Citatepedia^®.com

The goal of the Head Start program is to give at-risk children all across our Nation a fair chance at succeeding in the educational system.

quote by Joe Baca
Added by Lucian Velea
Comment! | Vote! | Copy!

Give The Po Man A Break

Give po man a break
Give po man a break
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a
Give po man a

[...] Read more

song performed by Fatboy Slim
Added by Lucian Velea
Comment! | Vote! | Copy!

XI. Guido

You are the Cardinal Acciaiuoli, and you,
Abate Panciatichi—two good Tuscan names:
Acciaiuoli—ah, your ancestor it was
Built the huge battlemented convent-block
Over the little forky flashing Greve
That takes the quick turn at the foot o' the hill
Just as one first sees Florence: oh those days!
'T is Ema, though, the other rivulet,
The one-arched brown brick bridge yawns over,—yes,
Gallop and go five minutes, and you gain
The Roman Gate from where the Ema's bridged:
Kingfishers fly there: how I see the bend
O'erturreted by Certosa which he built,
That Senescal (we styled him) of your House!
I do adjure you, help me, Sirs! My blood
Comes from as far a source: ought it to end
This way, by leakage through their scaffold-planks
Into Rome's sink where her red refuse runs?
Sirs, I beseech you by blood-sympathy,
If there be any vile experiment
In the air,—if this your visit simply prove,
When all's done, just a well-intentioned trick,
That tries for truth truer than truth itself,
By startling up a man, ere break of day,
To tell him he must die at sunset,—pshaw!
That man's a Franceschini; feel his pulse,
Laugh at your folly, and let's all go sleep!
You have my last word,—innocent am I
As Innocent my Pope and murderer,
Innocent as a babe, as Mary's own,
As Mary's self,—I said, say and repeat,—
And why, then, should I die twelve hours hence? I—
Whom, not twelve hours ago, the gaoler bade
Turn to my straw-truss, settle and sleep sound
That I might wake the sooner, promptlier pay
His due of meat-and-drink-indulgence, cross
His palm with fee of the good-hand, beside,
As gallants use who go at large again!
For why? All honest Rome approved my part;
Whoever owned wife, sister, daughter,—nay,
Mistress,—had any shadow of any right
That looks like right, and, all the more resolved,
Held it with tooth and nail,—these manly men
Approved! I being for Rome, Rome was for me.
Then, there's the point reserved, the subterfuge
My lawyers held by, kept for last resource,
Firm should all else,—the impossible fancy!—fail,
And sneaking burgess-spirit win the day.
The knaves! One plea at least would hold,—they laughed,—
One grappling-iron scratch the bottom-rock

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
Comment! | Vote! | Copy!

Soccer–Passion Song

Soccer–Passion Song

Soccer in the evening;
Soccer in the morning;
Soccer in spring and fall.

Soccer in the raining;
Soccer in the snowing;
Soccer in winter and summer.

Soccer in between my feet,
where I walk;
Soccer in my heart and mind,
how I live;
Soccer my love and life.

Soccer I wake up and play;
Soccer I hold it to sleep;
Soccer my work and rest.

Soccer I sing a new song;
Soccer I dance the magic steps;
Soccer my tears and joy.

Soccer my Mom buys it for me to play;
Soccer my Dad brings me to the game;
Soccer my dear Love watches me to score.

Soccer I dribble and shoot;
Soccer I pass and fall;
Soccer my glory and downfall.

Soccer I strike to attack;
Soccer I tackle to defend;
Soccer my struggle and survival.

Soccer I receive the flags and the whistles;
Soccer I get the yellow and red card;
Soccer my moves and stop.

Soccer I meet my friends;
Soccer I make my enemies;
Soccer my conflict and peace.

Soccer I play and watch;
Soccer I watch but cannot play;
Soccer my dream and reality.

Soccer I learn the rights;
Soccer I confess the fouls;

[...] Read more

poem by Laijon Liu
Added by Poetry Lover
Comment! | Vote! | Copy!

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:

[...] Read more

poem by Robert Browning (1871)
Added by Veronica Serbanoiu
Comment! | Vote! | Copy!

