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Schools are generally feminine places, institutions where conformity is valued, taught largely by conformist women.

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The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

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

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

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

METHODOLOGY

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

RESULTS

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

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

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

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

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

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

Negative impacts of poverty on education

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

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

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

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

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

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

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

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

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

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Ella Wheeler Wilcox

Three Women

My love is young, so young;
Young is her cheek, and her throat,
And life is a song to be sung
With love the word for each note.

Young is her cheek and her throat;
Her eyes have the smile o' May.
And love is the word for each note
In the song of my life to-day.

Her eyes have the smile o' May;
Her heart is the heart of a dove,
And the song of my life to-day
Is love, beautiful love.


Her heart is the heart of a dove,
Ah, would it but fly to my breast
Where love, beautiful love,
Has made it a downy nest.


Ah, would she but fly to my breast,
My love who is young, so young;
I have made her a downy nest
And life is a song to be sung.


1
I.
A dull little station, a man with the eye
Of a dreamer; a bevy of girls moving by;
A swift moving train and a hot Summer sun,
The curtain goes up, and our play is begun.
The drama of passion, of sorrow, of strife,
Which always is billed for the theatre Life.
It runs on forever, from year unto year,
With scarcely a change when new actors appear.
It is old as the world is-far older in truth,
For the world is a crude little planet of youth.
And back in the eras before it was formed,
The passions of hearts through the Universe stormed.


Maurice Somerville passed the cluster of girls
Who twisted their ribbons and fluttered their curls
In vain to attract him; his mind it was plain
Was wholly intent on the incoming train.
That great one eyed monster puffed out its black breath,
Shrieked, snorted and hissed, like a thing bent on death,

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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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William Cowper

Tirocinium; or, a Review of Schools

It is not from his form, in which we trace
Strength join'd with beauty, dignity with grace,
That man, the master of this globe, derives
His right of empire over all that lives.
That form, indeed, the associate of a mind
Vast in its powers, ethereal in its kind,
That form, the labour of Almighty skill,
Framed for the service of a freeborn will,
Asserts precedence, and bespeaks control,
But borrows all its grandeur from the soul.
Hers is the state, the splendour, and the throne,
An intellectual kingdom, all her own.
For her the memory fills her ample page
With truths pour’d down from every distant age;
For her amasses an unbounded store,
The wisdom of great nations, now no more;
Though laden, not encumber’d with her spoil;
Laborious, yet unconscious of her toil;
When copiously supplied, then most enlarged;
Still to be fed, and not to be surcharged.
For her the Fancy, roving unconfined,
The present muse of every pensive mind,
Works magic wonders, adds a brighter hue
To Nature’s scenes than Nature ever knew.
At her command winds rise and waters roar,
Again she lays them slumbering on the shore;
With flower and fruit the wilderness supplies,
Or bids the rocks in ruder pomp arise.
For her the Judgment, umpire in the strife
That Grace and Nature have to wage through life,
Quick-sighted arbiter of good and ill,
Appointed sage preceptor to the Will,
Condemns, approves, and, with a faithful voice,
Guides the decision of a doubtful choice.
Why did the fiat of a God give birth
To yon fair Sun and his attendant Earth?
And, when descending he resigns the skies,
Why takes the gentler Moon her turn to rise,
Whom Ocean feels through all his countless waves,
And owns her power on every shore he laves?
Why do the seasons still enrich the year,
Fruitful and young as in their first career?
Spring hangs her infant blossoms on the trees,
Rock’d in the cradle of the western breeze:
Summer in haste the thriving charge receives
Beneath the shade of her expanded leaves,
Till Autumn’s fiercer heats and plenteous dews
Dye them at last in all their glowing hues.—
‘Twere wild profusion all, and bootless waste,
Power misemploy’d, munificence misplaced,

