide window over the entrance the wildbirds of
their metal throats, air-cleaving
Over the King come home. He raised his thick burnt-colored
beard and smiled; then Clytemnestra,
Gathering the robe, setting the golden-sandaled feet carefully,
stone by stone, descended
One half the stair. But one of the captives marred the comeliness
of that embrace with a cry
Gull-shrill, blade-sharp, cutting between the purple cloak and
the bronze plates, then Clytemnestra:
Who was it? The King answered: A piece of our goods out of
the snatch of Asia, a daughter of the king,
So treat her kindly and she may come into her wits again. Eh,
you keep state here my queen.
You've not been the poorer for me.- In heart, in the widowed
chamber, dear, she pale replied, though the slaves
Toiled, the spearmen were faithful. What's her name, the slavegirl's?
AGAMEMNON Come up the stair. They tell me my kinsman's
Lodged himself on you.
CLYTEMNESTRA Your cousin Aegisthus? He was out of refuge,
flits between here and Tiryns.
Dear: the girl's name?
AGAMEMNON Cassandra. We've a hundred or so other
captives; besides two hundred
Rotted in the hulls, they tell odd stories about you and your
guest: eh? no matter: the ships
Ooze pitch and the August road smokes dirt, I smell like an
old shepherd's goatskin, you'll have bath-water?
CLYTEMNESTRA
They're making it hot. Come, my lord. My hands will pour it.

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poem by Robinson Jeffers
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Collection of Poems 2009-2011

Lullaby

Butterfly, sing to me a lullaby
Of the wonders I placed in a box
I am in the middle of time
In the middle of theft and crime
Take me away to the fantasy
Of living in truth and honesty
I'll listen to your whisper
Carefully and attentively
Why would I do otherwise?
You know I try to be wise
I am open to your lullaby
Dear butterfly
Can you see it in the depth of my eyes?
Sing to me about the place I dreamt of
Bring me the true message of love
Take with you a message of my own
To the skies you fly in
That I expected my wings to have grown
By this time in my life
How come I feel glued to the ground?
With hungry wolves all around
They want to take everything
Even your beautiful sound

In Four Walls

In the pit of my stomach…
I hold my chest
My hands hold nothing else
I go forward with my bed ready
To embrace me when I pull back
I know I can't make it
My tank has been emptied
The love and care and understanding
Somehow flew out the windows
And now I keep them shut
I can't stay with myself anymore
I've seen too much of how I am
And too much of who they are
Nothing but a big bore
Being either rich or poor
Everyone seems to fly carelessly
Into the soft clouds
They smile so endlessly
My voices are too loud
Maybe yours is too

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poem by Erica Borges
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The Iliad: Book 17

Brave Menelaus son of Atreus now came to know that Patroclus had
fallen, and made his way through the front ranks clad in full armour
to bestride him. As a cow stands lowing over her first calf, even so
did yellow-haired Menelaus bestride Patroclus. He held his round
shield and his spear in front of him, resolute to kill any who
should dare face him. But the son of Panthous had also noted the body,
and came up to Menelaus saying, "Menelaus, son of Atreus, draw back,
leave the body, and let the bloodstained spoils be. I was first of the
Trojans and their brave allies to drive my spear into Patroclus, let
me, therefore, have my full glory among the Trojans, or I will take
aim and kill you."
To this Menelaus answered in great anger "By father Jove, boasting
is an ill thing. The pard is not more bold, nor the lion nor savage
wild-boar, which is fiercest and most dauntless of all creatures, than
are the proud sons of Panthous. Yet Hyperenor did not see out the days
of his youth when he made light of me and withstood me, deeming me the
meanest soldier among the Danaans. His own feet never bore him back to
gladden his wife and parents. Even so shall I make an end of you
too, if you withstand me; get you back into the crowd and do not
face me, or it shall be worse for you. Even a fool may be wise after
the event."
Euphorbus would not listen, and said, "Now indeed, Menelaus, shall
you pay for the death of my brother over whom you vaunted, and whose
wife you widowed in her bridal chamber, while you brought grief
unspeakable on his parents. I shall comfort these poor people if I
bring your head and armour and place them in the hands of Panthous and
noble Phrontis. The time is come when this matter shall be fought
out and settled, for me or against me."
As he spoke he struck Menelaus full on the shield, but the spear did
not go through, for the shield turned its point. Menelaus then took
aim, praying to father Jove as he did so; Euphorbus was drawing
back, and Menelaus struck him about the roots of his throat, leaning
his whole weight on the spear, so as to drive it home. The point
went clean through his neck, and his armour rang rattling round him as
he fell heavily to the ground. His hair which was like that of the
Graces, and his locks so deftly bound in bands of silver and gold,
were all bedrabbled with blood. As one who has grown a fine young
olive tree in a clear space where there is abundance of water- the
plant is full of promise, and though the winds beat upon it from every
quarter it puts forth its white blossoms till the blasts of some
fierce hurricane sweep down upon it and level it with the ground- even
so did Menelaus strip the fair youth Euphorbus of his armour after
he had slain him. Or as some fierce lion upon the mountains in the
pride of his strength fastens on the finest heifer in a herd as it
is feeding- first he breaks her neck with his strong jaws, and then
gorges on her blood and entrails; dogs and shepherds raise a hue and
cry against him, but they stand aloof and will not come close to
him, for they are pale with fear- even so no one had the courage to
face valiant Menelaus. The son of Atreus would have then carried off
the armour of the son of Panthous with ease, had not Phoebus Apollo