Pearl

Pearl of delight that a prince doth please
To grace in gold enclosed so clear,
I vow that from over orient seas
Never proved I any in price her peer.
So round, so radiant ranged by these,
So fine, so smooth did her sides appear
That ever in judging gems that please
Her only alone I deemed as dear.
Alas! I lost her in garden near:
Through grass to the ground from me it shot;
I pine now oppressed by love-wound drear
For that pearl, mine own, without a spot.

2
Since in that spot it sped from me,
I have looked and longed for that precious thing
That me once was wont from woe to free,
To uplift my lot and healing bring,
But my heart doth hurt now cruelly,
My breast with burning torment sting.
Yet in secret hour came soft to me
The sweetest song I e'er heard sing;
Yea, many a thought in mind did spring
To think that her radiance in clay should rot.
O mould! Thou marrest a lovely thing,
My pearl, mine own, without a spot.

3
In that spot must needs be spices spread
Where away such wealth to waste hath run;
Blossoms pale and blue and red
There shimmer shining in the sun;
No flower nor fruit their hue may shed
Where it down into darkling earth was done,
For all grass must grow from grains that are dead,
No wheat would else to barn be won.
From good all good is ever begun,
And fail so fair a seed could not,
So that sprang and sprouted spices none
From that precious pearl without a spot.

4
That spot whereof I speak I found
When I entered in that garden green,
As August's season high came round
When corn is cut with sickles keen.
There, where that pearl rolled down, a mound
With herbs was shadowed fair and sheen,
With gillyflower, ginger, and gromwell crowned,
And peonies powdered all between.

[...] Read more

poem by Anonymous Olde English
Added by Poetry Lover
Comment! | Vote! | Copy!

Sensitive Selfless Scribe's Shorthand Script Successfully Shows Superb Syllabic Stanza Susurration

Kindly refer to Notes
-------
SENSITIVE SELFLESS SCRIBE'S SHORTHAND SCRIPT SUCCESSFULLY SHOWS SUPERB SYLLABIC STANZA SUSURRATION
Stanza stanza swift succeeding
seldom static, subtly speeding
serried series, saccharinic,
sentences scarce schizophrenic.

Sentences scarce schizophrenic,
salvos sparkle, sagenitic,
succulent succession seeding
stanza stanza swift succeeding.

Stanza stanza swift succeeding
serenade sauteed spoonfeeding
special scansion ‘S’ syllabic,
sentences scarce schizophrenic.

Sentences scarce schizophrenic
solo solves sound stream, strabismic
seeker sees successful screeding
stanza stanza swift succeeding.

Stanza stanza swift succeeding.
syntax sense spurns stale subbreeding
shedding sorrow syphilitic,
sentences scarce schizophrenic.

Sentences scarce schizophrenic,
salvoes sparkle sagenitic,
selfless scribe’s script seldom skeeding,
stanza stanza swift succeeding.

Stanza stanza swift succeeding
scatter satire chickenfeeding
subharmonic synchronistic
sentences scarce schizophrenic.

Sentences scarce schizophrenic,
sagely swirl substantives scenic
steadfastly serene crossbreeding
stanza stanza swift succeeding.

Stanza stanza swift succeeding,
sinless scintillating reading,
sotto voce suave systemic
sentences scarce schizophrenic.

Sentences scarce schizophrenic,
supercalifragilistic,

[...] Read more

poem by Jonathan Robin
Added by Poetry Lover
Comment! | Vote! | Copy!

Let The Children Speak

Time - way out of line
A whole nation waits outside
The rhythm of tomorrow
They can dance away their sorrows tonight
Lost - broken and scarred
Prisoner waits outside with his lone heart beating
Let the children, let the children
Let the children, let the children speak
Let the children - let the children speak
Aims - dangerous games
Their mother says one false move and we all get hurt
I feel this sense of power I feel it every hour tonight
Lets not get lazy tonight
Things could get crazy cos
One more kick and the door cracks open
Let the children, let the children
Let the children, let the children speak
Let the children, let the children
Let the children, let the children
Power to the powerless strength unto the weak
Let the children, let the children
Let the children, let the children speak
Im begging you now let the children, let the children
Let the children, let the children
Power to the powerless, strength unto the weak
Let the children, let the children
Let the children, let the children speak
Lets not get lazy tonight
Things could get crazy cos
One last kick and the door cracks open
Let the children, let the children
Let the children, let the children speak
Power to the powerless, strength unto the weak
Let the children, let the children
Let the children, let the children speak
Things could get crazy tonight
Lets not get lazy cos
One last kick and the door cracks open
Let the children, let the children
Let the children, let the children speak
Im begging you now
Let the children, let the children
Let the children, let the children
Power to the powerless, strength unto the weak
Let the children, let the children
Let the children, let the children speak
The language of this world
Lets not get lazy cos
One false move and we all get hurt
Let the children, let the children

