More humane societies are usually smaller, like the Scandinavian countries and Holland, where it is much easier to reach consensus and cooperation.
quote by David Korten
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Related quotes
Smaller & Smaller
Drought makes the workers dream
Muscles and fields of green
Shovel the last few crumbs
Of generosity
Open hearts, open mind, open mouth, open vein
Drain
Someday the rains will come
My blistered hands tell me
Tomorrow, tomorrow, tomorrow
Bite
Bite
Bite
Cry
Ill keep coming back
Smaller and smaller and smaller
Squash me
Smaller and smaller and smaller
Under the charity
Smaller and smaller and smaller
Under the topsoil
Smaller and smaller and smaller
Under the fingernail
Smaller and smaller and smaller
Then small becomes all becomes all..........
Bite
Bite
Bite
Cry
Its not a mirage
Its not a mirage
Trickling downward, trickling downward
Its not a mirage
Drain
Drain
Bite
Bite
Bite
Cry
Smaller and smaller and smaller and smaller and smaller..........
song performed by Faith No More
Added by Lucian Velea
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Smaller And Smaller
----------------------------------------------------------------------------
(p) Faith No More
< Mike Bordin: Drums; Roddy Bottum: Keyboards;
Billy Gould: Bass Guitar; Jim Martin: Guitar;
Mike Patton: Vocals >
( Angel Dust [Slash Records, 1992] )
--------------------------------------------------------------------------------
Drought makes the workers dream
Muscles and fields of green
Shovel the last few crumbs
Of generosity
Open heart, open mind, open mouth, open vein
DRAIN
Someday the rains will come
My blistered hands tell me
Tomorrow, Tomorrow, Tomorrow
BITE
BITE
BITE
CRY
I'll keep coming back
smaller and smaller and smaller
squash me
smaller and smaller and smaller
under the charity
smaller and smaller and smaller
under the topsoil
smaller and smaller and smaller
under the fingernail
smaller and smaller and smaller
then small becomes all becomes all.......
BITE
BITE
BITE
CRY
It's not a mirage
It's not a mirage
trickling downward, trickling downward
It's not a mirage
DRAIN
DRAIN
BITE
BITE
BITE
CRY
smaller and smaller and smaller and smaller and smaller.......
----------------------------------------------------------------------------
song performed by Faith No More
Added by Lucian Velea
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Rembrandt to Rembrandt
(AMSTERDAM, 1645)
And there you are again, now as you are.
Observe yourself as you discern yourself
In your discredited ascendency;
Without your velvet or your feathers now,
Commend your new condition to your fate,
And your conviction to the sieves of time.
Meanwhile appraise yourself, Rembrandt van Ryn,
Now as you are—formerly more or less
Distinguished in the civil scenery,
And once a painter. There you are again,
Where you may see that you have on your shoulders
No lovelier burden for an ornament
Than one man’s head that’s yours. Praise be to God
That you have that; for you are like enough
To need it now, my friend, and from now on;
For there are shadows and obscurities
Immediate or impending on your view,
That may be worse than you have ever painted
For the bewildered and unhappy scorn
Of injured Hollanders in Amsterdam
Who cannot find their fifty florins’ worth
Of Holland face where you have hidden it
In your new golden shadow that excites them,
Or see that when the Lord made color and light
He made not one thing only, or believe
That shadows are not nothing. Saskia said,
Before she died, how they would swear at you,
And in commiseration at themselves.
She laughed a little, too, to think of them—
And then at me.… That was before she died.
And I could wonder, as I look at you,
There as I have you now, there as you are,
Or nearly so as any skill of mine
Has ever caught you in a bilious mirror,—
Yes, I could wonder long, and with a reason,
If all but everything achievable
In me were not achieved and lost already,
Like a fool’s gold. But you there in the glass,
And you there on the canvas, have a sort
Of solemn doubt about it; and that’s well
For Rembrandt and for Titus. All that’s left
Of all that was is here; and all that’s here
Is one man who remembers, and one child
Beginning to forget. One, two, and three,
The others died, and then—then Saskia died;
And then, so men believe, the painter died.
[...] Read more
poem by Edwin Arlington Robinson
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Orlando Furioso Canto 9
ARGUMENT
So far Orlando wends, he comes to where
He of old Proteus' hears the cruel use
But feels such pity for Olympia fair,
Wronged by Cymosco, who in prison mews
Her plighted spouse, that ere he makes repair
Further, he gives her hope to venge the abuse:
He does so, and departs; and with his spouse
Departs Bireno, to repeat his vows.
