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Alan Bates

I think actors are privileged. Acting feeds you.

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The Rosciad

Unknowing and unknown, the hardy Muse
Boldly defies all mean and partial views;
With honest freedom plays the critic's part,
And praises, as she censures, from the heart.

Roscius deceased, each high aspiring player
Push'd all his interest for the vacant chair.
The buskin'd heroes of the mimic stage
No longer whine in love, and rant in rage;
The monarch quits his throne, and condescends
Humbly to court the favour of his friends;
For pity's sake tells undeserved mishaps,
And, their applause to gain, recounts his claps.
Thus the victorious chiefs of ancient Rome,
To win the mob, a suppliant's form assume;
In pompous strain fight o'er the extinguish'd war,
And show where honour bled in every scar.
But though bare merit might in Rome appear
The strongest plea for favour, 'tis not here;
We form our judgment in another way;
And they will best succeed, who best can pay:
Those who would gain the votes of British tribes,
Must add to force of merit, force of bribes.
What can an actor give? In every age
Cash hath been rudely banish'd from the stage;
Monarchs themselves, to grief of every player,
Appear as often as their image there:
They can't, like candidate for other seat,
Pour seas of wine, and mountains raise of meat.
Wine! they could bribe you with the world as soon,
And of 'Roast Beef,' they only know the tune:
But what they have they give; could Clive do more,
Though for each million he had brought home four?
Shuter keeps open house at Southwark fair,
And hopes the friends of humour will be there;
In Smithfield, Yates prepares the rival treat
For those who laughter love, instead of meat;
Foote, at Old House,--for even Foote will be,
In self-conceit, an actor,--bribes with tea;
Which Wilkinson at second-hand receives,
And at the New, pours water on the leaves.
The town divided, each runs several ways,
As passion, humour, interest, party sways.
Things of no moment, colour of the hair,
Shape of a leg, complexion brown or fair,
A dress well chosen, or a patch misplaced,
Conciliate favour, or create distaste.
From galleries loud peals of laughter roll,
And thunder Shuter's praises; he's so droll.
Embox'd, the ladies must have something smart,

[...] Read more

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Maybe I'm crazy

I am not Emo
I’m not a Goth
I’m perfectly normal
But I know what it feels to be lost
Stuck in the crowd
Can’t hear a sound
Feels like I’m pushed back in the distance
Can’t come out
Do people see?
Do they believe?
Or am I just crazy from being lonely?


The words burst from my lips as I scream
But the people around me don’t seem to hear a thing
Am I invisible? Am I going crazy?
The world is acting like they don’t know about me
Am I forgotten? Am I just crazy?
Am I just lost? Am I just lonely?
Somebody hear me
Somebody save me

I check my phone, nobody calls
I can’t help, but feeling so forgot
I put on a show, nobody knows
Where did all the people I used to love, go?
I see a face, forgot its name
But they don’t seem to recognize me, anyway
All of my friends are with somebody else
And now I’m sitting here all by myself
(All by myself)

The words burst from my lips as I scream
(From my lips, as I scream)
But the people around me don’t seem to hear a thing
(But the people, don’t hear a thing)
Am I invisible? Am I going crazy?
(Am I invisible? Am I going crazy?)
The world is acting like they don’t know about me
(Acting like, don’t know about me)
Am I forgotten? Am I going crazy?
(Am I forgotten? Am I going crazy?)
Am I just lost? Am I just lonely?
(Am I just lost, maybe I’m lonely)
Somebody hear me
(Somebody near me)
Somebody save me
(Somebody save me)
Or am I just crazy?
Or am I just crazy?

[...] Read more

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John Dryden

The Hind And The Panther, A Poem In Three Parts : Part III.

