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Families are the compass that guide us. They are the inspiration to reach great heights, and our comfort when we occasionally falter.

quote by Brad Henry
Added by Lucian Velea
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Her love is my inspiration

Her love is my inspiration

Love is the inspiration for my heart to sing a tune,
love is the inspiration for my ear to hear,
love is the inspiration for my soul to warm,
love is the inspiration for my mouth to smile,
love is the inspiration for my eyes to glisten.

Love is the inspiration to draw my soul near another
love is the inspiration for my mouth to utter sweet words,
love is the inspiration for my eyes to gaze upon her,
love is the inspiration for my heart to speak out.

Love is the inspiration for need, love is the inspiration for my mouth to touch hers,
love is the inspiration for my eyes to close,
love is the inspiration for my heart to race,
love is the inspiration for my tears to burn.

Love is the inspiration for longing,
love is the inspiration for my eyes to see only her,
love is the inspiration for my heart to cry out,
love is the inspiration for my ear to hear her whispers,
love is the inspiration for my soul to join hers forever.

Love is the inspiration for forever,
love is the inspiration for my heart to be whole,
love is the inspiration for my ear to always hear those words,
love is the inspiration for my soul to have hers,
love is the inpiration for my mouth to speak the truth.

Love is the inspiration for my soul to seek life
love is the inspirationfor my ear to hear her words,
love is the inspiration for my soul to reach for her,
love is the inspiration for my mouth to speak her truths,
love is the inspiration for my eyes to always look upon her first,

For she is the inspiration for my Love.

Nathaniel Cole Buddington

poem by Nathan Buddington
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Sweet Inspiration

Written by s. welton-jaimes, j. & m. jaimes
Sweet inspiration
Through the nation
With elation for your love
Inspiration, sweet inspiration
Sweet inspiration
Through the nation
With elation for your love
Inspiration, sweet sensation
You really do something special to me
And theres nothing better
Than when youre lying in my arms
So glad we got together
I never needed nobody
Until you came along
And this feelings so strong
I should be working on something
But I aint got the time
Ive got you on my mind
Sweet inspiration
Baby youre my, sweet inspiration
Baby youre my, sweet inspiration
Baby youre my, sweet inspiration
The thought of you gives me butterflies
And I feel so happy
Whenever you reach out for me
This is how it should be
And Ive just got to be with you
Nothing else can compare
Just as long as youre there
And Ill never desert you
Cos you fill me with pride
Baby you changed my life
Sweet inspiration
Baby youre my, sweet inspiration
Baby youre my, sweet inspiration
Baby youre my, sweet inspiration
When I cant think clearly
Just one kiss is all I need
Then I look in your eyes
And I know, I know, I know, Im yours
Sweet inspiration
Through the nation
With elation for your love
Inspiration, sweet sensation
Sweet inspiration
Baby youre my, sweet inspiration
Baby youre my, sweet inspiration
Baby youre my, sweet inspiration
We got the love

[...] Read more

song performed by Kim Wilde
Added by Lucian Velea
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With every beat of my heart

Not even the most voluptuously sensuous of clouds; surreally wandering till eternity in fathomless cosmotic space; had the slightest of inspiration,

Not even the most tantalizingly nubile of dewdrops; profoundly shimmering in nocturnal moonlight like the ultimate queen’s garland of exotic pearls; had the slightest of inspiration,

Not even the most invincibly Herculean mountaintops; unflinchingly towering towards the heavens in the face of the mightiest of attack; had the slightest of inspiration,

Not even the most royally undulating seas; timelessly blessing the pristine shores with gloriously unassailable froth; had the slightest of inspiration,

Not even the most perennially overflowing of treasuries; from which rained solely a torrentially unstoppable cascade of mystically resplendent silver and gold; had the slightest of inspiration,

Not even the most mellifluously rejuvenating of nightingales; perpetuating the unlimitedly dreary atmosphere with miraculously ameliorating sounds; had the slightest of inspiration,

Not even the most boundlessly burgeoning of skies; celestially reflecting an ocean of bounteously virile crystalline blue; had the slightest of inspiration,

Not even the most vivaciously cascading droplets of rain; metamorphosing every tawdrily sinister patch of aridness on earth into a paradise of mesmerizing beauty; had the slightest of inspiration,

Not even the most ubiquitously silken strands of the inscrutable spider’s web; aristocratically glimmering in opulently milky moonlight; had the slightest of inspiration,