I
What cannot, when he has a heart possess'd
This false and cruel traitor Love? since he
Can banish from Orlando's faithful breast
Such tried allegiance and due loyalty?
Wise, full of all regards, and of the blest
And glorious church the champion wont to be,
Now, little for himself or uncle, driven
By a vain love, he cares, and less for heaven.
II
But I excuse him well, rejoiced to know
I have like partner in my vice: for still
To seek my good I too am faint and slow,
But sound and nimble in pursuit of ill.
The count departs, disguised in sable show,
Nor for so many friends, with froward will,
Deserted cares; and comes where on the plain
Are camped the hosts of Afric and of Spain;
III
Rather uncamped: for, in less troops or more,
Rains under shed and tree had driven the band.
Here ten, there twenty, seven or eight, or four,
Near or further off, Orlando scanned.
Each sleeps, oppressed with toil and wearied sore;
This stretched on earth, that propped upon his hand:
They sleep, and many might the count have slain,
Yet never bared his puissant Durindane.
IV
So generous is Orlando's heart, he base
Esteems it were to smite a sleeping foe.
Now this he seeks, and now that other place;
Yet cannot track his lady, high or low.
If he finds any one in waking case,
Sighing, to him he paints her form and show;
Then prays him that for courtesy, he where
The damsel is, will reach him to repair.
[...] Read more
poem by Ludovico Ariosto
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Annus Mirabilis, The Year Of Wonders, 1666
1
In thriving arts long time had Holland grown,
Crouching at home and cruel when abroad:
Scarce leaving us the means to claim our own;
Our King they courted, and our merchants awed.
2
Trade, which, like blood, should circularly flow,
Stopp'd in their channels, found its freedom lost:
Thither the wealth of all the world did go,
And seem'd but shipwreck'd on so base a coast.
3
For them alone the heavens had kindly heat;
In eastern quarries ripening precious dew:
For them the Idumaean balm did sweat,
And in hot Ceylon spicy forests grew.
4
The sun but seem'd the labourer of the year;
Each waxing moon supplied her watery store,
To swell those tides, which from the line did bear
Their brimful vessels to the Belgian shore.
5
Thus mighty in her ships, stood Carthage long,
And swept the riches of the world from far;
Yet stoop'd to Rome, less wealthy, but more strong:
And this may prove our second Punic war.
6
What peace can be, where both to one pretend?
(But they more diligent, and we more strong)
Or if a peace, it soon must have an end;
For they would grow too powerful, were it long.
7
Behold two nations, then, engaged so far
That each seven years the fit must shake each land:
Where France will side to weaken us by war,
Who only can his vast designs withstand.
8
See how he feeds the Iberian with delays,
To render us his timely friendship vain:
And while his secret soul on Flanders preys,
He rocks the cradle of the babe of Spain.
9
Such deep designs of empire does he lay
[...] Read more
poem by John Dryden
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Did You Pass or Fail?
Why is it easier to be arrogant?
Why is it easier to be cruel?
Why is it easier to be evil?
Why is it easier to hurt?
Why is it easier to an asshole?
Why is it easier to victimize?
Why is it easier to abuse?
Why is it easier to use?
Why is it easier to be greedy?
Why is it easier to be selfish?
Why is it easier to be self centered?
Why is it easier to steal?
Why is it easier to manipulate?
Why is it easier to lie?
My thoughts is it is a test to all man kind
Did you pass or fail?
poem by Ace Of Black Hearts
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English Bards and Scotch Reviewers: A Satire
'I had rather be a kitten, and cry mew!
Than one of these same metre ballad-mongers'~Shakespeare
'Such shameless bards we have; and yet 'tis true,
There are as mad, abandon'd critics too,'~Pope.
Still must I hear? -- shall hoarse Fitzgerald bawl
His creaking couplets in a tavern hall,
And I not sing, lest, haply, Scotch reviews
Should dub me scribbler, and denounce my muse?
Prepare for rhyme -- I'll publish, right or wrong:
Fools are my theme, let satire be my song.
O nature's noblest gift -- my grey goose-quill!
