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The British Government and the Irish Government have accepted very clearly the Mitchell Report.

quote by Dick Spring
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Through the eyes of a Field Coronet (Epic)

Introduction

In the kaki coloured tent in Umbilo he writes
his life’s story while women, children and babies are dying,
slowly but surely are obliterated, he see how his nation is suffering
while the events are notched into his mind.

Lying even heavier on him is the treason
of some other Afrikaners who for own gain
have delivered him, to imprisonment in this place of hatred
and thoughts go through him to write a book.

Prologue

The Afrikaner nation sprouted
from Dutchmen,
who fought decades without defeat
against the super power Spain

mixed with French Huguenots
who left their homes and belongings,
with the revocation of the Edict of Nantes.
Associate this then with the fact

that these people fought formidable
for seven generations
against every onslaught that they got
from savages en wild animals

becoming marksmen, riding
and taming wild horses
with one bullet per day
to hunt a wild antelope,

who migrated right across the country
over hills in mass protest
and then you have
the most formidable adversary
and then let them fight

in a natural wilderness
where the hunter,
the sniper and horseman excels
and any enemy is at a lost.

Let them then also be patriotic
into their souls,
believe in and read
out of the word of God

[...] Read more

poem by Gert Strydom
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The Queen of Jhansi

1st Stanza

The throne was shaken and tensions rose among the Raajvanshs, the royal heirs,
In aged India, new ideas were taking hold,
The people of all India lamented their lost freedom,
And decided to cast off British rule,
Old swords glittered anew as the freedom movement of 1857 started.
The Bandelas and Harbolas sang once again of the courage of the Queen of Jhansi,
How she fought like a man against the British intruders
So was the Queen of Jhansi.

2nd Stanza

She was as dear to the Nana (Nana Ghunghupant) of Kanpur as his real sister,
Laxmibai was her name, her parents only daughter
She'd been with Nana since her schoolgirl days
The spear, knife, sword, and axe were her constant companions.
She knew by heart the tales of valor of Shivaji
The Bandelas and Harbolas sang once again of the courage of the Queen of Jhansi,
How she fought like a man against the British intruders
So was the Queen of Jhansi.

3rd Stanza

None were sure, was she Laxmi or Durga devi or Devi durga reincarnate?
The people of Marathward were awed by her (expertise) skill with the sword,
They learned from her how to fight, the strategy of war,
To attack and humiliate the enemy were her favorite sports.
Her love for Maharashatra-kul-Devi was equaled only by her love for Bhavani.
The Bandelas and Harbolas sang once again of the courage of the Queen of Jhansi,
How she fought like a man against the British intruders,
8) So was the Queen of Jhansi.

4th Stanza

Laxmibai was married in Jhansi, with great jubilation
Entering the joyous city as Queen,
Grand celebrations were held in the palace in Jhansi, in honor of her coming.
Just as when Chitra met Arjun or Shiv had found his beloved Bhavani.
The Bandelas and Harbolas sang once again of the courage of the Queen of Jhansi,
How she fought like a man against the British intruders,
So was the Queen of Jhansi.

5th Stanza

Her presence was a blessing at the palace of Jhansi and candles of celebration burned long
But as days passed the dark clouds of misfortune overshadowed the royal palace.
She put aside her bangles and prepared for battle
For fate was unkind and made her a widow

[...] Read more

poem by Subhadra Kumari Chauhan
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The Battle of Waterloo

'Twas in the year 1815, and on the 18th day of June,
That British cannon, against the French army, loudly did boom,
Upon the ever memorable bloody field of Waterloo;
Which Napoleon remembered while in St. Helena, and bitterly did rue.
The morning of the 18th was gloomy and cheerless to behold,
But the British soon recovered from the severe cold
That they had endured the previous rainy night;
And each man prepared to burnish his arms for the coming fight.

Then the morning passed in mutual arrangements for battle,
And the French guns, at half-past eleven, loudly did rattle;
And immediately the order for attack was given,
Then the bullets flew like lightning till the Heaven's seemed riven.

