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The Soviet government is the most realistic regime in the world-no ideals.

quote by Golda Meir
Added by Lucian Velea
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The White Rose of Stalingrad

Her nickname was Lilya.
In the Great Patriotic War
When Hitler’s armies invaded the Soviet Union
She became a Soviet air ace,
Known as the “White Rose of Stalingrad”.

Lydia Litvak was born
Into a Moscow Jewish family.
In 1935, at the age of 14, she joined a flight club
And a year later she had her first solo flight.
When the Germans attacked Russia,
Lilya joined the Soviet Air Force.

In the summer of 1942 she was assigned
To the 437th Combat Regiment
Fighting over the skies of Stalingrad.
At first the men were reluctant
To take her seriously
But soon it became evident
That she was an excellent pilot.

Lilya was a pensive and beautiful young woman
Who got into trouble because of deviating from
The prescribed dress code of the Soviet Air Force.
Once she cut off the fur lined trim of her boots,
Producing from it a fur collar for her flight suit.
She was jailed for the offense.

Nevertheless, her desire for expressing
Her feminine individuality was irrepressible
And she continued to design
Her own military outfit.
Among other things she bleached her hair.
Military regulations permitted this.

And then she took pieces of parachute silk,
Sewed them together,
Painted them in different colors
And wrapping them around her neck
She created her own air combat fashion.

Lilya flew a Yak-1 fighter plane,
Which she embellished in painting white roses
On its sides. She made her first kills
Of enemy planes on September 13,1942,
Shooting down two Luftwaffe aircrafts,
A Ju-88 and a Bf 109 G-2.

The German flyer of the downed Bf 109
Was Erwin Maier, a decorated combat pilot.

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poem by Paul Hartal
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This Could Not Be The War We Fought In (Cavatina)

The new government talks down; they deceive
about winning
against us, the war in which we did fight;
the beginning
of this deceit is at primary school
and by sinning
they rewrite history to suit their lies,
to look brave in their supporters eyes.

We did destroy a Soviet controlled
Cuban army,
never lost any battle nor the war,
but liberty
given to their imprisoned leaders,
they are now free
to say whatever nonsense they want to,
in their actions atrocities to do.

Citizens did pay the ultimate price,
and went to war,
some died from cowardly terrorist acts,
as was in store;
some women and children were slaughtered
in blood and gore
by planted bombs, some in church mowed down,
in these things this government finds renown.

[References: 'The battle at Cuito Cuanavale: 'The results of the campaign up to April 1988 were 4,785 killed on the Cuban/Faplan side, with 94 tanks and hundreds of combat vehicles destroyed, against 31 South Africans killed in action,3 tanks destroyed (SADF tanks entered the war after the Lomba River campaign) and 11 SADF armoured cars and troop carriers lost. A total of 9 Migs were destroyed and only 1 SAAF Mirage shot down.' (General) Jannie Geldenhuys. (1994) : At the front. Jonathan Ball Publishers. P240.

'The South African force, under the command of Colonel Deon Ferreira, was tasked with carrying out three operations (1) Operation Modular - The aim of which was to halt and reverse the FAPLA / Cuban advance on the UNITA strongholds of Mavinga and Jamba, (2) Operation Hooper - The aim of which was to inflict maximum casualties on the retreating FAPLA / Cuban forces after they had been halted and (3) Operation Packer - The aim of which was to force the FAPLA / Cuban forces to retreat to the west of the Cuito River.' Nortje, Piet (2003) .32 Battalion. Zebra Press.

'In early October the Soviet-Fapla offensive was smashed at the Lomba River near Mavinga. It turned into a headlong retreat over the 120 miles back to the primary launching point at Cuito Cuanavale. In some of the bloodiest battles of the entire civil war, a combined force of some 8,000 UNITA fighters and 4,000 SADF troops destroyed one Fapla brigade and mauled several others out of a total Fapla force of some 18,000 engaged in the three-pronged offensive. Estimates of Fapla losses ranged upward of 4,000 killed and wounded. This offensive had been a Soviet conception from start to finish. Senior Soviet officers played a central role in its execution.... Huge quantities of Soviet equipment were destroyed or fell into UNITA and SADF hands when Fapla broke into a disorganized retreat... The 1987 military campaign represented a stunning humiliation for the Soviet Union, its arms and its strategy.... As of mid-November, the UNITA/SADF force had destroyed the Cuito Cuanavale airfield and pinned down thousands of FAPLA's best remaining units clinging onto the town's defensive perimeters.' Crocker, Chester A. (1992) High Noon in Southern Africa: Making Peace in a Rough Neighbourhood. (Crocker was U.S. Assistant Secretary of State for African Affairs during the Reagan Administration.)

