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Knowledge is gained in many schools.

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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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Self Is Grand Mother Of All!

Knowledge is mother of fear,
minion of mother,
Understands what is fear,
Knowledge of pain,
Knowledge of failure,
knowledge of action and reaction
and when grown up,
becomes minion of fears!

Soul in the growing body,
knowledge becomes mother of fear,
May be pain of a fall,
Or a bite of ants or wasps,
knowledge of things around us is mother of fear!

Knowledge of own capabilities and inabilities,
Knowledge of bondage and faults,
Old age and death,
knowledge of pain
strain,
failure or insult,
knowledge of fall is mother of all fears!

Body, mind and intelligence,
When glows with knowledge of world,
Every thought and action,
Orbits around unknown fear,
Spinning or rotating around axis of fear,
its cute pet name is carefullness!

Paradoxically,
Fear is mother of all Knowledge,
Fear of fall,
Makes one carefull on walk,
Fear of consequences,
Makes one to think right,
act right or walk straight,
Fear is mother of all Knowledge,
Takes one above the plane,
or takes one to man of knowledge,
Make one polite and flexible,
fear of death makes one to think of eternal,
Fear of law, may be law of land,
Law of divine or law of nature is mother of knowledge,
Everyone is comes with lesson,
Either to teach or to learn,
Every fear of consequences is mother of all Knowledge divine!

Fear of flaws of own,
or flaws in human laws is mother of all Knowledge!

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William Cowper

Tirocinium; or, a Review of Schools

It is not from his form, in which we trace
Strength join'd with beauty, dignity with grace,
That man, the master of this globe, derives
His right of empire over all that lives.
That form, indeed, the associate of a mind
Vast in its powers, ethereal in its kind,
That form, the labour of Almighty skill,
Framed for the service of a freeborn will,
Asserts precedence, and bespeaks control,
But borrows all its grandeur from the soul.
Hers is the state, the splendour, and the throne,
An intellectual kingdom, all her own.
For her the memory fills her ample page
With truths pour’d down from every distant age;
For her amasses an unbounded store,
The wisdom of great nations, now no more;
Though laden, not encumber’d with her spoil;
Laborious, yet unconscious of her toil;
When copiously supplied, then most enlarged;
Still to be fed, and not to be surcharged.
For her the Fancy, roving unconfined,
The present muse of every pensive mind,
Works magic wonders, adds a brighter hue
To Nature’s scenes than Nature ever knew.
At her command winds rise and waters roar,
Again she lays them slumbering on the shore;
With flower and fruit the wilderness supplies,
Or bids the rocks in ruder pomp arise.
For her the Judgment, umpire in the strife
That Grace and Nature have to wage through life,
Quick-sighted arbiter of good and ill,
Appointed sage preceptor to the Will,
Condemns, approves, and, with a faithful voice,
Guides the decision of a doubtful choice.
Why did the fiat of a God give birth
To yon fair Sun and his attendant Earth?
And, when descending he resigns the skies,
Why takes the gentler Moon her turn to rise,
Whom Ocean feels through all his countless waves,
And owns her power on every shore he laves?
Why do the seasons still enrich the year,
Fruitful and young as in their first career?
Spring hangs her infant blossoms on the trees,
Rock’d in the cradle of the western breeze:
Summer in haste the thriving charge receives
Beneath the shade of her expanded leaves,
Till Autumn’s fiercer heats and plenteous dews
Dye them at last in all their glowing hues.—
‘Twere wild profusion all, and bootless waste,
Power misemploy’d, munificence misplaced,

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Oscar Wilde

The Teacher Of Wisdom

From his childhood he had been as one filled with the perfect
knowledge of God, and even while he was yet but a lad many of the
saints, as well as certain holy women who dwelt in the free city of
his birth, had been stirred to much wonder by the grave wisdom of
his answers.

And when his parents had given him the robe and the ring of manhood
he kissed them, and left them and went out into the world, that he
might speak to the world about God. For there were at that time
many in the world who either knew not God at all, or had but an
incomplete knowledge of Him, or worshipped the false gods who dwell
in groves and have no care of their worshippers.

And he set his face to the sun and journeyed, walking without
sandals, as he had seen the saints walk, and carrying at his girdle
a leathern wallet and a little water-bottle of burnt clay.

And as he walked along the highway he was full of the joy that
comes from the perfect knowledge of God, and he sang praises unto
God without ceasing; and after a time he reached a strange land in
which there were many cities.