The place from which Bonaparte viewed the bloody field
Was the farmhouse of La Belle Alliance, which some protection did yield;
And there he remained for the most part of the day,
Pacing to and fro with his hands behind him in doubtful dismay.

The Duke of Wellington stood upon a bridge behind La Haye,
And viewed the British army in all their grand array,
And where danger threatened most the noble Duke was found
In the midst of shot and shell on every side around.

Hougemont was the key of the Duke of Wellington's position,
A spot that was naturally very strong, and a great acqusition
To the Duke and his staff during the day,
Which the Coldstream Guards held to the last, without dismay.

The French 2nd Corps were principally directed during the day
To carry Hougemont farmhouse without delay;
So the farmhouse in quick succession they did attack,
But the British guns on the heights above soon drove them back.

But still the heavy shot and shells ploughed through the walls;
Yet the brave Guards resolved to hold the place no matter what befalls;
And they fought manfully to the last, with courage unshaken,
Until the tower of Hougemont was in a blaze but still it remained untaken.

By these desperate attacks Napoleon lost ten thousand men,
And left them weltering in their gore like sheep in a pen;
And the British lost one thousand men-- which wasn't very great,
Because the great Napoleon met with a crushing defeat.

The advance of Napoleon on the right was really very fine,
Which was followed by a general onset upon the British line,
In which three hundred pieces of artillery opened their cannonade;
But the British artillery played upon them, and great courage displayed.

For ten long hours it was a continued succession of attacks;

[...] Read more

poem by William Topaz McGonagall
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An Ode To A Saint Of Peace

An Ode to a Saint of Non-Violence – Mahatma Mohandas Karamchand Gandhi

He came from a non-descript Indian place
A village which would not have a place
In Her Majesty’s palace’ grace
What could this man for India raise?

When the Indian nation reeled
Under a foreign yoke
This frail man with iron will
Preached a master stroke

He visualized violence was no funnel
To get to the end of the tunnel
That the spring of freedom would gurgle
For the Indian freedom struggle

It is not arms and blood
Or revenge, violence or death
That will get India freedom
From the British kingdom

They can take away our right
They can make their sticks bite
They can take us to gaol
But they cannot take away our soul!

Protests with no violence
Will shake their conscience
It is the only way
For the British to loose its sway

Despite British scorn
And ire of critics
He made every Indian “re-born”
And friends of skeptics

Respect for all and love for mankind
He preached & practiced
He made every Indian aware
And the British beware

When the British enacted suppressive laws
This soul bonded us with his non-violent straw
His simplicity and truthfulness held all in awe
He gave us belief, pride and strength not to thaw

In 1930 Gandhi gave a key freedom call
Civil disobedience was the mantra for all
Salt Tax was the symbol of oppression

[...] Read more

poem by Arvind Chandak
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The Capture of Havana

'Twas in the year 1762 that France and Spain
Resolved, allied together, to crush Britain;
But the British Army sailed from England in May,
And arrived off Havana without any delay.

And the British Army resolved to operate on land,
And the appearance of the British troops were really grand;
And by the Earl of Albemarle the British troops were commanded,
All eager for to fight as soon as they were landed.

Arduous and trying was the work the British had to do,
Yet with a hearty goodwill they to it flew;
While the tropical sun on them blazed down,
But the poor soldiers wrought hard and didn't frown.

The bombardment was opened on the 30th of June,
And from the British battleships a fierce cannonade did boom;
And continued from six in the morning till two o'clock in the afternoon,
And with grief the French and Spaniards sullenly did gloom.

And by the 26th of July the guns of Fort Moro were destroyed,
And the French and Spaniards were greatly annoyed;
Because the British troops entered the Fort without dismay,
And drove them from it at the bayonet charge without delay.

But for the safety of the city the Governor organised a night attack,
Thinking to repulse the British and drive them back;
And with fifteen hundred militia he did the British attack,
But the British trench guards soon drove them back.