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Women

Women behind bars, women in fast cars, women in distress, women with no dress
Women in airplanes, women who play games
Women in uniform, see that woman with her clothes gone
Women who satisfy, women you cant buy
Like women in magazines, and women in a limousine
Women who sip champagne, women who feel no pain
Women in a disco, and women who dont wanna know, no no
Oh, women wanting sympathy, women feeling extacy
Women who live in fantasies, bringing man to his knees
Women who boil to love, women who need a shove
Women who cant be beat, get that woman in the back seat, yeah yeah
Women in the usa, those women steal your heart away
Women into rock n roll, women who steal the show, go go go
Women that you write songs about, women that turn around and kick you out
Women you dream about all your life
Women that stab you in the back with a switchblade knife
Oh women, oohoo, talking bout women, all round the world
Yeah women, all the naughty girls, talking bout women, come on baby

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Women IV. a prise poem for women

Life without life it's not life
Almost every one will remember
Day and night is cycle of life
Life on its own is not matured
I reiterate well spoken words
Hence its admiral, the day i recognize the significant role of women

Some women can bless the day indeed
with their smiles
with their Assimilate of culture admiral
with high concentration of moral fiber

These are the women of integrity
I talk nothing else but
Women like Nthabiseng Mthethwa
Women like Mapaseka Dlamini
Women like Sebolelo Mokoena
Women like Elsie Moganedi
Look around they are there
To reconstitute norms and Values.

I call them women of integrity

As Harley barley, there are honorable women
Full of high concentration of moral fiber
They adhere to walk the walks
And talk the talks; they are extraordinary in every aspect
Women like Delsile Hlophe
Women like Nonhlanhla Ndlovu
Women like Ellah Ngomane
Women like Whitey Mahlangu
Chronically they remain transparent

I call them honorable women of integrity

Fair remain fair as long as it's fair
There are extraordinary women
They are living in their time
And they are in time with their integrity
They deserve honor as they live it
Perfectionism is not enough
They remain constant and consistent
Women like Mapule Tshabalala
Women like Sara Mahlangu
Women like Selina Madihlaba
They are extraordinary women they deserve their Honor
I fore one applaud them for inherent of their heredity

There are women who are making difference
Printing their footprints

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Gunface

Gonna go downtown
Gonna get my gun
Gonna dress real sharp
Gonna beat my drum
I ain't gonna lie

Gonna walk so slow
Gonna talk just right
And my diamond ring
Gonna shine so bright
I ain't gonna lie

I've got a debt to repay
I ain't gonna cry
I put a gun in your face
You'll pay with your life

And I got my ears
And I got my eyes
And I got my narks
And my alibis
I won't waste your time

You made one false move
You made one mistake
When the juice is squeezed
That's the way it breaks
You'll pay for your crime

Your tongue lickin' way out of place
I'll rip it out
I'll stick a gun in your face
You'll pay with your life

I taught her everything I taught her how to dream
I taught her everything
I'm gonna teach her how to scream
I taught her all she knows
I taught her how to lie
I taught her everything
I'm gonna teach her how to cry

And you cause me hurt
And you cause me pain
And you turned the tap
On my burning rage
And I can't put it out

Gonna leave no sign
Gonna leave no trace

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Women Are Smarter

Let us put men and women together
See which one is smarter
Some say men, but I say no
Women run the men like a puppet show
It ain't me
It's the people that say
Men are leading the women astray
But I say, it's the women today
Smarter than the man in every way
Chorus:
That's right
The women are smarter
That's right
The women are smarter
That's right
The women are smarter
The women are smarter
That's right
Little boy sit on the corner and cry
Big man come and he asked him why
He said, "I can't do what the big boys do"
The man sat down and he cried too
It ain't me
It's the people that say
Men are leading the women astray
But I say, it's the women today
Smarter than the man in every way
Chorus:
That's right
The women are smarter
That's right
The women are smarter
That's right
The women are smarter
The women are smarter
That's right, that's right
Ever since the world began
Women been banned from the ways of man
Listen boy cuz I've got a plan
Give it up, don't try and understand
It ain't me
It's the people that say
Men are leading the women astray
But I say, it's the women today
Smarter than the man in every way
Chorus:
That's right
The women are smarter
That's right
The women are smarter

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Western Paper

Women throughout history have been generally looked upon as being the weaker sex, and to be the lesser of the two. The Old Testament and the New Testament gives two different views on how women were viewed in each of their times. Throughout these two, changes to christianity occured, and that is the justification behind the differences.

