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No Spanish government has given into terror and no government will do that.

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Green Spanish Eyes

Ah Consuela! Surveying vast vistas for visions of green Spanish eyes,
I discern them again where she left me back then, when we kissed as she parted, my friend.
So I'm daring to tread towards the klieg lights ahead, where I'll wait and I'll watch her ascend.

Ah Consuela! I'm watching, she teases the mirror with green Spanish eyes;
Her serape entangles her ebony bangles like lace on the sorcerer's looms,
And her capes of the night, she drapes tight to excite, and her fan is embellished with plumes.

Ah Consuela! I'm watching as spectators savour her green Spanish eyes;
Taming wild concertinas, the dark ballerina performs on the concert hall stage,
But she shies from the sound of ovation unbound like a timorous bird in a cage.

Ah Consuela! I'm watching, she quickens the pit with her green Spanish eyes,
As the cymbals shake, clashing, the floodlights wake, flashing, igniting the wild fireflies,
And the piccolo piper's inviting the vipers to coil in the cold caldron skies.

Ah Consuela! I'm watching the shimmering shadows in green Spanish eyes
As I rise from my chair and converge to the stair with a hesitant sip of my wine.
Though she doesn't deny me, she wanders right by me with neither a look nor a sign.

Ah Consuela! I'm watching, she waves to the stage with her green Spanish eyes,
(For her senses scoff, scorning the biblical warning of kisses of Judas that sting,
With her pierced ears defeating the echoes repeating) and smiles at the bluebird that sings.

Ah Consuela! I'm watching faint embers a' stir in her green Spanish eyes,
For a soft spoken stranger enveloping danger has captured the rhyme in the room
As he slips into sight through the scent of the night and the breath of her heavy perfume.

Ah Consuela! I'm watching, she gauges his guise through her green Spanish eyes
- From his gypsy-like mane, to his diamond stud cane, to the raven engraved on his vest -
For a faraway form, a tempestuous storm, lurks and heaves neath the cleav'e of her breasts.

Ah Consuela! I'm watching the caravels cruise in her green Spanish eyes;
With the castanets clacking upon the deck cracking, he whips 'round his cloak with a whiz
And without sacrificing, at mien so enticing, she floats with her face facing his.

Ah Consuela! I'm watching, the vertigo veiling her green Spanish eyes,
While the drumbeat pounds, droning, the rhythm sounds, moaning, of jungles Jamaican entwined
In the valleys concealing the vineyards revealing the vaults in the caves of her mind.

Ah Consuela! I'm watching, while carnivals call to her green Spanish eyes,
And with paused palpitations the tom-tom temptations come taunting her tremulous feet
With her toe tips a' tingle while jute boxes jingle for jesters that jive on the street.

Ah Consuela! I'm watching, she rides with the tides in her green Spanish eyes,
And her silhouette's travelling on ripples unravelling and shaking the shivering shores,
As she strides from the light to the taste of the night through the candlelit cabaret doors.

Ah Consuela! I'm watching, she dances till dawn with her green Spanish eyes,
With her movements adorning a trickle of morning as sipped by the mouth of the moon,

[...] Read more

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The Absinthe Drinkers

He's yonder, on the terrace of the Cafe de la Paix,
The little wizened Spanish man, I see him every day.
He's sitting with his Pernod on his customary chair;
He's staring at the passers with his customary stare.
He never takes his piercing eyes from off that moving throng,
That current cosmopolitan meandering along:
Dark diplomats from Martinique, pale Rastas from Peru,
An Englishman from Bloomsbury, a Yank from Kalamazoo;
A poet from Montmartre's heights, a dapper little Jap,
Exotic citizens of all the countries on the map;
A tourist horde from every land that's underneath the sun --
That little wizened Spanish man, he misses never one.
Oh, foul or fair he's always there, and many a drink he buys,
And there's a fire of red desire within his hollow eyes.
And sipping of my Pernod, and a-knowing what I know,
Sometimes I want to shriek aloud and give away the show.
I've lost my nerve; he's haunting me; he's like a beast of prey,
That Spanish man that's watching at the Cafe de la Paix.