Then the Spandiards were charged and driven down the hill,
At the point of the bayonet sore against their will;
And they rushed to their boats, the only refuge they could find,
Leaving a trail of dead and wounded behind.

Then Lieutenant Forbes, at the head of his men,
Swept round the ramparts driving all before them;
And with levelled bayonets they drove them to and fro,
Then the British flag was hoisted over the bastions of Moro.

Then the Governor of the castle fell fighting sword in hand,
While rallying his men around the flagstaff the scene was grand;
And the Spaniards fought hard to save their ships of war,
But the British destroyed their ships and scattered them afar.

And every man in the Moro Fort was bayonet or shot,
Which in Spanish history will never be forgot;
And on the 10th of August Lord Albemarle sent a flag of truce,
And summoned the Governor to surrender, but he seemed to refuse.

[...] Read more

poem by William Topaz McGonagall
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Give Ireland Back To The Irish

Give ireland back to the irish
Dont make them have to take it away
Give ireland back to the irish
Make ireland irish today
Great britian you are tremendous
And nobody knows like me
But really what are you doin
In the land across the sea
Tell me how would you like it
If on your way to work
You were stopped by irish soliders
Would you lie down do nothing
Would you give in, or go berserk
Give ireland back to the irish
Dont make them have to take it away
Give ireland back to the irish
Make ireland irish today
Great britian and all the people
Say that all people must be free
Meanwhile back in ireland
Theres a man who looks like me
And he dreams of God and country
And hes feeling really bad
And hes sitting in a prison
Should he lie down do nothing
Should give in or go mad
Give ireland back to the irish
Dont make them have to take it away
Give ireland back to the irish
Make ireland irish today
Give ireland back to the irish
Dont make them have to take it away
Give ireland back to the irish
Make ireland irish today

song performed by Paul McCartney
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M'Fingal - Canto IV

Now Night came down, and rose full soon
That patroness of rogues, the Moon;
Beneath whose kind protecting ray,
Wolves, brute and human, prowl for prey.
The honest world all snored in chorus,
While owls and ghosts and thieves and Tories,
Whom erst the mid-day sun had awed,
Crept from their lurking holes abroad.

On cautious hinges, slow and stiller,
Wide oped the great M'Fingal's cellar,
Where safe from prying eyes, in cluster,
The Tory Pandemonium muster.
Their chiefs all sitting round descried are,
On kegs of ale and seats of cider;
When first M'Fingal, dimly seen,
Rose solemn from the turnip-bin.
Nor yet his form had wholly lost
Th' original brightness it could boast,
Nor less appear'd than Justice Quorum,
In feather'd majesty before 'em.
Adown his tar-streak'd visage, clear
Fell glistening fast th' indignant tear,
And thus his voice, in mournful wise,
Pursued the prologue of his sighs.

"Brethren and friends, the glorious band
Of loyalty in rebel land!
It was not thus you've seen me sitting,
Return'd in triumph from town-meeting;
When blust'ring Whigs were put to stand,
And votes obey'd my guiding hand,
And new commissions pleased my eyes;
Blest days, but ah, no more to rise!
Alas, against my better light,
And optics sure of second-sight,
My stubborn soul, in error strong,
Had faith in Hutchinson too long.
See what brave trophies still we bring
From all our battles for the king;
And yet these plagues, now past before us,
Are but our entering wedge of sorrows!

"I see, in glooms tempestuous, stand
The cloud impending o'er the land;
That cloud, which still beyond their hopes
Serves all our orators with tropes;

[...] Read more

poem by John Trumbull
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A British PHILIPPIC

Occasion'd by the Insults of the
Spaniards
, and the present Preparations for War, 1738.