Not even the most amazingly vivid of rainbows; filtering fresh rays of optimism and hope in the forlornly dreary sky; had the slightest of inspiration,

Not even the most redolently proliferating of soil; the magical virility which unfathomably multiplied in lightening seconds of time; had the slightest of inspiration,

Not even the most beautifully poignant of roses; synergistically radiating their handsomely scarlet personality to every conceivable cranny of this boundless Universe; had the slightest of inspiration,

Not even the most triumphantly blazing of Sunshine; blistering a path of irrefutably fearless righteousness in the most bashful face of blemishing defeat; had the slightest of inspiration,

Not even the most victoriously iridescent of moonlight; unceasingly enlightening the sordidly hedonistic fabric of the wretchedly incarcerating night; had the slightest of inspiration,

Not even the most effulgently undefeated of blood; indefatigably diffusing the spirit of intrepidly exhilarating camaraderie; had the slightest of inspiration,

Not even the most boundlessly unfettered of deserts; the flamingly impregnable expanse of poignant golden granules; had the slightest of inspiration,

Not even the most tranquilly bewitching of shadows; the uncannily titillating tinge of timeless mystery that they incessantly emanated; had the slightest of inspiration,

Not even the most fierily magnetic of breath; the endlessly insuperable cavern of seduction that it ignited in every tangible and intangible open space which it wholesomely enshrouded; had the slightest of inspiration,

Whilst with every beat of my heart; there unlimitedly triggered unconquerably sparkling fantasy in even the most obsolete dormitory of my brain; and I inevitably and inspiringly wrote an infinite lines of “Immortal Love Poetry”; till even beyond the definitions of veritably ultimate and hopelessly silencing death….

poem by Nikhil Parekh
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Heavenly Poetry

It was my incessant inspiration; to diffuse into an
unfathomable valley of goodness; perpetually coalesce
with my bountiful rudiments; irrespective of the
contemporarily bombastic slang and slime,

It was my tireless inspiration; to float in the aisles
of untamed sensuousness; assimilate all fathomless
beauty of this resplendent Universe; in every
ingredient of my agonizingly famished blood,

It was my unrelenting inspiration; to embrace the
winds of timeless fantasy; let the spirit of
euphorically rhapsodic existence; take wholesome
control upon my countenance from all sides,

It was my limitless inspiration; to blazingly surge
forward in the chapter of vibrantly enthralling life;
gloriously emerge as a triumphant winner in every
direction that I even remotely conceived to tread,

It was my boundless inspiration; to poignantly break
the heinous shackles of crippling monotony;
uninhibitedly liberate each of my senses to blend with
the unparalleled ecstasy of this Omnipotent cosmos,

It was my unprecedented inspiration; to unfurl into an
insatiable civilization of creativity every unfurling
instant of the day; fabulously decipher the enigmatic
meanings of survival; with the silken dexterity of an
embellished prince,

It was my indefatigable inspiration; to coin new
benchmarks on even the most diminutive step that I
transgressed; digressing from conventionally
treacherous turgidity; to sparklingly enhance the
fireballs of optimism in every tomorrow,

It was my profuse inspiration; to unstoppably
reminisce the caverns of mischief of my innocuous
childhood; Omnisciently cherish the compassionate lap
of my divinely mother; for infinite more births of
mine,

It was my undaunted inspiration; to philanthropically
serve all bereaved humanity till the very last breath
of mine; assiduously persevere all day and twinkling
night; to unite all religion; caste; creed and tribe;
handsomely alike,

It was my incorrigible inspiration; to romantically

[...] Read more

poem by Nikhil Parekh
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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:

[...] Read more

poem by Robert Browning (1871)
Added by Veronica Serbanoiu
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Sweet Inspiration

Lyrics and music by dan penn and spooner oldham
I need your sweet inspiration
I need you here on my mind
Every hour of the day
Without your sweet inspiration
The lonely hours of the night
Just dont go my way
A woman in love
Needs sweet inspiration
Yeah, and honey thats all I ask, thats all I ask from you
Ive gotta have your sweet inspiration
You know there just aint no tellin what a satisfied woman might do
The way you call me baby, baby
Is such a sweet inspiration
The way you call me darlin, darlin
Sets my heart to skating
And if Im out in the rain, baby
And in a bad situation
You know I just reach back in my mind
And there I find your sweet, sweet inspiration
Sweet inspiration
Oh, what a power
And Ive got the power
Every hour of the day
I need your inspiration
To go on, to go on living
To keep on giving this way
I need your sweet inspiration
Sweet inspiration, sweet inspiration, sweet inspiration
Sweet, sweet inspiration
Sweet, sweet inspiration
I need, sweet inspiration

song performed by Vonda Shepard
Added by Lucian Velea
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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.

