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So the books have a greater appeal to a British audience, but that hasn't stopped them making best-seller lists in places like Brazil, Japan and at least a dozen other countries.

quote by Bernard Cornwell
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Through the eyes of a Field Coronet (Epic)

Introduction

In the kaki coloured tent in Umbilo he writes
his life’s story while women, children and babies are dying,
slowly but surely are obliterated, he see how his nation is suffering
while the events are notched into his mind.

Lying even heavier on him is the treason
of some other Afrikaners who for own gain
have delivered him, to imprisonment in this place of hatred
and thoughts go through him to write a book.

Prologue

The Afrikaner nation sprouted
from Dutchmen,
who fought decades without defeat
against the super power Spain

mixed with French Huguenots
who left their homes and belongings,
with the revocation of the Edict of Nantes.
Associate this then with the fact

that these people fought formidable
for seven generations
against every onslaught that they got
from savages en wild animals

becoming marksmen, riding
and taming wild horses
with one bullet per day
to hunt a wild antelope,

who migrated right across the country
over hills in mass protest
and then you have
the most formidable adversary
and then let them fight

in a natural wilderness
where the hunter,
the sniper and horseman excels
and any enemy is at a lost.

Let them then also be patriotic
into their souls,
believe in and read
out of the word of God

[...] Read more

poem by Gert Strydom
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The Queen of Jhansi

1st Stanza

The throne was shaken and tensions rose among the Raajvanshs, the royal heirs,
In aged India, new ideas were taking hold,
The people of all India lamented their lost freedom,
And decided to cast off British rule,
Old swords glittered anew as the freedom movement of 1857 started.
The Bandelas and Harbolas sang once again of the courage of the Queen of Jhansi,
How she fought like a man against the British intruders
So was the Queen of Jhansi.

2nd Stanza

She was as dear to the Nana (Nana Ghunghupant) of Kanpur as his real sister,
Laxmibai was her name, her parents only daughter
She'd been with Nana since her schoolgirl days
The spear, knife, sword, and axe were her constant companions.
She knew by heart the tales of valor of Shivaji
The Bandelas and Harbolas sang once again of the courage of the Queen of Jhansi,
How she fought like a man against the British intruders
So was the Queen of Jhansi.

3rd Stanza

None were sure, was she Laxmi or Durga devi or Devi durga reincarnate?
The people of Marathward were awed by her (expertise) skill with the sword,
They learned from her how to fight, the strategy of war,
To attack and humiliate the enemy were her favorite sports.
Her love for Maharashatra-kul-Devi was equaled only by her love for Bhavani.
The Bandelas and Harbolas sang once again of the courage of the Queen of Jhansi,
How she fought like a man against the British intruders,
8) So was the Queen of Jhansi.

4th Stanza

Laxmibai was married in Jhansi, with great jubilation
Entering the joyous city as Queen,
Grand celebrations were held in the palace in Jhansi, in honor of her coming.
Just as when Chitra met Arjun or Shiv had found his beloved Bhavani.
The Bandelas and Harbolas sang once again of the courage of the Queen of Jhansi,
How she fought like a man against the British intruders,
So was the Queen of Jhansi.

5th Stanza

Her presence was a blessing at the palace of Jhansi and candles of celebration burned long
But as days passed the dark clouds of misfortune overshadowed the royal palace.
She put aside her bangles and prepared for battle
For fate was unkind and made her a widow

[...] Read more

poem by Subhadra Kumari Chauhan
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Old Japan

In old Japan, by creek and bay,
The blue plum-blossoms blow,
Where birds with sea-blue plumage gay
Through sea-blue branches go:
Dragons are coiling down below
Like dragons on a fan;
And pig-tailed sailors lurching slow
Through streets of old Japan.

There, in the dim blue death of day
Where white tea roses grow,
Petals and scents are strewn astray
Till night be sweet enow;
Then lovers wander whispering low
As lovers only can,
Where rosy paper lanterns glow
Through streets of old Japan.

From Wonderland to Yea-or-Nay
The junks with painted prow
Dream on the purple water-way
Nor ever meet a foe;
Though still, with stiff mustachio
And crooked ataghan,
Their pirates guard with pomp and show
The ships of old Japan.

How far beyond the dawning day
The glories ebb and flow,
Where still the wonder-children play,
The witches mop and mow;
How far, how far, no chart may show,
The heart of mortal man,
The light, the splendour, and the glow
That once were old Japan!

That land is very far away
We lost it long ago!
In old Japan the grass is grey,
The trees are white with snow;
The sea-blue bird became a crow,
The lizards leapt and ran,
No dragon mourned that overthrow,
The dream of old Japan.

In old Japan, at windows grey,
Where scents of opium flow,
Strange smiling faces, white as clay,
Nod idly to and fro;
There life and death may come and go,

[...] Read more

poem by Alfred Noyes
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An Ode To A Saint Of Peace

An Ode to a Saint of Non-Violence – Mahatma Mohandas Karamchand Gandhi

He came from a non-descript Indian place
A village which would not have a place
In Her Majesty’s palace’ grace
What could this man for India raise?