The Old Testament of the bible gives a description of how women were viewed during that time. It depicts what would now be considered obsurd practices of treating women. For example, women that were not married were not allowed to leave their fathers house, women were viewed mainly for child bearing, and that they were not allowed to appear in public venues. Specific references in the book of Genesis show that women were objectified and often used as sexual objects. After doing some research, the book of Exodus reveals that women were considered property of her father untill she became married, where then, ownership would transfer and she would become property of her new husband. Women were treated unjustly and unfairly during this time, and were regarded as being 'dirty' for being a woman.

The New Testament has somewhat of a mixed view on the equality of women to men, but it certainly gives more credit and justification to women being equal. There are still references in the New Testament to how women are considered unequal to men, but there are also new thoughts and ideas of equality of both sexes. Most blatently put, the book of John states that 'All people, men and women, have the opportunity to become children of god' implying that it was all inclusive, meaning both genders, all races, and all sexual orientations. In the same relation, the book of Galatians quotes 'There is neither Jew nor Greek, slave nor free, male nor female, for you are all one in Christ Jesus'.

The bible as a whole has mixed opinions on alot of things, and the standing of women is one of the indescrepencies that is shown. In the Old Testament more than the New Testament, women were objectified and looked down upon. They were viewed as property and as sexual objects. Men were quoted talking about having sex with a women against their will, and it also stated strict restrictions on how a woman should live her life. The New Testament began to shed a little bit more light on the subject, and started giving a little bit more credit and respect to women. Women, as far back as biblical times, have always been thought of as the lesser of the sexes. The contrast is prevalent between the standards of women in the Old and New Testament of the bible.

The arguement arises as to how sexist the bible is. Although I do not agree with the statement that the bible is sexist, I do believe that the way that the bible portrays women is unfair and that it is wrong to objectify women, but the bible ultimately says that God created men and women equal, and that Jesus Christ, the son of God, died for the sins of all people, not just for men.

Over the course of nature, and all the time of human existance on earth, women have be subjected to unfair treatment. The Old Testament gives a more harsh aspect to it, and the New Testament shows a litle bit more respect for women and their place in society. I think that christianity has become corrupt, but in the sense that people are caught up in the congregation aspect rather than the religious aspect of christianity, and are begining to miss the point, to fail to see what the main message in the bible really is.

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The Epic Of Sadness

Your love taught me to grieve
and I have been in need, for centuries
a woman to make me grieve
for a woman, to cry upon her arms
like a sparrow
for a woman to gather my pieces
like shards of broken crystal

Your love has taught me, my lady, the worst habits
it has taught me to read my coffee cups
thousands of times a night
to experiment with alchemy,
to visit fortune tellers

It has taught me to leave my house
to comb the sidewalks
and search your face in raindrops
and in car lights
and to peruse your clothes
in the clothes of unknowns
and to search for your image
even…..even…..
even in the posters of advertisements
your love has taught me
to wander around, for hours
searching for a gypsies hair
that all gypsies women will envy
searching for a face, for a voice
which is all the faces and all the voices…

Your love entered me…my lady
into the cities of sadness
and I before you, never entered
the cities of sadness
I did not know…
that tears are the person
that a person without sadness
is only a shadow of a person…

Your love taught me
to behave like a boy
to draw your face with chalk
upon the wall
upon the sails of fishermen's boats
on the Church bells, on the crucifixes,
your love taught me, how love,
changes the map of time…
Your love taught me, that when I love
the earth stops revolving,
Your love taught me things

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Byron

Canto the Sixth

I
"There is a tide in the affairs of men
Which, -- taken at the flood," -- you know the rest,
And most of us have found it now and then;
At least we think so, though but few have guess'd
The moment, till too late to come again.
But no doubt every thing is for the best --
Of which the surest sign is in the end:
When things are at the worst they sometimes mend.