Whence this unwonted Transport in my Breast?
Why glow my Thoughts, and whither would the Muse
Aspire with rapid Wing? Her Country's Cause
Demands her Efforts; at that sacred Call
She summons all her Ardor, throws aside
The trembling Lyre, and with the Warrior Trump
She means to thunder in each
British
Ear.
And if one Spark of Courage, Sense of Fame,
Disdain of Insult, Dread of Infamy,
One Thought of public Virtue yet survive,
She means to wake it, rouze the gen'rous Flame,
With Patriot Zeal inspirit ev'ry Breast,
And fire each
British
Heart with
British
Wrongs.

Alas the vain Attempt! what Influence now
Can the Muse boast? Or what Attention now
Is paid to Fame and Virtue? Where is now
The
British
Spirit, generous, warm and brave,
So frequent known from Tyranny and Woe
To free the suppliant Nations? Where, indeed!
If that Protection, once to Strangers giv'n,
Be now withheld from Sons? Each kindling Thought
That warm'd our Sires, is lost,
In Luxury and Av'rice.—Baneful Vice!
How it unmans a Nation! Yet I'll try,
I'll aim to shake this vile degen'rate Sloth;
I'll dare to rouze
Britannia's
dreaming Sons
To Fame, to Virtue, and impart around
A generous Feeling of compatriot Woes.

Come then the various Pow'rs of forceful Speech!
All that can charm, awaken, fire, transport;
Come the bold Ardor of the
Theban
Bard!

[...] Read more

poem by Mark Akenside
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The battle of Isandhlwana

Shaded by a wild fig tree
where the Tugela river enters the ocean
representatives of British queen Victoria
demanded that the Zulus give up
their independence.

The Zulu king Cetshwayo
would never again send his impi
into battle against the Boer farmers,
but the British his impi would spear
and bash to death
and he ordered
his general Nishingwayo KaMahole Khoza
to halt the British invaders.

The Zulu commander remembered the battle
at Blood River well
where four hundred and seventy
Boer farmers fought
from behind their wagons
which they had drawn against each other
to form a almost impenetrable laagered fort
where only three Boer farmers were injured,
using flint lock rifles
three thousand of his warriors were killed,
and thousands more injured

and he knew that the Zulu faced there
an enemy trained through several generations
waging war against fierce men and cruel beasts
in harsh circumstances
making them marksmen and exceptional horsemen
believing in a almighty God
with whom they made a covenant
while asking for His help
and some warriors reported
spirits aiding the Boer fighters there,
but maybe that was as superstitions go.

These British soldiers
wore red and white costumes
as if going to a festival,
didn’t look rugged at all
and even under the fig tree
they were red from sunburn
and although they probably
prayed to the same god
as the Boer farmers
his translators told him
that they didn’t look so devoted

[...] Read more

poem by Gert Strydom
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The Potatoes' Dance

(A Poem Game.)

I

"Down cellar," said the cricket,
"Down cellar," said the cricket,
"Down cellar," said the cricket,
"I saw a ball last night,
In honor of a lady,
In honor of a lady,
In honor of a lady,
Whose wings were pearly-white.
The breath of bitter weather,
The breath of bitter weather,
The breath of bitter weather,
Had smashed the cellar pane.
We entertained a drift of leaves,
We entertained a drift of leaves,
We entertained a drift of leaves,
And then of snow and rain.
But we were dressed for winter,
But we were dressed for winter,
But we were dressed for winter,
And loved to hear it blow
In honor of the lady,
In honor of the lady,
In honor of the lady,
Who makes potatoes grow,
Our guest the Irish lady,
The tiny Irish lady,
The airy Irish lady,
Who makes potatoes grow.