[...] Read more

song performed by Simple Minds
Added by Lucian Velea
Comment! | Vote! | Copy!

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.

[...] Read more

poem by Innocent Masina Nkhonyo
Added by Poetry Lover
Comment! | Vote! | Copy!

The Ghost - Book IV

Coxcombs, who vainly make pretence
To something of exalted sense
'Bove other men, and, gravely wise,
Affect those pleasures to despise,
Which, merely to the eye confined,
Bring no improvement to the mind,
Rail at all pomp; they would not go
For millions to a puppet-show,
Nor can forgive the mighty crime
Of countenancing pantomime;
No, not at Covent Garden, where,
Without a head for play or player,
Or, could a head be found most fit,
Without one player to second it,
They must, obeying Folly's call,
Thrive by mere show, or not at all
With these grave fops, who, (bless their brains!)
Most cruel to themselves, take pains
For wretchedness, and would be thought
Much wiser than a wise man ought,
For his own happiness, to be;
Who what they hear, and what they see,
And what they smell, and taste, and feel,
Distrust, till Reason sets her seal,
And, by long trains of consequences
Insured, gives sanction to the senses;
Who would not (Heaven forbid it!) waste
One hour in what the world calls Taste,
Nor fondly deign to laugh or cry,
Unless they know some reason why;
With these grave fops, whose system seems
To give up certainty for dreams,
The eye of man is understood
As for no other purpose good
Than as a door, through which, of course,
Their passage crowding, objects force,
A downright usher, to admit
New-comers to the court of Wit:
(Good Gravity! forbear thy spleen;
When I say Wit, I Wisdom mean)
Where (such the practice of the court,
Which legal precedents support)
Not one idea is allow'd
To pass unquestion'd in the crowd,
But ere it can obtain the grace
Of holding in the brain a place,
Before the chief in congregation
Must stand a strict examination.
Not such as those, who physic twirl,
Full fraught with death, from every curl;

[...] Read more

poem by Charles Churchill
Added by Poetry Lover
Comment! | Vote! | Copy!

The Victories Of Love. Book II

I
From Jane To Her Mother

Thank Heaven, the burthens on the heart
Are not half known till they depart!
Although I long'd, for many a year,
To love with love that casts out fear,
My Frederick's kindness frighten'd me,
And heaven seem'd less far off than he;
And in my fancy I would trace
A lady with an angel's face,
That made devotion simply debt,
Till sick with envy and regret,
And wicked grief that God should e'er
Make women, and not make them fair.
That he might love me more because
Another in his memory was,
And that my indigence might be
To him what Baby's was to me,
The chief of charms, who could have thought?
But God's wise way is to give nought
Till we with asking it are tired;
And when, indeed, the change desired
Comes, lest we give ourselves the praise,
It comes by Providence, not Grace;
And mostly our thanks for granted pray'rs
Are groans at unexpected cares.
First Baby went to heaven, you know,
And, five weeks after, Grace went, too.
Then he became more talkative,
And, stooping to my heart, would give
Signs of his love, which pleased me more
Than all the proofs he gave before;
And, in that time of our great grief,
We talk'd religion for relief;
For, though we very seldom name
Religion, we now think the same!
Oh, what a bar is thus removed
To loving and to being loved!
For no agreement really is
In anything when none's in this.
Why, Mother, once, if Frederick press'd
His wife against his hearty breast,
The interior difference seem'd to tear
My own, until I could not bear
The trouble. 'Twas a dreadful strife,
And show'd, indeed, that faith is life.
He never felt this. If he did,
I'm sure it could not have been hid;
For wives, I need not say to you,

[...] Read more

poem by Coventry Patmore
Added by Poetry Lover
Comment! | Vote! | Copy!