Much malice, mingled with a little wit,
Perhaps may censure this mysterious writ;
Because the muse has peopled Caledon
With panthers, bears, and wolves, and beasts unknown,
As if we were not stocked with monsters of our own.
Let Æsop answer, who has set to view
Such kinds as Greece and Phrygia never knew;
And Mother Hubbard, in her homely dress,
Has sharply blamed a British lioness;
That queen, whose feast the factious rabble keep,
Exposed obscenely naked, and asleep.
Led by those great examples, may not I
The wonted organs of their words supply?
If men transact like brutes, 'tis equal then
For brutes to claim the privilege of men.
Others our Hind of folly will indite,
To entertain a dangerous guest by night.
Let those remember, that she cannot die,
Till rolling time is lost in round eternity;
Nor need she fear the Panther, though untamed,
Because the Lion's peace was now proclaimed;
The wary savage would not give offence,
To forfeit the protection of her prince;
But watched the time her vengeance to complete,
When all her furry sons in frequent senate met;
Meanwhile she quenched her fury at the flood,
And with a lenten salad cooled her blood.
Their commons, though but coarse, were nothing scant,
Nor did their minds an equal banquet want.
For now the Hind, whose noble nature strove
To express her plain simplicity of love,
Did all the honours of her house so well,
No sharp debates disturbed the friendly meal.
She turned the talk, avoiding that extreme,
To common dangers past, a sadly-pleasing theme;
Remembering every storm which tossed the state,
When both were objects of the public hate,
And dropt a tear betwixt for her own children's fate.
Nor failed she then a full review to make
Of what the Panther suffered for her sake;
Her lost esteem, her truth, her loyal care,
Her faith unshaken to an exiled heir,
Her strength to endure, her courage to defy,
Her choice of honourable infamy.
On these, prolixly thankful, she enlarged;
Then with acknowledgments herself she charged;
For friendship, of itself an holy tie,
Is made more sacred by adversity.
Now should they part, malicious tongues would say,
They met like chance companions on the way,

[...] Read more

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I Find It Hard To Believe

I find it hard to believe
I find it hard to believe
That Im embarassed at me
For being upset
Over acting so contemptuously (I find it hard to believe)
Acting so contemptuously (I find it hard to believe)
Acting so contemptuously (that Im embarassed at me)
Acting so contemptuously (that Im embarassed at me)
(for being upset over acting so contemptuously)
Acting so contemptuously (acting so contemptuously)
Acting so contemptuously (on me)
I find it hard to believe

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One Life. Let us live!

Average calorie consumption per day,
Just water, vegetable and carbohydrate,
Less than thousand calories, not to send,
Contestants for the world beauty pageant,
My countrymen as skeletal as bulimics,
Most of them mineral deficient and anemic,
Not muscular dystrophy, simply no muscle,
No breast reduction, underdeveloped glands,
The cleverest brains, fail to think and analyze,
Exported ones awake to compete always,
Insufficiency is the way of life and,
God given gift, the karma for past birth,
Who make us fools to suppress our desires,
Of having three descent meals and shelter,
Whenever look at the lesser privileged,
The last privileged feel not least privileged,
But feel better privileged and energized,
Continue the journey of karmic philosophy.

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The Apology

ADDRESSED TO THE CRITICAL REVIEWERS.

Tristitiam et Metus.--HORACE.

Laughs not the heart when giants, big with pride,
Assume the pompous port, the martial stride;
O'er arm Herculean heave the enormous shield,
Vast as a weaver's beam the javelin wield;
With the loud voice of thundering Jove defy,
And dare to single combat--what?--A fly!
And laugh we less when giant names, which shine
Establish'd, as it were, by right divine;
Critics, whom every captive art adores,
To whom glad Science pours forth all her stores;
Who high in letter'd reputation sit,
And hold, Astraea-like, the scales of wit,
With partial rage rush forth--oh! shame to tell!--
To crush a bard just bursting from the shell?
Great are his perils in this stormy time
Who rashly ventures on a sea of rhyme:
Around vast surges roll, winds envious blow,
And jealous rocks and quicksands lurk below:
Greatly his foes he dreads, but more his friends;
He hurts me most who lavishly commends.
Look through the world--in every other trade
The same employment's cause of kindness made,
At least appearance of good will creates,
And every fool puffs off the fool he hates:
Cobblers with cobblers smoke away the night,
And in the common cause e'en players unite;
Authors alone, with more than savage rage,
Unnatural war with brother authors wage.
The pride of Nature would as soon admit
Competitors in empire as in wit;
Onward they rush, at Fame's imperious call,
And, less than greatest, would not be at all.
Smit with the love of honour,--or the pence,--
O'errun with wit, and destitute of sense,
Should any novice in the rhyming trade
With lawless pen the realms of verse invade,
Forth from the court, where sceptred sages sit,
Abused with praise, and flatter'd into wit,
Where in lethargic majesty they reign,
And what they won by dulness, still maintain,
Legions of factious authors throng at once,
Fool beckons fool, and dunce awakens dunce.
To 'Hamilton's the ready lies repair--
Ne'er was lie made which was not welcome there--
Thence, on maturer judgment's anvil wrought,
The polish'd falsehood's into public brought.