II

"Potatoes were the waiters,
Potatoes were the waiters,
Potatoes were the waiters,
Potatoes were the band,
Potatoes were the dancers
Kicking up the sand,
Kicking up the sand,
Kicking up the sand,
Potatoes were the dancers
Kicking up the sand.
Their legs were old burnt matches,
Their legs were old burnt matches,
Their legs were old burnt matches,

[...] Read more

poem by Vachel Lindsay
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M'Fingal - Canto II

The Sun, who never stops to dine,
Two hours had pass'd the mid-way line,
And driving at his usual rate,
Lash'd on his downward car of state.
And now expired the short vacation,
And dinner o'er in epic fashion,
While all the crew, beneath the trees,
Eat pocket-pies, or bread and cheese,
(Nor shall we, like old Homer, care
To versify their bill of fare)
Each active party, feasted well,
Throng'd in, like sheep, at sound of bell;
With equal spirit took their places,
And meeting oped with three Oh Yesses:
When first, the daring Whigs t' oppose,
Again the great M'Fingal rose,
Stretch'd magisterial arm amain,
And thus resumed th' accusing strain.

"Ye Whigs attend, and hear affrighted
The crimes whereof ye stand indicted;
The sins and follies past all compass,
That prove you guilty, or non compos.
I leave the verdict to your senses,
And jury of your consciences;
Which though they're neither good nor true,
Must yet convict you and your crew.

"Ungrateful sons! a factious band,
That rise against your parent land!
Ye viper race, that burst in strife
The genial womb that gave you life,
Tear with sharp fangs and forked tongue
The indulgent bowels whence ye sprung;
And scorn the debt and obligation,
You justly owe the British nation,
Which, since you cannot pay, your crew
Affect to swear was never due.

"Did not the deeds of England's primate
First drive your fathers to this climate,
Whom jails and fines and every ill
Forced to their good against their will?
Ye owe to their obliging temper
The peopling your new-fangled empire,
While every British act and canon
Stood forth your causa sine qua non.

[...] Read more

poem by John Trumbull
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What Makes The Irish Heart Beat

(Van Morrison)
All that trouble all that grief
That's why I had to leave
Staying away too tong is in defeat
Why I'm singing this song
Why I'm heading back home
That's what makes the Irish heart beat
I'm just like a hobo riding a train
I'm like a gangster living in Spain
Have to watch my back and I'm running out of time
When I roll the dice again
If lady luck will call my name
That's what makes the Irish heart beat
Well that's what makes it beat
When I'm standing on the street
And I'm standing underneath this Wrigley's sign
Oh so far away from home
But I know I've got to roam
That's what makes the Irish heart beat
And it was off to foreign climes
On the Piccadilly line
We were standing underneath the Wrigley's sign
So far away from home
Well I know I've got to roam
That s what makes the Irish heart beat
Just like a sailor out on the foam
Any port in a storm
Where we tend to burn the candle at both ends
Down the corridors of fame
Like the spark ignites the flame
That's what makes the Irish heart beat
But I roll the dice again
If lady luck will call my name
That s what makes the Irish heart beat
Oh, that's what makes the Irish heart beat
That's what makes the Irish heart beat

song performed by Van Morrison
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When the Irish Flag Went By

’Twas Eight-Hour Day, and proudly
Old Labour led the way;
The drums were bearing loudly,
The crowded streets were gay;
But something touched my heart like pain,
I could not check the sigh
That rose within my bosom when
The Irish Flag went by.

Bright flags were raised about it
And one of them my own:
And patriots trod beneath it—
But it seemed all alone.
I thought of ruined Ireland
While crystals from the sky
Fell soft like tears by angels shed,
As the Irish Flag went by.

I love the dark green standard
As Irish patriots do;
It waves above the rebels,
And I’m a rebel too,
I thought of Ireland’s darkest years,
Her griefs that follow fast;
For drooping as ’twere drenched with tears
The Irish Flag went past.

And though ’twas not in Erin
That my forefathers trod;
And though my wandering footsteps
Ne’er pressed the “dear old sod”,
I felt the wrongs the Irish feel
Beneath the northern sky.
And felt the rebel in my heart
When the Irish Flag went by.