Slave of my thoughts, obedient to my will,
Torn from thy parent bird to form a pen,
That mighty instrument of little men!
The pen! foredoom'd to aid the mental throes
Of brains that labour, big with verse or prose,
Though nymphs forsake, and critics may deride,
The lover's solace, and the author's pride.
What wits, what poets dost thou daily raise!
How frequent is thy use, how small thy praise!
Condemn'd at length to be forgotten quite,
With all the pages which 'twas thine to write.
But thou, at least, mine own especial pen!
Once laid aside, but now assumed again,
Our task complete, like Hamet's shall be free;
Though spurn'd by others, yet beloved by me:
Then let us soar today, no common theme,
No eastern vision, no distemper'd dream
Inspires -- our path, though full of thorns, is plain;
Smooth be the verse, and easy be the strain.
When Vice triumphant holds her sov'reign sway,
Obey'd by all who nought beside obey;
When Folly, frequent harbinger of crime,
Bedecks her cap with bells of every clime;
When knaves and fools combined o'er all prevail,
And weigh their justice in a golden scale;
E'en then the boldest start from public sneers,
Afraid of shame, unknown to other fears,
More darkly sin, by satire kept in awe,
And shrink from ridicule, though not from law.
Such is the force of wit! but not belong
To me the arrows of satiric song;
The royal vices of our age demand
A keener weapon, and a mightier hand.
[...] Read more
I Cant Reach You
Im a million ages past you
Im a million ages past you
A million years behind you too
A million years behind you too
A thousand miles up in the air
A thousand miles up in the air
A trillion times Ive seen you there
A trillion times Ive seen you there
Your hair is golden, mine is grey
Your hair is golden, mine is grey
You walk on grass, it turns to hay
You walk on grass, it turns to hay
You blood is blue and mine is red
You blood is blue and mine is red
My body strains, but the nerves are dead
My body strains, but the nerves are dead
I cant reach you
I cant reach you
Ive strained my eyes
Ive strained my eyes
I cant reach you
I cant reach you
Ive split my sides
Ive split my sides
I cant reach
I cant reach
Tryin to get on you
Tryin to get on you
See, feel or hear from you
See, feel or hear from you
The distances grow greater now
The distances grow greater now
You drink champagne and past me plow
You drink champagne and past me plow
You fly your plane right over my head
You fly your plane right over my head
Youre still alive and Im nearly dead
Youre still alive and Im nearly dead
I cant reach you
I cant reach you
With arms outstretched
With arms outstretched
I cant reach you
I cant reach you
I crane my neck
I crane my neck
I cant reach
I cant reach
Tryin to get on you
Tryin to get on you
[...] Read more
song performed by Who
Added by Lucian Velea
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Last Instructions to a Painter
After two sittings, now our Lady State
To end her picture does the third time wait.
But ere thou fall'st to work, first, Painter, see
If't ben't too slight grown or too hard for thee.
Canst thou paint without colors? Then 'tis right:
For so we too without a fleet can fight.
Or canst thou daub a signpost, and that ill?
'Twill suit our great debauch and little skill.
Or hast thou marked how antic masters limn
The aly-roof with snuff of candle dim,
Sketching in shady smoke prodigious tools?
'Twill serve this race of drunkards, pimps and fools.
But if to match our crimes thy skill presumes,
As th' Indians, draw our luxury in plumes.
Or if to score out our compendious fame,
With Hooke, then, through the microscope take aim,
Where, like the new Comptroller, all men laugh
To see a tall louse brandish the white staff.
Else shalt thou oft thy guiltless pencil curse,
Stamp on thy palette, not perhaps the worse.
The painter so, long having vexed his cloth--
Of his hound's mouth to feign the raging froth--
His desperate pencil at the work did dart:
His anger reached that rage which passed his art;
Chance finished that which art could but begin,
And he sat smiling how his dog did grin.
So mayst thou pérfect by a lucky blow
What all thy softest touches cannot do.
Paint then St Albans full of soup and gold,
The new court's pattern, stallion of the old.
Him neither wit nor courage did exalt,
But Fortune chose him for her pleasure salt.
Paint him with drayman's shoulders, butcher's mien,
Membered like mules, with elephantine chine.
Well he the title of St Albans bore,
For Bacon never studied nature more.
But age, allayed now that youthful heat,
Fits him in France to play at cards and treat.