John Turner claims that: 'following their losses, the Cubans were convinced that further military confrontation with the SADF would not succeed.' Turner, John W. (1998) . Continent Ablaze; The Insurgency Wars in Africa,1960 to the Present. Cassell Plc.

Comments made by a Soviet adviser to the Cubans in Angola: 'The people's armed forces for the liberation of Angola have not been able either, even with the help of the Cubans, to decisively defeat the enemy and drive him out of the territory or the country.' M. Ponomariov, Krasnaya Zvezda Magazine; 20 May 1988.]

poem by Gert Strydom
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Prince Hohenstiel-Schwangau, Saviour of Society

Epigraph

Υδραν φονεύσας, μυρίων τ᾽ ἄλλων πόνων
διῆλθον ἀγέλας . . .
τὸ λοίσθιον δὲ τόνδ᾽ ἔτλην τάλας πόνον,
. . . δῶμα θριγκῶσαι κακοῖς.

I slew the Hydra, and from labour pass'd
To labour — tribes of labours! Till, at last,
Attempting one more labour, in a trice,
Alack, with ills I crowned the edifice.

You have seen better days, dear? So have I —
And worse too, for they brought no such bud-mouth
As yours to lisp "You wish you knew me!" Well,
Wise men, 't is said, have sometimes wished the same,
And wished and had their trouble for their pains.
Suppose my Œdipus should lurk at last
Under a pork-pie hat and crinoline,
And, latish, pounce on Sphynx in Leicester Square?
Or likelier, what if Sphynx in wise old age,
Grown sick of snapping foolish people's heads,
And jealous for her riddle's proper rede, —
Jealous that the good trick which served the turn
Have justice rendered it, nor class one day
With friend Home's stilts and tongs and medium-ware,—
What if the once redoubted Sphynx, I say,
(Because night draws on, and the sands increase,
And desert-whispers grow a prophecy)
Tell all to Corinth of her own accord.
Bright Corinth, not dull Thebes, for Lais' sake,
Who finds me hardly grey, and likes my nose,
And thinks a man of sixty at the prime?
Good! It shall be! Revealment of myself!
But listen, for we must co-operate;
I don't drink tea: permit me the cigar!
First, how to make the matter plain, of course —
What was the law by which I lived. Let 's see:
Ay, we must take one instant of my life
Spent sitting by your side in this neat room:
Watch well the way I use it, and don't laugh!
Here's paper on the table, pen and ink:
Give me the soiled bit — not the pretty rose!
See! having sat an hour, I'm rested now,
Therefore want work: and spy no better work
For eye and hand and mind that guides them both,
During this instant, than to draw my pen
From blot One — thus — up, up to blot Two — thus —
Which I at last reach, thus, and here's my line
Five inches long and tolerably straight:

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poem by Robert Browning (1871)
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The Battle of Cuito Cuanavale

I. Outnumbered by armour (A reply to William Shakespeare)

Outnumbered by armour
and by men we met the enemy,
FAPLA and Cubans under Russian leadership
and the men accompanying me
was very worried
and wished for the whole
of the seventh armoured division
to have been deployed.

I said to the men
in the armoured car with me
that if we must die here in vain,
the fewer men it be
but if we grasp the victory
the world will know
that we are brave and honourable men
capable of destroying whatever faces us.

Weary I told them that our ancestors
faced a outnumbering enemy
against Dingaan and won effectively
as they were in the hand of God
and so were we.

Colonel Deon Ferreira send us straight in,
from Rundu
(heading north-west after crossing the border)
to intercept the 47th enemy FAPLA / Cuban (armoured) brigade.

At the same time UNITA were repulsing
the16th FAPLA (infantry) brigade
north of the Lomba River
that was trying to take Cunjamba.