Say! Listen and I'll tell you all . . . the day was growing dim,
And I was with my Pernod at the table next to him;
And he was sitting soberly as if he were asleep,
When suddenly he seemed to tense, like tiger for a leap.
And then he swung around to me, his hand went to his hip,
My heart was beating like a gong -- my arm was in his grip;
His eyes were glaring into mine; aye, though I shrank with fear,
His fetid breath was on my face, his voice was in my ear:
"Excuse my brusquerie," he hissed; "but, sir, do you suppose --
That portly man who passed us had a wen upon his nose?"

And then at last it dawned on me, the fellow must be mad;
And when I soothingly replied: "I do not think he had,"
The little wizened Spanish man subsided in his chair,
And shrouded in his raven cloak resumed his owlish stare.
But when I tried to slip away he turned and glared at me,
And oh, that fishlike face of his was sinister to see:
"Forgive me if I startled you; of course you think I'm queer;
No doubt you wonder who I am, so solitary here;
You question why the passers-by I piercingly review . . .
Well, listen, my bibacious friend, I'll tell my tale to you.

"It happened twenty years ago, and in another land:
A maiden young and beautiful, two suitors for her hand.
My rival was the lucky one; I vowed I would repay;
Revenge has mellowed in my heart, it's rotten ripe to-day.
My happy rival skipped away, vamoosed, he left no trace;
And so I'm waiting, waiting here to meet him face to face;
For has it not been ever said that all the world one day
Will pass in pilgrimage before the Cafe de la Paix?"

[...] Read more

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Contemplation Rose

Puerto rican nursery rhymes
Angels in the snow and thyme
And Im keeping my mind on that rose
In a church in spanish harlem
Got watchtowers and awakes for free
In the laundromat for you and me
But you cant take me down that way
As Im not sinking
And if we go down one time
Next times not gonna be the last time
And Im contemplating that rose
In a church in spanish harlem
Didnt I bring you precious gifts
Came to kiss you on the lips
Didnt even appear
To beg your pardon
To lay out in the morning sun
Feel the cool breeze and the one
Right there in, in my garden
Puerto rican nursery rhymes
And angels, and angels, and the snow and thyme
But Im keeping my mind on that rose
In a church in spanish harlem
Yeah, and if we go, if we go down one time
The next time will not be the last time, and im
Keeping my mind on that, contemplating that rose
Up in a church in spanish harlem
And if we go down one time, you know
The next time it wont be the last time
And Im contemplating that rose
In a church in spanish harlem
And Im contemplating that rose
In a church in spanish harlem
And Im contemplating, and Im contemplating that rose
In a church in spanish harlem
And Im contemplating that rose
In a church in spanish harlem
And Im contemplating that rose
In a church, in a church in spanish harlem

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Spanish Moss

Let go darlin
I can feel the night wind call
Guess Id better go
I like you more than half as much
As I love your spanish moss
Spanish moss hangin down
Lofty as the southern love weve found
Spanish moss
Keeps on followin my thoughts around
Georgia pine and ripple wine
Memories of savannah summertime
Spanish moss
Wish you knew what I was sayin
So Im rollin north thinkin
Of the way things might have been
If she and I could have changed it all somehow
Spanish moss hangin down
Lofty as the sycamore youve found
Spanish moss
Keeps on followin my thoughts around
Georgia pine and ripple wine
Kisses mixed with moonshine and red clay
Spanish moss
Wish you knew what I was sayin
So Im rollin north thinkin
Of the way things might have been
If she and I could have changed it all somehow
Let go darlin
I can feel the night wind call
The devil take the cost
I like the way your kisses flow and I love your spanish moss