Draw no commission lest the court should lie,
That, disavowing treaty, asks supply.
He needs no seal but to St James's lease,
Whose breeches wear the instrument of peace;
Who, if the French dispute his power, from thence
Can straight produce them a plenipotence..
Nor fears he the Most Christian should trepan
Two saints at once, St Germain, St Alban,
But thought the Golden Age was now restored,
When men and women took each other's word.
[...] Read more
poem by Andrew Marvell
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A Poem Upon The Death Of O.C.
That Providence which had so long the care
Of Cromwell's head, and numbred ev'ry hair,
Now in its self (the Glass where all appears)
Had seen the period of his golden Years:
And thenceforth onely did attend to trace,
What death might least so sair a Life deface.
The People, which what most they fear esteem,
Death when more horrid so more noble deem;
And blame the last Act, like Spectators vain,
Unless the Prince whom they applaud be slain.
Nor Fate indeed can well refuse that right
To those that liv'd in War, to dye in Fight.
But long his Valour none had left that could
Indanger him, or Clemency that would.
And he whom Nature all for Peace had made,
But angry Heaven unto War had sway'd,
And so less useful where he most desir'd,
For what he least affected was admir'd,
Deserved yet an End whose ev'ry part
Should speak the wondrous softness of his Heart.
To Love and Grief the fatal Writ was sign'd;
(Those nobler weaknesses of humane Mind,
From which those Powers that issu'd the Decree,
Although immortal, found they were not free.)
That they, to whom his Breast still open lyes,
In gentle Passions should his Death disguise:
And leave succeeding Ages cause to mourn,
As long as Grief shall weep, or Love shall burn.
Streight does a slow and languishing Disease
Eliza, Natures and his darling, seize.
Her when an infant, taken with her Charms,
He oft would flourish in his mighty Arms;
And, lest their force the tender burthen wrong,
Slacken the vigour of his Muscles strong;
Then to the Mothers brest her softly move,
Which while she drain'd of Milk she fill'd with Love:
But as with riper Years her Virtue grew,
And ev'ry minute adds a Lustre new;
When with meridian height her Beauty shin'd,
And thorough that sparkled her fairer Mind;
When She with Smiles serene and Words discreet
His hidden Soul at ev'ry turn could meet;
Then might y' ha' daily his Affection spy'd,
Doubling that knot which Destiny had ty'd:
While they by sence, not knowing, comprehend
How on each other both their Fates depend.
With her each day the pleasing Hours he shares,
And at her Aspect calms her growing Cares;
Or with a Grandsire's joy her Children sees
Hanging about her neck or at his knees.
[...] Read more
poem by Andrew Marvell
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Full Circle
All Ive ever touched or said to them
Becomes a rehearsal for you, just practicing,
Too many magic moments to be coincidence
It all comes full circle
I knew someone who knew you
And he introduced me to you
Your ex-girlfriend had a boyfriend
Who kissed my girlfriend
Who did adrian
The world keeps on getting smaller and smaller
And everything comes back full circle, full circle
Six degrees of separation
We all know someone else
It all comes full circle
And you come from england
My ex-boyfriend, he is indian
British passport, were all connected
And everyone else is affected
The world keeps on getting smaller and smaller
And everything comes back full circle, full circle
Six degrees of separation
We all know someone else
It all comes full circle
It all comes full circle
The world keeps on getting smaller and smaller
And everything comes back full circle, full circle
Six degrees of separation
We all know someone else
It all comes full circle
The world keeps on getting smaller and smaller
And everything comes back full circle, full circle
Six degrees of separation
We all know someone else
It all comes full circle
song performed by No Doubt
Added by Lucian Velea
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A Map Of Culture
Culture
Contents
What is Culture?
The Importance of Culture
Culture Varies
Culture is Critical
The Sociobiology Debate
Values, Norms, and Social Control
Signs and Symbols
Language
Terms and Definitions
Approaches to the Study of Culture
Are We Prisoners of Our Culture?
What is Culture?
I prefer the definition used by Ian Robertson: 'all the shared products of society: material and nonmaterial' (Our text defines it in somewhat more ponderous terms- 'The totality of learned, socially transmitted behavior. It includes ideas, values, and customs (as well as the sailboats, comic books, and birth control devices) of groups of people' (p.32) .