[...] Read more

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Taxes On The Farmer Feeds Us All

(traditional, adapted by ry cooder)
(d) - (a) - (e)
(a) we worked through spring and winter, through (d) summer and through (a) fall
But the mortgage worked the hardest and the (e) steadiest of us all
It (a) worked on nights and sundays, it (d) worked each holiday
(e) settled down among us and it never went (a) away
The farmer comes to town with his wagon broken down
The farmer is the man who feeds us all
If you only look and see I know you will agree
That the farmer is the man who feeds us all
(a) the farmer is the man, the farmer is the man
He buys on his credit until (e) fall
Then they (a) take him by the hand
And they (d) lead him from his land
And the (e) merchant is the man who gets it (a) all
The farmer is the man, the farmer is the man
He lives on his credit until fall
With the interest rates so high
Its a wonder he dont die
But the taxes on the farmer feeds us all
Well, the banker says hes broke and the merchant stops and smoke
But they forget that its the farmer that feeds them all
It would put them to the test if the farmer took a rest
And theyd know that its the farmer that feeds them all
The farmer is the man, the farmer is the man
Lives on his credit until fall
Well, his pants are wearing thin
His condition, its a sin
cause the taxes on the farmer feeds us all

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Flavor Fed That Feeds Defeating

Gifts you were given are gone.
What did you do that was wrong.
Did you sit with your gifts to drift...
In a mind where they didn't stay long!

Gifts you were given are gone.
What did you do that was wrong.
Did you sit with your gifts to drift...
In a mind where they didn't stay long!

Your eyes are looking all around on the ground,
To find yourself with meaning...
And something you discover that fits.
But nothing that you pick seems of benefit!

Your eyes are looking all around to be found,
As someone to be lifted and praised.
And saved from stress you labor!
With a flavor of life you savor and crave.

Gifts you were given are gone.
What did you do that was wrong.
Did you sit with your gifts to drift...
In a mind where they didn't stay long!

Gifts you were given are gone.
And now just stress you labor.
Gifts you were given are gone.
And this is life you savor.

Gifts you were given are gone.
And now just stress you labor.
Gifts you were given are gone.
And this is life you savor.

A flavor fed that feeds defeating!

Gifts you were given are gone.
And now just stress you labor.
Gifts you were given are gone.
And this is life you savor.

A flavor fed that feeds defeating!

You don't want to miss a beating.
You don't want to miss a beating.
You don't want to miss a beating.

A flavor fed that feeds defeating!

[...] Read more

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William Cowper

The Task: Book III. -- The Garden

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

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

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

[...] Read more

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Acting As Your Slave

My hand asleep for hours
Waiting for the needles to begin
I have no control
They proceed to penetrate my skin
Acting as your slave I drink for amber waves
I never have embraced
Acting as your slave I drink an open grave
An epitaph defaced
Killing with compassion
She hasnt heard a word that I have said
Swallowing your passion
I can see a thousand miles ahead
Acting as your slave I drink for barricades
That I have often raised
Acting as your slave I numb my head and rave
Of epitaphs defaced
Acting as your slave I drink while she forgave
With trials left unfaced
Acting as your slave I stumble to her grave
An epitaph defaced

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It is the peculiarity of privilege and of every privileged position to kill the intellect and heart of man. The privileged man, whether he be privileged politically or economically, is a man depraved in intellect and heart.