When the Indian nation reeled
Under a foreign yoke
This frail man with iron will
Preached a master stroke

He visualized violence was no funnel
To get to the end of the tunnel
That the spring of freedom would gurgle
For the Indian freedom struggle

It is not arms and blood
Or revenge, violence or death
That will get India freedom
From the British kingdom

They can take away our right
They can make their sticks bite
They can take us to gaol
But they cannot take away our soul!

Protests with no violence
Will shake their conscience
It is the only way
For the British to loose its sway

Despite British scorn
And ire of critics
He made every Indian “re-born”
And friends of skeptics

Respect for all and love for mankind
He preached & practiced
He made every Indian aware
And the British beware

When the British enacted suppressive laws
This soul bonded us with his non-violent straw
His simplicity and truthfulness held all in awe
He gave us belief, pride and strength not to thaw

In 1930 Gandhi gave a key freedom call
Civil disobedience was the mantra for all
Salt Tax was the symbol of oppression

[...] Read more

poem by Arvind Chandak
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M'Fingal - Canto IV

Now Night came down, and rose full soon
That patroness of rogues, the Moon;
Beneath whose kind protecting ray,
Wolves, brute and human, prowl for prey.
The honest world all snored in chorus,
While owls and ghosts and thieves and Tories,
Whom erst the mid-day sun had awed,
Crept from their lurking holes abroad.

On cautious hinges, slow and stiller,
Wide oped the great M'Fingal's cellar,
Where safe from prying eyes, in cluster,
The Tory Pandemonium muster.
Their chiefs all sitting round descried are,
On kegs of ale and seats of cider;
When first M'Fingal, dimly seen,
Rose solemn from the turnip-bin.
Nor yet his form had wholly lost
Th' original brightness it could boast,
Nor less appear'd than Justice Quorum,
In feather'd majesty before 'em.
Adown his tar-streak'd visage, clear
Fell glistening fast th' indignant tear,
And thus his voice, in mournful wise,
Pursued the prologue of his sighs.

"Brethren and friends, the glorious band
Of loyalty in rebel land!
It was not thus you've seen me sitting,
Return'd in triumph from town-meeting;
When blust'ring Whigs were put to stand,
And votes obey'd my guiding hand,
And new commissions pleased my eyes;
Blest days, but ah, no more to rise!
Alas, against my better light,
And optics sure of second-sight,
My stubborn soul, in error strong,
Had faith in Hutchinson too long.
See what brave trophies still we bring
From all our battles for the king;
And yet these plagues, now past before us,
Are but our entering wedge of sorrows!

"I see, in glooms tempestuous, stand
The cloud impending o'er the land;
That cloud, which still beyond their hopes
Serves all our orators with tropes;

[...] Read more

poem by John Trumbull
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The Battle of Waterloo

'Twas in the year 1815, and on the 18th day of June,
That British cannon, against the French army, loudly did boom,
Upon the ever memorable bloody field of Waterloo;
Which Napoleon remembered while in St. Helena, and bitterly did rue.
The morning of the 18th was gloomy and cheerless to behold,
But the British soon recovered from the severe cold
That they had endured the previous rainy night;
And each man prepared to burnish his arms for the coming fight.

Then the morning passed in mutual arrangements for battle,
And the French guns, at half-past eleven, loudly did rattle;
And immediately the order for attack was given,
Then the bullets flew like lightning till the Heaven's seemed riven.

The place from which Bonaparte viewed the bloody field
Was the farmhouse of La Belle Alliance, which some protection did yield;
And there he remained for the most part of the day,
Pacing to and fro with his hands behind him in doubtful dismay.

The Duke of Wellington stood upon a bridge behind La Haye,
And viewed the British army in all their grand array,
And where danger threatened most the noble Duke was found
In the midst of shot and shell on every side around.

Hougemont was the key of the Duke of Wellington's position,
A spot that was naturally very strong, and a great acqusition
To the Duke and his staff during the day,
Which the Coldstream Guards held to the last, without dismay.

The French 2nd Corps were principally directed during the day
To carry Hougemont farmhouse without delay;
So the farmhouse in quick succession they did attack,
But the British guns on the heights above soon drove them back.

But still the heavy shot and shells ploughed through the walls;
Yet the brave Guards resolved to hold the place no matter what befalls;
And they fought manfully to the last, with courage unshaken,
Until the tower of Hougemont was in a blaze but still it remained untaken.

By these desperate attacks Napoleon lost ten thousand men,
And left them weltering in their gore like sheep in a pen;
And the British lost one thousand men-- which wasn't very great,
Because the great Napoleon met with a crushing defeat.

The advance of Napoleon on the right was really very fine,
Which was followed by a general onset upon the British line,
In which three hundred pieces of artillery opened their cannonade;
But the British artillery played upon them, and great courage displayed.

For ten long hours it was a continued succession of attacks;

[...] Read more

poem by William Topaz McGonagall
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The Capture of Havana

'Twas in the year 1762 that France and Spain
Resolved, allied together, to crush Britain;
But the British Army sailed from England in May,
And arrived off Havana without any delay.