I tell you, men of England,
Who rule the land by might;
I tell you, Irish traitors
Who sell the sons of light,
The tyranny shall fail at last,
That changeful days are nigh;
And you shall dip your red flag yet,
When the Irish Flag goes by.

poem by Henry Lawson
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The Luck Of The Irish

Ok, one, two, three, one two, three
If you had the luck of the irish,
You'd be sorry and wish you were dead.
You should have the luck of the irish,
And you'd wish you was english instead.
A thousand years of torture and hunger,
Drove the people away from their land.
A land full of beauty and wonder
Was raped by the british brigands!
Goddamned!
Goddamned!
If you could keep voices like flowers,
There's be shamrock all over the world.
If you could drink dreams like irish streams,
Then the world would be as high as the mountain of morn.
In the 'pool they told us the story
How the english divided the land.
Of the pain and the death and the glory
And the poets of auld eireland.
If we could make chains with the morning dew,
The world would be like galway bay.
Let's walk over rainbows like leprechauns,
The world would be one big blarney stone.
Why the hell are the english there anyway?
As they kill with god on their side!
Blame it all on the kids and the i.r.a.
As the bastards commit genocide!
Aye! aye!
Genocide!
Okay!
You should have the luck of the irish,
You'd be sorry and wish you were dead.
You should have the luck of the irish,
And you'd wish you was english instead.
One more time!
You should have the luck of the irish,
You'd be sorry and wish you were dead.
You should have the luck of the irish,
And you'd wish you was english instead,
Hey, yes, you'd wish you were english instead.
- "thank you!

song performed by Yoko Ono
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Johanna Brandt

To me Johanna Brandt is a prime example
of such a person, who were clinging
to her integrity and bravely lived
to what she thought was right.

She was the daughter
of the well known reformed minister
Nicolaas Jacobus van Warmelo
who played a leading role
during the first Anglo-Boer war

that came to an end
with the Boer victory at Majuba hill.
Johanna had a beautiful
soprano voice and got music instruction

form a Mrs Uggla,
(a Swedish music teacher) ,
and used to sing the solo parts
at choir performances.

While living on a prime estate called
Harmonie in Pretoria, the family
were friends with President Paul Kruger,
general Piet Joubert and his wife
and dr. W.J. Leyds (the secretary of state) .

On Harmonie there was an abundance
of willow trees where it was situated
near to the Apies River
and Zuid-Afrikaansce republic
government buildings.

During the Jameson raid,
Johanna was visiting her uncle
in Florida (near to Johannesburg)
and at the time when this trouble

was at its worst
she by herself rode by horse
all the way back
to her home in Pretoria.

While studying music in Germany in 1897
Johanna fell in love
with the reformed minister Louis Ernest Brandt
whom she met in the Netherlands

who was a rowing champion of Holland
and a well build good looking man,

[...] Read more

poem by Gert Strydom
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The Columbiad: Book VI

The Argument

British cruelty to American prisoners. Prison Ship. Retreat of Washington with the relics of his army, pursued by Howe. Washington recrossing the Delaware in the night, to surprise the British van, is opposed by uncommon obstacles. His success in this audacious enterprise lays the foundation of the American empire. A monument to be ere on the bank of the Delaware. Approach of Burgoyne, sailing up the St. Laurence with an army of Britons and various other nations. Indignant energy of the colonies, compared to that of Greece in opposing the invasion of Xerxes. Formation of an army of citizens, under the command of Gates. Review of the American and British armies, and of the savage tribes who join the British standard. Battle of Saratoga. Story of Lucinda. Second battle, and capture of Burgoyne and his army.

But of all tales that war's black annals hold,
The darkest, foulest still remains untold;
New modes of torture wait the shameful strife,
And Britain wantons in the waste of life.