Back to Contents
[...] Read more
poem by Nyein Way
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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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The Dialogue: Time tested knowledge -Globilization is the ladder
Time –Ladder
My words of inspiration
Will always begin by time
They say time is money
I am thinking of time sitting with my best friend
Then I came to recognize that time is friend who is caring
He is sharing me with his past experiences about life
Hear is the beginning:
My friend: Do you see that we are now failing to do the things in the way that our past forefathers were doing
Me: Yes but why
My friend: This is because we are failing to use the time in a more sunssict manner
Me: what do you mean?
My friend: Have you noticed how naughty the pupils are during the class.
Me: yes
My friend: That is because they tend to take all of things that are being said by the lectures fro granted.
Me: Why is that happening
My: That is not only because the students do not looked to attend the lectures, but that is because they think they will be able to catch up the notes either on the book or on the internet.
Me: Oh yes, But not all of us who are having the similar abilities to grasp exactly what the lectures are saying, doesn’t that cause others to fail.
My friend: That affect everybody.
Me: How
My friend: Do you know what? Time is very important. Most of students – tends to blame the lectures when they have failed. The University is another level of education. There is no one who will push as in the high schools. You need to go and search the information for them.
Me: Besides that my friend: Most of lectures have experience. They have devoted their times in doing their studies. Besides that, most of lectures are very old. For us as the students it is very difficult to develop knowledge about something we have never seen. Do you ever red Ferranti – the sociolology book part about Industrial Revolutions?
Me: Do you mean that Industries evolutes in Europe that any other world?
My friend: That is good but can you think of how the Industrial Revolution tests our time-knowledge?
Me: I think of the time when the animals were being domesticated. I red that book from Diamond Larry. Those animals were then used as transport for goods. Two or three Horse carriages followed on one another. But they may have seen how heavy the goods are. They developed the wheels so that the weight is reduced. That was fine. However the roads were built because of too much bumps on the lands. They have therefore conquered the knowledge of making the trains. Note that the trains mimic the movement of horse carriages. Thereafter, everything followed. That includes cars, aero planes and even telegrams. What we are talking about today is time-distance friction – which means that our world is totally shrinking. That is literally because it does not refer to the actual shrinking of world. It refers to the time that we are now using to travel from one place to another. So you can see that what ever that is happening is traced from the past experience.
My friend: Wow my friend you have killed it? (We shack the hands)
Me: So we cannot only talk about the lectures but we can make our new statement of change.
My friend: Yes my friend you are clever, because you see that this world is changing. It is also said that in our modern societies some societies are failing to change because they are still stick to the superstitions of the past. In terms of culture do you think how can we change culture in the way that will be time- tested?
Me: I like when you say time –tested knowledge. Do you know what? If we can just switch off the knowledge and hysterical notes of writings about anything, including math, science and even culture there is no point to disagree that we shall not have developed in the way that the modern world development is taking place. I don’t like your term change and I suggest that you will use transform in the future. As you have had of how the industrial development was developed and then transformed. We need to study the ways in which the things were being done in the past in other to be able to transfer our modern word in a very smoothest way.
My friend: those words are now clear. You make me remember something. During the case of the ANC president Jackop Zuma. Well you know the rape case and -
Me: Can guess what you want to say. You are talking about the groups of women’s protection, who claimed that the girl did not cry or screamed because she was extremely terrified.
My friend: Yes and the judge said “that is not acceptable. A lady might otherwise have raped dead. No matter how terrifying the thing is, when we see something that terrifies us we tend to scream or be in the state of death. The statement that the women’s protection is trying raise has therefore no interaction in the universe”
Me: The judges are professionally trained; they are the people who are saying things based on the laws that were invented by based on the past experience. It does happen that Law is changed.But again I do not like to use the word change I will prefer to use the word transform. The transformations of laws are usually caused by the transformations of the modern societies. We are highly globalized and we have no point to oppose that. So in other to make the smooth transformation of our laws we need to see what was it cause and aims and what makes it fail to fit with the modern societies.
My friend: Yes you are speaking like lawyer now.
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poem by Mthokozisi Ntokozo Maphumulo
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It Was Easier To Hurt Him
(jerry ragavoy / bert russell)
I should have told him
That I needed him
When I had the chance
And now hes left me
And its all over
Goodbye romance
I should have told him then
Over and over again
That I love him
But, it was easier to hurt him, ooh
It was easier to hurt him, ooh
It was easier to hurt him
Thats what I thought
Was being so smart
The way I cheated him
And mistreated him
How could I forget?
