There is no reason to have problems between country and country, between government and government, when there is a separation of powers.
quote by Ricardo Lagos
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Problems
I wont take no lies, hanging out all night
The gig is up, enough, its enough
Youre wrong, dead wrong, wont take no more
Cause I see your game and dumb is not my name
Pack your bags, call you a cab
No more laughs
Cause Im not the one that youre gonna play on
Move along, sing a song
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
Got love for you, but I cant stand you
I page you, you wont call
Whats a 2-way for
Strike one, strike two, strike three, no more me
Cause I see the game and dumbs not my name
Pack your bags, call you a cab
No more laughs
Cause Im not the one that youre gonna play on
Move along, sing a song
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
We can do this any way that
You want cause I dont care
Its no problem and Im not the one
Pack your bags, call you a cab
No more laughs
Cause Im not the one that youre gonna play on
Move along, sing a song
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
You give me problems, problems
Too many problems
Dont want no problems, problems
No time to solve them
[over chorus]
Its plain to see, you cant have me
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song performed by Nivea
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Problems
Feat. coffee brown
Problems
Problems with your girl today
Problems
Problems with your man today
Situations
Hard to handle
Got me going out of my head
Theres so much pressure
I just cant deal
You think its all about
You and that sex appeal
But I got problems
(slickin around on the l to the hotel, all around town)
Let me know
(whos it gonna be, him or me)
It cant be three
Problems
Problems with your girl today
Problems
Problems with your girl today
[coffee brown]
Here we are
The two of us together
Taking this crazy chance
To be all alone
My man dont know
That we been loving each other
Cuz if he found out
Well have nothing
Nothing but
Problems
Problems with your man today
Problems
Problems with your man today
Problems
Problems with your man today
Problems
Problems with your man today
[next]
Said, can I get a witness
So many problems
Can I get a witness
[coffee]
Can I get a witness
So many problems
Can I get a witness
Problems
Problems with your girl today
Problems
[...] Read more
song performed by Next
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- quotes about girls
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- quotes about brown
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Problems (feat. Koffee Brown)
Problems
Problems with your girl today
Problems
Problems with your man today
situations hard to handle
got me goin out ofmy head
theres so much pressure
i just cant deal
you think its all about you
and that sex appeal
but i got problems
(slickin around on the "L" to the hotel all around town) let me know
(whos it gonna be him or me)
it cant be three
problems
problems with your girl today
problems
problems with your girl today
here we are
the two of us together
takin this crazy chance
to be all alone
my man dont know
that we been lovin eachother
cuz if he found out
we'll have nothin
nothin but
Problems
problems with your man today
problems
problems with your man today
problems
problems with your man today
problems
problems with your man today
said can i get a witness
so many problems
can i get a witness
can i get a witness
so many problems
can i get a witness
problems
problems with your girl today
problems
problems with your man today
problems
problems with your girl today
problems
problems with your man today
song performed by Next
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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Whose Country Is This?
Whose country is this?
It is a land full of snakes;
Whose country is this?
It is a land full of many waters;
Whose country is this?
It is a land full of thieves! !
Whose country is this?
It is a land full of people;
Whose country is this?
It is a land full of oil;
Whose country is this?
It is a land full of earthquakes!
Whose country is this?
it is a land full of lovers;
Whose country is this?
It is a land full of volcanoes!
Whose country is this?
It is a land full of beautiful flowers;
Whose country is this?
It is a land full of hansome men;
Whose country is this?
It is a land full of beautiful women;
Whose country is this?
It is a land full of roses;
Whose country is this?
it is a land ruled only by men;
Whose country is this?
It is a land without rainfall;
Whose country is this?
It is a land ruled by a woman;
Whose country is this?
It is a land full of corruption!
Whose country is this?
It is a land full of pirates! !
Whose country is this?
It is a land ruled by law;
Whose country is this?
It is a land controlled by rebels!
Whose country is this?
It is a land full of ice;
Whose country is this?
It is a land full of pregnant women;
Whose country is this?