And the British Army resolved to operate on land,
And the appearance of the British troops were really grand;
And by the Earl of Albemarle the British troops were commanded,
All eager for to fight as soon as they were landed.

Arduous and trying was the work the British had to do,
Yet with a hearty goodwill they to it flew;
While the tropical sun on them blazed down,
But the poor soldiers wrought hard and didn't frown.

The bombardment was opened on the 30th of June,
And from the British battleships a fierce cannonade did boom;
And continued from six in the morning till two o'clock in the afternoon,
And with grief the French and Spaniards sullenly did gloom.

And by the 26th of July the guns of Fort Moro were destroyed,
And the French and Spaniards were greatly annoyed;
Because the British troops entered the Fort without dismay,
And drove them from it at the bayonet charge without delay.

But for the safety of the city the Governor organised a night attack,
Thinking to repulse the British and drive them back;
And with fifteen hundred militia he did the British attack,
But the British trench guards soon drove them back.

Then the Spandiards were charged and driven down the hill,
At the point of the bayonet sore against their will;
And they rushed to their boats, the only refuge they could find,
Leaving a trail of dead and wounded behind.

Then Lieutenant Forbes, at the head of his men,
Swept round the ramparts driving all before them;
And with levelled bayonets they drove them to and fro,
Then the British flag was hoisted over the bastions of Moro.

Then the Governor of the castle fell fighting sword in hand,
While rallying his men around the flagstaff the scene was grand;
And the Spaniards fought hard to save their ships of war,
But the British destroyed their ships and scattered them afar.

And every man in the Moro Fort was bayonet or shot,
Which in Spanish history will never be forgot;
And on the 10th of August Lord Albemarle sent a flag of truce,
And summoned the Governor to surrender, but he seemed to refuse.

[...] Read more

poem by William Topaz McGonagall
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Tom Zart's 52 Best Of The Rest America At War Poems

SONS AND DAUGHTERS OF WORLD WAR III

The White House
Washington
Tom Zart's Poems

March 16,2007
Ms. Lillian Cauldwell
President and Chief Executive Officer
Passionate Internet Voices Radio
Ann Arbor Michigan

Dear Lillian:
Number 41 passed on the CDs from Tom Zart. Thank you for thinking of me. I am thankful for your efforts to honor our brave military personnel and their families. America owes these courageous men and women a debt of gratitude, and I am honored to be the commander in chief of the greatest force for freedom in the history of the world.
Best Wishes.

Sincerely,

George W. Bush

SONS AND DAUGHTERS OF WORLD WAR III

Our sons and daughters serve in harm's way
To defend our way of life.
Some are students, some grandparents
Many a husband or wife.

They face great odds without complaint
Gambling life and limb for little pay.
So far away from all they love
Fight our soldiers for whom we pray.

The plotters and planners of America's doom
Pledge to murder and maim all they can.
From early childhood they are taught
To kill is to become a man.

They exploit their young as weapons of choice
Teaching in heaven, virgins will await.
Destroying lives along with their own
To learn of their falsehoods too late.

The fearful cry we must submit
And find a way to soothe them.
Where defenders worry if we stand down
The future for America is grim.

[...] Read more

poem by Tom Zart
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Lancelot And Elaine

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

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

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

[...] Read more

poem by Alfred Lord Tennyson
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First Book

OF writing many books there is no end;
And I who have written much in prose and verse
For others' uses, will write now for mine,–
Will write my story for my better self,
As when you paint your portrait for a friend,
Who keeps it in a drawer and looks at it
Long after he has ceased to love you, just
To hold together what he was and is.

I, writing thus, am still what men call young;
I have not so far left the coasts of life
To travel inland, that I cannot hear
That murmur of the outer Infinite
Which unweaned babies smile at in their sleep
When wondered at for smiling; not so far,
But still I catch my mother at her post
Beside the nursery-door, with finger up,
'Hush, hush–here's too much noise!' while her sweet eyes
Leap forward, taking part against her word
In the child's riot. Still I sit and feel
My father's slow hand, when she had left us both,
Stroke out my childish curls across his knee;
And hear Assunta's daily jest (she knew
He liked it better than a better jest)
Inquire how many golden scudi went
To make such ringlets. O my father's hand,
Stroke the poor hair down, stroke it heavily,–
Draw, press the child's head closer to thy knee!
I'm still too young, too young to sit alone.

I write. My mother was a Florentine,
Whose rare blue eyes were shut from seeing me
When scarcely I was four years old; my life,
A poor spark snatched up from a failing lamp
Which went out therefore. She was weak and frail;
She could not bear the joy of giving life–
The mother's rapture slew her. If her kiss
Had left a longer weight upon my lips,
It might have steadied the uneasy breath,
And reconciled and fraternised my soul
With the new order. As it was, indeed,
I felt a mother-want about the world,
And still went seeking, like a bleating lamb
Left out at night, in shutting up the fold,–
As restless as a nest-deserted bird
Grown chill through something being away, though what
It knows not. I, Aurora Leigh, was born
To make my father sadder, and myself
Not overjoyous, truly. Women know
The way to rear up children, (to be just,)

[...] Read more

poem by Elizabeth Barrett Browning from Aurora Leigh (1856)
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The battle of Isandhlwana

Shaded by a wild fig tree
where the Tugela river enters the ocean
representatives of British queen Victoria
demanded that the Zulus give up
their independence.