The Dream

'TWAS summer eve; the changeful beams still play'd
On the fir-bark and through the beechen shade;
Still with soft crimson glow'd each floating cloud;
Still the stream glitter'd where the willow bow'd;
Still the pale moon sate silent and alone,
Nor yet the stars had rallied round her throne;
Those diamond courtiers, who, while yet the West
Wears the red shield above his dying breast,
Dare not assume the loss they all desire,
Nor pay their homage to the fainter fire,
But wait in trembling till the Sun's fair light
Fading, shall leave them free to welcome Night!

So when some Chief, whose name through realms afar
Was still the watchword of succesful war,
Met by the fatal hour which waits for all,
Is, on the field he rallied, forced to fall,
The conquerors pause to watch his parting breath,
Awed by the terrors of that mighty death;
Nor dare the meed of victory to claim,
Nor lift the standard to a meaner name,
Till every spark of soul hath ebb'd away,
And leaves what was a hero, common clay.

Oh! Twilight! Spirit that dost render birth
To dim enchantments; melting Heaven with Earth,
Leaving on craggy hills and rumning streams
A softness like the atmosphere of dreams;
Thy hour to all is welcome! Faint and sweet
Thy light falls round the peasant's homeward feet,
Who, slow returning from his task of toil,
Sees the low sunset gild the cultured soil,
And, tho' such radliance round him brightly glows,
Marks the small spark his cottage window throws.
Still as his heart forestals his weary pace,
Fondly he dreams of each familiar face,
Recalls the treasures of his narrow life,
His rosy children, and his sunburnt wife,

To whom his coming is the chief event
Of simple days in cheerful labour spent.
The rich man's chariot hath gone whirling past,
And those poor cottagers have only cast
One careless glance on all that show of pride,
Then to their tasks turn'd quietly aside;
But him they wait for, him they welcome home,
Fond sentinels look forth to see him come;
The fagot sent for when the fire grew dim,
The frugal meal prepared, are all for him;
For him the watching of that sturdy boy,

[...] Read more

poem by Caroline Elizabeth Sarah Norton
Added by Poetry Lover
Comment! | Vote! | Copy!

The Rape of the Lock

Part 1

WHAT dire Offence from am'rous Causes springs,
What mighty Contests rise from trivial Things,
I sing -- This Verse to C---, Muse! is due;
This, ev'n Belinda may vouchfafe to view:
Slight is the Subject, but not so the Praise,
If She inspire, and He approve my Lays.
Say what strange Motive, Goddess! cou'd compel
A well-bred Lord t'assault a gentle Belle?
Oh say what stranger Cause, yet unexplor'd,
Cou'd make a gentle Belle reject a Lord?
And dwells such Rage in softest Bosoms then?
And lodge such daring Souls in Little Men?

Sol thro' white Curtains shot a tim'rous Ray,
And op'd those Eyes that must eclipse the Day;
Now Lapdogs give themselves the rowzing Shake,
And sleepless Lovers, just at Twelve, awake:
Thrice rung the Bell, the Slipper knock'd the Ground,
And the press'd Watch return'd a silver Sound.
Belinda still her downy Pillow prest,
Her Guardian Sylph prolong'd the balmy Rest.
'Twas he had summon'd to her silent Bed
The Morning-Dream that hover'd o'er her Head.
A Youth more glitt'ring than a Birth-night Beau,
(That ev'n in Slumber caus'd her Cheek to glow)
Seem'd to her Ear his winning Lips to lay,
And thus in Whispers said, or seem'd to say.

Fairest of Mortals, thou distinguish'd Care
Of thousand bright Inhabitants of Air!
If e'er one Vision touch'd thy infant Thought,
Of all the Nurse and all the Priest have taught,
Of airy Elves by Moonlight Shadows seen,
The silver Token, and the circled Green,
Or Virgins visited by Angel-Pow'rs,
With Golden Crowns and Wreaths of heav'nly Flowers,
Hear and believe! thy own Importance know,
Nor bound thy narrow Views to Things below.
Some secret Truths from Learned Pride conceal'd,
To Maids alone and Children are reveal'd:
What tho' no Credit doubting Wits may give?
The Fair and Innocent shall still believe.
Know then, unnumbered Spirits round thee fly,
The light Militia of the lower Sky;
These, tho' unseen, are ever on the Wing,
Hang o'er the Box, and hover round the Ring.
Think what an Equipage thou hast in Air,
And view with scorn Two Pages and a Chair.