And he passed through eleven cities. And some of these cities were
in valleys, and others were by the banks of great rivers, and
others were set on hills. And in each city he found a disciple who
loved him and followed him, and a great multitude also of people
followed him from each city, and the knowledge of God spread in the
whole land, and many of the rulers were converted, and the priests
of the temples in which there were idols found that half of their
gain was gone, and when they beat upon their drums at noon none, or
but a few, came with peacocks and with offerings of flesh as had
been the custom of the land before his coming.

Yet the more the people followed him, and the greater the number of
his disciples, the greater became his sorrow. And he knew not why
his sorrow was so great. For he spake ever about God, and out of
the fulness of that perfect knowledge of God which God had Himself
given to him.

And one evening he passed out of the eleventh city, which was a
city of Armenia, and his disciples and a great crowd of people
followed after him; and he went up on to a mountain and sat down on
a rock that was on the mountain, and his disciples stood round him,
and the multitude knelt in the valley.

And he bowed his head on his hands and wept, and said to his Soul,
'Why is it that I am full of sorrow and fear, and that each of my
disciples is an enemy that walks in the noonday?' And his Soul
answered him and said, 'God filled thee with the perfect knowledge
of Himself, and thou hast given this knowledge away to others. The

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Sonnet: On Knowledge

Knowledge is one thing priceless, people want;
Knowledge is something gained by labor long;
Knowledge is infinite; master, you-can't;
Knowledge is changeable, much like a song.

Knowledge is deeper than the oceans deep;
Knowledge is larger than the Universe;
Knowledge is barely in life, just a peep;
Knowledge if badly used becomes God's curse.

Knowledge remains undiminished, tho' you- share;
Knowledge gives man, a civilised outlook;
Knowledge if improper, you ought to pare;
Knowledge is gained from Nature and by book.
Knowledge can make a man a wiser one;
Knowledge gives Wisdom in the longer run.

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John Milton

Paradise Lost: Book 09

No more of talk where God or Angel guest
With Man, as with his friend, familiar us'd,
To sit indulgent, and with him partake
Rural repast; permitting him the while
Venial discourse unblam'd. I now must change
Those notes to tragick; foul distrust, and breach
Disloyal on the part of Man, revolt,
And disobedience: on the part of Heaven
Now alienated, distance and distaste,
Anger and just rebuke, and judgement given,
That brought into this world a world of woe,
Sin and her shadow Death, and Misery
Death's harbinger: Sad talk!yet argument
Not less but more heroick than the wrath
Of stern Achilles on his foe pursued
Thrice fugitive about Troy wall; or rage
Of Turnus for Lavinia disespous'd;
Or Neptune's ire, or Juno's, that so long
Perplexed the Greek, and Cytherea's son:

If answerable style I can obtain
Of my celestial patroness, who deigns
Her nightly visitation unimplor'd,
And dictates to me slumbering; or inspires
Easy my unpremeditated verse:
Since first this subject for heroick song
Pleas'd me long choosing, and beginning late;
Not sedulous by nature to indite
Wars, hitherto the only argument
Heroick deem'd chief mastery to dissect
With long and tedious havock fabled knights
In battles feign'd; the better fortitude
Of patience and heroick martyrdom
Unsung; or to describe races and games,
Or tilting furniture, imblazon'd shields,
Impresses quaint, caparisons and steeds,
Bases and tinsel trappings, gorgeous knights
At joust and tournament; then marshall'd feast
Serv'd up in hall with sewers and seneshals;
The skill of artifice or office mean,
Not that which justly gives heroick name
To person, or to poem. Me, of these
Nor skill'd nor studious, higher argument
Remains; sufficient of itself to raise
That name, unless an age too late, or cold
Climate, or years, damp my intended wing
Depress'd; and much they may, if all be mine,
Not hers, who brings it nightly to my ear.
The sun was sunk, and after him the star
Of Hesperus, whose office is to bring

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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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The Negro Schools

Please be silent now, my country, while I fill the speaker's place;
While I point out some abuses that we constantly embrace,
Listen with your best attention to the words that I shall say,
How the Negro schools are managed, in this Commonwealth today.

All the officers are white men and together they conspire,
To undo the schools for Negroes, of such deeds they never tire;
Oft we find among the trustees men who cannot read a word,
But when speaking of the Negro, they are certain to be heard.

Education for the Negro they discourage, and they say,
'It will bring dissatisfaction to such people ev'ry day,
Make them crave for something higher, such as white men should enjoy,
Which will spoil the other Negroes that we have in our employ.'