[...] Read more

poem by Innocent Masina Nkhonyo
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An Old Man With His Hat

There Little Robbie found him in an old yellow album
A blurred picture of a half old man with his hat
Standing in front of the coffin
He smiles shy but wide with his teeth gone making a hole like Little Robbie when he lose his baby teeth
Little Robbie doesn’t recognize him and he wonder where he is now
Maybe he is one of his grandfathers, one of his great uncles, one of his old families
So he asks to his big sister
But his sister doesn’t recognize him and she wonder who he is
Maybe he is one of his grandfathers, one of his great uncles, one of his old families
So he asks to his mother
But his mother doesn’t recognize him and she wonder how he was there
Maybe he is one of his grandfathers, one of his great uncles, one of his old families
So he asks to his father
But his father doesn’t recognize him and he wonder what he did there
Maybe he is one of his grandfathers, one of his great uncles, one of his old families
So he asks to his uncle
But his uncle doesn’t recognize him and he wonder when the picture taken
Maybe he is one of his grandfathers, one of his great uncles, one of his old families
So he asks hopelessly to his grandfather
His grandfather takes a deep look to that picture and wonders why Little Robbie asks
Little Robbie says, “I want to meet him! I want to know about him! I want to play with him! ”
Maybe he is one of his grandfathers, one of his great uncles, one of his old families
But his grandfather shakes his head, “No, he is not.”
He is not one of his grandfathers, one of his great uncles, one of his old families
He is just an old man with his hat
“He accompanied your great grandfather when he sick until his death. This picture is taken in a burial of your great grandfather.”
His grandfather stares at little Robbie
“Now, are you disappointed? ”
He is not one of his grandfathers, one of his great uncles, one of his old families
He is just an old man with his hat
Little Robbie shakes his head, “No, I am not.”
Though he is not one of his grandfathers, one of his great uncles, one of his old families
Though he is just an old man with his hat
“But I still want to meet him, I want to know about him, and I want to play with him! ”
And then he could be one of his grandfathers, one of his great uncles, one of his old families

poem by Maria Sudibyo
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The Third Monarchy, being the Grecian, beginning under Alexander the Great in the 112. Olympiad.

Great Alexander was wise Philips son,
He to Amyntas, Kings of Macedon;
The cruel proud Olympias was his Mother,
She to Epirus warlike King was daughter.
This Prince (his father by Pausanias slain)
The twenty first of's age began to reign.
Great were the Gifts of nature which he had,
His education much to those did adde:
By art and nature both he was made fit,
To 'complish that which long before was writ.
The very day of his Nativity
To ground was burnt Dianaes Temple high:
An Omen to their near approaching woe,
Whose glory to the earth this king did throw.
His Rule to Greece he scorn'd should be confin'd,
The Universe scarce bound his proud vast mind.
This is the He-Goat which from Grecia came,
That ran in Choler on the Persian Ram,
That brake his horns, that threw him on the ground
To save him from his might no man was found:
Philip on this great Conquest had an eye,
But death did terminate those thoughts so high.
The Greeks had chose him Captain General,
Which honour to his Son did now befall.
(For as Worlds Monarch now we speak not on,
But as the King of little Macedon)
Restless both day and night his heart then was,
His high resolves which way to bring to pass;
Yet for a while in Greece is forc'd to stay,
Which makes each moment seem more then a day.
Thebes and stiff Athens both 'gainst him rebel,
Their mutinies by valour doth he quell.
This done against both right and natures Laws,
His kinsmen put to death, who gave no cause;
That no rebellion in in his absence be,
Nor making Title unto Sovereignty.
And all whom he suspects or fears will climbe,
Now taste of death least they deserv'd in time,
Nor wonder is t if he in blood begin,
For Cruelty was his parental sin,
Thus eased now of troubles and of fears,
Next spring his course to Asia he steers;
Leavs Sage Antipater, at home to sway,
And through the Hellispont his Ships made way.
Coming to Land, his dart on shore he throws,
Then with alacrity he after goes;
And with a bount'ous heart and courage brave,
His little wealth among his Souldiers gave.
And being ask'd what for himself was left,
Reply'd, enough, sith only hope he kept.