The Zulu king Cetshwayo
would never again send his impi
into battle against the Boer farmers,
but the British his impi would spear
and bash to death
and he ordered
his general Nishingwayo KaMahole Khoza
to halt the British invaders.

The Zulu commander remembered the battle
at Blood River well
where four hundred and seventy
Boer farmers fought
from behind their wagons
which they had drawn against each other
to form a almost impenetrable laagered fort
where only three Boer farmers were injured,
using flint lock rifles
three thousand of his warriors were killed,
and thousands more injured

and he knew that the Zulu faced there
an enemy trained through several generations
waging war against fierce men and cruel beasts
in harsh circumstances
making them marksmen and exceptional horsemen
believing in a almighty God
with whom they made a covenant
while asking for His help
and some warriors reported
spirits aiding the Boer fighters there,
but maybe that was as superstitions go.

These British soldiers
wore red and white costumes
as if going to a festival,
didn’t look rugged at all
and even under the fig tree
they were red from sunburn
and although they probably
prayed to the same god
as the Boer farmers
his translators told him
that they didn’t look so devoted

[...] Read more

poem by Gert Strydom
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Revel In The Joy Of Books

Revel in the Joy of books

Revel in the joy of books
On the joy of get hooked
It’s an addiction that’s boredom proof
Indulge, it’s fun to revel in the joy of books

Take up a book and get hooked
Nothing’s wrong with getting hooked on the joy of books
Don’t’ be a fool change your outlook take up a book
Look into the joy of books

Revel in the joy of books
In monotony don’t remain stuck take a journey with a book
Find adventure and excitement in the joy of books
A book will certainly change your gloomy outlook

Take up a boot and leisurely get hooked
Books are enlightening just try reading
Free your imagination with a book allow it to roam freely
Shucks get with the program revel in the joy of books

Books they are boredom proof just revel in the joy of books.

Anthony S.Phillander©280112

Revel in the Joy of books

Revel in the joy of books
On the joy of get hooked
It’s an addiction that’s boredom proof
Indulge, it’s fun to revel in the joy of books

Take up a book and get hooked
Nothing’s wrong with getting hooked on the joy of books
Don’t’ be a fool change your outlook take up a book
Look into the joy of books

Revel in the joy of books
In monotony don’t remain stuck take a journey with a book
Find adventure and excitement in the joy of books
A book will certainly change your gloomy outlook

Take up a boot and leisurely get hooked

[...] Read more

poem by Anthony Shurland Phillander
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Nuclear Is Safe? No They Lied To You

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

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

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

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

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

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

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

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

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

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

[...] Read more

poem by Terence George Craddock
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Sex Appeal

(r palmer)
Of all the girls in all the world
You got my number
Out the blue you created this obsessive desire
You steal my thunder
I cant resist your sex appeal
Youre kisses make me dizzy
The things you do you know they drive me out of my mind
I cant resist your sex appeal
You take it to the limit
Imagination running till
Its out of sight
You haunt my dreams
You make me fantasise
All of your moves, Ive got them memorised
Under your spell youve got me hypnotised
My body aches to make you satisfied
I cant resist your sex appeal
I lose my inhibitions
The way you move you make me feel
Completely wild
I cant resist your sex appeal
I knw you will deliver
You kiss my wildest dreams
Then take me out
When we make make love
Our bodies synchronise
We find the grooves and then we improvise
We lose ourselves within each others eyes
I long for you to share my appetites
I cant resist your sex appeal
Youre kisses make me dizzy
Imagination running till its out of sight
You take me right out of this world
Closer to heaven
How did you know how to capture all my secret desires
Now and forever
I cant believe
The way you tantalise
I love the way you take me by surprise
You turn me on
Its you I idolise
My body years to keep ypu satisfied
I cant resist your sex appeal
I lose my inhibitions
The way you move you make me feel
Completely wild
I cant resist your sex appeal
I know you will deliver
You kiss my wildest dreams then take me out

[...] Read more

song performed by Robert Palmer
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A British PHILIPPIC

Occasion'd by the Insults of the
Spaniards
, and the present Preparations for War, 1738.

Whence this unwonted Transport in my Breast?
Why glow my Thoughts, and whither would the Muse
Aspire with rapid Wing? Her Country's Cause
Demands her Efforts; at that sacred Call
She summons all her Ardor, throws aside
The trembling Lyre, and with the Warrior Trump
She means to thunder in each
British
Ear.
And if one Spark of Courage, Sense of Fame,
Disdain of Insult, Dread of Infamy,
One Thought of public Virtue yet survive,
She means to wake it, rouze the gen'rous Flame,
With Patriot Zeal inspirit ev'ry Breast,
And fire each
British
Heart with
British
Wrongs.