It is a land full of the sins of Sodom and Gomorrah!
Whose country is this?
It is a land full of singers;
Whose country is this?
It is a land full of troubles;
Whose country is this?
It is a land full of war! !
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poem by Edward Kofi Louis
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He Knows You Know
(derek disck/steve rothery/ pete trewavas/ micheal pointer/mark kelly/diz minnett/brian jellyman)
He knows, you know, he knows, you know
Problems, problems, problems, problems
Light switch, yellow fever, crawling up your bathroom wall
Singing psychedelic praises to the depths of a china bowl
Youve got venom in your stomach, youve got poison in your head
You should have listened to the priest at the confession
When he offered you the sacred bread
He knows, you know, he knows, you know, he knows, you know
But hes got problems
Fast feed, crystal fever, swarming through a fractured mind
Chilling needles freeze emotion, the blind shall lead the blind
Youve got venom in you stomach, youve got poison in your head
When your conscience whispered, the vein lines stiffened
You were walking with the dead
He knows, you know, he knows, you know, he knows, you know
Hes got experience
Hes got experience, he knows, you know
But hes got problems
Problems, problems, problems, problems, problems, problems.
He knows...
Slash wrist, scarlet fever, crawled under your bathroom door
Pumping arteries ooze the problem, through the gap that the razor tore
Youve got venom in your stomach, youve got poison in your head
You should have listened to your analyst questions when yo lay on his leather bed
He knows, you know, he knows, you know, he knows, you know
But hes got problems
Blank eyes, purple fever, streaming through the frosted pane
You learned your lesson far to late from the links in a chemist chain
Youve got venom in your stomach, youve got poison in your head
You should have stayed at home and talked with father
Listen to the lies he fed
He knows, you know, he knows, you know, he knows, you know
But hes got problems
He knows, you know, he knows, you know, he knows, you know
Hes got experience
Hes got experience, he knows, you know
He knows, you know, you know, you know
You know, you know, you know, you know
Problems, problems, problems, problems, problems, problems
Dont give me your problems
song performed by Marillion
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One Reason To Believe
Lighting candles in the church of my choice, loving strangers in the dark
Looking for someone to give me what I lack
Searching for something 'till you showed me the gun in my back
I'm human and I need it, I must have my beliefs
I open myself to the love, yeah
And I love you 'cause you showed me a merciful release
I'm living this time and I know you gave me the reason
Chorus:
One reason (to believe), one reason (you're the one)
One reason (to believe), one reason (my baby)
One reason (it's all I need), one reason (to believe)
One reason (my baby), one reason
Trying to get faith from the eight fifty paperbacks
Hoping they'll show me the way (the way to what?)
Man in a crisis, a young girl in his bed
She's trying to help him when she tells him it's all in his head
I'm human and I need it, I must have my beliefs
I open myself to the love, yeah
I love you 'cause you showed me a merciful release
I'm living this time and I know you gave me the reason
chorus
I bow to the east or I kneel to the west, it's a matter of faith
I'm the only one who has to believe it
chorus
(Solo)
One reason, one reason, one reason, one reason
I bow to the east or I kneel to the west, it's a matter of faith
I'm the only one who has to believe it
One reason (to believe), one reason (you're the one)
One reason (one reason), one reason (my baby)
One reason (that's all I need), one reason (to believe)
One reason (to believe), one reason (just give me one)
One reason (one reason), one reason (to believe)
One reason (it's all I need), one reason (my baby)
One reason (my baby), one reason (my baby)
One reason (you are the reason), one reason
One reason (that's all I want), one reason (that's all I need)...
--------------------------------------------------------------------------
song performed by Rick Springfield
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The Cloud Messenger - Part 04
The slender young woman who is there would be the premier creation by the
Creator in the sphere of women, with fine teeth, lips like a ripe bimba fruit, a
slim waist, eyes like a startled gazelle’s, a deep navel, a gait slow on account
of the weight of her hips, and who is somewhat bowed down by her breasts.