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poem by Anne Bradstreet
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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;

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poem by Charles Churchill
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Z. Comments

CRYSTAL GLOW

Madhur Veena Comment: Who is she? ? ? ? ? ? ? ? ? ? ? ....You write good!

Margaret Alice Comment: Beautiful, it stikes as heartfelt words and touches the heart, beautiful sentiments, sorry, I repeat myself, but I am delighted. Your poem is like the trinkets I collect to adorn my personal space, pure joy to read, wonderful! Only a beautiful mind can harbour such sentiments, you have a beautiful mind. I am glad you have found someone that inspires you to such heights and that you share it with us, you make the world a mroe wonderful place.

Margaret Alice Comment: Within the context set by the previous poem, “Cosmic Probe”, the description of a lover’s adoration for his beloved becomes a universal ode sung to the abstract values of love, joy and hope personified by light, colours, fragrance and beauty, qualities the poet assigns to his beloved, thus elevating her to the status of an uplifting force because she brings all these qualities to his attention. The poet recognises that these personified values brings him fulfilment and chose the image of a love relationship to illustrate how this comes about; thus a love poem becomes the vehicle to convey spiritual epiphany.

FRAGRANT JASMINE

Margaret Alice Comment: Your words seem to be directed to a divine entity, you seem to be addressing your adoration to a divinity, and it is wonderful to read of such sublime sentiments kindled in a human soul. Mankind is always lifted up by their vision and awareness of divinity, thank you for such pure, clear diction and sharing your awareness of the sublime with us, you have uplifted me so much by this vision you have created!

Margaret Alice Comment: The poet’s words seem to be directed to a divine entity, express adoration to a divinity who is the personification of wonderful qualities which awakens a sense of the sublime in the human soul. An uplifting vision and awareness of uplifting qualities of innocence represented by a beautiful person.

I WENT THERE TO BID HER ADIEU

Kente Lucy Comment: wow great writing, what a way to bid farewell

Margaret Alice Comment: Sensory experience is elevated by its symbolical meaning, your description of the scene shows two souls becoming one and your awareness of the importance of tempory experience as a symbol of the eternal duration of love and companionship - were temporary experience only valid for one moment in time, it would be a sad world, but once it is seen as a symbol of eternal things, it becomes enchanting.

I’M INCOMPLETE WITHOUT YOU

Margaret Alice Comment: You elevate the humnan experience of longing for love to a striving for sublimity in uniting with a beloved person, and this poem is stirring, your style of writing is effective, everything flows together perfectly.

Margaret Alice Comment:

'To a resplendent glow of celestial flow
And two split halves unite never to part.'

Reading your fluent poems is a delight, I have to tear myself away and return to the life of a drudge, but what a treasure trove of jewels you made for the weary soul who needs to contemplate higher ideals from time to time!

IN CELESTIAL WINGS

Margaret Alice Comment: When you describe how you are strengthened by your loved one, it is clear that your inner flame is so strong that you need not fear growing old, your spirit seems to become stronger, you manage to convey this impression by your striking poetry. It is a privilege to read your work.

Obed Dela Cruz Comment: wow.... i remembered will shakespeare.... nice poem!

Margaret Alice Comment: The poet has transcended the barriers of time and space by becoming an image of his beloved and being able to find peace in the joy he confers to his beloved.

'You transcend my limits, transcend my soul, I forget my distress in your thoughts And discover my peace in your joy, For, I’m mere image of you, my beloved.'

Margaret Alice Comment: You are my peace and solace, I know, I am, yours too; A mere flash of your thoughts Enlivens my tired soul And fills me with light, peace and solace, A giant in new world, I become, I rise to divine heights in celestial wings. How I desire to reciprocate To fill you with light and inner strength raise you to divine heights; I must cross over nd hold you in arms, light up your soul, Fill you with strength from my inner core, Wipe away your tears burst out in pure joy How I yearn to instill hope and confidence in you we never part And we shall wait, till time comes right. the flame in my soul always seeks you, you transcend my limits, transcend my soul, I forget my distress in your thoughts And discover my peace in your joy, For, I’m mere image of you, my beloved.