Alas the vain Attempt! what Influence now
Can the Muse boast? Or what Attention now
Is paid to Fame and Virtue? Where is now
The
British
Spirit, generous, warm and brave,
So frequent known from Tyranny and Woe
To free the suppliant Nations? Where, indeed!
If that Protection, once to Strangers giv'n,
Be now withheld from Sons? Each kindling Thought
That warm'd our Sires, is lost,
In Luxury and Av'rice.—Baneful Vice!
How it unmans a Nation! Yet I'll try,
I'll aim to shake this vile degen'rate Sloth;
I'll dare to rouze
Britannia's
dreaming Sons
To Fame, to Virtue, and impart around
A generous Feeling of compatriot Woes.

Come then the various Pow'rs of forceful Speech!
All that can charm, awaken, fire, transport;
Come the bold Ardor of the
Theban
Bard!

[...] Read more

poem by Mark Akenside
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Palamon And Arcite; Or, The Knight's Tale. From Chaucer. In Three Books. Book III.

The day approached when Fortune should decide
The important enterprise, and give the bride;
For now the rivals round the world had sought,
And each his number, well appointed, brought.
The nations far and near contend in choice,
And send the flower of war by public voice;
That after or before were never known
Such chiefs, as each an army seemed alone:
Beside the champions, all of high degree,
Who knighthood loved, and deeds of chivalry,
Thronged to the lists, and envied to behold
The names of others, not their own, enrolled.
Nor seems it strange; for every noble knight
Who loves the fair, and is endued with might,
In such a quarrel would be proud to fight.
There breathes not scarce a man on British ground
(An isle for love and arms of old renowned)
But would have sold his life to purchase fame,
To Palamon or Arcite sent his name;
And had the land selected of the best,
Half had come hence, and let the world provide the rest.
A hundred knights with Palamon there came,
Approved in fight, and men of mighty name;
Their arms were several, as their nations were,
But furnished all alike with sword and spear.

Some wore coat armour, imitating scale,
And next their skins were stubborn shirts of mail;
Some wore a breastplate and a light juppon,
Their horses clothed with rich caparison;
Some for defence would leathern bucklers use
Of folded hides, and others shields of Pruce.
One hung a pole-axe at his saddle-bow,
And one a heavy mace to stun the foe;
One for his legs and knees provided well,
With jambeux armed, and double plates of steel;
This on his helmet wore a lady's glove,
And that a sleeve embroidered by his love.

With Palamon above the rest in place,
Lycurgus came, the surly king of Thrace;
Black was his beard, and manly was his face
The balls of his broad eyes rolled in his head,
And glared betwixt a yellow and a red;
He looked a lion with a gloomy stare,
And o'er his eyebrows hung his matted hair;
Big-boned and large of limbs, with sinews strong,
Broad-shouldered, and his arms were round and long.
Four milk-white bulls (the Thracian use of old)
Were yoked to draw his car of burnished gold.

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poem by John Dryden
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The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

There are so many different tools that have been thought relevant in people’s developmental projects both at individual and societal levels. Education is one of such practical tools. Importantly to note, there are also various meanings that denote the broad term ‘education’. In this essay, however, we are mainly interested in defining formal education since our discussion will dwell much on it. According to Nwomonoh (1998) , formal education is the process of gaining knowledge, attitudes, information and skills during the course of life especially at school.

Though education is said to be so instrumental in human development but also in the revamping of world economies, it is very unfortunate that education systems, world wide, are being held to ransom all because of poverty at both governmental and household levels. According to Thibault (2009) , poverty means the shortage of common things such as food, clothing, shelter and safe drinking water, all of which determine our quality of life. It may also include lack of access to opportunities like education and employment which aid the escape of poverty.

Problems in our society are interconnected in one way or the other, just like poverty and personal family problems affect a student’s capability to learn. Improving education entails improving the living conditions of students. Having in mind that education is basically responsible for the development of many countries including Malawi, as the back ground suggests, we cannot afford to bypass such a vital element without a mention. Considering also the fact that poverty is one of the forces that come in the way; blocking the success of education, we feel it rational to look at how the two realities, education and poverty, affect each other both positively and negatively. That is also why we are convinced that this topic is worth studying. Our awareness of this source, poverty, and its impact on education will enable us devise some proper measures of intervention with the hope of minimizing the negative impact of poverty on education. This point, in short, explains the purpose of our investigation and why we are so passionate in getting into this research. During the whole discussion we are being guided by two questions thus, ‘does poverty really affect education? And if it does, what points do we have on the positive and negative impacts of poverty on education? ’

METHODOLOGY

The study was basically qualitative in approach because of the nature of the issue that was being addressed. This was the case because the issue of how poverty affects education, both positively and negatively is particularly very difficult to predict the conclusions without penetrating into the core of the issue. For instance, one may unreasonably rush into concluding that poverty affects education negatively only and we cannot even dare to speak of poverty affecting education positively. The study was conducted in three schools namely; Mulunguzi, Masongola and Chirunga Private Secondary schools in Zomba district between 24th April and 3rd May. In this research we used both government and private funded schools to have a more balanced result on how poverty affects formal education in these different institutions. The information required for the study was collected through group interviews of form three students and individual interviews with teachers using semi-structured interview schedules. We opted to use these interviews in the first place because we felt books are more theoretical whereas a field research is practical and it involves real life experiences. Nevertheless, we still used desk research as a supplementary source of information and for clarity in some areas.