I was so sure that he
Would always trust in me
Oh, that Id take a bet, no, no, no
Hed never say goodbye
But here all alone am i
He is gone now, ahh, cause
It was easier to hurt him
What could I do?
(it was) easier to hurt him
I should have known better
Thats what I thought
Was being so smart, oh, oh
It was easier to hurt him
I need him so bad
(it was) easier to hurt him
What did I do?
(it was) easier to hurt him
I should have known better
(it was) easier to hurt him
I need him so bad
song performed by Dusty Springfield
Added by Lucian Velea
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See Yourself
Its easier to tell a lie than it is to tell the truth
Its easier to kill a fly than it is to turn it loose
Its easier to criticize somebody else
Than to see yourself
Its easier to give a sigh and be like all the rest
Who stand around and crucify you while you do your best
Its easier to see the books upon the shelf
Than to see yourself
Its easier to hurt someone and make them cry
Than it is to dry their eyes
I got tired of fooling around with other peoples lies
Rather Id find someone thats true
Its easier to say you wont than it is to feel you can
Its easier to drag your feet than it is to be a man
Its easier to look at someone eless wealth
Than to see yourself
song performed by George Harrison
Added by Lucian Velea
Comment! | Vote! | Copy! | In Romanian
An Epidemic Of Melancholy Proportions
an epidemic of melancholy proportions
is sweeping through many societies countries
despair dejection sadness misery hopelessness
are recession downturn decline consequences
suicide globally haunts many countries cultures
suicide globally engulfs preys upon countries cultures
many countries cultures ethnic societies
never even developed coined a word for depression
yet globally according to recent studies
fifty percent of women suffer episodes of depression
yearly mainly
each at least
a single episode
as opposed
to only ten
percent of men
ask the question
is depression
an issue the world
should take seriously...
one million people a year
are cured permanently
one million people a year succeed
in their attempts at suicide
issue depression needs countries cultures to address
society wide ways to address negative mind problems
depression has become a diabolical mind field killer
when will we learn to honour all our human family?
poem by Terence George Craddock
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Metamorphoses: Book The First
OF bodies chang'd to various forms, I sing:
Ye Gods, from whom these miracles did spring,
Inspire my numbers with coelestial heat;
'Till I my long laborious work compleat:
And add perpetual tenour to my rhimes,
Deduc'd from Nature's birth, to Caesar's times.
The Creation of Before the seas, and this terrestrial ball,
the World And Heav'n's high canopy, that covers all,
One was the face of Nature; if a face:
Rather a rude and indigested mass:
A lifeless lump, unfashion'd, and unfram'd,
Of jarring seeds; and justly Chaos nam'd.
No sun was lighted up, the world to view;
No moon did yet her blunted horns renew:
Nor yet was Earth suspended in the sky,
Nor pois'd, did on her own foundations lye:
Nor seas about the shores their arms had thrown;
But earth, and air, and water, were in one.
Thus air was void of light, and earth unstable,
And water's dark abyss unnavigable.
No certain form on any was imprest;
All were confus'd, and each disturb'd the rest.
For hot and cold were in one body fixt;
And soft with hard, and light with heavy mixt.
But God, or Nature, while they thus contend,
To these intestine discords put an end:
Then earth from air, and seas from earth were
driv'n,
And grosser air sunk from aetherial Heav'n.
Thus disembroil'd, they take their proper place;
The next of kin, contiguously embrace;
And foes are sunder'd, by a larger space.
The force of fire ascended first on high,
And took its dwelling in the vaulted sky:
Then air succeeds, in lightness next to fire;
Whose atoms from unactive earth retire.
Earth sinks beneath, and draws a num'rous throng
Of pondrous, thick, unwieldy seeds along.
About her coasts, unruly waters roar;
And rising, on a ridge, insult the shore.
Thus when the God, whatever God was he,
Had form'd the whole, and made the parts agree,
That no unequal portions might be found,
He moulded Earth into a spacious round:
Then with a breath, he gave the winds to blow;
And bad the congregated waters flow.
He adds the running springs, and standing lakes;
And bounding banks for winding rivers makes.
Some part, in Earth are swallow'd up, the most
In ample oceans, disembogu'd, are lost.