RAGING FIRE

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poem by Praveen Kumar
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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

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poem by Gert Strydom
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Let Your Soul Be Your Pilot

Let your soul be your pilot
Let your soul guide you
Hell guide you well
When youre down and theyre counting
When your secrets all found out
When your troubles take to mounting
When the map you have leads you to doubt
When theres no information
And the compass turns to nowhere that you know well
Let your soul be your pilot
Let your soul guide you
Hell guide you well
When the doctors failed to heal you
When no medicine chest can make you well
When no counsel leads to comfort
When there are no more lies they can tell
No more useless information
And the compass spins
The compass spins between heaven and hell
Let your soul be your pilot
Let your soul guide you
Hell guide you well
And your eyes turn towards the window pane
To the lights upon the hill
The distance seems so strange to you now
And the dark room seems so still
Let your pain be my sorrow
Let your tears be my tears too
Let your courage be my model
That the north you find will be true
When theres no information
And the compass turns to nowhere that you know well
Let your soul be your pilot
Let your soul guide you
Let your soul guide you
Let your soul guide you upon your way...

song performed by Sting
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The Iliad: Book 24

The assembly now broke up and the people went their ways each to his
own ship. There they made ready their supper, and then bethought
them of the blessed boon of sleep; but Achilles still wept for
thinking of his dear comrade, and sleep, before whom all things bow,
could take no hold upon him. This way and that did he turn as he
yearned after the might and manfulness of Patroclus; he thought of all
they had done together, and all they had gone through both on the
field of battle and on the waves of the weary sea. As he dwelt on
these things he wept bitterly and lay now on his side, now on his
back, and now face downwards, till at last he rose and went out as one
distraught to wander upon the seashore. Then, when he saw dawn
breaking over beach and sea, he yoked his horses to his chariot, and
bound the body of Hector behind it that he might drag it about. Thrice
did he drag it round the tomb of the son of Menoetius, and then went
back into his tent, leaving the body on the ground full length and
with its face downwards. But Apollo would not suffer it to be
disfigured, for he pitied the man, dead though he now was; therefore
he shielded him with his golden aegis continually, that he might
take no hurt while Achilles was dragging him.
Thus shamefully did Achilles in his fury dishonour Hector; but the
blessed gods looked down in pity from heaven, and urged Mercury,
slayer of Argus, to steal the body. All were of this mind save only
Juno, Neptune, and Jove's grey-eyed daughter, who persisted in the
hate which they had ever borne towards Ilius with Priam and his
people; for they forgave not the wrong done them by Alexandrus in
disdaining the goddesses who came to him when he was in his
sheepyards, and preferring her who had offered him a wanton to his
ruin.
When, therefore, the morning of the twelfth day had now come,
Phoebus Apollo spoke among the immortals saying, "You gods ought to be
ashamed of yourselves; you are cruel and hard-hearted. Did not
Hector burn you thigh-bones of heifers and of unblemished goats? And
now dare you not rescue even his dead body, for his wife to look upon,
with his mother and child, his father Priam, and his people, who would
forthwith commit him to the flames, and give him his due funeral
rites? So, then, you would all be on the side of mad Achilles, who
knows neither right nor ruth? He is like some savage lion that in
the pride of his great strength and daring springs upon men's flocks
and gorges on them. Even so has Achilles flung aside all pity, and all
that conscience which at once so greatly banes yet greatly boons him
that will heed it. man may lose one far dearer than Achilles has lost-
a son, it may be, or a brother born from his own mother's womb; yet
when he has mourned him and wept over him he will let him bide, for it
takes much sorrow to kill a man; whereas Achilles, now that he has
slain noble Hector, drags him behind his chariot round the tomb of his
comrade. It were better of him, and for him, that he should not do so,
for brave though he be we gods may take it ill that he should vent his
fury upon dead clay."
Juno spoke up in a rage. "This were well," she cried, "O lord of the
silver bow, if you would give like honour to Hector and to Achilles;

[...] Read more

poem by Homer, translated by Samuel Butler
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God Rest Ye Merry, Gentleman