You should know that she whose words are few, my second life, is like a
solitary female cakravaka duck when I, her mate, am far away. While these
weary days are passing, I think the girl whose longing is deep has taken on an
altered appearance, like a lotus blighted by frost.
Surely the face of my beloved, her eyes swollen from violent weeping, the
colour of her lower lip changed by the heat of her sighs, resting upon her
hand, partially hidden by the hanging locks of her hair, bears the miserable
appearance of the moon with its brightness obscured when pursued by you.
She will come at once into your sight, either engaged in pouring oblations, or
drawing from memory my portrait, but grown thin on account of separation,
or asking the sweet-voiced sarika bird in its cage, ‘I hope you remember the
master, O elegant one, for you are his favourite’;
Or having placed a lute on a dirty cloth on her lap, friend, wanting to sing a
song whose words are contrived to contain my name, and somehow plucking
the strings wet with tears, again and again she forgets the melody, even
though she composed it herself;
Or engaged in counting the remaining months set from the day of our
separation until the end by placing flowers on the ground at the threshold, or
enjoying acts of union that are preserved in her mind. These generally are the
diversions of women when separated from their husbands.
During the day, when she has distractions, separation will not torment her so
much. I fear that your friend will have greater suffering at night without
distraction. You who carry my message, positioned above the palace roof-top,
see the good woman at midnight, lying on the ground, sleepless, and cheer her
thoroughly.
Grown thin with anxiety, lying on one side on a bed of separation, resembling
the body of the moon on the eastern horizon when only one sixteenth part
remains, shedding hot tears, passing that night, lengthened by separation,
which spent in desired enjoyments in company with me would have passed in
an instant.
Covering with eyelashes heavy with tears on account of her sorrow, her eyes
which were raised to face the rays of the moon, which were cool with nectar
and which entered by way of the lattice, fall again on account of her previous
love, like a bed of land-lotuses on an overcast day, neither open nor closed.
She whose sighs that trouble her bud-like lower lip will surely be scattering
the locks of her hair hanging at her cheek, dishevelled after a simple bath,
thinking how enjoyment with me might arise even if only in a dream, yearning
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poem by Kalidasa
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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;
[...] Read more
poem by Joel Barlow
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Natural Powers Of Human Beings
Every human being living on planet earth possess some basic powers
The basic powers include powers to think, select, reason, decide,
Invent, produce, feel, create, construct, write and make choices
All the above powers have their positive and negative manifestations
Those human beings who are spiritually undeveloped exhibit
Some negative powers such as hatred and disgust, jealousy and envy
Hypocrisy and duplicity, selfishness and egotism, as well as insincerity
The spiritually developed human beings display positive powers like
Compassion and kindness, love and affection, charity and philanthropy
Reverence for life, altruism and self-sacrifice, optimism and buoyancy
Some human beings demonstrate extraordinary powers of intuition
Metaphysicians classify the powers of intuition as part of the sixth sense
The power of intuition is the ability to know without thinking
Answers and solutions come naturally to those who have these powers
Few human beings exhibit the astonishing powers of premonition
The power of premonition is the power of forewarning
This is the power to know that something has happened without been told
It is the power to know an event is about to occur before it actually does
Mystics categorize the powers of premonition as part of the sixth sense
As it is popularly said – to be forewarned is to be forearmed
Premonition is one of special powers human beings can possess
A number of individuals display the amazing powers of telepathy
Telepathy is the science of mind-to-mind communication
It is also the power to know what your neighbors are thinking about
Some folks refer to telepathy as a branch of clairvoyance
Few people say telepathy is part of E.S.P – extrasensory perception
Whatever may be your own definition of telepathy
It is an incredible power any human being can possess
All the above mentioned powers are not magical powers
The powers are available to all human beings to access
Please enjoy your life, good luck and happy destiny
poem by Julius Babarinsa
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[9] O, Moon, My Sweet-heart!
O, Moon, My Sweet-heart!