[...] Read more

poem by Alexander Pope
Added by Poetry Lover
Comment! | Vote! | Copy!

VII. Pompilia

I am just seventeen years and five months old,
And, if I lived one day more, three full weeks;
'T is writ so in the church's register,
Lorenzo in Lucina, all my names
At length, so many names for one poor child,
—Francesca Camilla Vittoria Angela
Pompilia Comparini,—laughable!
Also 't is writ that I was married there
Four years ago: and they will add, I hope,
When they insert my death, a word or two,—
Omitting all about the mode of death,—
This, in its place, this which one cares to know,
That I had been a mother of a son
Exactly two weeks. It will be through grace
O' the Curate, not through any claim I have;
Because the boy was born at, so baptized
Close to, the Villa, in the proper church:
A pretty church, I say no word against,
Yet stranger-like,—while this Lorenzo seems
My own particular place, I always say.
I used to wonder, when I stood scarce high
As the bed here, what the marble lion meant,
With half his body rushing from the wall,
Eating the figure of a prostrate man—
(To the right, it is, of entry by the door)
An ominous sign to one baptized like me,
Married, and to be buried there, I hope.
And they should add, to have my life complete,
He is a boy and Gaetan by name—
Gaetano, for a reason,—if the friar
Don Celestine will ask this grace for me
Of Curate Ottoboni: he it was
Baptized me: he remembers my whole life
As I do his grey hair.

All these few things
I know are true,—will you remember them?
Because time flies. The surgeon cared for me,
To count my wounds,—twenty-two dagger-wounds,
Five deadly, but I do not suffer much—
Or too much pain,—and am to die to-night.

Oh how good God is that my babe was born,
—Better than born, baptized and hid away
Before this happened, safe from being hurt!
That had been sin God could not well forgive:
He was too young to smile and save himself.
When they took two days after he was born,
My babe away from me to be baptized
And hidden awhile, for fear his foe should find,—

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
Comment! | Vote! | Copy!

Moses

To grace those lines wch next appear to sight,
The Pencil shone with more abated light,
Yet still ye pencil shone, ye lines were fair,
& awfull Moses stands recorded there.
Lett his repleat with flames & praise divine
Lett his the first-rememberd Song be mine.
Then rise my thought, & in thy Prophet find
What Joy shoud warm thee for ye work designd.
To that great act which raisd his heart repair,
& find a portion of his Spirit there.

A Nation helpless & unarmd I view,
Whom strong revengefull troops of warr pursue,
Seas Stop their flight, their camp must prove their grave.
Ah what can Save them? God alone can save.
Gods wondrous voice proclaims his high command,
He bids their Leader wave the sacred wand,
& where the billows flowd they flow no more,
A road lyes naked & they march it o're.
Safe may the Sons of Jacob travell through,
But why will Hardend Ægypt venture too?
Vain in thy rage to think the waters flee,
& rise like walls on either hand for thee.
The night comes on the Season for surprize,
Yet fear not Israel God directs thine eyes,
A fiery cloud I see thine Angel ride,
His Chariot is thy light & he thy guide.
The day comes on & half thy succours fail,
Yet fear not Israel God will still prevail,
I see thine Angel from before thee go,
To make the wheeles of ventrous Ægypt slow,
His rolling cloud inwraps its beams of light,
& what supplyd thy day prolongs their night.
At length the dangers of the deep are run,
The Further brink is past, the bank is won,
The Leader turns to view the foes behind,
Then waves his solemn wand within the wind.
O Nation freed by wonders cease thy fear,
& stand & see the Lords salvation here.