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The Knife is stolen

To love your heart, anyone can do
But to live in it, only the fortunate can.
To pay attention, every one likes
But to get in return, only the gifted can.
To tell you one’s mind, each one get tempted
But only the privileged can dare, of whom
The one who is acknowledged by you is the most privileged.
I found that I am the most privileged.


Rubber grows six years to tap.
The relation took six years to ripe.
But my parting deserts the tapping.
24.06.2000, Palakkad

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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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The privilege

If you can thrill, its your own will,
I can't say whether it pleases me.
Yes, I'm privileged to this city up till,
but, this way ahead lil decreases me.

I'm restless for those things hidden,
that's discovered all aloof.
Wherever, which way, what city I'm in,
something happens a goof.
I feel sometimes brain, barren I till,
and being in the world this life teases me...
Yes, I'm privileged to this city up till,
but, this way ahead lil decreases me.

Bunch of years my life has lived,
risen I have from unknown streets.
Among the crowd why I'm timid,
when tides are hounding all fleets.
I wait for such a living skill,
that courage of death ceases me,
Yes, I'm privileged to this city up till,
but, this way ahead lil decreases me.

29/05/02

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Whats In It For Me

(billy burnette, bekka bramlett, annie roboff)
Thought we had a good thing baby
You pulled the wool over my eyes
Shouldve seen it coming baby
Now all I see is a cool love dying
Honey I dont want to hold you down
Why you gotta own the lock and the key
Oh tell me baby
Good things just dont come around
And you cant have them for free
No not me
Youve been a river of give
And an ocean of take
Darlin for heavens sake
Youve got me up and down and in between
Acting nice then being real mean
Hey
Well you hold me tight then you turn your back
Who could deal with that
You say you want to work it out, boy
Tell me whats in it for me
Youre living in your own world
You act like Im just passing through
Oh yeah
Dont you want to be happy
Dont you know how good I could be
Seems everybodys telling you something
That they know you just want to hear
Oh but you aint gonna hear it from me
Youve been a valley of love
And a mountain of need
Baby, its time you see
Youve got me up and down and in between
Acting nice then being real mean
Hey
Well you hold me tight then you turn your back
Who could deal with that
You say you want to work it out, boy
Tell me whats in it for me
Up and down and in between
Acting nice then being real mean
Well you hold me tight then you turn your back
Who could deal with that
You say you want to work it out boy
Tell me whats in it for me
Youve been a river of give and a mountain of take
Darlin for heavens sake
Youve got me up and down and in between
Acting nice then being real mean
Hey

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George Clooney

There is a strange pecking order among actors. Theater actors look down on film actors, who look down on TV actors. Thank God for reality shows, or we wouldn't have anybody to look down on.

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Adonais

I weep for Adonais -he is dead!
O, weep for Adonais! though our tears
Thaw not the frost which binds so dear a head!
And thou, sad Hour, selected from all years
To mourn our loss, rouse thy obscure compeers,
And teach them thine own sorrow, say: "With me
Died Adonais; till the Future dares
Forget the Past, his fate and fame shall be
An echo and a light unto eternity!"

Where wert thou, mighty Mother, when he lay,
When thy Son lay, pierced by the shaft which flies
In darkness? where was lorn Urania
When Adonais died? With veiled eyes,
Mid listening Echoes, in her Paradise
She sate, while one, with soft enamoured breath,
Rekindled all the fading melodies
With which, like flowers that mock the corse beneath,
He had adorned and hid the coming bulk of death.

O, weep for Adonais -he is dead!
Wake, melancholy Mother, wake and weep!
Yet wherefore? Quench within their burning bed
Thy fiery tears, and let thy loud heart keep
Like his, a mute and uncomplaining sleep;
For he is gone, where all things wise and fair
Descend; -oh, dream not that the amorous Deep
Will yet restore him to the vital air;
Death feeds on his mute voice, and laughs at our despair.

Most musical of mourners, weep again!
Lament anew, Urania! -He died,
Who was the Sire of an immortal strain,
Blind, old, and lonely, when his country's pride,
The priest, the slave, and the liberticide
Trampled and mocked with many a loathed rite
Of lust and blood; he went, unterrified,
Into the gulf of death; but his clear Sprite
Yet reigns o'er earth; the third among the sons of light.