[LOVE POEMS]
POET: MAHENDRA BHATNAGAR
POEMS
1 Passion And Compassion / 1
2 Affection
3 Willing To Live
4 Passion And Compassion / 2
5 Boon
6 Remembrance
7 Pretext
8 To A Distant Person
9 Perception
10 Conclusion
10 You (1)
11 Symbol
12 You (2)
13 In Vain
14 One Night
15 Suddenly
16 Meeting
17 Touch
18 Face To Face
19 Co-Traveller
20 Once And Once only
21 Touchstone
22 In Chorus
23 Good Omens
24 Even Then
25 An Evening At ‘Tighiraa’ (1)
26 An Evening At ‘Tighiraa’ (2)
27 Life Aspirant
28 To The Condemned Woman
29 A Submission
30 At Midday
31 I Accept
32 Who Are You?
33 Solicitation
34 Accept Me
35 Again After Ages …
36 Day-Dreaming
37 Who Are You?
38 You Embellished In Song
[...] Read more
poem by Mahendra Bhatnagar
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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)
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The Farewell
_P_. Farewell to Europe, and at once farewell
To all the follies which in Europe dwell;
To Eastern India now, a richer clime,
Richer, alas! in everything but rhyme,
The Muses steer their course; and, fond of change,
At large, in other worlds, desire to range;
Resolved, at least, since they the fool must play,
To do it in a different place, and way.
_F_. What whim is this, what error of the brain,
What madness worse than in the dog-star's reign?
Why into foreign countries would you roam,
Are there not knaves and fools enough at home?
If satire be thy object--and thy lays
As yet have shown no talents fit for praise--
If satire be thy object, search all round,
Nor to thy purpose can one spot be found
Like England, where, to rampant vigour grown,
Vice chokes up every virtue; where, self-sown,
The seeds of folly shoot forth rank and bold,
And every seed brings forth a hundredfold.
_P_. No more of this--though Truth, (the more our shame,
The more our guilt) though Truth perhaps may claim,
And justify her part in this, yet here,
For the first time, e'en Truth offends my ear;
Declaim from morn to night, from night to morn,
Take up the theme anew, when day's new-born,
I hear, and hate--be England what she will,
With all her faults, she is my country still.
_F_. Thy country! and what then? Is that mere word
Against the voice of Reason to be heard?
Are prejudices, deep imbibed in youth,
To counteract, and make thee hate the truth?
'Tis sure the symptom of a narrow soul
To draw its grand attachment from the whole,
And take up with a part; men, not confined
Within such paltry limits, men design'd
Their nature to exalt, where'er they go,
Wherever waves can roll, and winds can blow,
Where'er the blessed sun, placed in the sky
To watch this subject world, can dart his eye,
Are still the same, and, prejudice outgrown,
Consider every country as their own;
At one grand view they take in Nature's plan,
Not more at home in England than Japan.
_P_. My good, grave Sir of Theory, whose wit,
Grasping at shadows, ne'er caught substance yet,
'Tis mighty easy o'er a glass of wine
On vain refinements vainly to refine,
To laugh at poverty in plenty's reign,
To boast of apathy when out of pain,
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poem by Charles Churchill
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The Pleasures of Imagination: Book The Third
What wonder therefore, since the indearing ties
Of passion link the universal kind
Of man so close, what wonder if to search
This common nature through the various change
Of sex, and age, and fortune, and the frame
Of each peculiar, draw the busy mind
With unresisted charms? The spacious west,
And all the teeming regions of the south
Hold not a quarry, to the curious flight
Of knowledge, half so tempting or so fair,
As man to man. Nor only where the smiles
Of love invite; nor only where the applause
Of cordial honour turns the attentive eye
On virtue's graceful deeds. For since the course
Of things external acts in different ways
On human apprehensions, as the hand
Of nature temper'd to a different frame.
Peculiar minds; so haply where the powers
Of fancy neither lessen nor enlarge
The images of things, but paint in all
Their genuine hues, the features which they wore
In nature; there opinion will be true,
And action right. For action treads the path
In which opinion says he follows good,
Or flies from evil; and opinion gives
Report of good or evil, as the scene
Was drawn by fancy, lovely or deform'd:
Thus her report can never there be true
Where fancy cheats the intellectual eye,
With glaring colours and distorted lines.