We were hitting hard directly from the south,
surprising the 47th enemy (armoured) Brigade,
virtually destroying it
at the junction
of the Lomba and Cuzizi Rivers

fighting with armoured cars
against tanks
hitting fast and then driving away at speed,
like on commando our ancestors did
during the Anglo Boer war
fighting day and night
till the field, the air was filled with gore

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poem by Gert Strydom
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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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Surreal Ballard Of Tahrir Square

script implausible was so bad surreal
a badly written distorted dream scene
by hack writer with his train off de track

a director still coupled to an antique
loose caboose directing a crummy
crew straight out of sad clown wagon

hear bark a doghouse glory wagon
nationalist saviour script monkey
wagon attack techniques yes these

lapdogs trained as running dogs were
about to be let loose from monkey
wagon many bused in especially for

lackey protest busting feature occasion
moral railroaded false charge imagery
“don’t fall asleep on trains coz trains run

over sleepers” view protesters in lime
light were about to be overwhelmed
ruthlessly crushed steamrolled to pave

one way for Mubarak to oh so smoothly
retain President power so run mad house
script bizarre surging footage shot real?

roll cameras action paid men came with
baseball bats pieces of broken window
frames machetes one homemade spear?

form a line a small group plainclothes
policemen block one broad boulevard
leading into Tahrir Square now symbolic

epicentre
of peaceful Egyptian
revolution

poor police publicly shamed had been
driven from streets so used to controlling
last Friday now had come to hero reclaim

what? A ruthless reputation, proud ego,
status regarded as rightfully lawfully
theirs? Police gathered on Qasr el-Aini

prepared themselves for confrontation
with brave protesters who had humiliated

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poem by Terence George Craddock
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Future Watch Burma To Syria Conflicts Rising

been watching
the future today...

from past lens astray

Burma as expected
has developed
ethnic problems

with sudden absence
of strict communist
dictatorship firm leash

Burmese are no longer
all brother communists
controlled by the state

past civic grievances
rise from postmortem
state of frozen stasis

past horrors play
on revenge rabid minds
need exercising?

past spectre struggles
post World War II conflicts
leave skeletons in closets

frozen nightmares divisions
war atrocities split Yugoslavia
post familiar communist thaw

emotively haunted people
seem to need to grim settle
past trauma before each

can move on embrace
future possibilities opportunities
in free market societies

when no longer linked
in brotherhood communist
cast iron citizenships

emotively many people
seem to need to settle
the past before they can

move on

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poem by Terence George Craddock
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Face Of Jackal God Mubarak Gnaws Egyptian Bone

Behold face of jackal god hosni
as orders sly chaos across sands
burn new mall order camel charge
Tahrir Square blow up oil pipeline

hear senile whisper there will be chaos
in Saddamish Hitlerish destruction order
I jackal order... survived assassination
dark secret police secrets let me rule more.

Hell no I won’t go I’m alias Soviet Union trained
in air force I US $40 billion to $70 billion gained.
My solution to opposition nuke it seek and destroy
I resurrected Soviet one party state Egypt is my toy.

Copyright © Terence George Craddock
Mubarak trained in the Soviet Union, attending a Soviet pilot training school in Moscow and another at Kant Air Base, near Bishkek in Kyrgyzstan (then a Soviet republic) from February 1959 to June 1961. Mubarak then trained on the Soviet Ilyushin Il-28 and Tupolev Tu-16 jet bombers. In1964 Mubarak entered the prestigious Frunze Military Academy in Moscow, which offered chairs in operational-tactical disciplines, Marxism-Leninism, history of the CPSU and Party-political work etc. Muhammad Anwar El Sadat, the previous Egyptian President had re-instituting the multi-party system and launched the Infitah reforms, which included economic reforms heavily influenced by the free-market philosophy.

poem by Terence George Craddock
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Holocaust Latvia Begins

Holocaust Latvia begins
on June 22,1941 when
the German army invaded
the Russian Soviet Union;

and the Baltic States
of Lithuania, Latvia,
and Estonia which had
by Soviet military forces;

recently been occupied
after a proud period
of independence after
World War One finished.

Murders of Jews
Communists began
almost immediately
by Einsatzgruppen;

perpetrated by German
killer squads known
as Special Task Groups
Special Assignment Groups;

the German Security Police
Sicherheitspolizei or Sipo
the Security Service of the SS
the Sicherheitsdienst or SD.

The first recorded murders
were on the day after invasion
on the night of June 23,1941
in town of Grobina near Liepāja;

six Jews were killed
in the church cemetery
by Sonderkommando
1a members deployed;

with the 14th Army
Nazi German
Einsatzkommandos
were a sub-group;

of five Einsatzgruppen
mobile killing squads
up to 3,000 men each
composed of 500 to 1000;

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poem by Terence George Craddock
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Confessio Amantis. Prologus

Torpor, ebes sensus, scola parua labor minimusque
Causant quo minimus ipse minora canam:
Qua tamen Engisti lingua canit Insula Bruti
Anglica Carmente metra iuuante loquar.
Ossibus ergo carens que conterit ossa loquelis
Absit, et interpres stet procul oro malus.