Cold-blooded Cruelty, first fiend of hell,
Ah think no more with savage hordes to dwell;
Quit the Caribian tribes who eat their slain,
Fly that grim gang, the Inquisitors of Spain,
Boast not thy deeds in Moloch's shrines of old,
Leave Barbary's pirates to their blood-bought gold,
Let Holland steal her victims, force them o'er
To toils and death on Java's morbid shore;
Some cloak, some color all these crimes may plead;
Tis avarice, passion, blind religion's deed;
But Britons here, in this fraternal broil,
Grave, cool, deliberate in thy service toil.
Far from the nation's eye, whose nobler soul
Their wars would humanize, their pride control,
They lose the lessons that her laws impart,
And change the British for the brutal heart.
Fired by no passion, madden'd by no zeal,
No priest, no Plutus bids them not to feel;
Unpaid, gratuitous, on torture bent,
Their sport is death, their pastime to torment;
All other gods they scorn, but bow the knee,
And curb, well pleased, O Cruelty, to thee.

Come then, curst goddess, where thy votaries reign,
Inhale their incense from the land and main;
Come to Newyork, their conquering arms to greet,
Brood o'er their camp and breathe along their fleet;
The brother chiefs of Howe's illustrious name
Demand thy labors to complete their fame.
What shrieks of agony thy praises sound!
What grateless dungeons groan beneath the ground!
See the black Prison Ship's expanding womb
Impested thousands, quick and dead, entomb.
Barks after barks the captured seamen bear,
Transboard and lodge thy silent victims there;
A hundred scows, from all the neighboring shore,
Spread the dull sail and ply the constant oar,
Waft wrecks of armies from the well fought field,
And famisht garrisons who bravely yield;

[...] Read more

poem by Joel Barlow
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General Roberts in Afghanistan

'Twas in the year of 1878, and. the winter had set in,
Lord Roberts and the British Army their march did begin,
On their way to Afghanistan to a place called Cabul;
And the weather was bitter cold and the rivers swollen and full.

And the enemy were posted high up amongst the hills,
And when they saw the British, with fear their blood thrills;
The savages were camped on the hillsides in war array,
And occupying a strong position which before the British lay.

And viewed from the front their position was impregnable,
But Lord Roberts was a general of great skill;
Therefore to surprise the enemy he thought it was right,
To march upon the enemy in the dead of night.

Then the men were mustered without delay,
And each man of them was eager for the fray;
And in the silent darkness they felt no dismay,
And to attack the enemy they marched boldly away.

And on they marched bravely without fear or doubt,
And about daybreak the challenge of an Afghan sentinel rang out,
And echoed from rock to rock on the frosty biting air;
But the challenge didn't the British scare.

Then the Highlanders attacked them left and right,
And oh! it was a gorgeoua and an inspiring sight;
For a fierce hand to hand struggle raged for a time,
While the pibrochs skirled aloud, oh! the scene was sublime.

Then the Ghoorkas did the Afghans fiercely attack,
And at every point and turning they were driven back;
And a fierce hand to hand struggle raged for a time,
While in the morning sunshine the British bayonets did shine.

And around the ridge or knoll the battle raged for three hours,
And British bullets fell amongst them in showers;
For Captain Kelso brought us his mountain battery,
And sent his shells right into the camp of the enemy,
Then the left of the Afghans was turned, and began to flee.

Meanwhile, on the enemy's strong position Lord Roberts launched an attack,
And from their position they could hardly be driven back
Because the Afghans were hid amongst the woods and hills,
Still with undaunted courage, the British blood thrills.

And the Afghans pressed the British hotly, but they didn't give way,
For the 8th Ghoorkas and the 72nd kept them at bay;
And the mountain guns shells upon them did fire,
Then the 8th Punjaub, bounding up the heights, made them retire.

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poem by William Topaz McGonagall
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The Battle of Inkermann

'Twas in the year of 1854, and on the 5th November,
Which Britain will no doubt long remember,
When the Russians plotted to drive the British army into the sea,
But at the bayonet charge the British soon made them flee.

With fourteen hundred British, fifteen thousand Russians were driven back,
At half-past seven o'clock in the morning they made the attack,
But the Grenadiers and Scottish Fusilier Guards, seven hundred strong,
Moved rapidly and fearlessly all along.