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Spanish Moon

(lowell george)
One two
Well the night that I got into town
Was the night that the rain froze on the ground
Comin down the street I heard such a sorrowful tune
Comin from the place they called the spanish moon
Well I stepped inside, and I stood by the door
While dark-eyed girls sang and played the guitar
Hookers and hustlers, filled up the room
This was the place they called the spanish moon
Whiskey and bad cocaine
Got me on ? ? train
If that dont kill me soon
The women will down at the spanish moon
Well I sold my watch and I pawned my ring
Just to hear that girl sing
bout the news my whole ? ? rose soon
bout the news down at the spanish moon
Whiskey and bad cocaine
Got me on ? ? train
If that dont kill me soon the women will down at the spanish moon
Oh oh give it
What if I said, can you get to the end its a ? ? situation
If that dont kill me soon
The women will down at the spanish moon
Oh oh, give it to me please, whoa
Well I stepped inside, and I stood by the door
A dark-eyed girl sang and played the guitar
Hookers and hustlers, filled up the room
This was the place they called the spanish moon
Whiskey and bad cocaine
Got me on ? ? train
If that dont kill me soon
The women will down at the spanish moon

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Spanish Eyes

Little christine
Were takin one more run
Secret heart, when the time has begun
Come to part
And hey, youre the one
And now we know
My heart is sold
And though we tried
You took me with your spanish eyes
Hey badlands
Realize
That someone else is yearning
Special sunday night
And baby theres time
Time enough to cry
With all our sad stories
And all the bad that weve done
And all the times
Weve rode on for glory
And ...
And you took me with your spanish eyes
Stretch out baby
And call your daddy home
cause Im runnin tonight
Couldnt be all alone
Yes I know how something died
But baby it was just for kicks
It was just for fun
Even with all the bad that we done
They cant say we didnt try
And I fell for your spanish eyes
Saturday night special
Waitin in the sheets
Oh come on
Talk to me, my sweet
And Ill try to make it complete this timecome close and let me dry your eyes
Let me try to turn the lies
And let me kiss your spanish eyes
Let me kiss your spanish eyes
Let me kiss your spanish eyes
Let me kiss your spanish eyes
Come here, baby

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Spanish Eyes

Blue spanish eyes
Teardrops are falling from your spanish eyes
Please, please don't cry
This is just adios and not goodbye
Soon I'll return
Bringing you all the love your heart can hold
Please say "Si, si"
Say you and your spanish eyes will wait for me
Blue spanish eyes
Prettiest eyes in all Old Mexico
True spanish eyes
Please smile at me once more before I go
Dear, I'll return
Bringing you all the love your heart can hold
Please say "Si, si"
Say you and your spanish eyes will wait for me
Say you and your spanish eyes will wait for me

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Spanish Eyes

Well I thought it out and if Im thinkin right
Shes been workin on me out of sight
Shes got me whispering in the night
Spanish eyes
But you can call me superstitious I dont mind
Strange feeling when her eyes meet mine
Shes got me thinking about her all the time
Spanish eyes
Hmmm, she loves to do it
Oh mama dont you say that
Not unless you mean it darlin
Im falling, Im falling
(for you darlin) let me lie in your fields of ambrosia
(its something) shes doing (for real)
And I know darlin youve got me hypnotized with your
Spanish eyes
Ive got a feelin that I let you in
I dont care what kind of trap shes trying to spin
Dressed like a demon and shes out to sin
Spanish eyes
Now when I look in your eyes its the sweetest thing
But something tells me if I let you in
Ill get hurt and its gonna sting
Spanish eyes
Ooh we love to do it
Oh mama dont you say these things
Not unless you mean it darlin
(Im falling) Im falling (for you darlin)
Let me lie in your fields of ambrosia
(its something) shes doing (for real)
And I know darlin youve got me hypnotized
Sparks flying wheels turning
Devils scratching at the door
Heart pounding head burning
Little sister *mi amor (*my love)
Oh *mi amor (*my love)
Ooooooh
Oh *mi amor (*my love)
(Im falling) Im falling (for you darlin)
Let me lie in your fields of ambrosia
(its something) shes doing (for real)
And I know darlin youve got me hypnotized with your
Spanish eyes
Im falling, Im falling
For you darlin let me lie in your fields of ambrosia
(its something) shes doing (for real)
And I know darlin youve got me hypnotized with your
Spanish eyes
(Im falling) Im falling (for you darlin)
Let me lie in your fields of ambrosia