RESULTS

Positive impacts of poverty on education
To begin with, poverty encourages one to get educated and of course work hard in class. This is because the problems faced due to poverty are very serious and therefore students who are from poverty stricken families strive to end the problems and one of the best solutions is through education. That is to say, if a person, for instance, due to poverty, is taking just a meal in a day instead of three meals, and again if he/she is sometimes sleeping on an empty stomach, he/she will resort to education bearing in mind that if he/she gets educated they will secure formal employment and eventually be able to make ends meet for themselves as well as fending for their families.

Not only does poverty encourage one to get educated, but also it helped in the introduction of free primary education. In Malawi, for instance, when Bakili Muluzi became president, he introduced free primary education and he had eliminated the requirements for school uniform forthwith (Kadzamira & Rose,2001) . This had increased the access to education dramatically as those pupils who were coming from less privileged families were also given access to this free primary education. It should also be noted that the free primary education system was not only implemented to fulfill an electoral pledge but also bearing in mind that some families were not able to send their children to school due to poverty. Free primary education was there to deal with illiteracy by reducing families’ direct costs of education. Again due to the influx in the number of pupils in primary schools; there was a lack of teachers. Sonani (2002) , testifies that the Ministry of Education re-employed all retired teachers below the age of 65. This also meant that the once retired teachers got back to their source of income which helped them support their families as well as hauling the economy of the country. The implementation of free primary education system in Malawi forced the government to provide infrastructures so as to accommodate the large number of pupils in these schools. Simply put, poverty had led to the introduction of free primary education which means that more children are going to school, and again more teachers are being trained and getting employed and finally the construction of school blocks culminating into infrastructural development, all these branching from poverty.

We may also look at poverty from a positive angle bearing in mind that when a country is poor more funds and donations come into it. These funds and donations are also given to the education sector to build new infrastructures and in the maintenance of already existing ones in the sector. These privileged countries also provide learning materials to schools that are poor as a result students in these less privileged schools perform well in accordance with the amount and quality of the learning materials that they have been provided with. For instance, a United States based non governmental organization known as “Water for People” handed over 44 water toilets they built to Chimwankhunda primary school. The school toilet facilities had been vandalized 11 years ago but because of poverty the school could not renovate them (Gausi,2007) .

In addition, these funds and donations help more people to get educated. This is so because people can use funds as school fees, pocket money and buy stationery. The donations may include library books, chairs and writing materials. These can make a conducive environment for one to learn since there will be enough facilities at the school. For instance, with funding from the “United States Agency for International Development” (USAID) ,3,300 needy Malawian primary school girls are being funded. They are being provided with food, clothing, school supplies and hygienic products like soap and body lotion (Muhaliwa,2005) . Likewise,500 pupils at Katoto primary school in Mzuzu no longer sit on the floors during lessons courtesy of Southern Bottlers Limited and Lions Club of Limbe. Before these funds and donations, pupils used to sit on the floor due to scarcity of desks. These donations improved the pupils’ school attendance in such a way that pupils have started going to school regularly.

In the same line, a needy student can be given a scholarship to go further with his/her education. In this case the scholarship is given to the person just because he/she cannot manage to pay school fees on her own. This in turn benefits the needy person and the community at large. In this situation poverty has assisted in the development of education in an area by beckoning funds and donations from rich countries and organisations.

Further more; in most cases poverty facilitates one’s ambitions to attain formal education. It becomes easier for a poor child to put much of his concentration on education as compared to a rich child. This is because a poverty stricken student will have less destructive materials for entertainment. He/she will also have less or no money to indulge him/herself in activities that require spending a lot of money for instance, drinking beer. Sometimes even if the child can find money he/she can buy basic needs and not just spending it anyhow. Contrast to this a rich child may obtain things like ipods, mp3s, games for entertainment. These things in most cases destruct the concentration of students in their studies. As a result, one’s class performance is negatively affected since most of his/her time is being spent on entertainment.

Negative impacts of poverty on education

Just as a coin has got two sides, a head and a tail, poverty also, apart from having positive impacts on education, it does have negative impacts on the same. We have talked much about the positive face of poverty on education. We shall surely do ourselves injustice if we do not look at the negative part. In spite of the fact that poverty has an impact on education that is worth complimenting, we cannot afford in this discussion to overlook the point that so many students have been forced to leave the corridors of learning institutions due to the same poverty. One of the reasons that force some students leave the learning institutions prematurely is pregnancy, which in most cases, come because of poverty. It is almost common knowledge that a good number of students who come from poor families wish they could be sailing in the same boat with those who come from well to do families as far as luxurious life is concerned. The poor students constantly feel that there is something missing at the core psychologically. With this feeling in their minds, they tend to regard themselves as incomplete and not accepted socially. Consequently, they envy the rich students and squarely want to posses the things that are associated with the rich students. Very unfortunate that the poor students’ parents cannot afford to fulfill their children’s desires like what the rich parents would provide. Because the pull towards recognition is too strong for the poor students to resist, they end up in indulging themselves into prostitution in their search for money. Pity indeed that instead of recreating, as anticipated, their promiscuous behavior sees most of them getting pregnant and for some very unfortunate ones get even HIV and other STIs. From this discussion, commonsense convinces us that this school dropp out due to pregnancy is one of the negative impacts of poverty on education.