Of hem that writen ous tofore
The bokes duelle, and we therfore
Ben tawht of that was write tho:
Forthi good is that we also
In oure tyme among ous hiere
Do wryte of newe som matiere,
Essampled of these olde wyse
So that it myhte in such a wyse,
Whan we ben dede and elleswhere,
Beleve to the worldes eere
In tyme comende after this.
Bot for men sein, and soth it is,
That who that al of wisdom writ
It dulleth ofte a mannes wit
To him that schal it aldai rede,
For thilke cause, if that ye rede,
I wolde go the middel weie
And wryte a bok betwen the tweie,
Somwhat of lust, somewhat of lore,
That of the lasse or of the more
Som man mai lyke of that I wryte:
And for that fewe men endite
In oure englissh, I thenke make
A bok for Engelondes sake,
The yer sextenthe of kyng Richard.
What schal befalle hierafterward
God wot, for now upon this tyde
Men se the world on every syde
In sondry wyse so diversed,
That it welnyh stant al reversed,
As forto speke of tyme ago.
The cause whi it changeth so
It needeth nought to specifie,
The thing so open is at ije
That every man it mai beholde:
And natheles be daies olde,
Whan that the bokes weren levere,
Wrytinge was beloved evere
Of hem that weren vertuous;
For hier in erthe amonges ous,
If noman write hou that it stode,
The pris of hem that weren goode

[...] Read more

poem by John Gower
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Keep Them Barred

Don't accept fresh trouble not yours,
To endure...
Keep it barred.
From your life,
Don't have it start.

Don't accept fresh trouble not yours,
To endure...
Keep it barred.
From your life,
Don't have it start.

People creeping out of cracks,
With crap to attack.
Keep them barred,
From your life...
Don't have them start.

Establish the fact you are better than that!
And don't be scarred...
To arrest a peace that will depart.
Oh-oh-no!

Don't accept fresh trouble not yours,
To endure...
Keep it barred.
From your life,
Don't have it start.

Decide you'll have none of it,
And quick!
Keep it barred.
You can resist it.
Keep it barred.
Be realistic.
Keep it barred.

Let go those woes,
You may hold.
Let go those woes,
You may hold.

Decide you'll have none of it,
And quick!
Keep it barred.
You can resist it.
Keep it barred.
Be realistic.
Keep it barred.

[...] Read more

poem by Lawrence S. Pertillar
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Mirrors Of Our Time

THE ECONOMY is a hose.
The Government collects water from the people
and pours it into the top of the hose
and gives it back to the people.
Near the top of the hose is a hole.
A lot of the water pours out of this into a tank
marked Government which is always empty.
The rest flows down towards the people.
It passes other holes marked
Government Agencies
Government buildings
Government contingencies
Government perks
There are also holes marked
Lawyers
Accountants
Criminals.
The Government is always trying
to stop these last three holes.
Finally what is left of the water
reaches people at the end of the hose.
The people fight over it
(it is never enough) .
When they get very thirsty they start
to throw stones at the government
and threaten to sack them.
The government then reluctantly
pours more water into the top of the hose
(which they get from the people) .
Finally when the people are very thirsty indeed,
under the leadership of the
Lawyers
Accountants
and other Criminals,
they attack the tank marked Government
and break it open.
It is always empty.
Then many of the people die
(except for the Lawyers, Accountants
and other Criminals.)
The survivors go off and look for a new well,
drink as much as they can
as quickly as they can
and wait for a new Government to find them.

poem by Brian Taylor
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Satan Absolved

(In the antechamber of Heaven. Satan walks alone. Angels in groups conversing.)
Satan. To--day is the Lord's ``day.'' Once more on His good pleasure
I, the Heresiarch, wait and pace these halls at leisure
Among the Orthodox, the unfallen Sons of God.
How sweet in truth Heaven is, its floors of sandal wood,
Its old--world furniture, its linen long in press,
Its incense, mummeries, flowers, its scent of holiness!
Each house has its own smell. The smell of Heaven to me
Intoxicates and haunts,--and hurts. Who would not be
God's liveried servant here, the slave of His behest,
Rather than reign outside? I like good things the best,
Fair things, things innocent; and gladly, if He willed,
Would enter His Saints' kingdom--even as a little child.