Is there a man, who at the sound of death
Sees ghastly shapes of terror conjur'd up,
And black before him; nought but death-bed groans
And fearful prayers, and plunging from the brink
Of light and being, down the gloomy air,
An unknown depth? Alas! in such a mind,
If no bright forms of excellence attend
The image of his country; nor the pomp
Of sacred senates, nor the guardian voice
Of justice on her throne, nor aught that wakes
The conscious bosom with a patriot's flame;
Will not opinion tell him, that to die,
Or stand the hazard, is a greater ill
Than to betray his country? And in act
Will he not chuse to be a wretch and live?
Here vice begins then. From the inchanting cup
Which fancy holds to all, the unwary thirst
Of youth oft swallows a Circæan draught,
That sheds a baleful tincture o'er the eye
Of reason, till no longer he discerns,
[...] Read more
poem by Mark Akenside
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Table Talk
A. You told me, I remember, glory, built
On selfish principles, is shame and guilt;
The deeds that men admire as half divine,
Stark naught, because corrupt in their design.
Strange doctrine this! that without scruple tears
The laurel that the very lightning spares;
Brings down the warrior’s trophy to the dust,
And eats into his bloody sword like rust.
B. I grant that, men continuing what they are,
Fierce, avaricious, proud, there must be war,
And never meant the rule should be applied
To him that fights with justice on his side.
Let laurels drench’d in pure Parnassian dews
Reward his memory, dear to every muse,
Who, with a courage of unshaken root,
In honour’s field advancing his firm foot,
Plants it upon the line that Justice draws,
And will prevail or perish in her cause.
‘Tis to the virtues of such men man owes
His portion in the good that Heaven bestows.
And, when recording History displays
Feats of renown, though wrought in ancient days,
Tells of a few stout hearts, that fought and died,
Where duty placed them, at their country’s side;
The man that is not moved with what he reads,
That takes not fire at their heroic deeds,
Unworthy of the blessings of the brave,
Is base in kind, and born to be a slave.
But let eternal infamy pursue
The wretch to nought but his ambition true,
Who, for the sake of filling with one blast
The post-horns of all Europe, lays her waste.
Think yourself station’d on a towering rock,
To see a people scatter’d like a flock,
Some royal mastiff panting at their heels,
With all the savage thirst a tiger feels;
Then view him self-proclaim’d in a gazette
Chief monster that has plagued the nations yet.
The globe and sceptre in such hands misplaced,
Those ensigns of dominion how disgraced!
The glass, that bids man mark the fleeting hour,
And Death’s own scythe, would better speak his power;
Then grace the bony phantom in their stead
With the king’s shoulder-knot and gay cockade;
Clothe the twin brethren in each other’s dress,
The same their occupation and success.
A. ‘Tis your belief the world was made for man;
Kings do but reason on the self-same plan:
Maintaining yours, you cannot theirs condemn,
Who think, or seem to think, man made for them.