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poem by Homer, translated by Samuel Butler
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The Iliad: Book 24

The assembly now broke up and the people went their ways each to his
own ship. There they made ready their supper, and then bethought
them of the blessed boon of sleep; but Achilles still wept for
thinking of his dear comrade, and sleep, before whom all things bow,
could take no hold upon him. This way and that did he turn as he
yearned after the might and manfulness of Patroclus; he thought of all
they had done together, and all they had gone through both on the
field of battle and on the waves of the weary sea. As he dwelt on
these things he wept bitterly and lay now on his side, now on his
back, and now face downwards, till at last he rose and went out as one
distraught to wander upon the seashore. Then, when he saw dawn
breaking over beach and sea, he yoked his horses to his chariot, and
bound the body of Hector behind it that he might drag it about. Thrice
did he drag it round the tomb of the son of Menoetius, and then went
back into his tent, leaving the body on the ground full length and
with its face downwards. But Apollo would not suffer it to be
disfigured, for he pitied the man, dead though he now was; therefore
he shielded him with his golden aegis continually, that he might
take no hurt while Achilles was dragging him.
Thus shamefully did Achilles in his fury dishonour Hector; but the
blessed gods looked down in pity from heaven, and urged Mercury,
slayer of Argus, to steal the body. All were of this mind save only
Juno, Neptune, and Jove's grey-eyed daughter, who persisted in the
hate which they had ever borne towards Ilius with Priam and his
people; for they forgave not the wrong done them by Alexandrus in
disdaining the goddesses who came to him when he was in his
sheepyards, and preferring her who had offered him a wanton to his
ruin.
When, therefore, the morning of the twelfth day had now come,
Phoebus Apollo spoke among the immortals saying, "You gods ought to be
ashamed of yourselves; you are cruel and hard-hearted. Did not
Hector burn you thigh-bones of heifers and of unblemished goats? And
now dare you not rescue even his dead body, for his wife to look upon,
with his mother and child, his father Priam, and his people, who would
forthwith commit him to the flames, and give him his due funeral
rites? So, then, you would all be on the side of mad Achilles, who
knows neither right nor ruth? He is like some savage lion that in
the pride of his great strength and daring springs upon men's flocks
and gorges on them. Even so has Achilles flung aside all pity, and all
that conscience which at once so greatly banes yet greatly boons him
that will heed it. man may lose one far dearer than Achilles has lost-
a son, it may be, or a brother born from his own mother's womb; yet
when he has mourned him and wept over him he will let him bide, for it
takes much sorrow to kill a man; whereas Achilles, now that he has
slain noble Hector, drags him behind his chariot round the tomb of his
comrade. It were better of him, and for him, that he should not do so,
for brave though he be we gods may take it ill that he should vent his
fury upon dead clay."
Juno spoke up in a rage. "This were well," she cried, "O lord of the
silver bow, if you would give like honour to Hector and to Achilles;

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poem by Homer, translated by Samuel Butler
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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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Thurso’s Landing

I
The coast-road was being straightened and repaired again,
A group of men labored at the steep curve
Where it falls from the north to Mill Creek. They scattered and hid
Behind cut banks, except one blond young man
Who stooped over the rock and strolled away smiling
As if he shared a secret joke with the dynamite;
It waited until he had passed back of a boulder,
Then split its rock cage; a yellowish torrent
Of fragments rose up the air and the echoes bumped
From mountain to mountain. The men returned slowly
And took up their dropped tools, while a banner of dust
Waved over the gorge on the northwest wind, very high
Above the heads of the forest.
Some distance west of the road,
On the promontory above the triangle
Of glittering ocean that fills the gorge-mouth,
A woman and a lame man from the farm below
Had been watching, and turned to go down the hill. The young
woman looked back,
Widening her violet eyes under the shade of her hand. 'I think
they'll blast again in a minute.'
And the man: 'I wish they'd let the poor old road be. I don't
like improvements.' 'Why not?' 'They bring in the world;
We're well without it.' His lameness gave him some look of age
but he was young too; tall and thin-faced,
With a high wavering nose. 'Isn't he amusing,' she said, 'that
boy Rick Armstrong, the dynamite man,
How slowly he walks away after he lights the fuse. He loves to
show off. Reave likes him, too,'
She added; and they clambered down the path in the rock-face,
little dark specks
Between the great headland rock and the bright blue sea.

II
The road-workers had made their camp
North of this headland, where the sea-cliff was broken down and
sloped to a cove. The violet-eyed woman's husband,
Reave Thurso, rode down the slope to the camp in the gorgeous
autumn sundown, his hired man Johnny Luna
Riding behind him. The road-men had just quit work and four
or five were bathing in the purple surf-edge,
The others talked by the tents; blue smoke fragrant with food
and oak-wood drifted from the cabin stove-pipe
And slowly went fainting up the vast hill.
Thurso drew rein by
a group of men at a tent door
And frowned at them without speaking, square-shouldered and
heavy-jawed, too heavy with strength for so young a man,
He chose one of the men with his eyes. 'You're Danny Woodruff,

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poem by Robinson Jeffers
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