Most musical of mourners, weep anew!
Not all to that bright station dared to climb;
And happier they their happiness who knew,
Whose tapers yet burn through that night of time
In which suns perished; others more sublime,
Struck by the envious wrath of man or god,
Have sunk, extinct in their refulgent prime;
And some yet live, treading the thorny road
Which leads, through toil and hate, to Fame's serene abode.

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The Hand That Feeds

Doctor, doctor, doctor
Please, doctor, doctor, please
Doctor, doctor, doctor
Feel like an old diseace
Get your sweet ass off the floor
Doctor, doctor, doctor
I cant refuse any loose harted lady anymore
I scream your name into the crowd
You feel the flame, but yo aint proud
Mabye your attitude aint right
So all thats left for me to do is bite
The hand that feeds me
Feeds me
Doctor, doctor, doctor
Doctor, doctor, please
All things you put me through
What the hell you want me to
Do all the things that uncle john needs
I aint the dog that bites the hand that feeds me
In the middle of, with a spittle of
Et tu like birds of a feather
When another day, love another way
Push, shove, make love, play
Never never, never ever
Never ever, never ever
Na, na...
Doctor, doctor, doctor
Please do a-what you can
Doctor, doctor, doctor
Would you please give my life a hand
All the things you put me trough
What the hell you want me to
Do all the things that uncle john needs
I aint the dog that bites the hand that feeds me, yeah
Doctor, doctor, doctor
Doctor, doctor, please
(repeat)

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With brutus in st. jo

Of all the opry-houses then obtaining in the West
The one which Milton Tootle owned was, by all odds, the best;
Milt, being rich, was much too proud to run the thing alone,
So he hired an "acting manager," a gruff old man named Krone--
A stern, commanding man with piercing eyes and flowing beard,
And his voice assumed a thunderous tone when Jack and I appeared;
He said that Julius Caesar had been billed a week or so,
And would have to have some armies by the time he reached St. Jo!

O happy days, when Tragedy still winged an upward flight,
When actors wore tin helmets and cambric robes at night!
O happy days, when sounded in the public's rapturous ears
The creak of pasteboard armor and the clash of wooden spears!
O happy times for Jack and me and that one other supe
That then and there did constitute the noblest Roman's troop!
With togas, battle axes, shields, we made a dazzling show,
When we were Roman soldiers with Brutus in St. Jo!

We wheeled and filed and double-quicked wherever Brutus led,
The folks applauding what we did as much as what he said;
'T was work, indeed; yet Jack and I were willing to allow
'T was easier following Brutus than following father's plough;
And at each burst of cheering, our valor would increase--
We tramped a thousand miles that night, at fifty cents apiece!
For love of Art--not lust for gold--consumed us years ago,
When we were Roman soldiers with Brutus in St. Jo!

To-day, while walking in the Square, Jack Langrish says to me:
"My friend, the drama nowadays ain't what it used to be!
These farces and these comedies--how feebly they compare
With that mantle of the tragic art which Forrest used to wear!
My soul is warped with bitterness to think that you and I--
Co-heirs to immortality in seasons long gone by--
Now draw a paltry stipend from a Boston comic show,
We, who were Roman soldiers with Brutus in St. Jo!"

And so we talked and so we mused upon the whims of Fate
That had degraded Tragedy from its old, supreme estate;
And duly, at the Morton bar, we stigmatized the age
As sinfully subversive of the interests of the Stage!
For Jack and I were actors in the halcyon, palmy days
Long, long before the Hoyt school of farce became the craze;
Yet, as I now recall it, it was twenty years ago
That we were Roman soldiers with Brutus in St. Jo!

We were by birth descended from a race of farmer kings
Who had done eternal battle with grasshoppers and things;
But the Kansas farms grew tedious--we pined for that delight
We read of in the Clipper in the barber's shop by night!
We would be actors--Jack and I--and so we stole away

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The great difference between screen acting and theatre acting is that screen acting is about reacting - 75% of the time, great screen actors are great reactors.

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