Shorter terms are recommended many times as low as two
Are the months to Negroes given, in a year—now this is true,
Longer terms the whites are given in the same communities—
They conform to such a standard of the right with perfect ease.

Poorer pay to Negro teachers, driving good ones from the field,
Schools are let to lowest bidders to the same they're forced to yield,
Higher pay and better teachers for the white schools is the cry.
While encouragement is given Negro schools to starve and die.

Rural libraries established for the whites on ev'ry side,
But when application's made for Negro schools it is denied,
Thus they deal with education for the mass of Negro youth,
Posing still as great exponents and conservers of the truth.

From the sword of fierce Goliath we may all a lesson learn,
How while planning death to others on your head it may return,
In regard to schools for Negroes, cease their welfare to neglect,
For the same will come upon you in a way you least expect.

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Knowledge Is Power

In the morning watch,
Into the midst of learning;
In the evening tide,
Out of the muse that muses;
A knowledge from a pavement made to achieve success,
Like the tune of a beautiful song.
Say it again,
Write it again,
Sing it again,
Play it again,
Come to ACTION SECONDARY TECHNICAL SCHOOL;
A learning environment with love and care.
I do remember, i do remember! !
Like the watchful minutes to the hour when,
I have this loving muse to all who want to learn.

Look!
Over there is ACTION SECONDARY TECHNICAL SCHOOL;
A place where knowledge gained is power to you!
I remember,
Like the open window;
With 'deep-green unifrom' to the vegetation.
Now i know,
'Knowledge is power'!
A peaceful atmosphere of love and care to share with you.

To learn,
To know,
Of a muse like rain drops;
With teachers dedicated to serve you all.
Go, tell it on the moutains;
A candle light from MADINA ESTATE where,
Knowledge is power.
Listen oh heavens,
Hear oh earth,
ACTION SECONDARY TECHNICAL SCHOOL is around you;
A place where knowledge is acquired through learning.

Of the 'grey-trousers' to the world so sweet,
A candle light of hope;
Of the muse that leads to love,
Like a pleasant wit at hand;
A timely success iy all that you need in life.
This is wher love is found,
This is where people learn to gain,
With hopeful years at school;
I remember,
I remember!

'Grey-trousers like grey hairs;

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Knowledge Shall Increase

Learned people in the world gain more knowledge as each day goes by,
Unfortunately they never seem to acknowledge The Lord up in the sky.

Diplomas, certificates, and achievements are their present disguise,
But, The Lord up above will make foolishness the wisdom of the wise.

In the Bible the prophet Daniel stated that knowledge would increase,
However, in light of this increasing knowledge where is their peace.

Even in this world there's a peace to be found, this you can be sure,
But this peace is not of the world, but in the knowledge of The Lord.

The Lord also spoke of a famine that will spread throughout the land,
But his is not the normal famine of food that is known to common man.

It will be a spiritual famine, a worldwide famine of God's Holy Word,
Men's hearts will become harder, even some of those who have heard.

Soon all of the knowledge of the earth will be a thing of the past,
While only the knowledge of The Lord through all Eternity will last.

Man's wisdom and knowledge can be necessary down here on the earth,
But the knowledge for Heaven is higher and must include a New Birth.

This knowledge required for Eternity you will find in only one place,
It is found in God's Holy Bible, which we received through His Grace.

This knowledge is essential for everyone, when all is said and done,
For the only knowledge that will save you, is knowledge of The Son.

(Copyright © 06/2002)

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The Dialogue: Time tested knowledge -Globilization is the ladder

Time –Ladder

My words of inspiration
Will always begin by time
They say time is money
I am thinking of time sitting with my best friend
Then I came to recognize that time is friend who is caring
He is sharing me with his past experiences about life
Hear is the beginning:
My friend: Do you see that we are now failing to do the things in the way that our past forefathers were doing
Me: Yes but why
My friend: This is because we are failing to use the time in a more sunssict manner
Me: what do you mean?
My friend: Have you noticed how naughty the pupils are during the class.
Me: yes
My friend: That is because they tend to take all of things that are being said by the lectures fro granted.
Me: Why is that happening
My: That is not only because the students do not looked to attend the lectures, but that is because they think they will be able to catch up the notes either on the book or on the internet.
Me: Oh yes, But not all of us who are having the similar abilities to grasp exactly what the lectures are saying, doesn’t that cause others to fail.

My friend: That affect everybody.