Adding more flesh to this discussion, we can also appreciate that hunger has been so instrumental in bringing down the standards of education world wide, in general, and Malawi, in particular. Frankly speaking, there are very few students if not none, who concentrate on their studies on empty stomachs. Food is one of the basic needs that every person is obliged to have if he/she is to survive. It is not surprising, therefore, to see some students performing miserably in class simply because they have not taken enough food or they have taken none altogether. The question of hunger finds its way into the education system because the government has failed to provide adequate food in most of its boarding schools. This is poverty at governmental level. There are also some students who are not boarders but still endure the hostile reality of hunger right in their homes. This is due to poverty at household level. It is sad that poverty, both at governmental and household level, has helped in engineering the deteriorating of education standards in Malawi.

Bearing in mind that it is only the eagle that can tell us the real whisper of a cloud, we visited Masongola Secondary school with the hope of getting first hand information from the students and their teachers since they are the ones who mostly benefit or get destructed by poverty. The Masongola secondary school students and their teacher, Mr. Enock Abraham, testified to us during an interview that government’s inability to provide extra food, apart from the usual beans that the institution offers, has seen many students developing ulcers. It would sound bizarre to reason that one can attend classes whilst he/she is on a hospital bed battling with ulcers. The Masongola students further testified that most poor students who have ulcers just bow down out of the race of learning because they cannot afford to buy extra food whenever the institution is serving the students beans.

This pitiful development goes beyond the boundaries of Masongola secondary school. Mulunguzi secondary school as Mr……the head teacher at the institution testifies, has not been spared from the scourge of school dropp outs simply because the school has not been able to provide extra or adequate food to students who cannot take what their friends take on health grounds. Needless to say this leaves the education standards in Malawi vacillating. It is a pity that though we have wrestled with this question of poverty a dozen times, we have not been successful in the battle. At one point in time, the government attempted to minimize the chances of school dropout in primary schools through its provision of porridge to pupils in the junior section. This attempt was in itself a good gesture but the government has failed to implement the initiative further in other schools that up to now have not benefited from the program.

It may not sound an exaggeration if we may say poverty has also forced a good number of students to give up their hopes of getting educated simply because they find it so difficult traveling to and from their respective schools. Lack of transport means, in short, has pushed them well towards the blink of despair as far as attaining formal education is concerned. This point speaks for itself how poverty can sometimes work on the education’s disadvantage.

As we go further with this discussion, we also appreciate the fact that the problem that mostly hinders a student’s success is inadequate resources that include; few teachers and learning materials. It must be highlighted that these problems are not only in developing countries but they may also find their way in reasonably developed countries like South Africa. In a developing country like Malawi, the education system encounters these problems because of the government’s failure to look into problems of infrastructure, capacity and availability of teaching and learning materials (Nkawike,2005) . The Muluzi government did a little if any; in as far as infrastructure is concerned. Lack of school blocks facilitated by a large number of pupils due to the introduction of the free primary education in 1994, forced pupils to have lessons under trees. In 2003, for example, lack of school blocks resulted in a tragedy at Nkomachi in Lilongwe when a tree fell onto an outdoor class, resulting in injury and deaths of pupils (Mvula & Chanika,2004) . This problem of learning materials continues till date, in all levels of the education system. According to Abraham (2009) , the school has always had shortage of learning blocks to an extent that the Physical Science and Biology laboratories are used as classrooms. There is also great shortage of books in all departments, and some departments like the technical department needs new equipment and current books which are very expensive. With this unfortunate situation we cannot anticipate good performance from Masongola secondary school.

In order to deal with these issues, the Muluzi government thought it wise to disregard the provision of learning materials in schools. Instead the Malawi School Certificate of Education (MSCE) pass mark was reduced to ensure the success of students in their examinations. Even the director of Basic Education, Nelson Kaperemera admitted that funds intended for learning materials were servicing the debts of government at the expense of improving quality education. Instead of reducing the pass mark, the government and other stake holders should strive to improve quality of education, improve teacher salaries, and provide adequate materials and train teachers properly (Malawi News,2006) .