[...] Read more

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Amys In The Attic

Mr. piser, I think you should come up here
Amys in the attic and brain has gone ecstatic
Not another day of all the suffering and pain I was just a little boy ever so naive
Amy was my best friend, I never want to hurt her
I never wanna ever wanna think about her murder
On the playground, I chase her down the slide
I chase her cross the monkey bars and she would run and hide
Jinglin and tumbling, I pushed her off the sled
Amy coincidently hit her head
Dumbling inside my brain, down came the wade
Amy isnt answering, who would get the blame?
Amy isnt laughing, amy isnt crying
Amy isnt really breathing, God I think shes dying
Suddenly, the air is cold I must get her inside
Even though she died, amy has to hide
Nobody must ever know that I made amy sick
Lock her up forever in the attic
Maybe it is best to die, thinking did she really die
Im thinking if its really true then how come I am telling you
And if I really meant to do it, should I be a victim to
Should I walk the terror stairs, and savior all my
Terror fears, no
Mr. piser, I think you should come up here
Amys in the attic and my brain has gone ecstatic
Every day I suffer but eleven years have passed
How long will this keep and the nightmares last
Sitting in my living room, another strange feeling
I think Im hearing tiny footsteps on the ceiling
Looking in my mirror, the image isnt clear
I feel as if a little girl is standing at my rear and
Then I awake at the blink of an eye
Voices from the attic yellin, why?
What if amy wasnt dead living in the box
Banging on the walls, rattling the locks
Feeding on the roaches, rodents, and filth
And when theres nothing left, she feeds off herself
Why do I think in amy of this way?
She was once a lovely girl running out to play
Maybe its all a dream insane fanatic
Maybe theres no amy in the attic after all
Maybe it is best to die, thinking did she really die
Im thinking if its really true then how come I am telling you
And if I really meant to do it, should I be a victim to
Should I walk the terror stairs, and savior all my
Terror fears, no
Mr. piser, I think you should come up here
Amys in the attic and my brain has gone ecstatic
Maybe it is best to die, thinking did she really die
Im thinking if its really true then how come I am telling you
And if I really meant to do it, should I be a victim to

[...] Read more

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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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Spanish Harlem

There is a rose in spanish harlem
A rose that grows in spanish harlem
Its never seen the sun
It only comes up when the moon is on the run
And all the stars are leaving
Well, it grows right in the street
Up between the concrete
But soft and sweet, and (breathing? ? )
There is a rose in spanish harlem
A rose that grows in spanish harlem
Oh, with eyes as black as coal
That reach down in my soul
And start a fire I cant control
I beg your pardon
Well, I want to pick that rose
And watch her as she grows
In my garden
There is a rose in spanish harlem
There is a rose in spanish harlem

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Spanish Boots

(beck, stewart, wood)
I used to work and take a salary
In a hole up near a foundry
But it did not take me too long
To get my boots on a so long!
Long spanish boots on a so long!
I took a day job in bethlehem
I nearly threw in the towel then
But it did not take me too long
To get my boots on a so long!
High spanish boots on a so long!
Dig it
I took a spanish haberdashery
Restored with 15th century tapestry
But oh, mr. nesbitt got the best of me
So I strapped on my boots and said so long!
Laced up my high boots and so long!
Goodbye
... am on a job you see
cause my old boots they mean too much to me
Leather boots are just a mystery
Put on my boots and said so long!
High spanish boots on and so long!
Put on my boots and said so long!
Those old spanish boots
Put on my boots and said so long!
High spanish boots

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Spanish Eyes

(donna weiss/john duarte/lauren wood)
Baby take the long way home
Dont stop at every light
The wind is blowing you right through me tonite
Im somewhere in the ozone ...
And I can hardly breathe
Perfume and leather baby
Its you and me together baby
What good is living in paradise
If you dont let yourself go once or twice
Nobodys giving me better advice
Show what youre feeling
You wouldnt be stealing
Chorus:
Smother me with those eyes spanish eyes
Spanish eyes yea
Promise me they dont lie they dont lie
They dont lie
Smother me with those eyes spanish eyes
Spanish eyes yea
Cover me once or twice spanish eyes
Spanish eyes
We fell into it baby
This mood is like a dream
The night weve waited for so long it seems
Has come ... to make us crazy, and we got
No place to hide
Heroes and virgins baby
Life gets so urgent baby
Being your friend has been very nice
But I dont wanna be after tonite
The moon is giving us its perfect light
The radios beating
Ant the words keep repeating
Repeat chorus
Baby Ill stay devoted to you dedicated
Next to you I just want to be with you baby
Mayby Ill stay devoted to you dedicated
Next to you I just want to be with you baby
Repeat chorus