Me: How

My friend: Do you know what? Time is very important. Most of students – tends to blame the lectures when they have failed. The University is another level of education. There is no one who will push as in the high schools. You need to go and search the information for them.
Me: Besides that my friend: Most of lectures have experience. They have devoted their times in doing their studies. Besides that, most of lectures are very old. For us as the students it is very difficult to develop knowledge about something we have never seen. Do you ever red Ferranti – the sociolology book part about Industrial Revolutions?

Me: Do you mean that Industries evolutes in Europe that any other world?

My friend: That is good but can you think of how the Industrial Revolution tests our time-knowledge?

Me: I think of the time when the animals were being domesticated. I red that book from Diamond Larry. Those animals were then used as transport for goods. Two or three Horse carriages followed on one another. But they may have seen how heavy the goods are. They developed the wheels so that the weight is reduced. That was fine. However the roads were built because of too much bumps on the lands. They have therefore conquered the knowledge of making the trains. Note that the trains mimic the movement of horse carriages. Thereafter, everything followed. That includes cars, aero planes and even telegrams. What we are talking about today is time-distance friction – which means that our world is totally shrinking. That is literally because it does not refer to the actual shrinking of world. It refers to the time that we are now using to travel from one place to another. So you can see that what ever that is happening is traced from the past experience.
My friend: Wow my friend you have killed it? (We shack the hands)

Me: So we cannot only talk about the lectures but we can make our new statement of change.

My friend: Yes my friend you are clever, because you see that this world is changing. It is also said that in our modern societies some societies are failing to change because they are still stick to the superstitions of the past. In terms of culture do you think how can we change culture in the way that will be time- tested?

Me: I like when you say time –tested knowledge. Do you know what? If we can just switch off the knowledge and hysterical notes of writings about anything, including math, science and even culture there is no point to disagree that we shall not have developed in the way that the modern world development is taking place. I don’t like your term change and I suggest that you will use transform in the future. As you have had of how the industrial development was developed and then transformed. We need to study the ways in which the things were being done in the past in other to be able to transfer our modern word in a very smoothest way.

My friend: those words are now clear. You make me remember something. During the case of the ANC president Jackop Zuma. Well you know the rape case and -

Me: Can guess what you want to say. You are talking about the groups of women’s protection, who claimed that the girl did not cry or screamed because she was extremely terrified.

My friend: Yes and the judge said “that is not acceptable. A lady might otherwise have raped dead. No matter how terrifying the thing is, when we see something that terrifies us we tend to scream or be in the state of death. The statement that the women’s protection is trying raise has therefore no interaction in the universe”

Me: The judges are professionally trained; they are the people who are saying things based on the laws that were invented by based on the past experience. It does happen that Law is changed.But again I do not like to use the word change I will prefer to use the word transform. The transformations of laws are usually caused by the transformations of the modern societies. We are highly globalized and we have no point to oppose that. So in other to make the smooth transformation of our laws we need to see what was it cause and aims and what makes it fail to fit with the modern societies.

My friend: Yes you are speaking like lawyer now.

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Pharsalia - Book IV: Caesar In Spain. War In The Adriatic Sea. Death Of Curio.

But in the distant regions of the earth
Fierce Caesar warring, though in fight he dealt
No baneful slaughter, hastened on the doom
To swift fulfillment. There on Magnus' side
Afranius and Petreius held command,
Who ruled alternate, and the rampart guard
Obeyed the standard of each chief in turn.
There with the Romans in the camp were joined
Asturians swift, and Vettons lightly armed,
And Celts who, exiled from their ancient home,
Had joined 'Iberus' to their former name.
Where the rich soil in gentle slope ascends
And forms a modest hill, Ilerda stands,
Founded in ancient days; beside her glides
Not least of western rivers, Sicoris
Of placid current, by a mighty arch
Of stone o'erspanned, which not the winter floods
Shall overwhelm. Upon a rock hard by
Was Magnus' camp; but Caesar's on a hill,
Rivalling the first; and in the midst a stream.
Here boundless plains are spread beyond the range
Of human vision; Cinga girds them in
With greedy waves; forbidden to contend
With tides of ocean; for that larger flood
Who names the land, Iberus, sweeps along
The lesser stream commingled with his own.