Ye tempests now from ev'ry corner fly,
& wildly rage in all my fancyd Sky.
Roll on ye waters as ye rolld before,
Ye billows of my fancyd ocean roar,
Dash high, ride foaming, mingle all ye main.
Tis don—& Pharaoh cant afflict again.
The work the wondrous work of Freedomes don,
The winds abate, the clouds restore ye Sun,
The wreck appears, the threatning army drownd
Floats ore ye waves to strow the Sandy ground.

[...] Read more

poem by Thomas Parnell
Added by Poetry Lover
Comment! | Vote! | Copy!

David

My thought, on views of admiration hung,
Intently ravish'd and depriv'd of tongue,
Now darts a while on earth, a while in air,
Here mov'd with praise and mov'd with glory there;
The joys entrancing and the mute surprize
Half fix the blood, and dim the moist'ning eyes;
Pleasure and praise on one another break,
And Exclamation longs at heart to speak;
When thus my Genius, on the work design'd
Awaiting closely, guides the wand'ring mind.

If while thy thanks wou'd in thy lays be wrought,
A bright astonishment involve the thought,
If yet thy temper wou'd attempt to sing,
Another's quill shall imp thy feebler wing;
Behold the name of royal David near,
Behold his musick and his measures here,
Whose harp Devotion in a rapture strung,
And left no state of pious souls unsung.

Him to the wond'ring world but newly shewn,
Celestial poetry pronounc'd her own;
A thousand hopes, on clouds adorn'd with rays,
Bent down their little beauteous forms to gaze;
Fair-blooming Innocence with tender years,
And native Sweetness for the ravish'd ears,
Prepar'd to smile within his early song,
And brought their rivers, groves, and plains along;
Majestick Honour at the palace bred,
Enrob'd in white, embroider'd o'er with red,
Reach'd forth the scepter of her royal state,
His forehead touch'd, and bid his lays be great;
Undaunted Courage deck'd with manly charms,
With waving-azure plumes, and gilded arms,
Displaid the glories, and the toils of fight,
Demanded fame, and call'd him forth to write.
To perfect these the sacred spirit came,
By mild infusion of celestial flame,
And mov'd with dove-like candour in his breast,
And breath'd his graces over all the rest.
Ah! where the daring flights of men aspire
To match his numbers with an equal fire;
In vain they strive to make proud Babel rise,
And with an earth-born labour touch the skies.
While I the glitt'ring page resolve to view,
That will the subject of my lines renew;
The Laurel wreath, my fames imagin'd shade,
Around my beating temples fears to fade;
My fainting fancy trembles on the brink,
And David's God must help or else I sink.

[...] Read more

poem by Thomas Parnell
Added by Poetry Lover
Comment! | Vote! | Copy!

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
Added by Poetry Lover
Comment! | Vote! | Copy!

The Undying One- Canto III

'THERE is a sound the autumn wind doth make
Howling and moaning, listlessly and low:
Methinks that to a heart that ought to break
All the earth's voices seem to murmur so.
The visions that crost
Our path in light--
The things that we lost
In the dim dark night--
The faces for which we vainly yearn--
The voices whose tones will not return--
That low sad wailing breeze doth bring
Borne on its swift and rushing wing.
Have ye sat alone when that wind was loud,
And the moon shone dim from the wintry cloud?
When the fire was quench'd on your lonely hearth,
And the voices were still which spoke of mirth?

If such an evening, tho' but one,
It hath been yours to spend alone--
Never,--though years may roll along
Cheer'd by the merry dance and song;
Though you mark'd not that bleak wind's sound before,
When louder perchance it used to roar--
Never shall sound of that wintry gale
Be aught to you but a voice of wail!
So o'er the careless heart and eye
The storms of the world go sweeping by;
But oh! when once we have learn'd to weep,
Well doth sorrow his stern watch keep.
Let one of our airy joys decay--
Let one of our blossoms fade away--
And all the griefs that others share
Seem ours, as well as theirs, to bear:
And the sound of wail, like that rushing wind
Shall bring all our own deep woe to mind!

'I went through the world, but I paused not now
At the gladsome heart and the joyous brow:
I went through the world, and I stay'd to mark
Where the heart was sore, and the spirit dark:
And the grief of others, though sad to see,
Was fraught with a demon's joy to me!