[Laughs. I have come to make my peace, to crave a full amaun,
Peace, pardon, reconcilement, truce to our daggers--drawn,
Which have so long distraught the fair wise Universe,
An end to my rebellion and the mortal curse
Of always evil--doing. He will mayhap agree
I was less wholly wrong about Humanity
The day I dared to warn His wisdom of that flaw.
It was at least the truth, the whole truth, I foresaw
When He must needs create that simian ``in His own
Image and likeness.'' Faugh! the unseemly carrion!
I claim a new revision and with proofs in hand,
No Job now in my path to foil me and withstand.
Oh, I will serve Him well!
[Certain Angels approach. But who are these that come
With their grieved faces pale and eyes of martyrdom?
Not our good Sons of God? They stop, gesticulate,
Argue apart, some weep,--weep, here within Heaven's gate!
Sob almost in God's sight! ay, real salt human tears,
Such as no Spirit wept these thrice three thousand years.
The last shed were my own, that night of reprobation
When I unsheathed my sword and headed the lost nation.
Since then not one of them has spoken above his breath
Or whispered in these courts one word of life or death
Displeasing to the Lord. No Seraph of them all,
Save I this day each year, has dared to cross Heaven's hall
And give voice to ill news, an unwelcome truth to Him.
Not Michael's self hath dared, prince of the Seraphim.
Yet all now wail aloud.--What ails ye, brethren? Speak!
Are ye too in rebellion? Angels. Satan, no. But weak
With our long earthly toil, the unthankful care of Man.

Satan. Ye have in truth good cause.

Angels. And we would know God's plan,
His true thought for the world, the wherefore and the why
Of His long patience mocked, His name in jeopardy.

[...] Read more

poem by Wilfrid Scawen Blunt
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The Holocaust Files & Other Theme Poems

Theme: Love Poems (various forms of love,10 poems only)
*any theme category may be extended upon reader interest and requests
A Family Blessing
Changing Scene
For Our Loved Ones
Look Across Time
Memory Of A Lover
My Love
Single Red Ribbon
Snowpowder
Song Of My Love
True Love

The Holocaust Files: (32 poems) are a work in process and this reference will be removed upon completion. This is a collection of holocaust related poems to give voice to the 12 million killed, tortured and enslaved by the SS during World War II. The Poles, Romani and Slavic victims who are sometimes overlooked in brief reviews or marginalized, will hopefully have a poem as their voice by the completion of this project. The poems will ease into and out of the full extent of this horror, to contrast kaleidoscopic images of the holocaust in tribute to the slaughtered, and may provide a differing overview of Nazi Ideology to address succinct examples of how and why in historical perspective. (Historical optional background notes, have been added below some poems to assist in this purpose.)
The cruelty of topic material in some of the main poems may shock or offend innocent readers. Looking up pictorial images of these events is not advised for children.
The poems should be read in the order listed below: -
A Vibrant Life 18.5.2010
Appeasement For Adolf Hitler 15&16.10.2010
Indomitable Will To Survive 12.7.2010
Holocaust Latvia Begins 30.5.2012
Nazi Death Squads Enter Eastern Europe 29.5.2012
SS Single Shot Executioners 28.5.2012
Legal Genocide Committed On Industrial Scale 16.10.2010
Stone Cross Prologue 85 87
Stone Cross 85 87
Hitler's Holocaust Product Of A Demonic Mind 1987
When Satanic Power Ruled A Third Reich 1987
Blind Neo-Nazi Nationalism Hitler's New World Order 1987
How Evil Regenerates Perpetuates 1987
Nazi Evolution Vile Carbon Monoxide Gas To Zyklon-B 1987
Indictment Against Entire Nations 1987
An Image Of The Beast Rules
Fallen Nation Transformation 1987
Cartoon Caricature Of The Master Race 17.5.2010
The SS Who Will You Kill 17.5.2010
Classic Dance Steps 17.2.1989
Peaked Cap; Skull-And-Crossbones Badge 17&18.3.2010
A Moral Civilized World 17.3.2010
The Death Of Adolf Hitler's Personal Physican 17.5.2010
Dagmar Topf A Defence Of Family Ovens 17&18.3.2010
Not To Be Written 7.5.2010
Struck Down With A Thunderbolt 20.4.2010
Love Has Rewards Worth Attaining 19.5.2010
SS Demons 15.12.2010
How Did You Kill Me?
They Did It All Before You 18.5.2010
'Angel Of Death' A Demonic Nazi Doctor 9.3.2011
Proclaiming Retrofit New World Order 9&10.3.2011