Guiltless of war, the first day saw the hosts
In long array confronted; standard rose
Opposing standard, numberless; yet none
Essayed attack, in shame of impious strife.
One day they gave their country and her laws.
But Caesar, when from heaven fell the night,
Drew round a hasty trench; his foremost rank
With close array concealing those who wrought.
Then with the morn he bids them seize the hill
Which parted from the camp Ilerda's walls,
And gave them safety. But in fear and shame
On rushed the foe and seized the vantage ground,
First in the onset. From the height they held
Their hopes of conquest; but to Caesar's men
Their hearts by courage stirred, and their good swords
Promised the victory. Burdened up the ridge
The soldier climbed, and from the opposing steep
But for his comrade's shield had fallen back;
None had the space to hurl the quivering lance
Upon the foeman: spear and pike made sure
The failing foothold, and the falchion's edge
Hewed out their upward path. But Caesar saw
Ruin impending, and he bade his horse

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Part IV

Occupied by the elm; and, as its shade
Has crept clock-hand-wise till it ticks at fern
Five inches further to the South,—the door
Opens abruptly, someone enters sharp,
The elder man returned to wait the youth—
Never observes the room's new occupant,
Throws hat on table, stoops quick, elbow-propped
Over the Album wide there, bends down brow
A cogitative minute, whistles shrill,
Then,—with a cheery-hopeless laugh-and-lose
Air of defiance to fate visibly
Casting the toils about him,—mouths once more
"Hail, calm acclivity, salubrious spot!"
Then clasps-to cover, sends book spinning off
T'other side table, looks up, starts erect
Full-face with her who,—roused from that abstruse
Question, "Will next tick tip the fern or no?",—
Fronts him as fully.

All her languor breaks,
Away withers at once the weariness
From the black-blooded brow, anger and hate
Convulse. Speech follows slowlier, but at last—

"You here! I felt, I knew it would befall!
Knew, by some subtle undivinable
Trick of the trickster, I should, silly-sooth,
Late of soon, somehow be allured to leave
Safe hiding and come take of him arrears,
My torment due on four years' respite! Time
To pluck the bird's healed breast of down o'er wound!
Have your success! Be satisfied this sole
Seeing you has undone all heaven could do
These four years, puts me back to you and hell!
What will next trick be, next success? No doubt
When I shall think to glide into the grave,
There will you wait disguised as beckoning Death,
And catch and capture me for evermore!
But, God, though I am nothing, be thou all!
Contest him for me! Strive, for he is strong!"

Already his surprise dies palely out
In laugh of acquiescing impotence.
He neither gasps nor hisses: calm and plain—

"I also felt and knew—but otherwise!
You out of hand and sight and care of me
These four years, whom I felt, knew, all the while ...
Oh, it's no superstition! It's a gift
O' the gamester that he snuffs the unseen powers

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Book Thirteenth [Imagination And Taste, How Impaired And Restored Concluded]

FROM Nature doth emotion come, and moods
Of calmness equally are Nature's gift:
This is her glory; these two attributes
Are sister horns that constitute her strength.
Hence Genius, born to thrive by interchange
Of peace and excitation, finds in her
His best and purest friend; from her receives
That energy by which he seeks the truth,
From her that happy stillness of the mind
Which fits him to receive it when unsought.

Such benefit the humblest intellects
Partake of, each in their degree; 'tis mine
To speak, what I myself have known and felt;
Smooth task! for words find easy way, inspired
By gratitude, and confidence in truth.
Long time in search of knowledge did I range
The field of human life, in heart and mind
Benighted; but, the dawn beginning now
To re-appear, 'twas proved that not in vain
I had been taught to reverence a Power
That is the visible quality and shape
And image of right reason; that matures
Her processes by steadfast laws; gives birth
To no impatient or fallacious hopes,
No heat of passion or excessive zeal,
No vain conceits; provokes to no quick turns
Of self-applauding intellect; but trains
To meekness, and exalts by humble faith;
Holds up before the mind intoxicate
With present objects, and the busy dance
Of things that pass away, a temperate show
Of objects that endure; and by this course
Disposes her, when over-fondly set
On throwing off incumbrances, to seek
In man, and in the frame of social life,
Whate'er there is desirable and good
Of kindred permanence, unchanged in form
And function, or, through strict vicissitude
Of life and death, revolving. Above all
Were re-established now those watchful thoughts
Which, seeing little worthy or sublime
In what the Historian's pen so much delights
To blazon--power and energy detached
From moral purpose--early tutored me
To look with feelings of fraternal love
Upon the unassuming things that hold
A silent station in this beauteous world.