II
There is a tide in the affairs of women
Which, taken at the flood, leads -- God knows where:
Those navigators must be able seamen
Whose charts lay down its current to a hair;
Not all the reveries of Jacob Behmen
With its strange whirls and eddies can compare:
Men with their heads reflect on this and that --
But women with their hearts on heaven knows what!

III
And yet a headlong, headstrong, downright she,
Young, beautiful, and daring -- who would risk
A throne, the world, the universe, to be
Beloved in her own way, and rather whisk
The stars from out the sky, than not be free
As are the billows when the breeze is brisk --
Though such a she's a devil (if that there be one),
Yet she would make full many a Manichean.

IV
Thrones, worlds, et cetera, are so oft upset
By commonest ambition, that when passion
O'erthrows the same, we readily forget,
Or at the least forgive, the loving rash one.
If Antony be well remember'd yet,
'T is not his conquests keep his name in fashion,
But Actium, lost for Cleopatra's eyes,
Outbalances all Caesar's victories.

V
He died at fifty for a queen of forty;
I wish their years had been fifteen and twenty,
For then wealth, kingdoms, worlds are but a sport -- I
Remember when, though I had no great plenty
Of worlds to lose, yet still, to pay my court, I
Gave what I had -- a heart: as the world went, I
Gave what was worth a world; for worlds could never
Restore me those pure feelings, gone forever.

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Byron

Don Juan: Canto The Sixth

'There is a tide in the affairs of men
Which,--taken at the flood,'--you know the rest,
And most of us have found it now and then;
At least we think so, though but few have guess'd
The moment, till too late to come again.
But no doubt every thing is for the best-
Of which the surest sign is in the end:
When things are at the worst they sometimes mend.

There is a tide in the affairs of women
Which, taken at the flood, leads- God knows where:
Those navigators must be able seamen
Whose charts lay down its current to a hair;
Not all the reveries of Jacob Behmen
With its strange whirls and eddies can compare:
Men with their heads reflect on this and that-
But women with their hearts on heaven knows what!

And yet a headlong, headstrong, downright she,
Young, beautiful, and daring- who would risk
A throne, the world, the universe, to be
Beloved in her own way, and rather whisk
The stars from out the sky, than not be free
As are the billows when the breeze is brisk-
Though such a she 's a devil (if that there be one),
Yet she would make full many a Manichean.

Thrones, worlds, et cetera, are so oft upset
By commonest ambition, that when passion
O'erthrows the same, we readily forget,
Or at the least forgive, the loving rash one.
If Antony be well remember'd yet,
'T is not his conquests keep his name in fashion,
But Actium, lost for Cleopatra's eyes,
Outbalances all Caesar's victories.

He died at fifty for a queen of forty;
I wish their years had been fifteen and twenty,
For then wealth, kingdoms, worlds are but a sport- I
Remember when, though I had no great plenty
Of worlds to lose, yet still, to pay my court, I
Gave what I had- a heart: as the world went, I
Gave what was worth a world; for worlds could never
Restore me those pure feelings, gone forever.

'T was the boy's 'mite,' and, like the 'widow's,' may
Perhaps be weigh'd hereafter, if not now;
But whether such things do or do not weigh,
All who have loved, or love, will still allow
Life has nought like it. God is love, they say,

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Two Sided Love

Two Sided Love
By Lori Triggs
Copyrighted 24 2009

Women think with their hearts,
men think with their Johnson.