[...] Read more

poem by Terence George Craddock
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Government

The Government -- I heard about the Government and
I went out to find it. I said I would look closely at
it when I saw it.
Then I saw a policeman dragging a drunken man to
the callaboose. It was the Government in action.
I saw a ward alderman slip into an office one morning
and talk with a judge. Later in the day the judge
dismissed a case against a pickpocket who was a
live ward worker for the alderman. Again I saw
this was the Government, doing things.
I saw militiamen level their rifles at a crowd of
workingmen who were trying to get other workingmen
to stay away from a shop where there was a strike
on. Government in action.
Everywhere I saw that Government is a thing made of
men, that Government has blood and bones, it is
many mouths whispering into many ears, sending
telegrams, aiming rifles, writing orders, saying
"yes" and "no."
Government dies as the men who form it die and are laid
away in their graves and the new Government that
comes after is human, made of heartbeats of blood,
ambitions, lusts, and money running through it all,
money paid and money taken, and money covered
up and spoken of with hushed voices.
A Government is just as secret and mysterious and sensitive
as any human sinner carrying a load of germs,
traditions and corpuscles handed down from
fathers and mothers away back.

poem by Carl Sandburg
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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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Betting On Oil Futures

politics is like that
22 April 2011 Friday
Syrian security forces
opened fire on civilians

President Bashar al-Assad
issued more kill orders
another 72 Syrians shot
in at least 20 towns cities

Assad political protest unrest
now five long bloody weeks old
bloodiest repression poorest
suppressed suburbs Damascus?

plainclothes police security forces
fired directly live ammunition teargas
on peaceful demonstrator thousands
carrying freedom hope olive branches

in Douma and Zamalka calling for
fall of Ba'ath Party and freedom
but some foolishly ripped down posters
of President al-Assad toppled statutes

of his father former president
Hafez al-Assad who leveled
city of Hama 30 years ago
ruthless crushing Islamist revolt

like father like son rule by gun
Syrian government sly blamed
demonstrations on foreign instigation
foreign networks Al Jazeera the BBC

on CIA catch phrase Islamist agitation
organizers of Friday's demonstrations
referred to protests as Great Friday
calling attention to a Christian celebration

Good Friday stressing unity between
Syria's religious ethnic populations
"one hand, one people, one heart, one goal"
an attempt to counter al-Assad warnings

unrest threatens to unleash sectarian
bloodbaths as seen in Iraq in wake of
US invasion's toppling Saddam Hussein
but social economic conditions confronting

[...] Read more

poem by Terence George Craddock
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The Soviet government is the most realistic regime in the world - no ideals.

quote by Golda Meir
Added by Lucian Velea
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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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Little-Known Death Factory

Operation Barbarossa,
The German invasion of the Soviet Union
commenced on June 22,1941.
Behind the rapidly advancing Wehrmacht forces
mobile SS death squads, the Einsatzgruppen,
went into action. They killed Jews,
Soviet prisoners of war and political commissars.

The historian Raul Hilberg estimated
the number of Jewish men, women and children
murdered by the Einsatzgruppen
in the ravines of Babi Yar, in the forests of Riga
and many other places at 1.3 million.

On the outspread yards of a former kolkhoz,
a dusty Soviet collective farm,
the SS task forces set up a secret death factory.
Its horrible assembly lines creaked and cried
in the outskirts of Minsk of Byelorussia,
near the village of Maly Trostenets.
Here the Nazis murdered thousands of Jews,
Soviet prisoners of war, partisans, Gypsies
and other Byelorussian civilians.

And then, on May 19,1942,
the first transport of Jews from Germany,
Austria and Czechoslovakia arrived.
Maly Trostenets became
a Vernichtungslager, an extermination camp.

Men, women and children
Were shot daily in the forests.
Others, thousands of them,
were killed in mobile gas chamber vans,
on the way from Minsk to Maly Trostenets.

Special groups of prisoners threw the corpses
Of the murdered into deep pits of mass graves.

The 'final solution',
the euphemistic code used in Hitler's Reich
for the extermination of the Jews,
was conducted in great secrecy.
The guards were ordered under oath
to shut their mouth.

The perpetrators of the massacres tried
to obliterate the evidence
that the camp ever existed.
As the Red Army advanced

[...] Read more

poem by Paul Hartal
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