And their rifles were levelled ready for a volley,
But the damp had silenced their fire which made the men feel melancholy,
But the Russians were hurled down the ravine in a disordered mass
At the charge of the bayonet-- an inspiring sight!-- nothing could it surpass.

General Cathcart thought he could strike a blow at an unbroken Russian line;
Oh! the scene was really very sublime,
Because hand to hand they fought with a free will,
And with one magnificent charge they hurled the Russians down the hill.

But while General Cathcart without any dread
Was collecting his scattered forces, he fell dead,
Pierced to the heart with a Russian ball,
And his men lamented sorely his downfall.

While the Duke of Cambridge with the colours of two Regiments of Guards
Presses forward, and no obstacle his courage retards,
And with him about one hundred men,
And to keep up their courage he was singing a hymn to them.

Then hand to hand they fought the Russians heroically,
Which was a most inspiring sight to see;
Captain Burnaby with thirteen Guardsmen fighting manfully,
And they drove the Russians down the hillside right speedily.

The French and Zouaves aided the British in the fight,
And they shot down and killed the Russians left and right,
And the Chasseurs also joined in the fight,
And the Russians fell back in great afright.

Then the Russians tried again and again
To drive the British from the slopes of Inkermann, but all in vain,
For the French and British beat them back without dismay,
Until at last the Russians had to give way.

And the French and British fought side by side
Until the Russians no longer the bayonet charge could abide,
And the Russians were literally scorched by the musketry fire,
And in a short time the Russians were forced to retire.

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poem by William Topaz McGonagall
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Portugal Manoel Da Assumpcam Missionary.

'Portugal Manoel Da Assumpcam
Amar Sonar Moyna Pakki Amigo,
I never seen you in my live ever before
Which Country are you from?
My dear amigo Manoel Da Assumpcam.

Your colour of heritage in unknown Land l fear to bear your name in word.
I can't bear to missed you my amigo, Oh yes it can't be forgot either
You have contributed your nameless name in the nation without name
To influence other and to form the crowd in unknown Land,
Where are you from Sir?

And to shape not my nationalities in Language in Culture but yours!
The present Language in Bangla o' my dear amigo never was counted by.
You may be nothing To Government of Portugal than but today.
Priceless name in the heart of people's in the unknown Land.

I have nothing to say in Language Portuguese other than to say thank you.
For teaching and advocating me in Language in Bangla
That nation today celebrates every year.
With their tears on their eyes and face.

Bear to say words other than few minute in silent,
As orphanage children's looking at each other face.
Remembering those who gave their words in Bangla and live for.
And today I believe in visual hallucination it's not too late
to say how much I love you in Language in Bangla ‘Nil Dariar Prem'

The Birth of new Generation in Culture in Bangla.
Almost was given birth after more than three century in Bangla
'Inna-Lilla-He-O-Inna-He-La-He-Ra-Je-Ow n'
When will I met you?

Day of Kiamot is to far from Bay of Bengal to Portugal.
The mother of all living things on Earth,
Singing in the name of Almighty Lord ‘Allah' too
In the soil of unknown Land in British India my not his or her love.

How lucky you was never assassinated by knowing you was pigeons,
As Bongo Bandhu,
First Prime Ministers of Bangladesh.
I miss you ‘Manoel Da Assumpcam'
Your name prescribed in Language Bangla by name
'Shaheed Minar'
Capital City o Bangladesh.
By name once was known Dac-ca' now became ‘DHA-KA'

Your name in my Language Mother tongues days and nights,
‘Joy Bangla'
To Miss you my dear amigo you left us under your own broken umbrella.

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poem by Abdul Haye Amin
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The Impact Of Poverty On Education

THE IMPACT OF POVERTY ON EDUCATION.

INTRODUCTION

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

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

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

METHODOLOGY

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

RESULTS

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

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

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

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

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

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

Negative impacts of poverty on education

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

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

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

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

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

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

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

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

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

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poem by Innocent Masina Nkhonyo
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