Women think with their heads,
men think with the wrong head, they have two heads.

Women give love with men,
men give screwing with women.

Women want to touch men,
men want to get abusive to women.

Women want be emotional with men,
men want to be unemotional with women.

Women want have physical attraction with men,
men want to give the abusive apart to women.

Women want sex with men,
men want to give rape to women.

Women wants to talk to men,
men want watch TV and screw women.

Women want to eat out with men,
men want a free ride from the women.

Women want to go to movies with men,
men want play games on computer.

Women want children with the men,
men are children.

Women are independent,
men are dependent.

Women achieve goals,
men half the time never finish their goals.

Women are unselfish even caring to men,
men are selfish besides uncaring to women.

Women give true love to men,
men give infatuation to woman.

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Taught To Fear And Suffer

Taught not born,
To hate.
Taught not born,
To fear.
Taught not born,
To discriminate.
And taught not born,
To jeer.

Taught not born,
To give.
Taught not born,
To take.
Taught not born to be of benefit to others.
But many bigots interfere...
With an infliction of their insecurities,
That smother one another.

Some are taught they are better than most human beings.
With a stunting of their own growth,
In isolated dreams.

And then their are those who confront others,
With obvious legitimate needs.
Ultimately to suffer from these misdeeds.

Taught not born,
To hate.
Taught not born,
To fear.
Taught not born,
To discriminate.
And taught not born,
To jeer.

Taught to greed selfishly!
Taught to deceive and steal like thieves!
And taught to cheat to succeed...
No matter who does the suffering and bleeds.

Taught to fear and suffer.
As a right,
To incite and ignite...
Fear.
As a right,
To incite and ignite...
Suffering,
Inflicted.
As a right to incite and ignite,
Fear!

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Homer

The Odyssey: Book 22

Then Ulysses tore off his rags, and sprang on to the broad
pavement with his bow and his quiver full of arrows. He shed the
arrows on to the ground at his feet and said, "The mighty contest is
at an end. I will now see whether Apollo will vouchsafe it to me to
hit another mark which no man has yet hit."
On this he aimed a deadly arrow at Antinous, who was about to take
up a two-handled gold cup to drink his wine and already had it in
his hands. He had no thought of death- who amongst all the revellers
would think that one man, however brave, would stand alone among so
many and kill him? The arrow struck Antinous in the throat, and the
point went clean through his neck, so that he fell over and the cup
dropped from his hand, while a thick stream of blood gushed from his
nostrils. He kicked the table from him and upset the things on it,
so that the bread and roasted meats were all soiled as they fell
over on to the ground. The suitors were in an uproar when they saw
that a man had been hit; they sprang in dismay one and all of them
from their seats and looked everywhere towards the walls, but there
was neither shield nor spear, and they rebuked Ulysses very angrily.
"Stranger," said they, "you shall pay for shooting people in this way:
om yi you shall see no other contest; you are a doomed man; he whom
you have slain was the foremost youth in Ithaca, and the vultures
shall devour you for having killed him."
Thus they spoke, for they thought that he had killed Antinous by
mistake, and did not perceive that death was hanging over the head
of every one of them. But Ulysses glared at them and said:
"Dogs, did you think that I should not come back from Troy? You have
wasted my substance, have forced my women servants to lie with you,
and have wooed my wife while I was still living. You have feared
neither Cod nor man, and now you shall die."
They turned pale with fear as he spoke, and every man looked round
about to see whither he might fly for safety, but Eurymachus alone
spoke.
"If you are Ulysses," said he, "then what you have said is just.
We have done much wrong on your lands and in your house. But
Antinous who was the head and front of the offending lies low already.
It was all his doing. It was not that he wanted to marry Penelope;
he did not so much care about that; what he wanted was something quite
different, and Jove has not vouchsafed it to him; he wanted to kill
your son and to be chief man in Ithaca. Now, therefore, that he has
met the death which was his due, spare the lives of your people. We
will make everything good among ourselves, and pay you in full for all
that we have eaten and drunk. Each one of us shall pay you a fine
worth twenty oxen, and we will keep on giving you gold and bronze till
your heart is softened. Until we have done this no one can complain of
your being enraged against us."
Ulysses again glared at him and said, "Though you should give me all
that you have in the world both now and all that you ever shall
have, I will not stay my hand till I have paid all of you in full. You
must fight, or fly for your lives; and fly, not a man of you shall."
Their hearts sank as they heard him, but Eurymachus again spoke