God rest ye merry, gentlemen
Let nothing you dismay
Remember, Christ, our Saviour
Was born on Christmas day
To save us all from Satan's power
When we were gone astray
O tidings of comfort and joy,
Comfort and joy
O tidings of comfort and joy
In Bethlehem, in Israel,
This blessed Babe was born
And laid within a manger
Upon this blessed morn
The which His Mother Mary
Did nothing take in scorn
O tidings of comfort and joy,
Comfort and joy
O tidings of comfort and joy
From God our Heavenly Father
A blessed Angel came;
And unto certain Shepherds
Brought tidings of the same:
How that in Bethlehem was born
The Son of God by Name.
O tidings of comfort and joy,
Comfort and joy
O tidings of comfort and joy
"Fear not then," said the Angel,
"Let nothing you affright,
This day is born a Saviour
Of a pure Virgin bright,
To free all those who trust in Him
From Satan's power and might."
O tidings of comfort and joy,
Comfort and joy
O tidings of comfort and joy
The shepherds at those tidings
Rejoiced much in mind,
And left their flocks a-feeding
In tempest, storm and wind:
And went to Bethlehem straightway
The Son of God to find.
O tidings of comfort and joy,
Comfort and joy
O tidings of comfort and joy
And when they came to Bethlehem
Where our dear Saviour lay,
They found Him in a manger,
Where oxen feed on hay;
His Mother Mary kneeling down,

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song performed by Carly Simon
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The Ballad of the White Horse

DEDICATION

Of great limbs gone to chaos,
A great face turned to night--
Why bend above a shapeless shroud
Seeking in such archaic cloud
Sight of strong lords and light?

Where seven sunken Englands
Lie buried one by one,
Why should one idle spade, I wonder,
Shake up the dust of thanes like thunder
To smoke and choke the sun?

In cloud of clay so cast to heaven
What shape shall man discern?
These lords may light the mystery
Of mastery or victory,
And these ride high in history,
But these shall not return.

Gored on the Norman gonfalon
The Golden Dragon died:
We shall not wake with ballad strings
The good time of the smaller things,
We shall not see the holy kings
Ride down by Severn side.

Stiff, strange, and quaintly coloured
As the broidery of Bayeux
The England of that dawn remains,
And this of Alfred and the Danes
Seems like the tales a whole tribe feigns
Too English to be true.

Of a good king on an island
That ruled once on a time;
And as he walked by an apple tree
There came green devils out of the sea
With sea-plants trailing heavily
And tracks of opal slime.

Yet Alfred is no fairy tale;
His days as our days ran,
He also looked forth for an hour
On peopled plains and skies that lower,
From those few windows in the tower
That is the head of a man.

But who shall look from Alfred's hood

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poem by Gilbert Keith Chesterton
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Ruins of Rome, by Bellay

1

Ye heavenly spirits, whose ashy cinders lie
Under deep ruins, with huge walls opprest,
But not your praise, the which shall never die
Through your fair verses, ne in ashes rest;
If so be shrilling voice of wight alive
May reach from hence to depth of darkest hell,
Then let those deep Abysses open rive,
That ye may understand my shreiking yell.
Thrice having seen under the heavens' vail
Your tomb's devoted compass over all,
Thrice unto you with loud voice I appeal,
And for your antique fury here do call,
The whiles that I with sacred horror sing,
Your glory, fairest of all earthly thing.

2

Great Babylon her haughty walls will praise,
And sharpèd steeples high shot up in air;
Greece will the old Ephesian buildings blaze;
And Nylus' nurslings their Pyramids fair;
The same yet vaunting Greece will tell the story
Of Jove's great image in Olympus placed,
Mausolus' work will be the Carian's glory,
And Crete will boast the Labybrinth, now 'rased;
The antique Rhodian will likewise set forth
The great Colosse, erect to Memory;
And what else in the world is of like worth,
Some greater learnèd wit will magnify.
But I will sing above all monuments
Seven Roman Hills, the world's seven wonderments.

3

Thou stranger, which for Rome in Rome here seekest,
And nought of Rome in Rome perceiv'st at all,
These same old walls, old arches, which thou seest,
Old Palaces, is that which Rome men call.
Behold what wreak, what ruin, and what waste,
And how that she, which with her mighty power
Tam'd all the world, hath tam'd herself at last,
The prey of time, which all things doth devour.
Rome now of Rome is th' only funeral,
And only Rome of Rome hath victory;
Ne ought save Tyber hastening to his fall
Remains of all: O world's inconstancy.