'I saw the inconstant lover come to take
Farewell of her he loved in better days,
And, coldly careless, watch the heart-strings break--
Which beat so fondly at his words of praise.
She was a faded, painted, guilt-bow'd thing,
Seeking to mock the hues of early spring,
When misery and years had done their worst

[...] Read more

poem by Caroline Elizabeth Sarah Norton
Added by Poetry Lover
Comment! | Vote! | Copy!

The Golden Age

Long ere the Muse the strenuous chords had swept,
And the first lay as yet in silence slept,
A Time there was which since has stirred the lyre
To notes of wail and accents warm with fire;
Moved the soft Mantuan to his silvery strain,
And him who sobbed in pentametric pain;
To which the World, waxed desolate and old,
Fondly reverts, and calls the Age of Gold.

Then, without toil, by vale and mountain side,
Men found their few and simple wants supplied;
Plenty, like dew, dropped subtle from the air,
And Earth's fair gifts rose prodigal as prayer.
Love, with no charms except its own to lure,
Was swiftly answered by a love as pure.
No need for wealth; each glittering fruit and flower,
Each star, each streamlet, made the maiden's dower.
Far in the future lurked maternal throes,
And children blossomed painless as the rose.
No harrowing question `why,' no torturing `how,'
Bent the lithe frame or knit the youthful brow.
The growing mind had naught to seek or shun;
Like the plump fig it ripened in the sun.
From dawn to dark Man's life was steeped in joy,
And the gray sire was happy as the boy.
Nature with Man yet waged no troublous strife,
And Death was almost easier than Life.
Safe on its native mountains throve the oak,
Nor ever groaned 'neath greed's relentless stroke.
No fear of loss, no restlessness for more,
Drove the poor mariner from shore to shore.
No distant mines, by penury divined,
Made him the sport of fickle wave or wind.
Rich for secure, he checked each wish to roam,
And hugged the safe felicity of home.

Those days are long gone by; but who shall say
Why, like a dream, passed Saturn's Reign away?
Over its rise, its ruin, hangs a veil,
And naught remains except a Golden Tale.
Whether 'twas sin or hazard that dissolved
That happy scheme by kindly Gods evolved;
Whether Man fell by lucklessness or pride,-
Let jarring sects, and not the Muse, decide.
But when that cruel Fiat smote the earth,
Primeval Joy was poisoned at its birth.
In sorrow stole the infant from the womb,
The agëd crept in sorrow to the tomb.
The ground, so bounteous once, refused to bear
More than was wrung by sower, seed, and share.

[...] Read more

poem by Alfred Austin
Added by Poetry Lover
Comment! | Vote! | Copy!

V. Count Guido Franceschini

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

[...] Read more

poem by Robert Browning from The Ring and the Book
Added by Veronica Serbanoiu
Comment! | Vote! | Copy!

Goldilocks And Goldilocks

It was Goldilocks woke up in the morn
At the first of the shearing of the corn.

There stood his mother on the hearth
And of new-leased wheat was little dearth.

There stood his sisters by the quern,
For the high-noon cakes they needs must earn.

“O tell me Goldilocks my son,
Why hast thou coloured raiment on?”

“Why should I wear the hodden grey
When I am light of heart to-day?”

“O tell us, brother, why ye wear
In reaping-tide the scarlet gear?

Why hangeth the sharp sword at thy side
When through the land ’tis the hook goes wide?”

“Gay-clad am I that men may know
The freeman’s son where’er I go.

The grinded sword at side I bear
Lest I the dastard’s word should hear.”

“O tell me Goldilocks my son,
Of whither away thou wilt be gone?”

“The morn is fair and the world is wide
And here no more will I abide.”

“O Brother, when wilt thou come again?”
“The autumn drought, and the winter rain,

The frost and the snow, and St. David’s wind,
All these that were time out of mind,

All these a many times shall be
Ere the Upland Town again I see.”

“O Goldilocks my son, farewell,
As thou wendest the world ’twixt home and hell!”

“O brother Goldilocks, farewell,
Come back with a tale for men to tell!”

So ’tis wellaway for Goldilocks,
As he left the land of the wheaten shocks.

[...] Read more

poem by William Morris
Added by Poetry Lover
Comment! | Vote! | Copy!