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Jonathan Swift

Cadenus And Vanessa

THE shepherds and the nymphs were seen
Pleading before the Cyprian Queen.
The counsel for the fair began
Accusing the false creature, man.
The brief with weighty crimes was charged,
On which the pleader much enlarged:
That Cupid now has lost his art,
Or blunts the point of every dart;
His altar now no longer smokes;
His mother's aid no youth invokes—
This tempts free-thinkers to refine,
And bring in doubt their powers divine,
Now love is dwindled to intrigue,
And marriage grown a money-league.
Which crimes aforesaid (with her leave)
Were (as he humbly did conceive)
Against our Sovereign Lady's peace,
Against the statutes in that case,
Against her dignity and crown:
Then prayed an answer and sat down.

The nymphs with scorn beheld their foes:
When the defendant's counsel rose,
And, what no lawyer ever lacked,
With impudence owned all the fact.
But, what the gentlest heart would vex,
Laid all the fault on t'other sex.
That modern love is no such thing
As what those ancient poets sing;
A fire celestial, chaste, refined,
Conceived and kindled in the mind,
Which having found an equal flame,
Unites, and both become the same,
In different breasts together burn,
Together both to ashes turn.
But women now feel no such fire,
And only know the gross desire;
Their passions move in lower spheres,
Where'er caprice or folly steers.
A dog, a parrot, or an ape,
Or some worse brute in human shape
Engross the fancies of the fair,
The few soft moments they can spare
From visits to receive and pay,
From scandal, politics, and play,
From fans, and flounces, and brocades,
From equipage and park-parades,
From all the thousand female toys,
From every trifle that employs
The out or inside of their heads

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These Lost, These Come At A Cost Women

I see these city lights and flashy cars
These beautiful women lost under stars
These daughters and sisters and mothers
These lost women
These come at a cost women

Given a glance then a dance
Given the means to live by the fiends of these beautiful women
Lost in a daze of green
A daze I've seen

Spotlights on these beautiful women
Eyes on these and cheers for these beautiful women
Lies in these and fears in these lost women
These come at a cost women

Show, bought and ready to go
At a price higher then they know
These women worth more then gold
Priceless
But still sold
Oh these lost women

Don't you know your beautiful
Not hot women
That your beautiful
Not meant to be bought women
Beauty needs to be taught in these women
Instead of this that is not
Left in them to rot
Oh these beautiful women

These I've seen
Women whos pupils are all green
Men whos eyes are gazed in between wide thighs
Silent cries eventually taking its toll
Night after night eventually breaking the soul

I see these city lights and flashy cars
These beautiful women lost under stars
These daughters and sisters and mothers
These lost women
These come at a cost women

Don't you know your beautiful
Not hot women
That you’re beautiful
Not meant to be bought women.