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Spanish Harlem

There is a rose in Spanish Harlem
A red rose up in Spanish Harlem
It is a special one, it's never seen the sun
It only comes out when the moon is on the run And all the stars are gleaming
It's growing in the street right up through the concrete
But soft and sweet and dreamin'
There is a rose in Spanish Harlem
A red rose up in Spanish Harlem
With eyes as black as coal that look down in my soul
And starts a fire there and then I lose control I have to beg your pardon
I'm going to pick that rose and watch her as she grows in my garden
I'm going to pick that rose and watch her as she grows in my garden
There is a rose in Spanish Harlem
There is a rose in Spanish Harlem

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Byron

Canto the Second

I
Oh ye! who teach the ingenuous youth of nations,
Holland, France, England, Germany, or Spain,
I pray ye flog them upon all occasions,
It mends their morals, never mind the pain:
The best of mothers and of educations
In Juan's case were but employ'd in vain,
Since, in a way that's rather of the oddest, he
Became divested of his native modesty.

II
Had he but been placed at a public school,
In the third form, or even in the fourth,
His daily task had kept his fancy cool,
At least, had he been nurtured in the north;
Spain may prove an exception to the rule,
But then exceptions always prove its worth -—
A lad of sixteen causing a divorce
Puzzled his tutors very much, of course.

III
I can't say that it puzzles me at all,
If all things be consider'd: first, there was
His lady-mother, mathematical,
A—never mind; his tutor, an old ass;
A pretty woman (that's quite natural,
Or else the thing had hardly come to pass);
A husband rather old, not much in unity
With his young wife—a time, and opportunity.

IV
Well—well, the world must turn upon its axis,
And all mankind turn with it, heads or tails,
And live and die, make love and pay our taxes,
And as the veering wind shifts, shift our sails;
The king commands us, and the doctor quacks us,
The priest instructs, and so our life exhales,
A little breath, love, wine, ambition, fame,
Fighting, devotion, dust,—perhaps a name.

V
I said that Juan had been sent to Cadiz -—
A pretty town, I recollect it well -—
'T is there the mart of the colonial trade is
(Or was, before Peru learn'd to rebel),
And such sweet girls—I mean, such graceful ladies,
Their very walk would make your bosom swell;
I can't describe it, though so much it strike,
Nor liken it—I never saw the like:

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Mi Media Naranja

I am searching for my soul mate
Oh baby I know it’s not too late
Maybe try in a foreign tongue
The very reason for my song

Hey why not in Spanish

Chorus:
Mi Media Naranja por donde encuentra
Madrid, Perú o Sri Lanka…
(interlude with Spanish guitar)

Oh I am not gonna vanish..

I climb mountains and dive a sea
So why not search an orange tree
Ying and Yang my high ambition
Oh on my love life’s mission

Chorus:
Mi Media Naranja por donde encuentra
Madrid, Perú o Sri Lanka…
(Interlude with Spanish guitar)

In Spanish a fine expression
Made me such an impression
My other half of orange fruit
I am now completely en route

Chorus:
Mi Media Naranja por donde encuentra
Madrid, Perú o Sri Lanka…
(interlude with Spanish guitar)

Life is mine to fully discover
Now on the hunt for new lover
A love anthem for any language
Just never be quick to judge

Chorus:
Mi Media Naranja por donde encuentra
Madrid, Perú o Sri Lanka…
(interlude with Spanish guitar)

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Orlando Furioso Canto 12

ARGUMENT
Orlando, full of rage, pursues a knight
Who bears by force his lady-love away,
And comes where old Atlantes, by his sleight
Had raised a dome, Rogero there to stay.
Here too Rogero comes; where getting sight
Of his lost love, the County strives in fray
With fierce Ferrau, and, after slaughter fell
Amid the paynim host, finds Isabel.