In developing countries like Malawi, the schools are understaffed (teaching personnel) and they tend to be handling a large number of students for long hours. Furthermore, the teachers are subjected to meager salaries, which are even made late. The government does not seem to have the welfare of teachers at heart, for instance the education Manager for Phalombe, Enoch Ali says the district is facing a dire shortage of teachers, a situation that is contributing to low education standards. The teacher pupil ratio in Phalombe is 1: 120, whilst the recommended ratio is 1: 60 (The Nation,2006) . Due to low pay teachers resort to organizing part time classes, which demand an extra amount of money on top of the normal fees. These changes clearly affect those students who come from very poor families, as they do not receive adequate studies because of lack of money.
This does not only occur in secondary schools, but it also happens in universities. As the academic staff of the Universities go on strike because of the government’s reluctance to increase their salaries. One considers how this is supposed to retain staff in the University. As a result lecturers spend more time doing consultancies; instead of preparing lectures and doing University mandated research. If we are serious about fighting poverty, formal education is the hub of ideas to fight these problems by improving its standards (Kapasula,2008) .
Child labour is one of the major problems that contribute to school dropp out. The majority of child labour victims are children who are living in poverty. This is so because they lack basic needs, for this reason they are forced even against their will to do any kind of work in order to gain financial wealth. This, therefore, affects school attendance. Evidence of school dropp out due to child labour is found in central region where most children are being employed in estates. This region has high tobacco production. Since this crop demands a lot of work, children are at high demand because they do not claim high wages compared to adults. Research, therefore, showed that the percentage of children attending schools is lower compared to that of northern and southern region (Nyirongo,2004) . We have the case of two brothers aged between 12 and 15 who were forced to work at a tobacco farm at Mpherembe in Kasungu district, where they were receiving 150 kwacha a day due to poverty (Namangale,2005) . We can see that child labour has a great impact on education because through it, a lot of children are being deprived of their right to education as they spend most of their time working.

In addition to that, Chirwa (2003) found out that child labour is also taking place in people’s houses. In this case children are forced to dropp out of school either by parents or on their own, to work in neighbouring homes. Here one of the victims is a 12 year old girl Elizabeth Chalimba, who left school when she was in standard six to work as a nanny in order to support her siblings. Children from low income families are at risk because though school is their only hope for a better future, they dropp out because their parents are failing to provide them with basic needs. Apart from child labour, psychological problems due to poverty is also another cause of school dropp outs. Research shows that the impact of poverty is greater on children as opposed to adults. Firstly, the problem arises due to the environment in which these children are raised. These environments being impoverished, they are intellectually unstimulating, and lack of stimulation results in impaired intellectual development of a child. This in turn contributes to failure in class which can later on lead to school dropp out.

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poem by Innocent Masina Nkhonyo
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Like No Other One

You've got me,
And I feel it's for real.
'Cause you've got,
IT...
That sex appeal.

You've got me,
And I know it's the real deal.
'Cause you've got,
IT...
That sex appeal.

And like no other one,
You've got that sex appeal.
And like no other one,
It is so real it heals.
And like no other one,
I know it's a steal!
And I've got it here,
And that for me is for real.

And like no other one,
You've got that sex appeal.
And like no other one,
It is so real it heals.
And like no other one,
I know it's a steal!
And I've got it here,
And that for me is for real.

You've got me,
And I feel it's for real.
'Cause you've got,
IT...
That sex appeal.

And like no other one,
You've got sex appeal.
And like no other one,
It's so real it heals!

You've got me,
With your sex appeal.
And it's the real deal for me,
'Cause that's the way I feel.

And like no other one,
You've got sex appeal.
And like no other one,
It's so real it heals!

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poem by Lawrence S. Pertillar
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VI. Giuseppe Caponsacchi

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

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

I.

MAN, being the servant and interpreter of Nature, can do and understand so much and so much only as he has observed in fact or in thought of the course of nature: beyond this he neither knows anything nor can do anything.


II.

Neither the naked hand nor the understanding left to itself can effect much. It is by instruments and helps that the work is done, which are as much wanted for the understanding as for the hand. And as the instruments of the hand either give motion or guide it, so the instruments of the mind supply either suggestions for the understanding or cautions.

III.

Human knowledge and human power meet in one; for where the cause is not known the effect cannot be produced. Nature to be commanded must be obeyed; and that which in contemplation is as the cause is in operation as the rule.

IV.

Towards the effecting of works, all that man can do is to put together or put asunder natural bodies. The rest is done by nature working within.

V.

The study of nature with a view to works is engaged in by the mechanic, the mathematician, the physician, the alchemist, and the magician; but by all (as things now are) with slight endeavour and scanty success.

VI.

It would be an unsound fancy and self-contradictory to expect that things which have never yet been done can be done except by means which have never yet been tried.

VII.

The productions of the mind and hand seem very numerous in books and manufactures. But all this variety lies in an exquisite subtlety and derivations from a few things already known; not in the number of axioms.

VIII.

Moreover the works already known are due to chance and experiment rather than to sciences; for the sciences we now possess are merely systems for the nice ordering and setting forth of things already invented; not methods of invention or directions for new works.

IX.

The cause and root of nearly all evils in the sciences is this -- that while we falsely admire and extol the powers of the human mind we neglect to seek for its true helps.

X.

The subtlety of nature is greater many times over than the subtlety of the senses and understanding; so that all those specious meditations, speculations, and glosses in which men indulge are quite from the purpose, only there is no one by to observe it.

XI.

As the sciences which we now have do not help us in finding out new works, so neither does the logic which we now have help us in finding out new sciences.

XII.

The logic now in use serves rather to fix and give stability to the errors which have their foundation in commonly received notions than to help the search after truth. So it does more harm than good.

XIII.

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poem by Sir Francis Bacon
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