[...] Read more
Absalom and Achitophel
In pious times, e'er Priest-craft did begin,
Before Polygamy was made a sin;
When man, on many, multiply'd his kind,
E'r one to one was, cursedly, confind:
When Nature prompted, and no law deny'd
Promiscuous use of Concubine and Bride;
Then, Israel's monarch, after Heaven's own heart,
His vigorous warmth did, variously, impart
To Wives and Slaves; And, wide as his Command,
Scatter'd his Maker's Image through the Land.
Michal, of Royal blood, the Crown did wear,
A Soyl ungratefull to the Tiller's care;
Not so the rest; for several Mothers bore
To Godlike David, several Sons before.
But since like slaves his bed they did ascend,
No True Succession could their seed attend.
Of all this Numerous Progeny was none
So Beautifull, so brave as Absalon:
Whether, inspir'd by some diviner Lust,
His father got him with a greater Gust;
Or that his Conscious destiny made way
By manly beauty to Imperiall sway.
Early in Foreign fields he won Renown,
With Kings and States ally'd to Israel's Crown
In Peace the thoughts of War he could remove,
And seem'd as he were only born for love.
What e'er he did was done with so much ease,
In him alone, 'twas Natural to please.
His motions all accompanied with grace;
And Paradise was open'd in his face.
With secret Joy, indulgent David view'd
His Youthfull Image in his Son renew'd:
To all his wishes Nothing he deny'd,
And made the Charming Annabel his Bride.
What faults he had (for who from faults is free?)
His Father could not, or he would not see.
Some warm excesses, which the Law forbore,
Were constru'd Youth that purg'd by boyling o'r:
And Amnon's Murther, by a specious Name,
Was call'd a Just Revenge for injur'd Fame.
Thus Prais'd, and Lov'd, the Noble Youth remain'd,
While David, undisturb'd, in Sion raign'd.
But Life can never be sincerely blest:
Heaven punishes the bad, and proves the best.
The Jews, a Headstrong, Moody, Murmuring race,
As ever try'd th' extent and stretch of grace;
God's pamper'd people whom, debauch'd with ease,
No King could govern, nor no God could please;
(Gods they had tri'd of every shape and size
That Gods-smiths could produce, or Priests devise.)
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poem by John Dryden
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The Rosciad
Unknowing and unknown, the hardy Muse
Boldly defies all mean and partial views;
With honest freedom plays the critic's part,
And praises, as she censures, from the heart.
Roscius deceased, each high aspiring player
Push'd all his interest for the vacant chair.
The buskin'd heroes of the mimic stage
No longer whine in love, and rant in rage;
The monarch quits his throne, and condescends
Humbly to court the favour of his friends;
For pity's sake tells undeserved mishaps,
And, their applause to gain, recounts his claps.
Thus the victorious chiefs of ancient Rome,
To win the mob, a suppliant's form assume;
In pompous strain fight o'er the extinguish'd war,
And show where honour bled in every scar.
But though bare merit might in Rome appear
The strongest plea for favour, 'tis not here;
We form our judgment in another way;
And they will best succeed, who best can pay:
Those who would gain the votes of British tribes,
Must add to force of merit, force of bribes.
What can an actor give? In every age
Cash hath been rudely banish'd from the stage;
Monarchs themselves, to grief of every player,
Appear as often as their image there:
They can't, like candidate for other seat,
Pour seas of wine, and mountains raise of meat.
Wine! they could bribe you with the world as soon,
And of 'Roast Beef,' they only know the tune:
But what they have they give; could Clive do more,
Though for each million he had brought home four?
Shuter keeps open house at Southwark fair,
And hopes the friends of humour will be there;
In Smithfield, Yates prepares the rival treat
For those who laughter love, instead of meat;
Foote, at Old House,--for even Foote will be,
In self-conceit, an actor,--bribes with tea;
Which Wilkinson at second-hand receives,
And at the New, pours water on the leaves.
The town divided, each runs several ways,
As passion, humour, interest, party sways.
Things of no moment, colour of the hair,
Shape of a leg, complexion brown or fair,
A dress well chosen, or a patch misplaced,
Conciliate favour, or create distaste.
From galleries loud peals of laughter roll,
And thunder Shuter's praises; he's so droll.
Embox'd, the ladies must have something smart,
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poem by Charles Churchill
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