I
Ceres, when from the Idaean dame in haste
Returning to the lonely valley, where
Enceladus the Aetnaean mountain placed
On his bolt-smitten flanks, is doomed to bear,
Her girl she found not, on that pathless waste,
By her late quitted, having rent her hair,
And marked cheeks, eyes, and breast, with livid signs,
At the end of her lament tore up two pines,

II
And lit at Vulcan's fire the double brand,
And gave them virtue never to be spent;
And, afterwards, with one in either hand,
Drawn by two dragons, in her chariot went,
Searching the forest, hill, and level land,
Field, valley, running stream, or water pent,
The land and sea; and having searched the shell
Of earth above, descended into hell.

III
Had Roland of Eleusis' deity
The sovereign power possessed no less than will,
He for Angelica had land and sea
Ransacked, and wood and field, and pool and rill,
Heaven, and Oblivion's bottom: but since he
Had not, his pressing purpose to fulfil,
Her dragon and her car, the unwearied knight
Pursued the missing maid as best he might.

IV
Through France he sought her, and will seek her through
The realms of Italy and of Almayn,
And thence through the Castiles, both old and new,
So passing into Libya out of Spain.
While bold Orlando has this plan in view,
He hears, or thinks he hears, a voice complain:
He forward spurs, and sees on mighty steed
A warrior trot before him on the mead;

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The Missionary - Canto Fourth

Far in the centre of the deepest wood,
The assembled fathers of their country stood.
'Twas midnight now; the pine-wood fire burned red,
And to the leaves a shadowy glimmer spread;
The struggling smoke, or flame with fitful glance,
Obscured, or showed, some dreadful countenance;
And every warrior, as his club he reared,
With larger shadow, indistinct, appeared;
While more terrific, his wild locks and mien,
And fierce eye, through the quivering smoke, was seen.
In sea-wolf's skin, here Mariantu stood;
Gnashed his white teeth, impatient, and cried, blood!
His lofty brow, with crimson feathers bound,
Here, brooding death, the huge Ongolmo frowned;
And, like a giant of no earthly race,
To his broad shoulders heaved his ponderous mace.
With lifted hatchet, as in act to fell,
Here stood the young and ardent Teucapel.
Like a lone cypress, stately in decay,
When time has worn its summer boughs away,
And hung its trunk with moss and lichens sere,
The Mountain-warrior rested on his spear.
And thus, and at this hour, a hundred chiefs,
Chosen avengers of their country's griefs;
Chiefs of the scattered tribes that roam the plain,
That sweeps from Andes to the western main,
Their country-gods, around the coiling smoke,
With sacrifice, and silent prayers, invoke.
For all, at first, were silent as the dead;
The pine was heard to whisper o'er their head,
So stood the stern assembly; but apart,
Wrapped in the spirit of his fearful art,
Alone, to hollow sounds of hideous hum,
The wizard-seer struck his prophetic drum.
Silent they stood, and watched with anxious eyes,
What phantom-shape might from the ground arise;
No voices came, no spectre-form appeared;
A hollow sound, but not of winds, was heard
Among the leaves, and distant thunder low,
Which seemed like moans of an expiring foe.
His crimson feathers quivering in the smoke,
Then, with loud voice, first Mariantu spoke:
Hail we the omen! Spirits of the slain,
I hear your voices! Mourn, devoted Spain!
Pale-visaged tyrants! still, along our coasts,
Shall we despairing mark your iron hosts!
Spirits of our brave fathers, curse the race
Who thus your name, your memory disgrace!
No; though yon mountain's everlasting snows
In vain Almagro's toilsome march oppose;

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Oliver Goldsmith

Vida's Game Of Chess

TRANSLATED

ARMIES of box that sportively engage
And mimic real battles in their rage,
Pleased I recount; how, smit with glory's charms,
Two mighty Monarchs met in adverse arms,
Sable and white; assist me to explore,
Ye Serian Nymphs, what ne'er was sung before.
No path appears: yet resolute I stray
Where youth undaunted bids me force my way.
O'er rocks and cliffs while I the task pursue,
Guide me, ye Nymphs, with your unerring clue.
For you the rise of this diversion know,
You first were pleased in Italy to show
This studious sport; from Scacchis was its name,
The pleasing record of your Sister's fame.