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poem by Edmund Spenser
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I Cant Reach You

Im a million ages past you
Im a million ages past you
A million years behind you too
A million years behind you too
A thousand miles up in the air
A thousand miles up in the air
A trillion times Ive seen you there
A trillion times Ive seen you there
Your hair is golden, mine is grey
Your hair is golden, mine is grey
You walk on grass, it turns to hay
You walk on grass, it turns to hay
You blood is blue and mine is red
You blood is blue and mine is red
My body strains, but the nerves are dead
My body strains, but the nerves are dead
I cant reach you
I cant reach you
Ive strained my eyes
Ive strained my eyes
I cant reach you
I cant reach you
Ive split my sides
Ive split my sides
I cant reach
I cant reach
Tryin to get on you
Tryin to get on you
See, feel or hear from you
See, feel or hear from you
The distances grow greater now
The distances grow greater now
You drink champagne and past me plow
You drink champagne and past me plow
You fly your plane right over my head
You fly your plane right over my head
Youre still alive and Im nearly dead
Youre still alive and Im nearly dead
I cant reach you
I cant reach you
With arms outstretched
With arms outstretched
I cant reach you
I cant reach you
I crane my neck
I crane my neck
I cant reach
I cant reach
Tryin to get on you
Tryin to get on you

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song performed by Who
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Vision Of Columbus - Book 8

And now the Angel, from the trembling sight,
Veil'd the wide world–when sudden shades of night
Move o'er the ethereal vault; the starry train
Paint their dim forms beneath the placid main;
While earth and heaven, around the hero's eye,
Seem arch'd immense, like one surrounding sky.
Still, from the Power superior splendors shone,
The height emblazing like a radiant throne;
To converse sweet the soothing shades invite,
And on the guide the hero fix'd his sight.
Kind messenger of Heaven, he thus began,
Why this progressive labouring search of man?
If man by wisdom form'd hath power to reach
These opening truths that following ages teach,
Step after step, thro' devious mazes, wind,
And fill at last the measure of the mind,
Why did not Heaven, with one unclouded ray,
All human arts and reason's powers display?
That mad opinions, sects and party strife
Might find no place t'imbitter human life.
To whom the Angelic Power; to thee 'tis given,
To hold high converse, and enquire of heaven,
To mark uncircled ages and to trace
The unfolding truths that wait thy kindred race.
Know then, the counsels of th'unchanging Mind,
Thro' nature's range, progressive paths design'd,
Unfinish'd works th'harmonious system grace,
Thro' all duration and around all space;
Thus beauty, wisdom, power, their parts unroll,
Till full perfection joins the accordant whole.
So the first week, beheld the progress rise,
Which form'd the earth and arch'd th'incumbant skies.
Dark and imperfect first, the unbeauteous frame,
From vacant night, to crude existence came;
Light starr'd the heavens and suns were taught their bound,
Winds woke their force, and floods their centre found;
Earth's kindred elements, in joyous strife,
Warm'd the glad glebe to vegetable life,
Till sense and power and action claim'd their place,
And godlike reason crown'd the imperial race.
Progressive thus, from that great source above,
Flows the fair fountain of redeeming love.
Dark harbingers of hope, at first bestow'd,
Taught early faith to feel her path to God:
Down the prophetic, brightening train of years,
Consenting voices rose of different seers,
In shadowy types display'd the accomplish'd plan,
When filial Godhead should assume the man,
When the pure Church should stretch her arms abroad,
Fair as a bride and liberal as her God;

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poem by Joel Barlow
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Little Chief

Touch me now
Feel my face
You are the one
For you I breathe
Eager hands in skin so fresh
You are the one
For you I breathe
Trusting smile
So sweet and safe
You are the one
For you I breathe
So touch me now
And trust always
For you are the one
You are my son
Precious little life
To guide and lead
With open arms
I'll guide and I'll lead
Precious little life
To guide and lead
With an open mind
I'll guide and I'll lead
Precious little life
To guide and lead
With open eyes
I'll guide and I'll lead
Precious little life
To guide and lead
With an open mind
I'll guide and I'll lead
You where ever your heart wants to go
Touch me now
Feel my face
You are the one
For you I breathe
Eager hands in skin so fresh
You are the one
For you I breathe
Eager hands in skin so fresh
You are the one
For you I breathe
Trusting smile
So sweet and safe
You are the one
For you I breathe
So touch me now
And trust always
You are my son
Precious little life

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song performed by Xavier Rudd
Added by Lucian Velea
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