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These Lost, These Come At A Cost Women

I see these city lights and flashy cars
These beautiful women lost under stars
These daughters and sisters and mothers
These lost women
These come at a cost women

Given a glance then a dance
Given the means to live by the fiends of these beautiful women
Lost in a daze of green
A daze I've seen

Spotlights on these beautiful women
Eyes on these and cheers for these beautiful women
Lies in these and fears in these lost women
These come at a cost women

Show, bought and ready to go
At a price higher then they know
These women worth more then gold
Priceless
But still sold
Oh these lost women

Don't you know your beautiful
Not hot women
That your beautiful
Not meant to be bought women
Beauty needs to be taught in these women
Instead of this that is not
Left in them to rot
Oh these beautiful women

These I've seen
Women whos pupils are all green
Men whos eyes are gazed in between wide thighs
Silent cries eventually taking its toll
Night after night eventually breaking the soul

I see these city lights and flashy cars
These beautiful women lost under stars
These daughters and sisters and mothers
These lost women
These come at a cost women

Don't you know your beautiful
Not hot women
That you’re beautiful
Not meant to be bought women.

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Women Throughout Time

Women are here, there and every where,
But the society didn't give them in the past any care.
They were forced to live in carelessness, a real nightmare
They weren't allowed to take part in the society or even to share
They had to take permission even before breathing fresh air
They were by every person tamed,
And for every thing they were blamed
They hadn't any courage and all the time they were ashamed.

But this situation is no longer,
As the years taught women to be stronger.
The years taught them how to be supreme without fears,
And that their legal rights are like pearls.
Since our great women claimed for their rights,
And the entire world was awakened to women's great shouts.

The world knew that women in society have great rank,
And recognized that their legal rights in the deep ocean sank.
So the society broke all the chains around the woman her self,
And the woman came out to the world leaving her narrow shelf.

Women are amazing creatures,
Women are an object of mystery.
They are full of dazzling features,
They played their own part in the history.
Women are a great and heavenly treasure,
The epitome of human pleasure.

Now women wear looks of confidence on their face,
And they took of and tore mask of grace.
Women went quickly to learn to gain,
More education to travel through the world in their educational plane.
With their rights they can do any thing to achieve their aim,
But nothing can put out women's enthusiasm flame.

They look from every high place to their future,
And they move in every way of progress and culture.
Now a woman can go to work at schools,
And with her great word she can break any unfair rules.
And now and after giving the women all their rights,
The entire world says that by women it brights.

And such that day we honour the woman and celebrate,
The great woman who opened to the world the hope gate,
You read my poem and that is the end but don't leave,
Women still don't have all their rights, please believe.
I know that women took all their rights now and before,
But when will women stop sweeping the floor?

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Rock An Roll Angels

(coverdale/moody)
Im goin looking for a woman
With the night in her eyes,
Someone to take all the small talk
And laugh at the lies
A high heeled double trouble backstage queen,
Who gets what she wants
And knows where shes been
Alright show your hand,
Im looking for the promise of a one night stand
So Im going looking for those rock n roll women tonight
You can see in my face
Just what Im hoping to find,
I want a twelve bar beauty
With a one track mind
I dont drive babe, but, I can steer,
We got the green light lets get out of here
Alright show your hand,
Im looking for the promise of a one night stand
So Im going looking for those rock n roll women tonight,
I said Im going looking for those rock n roll women tonight
When I saw you across the floor,
I could feel I wanted more
I get lonely in the night,
I would do anything, anything you say,
Do anything to take the pain away
So those lonely nights will be alright,
Dont worry honey, we can put out the light
Im going looking for those rock n roll women tonight,
I said Im going looking for those rock n roll women tonight
So Im looking for a woman who got no shame,
cos in the morning therell be no one to blame.
A high heeled double trouble backstage queen,
Who gets what she wants and knows where shes been.
Alright show your hand,
Im looking for the promise of a one night stand
So Im going looking for those rock n roll women tonight,
I said Im going looking for those rock n roll women tonight
Rock n roll women, rock n roll women,
Rock n roll women gonna steal my heart away
Rock n roll women, I said rock n roll women,
I said rock n roll women gonna steal my heart away
Rock n roll women...
Talkin bout rock n roll women, rock n roll women,
Rock n roll women gonna steal my heart away
Rock n roll women, rock n roll women,
I said rock n roll women gonna steal my heart away...

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