Thus moderated, thus composed, I found

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Jonathan Swift

Cadenus And Vanessa

THE shepherds and the nymphs were seen
Pleading before the Cyprian Queen.
The counsel for the fair began
Accusing the false creature, man.
The brief with weighty crimes was charged,
On which the pleader much enlarged:
That Cupid now has lost his art,
Or blunts the point of every dart;
His altar now no longer smokes;
His mother's aid no youth invokes—
This tempts free-thinkers to refine,
And bring in doubt their powers divine,
Now love is dwindled to intrigue,
And marriage grown a money-league.
Which crimes aforesaid (with her leave)
Were (as he humbly did conceive)
Against our Sovereign Lady's peace,
Against the statutes in that case,
Against her dignity and crown:
Then prayed an answer and sat down.

The nymphs with scorn beheld their foes:
When the defendant's counsel rose,
And, what no lawyer ever lacked,
With impudence owned all the fact.
But, what the gentlest heart would vex,
Laid all the fault on t'other sex.
That modern love is no such thing
As what those ancient poets sing;
A fire celestial, chaste, refined,
Conceived and kindled in the mind,
Which having found an equal flame,
Unites, and both become the same,
In different breasts together burn,
Together both to ashes turn.
But women now feel no such fire,
And only know the gross desire;
Their passions move in lower spheres,
Where'er caprice or folly steers.
A dog, a parrot, or an ape,
Or some worse brute in human shape
Engross the fancies of the fair,
The few soft moments they can spare
From visits to receive and pay,
From scandal, politics, and play,
From fans, and flounces, and brocades,
From equipage and park-parades,
From all the thousand female toys,
From every trifle that employs
The out or inside of their heads

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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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The Knowledge

Insight to what's going on
Information keeps us strong
What you don't know can hurt you bad
Take it from me you'll be walkin around sad
Cryin for a better day
Until you educate for a better way
So if you wanna be in control
Ya gotta get yourself in the know

Get the knowledge
That you really want
The knowledge
Do you really want
It's the knowledge
What you really want
The knowledge
That you really want

Spreading vise don't believe the hype
You don't find the knowledge in a pipe
Too many lives go up in smoke
It's nice to laugh but don't be the joke
To get over get better
Try to be the possessor
Of the one thing we all need in life
To succeed take my advice

Get the knowledge
That you really want
The knowledge
Do you really want
It's the knowledge
What you really want
The knowledge
That you really want

Prejudice No!
Ignorance No!
Bigotry No!
Illiteracy No!

Listen it's up to everyone
If we're gonna change the way the world is run
The way to start is to rid the children of
Prejudice and ignorance
We've gotta teach our kids to read and write
That's the only way to win this fight for life
Education is the goal so
If you wanna be in the know
Get the knowledge

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Let Knowledge Drop

[2pac]
Let knowledge drop
Why should I be forced to play dumb?
I know where I came from so I'm going to claim some
But rocking to the top where the cream of the crop
Suckers calling the cops but they can come and get dropped
Stop think of the past the brothers that die for
Sucker to try for never to cry more
Tricks to hold his back but we'll see at the end
He's a fake not a friend
So he's thinking of when he can backstab grab or go your hole
Now I know the reason we must excel
Cause if we don't we'll end up in the cell
Move on be strong with unity
Cause that's the only way to build communities
Lies are told but yo lives must move on
And never stop open your mind to this rhyme and let it drop
[Chorus]
Drop that [3x]
Let knowledge drop
[Rock]
Yo I'm running so I refuse to stop
Get sweated by them sell out cops
And I wink cause I pin the opposition
I'm on a mission to preach and teach to reach
So listen up to the flavor I gave you now dropping it
We folks know ballers know no stopping it
Dropping knowledge like the ay bomb dilly as napalm
I got you scared all you got to do is stay calm
For the simple fact that I'm black and educated
Proud of who am I and you hated
So all I have tried for this many have die for this
You see it and you hear it and you loving it
Now you buying this always keep your head look to the mountain top
Aiyyo rock and let knowledge drop
[Chorus]
Drop that [3x]
Let knowledge drop
[2pac]
People rush when I hype this because you can write this
You constantly bite this
Thought that you could get me but you sweating me too close
Caught with the dope dose
Now suckers get toast wondering who you tossed
Cause you feeling the full force
Like what you hearing so your checking with the source
Tupac brother with the rhymes to rock on
Dizzy gets busy by putting beats to drop on
Amateurs get damaged if you try to attack me
Suckers get jealous cause the girls get at me

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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

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Bishop Blougram's Apology

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

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

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