When Jove through Ethiopia's parch'd extent
To grace the nuptials of old Ocean went,
Each god was there; and mirth and joy around
To shores remote diffused their happy sound.
Then when their hunger and their thirst no more
Claim'd their attention, and the feast was o'er;
Ocean with pastime to divert the thought,
Commands a painted table to be brought.
Sixty-four spaces fill the chequer'd square;
Eight in each rank eight equal limits share.
Alike their form, but different are their dyes,
They fade alternate, and alternate rise,
White after black; such various stains as those
The shelving backs of tortoises disclose.
Then to the gods that mute and wondering sate,
You see (says he) the field prepared for fate.
Here will the little armies please your sight,
With adverse colours hurrying to the fight:
On which so oft, with silent sweet surprise,
The Nymphs and Nereids used to feast their eyes,
And all the neighbours of the hoary deep,
When calm the sea, and winds were lull'd asleep
But see, the mimic heroes tread the board;
He said, and straightway from an urn he pour'd
The sculptured box, that neatly seem'd to ape
The graceful figure of a human shape:--
Equal the strength and number of each foe,
Sixteen appear'd like jet, sixteen like snow.
As their shape varies various is the name,
Different their posts, nor is their strength the same.
There might you see two Kings with equal pride
Gird on their arms, their Consorts by their side;
Here the Foot-warriors glowing after fame,

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Henry Wadsworth Longfellow

Evangeline: A Tale of Acadie

This is the forest primeval. The murmuring pines and the hemlocks,
Bearded with moss, and in garments green, indistinct in the twilight,
Stand like Druids of eld, with voices sad and prophetic,
Stand like harpers hoar, with beards that rest on their bosoms.
Loud from its rocky caverns, the deep-voiced neighboring ocean
Speaks, and in accents disconsolate answers the wail of the forest.

This is the forest primeval; but where are the hearts that beneath it
Leaped like the roe, when he hears in the woodland the voice of the huntsman
Where is the thatch-roofed village, the home of Acadian farmers,--
Men whose lives glided on like rivers that water the woodlands,
Darkened by shadows of earth, but reflecting an image of heaven?
Waste are those pleasant farms, and the farmers forever departed!
Scattered like dust and leaves, when the mighty blasts of October
Seize them, and whirl them aloft, and sprinkle them far o'er the ocean
Naught but tradition remains of the beautiful village of Grand-Pre.

Ye who believe in affection that hopes, and endures, and is patient,
Ye who believe in the beauty and strength of woman's devotion,
List to the mournful tradition still sung by the pines of the forest;
List to a Tale of Love in Acadie, home of the happy.

PART THE FIRST

I

In the Acadian land, on the shores of the Basin of Minas,
Distant, secluded, still, the little village of Grand-Pre
Lay in the fruitful valley. Vast meadows stretched to the eastward,
Giving the village its name, and pasture to flocks without number.
Dikes, that the hands of the farmers had raised with labor incessant,
Shut out the turbulent tides; but at stated seasons the flood-gates
Opened, and welcomed the sea to wander at will o'er the meadows.
West and south there were fields of flax, and orchards and cornfields
Spreading afar and unfenced o'er the plain; and away to the northward
Blomidon rose, and the forests old, and aloft on the mountains
Sea-fogs pitched their tents, and mists from the mighty Atlantic
Looked on the happy valley, but ne'er from their station descended
There, in the midst of its farms, reposed the Acadian village.
Strongly built were the houses, with frames of oak and of hemlock,
Such as the peasants of Normandy built in the reign of the Henries.
Thatched were the roofs, with dormer-windows; and gables projecting
Over the basement below protected and shaded the doorway.
There in the tranquil evenings of summer, when brightly the sunset
Lighted the village street and gilded the vanes on the chimneys,
Matrons and maidens sat in snow-white caps and in kirtles
Scarlet and blue and green, with distaffs spinning the golden
Flax for the gossiping looms, whose noisy shuttles within doors

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