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poem by William Cowper
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One Reason
Lighting candles in the church of my choice
Loving strangers in the dark
Looking for someone to give me what i lack
Searching for something 'til you showed me
The gun in my back
I'm human and i need it
And i must have my beliefs
I open myself to the love (yea)
I love you 'cause you showed me
A merciful release
I'm living this time and i know you gave
Me the reason
One reason (to believe), one reason (you're the one)
One reason (to believe), one reason (my baby)
One reason (it's all i need), one reason (to believe)
Trying to get faith from the $8.50 paperbacks
Hoping they'll show me the way (the way to what)
Man in a crisis, a young girl in his bed
She's trying to help him when she tells him
It's all in his head
I'm human and i need it
I must have my beliefs
I open myself to the love (yea)
I love you 'cause you showed me
A merciful release
I'm living this time and i know you gave
Me the reason
One reason (to believe), one reason (you're the one)
One reason (to believe), one reason (my baby)
One reason (it's all i need), one reason (to believe)
I bow to the east or i kneel to the west
It's a matter of faith
I'm the only one who has to believe it
One reason (to believe), one reason (you're the one)
One reason (to believe), one reason (my baby)
One reason (it's all i need), one reason (to believe)
I bow to the east or i kneel to the west
It's a matter of faith
I'm the only one who has to believe it
One reason (to believe), one reason (you're the one)
One reason (to believe), one reason (my baby)
One reason (it's all i need), one reason (to believe)
song performed by Rick Springfield
Added by Lucian Velea
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Problems
I have problems, and you have problems
Let's make problems with our problems
When I'm the problem you're the problem
But we know where the problem for one another
I start my day by any other way
Looking under my bed for the metallic crate
Encrypted with a steel isomorphic key
Projecting documents enveloped with two words
"Today's problems"
When I have no problems I make more problems
To entwine the world with inventive problems
What would we do if we did not have problems?
Neglect our security for hypothesizing new problems
Problems, Problems, Problems
An exegesis of problems
Categorized and productized
In rationale arrangements
Ontologically customized
Parasitically neurological
And involuntarily exercised
I empty the glass and make if full
To furbish the center that never holds
Happiness elixirs baseless catchment
Percolating vertices of inverted orphans
So what's the problem?
poem by Kevin Patrick
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The Rosciad
Unknowing and unknown, the hardy Muse
Boldly defies all mean and partial views;
With honest freedom plays the critic's part,
And praises, as she censures, from the heart.
Roscius deceased, each high aspiring player
Push'd all his interest for the vacant chair.
The buskin'd heroes of the mimic stage
No longer whine in love, and rant in rage;
The monarch quits his throne, and condescends
Humbly to court the favour of his friends;
For pity's sake tells undeserved mishaps,
And, their applause to gain, recounts his claps.
Thus the victorious chiefs of ancient Rome,
To win the mob, a suppliant's form assume;
In pompous strain fight o'er the extinguish'd war,
And show where honour bled in every scar.
But though bare merit might in Rome appear
The strongest plea for favour, 'tis not here;
We form our judgment in another way;
And they will best succeed, who best can pay:
Those who would gain the votes of British tribes,
Must add to force of merit, force of bribes.
What can an actor give? In every age
Cash hath been rudely banish'd from the stage;
Monarchs themselves, to grief of every player,
Appear as often as their image there:
They can't, like candidate for other seat,
Pour seas of wine, and mountains raise of meat.
Wine! they could bribe you with the world as soon,
And of 'Roast Beef,' they only know the tune:
But what they have they give; could Clive do more,
Though for each million he had brought home four?
Shuter keeps open house at Southwark fair,
And hopes the friends of humour will be there;
In Smithfield, Yates prepares the rival treat
For those who laughter love, instead of meat;
Foote, at Old House,--for even Foote will be,
In self-conceit, an actor,--bribes with tea;
Which Wilkinson at second-hand receives,
And at the New, pours water on the leaves.
The town divided, each runs several ways,
As passion, humour, interest, party sways.
Things of no moment, colour of the hair,
Shape of a leg, complexion brown or fair,
A dress well chosen, or a patch misplaced,
Conciliate favour, or create distaste.
From galleries loud peals of laughter roll,
And thunder Shuter's praises; he's so droll.
Embox'd, the ladies must have something smart,
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poem by Charles Churchill
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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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I Love....
i love...
that's the reason i walk,
the reason i breathe.
the reason i grieve.
the reason i dance.
the reason i smile.
the reason i listen.
the reason i offer a hand.
the reason i see beauty.
the reason i see both darkness,
and light....
the reason i take chances.
the reason i keep going.
the reason i get angry.
the reason i forgive.
the reason i touch.
the reason i question.
the reason i believe.
the reason i am tolerant.
the reason i understand.
the reason i fall.
the reason i fly.
the reason i write...
the reason i am what i am!
poem by Eric Cockrell
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